[PAGE 1]
At Dste of. Original PeriodTine-ExtendedAllgcent Arcunt of Authorizaticn Covered To Munber Cgl1gation

Additiocel PeriodTine ExtendedAllotuent Amont-of Authorisatious Covered20 Qoligstion

INVOTOS CUROK LIST

[PAGE 3]
Cost Account1525.109:1902

Object Class.

[PAGE 4]
MENORARTUM PORICOMPTHOLLER

Artanlos Pinanos Diviaion

SUJECT 1  , Subprojoet 112

Cader the authority granted in tho Mosnrandu datod 13 April 2953
fros tho Del to the DD/A and tho axtensioo of this euthority in gubeo
quent mosorsada, Bubproject 112 has been approved and \$6,056.66 of the
ovar-all Projeat HullRA nats have boen obligatad to cover tha sude 1525-1009-1902.
projact'a exponeos and chould ba chargrd to Allotacnt gsat lsos-hset.

TSD/Cosateal Breoch

APPNVED YOR OETIQATION oF FUNTG1

Restarch Direotor

I CIRTIFY THAT FUNDS ARE AVATLABLEE 20 196 106
ORGATION REESENCE NO
DAK10 MOMEN .122109.1902 AUTHCRILING OFFICER

Digtributiont Orig a 2 - ADCRESSEE

1-TSD/0

21=TSD/FASS

24. 1960

[PAGE 6]
MHORAMDOH POSI CRISP, PIMANCE DIVISION

VIA 1BD/Buáget Orricer

SUBJECT LA, Eubproject 112, Invoie No. 1 Al10tsont 1525-1009-1902

1. Invoice No, l ie attached covering the above subproject. Payoent should bo aede ae follovst

Ceahlor's Check 1n the woount or \$6,056.66, dr 7

2. Pleaso forvard the check to Chief, T8o/Rascarch Branch through mo/oadget 0rricor by Vednesday, 3 August 1960.

3. tis ie a rinal invoice. Hovever, eince it ib anticipatod that additional funis vill bo odligstod ror thie project, the files should not be'olosed.

Attachant:

Envoice à Certifications

Distributioni Orig a 2 • Addregsee

1 - TSD/PASS

2 - TSD/RB-

TSD/2 2Q Ju1y (0)

2

112-6

20 Ju1y 1960

[PAGE 7]
CRRTIFICATIONS

(1) It is hereby certirled that this is Invoice No. i applying to Subproject No. ll2 of MULRA, that performance is satisfectory, that services are being accomplished in accordance vith mutusl agreenents, that a detailed agenda of the payments and receipts is on file in TSD/RB, that this bill is just and correct and that payment thereof hae pot yet been made.

Chief, TSD/Ressarch Branch

Date:

(2) It is hereby certiried that thie invoice applies to Subproject No. 112 of uliRA which vae duly approved, and thet the project ie being carried out in accordance vith the memorandum of 13 April 1953 frou the DCI to the DD/A, and the eatension of this auth rity in subsequent mamoranda.

112-6

For sorvices

INVQICE

\$6,056.66

Resesrch Director

Datel.

[PAGE 8]
Official Check No. C43049 dated Jüly 29, 1960, in the amount-of \$6,056.66, draw-on the

Receipt is hereby acknowledged ofthe-fotlowing check:

[PAGE 9]
1. Date of ObligationiN/A

2. Purpose of Project:

4. Explration Date:N/A

5. Project Monitorm

FROM: TSSICD Prnity 6

[PAGE 10]
MKULTRA, Subproject 112

1. It is requested that Subproject 112 be approved to support
the research program\_of4 C-β
in bis study\_of in accordance with the attached proposal.

2. This type of grant is clearly consistent with the overt aims and purposes\_ of the and will serve to support th need for cover.Agency interest B is connected with the current problems of vocational guidance with possible application to the selection of technical and scientific careers.

3. Funding and monitoring of this project will be handled by the

, in the regular manner.Accounting for.the funds expended will be according to the procedures-previously established by the It is not anticipated that any permanent equipment will be required for the project. Travel funds will be accounted for in a manner consistent with the establisbed practice of the

4. The total cost of the project for a period of one year is estimated to be-\$6,056,66 as-indicated in-the attached budget. Charges should be made-against Al1otment 0525to0ghpo21525-1009-1902.

112-8

DRAFT/ONA 24 March 1960

MEMORANDUM FOR: THE RECORD

[PAGE 11]
5. No cleared or witting persons are concerned with-the

conduct of this project.

APPROVED FCR OBLIGATION OF FUNDS

Attached: Proposal and Buiget

Distribution: Original only

[PAGE 12]
Objectives:

This research is-first of all intended to probe the development of young children!s understanding of occupational roles within their society, and the awareness which they have developed of the way in which a prestige.orstatus system is associated with work.Second, it seeks to explore the dégree to which personal contact, vicaricus contact (via television) and-limived contact with occupetional roles are influences on the degree of learning aocut such occupational concepts. Third, it attempts to assess tne influence of: the child's beckground factors,.such as age, sex, social class and intelligence, on his learning about-the relationsnips between work and status.

Methods

The research-will-involve-interviewing and testingr-with-instruments designed for the purpose, random samples of children in prades one through eight in the The 3.80l children currently ejrolled represent both rural and town children, as well as a wide range of socioeconondc levels. In addition, a systematic content\_analysis of children's television-programs-will be conducted to establish the nature of occupational portrayals on this mass medium.:Statistical tests of hypotneses, quantitativs measurement, and numerical treatment-of-\_data will be used wherever. possible throughout the research. An extended Research Plan has been prepared which outlines the methods involved in-each phase more completely.

