Needs and values of Mexican-Americanand Anglo-American high school students

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Authors Verdi, Lida Frances, 1922-

Publisher The University of Arizona.

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NEEDS AND VALUES OF MEXICAN-AMERICAN AND

ANGLO-AMERICAN HIGH SCHOOL STUDENTS

by

L ida F . V erd i

A T h es is Subm itted to the F acu lty of the

DEPARTM ENT OF PSYCHOLOGY

In P a r t ia l F u lfillm en t of the R eq u irem en ts F o r the D egree of

MASTER O F ARTS

In the G raduate College

THE UNIVERSITY OF ARIZONA

19 65

STATEM ENT BY AUTHOR

This th e s is has been subm itted in p a r t ia l fu lfillm en t of req u ire m e n ts fo r an advanced d eg ree at The U n iv e rs ity of A rizona and is deposited in the U n iv e rs ity L ib ra ry to be m ade availab le to b o rro w e rs under ru le s of the L ib ra ry ,

B rie f quotations fro m th is th e s is a re allow able w ithout sp e c ia l p e rm iss io n , p rov ided tha t a cc u ra te acknow ledgm ent of so u rc e is m ade. R equests fo r p e rm iss io n fo r extended quotation fro m o r rep ro d u c tio n of th is m an u sc rip t in whole o r in p a r t m ay be g ran ted by the head of the m a jo r d ep artm en t o r the Dean of the G raduate College when in h is judgm ent the p roposed u se of the m a te r ia l is in the in te re s ts of sc h o la rsh ip . In a ll o th e r in s ta n c e s , how ever, p e rm iss io n m u st be ob tained fro m the au thor.

APPROVAL BY THESIS DIRECTOR

T his th e s is has been approved on the date shown below:

ARNOLD MEADOW P ro fe s s o r of Psychology

ACKNOWLEDGMENTS

The au th o r w ishes to e x p re ss h e r ap p re c ia tio n to D r. A rnold

Meadow fo r h is com m ents and c r i t ic is m s during the p re p a ra tio n of

th is m an u sc rip t. A cknow ledgm ents a re due to the v a rio u s high schoo l

p r in c ip a ls in T ucson , A rizona, who p e rm itte d th e ir s tu d en ts to volun­

te e r to take p a r t in th is r e s e a r c h and to the stu d en ts th em se lv es fo r

th e ir coopera tion .

TABLE OF CONTENTS

LIST OF T A B L E S .................. v

LIST OF F IG U R E S .................. v i

ABSTRA CT........................... v ii

IN T R O D U C T IO N ..................................................................................................... 1

METHOD .......................................................... 6

S u b je c ts ......................................................................................................... 6P ro c e d u re .................. 7S c o r i n g ......................................................................................................... 9

R E S U L T S ..................................................................................................... 11

DISCUSSION................................................. ... . . ..................................................22

G enera l O rien ta tion P a t te rn in g ................................. 22C ultural O rien ta tio n D if fe re n c e s ..........................................................23E ducational O rien ta tio n D i f f e r e n c e s .................................................25

SU M M A R Y .................................................................................................................... 27

APPENDIX A --S u m m ary of K endall's S - te s t fo r theS ignificance of W ithin G roup C onsensus fo r E achItem on the Value Schedule ................................................................... 29

APPENDIX B ~-Sum m ary of Z- te s ts fo r the S ignificanceof D ifferences betw een R a n k s ..................................................... , . . 3 1

APPENDIX C- -P re fe re n c e P a tte rn s fo r the IndividualItem s in the Value S c h e d u le .............................. 35

APPENDIX D - -T - te s ts fo r the S ignificance of D ifferencesBetw een R anks fo r a ll I tem s of E ach D im ension ........................... 36

R E FE R E N C E S. ........................................................................................................... 38

Page

iv

LIST OF TABLES

1. Age Range and M ean Age of Subjects . . . . . . . . . . . . . . . . . 6

2. T o ta l O rien ta tio n P a tte rn in g . .................................................................13

3. Sum m ary of A nalyses of V ariance ........................................................16

4. A nalysis of V arian ce fo r C o rre c te d A ctiv ity S co res . . . . . . . 20

5. A nalysis of V ariance fo r nAch S co res .........................21

Table P age

v

LIST O F ILLUSTRATIONS

1. The M an-N atu re and T im e O rien ta tio n C om posite Q uestionA v erag es . R om an N u m era ls I th rough IV r e f e r to M exican- A m erican s going to C ollege, M ex ican -A m ericans not going to C ollege, A ng lo -A m ericans going to C ollege and A nglo- A m erican s not going to college re s p e c tiv e ly .................................. 14

2. The R e la tio n a l and A ctiv ity O rien ta tio n C om posite Q uestionA v erag es . R om an N u m era ls sam e as F ig u re 1............................15

F ig u re P age

v i

ABSTRACT

The fac t tha t M ex ican -A m ericans seek le s s h ig h er education

than do A ng lo -A m ericans w as the b a s is fo r conducting a study to

investiga te n A chievem ent and value o rien ta tio n s in th ese two g roups

as a function of educational a sp ira tio n .

The Kluckhohn Value Schedule w as a d m in is te re d and eight

’'p ro jec tiv e " c a rd s w ere shown to 107 m ale high school ju n io rs and

se n io rs in s e v e ra l group s e s s io n s . Subjects w ere a rra n g e d in a two

by two fa c to r ia l design (education by nationality ).

W ith the exception of the M an-N atu re o rien ta tio n , a ll value

o rien ta tio n p a tte rn s w ere e sse n tia lly the sam e fo r the d iffe ren t g roups.

In a few c a se s the s tre n g th of p re fe re n c e of one a lte rn a tiv e o v e r the

o th e r d iffered sig n ifican tly betw een g roups. N eed A chievem ent as

m ea su re d by the "p ro jec tiv e" c a rd s was sign ifican tly g re a te r in

co llege-bound than in non college-bound su b je c ts .

It w as concluded tha t, a t the high school lev e l, M exican-

A m erican s d iffe r only s lig h tly fro m A ng lo -A m ericans on the v a ria b le s

stud ied . The c u ltu ra l d iffe ren ces th a t p roved to be s ig n ifican t w ere

accountable fo r m ainly by the re la tiv e d eg ree to w hich M exican-

A m erican s have becom e accu ltu ra ted into A m erican so c ie ty . P a ss iv ity ,

low n A chievem ent and a h ie ra rc h ic a l fam ily o rg an iza tio n appear to be

re la te d to a lack of d e s ire to seek h igher education .

v ii

INTRODUCTION

M ex ican -A m ericans seek le s s h igher education than do Anglo-

A m erican s . Is it b ecause they a re le s s ach iev em en t-o rien ted than

A ng lo -A m ericans o r is th is d ifference a function of v a lu e s? The p u rpose

of th is study w as to investiga te the re la tio n sh ip betw een needs and values

of those studen ts who plan to go to college and those who do not and,

fu r th e r , to see if th e re is a d iffe ren ce in th ese fa c to rs betw een M exican-

A m erican and A ng lo -A m erican studen ts in each group.

P a r t of th is investiga tion is a rep lica tio n of the New M exico study

of F lo re n ce Rockwood Kluckhohn and F re d L. S trod tbeck (1961). The

Kluckhohn and S trod tbeck approach to va lues involves fou r m ain a ssu m p ­

tions :

F i r s t , i t is a ssu m ed th a t th e re is a lim ited num ber of com m on hum an p ro b lem s fo r which a ll peop les a t a ll tim es m ust find som e so lu tion . T h is is the u n iv e rsa l a sp ec t of value o rien ta tio n s b ecause the com m on hum an p ro b lem s to be tre a te d a r is e inev itab ly out of the hum an situ a tio n . The second assum ption is th a t while th e re is v a ria b ility in so lu tions of a ll the p ro b lem s, i t is n e ith e r l im itle s s n o r random but is defin ite ly v a ria b le w ithin a range of p o ss ib le so lu tions . The th ird assum ption , the one which p rov ides the m ain key to the la te r an a ly sis of v a ria tio n in value o rie n ta tio n s , is th a t a ll a lte rn a tiv e s of a ll so lu tions a re p re s e n t in a ll so c ie tie s a t a ll tim e s but a re d iffe ren tia lly p re fe r re d . E very so c ie ty h a s , in addition to i ts dom inant p ro file of value o rien ta tio n s , num erous v a ria n t o r su b s titu te p ro f ile s . M oreover, i t is p o stu la ted th a t in both the dom inant and the v a ria n t p ro file s th e re is a lm o st alw ays a ran k o rd e rin g of the

1

2

p re fe re n c e s of the value o rien ta tio n a lte rn a tiv e s . In so c ie tie s which a re undergoing change the o rd e rin g of p re fe re n c e s w ill not be c le a r cut fo r som e o r even a ll the value o rien ta tio n s (p. 10).

