The social position of residence halls : status stratification among a selected portion of college students
within two types of residential systems
by James Albin Yokie
A THESIS Submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree
of Master of Science in Applied Science
Montana State University
© Copyright by James Albin Yokie (1959)
Abstract:
This study is concerned with examining the social position which residence halls occupy within a
collegiate community. In particular, the status structure of various residential units is examined.
Fraternities and sororities consistently enjoy higher status than do halls of residence. This is true both
in the opinion of residents of fraternities and sororities as well as occupants of residence halls.
Consequently, residence halls are regarded as less desirable places to reside than all other organized
living groups. This is In spite of the fact that most of the residence halls are superior in certain physical
char-acteristics such as location, construction, and furnishings. The occupants of residence halls also
have lower academic goals than do fraternities and sororities.
While this is merely a descriptive study designed to only explore the social position of the residence
hall, it does point to the fact that the residence halls in this study were in an Inferior position to perform
their educational function as compared with fraternities and sororities.
This study illustrates the need for research in depth to examine the struct-ure and function of residence
halls from an educational standpoint.
With the projected Increase in enrollments during the next decade, additional research concerning
residence halls is essential and it is felt that this study may be helpful in providing a foundation for
these future Inquiries.
Iv... THE SOCIAL POSITION OF RESIDENCE HALLS:
STATUS STRATIFICATION AMONG A SELECTED PORTION
OF COLLEGE STUDENTS WITHIN TWO TYPES OF
RESIDENTIAL SYSTEMS
by
^
J. ALBIN YOKIE
A THES IS
Submitted to the Graduate F aculty
in
p a r tia l f u lf illm e n t o f the requirements
fo r the degree o f
Master o f Science in Applied Science
at
Montana S tate College
Approved:
Bozeman, Montana
August, 1959
/V 3
y 7 7 ^
TABLE OF CONTENTS
LIST OF TABLES .......................................................................................................
ACKNOWLEDGMENTS .....................................................................................................
ABSTRACT ..................................................................................................................
Page
;;;
|v
CHAPTER I THE RESIDENCE HALL .........................................................................
H is to ric a l Development .............................................................................
Function o f Residence H a lls ...................................................................
Residence H a lls In The Future ...............................................................
I
I
5
6
CHAPTER 11 OBJECTIVES OF THE STUDY.............................................................
E m pirical Evidence Regarding Residence H a lls ..................................
Student E valuation o f Residences .........................................................
C o lle g ia te C u ltu re Complexes .................................................................
The Educational P o te n tia l .....................................
9
9
IO
12
13
CHAPTER I I I THEORETICAL ORIENTATION...........................................................
Status ............................................................................................................
Group E ffe c t Upon Behavior .....................................................................
Assumptions ............................................................................................
15
15
18
21
CHAPTER IV THE MODEL .........................................................................................
Design o f the S tu d y ...................................................................................
Hypothesis .....................................................................................................
The College Scene as a Social Laboratory ..........................................
23
23
25
27
CHAPTER V METHODOLOGY.......................................................................................
The Q uestionnaire .......................................................................................
The Population .............................................................................................
Schedule A d m in is tra tio n ...........................................................................
Data Processing ...........................................................................................
28
28
30
32
33
CHAPTER Vl THE DATA ...........................................................................................
Method o f A nalysis .....................................................................................
The R esults ...................................
34
34
34
CHAPTER Vl I SUMMARY AND CONCLUSIONS ...........................................................
In te rp re ta tio n o f th e Data .....................................................................
L im ita tio n s ...................................................................................................
Conclusions ...................................................................................................
43
43
44
45
BIBLIOGRAPHY .................................................................................................
47
APPENDIX ........................................................................................................
Appendix A: Sample Q uestionnaire .......................................................
Appendix B: O perational D e fin itio n s .................................................
51
52
64
I
136873
V
LIST OF TABLES
Number
I
11
Ml
Rage
THE OPINION OF WHICH RESIDENTIAL GROUPS MAKE
THE BEST GRADES..............................................................................................
36
THE SCORES OF VARIOUS STATUS POSITIONS BY
RESIDENTIAL UNITS ........................................................................................
39
THE SCORES OF VARIOUS STATUS POSITIONS BY YEAR
IN SCHOOL OF RESPONDENT ............................................................................
401
11
ACKNOWLEDGEMENTS
The author wishes to express his sp e cia l a p p re cia tio n fo r
th e guidance, suggestions, and c r i t i c a l review provided by Dr. A1D eIbert
Samson.
A ppreciation Is fu rth e r extended to the oth er members o f the
examining committee:
Professor George V. Douglas, Dr. Car I F. Kraenze I,
Professor James W. VanWin k le , and Dr. Harry E. Hausser fo r th e ir
in te re s t and c r itic is m s .
A ppreciation is also given to those students a t Montana
S tate C ollege who w illin g ly agreed to take tim e ou t o f th e ir busy
schedules in order to p a rtic ip a te in th is stud y.
Special thanks are given to Mrs. Ann H ew itt and M*s, M ildred
Ramsey fo r th e ir d ilig e n c e and perseverance In the ty p in g and p ro o f­
reading o f the m anuscript.
Howeva-, the w r ite r assumes f u l l responsi­
b i l i t y fo r any and a l l e rro rs o r omissions which may be contained
h e re in . Il
Ill
ABSTRACT
T h is study is concerned w ith examining th e so c ia l p o s itio n which
residence h a lls occupy w ith in a c o lle g ia te community.
In p a r t ic u la r , the
s ta tu s s tru c tu re o f vario u s r e s id e n tia l u n its Is examined.
F r a t e r n it ie s and s o r o r itie s c o n s is te n tly enjoy hig h er s ta tu s than
do h a lls o f resid en ce. T h is Is tr u e both In th e opinion o f re s id e n ts o f
f r a t e r n i t i e s and s o r o r itie s as w ell as occupants o f residence h a lls .
Consequently, residence h a lls a re regarded as less d e s ira b le places
t o re s id e than a l l o th e r organized liv in g groups. T h is Is in s p ite o f the
f a c t t h a t most o f th e residence h a lls a re s u p e rio r In c e r ta in physical char­
a c t e r is t ic s such as lo c a tio n , c o n s tru c tio n , and fu rn is h in g s . The occupants
o f residence h a lls a ls o have lower academic goals than do f r a t e r n i t i e s and
s o r o r it ie s .
W hile t h is Is m erely a d e s c rip tiv e study designed to o n ly explore
th e s o c ia l p o s itio n o f th e residence h a l l . I t does p o in t t o th e f a c t th a t
th e residence h a lls In t h is study were In an I n f e r i o r p o s itio n t o perform
t h e i r educational fu n c tio n as compared w ith f r a t e r n i t ie s and s o r o r it ie s .
T h is study I ll u s t r a t e s th e need f o r research In depth to examine th e s tru c t­
ure and fu n c tio n o f residence h a lls from an educational stan d p o in t.
