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DOCUMENT RESUME

ED 027 433 08 VT 007 988By-Campbell, David P.; Harmon, Lenore W.Vocational Interests of Non-Professional Women. Final Repoi-t.Spons Agency-Of ficeof Education (DHEW), Washington, D.C.Bureau No-BR-6-1820Pub Date Dec 68Grant OEG -3 -6-061820-0755Note-267p.EDRS Price MF-$1.00 HC-S13.45Descriptors-*Interest Scales, Measurement Instruments, *Nonprofessional Personnel, Occupational Surveys,*Occupations, Questionnaires, *Vocational Interests, *Working Women

Identifiers-Strong Vocational Interest Blank For WomenThis study has provided interest inventory scales for use in vocational counseling

of non-college women. Two questions were investigated: (1) Do women who enterdifferent occupations at this level have different patterns of interest, and (2) Whatare these patterns of interest? The Strong Vocational interest Blank (SVIB) women'sform, and a two-page questionnaire were the instruments used on samples selectedfrom 17 occupational groups by criteria aims to provide successful, satisfied womenfrom each occupation. The samples were usually drawn from rosters furnished by therelevant national organizations. The responses of each occupation to the SVIB wereused to construct empirical scales. For each occupation, the scale contained theitems that those women endorsed substantially more often than women in general. Ailof these scales successfully separated the groups from women in general and fromeach other. Thus, the main conclusion was that vocational interest inventory scales forthese occupations should be useful in advising women looking for occupationalpossibilities. Copies of all the instruments used are included. (MU)

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FINAL REPORT

N. Project No. 6-1820

CNJ Grant No. OEG-3-6-061820-0755

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VOCATIONAL INTERESTS OF NON-PROFESSIONAL WOMEN

David P. CampbellUniversity of Minnesota

101 Eddy HallMinneapolis, Minnesota 55455

and

Lenore W. Harmon

University of Wisconsin--Milwaukee

December, 1968

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCHON

POSITION OR POLICY.

Final Report

Project No. 6-1820Grant No. 0EG-3-6-061820-0755

Vocational Interests of Non-Professional Women. &

David P. CampbellUniversity 6E Minnesota

and

Lenore W. HarmonUniversity of WisconsinMilwaukee

December, 1968

The research reported hereinwas performed pursuant to a grantwith the Office of Education, U. S. Department of Health,Education, and Welfare. Contractors undertaking such projectsunder Government sponsorship are encouraged to expref5s freelytheir professional judgment in the conduct of the project.Points of view or opinions stated do not, therefore, necessarilyrepresent official Office of Education position or policy.

U. S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

TABLE OF CONTENTS

Part I: Background, Methods, ResultsPage

Chapter 1---Background for the Problem 1

2---Methodology: The Instruments, Sample Selection,Data Collection 8

3---Demographic Data for the Occupational Samples 14

4---Developing Vocational Interest Scales 35

5---The SVIB Basic Interest Scales 59

Part II: The Occupations

6---The Beauticians 84

7---The Dental Assistants 91

8---The Elementary Teachers 97

9---Tne Entertainers 105

10---Tne Executive Housekeepers 110

11---The Instrur.ient Assemblers 116

12---The Interior Decorators 124

13---The Licensed Practical Nurses 131

14---The Life Insurance Underwriters 138

15---The Radiologic Technologists 145

16---The Saleswomen 152

17---The Secretaries 159

13---The Sewing lachine Operators 165

19---The Stewardesses 172

20---The Telephone Operators 177

21---The Army Enlisted Personnel

Page184

22---The Navy Enlisted Personnel 191

Part KKK: Conclusions and Recommendations

23---Summary, Conclusions, and Recommendations

REFERENCES

Part IV: Appendices

198

202

Appendix A--- SVIB and questionnaire 206

Permission to include the inventory booklet,STRONG VOCATIONAL INTEREST BLANK FOR WOMEN: FORMTN400-R (1966 Research Edition), by Edward K.Strong, revised by David P. Campbell (Stanford:Stanford University Press, 1966) has been givenby the publisher.

B--- Examples of form letters

C--- Composition of the Women-in-General groups

D--- Item weights for the SVIB

216

223

225

Figures

1. Daily Mail Returns

2. Mean Job Description Checklist Ratings for theTotal Sample

Page

13

26

3. Profile of the Basic Interest Scales for the SVISfor Women 60

4. Beauticians: Mean scores on SUB Occupational Scales 83

5. Beauticians: Mean scores on SVI3 Basic Interest Scales 39

6. Beauticians: Job Description Checklist scores 90

7. Dental Assistants: Mean scores on SVIB Occupationalscales 94

Dental Assistants:Wan scores on SVIB Basic InterestScales 95

9. Dental Assistants: Job Description Checklist scores 96

10. Elementary Teachers: Mean scores on SVIB OccupationalScales 102

11. Elementary Teadhers: Mean scores on SVIB Basic Interest 103Scales

12. Elementary Teachers: Joo Description Caecklist scores 104

13. Entertainers: Mean scores on SVIB Occupational Scales 108

14. Entertainers: Mean scores on SVIB Basic Interest Scales 109

15. Executive riousekeepers: Mean scores on SVIB OccupationalScales 113

16. Executive flousekeepers: Mean scores on SVI3 BasicInterest Scales 114

17. Executive Housekeepers: Jcb Description Checklist scores115

13. Instrument Assemblers: Mean scores on SVIB OccupationalScales 121

19. Instrument Assemblers: Mean scores on SVIS Sasic InterestScales 122

Instrument Assemblers: Job Description Checklistscores

123

21. Interior Decorators: Mean scores on SVIB OccupationalScales

128

22. Interior Decorators: Mean scores on SVIB Basic InterestScales

129

23. Interior Decorators: Job Description Checklist scores 130

24. Licensed Practical Nurses: ',lean scores on SVI3Occupational Scales

135

25. Licensed Practical Nurses: 4ean scores on SVIB BasicInterest Scales

136

26. Licensed Practical Nurses: Job Description Checklistscores

137

27. Life Underwriters: Mean scores on SVIB OccupationalScales

142

28. Life Underwriters: Mean scores on SVIB Basic InterestScales

143

29. Life Underwriters: Job Description Checklist scores 144

30. Radiologic Technologists: Mean scores on SVIB OccupationalScales

/49

31. Radiologic Technologists: Mean scores on SVIB OasicInterest Scales

150

32. Radiologic Technologists: Job Description Checklistscores

151

33. Saleswomen: Mean scores on SVI3 Occupational Scales 156

34. Saleswomen: Mean scores on SVIB Basic Interest Scales 157

35. Saleswomen: Job Description Checklist scores 158

36. Secretaries: Mean scores on SVIB Occupational Scales 162

37. Secretaries: Mean scores on SVI3 Basic InterestScales

163

38. Secretaries: Job Description Checklist scores 164

iv

4

39. Sewing Machine Operators:

Occupational Scales

40. Sewing 4achine Operators:Interest Scales

41. Sewing Aachine Operators:scores

lean scores on SVIB

lean scores on SVIB Basic

Job Description Checklist

Page

169

170

171

42. Stewardesses: Hean scores on SVIB Occupational Scales 175

43. Stewardesses: Mean scores on SVIB Basic InterestScales 176

44. Telephone Operators: Mean scores on SVIB Occupational 181,Scales

45. Telephone Operators: Mean scores on SVIB Basic InterestScales 182

46. Telephone Operators: Job Description Checklist scores 183

47. Army Enlisted: Mean scores on SVIB Occupational Scales 188

48. Army Enlisted: 4ean scores on SVIB Basic InterestScales

49. Army Enlisted: Job Description Checklist scores

189

0

50. Navy Enlisted: Mean scores on SVIB Occupational Scales 194

51. Navy Enlisted: Mean scores on SVIB Basic InterestScales

52. Navy Enlisted: Job Description Checklist scores

195

196

Tables

1. Mailing Results

2. Average age, education and experience for criterion samples

3. Post high school training completed

4. Current marital status and number of childfen

5. GeogrAphic distribution of criterion groups

6. Percentage of women answering 'I entered my occupation because....'in various ways

7. Birth-order percentages for various occupations

8. Criterion sample mean scores on 25 Job Description Checklist

9. The rank-ordering of occupations on each Job Description Checklist

10. Criterion samples percent responding -Like' to SVIB items:Artist's model, Going to church, Electronics Technician

11. Criterion samples percent responding 'Like" to SVIB items:Camping out, Looking at things in a hardware store, Planning alarge party

12. Criterion samples percent responding -Like' to SVIB items:Operating machinery, Operating office machinery

13. Criterion samples percent responding "Like" to SVIB items:College professor, Doing your own laundry

Page

9

15

17

18

20

22

24

28

29

36

37

38

39

14. Criterion samples percent responding .'Like" to SVIB items:Physician, Nurse's aid 40

15. Criterion samples percent responding "Like" to SVIB items:Employment Manager, Hotel Manager, Office Manager, TravelBureau Manager 41

16. Scale characteristics of WIGtotal and WIGnp scales 47

17. Mean scores of 17 nonprofessional samples on:all SVIB scales(Scales based on WIGtotal) 49

18. Mean scores of 17 nonprofessional samples on WIGnp scales 51

19. Mean scores of nonprofessional samples on 13 WIGWIGnp scales

total and

53

vi

Oe. 20. Mean scores of 24 professional criterion groups on WIGtotaland WIGnp nonprofessional scales

21. lean scores of 24 professional groups on nonprofessionalscales based on two WIG groups

22. Test-retest reliabilities over two weeks for two .sets ofnonprofessional scales

23. lean scores on the SVIB ART scale for 17 nonprofessionalsamples

24. Mean scores on the SVIB BIOLOGICAL SCIENCE scale for17 nonprofessional samples

25. 4ean scores on the SVIB HOMEMAKING scale for 17 nonprofessionalsamples

66

26. Aean scores on tne SVIB LAW/POLITICS scale for 17nonprofessional samples

27. Mean scores on the SVIB MECHANICAL scale for 17nonprofessional samples

28. Mean scores on the SVIB AEDICAL SERVICE scale for 17nonprofessional samples

29. Aean scores on the SVIB MERCHANDISING scale for 17nonprofessional samples

30. Mean scores on the SVIB MUSIC scale for 17 nonprofessionalsamples

31. 4ean scores on the SVIB NUMBERS scale for 17 nonprofessionalsamples

32. Mean scores on the SVIB OFFICE PRACTICES scale for 17nonprofessional samples

33. Mean scores on the SVIB OUTDOORS scale for 17nonprofessional samples

34. Aean scores on the SVIB PERFORMING ARTS scale for17 nonprofessional samples

35. Mean scores on the SVIB PHYSICAL SCIENCE scale for17 nonprofessional samples

36. Aean scores on the SVIB PUBLIC SPEAKING scale for17 nonprofessional samples

Page

54

55

58

64

65

vii

67

68

69

70

71

72

73

74

75

76

77

% 37. Mean scores on the SVI3 RELIGIOUS ACTIVITIES scale for17 nonprofessional samples

38. Mean scores on the SVIB SOCIAL SERVICE scale for 17nonprofessional samples

39. Aean scores on the SVIB SPORTS scale for 17 nonprofessionalsamples

40. Mean scores on the SVIB TEACHING scale for 17nonprofessional samples

41. Aean scores on the SVIB WRITING scale for 17 nonprofessionalsamples

42. 3eauticians: Demographic Data

43. Dental Assistants: Demographic Data

44. Description of Sampling Procedures for Outstate Teachersin Graded Schools

45. Elementary Teachers: Demographic Data

46. Entertainers: Demographic Data

47. Executive Housekeepers: Demographic Data

48. Instrument Assemblers: Demographic Data

49. Interior Decorators: Demographic Data

50. Licensed Practical Aurses: Demographic Data

51. Life Underwriters: Demographic Data

52. Radiologic Technologists: Demographic Data

53. Saleswomen: Demograohic Data

54. Secretaries: Demographic Data

55. Sewing Machine Operators: Demographic Data

56. Stewardesses: Demographic Data

57. Telephone Operators: Demographic Data

58. Army Enlisted: Demographic Data

59. Navy Enlisted: Demographic Data

viii

Page

78

79

80

A 10a.

82

87

93

100

101

107

112

120

127

134

141

148

155

161

168

174

180

187

193

Summary

The main purpose of this study was to study the vocational interestsof women in nonprofessional occupations.

Completed qaestionnaires and interest inventories were collected from5,583 women in each of 17 occupations:

BeauticiansDental AssistantsElementary TeachersEntertainersExecutive HousekeepersInstrument AssemblersInterior DecoratorsLicensed Practical NursesLife Insurance Underwriters

Radiologic TechnologistsSaleswomen

SecretariesStewardessesSewing Machine OperatorsTelephone Operators1AC (Army Enlisted)WAVE (Navy Enlisted)

Three types of information were collected from each occupationalsample: 1) their yesponses to the Strong Vocational Interest Blank;2) some basic demographic information such as age and education;3) and some information as to their perception of their jobs.

Scales for the SVIB were constructed for each of these occupations,and they were reasonably successful in discriminating between theoccupations and Women-in-General, and between various pairs ofoccupations; the results suggest strongly that the women at this levelof the occupational spectrum pay considerable attention to the natureof the work when choosing a job, as opposed to taking one thatbest fits their hours or pays the most money.

The demographic information for each occupation is presented in thereport; for the total group, the average age was 41, and the educationallevel was slightly past high school though many of the samples havesome specialized post-high school training, they had, on the average,14 years of experience on their jobs. About 60 percent were married.

The job description information is also summarized for each occupationin the report.

The main conclusion was that interest inventory scales can reflectdifferences between women in different occupations at the nonprofessionallevel, and such scales should be useful to counselors working withwomen seeking employment at this level.

ix

Part I

Background, Methods, Results

This portion of the report covers theprocedural details and contains the comparisonsacross all occupational samples.

ft

Chapter 1

The Background for the Problem

The Problem

Counseling women is difficult at best because women's lives usuallyinclude marriage and a faaily. This difficulty is accentuated with girls.who enter the job market immediately after high school for it has oftenbeen easiest for a counselor to assume that the girl who does not goon to college will find a job somewherci for a few years and then marryand leave the working world. This presumes tnat the type of job isnot too important, but the accumulating facts dispute that point ofview.

In 1964, nearly 25 million women were employed in the United States,and they constituted 35 percent of the total labor force--up from 28percent in 1947. Their median age was 41 years--up from 34 years in1945, 57 percent of them were married and living with their husbands--up from 30 percent in 1940 (U.S. Dept. of Labor, 1966). Taus,

in the last 25 years, the number and proportion of working women hasincreased, and the typical woman worker is no longer young andunmarried but fortyisn, married and with about 20 years of employment_ahead of her.

Of tne 25 -aillion working women in 1964, only 20 percent attendedcollege and onlk 10 percent of them graduated (U. S. Dept. of Labor,1966). Therefore at least 20 million wcyaen in the labor force werein occupatioas which required technical training, a high scnool education,or less. These facts suggest that Aany of the women in the labor forcewithout college eaucations will work a good many years of theirlives despite marriage and family responsibilities. In fact, these

women seem likely to come from families for whom a supplementaryincome may be very important.

There is a need for effective vocational counseling with women, youngand old, who enter the la'aor force without college training and takejobs in clerical, sales, industrial aad service occupations. Counseling

can increase both their satisfaction with the job and, tnas, performance

on the job. Unfortunately; the tools for counseling this group are

few. The jobs have been described (U. S. Dept of Labor, 1966) buttne workers have not, for there are few studies which concentrateon the caaracteristics of women who go into aon-professional occupations.

Information on the patterns of vocational interests of women invarious non-professional occupations would be helpful in counselingthese women. Specifically, an interest inventory standardizedat this level would allow non-college women who are making vocationalchoices to compare taeir interests with the interests of women inthe fields which are open to them.

1

This project has concentrated on that task. The Strong Vocational Interest

Blank, an interest inventory widely used with college-bound students, was

administered to several hundred women in each of 17 occupations; these

were,with one or two exceptions, occupations requiring either no post-

high school training, or else some non-collegiate training, e.g.,.beauticians.

They were, in many respects, the "skilled-trades" for women.

Two main questions were under investigation: first, do women who enter

difforcnt occupations at this love' haw different patterus of interest?

If, as some have thought, economic factors or convenience are the main

reasons women take these jobs, then entry into the occupation should be

relatively random with little "assortive mating.' taking place between the

woman and the job--but enough research has been done with men at these

levels that we can be almost certain that this is not true. Even under

a variety of economic, sociological, and psychological constraints, people

tend to sift into jobs that interest them.

The second major question was: what are these patterns of interests

among non-professional women?--how can they be described and quantified?

The answers to those questions constitute the bulk of this report.

Some Background on Interest Measurement

In the 1920's, psychologists began to study systematically the interests

of men in various occupations. E. K. Strong, Jr., a pioneer in this field,

realized that if a technique could be developed to differentiate between

the characteristics of men who become, say, doctors, from those who

become lawyers, the method could be used in counseling young people faced

with such decisions. In 1927, he introduced the Strong Vocational Interest

Blank (SVIB) for men, which included scales for 27 professional occupations

such as doctor, lawyer, accountant, and city school superintendent. In

1933, he introduced his SVIB for women with scales which included Nurse,

Librarian, Life Insurance Saleswoman, and Office Worker. These inventories

have helped thousands of young people to compare their interests with the

interests of people in various occupations, largely at the professional

level. Over the years new scales were added and old scales were revised

(Strong, 1943; Campbell, 1966).

Although Strong's work included a few samples Trom nonprofessional occupations,

e.g., printers and carpenters, most of his research was oriented toward

the upper portion of the business spectrum, usually those jobs requiring

some college. Partially this was because Strong believed--on the basis of

some early research--that men in the nonprofessional areas were less

likely to show unique patterns of interests from occupation to occupation.

In the 1940's and 50's, Clark, working with occupational groups such as

bakers, electricians, and plumbers, demonstrated that it is possible to find

sizable differences in measured interests between such occupations if one

uses the appropriate item content and appropriate analytic techniques;

specifically, these occupations must be contrasted with each other (or with

a sample of Men-in-General drawn from these occupations) instead of

comparing them with professional Men-in-General (Clark, 1961).

The project reported here followed Clark's lead. The first step was

to study several samples of women in nonprofessional occupations todetermine if unique patterns could be iden.ified for each occupation(and, in general, they were) and the second step was to suggestmethods that this information could be used in counseling settings.The mAjny prpocA wac tc 0^^m-l-te information that could be used tohelp young women who are not college-bound make informed choicesamong the post-high school choices that are open to them.

Chapter 2

Methodology

The Instruments

The Strong Vocational Interest Blank

The interest inventory used in this project was the Strong Vocational

Interest Blank, women's form. This is a 398 item inventory, containing

mainly items about vocational activities. To each of these, the

respondent is asked to answer 'like,- ''Indifferent, ' or 'Tislike.-

Although there are some varieties from section to section, the

general item format is that of a three choice item.

The SVIB is divided into eight sections labelled as follows:

I OccupationsII Amusements

III ActivitiesIV Types of PeopleV Order of Preference of Activities

VI Preference.between Two Items

VII Your Abilities and Characteristics

VIII School Subjects

Within each of these sections, the major emphasis is on occupational

activities, for those items have proven to be the most effective in

discriminating between occupations.

The women's SVIB booklet had been revised shortly before this project

began. The main changes were:

1) to eliminate those items now obsolete, such as "Aviatrix''

or ''Read the Literary Digest..'

2) to eliminate the invalid items, which were usually those

with very high or very low endorsement rates.

3) to eliminate items that were in poor taste.

4) to add items in areas not well covered previously, such

as art, technology, and business.

5) to add items appropriate to the lower level occupations,

thus increasing the usable range of the SVIB--which, incidentally,

made it more appropriate for this study.

A copy of the SV1B is included in Appendix A.

The SVIB was used here, as opposed to developing a new inventory,

because:

1) a great deal of information is available on the SVIB item

characteristics from previous research.2) the SVIB has been used with many professional occupational

groups, and this would permit many direct comparisons between

professional and non-professional occupations.

4

3) the findings of this research could be more easilyassimilated by counselors if they could be reported as scoreson an already familiar psychological instrument.4) scoring one inventory for both professional and non-professional scales is more efficient than administering andSCOtifig two inventories, both from the counselor's andclient's point of view.

On the cover page of the SVIB, the respondents were asked to recorda considerable amount of information including address, age, maritalstatus, number of children, highest degree, years of education, yearsof experience, job duties, and whether or not they enjoyed their work.

The Questionnaire

A two page questionnaire (see Appendix A) was used for most of theoccupational groups. It asked why the subjects entered their jobs, whattheir future plans were, and also contained a job description checklist consisting of 25 adjective pairs arranged in a semantic-differentialtype format.. This was an experimental approach to see if meaningfuldescriptive information could be gathered on the nature of the jobs

that these women held.

The Occupations

Once the instruments were prepared, they were administered to 17occupational groups.

The choice of the occupations to be studied was based on severalconsiderations. First, the occupations chosen should not requirecollege training but might require technical training beyond high school.Second, the occupations chosen should represent a broad range ofactivities, including paramedical, industrial, clerical, artistic, and

service occupations. Third, the occupations chosen should representeither occupations which a large number of women enter, or occupationswhich are so unusual that they add a new dimension to our understandingof the occupational world. Finally, representatives of the occupations

chosen must be available for study in some practical way.

Within these restrictions, the following occupations wereincluded here:

1. Beauticians2. Dental Assistants3. Elementary Teachers4. Executive Housekeepers

5. Instrument Assemblers6. Interior Decorators

7. Licensed Practical Nurses8. Life Insurance Underwriters

5

1

9. Entertainers10. Radiologic:Technologists11. Retail Saleswomen12. Secretaries13. Sewing Machine Operators14. Airline Stewardesses15. Telephone Operators16. WAC Enlisted Personnel17. WAVE Enlisted Personnel

Several of these occupations studied were on a list of 36 occupations

in which over 100,000 women were employed in 1960 (U.S. Dept. of Labor,

1966, p.92). They included Secretary, Saleswoman, Elementary Teacher,

Secretary, Telephone Operator, Assembler, Hairdresser, Inspector,

Practical Nurse and Housekeeper. We nad hoped to study waitresses,

an occupation which also employs over 100,000 women but, after several

frustrating attempts, we were unable to find a source of a large sample

of waitresses. The only professional occupations on the U. S. Department

of Labor list were Elementary Teacher, Nurse, Secondary Teacher, and

Musician-Music Teacher. This fact suggests that, the previous research

in the measurement of women's interests has benefited a rather small. '

proportion of women workers.

'A special comment needs to be made about the inclusion of the

Elementary Teachers in this study. This was done because Strong's

previous research showed that elementary teachers seemed to be oriented

toward home, family, and other traditional feminine activities, as

opposed to professional career activities. As it has been 30 years

since SVIBs were collected from Elementary Teachers, it seemed useful

to collect a more recent sample. Some elementary teachers might be

indignant at being included with these other groups, but.our motivation

was simply in trying to understand where they fit into the occupation41

spectrum.

The number of women employed in an occupation is probably not an

accurate reflection of the .number of women who have interests like

members of that occupation. For women, more than for men, entry into

various occupations is related to social mores, educational opportunity,

and family circumstances as well as economic variables. As previously

noted, some occupations which do not employ large numbers of women were

chosen because they were unusual and would contribute something quite

different to our knowledge. These included occupations like Entertainer,

Women Army and Navy personnel, ,Stewardess, and Interior Decorator.

Some of these also met the criteria of eventually employing large

numbers of women; for example, Interior Decorator and Entertainer are

occupations which will probably expand in an increasingly affluent

society.

A detailed description of the source of each occupational group will

be included in subsequent chapters discussing each occupational study

separately.

Sample Selection

The selection of the specific sample within each occupation followed

the proceedures that have evolved in earlier SVIB research. The target

population in each occupation was °successful, satisfied women working

in the typical setting." To select such a sample, the following

guidelines were followed (some deviations were necessary in specific

instances--they are discussed in the chapters dealing with each

occupation):

1. Satisfaction. Earlier research has shown that the occupational

sample should be restricted to those who enjoy their work, and the most

efficient means of determining this is to simply ask a straightforward

question, "Do you like your work?'' and eliminate anyone who answers in

a negative way. As a further hurdle, only those with at least three

years of experience in their jobs were used, assuming that this reflects

at least a minimum level of satisfaction with the work, and also that

this insures the individual has had enough eNposure to the work to

know if she likes it or not.

2. Success. Measures of success are difficult to obtain and,

assuming the person is performing at an adequate level, do not seem to

be a crucial screen in identifying the normative sample. Where possible,

the samples were restricted to those who had achieved some minimum level

of proficiency, such as being licensed or certified, and, again, the

three years minimum experience was used as a minimum leveli Anyone

who has survived three years is not a total failure. Where it was

possible to obtain performance measures, they were used; thus, the

life insurance underwriters sample includes only members of the Women

Leader's Roundtable of the National Association of Life Underwriters--

women who have an annual production of $250,000.

3. Age. When birthdates were available, the initial mailing

was sent to .those women between the ages of 25 and 55. The lower

level was used as insurance that the person's interests had stabilized;

the older level to exclude those who had entered the occupation several

decades earlier, when the world was considerably different. This

criteria was treated more as a desirable goal, not a fixed hurdle, for

other research has shown that age is less important than the above

criteria in defining the final sample.

4. Specific recommendation of the sampled occupation: These

samples were drawn after consulting with some representative of the

occupation, usually the national organization, or some elected officer,

or someone in the appropriate personnel office. These people usually

had some specific recommendations for drawing the most appropriate

sample, and we followed these suggestions as closely as possible. The

suggestions varied, of course, from occupation to occupation; and

the relevant points are discussed in the chapters dealing with the

occupations singularly.

7

Data Collection

After an occupation was chosen for study, the first task was to find

a source of subjects meeting the above criteria. Procuring the

necessary list of names and addresses led to employers, licensing agencies,

unions, and voluntary organizations. Most, but not all, of the

groups approached were quite cooperative. Some restricted the

information in various ways; a few refused to cooperate ostensibly

because of time pressures; one, a more militant women's organization,

refused to cooperate because they didn't want their members studied

as women--rather they felt that both sexes should have been included

and treated, apparently, as interchangeable. With these few

exceptions, the organizations were cooperative and, after some

consultation, a suitable method was agreed upon for selecting a

sample from their individual record systems. The specific sampling

procedures for each group are described in the chapters on each

occupation.

Once a sample had been selected, a hand addressed mailing, including

a cover letter written explicitly for the members of that occupation,

was sent to each sample member. Examples of these letters are in

Appendix B. The general format was an appeal for cooperation on the

basis of helping others, a guarantee of confidentiality, and a promise

to return a personal report of the individual's scores. In addition

to the cover letter, the packet included the SVIB, the questionnaire,

and a prepaid return envelope.

Returns usually began to arrive three or four days after the mailing.

Eacn SVIB was checked for completion, and incomplete blanks were

returned to the senders with an explanation of the need for complete

responses. At this point, completed blanks were separated into

four groups; those:

1. Acceptable for criterion sample

2. Unacceptable because:

a. They disliked their work

b. They were not currently employed in that occupation.

c. They had less than 3 years' experience

Non-responders received follow-up letters or cards after three or

four weeks. Table 1 is a summary of the numbers of requests mailed

out and the percentage return for each occupational group as well as

the percentages of the returns which fell into each of the four groups.

Insert Table 1 about here

Tablel

Mailing Results

UNUSABLE RETURNS

.Total Total Return

Mailed

NPercent(in percent of total

Disliked

Not

Work

Employed

returns)

Less than 3 yrs

Experience.

Late

Criterion Sample

Percent of

NTotal Returns

Beautician

1062

540

51,

14

34

04

262

48

Dental Assistant

696

447

64

51

02

418

92

Elementary Teacher

500

365

73

40

5-2

325

89

Entertain&

575

128

19

60

18

0104

82

Executive Housekeeper

700

330

47

02

11

2281

85

Instrument Assembler

561

183

33

36

59.

189

49

Interior Decorator

500

185

37

30

0:.

0178

96

Licensed Practical Nurse

765

276

36

13.

10

5222

81

Life Insurance Underwriter

365

219

60

10

12

1188

86

Radiologic Technologist

708

417

59

58

13

0307

74

Saleswoman

613

280

46

14

00

0242

86

Secretary

680

517

76

11

77

0390

75

Stewardess

971

680

70

21

311*

0440

65

Sewing Machine Operator

1179

366

31

15

13

1295

81

Telephone Operator

.400

204

51

30

02

5.

129

63

Army-Enlisted

(WAC)

427

242

57

40

06

218

90

Navy-Enlisted

(WAVE)

450

252

56

80

43

213

86

TOTAL

11,152

5583

62

4301

77

* Less than 6 months

experience

Tlei groups varied considerably in their rate of response from 19

pelcent for the entertainers and 31 percent for sewing machine operatorsto 76 percent for secretaries. The rate of response seemed to have littlerelationship to amount of education or the source from which the samplewas drawn. The two occupations which had the most formal educationwere elementary teacher (16 years) and interior decorator (15 years)

yet elementary teachers responded at one of the highest rates, interior

decorators at one of the lowest rates. Samples which originated inemployer's files, such as the sewing machine operator and stewardesssamples responded at diverse rates. Samples which originated in

organizational files, such as the dental assistant and licensed practical

nurse samples also responded at diverse rates. Thus, rate of response is

the result of a complex set of variables such as the timing of the request,

the form of the request to participate, the attitude of the subjectstoward cooperating in research projects in general, with the weight of

each variable differing over occupational groups, 'de do know, from these

and other projects, that there is a wide range from organization toorganization in the care taken in maintaining address files, and it is

not always apparent to an outsider just how accurate the addresses are.

This factor is one of the largest determiners of percentage response--yet it is virtually impossible to determine the accuracy without

doing a thorough study of the non-respondents.

Overall, the average rate of response, weighting each group equally,

was 50 percent. This figure is not very impressive if one wants anabsolutely representative sample of people on each mailing-list. Yet,

compared to the possible maximua return, it is certainly adequate.

We have found, for example, in the diverse projects conducted by our

institute, that the absolute maximum return for a sample, given a perfect

mailing list, is about 85 percent. The other 15 percent are simplyunattainable--perhaps they just died, or are in the middle of a messydivorce, or are traveling in the Far East, or--a slightly different

category--are adamantly opposed to questionnaires, psychological tests,

and surveys. Ohne one can account for these by doing a thorougnstudy of non-respondents by telephone, the actual data can never be

collected. Although the proportion may vary markedly from group to

group, 15 percent can be considered a useful qoallpark- estimate.

Beyond tnis percentage, another sizable portion of non-respondents can

be attributed to mailing list characteristics. Out-of-date addresses

are the obvious, and the biggest, problem; another one is the

"occupation identification quandary. On any occupational roster will be

a few people who are there for peculiar reasons, people who do not consider

themselves part of that occupation. A nurse, for example, may retain

her membership la the professional association even though she is now

dancing in a chorus line and sees her future in the theater. These

people will usually discard survey material which asks them to respond

10

1because we are interested in studying nurses.' This type of "self-

selection out" is undoubtedly good as it cleanses the final sample of

those not committed to that work, but it does increase the non-

respondent percentage.

The percentage of the above two categories varies over occupation's,

. but the limits are probably zero to thirty percent.

The only non-respondents who could and should be included here are

those procrastinators who simply never got around to filling in the

forms. A fAring of follow-ups might work, but the payoff is so low that

that approach was not tried. With minor exceptions, each occupational

sample was sent an original mailing and one follow-up postcard. If

that did not secure a large enough criterion group, another fresh sample

was selected and another mailing was sent. For example, for the

beautician study about 500 women were asked to participate, but the

rate of response and the number of usuable replies made it necessary to

send requests to 500 more women a month later. The purpose was to

insure a large enough criterion group to be representative of employed

beauticians who were satisfied with their work.

The percentage of usable replies also varied widely across occupational

groups. Again, the percentage who were no longer employed or who had

less than three years experience probably reflected the characteristics

of the mailing list. For example, 34 percent of the respondents in the

beautician group were no longer employed as beauticians. The source of

the beautician sample was licensing records, and apparently many

beauticians keep up their licenses even if they are not employed.

Respondents were eliminated from the criterion samples if they said they

disliked, or were indifferent to, their work; this percentage ranged

from 0.3 percent for the executive housekeeper sample to 36 percent

for the instrument assembler sample. The percentage of women who

dislike their jobs was probably even higher among the non-respondents,

though the proportion of dislikers among the non-respondents was

probably not constant over all occupations. For example, one might

speculate--and emphasize that this is speculation--that the 21 percent

of stewardess respondents who said they disliked their jobs represented

a large proportion of the total sample who disliked their jobs because

stewardesses are not reluctant to "tell it like it is," while the 36

percent of instrument assemblers who said they disliked their jobs might

have represented a smaller proportion of the total dislikers because

instrument assemblers might be more reticent about voicing negative

feelings. Probnbly, however, the percent responding dislike in each

occupation was t fair approximation of the level of job satisfaction

in that occupaion.

The general strategy followed in data collection was to collect a

sample of successful, satisfied women from the occupation. Purity of

sample was considered more important than size, and if there were any

doubts about an individual's appropriateness for inclusion, she was

usually eliminated.

11

An occupational group was considered completed when no more responseshad been received for a period of several weeks, though there wereinevitable stragglers, as shown in Table 1, whose responses arrived

too late for analysis. For general information, a chart showing the

rate of response for two samples is presented in Figure.

Insert Figure 1 about here

The two curves are representative of the usual shape of the returns

curve, even though they represent considerably different rates of

return; in both samples, roughly half of the returns came in the

first two weeks and the remainder dribbled in over several weeks.

In these, and in most samples, a follow-up postcard produces about

half the returns of the initial mailing and, for that, was clearly

worth the time and expense.

When the group was completed, the SVIB and questionnaire responseswere punched on IB4 cards, the SVIB was scored, and the mean profile

for each occupation was calculated. At this point, each respondentwas sent a copy of her own results, along witn the averlge for her

occupation. With these results were sent the memorane.m, .Tourteen

Points to delp You Understand Your Results," whic _s included in

Appendix B.

Although this mailing did not call for a response, many women didwrite and comment on their results. Literally dozens have asked .

if their husbands or children could fill in the SVIB and receive

their results. Sending back the results to the individuals involvedwas clearly a popular move, and probably should be done more often

in research of this nature. Several women commented specifically,.7his is the first time I've ever gotten any information back from

one of these surveys.''

Psychologists who are concerned about the public image of psychological

research should take note.

4hen the data were all in, punched onto cards, transferred tomagnetic tape, and the individual had been sent her results, the

data collection phase was finished.

12

7

99

90

81

72

54

1

1-)

cAu) = $.4

4-)

45

0 0 036

4-) = 0 0

18

0

Life Underwriters

N mailed=365

N returned =219

Percent=60

6

Figure 1 10

100%

Follow-up

Follow-up

sen

sent

612

18

24

30

36

42

48

Sewing Machine Operators

N mailed = 1179

N returned =

366

Percent

=31

54

60

66

72

78

Number of Days after Initial Mailing

Chapter 3

Demographic Data

Some basic demographic data were collected fiom each person, and

the relevant summary statistics on each occupation are presented in

this chapter. This information came from the front of the SVIB

booklet and the questionnaire (see Appendix A ). Table 2

contains the information on age, education, and years of experience

for each sample. illeans, standard deviations, and ranges are

presented for each variable. Information on all of the groups are

reported in this chapter for comparative purposes; the sameinformation is presented in chapters 6 to 22 , which deal with

each occupation singularly.


The mean-ages ranged from 24 for the stewardesses to 53 for the

executive housekeepers. Interestingly, when the group ages were

averaged with each group weighted equally, the overall average (41)

was equal to the average age of women workers in the U. S.

(U. S. Department of Labor, 1966b). The stewardesses were by far

tne youngest, partially because--until recently--women who reached

32 had to leave this job, but mainly because it is a transitory

occupation for young women and the turnover is very rapid. Even

so, a few 40 year olds turned up in the sample; these were women who

had survived the age restriction under a "grandfather" clause.

Almost all of the occupations had members in their twenties, except

the executive housekeepers. The interior decoratois and life

insurance underwriters also had few younger members, partially

because of the entrance hurdles to the occupations, and partially

because these jobs either do not appeal to younger women or are

not brought to their attention.

Several occupations contained working women in their sixties, some

in their seventies.

The average education, also reported in Table 2, varied from 11

years for instrument assemblers and sewing machine operators to

16 years for elementary teachers. Surprisingly, most of the groups

contained women with no high school education at all; in contrast,

some of the groups with the lowest average education had members with

some.college experience. Clearly, the range of years of formal

education within each occupation- was much greater than the range

between occupations. Hore information on the specific type of

education within each occupation is given in Table 3 .

14

04

it

Table 2

Average Age, Education, and

Experience of tne Criterion

Samples

,.

Occupation

NMean

AgeSD

Range

Education(years)

Mean

SD

Range

Work Experience

Mean

SD

(years)

Range

Beautician

262

30

9.0

19-60

12

1.2

6-14

74.4

3-38

Dental Assistant

418

39

11.2

21-64

13

1.3

8-21

12

7.6

3-45

Elementary Teacher

325

44

12.3

23-66

16

0.9

12-18

17

10.7

3-44

Entertainer

104

34

9.7

19-61

13

2.3

6-20

13

8.9

2-40


281

53

6.8

34-73

12

1.9

6-19

10

6.0

3-30


89

45

7.0

25-58

11

1.5

8-16

14

6.3

3-32

Interior Decorator

178

52

9.9

29-78

15

2.0

8-19

22

8.6

3-55

Licensed Practical Nurse 222

51

9.9

23-70

12

1.6

6-16

15

9.2

3-48

I-,

ui

Life Insurance

Underwriter

188

53

9.7

29-76

14

2.2

8-20

15

9.5

3-48


307

34

11.1

20-69

13

1.2

8-17

10

7.2

3-40

Saleswoman

242

52

7.7

21-65

12

1.6

6-16

15

7.6

3-41

Secretary

390

36

12.3

20-65

13

1.2

10-17

12

9.0

3-46


295

45

8.8

22-65

11

1.7

3-19

11

5.8

3-41

Stewardess

440

24

3.7

20-46

13

1.3

10-17

33.1

1-20

Telephone Operator

129

38

8.0

24-55

12

1.0

8-14

13

6.8

3-36

Army-Enlisted

218

42

7.1

26-62

13

1.5

8-18

14

6.4

3-30

Navy-Enlisted

213

32

8.0

21-55

12

0.9

8-16

10

5.7

3-24

Unweighted Average

41.4

12.8

12.6

The average years of experience is given in Table 2; again the rangein means was great between occupations--from three years for thestewardesses to 22 years for the interior decorators--but, again,the range within occupations was almost always greater. Taesecriterion samples were limited to those women with at least threeyears of experience--except for the stewardesses--and the overall

average was 12.6 years of experience. Thus, we were apparentlysuccessful in our attempt to sample permanent members of these

occupations. For the stewardesses, a minimum level of six monthsof experience was used, or half of the sample would have been

eliminated. Clearly, there are few "permanent- stewardesses.

