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University Microfilms International INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target’* for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the Him along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy. Requests can be made to our Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases we have filmed the best available copy. University M icrofilms International 300 N. ZEEB ROAD. ANN ARBOR. Ml 48106 18 BEDFORD ROW. LONDON WC1R 4EJ, ENGLAND T9081U6 GARVEY, BARBARA ONEY A RHETORICAL-HUMANISTIC ANALYSIS OF THE RELATIONSHIP BETWEEN FIRST LaJIES AND THE WAY WOtyEN FIND A PLACE IN SOCIETY. THE OHIO STATE UNIVERSITY, PH.D., 1978 University Micrdnlms International 30 0 n . z e e b b o a d . a n n a r b o r, mi 4bio6 © Copyright by Barbara Oney Garvey 1978 A RHETORICAL-HUMANISTIC ANALYSIS OF THE RELATIONSHIP BETWEEN FIRST LADIES AND THE WAY WOMEN FIND A PLACE IN SOCIETY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Barbara Oney Garvey, A.B., M.A. The Ohio State University 1978 Reading Committee: Approved By John J. Makay James L. Golden Robert R. Monaghan Department! of Communication ACKNOWLEDGMENTS To Professor John J. Makay, thank you for all the ways you went beyond the role of adviser, particularly the numer­ ous and lengthy long distance phone calls. To Professor James L. Golden, thank you for your concern, which has lasted seven years, for my academic and personal life. To Professor Robert R. Monaghan, thank you for intro­ ducing me to the Humanistic Method by your behavior both inside and outside the classroom. To my Ohio State friends, Mary Bartels, Marcelita Haskins, and Joyce Swayne, thank you for making it possible for me to finish my graduate work off-campus. To the 50 women who participated in the repertory grid experience, thank you for your cooperation and the quality of your responses. To all my students, especially the ones at Hanover College, thank you for your constant encouragement and interest in this dissertation. To Stanley P. Caine, Vice-President for Academic Affairs, Hanover College, thank you for your many sensitivities, especially your belief that "peace of mind" is more impor­ tant than a finished dissertation. To my parents, Mr. and Mrs. J. B. Oney, thank you for your deep faith that a daughter can do whatever she attempts. A special thank you to my mother who gave up a summer of leisure so that I might have a typist. To my husband, Michael M. Garvey, to whom this disserta­ tion is dedicated, thank you for your unconditional love without which neither a dissertation nor anything else is possible. VITA April 1, 1949 ...... Born - Carrolton, Kentucky 197 1 ...................... A.B., Transylvania University, Lexington, Kentucky 197 2 ...................... M.A., The Ohio State University, Columbus, Ohio 1972-1975 ................ Instructor of Speech, Allegany Community College, Cumberland, Maryland 1974-1975 ................ Chairman of Speech and Drama Department, Allegany Community College, Cumberland, Maryland 1975-1977 ................ Teaching Associate, Department of Communication, The Ohio State University, Columbus, Ohio • s . 1977-1979 ................ Instructor of Communication, Hanover College, Hanover, Indiana FIELDS OF STUDY Major Field: Rhetoric Studies in Rhetorical Criticism. Dr. John L. Makay, Dr. James L. Golden, and Dr. William Brown Studies in Humanistic Research. Dr. Robert R. Monaghan Studies in Organizational Communication. Dr. Gary Hunt iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS ........................................ ii VITA........................................................ iii LIST OF TABLES............................................. vii Chapter I. INTRODUCTION .................................... 1 Method..................................... 8 Procedures................................. 14 N o t e s ................. ...................... 19 II. AN ANALYSIS OF THE PUBLIC COMMUNICATION OF THREE UNIQUE FIRST LADIES: JACQUELINE KENNEDY, LADY BIRD JOHNSON, AND BETTY FORD . 