With th e p ro je c te d Increase In enrollm ents during th e next decade,
a d d itio n a l research concerning residence h a lls Is e s s e n tia l and I t Is f e l t
t h a t t h i s study may be h e lp fu l In pro vid in g a foundation fo r these fu tu re
in q u ir ie s . i
iv
CHAPTER I
THE RESIDENCE HALL
HISTORICAL DEVELOPMENT
In terms o f h is t o r ic a l tim e , th e residence h a ll
newcomer on th e American edu cation al scene.
ed u catio n al
In s titu tio n s
is a r e l a t i v e
Although some o f th e o ld e r
In th e country have had r e s id e n tia l f a c i l i t i e s
on campus fo r over 100 yea rs, th e bulk o f th e col leges and u n iv e r s itie s
in th e U nited S ta te s have not been concerned w ith pro vid in g r e s id e n tia l
f a c i l i t i e s u n t i l a f t e r 1900.
S p e c if ic a lly , th e residence h a ll movement
became Im portant both n u m e ric a lly and e d u c a tio n a lly during and a f t e r th e
1 9 3 0 's .
I t remains an Im portant aspect o f higher education today and
w ith th e p ro je c te d increases In enrollm ents during th e next decade. I t
may be expected to become even more Im portant in th e fu tu r e .
The resid en ce h a ll had Its o r ig in
in th e English u n iv e r s it ie s .
In f a c t th e E n glish system o f higher education was, and Is to d ay, b u i l t
upon a r e s id e n t ia l s tru c tu re in which both th e student and th e teacher
I Ived and in te ra c te d .
The a n c ie n t E nglish U n iv e rs ity is f i r s t and foremost a commu­
n i t y . Not o n ly is resid en cy b asic as such. In c lu s iv e o f q u arters
f o r It s fa c u lty as w e ll as its s tu d en ts, but th e whole c o lle g e
Is a c o lle c tio n o f academic and s o c ia l in s titu tio n s e s s e n tia l
to th e ch a ra c te r o f t h is way o f g e ttin g e d u c a te d .1
E n g lish u n iv e r s it ie s , which developed somewhat la te r than those
o f c o n tin e n ta l Europe, developed th e idea o f a c o lle g e as a
r e s id e n t ia l u n it o f teachers and stu d e n ts . The c o lle g e , as
a s o c ia l u n i t , was expected to tra n s m it c u ltu r a l t r a d it io n
through th e forms and a c t i v i t i e s o f d a ily l i f e as w e ll as
lO s ta fIn , P eter A ., "Has th e Residence H a ll Come o f Age",
address b efo re th e A ssociation o f C o lleg e and U n iv e rs ity Housing O f f i ­
c e rs , Ames, Iowa, 1955, p. I l o f A s s o c ia tio n 's annual m inutes.
2
through academic s tu d ie s . The whole o f c o lle g e l i f e Including
residence, was brought under the general c o n tro l o f the c o lle g e .
W hile the E nglish educational precedent, w ith regard to r e s i­
dence h a lls , provided the main Impetus In the establishm ent o f such h a lls
In the U nited S tate s; the German system a lso was Important In residence
h a ll development, but In q u ite a d iffe r e n t way.
I t may be s a id th a t
the German educational system is the a n tith e s is o f the E nglish system.
The U n iv e rs ity o f Michigan was one o f the leaders In the
"German Movement" in the United States and th e impetus given by th is
I n s t it u tio n was im portant to the spread o f the German Ideology, espe­
c ia lly
In regard to the la rg e r educational In s titu tio n s east o f the
M is s is s ip p i.
Since German u n iv e rs itie s paid no a tte n tio n to students outside
o f the classroom and since they In s is te d th a t they fin d t h e ir own
s o c ia l l i f e and boarding and rooming f a c i l i t i e s , Tappan introduced
the same methods a t Ann Arbor. W ith the ra p id growth o f s ta te
u n iv e r s itie s Immediately a fte r the C iv il War, his ideas came In
fo r considerable vogue. The German p o in t o f view also gained
s tre n g th from the re tu rn to the U nited States o f hundreds o f pro­
fessors who had taken graduate work a t B e rlin , L e ip z ig , H eidel­
berg, and G ottingen. The German p o in t o f view. In fa c t, ru le d ,
and as i t yew In p o p u la rity d o rm ito rie s were frowned upon,
o c c a s io n a lly abolished, and seldom b u i l t a t s ta te u n iv e r s itie s .
...T h e im portation from Germany o f the u n iv e rs ity Idea, which
brought Johns Hopkins, C lark and Chicago In to existence and
which changed Harvard, Columbia and o th e r in s titu tio n s from I
2Jorgensen, A. N ., "The Growing Importance o f Student Housing
in Educational P lanning", address before th e A ssociation o f College and
U n iv e rs ity Housing O ffic e rs , Ames, Iowa, 1955, p. 3 o f A s s o c ia tio n 's
annual minutes.
I & II,
^Cowley, W. H ., "The H is to ry o f Student R e sid e n tia l Housing",
School and S o cie ty. 40:705-712 and 758-764, 19254, p. 711.
3
co lle g e s In to u n iv e r s itie s , accentuated the swing from the
B r it is h h e rita g e to a d is t in c t ly German e m p h a s is ....*
As re garding th e philosophy r e la tin g to residence h a lls ,
American In s titu tio n s o f higher learning have p re se n tly evolved something
which, although i t Is based upon both the E nglish and German systems.
Is d is t in c t ly o r ig in a l to a considerable e x te n t.
The E nglish re s id e n tia l c o lle g e system never developed in
the U nited States fo r two main reasons.
The f i r s t is , as has already
been mentioned, the impact o f German educational Ideologies in the
la te r 1800's.
The second had to do w ith economic considerations such as
the s p a rs ity o f population compared to England and the r e la tiv e poverty
o f the populace during t h is same period o f tim e . 4
5
Therefore, w h ile most o f our e a r lie s t colleges and u n iv e rs itie s
were o r ig in a lly a c tiv e ly committed to th e re s id e n tia l philosophy, a fte r
the C iv il War th e influ ence o f the German educational philosophy and
th e lack o f adequate funds (e s p e c ia lly in regard to s ta te supported
In s titu tio n s ) to meet the demands o f ever increasing enrollm ents led
to a s ig n if ic a n t de-emphasis o f residence h a lls fo r a period o f approxi­
mately 50 years.
Some o f th e s ta te u n iv e rs itie s began w ith th is housing plan in
mind and among the f i r s t b u IIdlngserected were h a lls o f r e s i­
dence fo r stud en ts. The ra p id growth o f the u n iv e r s itie s , how­
eve r, plus t h e ir dependence fo r funds upon s ta te le g is la tiv e
grants and a p p ro p ria tio n s , soon made I t Impossible fo r them to
4CowIey, W. H ., Ib id . , p. 758.
5CowIey, W. H ., ib id . , p. 708.