Table 3 gives the type of post high school training reported bymembers of each criterion group. The occupational groups differedwidely in both the amount and type of post high school education;the telephone operators and sewing machine operators reported noneat all, while 79 percent of the elementary teachers had a college

degree. For the most part, the figures in Table 3 support what

one might expect intuitively.


Table 4 reports the marital status and the average number of children

per married group member. The entertainer and stewardess groups were

not asked to provide this information but the status of the

stewardesses was inferred to be single since, in 1966, it was a

condition of their employment.

While single versus married status might be related to average age,

a comparison of Tables 2 and 4 shows that, excluding stewardesses,the youngest group, beauticians, were most likely to be married.

In one of the older groups, life insurance underwriters whose average

age was 53, almost a quarter were single, and another third were

widowed or divorced.


The average percent currently married across all occupations was

62 peteetal excluding the stewardesses, Army enlisted

and Navy enlisted, where there were administrative reasons for the

low marriage rates. ruts, one out of three of the women in these

samples was either single, divorced, or widowed. Clearly, this

statistic is important in understanding why many of these women

are in the labor force.

16

.,

tla

1..

4?44

,

Table 3

Post High School Training Completed (in percent)

e

Total Percent

Occupational Group

NTechnical

Business

Paramedical

Bf

MA+

with post-high Education

Beautician

242

42

--

42

Dental Assistant

418

52

22

11

58

Elementary Teacher

325

-...

_,..

71

879

Entertainer

104

--

11

26

129


281

--

__

....

62

8


89

47

11

Interior Decorator

178

..-

....

137

543


222

.....

--

39

2-a

,,42

Life Insurance Underwriter 188

11

132

439


307

.....

--

41

546

Saleswoman

242

--

12

47

Secretary

390

......

44

19


295

,,. M

ED

0

Stewardess

440

23

39

-...

17

Telephone Operator

129

,,.M

ED

WM

0

Army-Enlisted

218

--

--

--

71

8

Navy-Enlisted

213

11

AVERAGE

25.8

Table 4

Current Marital Status and Average Number of Children (in percent)

Occupation

NSingle

Married

Widowed

Divorced and Separated

Average Number of Children

Beautician

262

10

82

26

1.7

Dental Assistant

418

24

59

611

1.3

Elementary Teacher

325

25

63

76

1.7

Entertainer

104

--


281

854

21

16

2.3


89

878

114

2.0

Interior Decorator

178

15

52

14

19

1.4

)--.

00


222

17

58

16

10

2.0


188

23

40

18

19

2.0


307

42

48

28

1.2

Saleswoman

242

873

12

71.3

Secretary

390

34

53

58

1.3


295

679

96

2.6

Stewardess

440

100

-....

--

--

Telephone Operator

129

975

313

2.1

Army-Enlisted

218

74

12

112

0.3

Navy-Enlisted

213

78

13

09

0

The widowed and divorced rates varied markedly from occupation tooccupation. The former was closely tied to age, the latter less so.For example, the divorce rate was twice as high among interiordecorators (19 percent) as licensed practical nurses (10 percent)though the mean age of the two samples was almost identical(52 to 51 respectively).

The percentage of currently married women, of course, reflects theeffect of the widowed and divorce rate, and this percentage alsovaried a great deal among the groups. Less than half of the lifeunderwriters (40 percent) and radiologic technologists (48 percent)were married; in contrast, almost twice as many beauticians (82 percent)and sewing machine operators (80 percent) were. These figures, whichdiffer far more than one would expect from random sampling suggestthere must be some very interesting factors at work here, but theycan only be inferred, not demonstrated empirically.

Table 5 shows the geographical areas from which each occupationalcriterion group came in percantages of the total group. Thestates were coded as follows:

1. New EnglandMaine, Vermont, New Hampshire, Massachusetts, RhodeIsland, Connecticut

2. EasternNew York, Pennsylvania, Maryland, District of Columbia,Delaware, New Jersey

3. SouthKentucky, Virginia, West Virginia, Tennessee, NorthCarolina, South Carolina, Georgia, Alabama, Mississippi,Arkansas, Louisiana, Florida

4. SouthwestNevada, Utah, Colorado, Texas, Oklahoma, New Mexico,Arizona

5. MidwestOhio, Indiana, Illinois, Michigan, Wisconsin, Minnesota,North Dakota, South Dakota, Nebraska, Iowa, Kansas,dissouri

6. NorthwestWashington, Oregon, Idaho, dontana, Wyoming

7. California, Hawaii, Alaska

The instrument assemblers, saleswomen, and secretaries were primarilyMinneapolis-St. Paul area residents; the beauticians and elementaryteachers included only residents of Minnesce:a. Several studies,(e.g., Stephenson, 1966) have shown that geographic residence andvocational interesta are unrelated, so these restrictions are unimportant.These data are reported here simply because they are of general interest.


19

Table 5

Geographic

Distribution of

Criterion Groups (in percent)

Occupation

N

Beautician

262

Dental Assistant

418

Elementary Teacher

325

Entertainer

104


281


89

Interior Decoerator

178


222

t..)

c)



307

Saleswoman

242

Secretary

1.390


295

Stewardess

440

Telephone Operator

129

Army-Enlisted

218

Navy-Enlisted

213

New England

East

South

Southwest

Midwest

Northwest

California

Other

100

__

__

613

15

12

__

__

128

10

12

211

27

7

__

__

__

6-

22

14

11

12

10

25

8

417

21

10

10

923

15

__

__

__

21

47

21

__

61

819

22

10

422

19

6

37

100

29

31 100

23

24

30

26 00

100

32

71 39

24

19

512 _

118

1

417

1

__

321

__

13

.8

58

.5

,

8'6

3

--

......

__

__

__

__

26

__

__

413

__

722

1

Table 6 shows the reasons checked on the questionnaire by members

of each group when asked why they entered their occupation. As they

could select more than one, the percentages total more than 100

percent for each group, the aJerage number of reasons checked per

woman was 3 to S. °I enjoy the work" and "I like the people withwhom I come in contact," were the two most popular items for most

of the occupational groups, but there were some interesting exceptions.

InstrumeAt assemblers and sewing machine operators, contrary to

most of the other occupations, more often chose reasons having to do with

financial rewards than with intrinsic satisfaction. Choosing a

financial reason over a satisfaction reason may suggest dissatisfaction

with the job--yet each woman included here had indicated that she

enjoyed her work. Still, economic factors clearly play a larger

role in some jobs--generally the factory piece-rate jobs--than in others.

Checking the reason 'My traihing prepared me for it," was not

strictly related to average educational level of the group (see

Table 2) as evidenced by the fact that a larger percentage of

secretaries than teacters endorsed it. Probably that answer was

related to specificity of training, not amount.

Members of the Army and Navy groups chose the reason, "There are good

opportunities for advancement in this field- more often than did

the other groups, and also more often than they chose "I enjoy

the work."

The questionnaire responses to the question on long range plans

were so influenced by the average age of the occupational groups that

no cross group analysis was attempted.


The Army and Navy groups wrote in other answers sufficiently

often so that they were studied separately. The responses were difficult

to classify but two major trends predominated. The first

was a desire to serve-neii country in a meaningful, direct way,

the second was a desire for travel or, more generally, a more exciting

way of life than the usual office job. From scanning the data one has

the feeling that more of these military women selected their occupation

for unusual or at least atypical reasons than the women in any of

the other more common women's occupations.


21

Table 6

Percentages of Women answering "I entered my occupation because

Someone

Training

Best paid

Need the

Occupation

influenced me prepared me

job available income

." in Various

ways

Good opportunities

far advancement

Enjoy the Hours and

work

location good

Beautician

36

23

510

94

41

34

Dental Assistant

54

20

719

88

56

29

Elementary Teacher

.._',2,50

...

60

17

12

91

4:

20


51

42

27

30

87

58

67


19

676

65

57

57

17

Interior Decorator

41

67

11

18

91

53

41


42

45

12

19

92

49

33

t.)Life Insurance Underwriter

59

23

19

23

70

56

58

IVRadiologic Technologist

57

37

512

79

27

29

Saleswoman

23

19

30

43

85

67

21

Secretary

28

82

22

25

84

36

30


20

11

71

67

70

68

12

I

Telephone Operator

65

567

38

85

61

43

Army-Enlisted

21

12

55

50

457

1 !Navy-Enlisted

22

84

560

459

(continued)

t..)

Occupation

I like people

I contact

Other

Table 6 (cont'd)

NN

Responses

Subjects

Mean

Responses

Beautician

78

27

910

262

3.5

Dental Assistant

86

21

1585

418

3.8

Elementary Teacher

74

21

1272

325

3.9


80

25

1310

281

4.7

instrument Assembler

62

15

333

89

3.7

Interior Decorator

74

33

738

178

4.1


80

39

910

222

4.1


69

42

788

188

4.2


67

27

1045

307

3.4

Saleswoman

84

26

965

242

4.0

Secretary

75

13

1450

390

3.7


72

13

1189

295

4.0

Telephone Operator

71

19

587

129

4.6

Army-Enlisted

50

N.A.*

N.A*

218

Navy-Enlisted

60

N.A.*

N.A*

213

N.A.*

* Not available, because they tallied

differently.

See text.

Table 7

3irtn Order Percentages for 15 Nonprofessional and 30 Professional Women's Occupations

Occupations

Nonprofessional Professional N

Percent oldestor only Youngest

Neither oldestnor youngest

Translators 130 70 19 11

Chemists 173 58 17 25

Registered Nurses 263 57 17 25

Magazine Photographers 30 57 23 20

Newswomen 189 56 26 19

Psychologists 275 56 26 18

Art Teachers 359 55 20 25

Mathematicians 119 55 26 19

Lawyers 235 54 22 25

Language Teachers 287 54 18 28

Medical Technologists 345 53 22 25

Physicians 329 53 24 22

Social Science Teachers 183 52 20 28

Navy-Officers 307 52 28 20

Librarians 410 50 28 22

English Teachers 352 50 22 28

Entertainers 104 49 33 18

Business EducationTeachers 250 48 23 29

Dietitians 327 47 21 31

Interior Decorators 172 47 29 24

Occupational Therapists 607 47 27 26

Artists 297 46 26 28

YWCA Staff Members 282 46 30 24

Directors, ChristianEducation 434 45 28 26

Executive Housekeepers 281 44 18 39

Guidance Counselors 347 44 26 30

Home Economics Teachers 373 44 24 32

Airline Stewardesses 443 43 25 32

Dental Assistants 418 41 23 36

Radiologic Technologists 307 40 27 33

Life InsuranceUnderwriters 187 40 25 35

Math-Science Teachers 467 39 25 36

Physical Therapists 267 39 30 31

Licensed PracticalNurses 222 39 15 46

Secretaries 366 38 26 36

Army-Officers 307 38 34 28

Elementary Teachers 325 38 24 38

HS PE Teachers 310 35 30 35

Navy-Enlisted 213 34 23 42

Army-Enlisted 218 34 30 36

Instrument Assemblers 89 31 20 48

Beauticians 262 31 30 39

Telephone Operators 129 29 22 48

Sewing Machine Operators 295 27 18 55

Saleswomen 243 27 22 50

24

Birth Order

One further bit of demographic data was collected from each individual,

their birth order within their family, and the percentages are listed

in Table 7. With the non-professional occupations are listed, for

comparative purposes, the analogous percentages from 30 other

women's occupational samples.

These percentages are rank-ordered by percent of first-born, and

the ..mking is quite dramatic. Clearly, the non-professional occupations

fall toward the bottom of this ranking and have substantiaily fewer

first borns than do the other occupations. Between the extremes,

saleswomen versus language translators, the ratio approaches 3 to 1.

This finding is consistent with earlier reports showing that first-

born usually achieve more academically than their siblings (e.g.,

Altus, 1966, Nichols 1968), but,like those studies, the data provide

no explanation of why this happens. Clearly, a factor of this

magnitude deserves further study.

Conclusions

The demographic data presented here make it clear that we sampled, as

we intended, employed women who were reasonably committed to their

work. All of them have reported they enjoy their work, and they

had, on the average, over 12 years of experience. As to their

other characteristics, these women were mostly in their forties,

a slight majority (60 percent) were married, but the notable marriage

statistic was that so many of them (40 percent) were not currently

married. Their educational levels ranged widely--from less than

high school for the instrument assemblers and sewing machine operators

to mainly college among the elementary teachers and interior decorators.

The major reasons given by most of the groups for choosing their

particular line of work were that they enjoyed the work and the people

they encountered; only women in the more routine factory work reported

the financial factors as the more important.

The Job Description Adjective Pairs

Included in the questionnaire was a page asking the individual to

rate her job on several semantic-differential type dimensions. The

actual items used can be seen in Figure 2, which presents the average

for all groups weighted equally.


25

Figure 2

Mean Job Description Checklist Ratings for the Total Sample

1. Dangerais

2. Work with things

3. Changing

4. Indoort - .

5.Requires skill with tools

6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone

11. Usual

12. Interesting

13. Make lots of money

14. Practical

15. Very competitive

16. Physical activity

17. Deal with people

18. Artistic

19. Closely supervised

20. Deal with things

21. Business

22. Work with words

23. Supervise many others

24. Am a scientist

1 2 3..Work with ideas

Steady

Outdoor

No skill required

Non-sales

Active

Clean

Complicated

antennae:Icscem Noe-

xisOr *QUO

Work with others

7

Unusual

25. Lots of public speaking1 2

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business

Don't work with words

Responsible only for my own work

Not a scientist

No public speaking

../

26

Table 8 lists the adjective pairs and the mean score of each occupationcriterion group on each scale. Because entertainers and stewardessesdid not complete the questionnaire only 15 of the 17 occupations studiedare represented.


A more graphic way of presenting the same data is utilized in Table 9,where the 15 occupations are rank ordered On each adjective pair.For brevity, names were abbreviated as follows:

Beautician Beau Radiologic Technologist RTDental Assistant DA Saleswoman SalesElementary Teacher Elem Secretary SecyExecutive Housekeeper ExH Sewing Machine Operator SMOInstrument Assembler InstA Telephone Operator TOInterior Decorator IntD WAC (Army enlisted) ArmyLicensed Practical Nurse LPN WAVE (Navy enlisted) NavyLife Insurance Underwriter LIS


This information was collected in an attempt to learn something of theindividual's perception of her work. As Table 9 shows, some of theadjective pairs worked well in discriminating between the occupations;others did not.

All of the groups described their jobs as "Interesting" as opposed to"Boring, and all of the groups described their jobs as "Safeh ratherthan °Dangerous.' Even with the restricted range of scores on theDangerous-Safe pair, the secretary and telephone operator samplesscored furthest in the Safe direction and radiologic technologistsscore furthest in the Dangerous direction, a reasonable ranking.Similarly, all of the groups described themselves as "Not a scientist"rather than as a 'scientist" but radiologic technologists and elementaryteachers described themselves as scientists more often than the otheroccupational groups.

The adjective pair "Sales-Non-sales.' was the most effective in spreadingthe occupational groups over the whole available scale--from 1.2 forthe saleswomen and life insurance underwriters to 6.8 for instrumentassemblers. The interior decorator and beautician samples also scoredin the "Sales" direction. Other adjective pairs which separated the

27

Table 8

Criterion Sample Mean Scores on 25 Job Description

Adjective Pairs

Scales

17

Beaut

DA

Elem

ExH InstA IntD LPN LifeI RT Sales

Secy Sew0

Tel0

Army

Navy

TOTAL

Dangerous

Safe

5.9

6.1

6.2

6.0

5.9

6.3

5.4

6.1

4.8

6.4

6.6

6.0

6.6

6.2

6.1

6.0

Work with

things

Work with ideas

4.8

3.3

5.4

4.8

2.3

4.8

3.7

6.7

3.3

3.3

4.4

1.9

3.5

5.0

3.8

4.1

Changing

Steady

4.7

5.1

4.4

4.8

4.1

3.6

4.9

4.2

4.1

5.5

4.3

5.1

4.4

3.9

3.6

4.6

Indoor

Outdoor

1.2

1.1

2.0

1.8

1.0

2.5

1.3

3.6

1.1

1.1

1.1

1.2

1.1

2.1

1.4

1.6

Requires skill

with tools

No skill required

1.7

2.2

4.1

3.8

2.9

4.5

3.0

5.2

2.4

5.6

3.4

3.4

4.1

4.9

3.7

3.7

Sales

Non-sales

2.3

4.5

5.9

5.4

6.8

1.8

5.9

1.2

6.6

1.2

5.7

5.6

4.8

5.0

6.2

4.6

Not active

Active

6.2

6.5

5.9

6.3

5.2

6.4

6.6

6.3

6.6

6.4

5.2

6.2

4.5

5.8

5.5

6.0

Dirty

Clean

5.9

6.1

6.1

5.5

4.8

6.1

5.4

6.9

5.6

6.0

6.4

6.1

5.7

6.3

5.7

5.9

Simple

Complicated

4.3

5.0

5.9

5.1

4.8

6.2

5.0

5.9

5.5

4.0

5.1

4.4

4.6

5.3

5.0

5.1

Work alone

Work with others

5.3

5.7

6.4

6.4

5.5

5.0

5.9

3.5

5.7

6.5

5.6

6.1

6.3

6.3

5.9

5.7

Usual

t.) c° Interesting

Unusual

Boring

3.6

1.6

4.3

1.3

3.6

1.3

4.0

1.4

4.1

2.0

5.9

1.3

3.9

1.3

5.3

1.2

4.7

1.6-

2.9

1.5

4.2

1.9

3.0

2.3

4.1

1.7

4.6

1.8

4.3

1.9

4.2

1.6

Make lots of

money

Don't make much

3.6

4.1

3.9

4.1

3.2

3.7

5.0

2.4

4.0

4.5

3.8

4.1

3.6

4.3

5.1

4.0

Practical

Intellectual

3.1

4.1

5.6

3.7

3.5

4.?

3.6

4.8

4.2

3.2

4.4

2.4

3.8

4.4

4.0

3.9

Very competitive

Not competitive

2.0

4.4

4.6

4.1

3.9

2.6

4.4

1.9

4.5

1.9

4.5

3.3

4.6

3.5

3.9

3.6

Physical activity

Mental activity

3.9

4.6

5.4

4.6

4.7

5.0

4.0

6.0

4.1

4.0

5.7

3.1

6.1

5.5

5.1

4.8

Deal with people

Deal with ideas

3.0

2.2

3.3

3.1

3.6

3.8

2.1

3.3

2.0

1.9

3.0

3.2

1.7

2.6

2.7

2.8

Artistic

Not artistic

1.8

4.0

3.1

4.1

5.9

1.4

5.1

5.4

4.7

3.6

5.6

4.7

5.8

5.6

5.6

4.4

Closely

supervised

Highly independent

5.6

4.2

4.5

5.3

4.2

6.3

3.4

6.5

4.3

3.8

5.6

2.9

2.0

5.4

5.0

4.6

Deal with things

Deal with people

6.0

5.6

6.0

5.5

3.1

4.4

6.1

6.8

6.0

5.7

5.3

2.9

6.6

6.0

5.4

5.4

Business

Non-business

1.8

2.3

5.5

3.0

4.0

1.8

4.6

1.6

4.3

1.4

2.0

4.5

1.7

3.7

3.6

3.0

Work with words

Don't work with

words

3.9

3.3

1.5

3.2

5.5

3.1

3.7

1.6

4.0

2.8

2.1

6.5

1.9

2.6

3.2

3.3

Supervise many

others

Responsible only

for my own work

5.7

5.1

4.1

1.6

6.0

3.3

5.0

6.4

4.6

5.6

5.1

6.6

5.7

3.2

3.5

4.8

Am a scientist

Not a scientist

5.8

5.9

5.4

6.0

6.9

6.5

6.0

6.6

5.3

6.7

6.8

6.7

6.5

6.5

6.4

6.3

Lots of public

No public speaking

4.8

4.4

4.2

4.8

6.6

4.2

5.5

4.1

5.4

4.8

6.3

6.7

5.0

4.1

4.9

5.0

speaking

071

.",v

ov.7

.-V

7i1.

1,74

77fr

p,F;

71.7

771

Table 9

*mlmW1,-;11,,T71.7,v.,727W177:34,riraTII,

Occupational Criterion Groups Rank Orderedon Job Description Adjective Pairs

Adjective

Requires skill

Pair jean

Work with things (1)..

with tools (1)..

Score

Dangerous (1)..Safe (7)

Work with ideas (7)

Changing (1)..Steady (7)

Indoor(1)..Outdoor (7)

No skill required(7)

7.0

6.8

6.6

Secy/TO

LIS

6.4

Sales/Intl)

6.2

Elem/Army/DA/Navy/LIS

6.0

ExH/SAO/InstA/Beaut

5.8

5.6

Sales

5.4

LPN

Elem

Sales

LIS

5.0

Army

4.8

RT

Beaut/ExH/IntD

LPN/ExH/Beaut

Army

4.6

4.4

Secy

Eiem/TO/Secy

4.2

LIS

4.0

InstA/RT

Elem/TO

3.8

Navy

Army

ExH

IN)

3.6

LPN

IntD/Navy

LIS

Navy

3.4

TO

Secy/SMO

3.2

DA/RT/Sales

3.0

LPN

2.8

lnstA

2.6

2.4

IntD

RT

2.2

InstA

DA

2.0

Army/Elem

1.8

SMO

ExH

1.6

Beaut

1.4

Navy/LPN

1.2

Beaut/SMO

1.0-1.19

DA/RT/Sales/Secy/TO

InstA

r,

Adjective

Pair Mean

Score

Sales(1)..Non-sales(7)

Table 9

Not Active(1)..Active(7)

(cont'd)

Dirty(1)..Clean(7)

Simple(1)..Complieated(7)

Work alone(1)..

Work with others

7.0

LIS

6.8

InstA

6.6

RT

LPN/RT

6.4

DA/IntD/Sales

Secy

Sales/Elem/ExH

6.2

Navy

Beaut/SMO/ExH/LIS

Army

IntD

TO/Army

6.0

DA/Elem/IntD/SMO

SMO

Sales

5.8

Elem/LPN

Elem/Army

Beaut

Elem/LIS

LPN/Navy

5.6

Secy/SMO

TO/Navy/RT

Secy

5.4

ExH

Navy

ExH/LPN

5.2

InstA/Secy

Army

Beaut

5.0

Army

ExH/Secy/DA/LPN/Navy

IntD

4.8

TO

InstA

InstA

4.6

TO

4.4

DA

TO

SMO

4.2

Beaut

4.0

Sales

3.8

3.6

3.4

LIS

3.2

3.0

2.8

2.6

2.4

Beaut

2.0

1.8

IntD

1.6

1.4

1.2

Sales/LIS

1.0-1.19

A

Adjective

Pair Mean

Score

Usual(1)..Unusual(7)

Table 9 (cont'd)

Make lots of money(1).

Interesting(1)..Boring(7)

Don't make much(7)

Practical(1)..

Intellectual(7)

Very competitive(1)..

Not competitive(7)

7.0

6.8

6.6

6.4

6.2

6.0

5.8

IntD

5.6

Elem

5.4

5.2

LIS

5.0

Navy/LPN

4.8

LIS

4.6

RT/Army

Elem/TO

4.4

Sales

Secy/Army

RT/Secy/DA/LPN

4.2

DA/Navy/Secy

Army

IntD/RT

4.0

InstA/TO/ExH

DA/ExH/SMO/RT

DA/Navy

ExH

3.8

LPN

Elem/Secy

TO

InstA/Navy

3.6

Beaut/Elem

IntD/Beaut/TO

ExH/LPN

3.4

InstA

Army

3.2

InstA

Sales

SMO

3.0

SMO

Beaut

2.8

Sales

2.6

IntD

2.4

LIS

SMO

2.2

SMO

2.0

InstA

Beaut

1.8

Secy/Navy/Army

Sales/LIS

1.6

TO/Beaut/RT

1.4

Sales/ExH

1.2

DA/Elem/IntD/LPN/LIS

1.0-1.19

Table 9 (cont'd)

Adjective

Physical activity(1)..

Deal with people(1)..

Artistic(1)..

Closely supervised(1)..

Deal with things(1)..

Pair Mean

Mental activity(7)

Deal with ideas(7)

Not artistic(7)

Highly independent(7)

Deal with people(7)

Score

7.0

6.8

LIS

6.6

TO

6.4

LIS

6.2

IntD

6.0

TO/LIS

LPN/Beaut/Elem/RT/Army

5.8

InstA/TO

5.6

Secy

Secy/Army/Navy

Beaut/Secy

Sales/DA

5.4

Army/Elem

LIS

Army

ExH/Navy

5.2

ExH

Secy

5.0

Navy/IntD

LPN

Navy

4.8

4.6

InstA/DA/ExH

RT/SMO

4.4

Elem

IntD

4.2

RT/InstA/DA

4.0

RT/LPN/Sales

ExH/DA

3.8

Beaut

IntD

Sales

CA

3.6

InstA

Sales

3.4

LPN

3.2

Elem/LIS/SMO

3.0

SMO

ExH/Beaut/Secy

Elem

InstA

2.8

SMO

SMO

2.6

Navy/Army

2.4

2.2

DA

2.0

LPN/RT

TO

1.8

Sales

Beaut

1.6

TO

1.4

IntD

1.2

1.0-1.19

Adjective

Pair Mean

Score

Business(1)..

Non-Business(7)

Work with words(1)..

Don't work with words(7)

Table 9 (cont'd)

Supervise Alany others(1)..

Responsible only for my

Am a scientist(1).. Lots of public speaking(1).

own work (7)

Not a scientist(7)

No public speaking

7.0

6.8

InstA/Secy

6.6

SMO

Sales/SMO/LIS

SMO/InstA

6.4

SMO

LIS

IntD/TO/Army/Navy

6.2

Secy

6.0

InstA

ExH/LPN

5.8

DA/Beaut

5.6

Beaut/TO/Sales

5.4

Elem

InstA

Elem

LPN/RT

5.2

RT

5.0

DA/Secy/LPN

TO

4.8

Navy/Beaut/ExH/Sales

4.6

LPN

RT

4.4

SMO

DA

4.2

RT

Elem/IntD

4.0

InstA

RT

Elem

Army/LIS

3.8

Beaut

tr4

3.6

Army/Navy

LPN

3.4

Navy

3.2

DA/ExH/Navy

IntD/Army

3.0

ExH

IntD

2.8

Sales

2.6

Army

2.4

2.2

DA

2.0

Secy

Secy

1.8

Beaut/IntD

TO

1.6

TO/LIS

LIS

ExH

1.4

Sales

Elem

1.2

1.0-1.19

occupational groups very effectively vere:

Work with wordsSupervise many othersArtisticClosely supervisedWork vith thingsBusiness

Don't work with wordsResponsible only for my own won:Not artisticIndependentWork with ideasNon-business

A look at almost any adjective pair in Table 9 contributes some interesting

insights about the way women in various occupations describe their jobs.For instance, on the adjective phrase "Reauires skill with tools No

skill required," the b3autician, dental assistant, and radiologictechnologist groups rated themselves as requiring more skill with toolsthan did the instrument assembler or sewing machine operator groups,which could be considered the most industrial of the groups studied. On

the "Very competitive----Not competitive" pair, the medical and educationaloccupational groups described themselves as not competitive and the salesoccupational groups described their jobs as very competitive. Interestingly,

the beautician group rated their job as nearly as competitive as the salesoccupations and more competitive than the interior decorator group ratedtheir job. While not obvious, it is true that if a beautician does notplease her customers they are very likely to be sitting in a competitor'schair the next week.

Those readers interested in learning more about these occupations would do

well to scan Table 9 more closely. In the chapters on individual occupational

groups the job descriptions of each group will be discussed further.

34

Chapter 4Developing Vocational Interest Scales

Interest inventories are useful tools, mainly because peoplereport a wide range of preferences for various activities, andthese preferences are important in influencing their career choices.While that may be an obvious point, it is not always fullyapprociated. People in different occupations have vastly differentlikes and dislikes, and inventories such as the SVIB are based onthese differences.

The main purpose of this project was to study the vocationalinterests of the nonprofessional women's occupations, and todevelop scoring scales to reflect the characteristic interests ofeach occupation.

To emphasize and document the diversity between occupations,several tables have been prepared, showing the range of responseto several SVIB items. In Tables 10-15 are shown the percentagesof each criterion sample responding -Like to various SVIB items.For comparative purposes, in a few of the tables some professionaloccupations are also listed.

Tables 10 and 11 show the responses to a variety of items anddemonstrate both the spread between occupations--e.g., SO percentof the stewardesses answered "Like" to being an'Artist's Model°compared to only 5 percent of the sewing machine operators--and thesma4 between. items--e.g., "Going to church' was much more popularamong-Most of the occupations than being an'Artist's Model."

Insert Tables 10-15 about here

Table 12 compares the answers to two similar items #176: OperatingMachinery and #192: Operating office machinery, and demonstrateswhat happens when an item is slightly modified. The occupationstoward the bottom of the ranking did not change much; interiordecorators apparently do not like to operate machines, whether generalor office. However, at the top of the rank-order, the occupationsdid shift in a meaningful way. Secretaries, telephone operators,and the enlisted women moved to the top of the rank-ordering when theword °Office" was inserted; radio-logic technologists moved down.These shifts indicate how these items reflect subtle differencesbetween the occupations.

Tables 13 and 14 demonstrate another factor at work, ie,the prestigeor, perhapsIsocial desirability of the item, but the influence ofthis factor is by no means clear-cut. The two items presented inTable 13, "College Professor" and °Doing your own laundry*should differ

35

0.,,,

-..s

um,T

oRpr

amgl

n..7

,w;-

-ft.,

417A

MA

TP.

M7R

iAT

Pri,

,

Table 10

100

9585

#7 Artist's Model

.

#183 Going to church

[DIRECTORS,CHRISTIAN EDUCATION]

Elementary Teachers/Saleswomen

Beauticians/Licensed Practical


#38 Electronics Technician

Nurses

80

Dental Assistants/Executive

Housekeepers

75

Telephone Operators

70

Radiologic Technologists

Instrument'Assemblers

Life Underwriters/Secretaries

65

Stewardesses

60

55

Army-Enlisted/Navy-Enlisied

50

Stewardesses

Interior Decorators

Assemblers

45

.Instrument

40

Entertainers

Entertainers

30


25

Beauticians

Army-Enlisted

20

Secretaries

Navy-Enlisted

15

Dental Assistants/RadiolOgic Technoldgists

Telephone Operators

10

Instrument Assemblers/Life Underwriters

Licensed Practical Nurses

Saleswomen/Telephone Operators

Executive Housekeepers/Sewing

Machine Operators

5Executive Housekeepers/Army-Enlisted

Life Underwriters/Secretaries

Interior Decorators/Elementary Teachers

Saleswomen/Stewaidesses/Beauticians

Licensed Practical Nurses/Navy-Enlisted

Dental AssistantsjEntertainers


0-4

Elementary Teachers/Interior Decorators

Table 11

100

95

90

85

80

#132 Camping out

#135 Looking at things in

a hardware store

#137 Planning a large party

Interior Decorators

75

Stewardesses/Navy-Enlisted

70

Army-Enlisted

65

Licensed Practical Nurses/Telephone

Operators/Radiologic Technologists


60

Interior Decorators

Beauticians/Secretaries

Saleswomen/Life Underwriters

Entertainers

55

Executive Housekeepers/Beauticians

Telephone Operators/Executive Housekeepers

Executive Housekeepers

Elementary Teachers

Dental Assistants

50

Elementary Teachers/Sewing Machine

Instrument Assemblers

Operators

Elementary Teachers

45

Entertainers/Saleswomen/Dental

Instrument Assemblers/Dental Assistants


Assistants/Instrument Assemblers

Saleswomen


Secretaries

40

Secretaries/Army-Enlisted/Radiologic


Technologists/Navy-Enlisted/Life

Telephone Operators

Underwriters/Beauticians/Licensed Practical

Nurses

35

Life Underwriters

Entertainers

Army-Enlisted

30

Interior Decorators

Stewardesses

Navy-Enlisted

25

20 15

10 5

0-4

#176 Operating Machinery

100

95 90

85 80

75 70

65 [ENGINEER]

6055 Instrument Assemblers/Sewing Machine Operators

50 Radiologic Technologists

45 40 Navy-Enlisted/ Executive Housekeepers

35 Telephone Operators/Army-Enlisted

30 Licensed Practical Nurses

00

25 Dental Assistants/Saleswomen

20 Elementary Teachers/Beauticians

15 Secretaries/Stewardesses

10 Life Underwriters/Entertainers

5 Interior Decorators

0-4

Table 12

#192 Operating office machinery

[BUSINESS EDUCATION TEACHER]

Telephone Operators/Secretaries

Instrument Assemblers/Army-Enlisted/Navy-Enlisted


Dental Assistants/ Executive Housekeepers/Saleswomen


Licensed Practical Nurses/Beauticians/Stewardesses

Elementary Teachers

Life Underwriters

Entertainers

Interior Decorators

Table 13

#24 College Professor

10095

[MATHEMATICIANS]

90

[PSYCHOLOGISTS/CHEMISTS]

85 80

75 70

65 6o

555045

Stewardesses/Elementary Teachers

40 35

Interior Decorators/Entertainers/Life Underwriters

30

Dental Assistants/Secretaries/Army-Enlisted

25

Licensed Practical Nurses/Navy-Enlisted

Radiologic Technologists/Executive Housekeepers

20

15

Sewing Machine Operators/Saleswomen/Telephone Operators


10

Beauticians

5

0-4

#178 Doing your own laundry


Saleswomen/Telephone Operators

Executive Housekeepers/Licensed Practical Nurses

Beauticians

Elementary Teachers/Instrument Assemblers

Dental Assistants

Fecretaries

Rádiologic Technologists

Stewardesses

Life Underwriters/Army-Enlisted/Navy-Enlisted

Entertainers

Interior Decorators

[PSYCHOLOGISTS]

c

Table 14

1009590

85

80

75

70

#78 Physician

[PHYSICIANS]

#85 Nurse's Aid

65


60


55

Dental Assistants

50

Stewardesses

Dental Assistants/Licensed Practical Nurses

45

Saleswomen/Sewing Machine Operators

40

Life Underwriters/Entertainers/Army-Enlisted

Telephone Operators

35


30

Telephone Operators/Secretaries/Navy-Enlisted


25

Saleswomen/Elementary Teachers/Interior Decorators

Elementary Teachers/Beauticians/Executive Housekeepers

20

Beauticians/Instrument Assemblers/Sewing Machine

Operators

Radiologic Technologists/Stewardesses

15

Army-Enlisted/Secretaries/Navy-Enlisted

10

Entertainers

5Interior Decorators/Life Underwriters

[PHYSICIANS]

0-4

4

Table 15

100

95

9085

8075

70

#37 Employment Manager

#47 Hotel Manager

#75 Office Manager

#122 Travel Bureau Manager

65

Army-Enlisted

,

Executive HOusekepers


Army-Enlisted

Stewardesses

60

--1

Secretaries

Army-Enlisted/Secretaries/ Executive

Housekeepers/Life Underwriters/

Saleswomen

55

Secretaries

'Army-Enlisted

5045

Life Underwriters

Stewardesses

Dental Assistants

Dental Assistants/ Instrumeht


Assemblers/NaVy-Enlisted/ Telephone

,Operators/Interior Decoratoit

40

Dental Assistants

Navy-Enlisted

.

Radiologic Technologists/ Elementary

Telephone Operators


Teachers

35

Navy-Enlisted

Instrument Asr.mblers

Telephone Operators

LicenSed Practical Nurses

Life Underwriters

Entertainers/Beauticians

-30

Elementary Teachers

_Secretaries

Dental Assistants

-.!'faleswomen/Life


Beauticians/Sewing Machine

Saleswomen.

, Underwriters/Instrument

Operators

Assemblers/Stewardesses

25

Radiologic Te.chnologists



Entertainers/Beauticians

:.Interior Decorators/

l'elephone Operators

.Navy-Enlisted

20

Elementary Teadhers

Elementary Teachers



15

Entertainers


Beauticians/Lidensed

Practical Nurses

10

Interior Decorators

Entertainers/Interior

Decorators

5

0--4

on the prestige dimension; -College Professor" is a popular item

among most educated groups--over 90 percent of women psychologists,chemists, and mathematicians responded 'Like"--but among many ofthese non-professional samples, it was not even as popular as

"Doing your own laundry..: Further, Table 14 lists two medical

occupations, 'Physician and 'Nurse's Aid,- which differ greatly

in prestige. Yet tnese two are not all that different inpopularity among these groups; in fact, five of the samplesresponded 'Like" more often to'Nurse's Aid" than to 'Physician.'The prestige factor is not nearly as powerful as one might intuitively

believe; the specific item content is more important.

To further emphasize the importance of item content, Table 15shows the response percentages for these occupations to several

managerial-type items. Two trends are Obvious; first, the specifictype of managing does matter--the executive housekeepers chose

'ilotel Manager' more often, the stewardesses chose 'Travel Bureau

Manager.h Second, some occupations are more managerially-mindedthan others. The Army-enlisted sample, for example, which included

only high ranking non-coms, were at or near the top for each item,

the interior decorators near the bottom.

In general, one can conclude fromtables, that the responses to thedifferences between occupations.scoring scales that will include,that distinguish between them and

Scale Development

Table 15, and the precedingSVIB items do reflect meaningfulThe next step is to constructfor each occupation, the itemsthe remaining occupations.

The usual method of developing SVIB scales is to collect inventories

from a sample of an occupation to provide an estimate of the waythat the people in that occupatiun respond to each item. These

item response percentages are compared with the analogous percentagesfrom a Women-in-General ('IG) sample to identify those items which

will differentiate between women in the occupation and those not

in the occupation.

