This dissertation has been 61—5109 microfilmed exactly as received
MOORE, Miriam Brown, 1924- AN ANALYSIS OP VALUES HELD BY TWO GROUPS OF MARRIAGE AND FAMILY LIFE EDUCATORS AS INDICATED BY THEIR RE ACTIONS TO A SELECTED NUMBER OF CONTROVERSIAL ISSUES. The Ohio State University, Ph.D., 1961 Home Economics
University Microfilms, Inc., Ann Arbor, Michigan Copyright by
Miriam Brown Moore
1962 AN ANALYSIS OF VALUES HELD BY TWO GROUPS OF MARRIAGE AND FAMILY
LIFE EDUCATORS AS INDICATED BY THEIR REACTIONS
TO A SELECTED NUMBER OF CONTROVERSIAL
ISSUES
DISSERTATION
Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University
By
Miriam Brown Moore, B. S., M. Ed. I
******
The Ohio State University 1961
Approved by:
Adviser School of Home Economics ACKNOWLEDGMENTS
The writer wishes to express her sincere appreciation to particular individuals who provided encouragement, assistance, and guidance from the inital stages to the completion of the dissertation.
Outstanding among these has been the director of this study, Dr.
Christine H. Hillman, who offered her steadfast encouragement and undaunted assistance. Other individuals from the Ohio State University who provided ideas, especially in the planning stage, are Dr. Dorothy
Scott and Dr. Marie Dirks of the School of Home Economics; Dr. Everitt
Kircher of the Education Department; and Dr. A. R. Mangus of the
Sociology Department. Valuable criticisms were given by the reading committee— Dr. Christine Hillman, Dr. A. R. Mangus, and Dr. Dorothy Scott.
To the Groves Conference participants representative of those persons attending the 1960 meeting and the participants representative of home economic staffs in Ohio and Georgia, who made the study possible through their cooperation, thanks can be only inadequately expressed.
Special thanks are offered to General Foods for its fellowship bestowed in 1959-60, which provided the financial assistance as well as a feeling of security and confidence necessary for this research to be undertaken.
ii iii
These acknowledgments would be altogether incomplete without an expression of sincere appreciation to the writer's husband, William
H. Moore, and children, Bradley and Anne, for their unfailing interest and support throughout the study. TABLE OF CONTENTS
Chapter Page
I. INTRODUCTION ...... 1
The Problem ...... 1 Purpose of Study ...... 4 Procedure ...... 4 Definition of Terms ...... 9 The Sample ...... 11 Assumptions and Hypotheses ...... 12 Assumptions ...... 12 Hypotheses ...... 13 Limitations of the Study ...... 13
II. BACKGROUND OF LITERATURE ...... 16
Values and Valuing ...... 16 Value Concepts ...... 16 Approaches to the Study of Values ...... 18 General Importance of Values for the Individual ...... 22 Special Significance of Values for Marriage and Family Living ...... 23 General Importance of Values for Higher Education . . . 27 General Education ...... 27
Home Economics ...a...... 31 Research Studies by Home Economists ...... 37
Summary . o . . . . . 0 . 0 0 . 0 0 . o.. .. ,o.. 38
III. PRESENTATION AND ANALYSIS OF D A T A ...... 40
Characteristics of the Groups Participating ...... 41 Treatment of the Data ...... 46 Analysis of the Data ...... 48 Findings from Percentages ...... 49 Findings from Chi-Square Tests ...... 74
IV. THE SUMMARY ...... 84
Conclusions ...o«o.oo.o....oo.o..o 86 Implications and Recommendations ...... 91
iv V
APPENDIXES „ ...... a ...... a 99
A. ISSUE STATEMENTS ...... 100
B. DIRECTIONAL PROCEDURE ...... 110
C. COMMUNICATIONS TO ADMINISTRATORS AND HOME
ECONOMICS PARTICIPANTS 113
D. ADDITIONAL ISSUE STATEMENTS SUBMITTED BY THE
PARTICIPANTS ...... 118
LITERATURE CITED »»»aooae>c»o»oeaa*Qa<>0««<»<»aI23
AUTOBIOGRAPHY * ...... * • . . , * . . , 130 LIST OF TABLES
Table Page
1. Number and Percentages of Home Economists and Groves Conference Participants Showing Educational L e v e l s ...... 44
2. Number and Percentages of Georgia and Ohio Home Economists Classified as to Type of Institution in Higher Education ...... 45
3'. Percentage of Home Economists and Groves Conference Participants Ranking 105 Issues in Marriage and Family Life Education at Three Levels of Importance ...... 50
4. The Rank of Order of Specific Issue Statements at Two Levels of Importance as Indicated by Fifty Per Cent or More of the Participants in 2Vo Selected Groups of Family Life Educators ...... 57
5. The Clustering of Specific Issue Statements at Two Levels of Importance in Ten Major Areas of Marriage and Family Life Education as Indicated by Fifty Per Cent or More of the Participants in IVo Selected Groups of Family Life Educators ...... 60
6. Percentage of Home Economists and Groves Conference Participants Ranking 105 Issues in Marriage and Family Life Education within the High Level of Importance ...... 64
7. Specific Issue Statements (Within the TOP TEN RANK Order) at the Highly Important Level in Ten Major Areas of Marriage and Family Life Education as Indicated by the Participants of Two Selected Groups of Family Life Educators ...... 73
vi vii
8. Chi-Square and Levels of Probability for Home Economists and Groves Conference Participants For Their Opinions on Issue Statements in Marriage and Family Life Education ...... a ... 75
9. Extent of Agreement on 105 Issue Statements in Ten Major Areas of Marriage and Family Life Education
( B a S e d O n .oa.*a»«o.oo..o.oooo»« 81
10. Range and Mean Scores Based on Chi-Square Tests and Showing Probability Levels for 105 Issue Statements in Ten Major Areas of Marriage and Family Life Education 82 CHAPTER I
INTRODUCTION
The Problem
Achieving a "set of values" is considered to be one of the great
est human needs of the individual in a civilized society. Each
individual must decide for himself what he wants most out of life, be
able to weigh various courses of action, count the cost and arrive at
a philosophy of life satisfying to himself and to the society in which
he lives.
Suzuki has said, "All the values in the broad field of human
activity may be stamped as sold and dilapidated and even worn out in
the sense that ever since the dawn of civilization we have been talk
ing about them constantly" (70, p. 94). Discerning philosophers have
agreed that values held by man play an important role not only in the
development of a healthy personality but in the rise and fall of
nations as well. Smith in his review of the recent publication New
Knowledge in Human Values (edited by Maslow) makes the following
observation:
For a hundred years now the condition of western man has worried most of its perceptive observers: Hegel, Marx, Kierkegaard, Nietzche, Matthew Arnold, Spengler, Eliot, Marcel, and Jaspers, to mention only a few. Diagnoses and prognoses differ widely in details, but on two points there is agreement: the sickness is acute and its locus is in the realm of values (64, p. 24).
1
/ A review of literature pertinent to any organized study of the subject of values reveals the fact that this is a phenomenon of great diversity and complexity. Many have written on the subject; some have dealt with the problem from a subjective point of view, others objec
tively. Certainly not all who have written have been in agreement as
to theory. Many writers have lost themselves in comtemplation and philosophical explanation while others have founded their conclusions on inferences drawn from principles which have been established on
independent evidence. In one respect, however, the majority are in agreement— values are needed to bring or'der and meaning to satisfying human existence.
A study of the literature further reveals that confusion of ideas and theory relative to increased understanding of the origin and devel
opment of a value system seem to cluster in some areas of humanics more
than others. Among those in which there appears to be considerable
concern and differences of opinion is in the area of education for
marriage and family living in the present-day world.
Education for marriage and family living focuses on the individual
as a family member, the family unit, and families as integral parts of
society. Attention, also, is given to the structure of society as it
impinges on individuals and families. In this respect, there is a
growing realization that patterns of family life are changing and that
the effect of outside forces are making an increasing impact on family
living today. Many who are engaged in this field of study are agreed
that if the essential aspects of family life in the United States are
to be preserved and enriched then values which supply the individual 3 with a sense of purpose and direction and which serve as a basis for
action as well as for the evaluation of behavior must be more clearly
identified. Certainly, it would appear that this identification is
important if confusion and alternatives of value systems are to be
dealt with in this century.
The family is among the smallest (if not the smallest) unit for
decision-making and value formation in our present-day world. Its
actions carry an impact to the out-reaches of the world as we now
know it. Perhaps analogous to atomic fission, the family bounded by
understanding, love, affection, and cooperation brings strength to
society; the family divided by dissention, misunderstanding, and unhap
piness dissipates its strength. The values held by the family and its
individual members affects society, and changes in the structure of the
family affect the family and hence, its values. The two are interde
pendent. Questions arise: Wherein is there agreement or disagreement
on these values among family life educators in the United States? Axe
academic disciplines responsible for the teaching of youth during their
formative years in agreement as to values being taught? On what points
is there extreme variance and disagreement on issues involving value
formation? Present literature in the field of marriage and family
living does not clearly define the issues around which confusion in the
area of the teaching of human values may cluster.
* 4
Purpose of Study
The objectives of this study were as follows:
1. To identify controversial issues in the literature which
involve a choice between alternate points of view in the
teaching of marriage and family living in the United
States.
2. To determine the degree of agreement or disagreement
held by selected groups of family life educators with
respect to issues identified as controversial and which
would influence the formulation of basic human values.
3. To identify the general areas of family life education
wherein these controversial issues appear to cluster.
4. To determine the extent to which findings may have impli
cations for individuals engaged in programs including
family life education, and more specifically— those
engaged in the profession of home economics.
5. To make recommendations that might be helpful in counse
ling students and in the teaching of home economics in
higher education.
Procedure
To carry out the objectives of this study, a number of continuous
steps were necessary each contingent upon the success and thoroughness with which the latter was accomplished and understood. In the beginning, the writer acquainted herself with the literature of many different cultures, factors— past and present--which appeared to have influenced their individual and family values, their efforts at marriage and family life education, the possible success of these pro grams and the amount and reliability of the research reported. As this review progressed, there was intentional effort to confine the endeavor to an even more intensive study of families in the United States.
In world perspective, it must be noted that the family of this country, seen generally, shares many aspects of family life and organi zation, first of all and very deeply, with Great Britain and the other
European Countries, particularly the northern and western ones. Some of these European roots are very ancient. The United States has been and is still a great mixture of peoples and conditions. Seen compara tively, its culture is new, recently unified from an assemblage of diverse regions, classes, and ethnic groups. Majority and minority ethnic strains, yielding American subcultures, have evolved an American family life, perhaps not yet completely unified but making a fairly well-understood common ideal pattern which continues to show variations dependent upon different social traditions and different past and pre sent circumstances of economic, religious, and social life.
The commonly or generally perceived ideal pattern of family life in the United States today shapes our formal institutions and our legal
system, lends its values to popular culture and public education, and influences strongly many of the national characteristics of our people.
Nevertheless, in dealing realistically with problems of intercultural and intergroup contact and understanding, with values held, and with the responsibilities of education, public and private, one must also recog nize and cope with many deviations from this general majority culture pattern.
Modern anthropological science, indeed, has come to reveal how very rich, complex, and diverse have been the differing forms of family
life and organization of human beings around the world, in cultures both primitive and civilized. This complexity and diversity continues
to exist even in the "one world" of modern communication. The perspec
tive of this is necessary if we are to see life in the United States as others must see it from Asia, Africa, even from Europe itself. It is
equally important if some of the human values and value-orientations
considered basic to successful individual and family development in
this country are to be understood in clear perspective.
Concurrent with the library research relative to securing informa
tion concerning the aforementioned, effort was made to obtain informa
tion which would reveal inconsistencies in values and value-theory, if
any, held' by different educators and researchers in the field of marri
age and family life education in the United States. These inconsist
encies, it was hypothesized, would not only influence teaching in this
area of education but be reflected in the values held by individuals
taught.
Many inconsistencies were revealed. Major sources searched for
the purpose of delineating these as well as specific areas wherein con
fusion appeared to cluster were textbooks used in the teaching of mar
riage and family living courses and research reports, both published
and unpublished, and/or contained in the literature. It was evident, also, that two major approaches to the study of values predominate, that of ideal or sterotype and the cultural approach as it relates to human experience. This study proposed to view value in
terms of behavior and valuing as a process involving decision-making.
Thus, 105 inconsistencies relative to ideas which would affect values and hence, human behavior were derived from the literature searched.
To carry out the over-all purposes of Objectives 2 and 3 as set forth for this study, a review of research methods most appropriate for
securing the information was undertaken. This review revealed three
general ways by which this might be done with a considerable degree of accuracy, namely; the presentation of the value problem (here referred
to as in-consistencies) as (1) a positive statement (18, 31, 68), (2) in
the form of a question (16, 3), and (3) in alternative statements (62,
46, 72). The latter research method was chosen.
The reliability of this method is supported in an unpublished
summary of value research studies by Williams (77), Hence, the 105
inconsistencies as derived from the literature were phrased as alterna
tive statements and in this form each statement was printed on a 3 x 5
card. Hereinafter these alternative statements will be referred to as
"issue statements" (Appendix A).
Each of the 105 cards containing each of the 105 issues were assem
bled into packages for ease in securing individual reactions to the
■^Although 105 issue statements were selected, the investigator does not deny that others may exist, rather that these appeared to be the major issues reflected in literature devoted to the area of marriage and family life. issues by selected groups of family life educators. To arrive at the degree of importance attached to the issues and for purposes of arriving at the degree of agreement or disagreement assigned individual issues by the educators, participants were asked first, to react to the issue con tained on each card by placing it in one of the three categories repre sentative of three levels of importance: High. Medium, and Low, Secondly, participants were asked to take all cards placed in the High category and to again rank this group into three levels of importance, Highly Impor tant, Moderately Important, and Of Less Importance. This method for determining refinement of data as well as degree of refinement is sup ported by research published by Rosenberg (62).
Since value studies set up within a limited frame of reference have been criticized particularly by Raths (59), each participant was encour aged to write in (on plain cards provided) additional issues thought to be important. Then the participants were asked to categorize these fol lowing the prescribed procedure.
Issue statements, plain cards, caption cards indicating levels of importance, and directions were assembled into packages and tested by a pilot group of graduate students in several professional fields, including: education, home economics, philosophy, psychology, and soci ology. The students were asked to make suggestions for improving general directions and specifically to note their reactions to—
1, Total time needed to classify statements at six levels of importance,
2, Clarity of issue statements.
3, Clarity of stated directions.
4, The steps involved in the process. The suggestions were analyzed and ideas concerning these were incorporated in the directional procedure (Appendix B).
Approximately 150 packages of cards were assembled for distribu tion either through personal contact or by mail to persons within the two groups of family life educators selected for study. The findings, based upon the replies received, were tabulated for each participant who ranked the 105 issue statements at various levels of importance.
The data were then subjected to statistical treatment based on percent ages and chi-square tests.
Definition of Terms
Value, Value is defined as an object, an attribute, condition, or idea desirable, positively or negatively, in terms of attaining satisfaction in living. In this sense, value is used as a verb denot ing an active process, Ihis formal definition of value may appear to be an attempt at oversimplification; however, value limited to the field of human behavior may be inclusive of a gradient stemming from purely physiological action to valuational conduct. Psychologically, value studies have included a continum ranging from "desires," "inter ests," or "preferences" of low intensity all the way over to intense convictions, beliefs, and ideals which constitute self-identity.
Valuing. Valuing is a process involving the use of reflection and
integration toward a given situation, based on prior experiences and available information, selecting what appears to be the most satisfac
tory course of action aware of means-ends-consequences. 10
Issue. Issue is defined as a controversial statement involving a choice between alternate points of view.
Characteristics of value. From a study of the literature on values from 1909-1960, several characteristics of value seemed applicable to this s tudy:
1. Value has a degree of generality; it is never a single experi ence, rather it tends to be a common pattern or aspect of several
situations and experiences. Although value has an affective dimension,
it is not identical with "physiological needs" of the organism. Needs are relevant to values, in that "value can only be actualized in the
context of need but is not thereby identical with need" (76, p. 2).
2. Value is not an absolute; it is relative to other values.
Values are constantly being reconstructed within an individual as he
meets new experiences, chooses between conflicting possibilities, and
moves toward a more satisfying life.
3. The more mature an individual becomes the more his values
approach a system or patterning which enables him to maintain a balance
between himself and his society.
4. A value is always an object of desire but not always an object
to be possessed. Every value has both a positive and negative aspect;
It implies situations which people approach or seek and other situations
which they avoid or reject.
5. Values are not identical with an individual's goals, rather
values involve goals, means, and consequences. Values are the criteria,
the "why" against which goals are chosen, thus, values are modes of
organizing conduct. 11
6a A value implies a culturally approved desire; however, it is possible for an individual to have true values which seem more or less unique to him. In this sense values have existential status.
The Sample
Representatives of two groups interested in education for marriage and family life education were selected to participate in this study:
(1) persons attending the 1960 annual meeting of the Groves Conference on Marriage and the Family, and (2) all home economists in Georgia and
Ohio (1959-1960) who were devoting at least one-half of their time to teaching in one or more of three areas of home economics, namely:
(a) family life and child development, (b) home management and family economics, and (c) home economics education.
Groves conference participants. Participants in the Groves Con ference represent an interdisciplinary group composed of psychologists, sociologists, home economists, ministers, social welfare personnel, and human development specialists. The 1960 Conference was attended by 164 persons from twenty-seven states and the District of Columbia (30).
Of the 164 persons attending, seventy-five were selected by a random sampling of the group for purposes of being included in this study. A total of sixty-four responded. No attempt was made to equalize this group either by subject matter specialization or by professional affil iation.
Home economists. Home economists in the two states, Georgia and
Ohio, were selected because of the convenience and personal interest of the investigator— being a native Georgian and pursuing professional study at The Ohio State University,, All colleges and universities granting degrees in home economics in the two states (27 in Ohio and
12 in Georgia) were asked to cooperate in the study* A letter was mailed to each of the administrators of institutions for the names of staff members who met the specific criteria (Appendix C). A total of
39 administrators responded* Eighty home economists met the criteria according to them* The staff of 36 of these institutions cooperated with a total of 73 home economists participating in the study*
Assumptions and Hypotheses
Assumptions
Some assumptions were basic to the study and important to its development* They are as follows:
1. Values can be identified through expressed preferences toward verbal statements* Students of modern society agree that important value-problems confronting the United States in particular are those problems centering around value-conflict and the loss of regulative power of values— a kind of "moral lassitude." Thus, the assumption was made that an empirical analysis of responses to issue-statements would infer an individual's value preferences, and further that a pattern of consistency might reflect value tendencies of importance to groups whose major concern is strengthening family life.
2. Members of Groves Conference on Marriage and The Family, an interdisciplinary group at the national level, and subject matter spe cialists in the field of home economics who are largely responsible for teaching toward improving family living can help identify important values. 13
3. An empirical approach to the study can be followed. An empir
ical approach to value-problems constitutes a paradox in the minds of
many persons, whether values are intrinsic ends or a means to an
end-ln-view. As a parallel to this paradox, valuation could be the
judging of good in an existential sense— unaware of basis, compared with valuation as appraisal— a conscious choice evaluated against other
choices. The assumption was made that valuing involves choice-making
and that an individual's values may be expressed by his ranking of con
flicting issue-statements.
Hypotheses
fttfo hypotheses were established:
1. Controversial statements in the literature relative to marriage
and family life education and which reveal values can be identified.
2. Family life educators as represented by a selected group of
Groves Conference participants and a selected group of home economists
will not agree on values as reflected by their ranking of 105 issue
statements.
Limitations of the Study
Any study of a subject as broad and general as values is limited
because of (1) the diversity of concepts, (2) the lack of and adaptions
of basic research methods, and (3) varied research designs.
Research on values has included many specific sources of evidence,
including content analysis, budgetary studies, interviewing parents as
to their aspiration for their children, forced-choice test, and attitude
toward some ideals, objects or desires. Out of these specifics, authorities seem to agree that there is (1) the need to pay attention to implicit materials as well as to explicit testimony; and (2) the need to devise research techniques for recording values at the level and in the form in which they operate in actual behavior. In other words, researchers need to know a great deal more about the relation ship between expressed values and operating values. Williams has stated that "the study of choice-behavior seems to offer the nearest approach to a research method uniquely adapted to the study of values
(77, p. 5). In this, he is referring to both the study of expressed values and operating values. The present study was limited to a com parison of expressed values--the ranking of alternative points of view in various ways by analysis of choices.
One characteristic of values, as described in this study, explains value as being relative to other values. In this sense, one's values are constantly being reinforced or reconstructed as he meets conflict ing situations which involve choice-making. The writer recognizes that if values are relative, those expressed by individuals ranking conflict ing issue-statements may vary. Assuming a lapse of time, each indi vidual's value preferences may change as he ranks conflicting issue- statements.
Furthermore, value preferences as expressed by a single partici pant in either the Groves Conference or by home economics educators will not be comparable, necessarily, in all respects with those expressed by other participants. In this study, conclusions are drawn from value preferences expressed by the total number of participants representa tive of each group and not as individual value preferences. It will be observed, also, that the two groups represent a highly selected sample as to professional experience, educational background and training, and concern for marriage and family life education. The conclusions drawn, therefore, cannot be applied to all family life educators or as being descriptive of all persons who might have qual ified for the study. CHAPTER II
BACKGROUND OF LITERATURE
Values and Valuing
Value Concepts
Value is a general label for a heterogeneous class of normative factors, not a simple conceptual unit. The term may be simplified by
limiting it to a homogeneous sub-class such as, goals, standards, inter ests, or imperatives. Kluckholm (42) seemed to be the pioneer or the accepted authority on value in anthropological studies. He used a broad approach to the study of values which follows: values, positively
and negatively (1) are elements of the situation of action that desig nate desirable and undesirable modes, means, and ends of action; (2) are
explicit or implicit— given directly in value judgments or inferred from verbal and non-verbal behavior; (3) are persistent through time and
manifest directionality— observable consistency of response to recur
rent situations, and (4) are interrelated as elements in culturally or
individually distinctive patterns or systems. They are differentiated
but interdependent parts of a whole.
The concept of value implies judgment of worth, often in terms of
normative standards. Kluckholm defined value as "....that aspect of
motivation which is referrable to standards, personal or cultural, that
do not arise solely out of immediate tensions or immediate situations"
(42, p. 425).
16 17
In the behavorial relationship, values are said to possess certain qualities according to Williams:
1. They have a conceptual element. 2. They are affectively charged. 3. They are the criteria by which goals are chosen. 4. They are important in decision making (78, p. 31).
The conceptual element of value is drawn from the flux of the individ ual's immediate experience; it is the thing wished for, desired. Value empirically considered is not an all-or-none matter, rather it is a con tinuum. Value is concerned with goals, yet is not the goal but a compo nent in a selection of means toward the goal. In this sense, values may be arranged into hierarchies (value-positions) by the choices made.