Completed Phases\_and-Projects in Progress

The nost significant pro ress to data has been the development of and partial testing of the Occupations Test for yoyng children. This test consists of-18 cards, each portraying a common occupation in graphic or cartoon-likeform.=These drawincs vere prepared by a pro fessional artist, and -they will be used to test occupational concepts in the samples-studied.

From the.point of view\_of-the child,the Occupations-Test appears to be a "game which they play with the interviewer. Each of the eighteen cards-contains-a carefully selected occupational role. The cards are divided into three.sets of six cards each, on the basis of the kind and degree of contact the ordinary\_chilo has had with the occupations

SUMMARY OF PROPOSAL

[PAGE 13]
in the set. That.is, each set represents a set of roles with which the child has had either personal, vicarious (via T. V.), or-limited contact. witnin each set the\_occupations\_are.status-graded-such\_that prestigious and hmble-occupations are represented with intermediate categories arranged-in-between.

With the use of-this-instrument;-it has been possible to obtain a Roles score (indicating the extent\_to which the subject is familiar with the actual functions performed by the occupations) and a Status score (indicating the-degree to\_which the subject\_understands the position occuppied by the occupational categories in the prestige hierarchy).

This instrument also\_includes pictorial representations:of-common status symbols. . For example, houses (ranging from a mansion to a shack) and cars (ranging frem a limousine to a jalopy) are shown. The child subject is asked to indicate which occupation would possess which of these ststus criteria.More abstract criteria such as\_authorityi education, dress and:wealth will also\_be\_axplored.

Although the measurement techniques\_have been partially pretested, they need further-refinement before actual research begins. A pilot study is now being startedfor the\_purpose\_of refining instruments, improving interview techniques, and developing saapling procedures. Prelininary tests.of several hypotheses will be availablé-from this study when it is completed.

Time Required to: Complete the Work for which Aid is Sought:

It is anticipated that the supoort could be scheduled as follows: (1) Aid would start in\_the sumer of i960, (2) ccntinue curing the 1960-61 academic year, and (3) terminate at the end of the surmer of 196l. These thres periods Wovld provide fort (1) further planning and pretesting, (2) a major data-gathering period, and (3) an analysis and writing period, respectively.

Qurlifications of the Organizations of\_Individuals Involved:

My fielas of specialty nave ceeo Soclal Psysnology and Research Methods. I teach a variety of courses at all levels from freshman.to graduate. These include Mass Communication, Research Methods, Social Psychology, Public Cpinion and Propaganda, Graduate Seminars, Introductory Socio= logy, etc. I have published a number of research articles and monographs in such fields as attitude measurement, human ecology, race relations, mass commnication and others.(See attached.vita).

The project-will require one graduate student assistant, who will work either on.a part tize basis or for short periods on a-full tine basis. This person will-assist-with technical work such ss-sampling, pretesting, interviewing, abstracting.of-previous research, etc.-Also,

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[PAGE 14]
during the rajor data-gathering-period-svpplementary help, paidon an: hourly basis, will be-required.

Previous Support

Although this particular project has had no previous sopport
tha, research grew out of a study,recently completed by B myself. This previous study investigated The-recruitrent of ty chlidren into academic life. Toat study was supported by funds
from the B

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[PAGE 15]
Salary Salary of Principal Intestigator for the Sumer of \$1,466.66 1961. (If an increase in base pay from resent 6,600 occurs, this will be adjusted to conform to 2/9ths of actnal base pay at the time.) Salary of graduete student rosearch associato who wil ausist with planning, interviewing, pretesting, tabulation,
1,600.00 statistical analysis and related problems.(This will be either half time for l960-61 or full time for sunere of 60 and 61 or some combination of part and full time for these periods.)
1,000.00 Salary for additional interviewers during major datagathering period.
250.00 Salary for student content analysts 200 hours at \$1.25 per\_hour. Salary for part time clerk-typists About Lo0 hours
500.00 will be needed at \$l.2 per hour. This will involve typing, mimeographing, sorting, coding, and some simple atatistical computation. Fees and costs involved in the proparation of drawings,
275.00 cartoons and photographic reproductions for the Occupatione Test and related instrwoents. These pust be\_ done by professional\_artists\_and photographic technicians. Travel Travel of Frincipal Investigator ani/or assistant for
75.00 purposes of interviever supervision and related probleme. The sample area involves rural sreas. Supplies Mineograph paper, typing paper, stencils and miscel-
100.00 laneous materials. \$5,266.65 Total expenses
790.00 Indirect overhead expenses, payable for administration of funds, work space, machines, etc.

ESTDMATED BUDGET

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[PAGE 16]
Introduction

The American Society is one characterizeo, for the nost-part, by an open class-systen coupled with a strongly\_emphasized cultural theme or upward mobility. The prinarr avenue to such upward mobility is through an occupational career. From the standpoint of the-individual, the selection of and entrance into an occupetional-specialty can be one of the-most significmt processes ocurring in his life cycle-Just as aninals lower than man must be suited by biologicel structure, inherited capacity or learning ability, to occupy a particular niche in the web of life, the h-man individual in an industriel society aust occupy. a position in the web of work. To do this he must be equipped, by the time occupational selection is made, with attitudes, motivations andinformation-aboutis chosen occupational role, so that he can successfualy adjust to the\_way\_or life which a particular occupational category will\_imply.