The basic purpose of a WIG sample is to control for differing levels

of popularity of the items. For example, the item 'Interior Decorator'

is a very popular item on the SVIB--over two-thirds of all womenrespond 4Like.' to that item. In contrast, the item "Waitress° is

very unpopular--less than 10 percent answer 'like." Using a WIG

sample controls for this varying level of endorsement by identifying

only those items that the members of an occupational group answerdifferently from Women-in-General, as opposed to using those items

answered most or least often by the occupational sample, for these

items frequently are the same items answered most and least often

by all women.

42

What kind of WIG sample should be used? Strong (1943) found earlierthat the reference group should be at the same general level inthe occupational spectrum as the occupation under study. Butthat creates problems when one is trying to study occupations overa wide range--for it is not always clear where an occupation fallsalong the dimension of level--and.confuses the use of the resultingscales, for it is frequently not clear whether a.person shouldbe evaluated with 'professional or .non-professional" scales.

These problems occur because we know so little of the effect ofalternative methods of selecting a WIG sample, and one goal of thisproject was to explore the results of using two different WIGsamples, one drawn from.all levels of women's occupations, the otherdrawn from wily the non-professional occupations. Scales weredeveloped using both of these groups, and the results are reportedbelow.

A second technical problem is: how large a difference in responsepercentages between the occupation and the WIG sample should beused in selecting items for a scoring key? And--a related question--how many items are needed to provide a reliable scale? Earlierwork by Clark (1961, p 125) suggested that validity was increasedconsiderably by increasing the percentage difference cut-off initem selection. !Rifle Strong (1943) ultimately settled on a 6

percent minimum aifference, Clark's work suggested that a 22percent ninimum lifference producej a more valid scale. Althoughthe scale based on the 22 percent key was considerably shorter,its reliability was only slightly reduced. However, Abrahams (1967)showed that with item validities held constant, reliabilityincreases with scale length and he concluded that the length ofa SVIB key must be determined by the number of valid itemsavailable.

As a result of these studies, recent SVIB scales have usedminimum percentage differences between groups ranging from 14 to22 percent (Campbell, 1966, p 35). The resulting scales have 35to 98 items scored according to a unit (*I.) weighting system(Strong, Campbell, Berdie, Clark, 1964).

In developing the scales in this study, the precedents of minimumpercentage cut-offs of at least 14 percent, scales of at least60 to 80 items, and unit weighting were followed. For example,an item with the following response percentages would be weightedas indicated: Item Response Percentages

L I DOccupational Sample 86 04 10

Women-in-General Sample 50 25 25Difference :21 .713;36

Scoring weight + 1 - 1 - 1

43

A third technical question involved the optimum size of the

criterion groups. :low large must a criterion group be to provide

a reliable estimate of the response percentages of an occupational

group? Strong originally concluded that an N of 300 to SOO

was desirable and, in .this project, we tried to achieve that,

but found it difficult. Collecting 400 inventories from a

single occupation is a chore, always expensive, and sometimes

virtually impossible. Among the entertainers, for example, we

probably expended twice as much staff time and money to collect

100 inventories as we did to collect 300 in the other samples.

For that occupation, it was mainly a problem of locating names and

addresses. For other occupations, such as the beauticians and

instrument assemblers, the problem was one of locating enough

employed women who had had at least three years of experience

and who said they enjoyed their work.

In a separate study, Harmon (1968) looked more closely at the

issue of sample size and concluded that, when unit weighting and

high response percentage cut-offs are used in scale construction,

large criterion groups are not necessary. Scales based on small

samples are slightly poorer but preferable to no scales at all.

Consequently, scales were developed here for all of the groups,

even the smaller occupational criterion samples.

Two sets of Occupational Scales were constructed, the first set

was based on comparisons between the occupational sample and a

group of 1,000 Women-in-General, drawn from the entire occupational

spectrum. This sample contained women from both professional and

non-professional occupations, as well as some student groups;

a complete listing of the sample is given in Appendix C. The

scales based oa these comparisons will be called the WIG

scales to indicate that these scales are based on the coIgAsonbetween the occupations and the total sample of Women-in-General.

The second set of scales was based on comparisons be'..ween the

non-professional samples and a group of flomen-in-General drawn

only from these same occupations, that is, from only non-professional

occupations. These scales will be called WIG1 scales, to

indicate that they are based on a comparison between nonprofessional

occupations and a nonprofessional WIG group.

The second scale was not developed for three of the occupations

that seemed to be the most 'profesionally orientecP and probably

did not belong in the nonprofessional group. Those occupations

were:interior decorators, life insurance underwriters, and

entertainers.

Table 16 contains the relevant comparisons between these two

sets of scales. Included in that table are the raw score means

and standard deviatiorc for each criterion group, the standard score

44

means and standard deviations for the two WIG samples, a comparisonof the percent overlap for both sets of scales, the number ofitems scored, and the minimum percent difference scored for bothsets of scales.


The percent overlap reported in Column 6 of Table 16 is oneindex of scale validity as this statistic gives the percent ofscores in one distribution that can be matched by scores in theother distribution; thus, this reflects the effectiveness ofthe scale in separating the occupational sample from the WIGsample. If the distributions are identical, the overlap is100 percent; if they are completely separate with no scores incommon, the overlap is zero percent. The formula

= c41 M2

SD1 + SD2

2

and Q table provided by Tilton (1937) allowti one to determinethe percentage of overlapping without actually counting theoverlapping scores.

As Table 16 shows, and as should be intuillvely obvious, therewere fewer items showing large percent differences between theoccupational samples and the non-professional WIG than betweenthe samples and the total WIG sample.

Consequently, the WIGTID scales should show a lower level,ofvalidity, in the senseof separating the occupational samples fromthe 1IG sample, and indeed they did. The separation between the

two groups for the WIG scales was considerably better thanfor the WIGT scales,

total with the exception of the elementary

teachers. Mrhaps this occupation should not have been includedwith the nonprofessional occupations, though, as we shall see,the data on that point are inconsistent.

But there is another measure of validity which is also importantand that is the ability of the scale to separate occupations fromeach other. To determine that, it is necessary to look at the

data in the next several tables. In Table 17 are presented themean scores of the nonprofessional groups on all the regular SVIB

scales, where all the scales are based on the WIG total s ple

45

Because they were available, scores on two of the WI'S Non-

Occupational scales have been included here for each occupation,

i.e., the Femininity-Masculinity scale and the Academic Achievement

scale, though nothing has been said of these sciles in the various

discussions.

The Femininity-asculinity (F4) scale includes items that men and

women answer differently. It is normed so that the .'average woman'

scores 50; the.'average man" scores in the low 30's. High scores,

above 55, indicate stronger preferences for feminine activities,

particularly art, music, and related areas, than ayerage, low

scores the opposite.

The Academic Achievement (AACH) scale contains items that characterize

the interests of students who do well in high school and college.

College students who do well usually score at least 45, with

those earning tae BA about 50, those earning the MA about 55, and

PhD about.60. Dropouts average 40, and those who never enter college

between 30 and 35. .

46

N

Table 16

Scale Characteristics of WIG

and WIG

Non-Professional Scales

total

np

Criterion Group

Women-in-General

(raw scores)

(standard scores)

WIGtotal

WIGnp

Total on

Nonprof

Percent

Number of

Minimum Percent

WIGtotal

on WIGnn

Overlap

Items Scored

Difference Scored

Mean/SD

Mean/SD

scales

scales

WIG /WIG

WIGt/WIGnp

WIGt/WIGnp

tnp

(N=1000)

(N=420)

Beautician

262

24/20

25/25

31/11

38/10

38/55

77/85

20/15

Dental Assistant 417

25/15

.9/6

29/15

35/12

39/48

75/23

15/14

Elementary

325

21/15

25/11

35/13

27/13

51/32

.60/70

15/14

Teacher

Executive

280

28/16

17/9

30/13

31/12

38/39

82/47

16/14

Housekeeper

Instrument

89

26/18

16/14

27/14

35/11

34/48

86/67

19/14

Assembler

Licensed Pract.

222

33/18

30/14

27/14

30/13

33/40

86/77

18/15

Nurse

Radiologic

306

17/13

17/15

31/14

36/12

43/53

67/60

14/14

Technologist

Saleswoman

241

32/17

19/11

26/15

30/14

35/41

79/60

19/14

Secretary

366

21/16

17/13

33/13

35/11

45/46

75/55

14/14

Sewing Machine

294

29/15

29/18

19/16

31/12

23/41

80/83

26/18

Operator

Stewardess

439

34/17

35/18

27/14

26/14

34/33

78/86

19/20

Telephone

128

24/14

13/7

25/17

35/14

36/54

71/34

20/14

Operator

Army-Enlisted

218

9/15

15/21

31/11

35/10

37/44

70/86

17/15

Navy-Enlisted

213

17/18

16/24

33/11

37/10

42/51

77/83

17/15

In Table 17, the nonprofessional samples tended to score low

(below 45) on most professional scales. Exceptions to this

rule included the scores of licensed practical nurses on the

Physical Therapist, Public Health Nurse, and Registered Nurse

scales, the entertainers on the Musician Performer and Model

scales, the executive housekeepers on the Dietitian scale, the

interior decorators on the Librarian scale, and the radiologic

technologists on the Physical Therapist and Medical Technologist

scales. None of these exceptions involved a bizarre or unexpected

relationship, intuitively they seem reasonable. The beautician,

dental assistant, instrument assembler, life insurance underwriter,

saleswoman, secretary, sewing machine operator, stewardess,

telephone operator, Army enlisted and Navy enlisted groups had

no high scores on any of the pre-existing SVIB scales, suggesting

that their interests are not likely to show up on the traditional

SVIB profile.

On the nonprofessional scales the nonprofessional groups scored

higher and the relationships were not as intuitively meaningful.

Thus, beauticians scored high on the secretary scale; saleswomen

scored high on the Executive Housekeeper and Telephone Operator

scales; telephone operators scored high on the Dental Assistant

and Instrument Assembler scales; sewing machine operators scored

high on the Dental Assistant, instrument Assembler, Telephone

Operator, and Beautician scales. There appeared to be an

occupational level factor operating which, in general, caused

nonprofessional. groups to score low on professional scales and

high on nonprofessional scales.

It is this problem of level that we are attempting to study by

developing a second Women-in-General group. Some of the

results of this approach are shown in Table 18, which contains

the scores of the nonprofessional occupations on scales based on

the second Women-in-General sample, the so-called WIGn sample.

Within Tables 17 and 18, each occupation should score Yow on scales

other than its own, thus minimizing the overlap between the

criterion sample and other samples. Scanning the two tables

makes it clear that the second set of scales, those based on the

nonprofessional WIG sample, did a better job of separating the

nonprofessional groups from each other than did the WIGtotal

scales. For example, beauticians averaged 40 on the Dental

Assistant scale based on the WIGt1 al comparison, but only 27

on the Dental Assistant scale base on the WIGnp comparison.

Insert Tables 17 and 18 about here

48

4

Table 17

Mean Scores of

17

Non-Professional Sampleson all SVIB Scales

Scales/Groups

(Scales based on WIGtotal

)

Beau Dent Elem Exec Inst LPN

RsdT Sales Secy Sew0 Stew Tel0 Army Navy

IntD

Ent

LifeI

Music Teacher

18

21

33

25

16

22

14

24

24

18

22

20

18

13

26

24

28

Musician Performer

22

24

29

25

20

25

23

26

26

19

29

22

23

21

40

44

33

Entertainer

25

20

18

16

17

17

22

19

22

12

36

18

18

19

34

50

27

Model

31

23

19

19

23

17

23

23

27

20

36

21

21

22

35

43

33

Artist

20

16

21

18

18

18

22

15

18

17

19

14

19

22

38

34

27

Interior Decorator

13

511

13

83

712

13

417

69

750

29

28

Newswoman

19

16

23

18

16

16

21

18

23

12

29

14

24

21

41

39

35

English Teacher

21

24

34

25

18

23

21

27

30

18

33

23

26

20

34

36

34

Language Teacner

24

23

36

25

20

21

20

28

33

20

33

25

24

20

36

38

36

YWCA Staff Member

24

27

30

31

22

26

25

27

29

18

38

24

33

26

32

32

39

Director,Christian Education

17

22

33

25

12

25

15

22

21

16

24

19

19

13

17

18

24

Nun-Teacher

10

18

28

22

15

26

18

17

13

20

917

19

17

67

11

guidance Counselor

18

27

34

32

18

28

23

26

27

16

31

22

28

19

25

22

34

Social Science Teacher

23

27

35

30

23

27

26

29

32

23

32

26

32

26

29

28

36

Social Worker

11

21

25

27

16

27

22

20

20

11

20

16

25

18

23

17

31

4,

ko

Speech Pathologist

Psychologist

12 2

20 4

25 10

20 7

13 3

20 6

22 12

14

- 2

18 6

5

- 6

23

12

22

- 2

24

13

19

10

31 23

31 22

34

17

Librarian

14

22

32

29

20

26

23

25

28

19

21

20

30

25

42

32

36

Translator

12

17

25

18

16

17

22

12

19

11

21

13

22

22

35

34

26

Physician

13

23

21

22

17

29

32

13

15

13

18

14

27

28

29

26

25

Dentist

19

28

21

26

26

31

31

20

19

25

15

22

28

29

25

19

23

Medical Technologist

25

35

25

31

33

39

41

25

23

30

23

30

32

35

19

19

19

Chemist

- 8

67

94

1 3

14

- 4

-1

0- 4

014

14

84

6

Mathematician

07

12

10

912

15

06

7- 2

616

18

15

13

12

Computer Programmer

23

23

20

21

29

20

30

19

25

22

26

26

27

30

21

23

18

Engineer

12

20

16

23

23

22

22

14

17

18

16

18

30

29

22

16

22

Army-Enlisted

32

34

29

38

40

35

35

36

34

39

30

38

50

45

22

25

35

Navy-Enlisted

39

37

30

36

43

37

40

35

35

42

32

40

46

50

26

29

32

Army-Officer

18

25

24

31

25

23

28

24

29

17

33

22

44

37

32

30

39

Navy-Officer

28

31

27

32

32

28

36

27

33

25

34

27

43

41

40

38

41

(continued)

Table 17 (cont'd)

Beau Dent Elem Exec Inst LPN

RadT Sales Secy Sew0 Stew Tel0 Army Navy

IntD

Ent

LifeI

Lawyer

12

17

18

21

17

16

20

17

22

12

22

15

29

23

35

28

40


22

22

21

25

19

18

17

27

24

18

28

19

27

20

36

30

50

Buyer

25

27

20

31

28

25

23

34

28

29

21

26

28

24

29

19

32

Business Education Teacher

29

29

30

31

32

25

21

35

35

35

23

35

29

26

18

16

28

Home Economics Teacher

35

30

34

33

29

28

22

36

30

33

32

32

16

16

27

18

19

Dietitian

29

37

32

41

33

40

35

35

31

30

33

33

30

29

31

25

33

Physical Ed Teacher (H.S.)

36

37

31

31

34

36

39

29

29

33

38

34

34

37

14

21

23

Occupational Therapist

10

33

38

34

30

38

36

30

31

28

34

31

30

29

34

32

25

Physical Therapist

34

44

37

39

37

49

47

36

32

37

37

39

39

40

22

25

27

Public Health Nurse

30

36

36

35

28

41

36

31

31

30

33

31

27

26

18

23

26

Registered Nurse

30

39

34

33

27

44

39

31

31

28

39

31

26

26

20

26

24


33

42

34

40

35

50

37

40

29

42

26

41

31

31

16

19

24


37

45

29

37

40

47

51

36

31

40

35

40

38

42

19

26

22

Dental Assistant

40

50

33

41

41

47

40

43

38

45

33

45

34

36

19

22

26


36

41

35

50

40

43

34

45

37

44

31

44

26

32

27

35

32


42

37

30

36

50

36

36

40

35

49

27

45

35

39

19

30

23

Elementary Teacher

40

41

50

43

41

45

35

46

40

46

35

46

34

32

25

27

30

Secretary

45

41

36

39

45

33

33

44

50

46

41

46

36

36

31

33

35

Saleswoman

38

39

34

40

40

39

30

50

37

47

31

44

31

29

21

20

28


35

30

25

31

37

32

25

36

27

50

16

39

24

27

10

25

15

Telephone Operator

41

41

33

39

43

41

33

45

38

50

30

50

31

33

14

33

22

Beautician

50

38

33

36

43

35

35

41

38

46

38

43

33

36

30

33

32

cr. c)

Stewardess

34

30

26

27

29

23

28

33

33

23

50

30

27

26

28

26

30

Academic Achievement

32

40

45

43

37

44

43

38

40

35

40

37

45

43

46

45

44

Masculinity-Femininity II

42

42

50

44

37

45

40

46

46

41

44

42

38

38

54

50

43

"Ur

Table 18

T.c

i,"77

1,44

",,,,

,Wra

lr(S

lAjd

.,749

,

Non-Professional Scales

Mean Scores of

17 Nonprofessional Samples

on WIG(np)

Scales

Beau Dent Elem Ent

Exec Inst IntD LPN

Life RadT Sales Secy Sew0 Stew Tel0 Army Navy

Beautician

50

37

37

42

36

42

42

33

40

35

41

41

44

41

40

35

Dental Assistant

27

50

30

26

34

28

24

45

29

42

32

30

28

35

30

32

.38

31

Elementary Teacner

25

25

50

35

30

23

42

30

32

-25

30

31

24

30

25

25

23


23

32

33

25

50

27

37

37

40

27

33

29

28

27

28

36

29


41

30

32

33

33

50

34

28

30

33

36

36

43

28

39

34

38


23

37

33

23

34

25

21

50

23

38

28

20

31

20

29

27

27


32

40

34

41

35

35

36

44

34

50

28

30

31

37

39

42

Saleswoman

34

:

30

34

23

33

32

32

28

34

20

50

33

38

26

.32

35

23

19

Secretary

39

32

38

41

33

37

44

23

42

27

37

50

35

39

37

36

35


37

30

31

23

32

37

23

32

23

27

36

30

50

19

37

26

29

Stewardess

29

26

25

43

23

21

36

20

34

27

26

31

22

;25

23

Telephone Operator

39

34

34

20

35

40

16

36

18

28

42

37

.15.

47

.50..

27

50

27

28

Army-Enlisted

30

33

33

38

36

35

38

33

44

37

31

34

31

34

31

50

46

Navy-Enlisted

35

35

34

40

36

38

41

35

41

41

31

36

35

36

35

48

50

Table 19 summarizes these comparisons in a way that is easier

to understand. In that table are the average scores for 16nonprofessional groups on the 16 nonprofessional scales otherthan their own for both the WIGtotal

and WIGlin sets of scales.

The third column of Table 19 shows the diffelinces between the

two sets. The positive numbers show scales where the WIGnnscales did a better job of separating the occupations from'eachother; the negative numbers indicate where the WIGtotal scales

did the better job. Eight of the 14 comparisons were positiveand, in general, were larger than the negative ones, indicating

that the WIGnpscales had a slight edge on this index of validity.


It is necessary to make the same sort of comparison usingprofessional occupations. Table 20 has the mean scores ofseveral professional criterion groups on both the WIGtotal an d

WIG nonprofessional scales. Again, one must scan that table

to agtermine which of these sets of scales did the better job

of separating professional occupations from each other. To

facilitate that comparison, Table 21 has some summary statistics,analogous to Table 19.

Insert Table 20 arc', 21...about here

The first column in Table 21 gives the mean score for 24

professional occupations on the Beautician scale based on the WIG total

comparisons. The second column in Table 21 gives the mean scorefor the 24 professional samples on the Beautician scale basedon the WIGnp

sample, and the third column of Table 21 presents the

differences between the two means. Again, positive scores favor

the WIG scales, negative, the WIGtotal

. In these comparisons,

there wRR only one which favored the WIGnp

scales--

all of the remainder were in favor of the WIGtotal

scales.

This indicates that scales for nonprofessional samples based on

a total WIG sample will separate the nonprofessional samplefrom all professional samples better than a scale based on the

item comparisons between a nonprofessional occupational sample

and nonprofessional WIG.

That creates a quandary. When contrasting nonprofessional women witheach other, the WIGnn scales are better, but when the wider spectrumof occupations is coficerned, the WIGtotal

scales are better.

52

Tabie 19

Mean Scores of Non-Professional Samples on 13WIG

totaland WIGnp Scales

WIGtotal Scales WIGnp

Scales Differences

*

Beautician 37 39 -2

Dental Assistant 36 31 +5

Elementary Teacher 38 27 +11

Executive Housekeeper 36 31 +5

Instrument Assembler 35 34 +1

Licensed Practical Nurse 32 27 +5

Radiologic Technologist 35 36 -1

Saleswoman 29 30 -1

Secretary 39 36 +3

Sewing Machine Operator 27 30 +3

Stewardess 28 27 +1

Telephone Operator 34 32 +2

Army-Enlisted 34 35 -1

Navy-Enlisted 36 37 -1

*This number gives the average score of the beauticianson scales other than their own.

53

,

Scales

Mean Scores of

24

Table 20

Professional Criterion Groups on

WIG-Total and WIG-NP Nonprofessional

Scales

, , a, CV I I Z ... ..) v, ...s

u.,

'E w

czt

035

Beautician

WIG-t

24

35

18

WIG-np

39

38

28

Dental Assistant

WIG-t

12

37

21

WIG-np

24

27

36

Elementary Teacher

WIG-t

23

45

27

VI

4=.

WIG-np

49

33

42


WIG-t

15

40

22

WIG-np

31

36

35


WIG-t

16

35

22

WIG-np

36

37

32


WIG-t

14

31

25

WIG-np

31

19

42


WIG-t

19

26

35

WIG-np

47

24

56

Saleswoman

WIG-t

940

11

WIG-np

19

39

10

Secretary

WIG-t

20

49

13

WIG-np

39

51

26


WIG-t

730

10

WIG-np

26

33

23

Stewardess

WIG-t

12

29

12

WIG-np

27

23

21

Telephone Operator

WIG-t

640

11

WIG-np

12

42

16

Army-Enlisted

WIG-t,

22

40

31

WIG-np

43

39

46

Navy-Enlisted

WIG-t

27

36

34

WIG-np

49

37

50

:

r-'

CV 01 I I Z .-... c (0 1:.; l

Professional

-.,,;...

-_....

-U

1r

0101

ezt

40-

I I01

IIZ

I I

Z...

..070 W 4-

.) 0 *1...

.S

..-C C

...) .:

S .1--

C3

a) _. (.)

co a) I-- .. v, l 73.1 fl

tn c 0 c_.) w c.) g "C:I "; CD

Criterion Groups

w E 0 =30

28

26

26

35

35

36

36

34

39

31

28

22

26

33

33

31

28

32

32

36

46

38

39

44

36

53

49

45

43

37

33

26

33

38

41

42

34

43

38

28

19

18

19

30

32

25

29

26

33

32

29

21

26

31

33

33

26

29

30

34

21

20

24

30

41

34

36

36

34

29

26

24

26

33

27

31

31

31

34

30

33

33

32

35

34

40

43

40

37

20

15

11

12

24

26

25

23

21

31

25

25

28

28

30

27

29

34

31

29

26

24

20

22

30

25

27

25

26

32

31

29

27

32

25

37

38

39

41

30

32

27

25

27

28

38

36

39

38

31

,....

-....

r-...

..

03 CV I I = ......

.

s..

W ..0 U (0 W I-- 01 = (0 J 2737

2328 3848

26 32

20 3023 27

22 3724

30 33

43 13

25

25 32

21

2626 38'

26 39

......

I-C

1ry

1C

NJ

I I Z ......

...

S.- w >1

.7...

.

(0 J 24 34

19

27

27 37

25

36 19

30

19

24 22

40 20 25294310

21 23

31 15 19

33

48

31 46

C3 cr II 2: .... = M

S r S- MS

S.. r- -J 24

34

21 29

3348

26 36 19

31

22 29 23

41

21 27 28

41 12

2420

27 17

22

29

42 29

43

7 = .... c ro 1-

..) r- 4-J ro = w 4-5 ro T

.F.

2i 32

19

29

26 4319

31

22 3622 36

29

53

11 16 16

33

12

27 10

20

11 18304634

51

CO

CD 01 I I Z ......

.

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.S: U (0 W F- 7) v) _. .4, (0 S 30 34

34

34

39 37

33

32 32

36

33

35 36

422926 30

3224 30

21

20 28

30

35 39

35

42

Is)

nt-

co I I Z 5...

4-J N .1

1;11 0 r; = -C u W I--

-0 W 7" 2832

36

42 33

3031 32

33

34 36

42 49 54

2415

25

2521

25

21 23

26

24 344039

44

' C'7

"

(:'1 I I = W ti) S

.- = 32 36

33

39

37

37

31 32272733

37 404626 23

32

31 18

23

3032

272427 35

32 38

,

I.., 1 CD

4.0 II Z .

......

28

35

27 35

37

45 30

36

25

31 28

34 34

4423

22

29 33

14

222832

22 23

27 3730

39

, , ,0 CV 11 z -

_...

31 3435

39

38

37 32

32

30

30 36

4043 4727 23

29

2819

242729

28

2631 36

34

39

ss

f,-;

-;I I Z .-. 35 38

33

35 37

35

292931 33

30

31 39

43 24

21 31 32 19

25 29

29

26 24

35

4039

44

01 03

CV 01 I I Z .... c m "6 ,- 0 >,

E.

2231 25 372739

2435

222927

41 37

5315

15 19

2810

21 17

2615 15

29 4433

47

L.C

1

r.... CV

I I Z ......

...

.4, v) *I

. 0-, 0 :C

.)c.

)

>1

(f)

O..

16

30

13 32

24 47

18

37 1829

16

32 24

50 8

15

17

35 0

15

21 33 5

1327

47 27

48

II 2r 5.-- s.. w _c c..) ro w i .-. .

)"(

. cm (..) o (")

2735

24

29

39

46

2835

21

29 23

26

22

35

25

31 33

42 13

2427

31

21 26

30

402840

c:-.

)C

Y,

n z ....-

..

s- o 4-) to r L.) c ro s- I- 20

33 18

3224

42 1932

17

32 18

31 27

49 13

16

23 37 6

20

20 32

1915

27 442848

26

28

28

33

36

36

23

23

23

29

29

29

29

25

35

35

33

44

29

25

29

39

35

40

23

24

19

30

32

26

22

20

24

24

24

26

28

30

23

40

43

37

22

20

22

21

19

26

31

31

32

39

39

38

12

12

9

20

20

19

28

26

30

32

31

35

17

17

19

19

16

22

40

37

32

50

48

43

37

38

30

48

48

41

Table 21

: .. ,

Meab Scores of 24 Professional Groups on Non-Professional Scales..: based on Two WIG Groups

Scale WIGt Scales WIGnp Scales Difference

Beautician ..,,.. 27 35 -8

...;:

Dental Assistant 25 32 -7

Elementary Teacher 34 33 +1

Executive Housekeeper 28 35 -7

Instrument Assembler 23 31 -8

Licensed Practical Nurse 25 31 -6

Radiologic Technologist 29 42 -13

Saleswoman 22' 24 -2

Secretary 28 36 -8

Sewing Machine Operator 14 . 24 -10

Stewardess. .., 24 :. , ... , ....t.:-5

Telephone Operator 20 23.

-3

Army-Enlisted 30 41 -11

Navy-Enlisted 31 42 -11

s

:

55

Because of the definitional problems involved with 'nonprofessional,'

and because one usually cannot tell with any assurance whether

he should use nonprofessional or professional scales, it is

best:to use scales that are appropriate for the widest range of

occupations, which means using the WIGtotal scales, and that

procedure is recommended here.

The WIGtotal

and WIGup

scales were also compared on short-term

test-retest reliability, and those results also favored the

WIGtotal

scales, probably because they were the longer scales.

The reliability data are presented in Table 22.


The test-retest sample used included 114 college students, all

girls in an introductory psychology course, who volunteered to

participate for extra class credit; they were tested twice over

a 30 day interval. Their means and standard deviations for

both testings, and for both sets of scales are reported in

Table 22, along with the test-retest correlations for each scale.

If one assumes that low mean scores are good--indicating that

the scale is discriminating well between these college students

and the women in the occupation--then the WIGtotal

scales

clearly are superior to the WIGnn scales. The student means

were almost always lower on the RIGtotal

scales and sometimes

the differences approached a full standard deviation.

Conclusions

1. All of the occupations studied here differed enough from

each other in their reported interests so that scales could be

developed to discriminate between them.

2. For nonprofessional occupations, scales based on a comparison

with nonprofessional Women-in-General work better.

3. When working with the entire spectrum of occupations, scales

based on a comparison with an all inclusive Women-in-General

sample work better.

4. Nonprofessional scales developed from nonprofessional WIG

do not work as well with professional occupations, for the latter

score too high.

5. Scales based on the total WIG sample are slightly more reliable

than scales based on the nonprofessional WIG, probably because

they are longer.

56

6. Because of the practical problems involved, for general useit is best to use scales based on the total WIG sample.

7. A final conclusion, included here for emphasis: the professional-nonprofessional dichotomy is not a clear-cut schism. Aile useful

as rough categories, there is a great deal of overlap between

the two groups. Undoubtedly, this is a continuum, not a dichotomy,

and probably a multi-dimensional one at that.

57

Table 22

Test-Retest Reliabilities over Two Weeks fortwo Sets of Non-Professional Scales

Women-in-General (Total) Scales

Test-Retest

Test

Retest

Correlation

M/SD

M/SD

Women-in-General (np)

Test-Retest

Test

Correlation

M/SD

Scales

Retest

M/SD

Beautician

.94

32/9

31/9

.93

37/8

37/8

Dental Assistant

.94

30/13

30/14

.86

36/11

37/11

Elementary Teacher

.93

35/12

37/12

.87

36/11

36/11

Entertainer

.94

30/14

31/14


.93

26/12

27/12

.87

25/10

26/10


.94

26/12

26/12

.88

28/10

28/9

Interior Decorator

.94

12/16

12/16

Licensed Practical Nurse .95

27/14

28/14

.95

26/15

27/14

Life Insurance

.95

24/13

25/14

Underwriter


.94

35/13

35/14

.93

41/11

41/11

Saleswoman

.93

26/13

26/13

.91

24/12

23/14

Secretary

.93

34/11

34/11

.93

37/12

36/12


.96

14/14

14/14

.92

21/9

20/Q

Stewardess

.92

41/13

42/13

Telephone Operator

.93

27/14

28/14

Army-Enlisted

.88

30/9

30/9

.91

37/8

37/8

Navy-Enlisted

.87

32/8

31/9

.91

40/8

39/8

Chapter 5

The Basic Scales

The SVIB Occupational Scales are useful because they contain theitems that distinguish between that occupation and the reference groupof Women-in-General; thus, one can tell quickly by looking at anindividual's scores which occupations he might find satisfying.However, these scales are not easy to use to understand the factorsbehind the particular pattern of interests. If, for example, a woman

scored high on the women's Lawyer scale, one could say -Tou have the

interests of women lawyers." If the individual then asks the obviousquestion, "What are the interests of women lawyers?", one is thrown back

on his informal knowledge of women in that occupation. Although the

general shape of the scores on the profile give some indication asto what are the underlying factors, interpretation would have to be

indirect.

The Basic Scales were developed to make interpretation easier. Each

of these scales contains items from a single content area, such as

science, sales, or social service. Items were included in these scales

if they correlated highly with each other; thus, the scales are internally

consistent. Aost of these Basic Scales contain between 8-12 items,but the test-retest reliabilities are almost as high as the longerOccupational Scales, undoubtedly because of their greater internal

consistency. For a longer discussion of the construction of the Basic

Scales, see Campbell, et al, 1968 .

Nineteen Basic Interest Scales have been developed for the women'sprofile. They are listed in tne profile in Figure 3


The scales have been normed so that the Women-in-General group scores50, with a standard deviation of 10. Their mean is indicated by the

solid vertical line at 50 on the form. Norms are also available for

a sample of 906 high school senior girls and their mean scores arerepresented by the jagged line on the profile; thus scores can becompared to both adult women and teenage girls.

Scores of the 17 nonprofessional women's occupational samples arereported in Tables through for all of the Basic Interest

Scales. In each table, some of the other nighest and lowest scoring

occupations are listed, in brackets, for comparative purposes.

Scores for each of the occupations are presented individually in the

relevant chapter on tne occupation in Part II of this report. However,

the reader should scan each of these tables to study the distributions

of occupations on each scale. In general, they are quite reasonable,

59

Figure 3

PROFILE--BASIC SCALES FROM THE SVIB--WOMEN

SCALES

1 Public Speaking

STD

SCORE

3P

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

3p6 Physical Science

I .

7 M

echa

nica

l

8 Outdoors

9 Biological Science

10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking

15 Religious Activities

16 Music

.17 Art

18 Performing Arts

19 Writing

r I I I t

Profiled Scores

4p5

I

S

I I I

I I IS

.

,.

.I I

4

I I I

IS

S

34

ttI

PI

I

t t t

31)

f t t

4

4p 1

I I I I I I I I I f

.

I

r I

6p 6p I 6pIl

l II

. a

I I I I I I I I I I I I I f I I

7p 7p 719

I

= Women-in-General

(N=1000)

= High School Senior Girls

(N=906)

conform to intuition, and they are clearly easier to interpret than

the SVIB Occupational Scales.

In the following tables, the scales are arranged alphabetically.

A brief cocaent on.each table follows here:

Scores of 58 or higher should be considered "high" as they usually

are found only in occupations actually engaged in those types of

activities; scores below 45 can be considered "low." In each table,

the highest and lowest scoring occupation on file at our institute

is included--these are usually one of the so-called "professions."

ART: Art Teachers and artists scored highest, with sewing

machine operators at the bottom. The stewardesses scoredmoderately high here as they did on most of the Basic

Interest Scales; this is partially because they more often

than the other occupations responded with a high percentage

of "Liked responses, no matter what the items. In this

sense, they have the broadest interests of any group tested.

BIOLOGICAL SCIENCE: The highest scoring occupations were the

medical technologists, physicians, and dentists. Among

the nonprofessional samples included here, the licensed

practical nurses and radiologic.technologists scored high,

with the dental assistants slightly lower. At the bottom

were the interior decorators.

HOMEAAKING: This scale reflects the most domestic interests of

the Basic Scales, at the top were the home economics

teachers, with dietitians just below. Among the nonprofessionals,

several occupations scored moderately high: the executive

housekeepers, telephone operators, sewing machine operators,

and licensed practical nurses. These occupations, most

of which also scored high on the Religious Activities scale,

seem to be the least career committed, and their scores

here may reflect their desire to really be mothers and

homemakers. At the bottom of this distribution were several

professional occupations--mathematicians, photographers,

and artists--and the enlisted Army personnel.

LAW/POLITICS: The women lawyers scored much higher than any

other group on this scale. Among the nonprofessional groups,

the life underwriters were the highest and the beauticians

the lowest.

61

MECHANICAL: The most mechanically oriented women were the engineers

with the chemists a distant second. None of the nonprofessional

groups scored very high, though the radiologic technologists,

instrument assemblers, and WACS were somewhat above the

Women-in-General average. The life underwriters were at

the bottom of the distribution of mechanical interests,

which is similar to the findings among male occupations.

MEDICAL SERVICE: The licensed practical nurse scored above

every other occupation, just ahead of medical technologists.

Dental asSistants and radiologic technologists also scored

high; again, the interior decorators were at the bottom.

AERCHANDISING: At the top of the rank-order on the Merchandising

scale are the saleswomen, buyers, life underwriters and,

curiously, the stewardesses. None of the nonprofessional

occupations scored very low.

MUSIC: On the music scale, the music teachers and musicians were

considerably above everyone else, though the entertainers

did have a moderately high mean score. At the bottom were

the least professional of the nonprofessionals, the beauticians,

sewing machine operators, and instrument assemblers.

NUMBERS: Most of the items in this scale have to do with

mathematics; the women's occupations scoring highest include

math-science teachers and engineers, the lowest scoring

were the newswomen. None of the nonprofessional occupations

scored high.

OFFICE PRACTICES: Business education teachers scored above

everyone else, photographers and artists very low. This

seems to be another scale, like Homemaking, that attracts

those women with a low career commitment; the sewing machine

operators, and telephone operators, were again high.

OUTDOORS: Items on this scale include being a rancher, living in

the country and so forth. No occupation scored very high--

among those studied here, the licensed practical nurses were

at the top, but only four points above Women-in-General.

The fashion models were at the bottom, which somehow

seems appropriate.

PERFORMING ARTS: The entertainers, reasonably enough, were above

everyone else with. musicians next in line. At the bottom,

showing a distaste for performing in public,were the sewing

machine operators.

62

PHYSICAL SCIENCE: Several professional occupations scored far

above any of the groups in the project. Women chemists,

engineers, and mathematicians are far more interested in

science than even the radiologic technologists, the most

scientifically oriented of the groups included here. Those

women most interested in feminine beauty, the beauticians

and fashion models were at the bottom. Reassuringly, the

secretaries can be included auong them.

PUBLIC SPEAKING: Those women most drawn to these activities

include YWCA staff members and speech pathologists; among

the groups under study here, the life underwriters were

highest. Again, the sewing machine operators and instrument

assemblers were at the bottom.

RELIGIOUS ACTIVITIES: The occupations scoring highest here were

indeed those involved with religion-in their day-to-day

occupations--Directors of Christian Education, YWCA staff

members, and Catholic sisters. Several of the nonprofessional

occupations scored fairly high, and, when cowl,:d with high

scores on the Homemaking and Office Practices scales, this

pattern is indicative of low career interests. That

appears to be a lead worth following in future research.

SOCIAL SERVICE: None of the nonprofessional occupations scoredhigh here and only the interior decorators scored very low.

SPORTS: The stewardesses were the highest scoring nonprofessionaloccupation here, perhaps reflecting their youth, but theywere considerably below the Physical Education teachers.Once again, the interior decorators had less interestsin these activities than any other occupation.

TEACHING: The occupations at the top were all teachers, and inareas that particularly attract women--elementary teaching,

religious teaching, and homemaking.

WRITING: None of the nonprofessional occupations scored very high,not nearly so high as the newswomen and English teachers.Several of them scored very low, indicating considerabledistaste for literary production. Again, those "leastprofessional" were at the bottom--the instrument assemblers,sewing machine operators and beauticians.