These choices may be indicated through behavorial actions and/or verbal expressions by an individual.
In making valuations the individual has the task of choosing a balance between values he deeply reverences personally and those that society impose on him presumably for this good. It was Dewey's (20) belief that the act of valuing preceded that which was valued— that a
study of value is essentially the study of an active process, not of
things. A similar view was stated by Besvinick:
Valuing is a process of reflection and integration in which the individual utilizes his perceptions of what exists in a given situation and his prior experiences with the ref erents in the field to determine that course of action which he believes will yield the greatest self-satisfaction (11, p. 35).
Friedman, in a study pertaining to the measurement of values, differ
entiated the kind of existences that one can value as,
1. Something that you possess. 2. A condition that exists in connection with yourself. . . . 3. Something which exists in the world for some others but does not exist for you. 18
4. A condition which exists in the world for some others but which does not exist for you* 5. An ability which will never exist for you because of your physical deficiency...but which can exist intellectually in your imagination.... 6. A thing (or condition) which you believe is possible but which at present does not exist in the world as far as you know. 7. A thing (or condition) which you believe will never exist in its perfect state...but which can be extended to a fuller form.... 8. Any of the above for others, ...or yourself. 9. The nonexistence of any of the types listed above (24, p. 59).
Valuing is a reaction toward what is, and bringing about what ought to be. Whether the object is in existence, its location in rela
tion to the person, will determine what the particular value-behavior is.
Thus, valuing is always related to reality, to what is and what is not.
The varying concepts of value tend to converge into two basic uses
of the term: (1) value, an absolute, used as a noun and (2) value, denot
ing a process, used as a verb. This study uses the term as a verb in
reference to human behavior. Value was defined as any object, attribute,
condition or idea which an individual desires. The individual desires
this value because he thinks it will help him attain satisfaction in
living which implies a specific situation. The situation may be said to
condition the value as a problem defines and delimits the field for
making choices,
Approaches to the Study of Values
Burgess and Locke (15) used the ideal types, generally considered
to be polar conceptions, emphasizing the importance of examining con
crete reality in the light of a continuum between two logical extremes
which have only a conceptual existence. In a similar manner, Martin
son (47, pp. 5-8) approached the study of values from the point of view 19
that man's life is determined by forces that play upon him, and in ideal
form the basic American values play a large role in ordering an individ ual and social life. These ideals include (1) the dignity and worth of man, (2) freedom of man, (3) the equality of man and (4) the many values uniquely American--its origin and combination of beliefs. It was his
belief that dating, marriage and family systems can be understood and
appreciated against the American ideal.
With a view toward examining the main values in operation in Ameri
can society, Getzel (27), and Becker and Hill (9) discussed values as
being either sacred or secular. Kirkpatrick (41) viewed the family
through a value framework of happiness-adjustment, in which he dealt
with conflicts in human experiences in terms of "goals" and "prices."
Another cultural approach was given by Bossard (12 p. 157) in
which he implied that the family is a "group of related people in a
process of developing attitudes, values and modes of conduct, as all
members of families learn by experience." A similar approach was given
by Gavan (16), when she viewed marriage as a way of life. In this
sense, it is intensely personal, as the answer to all young people's
dream of life with a beloved mate. At the same time, marriage has
importance for society in that its social significance emerges more
fully as the marriage matures into a stable working unit and as the
couple expands into a family circle with children.
Sirjamaki has set forth the basic value patterns which charac
terize families in American society through what he describes as a
cultural analysis of the family in terms of its dominant configurations. 20
To him, cultural configurations are the moral principles which comprise the social philosophy of a society:
They are patterns of covert behavior; as such, they are culturally approved rules of sentiments which motivate overt behavior and which integrate it into consistent patterns; and they can be deduced only from behavior. Such configurations exist on the level of the culture and arise in the context of everyday living (63, p. 295).
Configurations are thus the basic units of the value system of a society and may be expressed within an institution, illuminating the study of the family.
Kluckholm (43, 44) did not conceive of the value system as unitary as did Sirjamaki; rather, she advanced value system as dealing with pre
ferences, permitted, and prescribed modes; thus allowing variations in
the value system. The bases of her cultural pattern may be seen through man's innate predispositions; man's relation to nature; the time dimen
sion; and personality and modality of relationships. She postulated a
triology of these as follows: (1) innate predisposition being evil, mixed, or good; (2) man's relation to nature as subjected to nature, man in nature, or man versus nature; (3) personality of man as being,
or becoming, or doing; and the modality of relationships as lineal, col
lateral, or individualistic.
In a recent book edited by Abraham H. Maslow, New Knowledge in
Human Values (50), contributors seemed to agree on what they referred
to as the supreme human values. They are love, truth, beauty, and self-
realization; in short, "the golden virtues." If we were to ask why
these values are good, we find that the participants may appear to
represent three points of view. First, those working closely with the
physical sciences (such as, Henry Margenau and Jacob Bronowski) seem 21 to Imply that values have no rational justification for in the end, they are arbitrary postulates like the axioms of geometry. If this point of view is true, then how do they explain the fact that all cultures seem to agree on certain values and some might be considered as prerequisites to mental health?
Working closely in the area of human relationships Maslow, Froman,
Allport, and Sorokin represent the second view; which implies that the norms for determining which values are best are contained in human nature.
In other words, the golden virtues are conducive to psychological health and are, therefore, good. If this point of view is logical, then why does man so often behave contrary to his best interests? If Maslow is right in saying that "our deepest needs are not... dangerous or evil or bad" (50, p. 128), then, why are our surface appetites often so?
The third point of view, largely represented by Tillich and Weiss- koph, implies that values are rooted in the character of being itself.
This is expressed in the following statement: "that man tries to find fulfillment in antithetical directions is evidence that his life has lost its transparent grounding in reality. But as reality cannot be escaped, the fact remains that only through love and its attendant values can fulfillment be achieved" (64, p. 25). The question facing this hypothesis is how its metaphysical claims might be verified?
Although the literature seemed to reveal many inconsistencies con cerning theories about value, there appears to be two major approaches
to the study of values, that of ideal or sterotype and the cultural approach as it related to human experience. 22
General Importance of Values for the Individual
It is clear that individuals within our society vary in their range of interests, beliefs and knowledge; therefore, values in a behavioral setting may vary for each individual. Values affect each activity of an individual in which an object is desired and thereby a decision is nec essary; thus, values are interrelated and subject to mutual variation.
In an attempt to seek relationships and interconnections in a diversified culture both the individual and society tend to arrange values into a pattern. This set of relationships may imply that a value system exists.
This does not mean that the individual "has arrived," for no sooner than he organizes his values into a simulated pattern his structure may crum ble as it meets with outside forces or the challenges of his own insight.
DuBois stated: "Changes in value systems wt.11 result...from a strain for consistency not only within the value system but also between values and situational factors" (21, p. 1239). The value system, then, appears to represent what seems to be a pattern when the flow of human experience is unchallenged.
To have a value system defined, indoctrinated into individuals and accepted per se is clearly contradictory to a democratic society. The
searching, seeking effort to clarify a harmonious value system clearly benefits man. According to Alberty this quest does these things:
1. Supplies the individual with a sense of purpose and direction. 2. Gives a group a common orientation and supplies the basis of individual or collective action. 3. Serves as the basis for judging individual behavior. 4. Enables the individual to know that to expect of others and in turn what is expected of him. 5. Fixes a sense of right and wrong, desirable and undesir able (1, p. 5). 23
If the value system is viewed as evolving and being refined and reinterpreted by human experience; although values often conflict, they are the expressions of a way of interpreting life which constitute an individual's philosophy. To help an individual find answers to questions relating himself to others in his environment, he seeks the source of the standards of his conduct. Havighurst stated, "the primary source of all values is the fundamental physiological drive-of the organism"
(33, p. 63). In the infant this drive expresses itself first in the desire for food and warmth and later in physical activity and body stim ulation. All later values are built upon these desires by the infant, which he has learned through association of certain behavior with approval.
Values are needed to bring order and meaning to life. Martinson
(47) stated that man brings order into his life by balancing the satis
factions of want against each other and through this process he sets up
standards of judgment for organizing his actions--these are his values.
Without values, the functioning of the social system would be impaired
in achieving group goals; individuals could not get what they want and
need from other individuals in personal and emotional terms nor would
they feel within themselves the degree of order and purpose necessary
for effective living.
Special Significance of Values for Marriage and Family Living
Man, essentially a social being, must live with other people, and
through his experiences first with his mother, then the family and the
culture, his primary values are patterned and channeled into a host of 24 derivative values. As he grows and develops, his contacts increase and his world broadens. This process continues from generation to generation.
Through behavioral actions, values accumulate and become a part of his culture which he in turn transmits to succeeding generations. Such val ues are expressed in the form of language, customs, knowledge, and insti
tutions. Thus, the sources of an individual's values may be found in:
the individual and his culture, religious authority; secular authority,
superstitions, customs, and beliefs; and in personal experiences (1).
Granted that the value orientations of the society give direction
to the individual in developing his own value system, values can no
longer be taken for granted. Williams (78), assuming that values are
not exclusive to, nor peculiar to, any given culture, gave fourteen major value-configurations--representing only focal tendencies in Amer
ican culture. They are achievement and success, activity and work,
moral orientation, humanitarian mores, efficiency and practicality, pro
gress, equality, freedom, external conformity, science and secular
rationality, nationalism and patriotism, democracy, individual person
ality, and racism and related superiority themes.
Looking at family life within the American culture Sirjamaki listed
eight major configurations:
1. Marriage is a dominating life-goal, for men as well as for women. 2. The giving and taking in marriage should be based on per sonal affection and choice. — ... 3. The criterion of successful marriage is the personal happiness of husband and wife. — ... 4. The best years of life are those of youth, and its qual ities are the most desirable.--... 5. Children should be reared in a child's work and shielded from the early participation in adult woes and tribulations. — .. 25
6. The exercise of sex should be contained within wedlock. — ... 7. Family roles of husband and wife should be based on a sexual division of labor, but with the male status being superior. — . . . 8. Individual, not familial, values are to be sought in family living.— ...(63, pp. 297-303).
More specifically, Christensen stated that the values people hold have considerable influence on their success in marriage and family rela tionships. First, each culture defines its values which vary from cul ture to culture; "cultural diversity means value change; social change means value change; and as values differ so do the means for realizing them" (17, p. 23).
Secondly, values affect the discrepancies between expectation and realization. More important than the kind of affectional expression given may be whether or not these expressions are in line with the wants and expectation of the husband and wife.
The third way values may affect marriage is through values conflicts between husband and wife. "It is how a thing relates to one's individ ual values, or those of his spouse, or those of the prevailing culture, that really counts— more perhaps than the thing itself" (17, p. 24).
Bossard viewed the values of the family as being different from other social institutions (church, school) which are more formal, more pre
scribed and organized. He stated:
The Family...operates largely on the basis of tradition, ritual, mores, intuition, history, folkways, and consensus. The stability of the family depends upon the extent to which its members accept these less formal and more intangible pres sures; the higher status of the family, the greater is the expectation of their acceptance; the more rapidly changing the society, the more consensus has to reinforce the waning force of the other factors (12, p. 158). 26
In this way the family may be conceived not only as an agency to perpetuate tradition but as a process by which society continually reconstructs and rebuilds its basic beliefs and patterns. For the individual, experience in the family is the first, the closest, and the longest of all human experience. Along this line, Goodykoontz et. al. stated, "of all the institutions of society which exert an influ ence on individuals, determine the values they hold for their own lives, and set patterns of relationships in groups which influence all other group relationships, the family holds a place of unparalleled impor tance" (26, p. v).
Because of its origin in the family and its emotional dependence upon close human relations, the human personality needs to belong, to have intimacy and affection and the reinforcement of interpersonal relationships as the family provides them. When these needs are satis fied, the healthy, happy personality is "becoming". Havinghurst appears to agree with this pattern of thinking when he stated "...the primary values are patterned and channeled into a host of derivative values by experience in the family and the culture...(and)...a person's values and ideals fall into a hierarchy, and a scale of values emerges as the child becomes an adolescent and the adolescent becomes a man" (33, p. 63).
Bell and Vogel stated:
Value patterns do not simply influence family behavior, but there is an active interchange between the family and the value system, and problems arising from attempting to live up to values may lead to modifications and changes in the basic value patterns (10, p. 17). 27
Through personal relationships with each other, family members come to have certain expectations of other members in regard to their behavior— what is acceptable or what is frowned upon by the family group. Specific expectations are generally related to more general standards, and together they may constitute a system of "values" for organizing and directing family activities. Thus, the family's value system provides a hierarchy of goals and acceptable means by which they may be attained. This value system may come to be valued far beyond its utility in solving specific problems; the family may attempt to maintain it because it gives meaning and purpose to specific family activities.
General Importance of Values for Higher Education
Education in America has not been just a mechanical process for communication to the young of certain skills and information. It springs from deeply rooted convictions infused with the values which have shaped our educational system. This fact was supported by the
Rockfellow Report:
Preparing themselves for a world which has always been shaped and always will be shaped by societies which have placed at the service of their most cherished values a firm ness of purpose, discipline, energy and devotion. We must assume that education is a process that should be infused with meaning and purpose; that everyone will have deeply held beliefs; that every young American will wish to serve the values which have nurtured him and made possible his education and freedom as an individual (61, p. 3).
General Education
The Harvard Committee, in its theory of general education, pro posed four traits and characteristics of mind fostered by education:
"to think effectively, to communicate thoughts, to make relevant 28 judgments, to discriminate among values" (32, p. 65). Reference was made to many kinds of values--values of character, such as fair play, courage, self-control; intellectual values, such as love of truth and
i respect for intellectual enterprise; and aesthetic values, such as good taste and the appreciation of beauty. The thesis of this committee was that the college's role in values is confined co providing a proper discrimination of values, hoping that the knowledge of the good would lead to a commitment to the good for the individual and society.
Discrimination in values may be developed by the study of all three areas of learning; humanities point to bo>th moral and aesthetic; social sciences present knowledge of acts and these as embodiments of living in various cultures; in natural science facts are studied in abstrac tion from values; however, "values are rooted in facts, and human ideals are somehow a part of nature" (32, p. 73).
Values are significantly important in the educational process because of their close relationship to the efficiency of the teaching- learning process. When someone has a problem, it means that he faces a "forked road" situation and he does not know what to do. If his attitude toward the problem is favorable, he may be highly motivated
to work toward the solution; however, if his attitude is nonchalant,
learning may be hampered. If assuming a favorable attitude, he may
search out various alternatives in terms of means**ends consequences.
In the process of finding and testing meanings, his values may provide
criteria for solving his problem. Wrightstone _et al. recognized values 29 in education as being important because "they affect learning effi ciency, reveal probable behavior, and guide people in their thinking"
(79, P . 375).
The function of teachers is guiding learning--not inducing the symptoms of learning, but learning itself. "At its best and most com plete, learning combines thinking, feeling, acting, and expressing appropriately in relation to the demands of a confronted situation of need, desire, drive, or aspiration" (71, p. 24).
Most institutions of higher education feel responsible for the
"liberal" education of all their students, evert those who have pro fessional or technical aspirations. Various concepts as to the meaning of liberal education in curricular terms have resulted. Alfred N.
Whitehead (74, p. 255) stated the subject matter for education should be "life in all its manifestations." Theodore Greene (28, pp. 205-206) stated that teachers should teach the only thing that can really be
taught-- the basic disciplines: linguistic proficiency, factual dis covery, normative evaluation, and synoptic interpretation.
A common assumption lies back of these commitments to general education, according to Jacob, "An assumption that there are civilizing values which need to be communicated to and through any person who goes
to college and expects to live primarily by means of a trained mind"
(39, p. xi). Tead reflected this fact when he said, "The teacher who would assist the learner in making use of a given body of knowledge from
one or more of those several points of view could not help but effect
a deepening in the consequences of the learner which should have behav
ior consequences "(71, p. 30). 30
How can the school help the individual in value formation? Pres cott (58) stated that the school should first realize that each indi vidual faces the task of formulating his own values, and set up machin ery whereby counseling is available when and as he needs it. Secondly, the school should be "organized and operated in such a way that it everywhere and always exemplifies the valuing of every human being."
Values are "caught" as well as "taught". Furthermore, he emphasized that values have a number of important functions in relation to percep tion, behavior, and mental health:
Values select, shape and order perception...Values help shape goals...values (affect selection), for a person will choose behavior patterns that are consistent with his values... Values are the organizing core of a person's cognitive and affective life...A strong organization of compatible values is...the essential basis for what is commonly called "strength of character"... social values can guide an individual into action that sublimate strong emotions and help maintain mental health (58, pp. 412-13).
The school is faced with "what" values to teach, "whose" values as well as "how" to teach values. Troyer (72) indicated that teachers must assume responsibility for helping students with emerging values in terms of the reality of life. He stated that the problem of teach ing is not so much technology as value measurement--"technology for what?" Values can best be learned when students find themselves in situations where teachers and students are seeking answers to the ques
tion, "knowledge and skills for what?"
When value problems are approached in educational terms--"what values to teach?"— there is great traffic in points of view. Some would argue that the fact that one tries to teach for certain values tends to
change the values. Others would support the point of view that values 31 are "caught" as well as "taught." Still others support the theory that the problem of teaching involves value measurement— "knowledge and skills for what?" The view which infers that values can best be learned when students and teachers "find themselves" in situations seeking "answers" to the question, "knowledge and skills for what?" intrigued the writer, and led to this study which represents an approach to identify values important in education for marriage and family living.
Home Economics
The task for the family is more difficult today because here, as elsewhere in our society, tradition as a guide for decision-making is being supplanted by problem-solving. With its primary concern for
strengthening family life, home economics as a field of knowledge, con centrates on developing in students the abilities they need for living constructively as individuals and as members of a family. It seeks to help the student develop the ability to set for himself realistic goals and examine his values as they influence the use he will make of his
resources. Home economics as a curriculum primarily designed to
improve family living cannot escape its responsibility to individuals
and to families in the realm of values. Margaret Justin wrote: "Par
ticularly, families must develop abilities to hold fast to abiding
values, make sound choices and arrive at wise judgments in the light
of a sound philosophy of life" (40, p. 419).
To say that changes occuring in society are reflected in the home
is common place. Despite technological and social changes, however, 32 society still expects the family to remain stable and provide the equi librium to reinforce the positive forces in the world and mitigate the negative. Realizing this, organizations concerned with education for family living are reappraising their offerings. In the challenge to home economists as set forth in New Directions (5), it was the opinion of the committee that home economists could measure the success of
their work by the extent to which they help people identify and develop certain fundamental competences that will be effective in personal and family living. The first competency— to "establish values which give meaning to personal, family, and community living; select goals appro priate to these values" (5, p. 5)--led the investigation in search of an identification of values important to home economists.
The fact that values were basic in the early history of home eco nomics, may be verified by some of the early leaders in the field. One
of the most outstanding leaders, Ellen H. Richards, believed that home
economics should stand for—
The freedom of the home from the dominance of things and their due subordination to ideals. The utilization of the resources of modern science to improve the home life. That simplicity in material surroundings which will free the spirit for the most important and permanent interests of the home and society. The ideal home for today unhampered by the traditions of the past (8, pp. 145-46).
Isabel Bevier in defining the purpose of home economics stated,
"(It)....is to interpret through the daily task and in the common life
ideals and standards for individual, home and community life"
(8, p. 100). 33
Early leaders of home economics seemed to assume that values are important and that implied values are understood by home economists.
This fact is evident in an article on "Values that Count in Home Eco nomics" in which Lita Bane stated that she was taking a direct route to the discussion of values, "trusting that my meaning will be clear to other home economists" (7, p. 13).
A search through the issues (1909-1960) of The Journal of Home
Economics, the professional voice for home economists, revealed a few articles with the word "value" listed in the titles. Mockmore (51) went a step further and discussed four human values in home economics, as: positive acceptance of change, understanding our own needs, pre serving a democratic way of life, and preparing young people for "inde pendent thinking." Albright (2) reported in her study of values the carry-over effects carried into the home as a result of classroom teaching at the secondary level of education. These articles seemed to reflect the concept that a person values things which he thinks will give him satisfaction and emphasize the importance of values in giving direction and meaning to life.
Other Journal articles with value connotations, in general, seemed
to deal with the economic aspects of family living or specific subject matter areas. Fults (25) questioned the role of the home economics
teacher in dealing with families of varying cultural levels and gave
some illustrations of possibilities for explaining values in terms of
the welfare of family members in various subject matter areas of home
economics. Pfeiffer and Scott stated that "in education for home and
family living the place of values is of utmost importance. Homemaking 34 can help students to become aware of values" (56, p. 413). Spafford
(67) stated that home economists should teach students so that they can develop the ability to evaluate wants against needs, to gain the proper perspective for the overall good of the family and its members, and to develop a realistic level of living. In a recent article,
Brown presented value formation as one dimension of the growth rela tionship-- "that the growth of values is a lifelong process which begins in childhood and, hopefully, culminates in the wisdom of age" (14, p. 407).
Dorothy Lee, the noted anthropologist, implied awareness of one's values as the very foundation of a positive attitude toward change:
How can we help the individual have a meaningful life in a world of change? For me one important way of doing this is to help our young people become aware of the value content of their everyday life, to recognize the values channeled through simple operations they perform, and to be aware of the values at the base of their choices and decisions (45, p. 82).
Through a survey of the Journals of Home Economics (1909-1960), the investigator was unable to identify a clear-cut point of view con cerning values as they relate to home economics. Hence, a review of
the textbooks in the field was undertaken.
Spafford, one of the prominent leaders in home economics education
in her book, Fundamentals in Teaching Home Economics, referred to value
in a variety of ways. One important statement making reference to the purpose of home economics follows:
Home economics should direct its attention to:...a recon struction of standards and values as new conditions call for them--deciding on essential values with a decreased income, lowering the standard of housekeeping with sickness in the family, reconstructing one's views toward government respon sibility in social planning....(66, p. 29). 35
Pollard (57) was more systematic in her writing on values as she considered national values, homelife values and values in the study of homemaking.
In defining the role of home economics in higher education,
Branegan ej: al. expressed the need for students to have an understand ing of the social and personal values in home and family life. Nine statements were made and referred to as values;
1. Gaining a sense of security in family life. 2. Developing effective personalities. 3. Realizing the satisfactions of parenthood. 4. Participating in meeting the physical needs of the family for food, clothing, housing, cleanliness, relaxation and rest. 5. Obtaining mental and spiritual stimulation through shared leisure-time activities, and worship. 6. Developing a philosophy of life and acting in ways con sistent to it. 7. Participating in community responsibilities. 8. Learning to apply ethical standards in family, vocational, and other social relationships. 9. Understanding the essential ways in which personal and social values of successfully family life are attained (13, p. 34).