In o th e r w ords, ind iv iduals develop c e r ta in ph ilosoph ies about even ts

which can be c h a ra c te r iz e d as value o rien ta tio n s . T hese value o r ie n ta ­

tions , o r ways of thinking about v a rio u s p ro b lem s o r o c c u rre n c e s in the

w orld , a re a ssu m ed to be p ropagated by the cu ltu re through the fam ily

and o th e r so c ia l in s titu tio n s .

Kluckhohn a ssu m e s th a t th e re a re a t le a s t fou r a re a s of hum an

p ro b le m s : the re la tio n sh ip of m an to n a tu re and s u p e r-n a tu re (the M an-

N atu re o rien ta tion ); the te m p o ra l focus of hum an life (the T im e o rien ta tion );

the m odality of hum an ac tiv ity (the A ctiv ity o r ien ta tio n ); and the m odality

of m an 's re la tio n sh ip to o th e r m en (the R e la tio n a l o rien ta tio n ). W ithin

each a re a th e re a re se v e ra l a lte rn a te so lu tions to hum an p ro b lem s. The

assum ption is not m ade th a t one value o rien ta tio n w ill be held about a ll

even ts in a given sp h e re . R a th e r, it is a ssu m ed th a t th e re is a d iffering

p e rv a s iv e n e ss of a p a r t ic u la r ph ilo soph ical outlook, i . e . , th e re is an

o rd e rin g of p re fe re n c e fo r one value o rien ta tio n o v e r a lte rn a tiv e value

o rien ta tio n s .

On an a p r io r i b a s is , Kluckhohn p o stu la tes the a lte rn a tiv e p h il­

osophies th a t m ay be applied to events w ithin an a re a . In the M an-N ature

o rien ta tio n the a lte rn a tiv e s a re S ub juga tion -to -N atu re , H arm ony-w ith -

N atu re and M a s te ry -o v e r-N a tu re . S ub juga tion -to -N atu re re f le c ts an

accep tance of the inev itab le , an "If i t 's G od's w ill. . . . " a ttitude .

Individuals who hold th is view see l it t le o r nothing th a t can be done to

change the co u rse of n a tu ra l even ts. H arm ony-w ith -N atu re is an a t t i ­

tude which im p lies th a t n a tu re w ill p rov ide fo r m an if he w ill behave as

he should and obey n a tu re 's law s. T h ere is no r e a l se p a ra tio n of m an

and n a tu re . M a s te ry -o v e r-N a tu re is an o rien ta tio n which su g g ests tha t

n a tu ra l fo rc e s a re to be o v e rco m e. Man m ust h a rn e ss and cause the

fo rc e s of n a tu re to w ork fo r h im .

F o r the R e la tiona l o r ien ta tio n the a lte rn a tiv e value o rien ta tio n

p re fe re n c e s a re L inea lity , C o lla te ra lity and Ind iv idua lism . In L ineality

group goals have p rim acy , e sp ec ia lly th rough tim e . T h ere is an o rd e re d

positio n a l su c c e ss io n and a defined h ie ra rc h y in in te r -p e rs o n a l re la tio n s .

F o r C o lla te ra lity em p h asis is on unanim ous consensus and sib ling

re la tio n sh ip s a re p ro to ty p ica l. Ind iv idua lism , of c o u rse , is an a ttitude

which va lues the autonom y of the ind iv idual.

P a s t , P re s e n t and F u tu re a re the a lte rn a te p re fe re n c e s fo r the

T im e o rien ta tio n . In a P a s t o rien ta tio n th e re a re s tro n g fam ily tra d itio n s

and old ways a re be lieved to be the b e s t. A P re s e n t o r ien ted indiv idual

pays l it t le a tten tion to w hat happened in the p a s t and he se e s the fu tu re

as both vague and u n p red ic tab le . In the F u tu re o r ien ta tio n th e re is a

high evaluation of change tow ards the "b igger and b e tte r . "

The A ctiv ity o rien ta tio n has only two a lte rn a tiv e s : Being and

Doing. Being is defined as "spontaneous e x p re ss io n of what is conceived

4

to be 'g iven ' in the hum an p e rso n a lity " and as "an e x p re ss io n of im p u lses

and d e s ire s " (KLuckhohn and S trod tbeck , 1961, p. 16). Doing has as i ts

m ost d is tin c tiv e fea tu re " a dem and fo r the kind of ac tiv ity which re s u l ts

in accom plishm en ts th a t a re m e a su ra b le by s ta n d a rd s conceived to be

ex te rn a l to the acting indiv idual" (KLuckhohn and S trod tbeck , 1961, p. 17).

In the Kluckhohn re s e a rc h , d iffe ren ces betw een fou r c u ltu ra l

groups liv ing in se m i- iso la tio n but in c lo se geog raph ica l p ro x im ity w ere

stud ied . P e r tin e n t to the p re s e n t in v estig a tio n w ere the findings re la tiv e

to the S pan ish - A m erican group. In th is group Kluckhohn found a dom ­

inance of the P re s e n t tim e o rien ta tio n , the Being a lte rn a te and the Sub­

jugated position . (The outcom e of the an a ly sis of the R e la tio n a l o rien ta tio n

was not as c le a r -c u t but th e re did se em to be a p re fe re n c e fo r the

Ind iv idualism a lte rn a te o ver the L in ea lity a lte rn a te which w as, in tu rn ,

o ver the C o lla te ra lity a lte rn a te ) .

It was thought tha t the M ex ican -A m ericans in Tucson m ight be

s im ila r to the S p an ish -A m erican s of A trisc o , New M exico, and tha t one

of the m a jo r re a so n s fo r th e ir ap p aren t d is in c lin a tio n to seek h ig h er

education was tha t th e ir m ode of se lf -e x p re s s io n would em phasize the

fu lfillm en t of " in n e r im p u lse s and d e s ire s " (the B eing o rien ta tio n ), th a t

they would have a P re s e n t tim e o rien ta tio n , and th a t they would be inclined

to be re la tiv e ly p a ss iv e and have an "If God w ills it. . . . " a ttitude (the

Subjugated position ). I t w as fe lt th a t th ese value o rie n ta tio n s , held e ith e r

sing ly o r in com bination , would m ilita te ag a in st seek ing h ig h er education .

5

Anglo - A m e ric a n s , on the o th e r hand, a re trad itio n a lly co n sid ered to be

a "Doing" people who re g u la r ly expect th ings in the fu tu re to be "b ig g er

and b e tte r" and who, due to g re a t techno log ica l advances, hold a M a s te ry -

o v e r-N a tu re va lue o rien ta tio n . T hese va lues should be m o re like ly to

m otivate an ind iv idual to se e k h ig h e r education .

In addition to p o ss ib le d iffe ren ces in v a lu es , i t w as thought th a t

the need fo r ach ievem en t (nAch), as a p rim e m o v er tow ards seek ing

h ig h er education , would be lo w er in the M ex ican -A m ericans than in the

A ng lo -A m ericans s in ce the M ex ican -A m erican household is m o re like ly

to be m o th e r-d o m in a ted w ith an absen t, o r d is in te re s te d fa th e r . T hese

m o th e r-c h ild households a re a sso c ia te d w ith low nAch since the child

s tay s dependent on the m o th e r lo n g er and does not get "the s tro n g em phasis

on independent ach ievem en t needed to develop nAch" (M cC lelland, 1961).

When the fa th e r does live in the hom e he tends to be a u to c ra tic and th is

too d isc o u rag e s the developm ent of high nAch (A tkinson, 1964). An

add itional re a so n to expect the M ex ican -A m erican s to be le s s ach ievem en t

o rien ted is th a t the M ex ican -A m erican population of T ucson is p re d o m i­

na te ly C atholic and i t h as been found th a t p red o m in a te ly C atholic g roups

a re a sso c ia te d with low nAch (M cC lelland, 1961).

METHOD

Subjects

The Kh.ick.hohn Value Schedule (Kluckhohn and S trod tbeck , 1961)

w as a d m in is te re d and eight "p ro jec tive" ' c a rd s w ere shown to 107 m ale

high school ju n io rs and se n io rs in s e v e ra l group se ss io n s (over a p e rio d

of th re e m onths). The su b jec ts w ere la te r a ssig n ed to one of four g roups

based on w hether o r not they re p o rte d th a t they intended going on to

co llege, and w hether they w ere M ex ican -A m erican o r A ng lo -A m erican .

The age ran g e s and m ean ages of the su b jec ts a re p re se n te d in T able 1.