CONCLUSIONS

This chapter has included the mean scores of the nonprofessional women'sgroups on the Basic Interest Scales for the women's SVIB. The distributions

of mean scores are quite reasonable, with the expected occupationsscoring high and low. These scales make it easier to see the dominantpattern of interests for each occupation, and permit a reasonable rank-ordering of the occupations in each interest area.

63

Table 23

Mean Scores for Non-professional Women on the

ART Basic Scale

65

6463

62

6160 [ART TEACHERS] *

59585756 Interior Decorators/ [ARTISTS] *

55 Stewardesses54 Entertainers53

52

51 Elementary Teachers50 Secretaries 1000 Women in General

49 Beauticians48 Executive Housekeepers/ Radiologic Technologists

47 Dental Assistants/ Life Insurance Saleswomen/ Sales Clerks

Telephone Operators46 Instrument Assemblers/ Enlisted WACs/ Licensed Practical Nurses

45 [MATH-SCIENCE TEACHERS]/ [BUSINESS EDUCATION TEACHERS] *

Enlisted WAVEs44 Sewing Machine Operators43

42

41

40

39

38

37

36

35

* The bracketed occupations are the highest and lowestscoring women's occupations tested in other projects.

64

Table 24


BIOLOGICAL SCIENCE Basic Scale

65

64

63

6261 [MEDICAL TECHNOLOGISTS]

60 [PHYSICIANS]/ [DENTISTS]

5958 Licensed Practical Nurses

57 Radiologic Technologists

5655 Dental Assistants

54

5352 Stewardesses51 Enlisted WACs50 Executive Housekeepers/ Enlisted WAVEs---1000 Women-in-General

4948 Entertainers/ Elementary Teachers/ Telephone Operators

47 Sales Clerks46 Instrument Assemblers/ Life Insurance Saleswomen/ Secretaries

45 POURNALISTSY Beauticians/ Sewing Machine Operators

[NUSIC TEACHLRS]

44 Interior Decorators4342414039

38373635

65


HOMEMAKING Basic Scale

65

64

63

62

61 [HOME ECONOMICS TEACHERS]

60

59

58

57 [DIETITIANS]56 Executive Housekeepers/ Telephone Operators/ Sewing Machine

Operators/ Licensed Practical Nurses

55 Sales Clerks

54 Elementary Teachers/ Beauticians

53 Dental Assistants/ Instrument Assemblers/ Stewardesses

52 Secretaries51SO Interior Decorators --------------1000 Women-in-General

49 Radiologic Technologists4847 Entertainers/ Enlisted WAVEs/ Life Insurance Saleswomen

46

4544 Enlisted WACs/ [MATHEMATICIANS]/ [PHOTOGRAPHERS]

[ARTISTS]

43

42

41

40

39

38

37

3635

Table 26


LAW/POLITICS Basic Scale

656463 [LAWYERS]6261

605958 [SOCIAL SCIENCE TEACHERS]

5756SS Life Insurance Saleswomen

5453 Stewardesses52 Enlisted WACs51SO Interior Decorators 1000 Women-in-General

49 Entertainers/ Secretaries/ Enlisted WAVEs

48 Radiologic Technologists/ Elementary Teachers

47 Executive Housekeepers/ Sales Clerks/ Dental Assistants


46 Telephone Operators45 Instrument Assemblers44 Sewing ifachine Operators/ [ARTISTS]

43 Beauticians42

41

4039383736

35

67

Table 27


MECHANICAL Basic Scale

65 [ENGINEERS]64

63

62

61

60 [CHEMISTS]59

58

57

56

5554 Radiologic Technologists/ Instrument Assemblers/ Enlisted WACs

53 Enlisted WAVEs52 Executive Housekeepers/ Licensed Practical Nurses

51

50 Interior Decorators/ Telephone Operators---1000 Women-in-General

49 Sewing Machine Operators/ Dental Assistants

48 Stewardesses/ Elementary Teachers

47 Sales Clerks/ Secretaries46 Entertainers/ Beauticians45 [ENGLISH TEACHERSY [SOCIAL SCIENCE TEACHERSY Life Insurance

Saleswomen

44

43

42

41

40

39

38

37

36

35

68

Table 28


MEDICAL SERVICE Basic Scale

65

64

63

62 Licensed Practical Nurses61 [MEDICAL TECHNOLOGISTS]60

59 Dental Assistants/ Radiologic Technologists

58

57

56

55

5453 Executive Housekeepers/ Stewardesses

5251 Enlisted WACs/ Telephone Operators/ Sales Clerks/ Enlisted WAVEs

50 Elementary Teachers 1000 Women in General

49 Sewing Machine Operators/ Instrument Assemblers

4847 Entertainers/ Secretaries/ Beauticians/ Life Insurance Saleswomen

4645

44 [JOURNALISTS]43 Interior Decorators/ [ARTISTS]

42

41

40

39

38

37

36

35

Table 29

Mean Scores for Aon-professional Women on the

MERCHANDISING Basic Scale

65

64

63

62

61 Sales Clerks60

59 [BUYERS]58 Stewardesses57 Life Insurance Saleswomen

56

55 Executive Housekeepers54 Secretaries/ Interior Decorators

53 Beauticians/ Instrument Assemblers/ Telephone Operators

Enlisted WACs52 Dental Assistants/ Elementary Teachers

51 Sewing Machine Operators50 Licensed Practical Nurses 1000 Women in General

49 Entertainers48 Enlisted WAVEs/ Radiologic Technologists

4746

45

44

434241

40 [ARTISTS] / [PHOTOGRAPHERS]/ [MATHEMATICIANS]

39

38

3736

35

Table 30

Mean Scores for Non-professional Women on theMUSIC Basic Scale

65

646362 [MUSIC TEACHERS]6160 ['MUSICIANS]

5958

57 Entertainers5655

5453 Elementary Teachers52 Stewardesses51 Interior Decorators50 Secretaries/ Licensed Practical Nurses 1000 Women-in-General

49 Executive Housekeepers/ Life Insurance Saleswomen/ Sales Clerks

48 Dental Assistants/ Telephone Operators/ Radiologic Technologists

47 Enlisted WACs/ Enlisted WAVEs / [MATH-SCIENCE TEACHERS]

46 Instrument Assemblers45 Beauticians/ Sewing Machine Operators

44

4342

41

40

39

3837

36

35

71

Table 31


NUMBERS Basic Scale

656463 pluu SCIENCE TEACHERS]

62 [ENGIWEERS]

61

60

59

5857

56SS

54

53 Enlisted WACs/ Executive Housekeepers

52 Instrument Assemblers/ Telephone Operators/ Enlisted WAVEs

Sewing Machine Operators/ Sales Clerks

51 Licensed Practical Nurses/ Radiologic Technologists

50 Elementary Teachers/ Life Insurance Saleswomen/ Secretaries

Dental Assistants 1000 Women-in-General

4948 Beauticians47 Stewardesses/ Interior Decorators

4645 Entertainers/ [ARTISTS]

44 [JOURNALISTS]4342

41

4039

38

37

36

35

72

Table 32

Aean Scores for Non-professional romen on the

OFFICE PRACTICES Basic Scale

66 [BUSINESS EDUCATION TEACHERS]

65

64

6362

61

60 [OFFICE WORKERS]59 Sewing Machine Operators/ Secretaries/ Telephone Operators

5857 Sales Clerks56 Dental Assistants55 Executive Housekeepers54 Enlisted WACs/ Instrument Assemblers

53 Licensed Practical Nurses/ Enlisted WAVEs/ Elementary Teachers

52

51 Beauticians50 Stewardesses/ Life Insurance Saleswomen/ Radiologic Technologists

1000 Women in General

4948

4746 Entertainers45


41 [PHOTOGRAPHERS]! [ARTISTS]

40

39

38

3736

35

73

65

64

6362

61

6059

58

5756

Table 33


OUTDOORS Basic Scale

55 [DENTISTS]/ [PHYSICAL THERAPISTS]

54 Licensed Practical Nurses53 Elementary Teachers52 Sewing Machine Operators51 Executive Housekeepers/ Telephone Operators

50 Enlisted WAVEs/ Radiologic Technologists/ Interior Decorators

Sales Clerks 1000 Women-in-General

49 Enlisted WACs48 Dental Assistants/ Instrument Assemblers/ Stewardesses

Beauticians/ Secretaries

47 [LAWYERS]46 Life Insurance Saleswomen/ Entertainers

45 [FASHION MODELS]

44

4342

41

40

39

38

37

36

35

74

Table 34


PERFORMING ARTS Basic Scale

65

64

63

62

61

60 Entertainers59

58

57 [MUSICIANS]

56

55 Stewardesses54 Interior Decorators535251

50 Life Insurance Saleswomen 1000 Women in-General

49 Elementary Teachers/ Secretaries/ Sales Clerks

48 Dental Assistants/ Radiologic Technologists/ Telephone Operators

" Beauticians47 Executive Housekeepers/ Licensed Practical Nursas

46 Enlisted WACs/ [BUSINESS EDUCATION TEACHERS]

45 Instrument Assemblers/ Enlisted WAVEs/ [MATH-SCIENCE TEACHERS]

4443 Sewing Machine Operators42

41

40

39

38

37

36

35

75

Table 35


PHYSICAL SCIENCE Basic Scale

66 [CHEMISTS]

65

64 [ENGINEERS]6362 [MATHEMATICIANS]61

605958

57

56

55 Radiologic Technologists5453 Licensed Practical Nurses52 Enlisted WACs51 Enlisted WAVEs/ Executive Housekeepers

50 Dental Assistants 1000 Women-in-General

49 Instrument Assemblers48 Stewardesses/ Telephone Operators/ Elementary Teachers

47 Sales Clerks/ Entertainers/ Interior Decorators

46 Sewing Machine Operators/ Life Insurance Saleswomen

[DIRECTORS, CHRISTIAN EDUCATION]

45 Secretaries/ [FASHION MODELS]

4443 Beauticians42

41

40

39

3837

36

35

76

Table 36


PUBLIC SPEAKING Basic Scale

65

64

6362

61

60

5958 [YWCA STAFF]

57 [SPEECH PATHOLOGISTS]

56 Life Insurance Saleswomen

55

54 Stewardesses

5352 Interior Decorators/ Entertainers/ Enlisted WACs

51

50 Executive Housekeepers 1000 Women-in-General

4948 Elementary Teachers/ Sales Clerks/ Secretaries

47 Dental Assistants46 Enlisted WAVEs/ Licensed Practical Nurses/ Telephone Operators


45 [4EDICAL TECdNOLOGISTS]

44 [ARTISTS]/ Instrument Assemblers/ Beauticians

4342 Sewing Aachine Operators

41

4039

38

37

36

35

77

Table 37

Aean Scores for Non-professional Women on the

RELIGIOUS ACTIVITIES Basic Scale

65

64

63

6261 [DIRECTORS, CHRISTIAN EDUCATION]

60

59 [YWCA STAFF]

58

57 [NUNS-TEACHERS1/ Licensed Practical Nurses

56 Sewing Machine Operators55 Sales Clerks/ Executive Housekeepers

54 Telephone Operators/ Elementary Teachers

53 Dental Assistants/ Beauticians

52 Radiologic Technologists/ Secretaries/ Enlisted WACs

51 Instrument Assemblers/ Enlisted WAVEs

50 Life Insurance Saleswomen/ Stewardesses----1000 Women-in-General--

4948


44

43 [ARTISTS]42

41 [PSYCHOLOGISTS]40

39

38

37 [PHOTOGRAPHERS]36

35

78

Table 38


SOCIAL SERVICE Basic Scale

65

64

63

62

61

60 [YWCA STVF]/ [DIRECTORS, CHRISTIAN EDUCATION]

59

58

57

56

55

54 Enlisted WACs/ Licensed Practical Nurses/ Stewardesses

53 Elementary Teachers52 Executive Housekeepers/ Telephone Operators/ Sales Clerks

Secretaries/ Dental Assistants

51 Radiologic Technologists/ Beauticians/ Instrument Assemblers

Enlisted WAVEsSO Sewing Machine Operators Women-in-General

494847 Life Insurance Saleswomen

46 Entertainers4544

43

42 Interior Decorators,41 [PHOTOGRAPHERS]40 [ARTISTS]

39

38

37

36

35

79

Table 39

Mean Scores for Non-professional Women on theSPORTS Basic Scale

65

64

63 [H S PHYS ED TEACHERS]62

61

60

59 [COLLEGE PHYS ED TEACHERS]5857 Stewardesses56

55

54 Enlisted WAVEs53 Telephone Operators/ Beauticians/ Radiologic Technologists

Enlisted WACs52 Elementary Teachers/ Licensed Practical Nurses/ Dental

Assistants51 Sewing Aachine Operators50 Secretaries/ Sales Clerks/ Instrument Assemblers/ Executive

Housekeepers 1000 Women in General

4948 Entertainers/ Life Insurance Saleswomen4746

45

44 POURNALISTSY Interior Decorators43

42

41 [ARTISTS]40

39

38

37

36

35

80

Table 40

Mean Scores for Non-professional Women on theTEACHING Basic Scale

65

64

6362

61

60

59

58 Elementary Teachers/ [DIRECTORS, CHRISTIAN EDUCATION]57 [RIME ECONOMICS TEACHERS]56

55

54 Stewardesses5352 Secretaries

51 Sales Clerks/ Telephone Operators/ Licensed Practical NursesExecutive Housekeepers

50 Dental Assistants/ Instrument Assemblers 1000 Women-in-General

49 Sewing Machine Operators/ Entertainers/ Beauticians48 Enlisted WACs47 Radiologic Technologists46 Enlisted WAVEs/ Life Insurance Saleswomen/ Interior Decorators45

44

43 [PHOTOGRAPHERS]! [AUTHORS]42

41

40

39

38

37

36

35

Table 41


WRITING Basic Scale

65

64

63

62

61

60 [JOURNALISTS]59

58 [ENGLISH TEACHERS]57

56

55

54 Entertainers53 Stewardesses52 Interior Decorators51 Life Insurance Saleswomen50 Elementary Teachers/ Secretaries/ Enlisted WACs

1000 Women in Genera";

49

48 Sales Clerks47 Radiologic Technologists/ Telephone Operator,/ Executive Housekeepers

46 Dental Assistants/ Licensed Practical Nurses/ Enlisted WAVEs

[i S PHYS ED TEACHER]45 [MATH-SCIENCE TEACHER]44 Instrument Assemblers43 Beauticians42 Sewing Machine Operators41

40

39

38

37

36

35

82

Part II

THE OCCUPATIONS

In the following chapters, each occupation is discussed

briefly, with comments on the method of sampling and on

their unique results. Demographic information, mean

scores on the SVIB scales, and the occupation's mean

responses to the Job Description Checklist are also

presented.

83

Chapter (3

Tne meauticians

Creating beauty in women is a multi-billion industry, and the beautician

is at the heart of that enterprise. As such, her occupation requires

a feminine interest in beauty, an artisan's technical skill, and a

public relation man's talent for pleasing people.

More pragmatically, the beautician provides a wide range of beauty

services including manicures, facials, and hair care procedures--

permanents, shampoos, styling, cutting, setting, tinting, bleaching,

and caring for wigs. Additionally, as nearly half of all beauticians

own and manage.small beauty shops, they must handle the other routine

chores of small businesses, such as record keeping, ordering supplies,

and supervising others.

Every state requires that beauty operators be licensed, by examination,

upon completion of a state approved course in cosmetology or, in some

states, an apprenticeship. Training is offered in public, vocational,

and private schools and usually lasts six months to a year; practical

work is an important part of the training. The amount of previous

education required varies from eight years to a high school diploma

(U. S. Dept. of Labor, 1966b).

The licensed beautician must apply her skills to all types of raw

material in the form of feminine hair, skin, personality, and physique.

Hardly any woman is so dependent upon the vanity of women or so

vulnerable to it. She must stay well in the forefront of style

changes and, to retain her customers, have some skills in applied

feminine psychology.

Sample

The sample of beauticians was drawn from a list of 16,000 licensed

beauticians provided by the Minnesota Board of Hairdressing Examiners.

A random sample of 1062 beauticians was taken; men were excluded, as

were women licensed before 1954 or after 1964. The sample included

a few women from the Surrounding states, Wisconsin, North and South

Dakota, and Iowa. This sample was randomly divided into halves so that

if the rate of useable responses was high, we could spare the expense

of mailing to 1000 women.

Forms were mailed to 541 women in June of 1966. Each woman was promised

confidentiality and a report of her own scores. Follow-up reminders

were sent to non-respondents about three weeks later. By the end of

July, it became apparent that while the beautician sample was responding

as well as most of the other occupations, the respondents included a

large proportion of women who were no longer employed as beauticians

and thus not suitable for the criterion group. To increase

the potential size of the criterion group the remaining 521 beauticians

84

were asked to participate and followed up as the original group.

had been.

By September of 1966, 520 beauticians (49 percent) had returned

the forms: however, 258 were unusable, 182 because they were no

longer employed as beauticians and 76 because they expressed dissatisfaction

with their work. The criterion group finally included 262 beauticians.

This is only about one-fourth of the original sample drawn, and

demonstrates the problem of working from lists of licensees. Such

lists are difficult for the agencies to maintain, as they do not

have regular contacts with their members. In addition, many women

in this occupation maintain their license--and stay on the mailing

list--only as a type of insurance. Many have no intention of working

again unless circumstances dictate it.

The data collection from beauticians illustrates well that our basic

goal was to collect about 300 completed inventories from currently

employed women who say they liked their work, not necessarily to get

a high rate of response from whatever list we happened to start

from. Purity of sample was more important than rate of response.

Demographic Data

Table 42 provides a description of the criterion group. The

average beautician in this sample was about 30 years old, married,

and had two children. She had a high school education and about

seven years of experience in her job. With minor exceptions, all

of the subjects were from the 4idwest. Fifty-eight percent listed

a high school diploma as their highest degree and 42 percent listed

their graduation from beauty school as their highest degree. There

was some confusion as to which degree was regarded by individuals as the

higher, so it is impossible to tell how many of those who listed high

school as their highest degree also graduated from beauty school and

vice versa. None of the criterion group graduated from college,

business school or schools for paramedical occupations.

When asked to check statements on a list of reasons for entering

their occupation, 94 percent checked 11 enjoy the work' and 78

percent checked "I like the people with whom I come in contact.'

Only five percent checked "It was the best paid job available when I

needed a job," and only 19 percent said 1 need the income, otherwise

I would not work.'' These responses suggest greater intrinsic job

satisfaction among tAe beauticians than among some other groups such

as instrument assemblers and sewing machine operators, discussed in

later chapters.

85

Results

Figure 4 shows the mean SVI3 profile for beauticians (using the regularSVI3 scales, i.e., '':

/Gtot4 ). The beauticians averaged an A scoreon only one other scale, the Secretary scale. For the most part, theyrejected verbal, aesthetic and social service occupations, and hadmoderately high scores on the Elementary Teacher, Dental Assistant,Instrument Assembler, and Telephone Operator scales. Women in each ofthese occupations tend to have some interests in office practicesas demonstrated by their scores on the Basic Scales, and this mayaccount for the moderately high scores of beauticians on their scales.

Figure 5 gives the mean scores for beauticians on the Basic Scales.Their aighest scores were in the domemaking, 4erchandising, lecnanical,Sports, and Religious areas, these scores further explain why thebeauticians scored high on the Occupational Scales mentioned in theoreceding paragraph. The Homemaking, Sports, and Religious Activitiesscores suggest that beauticians have interests not directly related totheir work which are as intense as those which are job related. However,

none of the beauticians' means on the Basic Scales were very highusually there is at least one mean of 57 or 58. None of the BasicScales represent an area of activity which attracts all, or even most,beauticians.

The traditionally verbal areas, Public Speaking, qriting, and Law/Politics,were among the lowest for beauticicns, and they scored low on thePhysical Science scale.

Figure 6 shows the average job description expressed by beauticians.Their pattern was novel not because they described their jobs as safe,indoors, and interesting--most women do--but because they describedtheir jobs as requiring more skill with tools than did any other group,including instrument assemblers. They also described their jobs as morebusiness related than did secretaries, more competitive than anyonebut retail and insurance saleswomen, and more artistic than anyone butinterior decorators.

The SVIB items which differentiated beauticians from '1IGtotal are shownin Appendix D. In general tne previously mentioned trends towardhomemaking activities were apparent, as well as an interest infeminine appearance, a distaste for literary, aesthetic, social service,and scientific activities were also suggested.

Conclusions

The beauticians duties and interests keep her from being completelydevoted to her most obvious task, beauty, and take her into the relatedareas of sales and business and the unrelated arcas of homemakingactivities. Perhaps nese competing areas of interest explain why sofew of our initial sample were actually employed.

3eauticians do have a collection of interests which are unique from allof the others occupations studied.

Table 42

Denographic Data for the Beautician Criterion Group

lean

(N=262)

SD Range

Age (years) 30 9.0 19-60

Formal education (years) 12 1.2 6-14

Experience (years) 7 4.4 1-38

Number of childrea(of married subjects) 2 1.4 0-9

Marital Status (in percent)

Single ln

Married 82

Widowed 2

Divorced 6

sic reachersician Performer 22

Figure 4

OCCUPATIONAL SCALES--Strong Vocational Interest Blank for Women

18

tertainer 25del31tist 20

terior Decorator 13

wswoman 19

15

....

....

20 25

e

..

30 35 40 45 50 55 60 65. .

.000 00 00 0000 O0O. .0:::.... .... .... .... ....

.... .... .... .... ....

15.

2.

--25....30-35-40-45-50-55-60-65

....

glish reacher -21 .... ... .... .... .... .... .... ....

ngunge lyacher 24- . .... 0060 00. 0.00

CA Stitt. %1ember 24

,rector, Christian Education-17 00 O.01 1.00 0000 *so.

VilIC:IL:ler 10 . 00.0 O... 0000 00.0

EUidance Counselor 18 .... .... ....

bcial Sclence Teacher 23 15.-20 ''40--45-50'55-60**654emeptary Teacher 40 ....

ocial rker 11 .... ....

peec'l Patnolo:Ost 12 .... .... .... .... ....

sycholo,,jst :2_ .... .... .... ....

ihrarian 14 .... ....

Tans! itor 12_ .

. . . . . .

_e11 ilL ....

fedIcli Feehnolo,,ist. .2a...

lieTist

lat h,N71Ht ic I in _IL:1 25-30::::35::::40--45-50'55-60-65

:;omputtr Progr..im:er 23_ .... .... .... .... ....

7.flIQ ineer 17 00N0 .00. .000 0000- -

krmv-Lnlisted 32,

klakv -Lnlit-d 39 ....

krpl".'-of.fict.r 18 .... .... .... .... ....;

. . .

Officer.

28 .... .. ....

pw.er. .

t ince Underwriter 22

f3uv,r 15*20 3 35 40 455055'60[3us.n(--,s Ljucation Teacher 29 .

..

. . . . . . . .

lome cnoJUL Teacher

DietitianPhvslcdI Lducation Teacher)ccupat;onal Therapist

ph:,ic i rnerapistdealth Nurse

ilstred NurseLi:i Practical Nurse

dioiu:ic luchnologistDtntJ -,Istant4xecut,ye HousekeeperInst-Lr'ynt Assemhler

.Secrct,:r%

Salestkaminin Mhciiine Operator

Telephone 0.)erator

BeauticianStewardess

35 .

29

36 . . .30 . . . . Beauticians (N.262)34 .... ....

1SL.... 0000 0060 0007 0.00

a- 15-20'25* 35-40-45'50-55-60'6.;Jia...

.1a.._.... .... .... .

00041 .001

a°

afi...

000. 41.0. 41000 006. 00.0 0041. 06.0 4 00

Aa.....

.405.

. . . .

. . .

5 0

I 32

Academic Achievement Femininity-Masculinity

88

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

DATE

Figure 5

PROFILE--BASIC SCALES FROM THE

SVIB--WOMEN

3P. 3

ID NUMBER 0 Beauticians (N=262)

1.

2.

3.

4.

Figure 6


Beauticians (N=262)

Dangerous1 2 3

Work with things

Changing

Indoor


7

3 4 5 6 7

6. Sales Non-sales

7. Not active

8. Dirty

9. Simple

10. Work alone 1 23456711. Usual Unusual

Safe

Work with ideas

Steady

Outdoor

No skill required

Active

Clean

Complicated

amEmsea:treScIta WO-

JOBIT louR.SELf

Work with others

12. Interesting


14. Practical

15. Very competitive1



18. Artistic



Boring

Don't make much

Intellectual

Not competitive

5 6 7

Mental activity

Deal with ideas

Not artistic

Hig.'y independent

Deal with people

21. Business Non-business

22. Work with wordsDon't work with words

23. Supervise many othersResponsible only for my own work

24. Am a scienti3t_ Not a scientist

25. Lots of public speakingNo public speaking

90

Chapter 7

The Dental Assistants

The dental assistant is employed by an individual dentist or a clinic.

Her job is to assist the dentist by preparing patients and equipment

for treatment, by doing X-Rays and lab work, and by serving as an

office manager (U.S. Dept. of Health, Education, and Welfare, 1965).

She usually has a high school diploma. She may be trained on the job

or in a one or two year program in a dental school, junior college,

or vocational school.

The dental assistant-sample was obtained through the cooperation of

the American Dental Assistant's Association. They made their total

membership list of 14,000 available, and a random sample of 795 dental

assistants, stratified-geographically in proportion to membership, was

drawn. They were mailed the usual forms and, after one follow-up,

the rate of response was 57 percent; however, four percent were not used

because they came from women who were not entirely happy wita their jobs.

Demographic Data

Table 43 shows the characteristics of the final criterion group of

417 dental assistants. The average criterion group member waS 39,

married, and had 12 ye s of experience. The most usual education was

technical training in the field although two perctnt had college degrees

and two percent graduated from business schools. The most common

reasons for entering dental assisting were: enjoyment of the work and

the people associated with it, endorsed by 88 and 86 percent of the

group respectively. Fifty-six percent also noted that the hours and

location of the job fit in with their home lives.

Results

The mean SVI8 profile for dental assistants is shown in Figure 7

Dental Assistants scored high (A) on only one other scale, Radiologic

Technologist, and the duties of the two occupations do overlap to a

certain extent. Moderately high scores (3+) were scored by dental

assistants on the Secretary, Physical Therapist, Licensed Practical

Nurse, and Telephone Operator scales. On the SVIB cover, taere is a

question which asks just what do you do?. In their responses dental

assistants often indicated that they performed receptionist and clerical

functions in addition to those directly related to dental treatment.

This probably explains their similarities to the secretaries and

telephone operators. Interestingly, dental assistants interests were

quite different from those of women dentists and they scored low (C+)

on the Dentist scale.

91

Figure 8 shows the average ,asic Scale scores of the dental assistants.

They scored 'aighest on the Aedical Service and Office Practices scales.

These are consistant with their scores on the Occupational Scales. None

of their scores were extremely low, although their lowest scores tended

to be on scales having to do with verbal activities. Curiously, this

group of women who, to the naive observer seem to be intillately

involved with i'Astruments of various designs, did not score high on

the 4echanical scaie; in fact they scored lower than Women-in-General.

Figure 9 shows how the dental assistant criterion group described

their jobs. Perhaps this profile is most remarkable in that there are

few outstanding differences between the way dental assistants and other

groups describe their jobs. They do admit to needing somewhat more

skill with tools than a number of other groups.

The items which differentiate dental assistants from WIG total and WIGnp

are in Appendix D. In general, the weighted items suggest interest in

medical services and clerical activities. Verbal and aesthetic activities

tend to be rejected.

Conclusions

The dental assistantS! interests can be quite clearly differentiated

from other occupational groups which have been studied, although there

were some similarities to the interests of women in other medical

services and clerical occupations.

92

Table 43

Demographic Data on the Dental Assistant Criterion Group

Aean

(N=417)

SD Range

Age (years) 39 11.2 21-64

Formal education (years) 13 1.3 8-21


Number of children(mnarried subjects) 1 1.4 0-6

Marital Status (in percent):

Single 24

Married 59

ndowed 6

Divorced 11

Geographical Area (in percent):

New England 6

East 13

South 15

Southwest 12

lidwest 37

Northwest 5

California 13

93

-

42 t

Figure 7


215 20

lusic reacher 1 .

usician Performer-2-4-

ntertainer-TT

odel-73

Art ist16 .

Interior Decorator 5

25 30 35 40 45 50 55 60. .. . . 65.. .

.... .... .... ....

.... .... .... .... ...... ..... . . . ..

. .. .. . .. .15 -20-25-30-35-40-45-50-55-60-65

Newswoman 16 .... .... .... .... .... ....

English Teacher 24 .... .... .... .... ....

1Language Teacher 23 o 0 O O Oo0O O. " 0.60 0.00 0060

MCA Staff Member _...700Oo 0060 0060 000. .00

Xiirector, Christian Education 22 . . . .. . .. ....

iNun-Teacher _18 .... GOO. 0000 060

Guidance Counselor _2_2.. .... .... 0000 0000 .0.8 0o0o

1Social Science Teacher -21 15-20 -2 -045-50-55-60. -65TElementary Teacher

.... . . .

:tSocial Worker 21

iSbeech Pathologistk .20.

iPsychologist 4

iLibrarian 22

Translator 12l'ilysician 23

13tentist

;Medical Technologist 35

28

. . ... . . .00O 00.0 8000 0O.O 6000 0Goe .0.0 0606 00.0

0. .... .... .... .... ....

0046 0000 0000 0000 0000 ....

.. .

0600 .

.... .

...06.0

.

.... ....

....

....

'Chemist SI.... . .

Mathematician 7

Computer Programmer 23-25-30-35-40-45-50-55-60-65

00.

oineer 202000. 0 0600 0.00 Gee. 00

.my-Enlisted 34 -- 0000 Ooo. O0O0 00.. 006 0000 6000

Navy-Enlisted 37 06.6 6000 0000 0o . 0 0

.

Army -Of fi cer 25

Navy-Officer 31

' Lawyer 17 ....

Life Insurance Underwriter -22 . ..

Buyer 27

Dental Assistants (N.418)

....20

....

Business Education Teacher 2915

.... .... .

-3 -'35-40-45-50-55-60-65....

Home Economi Teacher 30 .... 0060 00.0 oO00 0000 SOO. 0060

Dietitian 37 o000 0000 0O0O 0006 000. 0.00 000. 0000 000.

Physical Education Teacher 37 .... 00Oo Soo. 0000 0000 00.0 0.00 0000 6000

Occupational Therapist 33 .... .. ... . ... .. .... . . .

Physical Therapist 44 0000 0000 0000 0000 00 e000 0000 .000 ....

Public Health Nurse 36 6000 00

....

Registered Nurse 39 15-'20-'25-'30-'35- -45-50-55-60-65Licensed Practical Nurse .__42

.

Radiologic Technologist _AS 0000 0000 .000 0..0 000 0.00 0 0 0.00 0000

Dental Assistant SQ SOO 0600 0006 0000 0000 000. 00. O0Oo 0000

Executive Housekeeper _41 0Oo 0.00 000. .000 SOO. ...

Instrument Assembler _32 .... .... .... 0000 60.0 000. 000. 0000 0000

Secretary _.4.100.0 6.00 0006 0000 000 0000 000.

Saleswoman __.1900.0 00.0 0006 000 0066 0060 "00 O.O. 0006

Sewing Machine Operator .111 0000 0.0. 600. 0060 0000 0000 6000 00.0

Telephone Operator LI 0000 00.0 0 0600 6000 00.0 00.0


40


94

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

Figure 8

DATE


3p

ID NUMBER

Profiled Scores

t

4p

t

sp

t

..

I

6p

/t

tt

tt

tt

IIt

tt

t

tt

t1

3p

4p

II

.t

6f

tt

tt

tt

.

tI

t

tt

tt

OO

OO

O

tI

tt

71)

1

7

ID

I°.

.61°

.P

34

It

tt

tt

tt

tt

t

Dental Assistants (N=418

.

tt

tt

0.

I

tt

tII

tt

.

ttif

t

tt

tII

tt

6P

7i)

".1.Requires

6.

7.

8.

9.

10.

11.

12.

Figure 9


Dental Assistants (N.418)

Dangerous1 2 3

Work with things

Changing

Ind:wr

skill with tools

Sales

Not active

Dirty

Simple

Work alone1 2 3

Usual

Interesting

7

Safe

Work with ideas

Steldy

Outdoor

No skill required

Non-sales

Active

Complicated

Work with others

4 6 7

Unusual

Boring

13. Aake lots of monevDon't make much

14. PracticalIntellectual

15. Very competitiveNot competitive

1 2 3 5 6 7

16. Physical activityMental activity


18. Artistic

19. Closely cupervised


21. Business

22. Work with words


24. Am a scientist

25. Lots of public speaking

1

1 3

7

96

6 7

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business


Responsible only for my own ;Nork

Not a scientist

No public speaking

Chapter 8

The Elementary Teachers

Although the elementary teacher is not a nonprofessional worker, shehas been an enigma in the measurement of vocational interests. TheSVIB profile has for years included an Elementary Teacher scale, and itwas usually clustered with the Office Worker, Steno-Secretary, andHousewife scales. High scores on these scales indicated an interestin typical feminine vocational behavior, that is, work as a short preludeto marriage, the same sort of vocational behavior which has been expectedof women in nonprofessional occupations. The pattern of Nigh scores onthese scales has been the most frequent pattern found among 17-21 yearold girls, and is known among counselors as the 'pre-marital pattern.

Such interests have usually been considered as 'feminine, domesticwith some further implication that they were non-career or -nonprofessional."

For these reasons, we wanted to include elementary teachers among theoccupations in this study.

Method

All of the 600 teachers in the sample were employed in Minnesota elementaryschools in the year 1965-66 and had been certified for at least threeyears. The sample was drawn from two sources during the summer of 1966.A random sample of 250 teachers in Minneapolis elementary schools wasdrawn from the 1965-66 Minneapolis Public Schools directory; the additional350 subjects were secured with the cooperation of the Minnesota StateDepartment of Education. Towns with graded schools were divided intothree categories according to the number of teachers employed and aproportion was computed for each category. Table 44 shows how the 315

subjects were distributed. Actual selection was of all the teachers inone school in a town that fell into one of the three categories. An

attempt was made to represent the whole state geographically within anyone category.

Ungraded school systems were represented in the sample by choosing fivecounties, well spread over the state, which employed relatively largernumbersof elementary teachers in ungraded schools than in graded schools.All the elementary teachers employed in ungraded elementary schools fromBenton (N=5), Brown (N=4), Douglas (N=5), Otter Tail (N=14), and !fright

(N=7) counties were included.

Thus various approaches were taken to include urban and rural elementaryteachers, including t:lose in ungraded schools, in adequate proportions.

The usual forms were sent to the subjects on July 5, 1966. Our timing

was exquisitely poor, as summer is a bad time to try to contactelementary teachers. Only 33 percent had responded by August 2, when afollow-up letter and return postcard were sent out. Fifty-four percent

response had been received by September 17 when a second follow-up letter

97

was mailed. Finally, completed materials were received from 374

(62 percent) while an additional 134 (22 percent) returned a postcard

indicating that they did not wish to participate.

The final criterion group included 327 elementary teachers. Eighteen

respondents were eliminated because they disliked their jobs, 25 because

they had less than three years' experience, and four because their

responses were too late for analysis.

Demographic Data

Table45 gives a description of the elementary teacher criterion

group. The average elementary teacher was 44, married, with

16 years of formal education and 17 years of experience. Twenty-one

percent of the sample listed a high school degree as their highest

degree, 71 percent a bacnelor's degree, and 8 percent listed Master's

degree.

Results

Figure 10 shows the elementary teachers' average profile on the

Occupational Scales. Even though many other occupations scored high

on the Elementary Teacher scale, the elementary teachers did not score

high on the scale for any other occupation, including scales for various

types of teaching at the secondary level.

Figure 11 also shows the average Basic Scale profile of the elementary

teachers. Their peak was on Teaching with no other exceptionally high

scores, and no esnecially low scores.

Figure 12 gives the average job description of elementary teachers.

They described their job as 'nonsales" more than any other group except

licensed practical nurses, and as 'nonbusiness more than any other group.

They also described their job as -intellectual- and requiring 'working

with words more than any other group.

Items which differentiated between elementary teachers and WIG total

(see Appendix D) did not necessarily reflect intellectual or verbal

activities; rather they reflected an interest in teaching, and activities

for children. Items which suggest impulsive, dangerous activities were

rejected by this group.

Conclusions

No apparent reason was found for the fact that many women and several

seemingly unrelated occupational groups scored high on the Elementary

Teacher scale. As was pointed out earlier, the high scoring occupational

groups changed when the WIG group used in developing the scales was

changed. They were no longer nonprofessional occupations but professional

ones. This suggests that elementnry tearhers hnve common interests with

98

women in both professional and nonprofessional occupations and changingthe reference point changes the set of similarities which are

highlighted. Elementary teachers apparently fall near the middle of

a continuum which represents occupational level. From either end this

group seems far away and hard to distinguish from groups at the other

end. This location may make it difficult to work with psychometrically;

the woman whose interests are most difficult to differentiate meaningfully

from others may not be the one at lower occupational levels but the one

in the middle.

Table 44

Description of Sampling Proceures for Outstate Teachers in Graded Schools

N teachers employedper town

Total N Minnesota teachers Approximatein this category Proportion

SampleSelected

1-29 5-6,000 .40 121

30-99 4-5,000 .33 102

100* 3-4,000 .27 92

*Twin Cities excluded

Table 45

Demographic Data for the Elementary Teacher Criterion Group

Mean

(N=327)

SD Range

Age (in years) 44 12.3 23-66

Education (years) 16 0.9 12-18


Number of children(married subjects) 1.7 1.5 0-7

Marital status (in percent)

single 25

married 63

widowed 7

divorced 6

101

Figure 10


, Music Teacher3315

. Musician Performer 29

Entertainer 18

Model 19

:. Artist 21


Newswoman 23

English Teacher 34

Language Teacher 36

YWCA Staff Member 30

Director, Christian Education 33

Nun-Teacher 28

Guidance Counselor 34

20 25 30 35....40....45 50 55 60 6S0.... .... .000 0.00

. . .

. . . .

. .

. 25'30.35'40'45'50.-55-60-65.

.... .... .... .... ....

.... .... .... .... ... .... .... ....

.

... .... .... .

.... ....

.... .... .... .... .... .... ....

.... .... . . . ....

.... .... .... . . .