These statements seem to express goals, not values, since an ideal
is implied--a distant and unattainable end. This consideration of
ideal neglects consideration of the means to reach the end; it polar
izes ends and means. An end is not in itself, and cannot be judged
without considering the means by which it is to be attained.
In the area of family and child development, where values are
generally thought of as being desired in building a philosophy of life
and a patterning of behavior, it was found that home economists have
written very little; rather, they tend to utilize the resources from
related areas such as sociology, psychology and education. 36
Management books appeared to be more verbose in considering value as an important aspect of family responsibility. Lawrence Frank focused attention to this fact, when he described home management, more than skills and standardized equipment, as being
...more a way of life for which the homemaker meets clarification of aims and purposes, aspirations and values, a faith in the supreme importance of the human relations that alone give the home social justification...Each aspect of homemaking may be conceived and planned in relation to the larger enterprise of family living, its meaning for indi vidual personality and fulfillment and its opportunities for the enduring human values sought in the family (23, pp. 5-6).
Nickel and Dorsey (53), in their text Management in Family Living, emphasized the importance of values in family living. They accepted
Parker's theory (55) which defines value "in terms of interest and
desire--value is satisfaction, the appeasing of desire." Again, in
listing those human values which play an important role in the lives
of people they refer to the ones given by Parker: love, health, comfort,
ambition, knowledge and wisdom, technological interest and efficiency
in work, play, art, and religion (55, p. 46). Thus, Nickel and Dorsey
have gone fundamentally to the fields of education and philosophy for
the roots of their educational values.
The Malones referred to values as being one of two guideposts
which can be used by individuals or by a family in decision-making and
management. According to them, "values furnish the guiding compass
for everyone's life. They provide the basis by which individuals and
families tell what is more worthwhile and what is less so" (47, p. 27).
In this sense, values are the "why" guide-post, helping an individual
to judge his actions as well as influencing what he wants and the means
he chooses to get them. The term value was presented as being vague and subjective by
Gross and Crandall; however, they gave a more complete discussion than other authors previously cited. Without giving a clear-cut definition,
Gross and Crandall noted three tests used to identify value: "(1) the quality of satisfaction and enjoyment, (2) the ability to develop in a self-creative way, and (3) uniqueness, that is, each is distinct from all others” (29, p. 36).
Research Studies by Home Economists
Few studies have been conducted by home economists in the realm of values. Hill pointed to this weakness in home economics when he stated
The traditional home economists have applied the technology of management which deals with resources of time, money, and energy, but until recently have skirted family values and family relationships in their research (36, p. 275).
Wickham (75) attempted to delineate social and cultural values of home economics in a high school program and found these values were expressed through personalizing instruction, a quality of living and family experiences. Pattison's (54) study of farm families dealt with the relationship between their expressed values and their expenditures for living. Cutler (19) listed ten values as relating specifically to the choice of a home: hobbies, friendship, convenience, comfort, loca tion, privacy, beauty, health, economy, and safety. Amberson's (4) study was designed to discover some of the characteristic family value patterns of pre-service and in-service teachers by the use of the test,
"Problems in Family Living."
In Arny's study (6), The Effectiveness of the High School Program in Home Economics, an attempt was made to determine the relative 38 importance that thirty teachers attached to different values. The
"Woodruff Study of Choices" instrument was used in relation to three problems: the community in which the teacher lived, her associates, and her vocation. The Study had an important limitation--a specific number of problems with specified choices held the participants within a limited frame of reference.
A search through home economics literature failed (1) to delineate a preference toward family living values to which home economists at the pre-service and in-service levels could turn for purposes of self- analysis or introspection; and (2) to specify specific values common to home economists. Research to help home economists identify values is needed if home economics is to fulfill its primary purpose— strengthening family living.
- .. » ' Summary
A search of the literature has revealed that various concepts of values tend to converge into two basic uses of the term: (1) value, as an absolute, used as a noun and (2) value, denoting a process, used as a verb. Although the literature seemed to reveal many inconsistencies concerning theories about value, there appeared to be two major approaches to the study of values: (1) the ideal or sterotype and (2) the cultural approach as it is related to human experience. Further more, literature in the field recognizes the importance of values in education and in helping the individual toward developing into a healthy personality.
Educators concur that values seem to emerge from the experiences of man in a real culture, and that they have a peculiar responsibility 39 in helping individuals in the establishment of values important to man personally and to the stability of his home and society. No one denies
that schools teach values either intentionally or unintentionally, yet no particular attempt has been made to identify values "taught" and/or
"caught." Moreover, the school's responsibility is less than that of
the family in the area of preserving, reinterpreting, and reconstruct
ing value-orientations.
Families need to be aided if they are to make a greater contribu
tion to the development of individuals who can evaluate old beliefs
and patterns of behavior and who are free to experiment so that more
effective modes of behavior emerge as conditions change. Certainly,
home economics with its major purpose that of strengthening family
living must accept the responsibility of helping individuals and fam
ilies clarify their values. CHAP1ER III
PRESENTATION AND ANALYSIS OF DATA
This study was made for the purpose of identifying values which may influence the teaching of marriage and family life education. Data were secured by (1) selecting from the literature 105 controversial
issues around which values seemed to cluster; and, (2) asking two
groups of professional leaders in marriage and family life education
to rank the 105 issue statements reflecting controversial issues into varying levels of importance.
The study raised five problems fundamental to procedure; (1)
identifying controversial Issues in the literature relative to alter
nate points of view in marriage and family life education; (2) deter
mining the extent of agreement or disagreement held by two groups of
family life educators on 105 issue statements; (3) identifying the
general areas wherein controversial issues relative to values tend to
cluster; (4) determining the extent to which findings may have implica
tions for individuals engaged in family life education programs, and
more specifically— those in home economics in higher education; and,
(5) making recommendations that might be helpful in counseling students
and in the teaching of home economics in higher education.
Two hypotheses gave direction to the study: (1) that controversial
statements in the literature relative to marriage and family life edu
cation which reveal values can be identified, and (2) that family life
40 41 educators as represented by two selected groups--Groves Conference participants and home economists— will not agree on values as reflected by their ranking of the 105 issue statements.
The first hypothesis was tested in two ways. First, an intensive
search of the literature dealing with value studies was made for pur
poses of clarifying various concepts and analyzing adaptations of meth
ods and research designs. Secondly, 105 controversial statements
representative of conflicting points of view were selected from text
books, research reports, both published and unpublished, and/or con
tained in the literature generally used by persons teaching courses in
marriage and family life education.
The inconsistencies found in the literature gave impetus to the
second hypothesis that the two selected groups of family life educators
would not agree on values as reflected Dy their ranking of che 105
issue statements. This hypothesis was tested by subjecting the data
to statistical procedures including percentages and the chi-square
test.
Characteristics of the Groups Participating
A total of 137 persons participated in this study. Of this number,
sixty-four or approximately 47 per cent were in attendance at the annual
meeting of the Groves Conference on Marriage and The Family which was
held at The Ohio State University, Columbus, Ohio, on April 4, 5, and
6, 1960. Seventy-three, or 53 per cent, of the participants in the
study were home economists from two states— Ohio and Georgia.
Representatives of the Groves Conference were selected by a ran
dom sampling of the 164 persons from 27 states and the District of 42
Columbia who registered for the annual meeting. Representatives of the home economics profession were (1) 42 members of the staffs of colleges or universities granting degrees in home economics in the state of Ohio and (2) 31 members of similar degree-granting institu
tions in the state of Georgia .
All colleges granting degrees in home economics in Ohio and
Georgia which met the criteria for this study were asked to partici pate. Of the thirty colleges in Ohio granting degrees in home economics in 1959-1960, three colleges did not meet the criteria, one did not participate due to heavy schedules, and another agreed to participate but was unable to classify the issue statements. Thus, twenty-five
colleges in Ohio participated. In Georgia, of the fifteen colleges
granting degrees in home economics, three did not meet the criteria and
one college returned the data too late to be classified. Hence, eleven
colleges in Georgia participated.
The total number of colleges (36) participating employed a total
of eighty home economists who met the stated criteria: (1) The person was employed by the institution in the 1959-1960 school year and (2) the
person devoted at least one-half time to work in one or more of three
areas— family life and child development, home management and family
economics, and home economics education. Seventy-three, or 91 per cent,
returned information relative to the study.
Each of the 64 representatives of the Groves Conference was con
tacted personally by the author and asked to participate. If the person
agreed to do so, he was given a package of cards which contained in
structions necessary to complete the data. 43
Hie names and addresses of the 73 representatives of home econom ics in Ohio and Georgia were submitted to the investigator, by home economics administrators of degree granting institutions, as having met the criteria for the study. As the names of these staff members were received, a letter explaining the nature of the study and a pack age of cards was mailed to each home economist (Appendix C).
Home economists who had not responded after a two or three weeks interval were sent a double post card as a reminder and in a few in stances a third notice was sent in order to obtain returns (Appendix C).
Personal information requested from the 137 participants was limited to (1) educational level and (2) professional affiliation. The educational level of participants is shown in Table 1. Here it will be observed that of the total number of respondents all but four, or 2 „ 9 per cent, held at least the master's degree. While the largest number eighty-seven, or 63.5 per cent, had attained the master's degree, one-
third of the total group held the doctorate degree.
Of the 64 representatives of the Groves Conference forty-eight, or
75 per cent, were affiliated with colleges and universities. Only one
respondent indicated professional affiliation with a secondary school.
However, thirteen, or 20 per cent, listed their affiliation with other
agencies, which included churches, the medical profession, family courts,
planned parenthood associations, and child welfare agencies.
The number and percentage of home economics respondents in insti
tutions of higher education in the two states are shown in Table 2.
The largest number of these home economists, twenty-five or 32.9 per
cent, were affiliated with land grant institutions; whereas only three TABLE 1
NUMBER AND PERCENTAGE OF HOME ECONOMISTS AND GROVES CONFERENCE PARTICIPANTS SHOWING EDUCATIONAL LEVELSa
Participants Reporting (137)
Educational Levels Professional Number Doctorate Master fs Bachelor's Groups Reporting N 7. N 7o N 7.
Home Economists
Georgia 31 8 25.8 23 74.2 0 0.0
Ohio 42 9 21.4 31 73.8 2 4.8
Subtotal 73 17 23.3 54 74.0 2.7
Groves Conference Participants 64 29 45.3 33 51.6 3.1
Total 137 46 33.6 87 63.5 2.9
Because of the rounding off of decimals, columns of percent, in this table and in those which follow, do not always total 100.
44 TABLE 2
NUMBER AND PERCENTAGE OF GEORGIA AND OHIO HOME ECONOMISTS CLASSIFIED AS TO TYPE OF INSTITUTION IN HIGHER EDUCATION
States Land Private State Munici Total Grant Sec- Non-Sec Suppotted pal tarian tarian N % N 7. N % N 7* N 7* N %
Georgia 14 19.2 2 2.7 4 5.5 11 15.1 0 0 31 42.5
Ohioa 10 13.7 19 26.0 5 6.8 5 6.8 3 4.1 42 57.5
Total 24 32.9 21 28*8 9 12.3 16 21.9 3 4.1 73 100.0
Ohio figures are low due to the fact that some home economists participated in the Groves Conference.
45 46 home economists, or 4.1 per cent, were affiliated with municipal col leges and universitieso A wide variation may be observed between the number of respondents affiliated with private sectarian schools in the two states: 19 in Ohio as contrasted with two in Georgia.
Treatment of the Data
In planning trp.atnip.nt of the data, several approaches seemed pos sible. It appeared desirable, initially, to note such differences as might emerge in ranking the top ten issue statements listed as Highly
Important by the largest number in both groups. Further inspection of
the data, however, indicated a more meaningful comparison might be
shown if percentages were given for both groups showing the percentages assigned each statement at six levels of importance: High, Medium, Low; and within High, Highly Important, Moderately High, and of Less Impor
tance. For a more authoritative basis for drawing conclusions the data
for each issue statement were subjected to further statistical treat ment to show significant differences by means of the chi-square.
Statistical Procedures
Percentages. The.results of each issue statement were summarized
Dy converting the number of participants in each group who ranked each
of the 105 issue statements at varying levels of importance to a cor
responding percentage. Since the number of participants in the two
groups varied somewhat, the percentages served as a standard for com
parison. Examining the tabular presentations of the percentages pro
vided a means of determining if there appeared to be any marked differ
ences between the home economists and Groves Conference participants as
reflected by their ranking of the 105 issue statements. 47
Chi-squareo Data which had been summarized in terms of classified frequences were tested by the statistical technique chi-square, symbol ized by X^. 2 The formula was X is:
X 2 = Cfo - ft)2 --- where fQ stands for observed frequency and ft the corresponding theore
tical frequency,, The value of chi-square was compared with values in a
table, and if:
P ]_ *01 a significant difference is indicated;
*01 J_ P ]_ *05 the difference is questionable;
*05 / P no significant difference, indicating agreement (37,
p. 104).
For the X test to apply, no theoretical frequency should be less
than five* Because of the small numbers in some of the categories within High, all high scores were handled as a single level resulting
in three major groups: High, Medium, and Low.
Two degrees of freedom were used except in cases where one degree
was indicated* A continguency table was set up with two rows (r) repre
senting home economists and Groves Conference participants and three
columns (c) representing High, Medium, and Low levels of importance*
To determine the number of degrees of freedom the number of rows minus
one (2-1) plus the number of columns minus one (3 - 1) were multi
plied to obtain the two degrees of freedom. If the total number of
persons ranking at one level was less than five on some issue state
ments, then Medium and Low levels were combined to make two columns.
Hence, the degree of freedom was one. Hie theoretical frequencies were computed under the null hypo
thesis that there is no agreement between the opinions of Groves Con
ference participants and home economics expressed by ranking issue
statements into three levels of importance. The greater the uiscre- pancies between the observed frequencies and the theoretical, the
greater was the value of X^. After was computed for the 105 issue
statements, tables were consulted to determine if the differences were
too great to be due to chance. If the obtained X^ was greater than
that given in the taole at the one per cent level for a specified
number of degrees of freedom, the assumption of no agreement was con
sidered invalid; and hence, it was concluded that there was agreement.
On the other hand, if the difference Between the observed and expected
frequencies was sufficient to yield a chi-square value larger than the
critical value, then the null hypothesis was rejected.
Analysis of the Data
The data represent the rankings of 105 issue statements at six
levels of importance by the 137 participants. Although the major empha
sis of this study was focused deliberately on specified issue statements
pooled from major rererences used by persons concerned with marriage
and family life education, the participants were supplied with plain
cards on which to write in other issues they believed important and
asked to categorize their statements into the levels of importance
indicated by the study. A number of responses were received (Appendix
D); however, because of the variety of phrases and/or statements and
the apparent lack of consistency or relatedness in the submitted sug
gestions, the write-in statements were not used. 49
Findings from Percentages
The first step in the treatment of the data was to determine the ranking of each of the 105 issue statements at three levels of impor tance by both the Groves Conference participants and by the home economists,. For ease in presenting tabular information the issue statements were abbreviated and listed in consecutive order (1 - 105).
The percentage of participants in both groups who gave a specific ranking to each of the issues is shown in Table 3.
Here it will be observed that 75 per cent or more of the Groves
Conference participants ranked the following 3 issues at the High
level of importance: (1) issue number 21, "Nurture and care of chil dren wife's responsibility or joint responsibility," (2) issue number
48, "The quality of parent-child relationship or amount of time spent
together," and (3) number 88, "Wife gainfully employed if no pre
school children or only when competent 'mother substitute1„"
Seventy-five per cent or more of the home economists, on the
other hand, placed 9 of the issues in the High category,, They con
curred with the Groves Conference participants on issue statements
numbers 21 and 48„ Slightly more than 64 per cent placed issue state
ment number 88 in the High category, but the percentage ranking this
in High was not sufficient to place this issue in the 75 per cent or
more category which is being considered at this point.
In addition to issue statements numbers 21 and 48, therefore,
75 per cent or more of the home economists placed the following 7 in
the high category: (1) issue number 36, "Marriage a sacred institution
or chiefly for the couple's happiness," (2) issue number 45, "Character TABLE 3
PERCENTAGE OF HOME ECONOMISTS AND GROVES CONFERENCE PARTICIPANTS RANKING 105 ISSUES IN MARRIAGE AND FAMILY LIFE EDUCATION AT THl£E LEVELS OF IMPORTANCE
Level s of Importance
Issue' Statements H i gh Medium Low (N-105) *“■ G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total (M-6li) (N-73) (N-137) (M«6U) (N-73) (N-137) (N-6U) (N-73) (N-137)
1. Childbearing to increase popula tion or to perpetuate family lines ...... 10.9 5.5 6.0 15.6 17.8 16. B 73. U 76.7 75.2 2. Limitation of family to restrict population or having children as desired ...... 28.1 28. S 28.5 25.0 21.9 23. U 1,6.9 U9.3 L8.2 3. Advantages of childlessness to society or to husband and wife 7.8 U.l 5.8 12.5 15.1 13.9 79.7 80.8 80.3 a. Married gouples using or not using material contraceptives to control birth ...... US. 3 32.9 38.7 23.1 28. F 28.5 26.6 38.1, 32.8 5. Married couples controlling birth or not to the extent of rearing an only chi lei ...... 7.8 13.7 10.9 26.6 10.9 16.2 65.6 75.3 70.8 6. The religious duty of married couple to have children or parental desire ...... U3-S 26.0 3U. 3 17.2 23.3 20. U 39.1 SO. 7 US. 3 7. Making knowledge about birth control available to married women or available for general population ...... 59. U 53.U 56.2 28.1 23-3 25.5 12.5 23.3 18.2 8. Furnishing knowledge about birth control by government health clinics or by family doctor ... 56.3 U?.5 U8. 9 20.3 28.8 2U. 8 23.U 28.8 26.3 9. Birth control through legisla tion or by planned parenthood.. 20.1 2 3.3 25.5 21.9 30.1 26.3 50.0 U6.6 L8.2 10. The family ruled by husband or consensus ...... 51.6 57.5 Si.i.7 23. ] 30.1 29.2 20.3 12.3 16.1 11. Financial support of family pro vided by husband or by husband and wife ...... 39.1 U3.S ,,1.6 uu.o 3V .7 1,0.1 20.3 16. U 18.2 12. Fa/iiil/ discipline assumed by husband or family agreement ... 5U.7 63.0 59.1 3U.U 2L.7 29.2 10.9 12.3 11.7 13- Family decisions made by husband or famil’-' agreement ...... 68.8 71,.o 71.5 21.9 20. d 21.2 R.li 5.5 7.3 lh . The wife as junior partner or 60.9 husband and wife as equals .... 67.1 6U.2 25.0 21.9 23. U 1U.1 10.9 12.U 15. Wife's opinion considered in making decisions or decisions arrived at ]ointlv ...... 73.U 72.6 73.0 17.2 17.8 17.5 9.U 9.6 9.5 16. In a family of limited means, educational preference given sons or daughters ...... 3.1 32.0 7.3 3U.U 30.1 32.1 62.5 58.9 60.6 17. Husband's freedom in pursuing career given preference or both pursue independent careers .... 60.9 U5.2 52.6 28.1 37.0 32.8 10.9 17.8 lh.6 18. Family pocketbook controlled by husband or controlled by con sensus of husband anc wife .... 60.9 6U.U 62.8 29.7 19.2 2U.1 9.h 16.U 13.1 19. Married women working or not working outside the home ...... 6U.1 U2.5 52.6 26.6 Ul.l 3U.3 9.U 16.U 13.1 20. For the gainfully em ployed couple, homemaking tasks wife’s respon sibility or joint responsibility 67.2 58.9 62.8 26.6 32.9 30.0 6.3 8.2 7.3 21. Nurture and care of children wife's responsibility or ioint responsibility...... 76.6 82.2 79.6 17.2 15.1 16.1 6.3 2.7 U.ii 22. Educational level of husband higher than or equal to wife's U.U 26.0 18.2 5U.7 U3.8 U8.9 35.9 30.1 32.0 23. Family members working interdc- pendently toward common goals or independently toward person al goals ...... 67.2 65.8 66. U 23.U 2U.7 2U.1 9.U 9.6 9.5
50 TABLE 3 — Continued
Levels of Importance