TABLE 1. Age Range and Mean Age of Subjects

G roups Age Range M ean Age

M exican -A m erican , College 16-5 to 18-11 17-10

M ex ican -A m erican , N on-C ollege 17-2 to 19-11 18-4

A nglo-A m erican , College 16-6 to 18-7 17-5

A nglo-A m erican , N on-C ollege 16-8 to 19-8 17-10

Inspec tion of the tab le in d ica te s tha t the su b jec ts in the M exican-

A m erican college bound group w ere 16-5 to 18-11 y e a rs old w ith the

m ean age of 17-10. Subjects in the M ex ican -A m erican non-co llege bound

group w ere 17-2 to 19-1.1, with the m ean age of 18-4. Subjects in the

6

7

A nglo-A m erican college bound group w ere 16-6 to 18-7 y e a rs old, w ith

a m ean age of 17-5, and A ng lo -A m ericans non -co llege bound w ere 16-8

to 19-8 y e a rs old with a m ean age of 17-10.

P ro c e d u re

Subjects w ere te s te d a t v a rio u s high schools in T ucson, A rizona ,

Students w ere asked to v o lu n tee r fo r a r e s e a rc h p ro je c t being conducted

by the U n iv e rs ity of A rizona. No fu r th e r in fo rm ation was given u n less

the ex am in er w as p re s se d , a t which tim e she to ld them th a t the U n iv e rs ity

was in te re s te d in finding out m o re about the av erag e high school studen t.

The f i r s t p a r t of the r e s e a r c h follow ed the M cC lelland m ethod of

investiga ting need ach ievem ent (M cC lelland, A tkinson, C lark and Low ell,

1953). E ight s lid e s w ere shown to the s tu d en ts , although only four w ere

p e rtin en t to the p re se n t in v es tig a tio n . The in s tru c tio n s given to the su b ­

je c ts w ere as follow s:

We a re in te re s te d in the kind of s to r ie s you boys can w rite . In o rd e r to be able to do i t w ithin the tim e lim it and to help you co n s tru c t a good s to ry , you have been given a p a p er on w hich fou r s ta te m e n ts a re p rin te d . You w ill look at a s lid e fo r tw enty seconds and then t ry to w rite on each p a r t fo r one m inu te . The in s tru c tio n s a re (1) T e ll what is happening, (2) T e ll w hat happened b e fo re ,(3) T e ll what is being thought o r w anted, and (4) T ell w hat w ill happen. Don’t w aste tim e d e sc rib in g the p ic tu re and don 't w o rry about spelling o r punctuation . Y our te a c h e rs w on 't see th e se s to r ie s , and you a re not g raded on th em . I 'm ju s t in te re s te d in a good s to ry . Any questions ?

The ro o m was darkened and the s lid es w ere p ro jec te d onto a

s c re e n fo r tw enty seconds and then tu rn ed off. The ro o m lig h ts w ere

8

tu rned on again and the su b jec ts w ere told to begin w ritin g . The

e x p erim en te r kept tim e and re a d each s ta te m e n t one m inute a p a r t.

The so u rc e s and d e sc rip tio n s of the p ic tu re s u sed fo r th is study

as an index of need ach ievem ent (nAch) a re as follow s:

1. F ro m the M cC lelland study (M cC lelland, £ t a l, 1953). A young m an sea ted a t a desk w ith a book open befo re h im .He has h is head re s t in g on h is hand and he is gazing into the d is tan ce .

2. F ro m the M cC lelland study: A w orkshop scene; two m ale fig u re s ; one m ale ap p ea rs to be w orking on a m achine and the o th e r is stand ing away fro m the m achine, back to the v iew er, w ith h is a rm s akim bo.

3. M u rra y 's TAT C ard N um ber 8BM (M urray , 1943): A youthful m ale s tands in the fo reg round looking s tra ig h t ahead . T h ere is a r i f le in the m iddle ground, and dim ly se en in the background a re two m ale fig u re s lean ing o v e r a th ird fig u re in w hat a p p e a rs to be a su rg ic a l o p era tio n .

4. M u rra y 's TAT C ard N um ber 1: A young boy sea ted a t a tab le , re s tin g h is head in h is hands. T h ere is a v io lin and som e p ap er on the tab le .

When the s to r ie s w e re com pleted , the su b jec ts w ere given the

Kluckhohn Value Schedule. T his te s t w as designed to be given o ra lly

and indiv idually but, fo r expedience, i t w as decided to give i t in group

fo rm . T im e w as allow ed to f i ll out a face sh e e t in o rd e r to d e te rm in e

age, na tional background, and educational goa ls . The te s t w as not

tim ed , but the studen ts w ere encouraged not to spend too m uch tim e o v e r

the individual i te m s .

9

Scoring

Scoring fo r the f i r s t p a r t of th is r e s e a rc h follow ed the M cC lelland

m ethod fo r m easu rin g nAch (M cC lelland, et a l, 1953). E ach s to ry w as

analyzed f i r s t fo r the p re se n c e o r absence of nAch and given a p lus 1, o r

m inus 1 depending on w hether o r not it m et the c r i te r ia fo r nAch. (Z ero

was given fo r those s to r ie s th a t w ere am biguous and th e re fo re not re a lly

sc o rab le ). Those tha t w ere sc o red +1, th a t i s , those s to r ie s th a t con­

ta ined nAch m otive, w ere fu r th e r analyzed fo r positive o r negative

A n tic ipato ry G oal S ta te s , positive o r negative A ffect S ta te s , In s tru m en ta l

A ctiv ity , O b s tac le s , and N u rtu ra n t P r e s s and w ere g iven an add itional one

point fo r each c r i te r ia m et. T hese s c o re s w ere sum m ed fo r each of the

four s to r ie s and a to ta l s c o re w as obtained fo r each sub jec t. T hese

s c o re s ranged fro m -4 fo r su b jec ts w ith no sc o rab le nAch to +20 fo r high

nAch.

Scoring of the Value Schedule w as that which Kluckhohn u sed in

h e r New M exico study (Kluckhohn and S trod tbeck , 1961). In th is r e s e a r c h

tool, s itu a tio n s a re d e sc rib e d and the su b jec ts ran k a lte rn a te so lu tions

in o rd e r of p re fe re n c e . F o u r value o rien ta tio n s w ere exam ined; A c ti­

vity , T im e, M an-N atu re , and R e la tio n a l. Indiv idual s c o re s w ere

obtained fo r p a ir s of a lte rn a tiv e so lu tions w ithin each o rien ta tio n by

counting the frequency w ith which one of the p a ir w as p re fe r re d o v e r the

o th e r. F o r exam ple , five ite m s on the schedule w ere designed to m e a su re

T im e o rie n ta tio n s . Each item p re se n te d th re e a lte rn a tiv e so lu tions to

10

an in itia l p ro b lem and the su b jec t had to choose w hich idea he thought

b e s t, which id ea he thought second b est and which idea he le a s t p re fe r re d .

The cho ices w ere le t te re d A, B, and C. In th is c ase , A re p re s e n ts a

P a s t o rien ta tio n , B a P re s e n t o rien ta tio n and C a F u tu re o rien ta tio n .

The su b jec t could choose A over B, A over C o r B o v e r C. F o r the five

item s p e rta in in g to the T im e o rien ta tio n , a count w as m ade of how m any

tim e s the sub jec t p re fe r re d one a lte rn a te o ver ano ther fo r each p a ir of

a lte rn a tiv e s . T hese sum s w ere then h is s c o re s fo r the o rien ta tio n , i . e . ,

i t was p o ss ib le to say that Subject A chose a P a s t o rien ta tio n o ver a

P re s e n t o rien ta tio n x num ber of t im e s , tha t he p re fe r re d a P a s t o r ie n ta ­

tion o v e r a F u tu re o rien ta tio n y num ber of t im e s , and th a t he p re fe r re d

a P re s e n t o r ien ta tio n o v e r a F u tu re o rien ta tio n z num ber of tim e s .

W ithin group d iffe ren c e s fo r the Value Schedule w ere te s te d by

m eans of K en d all's S ta tis tic fo r m e a su re m e n t of consensus, z - te s ts

fo r the s ign ificance of p re fe re n c e s , and _ t-tests fo r the sign ificance of

d iffe ren ces fro m chance fo r a ll i te m s . Betw een group d iffe ren ces w ere

analyzed by m eans of the a n a ly sis of v a ria n c e fo r each of the ten d im en­

sions of the Value Schedule and fo r the nAch s c o re s .

RESULTS

T esting fo r w ithin cu ltu re and w ithin lev e l of a sp ira tio n r e g u la r ­

itie s (i. e. co llege v e rs u s non-co llege) w as accom plished by m eans of

K endall’s S S ta tis tic fo r the m e a su re m e n t of consensus (Appendix A).

Tills was done in o rd e r to d e te rm in e if the rank ing of o rd e r of p re fe re n c e

by m em b ers of v a rio u s groups was indeed a tru e o rd e r of p re fe re n c e o r

if th e re re a lly w as no p re fe re n c e . It w as fe lt th a t the n a tu re of som e

of the item s m ight be such tha t they would not be of su ffic ien t in te re s t

fo r the su b jec t to apply h im se lf to m aking a tru e choice. The p o ss ib ility

also ex isted tha t the sub jec t m ight not have su ffic ien t knowledge in the

a re a in question in o rd e r to ran k p re fe re n c e s .