At the level of the individual, the occupational career will determine in many ways the life pattern which will be followed. For exanple, a man's work is an important determiner of his position in the class structure of his local community.Hany studies have\_shown that the impact of the comaunity, and indeed the larger society, is to a sizable extent mediated by the individualts position in this

1129

A Research Plan

IThis is most-true of American\_males, but it is beconing increasingly true of wonen as the status of-females-in our society continues-to change.

[PAGE 17]
class structure.. The cistribution-of-justice, education for offspring, material comforts, life-and health-expectency, exposurp to the artistic heritage, and even political and religious beliefs have been shown-by past research to be closely bound-to the-social class hierarchy; consequently to be related to the prestige hierarchy of occupations.In short, perhaps-few-other:decisions have the significance-that the decision of occupational choice has-for the individual attempting to relate himself to-an industrial society.

The impcrtance:of.occupationel choice and-occupational prestige
can also be discussed at the- societal-level.The survival of any societ:
in the corplex balance of modérn international relations may be closely
linked to that societyis\_ability to recruit-capable individuals into The widely ciscussed-innovations in
a variety of key occupations.
scientific ahd technical education which have occurred-in\_the Soviet
U'rion may pose a problem of survival.for the American society. Unless
techniques can-be\_discovered for-inducing potential recruits to enter
vital job cetegories, the American society may fnd itself badly out
stripped in decades to cone. This is true mot-only of\_occupations
which have potential military significance, but of those-which\_are central to the-continued existence of a peaceful society. At present, we not only lack sufficient:eneineors-and scientists for the rocket race, but we=lack enough teachers, physicians, nurses and other crofessionals to-provice-basic services to all lavels of our poouletion. Given the importance of occupational choice for both the:individual and his society, it is difficult to understand why so-little is known about the-learning process-whereby children form-conceptions of

112-9

[PAGE 18]
the occupational world.These undcubtedly play an important part in determining choice.Those who deal with occupational guidance of youngsters; say at-the-high-school-level,frequently complain that the determination of the occupational-choices or-preferences of children is an\_extremely difficult task. In particular, many childr are ill-informed-about the\_many occupational roles which may be-open to them. Others have in mind unrealistic goals. Some, who should by virtue of capacity, be looking forward to carreers as hewers of wood and drawers\_of\_water, envision themselves in professional\_or managerial, roles. Still others seem to select or avoid a given occupation on the basis of positive or negative stereotyped beliefs about the field which it represents.For example,:a-six year\_old child beinc-interviewed-about the characteristics of occupational roles recently comiented to the author, "I wouldn't want to be a scientist because they work in places which are likely to olow up at ary minute."

Thus, lack of information, stereotyped beliefs or shared-mis= understandings. concerning the requirements, duties and rewards of varius occupational categories pose seri us problems for both individuals-and their society. The General.Problem

For the\_reasons-outlined in the previous\_oaragra hs,-the unierstanding of occupational-roles which children develop during the forrative years needs careful study.-A child's understanding of the kinds of work-involved -in various occupetions, their-relative-prestige,

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[PAGE 19]
ani the persoral rewards conrsctes with\_each, \_may be important deter miners of the occupational choices which\_he\_will\_later-make as a young adult. In ad: ition, his knowledge-of-occupational\_roles and\_their relative status wili unioubtedly\_influence-the-way. in which he relates himself to others who\_occupy-such-occupetional roles. The general problen of the proposed-resea-ch:can\_be stated very\_simply-as followsi

The major purpose of the study is\_to probe the development of- chilcrents understandings of occupational roles in their society, and-the awareness which\_they have developed of theoccupational status or prestige system.

The présent problem then,-is ono-of tracing the early development of occupationalant social class corcepts. It should\_be emphasized that this is to-be\_a "basic" study of children's-growing-awareness or the significance of work, and not an "applied" study-of actualrecruitment. \_On the-other hand, the study assumes as a premise that early conceptualization may be. related\_to later occupational choice. However, before\_this premise-can be fully accepted as fact, emoirical verification ofthis\_proposition.needs to be\_made.Such-empirical verification must-await=the\_outcore ot studies (such as-the-present) which first seekto establish the nature\_of\_children's work and prestige concepts.

In additior to the:general\_problem above, a number of subsidiary problems will receive-attontion. These concern the sources of lesrhing and the functioning of backgrounc variables which may facilitate-or inhibit sdeqnate developnent of cccupational conception.Thus,he influence of. such variables\_associal class, age, intelligence; the mass melia, and cultural themes upon he conceptioas vhich children

112-9

[PAGE 20]
develor of the world of-work ville explored Those influences are discussea in .reater detail in d set ot-vrotheses whien is described in e later section

In gécerel, there arethree pronlems f measurenent which con Of- these measurement problems,
stitute the heart of the research.
the mot difficult is-the prebinc of the children's uoderstandina
regardinc roles-and status as descrirer-aove. This can be accom
plished by a special rtsearch instrment which the author has been
developir and pretestine on-chilcren in grades 1 through-u.This
research instrument, in-the form-of a"game" which chiidren play
while being inte viewed, is-described in detail in a later section.
Briefly stated,-it-consists-of sets-of cards with pictorial, stylized
portrayals oi-occupational-categories and status symbols.-These
serve as.a-basis for discussing occupations ani occupational-status
with the child. ihe device is intended to yield numerical scores inlicating the-extent of kmow)edge which a child possesses concernine a selected set-of occupations, and the-degree to.which-he cen correct renk then in a-prestige hierarchy.