Issue Statements High Medium Low 26. Barents' circle of friends private or parents and chil dren with friends in common ... 20.3 23.3 21.9 1)2 .2 51).8 1)8.9 37.5 21.9 29.2 25. Children's private circle of friends or selection of friends from parental circle .. 15.6 26.0 21.2 1)8. 1) 35.6 1)1 .6 35.9 36.6 37.2 26. Social drinking as a recreation in the home or not permitted in home ...... -...... 12.5 9.6 10.9 20.3 30.1 25.5 67.2 60.3 63.5 27. Religion an independent pursuit or a family affair -- sharing a common faith L6.9 67.1 57-7 37.5 21).7 30.7 15-6 8 .2 11.7 2 8. For economically independent persons, individual Interests take precedence or subordinated to family interests ...... 3L.L 26.0 30.0 1)5-3 51).8 5o.li 20.3 19.2 19.7 29. Drinking limited to social gath erings or as part of the home 9.U 5.5 7.3 1 0 .8 2 8 .8 21). 1 71-9 65.8 6 8 .6 30. Drinking socially acceptable or non-acceptable ...... 9.L 1 0 .9 1 0 .2 18 .8 3U 5 25.5 71.9 57.5 6 6 .2 31. Sex education as the family's responsibility or the school's responsibility ...... 70.3 69.9 70.1 23.1) 27.1) 25.5 6.3 2.7 6 .6 32. A well-developed plan for family activities or whenever family has leisure t i m e ...... US.3 60 .3 53.3 ho.6 31.5 35.8 11). 1 8 .2 10.9 33. Retain symbolic meaning of holi days or celebrate with new entertainment ...... 29.7 30.1 3 0 .0 25.0 39.7 32.8 1)5.3 30.1 37.2 36. Home activities competing with outside ones or families seek ing recreation outside the family ...... L2 .2 1)2.5 1)2.3 31). li Ul.l 38.0 23-U 16.6 19.7 35. Certain recreations limited to family or recreation sought outside of the family ...... 37.5 63.0 51.1 39.1 32.9 35.8 23.1) 6 .1 13.1 36. Marriage a sacred institution or chiefly for the couple's happiness ...... 59. U 76.7 6 8 .6 17.2 9.6 13.1 23.6 13.7 16.2 37. Marriage accomplishing religious values or regulating sex ...... 18.0 10.9 111.6 23.1) 21). 7 21). 1 57.6 6 6 .6 61.3 36. Marriage for perpetuation of human life or for personal happiness of couple ...... 5 1 .6 53.1) 5 2 .6 2 6 .6 21). 7 25.5 21.9 21.9 21.9 39. Marriage for supporting social order or regulation of sex .... 18.8 23.3 21.2 39.1 21.9 30.0 62.2 56.8 68.9 1)0 . One's first loyalty belongs to his family or to his community 2 6 .6 37.0 32.1 23-1) 31). 2 29.2 50.0 2 8 .8 38.7 61. Placing one's personal interest first or subordinating to family's interest ...... 37.5 39.7 38.7 37.5 32.9 35.0 2 5 .0 27.6 26.3 1)2 . Marriage for development of individualistic personality or for growth through adapting for benefit of family ...... 5 1 .6 53.1) 52.6 29.7 13.7 21.2 18.8 32.9 26.3 1)3. Marriage, a disservice to family life, abolished or subjected to correction and improvement .... 10.9 10.9 1 0 .9 20.3 16.1) 16.2 6 8 .8 72.6 70.8 Ul). Marriage as a regulator for sex relations or stablizer of family group for children .... U8.L 1)7.9 1)8 .2 31.3 21). 7 27.7 2 0 .3 27.6 26.1 1)5. Character building the responsi bility of family or the church 6 0 .9 75.3 6 8 .6 21.9 13-7 17.5 17.2 10.9 13.9 51 TABLE 3 — Continued Levels of Importance Issue Statements H igh_ Medium Low (N=IQS) G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total (N’-bli) (N-73) (N-137) (N-66) (N-73) (N-137) (N-66) (N-73) (N-137) ii6. Delinquency and maladjustments of children the responsibility of society or the family ...... 50.0 67.1 59.1 29.7 17.8 23-8 20. 3 15.1 17.5 If!. The family as the weakest or strongest agency to deal with children ...... 03.8 75.0 59.9 26.6 9.6 17.5 29.7 16.6 22.6 L18 . The quality of parent-child relationship or amount of time spent together ...... 65. 0 75.3 79.6 12.5 19.2 1 6 .1 3.1 5.5 8.8 09. Importance of biological mother or "mother substitute" ...... 60.9 35.6 07.0 26.6 61.1 38.3 12.5 23.3 18.2 SO. Character building the responsi bility of the family or the school ...... 69.8 6^.9 69.3 16.1 21.9 13.2 17.2 9.2 12.6 Si. When giving advice, parental attitude most important or advice given ...... 62.2 63.0 53.3 37.5 21.9 29.2 20.3 15.1 17.5 52. Children's questions should be answered or ignored ...... 71.9 00.8 76.6 20.3 13.7 16.8 7.8 5.5 6.6 53. The home's chief contribution to personality development, eco nomic security or quality of relationships...... 65.6 6 1.6 6 3.5 23.6 26.7 26.1 10.9 13.7 12.6 50. Parental conflict handled pri vately or involve children .... 56.3 53.5 56.7 32.9 36.2 33.6 10.9 12.3 11.7 55. Children kept unconscious of money and its values or children given an allowance with com plete f r e e d o m ...... 35-9 03-3 Uo, 1 37.5 65.2 81.6 26.6 10.9 13.2 56. Allowances earned by wording at home or given without attach ments ...... 32.8 U9.3 ul .6 66.9 35.6 80.9 20.3 15.1 17.5 57. Monev used to control child's behavior or child's right to money regardless of conduct ... 25-0 20.5 22.6 36.7 39.7 37.2 L0.6 39.7 60.1 56. Children behaving according to wishes or conforming to parental wishes ...... 65.3 06. 6 06.0 31.3 27.6 29.2 23. b 26.0 26.8 59. Parent's inspiring children to high levels of aspiration or being realistic ...... 53.1 79.5 07.2 32.9 13.7 22.6 10. 1 6.8 10.2 60. Parent's moderate, clear-cut expectations of children or expectations beyond own achievements ...... 32.0 67.9 00.9 80.6 32.9 36.5 26.6 19.2 22.6 61. Parent's judgement of child's achievements by other children or by child's own limitations.. $ 1.1 67.1 6I.3 28.1 20.5 26.1 17.2 12.3 1L.6 62. Parent's ample and consistent use of affection or use as reward or punishment .... . 70.3 89.0 80.3 21.9 8.2 16.6 7.8 2.7 63. Parents as examples of behavior 5.1 expected of children or deman ding obedience ...... 59. 0 60.3 59.9 28.1 28.7 26.3 12.5 15.1 65. Parental choice of few essential 13.9 requirements for children or use of democratic consultative ■ control ...... 60.9 76.7 69.3 31.3 17.8 25.1 7.8 5.5 65. Teaching children that certain 6.6 adulthood privileges barred to them or adulthood oresunposes responsible action ...... 66.1 65.8 65.0 21.9 17.8 19.7 16.1 16.6 15.3 52 TABLE 3 — Continued Levels of Importance Issue Statements High Medium Low — n r ----- (N=105) G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total ( N=61j.) (N-73) (N-137) (N-6U) (N-73) (N-137) (N-6h) < N= 73) (N-137) 66. Obedience as a duty of the child or as self-discipline for adults and children ...... 60.0 71.2 61.3 37.5 17.8 27.0 12.5 10.9 11.7 67. Children's freedom from or responsibility for certain family chores U 2.2 61.6 52.6 1*0.6 27.1* 33.6 17.2 10.9 13-9 68. Children's acceptance of or questioning authority ...... h5.3 57.6 51.0 39. 1 27.1* 32.3 15.6 15.1 15.3 69. Selection of the marital partner as individual right or family's right to influence 51.6 5L.B 53.3 23.1 27.1* 27.7 20.3 17.8 19.0 70. Discriminating choice of marital partner or quick selection .... 6 U .1 75.3 70.1 23.1* 13.7 10.2 12.5 10.9 11.7 71. Selection of the marital partner restricted to religious faith or based on romance and affection 5U.7 56.9 56.9 31.3 26.0 28.5 11*. 1 15.1 11*. 6 72. Selection of the marital partner restricted to ethnic group or based on romance and affection liB.h L6.6 h7.h 20.1 32.9 30.7 23.1* 20.5 21.9 73. Selection of the marital partner restricted to race or based on romance and affection 50.0 146.6 Ij8,2 31-3 20.8 30.0 13.8 21*.7 21.9 7h. Individual choice for couples economically dependent on family or family influence .... 39.1 31.5 35.0 37.5 35.6 36.5 23.1* 32.9 28.5 75. Individual choice for couples below legal age or family influence L6.9 20.5 32.8 25.0 35.2 3 0 .0 28.1 1*5.2 37.2 76. Social contacts of young people responsibility of parents or social agencies 29.7 57.5 hb.5 39.1 26.0 32.1 31.3 16.1* 23. U 77* Premarital education provided by parents or by social agencies.. 73 7b.0 73.7 .U 21.9 20.5 21.2 U.7 5.5 5.1 78. Financial responsibility for aged members assumed by the family or by social agencies .. h2.2 58.9 51.1 1*3.3 28.8 35.3 11*.1 12.3 13.1 79. Financial responsibility for dependent children assumed by the family or by social agencies li3. 1 314.14 50.7 1*0.6 31.5 35.8 25.0 17.8 21.2 00. Families blessed with as many children as desired or as to be afforded 1*6.9 38.U 82.3 26.6 31.5 29.2 2 6 .6 30.1 28.5 81. Financing higher education the responsibility of the family or of society ...... 28.1 20.5 21*.1 31.3 1*7.9 1*0 . 1 1*0.6 31.5 35.8 82. A. couple entering marriage as economically responsible or economically dependent 1*6 .9 1*9.3 1*8.2 37.5 37.0 37.2 15.6 13.7 11*. 6 83. Family's first responsibility the needs of nuclear family or extended f a m i l y 1*6 .9 65.8 56.9 35.9 23.3 29.2 17.2 10.9 8)*. Wife gainfully employed if 13.9 genuine need or to buy more household goods ...... 3)4.1* 38.[* 35,5 39.1 38.1* 38.7 26.6 23.3 85. Parental support of married 21*.8 high school students or inde pendent responsibility ...... 37.5 38.1* 38.0 1*2.2 30.1 35.8 8 6. Parental support of married 20.3 31.5 26.3 college students or independent responsibility...... ' 39.1 27. U 32.8 1*3.8 1*2.5 1*3.1 17.2 30.1 21*.1 53 TABLE 3 — Continued Levels of Importance Issue Statements High Ked i um Low (N-105) G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total (N-61*) (N-73) (N-137) (fi-61t) (N-73) (N-137) (N»61t) (N-73) (N-137) 87. Home reflecting standard of living commensurate to family's income or family’s future expectations ...... 32.8 57.5 Jt6.o !t2.2 31.5 36.5 25.0 10.9 17.5 88. Wife gainfully employed if no pre-school children or only when competent "mother substitute" -...... «... 73.1 6U.U 70.8 15.6 26.0 21.2 6.3 9.6 8.0 89. Wife’s professional career given or not given precedence over family role ...... 59. U Sit. 8 56.9 28.1 27.lt 27.7 12.5 17.8 15.3 90. Having children when economically dependent or postponing until economically independent ...... 35.9 3lt.2 35.0 U0.6 53.8 lt2.3 23.lt 21.9 22.6 91. Family man providing as much money as possible or providing a degree of economic security.. 23. h 38.2 29.2 37.5 32.9 35.0 39.1 32.9 35.8 92. Marriage as sacred, permanent relationship or temporary terminating when love ceases .. 1*5.3 *3. a It It. 5 25.0 26.0 25.5 29.7 30.1 30.0 93. Termination of marriage for incompatibility or continuing a permanent relationship ..... 65.6 87.9 56.2 20.3 26.0 23.lt llt.l 26.0 20.lt 9lt. Termination of marriage for lack of mutual interest or for unfaithfulness ...... 39.1 27.lt 32.8 26.6 23.3 2lt. 8 31t.lt lt9.3 82.3 95. Termination of marriage for hampered individual achievement or marriage stability good for society ...... 1*5.3 35.6 U0.1 35.9 27.lt 31.lt 18.6 37.0 28.5 96. Permanence of marriage for sake of children or temporary for lack of companionship ...... 1*3.0 34.2 38.7 31.3 37.0 31t. 3 25.0 28.8 27.0 97. Dissolving marriage because of unpleasant environment for children or when couple's love ceases ...... 32.8 38.lt 35.8 US. 3 20.5 32.1 21.9 ltl.1 32.1 98. Adultery being preferred or divorce as a necessary evil ... 32.8 13-7 22.6 23.lt 12.3 17.5 1,3.8 7lt.O 59.9 99. Premarital sex relations justi fied as a part of love or cannot be justified ...... 60.9 US.2 52.6 21.9 21.9 21.9 32.9 17.2 25.5 100. Premarital sex relations a couple's privilege or condoned only when conception does not occur, ...... 50.0 28.8 38.7 21.9 10.9 16.1 28.1 60.3 55.3 101. Sex relations of recreational value or of procreational value ...... 50.0 30.1 39.lt 28.1 27.lt 27.7 21.9 U2.5 32.8 102. Free sex expression the right of single women or restricted by chastity standards ...... 3U.U 28.8 31.lt 26.6 19.2 22.6 39.1 52.1 U6.0 103. Equal freedom of sex expression for women and men or only to men ...... 50.0 27. It 38.0 20.3 23.3 21.9 29.7 1,9.3 ItO.l 105. The right of extra-marital relations for married couples or limited to marriage ...... 56.3 I16.6 51.1 20.5 25.0 21.9 18.8 '3lt. 2 27.0 105. Premarital sex relations a justifiable part of engage ment ~>r confined to marriage ... 73.6 57.5 65.0 15.6 17.8 16.8 10.9 2lt.7 18.2 54 55 building the responsibility of family or the church," (3) issue num ber 52, "Children’s questions should be answered or ignored," (4) issue number 59, "Parent's inspiring children to high levels of aspiration or being realistic," (5) issue number 62, "Parent's ample and consistent use of affection or use as reward or punishment," (6) issue number 64, "Parental choice of few essential requirements for children or use of democratic consultative control, (7) issue number 70, "Discriminating choice of marital partner or quick selection." Issue statement number 62 was ranked the highest from among all issues by home economists (89 per cent) whereas the Groves Conference participants ranked seven other issues higher than this. Approximately 70 per cent of the Groves Conference participants did place this, how ever, in the High level of importance category. It is interesting to note here that when the persons in the two groups are combined, issue number 62 again emerges as the issue ranked highest by the 137 participants. This issue was ranked first among the 105 issue statements by 110 or 80.3 per cent of the total group. No other issue ranked above this although issue number 48 very nearly approached it with an agreement on the part of 79.6 per cent of all participants who combined to place this second in the High level of importance category. In view of the large number of participants in both groups ranking issue statements 21 and 48 at the High level of importance, one might speculate that both groups indicate a high degree of concern for the physical and emotional development of children. Groves Conference participants appeared to disagree with home economists as to the degree 56 of importance assigned to issue number 88 which deals with the wife being gainfully employed. Tnis evidence might well support the broader cultural approach generally assumed to represent an interdisciplinary group; whereas, this evidence may, on the other hand, reinforce the feeling held by some persons that home economists are overly concerned with adhering to set standards and as a result might view the wife's employment as being economically feasible. Furthermore, home econom ists seemed to be more concerned with the basis on which marriage is established (issue number 36) and the factors associated with the selection of the marital partner (issue number 70). Consistent with the democratic ideal of the worth of the indivi dual, home economists tended to express a high degree of concern about the expectations of children (issue number 59) and helping them to develop their potentials (issue number 52). At the same time, home economists appeared to be concerned with helping individuals become increasingly effective members for group living by assigning a high value to issue statements 62 and 64. Assuming that any issue statement ranked by 50 per cent or more of the participants at the High, Medium, or Low levels of importance may have significance for marriage and family life educators, specific data were selected from Table 3. These are given in Table 4. Here is shown the number of specific issues placed at 3 levels of importance by 50 per cent or more of the participants in each of the two groups. The number of the issues are placed in rank order. If one considers the number of issue statements placed in the High category by both groups, it is interesting to note that each TABLE 4 THE RANK OF ORDER OF SPECIFIC ISSUE STATEMENTS AT TWOa LEVELS OF IMPORTANCE AS INDICATED BY FIFTY PER CENT OR MORE OF THE PARTICIPANTS IN TWO SELECTED GROUPS OF FAMILY LIFE EDUCATORS Levels of Importance Participants High Low Groves Conference 48,88,21,15,77,105,52, 3,1,29,30, Participants 31,62,50,13,(20)b ,23, 43,26,5,16, (N = 64) 53,(93),(19),65,70,(99), 26,40,9 64,(49),14,(17),18,45, 7,36,63,89,(8),54,(104), 12, 61,71,10,38,42,69, 59,46,66,(73),(100), (102),(103) Home Economists 62,21,52,59,36,64,45, 3,1,5,98,43 (N = 73) 70,48,13,(47),77,15, 29,37,100, 66,31,50,14,(27),46 26,16,30,39 61,23,65,(83),18,88, 102,6 12,(35),(51),53,(67) (32),63,71,(78),(68) (76),(87),105,10,69 89,38,42,7,54^79) £ Only two issue statements (24,28) were ranked at the Medium level of Importance. ^Numbers enclosed with parentheses indicate ranking of issues by only one group. 57 58 placed 46 of the Issue statements at this level of importance although neither group was always in agreement as to the ranking of the issue nor on the selection of a specific issue. It is significant, however, that when the 15 issues ranked highest are compared for the two groups, both placed issues numbered 48, 21, 15, 77, 52, 31, and 62, in this category. In Table 4 it will be further observed that only issue statements 24--"Parents1 circle of friends private or parents and children with friends in common,"— and 28--"For economically independent persons, individual interests take precedence or subordinated to family inter ests"— -were placed in the Medium category by 50 per cent or more of the home economists. There were no issue statements placed in this category by 50 per cent or more of the Groves Conference participants. In carrying out this study it was felt that those issues falling in the Low classification as viewed by these two groups might have meaning and deserve consideration as did those falling within the High classification. The analysis of data showed that 50 per cent or more of the Groves Conference participants placed 11 issues in this cate gory; the home economists placed 14 here. When these issues are ranked and the first 10 so rated by each group is considered, it is important to note that there was complete agreement on issues numbered 3 and 1„ Also, that each group placed issues numbered 29, 43, and 16 in this category. As the analysis progressed it became evident that the distinctive qualities of certain issue statements were sufficiently related as to warrant combining the total number (105) into major groupings. To do 59 this a number of references were used. The literature revealed that certain marriage and family life educators; namely, Cavan (16), Mangus (48), Kirkpatrick (41), and Sirjamaki (63), had tended to group major issues and conflicts in their references to problems and teaching in this area of education. With these authorities as a base of reference, the writer was able to group the 105 issue statements used as a basis for this study. The ten major areas listed below was the result of this effort: A. The family and childbearing (1-9) B. Roles of husband and wife (10-22) C. The loss of functions being detrimental to family life (23-35) D. The basic meaning of marriage (36-44) E. The family's function in the personality development of children (45-54) F. The family's role in child training (55-68) G. Freedom in mate selection (69-77) H. The family as an economically independent unit (78-91) I. Marriage stability (92-98) J. Sexual freedom or restraint (99-105). As observed, the major areas includes the inclusive numbers of issue statements as listed consecutively in Table 3« Based on the assumption made previously that any issue statement ranked above the 50 per cent level may be significant, the tendency for issues to cluster in certain major areas of marriage and family living may be observed in Table 5„ Here it may be observed that both groups placed one or more issues in each of the ten major areas of High, with the exception of the area of Marriage Stability which home economists omitted. TABLE R THE CLUSTERING OP SPECIFIC ISSUE STATEMENTS AT TUG3 LEVELS OF IMPORTANCE IN TEN MAJOR AREAS OF MARRIAGE AND FAMILY LIFE EDUCATION AS INDICATED 3Y FIFTY nER CFNT OR MORE OF THE PARTICIPANTS IN TWO SELECTED GHOULS OF FAMILY LIFF T:DUCATORS Major Areas High C-. C. H. E. 0. C. 7. H. E. (N - bli) (N - 73) (N • 61,) (N = 73) The familv and childbearing (1-9) 7, (3 )h 7 1, 3, 5, (9) 1, 3, 5, (6) Roles of husband and wife (10-29) 13, 19, 19 13, 19, 21, 16 16 2 ! , Hi. (29) 111, 19, 12, 10, (17) 10 ( 12) Loss of functions being detrimental to fa*ni 1 v Life (?3-3U) 23, 31 23, (27), 31, 26, 2=, 30 26, 79, 30 (39), (32) basic meaning of marriage 36, 3", ii" 36, 39, 99 (1.0), 37, 1,3 (39), 37, 1.3 Family's function in nersonalitv development of children (Ir-H) Ij6 , 1*9, 92, In , 92, U'3, h \ 93 , •- 3, (Il7), 90, 1,6, 5h. (!lO (91), 93, 91, Familv's role in child training ( H - A 1!) 61. 99, 62, 99, 62, 69, 61,, 6 6 , 69, 66, 61, 69. •93 (67), 63 Freedom in mate selection (A9-77) (73), 69, 73 (69), 6°, 70, 71, 77 71, (76), 77,(73) Fanilv as an economical!'/ indeoendent unit (7S-R1) 99,39 (79), 93), 99, (97), ?9 f/arriage stabilitv (°3) (93) Sexual freedom or restraint (99-1 OH (99), (109), 109 100, (132) (102), 103), ( 10U), 109 ? Eediu-e level of Tioortance, ranging if issues bv m l v m e groin. 61 A close examination of the frequency with which issues have been placed in the major groups reveals an apparent clustering of issues in three major areas of marriage and family life education: (1) B. Holes of Husband and Wife, (2) E. Family’s Function in Personality Development of Children, and (3) F. Family’s Role in Child Training, It may be noted that these areas have a common concern relative to the quality of interpersonal relationships. Both groups were consistent in their ranking of seven issues in the area of (B) Roles of Husband and Wife, and the Groves Conference participants added three additional issues, 17, 19, and 20. These three issues appear to focus on the pro blem of the wife working; hence, the question may be raised as to why Groves Conference participants expressed a greater degree of concern in this area. This concern of theirs may be related to a broader cul tural orientation; whereas, home economists may tend to be oriented more toward particular individuals and families. Again, in the major area centered around (E) The Family's Function in the Personality Development of Children, both groups agreed on the High ranking of seven issues. The groups showed disagreement on the ranking of three issues: 49, "Importance of biological mother or "mother substitute," which Groves Conference participants ranked 25 per cent higher than did home economists; 47, "The family as the weakest or strongest agency to deal with children," and 51, "When giving advice, parental attitude most important or advice given." The last two issues home economists ranked 30 and 20 per cent higher, respectively. 62 In the area concerned with (F) The Family's Role in Child Training, a higher degree of agreement may be noted on the ranking of seven issues at the High level than in either of the other two areas (B and E) pre viously discussed. Only one varience is noted, that of issue number 67, "Children's freedom from or responsibility for certain family chores," which home economists ranked almost 20 percent higher than Groves con ference participants. The area of (G) Freedom in Mate Selection in which nine issue state ments were placed, both groups agreed on their ranking of four issues (69, 70, 71, 77) at the High level of importance and disagreed on the ranking of four other issues. In general, home economists appeared to express greater concern in this area by ranking seven issues at the High level; whereas, Groves Conference participants ranked five at the High level of importance. At the 50 per cent level and above at the Low level of importance, issues appear to cluster in three major areas of marriage and family life education: A. The Family and Childbearing, C„ Loss of Function being Detrimental to Family Life, and D. Basic Meaning of Marriage. Furthermore, it may be noted that the agreement between the two groups appeared to be greater at this level than at the High level of impor tance. By this clustering of issues ranked Low in these three areas one might infer that both groups still think of certain functions of the family as being intimate and are being swayed unconsciously by sentimentality. The second step in the treatment of the data was to determine the ranking of each of the 105 issue statements at three levels within 63 the High level of importance by both the Groves Conference parti cipants and by the home economists,, This scheme was designed to (1) more closely delineate the top ranking issue statements, (2) confirm or reject the clustering of issue statements found in the preceding analysis, and (3) make further comparisons between the two groups of participants. The percentage of participants in both groups who gave a spe cific ranking to each of the issues is shown in Table 6. Here it will be observed that 30 per cent or more of both groups ranked two issue statements at the Highly Important level: issue number 48, "The quality of parentchild relationship or the amount of time spent together," and issue number 62, "Parent's ample and consistant use of attention or use as reward or punishment,," This evidence rein forces the fact that issue number 48, was ranked above the 75 per cent level of High (Table 3) by both groups and that issue number 62 was ranked above the same level by home economists. In addition to issue numbers 62 and 48 home economist ranked at the 50 per cent level of Highly Important eleven other Issue state ments as follows: issue numbers, 21, 36, 45, 47, 50, 52, 59, 61, 64, 70, and 77. A close examination of the issues ranked above the 50 per cent level of Highly Important tends to confirm in part the evidence shown by Table 3 relative to issues clustering in certain major areas of marriage and family life education. IVo of the issues statements (48 and 62) which both groups placed above the 50 per cent level of Highly Importance fall into two of the same areas (E and I) where TABLE 6 PERCENTAGE OF H0»E ECONOMISTS AND GROVES CONFERENCE PARTICIPANTS RANKING 105 ISSUES IN MARRIAGE AND FAMILY LIFE EDUCATION AT THREE LEVELS WITHIN THE HIGH LEVEL OF IMPORTANCE Levels of Importance Issue Statements Highly Important Moderately High Of Less Importance (N-105) G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total (N-61*) (N*73) (N-137) (N-6U) (N-73) (N-137) (N-6b) (N-73) (N-137) 1. Childbearing to increase popula tion or to perpetuate family lines ...... 6.3 h.l 5.1 3.1 0.0 1.5 1.6 l.b 1-5 2. Limitation of family to restrict population or having children as desired ...... lb. 1 12.3 13.1 b.7 10.9 8.0 9.b 5.5 7.3 3. Advantages of childlessness to society or to husband and wife 0.0 b.l 2.2 0.0 0.0 0.0 7.8 0.0 3.6 1». Married couples using or not using material contraceptives to control birth ...... 31.3 19.2 2b.8 9.b 5.5 7.3 b.7 8.2 6.6 5. Married couples controlling birth or not to the extent of rearing an only child ...... b.7 9.6 7.3 0.0 l.b .7 3.1 2.7 2.9 6. The religious duty of married couple to have children or parental desire ...... 25.0 13.7 19.0 lb.l b.l 8.7 b.7 8.2 6.6 7. Making knowledge about birth control available to married women or available for general population ...... b2.2 27. b 3b. 3 12.5 12.3 12.b b.7 13.7 9.5 8. Furnishing knowledge about birth control by government health clinics or by family doctor ... 23.b 17.8 20.b 18.8 8.2 13.1 lb.l 16.b 15.3 9- Birth control through legisla tion or by planned parenthood.. lb. I 10.9 12. b 7.3 b.l 5.8 6.3 8.2 7.3 10. The family ruled by husband or consensus ...... 37.5 L2.5 bo. 1 12.5 6.3 9.5 1.6 8.2 5.1 11. Financial support of family pro vided by husband or bv husband and wife ...... 23. b 2b.7 2b. 1 7.8 16.b 12.b 7.8 2.7 5.1 12. Family discipline assumed by husband or familv agreement ... 3b. b 1.3.8 39.1. 19.q 13.7 16.1 1.6 5.5 3.6 13. Family decisions made by husband or family agreement ...... b8.L L7.9 b8.2 9. b 21.9 16.1 10.9 b. 1 7.3 111. The wife as junior partner or husband and wife as equals .... 31.3 b5.2 38.7 15.6 16. b 16.1 lb.l 5.5 9.5 15. Wife's opinion considered in making decisions or decisions arrived at jointly ...... b2.2 b6.6 bb.S lb.l 20. 5 17.5 17.2 5.5 10.9 IS. In a family of limited means, educational preference given sons or daughters ...... 0.0 2.7 1.5 3.1 5.5 b.b 0.0 2.7 1.5 17. Husband’s freedom in pursuing career given preference or both pursue independent careers .... 26.6 21.9 2b. 1 17.2 16.b 16.8 17.2 6.8 18. Family pochetbook controlled by 11.7 husband or controlled by con sensus of husband and wife .... 37.5 35.6 36.5 15.6 23.3 19.7 7.8 5.5 6.6 19. Married women working or not working outside the home ..... 