Social Science TeacherElementary Teacher

3515'20'25.30 .... 55 60::::65ao .... ....

Social Worker 25 .... .... a*** .oam

Speech Pathologist 25 .... . . . .... ....

Psychologist _1D . .. .... .... .... .... .... .

Librarian 32 .... ....

Translator 25 .... 00. a

Physician_21 .... . .... .... .... .... .... ....

Dentist 21 .... .... .... .... .... .... ....

. .

....

Medical Technologist .... .... .... .... .... ....

Chemist 7

....

.... .... .... .... .... .... .... .

Mathematician ._1215 '2 25.30'35.-40'45.-50-55'60'65Computer Programmer 2D ... . .

Enuineer _16 .... .... .... .... .... . .... ....

Army-Enlisted . .. ...._29Navy-Enlisted __an . .. .... .... Elementary Teachers (N=325)

Army-Officer _24 .. ... ....

Navy-Officer 27 .. .. .... .... .... .... .... .... ....

Lawyer.. . . .... .... .... .... .... .... .... ....

Life Insurance Underwriter __2.1. .. . .

. .

Buyer .

21) 15'.. 3 35-40'45-50-55-60-65

Business Education Teacher 30 ... . ....

Home Economics Teacher a4 . .. .... .... .... .... .... .... ....

Dietitian 32 . .. .... .... .... .... .... .... .... ....

Physical Education Teacher _.a./. .. . .

. .. . .

Occupational Therapist __SB . .. .... es*. **Os 000. 000. GO.. 0

Physical Therapist 17 . .. .... .... .... .

Public Health Nurse 36 . .. .... .... .... .... .... .... .... ....

Registered Nurse --MB-20'25'30 35-40-45.-50.-55-60-65Licensed Practical Nurse _34 .. ... ....

Radiologic Technologist 29... 0004 Soo .0. POO* .0O

Dental Assistant 33... .... .... .... .... ....

Executive Housekeeper --35... .... .... ... .... .... ....

Instrument Assembler 30 ... .... ... ... .... .... ....

Secretary 36 .... .

Saleswoman 34 .... .... .... .... .... 4.10.

Sewing Machine Operator 25 .... .... .... .... .... ....

Telephone Operator ___35 .... .... . .... .... ....

BeauticianStewardess 26

15 20 25 35-40-45'50-55-60-65


50

Femininity-Masculinity

010

102

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

S Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

Figure 11

DATE

ID NUMBER

PROFILEBASIC SCALES FROM THESVIBWOMEN

319 sp

Profiled Scores

4p

sp

IrI

tt

.0

4p

671)

tt

t1

tt

?t

sp

4p I

310

1

lo

Elementary Teachers (N.325)

f

.

sp

60

.

4p

1

2

3.

4.

Figure 12


Elementary Teachers (N=325)

Dangerous Safe

1 "? 3 4 5 6 7

Work with things Work with ideas

Changing Steady

Indoor


b. Sales

7 Not active

8. Dirty

9. Simple

1 6 7

outdoor

No skill required

Non-sales

Active

Clean

Complicated

aftlEtildee:DESCRASE N/002-

JOBor VOW-SW

10. Work alone Work with others

1 2 3

Usual Unusual

U. Interesting Boring

Don't make much

Intellectual

13. lake lots of money

14. Practical

I. Very competitive1 2



I. Artistic


20. Deal with thing.1 2

21. Business

22. Work with words


24. Am a scientist


Not competitive3 4 5 6 7

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

3 4 5 6 7

Non-business

1 2 3 4 5 6 7

104



Not a scientist

No public speaking

Chapter 9

The Lntertainers

An entertainer is a woman who makes her living by singing, dancing,acting as a comedienne, or whatever else is currently selling as

entertainment. For this study our sample was limited to the popularnerformer whose occupational standing depends on a moderate amountof talent and training or experience, mixed with showmanship and

fortuitous circumstances. Neither the qetropolitan opera stars

nor the prima ballerinas were considered appropriate for the major

focus of a study of essentially women who entered their occupationwith minimum preparation. Instead the target population were nose

women who perform in restaurants, nightclubs, hotel bars, and supper

clubs. The range of talent in our sample was from 'adequate. to"outstanding.-

This occupation was chosen for inclusion here for two reasons: first,because of the trend to affluence and increased leisure time, oursociety will probably support increasing numbers of popularentertainers and opportunities will increase for women with thesetalents; second, because these women clearly add some diversity to

the occupational coverage of this project. They are not like clerical

workers, not paramedical, not social service oriented--they are avery different group of women.

In addition, of course, these women are inherently interesting; a

quick scan of any newsstand headlines demnstrates that.

Method

Collecting a sample of performers was not easy and could not be done

in the usual way. Those professional organizations which might have

been able to provide names and addresses were reluctant to do this,and we found no possible sources of large numbers of names and addresses

of women in this occupation. This is not surprising--these peopleare contiaually in the public e.ye, and need to protect their privacy

as best they can.

To secure a sample, we turned to other sources, such as listings ofacts in Variety, the New Yorker magazine, newspapers and the

various brochures furnished by cities which indicate -What to do

in our city this week." Performers who were listed in such locations

were singled out and useu for the sample here.

As these women are quite mobile, we sent out requests every week--to the current location of their act--from the fall of 1966 through

the summer of 1967. The letters were addressed directly to thenightclub or theater where the entertainer was currently playing.Because of the short tenure of most of these acts, there was nosystematic follow-up and the percent return reflects the trouble with

the mail and lack of follow-ups.

105

Five hundred and seventy-five requests were sent and 128 (22 percent)

returns were received; 24 were discarded because of lack of experience

or because they did not like their work. The final criterion group

contained 104 women performers, some quite well known and some quite

obscure, whe worked mainly in nightclubs, theaters, and on television.

Demographic Data

Less demographic data are available on this group than most others

because they received only tne SVIB and not the questionnaire. Table 46

gives a description of the criterion group. The average entertainer

in this group was 34 years old and had 13 years of experience. The

most common level of education was a high school degree but 26

percent had college degrees and one had a master's degree. About

five percent nave non-college training in business or paramedical

fields.

The geographic areas from which the respondents came suggests that

our criterion group probably under-represents the West Coast film

oriented entertainer and that Midwestern entertainers are over-

represented either because of our sampling techniques or because of

selective response on the part of those who received requests to

participate.

Results

Figure 13 shows the average SVI3 profile for the entertainers onthe Occupational Scales. They scored A only jh their own scale butscored 3+ on the Ausician Performer and 4ode1 scales, which arerelated fields for many of them. They had medium level scores onaesthetic and verbally oriented scales like Artist, Newswoman,English Teacher and Language Teacher, and tended to score low onscientific, medical, business and social service scales.

On the Basic Scales, they scored highest on Performing Arts andMusic, with scores on Art, Writing, and Public Speaking also somewhathigher than most.

Items which differentiated entertainers from VIGtotal ale shown in

Appendix D. In general, entertainers endorsed items having to dowith art, music, and any kind of public perforAance, and rejecteditems concerning routine clerical tasks and helping others.

Conclusions

Entertainers prefer to be the center of attraction. They are

interested in art and music but not in other typically feminine

areas, such as social service, and homemaking. While it is as

easy to differentiate their interests as those of any other group

studied, the relationship between talent and interest needs to be

investigated before much practical use can be made of these findings.

106

Table 46

Demographic Data for the Entertainer Criterion Grow(N=104)

Aean SD Range

Age (years) 34 9.7 19-61



Geographical Location (in percent)

New England 1

East 28

South 10

Southwest 12

Midwest 28

Northwest 1

California 19

107

I 45 1

q

How Economics Teacher 18

k Dietitian 25 ....

Physical Education Teacher 21 Entertainers (N.104),

Figure 13

OCCUPAilO\AL -CALES--Strong Vo,ational Interest Blank for ioi.eh

reacher

Ausician Performer

Entertainf,r

lodel

I S 20. .

0000

15. 20..

....

. ....

.

25

.25

50

3.Artist

Interior DecoratorL-t

4(.2_

Newswo-i,in

English leacherLaniltile reacher

3936

8'1WCA Staff 'lember I___1

30 35 40 45 50 55 60 65

....

40 --45-50-55-60-65-

.... .... .... ....

.... .... .... ....

Director, Christian Educationi8 ....

....

Nun-leacaer 1_ ....

idance Counselor 22 .... .... .... ....

Social Science Teacher 28 15' -90' *25* .30--35-40--451'50-5:).-60-65Ele;lientary Teacher

L-1.7_.

(ocial orker 17SPeech Patholo,;ist 3.1_. ....

Psycho I O.,2, 1 st 22_ .

Li bra ri an ........32rraii:,iator 34Physi:ian P6Denti,t 141_

ledicl Technolcy_tist 19 .Che list

_...4._.....

'lathe:I:at ic i an 13 15 25.. 30 33 40 '4550 55. .60... 65Computer Programmer 2 . .. .... .... .... .... .... .... ....

En9ineer 16 .... .... ....

Army-Enlisted'42---

Navy-Enlisted 24:i.L.

Army-Officer aa_ ....

Navy-Officer .... ....

LawyerN

Lirt., Insurance Underwriter 3 0 ....

....

....

;luyer 19

Business Education Teacher 16 ) 5 --30-35-40-45-50-55-60-65....

Occupational Therapist 32

Physical Therapist ?5_ .....

Pu61ic health Nurse 2.-3_....

J.02,Istered Nurse 26 15. --)

....


Radtolo,o: rechnologist 26_ .... .... ....

Dental Assistant 22 ..... .... ....

Executive Housekeeper 35

Instrument Assembler 39._....

Secretary 33 . .... ....

Saleswoman 22_ . ....

Sewing Aacaine Operator 2.5_ ... 0000 PO00 $00.

30 '7)5' 40' 45 .":)0. '55' 00'

Telephone Operator -33-

Beautician 33 15.

Stewardess 26R

20. 35-40.45'50-55-60-65


50


IMO

108

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

Figure 14

DATE


Profiled Scores

3p

40

sp

I

ID NUMBER

tr

t

rr

t.

rr

3p

t

4p

,

sp

,

ii

.

tt

iT

It

It

.

tt

iT

.

tt

tt

0

tt

ti

60 6p i

t t t t

7p 70 1 .

3p

p4

6p

7p

.Entertainers (N=104)

V

3f

1

tS

7f)

Chapter 10

The Executive dousekeepers

Executive housekeepers work in hotels, hospitals, clubs, and dormitories.They are charged with keeping their places of employment clean and

attractive, a relatively simple sounding requirement unless that place

of employment happens to be a 500 bed hospital or 1000 room hotel.

The job may include hiring and supervising a large number of workers,

preparing budgets and making purchases, as well as supervising the

cleaning, laundry, linen, decorating, and repair functions involved in

a large hospital or hotel.

These positions are often filled by promotion from within. Recently,

however, some colleges have begun to offer classes and short coursesin cooperation with the National Executive Housekeepers Association so

specialized education will probably play an increasingly important role

in the selection of executive housekeepers (U.S. Dept. of Labor,1966b).

The executive housekeepers are one of the few occupations studied

in which women have considerable administrative authority. While

opportunities for employment are not as good as in some other women's

occupations, executive housekeeping is an administrative field which

women can enter with a minimum of formal training. Because of the

expanding number of institutions employing these women, future

opportunities look good.

Method

The National Executive Housekeepers Association provided a list of

their approximately 2,300 members, from this, a random sample of 606

members was chosen. In August, 1967, these women were mailed the forms

for this study. About two weeks later those who had not responded were

sent a follow-up reminder.

By December, 301 (50 percent) had returned completed SVIBs and

questionnaires. The final criterion group included 281 executive

housekeepers- 19 women did not meet the standards of being currently

employed and having three years' experience, one did not like her work.

Table 47 describes the criterion group. The average executive housekeeper

was 53 years old, married, with two children. She had a high school

diploma and 10 years of experience in her occupation. The average

does not, of course, describe the whole group. For instance, 7 percent

of the group have BA degrees and 2 percent have MA degrees.

In response to a list of possible reasons for entering executive

housekeeping, from which the women could check any which applied to them,

the highest percentage of the executive housekeepers, 87 percent, checked

'I enjoy the work,.' and the lowest percentage, 27 percent, checked

.It was the best paid job available when I needed a job." These data

110

suggest that the actual job activities were more important to executive

housekeepers than pay in entering the field. This pattern was found for

most occupations studied here, except the instrument assembler and

sewing machine operator samples.

Results

Figure 10 contains the average profile for executive housekeepers on

the SVIB Occupational Scales. They did not score high (A) on any

other scales, but had moderately high (B+) averages on the Saleswoman,

Dietitian, Licensed Practical Nurse, Dental Assistant, and Eleilentary

Teacher scales. They probably share a willingness to take responsibility

for institutional management with the Dietitians, but it is difficult to

see any similarities between executive housekeepers and elementary

teachers except on the homemaking dimension itsclf.

On the Basic Scales, their highest score was on the Homemaking scale

and they scored higher on it than any other group studied here though

dietitians and home economics teachers from another study scored higher.

Their other high scores were on the Merchandising, Office Practices, and

Religious Activities scales. The first two seem quite consistent with

the Occupational Scales. There were no particularly low Basic Scale

scores.

Figure 17 shows how executive housekeepers rated their jobs. The most

outstanding rating was on the -Supervision dimension where they said

they supervised others much more than any of the other nonprofessional

groups.

The items which differentiated executive housekeepers from WIGtotal

are in Appendix D. While they were varied, there was a core of items

having to do with organizing tasks and people.

Conclusions

The vocational interests of executive housekeepers can be readily

distinguished from those of women in other nonprofessional occupations, and

their most notable pattern is the combination of typical homemaking

interests with a preference for supervision and organization.

111

Tible247

Demographic Data for the Executive Housekeeper Criterion Group

Mean

(N=281)

SD Range

Age (years) 53 6.8 34-73

Formal education(years)

.12 1.9 6-19


Number of children(married subjects) 2 1.7

Marital status (in percent):

single 8

married 54

widowed 21

divorced 16


New England 2

East 11

South 27

Southwest 7

Midwest 32

Northwest 4

California 17

112

/11=1111k

Figure 15

OCCUPATIONAL SCALESStrong Vocational Interest Blank for homen

%1usic Teacher

usician Performer 25.

Entertainer 16 .

lodel 19 ....

Artist 18 "..Interior Decorator 13 . .2 --25-30-35-40-45-50-55-60-65Newswoman 18 13

English Teacher 25 .... ....

Language Teacher 25- .... ....

YWCA Staff Member 31 .... .. .... ....

Director, Christian Education-25 . ....

Nun-Teacher 22

(hiidance Counselor -3T

....

.... .... .... ....

Social Science Teacher 30 .... .... .. .

Elementary TeacherSocial Worker 16

Speech Pathologist 13 . .... . .... ....

Psychologist 3 .... .

Librarian . ....

Physician .

Dentist .... . ....

Medical Technologist 33

Chemist 4 .... .... ....

2515

....20 25 30 35 40 45 50 SS 60 65

lathewitician 9 ..." 35 40 45 50 55 6 0 6Computer Programmer 29

Enoineer 23 . . . .T--Q

.... ....

Army-Enlisted 40

Navy-Enlisted 43 .

Army-Officer 25 . .

Navy-Officer 32

Lawyer 21 .... . Executive Housekeepers (N.281)

Life Insurance Underwriter --5 .. ....

Buyer15 20 25 .35-40-45-50-55-60--65

Business Education Teacher .

Home Economics Teacher 33 .... .

Dietitian 41 .

Physical Education Teacher 31


Physical Therapist 39 .

Public Health Nurse 35 ....

Registered Nurse 40-45-50-55-60Licensed Practical Nurse 40

15-..

20 25 30

Radiologic Tcchnologist 37 .... ....

Dental Assistant 41 ....

Executive Housekeeper SO ....

Instrument Assembler _afi._ .... ....

Secretary 39 .... ....

Saleswoman JUI .... ....

Sewing Machine Operator _31Telephone Operator 39 .... .

Beautician 36 15 20-25--Stewardess 27 ....

.... .

.... ....

V

. . . .

5-50-55-60-65

43


113

E 44 I


NAME

r.:1

3-7.

:m..,

,,,,,7

.7t-

tftm

mtip

qr.;4

-64,

.w7F

rAm

mtim

r71,

77.7

,714

=K

rzIp

mpA

rrpg

gir

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

Figure 16

DATE

ID NUMBER


Profiled Scores

56%) i

II

a

II

34

P.I.

.6P

.

.

OO

OO

O

1

3p

4PI

3

as

61°.

713

Executive Housekeepers (N.281)

I

P.4f

1

.sf

V

6p

7p

Figure 17


Executive Housekeepers (N=281)

1. Dangerous Safe

1 2 3 4 6 7

2. Work with things Work with ideas

3. Changing Steady

4. Indoor Outdoor

S.Requires skill with tools No skill required

1 6 7

6. Sales Non-sales

7. Not active Active

8. Dirty Clean

9. Simple Complicated

10. Work alone1 2 3

11. Usual

12. Interesting

13. Make lots of money _ _______

14. Practical

IS. Very competitive



18. Artistic



21. Business

22. Work with words


24. Am a scientist


1 2 3

1 2

5 6 7

7

1 234 5 6 7

115

asfnEmsta:

bectlISE V002-tX)5

OT: VoORAELf

Work with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 11

The Instrument Assemblers

In general, assemblers are semi-skilled workers who put uigether partsor finished products of industry. Most of the women employed in the

field (40 percent of the half million assemblers employed) are benchassemblers who put together small parts as opposed to floor assemblerswho put together large heavy equipment. Job duties, tools used, and

skills required vary with the industry and product with which theassembler is involved. The assembler is usually trained on the job.A high school education is not usually required but some mechanicalaptitude and physical stamina are.

The target population here also included inspectors; these work in thesame industries as assemblers do, automotive, aircraft, and electrical

equipment and machinery, and the inspectors frequently come from theranks of assemblers. They test mass produced items to insure theintegrity of the product. They may inspect visually or use a variety

of measuring devices. They keep records of rejections for use in

eliminating errors. The job duties, and tools used vary for inspectorsas for assemblers with the product and industry. Women inspectors are

usually employed where small light products or soft goods are produced.Most inspectors at the semi-skilled level are trained on the job.High school graduation or experience in assembly-line work may berequired (U. S. Dept. of Labor, 1966b).

These occupations are interesting ones to study from two points of

view. First because the vocational interests of women in semi-skilled,blue-collar occupations have never been studied before. Second,

because the vocational interests of women in occupations wheremechanical aptitude and manual dexterity are so important have neverbeen studied before either. As there is obviously room for women in these

occupations, psychologists should know something of the demands andrewards of these occupations, just as they study higher level occupationssuch as nursing or teaching.

Method

The subjects were all employees of one large Twin Cities industrialfirm which chose to remain anonymous. The company is large enough to

have a well defined job classification scheme, so they were able toprovide the names and addresses of 217 inspectors and 659 assemblerswho were currently employed by their company. These lists did not

represent random samples but rather w,e the total populations from

the various installations involved.

The initial mailings went to 217 inspectors and 344 assemblers latein September of 1966. The usual forms were sent, along with a

mimeographed cover letter explaining the project. Usually, this letter

116

included a promise to return the individual's results to her, but the

company involved specifically requested that this data not be returned.

While no reason was given, it appears that they were concerned with

job turnover, and were afraid that the SVIB results might prompt

some women to seek employment closer to their interests. This decision

not to return the results probably hurt our rate of Iesponse considerably.

In mid-November follow-up reminders were sent to those who had not mailed

in the SVIB and questionnaire. By January, 84 of the inspectors

(39 percent) and 99 of the assemblers (29 percent) had returned the

SVIB. Unfortunately, after removing those who had not had three

years of experience and those who did not like their jobs, the number

who could be included in the criterion groups were 55 inspectors and

34 assemblers. The sample of assemblers might have been doubled by

using the other half of the list provided but since the first mailing

to assemblers had yielded only 10 percent useable replies, the

additional expense was not justified. Instead the inspectors and

assemblers were combined to make a criterion group of 89 from which

a scale for instrument assemblers was developed. When the criterion

group is small, there is the danger that the scale may not be as

valid as one based on a larger group (Strong, 1955), but we proceeded

on the supposition that some scale is better than none (Harmon, 1968).

The rate of response for this occupation was lower than most of the

other groups; at least four factors were involved:

First, the educational level was relatively low and this factor

is usually associated with response rate.

Second, the company and union had just completed a messy round

of contract negotiations, and feelings of suspicion were

high; a mailing under company sanction may have been viewed

with some skepticism.

Third, we were denied the opportunity to offer to return the

individual's results, which we know is helpful in soliciting

cooperation,

Fourth, the timing of our follow-up was too late. During

the project, we tried various follow-up lags, and eventually

decided that 3-19 days is the best interval, as opposed to the

several week lag used here.

Again, the policy was followed here of stressing sample purity over

sample size; thus, the 89 women in the criterion group were all women

with at least three years of experience, who said they enjoyed their

work. No index of job performance was available.

117

Description of the Criterion Group

Table 48 contains the demographic information for the instrument

assemblers. The typical assembler-inspector was 45 years old, married,

with two children. She had a high school education and 14 years of

experience in her work. All of these women were Minnesota residents

employed by one company. 'ffien asked to indicate their reasons for

choosing their job, 76 percent indicated that it was the best paying

job available when they were looking for work, and 65 percent said they

would not work if they didn't need the income. Only 57 percent of

the group expressed an enjoyment of the work as one of their reasons

for being employed in the field, a much lower percentage than found in

other groups, e.g., beauticians=94 percent, executive housekeepers=87

percent, saleswomen=85 percent, and sewing machine operators=70 percent.

This finding may be a result of the sampling technique used and merely

represents discontent with one type of assembling in one particular

firm. Still, it appears that this kind of occupational activity is

not appealing to very many women.

It is interesting to note that seven percent of these women had

degrees from business schools and had apnarently chosen factory

work over white collar secretarial jobs.

Results

Figure 18 shows the average SVIB profile for the criterion group.

Besides their own scale, inspectors aad assemblers scored highest

on the Secretary, Army-Enlisted, Telephone Operator and Beautician

scales, and lowest'on the Interior Decorator, Psychologist, Nathematician

and Chemist scales.

On the Basic Scales, one of their highest scores was on the Mechanical

scale although they scored just as high on the Office Practices scale.

Like many of the other nonprofessional groups, instrument assemblers

scored quite low on Public Speaking and Writing.

Figure 12 shows how these women described their jobs. They reported

that their jobs involved dealing with things rather than ideas more

than any other group except sewing machine operators. Ihile all of the

groups described their jobs as relatively clean, instrument assemblers

reported the dirtiest working conditions. They described their jobs

as less artistic and less scientific than any other group did. That

their jobs involve very little public speaking corroborates the

evidence from the SVIB that these women do not have verbal interests.

Appendix D shows which items differentiated between the instrument

assemblers and Women-in-General. The mechanical and clerical

aspects of their interests show up in items like operating machinery,

repairing electrical wiring, and operating office machines. Conversely,

118

they rejected items having to io with speaking, writing, and handlingpeople.

Conclusions

Instrument assemblers have a greater interest in mechanical activitiesthan most of tae other groups studied and milder interests in clericalactivities. There are certainly some similarities between the precisionand attention to detail of a good office worker and a good asse.doler.hy shoula these women choose mecnanical work over clerical work?

One clue is that their main reason for entering their jobs wasfinancial, with intrinsic satisractions weighing less neavily on tiledecision. In addition, their aversion to verbal activities may Aakethem ;lore at aome in the factory than the office.

Tne generality of these findings may be limited because of the restricteaaature and size of the sample. Still, we believe that the observedvaliaity approximates the true validity for this scale, though asomewhat better scale .may nave been obtainea with more subjects froma variety of firms.

Table 48

Jemographic Data for the Instrument Assembler Criterion Group

Aean

(N=89)

SD Range

Age (years) 45 7.0 25-53

Formal education(years) 11 1.5 8-16


Number of children(married subjects) 2 1.6 9-7

iarital Status (in percent):

Single 2J

arried 78

qidowed 1

Divorced 13

120

Figure 18


Music Teacher 16

MusicianPerformer 20

Entertainer17Model 23

Artist 18


Newswoman 16

English Teacher 18

LanguageTeacher 20


Director, Christian Education-12

Nun-Teacher .15

Guidance Counselor 18

:Social Science Teacher 23

TeacherElementary 41

15

....

15

....

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15....

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.... . . . .

... .... .... .... .... .... .... 6006 0600

20.. ... --40-45-50-55-60-65

.... ....

SocialWorker 16 .. .... .... .... .... .... .... ....

Speech Pathologist 13 .... .... .... .... .... .... .... .... ....

Psychologist3

.... .... ....

Librarian20.... .... .... ....

Translator16 .... .... ....

Physician17.... .... ....

Dentist26 .... ....

Medical Technologist 33 ....

00.0 0000 0000 0000 Of*. 0000

.... 0060 0000 000. 6000 0006

.... .... .... .... ....

.... .... .... .... 0000 0006

.... .... .... .... .... ....

6... 0.416 6066 .60. 0000 0006

Chemist 4 .... .... .... .... .... .... .... .... ....

Mathematician 9 .

15 --3 --35-40-45-50-55--60-65ComputerProgrammer 29 .... .... .... .... .... .... .... .... ....

_Engineer23

....

Army-Enlisted 40 .... ....

Navy-Enlisted 43 .... ....

Army-Officer 25 0000 0040

Navy-Officer 32 .... ....Lawyer17 .... .... .... .... .... .... .... .... ....

LifeInsurance Underwriter 19 .... .... .... .... .... .... .... .... ....

Buyer 28 15-20-2 --35-40-45-50-55-60-65

0000 .000 .000 6400 0000 0000 0000 0006

.... 0000 6000 000. 0000 0000 0000

0000 0060 000. 0000 0000 .000

0000 0000 .6.0 00.4 0000 0060

.... 0000 000. 0000 0006 0000

Business Education Teacher 32 .... .... ....

HomeEconomics Teacher 29

Dietitian 33



Physical Therapist 37

Public Health Nurse la_

60. GOO.

0.00 4040

.... ....

0000 0000

.... ....

00.0 0000

000 .006 0.00 10000 0000

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.... ..Instrument Assemblers (N=89)

0000 000 00

....

0000 0000 0600 .0.0 0 0 0

Registered Nurse -21- 15::::20-25' --35-40-45-505560 65Licensed Practical Nurse .... ....35_Radiologic Technologist AO_ .... .... .... .... ... .... ....

Dental Assistant 41 0000 0000 00.. 0000 0000 00.0

ExecutiveHousekeeper AIL .... .... .... .... .... ....

InstrumentAssembler ..5.0._ .... . .... .... ....

SecretaryAL .... .... .... .... ....

SaleswomanALL .... .... .... .... .... ....

Sewing Machine Operator .12_ .... .... .... ....

Telephone Operator AL .... .... .... .... ....

Beautician 15.... 20. ...25.***3

0 0 0 0 0

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ANIMM11

121

NAME

DATE

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

INN

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Figure 20


Instrument Assemblers (N=89)

1. Dangerous Safe

*-1 . 2 3 6 7

2. Work with things Work with.ideas

3. Changing ...Steady

4. Indoor 'Outdoor

5.Requires skill with tools No skill required

1 2 5676. Sales Non-sales

.7. Not active Active

8. Dirty Clean'

9. Simple Complicated

10. Work alone Work with others

1 2 3 4 6 7 .

11. Usual Unusual

12. Interesting


14. Practical

15. Very competitive1 2



18. Artistic


20. Deal with things..1

21. Business

22.. Work with words


24. Am a scientist


5 6 7

6 7

1 2 3 4 5

123

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 12

The Interior Decorators

Interior decorators and designers plan the use of space, and help

select furnisnings for all types of interiors--residences, businesses,

institutions, even aircraft. The interior designer may work with an

architect to plan tne total interior of a building, while the interior

decorator concentrates more heavily on the selection of furniture,

draperies, carpets, and other decorative items. Either the decorator

or designer may work for herself, a decorating firm, or for a large

department or furniture store. She is usually in an urban population

center, and her clients may be an individual, a family, or a business

firm. She may draw up floor plans and make sketches, estimate costs,

order furniture and arrange for services and installations, evening

and weekend hours are common, especially in decorating residences.

Many of the interior decorators and designers currently employed

entered the field with little training beyond high school but today the

trend is toward specialized training in an art school or college of

fine arts. Students study design, art history, drawing and painting,

architecture, furniture, and materials (U.S. Dept. of Labor, 1966b).

qembership in the American Institute of Interior Designers (AID)

is granted to designers with sufficient experience and training. The

educational and experience requirements for active membership vary from

four years of college with a major in interior design plus four years

of experience to high school graduation plus ten years of experience.

The occupation was included here because it is Primarily artistic and can

be entered without traditional college training. In addition it is one

of very few fields in which one finds women in business for themselves,

and it is one of the few fields where men and women are treated equally

in compensation.

viethod

The sample included SOO members of the American Institute of Design.

They were selected randomly from among active members listed in the AID

directory. The directory is arranged geographically so the sample

represents the geographical composition of the membership.

In July of 1966, those selected for the sample were sent a request

to cooperate in the study of vocational interests of interior designers.

About three weeks later follow-up reminders were sent to non-respondents.

A second follow-up reminder, a contempory type card, was sent just before

Cnristmas in 1966. It was not very effective in encouraging participation,

perhaps because of the time of year.

124of

By February, 1967, 185 women AID members (37 percent of the sample)

had coNipleted tne SVIL and questionnaire. Another 23 percent of the

sample responded by returning a postcard saying they did not wish to

participate or were too busy at the time. Both this high rate of

return of postcards pleading time pressures, and informal interviews

with interior decorators vividly verified that these women have very

full schedules, probably the most harried of all the groups studied.

The low rate of response among this group was undoubtedly due to their

full schedules.

The criterion group finally included 178 AID members (six were

excluded because they expressed reservations about their occupational

choice and one was excluded because she had less than three years of

experience).

Demographic Data

Table 49 describes the criterion group. The average interior

decorator was 52 years old, married, with one child. She had a high

school degree and some additional training and, on the average, had

22 years' experience. She lived in the East, the Aidwest, or

California, almost certainly in the larger population centers.

Thirty-seven percent had BA degrees and five percent had 14A degrees.

One woman had a PhD.

When asked to check the reasons why they entered their field, 91

percent checked "I enjoy the work," 74 percent checked like the

people with whom I come in contact' and 67 percent checked 'Ny

training prepared me for it. Reasons checked infrequently had to

do with the importance of monetary reward. These responses support tne

assumption that the criterion group members find an intrinsic interest

in their jobs; though we did not collect income data, taese women

probably have better incomes than most of the other samples.

Consequently, they were less concerned with the financial aspects of

their work.

Results

Figure 21has the mean SVI3 profile for interior decorators. The

ovoup scbred moderately high on the :.:usician Perfornier, Newswoman,

and Librarian scales. Taey differed from other groups studied in

having low scores on scales for other nonprofessional occupations and

moderate, not low, scores on verbal and aesthetic Occupational Scales.

125

Their highest scores on the Basic Scales were on the Art, Aerchandising,

and Performing Arts scales and, their scores on Public Speaking and

Writing were aigher than those of most of the other groups studied.

Their lowest scores ware in Social Service, Sports, and Office

Practices.

Figure 23 shows how the interior decorators described their jobs.

-Outdoor, "Sales," "Complicated," "Unusual, ' "Artistic," -Independent, '

and -Business- are the adjectives which they feel characterize their

jobs. In addition, they said interior decorating involved more

public speaking than did .other women's occupations.

Appendix D shows the SVIB items which differentiated interior

decorators from IIGtotal. In general, it shows endorsement of

"arty" items and those involving merchandising, and rejection of

scientific, clerical, and social service items.

Conclusions

The interior decorators resemble members of professional groups

more than any other nonprofessional group studied. It may be that

subsequent generations of interior decorators will all have

considerable amounts of formal education. Currently, however, the

occupation is one women can enter without a full college education and

achieve both artistic and financial success.

Table 49

Demographic Data for the Interior Decorators Criterion Group

(N=178)

'clean SD Range

Age (years) 53 9.9 29-78



Number of children 1.4

(narried subjects)

1.0 0-4

darital Status (in percent)

Single 15

Married 52

Adowed 14

Divorced 19

Geographical Area (in percent)

New England 6

East 22

South 14

Southwest 11

Midwest 23

Northwest 3

California 21

127

Figure 21

_zse


Music Teacherusician PerformerEntertainerModelArtistInterior DecoratorNewswoman

.....71:1111

26 1520 25 30 35 40 45 50 55 60 65

. .

-47 . . . . . .

_34 . . . .

35 .. .38 ....

15''20''''25 30'' '35' .**40.'

English Teacher 3.1_4._... .... .... ....

Language Teacher 36 .... .... .... .0 0600

YWCA Staff Member 32 .

Director, Christian Education._17

Nun-Teacher _6

Guidance Counselor 2.5_.... ....

Social Science Teacher 29._

Elementary Teacher _a5_

Social Worker 23 ...

Speech Pathologist _al_.... ....

Psychologist 23....

LibrarianTranslator 35

....

Physician 29._.

.... ,...

Dentist 25

Medical Technologist 19.... ....

Chemist 8

mathematician 15 15Computer Programmer ..2.1._

.... .... .... ....

Enaineer 22_ .... .... .... .... .... .... 0000 es.. .000

Army-Enlisted 22 .... a

Navy-Enlisted 26 .

Army-Officer 32.

.... .... .... .... .... .... ....

Navy-Officer 40 .... .... .

Lawyer 35 .... .... .... .... ....

Life Insurance Underwriter 36-.

.

Buyer 29 ..,..

'35'40-45'50-55-65Business Education Teacher 18

15.

Home Economics Teacher 27 .. ...... .... ..

Dietitian 31 .... .... ....

---gr

15 20-2

. . . .

. . . . . . . .

3

Physical Education Teacher

Occupational TherapistPhysical TherapistPublic Health NurseRegistered NurseLicensed Practical Nurse

Radiologic TechnologistDental AssistantExecutive HousekeeperInstrument Assembler

SecretarySaleswomanSewing Aaciline Operator

Telephone Operator


2218

16

19

19

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Interior Decorators (N=178)

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6 Physical Science

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11 Teaching

12 Social Service

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14 Homemaking


16 Music

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Figure 22

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Interior Decorator (N=178)

1 2 3 4 7

Safe

Work with ideas

Steady

Outdoor

No skill required

1 2 45676. Sales Non-sales

7. Not active

8. Dirty

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130

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 13

The Licensed Practical Nurses

Licensed practical nurses were selected for study here because

taeir occupational activities seem quite consistent with typical

feminine interests in helping others, without requiring long or

extremely technical training. The LPN, under the direction of the

physician or registered nurse, provides care to patients in nursing

situations which are relatively free of scientific complexity and in

which the patient is in a relatively stable state so that his care

need not be continuously modified in accordance with his condition.

In these situations, the LPN is trained to provide for the emotional

and physical comfort of patients; to observe, record and report the

physical and mental condition of the patient; to administer

prescribed medications and treatments, such as changing dressings,

taking temperature and blood pressure, and giving baths. She may

assist professional nurses in more complex procedures or supervise

hospital attendants L. S. Dept. oc Labor, 1966b).

Most LPNs are employed in hospitals or nursing homes, clinics, and

doctors' offices; a few work on private duty.

The training of the LPN is regulated by the state in which she is

trained. To be licensed she must have completed a course in an

approved school. These approved courses may be offered in public

vocational schools, junior colleges, local hospitals, or private

schools, and are usually completed in one year. Students are usuall

high school graduates although many states require less than a high

school diploma (U. S. Dept of Labor, 1966b).

After licensing, LPNs find themselves in work settings which often

require working during evenings, weekends, or holidays, and physic;

and mental stamina in the face of understaffed medical situations.

The ability to obtain personal satisfaction from ministering to

others seems important in such situations.

Method

In the spring of 1966, the National Federation of Licensed Practical

Nurses permitted us access to their address files of about 32,000

members. A random sample of 765 LPNs , stratified by geographic

location, was drawn from among those with at least 3 years' experience.

In an attempt to cut costs this group was randomly reduced to 511.

In July of 1966 these women received a letter asking them to participate

in the study by completing the enclosed SVIB and questiolmaire and

returning it in a prepaid envelope. In September of 1966 384

follow-up letters were sent to urge women who had not completed tne SVIB

131

and questionnaire to do so. In October, when it became apparent that

the rate of return of the first group was too low to provide a large

criterion group, the 254 members of the original sample who had not

been contacted received the same request for cooperation their colleagues

had received earlier.

Finally, by February of 1967, 276 of the 765 (34 percent) had returned

SVIBs. The actual criterion group included only 222 LPNs, with 37

eliminated because they disliked their jobs, three because they were

unemployed, and 14 because their returns came too late to be included

in the analysis. While the rate-of return was not high, all the women

in the final criterion-group had a considerable degree of commitment

to their jobs.

Demographic Data

Tables() presents the demographic data for the LPNs. The typical

LPN'was about 51 years old, married, with two,children. She had

a high school education.and about 15 years of experience as an LPN.

Of course, there were many women in the criterion group who did not

fit this 'typical" picture. Any average can be misleading and this

one included some 23 year olds, single with only a few years of

experience as LPNs, with considerably more formal training than their

older colleagues. While 58 percent of the group listed a high school

degree as their highest one, 39 percent of the group cited formal study

beyond high school in a medical field, mostly toward the LPN license.

When asked why they entered their occupation, 92 percent cited

enjoyment of the work, and 80 percent cited satisfaction gained from

relationships with people with wnom they come in contact. Only 12

percent indicated having made the choice because it was the most highly

paid job available. Again, these seem to be women who truly enjoy

their work.

Results

The average SVIB profile for the LPNs is in Figure 24 On the Occupational

Scales, LPNs scored high on their own scale and other s'cales for

medical-helping occupatiofis, especially those which are not based on

scientifically complex foundations. Tne lowest scores were on the

Interior Decorator and Psychologist scales, and scores on the professional

level scales were low, except tnose with some medical flavor, and

the Elementary Teacher scale.

On the Basic Scales, their highest scores were on the Medical Service

and Biological Science scales, tne Religious Activities and Homemaking

scales were also high.

132

Figure 26 shows how LPNs describe their jobs. The adjectives or

phrases on which they differed most from other nonprofessional womenwere "Non-sales," "Active," and "Deal with people." Despite their

interest in biological science, they did not describe themselves as

scientists.