Another. meavarement-problem-is-concerned with refining the above instument, which-at present has been only partially pretested. This quires a content analysis-of-television prograns=which children view. he puroose of this procedure is-to ain-an accurate picture of the television-screen as a learning source-trrough which children can acquire-understanding about occupational roles and status. On the basis of preliminary investigation-it-aopears that televisioncontent pro ides children with-e-unique perspective" in that ittends to distort the level=of-prestige-of-certain occupational

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[PAGE 21]
categories..

Still a third measurement problem involves assessing the background of each child-in-terms of social-class; age, sex, intelligence, that is, the-variables discussed above-in the paragraphs describing subsidiary problens

The research will-be coniucted in two phases. The-first of these has been started.Phase-onc is a limiteñ exploratory\_study of approximately l00 children of grades 1 and h. The purpose of this study is basically.to perfect technique. The instruments, hypotheses, sampling and interviewing-procedures will be developed during this-pilot study. Phase two wii) be a more extended study of approximately 200 to 300 children setected randomly from our list of children-in grades l through 8 in the

In short, the-research would probe and test the extent of children's concept formation in the area of role and status knowledge concerning occupational categories. It would also seek the variables which seem to increase or limit this knowledge. Thus, the influence of personal contact with\_an occupation, vicarious contact (via-mass-media), intelligence,-class, cultural themes and age willbe:investigated\_as a starting point. It is firmly believed that other\_variables and learning sources will be discovered which-influence this. important (but little studied) aspect of the life of the child.

Backaround Literature

In the childts developuent of thought and reasoning, according

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[PAGE 22]
the external-worlc-is not iñrate in the child but is gradually evolved-and built-up-by-a-slow-process. The"selfu-is felt to be absolute in early reasoning as the child sees everything from his own point of view; to which the tern "egocentricity" is aoolied Progression in the\_childls-development is gradual and cumulative with significant differences in logical reasonng among children-of di:ferent ages,-until-finaliy there is an aopearance pf more non egocentrtc reasoning

With the evolution of increasingly-comolex sign behavior intc the develoument\_of language, the child acquires a skill which enables him-to communicate the features of the situation to which he. is responding. .Through the ability to communicate, the advancement o the socialization of the child progresses rapidly.

The composition\_of concepts which the child formulates is defined by Vinacke? as cognitive organising systems which serve to\_bring pertinent features of past experience to bear upon a present stimulus object which the\_child perceives; thereby evoking prccesses where the object is interpreted and linked with the other concurrent activities of the organism in a systematic and consisten. manner."

Children:a notioos of soc.al relationship begin to mature as their thinkine evolves from the egocentric. There is no.exact agreement on a defiiite\_numerical age; however most experimenters-have

1129

2piaget, Jean, The Child's Conception of the World, pp. 1o6-l68.

3vinacke, C. L., "Concept Formation-in Children of School Age;" Education, vol. 7h, pp. 527-53h.

[PAGE 23]
have been widely studied. For exanple, studies related to the acquisition of-recial attitudes-and the race\_concept-have been\_qulte nunerous. One-of the earliest by Clark and Clark5 found that racial identification in children of aces 3 to 7 years, was to a-large extent influenced-by the concrete fact-of their own skin color. This would indicate that\_at\_an early age the frame of reference of the child is not abstractive and objective. The extent to which children interiorize adult norms alon€ these lines\_was\_studied by devoted to examining the adult cormunity in order to establish what norms sxisted; following which the children were tested. The results indicated that the attitudes of children were assinilated as a function of-the develpment of social awareness and not simply as a function of mental development.

Racial and religious\_conceptions of. children were\_investigated by Rrike, Trager, and Davis, The results showed a more prevalent impact of dominant cultural values than individual variations in environment and personality. There was a high level of underatanding of recial and religlous ideas among children of ages .5-8-years, but thera were also many miscooceptions and distortions. Therefore, it was concluded, prejudices developed from the kind of learning the children were exposed to.

112-9

in Negro Children," Readings in Social Paychology, pp. 81-88.

Horowitz, 8.L.-and Horowitz, R. E., "The Developmont of Social Attitudes in Children," Sociometry, vol, 1, pp. 30l-338.

?Radke, M., Trager, H., and Davis, H., "Social Perceptions and Attitudes of Children," Genetic Psychology Monographs, vol. L0, pp. 329-340.

[PAGE 24]
Concept learning-studies have likewise.investirated the areas of money8 and the flag.? These studies have dealt with ascending levels of knowledge of the concept from the concrete recognition of the concept to-a more\_abstractive, deductive application\_of the concept. Each stage-of-advancement. presumes certain prerequisite-learning prior to later developmenta Many studies of concept-development have been concerned-mainly\_with.descriptions\_of what children\_of various ages khow about a certain concept. For example, Stendlerl0 in a study of the children of Urbana, Illinois, iliustrated\_how the-knowledge of social class-graduallybecomes more discriminative\_and\_systematic. The awareness-of social\_class differences was\_found to develop slowly, passing through four-stages. Those were\_a\_pre-awareness, beginning of awareness, acceptance of adult stereotypes, and recognition of individual differences\_in social\_class.

Specific Hypotheses.