31.3 19.2 2b.8 20.3 17.9 19.0 12.5 5.5 8.7 20. For the gainfully employed couple, honcmaking tasks wife's respon sibility or joint responsibility 39.1 3b. 2 36.5 17.2 20.5 19.0 10.9 b. 1 21. Nurture and care of children 7.3 wife's responsibility or joint responsibility ...... b3.8 60.3 52.6 17.2 20.5 19.0 15.6 l.b 22. Educational level of husband 8.0 higher than or equal to wife's 0.0 6.8 3.6 b.7 8.2 6.6 b. 7 10.9 23. Family members working interde- 8.0 pendently toward common goals or independently toward person al goals ...... 31.3 U9.3 bO.9 17.2 13.7 15.3 18.8 2.7 10.2 64 TABLE 6 -- Continued Levels of Importance Issue statements Hiqhly Important Moderately High Of Less Importance (N-105) r, H.E. Total o.c.r. H.E. Total G.C.P. H.E. Total (N-66) 06=73) CM= 137) (n -66) (N-73) (N-137) (N-66) (N-73) (N-137) 2U. Parents' circle ol friends private or parents and chil dren with friends in common ... 6.3 6.8 6.6 9.6 6.8 8.0 6.7 9,6 7.3 2$. Children's private circle of friends or selection of . friends from parental circle .. 6.7 12.3 8.7 7.8 6.8 7.3 3.1 6.8 5.1 26. Social drinking as a recreation in the home or not permitted in home ...... 6.7 5.1 1.6 6.1 2.9 6.3 0.0 2.9 27. Religion an independent pursuit or a family affair — sharing a common faith ...... 36.6 33.6 36.5 7.3 23.3 16.1 6.7 5.5 5.1 26. For economically independent persons, individual interests take precedence or subordinated to family interests ...... 12.5 8.2 10.2 12.5 6.1 8.0 9.6 13.7 11.7 29. Drinking limited to social gath erings or as part of the home 1.6 6.1 2.9 3.1 0.0 1.5 6.7 1.6 2.9 30. Drinking socially acceptable or non-acceptable ...... 3.1 6.8 5.1 3.1 2.7 2.9 3.1 1.6 2.2 31. Sex education as the family’s responsibility or the school’s responsibility ...... 65.3 65.2 65.3 12.5 17.8 15.3 12.5 6.8 9.5 32. A well-developed plan for family activities or whenever family has leisure time ...... 17.2 26.0 21.9 20.3 19.2 19.7 7.8 15.1 11.7 33. Retain symbolic meaning of holi days or celebrate with new entertainment ...... 6.3 16.6 11.7 15.6 5.5 10.2 7.3 8.2 8.0 3 6. Home activities competing with outside ones or families seek ing recreation outside the family ...... 3.1 10.0 7.3 25.0 20.5 22.6 16.1 10.9 12.6 3?. Certain recreations limited to family or recreation sought outside of the family ...... 9.6 23.3 16.8 20.3 26.7 22.6 7.8 15.1 11.7 36. Marriage a sacred institution or chiefly for the couple's happiness ...... 36.6 66. n 50.6 16. i 8.2 10.9 10,9 6.1 7.3 37. Marriage accomplishing religious values or regulating sex ..... 9.6 6.1 6.6 3.1 2.7 2.9 6.3 6-1 5.1 36. Marriage for perpetuation of human life or for personal happiness of couple ...... 28.1 27.6 27.7 lp.O 12.3 13.1 9.6 13.7 11.7 39. Marriage for supporting social order or regulation of sex .... 10.9 9.6 10.2 6.3 6.1 5.1 1.6 9.6 5.8 10. One's first loyalty belongs to his family or to his community 7.8 28.8 19.0 7.3 6.1 5.8 10.9 6.1 7.3 61. Placing one's personal interest first or subordinating to family's interest ...... 20.3 26.7 22.6 10.9 9.6 10.2 6.3 5.5 5.8 62. Marriage for development of individualistic personality or for growth through adapting for benefit of family ...... 37.5 32.9 35.0 9.6 15.1 12.6 6.7 5.5 5.1 63. Marriage, a disservice to family life, abolished or subjected to correction and improvement .... 1.6 5.5 3-6 3.1 66. Marriage as a regulator for sex 6.1 3.6 6.3 1.6 3.6 relations or stablizer of family group for children .... 32.8 19.2 65. 25.5 9.6 20.5 15.3 Character building the responsi 6.3 8.2 7.3 bility of family or the church 66.9 56.2 51.0 12.5 17.8 15.3 1.6 1.6 1.5 65 TABLE 6 -- Cont i nued Levels of Importance Issue Statements Hiqhlv Imcortant Moderately Hlqh Of Less ImDortance (N-105) G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total (N-6 6) (N-73) (N-137) (N-66) (N-73) (N-137) (N-66) (N-73) (N-137) 66. Delinquency and maladjustments of children the responsibility of society or the family ...... 20.3 39.7 30.7 18.8 28.7 21.9 10.9 2.7 6 .6 67. The family as the weakest or strongest agency to deal with children ...... 26.6 52.1 80.1 10.9 10.9 10.9 6.3 10.9 8.7 83. The quality Qf parent-child relationship or amount of time spent together ...... 60.9 56.2 58.8 12.5 15.1 13.9 10.9 8.1 7.3 89. Importance of biological mother or "mother substitute" ...... 36. U 17.8 25.5 13. B 15.1 16.8 7.3 2.7 5.1 50. Character building the responsi bility of the family or the school ...... 86.9 52.1 89.6 15.6 15.1 15.3 6.3 2.7 6.6 51. When giving advice, parental attitude most important or advice given ...... 12.5 32.9 23.8 23.8 15.1 19.0 6.3 15.1 10.9 52. Children's questions should be answered or ignored ...... 62.2 6O .3 51.8 26.6 13.7 19-7 3.1 6.8 5.1 53. The home's chief contribution to personality development, eco nomic security or quality of relationships ...... 85.3 82.5 83.8 10.9 13.7 12.8 9.8 5.5 7.3 314. Parental conflict handled pri vately or involve children .... 25.0 27.8 26.3 26.6 13.7 19.7 8.7 12.3 8.7 55. Children kept unconscious of money and its values or children given an allowance with com plete freedom ...... l£.6 21.9 19.0 17.2 10.9 13.9 3.1 10.9 7.3 56. Allowances earned by working at home or given without altach- ments ...... 6.3 17.8 12.8 17.2 19.2 16.2 9.8 12.3 10.9 57. Money used to control child's behavior or chi la's right to money regardless of conduct ... 3.1 10.9 7.3 9.8 2.7 5.8 12.5 6.8 9.5 58. Children behaving according to wishes or conforming to parental wishes ...... 15.6 28.7 20.8 17.2 15.1 16.1 12.5 6.8 9.5 59. Parent's inspiring children to high levels of aspiration or being realistic ...... 32. e 58.8 88.5 15.6 19.2 17.5 8.7 5.5 5.1 60. Parent's moderate, clear-cut expectations of children or expectations beyond own ach i evements ...... 12.5 28.7 19.0 15.6 16.8 16.1 8.7 6.8 5.8 61. Parent's judgement of child's achievements by other children or by child's own limitations .. 28.1 52.1 80.9 18.1 10.9 12.8 12.5 8.1 8 .0 62. Parent's ample and consistent use of affection or use as reward or punishment ...... 50.0 67.1 59.1 15.6 16.8 16.1 8.7 5-5 5.1 63. Parents as examples of behavior expected of children or deman ding obed i ence ...... 21.9 82.5 32.8 21.9 10.9 16.1 15.6 6.6 10.9 6I4. Parental choice of few essential requirements for children or use of democratic consultative control ...... 60,6 50.7 86.0 18.1 19.2 16.8 6.6 6.6 65. Teaching children that certain adulthood privileges barred to them or adulthood presupposes responsible action ...... 23.8 82.5 33.6 25.0 16.8 20.8 15.6 6.8 10.9 66 TABLE 6 — Continued Levels of Importance Issue Statements Highly Important Moderately Hi ah Of Less Importance (N-105) G.C.P. H.E. Total O.C.P. H.E. Total G.C.P. H.E. Total (N-6U) (N-73) (N-137) (N-6U) (N-73) (N-137) (N-6U) (N-73) (N-137) 66. Obedience as a duty of the child or as self-discipline for adults and children ...... 29.7 38.1. 3h.3 12.5 21.9 17.5 7.0 10.9 9.5 67. Children's freedom from or responsibility for certain family chores ...... 17.2 31.5 21*.8 IB.6 19.2 19.0 6.3 10.9 8.7 68. Children's acceptance of or questioning authority ...... 2 3.a 28.8 26.3 12.5 23.3 18.2 9.U 5.5 7.3 69. Selection of the marital partner as individual right or family's right to influence ...... 31.3 35.6 33.6 9.1* 10.9 10.2 10.9 8.2 9.5 70. Discriminating choice of marital partner or quick selection .... 35.9 58.9 1*8.2 12.5 9.6 10.9 15.6 6.8 10.9 71. Selection of the marital partner restricted to religious faith or based on romance and affection ...... 32.8 30.1 31.1* 15.6 20.5 18.2 6.3 8.2 7.3 72. Selection of the marital partner restricted to ethnic group or based on romance and affection 29.7 2U.7 27.0 10.9 13.7 12. U 7.8 8.2 8.0 73. Selection of the marital partner restricted to race or based on romance and affection ...... 31.3 30.1 30.7 11*. 1 10.9 12.1* U-7 5.5 5.1 7h. Individual choice for couples economically dependent on family or family influence .... 18.6 i6. a 17.5 10.9 U.I 7.3 9.1* 10.9 10.2 75. Individual choice for couples below legal age or family influence ...... 21.9 13.7 17.5 9.1* 5.5 7.3 15.6 l.U 8.0 76. Social contacts of young people responsibility of parents or social agencies ...... 10.9 26.0 19.0 12.5 20.5 16.8 6.3 10.9 8.7 77. Premarital education provided by parents or by social agencies 1.8.1* 50.7 1*9.6 11*.1 17.8 16.1 10.9 5.5 8.0 78. Financial responsibility for aged members assumed bv the family or by social agencies .. 11*.1 27.1* 21.2 11*.1 21.9 18.2 1U.1 9.6 11.7 79. Financial responsibility for dependent children assumed by the family or by social agencies ...... 15-6 23,3 19.7 9.1* 20.5 15-3 9.U 6.8 8.0 80. Families blessed with as many children as desired or as to be afforded ...... 23.1. 20.5 21.9 11*.1 9.6 11.7 9.1* 8.2 8.7 81. Financing higher education the responsibility of the family or of society ...... a .7 U.i l*.l* 12.5 8.2 10.2 10.9 8.2 9.5 82. A couple entering marriage as economically responsible or economically dependent ...... 21.9 27.U 21*. 8 12.5 5.6 10.9 12.5 12.3 12.U 83. Family's first responsibility the needs of nuclear family or extended family ...... 23.1. 1*3.8 31*.3 10.9 15.1 13-1 12*5 6.8 9.5 81j. Wife gainfully employed if genuine need or to buy more household goods ...... 18.8 15.1 16.8 9.1* 1 7 .8 13.9 6 .3 5.5 5.8 85. Parental support of married high school students or inde pendent responsibility ...... 15.6 12.3 13.9 9.1* 16.1* 13.1 12.5 9.6 10.9 86, Parental support of married college students or Independent responsibility ...... 12.5 8.2 10.2 11*.1 13.7 13.9 12.5 5.5 0.7 67 TABLE 6 — Continued Levels of Importance Issue Statements Hi ghl y Important Moderately Hiqh OT Lessi Importance (N=109) G.C.P. H.E. Total G.C.P. H.E. Total G.C.P. H.E. Total (si-6h) (N=73) (N-137) (N-66) (N-73) (N-137) (N=66) (N-73) (N-137) 07. Home reflecting standard of living commensurate to family's income or family's future expectations ...... 19.6 30.1 23.8 9.6 18.1 12.8 7.0 12.3 10.2 qr-. Wife gainfully employed if no pre-school children or only when competent "mother substitute" ...... UiUh 81.1 68.5 21.9 17.0 19.7 7.8 5.5 6.6 99. Wife's professional career given or not given precedence over f am i1y ro1e ...... 32.0 23.3 27.7 20.3 21.9 21.2 6.3 9.6 8.0 90. Having children when economically dependent or postponing until economically independent ..... 16. d 19.2 19.0 9.6 8.2 a.7 7.8 6.8 7.3 91. Family man providing as much money as possible or providing a degree of economic security 10.9 12.3 11.7 10.9 13.7 12.8 1.6 6.2 5.1 92. Marriage as sacred, permanent relationship or temporary terminating when love ceases .. 32.0 32.9 32.0 9.6 10.9 10.2 3.1 0.0 1.5 93. Termination of marriage for incompatibility or continuing a permanent relationship ..... 37.6 23.3 30.0 15.6 17.8 16.0 12.6 6.6 9.5 9b. Termination of marriage for lack of mutual interest or for unfai thfulness ...... 26.6 15.1 20.8 6.3 6.8 6.6 6.3 5.5 5-8 9b. Termination of marriage for hampered individual achievement or marriage stability good for society ...... 31.3 17.3 28.1 6.3 9.6 3.0 7.8 8.2 8.0 'Jo. permanence of marriage for sake of children or temporary for lack of companionship ...... 31.3 17.3 28.1 8.7 9.6 7.3 7.8 6.8 7.3 07. dissolving marriage because of unpleasant environment for children or when couple's love ceases ...... 20.3 21.9 21.2 7.8 8.2 8.0 8.7 8.2 6.6 9H. Adultery being preferred or divorce as a necessary evil ... 9.h 9.6 9.5 15.6 1.8 8.0 7.8 2.7 5.1 99. Premarital sex relations justi fied as a part of love or cannot be justified ...... 32.8 35.6 38.3 16.1 5.5 0.5 18.1 8.1 8.7 100. Premarital sex relations a couple's privilege or condoned only when conception does not occur...... 31.3 17.8 28.1 16.1 6.1 0.7 6.7 6.8 5.8 101. Sex relations of recreational value or of procreational value ...... Sit. Is 19.2 26.3 12.5 6.1 3.0 3.1 6.8 5.1 L02. Free sex expression the right of single women or restricted by chastity standards ...... 20.3 17.8 19.0 8.7 8.2 6.6 9.6 2.7 5.8 103- Equal freedom of sex expression for women and men or only to men ...... 26.0 13.7 19.0 9.8 9.6 9.5 15.6 8.1 9.5 10b. The right of extra-marital relations for married couples or limited to marriage ...... 3iwb 38.2 38.3 9 .8 8.2 8.7 12.5 8.1 8.0 105. Premarital sex relations a justifiable part of engage ment. if confined t 0 marria ... U3.8 82.5 63.1 16.1 H.2 10.9 15.6 6.8 10.9 68 69 clustering appeared in Table 5. Furthermore, four additional issue statements (45, 47, 50, 52) shown in the major area of (E) The Fam ily's Function in the Personality Development of Children, were ranked above the 50 per cent level by home economist; also, three additional issue statements (59, 61, 64) shown in the major area of (F) The Family's Role in Child Training were ranking above the 50 per cent level by home economist. One might project, therefore, that these two areas both dealing specifically with problems centered, around the child reinforces one of the values of our American Ideal-- the worth of the individual. At the same time these findings appear to reemphasize the child-oriented point of view prevalent in our soci ety today. An interesting profile may be drawn by showing the issues (by rank order from 1-10) considered Highly Important for the home econo mists: Major Area Issue Statement Rank F „ 62. Parent's ample and consistent use of 1 affection or use as reward or punishment D. 36. Marriage a sacred institution or chiefly 2 for the couple's happiness B. 21. Nurture and care of children wife's 3 responsibility or joint responsibility E. 52. Children's questions should be answered or 3 ignored Go 70, Discriminating choice of marital partner 4 or quick selection E. 45o Character building the responsibility of 5 the family or the church 70 E. 48c The quality of parent-child relationship 5 or amount of time spent together F. 59. Parent's inspiring children to high levels 6 of aspiration or being realistic E. 47. The family as the weakest or strongest 7 agency to deal with children E. 50. Character building the responsibility of 7 the family or the school F. 61. Parent's judgment of child's achievements by 7 other children or by child's own limitations F. 64o Parental choice of few essential requirements 8 for children or use of democratic consultative control Go 77. Premarital education provided by parents or by 8 social agencies C. 23. Family members working interdependently 9 toward common goals or independently toward personal goals B. 13. Family decisions made by husband or family 10 agreement. For the Groves Conference participants: Major Area Issue Statement Rank E. 48. The quality of parent-child relationship 1 or amount of time spent together F. 62. Parent's ample and consistent use of 2 affection or use as reward or punishment B. 13. Family decisions made by husband or family 3 agreement G. 77. Premarital education provided by parents or 3 by social agencies H. 88. Wife gainfully employed if no pre-school 3 children or only when competent "mother substitute" E. 45. Character building the responsibility of 4 the family or the church 71 E. 50. Character building the responsibility of 4 the family or the school C. 31. Sex education as the family's responsibility 5 or the school's responsibility E. 53. The home's chief contribution to personality 5 development, economic security or quality of relationships B. 21. Nurture and care of children wife's 6 responsibility or joint responsibility J. 105. Premarital sex relations a justifiable part 6 of engagement or limited to marriage A. 7. Making knowledge about birth control avail- 7 able to married women or available for general population B. 15. Wife’s opinion considered in making decisions 7 or decisions arrived at jointly E„ 52. Children's questions should be answered or 7 ignored F. 64. Parental choice of few essential require- 8 ments for children or use of democratic consultative control B. 20. For the gainfully employed couple, home- 9 making tasks wife's responsibility or joint responsibility B. 10. The family ruled by husband or consensus 10 B. 18. Family pocketbook controlled by husband or 10 controlled by consensus of husband and wife D. 42. Marriage for development of individualistic 10 personality or for growth through adapting for benefit of family I. 93. Termination of marriage for incompatibility 10 or continuing a permanent relationship. The profile of the two groups highlights the fact that to obtain the top ten ranking (1 - 10) of issue statements it was necessary to include all issues with the same number of persons ranking at the 72 Highly Important level which fell within the 1 to 10 group. For the Groves Conference participants 20 statements were included; whereas, home economists ranked 15 statements within the top ten grouping. Fur thermore, from the profiles of the two groups it may be noted that the first two issues ranked by Groves Conference participants deal with parent-child relationships; whereas, one of the first two ranked-by home economists focuses on the purpose of marriage. Both groups ranked nine of the same Issues (numbers 13, 21, 45, 48, 50, 52, 62, and 77) within the top ten; however, differences may be noted by the separate ranking of sixteen different issues at this top ten level of Highly Important. Groves Conference participants ranking of eleven issues which were different when compared with the six ranked by home econo mists may be interpreted to reiterate the broad cultural approach of an interdisciplinary group. Further information concerning the specific issues ranked at the top ten level of Highly Important may be observed in Table 7. The highest level of consistency appears to be centered around the major area of (E) Family's Function in Personality Development of Children. Although the second highest level of consistency may be inferred by the clustering of issues around areas B and F; again, Groves Confer ence participants tended to place higher emphases on the area of (B) Roles of Husband and Wife, while home economists placed their emphases around the area (F) Family's Role in Child Training. No issue statements were ranked above 26.6 per cent at the Moder ately High or of Less Importance levels within High. The total per centages which represent an average of the two levels indicate a range TABLE 7 SFECIFIC ISSUE STATEMENTS (WITHIN THE TOP TEN RANK ORDER) AT THE HIGHLY IMPORTANT LEVEL IN TEN MAJOR AREAS OF MARRIAGE AND FAMILY LIFE EDUCATION AS INDICATED BY THE PARTICIPANTS OF TWO SELECTED GROUPS OF FAMILY LIFE EDUCATORS Selected Family Life Educators Major Areas Home Economists Groves Conference (N = 73) Participants (N = 64) A. The family and childbearing (1“ 9) 7 B. Roles of husband and wife 13, 21, 15, (10-22) 21, 13 20, 10, 18 C. Loss of functions being detrimental to family life (23-35) 23 31 D. Basic meaning of marriage (36-44) 36 42 E. Family’s function in personality development 52, 45, 48 48, 45, 50 of children (45-54) 47, 50 52, 53 F. Family’s role in child training (55-68) 62, 59, 61, 64 62, 64 G. Freedom in mate selection (69-77) 70, 77 77 H. Family as an economically independent unit (78-91) 88 I. Marriage stability (92-98) 93 J. Sexual freedom or restraint (99-105) 105 73 74 from 6.6 to 21.2 per cent at the Moderately High level and a range of 1.5 to 10.9 per cent at the level of Less Importance. Hie treatment and analysis of the data by percentages appear to support the first hypothesis of this study— that controversial state ments in the literature relative to marriage and family life education and which reveal values can be identified. A search of the literature revealed 105 controversial statements. Further analysis indicated the « , desirability of combining certain issue statements which were suffi ciently related into major groupings. The information derived showed a clustering of issues around certain major areas as indicated by the reactions of the two groups of selected participants. Moreover, some evidence as to extents of agreement and disagreement between the two groups have been reported. For a more authoritative basis for drawing conclusions concerning significant difference between the two groups of family life educators the data were subjected to further statistical treatment— chi-square tests. Findings from chi-square tests Chi-square tests were computed using the total number of persons (137) rahking the 105 issue statements at various levels of Importance, to reveal divergences between the two groups. The theoretical fre quencies were computed under the null hypothesis that there is no agreement between the opinions of Groves Conference participants and home economists expressed by their ranking of 105 issue statements at three levels of importance: High, Medium, and Low. The values of chi-square correlated in relation to probability values are recorded in Table 8. Agreement (. 0 5 ]_ P) between the two TABLE c h i -s q u a r e a n d l e v e l s o f probability f o r h o m e e c o n o m i s t s a n d g r o v e s CONFERENCE PARTICIPAOTS FOR THEIR OPINIONS ON ISSUE STATEMENTS IN MARRIAGE AND FAMILY LIFE EDUCATION Issue Statements Chi-Square-1 Probabi1 i ty 1 . Childbearing to increase population or to perpetuate family lines 1.L6 .50 - .30 2 . Limitation of family to restrict population or having children as desired .17 .95 - .90 3. Advantages of childlessness to society or to husband and wife ...... 02 c .90 - .80 a. Married couples using or not using material contraceptives to control bi rth ...... 2.77 -30 - .20 5. Married couples controlling birth or not to the extent of rearing an only chi la ...... 6.03 .05 - .02 6 * The religious duty of married couple to have children or parental desire li.75 . 10 - .05 7. Making knowledge about birth control available to married women or avail 1 able for general population ...... 2.71 .30 0 8 . Furnishing knowledge about birth control by government health clinics or by family doctor...... 2.68 .30- .20 9. Birth control throuqh legislation or bv planned narenthood ...... 1.27 .70 - .50 10, The family ruled by husband or consensus ...... 1.59 .70 - .50 11. Financial support of family provided by husband or by husband and wife ... .65 .80 12. Family discinline assumed by husband or family agreement ...... 1.53 .50 - .30 n . Family decisions made bv husband or family agreement ...... h7 c iii. The wife as iunior partner or husband and wife as equals ...... 61 .80 - .70 15. Wife's opinion considered in making decisions or decisions arrived at to in t l y ...... 0.00 ^.99 16. In a family of limited means, educational preference given sons or daughters ...... Ifi .70 - .50 17. Husband's freedom in pursuing career given preference or both pursue independent careers ...... 3.50 .20 - .10 18. Family pocketbook controlled by husband or controlled by consensus of husband and wife ...... 2.9h .30 - .20 19. Married women working or not working outside the home ...... 6.ii5 .05 - .02 20. For the gainfully employed couple, homemaking tasks wife's responsibility or joint responsibility ...... 99c .5° - .30 21. Nurture and care of children wife's responsibility or joint responsibility .65 c . 30 - .30 22. Educational level of husband higher than or equal to wife's ...... 6.60 .05 - .02 23. Family members working interdependently toward common goals or independent ly toward personal goals ...... OR .90 214. parents' circle of friends private or parents and children with £rienas in common ...... U.06 ,20 - ,10 26. Cnilaren's private circle of friends or selection of friends from parental circle ...... 3.07 .30 - .20 26. Social drinkinq as a recreation in the home or not permitted in home .... 1. 8)1 .60 - .30 27. Religion an independent pursuit or a family affair — sharing a common LA O fai th ...... 5.8L . 10 1 23. For economically independent persons', individual interests take precedence or subordinated to family interests ...... 1.39 .50 29. Drinking limited to social gatherings or as part of the home ...... 60° .50 - .30 30. Drinking socially acceptable or non-acceptable ...... 3-36 .20 - .10 31. Sex education as the family's responsibility or the school's resnons i bi1i ty ...... 0.0 0 c 1.00 32. A well-developed plan for family activities or whenever family has lei sure time ...... 3.29 20 33. Retain symbolic meaning of holidays or celebrate with new entertainment .. 14.60 .20 - .10 36. Home activities competing with outside ones or families seeking recreation LA 0 outside the family ...... 1.27 .70 1 35. Certain recreations limited to family or recreation sought outside the fami l y ...... Ui.li3 /.001 36. Marriage a sacred institution or chiefly for the couple's happiness .... ia.73 .10 - .05 37- Marriage accomplishing religious values or regulating s e x ...... 1.71 .60 - .30 36. Marriage for perpetuation of human life or for personal happiness of c o u p l e ...... 06 .98 - .95 39- Marriage for supporting social order or regulation of s e x .... . 14.72 , 10 - .05 ao. One's first loyalty belongs to his family or to his community ...... 6.I48 -05 - .02 ai. Placing one's personal interest first or subordinating to family's interest • 33 . 90 - .80 a2. Marriage for development of individualistic personality for for growth through adapting for benefit of family ...... 6.78 .05 - .02 a3. Marriage, a disservice to family life, abolished or subjected to correction and improvement ...... * 3U .90 - .80 aa. Marriage as a regulator for sex relations or stablizer of family qroun for children ...... 1.23 .70 - .50 75 TABLE 0 -- 2 T it i nued Issue Statements Chi-Squarea Probability Li5. Character building the responsibility of family or the church ...... 3.28 20 I46. Delinquency and maladjustments of children the responsibility of society or the fam i ly ...... Li.22 .20 - .10 Li7* The family as the weakest or strongest agency to deal with children ..... 13.U6 .01 - .001 U0« The quality of parent-child relationship or amount of time spent together 1.73c .20 - .10 L9. Importance of biological mother or "mother substitute" ...... 8.91 .02 - .01 ^0. Character building the responsibility of the family or the school ...... 3-1.5 .20 - .10 51. When giving advice, parental attitude most important or advice given ..... 6.13 .05 - .02 $2. Children's questions should be answered or ignored ...... 1.63:c .30 - .20 53- The home's chief contribution to personality development, economic secu rity or quality of relationships ...... 