On the R ela tiona l d im ension . Item 5 show ed sig n ifican t consensus

(. 05 o r b e tte r) in ju s t one group (A nglo -A m ericans going to co llege).

A ll o th e r ite m s showed w ith in group s ig n ifican ce . On the T im e d im ension .

I tem 5 was the only one that w as su sp ec t, show ing consensus in only one

group (A nglo -A m ericans going to co llege). On the M an-N atu re d im ension ,

again , one item (Item 5) fa iled to be sign ifican t excep t fo r one group

(A nglo -A m ericans going to co llege). B ased on th e se find ings, one m ay

have confidence th a t the rank ings on th ese th re e o rien ta tio n s w ere not

random .

11

12

F o r the tw o -a lte rn a te A ctiv ity o rien ta tio n , Chi S quare w as the

te s t of co n sen su s. Only Item s 2 and 6 showed any s ig n ifican t d eg ree of

consensus and th is w as not tru e of a ll g roups. Item 2 was sign ifican t

fo r the A ng lo -A m erican co llege-bound group, and Item 6 was sign ifican t

only fo r M ex ican -A m ericans who w ere not going to co llege . T h e re fo re ,

one m ay have som ew hat le s s confidence in the d isc r im in a to ry pow er of

the indiv idual ite m s in the A ctiv ity o rien ta tio n .

Follow ing Kluckhohn, te s ts w ere p e rfo rm ed com paring the o b se rv ed

frequency of p e rso n s p re fe r r in g one a lte rn a te o v e r an o th e r, to the ex ­

pected frequency of p e rso n s p re fe r r in g th a t sam e a lte rn a te (Appendix B).

T hese te s ts ind ica te the s ig n ifican ce of the in te rn a l p a tte rn in g of the

re sp o n se s to a sing le ite m . The te s ts of sign ificance a re r e s t r ic te d to

dealing w ith p a ir s of a lte rn a tiv e s and do not a ff irm any one to ta l o rd e r in g

of th ese th re e a lte rn a tiv e s . Since item a n a ly s is w as not the p u rp o se of

th is study, it is included h e re sim p ly fo r c o m p le ten ess . H ow ever, it

can be noted th a t, in g e n e ra l, ite m p a tte rn in g c o rre sp o n d s to to ta l

o rien ta tio n p a tte rn in g (Appendix C).

Of m o re c e n tra l co n ce rn to the p re s e n t study is the to ta l o r ie n ta ­

tion p a tte rn in g . A s c o re fo r each indiv idual w as obtained by sum m ing

the num ber of tim e s he p re fe r r e d one a lte rn a tiv e to ano ther o v e r a l l

item s w ithin the o rien ta tio n . T hus, in o rien ta tio n s w ith th re e a l te rn a ­

tiv e s , each ind iv idual would have th re e s c o re s . The group m ean

freq u en c ie s fo r the ten p a ir s of a lte rn a tiv e s a p p ea r d iag ra m m a tica lly in

13

F ig u re 1 and F ig u re 2. The expected frequency fo r any two a lte rn a tiv e s

would be o n e -h a lf the num ber of ite m s responded to in th e value o r ie n ­

ta tio n s e r ie s . The d iffe ren ce betw een the o b se rv ed m ean frequency of

re sp o n se s and the expected m ean frequency , w ithin each p a ir of a l te rn a ­

tiv e s , w as a s s e s s e d by t - te s t s (Appendix D).

In T able 2 ap p ea r the p re fe re n c e p a tte rn s based on the j> te s ts .

The no tation is th a t u sed by Kluckhohn and S trod tbeck (1961). The sym bol

> in d ica te s th a t the a lte rn a tiv e on the le f t is s ig n ifican tly g re a te r than

the a lte rn a tiv e on the r ig h t. The sym bol = in d ica te s th a t the a lte rn a tiv e

on the le f t is not s ig n ifican tly d iffe ren t fro m the a lte rn a tiv e on the rig h t.

TABLE 2. T o ta l O rien ta tio n P a tte rn in g

M exican- M exican- A nglo- Anglo -A m erican A m e ric an A m e ric an A m erican

C ollege non -co llege C ollege non-co llege

R ela tio n a l Ind = C o ll> L in Coll = Ind > L in Ind= Coll > L in Ind= C o ll> L in

T im e P re s § F u t> P a s t P u t = P r e s > P a s t F u t = P r e s > P a s t P re s ^ F u t )> P a s t

M an-N atu re O ver> S ub j = With O v er> W ith > S u b j O v e r> S u b j> W ith O v er> W ith > S u b j

A ctiv ity Doing > Being D oing> Being Do in g > Being Doing = B eing

When the f i r s t and th ird a lte rn a tiv e s d iffe red sign ifican tly , but n e ith e r d iffe red

sign ifican tly fro m the second , an a s te r is k follow ed the la s t a lte rn a tiv e .

14

FIGURE 1. The M an-N atu re and T im e O rien ta tion Com posite Q uestion A v erag es. Rom an N um era ls I through IV re f e r to M ex ican -A m ericans going to C ollege, M ex ican -A m ericans not going to C ollege, A ng lo -A m ericans going to College and A ng lo -A m ericans not going to college re sp e c tiv e ly .

a r m o r

,-------------i-------------1-------s 4 -.ar V s r 3

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15

FIGURE 2. The R ela tiona l and A ctivity O rien ta tio n Com posite Q uestion A v erag es. Rom an N um era ls sam e a s F ig u re 1.

\--------1-------- 1-------- » ..... . <<> i ' . f f 4J" 4UHBAUri

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16

F ro m T able 2 i t can be seen th a t a ll value o r ien ta tio n p a tte rn s

fo r the d iffe ren t g roups a re e sse n tia lly the sam e excep t fo r the M an-

N atu re o rien ta tio n . In the M an-N atu re o rie n ta tio n the co llege -bound

groups had the p re fe re n c e p a tte rn O ver > W ith > Subj w hile the non­

college groups had the p a tte rn O ver > Subj > W ith. In o th e r w ords , in

th e ir p re fe re n c e h ie ra rc h ie s , a lthough both groups chose M a s te ry -o v e r-

N atu re as th e ir f i r s t a lte rn a te , the co llege-bound groups fe lt th a t n a tu re

p rov ides fo r m an if he behaves as he should and obeys n a tu re ’s law s,

w hile the non -co llege g roups w ere m o re inclined to e n d o rse ite m s r e ­

flec ting an "If i t ’s G od 's w ill. . . . " a ttitu d e .

A ssum ing th a t the m ean p re fe re n c e s c o re s fo r a group a re an

ind ica tion of the " s tre n g th " to w hich the group e n d o rse s th is p a tte rn , the

next question te s te d w as w hether th e re w ere group d iffe ren ces in p r e ­

fe re n ce s tre n g th . A tw o-w ay a n a ly sis of v a ria n c e (nationality by education)

w as p e rfo rm e d on th e to ta l frequency sc o re s fo r each of the ten p a ir s of

a lte rn a tiv e s (T able 3). F o u r of the an a ly se s w ere s ig n ifican t a t o r beyond

the . 05 lev e l of confidence.

TABLE 3. S um m ary of an a ly se s of v a ria n c e . B etw een c e lls SS w as b roken down only in those c a se s w here sign ificance could p o ss ib ly be rea ch e d .

Source DF SS MS F

T im e, P a s t > P re sT ota l 106 116.5Betw een c e lls 3 2 .6 0 .9 n. s .W ithin c e lls 103 113. 9 1 .1

17

Source DF SS MS F

T im e, P a s t > F u t

T o ta l 106 84 .3Betw een ce lls 3 3 .0 1 .0 n. s .W ithin c e lls 103 81 .3 0 .8

T im e, P r e s > F u t

T otal 106 116.6Betw een ce lls 3 3 .2 1.1 n. s .W ithin ce lls 103 113.4 1 .1

M an-N atu re , Sub] > O ver

T o ta l 106 165.9Betw een ce lls 3 2 .2 0 .7 n. s .W ithin c e lls 103 163. 7 1 .6

M an-N atu re , Subj > W ith

T o ta l 106 149. 3Betw een ce lls 3 26 .7 8 .9 7. 5

N ationality (N) 1 2 .4 2 .4 n * s **E ducation (E) 1 2 4 .3 15.0 12. 6N by E 1 0 .0 - - n. s .

W ithin c e lls 103 112.5 1 .2

M an-N atu re , O ver > With

T ota l 106 125. 6Betw een ce lls 3 2 0 .5 6 .8 6. 7

N ationality 1 17 .0 17 .0 16. 8**E ducation 1 1 .0 1 .0 n. s .N by E 1 2 .5 2 .5 n. s .