The SVIB items which differentiated this group from WIG aretotalin Appendix D. Endorsement of items such as 'taping a bruised ankle.

and "giving first aid assistance.' suggest their interest in medical

service. Items such as bacteriology, biology, chemistry, physics

and physiology suggest their interest in biological sciences. Their

religious interests are detailed by items such as "church worker,.'

'Ilissionary,' "reading the Bible," "going to church,- and -Bible

History."

Conclusions

Licensed practical nurses have vocational interests which differentiate

them from other nonprofessional occupational groups. They are oriented

toward biological science, even if they do not see their jobs as

scientific. They have strong needs to serve others, especially in

medical settings; these needs may be closely related to their religious

feelings. Good use can be made of this information in counseling

young women.

133

Table 50

Demographic Data on the Licensed Practical Nurse Criterion Group

(N=222)

Mean SD Range

Age (years) 51 9.9 23-70

Formal education (years)12 1.6 6-16




Single 17

Married 58

Widowed 16

Divorced 10


New England 12

East 10

South 25

Southwest 8

Midwest 24

Northwest 13

California 3

134

Figure 24


Music Teacher 22

Musician Performer 25

Entertainer 17

Model 17

Artist 18


Newswoman 16

English Teacher 23

Language Teacher 21


Director, Christian Education25

Nun-Teacher 26_Guidance Counselor 28

15 20 25 30 35 40 45 50 55 60 650 0 0 0 0 0 0 0 0 0 0 0 0 0

. . . . .

. . .. . . ... . .

. . .. . ....

. . . .. . ... .. . .. .

15 202530-3540-4550.5560-65

Social Science Teacher -21- 15 20 25.

4

1

Elementary TeacherSocial Worker 27

Speech PathologistPsychologistLibrarianTranslator 1Z

Physician _29_DentistMedical Technologist 39

Chemist

4 50'55'60-6

G

0 0

l4

0

Mathematician _12_ 15

Computer ProgrammerEngineerArmy-EnlistedNavy-Enlisted 37

Army-OfficerNavy-OfficerLawyerLife Insurance Underwriter

BuyerBusiness Education Teacher

Home Economics Teacher

DietitianPhysical Education Teacher

Occupational TherapistPhysical TherapistPublic Health NurseRegistered NurseLicensed Practical Nurse


SecretarySaleswomanSewing Machine Operator

Telephone Operator


20-25-30-35-40-45-50-55-60-622 . ..

16._ . ..

44


(N=222)

30-35-40-45-50-55-60 5

.4.0 0000 0.00 .000

. 0.0 0.00 00.0 O." 0.00 ...0 00..

O a.. O... O... 00.. 00.. O... .0.00

00.. SOSOO... 000.*goo* 004o oolloo "00

O 000 .000 .0.0 0000

O.O. .0.4. 00.0 0000 SOO. ..0. 0.0. 0.00 00.0O..* .000 .0.6

OS.. .0.0 00.0 00.0 .0006 O."


voloOk

40-45-50.1.55-60""

1 45


135

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

DATE

ID NUMBER


SVIB--WOMEN

Profiled Scores

5P.

.3p

413

61).

3p

4I.

I.

I60

7p

I

1 1

SS

OO

OO

O

1.

I

3pI

I610.

PAn

-yr

7

11

1Licensed Practical Nurses

(N=222)

/1

1

34

P

S

7

iP

56p

1. Dangerous

Figure 28


Licensed Practical Nurses (N.222)

1 2 3

2. Work with things

3. Changing

4. Indoor


6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone1 2 3

II. Usual

-12. Interesting

. 13. Make lots of money

14. Practical

1

7

5 6 7

15. Very competitive1

15; Physical activity


18. Artistic


20. Deal with thingsf- 2 3 4

21. Business

22. Work with words


24. Am a scientist

Safe

Work with ideas

Steady

Outdoor

No skill required

Non-sales

Active

Clean

Complicated

Work with others

7

Unusual_Boring

Don't make much

Intellectual

Not competitive

2 3 5 6 7

Mental activity-

25. Lots of public speaking1 2 3 4

137

Deal with ideas

Not artistic

Highly independent

Deal with people

7

Non-business

6 7



Not a scientist

No public speaking

Chapter 14

The Life Insurance Underwriters

The life insurance underwriters were included here to broaden the

coverage into the direct sales areas. The occupation can best be

described by quoting directly from a pamphlet published by the U. S.

Department of Labor, in 1961, "Careers for Women as Life Underwriters."

"Life Underwriters are the field representatives of the companies

to which they are under contract either directly or through the

general agent, who operates a local outlet for a company. Their

role in the industry is to sell life insurance. The many other

activities they engage in are designed to improve the volume

and the quality of sales.

Agents spend much of their working time consulting with prospective

clients in their homes or places of work. Underwriters must know

and be able to describe in clear, non-technical language the variety

of policies their companies offer.

Underwriters should be able to counsel their clients regarding the

suitability of different policies to meet individual needs. They

must inspire confidence in their judgment and honesty. They should

achieve a good personal relationship with their clients, since

an appropriate sale depends on having an intimate knowledge of

the clients' financial statv.6 and requirements.

The underwriter assists in preparing the application form, collects

the initial premium, arranges for a medical examination, and

delivers the Policy to the client. Thereafter, underwriters provide

service for their clients, such as assisting with the settlement

of benefit claims, changes in beneficiaries, conversion of policies,

and similar waters.

Agents also spend time in their own homes or offices preparing

reports, keeping records, developing lists of prospects, oaking

appointments, and sending out information and promotional literature.

Underwriters inclined toward tae more complex aspects of life

insurance spend time at their desks planning and designing insurance

programs of a more difficult nature including the creation,

conservation, and distribution of estates; business insurance; group

insurance, and pension plans.

Most full-time underwriters devote some time to agency or branch

office training meetings and other work conferences; many read and

study extensively the ever-changing legal, social, and economic

aspects of life insurance, and many participate in company, and in

local, regional, or national conventions" (U. S. Dept. of Labor, 1961.)

138

This occupation would seem to have maay features attractive to women.

The hours are flexible, the pay is good--or at least equal to the pay

for men for the same work--the job requires an individual to think

sensibly about family finances and estate planning and the like, it

requires no capital investment and a relative winimum of training.

Also, there are many openings and the many companies seem to be

actively recruiting women. Yet, this is a very unpopular occupation

among women; in fact, when the occupations listed in the SVIB booklet

are rank-ordered according to their popularity of response, the item

'Life Insurance Saleswoman' is lowest, even below 'Taitress. in the

percent of women who respond "Like. Clearly, the occupation needs a new

image among working women.

Method

The women in the life insurance underwriter sample were members of the

lomen's Quarter Million Dollar Round Table of the National Association

of Life Underwriters. To be eligible for this organization, the individual

must have sold at least $250,000 worth of insurance annually. About

90 percent of these women had produced more than $400,000, and 10

percent had produced $1,000,000 or more.

With the cooperation of the organization's officers, a mailing was

sent to all 365 members in July, 1967. 219 completed returns were

received, and 188 of them used in the final criterion group.

Demographic Data

The average age of the life insurance underwriters was higher than for

the other groups; their mean was 53, and the standard deviation was 9.6.

This occupation appears to attract women later in their life, possibly

because it may attract women with strong economic needs. Almost two

out of five.6.6 tiese .1o,en w3re widowed or divorced, and they may be

more strongly economically inotivated than women in other occupations.

Many of them have family responsibilities and this occupation allows

them to make an adequate income while at the same time fulfilling

family responsibilities.

The geographic distribution is listed in Table Slalong with information

about their educational level. On the average they had 14 years of

formal education and about one third of them had graduated from college.

Generally, however, the highest education was a high school diploma.

The marital status data are also in Table 51 and, as mentioned earlier,

there were a somewhat higher percentage of widowed and divorced

women in this sample.

139

Results

The scores for the life underwriters on the SVIB Occupational Scales are

given in Figure 27 Their only highscore was on their own scale, and

the'only scores of 40 or above were on the Lawyer and Navy Officer

scales. The mild similarity between their interests and lawyers is

easy to understand, but the common interests between them and Navy

Officers is less apparent, their scores on the Basic Interest Scales

provide some clues. Those illeans are listed in Figtire28 and the Life

Underwriters' highest score was on the Herchandising scale, as appropriate,

with other high scores on the Public Speaking and Law/Politics scales--

scales that are also high among women Navy Officers.

The low mean scores for the life underwriters were on the Ilechanical

and science-oriented scales, just as among male salesmen.

Conclusions

The life underwriters in this sample, drawn from among the more

successful women in their field, were older than most of the women in the

other samples in this project, and more often from family situations

that suggested that they had strong economic needs. Many of them were

enthusiastic about their work, and were actively recruiting others to

enter this occupation, yet among women at large, this is a very

unappealing career. Placing a scale for this occupation on the SVIB

profile should be helpful in drawing this possibility to the attention

of those women who have the appropriate pattern of merchandising

and public speaking interests.

Table 51

Demographic Data for Life Iasurance Underwriters

ean SD Range

Age (years) 53 9.6 29-76



Number of children(married subjects) 2 1.5 0-7


Single 93

Aarried 40

Adowed 18

Divorced 19

Geographic Location (in percent)

Aew England 4

East 17

South 21

Southwest 10

qidwest 30

Northwest 5

California 13

Figure 27


Music TeacherMusician PerformerEntertainerModel

28 1520 25

332 7

33

Artist 27

Interior DecoratorNewswoman

.0

30 35 40 45 50 55 60 65

35-40-45.-50-55-60.-6535 ....

English TeacherLanguage Teacher 30YWCA Staff Member 39Director, Christian EducationIVNun-TeacherGuidance CounselorSocial Science Teacher

11

.

.0

. . .

-3---6- 15-20-25-30 40-45-50-55-60-65Elementary Teacher 30

Social Worker 31 . . . .... .... .... .... ....

Speech Pathologist 34, . . ....

Psychologist 17 . .... . ....

Librarian 36 .,., ..,., .... ....

Translator 26 .... ... .... ....

Physician 25_ .... . . .... .... .... ....

Dentist ."...22L.... ., ., .... .... .... .

Medical Technologist 19 . . . . "Chemist 6 ... .... .... .... .... .... ....

Mathematician 12 15 20*-25-30-35-40-45-50-55-60-65Computer Programmer 18 ....

Enoineer 22 .... . . . ... . . . 4 0 0 0 0

444iZ

Army-Enlisted 35 .... . .. .... ., ., . .,

Navy-Enlisted 32 .... . . . . . .

Army-Officer 39 .... .... .... .... .... .... .... ....

Navy-Officer 41 .... . .

Lawyer 40 .... .... .... .... .... . .

Life Insurance Underwriter 50 .... .... .... . .... ....

Buyer ....IL 15-20-2 35-40-45-50-55-60-65Business Education Teacher 28 .... .... .

Home Economics Teacher 19 ..., .... .... .... ....

Dietitian 33 .... .... .... ....

Physical Education Teacher 23 .... .

Occupational Therapist 25 .... ....Life Insurance Underwriters

Physical Therapist 27_ (N.188)Public Health Nurse 26

Registered Nurse 24. 15'20Licensed Practical Nurse 24 ""Radiologic Technologist _2a_ . . . .

Dental Assistant 26 --- . ""Executive Housekeeper 32 .... .... .... 0000 0004 " 0

Instrument Assembler -23-.... .... .... .... ....

Secretary _35_.... .... .... .... ....

Saleswoman 28 .... .... .... .... ....

Sewing Machine Operator -1-5-.... ....

Telephone Operator pp .... .... .... ....


25-30-35-40'45-50-55-60-65

32 15-20-25'30 35-40-45-50-55-60'65

4eplIlWP=Fv.Academic Achievement

f 43 "1


142

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

DATE

Figure 28

PROFILE--BASIC SCALES FROMTHE SVIB--WOMEN

4P .

..

.

34

P.I)

..

3p

4p

Profiled Scores

bp

ID NUMBER

..

..

..

..

.

6p

sip

P.,

67P

..

.

..

Lif

e In

sura

nce

Und

erw

rite

rs(N=188)

.

..

..

..

..

..

0

..

..

..

.I

.

0I

..

..

..

4p

..

.V

6p

7p

Wai

iiiig

agga

ikki

llagg

i fib

=k

1.

2.

3.

4.

Figure 29


Life Insurance Underwriters (N.188)

Dangerous

Work with things

Changing

Indoor


6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone

11. Usual

12. Interesting


14. Practical




18. Artistic



21. Business

22. Work with words


24. Am a scientist


1 2 3 4 5

1

Safe

Work with ideas

Steady

Outdoor

No skill required7

Non-sales

144

Active

Clean

Complicated

Work with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 15

The Ladiologic Technologists

The radiologic tecnnologist is most often employed ia a medicalsetting ithere sae makes A-Ray exposures to assist the physician inexaAining for broken bones, ulcers, tumors, disease or malfunction.Sae may also assist the physician in adainistering chemical substances,often radioactive isotopes, whica aia in making certain diagnostictests. Another function is to assist the raaiologist in the treatmentof patients by exposure to X-Ray or other foras of ionizingradiation.

niie radiologic metnods are important in both diagnosis ana treatiaentof some diseases, the radiologic technologist is prohibited byher code of ethics from making diagnoses or prescrioing treatment.Sae always dorks under tae direction of a radiologist or pnysician.

Radiologic ethods are also used in law enforcement to detectcontraband, in industry for tasks such as the examination of criticalaircraft and missile castings, and in museums to authenticate artworxs, thus, some radiologic technologists are employed in non-medicalsettings (American Society of Radiologic Tecanologists, 1966).

Tne radiologic technologist is traineu in a program conducted by ahospital or medical scaool and approved by the Aqerican 4edica1Association. High school graduation is requireu for acceptance inthese programs, aad aign school courses in science are desirable.The training progral usually takes two years and includes classes inanatomy, paysiology, physics, radiographic ex3osure ana positioning,X-Ray tnerapy, and etaics. Practical cliaicai work is an importantpart of the training program (Deot. of Labor, 1966b).

Once the basic course is completed the student may elect to completean additional year of training to become a nuclear :aedicine technologistor radiation taerapy tecanologist. netaer tae student unde2tal:es aspecialization or not, sae usually takes one of the American Rezistryof Radiologic Tecnnologists certification examinadoas (X-aay,nuclear, or radiation therapy). any rauiologic tecnnologistscertified pefore 1966 (those in oar sam.01e) may not have the same

level of training as tnose more recently certified.

lethod

Tae kierican Society of Raaiologic Tecaaologists cooperated in thisstudy, ana a sample was selected from their roster of 13,000 members,70 percent of ,Ihool are wo.lea. A ranlom sample, stratified as togeograahical area, was ,Irawn and, in July, 1.67, 499 women were

tae researcq foras. About two weeks later, non-respondentsreceived a follow-up remiader. In August a second saapla of 200radiologic tecanologists was selecteu, in tae sane way as was taeoriginal sample, to increase tne potential size of tae criterion group.

145

By December, 377 women (54 percent).had responded. After eliminating

35 women with less tnan taree years of experience, 14 who expressed

dissatisfaction with their occupation, and 21 wao were currently

unemployed, the final criterion group contained 307 radiologic

technologists.

Demographic Data

Table 52 describes the criterion group. The average radiologic

technologist was 34 years old, married, with one child. She had

13 years of formal education and 10 years of experience; 4.6 percent

had bachelor's degrees and 41.1 percent had paramedical training

beyond high school.

'Jhen asked to check wny they entered their occupation, the most

popular reason.(79 percent) was -I enjoy the work and the seconJ

most popular (67 percent) was 'I like the people with whom I come

in contact." Only 12 percent checked -I need the income, otherwise

I would not work. This is a similar pattern found in other occupations

and indicates that these women do find intrinsic satisfaction in

their work.

Results

Figure 30 shows the radiologic teeinologistsean SVP6 profile.

On the average, these wo:den scored high (A) on only one occupational

scale otner than tneir own, Physical Therapist. They had moderately

high scores (ii+) on tae Medical Technologist aad Dental Assistant

scales, all of these seem reasonable. Their scores on aestaetic,

verbal, and social service Occupational Scales, except those involving

medical service, were quite low.

On the Basic Scales, their hignest scores were on the Aedical Service

and Iiiological Science scales. Their pattern here was much like the

licensed practical nurses except that the radiologic technologists

did not score nigh on tAe Religious Activities scalec

Tae job description of radiologic technologists is shown in Figure 32

Altaough they did not rate their job as extremely aangerous, they

did rate it more dangerous than any other grou? studied. Radiation

can be aarmful and their rating probably reflects a healthy caution.

Although they did not think of themselves as scientists, they iid

place themselves further on tne scientific end of tnat dimension than

any ether group.stuaied here. Along with the other medical service

groups, they did describe their job as a highly active one, perhaps

areflection of the standing/sitting ratio.and a snortage of trained

workers.

146

The SVIB items which differentiated radiologic technologists fromare shown in Appendix D. In general, they endorsed scientificaGtotal

and -aedical items, with also a hint of a preference for the impulsiveand dangerous. This disposition might be related to the average aeof tne group members, but it did not appear among the beauticians,an equally youthful sample. Radiologic technologists, more oftenthan qomen-in-General, rejected those items having to do with writing,public speaking, and educational functions.

Conclusions

The radiologic tecanologists were the most scientifically orientedof the nonprofessional criterion groups. 4hile they work with medicalpatients, their contacts are less personal and more rigidly prescribedthan the coatacts of licensed practical nurses or dental assistants.Ia a sense, they appear to be the junior scientists of the paramedicalworld.

147

Table 52

Demographic Data for the Radiologic TechnologistCriterion Group

(N=307)

Aean SD Range

Age (years) 34 11.1 20-69



Number of children(married subjects)1.2 1.3 0-7


Single 42

larried 48

Awwea 2

Divorced 9


New England 11

Last 9

South 23

Southwest 15

lidwest 26

Northwest 8

California 3

148

Figure 30-11.11


Music TeacherAusician PerformerEntertainerModel

Artist 22


Newswoman .21_ ----

English Teacher 0060

Language Teacher 20 ...YWCA Staff Member 25_ ...

1415 20

23

22

23

25 30 35 40

a a

45 50 55 60 65

25'30-35-40-45-50-55-60 'GS

90. See. .666 660. .60* *Geo

.... .... .... .... .... ....

Director, Christian Educationls, .... .... 10.90 ...6 e... 0.0. ...

Nun-Teacher .... .... .... .... .... ....

Guidance Counselor 2S .... .Social Science Teacher 76 15'20'2 40'45-50-55-60'65Elementary TeacherSocial Worker 72 .... . .

Speech Pathologist .... .... .... .... .... .... 4

.... .... .... .... .... ....

.... .... .00 06.0 Ofee O.*.Psychologist ....

Librarian23...

....

Translator 22 ....

Physician ..

Dentist 3d_ - . ..

Medical Technolog,ist L_ ..

Chemist _1AL

MathematicianProgrammerComputer -10

Enaineer 22Army-Enlisted 26_Navy-Enlisted AO_Army-Officer .2..EL

Navy-Officer 36-

Lawyer.211_


BuyerBusiness Education TeacherHome Economics TeacherDietitianPhysical Education TeacherOccupational TherapistPhysical TherapistPublic Health NurseRegistered NurseLicensed Practical NurseRadiologic Technologist

21

22

35

39

36

36

39

31_....S.0

.. .... .... .... ....

... 0006

.... .... .... ....

.... .........60. ...0 ...0 POO.

.

1 30-35-40-45-50-55-60-65....

.. - - .... .... ... .... ....

.. .. . . . . ...0 000. .... 000....

.. . .... .... .

.. .... .... .... ....

. 66 6600 Gee. 600 6.0. 6.60

.. .. f e ....

.... .... .... .... .... . ....

15.. 50'55'60G5. . . .

Os1046

15-20-25-30-35 0-45-50-55-60-65

Dental AssistantExecutive HousekeeperInstrument Assembler

SecretarySaleswomanSewing Machine OperatorTelephone Operator


40

_4.a..

O.

25..100.10

43


..

55'60-65

. . . .

17,..,

Radiologic Technologists(N=307)

L 40 I


149

MMINNIMM.

NAME

,

STD

SCALES

SCORE

I Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking

IS Religious

Activities

16 Music

17 Art

18 Performing Arts

19 Writing

Figure 31

DATE

ID NUMBER

PROFILE--BASIC SCALES FROMTHE SVIB--WOMEN

Profiled Scores

3p

4p

sp

0

.'

s"

6p

0

0

3p

4

II

...

..30

40

1.

.


(N.307)

.'

310

e

0

07p

613

'111

1111

1111

1111

1111

3,

4.

Dangerous

Work with.things

Changing

Indoor

Figure 32


Radiologie Technologists (N.307)

5,Requires skill with tools

6. Sales

7. Not active

8.Dirty

9.Simple

10. Work alone

11.Usual

12. Interesting

13. lake lots of money

14. Practical




18. Artistic



21. Business

22. Wor, with words


24. Am a scientist


1 2 5 6

6

Safe7

Work with ideas

Steady

outdoor

No skill required7

Non-sales

Active

Clean

6 7

1 2 3 4

151

7

6 7

Complicated

Work with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 16

The Retail Saleswomen

Retail saleswomen sell all types of products from appliances to toyzebras. Their job Tequires tnat they be pleasant and helpful tocustomers, know their merchandise well, be able to handle money,and keep records of sales. Various studies have suggested that salesperformance is more closely related to the salesperson's knowledgeof his products and attention to the details of service than to thesalesman's personality. These characteristics are probably morecontrollable in job training than in selection, but the basic patternof interests should be present.

Ordinarily a high school education is preferred by employers butnot required by all. lost saleswomen are trained on the job tnoughsome of the larger stores have formal training programs for newemployees lasting one or two days. Some :ligh schools offer coursesin distributive education and these provide good training for salescareers.

Approximately one and a half million women were employed in retailsales in 1965 and about 135,000 yearly openings occl r (U. S. Dept.of Labor, 1966b). The only occupation in whir women were employed

in 1960 was that of secretary (U. S. Dept of L or, 1Q66b). It

is important to understand the interests of wom:n in an occupationwhere so many women are and will be employed.

Sample

The best sample cf retail saleswomen would be one containing womenwho sold all types of products, and who worked for many differenttypes of retail firms in diverse communities. Such a sample was

impossible to assemble. Instead we were fortunate to gain thecooperation of the Dayton Company, a large Ainneapolis retail firm;they agreed to help us contact a sample of their saleswomen who metour criteria of job experience and satisfaction.

The Dayton Company, the Twin Cities' largest department store, sellsnearly everything, so the salesw.men represented did sell a widevariety of products. Some of thm were employed at the Rochester,ii.nnesota branch of the store so not all of the sample is from a largeurban community. The sample, however, represents only one retailfirm, but it is a firm with a substantial reputation for customerservice, an obvious desire to be in the forefront of current merchandisingtrends, and a strong belief in serving their community with avariety of public service functions. If our sample is biased, the

bias is in the direction of excellence.

152

The selected sample all had three or more years of experience

(N=613). The mailing went out in the late summer of 1966; non-respondents

receiveu follow-up reminders about three weeks after the original

request.

By December, 281 women (36 percent) had returned completed forms. This

rate of response was lower than most of the other occupational samples

and we are not sure why. No problems turned up in the mailing, nor

in some informal chats with a few of these women. They simply didn't

return the forms, and we are without an explanation.

Thirty-eight of the women who responded were not included in the

criterion group because they did not like their jobs.

Demographic Data

The final criterion sample of 242 women is described in Table

The °typical" saleswoman represented here was 52 years old, married,

with two children. She had almost 12 years of education and 15

years of experience. About four percent had BA degress and another

three percent had business or paramedical training beyond high

school.

When asked to check a list of reasons for entering their occupation,

large numbers of them checked "I enjoy the works (35 percent)

and "I like the people with whom I come in contactib (84 percent).

These are typical responses across most occupations, probably

signifying that the criterion group members are indeed satisfied with

their occupations. In comparison with most other occupational

criterion groups, a larger number of saleswomen said 1 need the money,

otherwise I would not work" (43 percent) and "The hours and location

of my job fit in with my home life (67 percent). The latter

statement probably reflects the fact that many saleswomen work

evenings or short daytime hours.

Results

Figure 33 presents the mean SVIB profile for saleswomen. They scored

high (A) on the Elementary Teacher, Executive Aousekeeper, and

Telephone Operator scales, and moderately high (B+) on the Secretary,

Dental Assistant, Instrument Assembler, and Beautician scales. arhy

they should score this high on these varied occupational scales and

lower on the Life Insurance Underwriter and Buyer scales is not

intuitively apparent.

On the Basic Scales, their highest scores were, appropriately, on the

Merchandising and Office Practices scales, and their scores on the

Aomemaking and Religious Activities scales were also moderately high.

It may be that their interests in the latter three is what they

share with secretaries, dental assistants, and telephone operators.

In general, a strong b'career-orientation does not appear in these items.

153

The saleswoman group described their jobs as shown in FigureThey said their jobs involved sales, competition, and businessmore often than other groups. Surprisingly, of all of the groups

studied, they regarded their job as the most simple and usual.

Items which differentiated saleswomen from WIG total are shown in

Appendix D. There is no one common theme running through the itemsthey endorsed; instead one can see elements of all the areas represented

by high scores on the SVIB Basic Scales.

Conclusions

The saleswomen group, despite the homogeneity of the sample, appear

to have heterogeneous interests. Perhaps the reason is tint there

is a certain amount of convenience and necessity associated with their

occupational choice, even though they do like the work that they

do.

Table 53

Demographic Data on the Saleswoman Criterion Group

Mean

(N=242)

SD Range

Age (years) 52 7.7 21-65



Number of children(narried subjects) 1.3 1.4 0-7


Single 8

Aarried 73

Widowed 12

Divorced 7

155

46 1

Figure 33 -OCCUPATIONAL SCALES--Strong Vocational Interest Blank for Women

Music reacherMusician PerformerEntLrtainerModel,Artist

;Interior Decorator2NewswomanEnglish reacherLnnE4uage TeacherYWCA Staff lemberDirector, Christian Education22 .... . .

2415

..

....

20 25

..

30 35 40 45 SO 55 60 65.... .... .... . . .

26

... .... . . . .19

23 . ....

15 .... .... . . . .

1215 20-25

.

. . . .

30-35-40-45-50-5560-6518

27 .... .. .... . . . . . . . .

28- . .27 .... . . . . ....

....

Nun-Teacher 17 .... 00.0

Guidance Counselor 26 O. .000

Social Science Teacher15 23 25 50-55-60.-65

Elecs.entary Teacher

Social Worker 20 .0.0 . 0.0. 0.40

Speech Pathologist 14 ... .... .... ....

Psychologist -2 00.0 0..0. 0000 .000 .0%0

Librarian 25 .... .... .... 000. 4000

Tr.hIslator 12 . .... 0... 0.60 00.0 .000

Phy.,ician 13 .... 00.0 O...

Denth;t 20 ....% .... *O.. 0..0 00.0

Medical Technologist 75 0.00 0000 0000

Chemist -4 .... .. . . :

Mathematician 01 5 0-25-30-35-40.-45-50-55-60.-65

Computer Programmer 19

Engineer 14- . .... .... .... .... .... 0#60

Army-Enlisted 36 .... .... . .... ....

Navy-Lnlisted 35 .... .

Army-Officer 24 .

Navy-Officer 27 0 O.

Lawyer 17

Life Insurance Underwriter 27 0.0 .0.4 .... 0.00 0.O.


Home Economics Teacher 36 .... 0000 000 00.

Dietitian 35 .... .... .... ....

Physical Education Teacher 29 .... .... ... ...

Occupational Therapist 30 .... 0.0. 000

Physical Therapist 3.6._.... ....

Public Health Nurse 31_. ....

Registered Nurse .31 15'20'25'30

. . . .

. . . .

. . . .

15 20 25 40-45-50-55-60-65. . .


Radiologic Technologist 36

Dental Assistant 43


Instrument Assembler 40

Secretary 44

Saleswoman .50

Sewing Aachine Operator 36

Telephone Operator 45._

Beautician AL 15-20-25-30 .50-55-60-65Stewardess 33

000. 0.00 411

o.Saleswomen (N.242)

40-45-50'55-60-651,

.00. 00 II0.

00

0.00

00

38

Academic Achievement 'Femininity-Masculinity

156

NAME

Figure 34

DATE

ID NUMBER


STD

SCALES

SCORE

3p

1 Public Speaking

i

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

3p

6 Physical Science

i

7 Mechanical

t t

Profiled Scores

1

47p p

sp

6p

1.

.1.

..

'.

..

.

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

Saleswomen (N=242)

3p

tt

0

1Dangerous

I Work with things_

3. Changing

4. Indoor


6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone

11. Usual

12. Interesting

13. %lake lots of money

14. Practical




18. Artistic



21. Business

22. Work with words


24. Am a scientist


Figure 35


Saleswomen (N.247)

1 2 3

Safe

Work with ideas

Steady

Outdoor

No skill required7

- --

5 6 7

Non-sales

Active

Clean

Complicated

amentee:beatifiE Yea-

JOBOr Vo0Q.SELf

Work with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

7

Non-business


158


Not a scientist

No public speaking

Chapter 17The Secretaries

More women (1,423,000 in 1960) are employed as secretaries in the

United States than in any other occupation; they are employea by all

types and levels of business firms, government agencies, educational

and special institutions (U. S. Dept. of Labor, 1966b).

Good secretaries are skilled in taking dictation and transcribing it

rapidly and accurately. They are distinguished from stenographers

by an increased amount of responsibility in their work. A secretary

may schedule appointments, set up record systems, handle confidential

materials, write routine letters, and supervise other clerical workers.

As every man with a secretary knows, a good one can increase her

supervisor's efficiency several-fold, a poor one can reduce his

business life to disorder and frustration.

Secretaries must be trained in the use of shorthand, typing, and

office machines; good grammar and spelling are essential, a good

vocabulary helpful. That intangible quality, good judgment, which

keeps a secretary from creating embarrassment for her superior is

also important. Secretaries are trained in high schools, private

business schools and colleges, and the length of training as well as

its emphasis is determined by the kind of training institution.

Methods

The sample of secretaries was drawn from three industrial firms,

Minnesota Mining and Manufacturing Company, the Pillsbury Company,

and Dow Chemical in iiidland, Hichigan, from the University of 4innesota,

and from the National Secretaries Association. Requests to participate

were sent to 680 secretaries in September and October of 1967;

76 percent (517) ultimately responded. Fifty-six were eliminated

because they disliked their work, 35 because they were no longer

employed, and 36 because they had less than three years' experience.

The final criterion group included 390 secretaries.

Demographic Data

The demographic data for the secretaries is reported in Table 54

The typical .secretary here was 36 years old, married, with one

child. She had some education beyond high school and, on the average,

12 years of experience. Five percent had college degrees and,

surprisingly, only four percent graduated from a business school.

When asked to indicate their reasons for choosing secretarial work,

82 percent checked qkly training prepared me for it.- This was a

much nigher response to this choice than among other occupations

(I.e., licensed practical nurses--45 percent, radiologic tecnnologists--

37 percent). still, the reason chosen by the most secretaries

(84 percent) was enjoy the work.'

159

I

Results

Figure 36 presents the mean SVIB profile for the secretary criteriongroup. On the Occupational Scales, they did not score high (A)on any scales but their own, and scored moderately high (B+) ononly the Elementary Teacher scale. On the Basic Scales, their highestscores were on the Office Practices and Merchandising scales; theirlowest scores were on the scales related to science.

Figure 38 shows how the secretaries described their jobs. Adjectivesor phrases which they employed more often than the averagenonprofessional worker were "non-sales," "highly independent,'business,- and "work with words.-

SVI3 items which differentiated them from Women-in-General arelisted in Appendix D. They reflect both interests in clerical dutiesand the dislike of scientific activities which were noted in lookingat the Occupational and Basic Scale profiles.

Conclusions

Secretaries are basically interested in clerical activities andthey dislike science and scientific activities. While many of theother groups studied had clerical interests, they always tended tobe in combination with something else--teaching, mechanical, orscientific interests which apparently differentiates tnese occupationsfrom the secretaries.

160

Table 54

Demographic Data for the Secretary Criterion Group

Mean

(N=390)

SD Range

Age (years) 36 12.3 20-65

atucation (years) 13 1.3 10-17


Number of children(narried subjects) 1.3 1.4 0-6


Single 34

:larried 53

4idowed 5

Divorcea

161

I 40 1

Figure 36

OCCUPATIONAL SCALES--Strong ocational Interest Blank for homen

\Iti-.1.2 leacher 4

,111,,i,lan Performer 26

rt dine r -27

Arti,t 18


23

teacher

i u.h.;e_. _1 eacher 33

152

20 25 30 35 40 45 50 55 60

15 25-50-35.-40-45-50-55-60-65. . ...

;INC -;; f --lember 99

i.,rt.ctor, Christian Educationff-

eae:Ier 13_

t;itiLlnic counselor 27

11 Science Teacher 32Is' )0. .25. .45-50-55-60-65

Teacher 40lienentarysocial rker 20

Patholo.,,ist 18

Psvcl:01.),Iist _6

Librarian 28

I: ins Ht or 19_

Pnvsiciar, 1.5

Dentist 19

lechnolo;ist 23

Che.list -1

lathematici,In 6

2.uter P ro ;r ammer 57 12 .-30*35.-40-45.50.-55'60

CompInjneer 17

\rmy-Lnlisted 34_

:y-EnlistedNr:y -Of f cer 29

Nay:, -Officer 33

I.poiver 22


;11yer 15 20 2 40-45-50-55-60-65Rosiness Education Teacher

Hodw Lconomics Teacher 30 .

Dietitian 31.

Pnysical Education Teacher 29

,kcupattonal Therapist 31

Physical Therapist 32Secretaries (N=390)

Pnhiic Health Nurse 31 ....

Relt-,tered Nurse U 15-20'25 .35.-40*-45-50-55-60-65Licensed Practical Nurse -...

Radiolo:4ic Technologist 31 .... .... ....

Dental Assistant 38 ....0000 0o00

Lxecutive Housekeeper 37.... ....

instrument Assembler .3,5_.

....

Secretary SO -

Saleswoman 37

Sewing Aaciiine Operatnr 27 0...

felenhone Operator 38 .... ........

Beautician 38 15 20 '25" 30 40 I5 -50-55-60-65Stewardess


L 46 _1


162

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Perfo/oing Arts

19 Writing

DATE

Figure 37


ID NUMBER

Profiled Scores

3p I

I4p =

,

s.

,

V?

1

t

6

6p

44

.

7P

r

1

3p 1

,

4p I

4I

3

11

6

i?

i

t'I

11

1

3p

0

$

r t 1 1

4i)

0

4r

r t

0

$

6p 1.

,

.

7p

0

Secretaries (N.390)

0

11,

0

6p

1

1.

2.

3.

4.

Dangerous

Work with things

Changing

Indoor

S.Requires skill with tools

6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone1 2 3

11. Usual

12. Interesting

Figure 38

Jub Description Checklist

Secretaries (N.390)

1 2 3 7

1 2 3 S 6 7

13. %lake lots of money

14. Practical




18. Artistic


20. Deal with things1 2

21. Business

22. Work with words


24. Am a scientist


6 7

6 7

7

1 2 3 4 S

164

Safe

Work with ideas

Steady

Outdoor

No skill required

Non-sales

Active

Clean

Complicated

atiVAM:breSCRABE wiz

JD IS

tawWork with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 13

The Sewing Aachine Operators(N=295)

4ost sewing machine operators are, obviously, employed by the

a.varrel industry. These women work on heavier, faster sewing

machines than home models and utilize special attachments such as

seam folders. Usually the operator works on some specified part of

a garmet and then passes it on to another operator for the next

step, although some operators do assemble complete garments.

The physical demands of tae job are not great but manual dexterity

and speed are important since the workers are paid by the piece.

No special training or educational level is required and workers

are usually trained on the job ( U. S. Dept. of Labor) 1)66b).

Including women from this occupation in this study was important

because so many women (over half a million in 1960) are employed in

tnis field, yet compared with occupations included in tnis project,

the sewing machine operators were viewed as representatives of all of

those occupations containing women who do factory piece-worh--

women witn little formal training, probably with little career

comitment, who are working almost entirely because of economic

necessity. Their closest Parallel among the other groups here were

the Instrument Assemblers.

Hetnod

The Munsingwear Company cooperated in this study of sewing machine

operators by permitting us to contact all of their women employed

on a piece-work basis in seven plants in Alabama, Arkansas, Illinois,

Minnesota, Oklanoma, Texas, and Wisconsin. Amen under age 25 or

who nad less than taree years' experience were eli:Ainated, tnis

left a potential sample of 1179.

In June of 1967, taey were mailed the survey forms, about a month

later follow-up reminders were sent to non-respondents. By December,

357 women (30 perceht) had returned SVIBs and questionnaires. Of

these, 50 were eliminatea because taey disliked their jobs, two were

eliminated because tney had less tlan three years of experience.

The final criterion group contained 295 sewing macaine operators.

The percent return was lower for this group taan for most of the

others. Undoubtedly tais can be partially traced to the low level of

education of tae group, and their unfamilarity with tests and

questionnaires. In addition, tae company and union had just been

tarougli a bruising contract negotiation, and some suspicion was

still present. Also, many workers had left their jobs--as part of

the regular turnover--ana diu not participate for that reason.

165

Demographic Data

Table 55 contains the demographic data for the sewing machine operators.

The average member was 45 years old, married, with three children; she

had 10.5 years of formal education and 11 years of experience on

her job. None had any training beyond high school.

The sewing machine operators' responses to the checklist about reasons

for entering the field showed that the most prevalent answer wasfinancial reasons, then because she liked the work itself and because

she enjoyed the people she met. Only one other occupation studied,

instrument assemblers, placed such a high emphasis on financial motivation.

The two groups with the least education placed the most emphasis on

the financial rewards of their jobs, suggesting that education does

liberate the educated. The more education a woman has, the freer

she is to choose an intrinsically satisfying occupation from among tne

many which would supply her financial needs.

Results

Figure 39 shows the mean SVIB profile for the sewing machine operators

on the Occupational Scales. Surprisingly, they scored high (A) on

a number of scales--Elementary Teacher, Saleswoman, Dental Assistant,

instrument Assembler, Telephone Operator, and Beautician--besides their

own scale. None of these occupations are highly professional;

otherwise tney represent quite a variety.