4
continue to provide adequate student housing. Consequently,
o u t o f necessity th e housing o f students was removed from the
u n iv e rs ity sphere. In some cases, even the e x is tin g residence
h a lls were transform ed Into classrooms. I t was n a tu ra l th a t
many u n iv e rs itie s discontinued housing as p a rt o f the educational
program and g re a tly c u r ta ile d th e ir concern w ith a student ou t­
sid e the classroom. 67
In s e ttin g fo r th the reasons fo r the lack o f support fo r r e s i­
dence h a lls during the period covered by approxim ately 50 years a fte r
th e C iv il War, Jorgensen gives re c o g n itio n to the German influence
bu t a lso Includes some a d d itio n a l co n s id e ra tio n s .
The d e clin e In residence colleges during the 19th cen tury can be
a ttr ib u te d to a t le a s t fo u r fa c to rs : ( I ) The r is in g Importance
o f German higher education which made no p ro visio n fo r residence
housing; (2) O bjections to c o lle g e and u n iv e rs ity housing as
being in com petition w ith re n ta l Income o f local homeowners;
(3) The ra p id growth o f s ta te u n iv e rs itie s and the lack o f funds
to support any a c t iv it y except tea ching ; and (4) The absence
o f fin a n c ia l plans fo r dorm itory expansion recognizing the "re v ­
enue bond" approach.
Due to these fa c to rs , residence h a lls did not gain contemporary
Importance and s ig n ific a n c e u n t il w e ll a fte r the tu rn o f the century.
W ith the de-emphasis o f the German educational philosophy and w ith
th e Improved methods o f fin a n c in g both through increased le g is la tiv e
grants and through the employment o f revenue bonds, the residence h a ll
began to re-emerge as an In tre g a l p a rt o f most colleges and u n iv e rs itie s
In the |9 3 0 's .
The great In flu x o f students a t the end o f the Second World
War g e n e ra lly erased a l l doubts In the minds o f c o lle g e and u n iv e rs ity
6Dansnen, Arnold H ., "Residence H a lls fo r S tudents", Trends In
Student Personnel Work (e d ite d by E. G. W illia m son), M inneapolis, The
U n iv e rs ity o f Minnesota Press, 1949, pp. 252-253.
7Jorgensen, A. N ., o&. c l t . . p. 5.
5
a d m in is tra to rs as to the ne cessity o f p ro v id in g food and s h e lte r fo r
stu d e n ts.
The educational p o te n tia l o f th e residence h a ll, however, is
o n ly now beginning to be recognized.
. . . w it h the growing r e a liz a tio n th a t the educational process
Involved the whole person fo r h is e n tir e tim e , the p o te n tia l
educational values o f the residence h a ll on a c o lle g e or u n i­
v e r s ity campus are g ra d u a lly being recognized. 8
FUNCTION OF RESIDENCE HALLS
There are two major fu n ctio n s fo r a residence h a ll system
to perform on any campus.
The f i r s t concerns i t s e l f w ith the physical
w e ll being o f students, th e re fo re food and s h e lte r.
The second is to
provide an adjunct and supplement to th e academic endeavors o f students
by p ro v id in g th e proper s c h o la s tic environment and surroundings.
As regards s h e lte r and food. I t is now recognized th a t colleges
and u n iv e r s itie s must provide s h e lte r th a t is s a n ita ry , s a fe , and pleasant
w h ile they also must provide meals which are n u tritio u s and a p p e tiz in g .
As a general over a l l statem ent. I t would appear th a t colleg es and u n i­
v e r s itie s fo r the most p a rt, today, adequately perform t h is fu n c tio n .
B u ild in g standards have been form ulated and new c o n s tru c tio n m ateria ls
and methods are c o n s ta n tly being sought.
Attempts are made through
planning, fu rn is h in g s , and decor to make the residence h a ll a pleasant
place to re s id e .
A t the same tim e improvements In q u a n tity cookery and
d ie te tic s have provided student re s id e n ts w ith h e a lth fu l and wholesome
food.
While improvements have been made in the s h e lte r and feeding o f
8FuIcher, C la ire , The Residence H a ll. A Human R elations Labora­
to r y . Teachers C ollege, Columbia U n iv e rs ity , 1955 (unpublished d o cto r's
th e s is ) , p. 2 .
6
stud en ts, the colleg es and u n iv e rs itie s have also attempted to provide
these service s a t the lowest possible c o s t to the in d iv id u a l student
re s id e n t.
I t is recognized th a t economical housing and food service
Is also a fu n c tio n o f the c o lle g e and u n iv e rs ity residence h a ll.
No one w i l l s e rio u s ly argue th a t great s trid e s have been made
in the housing and feeding o f residence h a ll occupants.
However, the
development o f the residence ha 11 as an educational e n tity has not made
s ig n if ic a n t progress.
In fa c t, o n ly now is th e re a decernabIe tre nd
toward attem pting to f u l f i l l th is educational p o te n tia l.
U n fo rtu n a te ly,
th e re Is very l i t t l e experience or Inform ation a v a ila b le on how th is
educational fu n c tio n can best be accomplished o r re a liz e d .
A great many
c o lle g e and u n iv e rs ity a d m in istra to rs as w e ll as educators are aware,
o r are becoming aware, o f th is fu n c tio n o f a residence h a ll; but they
do not know how to b rin g about a f u lf illm e n t o f th is fu n c tio n .
Some
In s titu tio n s have made attempts to e s ta b lis h the educational fu n c tio n
o f a residence h a ll as a r e a lit y and they have met w ith v a ryin g degrees
o f success.
N evertheless, the fa c t remains th a t the re has not been
s u f f ic ie n t research conducted which could examine the place o f the r e s i­
dence h a ll in the academic m ilie u .
Therefore, attempts to e s ta b lis h
t h is educational fu n c tio n w ith o u t adequate fa c tu a l inform ation about
the place o f the residence ha 11 in the t o t a l academic c u ltu re , w hile
b e tte r than no attem pt, are not n e c e s s a rily s a tis fa c to ry or even wholely
w o rth w h ile .
RESIDENCE HALLS IN THE FUTURE
The t r a d it io n th a t a co lle g e o r u n iv e rs ity should provide
7
res Idence h a lls , o f one s o r t or another, appears now to be fir m ly entrenched
In a d m in is tra tiv e and academic thought.
The E nglish system was not tra n s ­
fe ra b le In to to to the American academic scene due to various p ra c tic a l
continge ncies, but i t did provide an Important precedent.
The German
educational philosophy, w h ile once very popular, now appears to be a l­
most com pletely m odified or abandoned on the American scene.
F in a lly ,
through new methods o f fin a n cin g and p u b lic support, residence h a lls
are now fe a s ib le and p r a c tic a l.
College and u n iv e rs ity enrollm ents have s te a d ily Increased
since the C iv il War.
Due to educational b e n e fits provided to veterans
a fte r World War I I , enrollm ents mushroomed to new h e ig h ts .
The pro­
je c te d enrollm ents during the next decade are even more immense.
If,
th e re fo re , fo r no other reason than the increased number o f students,
the residence h a ll w i l l pla y an Increzisin g ly important r o le in colleges
and u n iv e rs itie s throughout the United S ta te s.