W ithin c e lls 103 105. 1 1 .0

R ela tiona l, L in > Coll

T otal 106 186. 6B etw een c e lls 3 16.5 5. 5 3. 3

N ationality 1 0. 6 0 .6 n -E ducation 1 15 .0 15 .0 9 . r -N by E 1 0. 9 0 .9 n. s .

W ithin c e lls 103 170. 1 1 .7

18

Source DF SS MS F

R ela tiona l, L in > Ind

T otal 106 ' 242.5Betw een ce lls 3 2 .1 0 .7 n. s .W ithin ce lls 103 240. 3 2 .3

R ela tiona l, Coll > Ind

T otal 106 269.7Betw een ce lls 3 1 .5 0 .5 n. s .W ithin ce lls 103 268 .3

CD

CN1

A ctiv ity , Doing > Being

T ota l 106 234. 3Betw een c e lls 3 24 .9

COCO

4 .

N ationality 1 8 .0 8 .0 3. 9 ‘ 6. 9*E ducation 1 14.0 14 .0

N by E 1 2. 9 2 .9 n. s .W ithin ce lls 103 209 .4 2 .0

S ignificant a t the . 05 le v e l%

Significant a t the . 01 le v e l

W ith re s p e c t to the M an-N atu re o rien ta tio n , co llege-bound g roups

and non-co llege-bound g roups d iffe red sig n ifican tly in th e ir p re fe re n c e of

With > Subj. Scheffe1 te s ts show ed the co llege-bound and n o n -co lleg e -

bound groups to d iffe r s ig n ifican tly w ithin each c u ltu ra l g roup . T his

sim p ly re f le c ts the d iffe ren ce in o rien ta tio n p a tte rn in g r e f e r r e d to above.

In the M an-N atu re o rien ta tio n , th e s tre n g th of p re fe re n c e of O ver

to W ith w as g re a te r fo r A ng lo -A m ericans than fo r M e x ican -A m erican s .

Scheffe' te s ts show ed th is w as tru e fo r both lev e ls of educa tional a s p i­

ra tio n independently . In addition , i t w as found th a t, w ithin the M exican-

19

A m erican g ro u p s, the co llege-bound su b jec ts had g re a te r p re fe re n c e of

O ver to W ith. The la t te r d ifference was not s ig n ifican t in the A nglo-

A m erican g ro u p s . Thus, i t a p p ea rs th a t the s tre n g th with which an

O ver value o r ien ta tio n is held is re la te d to educational a sp ira tio n in

M ex ican -A m ericans but not A n g lo -A m erican s.

In the R e la tio n a l o rien ta tio n th e re was a sig n ifican t d iffe ren ce

betw een educa tional g roups in the s tre n g th of p re fe re n c e of C o lla te ra lity

to L in ea lity . The co llege-bound g roups had a g re a te r s tre n g th of p r e ­

fe re n ce fo r C o lla te ra lity than did the non-co llege-bound g ro u p s. Scheffe '

te s ts obtained sign ificance only when c u ltu ra l g roups w e re com bined and

the educational lev e ls co m p ared .

In the A ctiv ity o rie n ta tio n th e re w ere s ig n ifican t d iffe ren ces in

s tre n g th of p re fe re n c e fo r Doing o v e r Being betw een educa tional g roups

and betw een na tionality g ro u p s. The M ex ican -A m erican s had a s tro n g e r

p re fe re n c e fo r Doing than did A ng lo -A m ericans and the college-bound

groups had a s tro n g e r p re fe re n c e fo r Doing than did the non -co llege g ro u p s .

Some of the ite m s in the A ctiv ity o r ien ta tio n p rov ided fo r a p o s ­

sib le d iffe ren ce betw een w hat the su b je c ts thought w as the b e s t a c tiv ity

o rien ta tio n and w hat they re a lly p re fe r re d . T hat i s , fo u r out of the s ix

item s included a question designed to e lic it any d iffe ren ce betw een w hat

they acknow ledged as b e s t and w hat they ac tually did. Chi S quare te s ts

w ere done on the p ro p o rtio n of su b je c ts show ing a d iffe ren c e . T h ere

w as som e ind ica tion (sign ifican t a t the . 10 leve l) th a t n o n -co lleg e su b je c ts

20

m ay show g re a te r change than college-bound su b je c ts .

In o rd e r to check the p o ss ib ility th a t sw itch ing would a ffec t the

re s u l ts of the o rig in a l an a ly sis of v a ria n c e , a second an a ly sis w as done

on the A ctiv ity d im ension using the o rien ta tio n p re fe re n c e the su b je c ts

d ec la red as being the way they re a lly fe lt o r behaved (T able 4).

TABLE 4. A nalysis of V arian ce fo r C o rrec ted A ctiv ity S co res

Source DF SS MS F

T otal 106 225. 6Betw een 3 2 1 .4 7 .1 3 .58

E ducation (E) 1 5 .5 5 .5 2. 78 n.N ationality (N) 1 3 .0 3 .0 1. 51 n.E by N 1 12 .9 12 .9 6. 52*

W ithin 103 204.2 1 .98

❖S ignificant a t . 05 lev e l

The r e s u l ts of th is an a ly sis show a s ign ifican t in te ra c tio n betw een edu­

cation and n a tiona lity . M ex ican -A m erican s had s tro n g e r p re fe re n c e fo r

Doing o v e r Being if they w ere not going to co llege w hile the r e v e r s e w as

tru e fo r A n g lo -A m erican s. The only Scheffe ' co m p ariso n th a t rea ch e d

sign ificance w as the M ex ican -A m erican co llege-bound group v s . the o th e r

th re e groups com bined.

N eed ach ievem en t as m e a su re d by the p ro jec tiv e " c a rd s w as

sig n ifican tly g re a te r fo r co llege-bound su b je c ts than fo r n o n -co lleg e -

bound su b jec ts (T able 5). Scheffe ' t e s ts re v e a le d only the co m p ariso n

of the two college -bound groups to the two non -co llege g roups to be

sign ifican t.

21

TABLE 5. A nalysis of V ariance fo r nAch S co res

Source DF s s MS F

T ota l 104 2169.0B etw een 3 105. 3 35.1 1.726.,,

E ducation (E) 1 94 .9 94 .9 4. 652"'N ationality (N) 1 9. 3 CD CO —

E by N 1 1 .1 1.1 —

W ithin 101 2063. 7 2 0 .4

*S ignificant a t . 05 lev e l

DISCUSSION

G enera l O rien ta tio n P a tte rn in g

The r e s u l ts of the an a ly sis of to ta l o rien ta tio n p a tte rn in g show

that a ll groups have e sse n tia lly the sam e h ie ra rc h ie s of value p a tte rn s

except fo r the M an-N atu re o rien ta tio n . T his is som ew hat s u rp r is in g in

light of Kluckhohn and S tro d tb eck 's (1961) finding th a t the S panish-

A m erican su b jec ts fro m A trisc o d iffe red on a ll o r ien ta tio n s fro m both

Texan and M orm on su b jec ts liv ing in the sam e g eog raph ica l a re a . They

found the S p an ish -A m erican s to be c h a ra c te r iz e d by a c le a r -c u t dom in­

ance of the P re s e n t T im e o rien ta tio n , the Being a lte rn a tiv e and the

Subjugated position . T h e re w as no defin ite f i r s t - o r d e r p re fe re n c e on

the R e la tio n a l o rien ta tio n . The T exans and M orm ons, on the o th e r

hand, showed a s lig h t p re fe re n c e fo r the F u tu re T im e o rien ta tio n o v e r

the P re s e n t (although not s ta tis t ic a lly s ig n ifican t), w ere c le a r ly Doing

o rien ted and c h a ra c te r is t ic a lly held the the M a s te ry -o v e r-N a tu re view .

The R e la tio n a l o rien ta tio n defin ite ly showed Ind iv iduality to dom inate

over C o lla te ra lity w hich, in tu rn , dom inated o v e r L in ea lity .

The p a tte rn s w hich em erg ed in the p re s e n t study a re , fo r a ll

g roups, m o re n e a r ly like the p a tte rn s of the T exans and M orm ons than

they a re like the p a tte rn s of the S p a n ish -A m e ric an s . T h is fac t p ro b ­

ably re f le c ts the g re a te r a cc u ltu ra tio n into A m erican so c ie ty of the

22

23

M exican -A m ericans in the T ucson a re a . H ow ever, i t is p o ss ib le tha t

the S p an ish -A m erican s of A trisc o a re not co m p arab le to the M exican-

A m ericans of T ucson o th e r than in the fac t th a t they sh a re a com m on

Spanish a n c e s try . In the case of the M ex ican -A m erican s , th e ir c u ltu ra l

h e ritag e m o st often includes in fluences from the values and custom s of

the M exico and C en tra l A m erican Indian g roups. The S p a n ish -A m e ri­

cans of New M exico, how ever, a re re la tiv e ly f re e fro m th ese c u ltu ra l

and ra c ia l in fluences (Kluckhohn and S trod tbeck , 1961, c h ap te r VI).