30 .90 - .80 5h. Parental conflict handled privatelv or involve children...... 13 .95 - .90 65. Children kept unconscious of monev and its values or children given an allowance with complete freedom ...... 5.51 .10 - .05 56. Allowances earned by working at home or given without attachments ...... 3.78 .20 - .10 57. Money used to control child's behavior or child's right to money regard less of conduct ...... 56 .80 - .70 5o. Children behaving according to wishes or conforming to parental wishes ... .26 /.90 59. Parent's inspiring children to high levels of aspiration or being realistic 10.79 .01 - .001 60. Parent's moderate, clear-cut expectations of children or expectations beyond own achievements ...... 3.29 y 20 61. Parent's judgment of child's achievements bv other children or by child's own limitations ...... 2.26 .50 - .30 62. Parent’s ample and consistent use of affection or use as reward or punishment ...... 7.59 c .01 - .001 63. Parents as examples of behavior expected of children or demanding obedience ...... 36 .90 - .80 6J4. Parental choice of few essential requirements for children or use of democratic consultative control ...... ij.03 c .05 - .02 65. Teaching children that certain adulthood privileges barred to them or adulthood presupposes responsible action ...... 65 .80 6 0. Obedience as a duty of the child or as self-discipline for adults and children ...... 7.97 .02 - .01 67. Children's freedom from or responsibility for certain family chores ...... 5.16 .10 - .05 Children's acceotance of or questioning authority ...... 2.53 L- 30 69. Selection of the marital partner as individual right or family's right to influence ...... 20 /. 90 70. Discriminating choice of marital partner or quick selection...... 3.0a .30 - .20 71. Selection of the marital partner restricted to religious faith or based on romance and affection ...... 66 [_. 80 72. Selection of the marital partner restricted to ethnic group or based on romance and affection...... 39 .90 - .80 73. Selection of the marital partner restricted to race or based on romance and affection ...... 69 .80 - .70 7L. Individual choice for couples economically dependent on family or family influence ...... 1.66 .50 - .30 75. Individual choice for couples below legal age or family influence ...... 10.89 .01 - .001 76. Social contacts of young people responsibility of parents or social agencies ...... 10.79 .01 - .001 77. Premarital education provided by parents or by social agencies ...... 0.00 c 1 .9 9 76. Financial responsibility for aged members assumed by the family or by social agencies ...... „...... 6.08 .20 - .10 79. Financial responsibility for dependent children assumed by the family or by social agencies ...... 3.79 .20 - . 10 60. Families blessed with as many children as desired or as to be afforded ... 1.02 .70 - .50 81. Financing higher education the responsibility of the family or of society 3.98 .20 - .10 82. A couple entering marriage as economically responsible or economically dependent ...... 16 .95 - .90 83. Family's first responsibility the needs of nuclear family or extended fami ly ...... 6.91 .10 - .05 8I1. Wife gainfully employed if genuine need or to buy more household goods .. .30 .90 - .80 8-6* Parental support of married high school students or independent responsibility ...... 2.98 .30 - .20 66. Parental support of married college students or independent responsibility 3.01 .20 - .10 76 Issue Statements Chi-Squars® Probability 8?. Home reflecting stadard of living commensurate to family's income or fami ly's future expectations ...... 9.U0 .01 - .001 83. Wife gainfully employed if no pre-school children or only when competent "mother substitute" ...... ,...... 3.07 .30 - .20 89. Wife's professional career given or not given precedence over family role .75 .70 - .50 90. Having children when economically dependent or postponing until economically independent ...... 15 .95 - .90 91. Family man providing as much money as possible or providing a degree of economic security ...... ,...... 1.9ii .50 - .30 92. Marriage as sacred, permanent relationship or temporary terminating when love ceases ...... Oh .98 93- Termination of marriage for incompatibility or continuing a permanent relationship ...... h. 80 .10 - .05 91a. Termination of marriage for lack of mutual interest or for unfaithfulness 3.36 .20 - .10 95. Termination of marriage for hampered individual achievement or marriage stabilitv good for society ...... 5.51i .10 - .05 96. Permanence of marriage for sake of children or temuorary for lack of companionship ...... 1.30 .70 - .50 97. Dissolving marriage because of unoleasant environment for children or when couple's love ceases ...... 10.72 .01 - .001 98. Adultery being pr ef err ed or divorce as a necessary evil ...... 8.17 .02 - .01 99. Premarital sex relations justified as a part of love or cannot be justified ...... h.98 .10 - .05 1 0 0 . Premarital sex relations a couple's privilege or condoned only when conception does not occur ...... H i . 27 Z * 001 1 0 1 . Sex relations of recreational value or of nrocreational value ...... 7.61 .02 102. Free sex expression the right of single women or restricted by chastity standards ...... 2.39 .50 - .30 103. Equal freedom of sex expression for women and men or only to men ...... 7.99 .02 - .01 101j. The right of extra-marital relations for married couples or limited to marriage ...... „...... U.21 .20 - .10 108. Fre-marital sex relations a justifiable part of engagement t c-nfined t--, 14.96 .10 - .05 m a r r i a c r 1 ■' r 'ban: 1 i r.: (■’) / .O L i n d i c a t e s s i g n i f i c a n t ri' f fa re.ncr . c- /. .) 1 the d i f f e r e n c e is q u e s t i arcibl c . n significant difference, indicating agree.lent. “Twi degrees nf frccdTi user e>:rent when indicated c nne degree if freed i-. 77 78 groups is indicated in eighty-four of the 105 issue statements. There was excellent agreement (.98 j_ P) in six issue statements as follows: 15. Husband considers wife's opinion in making decisions or both contribute and jointly derive decisions. 23. Family members work interdependently toward common goals or independently toward personal goals. 31. Sex education as the family's responsibility or the school's responsibility. 38. Marriage for perpetuation of human life or for personal happiness of couple. 77. Premarital education provided by parents or by social agencies. 92. Marriage as sacred and permanent relationship or temporary, terminating when love ends. Very high agreement (.90 j _ Y .95) was shown in issue statements 2, 54, 67, 82, and 90; dealing with limitations of family to restrict population, handling parental conflict when children are involved, individual versus family rights in selection of marital partner, eco nomic status of couple entering marriage, and economic status of the child-bearing family. Of the remaining twenty-one issue statements the agreement between the two groups on twelve issues (Numbers 5, 19, 22, 40, 42, 49, 51, 64, 66, 98, 101, and 103) was questionable, since the probability levels ranged between the one per cent and five per cent level of agreement. No agreement (P J_ .01) was found between the two groups on their ranking of nine issue statements: 35. Certain recreations limited to family group or recreation sought outside the family. 47. The family as the weakest or strongest agency to deal with children. 79 59o Parent's inspiring children to high levels of aspiration or being realistic. 62. Parents ample and consistent use of affection or use as reward or punishment. 75. When below legal age, selection of marital partner an individual's right or family’s right to influence. 76. Social contacts of young people. Supervised by parents or by social agencies. 87. Home reflects the standard of living commensurate to family's income or family's future expectations. 97. Dissolving marriage because of unpleasant environment for children or when couple's love ceases. 100. Premarital sex relations a couple's privilege or condoned only when conception does not occur. Two issue statements in which there was no agreement according to the statistical chi-square were ranked above the 50 per cent level of High by both groups; issue numbers 62, "Parents ample and consistent use of affection or use as reward or punishment,11 and 59, "Parents inspiring children to high levels of aspiration or being realistic." Furthermore, issue number 62 was ranked above the 50 per cent of Highly Important by both groups. It should be noted also, that issue number 59 was ranked above the same level by home economists. Four other issues (25, 47, 76, and 87) were ranked above the 50 per cent level of High and issue number 100 was ranked at the same level by Groves Conference participants. Only two of the nine issue statements (75, 97) in which no agreement was found were not ranked at the 50 per cent level of High. The above situation may be explained by the fact that chi-square tests measure divergences. For the test to apply, no theoretical 80 frequency should be less than five. Because of the small number in some of the categories within the High level of importance, chi-square tests were calculated using the three major levels of importance: High, Medium, and Low (shown in Table 3). When issue statements were assigned to the three levels of importance by a similar number of participants from each of the two groups, chi-square tests indicated disagreement. The extent of agreement within the major areas of marriage and family life education on the 105 issue statements based on chi-square tests is shown in Table 9. It is interesting to note that despite the clustering of statements in which there appeared to be no significant differences, (probabilities of average and above) each of the ten major areas in marriage and family life education showed one or more state ments in which the agreement was questionable or in which there was no agreement. The range and mean scores grouped in the ten major areas of mar riage and family life education and based on chi-square tests are presented in Table 10. Here it may be observed that the range of scores indicates only one area that of (A) The Family and Childbearing which did not extend below the five per cent probability level; there fore, indicating no significant differences and thereby implying agreement. On the basis of the chi-square tests the findings reflect that the null hypothesis, that family life educators as represented by a selected group of Groves Conference participants and a selected group of home economists will not agree on values as reflected by their ZABLE 9 EXTENT OF AGREEMENT ON 105 ISSUE STATEMENTS IN TEN AREAS OF MARRIAGE AND FAMILY LIFE EDUCATION (BASED ON X2) Extent of Agreement Major Areas Excellent Average Questionable No Agreement (.90/p) (.05/p/.90) <. 01/P/. 05) (p/.oi) «• A. The family and childbearing 2 1,3,4,6,7,8,9 5 (1-92 B. Roles of husband and wife 15 10,11,12,13,14, 19,2 (10-22) 16,17,18,20,21 c. Loss of functions being 23,31 24,25,26,27,28, detrimental to family life 29,30,32,33,34 35 (23-35) D. Basic meaning of marriage 38 36,37,39,41,43 (36-44) 44 E. Family's function in per 54 45,46,48,50,52 49,51 47 sonality development of 53 children (45-54) F. Family's role in child 67 55,56,57,58,60 64,66 59,62 training (55-68) 61,63,65,68 G. Freedom in mate selection 77 69,70,71,72,73 75,76 (69-77) 74 H. Family as an economically 82,90 78,79,80,81,83 87 independent unit (78-91) 84,85,86,88,89,91 I. Marriage stability (92-98) 92 93,94,95,96 98 97 J. Sexual freedom or restraint (99-105) 99,102,104,105 101,103 100 TABLE 10 RANGE AND MEAN OF SCORES BASED ON CHI-SQUARE TESTS AND PROBABILITY LEVELS OF 105 ISSUE STATEMENTS IN TEN MAJOR AREAS OF MARRIAGE AND FAMILY LIFE EDUCATION Range Mean X 2 P X 2 P A. Hie family and child bearing (1-9)...... 0.02-6.03 .95-.05 2.A3 .A5-.35 B. Roles of husband and wife (10-22) ...... 0.00-6.A0 .99-.02 1.98 .50-.23 C. Loss of functions being detrimental to family life (23-35) ...... 0 ,00-1A.A3 1.00-.001 3.35 .41-o13 D. Basic meaning of marriage (36—44) ».».«.»...0 .06-6.A8 .98-.02 2.93 .47-.38 E. Family's function in personality development of children (A5-5A) .... 0.13-13.A6 .95-.001 A.30 .30-.22 F. Family's role in child training (55-68) ...... 0.26-10.79 .90-.001 3.88 .35-.14 G. Freedom in mate selection ( 6 9 - 7 7 )...... 99-.001 3.19 .58-.22 H. Family as an economically independent unit (78-91) . . 0.1A-9.A0 .95-.001 2.88 .44-.34 I. Marriage stability (92-98) . 0.0A-10.72 .98-.001 A.85 .30-.10 J. Sexual freedom or restraint (9 9 -1 0 5 )...... 50-.001 6.65 .13-.07 82 83 of 105 issue statements, appears to be rejected; particularly, since the two groups appear to indicate agreement on eighty-four (80 per cent) of the 105 issue statements. CHAPTER IV SUMMARY Although inconsistencies concerning theories about values appeared in the literature, in general, there seemed to be agreement among the writers concerning the need for constantly appraising and re-evaluating values when conflicts arise in the lives of individuals and that regard less of the fact that many logical inconsistencies exist, value systems must be sufficiently consistent to provide direction and standards for the development of individual personalities. In the early writings of this century, the family was thought of as a social institution, controlled by the mores of society and with pre destined family roles for which children were pretrained and into which they seemed to fit almost automatically at marriage,, As changes took place in society, each writer seemed to formulate his own point of view concerning the uncertain status which changes brought to the family as well as the organization of society. Little attempt was made to bring together the values of marriage and family life, or to relate the values existing in different groups with the realities of marriage and family 84 85 life. In other words, little is known about the goals and values of marriage and family life toward which we should be guiding our young people. This study was designed to — 1. Identify the values which may influence the teaching of marriage and family life education by a. identifying controversial issues'in the literature relative to alternative points of view in marriage and family life education. b. determining the extent of agreement or disagreement held by two groups of family life educators on 105 issue statements. c. identifying the general areas wherein controversial issues relative to value tend to cluster. 2. Give implications and make recommendations based on the findings for family life educators, specifically, to those teaching and counseling students in home economics in higher education. The sample consisted of 137 participants, representing two groups concerned with marriage and family life education; 73 of whom represented home economists teaching in colleges or universities in Ohio and Georgia and 64 representatives from those persons attending the 1960 meeting of the Groves Conference on Marriage and The Family. The study involved (1) identifying controversial issues in marriage and family life education and (2) asking two groups of family life educators to react to 105 issue statements by ranking them at six levels of importance. Procedures used in summarizing and analyzing the data were computations of percentages and chi-square tests. Conclusions Hie literature reviewed by the writer verified the inconsistencies relative to various approaches to the identification and study of values important in the area of marriage and family life education. From text books and research reports, both published and unpublished, used by those teaching in this area, conflicting points of view were delineated. The conflicting points of view formed the basis for the formulation of the 105 issue statements designed to reflect the values believed to be important in education for marriage and family life. As the analysis progressed the issue statements (105) appeared to fall into ten major areas in this field. The information derived from the treatment and analysis of the data by percentages appeared to further affirm the first hypothesis— that controversial statements in the literature relative to marriage and family life education and which reveal values can be identified. Moreover, the controversial issues relative to values tended to cluster at the High level of importance in certain major areas in marriage and family life education: B. Roles of Husband and Wife; E. Family Function in Personality Development of Children; and F. Family's Role in Child Training<, Nevertheless, the fact should not be overlooked that issues appear to cluster at the Low level of importance around different areas in marriage and family education: A. The Family and Childbearing; C. Loss of Function Detrimental to Family Life; and D. Basic Meaning of Marriage. Furthermore, it should be noted that the agreement between the two groups of family life educators appeared to be more consistent at the Low level than at the High level of importance. 87 Tne second hypothesis— that family life educators as represented by two selected groups, Groves Conference participants and home economists, will not agree on values as reflected by their ranking of the 105 issue statements--was only partially confirmed; since the findings show 21 statements on which the agreement between the two groups was questionable or on which there were significant differences (difference of opinion observed below the one per cent level, thereby reflecting no agreement). Significant differences between the two groups. When issue state ments were observed to fall below the 1 per cent level of significance (P l_ .01) based on the value of chi-square when compared with values in a table a significant difference (no agreement) is indicated. There were nine issue statements oh which there were significant differences indicated by tests. In seven of these statements difference may be attributed to the fact that home economists tended to rank them higher at the High level of importance; whereas, Groves Conference participants tended to rank the same statements almost twice as high as home economists at both the Medium and Low levels of importance. Tne seven statements follow: 35. Certain recreations limited to family group or recreation sought outside of the family. 47. The family as the weakest or strongest agency to deal with children. 59. Parent’s inspiring children to high levels of aspiration or being realistic. 62. Parent's ample and consistent use of affection or use as reward or punishment. 76. Social contacts of young people responsibility of parents or social agencies. 87. Home reflects the standard of living commensurate to family's future expectations. 88 97. Dissolving marriage because of unpleasant environment for children or when couple's love ceases. Of the remaining two issue statements showing significant difference Groves Conference participants ranked issue statement— numbers 75, "When below legal age, selection of marital partner an individual's right or family's right to influence," and 100, "Premarital sex relations a couple's privilege or condoned only when conception does not occur," at a higher level of importance at the High category; whereas, home economists ranked issue number 75 higher at the Medium and Low levels and ranked statement 100 above the 60 per cent level of Low. Variations between the two groups which were questionable. The difference between the two groups was considered questionable when the value of chi-square was compared with values in a table and the probability level of significance was less than 5 per cent and greater than one per cent (.01 J_ P ]_ .05). Differences were questionable on twelve issue statements. The issue statements are listed below with an explanation of apparent courses of variations. 1. Concerning issue statement number 5, "Married couple's controlling birth or not to the extent of rearing an only child," both groups ranked it at the Low level of importance; however, home economists and Groves Conference participants varied widely on the number of participants ranking it at the High and Medium levels of importance. 2. Both groups seemed to agree on the major area of (B), Roles of Husband and Wife with two exceptions: issue statement number 19, "Married women working or not working outside the home," which Groves Conference participants considered at a higher level, 22.0 per cent, at 89 the High category than home economists; and, issue statement number 22, "Educational level of husband higher than or equal to wife's," which home economists considered higher at the High category by a ratio of four to one. 3. Groves Conference participants seemed to place issue statement number 40, "One’s first loyalty belongs to his family or to his community at the Low level almost 2 to 1; whereas, home economists ranked it higher at both the High and Medium levels of importance. On issue statement number 42, "Marriage for development of individualistic personality or for growth through adapting for benefit of family," which 50 per cent or more of both groups assigned at the High level of importance the disagreement was due to the variance at the Medium and Low levels of importance. 4. Questionable agreement in the area of (E) the Family's Function in Personality Development of Children focuses on two issue statements: 49, "Importance of biological mother or 'mother substitute," which Groves Conference participants ranked 25 per cent higher at the High level of importance; and 51, "When giving advice, parental attitude most important or advice given," which home economists ranked 20 per cent higher at the High level of importance. 5. In the area of (F) the Family's Role in Child Training, home economists ranked almost 20 per cent higher than Groves Conference participants two issue statements: 64, "Parental choice of few essential requirements for children or use of democratic, consultative control"; and, 66, "Obedience as a duty of the child or as self- discipline for adults and children." 90 6. In the area of (I) Marriage Stability, issue statement 98, "Adultery being preferred or divorce as a necessary evil," appeared consistently less important to home economists since 74 per cent assigned it at the Low level of importance. 7. The area of (J) Sexual Freedom or Restraint appears to be of l greater concern to Groves Conference participants, especially in regard to two issue statements: 101, "Sex relations of recreational value or of procreatlonal value"; and 103, "Equal freedom of sex expression for women and men or only to men.V It is interesting to note that home economists (above 50 per cent) ranked both statements at the Low level of importance. Variations between the two groups not significant. Any issue state ment for which the chi-square value when compared with values in a table indicating levels of probability was greater than the 5 per cent (.05 _/P) level no significant differences were indicated, thereby indicating agreement. The variations resulting from the ranking of the 84 issue statements were not significant according to the chi-square; therefore, Groves Conference participants and home economists agreed on their ranking of 84 (or 80 per cent) of the 105 issue statements. Hence, to this degree the null hypothesis was rejected. Caution must be used in extrapolating the findings beyond the sample employed. Nevertheless, the findings may provide a basis for drawing Implications pertaining to education for marriage and family life, particularly, home economics in higher education. 91 Implications and Recommendations Findings from this study indicate that values play an important role in the development of the healthy personality and, hence, are important in social institutions such as the family and to the stability of society itself. It clearly shows the inconsistencies in value theories and variance of opinions between two professional groups of family life educators. The data highlighted several factors which might conceivably influence teaching in the area of marriage and family life education: 1. Conflicting points of view are presented in the literature generally used by persons teaching courses in marriage and family life education. 2. Issue statements which reveal values held by two selected groups of family life educators tend to cluster in three major areas of marriage and family living--B. Roles of Husband and Wife; E. Family Function in Development of Children; and F. Family's Role in Child Training. 3. In general, two groups of family life educators appeared to agree on eighty-four out of the 105 issue statements. Important implications might well hinge, however, on statements wherein there was no agreement or the agreement was questionable. 4. Finally, two selected groups of family life educators appeared to be more consistent in their agreement on issue statements classified at the Low level of importance.- Issue statements so classified may well portray the so-called unconscious level of valuing, since these statements may be indicative of differences at a low level of conflict in present American society and/or representative of our basic beliefs in the American Creed. This portrait provides the setting for interpreting some of the implications of the data pertaining to education for marriage and family life, particularly for home economics in higher education. 