In attempting to study the child's concept of occupational roles and awareness of the=occupational\_status system, it is not intended to illustrate\_the-prerequisite learning stages\_necessary\_in concept formation. The children will be tested lirectly for knowledge\_of occupational roles. This will include recognition of the occupations, definitions, functions, and locations of the various occupations.: In

-10- m..

112-9

Schuessler, K. and Strauss, A, A Study of Concept Learning-by Scale Analysis,"American Sociological heview, vol 156, po.-752-762.

Kiniergarten and Grəde School Age, M. A. Thesis 195l, Indiana University.

10stendler, C. 8., Children-of-Brasstowm.

[PAGE 25]
testing, awareness. of.the-occupational status system, which is defined as the gronpin-of occupations into-categories accordin to the type of work or: activity, renkeu along.a scale-ct prestige superiority and inferiority, certain "status symbols" ror eacn-level will be selected to be associatea-wit.the-occupationel-cate ory.

The hvootheses listed-below,which state possiole relationships amons these factors;nust he re arded as-tentative. They-represent preliminary proposttiore which will=be tested\_with data gathered\_in the exoloratosyphase-ot-the-research.

à. From evidence in related studies, it has been shown that the chronolo ical a e of the child is closely related to his level of conceotlearning.Therefore, learninr re arding the included occupational-concepts vil rcrease with the age of the child.

3. A child-must-possess the knowledge-of the-concrete facts of a concect-before-he-is-able-to-relate this to a more\_abstract anplicetion of a-concept. Consequently, a knowledge-of t he occupational rcles precedes the development of.a knowledge of tre occupational status hierarchy.

C. Fror our soċiety's strons middle class emphasis-on-status and upward mobility there will be certain effects on the-children of this class.The class-memcers :p of the child.will therefore influence-the-asareness-of\_the=occupationel roles and-narticularly the occupational-status systen, oroducing more: and earlier awarenes amon" middle class-children.

D.Close and persoral contact withran ewill result in a more acute awareness of the object.Consequently, direct personal

.11

[PAGE 26]
contact with specific occupational roles will facilitate the acquisition of knowledge concerning these roles in contrast to occupations of slight or vicaricus contact.

E. In proiucing-nore awareness of an object, contact of a vicsrious nature is-important also, as it increases familiarity with an object. It-follows that the exposure to occupations through a nass nediun of communication, i.e., T., will produce relatively-greater-familiarity vith certain occupational roles as opsosed to-others which are not vicariously contacted.

F. Due to cultural-themes and\_socialization emphasizing the male necessity=of choosin occupational roles, male children will \_be more aware of these roles. Therefore, a difference in the-knowledge of the two sexes will result because of the\_cultural roles assigned to each.

G. Intelligence\_being a\_factor in tho learning process of children; the less-bright\_children will not develop\_the concepts.as fully or as early as those of averege and superior intelligence. Accordingly, the intelligence of the children will influence their development of knowledge of occupational roles and occupational status. (A rating of the children's\_intellienco\_is\_evailaole, i.e.,.Q. tests, therefore it is possible to use and test:this nypothesis.)

Method

Stated in overview, the study will involve a pretesting ohase, a later more elaborate phase, and one or two minor phases.To carry out these studies, samples of children will be.seleoted, a test of

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[PAGE 27]
knowledge of occupational roles and status will be.administeredto the samples (alone-with backgrouni questionnaires); and the parents will be interviewed-foc-additional-informatton.With these.deta, the nypotheses-stated-earlier will be\_tested with quantitative statistical procedures. Some of this work has already been started. The procedures.involve-a-nunber-of-methods which\_ are discussed belov.

The selection of\_samples of\_children for\_study has-been greatly simplified by some\_work waich has heen already completed. A list has been obtained. showing each child in\_grades one through\_eight enrolled in the This 1 district includes rüral as well as town children; in addition, a number of social-ciass levels are well represented in-this population.

For each-of-the -3,80l children on this master list,=dataare available as to age, school, grade (and of course,\_sex).\_In addition, each of these\_children\_has recently taken a group type intelligence test and these=scores\_are availāble. Since this list is-but\_a\_few months old, it-should be basically correct by the time the major phases of the study are undertaken. Hovever, it is anticipated that sone minor distortions\_may\_be introduced by migration. If pretesting indicates that the list contains\_errors, it will be'brought upto date, and additional-intelligence tests will be administered where needed. Discussion with school\_authorities has indicated that-this should not be too extensive a problan.

For the pretest-or-first phase of the study, approximately\_a hundred children-will-be selected from one\_of the larger-schools on the list. This-first phase has already been started. After the-

1129

-13-

[PAGE 28]
completion of this preliminary-phase during which instrunents and.. techniques will be refined,-the najor stud of two to three hundred children will\_cewndertaken..

Each child will-se given the-Gccupations Test. This test yields two measures, a.koles Score and a Status Score.With these-data and the infornation on social class,intelligence,age, etc.,which will also be gathered-for each snbject, the hypotheses outlined earlier can be tested.\_However, a detailed-description of the present fom of the main measurine instrument will-be helpful.

The Occupations Test

The Occupations Test currently consists of three sets of cards. Bach of these three-sets has six cards, upon which six particular occupations-are represented. These-occupational portrayals are in the form of schematic-drawings, sonething like cartoons,-each of which shows\_a\_man clothed in the garb typical of a particular occupation. For example, a "miter" is shown on one card with pick in hand, wearing overalls,!boots and a light on his hat. Others portray occupations such as architects, bookkeepers, barters, ministers, etc. In the three sets-of cards, a total of eighteen occupations:are portrayed. All are male occupations, each portrayal is rather-stylized-and= simplified, and the-same-"man" appears in each.