Residence In p riv a te
homes, s o r o r itie s , f r a t e r n it ie s , and other "organized houses" o f f campus,
w h ile increasing in the t o t a l number o f students so housed, w i l l not
be able to Increase s ig n if ic a n tly the p ro p o rtio n o f the t o t a l student
population th a t can be housed o f f campus due mainly to lack o f a s u f f i ­
c ie n t fin a n c ia l base.
I t Is d i f f i c u l t to p ro je c t what p ro p o rtio n o f
the student population w i l l be married during the next decade, although
I t may be assumed th a t due to the r is in g tre n d toward e a r lie r marriages
th a t th is w i l l
increase.
However, i t Is not f e l t th a t the proportion
o f m arried students w i l l r is e s u f f ic ie n t ly to reduce the need fo r s in g le
student residence h a lls .
8
1+ w i l l remain fo r the residence ha 11 to provide the m a jo rity
o f accommodations fo r the large In flu x o f students during the next
decade.
Only the residence h a ll Is able to meet the necessary re q u ire ­
ments o f finances, type o f c o n s tru c tio n , feeding, and s c h o la s tic environ­
ment which are needed In order to proper Iy accommodate these large
numbers o f students.
CHAPTER 11
OBJECTIVES OF THE STUDY
EMPIRICAL EVIDENCE REGARDING RESIDENCE HALLS
Although the h is to ry o f residence h a lls In the United States
can be tra ced back over 200 years, l i t t l e
has been done to in v e s tig a te
the p o s itio n which a residence h a ll occupies in an academic community.
With the now renewed in te re s t in the residence h a ll and w ith the fo re c a s t
o f a great growth in the number o f students who w i l l be housed in r e s i­
dence h a lls during the next decade, i t appears th a t the time is rip e
fo r some e m p irica l in v e s tig a tio n s o f the p o s itio n o f the residence h a ll
in American higher education.
W hile a considerable number o f In v e s tig a tio n s and surveys have
been conducted on the physical fun ction s o f residence h a lls , such as
feeding and housing, l i t t l e has been done on in v e s tig a tin g the educational
p o te n tia l and the place o f the residence h a ll in the academic s u b -c u ltu re .
From a review o f the lite r a tu r e , the w r ite r was on ly able to
locate fo u r or fiv e attempts to lend em piricism to the In v e s tig a tio n
o f the fu n ctio n o f the residence h a ll as an educational e n tity .
Most
o f these are o f the case study approach and many deal w ith residence
h a lls o n ly in d ir e c tly .
F u lch e r's * work, a case study, is an e x c e lle n t
attem pt to examine the educational p o te n tia l o f a residence h a ll in the
academic m ilie u .
*Fulcher, C la ire , The Residence H a ll. A Human R elations Labora­
to r y . Teachers C ollege, Columbia U n iv e rs ity , 1955 (unpublished d o c to r's
th e s is ) .
IO
Nevertheless, the w rite r must assume th a t th e re is a dearth
o f inform ation re garding the educational fu n c tio n o f the residence h a ll
in the colleg es and u n iv e rs itie s o f the United S tates.
F u rth e r, as
fa r as is known, th e re has been no attem pt to asce rtain the import of
various types o f residences upon student a ttitu d e s , o p in io n s , and norms.
STUDENT EVALUATION OF RESIDENCES
The lim ite d number o f stud ies which have been conducted on
residence h a ils have g e n e ra lly attempted o n ly to in v e s tig a te the s tru c tu re
and fu n c tio n o f the residence ha 11 as an e n tity apart from the academic
m ilie u .
While such stud ies have been needed, i t is f e l t th a t a more
general in v e s tig a tio n o f the place o f the residence ha 11 In the larger
campus community is also needed and p e rtin e n t.
S p e c ific a lly , an attempt
to examine the sta tu s p o s itio n o f the residence ha 11 in r e la tio n to
o th e r types o f organized re s id e n tia l u n its should prove w orthw hile In
ap p ra isin g the s o c ia l re la tio n s h ip o f the residence ha 11 w ith the larger
academic community and, hence. I t may in d ic a te clues as to how the edu­
c a tio n a l fu n c tio n o f the residence ha 11 can best be f u l f i l l e d .
What, according to student o p in io n , is the s o c ia l s ig n ific a n c e
o f th e various re s id e n tia l systems in an academic community?
Each campus has its d is t in c t c u ltu r a l complex ju s t as every
re s id e n tia l system w ith in t h is larger c o lle g ia te c u ltu re has it s own
s u b -c u ltu ra l complex.
Al I schools have th e ir d is tin c tiv e student c u ltu re s , complete
w ith values, sta tu s s tru c tu re , r o le p re s c rip tio n s , s o c ia liz a tio n
o f new members and the re s t X
^Brim, O r v ille G., Sociology and the F ie ld o f Education. New
York, Russel Sage Foundation, 1958.
Il
Through various s o c io lo g ic a l in v e s ti gat ions o f education,
th e Import o f the peer group (which can be r e a d ily c o rre la te d w ith the
re s id e n tia l group fo r purposes o f our in v e s tig a tio n ) has been found to
be an Important v a ria b le In the s tu d e n t’ s educational experience.
Taba^ In several stu d ie s has demonstrated th a t the peer group clim ate
is a powerful fa c to r in determ ining not o n ly the values a student learns
o u tsid e o f the classroom, but also how he learns in the actual cla s s ­
room s itu a tio n .
Stone* in her study o f s o r o r itie s reaches the conclusion th a t
s o r o r ity membership is probably a p o s itiv e fa c to r in p e rs o n a lity ad­
justm ent.
Since th e e ffe c t o f the peer group upon educational processes
In general Is so pronounced. I t is f e l t th a t an examination o f the so cia l
p o s itio n o f various re s id e n tia l systems w i l l prove rewarding in terms
o f ap p ra isin g the tru e nature of the educational p o te n tia l o f residence
ha I Is .
What, in the s tu d e n t's o p in io n , are the r e la tiv e s o c ia l rankings
o r importance attached to th e "Greek" system as compared w ith the r e s i­
dence h a ll system?
As compared w ith the contemporary c o lle g ia te residence h a ll,
th e "Greek" re s id e n tia l u n it is b u i lt upon a r e la t iv e ly long period o f
g ro u p -liv in g tr a d itio n combined w ith a f a i r l y elaborate r i t u a l .
Although
^Brim, O r v ille G., ib id . , p. 62.
4Stone, Carol L ., "S o ro rity Status and P e rs o n a lity Adjustm ent",
American S o cio lo g ica l Review, August, 1951, v o l. 16: 538-541.
12
f r a t e r n it ie s and s o r o r itie s were not o r ig in a lly organized as re s id e n tia l
u n its and although the span o f h is to ry o f the c o lle g ia te residence h a ll
fa r exceeds the h is to ry o f the fra te rn a l system, the fa c t remains th a t
th e "Greek" re s id e n tia l system has increased s te a d ily in p re s tig e w hile
th e residence ha 11 system has not, and, in many cases, the residence
h a ll has declined in terms o f campus-wide p re s tig e .