92 Home Economics in Higher Education Home economics has the distinctiveness of purpose that of strengthening family living as its central theme. The Committee on Philosophy and Objectives for the American Home Economics Association describes home economics as a field of knowledge and service primarily concerned with strengthening family life: Educating the individual for family living Improving the servies and goals used by families Conducting research to discover the changing needs of individuals and families and the means of satisfying these needs Furthering community, national, and world conditions favorable to family living (5, pp. 4-5). Home economics synthesizes knowledge drawn from its own research and the related fields, and applies it toward the improvement of personal and family living. It is this integrative aspect which underlies its uniqueness as a course of study. Hutchins supports this view in the following statement: Since it is not a single subject-matter-field of scholarship but an integration of several fields brought together for a single purpose, the justification for continuing home economics as a field of education depends on its functional ability to work for improving home and family life (38, p. 353). The United States President's Commission on Higher Education has clearly defined eleven objectives for the general education of students. Four are very similar to those generally used by the field of home economics, but especially the objective "to acquire the knowledge and attitudes basic to a satisfying family life " (34, p. 58). 93 If the basic philosophy of home economics is concerned with strengthening family living and the instructional program is considered to be two-fold: to contribute to the student's general education and to prepare for the professions, the following implications drawn from this study have meaning. 1. Home economics must take the leadership role in assuming responsi bility for making general education in family living available to all students. Herein, general education would render a real service to our society and to individuals in its contribution to a stable, democratic family life. The President's Commission of Higher Education calls for a general course which should include as a minimum, psychological preparation for the emotional adjust ment normally called for in marriage; child care and training; the planning of the home, of the physical environment of the family; consumer education in budgeting the family income, in wise buying and spending; and the principles of nutrition, for the proper feeding of the family (34, p. 56>). Not only must our institutions be flexible but our concept of democracy- — based on individual worth, group action, and the use of intelligence-- must from time to time undergo reinterpretation. Democracy as a way of life is based on progress through experimentation and the point of pivot for this experimentation is education, which frees intelligence to foresee the consequences of its action. Family life tends to perpetuate beliefs and patterns of behavior as the family bases its decisions on outmoded or relatively unimportant value, youth rebels and a state of confusion results. The importance of developing interpersonal competence was set forth by the theoretical 94 formulations of Foote and Cottrell in their book, Identity and Inter personal Competence (22). Their experiments were designed to yield data which could be applied to families to create competent personalities highlighting six components of interpersonal competencies: health, intelligence, empathy, autonomy, judgment, and creativity. Hence, the implication is that there is need for institutions to provide opportunities for all students to develop a broader under standing of many families in many cultures with different patterns of living. 2. The curriculum must be so designed that the value systems by which people live and the goals toward which they strive may be under stood in terms of the realities of social and technological changes and their impact on families today. Elective courses available to all (major and non-majors) should deal more specifically with the problems of marriage and family life extended beyond a rigid conception of courtship and marriage to a broader cultural view of seeing middle class American marriage against a background of different cultural patterns at home and abroad. Life is a series of choices, each yielding certain satisfaction, and each demanding a price. A study of other cultures may help us to see more clearly those traits about our family pattern we prize and what cost is involved. In a sense we may be limited as to the choices we can make; however, we can choose to try to understand other ways of family life radically different from our own and to use this understanding as a pivot to better see our own way. 95 Technical courses in home economics should attempt to combine the elements of liberal and practical education in reasonable balance for citizenship, for family life, and a more satisfying personal life. Home economists, who have assumed leadership roles, indicate that the under graduate curriculum in the sciences courses and particularly those relative to humanics should be strengthened from two vantage points: (1) to provide for the depth of education needed for leadership in certain phases of the profession and (2) to provide breadth of education needed by those who are to assume leadership roles in various civil and community agencies related to family welfare. These studies should provide the broad and basic foundations for a curriculum in home economics. The depth which home economics must consider for professional special izations involves an identification of the qualities which characterize the successful home economists (5). More emphasis on principles and less on detailed applications might be a necessary directional step. If practicing home economists, representative of various major areas, are to portray a united front in strengthening family life, efforts should be made to guide students into those courses which will best equip him for his professional role; also, better planning of sequences of courses designed to acquaint the student with knowledge and tools in marriage and family life educations is essential. Home economists need to revitalize their teaching by improving and strengthening their efforts to help students develop mutual udderstanding and appreciation of differing cultures; so as they become leaders they will possess some of the knowledge and tools for becoming more familiar with the cultural history and structures of various groups with which 96 they work. This depth and breadth ahould result in an integration of learnings which Morse described as being horizontal and vertical. Hor izontal in that it is "relating concurrent learning experiences into a meaningful pattern" and vertical "by relating learnings to previous sequent learning in a subject or area of experience" (52, p. 354). Hence, the second implication is that there is need for improved integration between general education courses and home economics, as well as, strengthening home economics offerings in the area of marriage and family life education. 3. Finally, because of the traffic in points of view and approaches to the study of values, the third and last implication based on the findings is that home economics must recruit for the profession among those persons who have the inate capacity not only to recognize individual and cultural differences at various socio-economic levels and the values important to each level but, also, an awareness of compassion which would highlight two basic processes in education "knowing" and "valuing." Home economists must plan experiences which encourage students to consider alternatives, to weigh decisions, to question their choices and then to re-examine their values in the light of differing purposes, concerns, interests and attitudes. Then, the professional quality set forth in New Directions for the home economist that of "creativeness in extending, in applying, or in disseminating knowledge to improve personal and family living" (5, p„ 8) might well become a reality. 97 Implementation of its basic purpose remains the challenge to home economics if it is to make a more realistic contribution to family life education for all students, including majors and non-majors and both men and women. Two principal recommendations emerge from consideration of the data from this study. These recommendations are not new, but the findings in this study reinforce the need for strengthening the contributions of home economics to family life education. 1. Pre-service and in-service programs for home economists should be provided by home economics institutions to provide experiences which will enable them to a. have a wide knowledge of how many families live and an increasing sensitiveness to the existing social class s true tures. b. be socially effective in their relationships with other people. c. learn and accept more flexible standards and practices of family living, rather than place undue emphasis on perfec tion itself. Respect for values of different family groups and for wholesome relationships among family members are basic to the well-being of any family group, d. recognize changing roles of family members, particularly roles of men and women, and the value of current practices in managing the home. Ways must be found to help individuals adapt home practices to the changing pattern of family life. e. share the ways they are experimenting with to improve teach ing, to help students establish values and to experience valuing. 2. Home economics must place high priority on research fundamental to better family living in an age of rapid change. Students must be led as Sweetman indicated (69, p. 10) to the frontiers of knowledge; to the realm of hypothesis as well as relative certainty. Additional 98 research is needed (a) pertaining to values in areas of marriage and family life to further verify the leads from this study; (b) in the development of adequate instruments to get at operational values; and (c) in the development of ways to reveal the contradictions and dis crepancies between expectancies and actualities for solving personal and family problems in marriage and family life. Kimball Wiles, in his projection of the high school of 1985 in a recent issue of Educational Leadership, writes: It was recognized that unless citizens had values they under stood, accepted, and could apply, the social structure would begin to disintegrate unless authoritarian controls were applied. To counteract the collapse of a democratic way of life, the school was assigned the task of making as sure that each student developed a set of values as that he learned to read (76, p. 483). Of course, we still have to learn how to help students establish values, each for himself, in terms of his own developing philosophy of life. But whatever the future may be, home economists do not want in Toynbee's words, "to walk reluctantly backward into it!" Rather, home economists will look first to their own philosophy, then experi ment with helping individuals and families to develop their own. APPENDIXES APPENDIX A ISSUE STATEMENTS 100 ISSUE STATEMENTS IN MARRIAGE AND FAMILY LIFE EDUCATION 1. Married couples should feel socially compelled to have children in order to increase the total population or married couples should feel compelled to have children in order to perpetuate the family line. 2. Married couples should feel socially compelled to limit the size of their families in order to maintain or restrict the total population or married couples should have as many children as they desire. 3. Childless marriages are advantageous to society or a childless marriage is advantageous to the husband and wife. 4. Married couples should use material contraceptives to control birth or married couples should never use material contraceptives to control birth. 5. Parents should not control birth to the extent of rearing an only child or parents should have a minimum of two children. 6. It is the religious duty of married couples to have children or parents should limit the number of children according to their desire for children. 7. Knowledge about birth control should be made available to all married women or knowledge about birth control should be made available for the general population. 8. Government health clinics should furnish birth control information to married people who want it or this information should be furnished by the family doctor for health reasons. 9. Birth control should be controlled through legislation or should be controlled by planned parenthood. 10. The husband should be the acknowledged head of the family or the family should be ruled by consensus. 11. The husband should assume financial support for the family or both the husband and wife should assume financial support of the family. 101 102 12. The husband should have the final say on matters of discipline or discipline should be derived from common agreement between family members. 13. The husband should have the final say on decisions affecting the family as a whole or there should be common agreement among family members in decision making. 14. The wife should be the junior partner in marriage or husband and wife should be equal partners. 15. The wife should contribute her opinion then accept the decision made by her husband or both should contribute opinions and jointly derive the decision. 16. In a family of limited means, the son's education should be given preference over the daughter's or the daughter's education should be given preference over the son's. 17. The freedom of the husband to pursue a career of his own choosing should be given preference over the wife's freedom to pursue a career of her own choosing or both husband and wife should have the privilege to pursue independent careers. 18. Husbands should control the family pocketbook or the family pocket- book should be controlled by consensus of husband and wife. 19. Married women should not work outside the home, or married women should work outside the home if they desire to do so. 20. When both husband and wife are gainfully employed, homemaking tasks should be the wife's responsibility or the homemaking tasks should be a joint responsibility. 21. The wife should assume major responsibility in the nurture and care of the children or the nurture and care of the children should be a joint responsibility. 22. The educational level of the husband should be higher than the wife's or educational levels should be equal, 23. Family members should be interdependent in working toward common goals or family members should be independent in working toward personal goals. 24. Parents should have their own private circle of friends or parents and children should have friends in common. 103 25. Children should have their own private circle of friends or children should select their friends from the friends of their parents. 26. Social drinking is a recreation that should be brought into marriage or social drinking should not be permitted in the home. 27. Each member of the family should be free to pursue his own religious activities or religion should be a family affair-- sharing a common faith. 28. Where each member of the family is economically independent he should be free to pursue his own personal interests or his personal interest should be subordinate to interests of the family. 29. Social drinking is a recreation that belongs to social gatherings or social drinking is an intimate recreation that belongs to the home. 30. Social drinking should not be permitted or drinking should be socially acceptable. 31. The family should assume the responsibility for sex education or sex education should be the responsibility of the school. 32. Parents should have a well-developed plan for family activities or parents should fit in family activities whenever they have time. 33. Parents should make deliberate efforts to retain symbolic meaning of holidays or the holidays should be days of fun and excitement of some new entertainment. 34. Parents should create activities to compete with outside activities or parents should seek recreations outside the family in which parents and children can participate. 35. Families should have certain recreations at home and participate as a group in some of the outside recreations or recreation should be sought outside of the home. 36. Marriage is a sacred, divine and holy institution and should be entered into as a permanent relationship or marriage is primarily for the purpose of achieving personal happiness of husband and wife. 37. Marriage is primarily for the purpose of accomplishing certain religious values or the purpose of marriage is the regulation of sex. 104 38. The primary purpose of marriage is the production and care of children or marriage is primarily for the purpose of achieving personal happiness of husband and wife. 39. Marriage is primarily for the purpose of supporting the social order or marriage is primarily for the regulation of sex. 40. An individual should give his first loyalty to his family or an individual's first loyalty should be to his community. 41. An individual should seek first his own personal interest or an individual's interest should be subordinate to the family's interest. 42. The most important purpose in marriage is to develop the individu alistic personality or for the individual to grow through adapting or changing differences for the benefit of the family. 43. Marriage is doing a disservice to family life and should be abolished or marriage should be subjected to correction and improvement. 44. Marriage should perform valuable service in regulating sex relations or marriage should perform valuable services in stabilizing the primary group in which children are reared. 45. The family should be responsible for the basic personality and character training of children or the church should claim the prerogative of character building. 46. The family should be responsible for the delinquency and personality maladjustments of children or society should be responsible for delinquent and personality maladjustments. 47. The family should be the weakest of the agencies which deal with children or the family should be the strongest of the agencies which deal with children. 48. The quality of parental relationship or the amount of time spent with children is the more important factor in child- parent relation. 49. It matters not who "mothers" the child as long as he has an affectionate, trustworthy mother-person or no one can take the place of the biological mother in the personality develop ment of children. 105 50. The family should be responsible for the basic personality and character training of children or the school should claim the prerogative of character building. 51. When giving advice, the most important thing is the parental attitude when it is given or the most important thing is the advice given. 52. Parents should answer the questions children ask, seriously and frankly or parents should ignore these questions the answers to which the children might not understand. 53. The most important contribution the home can make to the person ality development of the child is to provide economic security or to provide a high quality of relationships. 54. In family conflict in which parents are the chief participants, the children should be involved or parental conflict should be handled by the parents privately. 55. Parents should keep their children entirely unconscious of money and money worries as long as possible to avoid a dominant money interest or parents should give children a specific sum of money regularly over which they have complete control. 56. Children should earn their allowance by doing work around the house or an allowance should be given children with no strings attached. 57. Once the child's appetite for money is whetted by his realization of what it will buy, money should be used as a control of conduct, or the child has a right to money regardless of his conduct. 58. Parents should follow the practice of allowing children to act according to their likes and dislikes or parents should teach their children to do the things they should do whether children like it or not. 59. Parents should inspire children to high levels of aspiration or parents should be realistic in their expectations of children. 60. Parents should have moderate but clear-cut expectations of children or parents should expect children to achieve a level beyond what the parents have achieved. 61. Parents should judge their children's achievements by those of other children of that age level or parents should judge their children's achievements by the children's physical limitations and mental capacities. 62. Parents should give ample and consistent affection to their children or parents should use affection as punishment or reward for their children. 106 63. Parents know best; therefore, they should demand obedience from their children, or parents should exemplify the type of behavior they expect of their children. 64. Parents should select a few essential requirements which they expect from their children and hold to them with good team work or parents should use a democratic consultative type of control over children. 65. Children should be taught that adulthood has certain privileges barred to children or children should be taught that adulthood pre supposes a level of maturity which accepts responsibilities for acts and consequences. 66. Children should be taught that obedience is wholly the function of the child or that obedience requires self-discipline for both adults and children. 67. Children are only young once and should not be expected to help with family chores or children should learn responsibility through assuming responsibility for certain family chores. 68. Parents should teach children to accept authority or parents should encourage children to question authority. 69. Selection of the marital partner should be regarded as an indi vidual's right or families of the young couple should influence the selection of the marital partner. 70. Selection of the marital partner should be a discriminating one or should be a prompt mate selection. 71. Selection of the marital partner should be restricted to a spouse of the same religious faith or selection should be based on romance and affection. 72. Selection of the marital partner should be restricted to a spouse of the same ethnic group or selection should be based on romance and affection. 73. Selection of the marital partner should be restricted to a spouse of the same race or selection should be based on romance and affection. 74. When young people are economically dependent on their families, selection of the marital partner should be regarded as an indi vidual's right or the families should have a part in the selection of a mate. 75. When young people do not meet the legal age requirement, selection of the marital partner should be regarded as an individual's right or the families should influence the selection of the marital partner. I 107 76. Parents should supervise social contacts of young people or social agencies should supervise social contacts of young people. 77. Parents should provide premarital education to help young people be discriminating in selecting a marital partner or social agencies should provide this premarital education. 78. The family should assume the financial responsibility of providing for its aged members or social agencies should care for the aged. 79. The family should assume the financial responsibility of provi ding for its dependent children or social agencies should care for dependent children. 80. Children are a blessing; therefore, the family should have as many children as they desire or the family should not have more children than it can afford. 81. The family should provide higher education for its members or society should assume responsibility for financing higher education. 82. A couple should be economically responsible upon entering marriage or marriage should be postponed until the couple can be economi cally independent. 83. The family’s first responsibility is to meet the immediate needs of husband, wife and children or the family's first responsibility is to meet the immediate needs of the extended family. 84. The wife should be gainfully employed if there is a financial need or the wife should be gainfully employed so that the family may be able to buy more things for the house. 85. Married students should receive economic support from their fami lies until they complete their secondary education or married students should complete their secondary education independently. 86. At the undergraduate level, married students should receive economic support from their families until one of them completes his or her education (Bachelor degree) or married students should not rely on their parents for economic assistance. 87. The home should reflect the standard of living commensurate with the family income or the home should reflect the standard of living toward which the family is working. 88. The wife should not be gainfully employed if there are pre-school children in the home or the wife should be gainfully employed only if a competent mother-substitute is provided. 108 89. The wife's professional career should be given precedence over her family role or the wife's family role should be given precedence over her professional career. 90. Husband and wife should have children early even though they are not economically independent or they should postpone having children until they are economically independent. 91. A family man owes it to his family to make as much money as possi ble or he owes his family a degree of economic security. 92. Marriage is instituted by God and should be permanent "until death do you part" or marriage should be terminated when a couple ceases to be in love. 93. Marriage should be terminated when the couple is temperamentally incompatible or marriage should be a life-long relationship. 94. Marriage should be terminated when the couple ceases to have mutual interests or marriage should be terminated if either partner lias been unfaithful. 95. Marriage should be terminated when the individual's personal achievement is hampered or marriage should be stable for the good of society. 96. Marriage should be permanent when children are involved or marriage should be terminated when a couple lacks companionship. 