The three sets ropresent occupations with which the-chiid is likely to have-had different degre&s of contact.Cne-set includes six typical occupations with which the ordinary child has had-personal contact (i.e.,:physician, minister,-tescher, postman,barber- and

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1.

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11 janitor). Another set\_includes- typical-occupations with which the ordinary child has\_had vicarious contact, primarily through T.V. (i.e., scientist, airline pilot, singer, sheriff, bartender and ranch hand). The third\_set of cards portrays occupations with which the ordinary child-has had very limited or no\_contact, either personally or vicariously.(These include stockbroker, architect,building contractor, bookeeper, telephone lineman, and miner). Thus, the three sets of csrds correspond to three degrees or types of contact by means of which the average child could acquire knowledge about such occupational roles.

Another feature of the Occupations Test is that each set of cards represents occupations at six different levels\_of\_occupational prestige. For example,-the-physician and Janitor represent ooposite ends of a prestige continuum for personal contact occupations.The-remaining four occupations within this set have been graded\_to. represent intervenine increasing-levels of status. A similar:situetion preveils within eacc of the three sets of cards. Thus, six-generel levels of occupetional prestige are represented in the entire test.

These cards,-or rather the occupations vhich are -oortrayed, were selected with the use.of\_a\_number-of criteria. First,-the-sixprestige levels correspond roughly to thé six levels\_of social class enmerated by W. Lloyd Warnerl2 in his classic Social Class in America. These he labelled

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Hall occupational selections are tentative\_and sutject to revision

12darner, W. Lloyd, Meeker, Marchia, and Eels, Kenneth, Social Class in America, Chicago, Science Research Associates, 1949.

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Upperupperlass Lower-ucer class Upper-midle class. Lower niddle class Upper-lower class Lower-lower class

After\_a-nunber\_of.candidate occupations had been selected to represent these\_varicus-social class\_levels, the list was reduced.by 13 reference to the North-iattscsle of occupational prestige. This device is based-upon a nationwide survey and\_reports\_the relative prestige rankings\_assigned to a large rumber of occupations by Anerican adults. A-still-further soreening was made by subnitting the surviving occupational-categories to a panel of judges. These judges wore "experts". in the\_field of. mass\_comnunication, childrenis\_television, social stratification, and-child behavior. The final list-of occupations for the degrees of contact-and or the status levels was as foliows:

personal- vicarious linited contact contact contact Status lovel occupations occupations occupations

6 (hichest) physicianscientiat stockbroker

5 ministerairline pilotarchitect

4 i teachersinger building contractor

3 postmansheriff bookkeeper

2 barber bartender telephone lineman

1 (lowest) Janitor ranch herd. miner

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13sce Opinion News, %ol, IX (September 1, 19h7). See also, Deog, Maethel, and-Paterson, Donald C., "Changes in Social-Status of Occupations," Occupations, 25, No. 4, 1917.

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To test the-child,one of the-three sets\_of cards\_is presented first. In random order, the cards\_are given to the child one at atime.The child is asked to name the occupation represented and then-to. tell about "what kind of vork" the role involves. With probing and questioning the extent of the child's understanding of each of the\_six\_ roles is determined. Later, his responses are compared to an official role description obtained from the Dictionary of Occupational Titles, and an accuracy score is obtained.

Tne next step\_is\_to\_have the\_child arrange the six.occupations in such a way that the least prestigious is on the left and the most prestigious is on tha right, with the others arranged in between. Simple instructions are capable of conveying this idea to first graders. The tester then arranges an identicel set of\_six cards (facé down) next to the child's arrangement.\_ The child can then turn\_up.the face-down cards to see if his arrangement maiches the correct sequence. The child gets a reward (penny or candy) for each matching card. Ihis indicates the degree to which the\_child can effectively arrange the\_occupations\_in a status hierarchy.A status score is derived, based upon-the degree to which his card placenent departs from chance.

Each of the-sets is treated\_in\_this manner for s given-child.=At the conclusion he is-shown\_status-graded pictures of houses and cars and asked "which man lives here? or, "which man drives this car? Thus, his matching of occupational roles and status\_symbols\_provides further cata oa status conceptions.

Pretest data-has indicated that some\_ofthese occupations\_need. to be changed. For example,children have in fact\_frequently\_seen the telephone lineman.-His dramatic-position up.a-pole catches:their\_attention

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and they demand-explanation fron carents.Thus, the Occupations Test neeis more work, both-in scoring orocedares-and inhe selection of occupaons. in particular,the set of occupations selected as representing vicarious contact neesrevision. The a priori selection should be revised on-the\_basis-of a systematic-content anatysis of locally viewed television-content. This, then, will be one research task.

The Content Anatysis of Televisiorrogramning

As was explained sbove, the selection of-occupational roles to be included in the Occupations Test nas thus far been made on an a priori basis.The-collective judgnents of "experts" were used to select a set of graded-occupatisns which-are freotently\_presenteo on televisiohfor the "vicarious contact" set. These "experts" included first of all, a specialist in-children's television, (ar-individual who for several yeers was responsible for highly successful children's programs on-a-local TV -station. This individual designed various children's-programs, apoeareo on them,an assessed their impact-on the child audience.) The second expert was a professional sociologist specializing in sociel stratification and the study of social-class. The third was a-professional sociologist widely kpown-for-his-contributions to the field of juvenile delinquency anà the study of-children. Firaliy,:the fourth was a sociologist specializing in mass communication research. The-list-of-occupations, at the various class -levels, include in the test-wasconpiled by these persons.