Many fa c to rs may
be advanced to exp la in th is p re stig e fa c to r such as s e le c tio n o f members
(th e re fo re im plying th a t the persons o r ig in a lly enjoying high in d iv id u a l
s ta tu s were selected by the "Greek" system which in tu rn fu rth e r raised
th e general p re s tig e level o f the fra te rn a l system) and the existence
o f a pseudo-secret r i t u a l base.
The exact cause of the s o c ia l "s tre n g th "
o f s o r o r itie s and fr a t e r n it ie s as re s id e n tia l u n its may be th e basis
fo r some controve rsy; however, a l l w i l l agree th a t th is "s tre n g th " seems
to e x is t w ith in the fra te rn a l system.
COLLEGIATE CULTURE COMPLEXES
W hile most s o c ia l s c ie n tis ts recognize th a t each academic
community has it s p e c u lia r c u ltu re and th a t every segment o f th is larger
community possesses it s own p e cu lia r s u b -c u ltu re , l i t t l e
has been done
to probe the s tru c tu re and fu n c tio n o f t h is aspect o f academic l i f e .
What is the nature o f the c u ltu re o f an academic community
and its component parts?
This question leads to another.
What e ffe c t
does the c u ltu ra l-ty p e o f an academic community have upon the s c h o la s tic
and moral norms o f the students occupying p o s itio n s w ith in t h is con­
fig u ra tio n o f s c h o la s tic life ?
13
The inform al groups, which are b a s ic a lly what re s id e n tia l
systems possess, a c tu a lly determine the norm s tru c tu re and, hence, the
c u ltu re o f a campus.
Even the formal campus groups are re g u la te d . In
th e fin a l a n a ly s is , by inform al groups.
Informal groups thus provide p o s itiv e values fo r members which
could sca rce ly be obtained in any oth er way. In p e rt they do
t h is by re s tra in in g and c o n tr o llin g th e ir member's behavior.
P a rtic ip a tio n has its rewards, but the p ric e one must pay is
r i g i d adherence to the group code o f values. The penalty is
sim ple and f i n a l : ostracism . By discouraging deviant behavior
the inform al group thus serves to t r a in in d iv id u a ls in the
s u b tle r techniques o f "g e ttin g along" w ith other people; in
a d ju s tin g to various types o f d i f f i c u l t s o c ia l s itu a tio n s —
th a t is , " g e ttin g by"; and in " g e ttin g ahead" in the w orld
o f making frie n d s end in flu e n c in g people. I t Is from the in­
formal group, not from the formal cu rricu lu m , th a t the c o lle g e
student learns the folkways o f American a d u lt s o c ie ty . Even
the formal e x tr a -c u rric u la r organ ization s fu n c tio n la rg e ly
through th e c o n tro l o f informal c liq u e s w ith in them.5
THE EDUCATIONAL POTENTIAL
As the re a liz a tio n th a t a residence h a ll must provide more
than mere s h e lte r and adequate n u tr itio n becomes more fir m ly fix e d In
academic philosophy, i t is apparent th a t th e educational p o te n tia l of
th e residence h a ll becomes not o n ly e s ta b lish e d but expanded.
I f we
are to a s s is t the students on our campuses to achieve th e ir educational
goals, we must concern ourselves w ith t h e ir study c o n d itio n s and, hence,
th e ir liv in g environment; fo r the ty p ic a l student spends more o f his
tim e in a residence environment than in a l l o f the classroom, labora­
to r y , and I Ib ra ry environments put to g e th e r.
5Hartshorne, Edward Y ., "Undergraduate S ociety and the College
C u ltu re ", American S o cio lo g ica l Review, v o l. 8:321-332, June, 1943,
p. 326.
14
I f we ore to a s s is t the student to study e ffe c tiv e ly we must
concern ourselves w ith h is study c o n d itio n s . I f we are to
a s s is t the student to become an e ffe c tiv e member o f s o c ie ty ,
we must consider h is liv in g environm ent. 6
In an attem pt to gain the educational o b je c tiv e In residence
h a lls , not o n ly must a d d itio n a l e m p irica l inform ation be obtained but
personnel must be competent and s k ille d in applying t h is inform ation
to the In d iv id u a l residence h a ll w ith in a given c o lle g ia te community.
The Educational Values In housing programs must not be l e f t
to chance, i f the tremendous investment o f property and human
energy is to be J u s tifie d . Residence h a lls must be d ig n ifie d
in the eyes o f fa c u lty members and business o ffic e r s ; o th e r­
wise they w i l l be lim ite d in fu n c tio n to the p ro visio n o f
mere s h e lte r and s o c ia l r e s p e c ta b ility to the hundreds o f
thousands.. .who annually throng to our campuses. The con di­
tio n s under which students liv e have always influenced s ig n i­
f ic a n t ly the q u a lity o f academic performance; th is q u a lity is
the u ltim a te te s t o f the re p u ta tio n o f a u n iv e r s ity . 7
I t is s in c e re ly hoped th a t the re s u lts o f the In v e s tig a tio n
undertaken here and those th a t may and should be conducted in the fu tu re
w i l l a s s is t the residence h a ll In achieving Its tru e educational p o te n tia l
In order th a t, in the fu tu re , students may o b ta in an education in th e ir
place o f residence as w e ll as In the classroom s itu a tio n .
6A lb rig h t, Preston B ., "The Place o f Residence Hal I Organi­
za tio n in the Student Personnel Program", Educational and Psychological
Measurement, v o l. I I , No. 4:700-703, 1951, pp. 700-701.
^Gardner, Evelyn, "The Sociology o f Residence H a lls " , Journal
o f the N ational A ssociation o f Women's Deans and Counselors, v o l. 20:51-57,
January, 1957, pp. 56-57.
CHAPTER I I I
THEORETICAL ORIENTATION
STATUS *
Except p o ssib ly in a few s itu a tio n s where a r i g i d caste system
e x is ts , i t is almost a tru is m th a t man c o n s ta n tly seeks s ta tu s .
Because
man is a "s o c ia l anim al", he fin d s th a t i t is e sse n tia l to h is existence
th a t he achieve a c e rta in modicum o f s ta tu s .
F u rthe r, o u tsid e o f s itu a ­
tio n s in which ascribed statuses operate (e .g . a caste system); man,
almost always, continues to re ta in a s a tis fa c to ry sta tu s o r to seek a
higher sta tu s than the one which he p re s e n tly occupies.
The desire fo r s a tis fa c to ry s ta tu s is a "u n ifo rm ity " o f a ll
c u ltu re s (w ith the one exception already mentioned).
No c u ltu re has
y e t been discovered In which a sta tu s hie ra rch y did not e x is t.
I t is
d o ubtful th a t one every w i l l be found.