The reason for these similarities may be related to. the sewing machine

operator's scores on the SVIB Basic Scales (see Figure 40 ). They

scored high on the Office Practices scale, which has already emerged

as a component of the interests of many nonprofessional groups,

and also on the Homemaking and Religious Activities scales, which

are undoubtedly related to the avocational side of their lives.

Common interests in these three areas probably account for the

sewing machine operator's high scores on the other nonprofessional

women's scales. In addition, the sewing machine operators had no

high scores on scales which seemed directly related to their job

duties, even their score on the Mechanical scale was low.

The sewing machine ooerators' average responses to the Job Description

Checklist are in Figure 41.They described their work as dealing with

things, not people nor ideas. They saw their work as °practical,'

"usual," and "closely supervised;" they also described their work as

requiring little work with words or public speaking.

The SVIB items which differentiated these women from WIGtotalreflected

their interests in clerical, religious, and homemaking activities

(see Appendix D); they also rejected items related to aesthetics, verbal,

or impulsive activities.

166

Conclusions

The sewing machine operator criterion group may have been the wosthomogeneous of all the groups studied. Also, they scored high on anumber of other nonprofessional occupational scales, and they hadno job related peaks on the Basic Scales. Though every woman in thegroup expressed satisfaction with her job, many of them were attractedinitially by extrinsic factors such as pay. A large number of women in

this group may be forced, because of their low educational level,to work because of financial pressures, and they turn to factory piece-work at least partially because they have no dominant pattern of interests

beyond the usual domestic concerns. The data do suggest, however,that many of these women would prefer clerical jobs,but they lackthe education and training to secure them.

Table 55

Demographic Data on the Sewing Machine Operator Criterion Group

Aean

(N=295)

SD Range

Age (years) 45 8.3 22-65





Single 6

Married 79

Widowed 8

Divorced 6


New EnglandEast --

South 21

Southwest 47

Midwest 32

NorthwestCalifornia

168

1 35 I

Figure 39

0.=11=.0101M=110

OCCUPATIONAL SCALES--Strong Vocational Interest Blank for homen

13 20 25 30 35 40 45 50 55%Iusic reacher 18 0044

usician Performer 19

Entertainer 12- ....

%Iodel 20

Artist 17

Interior Decorator 415 ''25'30-35-40-45-50-55-60 65

Newswoman 12 ....

T:nglish reacher 18 ..-- ...-

Language Teacher 20

YWCA Staff Member _13

Director, Christian Education 16Nun-Teacher 20

Guidance Counselor 16 ....

Social Science Teacher 23 -----ID ''',3'50-55-60-65

Elementary Teacher _46 .-Social Worker 11

7 .. -.1

...

Speech Patho1o3ist . -.a_

Psychologist =6_

Librarian 19_TrinslitorPhysician

_11_

_la_

Dentist 25_ledical Technoloqist _30_

Chemist

%lathematician---Z-

Computer Programmer _22_

EnoineerArmy-Enlisted

.1_EL

Navy-Enlisted 42

Army-Officer 11_Navy-OfficerLawyer

_25

_12_


Buyer 29


Home Economics Teacher _33

Dietitian 30


Occupational Therapist 28Physical Therapist _3:1_

Public Health Nurse 30

Registered Nurse _28L_

Licensed Practical Nurse 42Radiologic Technologist 40

45Dental AssistantExecutive Housekeeper -44-Instrument Assembler 19

16Secretary

-4-;--SaleswomanSewing Machine Operator 50Telephone Operator

Beautician 1623Stewardess

15 --25-30-35-40-45-50-53-60'650004 4000

.... ....

. ..

.

0

..... . .0.04 4444

....

......

15-20-2 --40-45-50-55-60-65

.

15' '20' 25.

..00 0400 04.4


(N=295)

. . . .

.. ....

..... .... ....

....

SO.... ....

15' '20'25

. . . . . . . . . . . .

. . . .

. . . .

. . .


41


169

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking

IS Religious Activities

16 Music

17 Art

18 Performing Arts

19 Writing

DATE


SVIB--WOMEN

Profiled Scores

sp

ID NUMBER

6p

7p

6p 1

,

7p

,


(N=295)

1

t

1.

2.

3.

4.

Figure 41


Sewing Machine Operaters (N.295)

Dangerous1 2

Work with things

Changing

Safe

Work with ideas

Steady

Indoor ..Outdoor


6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone

Usual

12. Interesting


14. Practical




18. Artistic



21. Business

22. Work with words


24. Am a scientist

11.


1 2 3 567

1 2 3

1 2

1

No skill required

Non-sales

Active

Clean

Complicated

aatienseDESause youz

XIItir voraesea

Work with others

7

Unusual

5 6 7

4 5 6 7

1 2 3 4

171

c., 7

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

,

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 19

The Stewardesses

The stewardess is a young lady hired by the airlines to provide for

the care and feeding, comfort and safety of its passengers. The

airlines set rigorous standards of appearance, and require irregular

hours and efficient service in return for the glamourous life of travel

they offer. Stewardesses are usually trained by the airlines in a matter

of five or six weeks. The educational requirements vary from a high

school diploma to two years of college and proficiency in a foreign

language. The prospects for marriage in connection with this occupation

are extremely good and job turnover is high (U. S. Dept. of Labor, 1966b).

A more popularized account of life as a stewardess has recently been

published (Coffee, Tea, or Me? by Trudy Baker and Rachel Jones, New

York: Bartholomew House Ltd, 1967) and, if it can be accepted as a

credible source, suggests that many of the popular stereotypes about

stewardesses are at least partially true. It is one of the liveliest

possible occupations for young women.

gethod

The stewardess sample was obtained through the cooperation of a large

international airline, Northwest Orient Airlines. All 961 of their

American stewardesses were included in the initial mailing, which went

out in May of 1966; a follow-up was sent in June. Eventually, 630

(71 percent) of the women returned completed SVIDs, 144 were not

included in the criterion group because they indicatea some dissatisfaction

with their jobs, and 136 were eliminated because they diJ not meet the

experience criteria. For stewardesses, only 6 months of experience

were required for inclusion because the turnover rate among stewardesses

is so high that to require three years, as we did with other groups,

would have left only a small and nonrepresentative criterion group.

The final sample included 440 stewardesses.

Demographic Data

Table gives a description of the criterion group. The typical

airline stewardess in this sample was 24 years old and single. (At

the time the data were collected, being single was a condition of

employment on most airlines. As this report is being prepared, two

years later, that restriction has been lifted on many airlines!)

The typical stewardess had 13 years of education and almost three years

of experience, though, for the latter figure, the average is misleading.

The median job tenure was just over 14 months. Aine percent had

bachelor's degrees, three percent had graduated from business schools,

three percent had completed some paramedical training program, and six

percent had other post high school training. Thus, one in five had

some significant training beyond high school. Aile most were in

their twenties, the oldest was 46 and oegan her employment when commercial

aviation was quite young.

172

Results

The average SVIB profile of the airline stewardesses is in Figure 42

They had no high (A or B+) scores on any Occupational Scales otherthan the Stewardess scale, indicating their interests do not coincidevery closely with any of the other occupations. Their highest scores,which were not very high, were on the scales for Aodel, MusicianPerformer, the medical service occupations, and Beautician. As tneir

work requires an interest in grooming and appearing before the public,their scores on the Model, Musician Performer and Beautician scalesprobably reflect those factors.

On the Basic Scales, their highest score was on the Merchandising scalewith the Sports, Art and Performing Arts scales also high. The

stewardesses did not score very low on any of the Basic Scales, partiallybecause as a group, they marked fewer "Dislikes" than any otheroccupation.

A majority of the items which differentiated the stewardess groupfrom omen-in-General are scored positively (see Appendix D),again a reflection of the high percentage of -Like responses among these

young women. A2propriately, thc dors..d Air,Jlane 2ilot s an

occOation, 'iork fn whi& you move from place to place," "Startingconversations witn a stranger," and 'Entertaining others.

Conclusions

Airline stewardesses are young single women who are willing to meet

new situations with great flexibility. They have more confidence intheir verbal and social skills than any of the other nonprofessional

groups. Since the members of this group were considerably younger thanthose in any of the other groups studied, some of these patterns maybe related to their youth. But even among the young, the stewardessesundoubtedly are an identifiable subgroup, one is not likely to mistake

them, by their interests, for sewing machine operators.

Table 56

Demographic Data on the Stewardess Criterion Group(N=440)

Mean SD Range

Age (years) 24 3.7 20-46



Llarital Status (in percent)

Single 109


New England --

East 2

South 1

Southwest --

midwest 71

Nortnwest 26

California

174

,,11.Figure 42

OCCUPATIONAL SCALES--trong 1ocational Interest Blank for 'Amen

Ausic Teacher 22

4usician Performer 29

Entertainer 36

Model 36

Artist 19


Newswomar 20

English Teacher 33

Language Teacher 33-

YWCA Staff 'Iemberbirector, Christian EducationTrNun-Teacher 9

Guidance Counselor 3T-

Social Science Teacher,-- 15

Elementary Teacher 3J ..

Social Worker 20

Speech Pathologist 23_Psychologist 12_

LibrarianTranslator _21_PhysicianDentistleklical Technologist

ChemistMathemiticianComputer ProgrammerErwineerArmy-Enli3tedNavy-Enlisted 32

Army-Officer 33

Navy-Officer 34

Lawyer 22

Life Insurance Underwriter -2-8-


Home Economics TeacherDietitianPhysical Education Teacher

Occupational TherapistPhysical TherapistPublic Health NurseRegistered NurseLicensed Practical NurseRadiologic Technologist 35

Dental Assistant 33



Secretary .41

Saleswoman 31

Sewing Machine OperatorTelephone Operator 30

Beautician

Stewardess

15

20 25 30 35 40

5

.20'''25

. . . .

45 50 55 00 65

35-40-45--50-55-60-65

71 25-30-35.-40-45-50-55-60-65AD....

. . . . . . . .

' 30 '35 '40' '45 50. '55 60 65

.

32

33

38

34

37 . .

33

15 20 2D 30 40-45'50-55-60-65

Stewardesses (N.440)

ID 20 25 30"'35 50-55'60-65

I 40


175


--..----w

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

DATE

gur


3p ,

.

4p 1

Profiled Scores

sp

t

ID NUMBER

I

60

t

7p

.

t

Stewardesses (N.440)

tt

t6

Chapter 20

The Telephone Operators

The central office telephone operator's job is becoming more complex.Fewer of her calls are simple requests for a number in a distant city,as those calls can be dialed directly by the customer. Today her

duties involve locating specific people, arranging conference callsfor parties in several different locations, recording special billinginstructions, instructing or helping customers who are unfamiliar withtelephoning techniques, handling calls from coin telephones, andexpediting emergency calls. To accomplish these tasks, she needs apleasant manner, the ability to cope with procedural detail, andthe ability to perform several mental and motor tasks at the same time.For instaace, one call may end while another is beginning, requiringthe operator to disconnect the line and record the time on the completedcall without a pause in her conversation with the customer placingthe new call.

Telephone operators are usually selected from high sc!lool graduates onthe basis of clerical skill. They are trained by the telephonecompanies in the operation of the switchboard and the procedures forvarious types of calls. Tne initial training usually lasts one to

three weeks. Many companies have extensive in-service trainingprograms by means of which an operator's training continues after she

joins the regular working force (U. 3. Dept. of Labor, 1966b).

The occupation employed 325,000 women in 1J65, including PBX opc2atorsin businesses and institutions, and although direct distance dialingis increasing, the need for operators to place difficult types ofcalls will not diminish in tne near future. Because of this continued

demand for operators, and because the occupation requires a fairlyunique collection of clerical, manual, and personal skills, andbecause a woman can enter with virtUally no training, the telephoneoperators sample is an especially appropriate occupation for this study.

The Northwestern Bell Telephone Company office helped us by providing

two separate samples, one from Minnesota and another from Colorado.

In both, the samples were representative of the rural-urban split.

For instance, two-thirds of the operators in Hinnesota are in the

Twin Cities area, 44 percent in Minneapolis and 22 percent in St. Paul,

and tae sample had these same proportions. The samples included only

those with three years,or more, experience.

In August of 1966) 200 Ainnesota telephone operators were asked toparticipate in this study; about a month and a half later, follow-upreminders were sent to non-respondents.

177

In October the proce.Lure was repeated with 200 Colorado telephone

operators. By February, 1967, 204 (51 percent) had returned the

materials. The final criterion group contained only 129 telephone

operators, 62 respondents were dropped because they expressed lack of

enthusiasm for their occupation, and three were aropped because they

had less than three years of experience at their jobs.

Demographic Data

Table 57 describes the criterion group of telephone operators. -The

average telephone operator was 38 years old, married, with two children.

She had the equivalent of a high school education and 13 years of

experience as a telephone operator.

Among this sample of telephone operators, the most frequently checked

reason for entering the occupation was, as in most of the other occupations,

"I enjoy the work," (85 percent). The telephone operators were unique

in that many more of them also checked the response "Someone influenced

me to try it, (65 percent) contrasted with, for example, dental

assistants (54 percent) and the sewing machine operators (20 percent).

Apparently the telephone company's policy of urging employees

to recruit new employees pays off.

Results

The mean SVIB profile for the telephone operators is in Figure 44

They scored high (A) on three Occupational Scales other than their own:

Elementary Teacher, Secretary, and Instrument Assembler. Again, these

scores can probably be explained by looking at their high scores on the

Basic Scales (Figure 45 ): Office Practices, domemaking, and Religious

Activities. Like sewing madhine operators, they share interests in

clerical, homemaking, and religious activities with a number of other

occupations, yet apparently have no particularly unique theme of

interests which sets them off from other groups.

Figure 46 contains the mean responses of the telephone operators to the

Job Description Checklist, and there are some interesting relationships

there. The telephone operators described their jobs.as:less active

than any of the other groups, probably reflecting their ties to their

switchboards--one cannot simply walk away and leave them unattended.

Similarly, they rated their work as involving more mental than

physical activity; but, though mental activity prevails, they said they

deal with people and things more than with ideas.

They regarded their work as more closely supervised than did any other

occupation, and reported their work as very business-oriented.

178

The SVIil items which differentiate telephone operators from 1::omen-in-General (Appendix D) reflected their clerical, religious, andhomemaking interests, and dislike of professionally oriented activities.

Conclusions

While it is possible to differentiate the interests of telephoneoperators from those of women in other occupations, they do share a

core of clerical, homemaking and religious interests with several

other groups. In their interests, they resembled secretaries and

possibly many of them would enjoy that work, given adequate training

and motivation.

179

Table 57

Demographic Data for the Telephone Operator Criterion Group

(N=129)

Mean SD Range

Age (years) 33 8.0 24-55




Aarital Status (in percent)

Single 9

Married 75

aidowed 13

Divorced 3


Southwest (Colorado) 61

Midwest (Minnesota) 39

180

42 1

Figure 44

OCCUPATIONAL SCALES--Strong Vocational Interest Blank for homen

IS 20 25Music Teacher 20

usician Performer 92

Entertainer 18

'lode! 21

Artist 14


Newswomanf74,-- 15 20.-2530-35.40-45-50-55-60.-65

30 35 40 45 SO 55 60 65

English Teacher 23

Language Teacher 25-

YWCA Staff Member 24 .00. 00.0 0.00

Director, Christian Education-19

Nun-Teacher 17

(iiiidance Counselor 22

Social Science Teacher 26 ,...1D .20 25

Elementary TeacherSocial horkerSpeech PathologistPsychologistLibrarianTranslatorPhysicianDentist

le(.14lca! Technologist

ChemistMathematicianComputer ProgrammerEngineer 18

Army-Enlisted 38

Navy-Enlisted 40

Army-Officer 22

Navy-Officer 27

Lawyer 15


Buyer 2615..

20....

25 3 45Business Educati

..

on Teacher 35.40'-50-55 65.60.

Home Economics Teacher 32 0... .000

Dietitian 33 0000 00.0



Physical Therapist 39_

Public Health NurseRegistered Nurse 31 ...

--- 15 '20' 25. .30 --45-50-55-60-65Licensed Practical NurseRadiologic TechnologistDental Assistant 45


Instrument Assembler 4S

Secretary 46

Saleswoman 44

Sewing Machine Operator 39

Telephone Operator SO


16

92_-2

20

13

14

22

_30

0

6 -b26_ ....

..

25.-30-35-40--45-50-55-60.-65

Telephone Operators (N.129)

.43 15.-20.25-30' 5-50-55-60-65';(-)

37


181

7.7

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors

co


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

)157

71Y

.

DATE

ID NUMBER

PROFILEBASIC SCALES FROM THE SVIBWOMEN

Profiled Scores

Telephone Operators (N=129)

31)

2.

3.

4.

1

Dangerous

Work with things

Changing

Indoor


6.

7.

8.

9.

10.

11.

12.

Figure 46


Telephone Operators (N.219)

Safe

1 2 3

Sales

Not active

Dirty

Simple

Work alone1 2 3

Usual

Interesting


14. Practical




18. Artistic



21. Business

22. Work with words


24. Am a scientist


Work with ideas

Steady

Outdoor

No skill required7

Non-sales

6 7

183

Active

Clean

Complicated

amensea:bectilSE VOL

XISor vodeseif

Work with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 21

Army Enlisted Personnel

A sample of WAC enlisted personnel were included in this project

for two reasons: first, a military occupation is a novel career for

women and including this sample will help diversify our coverage in this

project, and second, we were attempting to find occupations at the

nonprofessional level which would include superviSion of others.

The WAC sample fulfilled these goals.

The range of activities open to the enlisted WACs is, with the exception

of the combat arms, almost as wide as the entire Army. They are

involved in air operations, drafting maps, the finance offices, photography,

food service, various laboratory operations, public relations, data

processing services, supply operations, medical, dental, and optical

services, electronics labs, and transportation offices. With the

rotating system of assignments that the Army has, many of these women

had experience in many of these areas. Of course, as they move up

through the ranks, their supervisory responsibilities increase, no

matter what area they are working in.

Because of the method of selection, most of those studied here were

essentially managers, usually office managers, and their preferences

reflected this.

The Army as a career for women is a unique choice, and the answers

of these women as to why they chose their occupation are of interest:

The most frequently checked reasons were not, as opposed to other

occupations, "I enjoy the work' and "I like the people with whom I

come in contact," although SO percent of the sample checked those; rather,

the most frequent answer was -good opportunities for advancement,"

(57 percent). The WACs were also unique in not checking "The hours

and location fit in well with my homelife," which is reasonable as

few of them are married, and their work does at times require odd

hours, and many moves. More of them also wrote in answers such as

"I wanted to do something very different, "It seemed to be an adventure-

some thing to do,' "To break away from home and home ties." There

1,:re other written-in answers which fell into a 'service towards country"

category. Many of them chose it for reasons that they considered

essentially patriotic and were fulfilling a need to feel useful to

their country. Several mentioned the possibility of travel, and of

continuing education, as reasons for making a career of the army.

In general, their reported motives in choosing their occupation were

different from most women, and seemed to center on selection of a

non-routine" career.

134

Sample

Because we wished to include women who were experienced in theirwork and who had made a commitment to that occupation, only the seniornoncommissioned officers were included here. Specifically, formswere mailed to all women rated E-7 or above, the top rated sergeants.There were 427 women in this group; 241 replies were received, or 56percent; after eliminating those who disliked their work 214 wereused in the final sample.

Demographic Information

The demographic information on the Army enlisted personnel issummarized in Table 58.The average WAC in this sample was 42 yearsold, but the range was 26-62. On the average, they had been in theArmy for 14 years; as retirement is mandatory after 30 years of service

that was the upper limit. Virtually all of them had high schooleducation, many had some college work, and one out of eight had ocollege degree.

These women can get married, but if they have children, they mustleave the service. Three-fourths of them were still single, and only12 percent were currently married. Several of them indicated thatthey had taken on the responsibility of foster children, sometimesforeign orphans, but the specific arrangements were quite varied.

The percent in each rank is also given in Table 58.

Job Description

The average of the answers given by the WACs to the Job DescriptionChecklist are presented in Figure 49. Two items are worthy of notehere: "Closely supervised" versus "Highly independent," "Supervise

many others, versus "Responsible only for my own work." One's first

impression, that the enlisted women might feel closely supervised andresponsible only for their own work is clearly inadequate; thesenoncommissioned officers, who are indeed in the top of the enlistedstructure, feel the weight of responsibility and believe that theyenjoy the relative day-to-day freedom that comes with that charge.These answers do reflect the managerial aspects of the enlistedWAC sergeant's daily life.

Scores on the SVIB profile

The WAC sample had no high scores onindicating that none of the existinginterests, and suggests that a scalehelpful.

185

the other Occupational Scales,scales adequately reflects theirfor this occupation would be

Results

The mean scores of the Army Enlisted personnel are given in Figure 47.

Their highest scores were all in the cluster of Military scales,indicating common interests with these samples. Their only other

moderately high scores were on the Physical Therapist and Radiologic

Technologist scales.

On the SVIB Basic Interest Scales, repoited in Figure 48,they had

their highest mean scores on the Mechanical and Social Servicescales, which is an unusual combination.. Their lowest score wason the domemaking scale, and probably reflects their diregard for

the usual types of domestic concerns. Actually, none of their mean

scores on the Basic Scales were particularly high, suggesting that they

had no single dominant cluster of interests, at least among the areas

covered by these scales.

As was pointed out earlier, the WACs .did select those items dealing

with management more often than. the Women-in-General, and that aspect

of their preferences should be emphasized.

Conclusions

The Army women studied here included only the higher ranking non-

commissioned officers. Although they had no single high score on the

Basic Interest Scales, it was possible to develop an empirical scale which

successfully discriminated between.them and Women-in-General, and most

of the other occupations covered in this report. They did show some

similarity in interests with the other military occupations included on

the women's profile.

The WACs reported some unusual reasons for entering into this career--

such as desire for travel, patriotism, and a desire to move up the ladder

of command, and, therefore, responsibility. In general, this sample

probably represents the managerial segment of the nonprofessional

woman's world.

186

I,Pr-

K

Table 58

Demographic Data for the Army Enlisted Personnel

lean SD Range

Age (years) 42 7.1 26-62



tAarital Status (in percent)

,

,Single 74

elarried 12

Widowed 1

Divorced 13

;

so'

Geographic Location ( in percent)

Aew EnglandEast 19

South 22

Southwest 10

Aidwest 25

Northwest 4

California 15

Rank (in percent)

E-7 79

E-8 20

E-9 2

187

Figure 47


Music Teacher 1815


Entertainer 18

Model 21

Artist 19


Newswoman 2415

....

English Teacher 26 ....

Language Teacher 24- ....

YWCA Staff Member 33 ....

Director, Christian Education-IT

Nun-Teacher 19 . ....

Guidance Counselor .28 .... 70 000.

Social Science Teacher 3215

....20

....25

....30

.

Elementary Teacher 34 .... ..

20 25 30 . 35o

* 0 0

0

40 45 50 55 60 65

25....30-35--40-45'50-55-60-65

Social Worker 25

Speech Pathologist 24

Psychologist 13

Librarian 30

Translator 22 . .

Physician 27

Dentist 28Medical Technologist 32 . .

Chemist 14

Mathematician 1615

Computer Programmer 27_

Enoineer 30

Army-Enlisted 50

Navy-Enlisted 46 . .

Army-Officer .44 .

Navy-Officer 43 .

Lawyer 29

Life Insurance Underwriter -27


Home Economics Teacher 16

Dietitian 30 .Physical Education Teacher 34


Physical Therapist 39

Public Health Nurse 27

Registered NurseLicensed Practical Nurse


SecretarySaleswomanSewing Machine Operator

Telephone Operator


28 ....15 20 25 --35-40-45-50--55-60-65

29 .... ....

.

. .... . . . .. .

. .... .... .

.... .

.... ..... ...

Army-Enlisted (N=218)

2615

....20

....5 0--35-40--45-50--55-60-65

31 .... .... .

38 . .

34 . .

. . .

26 . .

35.

. .

36 .. . . .

ILL. . o

21.I 0 1

.31.

-al 15-2 2 5.4 --45 0-55-- --65

45


L 38


188

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

.1

DATE

48

PROFILEBASIC SCALES FROM THE SVIB--WOMEN

Profiled Scores

It

i

4p

t.

sp.

3p

.,t

I t

..

34

I

ID NUMBER____

,6p

,I

ItII

P.4

II

3

t

t t I

I t

I

I t t

t

II

,.

.

Army-Enlisted (N.218)

t t t t

6t t t t I

4P

,,

4

t I t0

t I

t t.

.

34

II

-

t t.

.

.

I t

.t

PI

6p

t I I t I t t

4

I

1.

2.

3.

4.

Figure 49


Army Enlisted Personnel (WACs) (N.218)

Dangerous

Work with things

Changing

Indoor

1 2 3 4


6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone1 2 3

11. Usual

12. Interesting


14. Practical




Safe

Work with ideas

Steady

Outdoor

No skill required

Non-sales

atilanne:Active

'DOWSE YOUrtClean

XISComplicated

Work with others7

Unusual

Boring

Don't make much

Intellectual

Not competitive

5 6 7

Mental activity

18. Artistic


20. Deal with things1 2 3

21. Business

22. Work with words


24. Am a scientist


190

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Chapter 22

Navy Enlisted Personnel

There is substantial similarity between the careers of enlisted Army

and Navy personnel. Altnough the typical inter-service rivalry exists,

and each service likes to emphasize the differences, these two groups

were still more similar than any other possible pair among the other

occupations studied here.

The range of activities open to enlisted women in the Navy is as broad

as in the Army, and the types of activities are quite similar. Again,

all varieties of work in communications, supply, air traffic control,

photography, etc. are handled by the WAVES and, again, as they move up

through the ranks, the amount of responsibility they have for the work

of others increases.

Aethod

The sampling of the Navy women differed slightly from that used for the

Army sample. As the potential pool of high-ranking non-coms wassmaller, and.as the Navy preferred to do the mailing directly, two changes

were instituted; first, all women on their second enlistment were

used, no matter what their rank; second, the'mailing went through the

Navy chain of command. Each WAVE received her SVIB and questionnaire

through her organization, then mailed it back directly to us. Even though

this did not permit the use of a follow-up postcard, the percent of

return (252 out of 450; 56 percent) was essentially equal to the other

groups; probably some informal follow-up was done by tnose distributing

the forms.

Demographic Data

The demographic data for the WAVES is presented in Table 59. The average

age of the sample was 32, ten years younger than the UACs; the average

experience was 10 years, four years less than the Army sample. Both

of these comparisons show the effect of the different method of sampling.

All of the Navy women were high school graduates, one percent had made

it through college. Again, the majority were single, though about one-

quarter were currently married, or had been. The distribution of rank

is also shown in Table 39 , and is somewhat lower than the TdAC sample.

Results

The mean scores of the Navy enlisted women on the SVIB Occupational

Scales are given in Figure 50They .had high scores on their own scale,

and on'the Army Enlisted scale. Their scores on the Army and Navy Officer

scales were moderately high; other moderately high scores were the

Physi-al Education Teacher, Physical Therapist, and Radiologic Technologist

scalcc.

191

On the SVIB Basic Interest Scales, they had no high scores, indicating'

no common clustering of interests in any of the areas covered by

these scales. Their highest score was on the Sports scale, which

explains some of the occupational scores mentioned in the preceding

paragraph.

These women had a fair number of means on the Basic Scales which fell

below SO, indicating less interest in many of these areas than found

among Women-in-General; perhaps the lack of concentration in any single

area, and low scores in many others was a factor in these women choosing

an occupation that provides many types of opportunities and doesn't

really require a strong commitment to any traditional occupational pattern.

Conclusions

The Navy enlisted women had no dominant pattern of interests as

reflected by.the SVIB Basic Scales; yet an empirical scale based on

item-by-item comparison between them and Women-in-General does contain

enough items to separate the two groups. Though they were ten years

younger, and selected in a slightly different manner than the Army

enlisted sample, their interests were most similar to tilis group.

Though there are a variety of reasons that people shy away from the

military life, a career there does have some appeal for those women

who are seeking a different type of life--one without the usual

stability of home and family, but one with diverse opportunities for

different types of work, for travel, and for direct serviee to one's

country.

Table 59

Demographic Data for the Navy Enlisted Personnel

Nean SD Range

Age (years) 32 8.0 21-55

Education (years) 12 .9 8-16


larital Status (in percent)

Single 78

eilarried 13

Widowed 1

Divorced 9


New England 4

East 23

South 18

Soutnwest 6

Aidwest 13

Northwest 7

California 24

Rank (in percent)

Aaster Chief Petty Officer 1

Senior Cnief Petty Officer 3

Chief Petty Officer 14

Petty Officer 1st Class 28

Petty Officer 21d Class 36

Petty Officer 3rd Class 18

Seaman 1

193

Figure 50


Music Teacher 13


Entertainer 19qodel22Artist 22


-Newswoman 21

15 20 25 30 35 40 45 50 55 60.

65

.... ....

. .

. .. .

15 2O-25-30-35-40-45-50-55-60-65English Teacher 20 .... .... .... .... .4.0 0000

Language Teacher 20 .. .... .... .... .... .... .... ....

YWCA Staff Member 26 ....

[Director, Christian Education-IT .... .... .... .... . .... ..-. ....:

.. .

Nun-Teacher 17 . . eGuidance Counselor IT ... .... .... .... .... 0..0 00. ....

Social Science Teacher 26 .... 08.

Elementary Teacher 32 '....- .... ....

Social Worker 18 .

Speech Pathologist 19 ... .... .... .... .... ....

Psychologist 10 .... .... .... .... .... .... .... .... ....

, Librarian .25 . . ..... ..... 0... ...*

Translator 22 .... .. .... . . .

--35--40-45-50-55-60-65

PhysicianDentistMedical TechnologistChemist

MathematicianComputer ProgrammerEnaineerArmy-EnlistedNavy-EnlistedArmy-OfficerNavy-OfficerLawyerLife Insurance UnderwriterBuyerBusiness Education TeacherHome Economics TeacherDietitianPhysical Education Teacher.Occupational Therapist

f, Physical TherapistPublic Health Nurse

,

Registered NurseLicensed Practical Nurse

, Radiologic TechnologistDental AssistantExecutive Housekeeper

/ Instrument Assembler

SecretarySaleswomanSewing Machine OperatorTelephone Operator


28

29

35

14

1815

..

30_

29

.45

50 .

37

41

23

24 .... 30-35-40-45-50-55-60-6526

15....

20....

0a. O

100 0

t....

35-40-45--50-55-60-65

e

.

. .

. .

00

16 0000

"O. 0. 6060 .00.

37 .. Navy-Enlisted (N=213)29

.40

26

26 15-20-25 30-35-40-45-50-55-60-65. 1

.

36 5-20-25--

43


40-45-50-55-60-65

L 38


194

NAME

STD

SCALES

SCORE

1 Public Speaking

2 Law/Politics

3 Merchandising

4 Office Practices

5 Numbers

6 Physical Science

7 Mechanical

8 Outdoors


10 Medical Service

11 Teaching

12 Social Service

13 Sports

14 Homemaking


16 Music

17 Art

18 Performing Arts

19 Writing

101

11.1

1.

MIM

MM

ow/m

ilm

70.

DATE

Figure 51


3P 3

P.

4

Profiled Scores

sp.

ID NUMBER

6p

7p

.

1.

4.4.

46

7

rP

II

I

SS

05

5

3r

4P

.Navy-Enlistcd (N=213)

It

3p

4p

.

#

If

6p

7p

Figure 52


Navy alisted Personnel (WAVES)

1. Dangerous1 9

2. Work with things

3. Changing

4. Indoor


6. Sales

7. Not active

8. Dirty

9. Simple

10. Work alone

11. Usual

12. Interesting


14. Practical




18. Artistic



21. Business

22. Work with words


24. Am a scientist


7

5 6 7

196

(N=213)

Safe

Work with ideas

Steady

Outdoor

No skill required

Non-sales

aMEM Aft:Active

beau seClean

Complicated or voiaseaWork with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Part III

Conclusions and Recommendations

197

Chapter 23

Summary, Contlusions, and Recommendations

The main purpose of this study was to study the vocational interestsof women in several nonprofessional occupations, particularly to determineif there are large and meaningful differences between ,ccupations.There is a widely held belief that women are more likely to choosebetween jobs at this level on the basis of economic and conveniencefactors rather than selecting the job on the basis of the activitiesinvolved. The research reported here suggests that the latter isinstead the case--women do sort themselves into different occupations,even at tile nonprofessional level, according to their preferences forspecific vocational activities. The most important end-product ofthis project was a set of interest inventory scales which should helpcounselors advise women on these facotrs.

The subsidiary goals here were to study various ways of buildingvocational interest scales, to study how these women described theirjobs, and to actually collect demographic data from the women in avariety of nonprofessional occupations.

Seventeen occupations were studied in this project; with one or twoexceptions, they were those that could be entered by women with no,or relatively little, post-high school training. The specific occupationsrepresented various areas in the occupational world--medical, business,clerical, artistic, production, and so forth.

Those included were:

Beauticians

Dental AssistantsElementary TeachersEntertainersExecutive HousekeepersI. .t-Yrior De,:orators

Instrument AssemblersLicensed Practical NursesLife Insurance Underwriters

Radiologic TechnologistsSaleswomenSecretariesSewing Aachine OperatorsStewardessesTelephone Operators'Army EnlistedTerson&.idNavy Enlisted Personnel

Within each occupation, the target population was "satisfied, successfulemployed women.:' The sampling technique was to find women whb had atleast three years of experience, who said they enjoyed their work, andwho had passed' some hurdle of performance such as certification orlicensing. These criteria were not always met but, in general, thesampling bias was in their direction. 3ecause we were studying realpeople employed in the real world, the actual samples represented somecompromises between what was theoretically desirable and whatwas practically possible.

198

The samples were usually drawn from rosters furnisaed by the relevantnational organization. Each woman was mailed a copy of the StrongVocational Interest Blank and a short questionnaire. Included inthe latter form was a Job Description Checklist, which asked the personto describe her work on 25 ''semantic-differential" type adjectivepairs. About 500 forms were mailed to each occupation, when that manynames and addresses were available. Roughly, 11,000 forms were mailedout, and 50 percent of them were returned. Of these, 77 percent metthe necessary criteria for inclusion here. Overall, the respondentsaveraged 41 years old, and had 13 years of experience in theiroccupation. The majority were married (62 percent, excluding thoseoccupations where marriage was restricted), but this indicates that over40 percent of them were living alone. Most of them had high schooldiplomas, many of them had some post-high school education relevant totheir occupation. Their geographic distribution varied according to howthe sample was drawn.

All of the women included here reported that they enjoyed their work,that should be emphasized as some of these occupations might, on thesurface, appear to be deadly boring. While the percentage ofdissatisfied respondents varied from sample to sample and all jobsare not equally appealing, for all of the occupations studied here,some women, usually a few hundred, were located who said they enjoyedit. Job satisfaction is not reserved solely for the professionals.

Classifying these women together into a single cluster--''nonprofessionalwomeni--and suggesting that they have much in common is very misleading.The women included here varied from a sewing machine operator with afourth grade education, working in a garment factory in the DeepSouth, to an outstanding interior decorator working on Park Avenue withthe nation's rich, making a commensurate income. In age and temperament,the stewardesses contrasted sharply with the licensed practical nurses--in personality and life style, the outdoing life insurance underwritershad little in common with the factory-oriented instrument assemblers.About the only common factor was that it is possible to enter theseoccupations without a college education. (The elementary teachers werean exception; their inclusion here is explained in Chapter ).

Aside from that, a satisfying amount of diversity exists in this portionof the occupational spectrum, and all manner of women can findactivities that interest them, albeit at modest pay levels.

The picture which emerged for each group was, for the mo: part,characterized by their unique qualities, and was similw :o the usual

stereotype of the occupation, though there ere a few These

data do provide a firmer foundation for clinical intuiti.)a, and thenewly developed SVIB scales for each occupation will permit a moresystematic understanding, and a more rational approach to counselingwomen seeking work at this level.

199

The responses of each occupation to the SVIB were used to construct

empirical scales;for each occupation, the scale contained the items

that those women endorsed substantially more often than Women-in-General.

All of these scales successfully separated the groups from Women-in

General and from each other though, of course, some were better than

others. In general, however, one can conclude that there were

differences between these occupational groups in their measured interests,

and this suggests that women at this level do sort themselves into

their occupations on the basis of some sort of preferences.

Thus, the main conclusion is that vocational interest inventory scales

for these occupations should be useful in advising women looking for

occupational possibilities.

Recommendation: These scales should be used by agencies

working with non-college women. Further, because this

information is useful to the individual who is trying to

find an occupational niche, the scales should be made

widely available, and their use should not be restricted to

one-to-one counseling settings.

With the comeration of the SVIB publisher, these scales will

be added to the SVIB profile next year and will be available

for general use.

In a'Llbsidiary.istudy in t4is .A.04ect, two groups of Women-in-General

were used here to build the empirical scales, and considerable work

was done to determine which was better for this purpose. The first

group included women from the entire range of the occupational spectrum--

from the highest level professional occupations to the lowest level

semi-skilled trades; the second included only those from the non-

professional occupations.

In the various comparisons made between the two methods, neither of them

was always superior. For some comparisons, one approach was better,

but for the others, the reverse was true. Shen all factors were

considered, the scales based on the total Women-in-General sample

seemed preferable, and those are the scales recommended here for

general use.

There were other subsidiary studies, but they were less important and

have been reported adequately in the text.

Although we gathered relevant data on the main top:I.cs uniler study here,

and some relevant conclusions were established, t,tze of course,

many unanswered questions; some of them are:

1. Intra-Occupational differences: The tech-:Iques used here

minimized the differences between members of the same occupation,

yet the people in any occupation alwEyf, emphasize the livorsity

200

among their membership, and are more interested in discussing

the differences between their various subsets than in searching

for differences between them and other occupations.

2. The development of different patterns of interests: This

has been a cross-sectional study, with no data generated as

to how the occupational differences appear initially. How

are these different dispositions toward occupations formed?

At the moment, nothing much is known about this.

3. The structure of vocational interests: How to conceptualize

the relationships between occupations is still a puzzle, and

this is the heart-of the Women-in-General problem. If there

were some available logic for assigning occupations to °professional"

or °nonprofessional" or some other groupings, then scale building

could be done within these groupings. At the moment, no

satisfactory solution exists.