It should be recognized;-however, that the-judgments of experts are not an infaliible guide to the most suitable list of occupations

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to inelude for the purpose-of assessing chiliren's conceptions-of occupational roles, and the relative prestige of occupational roles. It is ir. fact an empirical-qustion-as-to which occupations are most frequently presented:on television, ani as to-the qualitetive charace teristics of these-occupational\_portrayals,

The selection of\_vicarious"contact occupations to-be-included in the final version of\_the-Test, therefore, will be made on the basis of empirical-evidence iniicating the-relative frequency and charactertstics of occupational portrayals or. television programs viewed by chilaren.

The determication-of-the-way-in which occupational roles are presented on television can-best ce made-by-s-systematic audit of television broadcasting during those hours which are most\_popular with childrer in the age group under study.-To-acromplish this ourpose, a content-analysis-of locally received programs will-be undertaken.

To determine-which-hours.are most popular and-significant,a number of inormation sources will be utilized.-These include parental reports of children's viewing habits; comments of sample children from the pilot study;-the-reports of-television-broadcasters who\_design prograns for childrenj-and the-recorts of commercial polling agencies -who-analyze-localvieain audiences.These'various-data should reveal a gcod picture\_of the prograns-and mours-mest\_heil viewed\_by the sample universe.—These programs wili then e-viewed as potential learnin; sources froa which children can-ootain-infornationebout oecpational roles and occupational urestige.

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A random samgle of tine\_segments will\_then be-devised. These will be audited-in terns-or (1) the occupational:categories portrayed, (2) the role pcrfornances=oithe\_presentation (That isj what kinds of work or functions the-occupational encumbent is ahown as performing), and (3) the-status characteristics of the portrayal. The third categor will include-inplications of-relative-prestige, suggestions of high income, the possessien of symbols of power or status, luxury goods, or exclusive interaction.

If possible, within the limits of budget, the content analysis will include-attempts to assess\_the\_reliability of the-categorizations. This can be-acconplished by having two or more analysts rate some identical orograms, Their degree of agrcement would be one-index of reliability.

This analysis of teleyision content will greatly facilitate the selection of-status-graded occupations with which children-have. "vicarious"-contact. In ndaition,it will offer. data\_of considerable interest in-its-own right concerning the perspective-of-television offered to the\_child audience.

Statistical Testing of Hypotheses:

This section lists the statistical procedures planned for the. hypotheses enmerated earlier.It should be emphasized that these are hypotheses derived for the exploratory phase.of the research. The more definitive ohase-may-require-revised hvpotheses or others of greater comelexity.A certain flexibility is necessary-in-this type of researc.. to take account-of-emerging propositionsThus, it is not possible-at this:time-to spell-out the precise relationships

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that wiil be. tested in the larger phase of the research. In general, however, it is-anticipated that the larger study, will follod the general iine of inquiry imolied in the prelimirary hypotheses stated earlier, plus any new lerds which emerge from pretest findings.

Each hypothesis-involves testinc the significance of differences between means. Such an array of hypotheses lends itself readily to a factorial-type analysis-of-varionce design. However, for simplicity of discussion,the author has chosen-to describe the statistical testin of each hypothesis separately. In practice, these same teats may be somewhat more efficiently perfonmed with analysis-of-variance techniques.

Hypothesis Alet XThe mean age of children-achteving Occupations Test scores above the mean of-the Occupations Test distribution.

Test scores below the mean of the Occupetions Test distribution.

Hypothesis: 2 (for both Roles Scores and Status Scores)

Statistical test: C.R. or t, ore:tailed test.

Kypothesis-B.Let X - Mean score on the Roles Test.

y  Meen Score on the Status Test.

d= X - y for first erade

d2- X- y for fourth grade

Hypothesis: 1 a2

Statisticel-test: significance- of-difference between means (t=test,one-tailed-test)

Hypothesis C. Let X  Méan score on the Status Test for midile class childron

X. a Mean score on the Status Test for lower class children

つ

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yoothes1st77

Statisticaleet:\_. or tone tailed

Corollary or derized hyoothesis: Corollary or derived hyoothesis:

utothesis n is correct (ã do, that is, if occupaticnal role awareress precedes status-avarcness), and i othesis Sis correct (X1, that niedle elass caiidren-mve- higher-status-awareness), it lcllows that-ki ule class cbildren must have nigher-role-aworeness. That is:

riean-score on koles Test ror middle= elass\_chiliren

yL Mean score\_on\_koles Test-for-lower class-children

Aypotheste:yVL

Statistical testt Gwa. or-t,-one tailed\_test

Hy othesis D. Let S The mean foles Test subscore (for all the subjects on the=Lcw Contaot Occupations.

the Higa Personal Contaet Occupations.

aypothesis:35 (This can also.be-tested \_with scores ch-the Status test)

Statistical testi Cn. or t, ori tailed test

Kypothesis E. Let Sy The mean holes Test subscore-(for all subjects) on the Vicarious Contact. Hypcthesis: S) S (This can also be-tested with scores on theStatus Test) Statistical test: C.k. or t, one tailed test An adcitional cyoothesis is possible, namely that S Sp (similarly tested).