...O ne c u ltu ra l u n ifo rm ity , however, cuts across a ll the other
u n ifo rm itie s and appears to be present wherever man liv e s a
c o lle c tiv e l i f e w ith in a c u ltu re m ilie u . The desire to gain
s ta tu s and, i f found s a tis fa c to r y , to re ta in the gained status
is u n ive rsa l among th e members o f the human species and t h e ir
aggregates. There are no s ta tu s - 1ess human gatherings; hence
s ta tu s is the most un ive rsa l and e s s e n tia l aspect o f c u ltu re ,
created by man through h is in te ra c tio n s , used by him in his
In te ra c tio n s , and tra n s m itte d to h is contemporaries and succes­
sors by means o f in te ra c tio n .
I t is recognized th a t man's behavior is dependent upon his
c u ltu r a l complex.
This being the case, then the most e s s e n tia l aspect
*A II s o c io lo g ic a l terms, and re la te d s o c io lo g ic a l terms used
In t h is manuscript are given opera tiona l d e fin itio n s in the Appendix.
2
Jameson, Samuel H ., "P rin c ip le s o f Social In te ra c tio n ",
American S o cio lo g ica l Review, v o l. 10: 6-12, February, 1945, p. 6.
16
o f h is c u ltu re is the sta tu s connected w ith i t .
This appears evident
when i t Is recognized th a t the behavior p o tte rs (s o c ia l ro le s ) w ith in
any c u ltu re become standardized and, o f greater s ig n ific a n c e , they become
standardized in order to re ta in or to gain a desirab le s ta tu s .
I f man's behavior Is regula ted by h is c u ltu re , and i f an
e s s e n tia l, in fa c t the most u n iv e rs a l, aspect o f h is c u ltu re
Is s ta tu s , then behavior patterns become standardized in
order to gain and re ta in a d e sira b le s ta tu s . 5
I t is fu rth e r evident th a t these s a tis fa c to ry s ta tu s p o sitio n s
are tra n s m itte d to contemporaries and successors by In te ra c tio n through
in s titu tio n a liz e d processes.
The concept o f sta tu s lik e the concept
o f c u ltu re is learned and hence the re la te d behavior is learned behavior.
Aside from a r i g i d caste system, Jameson4- sets fo r th s ix
p rin c ip le s o f sta tu s which are p e rtin e n t to our examination here:
1.
Man s triv e s fo r higher ra th e r than lower s ta tu s .
2.
There Is a d ire c t r e la tio n between the s c a rc ity o f
a given sta tu s and the de sire to achieve th is s ta tu s .
3.
There Is more r iv a lr y between adjacent statuses
than between those statuses which are w idely
separated.
4.
An a tta ck upon a sta tu s widens the s o c ia l d is ­
tance between the attacked and the a tta c k e r.
5.
A person g e n e ra lly s triv e s to in te ra c t w ith those
o f a higher sta tu s and not those o f a lower s ta tu s .
5Jameson, Samuel H., ib id .. PJameson, Samuel H., ib id . . PP
17
6.
Those o f lower statuses de sire e q u a liz a tio n o f
sta tu s but those in higher statuses r e s is t such
a movement.5
I t must be kept in mind th a t the concept o f s ta tu s as herein
presented re fe rs to both In d iv id u a ls and groups.
For purposes o f th is
m anuscript, o n ly in a few cases w i l l a d is tin c tio n be drawn between
them.
Before proceeding w ith the th e o re tic a l considerations o f the
stud y, i t w i l l be useful to examine the various c la s s ific a tio n s o f s ta tu s .
These th re e general c la s s ific a tio n s are most o fte n set fo r th as:
ascribed,
assumed, and achieved.
Ascribed sta tu s has already been touched on in the discussion
o f the re la tio n s h ip o f sta tu s to a r ig id caste system.
In other words,
ascribed sta tu s Is g e n e ra lly taken to mean th a t status (or those statuses)
which is a u to m a tic a lly given to an in d iv id u a l or group on the basis of
the mere p o s itio n which the in d iv id u a l or the group occupies in a given
s o c ie ta l s tru c tu re .
Where ascribed statuses operate, th e re is l i t t l e
chance o f changing one's s ta tu s .
Assumed sta tu s is g e n e ra lly taken to mean th a t s ta tu s which a
person o r group acquires merely on the basis o f a change in t h e ir p o s itio n
w ith in the s o c ie ta l s tru c tu re ,
(e .g .
When a s in g le person becomes
m arried, he assumes a c e rta in m a rita l s ta tu s .)
-5I t should be noted th a t these s ix p rin c ip le s o f s ta tu s are
no t n e ce ssa rily un ive rsa l throughout a ll s o c ie tie s . Jameson may be
c r it ic iz e d here in being eth n o ce n tric in th a t he has based these p r in c i­
ples upon contemporary, m id d le -cla ss, American s o c ie ty . Nevertheless,
fo r purposes o f th is in v e s tig a tio n . I t w i l l be assumed th a t these p rin ­
c ip le s are v a lid and u s e fu l.
'
18
The c la s s ific a tio n o f s ta tu s which Is most p e rtin e n t to th is
in v e s tig a tio n is achieved s ta tu s .
This c la s s ific a tio n o f s ta tu s Is
g e n e ra lly taken to mean the sta tu s obtained by a person o r a group on
th e basis o f c e rta in q u a litie s or character is It ic s which are p e culiar
to a given person or group,
(e .g .
When a person is promoted from
A s s is ta n t Manager to Manager, he achieves a higher s ta tu s .)
(In th is
paper, when sta tu s is mentioned, i t w i l l be g e nerally meant to be achieved
s ta tu s unless otherw ise in d ic a te d .)
There are, o f course, other c la s s ific a tio n s o f s ta tu s .
However,
they g e n e ra lly fo llo w , or are re la te d to , th e three cate go ries which
have been presented here.
being:
Hyman6 fo r instance c la s s ifie s s ta tu s as
o b je c tiv e , s u b je c tiv e , and accorded. 7
GROUP EFFECT UPON BEHAVIOR
As has been noted e a r lie r ,
little
has been done in examining
the p o s itio n and importance o f residency in academic l i f e .
Further,
w h ile some work has been done on studying residency from the larger scope
o f human existe nce, l i t t l e has been done to determine the e ffe c ts of
residency upon human behavior w ith in a determ inate community.
what Is the d if f e r e n t ia l,
S p e c ific a lly ,
i f any, between the status systems o f residence
h a lls and f r a te r n i11e s -s o ro ritie s w ith in an academic community?
6Hyman, Herbert H., The Psychology o f S tatus. New York, Archives
o f Psychology, 1942, pp. 5-7.
7O bje ctive sta tu s is defined as being v is ib ly evid e n t and o v e rt
In n a ture . S ubje ctive sta tu s s h a ll be considered as a person's conception
o f h is own p o s itio n r e la tiv e to other in d iv id u a ls . Accorded sta tu s is
defined as one which is conferred upon a person. For purposes o f th is
study, the author s h a ll be inte reste d p rim a rily in the s u b je c tiv e status
s u b -c la s s ific a tio n o f the broader c la s s ific a tio n o f achieved s ta tu s .
\
*X
\
19
For purposes o f the th e o re tic a l con siderations r e Iavent here.
I t may be broadly assumed th a t, g e n e ra lly speaking, group membership
Is commensurable w ith s ta tu s .