21 Jacqueline Kennedy— A Study of an Aloof and Sophisticated Style, Nonverbal Communication, and an Enchanted Public . 22 Lady Bird Johnson— A Study of Traditional Public Speaking Within Unusually Complex Rhetorical Situations........ 30 Betty Ford— The Study of a Different Kind of a Woman, First Lady and an "Off- the-Cuff" Rhetorician................. 40 S u m m a r y ................................... 49 Notes ................ ........... 51 III. THE RHETORICAL VISIONS CREATED BY FIRST LADIES AS A TOOL TO UNDERSTAND WHAT WOMEN FEEL IS THEIR ROLE IN SOCIETY............... 56 The Importance of the Concept of Rhetorical Vision Within the Issue of Women's Role in Society .......... 57 First Ladies as a Continued Re-enforcement of a Traditional Rhetorical Vision About Women.......................... 62 Chapter Page The Permanence of the First Ladies 1 Contributions to Rhetorical Visions. 78 N o t e s ............................... 81 IV. THE REPERTORY GRID TECHNIQUE AND UNDER­ STANDING WOMEN'S ROLE IN SOCIETY ....... 8 6 Kelly's Personal Construct Theory .... 87 The Administration of the Repertory G r i d ................................ 93 The Analysis of the Repertory Grid. 98 The Focused Interview as a Complimentary Technique to the Grid.............. 99 N o t e s .................................. 105 V. THE RESULTS OF THE REPERTORY GRID TECHNIQUE AS A TOOL TO UNDERSTAND WOMEN'S ROLE IN CONTEMPORARY SOCIETY .......................... 107 The Repertory Gr i d ..................... 107 The Focused Interview ................. 147 The Relationship Between Grids,Inter­ views, and Rhetorical Visions Presented by First Ladies.......... 165 Summary ....... 171 VI. ROSALYNN CARTER— AN EXAMPLE OF A NEW KIND OF FIRST LADY, THE NEW MEDIA TREATMENT OF FIRST LADIES, AND A NEW KIND OF WOMAN. ...... 174 Rosalynn Carter— Who She Appears to Be. 175 The Rhetorical Vision Created by Rosalynn Carter..................... 192 The Changing Print Medium Coverage of Past and Present First Ladies..... 200 S u m m a r y ................................ 209 N o t e s .................................. 212 VII. CONCLUSION .... .... ...... 218 Implications for Theory Building..... 221 Implications for Women's Groups ........... 229 Implications for First Ladies ...... 233 N o t e s .................................. 237 v Page APPENDIXES A. Grid Score Matrixes Representative of Each of the Five Groups of Women................ 239 B. Notes on Attempting to Reach Rosalynn Carter. 245 BIBLIOGRAPHY ........................................... 25.2 LIST OF TABLES Tables iV Page 1. Behavioral Constructs Chosen By College Students.................................. 118 2. Non-Behavioral Constructs Chosen by College Students...................................... 119 3. Behavioral Constructs Chosen By Young Women . 120 4. Non-Behavioral Constructs Chosen By Young W o m e n ........................................ 121 5. Behavioral Constructs Chosen By Middle-Aged W o m e n ........................................ 122 6 . Non-Behavioral Constructs Chosen By Middle- Aged Women.................................... 123 7. Behavioral Constructs Chosen By Older Women . 124 8 . Non-Behavioral Constructs Chosen By Older W o m e n ........................................ 125 9. Behavioral Constructs Chosen By Women Without High School Diplomas................ 126 10. Non-Behavioral Constructs Chosen By Women Without High School Diplomas................ 127 11. Related Constructs According to Grid Scores . 132 12. Grid Scores of Constructs "As I Am" and "I Wish To Be"............................... 138 13. Range of Variances............................. 144 vii CHAPTER I INTRODUCTION I am woman, hear me roar in numbers too big to ignore, and I know too much to go back to pretend. 'Cause I've heard it all before and I've been down there on the floor, no one's ever gonna keep me down again. I am woman, watch me grow. See
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