Hyp thesis F.-Let-Ty  The mean score on the noles Test-for the male-subjects. a The mean"score on the holes Test-for the female subjects. Hypothesist—X> Xq-(This-can also te tested with scores on Status-Test). Statistical.test: C.h..or t,\_cne tailed\_test

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Hyoothesis G.Since-a-measure.of:the sabjectstintelligence is availablej hypothesis G will be tested-in a tethod sinilar-to-the-preceding-hyootheses.

Of course, the-aboye-procedures-for-testing the-hypotheses-may have to e altered:according to ary charges-in-the-tests or in-other methods.

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[PAGE 38]
Clark, K. S., and Clark,.P.Racial Identification and Preference in Negro Children, " Rea lings-in Social Fsychology, Pp. 81-88, edited ty Newcomb-ant-lartley, lenry Holt.-and Co.s-Ner York, 1947.

Deeg, Maethel, and Patersoa, Jonaid G., "Changes in Social Status\_of Occupations," Occupations, 25, No. 4, 1947.

Horowitz, Eugene Lo, and Horowitz, Hutt. ., "The Developnent of Social Attitudes-in"Children," Sociometry1:301-338, January,-1938. +ノノソ●

Mead, G. H., Mind,-Seli, anl Society, University of Chicago Press,- Chicaco, Ilinois,193h.

Piaget, Jean, The Child's Concertion of the world, Harcourt, Brace and Co., New York, 1929

Radke, M.; Trager,Nj and Davis, ., "Social Perceptions and Attitudesof Children," Genetic Psychology Monograohs, 40:39-3h0, October, 191.9. …

Schuessler, K., and Strauss,A., "A Staty of Concept Learning by Scale Analysis, American Sociolorical Review, 15:752-76?, September, 1950.

Stendler, C. B., Children of Jrasstown, University of Illinois Press, U'rbana, 11linois, 199.

Vinacke, C. L., "Concept-Formation in Chiliren-of School Age,". Education, 74:527-534, November,-196h.

Warner, L. W.; Meekery Marchia; and Eells, Kenneth, Social Class in America, Peter.Smith,-Gleucester,Mass., 1357.

Weinstein, E., Develooment of the Concept of Tla in Children-of-Kindergarten and Grade Schocl Age, M. A. Thesis, Indiana University, Blooninton, 1951.

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BIBLIOGRAPHY

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Comments of the revlewers ond the Individual sclentists are as follows:

There are many good Ideas In thls proposal, The test Is a clever one and should be useful. The television survey would be worthwhile on Its own merits If well done.  om wondering, however, whethord has worked much with chlldren and is fully avare of rome possibte diffilcultles. I wonder just what he meons by With probing and question-Ing tho extent of tho child's understanding of zach of the six roles is determined. " (p. 17). Although the televislon survey Is of value in its own right, It is not clearly a necessary port of the main study ond one wonders why other Influonces (textbooks, movles) ara not to ce considered. Finally, the statistical methods proposed ore not of tha most efflcient (but this Is\_a\_minor matter). On the whole, this project deserves support, and we can help hiin over some of the rough spots through consultation.

This study, In my opinion, definitely deserves support. It is in an extremely important area, the growth of occupational conceptions, and the research plan is sound and promising. Tha outhor shows considerable creative skill in his development of on "Cccupotions Tost" and the desiçn and plana for statistical treatment are all sound. The quolificotions of the author ore excellent.

Tha study definitely folls within the umbrella of studtes which should bo supportod by the The distribution of attitudes and conceptlons concerning occupetions is a key problem of the ecology of attitudes.

1 have no reservatlons of any kind about this proposal.

I have noted the\_comments o and both of which are very good. I do feel that the proposal Is in cerialn respects original, and I am Inclined to favor the gront. The flnal value of the study, however, wlll certoinly depend more than is sometimes the case upon the sklll of those who do tho actual work.

PRCPOSAL FRCM:

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tr assur you-that this-aplicateon-has the\_conplete apiroval or oth the academieind-business-adninistrations of oand we hope vou find it vossibl: to support it.

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Some veeks-ago-at I discussed with you aseries of studies concerning childrenis-concaptions of occupational rolesand\_status Since that time, I have-continued prelisinary work on the-problem and have devised an instrument for messuring such-concept formationin young children. In addition, I have fortulated the objeetives of the study,some preliminary hypotheses, sampling prccedures related measurement problens, ani\_a-proposed budget. Having completedmuch\_of this early planning, I would like to request firancial-support for the project. Enclosed-are descriptions and explanations of the-nature-of the study.

Briefly 'stated, the study seeks to-trace the development of children's conceptions of occupational roles-ana-occupstional-status or prestige. The-groip-under study will be younger children, beginning at the first grade level and going throueh aoout grade-eight. It-is my belief that information acquired-during täese formative-years-may play an important part in later occupational selection and adjustment, The occupational conceptions of children has received very-little research attention, a situation which is-not corrensurate with their possiole iaportance in terus of later adjustments required-by an industrial society. I would like to emphasize, however, thst my intent\_is\_ to study children's eariy conceptions of work roles end the status hierarchyi and not their occupational preferences-or later choices.

I have spelled out in two documents-the purposes, methods and procedures which I would like to follow. The smaller document summerizes the research in a fornat wnich I believe ycur committee requires. The larger document discueses the purposes-and plans ot the investigation in scmewhat greater detail. I hope that these reterials will be helpful for your coumittee.

I would appreciate-hearing-from you,-and I would of course, be: very grateful for any corment you might care to make-concerning the objectives and methods of the study.

Sincerely,

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