For group sta tu s determines in d iv id u a l
sta tu s and a l l groupings have a c e rta in s ta tu s .
A lso, i t should be remembered th a t actual o b je c tiv e measure­
ment o f the sta tu s o f a p a rtic u la r group or o f a p a rtic u la r in d iv id u a l
is not as im portant in regard to behavior patterns as Is the conceived
measurement o f sta tu s by those persons w ith in and by those persons w ith ­
o u t a p a rtic u la r ro le , o r in th is instance, a p a rtic u la r type o f r e s i­
dency.
The membership in the group Is as one perceIves I t , not as I t
" actual Iv I s " . 8
The norms associated w ith a p a rtic u la r group determ ine, in
p a rt, the norms o f the In d iv id u a ls belonging to th a t group and, hence,
u ltim a te ly determine the statuses o f the group as w ell as the group's
members.
A lso, since norms re fe r to " idea I- ty p ic a l" behavior, they do
no t n e ce ssa rily a ccu ra te ly r e f le c t in d iv id u a l behavior on the in d iv id u a l
le v e l.
They are, however, r e lia b le indices o f group behavior due to the
cohesive element In a l l group re la tio n s h ip s .
No doubt the norms accepted in a group vary somewhat from one
person to another, and from one subgroup to another, and ye t
the members of th e group are o fte n more ne arly a lik e in the
norms they hold than in th e ir o v e rt behavior.-' *9
^TheIen, Herbert A ., "Basic Concepts In Human Dynamics", Journal
o f the N ational A ssociation o f Women Doans and Counselors, v o l. 15:99-111,
March, 1952, p. 100.
9Homan, George C ., The Human Group. New York, Harcourt Brace and
Company, 1950, p. 126.
20
Perhaps the explanation o f th is r u le . I f i t is one, lie s in
the fa c t th a t a person's s u b je c tiv e re c o g n itio n o f a norm,
although under influence from other aspects o f the s o c ia l
system, is under less immediate Influence than his s o c ia l
a c t i v i t y . Being an Idea, the norm comes c lo s e r to having
an Independent l i f e o f its own. ' 0
Norms, sta tuses, and behavior are re la te d fa c to rs and enjoy
a re c ip ro c a l re la tio n s h ip .
By examining norms and statuses, i t is hoped
we can o b ta in clues to th e p re d ic tio n o f behavior.
In other words, by
stud ying the environment, in th is case residency. I t is hoped th a t more
may be learned o f behavior, fo r environment is a determ ining fa c to r o f
statuses and norms.
In fa c t, the environment determines the character o f a group
in two c h ie f ways: through Its in flu ence on the e xte rna l
system, and through w id e ly held norms.**
I t is f e l t th a t a measurement o f the sta tu s p o s itio n s o f in d i­
v id u a ls w ith in a p a rtic u la r type o f residency and the s ta tu s measurement
o f those persons w ith in a p a rtic u la r type o f residency by those out­
s id e o f th a t residency u n it w i l l in d ic a te the sta tu s o f th a t p a rtic u la r
re s id e n tia l u n it w ith in the c o lle g ia te community.
U ltim a te ly , such a
measurement o f sta tu s should in d ica te how successful the group is in
meeting the goals o f the in d iv id u a ls w ith in the group and the goals o f
th e la rg e r conmunity o f which the group is a p a rt.
I t should be noted th a t the a b i li t y o f a group to meet the desires
o f an in d iv id u a l may not be t o t a l l y dependent upon the occurrences
w ith in the group I t s e lf . Any group e x is ts in an environment, and
*0Homans, George C ., ib id ., p. 127.
* *Homans, George C ., Ib id . . p. 127.
;\.
21
th e a ttr ib u te s which a person sees In a given group are de ter­
mined fo r him In p a rt by the p o s itio n o f the group in Its en viro n ­
ment. I f , fo r example, the group has high p re s tig e In the com­
m unity, i t w i l l be seen as having the a b i l i t y to f u l f i l l needs
fo r sta tu s which a group o f low p re s tig e does not possess. This
is a q u a lity o f the group which i t derives from sources ou tsid e
I t . Or, the group may provide access to c e rta in ends which are
not a v a ila b le to the nonmember. For example, membership in a
f r a t e r n it y may grant an o p p o rtu n ity to develop frie n d s h ip s w ith
g i r l s in a c e rta in s o r o r ity which are not as re a d ily a v a ila b le
to nonmembers. Here again, the p o s s ib ilit y th a t the group w i l l
meet the needs o f the person is somewhat determined by the p o si­
t io n i t has in the surrounding environment. 12
The sta tu s o f a group then depends upon the opinion o f members
and nonmembers as to the a b i l i t y o f th a t group to f u l f i l l c e rta in Id e a lty p ic a l goals o f the In d iv id u a l and o f the community a t large.
. . . a t t r a c t io n to the group w i l l depend upon two sets o f condi­
tio n s : Ca) such p ro p e rtie s o f the group as it s goals, programs,
s iz e , type o f o rg a n iz a tio n , and p o s itio n in the community; and
Cb) the needs o f the person fo r a f f i l i a t i o n , re c o g n itio n , s e c u ri­
t y , and other th in g s which can be mediated by croups.
ASSUMPTIONS
On the basis o f the points which have thus fa r been presented,
c e rta in assumptions may be made upon which the model o f th is study can
be constructed.
1.
There does e x is t a continuum o f group sta tu s s t r a t i ­
fic a tio n w ith in an academic community which is re la te d
d ir e c tly to the re s id e n tia l p o s itio n which these groups
occupy w ith in th is community.
2.
Residency is a determ inant o f sta tu s s t r a t if ic a t io n
w ith in any given community.l
l ^C artw rig h t, Darwin and Zander, A lv in , Group Dynamics:
Research and Theory. Evanston, Raw, Peterson and Co., 1953, p. 77.
l 3C artw rig h t, Darwin and Zander, A lv in , Ib id . , p. 76.
22
3.
There are c e rta in s o c ia l v a ria b le s which are connected
w ith the re s id e n tia l u n it 's sta tu s and which determine
where a member o f a p a r tic u la r re s id e n tia l u n it w i l l be
located in regards to a p a r tIc u Ia r community's status
continuum.
CHAPTER IV
THE MODEL
DESIGN OF THE STUDY
Like the m a jo rity o f s o c ie ta l indices, the concept o f residency
and it s r e la tiv e importance to an in d iv id u a l's p re s tig e system may assume
d iffe r e n t degrees o f meaning and importance.
Therefore, an in v e s tig a to r
must use caution to be c e rta in th a t the phenomena under study is s u f f i ­
c ie n tly dissected so th a t the parts and th e ir in te ra c tin g re la tio n s h ip
may be exposed and observed.
As an example o f how residency may have d if f e r e n t ia l meaning,
a statement by W illiam son and Foley Is p e rtin e n t:
The place o f residence has d iffe r e n tia l meaning fo r students,
since d iffe r e n t types o f residences provide varying, kinds o f
s o c ia l c o n tro ls on in d iv id u a l behavior and are also sometimes
re la te d to c h a ra c te ris tic kinds o f student m isconduct.'