It should also be pointed out that the New M exico su b jec ts w ere r u r a l

adults and the sub jec ts of th is study w ere u rb an te e n a g e rs .

C u ltu ra l O rien ta tio n D ifferences

The findings th a t w e re sig n ifican t fro m the standpoin t of

cu ltu ra l d iffe ren ces m ay be a ttr ib u te d to the d eg ree of a cc u ltu ra tio n of

the d iffe ren t g ro u p s . It w as found th a t A ng lo -A m ericans had a g re a te r

s tre n g th of p re fe re n c e fo r M a s te ry -o v e r-N a tu re than did the M exican-

A m erican s . M ore than anything e lse , th is p robab ly re f le c ts the d eg ree

to which the va lues of a techno log ica l so c ie ty a re he ld . The A m erican

cu ltu re has been, fo r m any g en era tio n s , one w hich v iew s n a tu ra l fo rc e s

as som eth ing to be o v e rco m e . It is m a n 's duty to ov e rco m e o b s ta c le s ,

w hether they be r iv e r s , m ountains o r i l ln e s s , i. e . , "T he L ord he lps

those who help th e m se lv e s . " The M ex ican -A m erican s a re m o re re c e n tly

from an a g ra r ia n so c ie ty which lacked the sk ills o r knowledge to m odify

24

the fo rc e s of n a tu re and th e re fo re w ere often a t i ts m erc y , i . e . , "As

God w ills i t . 11 The finding th a t, of the M ex ican -A m erican s, the co llege-

bound group m o re s tro n g ly p re fe r r e d M a s te ry -o v e r-N a tu re than did the

non-co llege group lead s one to th ink tha t th ese ind iv iduals have acq u ired

m o re of the tra d itio n a l va lues of the A ng lo -A m ericans.

When the A ctiv ity o r ien ta tio n w as f i r s t exam ined fo r cu ltu ra l,

d iffe ren c e s , i t ap p eared tha t the M ex ican -A m erican s m o re s tro n g ly

p re fe r re d Doing to Being than did the A n g lo -A m erican s. H ow ever,

m ea su re m e n t of the d iffe rence betw een w hat a su b jec t thought w as b e s t

and w hat he acknowledged to be tru e of h im se lf sug g ested th a t th e re w as

a d isc rep an cy betw een ideology and behav io r. F o r exam ple , on ite m

five, when asked the question , "W hich of th ese two p e rso n s has the

b e tte r way of th in k in g ?" the an sw er w as often d iffe ren t than when asked

the question (on the sam e item ), "W hich of the two do you th ink you a re

m o re like ? "

When re p o rtin g which way they thought w as b e tte r , the M exican-

A m erican s had a s tro n g e r p re fe re n c e fo r Doing than did the A nglo-

A m erican s . T h is su g g ests th a t, as a g roup, the M ex ican -A m erican s

re se m b le the "o th e r d ire c te d " c h a ra c te r type (R iesm an e t a l . , 1950),

o r the "H oratio A lg er" id ea l ty p ica l of the A m e ric an m id d le -c la s s of

the la s t h a lf-c e n tu ry . T his a p p aren tly is not so t ru e anym ore fo r

Anglo -A m e ric a n s .

25

When re p o rtin g on th e ir own behav io r i t w as found th a t the

M ex ican -A m erican su b jec ts had le s s p re fe re n c e fo r Doing if they w ere

going to co llege , w hile the r e v e r s e w as tru e fo r A ng lo -A m erican

su b je c ts . It se e m s th a t M ex ican -A m ericans going to co llege and A nglo-

A m ericans not going to college a re m o re w illing to adm it th a t they

enjoy life . They would be the m o re dev ia te , m o re non-conform ing

g roups. T hat is , the M ex ican -A m erican who a s p ire s fo r co llege is not

conform ing to the expecta tions of h is la rg e r group th a t he ju s t ge t as

m uch education as is r e a l ly n e c e s s a ry in o rd e r to ge t a job. The A nglo-

A m erican who does not go to co llege is equally non-confo rm ing to the

la rg e r group which tends to hold a "co llege fo r everyone" view .

E ducationa l O rien ta tio n D ifferences

C onsidering the r e s u l ts fro m the standpoin t of educational

a sp ira tio n , it w as found th a t, in the M an-N atu re o rien ta tio n , those

studen ts who sa id they w ere going to college and th o se stu d en ts who

sa id they w ere not going to co llege d iffered in the re la tiv e position

(for second and th ird a lte rn a tiv e s ) of H arm o n y -w ith -N atu re and Subju-

g a te d -to -N a tu re . T hat i s , co llege-bound groups p re fe r r e d H arm ony-

w ith -N atu re , w hile non -co llege groups p re fe r r e d S u b ju g a ted -to -N atu re .

Inspection of the ite m s su g g ests th a t th e se two a lte rn a tiv e s m ay re f le c t

a ph ilo soph ical ("o n e-w ith -n a tu re " ) view point on the one hand (the With

o rien ta tio n ) and a p a ss iv e ( " s o -b e - it" ) view point on the o th e r hand (the

Subjugated o rien ta tio n ).

26

On the R e la tiona l o rien ta tio n , although th e re w as fo r a ll g roups

a p reponderance of Ind iv idua lis tic so lu tio n s , exam ination of second and

th ird a lte rn a tiv e s re v e a le d a d iffe rence in s tre n g th of p re fe re n c e of

C o lla to r a lity to L in ea lity betw een college -bound and non-co llege g roups.

This fac t m ay be a r e s u l t of d iffe ren ces in so c ia l c la s s . T hat i s ,

co llege-bound su b jec ts a re m o re lik e ly to be fro m m iddle and u p p er

c la ss hom es and, consequently , a re m o re lik e ly to e x p re ss the values

p rom inen t in th ese s t r a ta . Since m iddle c la ss A m erican cu ltu re em pha­

s iz e s the im p o rtan ce of equality and group consensus w hile the low er

c la s s e s d isp lay a g re a te r h ie ra rc h ic a l au tho rity o rg an iza tio n , one would

expect the obtained d iffe ren ce in en d o rsem en t of L in ea lity and C o lla te ra -

lity a lte rn a tiv e s .

The expec ta tion th a t the M ex ican -A m erican high school s tu d en ts

would not have as high n A chievem ent as the A ng lo -A m erican high school

studen ts w as not su b s tan tia ted by the da ta . The findings a re quite c le a r

tha t high nAch is a sso c ia te d w ith high educa tional a sp ira tio n and not w ith

c u ltu ra l d iffe re n c e s . R e se a rc h has shown (M cC lelland, 1961) nAch to be

c o rre la te d w ith a sp ira tio n to w ard s p re s tig e fu l occupations and ap p aren tly

both M ex ican -A m erican and A ng lo -A m erican su b je c ts w ith high nAch

know th a t in o rd e r to ob tain such p o sitio n s in th is so c ie ty a co llege edu­

cation is re q u ire d .

SUMMARY

The o b se rv ed d iffe ren ce in educational a sp ira tio n betw een

M ex ican -A m ericans and A ng lo -A m ericans w as hypo thesized to be r e ­

la ted to d iffe ren ces in value o rien ta tio n s a n d /o r n A chievem ent.

A sse ssm e n t of the value o r ien ta tio n s of 107 high school ju n io rs and

se n io rs was m ade using the K luckhohn V alue Schedule, an in s tru m e n t

which had p rev io u s ly d iffe ren tia ted betw een S p an ish -A m erican and

A nglo-A m erican su b jec ts in New M exico. The m a jo r conclusions can

be lis te d as follow s :

1. V ery few d iffe ren ces in value o rien ta tio n s ex is t betw een

M ex ican -A m erican s and A ng lo -A m ericans a t the high schoo l

lev e l in A rizona . In addition, the M ex ican -A m erican high

school studen ts of T ucson do not re se m b le the S pan ish -

A m erican s of A tr isc o .

2. The M e x ica n -A m erica n 's concep tual id ea l of m a n 's a c tiv ity

se em s to re se m b le the tra d itio n a l A m erican m id d le -c la s s

e thos even m o re c lo se ly than does th a t of the A nglo-

A m erican youth.

3. When c h a ra c te r iz in g th em se lv e s , M ex ican -A m erican s going

to college and A ng lo -A m ericans not going to co llege ap p ea r

to be m o re non-conform ing to c u ltu ra l s ta n d a rd s than the

27

M exican -A m ericans not going to co llege and the A nglo-

A m erican s going to co llege .

4. In te rm s of m a n 's c ap ab ilitie s to m odify n a tu ra l fo rc e s , the

M ex ican -A m ericans ap p ea r not to have the sam e d eg ree of

fa ith in technology as do the A ng lo -A m ericans.

5. P a ss iv ity seem ed to be re la te d to a lack of d e s ire fo r h ig h e r

education in both c u ltu ra l g ro u p s.