97. A marriage that does not provide a pleasant environment for its children should be dissolved or marriage should be terminated when a couple ceases to be in love. 98. Adultery is preferred rather than divorce or divorce is a necessary evil. 99. Freedom of sex should be a justifiable part of courtship between two people in love with each other or premarital sex relations cannot be justified. 100. Premarital sex relations should be regarded as the privilege of the two individuals involved, or premarital sex relations should be condoned as long as conception does not occur. 101. Sex relations should be considered of value within itself (recre ational) or sex relations should be valued only in terms of procreational (childbearing). 102. Free sex expression is the right of single women or single women should be held to strict chastity standards. 109 103. Women should have the same degree of freedom of sex expression accorded to men or free sex expression is the right of virile manhood. 104. The married couple should have the right to extra marital relations or the married couple should limit sex relations to marriage. 105. Premarital sex relations should be a justifiable part of the engagement period between the betrothed couple or sex should be confined to marriage. APPENDIX B DIRECTIONAL PROCEDURE 110 To: Selected members of the 1960 Groves Conference on Marriage and The Family. From: Miriam B. Moore, Graduate student in Home Economics, The Ohio State University. I'am working on a dissertation problem in the Division of Family and Child Development in the School of Home Economics. The central concern of this study is to identify some of the human values be lieved to be important in education for marriage and family living. Students of the family have expressed some concern as to the con fusion which appears to exist. The literature has been searched for purposes of identifying certain issues around which confusion seems to cluster. These are presented in terms of statements intended to represent particular facets of the larger issue. Will you contribute to this study by helping to identify some of the major issues of importance in teaching marriage and family living today? It will take no more than three fourths (3/4) of an hour for this task. Your contribution is important. No signature is requested, however we would like to know your professional affil iation and subject matter specialization. May X extend my apprecia tion for your interest and cooperation, without which this study would not be possible. What is your professional affiliation? College or University______Agency______Secondary school______Other______What is your subject matter specialization? Degree: Major area of concentration: A.B. or B . S.______Psycholo gy______M.S. or M. Ed.______Soc iology_ Home Economics Ph. D. ______Social Administration______Other (specify)______Other DIRECTIONS On the attached Cards you will observe 103 statements relative to marriage and family living. Do not be confused by the fact that these statements represent conflicting points of view, merely con sider whether or not they seem to be important in the teaching of marriage and family living. Will you please 1. Arrange all Cards (statements) into three levels of importance namely: High, Me d ium and Dow. 2. Cap each of these three stacks separately with a Card carrying the appropriate identifying label (High, Medium, or Low) and secure each stack with a rubber band. 3. Now, taking only the stack of Cards you have rated High. again separate into three levels of importance namely: Highly Im portant , Moderately Important, Of Less Importance. 4. Cap each of these three stacks separately with a Card carrying the appropriate identifying label (Highly Important, Moderate ly Important, or Of Less Importance) and secure each stack with a rubber band. 5. Indicate on the plain cards provided, other issues you con sider to be important and place in the appropriate stack. 6. Place all materials in the envelope and return to Miriam B. Moore. Please check (X) the appropriate answer to each of the fol lowing questions: What is your subject matter specialization? Major areas of concentration: Major area of present work: ______(1) Family Life and Child (1) Home Economics Development ___ (2) Psychology (2) Home Management and _____ (3) Sociology Family Economics _____ (4) Education (3) Home Economics _____ (5) Other (Specify) Education ______(4) Combination (Specify) Degree: check here What is the classification of your institution? A.B. or B.S.______(1) Land Grant _____ (2) Private — non sectarian M.S. or M. Ed.______(3) Private — sectarian (A) Liberal Arts Ph. D.______i.5) Teachers College _____ (6) Others (Specify) ______Other DIRECTIONS On the attached Cards you will observe 105 statements rela tive to marriage and family living. Do not be confused by the fact that these statements represent conflicting points of view, merely consider whether or not they seem to be important in the teaching of marriage and family living. Will you please 1. Arrange all Cards (statements) into three levels of impor tance namely: Hi gh, Medium and Low . 2. Cap each of these three stacks separately with a Card car rying the appropriate identifying label (High, Medium, or Low) and secure each stack with a rubber band. 3. Wow, taking only the stack of Cards you have rated High. again separate into three levels of Importance namely: Highly Important, Moderately Important, Of Less Importance. 4. Cap each of these three stacks separately with a Card car rying the appropriate identifying label (Highly Important, Moderately Important, or Of Less Importance) and secure each stack with a rubber band. 5. Indicate on the plain cards provided, other issues you con- sider to be Important and place in the appropriate stack. 6. Place all materials in the envelope and return In the stamped, self-addressed envelope which is enclosed. APPENDIX G COMMUNICATIONS TO ADMINISTRATORS AND HOME ECONOMICS PARTICIPANTS 113 Berry College Mount Berry, Georgia July 9, 1960 I am working on a dissertation problem in the Division of Family and Child Development in the School of Home Economics, at The Ohio State University, under the guidance of Professor Christine H. Hillman. The central concern of this study is to identify some of the human values believed to be important in education for marriage and family living. The literature has been searched for purposes of identifying certain issues around which confusion seems to cluster. The problem has been approached by placing issue statements relative to marriage and family living on cards to be arranged into various levels of importance. The task will take no more than three fourths of an hour. Selected members of the I960 Groves1 Conference on Marriage and The Family have participated in this study. We would like to have the opinions of subject matter specialists in home economics in two states, Ohio and Georgia. The criteria set up for these specialists are two: (1) that they be employed by colleges or universities granting degrees in home economics and (2) that they devote at least half time to work in one of three areas, or work half time in one or more of three areas; namely, family life and child development; home management and family economics, or home economics education. Will you contribute to this study by giving us the names of the persons on your staff who meet these criteria? A form and stamped self-addressed envelope is enclosed for your convenience. I will appreciate your cooperation in this study. Sincerely yours, Mrs. Miriam B. Moore 114 Date The following persons on my staff meet the criteria for your study: Name Position Summer Address Name of person giving information Name of college 115 Berry College Mount Berry, Georgia 1 am working on a dissertation problem in the Division of Family and Child Development in the School of Home Econ omics, at The Ohio State University, under the guidance of Professor Christine H. Hillman- The central concern of this study is to identify some of the human values believed to be important in education for marriage and family living. The literature has been searched for purposes of identifying cer tain issues around which confusion seems to cluster. The problem has been approached by placing issue state ments relative to marriage and family living on cards to be arranged into various levels of importance. Selected members of the 1960 Groves * Conference on Marriage and The Family have participated in this study, and now, we would like to have the opinions of subject matter specialists in home econ omics in two states, Ohio and Georgia. Will you contribute to this study by helping to identify some of the major issues of importance in teaching marriage and family living today? It will take no more than three- fourths (3/4) of an hour for this task. Your contribution is important. No signature is requested, however we would like to know your subject matter specialization, and the type of school where you work. We would like to begin analyzing the data for this study in August; therefore please mail the completed package of cards to me in the next few days. A stamped, self-addressed envel ope is enclosed for your convenience. May I extend my appre ciation for your interest and cooperation, without which this study would not be possible. Sincerely yours, Mrs. Miriam B. Moore, Head Department of Home Economics SECOND FOLLOW-UP COMMUNICATION TO HOME ECONOMISTS WHO HAD NOT RETURNED ISSUE STATEMENTS Message Side of the Double Post Card Mount Berry, Georgia Dear Miss I mailed you a package of cards containing issue statements for my dissertation study at Ohio State University. We need responses from all selected subject matter specialists in home economics in Georgia and Ohio so that the findings will have merit for our profession. Will you indicate your position on the attached card and mail it today? Your contribution is important and your co-operation is appreciated. Sincerely yours, Miriam B. Moore Return Side of the Double Post Card Date ______ ______I have received a package of cards and have returned it. ______have received a package of cards and will send them. ______I did not receive a package of cards. Send me one and I will return it to you. Signed ______ 117 APPENDIX D ADDITIONAL ISSUE STATEMENTS IN MARRIAGE AND FAMILY LIFE EDUCATION SUBMITTED BY THE PARTICIPANTS 118 ISSUE STATEMENTS IN MARRIAGE AND FAMILY LIFE EDUCATION (Submitted by Groves Conference Participants) Highly Important The relation between social class and values within the family. The expected costs of upward mobility. Favorable and unfavorable methods of upward mobility as measured by personality integration. The relation between shifts from democratic to authoritarian patterns of child supervision (or the reverse) and the outcome in terms of personality formation. Feeling tone versus rational tone in relation to personality functioning. Increase in responsibility in relation to increase in freedom in child behavior. (not worded very well) The family should be concerned with mutual responsibilities to and equal opportunities for all children (support, marriage, divorce laws, education) or each state can best determine laws and regulations for its families and children. Something on expected ways of reacting to crieses. Something on change of values with changes in family life cycle. Something on value patterns related to seeking help. Opportunities for young people to meet suitable dating partners (and possible marriage partners) should be a concern of the parents, church, etc., or this is for the young person to manage on his own. Marriage is a career worthy of the wife's prideful efforts whether she works outside the home or not; or; marriage is a means of said person selfishly promoting her own interests. Function of self-understanding in marital relations. Handling of feelings involving differences. 119 Not Ranked 120 15. The home is the place where individuals should learn how to live well. 16. Husband and wife should have some degree of agreement and con sistency in regard to chiId-rearing. 17. More important than the number of the children is that each child should feel that he is loved and wanted - strong senee of belonging and status in the family highly important. 18. Sex differences. 19. Emotional maturity and readiness for marriage. 20. Education for marriage should be an important concern of the family, the church, the school, society, and so on. (Maybe this belongs in another course). 21. Good health, physical, mental, and emotional, should be an important concern of the family. 22. The building of good family life should be the concern of each individual regardless of marital, family, or occupational status. 23. Include more on: Stages of development of the child - physically and emotionally. 24. Include more on: Adult relationship in everyday living - (not only sex relations as you have included) Understanding of reactions that are different in men and women. 25. See Maslow, A. Personality and Motivation for ideas on self- actualization values. See Foote and Cottrell, Identity and Interpersonal Competence. 26. Parents should attempt to develop empathy, autonomy in children. 27. Basic and fundamental differences between men and women. 28. Interpersonal competence, how people manage to get along with others. 29. Differences between love and infatuation. 30. How to judge ourselves and others for maturity. 31. The preservation of flexibility on into maturity. 32. The importance of personality traits in mate selection. ISSUE STATEMENTS IN MARRIAGE AND FAMILY LIFE EDUCATION (Submitted by Home Economists in Georgia and Ohio) Highly Important 1. Parents should be concerned primarily with the physical and in tellectual development of the child or parents should be concerned with the growth of the whole child. (This is stated in too obvious a way.) 2. Married couples should want children because they have found life meaningful and want to share its opportunities with other human beings or married couples should want to make up to their children that which they have missed out on. 3. Should education for family life be concerned largely with early years of family or should a more proportionate share of time be devoted to problems of middle age and old age? 4. Should we devote most of our study on family life to personality traits and problems of family members, or should we spend more time on problems related to time, energy and money? Moderately Important 5. In-law relationships are of importance to any group. In a current class in Family Relationships 25 per cent are married, expressed a need for help in that area. Not Ranked 6. Greater respect for property of other people and especially of community and state. 7. Greater value for time and its wise use is most important. HMH has really made me conscious of this. 8. Parents should begin while children are young to teach them to be able to amuse themselves for periods of time. Especially through the love of fine arts --reading, music. 121 122 9. Greater stress should be given to understanding and appreciating people of all ages so that children may assume social responsi bility of the home with any age. 10. A married couple having marital problems should seek the aid of a competent counseling service. 11. Grandparents living in the home may have desirable effects on the children or they may have undesirable effects. 12. Much more emphasis on trends - economics and social - and their impact on families and how families might plan to make maximum , use of resources to adjust to change, especially that over which they have no control. 13. What about in-law problems? 14. Adjusting during menopause? 15. Facing crises? LITERATURE CITED LITERATURE CITED 1. Alberty, Harold. 1956. Helping Teen Agers Explore Values. Columbus, Ohio: The Ohio State University Press. 2. Albright, Norma. 1939. A Study of Values Carried Over in Home Economics. Journal of Home Economics 41:296-99. 3. Allport, Vernon ej: al. 1951. Study of Values. Boston: Houghton Mifflin Company. 4. Amberson, Jean. 1948. Values for Family Living of Teachers of Home Economics. Unpublished Ph.D. dissertation, University of Chicago. 5. American Home Economics Association. 1959. Home Economics New Directions. A report prepared by the Committee on Philosophy and Objectives. Washington, D. C.: American Home Economics Association. 6. Arny, Clara B. 1952. The Effectiveness of the High School Program in Home Economics. Minneapolis, Minnesota: University of Minnesota Press. 7. Bane, Lita. 1950. Values that Count in Home Economics. Journal of Home Economics, 50:13-15. 8. Bane, Lita and Chapin, Mildred R. 1945. Introduction to Home Economics. New York: Houghton Mifflin Company 9. Becker, Howard and Hill, Rueben. 1942. Marriage and the Family. Boston: D. C„ Heath and Company. 10. Bell, Norman W. and Vogel, Ezra F. 1960. The Family. Glencoe, Illinois: Bie Free Press. 11. Besvinick, Sidney L. 1955. Valuing, Values, and the Education of Teachers. Unpublished Ph.D. dissertation, The Ohio State University. 124 125 12. Bossard, James H. S. 1953, Parent and Child, Philadelphia, Pennsylvania: University of Pennsylvania Press, 13. Branegan, Gladys et al» Home Economics in Higher Education, Washington, D, C.: American Home Economics Association. 14. Brown, Muriel W, 1960. The Growth of Values in Childhood and Old Age, Journal of Home Economics, 52:407**408. 15. Burgess, E. W. and Locke, H„ J. 1953. The Family: From Institution to Companionship, 2nd edition. New York: American Book Company. 16. Cavan, Ruth S. 1959. American Marriage. New York: Thomas T„ Crowell Company. 17. Christensen, Harold T, 1958. Marriage Analysis. New York: The Rondld Press Company. - " 18. Corey, Fay L. 1955. Values of Future Teachers. New York: Columbia University Press. 19. Cutler, Virginia I. 1947. Personal and Family Values in the Choice of a Home, Cornell University, Agricultural Experiment Station Bulletin 840. November. 20. Dewey, John. 1939. Theory of Valuation. Chicago, Illinois: University of Chicago Press. 21. DuBois, Cora. 1955. The Dominant Value Profile of American Culture. American Anthropologists, 57:1232-39. 22. Foote, Nelson and Cottrell. 1955. Identity and Interpersonal Competence. Chicago, Illinois: The University of Chicago Press. 23. Frank, Lawrence K. 1938. The Philosophy of Home Management. Proceedings of the Seventh International Management Congress: Home Management Papers^ Vol. VII. Washington, D, Co, National Management Council. 24. Friedman, Bertha B. 1946. Foundation of the Measurement of Values. New York: Columbia University Press. 25. Fults, Anna Carol. 1959. Examining Socioeconomic Values in Terms of Family Welfare. Journal of Home Economics, 51:284. 126 26. Good;jkoontz, Bess et al. 1941. Family Living. New York D. Appleton-Century. 27. Getzel. J. W. 1957. Changing Values Challenge the Schools. School Review, 65:92-102. 28. Greene, Theodore. 1958. Liberal Education Reconsidered. Joe Park, ed. Selected Readings in the Philosophy of Education. New York: The MacMillan Company. 29. Gross, Irma H. and Crandall, Elizabeth W. 1954. Management for Modern Families. New York: Appleton-Century-Crofts, Inc. 30. Groves, Gladys. 1960. (Letter written to members attending 1960 session of The Groves Conference, June 11, 1960.) 31. Harding, Lowry W. 1941. The Place of Values in the Education of Teachers. Unpublished Ph.D. dissertation, The Ohio State University. 32. Harvard Committee. 1945. Report on General Education in a Free Society. Cambridge, Massachusetts: Harvard University Press. 33. Havinghurst, Robert J. 1952. Developmental Tasks and Education New York: Longmans Green and Co. 34. Higher Education for American Democracy, Establishing the Goals. 1947. Vol. 1, A Report of the President's Commission on Higher Education. Washington, D. C.: Supt. of Documents. 35. Hill, Edna A. 1955. Human Values in Home Economics. Journal of Home Economics, 47:592-94. 36. Hill, Reuben. 1955. A Critique of Contemporary Marriage and Family Research. Social Forces, 33:268-77. 37. Howell, John M. and Gold, Ben K. 1954. Elementary Statistics. Dubuque, Iowa: William C. Brown Company publishers. 38. Hutchison, C. B. 1949. Home Economics: Education for Living. Journal of Home Economics, 41:353-356, 39. Jacob, Phillip E. 1957. Changing Values in College. New York; Harper and Brothers. 40. Justin, Margaret. 1951. A Forward Look for Home Economics. Journal of Home Economics, 43:419. 127 41. Kirkpatrick, Clifford. 1955. The Family as Process and Institutions. New York: The Ronald Press Company. 42. Kluckholn, Clyde. 1952. Values and Value-Orientation in the Theory of Action, in Toward a General Theory of Action. Eds. Talcott, Parson, and E, A. Shills, Cambridge, Massachusetts: Harvard University Press. 43. Kluckholn, Florence. 1950. Dominant and Substitute Profiles of Cultural Orientations. Social Forces, 28:376:93. 44. ______. 1960. Variations in the Basic Values of Family Systems in Norman W. Bell and Ezra F. Vogel, The Family, Glencoe, Illinois: The Free Press. 45. Lee, Dorothy., 1960. The Individual in a Changing Society. Journal of Home Economics, 52:79-82. 46. Lynd, Robert. 1948. Knowledge for What: Princeton, New Jersey: University Press, 47. Malone, Carl C. and Malone, Lucile H. 1958. Decision Making and Management for Farm and Home. Ames, Iowa: The Iowa State College Press. 48. Mangus, A. R. 1960. Class notes in special problems course. (Winter Quarter, The Ohio State University.) 49. Martinson, Floyd M. 1960. Marriage and the American Ideal. New York: Dodd, Mead, and Company. 50. Maslow, Abraham H. ed. 1959. New Knowledge in Human Values. New York: Harper Brothers. ' 51. Mockmore, Bulana M. 1958. Lasting Values in a Changing World. Journal of Home Economics, 50:751-54. 52. Morse, Horace T. 1952. National Society for the Study of Education. Fifty-First Yearbook, Part I, General Education. Chicago, Illinois: University of Chicago Press. 53. Nickel, Paulena and Dorsey, Jean M. 1950. Management in Family Living. New York: John Wiley and Sons, Inc. 54. Pattison, Mattie. 1945. Implications for Education in the Relationship Between Expressed Values of Certain Farm Families and Their Expenditures for Living. Unpublished Ph.D. dissertation, University of Chicago. 128 55. Parker, Dewitt H. 1931. Human. Values. New York: Harper Brothers, p. 46. 56. Pfeiffer, Marie S. and Scott, Dorothy D. Factors in Family Happiness and Unity. Journal of Home Economics, 44:413-14, 57. Pollard, L. Belle. 1947. Adult Education for Homemaking. New York: John Wiley and Sons, Inc. 58. Prescott, Daniel A. 1957. The Child in the Educative Process. New York: McGraw-Hill Book Company. 59. Raths, Louis. 1942. Appraising Changes in the Values of College Students, Journal of Educational Research, 35:557-64. 60. Reittig, S. and Pasamanick, B. 1960. Differences in the Structure of Moral Values of Students. American Sociological Review, 25:550-54. 61. Rockefellow Report. 1958. The ppxsuit of Excellence. New York: Fourth Report of the Special Studies Project of the Rockefellow Brothers Fund. 62. Rosenberg, Harris. 1957. Occupations and Values, Glencoe, Illinois: Free Press. 63. Sirjamaki, John. 1960. Culture Configurations in the American Family in the Family. Eds. Norman W. Bell and Ezra F. Vogel. Glencoe, Illinois: The Free Press. 64. Smith, Huston. 1959 > Seminar on the Supreme Virtues. Saturday Review of Literature, 42:24-25. 65. Spafford, Ivol. 1940. A Functioning Program of Home Economics. New York: John Wiley and Sons, Inc. 66. ______. 1942. Fundamentals in Teaching Home Economics. New York: John Wiley and Sons, Inc. 67. ______. 1957. Home Economics and Today’s World. Journal of Home Economics, 69:411-14. 68. Straus, Murray A. 1959. A Technique for Measuring Values in Rural Life. Pullman, Washington: Agricultural Expermlnt Station Bulletin, 29. 69. Sweetman, Marion D. 1961. To think like Home Economists. Journal of Home Economics, 53:7«*10. Suzuki, Daisetz T. 1959. Human Values in Zen, In New Knowledge in Human Values. Ed. Maslon, Abraham H. New York: Harper and Brothers. Tead, Ordway, 1949. College Teaching and College Learning. New Haven, Connecticut: Yale University Press. Troyer, M. E. I960. Responsibility for Values in our Mid-20th Century Dilemmas. (Lecture given at the Ohio State University, February 24, 1960.) . 1960. Values Project. The Ohio State University. (mimeographed copy.) Whitehead, Alfred N. 1958. The aims of Education, in selected readings in the philosophy of education, ed. Joe Park. New York: MacMillan Company. Wickham, Martha J. 1942. Social and Cultural Values of Home Economics. Unpublished M.A. thesis, The Ohio State University, Wiles, Kimball. 1960. Education of Adolescents: 1985. Educational Leadership, 17:480-483. Williams, R. M., Jr. 1949. Summary of Discussions by the Cornell Value-Study Group. (Mimeographed copy.) . 1958. Value Orientations in American Society in Social Perspectives on Behavior. Eds, Herman D. Stein and Richard A. Cloward. Glencoe, Illinois: The Free Press. Wrightstone, J. E. et al. 1956. Evaluation in Modern Education. New York: The American Book Company. AUTOBIOGRAPHY AUTOBIOGRAPHY I, Miriam Brown Moore, was born in Hartwell, Georgia, March 1, 1924. I received my secondary education in the public schools of Georgia, graduating from Sasser High School. My undergraduate training was received at Abraham Baldwin Agricultural College and the University of Georgia, the latter granted me the Bachelor of Science degree in home economics in 1944 and the Master of Education degree in 1955. I taught vocational home economics in the secondary schools of Georgia from 1949 to 1953, serving in 1953 as a supervising teacher for the Georgia Teacher's College Laboratory School. I was employed from 1953 to 1957 as teacher educator in home economics at Georgia Teachers College. In 1957 I moved to Berry College as understudy for the head of the department of home economics, where I am presently employed as an associate professor and head of the department. In 1959, I was granted a General Foods Fellowship by the School of Home Economics at the Ohio State University. 131