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Xerox University Microfiims 300 North Zeeb Road Ann Arbor, Michigan 48106 76-24,379 INFORMATION TO USERS This material was produced from a microfilm copy of the original document. 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 original submitted. The following explanation of techniques is provided to help you understand markings or patterns 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 film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfiims 300 North Zeeb Road Ann Arbor, Michigan 48106 76-24,379 DUNCAN, Wanda Louise, 1925- THE EDUCATIONAL IMPLICATIONS FOR INSTITUTIONS OF HIGHER-ADULT EDUCATION OF A STUDY OF TWENTY WOMEN CREATIVES IN THE FIELD OF LITERATURE. The University of Oklahoma, Ph.D., 1976 Education, higher Xerox University Microfilms, Ann Arbor, Michigan48ioe 0 1976 WANDA LOUISE DUNCAN ALL RIGHTS RESERVED THE UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE EDUCATIONAL IMPLICATIONS FOR INSTITUTIONS OF HIGHER-ADULT EDUCATION OF A STUDY OF TWENTY WOMEN CREATIVES IN THE FIELD OF LITERATURE A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY BY WANDA L. DUNCAN Norman, Oklahoma 1976 THE EDUCATIONAL IMPLICATIONS FOR INSTITUTIONS OF HIGHER-ADULT EDUCATION OF A STUDY OF TWENTY WOMEN CREATIVES IN THE FIELD OF LITERATURE APPROVED BY DISSERTATION COMMITTEE ACKNOWLEDGEMENTS The writer wishes to acknowledge appreciation to the many people who have made contributions in time, support and guidance in the conduct of this study. Special gratitude goes to Dr. Eugene Cates, Chairman of the Committee for his generous support, many kindnesses, and tolerance for the writer’s eccentricities; to Dr. Charlyce King whose help and encouragement kept the material in per­ spective; to Dr. Tom Boyd whose seminar in values helped to keep this goal in view; to Dr. John Pulliam for sharing his thorough knowledge of research; and to Dr. Gerald Grotta for his generous guidance through the statistical maze. Appreciation is also extended to Meryle Alexander whose help in so many unstinting ways made the task easier; to Gail Blakey, M.S.W., for her deep and abiding encouragement; and to Dr. Bob Carrell of the Journalism Department who made so many facilities available to me. Most of all, an unending gratitude to my husband, Robert L. Duncan, whose grace made it possible for the writer to come to this place in a long awaited goal. Finally, to my son, Christopher, a special thanks for his love and support. iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS............................ i ü LIST OF TABLES.............................. V Chapter I. INTRODUCTION........................ 1 Purpose of the Study............... 3 Possible Significance of the Study.. 7 Definition of Terms................ 11 II. REVIEW OF LITERATURE................ 13 Toward a Definition of Creativity... 13 Approaches to Measurement of the Creative Person................ 18 The Wellsprings of the Literary Creative........................ 31 Summary of Literature.............. 39 III. DESIGN OF THE STUDY................. 46 Introduction........................ 46 Selection of the Women............. 47 Methodology....................... 48 Selection of Variables Used in the Survey Questionnaire........... 49 Rationale for Selection of Variables....................... 50 Biographical Sketches of the Creative ....................... 57 IV. RESULTS OF THE STUDY................ 77 Interpretation of the Trends....... 77 Significance of the Data........... 80 V. SUMMARY, FINDINGS, CONCLUSIONS, SUGGESTIONS AND IMPLICATIONS....... 123 Summary to the Study............... 123 Major Findings of the Study........ 125 Conclusions......................... 128 Suggestions for Further Study...... 132 Implications for Education......... 135 IV Page SELECTED BIBLIOGRAPHY....................... 137 APPENDIX...................................... 150 LIST OF TABLES Table Page 1. Summary of Characteristics, A General Summary of the Characteristics of the Variables........................... 77 2. Place of Birth.............................. 81 3. Birthyear................................... 82 4. Father's Profession......................... 82 5. Economic Position........................... 83 6. Predominant Parental Influence.............. 84 7. Relationship to Father...................... 85 8. Relationship to Mother...................... 86 9. Number of Siblings...................... 87 10. Position Among Siblings..................... 89 11. Psychological Classification: Introvert/ Extrovert, Loner/Preferred Groups, Uncooperative/Cooperative, Placid/ Nervous................................. 90 12. Health as a Child, Health as an Adult....... 92 13. Schooling: Public-Private and Adjustment to School............................... 94 14. Religious Training.......................... 97 15. Strength of Religious Training.............. 98 16. Age First Demonstrated Talent............... 99 17. Other Talents............................... 101 18. Age at First Published Work................. 102 19. Marital Status.............................. 103 20. Age at First Marriage....................... 106 21. Children and Number of Children............. 107 vi Table Page 22. Age of Mother at First Birth................ 109 23. Sexual Adjustment........................... 110 24. Age at Start of Most Productive Period...... Ill 25. Length of Most Productive Period............ Ill 26. Interest in Reading.......................... 112 27. Interest in History and Oral Tradition...... 114 28. Travelled Extensively....................... 115 29. Close Relationship with a Number of Other Writers................................. 116 30. Interest in the Traditional Role of Homemaker............................... 117 31. Housework, Business Done by Others.......... 118 32. Family Moved More Than Once as a Child...... 119 33. Positive Influence by Special Other Person.. 119 34. Negative Influence by Special Other Person.. 120 35. Age at Death................................. 121 vii THE EDUCATIONAL IMPLICATIONS FOR INSTITUTIONS OF HIGHER-ADULT EDUCATION OF A STUDY OF TWENTY WOMEN CREATIVES IN THE FIELD OF LITERATURE CHAPTER I INTRODUCTION The number of women on a list of the notable or eminent before 1925 who were neither monarchs, mistresses, nor wives was very slight indeed. This very failure of women to produce a Shakespeare, a Darwin, an Einstein has been used for many centuries as proof of the inferior abil­ ities of women. No woman living in the age of Shakespeare could have written the plays of Shakespeare. Virginia Woolf stated that genius, like Shakespeare's, is not born among laboring, uneducated, servile people. "It is not born among the working classes. How, then, could it have been born among women whose work began almost before they were out of the nursery, who were forced to it by their parents and held to it by all the power of law and custom." She notes that women were usually betrothed by fifteen, "probably to the son of a neighbouring wool-stapler" and would then begin the bearing of children. In such conditions, such as no room or time of her own, compounded by the lack of education, time for contemplation, stimulating companions, she could not have written the poems or plays of Shakespeare. "With this in mind, it is no puzzle why women wrote no words of that extraordinary literature when every other man, it seem­ ed, was capable of song or sonnet," concluded Miss Woolf.^ It is a virtual truism to state that genuine creative accomplishment requires a single-minded dedication to parti­ cular goals and tasks. Historically, women have not been able to make this single-minded dedication and thus have not achieved eminence and because women have not achieved eminence in significant numbers, this failure has been used to reinforce the concept that woman's place is in the home as the bearer of children, and, in general, "she who nurtures" with the image and language of "earth mother." This has become her single-minded dedication, her goal and task. Any concept of her
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