6. A value o r ien ta tio n w hich em p h asize s h ie ra rc h ic a l o rg a n i­

zation in p e rso n a l re la tio n sh ip s w as re la te d to lac k of

h ig h er educa tional goa ls .

7. C o n tra ry to expec ta tion , n A chievem ent w as not re la te d to

c u ltu ra l d iffe ren c e s , although it w as re la te d to educational

28

a sp ira tio n .

A P P E N D I X A

Sum m ary of K en d a ll's S - te s t fo r the sign ificance of w ithin group

consensus fo r each item on the Value Schedule. G roup num bers

I through IV r e f e r to M ex ican -A m erican s going to co llege , M exican-

A m ericans not going to co llege , A ng lo -A m ericans going to co llege ,

and A ng lo -A m ericans not going to co llege re s p e c tiv e ly .

29

R ela tiona l T im e (continued)

Item

1.

2 .

3.

4.

5.

6.

7.

T im e

Item

1.

G roup

In

mIV

inmIV

in

inIV

in

mIV

in

mIV • i i i

inIVi

i in iIV

Group

In

mIV

24830276426226

12824

598134'

21941 2 9 :

126 38

224 104

22 6.

146 42

416 266 854

>!«!<

>!<*

>!<>!<

20641642

392158*

>!<>!<

>lo!c

746350

1682854

❖ >!<

Item

2.

3.

4.

5.

G roup

In

mIV

In

inIV

in

inIV

in

mIV

M an-N atur e

Item

1.

2.

3.

4.

5 .

G roup

In

mIV

In

mIV

in

inIV

i:nn iIV

in

n iiv

344.234744366518182

1016:43818298

818128104104.43614

*

686402

1262546158

13.938

****

582378

12486263501866869886

654418

'>;<>!<

>;o;<

4#

30

A ctivity

Item Group Chi Square

1. I . 309II .067

i n 2. 140IV . 120

2. I 2 .085n 1.065,,

HI 5 .0 4 0 'IV .120

3. i 1. 385H 3.262

i n 1.720IV .541

4. i 3 .262i i .266

i n . 005IV .060

5. I 1. 387II 3. 262

III 2. 520IV . 167

6. T 1. 782*II 4 .270

n i 1.071IV . 167

‘ S ignificant a t the .05 lev e l

Significant a t the .01 lev e l

A P P E N D I X B

Sum m ary of te s ts fo r the s ig n ifican ce of d iffe ren c e s betw een ra n k s . G roups I th rough IV r e f e r to M ex ican -A m erican s going to co llege, M ex ican -A m ericans not going to co llege , A n g lo -A m erican s going to college and A ng lo -A m ericans not going to co llege re sp e c tiv e ly . The abb rev ia tions a re as follow s: L in - L ineality , C oll - C o lla to ra lity , Ind -Ind iv idua lism , Subj - Subjugated to N a tu re , O ver - M a s te ry o v e r N atu re , With - H arm ony w ith N atu re , P u t - F u tu re , P r e s - P re s e n t . The confidence l im its ( .0 5 leve l) ap p ea r a t the end of the appendix.

31

R ela tiona l

Item

1.

2 .

3.

Group P re fe re n c e Item G roup P re fe re n c e f_

I L in > Coll 10* 4. n L in > Coll 7L in > Ind 5 L in > Ind 8C oll > Ind 12, C oll > Ind 10

n Lin > Coll 4* HI L in > C oll 13L in > Ind 2 L in > Ind 10Coll > Ind 13* Coll > Ind 17

m L in > Coll 7 , IV L in > Coll 9L in > Ind 6 L in > Ind 8Coll > Ind 16, C oll > Ind 11

IV L in > Coll 4 , 5. I L in > Coll 10L in > Ind 6 L in > Ind 11Coll > Ind 15 C oll > Ind 14

i L in > Coll 15 n L in > Coll 10L in > Ind 12 L in > Ind 12Coll > Ind 12, C oll > Ind 9*

E L in > Coll 17 IH L in > Coll 11L in > Ind 11 L in > Ind 16C oll > Ind 9 Coll > Ind 20

in L in > Coll 20 IV L in > Coll 12L in > Ind 17 L in > Ind 9Coll > Ind 16, C oll > Ind 11,

IV L in > Coll 20 6. i L in > Coll 31L in > Ind 13* L in > Ind 8"'C oll > Ind 5* C oll > Ind 15,i L in > Coll 7 E L in > Coll <:L in > Ind 11 L in > Ind 3"Coll > Ind 14 C oll > Ind 13.,.

E L in > Coll 8 HI L in > CollL in > Ind 11 L in > Ind 9Coll > Ind 9, C oll > Ind 20

m L in > Coll 10 IV L in > Coll 8.,.L in > Ind 17 L in > Ind 7Coll > Ind 21* C oll > Ind 9 ,

IV L in > Coll 7 7. I L in > Coll 3L in > Ind 9 L in > Ind 12Coll > Ind 16 C oll > Ind 19

i L in > Coll 16* E L in > Coll 7L in > Ind 8 L in > Ind 8Coll > Ind 9 C oll > Ind 8

4.

32

R ela tional (continued)

Item Group P re fe re n c e f

7. E l L in > Coll 9% L in > Ind 10"' C oll > Ind 15*.

IV L in > Coll l'" L in > Ind 11 C oll > Ind 17

Tim e

Item Group P re fe re n c e f❖

1. I P a s t > P r e s 1 P a s t > F u t 9*P r e s > F u t 22^

n P a s t > P r e s 2^ P a s t > F u t 3 P r e s > F u t 12*

i n P a s t > P r e s 1* P a s t > F u t 5*P re s > F u t 30.!,

IV P a s t > P r e s 0* P a s t > F u t 3*P r e s > F u t 19*

2. I P a s t > P re s 8.!; P a s t > F u t 5*P r e s > F u t 10^

n P a s t > P r e s 3* P a s t > F u t 5P r e s > F u t 6

m P a s t > P r e s 12.,, P a s t > F u t 5*P re s > F u t 8

IV P a s t > P r e s 8* P a s t > F u t 4*P r e s > F u t 7*

3. i P a s t > P r e s 6* P a s t > F u t 3*P r e s > F u t 1.1

n P a s t > P r e s 8* P a s t > F u t 2P r e s > F u t 7

Item G roup P re fe re n c e

*i n P a s t > P r e s 5*

P a s t > F u t 4P r e s > F ut 19*

IV P a s t > P r e s 5*P a s t > F u t 3P r e s > F u t 15

4. I P a s t > P r e s 9P a s t > F u t 12P r e s > F u t 20*

n P a s t > P re s 5P a s t > F u t 9P r e s > F ut 14*

i n P a s t > P re s 5*P a s t > F u t 7P r e s > F u t 19

IV P a s t > P re s 8P a s t > F u t 9P r e s > F u t 16

i P a s t > P re s 17*P a s t > F u t 8P r e s > F u t U *

n P a s t > P re s 15P a s t > F u t 7P r e s > F u t 7*

i n P a s t > P r e s 26P a s t > F u t 13*P r e s > F u t 8

IV P a s t > P r e s 11P a s t > F u t 11P r e s > F u t 12

Man-•Nature

Item G roup P re fe re n c e f_

1. I Subj > O ver 12*Subj > W ith 22*O v er > W ith 25

n Subj > O ver 12*Subj > W ith 19*O ver > W ith 17

33

M an-N ature (continued)

Item

2 .

3.

4.

Group P re fe re n c e Item Group P re fe re n c e f_

III Subj > O ver 17 O ver > W ith 14Subj > With 33" 5. I Subj > O ver 12O ver > W ith 31" Subj > W ith 9

IV Subj > O ver 12 O ver > W ith 11Subj > W ith 21" H Subj > O ver 9O ver > With 23"' Subj > With 10

I Subj > O ver 14 O ver > W ith 11Subj > With 20"' IH Subj > O ver 8*O ver > W ith 17 Subj > With 15

II Subj > O ver 12 O ver > W ith 26*Subj > W ith 11 IV Subj > O ver 15O ver > W ith 11 Subj > With 13

III Subj > O ver 18 O ver > W ith 14Subj > With 29*O ver > W ith 31"' A ctiv ity

IV Subj > O ver 14Subj > W ith 19"' Item Group P re fe re n c e fO ver > With 13,< • 1. I Doing > Being 16

I Subj > O ver 4 H II II 11Subj > With 9 III 11 11 25*O ver > W ith 235C IV 11 II 11,

II Subj > O ver 3'< 2. I 11 11 20*Subj > With 2>C II It 11 14O ver > W ith 15? HI It It 29*

III Subj > O ver 2' c IV It It 14Subj > W ith 13 3. I II It 21*O ver > With 30' c II It It 17*