These problems are general aad not restricted to the area of nonprofessional

women. Perhaps this report should conclude with a comment directed

mainly to their needs.

The women in this portion of the occupational world are among the most

understudied of all employed persons. Because they are not members of

the professions, there are almost no research activities carried on in

regard to their selection and retention. Because they are women, they

are relatively docile and seldom create the direct confrontations which

usually lead to studies, which lead to new programs. This lack of

attention paid to them in research studies is just a symptom of their

lack of prominence in other respects, andof: their lack of power.

There is no female analogy of the Teamster's Union; there are no

equivalent craft unions fighting for the high hourly wages of the male

skilled craftsmen; working women do not have a Walter Reuther agitating

for a guaranteed annual wage--they do not even have an Eric Hoffer to

bring them dignity. There is little to suggest that this will change

in the future, and one would have to predict that these women will

fall further behind. Until they adopt a more fashionable militancy,

their pay and prestige will not increase. If their situation becomes

grim enough, and they do decide to act, there is little doubt that they

could succeed. The nation's secretaries could close this country down

overnight, if they chose.

The 1930's belonged to the male labor unions, the 40's to the war,

the 50's to industrial prosperity, the 60's to the Negro--perhaps one of

the future decades will be dominated by the women from this segment of

the working world. Possibly, by paying some attention to these women

now, that future turmoil might be avoided.

201

ot.

References

Abrahams, N. A. SVIB key length: dissident data. Journalof Applied Psychology, 1967, 51, 266-273.

Altus, W. D. Birth order and sequelae. Science, 1966,151, 44-49.

American Society of Radiologic Technologists. Careers inX-Ray Technology, 1966. Fond du Lac, Wisconsin.

Baker, Trudy, and Rachel Jones. Coffee, Tea, or Me?New York: Bartholomew House Ltd., 1967.

Camobell, D. P., Borgen, F. H., Eastes, Suzanne H., Johansson,C. B., and R. A. Peterson. A set of basic interest scales

for the Strong Vocational Interest Blank for men,Journal of Applied Psychology, 1968 (in press).

Campbell, D. P. idianual for the Strong Vocational Interest

Blanks for Aen and Women, Stanford: Stanford UniversityPress, 1966.

Clark, K. E. Vocational interests of nonprofessional? men,Minneapolis: University of Minnesota Press,1961,.

Harmon, Lenore W. Optimum criterion group size in interestmeasurement, Aeasurement and Evaluation in Guidance,

1968, 1, 65-72.

Nichols, R. C. Heredity, environment, and school achievementMeasurement and Evaluation in Guidance, 1968, 1, 2,122-129.

Stephenson, R. R. Geographical differences in responses toa test of vocational interests. U. S..Naval Personnel

Research Activity Research Report SRR 66-10, January, 1966.

Strong, E. K. Jr. Vocational interests of men and women.Stanford: Stanford University Press, 1943.

Strong, E. K. Jr., Campbell, D. P., Berdie, R. F., and

K. E. Clark Proposed scoring changes for the StrongVocational Interest Blank, Journal of Applied Psychology,

1964, 48, 75-80.

Tilton, J. W. The weasurement of overlapping. Journal of

Educaion Psychology, 1937, 28, 656-662.

202

United States Department of Health, Education, and aelfare.

The trained dental assistant. (Public Health Service

Publication no. 1004). Washington, D. C.: United

States Government Printing Office, 1965.

United States Department of Labor. 1965 Handbook on Women

Workers. (Women's Bureau Bulletin no. 290). Washington,

D. C.: United States Government Printing Office, I966a.

United States Department of Labor. Occupational Outlook

Handbook (1966-67 ed.) Bulletin no 1450. Washington, D. C.:

United States Government Printing Office, 1966b.

United States Department of Labor. Careers for women as

life underwriters (Women's Bureau Bulletin no. 279).

Washington, D. C.: United States Government Printing

Office, 1961.

203

0

(#)

Part IV

Appendices

204

Appendix A

STRONG VOCATIONAL INTEREST BLANK FOR WOMEN: FORM TW400-R

and Questionnaire

205

CUPATION CODE NUMBER Form TW400-R

[)90 RESEARCH EDITION]

STRONG VOCATIONAL INTEREST BLANK FOR WOMENBy EDWARD K. STRC..G, JR.

Revised by

David P. CampbellUniversity of Minnesota

It is possible with a fair degree of accuracy to determine by this inventory whetheror not you would like certain occupations. This is not a test of intelligence orspecial abilities. It does measure the extent to which your interests agree or dis-agree with those of successful women in a given occupation.

DateMt nth Year

1. Name 2. Age 3. Sex!AST FIRST MIDDLE

4. Address

5. Last grade finished in school (e.g. Elementary 6th, High School 2nd. College 4th I

6. Highest degree earned

7. Employer

8. Occupation (e.g., Nurse )

9. Years of experience in it

0. Just what do you do 9

I. Do you like your work? Very much So-so Dislike it

2. Do y ou think you would like your work better if you were employed by another company ? Yes No

STANFORD UNIVERSITY PRESSStanford, California

Copyright 1933 by the Board of Trustees of the Leland Stanford Junior University.Copyright renewed 1961 by Edward K. Strong, Jr. Copyright © 1946 and 1966

by the Board 4 Trustees of the Leland Stanford Junior Univerfity.Printed in the United States of America.

206

Part I. Occupations. For each occupation listed below, indicate u hether y ou would like that kind of work or

worry about whether y ou would be good at the job, or about your lack of training for it. Forget about how much

could make, or whether y ou could get ahead in it. Think only about whether y ou would like the work that is done

Draw a circle around L if you like that kind of work.

Draw a circle around I if you are indifferent to that kind of work.

Draw a circle around D if vo.0 dislike that kind of work.

Work fast. Put down the first thing that comes to mind. Answer every item.

not. Don'tmoney youin that job.

1 Actress2 Dental Assistant3 Income Tax Accountant4 Advertiser5 Architect

6 Artist7 Artist's Model8 Athletic Director9 Author of children's books

10 Author of novel

11 Author of technical book12 Airplane Pilot13 Bacteriologist11 Bank Teller15 Beauty Specialist

16 Biologist17 Bookkeeper18 Buyer of merchandise19 Cartoonist20 Cashier in bank

21 Caterer22 Chemist23 City or State Employee24 College Professor25 Computer Operator

26 Children's Clothes Designer97 Cook28 Costume Designer29 Dean of Women30 Dentist

31 Dietitian32 Draftsman33 Dramatist34 Dressmaker35 Editor

36 Educational Director37 Employment Manager38 Electronics Technician39 Manager of children's nursery at

resort hotel40 Farmer

41 Florist42 Foreign Correspondent43 Supermarket Checkout Clerk44 Hospital Records Clerk45 Governor of a State

LLLLL

LLLLL

LLLLL

LLLLL

LLLLL

LLLLL

LLLLL

LLL

LL

LLLLL

IIIII

IIIII

IIIII

IIIII

IIIII

IIIII

IIIII

III

I1

IIIII

DDDDD

DDDDD

DDDI)D

DDDDD

DDI)DD

DDDDD

DDDDD

DDD

DD

DDD

DD

46 Hostess47 Hotel Manager48 Housekeeper49 Illustrator50 Interior Decorator

51 Interpreter52 Inventor53 Judge54 Laboratory Technician55 Landscape Gardener

56 Lawy er, Corporation57 Lawyer. Criminal58 Librarian59 Life Insurance Saleswoman60 Magazine Writer

61 Manager, Women's Style Shop62 Fashion Model63 Professional Golfer64 Mechanical Engineer65 Church Worker

66 Courtroom Stenographer67 Missionary68 Art Museum Director69 Music Composer70 Musician

71 News Photographer72 Nurse73 Policewoman74 Office Clerk75 Office Manager

76 Opera Singer77 Pharmacist78 Physician79 Playground Director80 Poet

81 Politician82 Portrait Photographer83 Private Secretary84 Probation Officer85 Nurse's Aid

86 Professional Dancer87 Psychiatrist88 Psychologist89 Railroad Reservations Clerk90 Veterinarian for small animals

LLLLL

ILLLL

LLLLL

LLLLL

LLLLL

LLLLL

LLLLL

LLLLL

LLLLL

IIIII

IIIII

IIIII

IIIII

III1

I

IIIII

IIIII

I1

I1

I

IIIII

DI)DDI)

DDD

DD

DD

DDD

DDDDD

DDDDD

D

D

EI:T

IrIII

II

I

I

I

I

I

I

2 207

:

1 Radio Announcer L I I)

2 Radio Peo!irain Direetor L I I)

3 Radio-TV Singer L I I)

1 Real Estate Saleswoman L I I)

95 Receptionist L I 1)

96 Reporter. General I. I I)

97 Reporter. Women's Page L I I)

98 Retailer L I D

99 Sales NIanager of large bookstore I. I D

00 Scenario Writer L I D

01 Scientific Illustrator L I D

02 Scientific Research Worker L I D

03 Sculpt re,,s I. I D

101 School Principal L I D

05 Secret Ser% ice Woman L 1 I)

4 06 Social Worker L I D

107 Specialts Saleswoman I. I D

408 Statist ician L I D

Stenographer L I D.109110 Stewardess L I D

:111 Surgeon L I D

119 *reicher. Art L 1 I)

..113 Teacher. Connnercial L I D

111 Tem her. Dancing L 1 D

113 'leacher. Domestic Science L I I)

116 Teacher. Grade School I. I I)

117 Teacher. High School 1., I D

118 Teacher. Kindergarten L I 1)

11') Teacher. Music L I D

120 Tea Room Proprietress L I D

121 Supervisor in telephone office L I D

122 Travel Bureau Manager L I I)

123 1) st L I D

12-1 Vocational Ccumselor L I D

123 Waitress L I I)

126 Weather Forecaster L I I)

127 X-Ra% Technician L I D

128 Y.W.C.A. Secretary L I D

Part II. Amusements. Show in the same way as you did

before whether or not %ou like these was of having fun.Work rapidl% . Do not think 0% el various possibilities. Re-

cord %our first feeling of liking. indifference. or disliking.

129 Chess I. I I)

130 Jazz concerts L I D

131 Sketching pictures 01 wild animals L I 1)

132 Camping out L I I)

133 Golf L I I)

13 1 Iforseback riding L I D

135 Looking at things in hardware store I. I I)

136 Bridge L I I)

137 Flaming a large part;% I. I I)

H8 Afternoon teas L I I)

13') Bird w atching L 1 !)

110 Sok ing mechanical puzzles L I

111 Pla%ing the piano L I D

1 12 Amusement parks I. I 1)

1-13 Hiking L I D

111 Con%entions L 1 D

11-5 Formai dress affairs L I D

116 Telling jokes L I D

1-17 Tra% el magazines L I D

1-18 Art galkries L I D

119 Reli'ious music L I D

150 Attending lectures L I D

151 Popular mechanics magazines L I D

132 S% mphonv concerts L I D

153 Reading the Bible L I 1)

15 1 Mo% ies L I D

155 Financial pages in newspapers L I D

156 Women'F pages L I D

157 Poetr% L I D

158 Collecting antique furniture L I D

159 Performing scientific experiments L 1 D

160 Electioneering for office L I D

161 Educational movies or TV L I D

162 Magazines about art and music L. I D

163 Making a radio or hi-11 set L I D

16 1 Leading a Girl Scout troop L I D

165 Writing a one-art play L 1 D

166 Science fiction magazines I, I I)

167 Business methods magazines L I D

168 Night clubs L I D

169 Church % oung people's gmup L 1 D

170 Biographies L I D

208:3

Part III. Activities. In(Iicate our interests as before.

171 Being the first to wear the verylatest fashions L I 1)

172 Being head of a civic improvementprogram L I D

173 Ekpressing judgments publicly, re-gardless of what others say L I D

171 Giving "first aid" assistance L I D175 Raising flowers and vegetables L I D

176 Operating machinery L 1 D177 Repairing electrical wiring L I D

178 Doing your own laundry work L I D

179 Decorating a room with flowers L I D

180 Arguments L I D

181 Interviewing men for a job L I D182 Interviewing clients L I D

183 Going to church L I D

184 Making a speech L I D

185 Cooking I. I I)

186 Sewing L I I)187 Organizing a play L I D188 Starting a conversation with a

stranger L I D

189 Preparing dinner for guests L I D

190 Teaching children L I D

191 Teaching adults L I 1)

192 Operating office machines L I D

193 Discussions of politics L I D

194 Reading editorial columns L I D190- Meeting and directing people L I D

196 Taking responsibility L I D

197 Taping a bruised ankle L I D

198 Adjusting difficulties of others L I D

199 Doing research work L I D

200 Acting as cheer-leader L I D

201 Writing reports L I D

202 Entertaining others L I D

203 Watching an open-heart operation L I D

204 Checking typewritten material forerrors L I D

205 Trying new cooking recipes L I D

206 Organizing cupboards and closets207 Displaying merchandise in a store208 Being left to yourself209 Regular hours for work210 Continually changing activities

211 Saving money212 Contributing to charities213 Raising money for a charity214 Looking at a collection of rare laces215 Making statistical charts

4209

Part IV. Types of People. People tend to choose jobs wherethey can work with individuals they enjoy. Please indicatehere your fedings about ha% ing day-to-day contart with thefollowing tpes of people. Work fast- don't think of specificexampks- -give the first inipre,sion that conies to mind.

216 Ilighwa) construction workers L I D217 High school students L I D213 College Professors L I D219 Jet Pilots L I D220 Male Hairdressers L I D

221 Corporation Executives L I D222 Girls who enter beauty contests L I D223 People who are natural leaders L I D224 Long-haul truck drivers L I D225 Emotional people L I D

226 Thrifty people I, I D227 Religious people I. I D228 Housewives L I D229 Nonconformists L I D230 Famous chefs L I D

231 Artistic men L I D232 Foreigners L I D233 Public opinion interviewers L I D234. Men who live dangerously .. L I D235 Physically sick people I, I D

236 Musical geniuses L I D237 People who (1aydream a lot L I I)238 Outspoken people with new ideas L I D239 Racing car drivers L 1 D240 Outstanding scientists L I D

241 Fashionably diessed people L I

242 Carelessly dressed people L I243 Ballet dancers L I244 Socialists L I245 People who like to gamble L I

246 Athletic men L I D247 Babies L I D

248 Very old people L I D249 Men who perform on TV L I D250 People who insist on having every-

thing in its proper place L I D

251 Prominent labor union men252 Military men253 Women athletes254 People who don't believe in evolution255 People who have made fortunes in

business L I D

Be sure to read instructions for Part V on next page.

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Part VII. Your Abilities and Characteristics. how heir w hat kind of !Jet 4111 e and the lik of thing, %on do. If

the ityrn reid11 des, :the-- %on. ot.uk jii the hist ohnnn Yes) : if the item dors not describe %on. mark in the third column

INo ) : if vim are not -me. mark in the set out! I olumn Be frdok in pointing ont >our wt:ak points because these are

as important as %our Along point- in choosing a caleci.YES (?) NO

.31 I I SlIalk tIit Zirt ni% group133 lline mow than mv shale of novi.1 nle:i I I I I I

336 Win ft lends i .1-ik I i I I 1

:13 7 I. ,,,,all% get othel !wide to do %%hat I want (lone I r ( I I I

I I1

I:13:',. kep detailed re(oids of expenses I II

33' ) I: s I 1 an :ken up the group on a (11111 (la% II It I I

310 I la% e nit.chatiical loge:alit% t int emit ell(s,.; i i I I t )

311 Prefer werkiag alone to working on committee- I ) I

312 1)0 nr. best work earls in the morning I I I I !

313 Can prepare soceessfill :nl% ertirinrlIt I ) i I I )

31-1 Am alw ass on time with in% work I

313 Remember faces. names. and incident= better than the at erage person It II It316 Can (orrect ()then: tlithant ing offense317 Able to meet emergencies quickh zincl elrectivek

I r I

t

r

I

l8 Alv glades in high school were a faith acurate reflection or Inv abilities I I i I I

:319 w rite a concise. well-organized repot! I I I I I

30 liae good Jud.,:mlent in appraising t alues I I II II351 Plan pv, tii. in detail I )

332 Stiinulate the ambition f 111% as4ocniti ! I I )

353 Enjot tinkering w ith small hand took I I I I I )

3.1 I Can smooth out tangles and disagreements between people )

335 Discuss nv, ideak tt ith Other s I I I I

\lark the column which best describes You.

3=, Worry about mistakes337 Complaints anno me

Len(I (none\ to

35') In m fatuilv. I am the

360 At a lar-e conference. I prefer a seat361 Make bets

A good deal 1

Rarel% I

Acquaintances. 1

Oldeq tot onk ichild I

In first 3 rows I

Often 1

I

I

I

)

I

I

Vet-% littleSometimes()irk vertain

people .. ....Youngest

Half-wa% hackSometimes

t

1

i

.. II

1

I

)

I

I

Never t

Quite a bit (

Ilardl% anyone i

Neither %oungestnor oldest t

In rear of room I

Rarely t

i

t

1

1

1

1

212 7

Part VIII. School Subjects. Show as before your interestin these school subjects. even though you may not have stud-

ied them.

362 Algebra L I D

363 Arithmetic I. I D

361- Art L I D

365 Bible History L I D

366 Bookkeeping L I D

367 Botany L I D

368 Calculus L I D

369 Chemistry L I D

370 Cit ics 1 government / L I D

371 Home Economics L I D

372 Dramatics L I D

373 Education (teacher training) L I D

374 Economics L I D

375 English Composition L I D

376 Geography L I D

377 Geolop L I D

378 Geometry L I D

379 History L I D

380 Journalism L I D

381 Languages, Ancient L I D

382 Languages, Modern L I D

333 Litt-rature L I D

381 Mechanical Drawing L I D

385 Woodworking L I D

386 Nature Study L I D

387 Penmanship L I D

388 Philosophy L I D

389 Physical Education L I D

300 Physics L I D

391 Physiology L I D

392 Political Science L I D

393 Psychology L I D

394 Public Speaking L I D

395 Shorthand L I D

396 Sociology L I D

397 Spelling L I D

308 Statistics L I D

399 Typewriting L I D

400 Zoology L I D

8 213

UNIVERSITY OF MINNESOTA RESEARCH QUESTIONNAIREPlease fill in all blanks as completely as possible.

NAME Date

Marital Status (please circle) Single Married Widowed Divorced

Number of children

I entered my occupation because : (Please check all reasons that apply to you)

Someone influenced me to try it. Who? Circle one: (parents, teachers,

counselor, someone in the occupation, other.)

My training prepared me for it.

It was the best paid job available when I needed a job.

I need the income, otherwise I would not work.

I enjoy the work.

The hours and location of my job fit in with my home life.

There are good opportunities for advancement in this field.

I like the people with whom I come in contact.

Other

My Long Range Plans for Employment are: (Please check all reasons that apply to you)

To work only until marriage.

To work only until I have a baby.

To work only until I have two children.

To work most of my life at my present occupation even though I

marry and have children.

To work all my life and remain single.

To work only when financial conditions make it necessary.

To work until marriage or pregnancy and return to my present

occupation in about years.

To work until marriage or pregnancy and return to a different

occupation in about years. What occupation?

To get additional training in

Other

214

-2-

Below is another way to describe your job. There are several pairs of words or

phrases, separated by a line. Please place a mark along the line to indicate

where you think your job falls on that line..11=111111

Example: If your job is almost entirely outdoors, you would place

the check mark here.

Indoor X Outdoor

1 2 3 4 5 6 7

Now please do the same with the following words. Make one check mark for each pair.

1. Dangerous1 2 3 4 5

2. Work with things

3. Changing

4. Indoor

5.Requires skill with tools1 2 3 4 5

6 7

6 7

6.

7.

8.

9.

10.

Sales

Not active

Dirty

Simple

Work alone1 2 34 5 6 7

11. Usual

12. Interesting


14. Practical

15. Very competitive1 2 3 4 5 6 7



-

18. Artistic

_


20. Deal with things1 2 3 4 5 6 7

21. Business

22. Work with words


24. Am a scientist

_

25. Lots of public speaking1 2 3 4 5 6 7

215

Safe

Work with ideas

Steady

Outdoor

No skill required

Non-sales

Active

Clean

Complicated

grimenste:DESCIUSE YOWL

tl%Of YouR.SEtif

Work with others

Unusual

Boring

Don't make much

Intellectual

Not competitive

Mental activity

Deal with ideas

Not artistic

Highly independent

Deal with people

Non-business



Not a scientist

No public speaking

Appendix B

UNIVERSITY 0:74innesota,

OFFICE OF THE DEAN OF STUDENTS STUDENT COUNSELING BUREAU

CENTER FOR INTEREST MEASUREMENT RESEARCHMINNEAPOLIS, MINNESOTA $5455

Dear Telephone Operator:

We are conducting a large-scale study of the interests of

telephone operatOrs; we need your help. Could you please

fill in the enclosed Strong Vocational Interest Blank and

return it in the envelope?

Although our research institute is continually surveying

different occupational groups, we are looking forward especially

to this project. There must be something unique about a group

of women who can convey helpfulness and competence just by the

sound of their voices.

Your answers will, of course, be completely confidential, and

used only within our offices. Summary information on telephone

operators as a group will be made available to high school and

college counselors for use in advising young women.

Your own personal results will be sent to you with an explanation

of their meaning when the study is completed; most people find

it fascinating to look over their score sheet.

To make the study meaningful, we need full participation. Could

you sit down very soon and fill in your answers?

Thanks for your help.

Sincerely,

DOUA4, 6au4(a-L9,-LDavid P. CampbellAssociate Professor of Psychology

and Director

Lenore Wo HarmonAssistant Professor

DPC/LWH:avgEnclosures

216

UNIVERSITY OF inmsota

Summer, 1967

Dear Executive Housekeeper:

OFFICE OF THE DEAN OF STUDENTS STUDENT COUNSELING BUREAUCENTER FOR INTEREST MEASUREMENT RESEARCH

MINNEAPOLIS, MINNESOTA 55455

The University of Minnesota, with the help of the National Executive

Housekeepers' Association, is conducting a study of the vocational

interests of executive housekeepers. Would you help us by completing

the enclosed interest inventory and questionnaire and returning them

in the accompanying envelope?

This study is part of a larger project on women's occupations. Many other

groups--including chemists, beauticians, physicians, dental assistants,

and fashion models--are providing similar information. The results of this

research will be made widely available to counselors and others who are

helping young women think about their future.

As only a small sample is being surveyed, the participation of each

individual is important. Your own personal results will be sent directly

to you--most people find it fascinating to look over this information

about themselves. Your answers will be kept completely confidential--

used only by the University of Minnesota.

Please return the forms promptly. Your help will be very much appreci-

ated.

Sincerely,

1

(7)1

David P. CampbellAssociate Professor of Psychology

and Director

DPC:jedEnc.

217

Example of Follow-up Card

UNIVERSITY OF MINNESOTACampus Scene

University skyline with Centennial Showboat in the foreground. The Showboat is now used for

the University Summer Theatre productions.

ecvtVAeL.t..-4) -11-kce

LA t 5e'Ak.. l40()rteo.rckiN -Corm to gilS.E Lioa V\ave. a\readli re.tomed

Aot, kove, tiutw"01 0)1Ait,e__ MayA:Ike -tor oc- qc.Or

80" ttov_P importoAt.

DAvIDM .

IIVIAAeN tt655455

Copyright Northern Minnevoto NoveltiesOT.S1S06.6

Photo by Lorry WittP.3

218

dn OCXYCIIr" wItT .4040,.. 0*.

PLACE

STAMP

HERE .

Post ea rd

UNIVERSITY Olitinnesotaz

OFFICE OF THE DEAN OF STUDENTS STUDENT COUNSELING BUREAU

CENTER FOR INTEREST MEASUREMENT RESEARCH

MINNEAPOLIS, MINNESOTA 53455

MEMORANDUM

TO: RESEARCH PARTICIPANTS

FROM: DAVID P. CAMPBELL

SUBJECT: 14 POINTS TO HELP YOU UNDERSTAND YOUR RESULTS.

Enclosed is your profile from the Strong Voca-tional interest Blank (SVIB), an interest inventory that

you recently completed in a research project on voca-tional interests. While I believe strongly that anyonewho provides this information deserves the courtesyof a reply, it is difficult to write a personal letter to

each person. This pamphlet has been prepared as asubstitute; to better understand your scores, youshould read it carefully.

Psychological research frequently explores un-charted areas. Neither psychologists nor anyone else

really understands the complexities of human behavior

and it is painfully clear that questionnaires cannotcapture the broad range of emotions, needs, hopes,

fears, and other human attributes. Still, these paper-and-pencil methods provide a beginning and a neces-

sary one, foras the fellow saidwhat is there toscratch but the surface? Some progress has been made,

and over forty years of research have shown that anindividual's results on the Strong Blank can help him

understand himself and his relation to the world ofwork, especially when used under the guidance of atrained counselor.

1. Your scores on the SVIB profile indicate the

similarity between your interests arid those of success-

ful, satisfied individuals in the specified oct-upations.People in these occupations average about 50 on their

own scale (that is, physicians average about 50 on the

Physician Scale) and about two-thirds of them will

score between 40 and 60. If your score is above 45

on the Physician Scale, it means that your likes anddislikes resemble those of the average physician.

2. The shaded block for each scale represents the

scores of the n-iiddle third of a group of adults, who

were mostly people from professional and high level

business occupations. This block will help you com-pare your score with what would be expected for the

average person in such occupations.

3. The occupational scales are arranged on the

profile sheet in meaningful groups. By looking at the

occupa ons in each group, you can better understandthe nature of your high and low seores. For example,several high scores in Group I on the men's profile

suggests interests :Amilar to biological scientists. Theprofile groups have been named as follows:

Men's Profile Women's Profile

Group I Biological ScienceII Physical Science

III Technical SupervisionIV Technical and Skilled

TradesV Social Service

VI Aesthetic-CulturalVII CPA Owner

VIII Business and AccountingIX Sale;.X Verbal-Linguistic

XI President, M.mufacturingConcern

I MusicII Verbal-Linguistic

III Social ServiceIV SalesV Business-Cerical

VI DomesticVII Health-related

ServicesVIII Medical Sciences

IX Physical Sciences

4. While these groups are helpful in understandingthe scores, the unique flavor of each occupation is also

important. Each is different from the others; each has

its own special characteristics. In the Biological Sci-

ence group on the Men's Profile, for example, the

veterinarians differ from the other occupations in that

they are more outdoor-oriented, they are less bothered

by uncomfortable working conditions, and they are

less interested in "cultural-aesthetic" activities than

their colleagues in the other biological sciences.

219

5. Nlen SCe111 happiest in jobs that provide themopportunities to top all of their areas of interests, andmany people arc .ry shrewd in searching out suchsituations. One une.ersity student, for example, hadhigh scores on the Author and Advertising Man Scalesand a moderately high score on the Forest ServiceMan Seale. Several years later he reported that he was&nig publicity work for the National Park Serviceand thoroughly enjoN ed his work. In amther instance,a lour-star General who had high scores on the aca-demically-oriented scales (as well as high scores onthe Technical-Supervisory Scalestypical of mostArmy Officers, moved into a college presidency uponhis letirement from the Army. The better one under-stands himself, the greater his chances of finding asuitable vocational niche.

6. At the bottom of the profile are some special

scales; most people are curious about them.

A. SPE(:IALIZATION' LEVEL(SU-11()t On Women's Profile)

Seta es arc apparently related to a man's will-ingness to concentrate his occupational activitiesin a single field. The scale was developed by com-

paring medical siwcialists with gc aeral practi-tionets, the average speciafist scores about 50,crxneral praetitniners diout 40.

13. OCCUPATIONAL LEVEL(0Lnot On Woinen's Profile)

Tins scale seems to he related to the "socio-

economic" level of one's interests. Corporationesidents and city school superintendents average

about 66 carpenters and printers about 49.

C. MASCULINITY-FEMININITY (MI?)

This scale compares the interests of men andwomen; the average man scores 50 on the Men'sProfile, the average woman 50 on the Women'sProfile. Men ale prone to view their scores asrelevant to their virility, or lack thereof, but thatinterpretation is misleading. Those who score low,toward the "feminine" end are simply reportinginterests for art, books, music, for working inside,for being considerate of others. for keeping theirhands cleanattributes more feminine than mascu-

line in our society. Women who score low on thescale on the Women's Profile are displaying greaterinterests than the average woman in science, num-

bers, outdoor sports, mechanical activities, and so

forth.

D. ACADEMIC ACHIEVEMENT (AACH)

This scale reflects interests related to "doing-well-in-college." College students who drop out

before graduation average about 40, those whoearn 13.A. degrees about 50, those who earn M. 1.degrees about 55md those achieving the Ph.D.about 60. Of course, there is a great deal of varia-bility in each of those groups. This scale is em-phatically not a measure of ability, nor of a generalpotential for success in all settings. Nlore thananything else, it is related to interests in scientificaffairs. Scores on this scale increase doling thecollege years.

7. Will your results change oxer time? Answers tothe individual questions of the inventory arc reason-ably consistent over short time periods. For cs.unple,when tested a second tirne after a thirty day inteival,a group of I00 men marke( I 75 per cent of the itemsexactly the same. The changes were nsimliy from"Like" (or "Dislike") to "Indifferent.' or vice versa. Theanswers were almost never reversed from "Like" to-Dislike." Over the thirty day pc:iod. time scores onthe profile were inually identical.

S. In general, the pofile scores are stable overtime, especially over short time spans, and especiallyfor adults. After age 25, there are hardly any changes.An average profile for men tested first at age 40 andretested :30 cars later at age 70 :.howed no importantchanges. Although one or two individuals lout of 50,

the merall findin(4 was one ofimpressive stability.

9. Scores are less stable for teenagers. Most 15year olds change over time, and probably a majoritxof 16 year olds. The changes will not be abnipt----thevwill occur between age 15 and adulthood, k hichan iyes at different times for different people. Ih airy17, most people begin to stabili7e and this bendcontinues until age 21 or waen the adult patternsbecome prominent in ahnost everyone. We can neitherpredict who is going to change drastically nor in whatdirection, nor do we know much about the factorscausing these changes; these ate sInne of the Inoblems

that psx chologists are now c,m(entratmg nn.

10. How accurate are these scot es? That is difficult

to ansc er. for it depends on just how the questiwiis asked. I.et me cite sonie of the research findings.

A.. Men (or wtnnen) in an occupathm score almint 20

points higher on their scale than others not in theoccupation, but that is not true for people in close-ly related jobs. On the Chemist Scale, for example,chemists score 50 while the "average college-edu-cated man" scores about 27; however. mathemati-cians average about 46 and physicists about 54higher than the chemists themselves. As theseoccupations are all oriented toward the physicalsciences, the relationships are reasonable. Occupa-

2 20

tions sct I ing ION% Oil the Chemist Se de includeYMCA Stall Members ( 12) and Chamber of Com-

merce Executives (11).

13. III another study. IN senior boys with hi"b scoreson selected scales were located 10 years later todeten nine s hat oc cupat icnts the'. !tad sele;tedSeventy-two boys with high scores on the lifeInsurance Salesnnut Scale N ere in the folhtwingOccupations 10 years later:

Life Insurance Salesmen 1(1%,

Other typi.s of salesmenBusiness-persil.:,ice fit enpations

lieLtions, Ad% ertising, Lawyer, etc.) 1:Y-c,

Social Seri. k ePermiaNke(\twister. School 'readier, ete.)

Jobs apparently unrelated to persuas;ceitc ti Ries

Another 90 boys with high scores on the PhysicistScale were in the folhtwing occupations:

Enc;ineers 37';

Nlathcnhiticians-Chemist -PhysicistsOther scientists"rechnii .ind skilled trade 17c,

Jobs apparently unrelated to scientific-tc( hnit al

Ott upatinns

About three-fourths of each group were in Occu-pations reasonably consistent with their test resultsIt) years earlier.

C. Sum( inconsistent results Inwe been reported byDr. Charles McArthur, a psychologist at IlarvardUniversity. He found that scores on the StrongBlank did not accurately predict the eventualoccupations Of Harvard students from private highschools. I fis explanation was that these boys werefrom a special segment of the Focio-economic

ladder. it-R1 they did not necessarily make careerdecisions like die rest of us. If your father is aninvestment banker, and ptu're attending Harvard,the chances are good that von will bemme an in-vestment banker, no matter what your interestprofile looks like.

11. Arc thesc scores !elated to satisfaction with

the occupation? Ves, I believe so. Supporting dataare hard to find, as few people settled into their jobs

with several years ('xperience say they dislike theirwork. When they can be found, they definitely scorelovker on their ocr apational scale than do their col-leagues. In his tensive research, Professor E. K.

Strong, Jr., of jtanford University, (the original

author of the ')trong Blank) found that men whoscored low on the scale for their occupation werefour times more likely to sav they were dissatisfiedwith their job than were men who scored high.

12. .Are these scores related to success in the oc-cupatien? Apparently not. Mediocre men in eachoccupationwho have at least three years experience

2 21

and w Ito sa they like their jobsscore just as highon their occupational scale as melt who are outstand-

ing successes. This is puzzling for interest in an occu-pation must be related to one's success there. Theanswer probably is that thew are se% end wat s to

succeed in any one ok.cupati(tn. and those differentways ai .1551:t ith diffetent patten t. of interets.

hychohtgists ho have made significant researchcontributions have different inter( sts than those whoare good therapists. Successful sales engineers havedifferent interests than design engineers. If we knewmore about success. we might better understand theserelationships.

13. 11 our scot e for }our occupation is extremelylow, should you change careers' That is an extra-ordinarily important decision. on( that must be based

on much more information than is pro% i.h.d by thistest. If you like what you tt,. doing and are achie ingthe kitid of success that vou Volta.. then %oil slit tuldforge ahead. On the other hand, it you suspect thot

you an not the usual kind of person v.ho enjoys thework you ore currently in, if you hia e little in com-mon with yoto colleagues, if x.on cannot mold yourjob into something inure eomoatible lith 'Our in-terests. if you see nothing ahead hut ation, per-

haps von shouhl sel thinking Neitherthe ethical standards of tit" pschoLgic 11 professionnor my im n inchnations faot personal counselingby fort. letter, and von should s:ek prufessional ad-vice elsewhere before making any di astic decisions.The counseling center at a neia-by uni-;ersity ould

be a reasonable place to make initial inquiries.

14. For more eAtensive information, consult theManual for the Strung Vocational Interest Blank, inyour local library or universitN counseling center, oravailable for $3.00 (plus postage) from:

The Psych(dogical Corporation304 East 45 StreetNew York. New York 10017

orConsulting Psychologists Press577 College AvenuePalo Alto. California 94306

Once again, thanks for your help. Though I havereduced your ans.vers to simple statistics, suitableonly for computers. I do try to remember that I amdealing with hnman beingspeople with worthwhilegoals and aggraxating obstacles in front of those goals.Your participation has helped me a great deal, and Ihope you have enjoyed the experience.

DAVID P. CAMPIWIL, DirectorCenter for Interest Measurement Research101 Eddy HallUniversity of MinnesotaMinneapolis, Minnesota 55455

16.

5

1.t.eMA711.,

a:ce- .

01.111 tOf1111Ptsos

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STRONG VOCATIONALINTEREST BLANK-MEN

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STRONG VOCATIONAL464 INTEREST TEST - WOMEN

222

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Appendix C

Composition of the Women-in-General (total) Sample (N=1000)

Group N

Art Teacher 20

Artist 20

Beautician 20


Chemist 20

Dental Assistant 20

Dietitian 20

Director, Christian Education 20

Elementary Teacher 20

English Teacher 20

Entertainer 20


Fashion Coordinator 20

Home Economics Teacher 20



Language Teacher 20

Librarian 20



Math-Science Teacher 20

Mathematician 20

Medical Technologist 20

Model12

Newswoman 20


Photographer 20

Physical Education Teacher (H.S.) 20

Physician 20

Psychologist 20


Saleswoman 20


Social Science Teacher 20

Stewardess 20

Telephone Operator 20

Translator 20

Army-Officer 20

Army-Enlisted 20

Navy-Officer 20

Navy-Enlisted 20


Non-students (misc adults) 25

Twins (H.S.students) 68

Wives-Animal Husbandry Professors 25

Wives-Physicists 25

Wives-Social Workers 25

TOTAL 1000

223

Appendix C

Composition of the Women-in-General (NP) Sample (N=420)

Group N

Beautician 40

Dental Assistant 40

Elementary Teacher 40





Saleswoman 40

Secretary 40


Army-Enlisted 40

Navy-Enlisted 40

Total 420

224

Weight

Item # L

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21

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Appendix D--Item Weights

Item Weights for

Beauticians on WIG-TOTAL

Scales

.55

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126

127

128

129

130

131

132

133

114

135

136

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140

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0

For Conversion

Mean=23.82

S.D.=19.60

Weights

fl,I

.V.!

...N

R,A

141)

TiV

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W/1

747.

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OF ITGW3

4FiGHTEP

9094 =

ill4tO-Ror PV:ITIvE

or *IFJ;ATIVE

.F1GHT5;

k.FIGHTS

For Conversion

i1ean=24.66

S.0.=24.96

Weights

Item # L

ID.

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MM

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AM

BR

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11.1

1

Item Weights for Dental

Assistants on WIG-TOTAL

Scales

* 201

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Item

Weights

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Item Weights for Entertainers on WIG-TOTAL

Scales

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in

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For Conversion

Aean=16.75

S.D.= 8.88

Weights

Item #LID

t 2 5 4 1 4

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For Conversion:

Mean=25.97

S.D.=17.64

Weights

Item #1_

ID

Item Weights

for Instrument Assemblers on WIG-NP Scales

1cs

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51

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0C

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00

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151

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104

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154

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10

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55

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0*

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156

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=OF ITIC

65

=\U-k-11-14

EJF POITIVE t.flf;PTS

73

,l'ip-

uF Hf:ATIvF ,1-1c.J.Ts

For Conversion

Mean=15.78

S.0.-14.29

ME

IW1

RS,

Weights

Item Weiahts for Interior Decorators on WIG-TOTAL Scales

Item 4LID

J)

I*

101

9» 11

U1

0* 201

c* 251

00

0301

n

2-1

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312

313

314

315

316

317

318

319

320

321

322

323

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330

331

332

333

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document resume ed 027 433 › fulltext › ed027433.pdf · 2013-11-06 · document resume ed 027...

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