IV Subj > O ver 2;< IH II It 27*Subj > W ith f c

IV It It 17O ver > W ith 2V 4. I It 11 25*

I Subj > O ver 6s H II It 8Subj > With i r c HI II II 17O ver > W ith 21?c IV II II 11

II Subj > O ver 4s< 5. I II II 21*Subj > With 9 II II II 17*O ver > With 14 HI II II 29*

HI Subj > O ver 5* IV It II 15Subj > W ith 12 6. I II II 22*O ver> With 24* H II II 18*

IV Subj > O ver 9 HI II II 25*Subj > With 8 IV II II 13

34

L im its

Group

III

331IV

U pper

19.092 14.883 23.790 17.900

L ow er

8 .908 5. 117

11.270 7 .100

A P P E N D I X C

P re fe re n c e p a tte rn s fo r the ind iv idual ite m s in the Value Schedule. A bbrev ia tions a re as follow s: R -R e la tio n a l, T - T im e , MN - M an- N atu re , A -A c tiv ity , Ind - Ind iv idua lism , L in - L in ea lity , Coll - C o lla te ra lity , P r e s - P re s e n t , P u t - F u tu re , Subj - Subjugated-to - N atu re , O ver - M a s te ry -o v e r-N a tu re , W ith - H a rm o n y -w ith -N a tu re . G roups I through IV r e f e r to M ex ican -A m ericans going to co llege , M ex ican -A m ericans not going to co llege , A n g lo -A m erican s going to college and A ng lo -A m ericans not going to co llege re sp e c tiv e ly .

35

Item Group I G roup EE G roup HE G roup IV

R1 Ind > Coll = L in R2 Ind = L in = Coll R3 Coll = Ind = L in R4 Ind > L in m Coll R5 Coll § Ind = L in R6 Coll ^ Ind > Lip. R7 Coll S Ind= L in ‘

C oll S Ind > L in Ind ̂ Coll > L in L in = Ind = Coll Ind ̂ L in ̂ Coll, L in ̂ Ind ^ Coll Coll ^ Ind g Lin* Ind i C oll ̂ L in Ind 1 Coll m L in L in ̂ Ind ̂ Coll Coll ̂ Ind § Lin* C oll m Ind > L in Coll ̂ Ind > L in Ind § C oll s L in Ind ̂ Coll > L in

C oll= Ind > L in L in = Ind > Coll C oll ̂ Ind SLin* Ind = C oll= L in Ind = C oll = L in , Ind = C oll § Lin^ C o ll= Ind = Lin*

T1T2T3T4T5

F u t> P re s> P a s t P re s> F u t= P a s t F u t> P ast = P re s

P re s > F u t > P a s t P r e s ^ F u t> P a s t P re s> F u t> P a s t P re s> F u t> P a s t F u t> P re s> P a s t F u t = P re s > P a s t F u t> P re s = P a s t F u t> P re s = P a s t

F u t = P r e s = Past*1' P r e s = F u t> P a s t P r e s = F u t> P a s t P r e s = F u t = P a s t P r e s = F u t> P a s t P r e s = F u t = P a s t F u t= P a s t> P re s F u t = P a s t> P re s F u t = P r e s = P a s t

MN1 Over=Subj>W ith MN2 Subj =Over=W ith MN3 Over>W ith=Subj MN4 Over>W ith>Subj MN5 WithmOvermSubj

Subj =Over>W ith O ver^Subj>W ith Over^Subj>W ith^ Subj=Over=W ith SubjlO ver>W ith Subj^Over^W ith"' O ver>W ith>Sub j, O ver>W ith=Sub j Over>W ith>Subj Over=W ith=Sub]l'Over>W ith=Subj O ver^W ith^Subj Over>W ith§Subj Over>W ith=Subj Subj=Over=W ith

A1 Doing = Being A2 Doing > Being A3 Doing > Being A4 Doing > Being A5 Doing > Being A6 Doing > Being

Doing = Being Doing = Being Doing > Being B eing = Doing Doing > Being Doing > Being

Doing > B eing Doing > Being Doing > Being Being = Doing Doing > Being Doing > B eing

B eing = Doing Doing = Being Doing = Being Being = Doing Doing = Being Doing = Being

A P P E N D I X D

T - te s ts fo r the s ig n ifican ce of d iffe ren ces betw een ra n k s fo r a ll item s of each d im ension . G roups I th rough IV r e f e r to M ex ican -A m ericans going to co llege , M ex ican -A m erican s not going to co llege , A nglo- A m erican s going to co llege and A ng lo -A m ericans not going to co llege , re sp e c tiv e ly . The ab b rev ia tio n s a re the sa m e as u sed in Appendix C.

36

R ela tiona lO bserved

Group P re fe re n c e m ean f

I L in > Coll 2 .22L in > Ind 2 .5 6Coll > Ind 3. 33

n L in > C oll 2 .85L in > Ind 2 .75Coll > Ind 3 .55

m L in > Coll 2. 06L in > Ind 2 .37Coll > Ind 3.49

IV L in > Coll 2 .9 6L in > Ind 2 .6 4C oll > :in d 3 .2 4

T im e

I P a s t> P r e s 1.52P a s t > P u t 1. 37P r e s > F u t 2 .7 4

n P a s t> P r e s 1 .70P a s t> F u t 1 .30P r e s > F u t 2. 30

in P a s t> P r e s 1 .42P a s t> F u t 2 .91P r e s > F u t 4. 11

IV P a s t> P r e s 1 .24P a s t> F u t 1 .08P r e s > F u t 2. 68

M an-N atu re

I S ub j> O ver 1 .78Subj>W ith 2. 63O ver > W ith 3 .63

H S ub j> O ver 1 .50Subj>W ith 1. 65O ver > With 3 .10

m S ub j> O ver 1 .40Subj>W ith .97O ver > W ith 2 .4 3

E xpectedm ean f Sm t P

3.5 .21 -6 .1 1 .0 13 .5 .2 3 -4 .0 2 .0 13.5 .31 -0 . 54 n. s3 .5 .3 0 -2 .1 6 .013. 5 . 36 -2 .0 7 . 103 .5 .3 4 .1 5 n. s3 .5 .2 3 -6 . 33 .013. 5 .2 7 -5 .2 1 .0 13 .5 .31 -0 .0 5 n. s3 .5 .2 7 -2 .0 2 . 103 .5 . 32 -2 .7 3 .0 23 .5 .2 7 -0 . 98 n. s

2 .5 .1 7 -5 .7 1 .012 .5 .20 -5 . 63 .012 .5 .2 0 1.22 n. s2 .5 .2 8 -2 .8 4 .012 .5 .2 3 -5 .2 0 .012 .5 .2 4 -0 . 83 n . s2 .5 .1 7 -6 .2 9 .0 12 .5 . 13 -1 1 .5 1 .012 .5 .1 8 -0 .3 9 n. s2 .5 .21 -5 .9 9 .0 12 .5 . 14 -1 0 .1 1 .0 1mCM .2 0 .91 n. s

2 .5 .2 8 -2 .5 9 . 022 .5 .2 3 0 .56 n. s2 .5 .21 5 .27 .0 12 .5 .2 7 -3 .7 5 .0 12 .5 . 25 -3 .3 4 .012 .5 .2 4 2.51 .0 52 .5 . 17 -6 .4 8 .0 12 .5 . 19 2 .2 4 .0 52 .5 . 16 10.25 .0 1

37

Man-Nature (continued)

Group PreferenceObserved mean f

Expected mean f Sm t P

IV Subj>Over 1.68 2.5 .29 -2.86 .01Subj>With 1.96 2.5 .18 -3.04 .01Over>With 4. 32 2.5 .19 9.63 .01

Activity

I Doing> Being 4.63 3.0 .24 6.80 .01n Do ing> Being 4.25 3.0 .26 4.80 .01

:in Doing> Being 4.34 3.0 .27 4.94 .01IV Doing> Being 3.32 3.0 .30 1.05 n. s

REFEREN CES

A tkinson, John W. An In troduction to M otivation. P rin c e to n , New J e rs e y : D. Van N o stran d C o ., 1964.

Kluckhohn, F lo re n c e Rockwood and S trod tbeck , F re d L . V a ria tio n s in Value O rie n ta tio n s . E vanston , 111.: Row, P e te rs o n and C o ., 1961.

M cC lelland, David C. The A chieving S ociety . P rin c e to n , New J e rs e y : D. Van N ostrand C o ., 1961.

M cC lelland, D. C . , A tkinson, J .W . , C lark , R .A . , and Low ell, E . L .The A chievem ent M otive. New Y ork: A pp le ton -C en tu ry - C ro fts , 1953.

M urray , H. A. M anual of T h em atic A ppercep tion T e s t . C am bridge, M ass: H a rv a rd Univ. P r e s s , 1943.

R iesm an , D . , with G la ze r, N . , and Denny, R. The Lonely C row d. New Haven, C o n n .: Y ale Univ. P r e s s , 1950.

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