In order to allow fo r any d if f e r e n t ia l in the meaning o f r e s i­
dency by in d iv id u a ls on whom th is study is adm inistered, an attempt w i l l
be made to examine the sta tu s o f each type o f re s id e n tia l system by asking
fo r student opinions both by those who re s id e in and those who do not
re s id e in a p a rtic u la r residence.
F u rth e r, th is in v e s tig a tio n w i l l be
based upon two other s o c io lo g ic a l in v e s tig a tio n s in which the in-group
and out-group were both included in the examination.
The f i r s t o f these studies is Mack's A ir Force stud y.
(While
Hvi 11iamson, E. G. and Foley, I. D ., Counseling and D is c ip lin e .
McGraw-Hill Book Company, In c ., 1947, p. 150.
24
t h is study, w ith m o d ific a tio n , is a p p lic a b le . I t must be remembered th a t
residency was not a v a ria b le in the s tu d y .)
In p a r tic u la r , three o f h is te s te d hypothesis are o f in te re s t
here:
1.
S ocial e n titie s ranked according to p re s tig e w i l l
tend to c lu s te r in groups on the basis o f s im ila r it y
o f a c t iv it y .
2.
These a c t iv it y rankings w i l l be ranked on the basis
o f the importance o f th e ir c o n tr ibut ion to the s o cia l
system.
3.
The actual s o c ia l and physical c o n d itio n s are o f
lesser importance than are the opinions o f groups
ou tsid e o f th e In-group. 2
I t is hoped th a t these th re e hypothesis, w ith m o d ific a tio n o f
course, may be useful in the present in v e s tig a tio n o f residency.
The second study which s h a ll be used as a base fo r th is In v e s ti­
g a tio n w i l l be Hyman's"5 study o f s ta tu s .
Mention has already been made
o f Hyman's th re e c la s s ific a tio n s o f s ta tu s .
However, th is study w i l l
a lso be Intere sted In h is development and use o f the s ta tu s s c a le .^
In fa c t an attem pt has been made to c o n s tru c t the qu estionnaire p rim a rily
around Hyman's sta tu s sca le .
I t is f e l t th a t the use o f t h is scale In
th e present in v e s tig a tio n is v a l i d and w orthw hile fo r the same reasons
which were o r ig in a lly se t fo r th by Hyman.
I.
The scale s h a ll be phrased in terms o f people.
2Mack, Raymond W., "The P restig e System o f an A ir Base: Squadron
Rankings and M orale", American S o c io lo g ic a l Review. June, 1954, v o l. 19:
281-287.
"5Hyman, H erbert A ., The Psychology o f S tatus. New York, Archives
o f Psychology, 1952.
^Hyman, H erbert H ., ib id . , pp. 39-40.
25
2.
The scale s h a ll s p e c ify not people In general,
but p a rtic u la r reference groups.
3.
The scale s h a ll re fe r to given proportions o f
any reference group s p e c ifie d .
4.
A given dimension o f s ta tu s is to be judged
In terms o f d iffe r e n t c r i t e r i a and, th e re fo re ,
sta tu s w i l l be a fu n c tio n o f the c r it e r ia used.
5.
The respondents s h a ll be allowed to judge other
people as being o f the same s ta tu s . J
The major advantage o f such a sta tu s scale is th a t i t allow s the in v e s ti­
gator to assign numerical Indices to the various sta tu s p o s itio n s under
in v e s tig a tio n .
Primary emphasis is intended to be d ire cte d a t the various s o c ia l
v a ria b le s o f d iffe r e n t re s id e n tia l u n its and not to physical varia bles
such as:
e tc .
number o f persons per room, la va to ry f a c i l i t i e s ,
lig h tin g ,
While such physical fa c to rs o f residency w i l l no doubt e xe rt some
e ffe c t upon the d e s ir a b ility o f c e rta in types o f residences, i t is f e l t
th a t such physical fa c to rs w i l l have l i t t l e e ffe c t upon a study o f status
and a p re s tig e h ie ra rch y.
This is f e l t to be tru e in th a t s ta tu s is
p r im a rily a s o c ia l phenomenan.
A lso, Mack's study apparently bears
t h is o u t.
. . . t h e supposed e va lu a tio n o f a squadron by other persons seemed
to be a more im portant fa c to r in determ ining the p re s tig e o f the
squadron than the d e s ir a b ility o f it s working c o n d itio n s . 5
6
HYPOTHESIS
On the basis o f th e basic assumptions which were presented in
5Hyman, H erbert H., ib id . . pp. 39.
6Mack, Raymond W., ££. c i t . . p . 284.
26
Chapter I I I and the two stud ies examined here, plus the p e c u lia r itie s o f
the study a t hand; the fo llo w in g major hypothesis may be s e t fo r th :
Residency is a c o n trib u tin g fa c to r in the determ ination o f s ta tu s w ith in
an academic community.
This major hypothesis leads to various sub-hypothesis which
are o p e ra tio n a liz e d and e m p iric a lly considered:
1.
The sta tu s o f a student is a ffe c te d by the statuses
o f the p a rtic u la r p a rt o f the system to which the
student Is attached.
2.
Student liv in g groups w i l l be ranked s ta tu s -w is e
(by th e ir peer group) on the basis o f th e ir c o n tr i but ion to the s o c ia l system.
3.
The conception a student has o f his sta tu s w i l l vary
according to the statuses w ith which the student
associates h im se lf.
4.
The norm s tru c tu re o f residence u n its is d ir e c tly
re la te d to the p re s tig e p o s itio n o f these u n its
w ith in the academic community.
5.
The academic achievement goals are determined,
in p a rt, by the sta tu s p o s itio n o f the re s id e n tia l
group.
The success w ith which these hypotheses are proven o r disproven
should provide clues as to the so c ia l p o s itio n o f the residence hal l
w ith in a given c o lle g ia te community.
27
THE COLLEGE SCENE AS A SOCIAL LABORATORY
Some c r itic is m has been d ire c te d against the widespread use
o f co lle g e students in s o c io lo g ic a l in q u irie s e s p e c ia lly when an attempt
Is made to generalize from these stud ies to the larger s o c ie ta l popu­
la tio n .
Many o f such c ritic is m s are wel l founded.
However, in such a
study as is proposed here, the re Is no r i s k o f g e n e ra liz in g to popula­
tio n s a p a rt from academic l i f e since the study i t s e lf u ltim a te ly w i l l
attem pt to examine one fa c e t o f academic l i f e and, o f perhaps greater
importance, th is
is to be merely a d e s c rip tiv e in q u iry and no larger
g e n e ra liz a tio n s are proposed.
F u rth e r, not on ly would i t be d i f f i c u l t ,
i f not Impossible to
examine the s o c ia l p o s itio n which residence h a l l s occupy In the c o lle g ia te
arena ap art from the academic mi l i eu; but the colleg e scene, including
residence h a lls , is a le g itim a te area fo r s o c io lo g ic a l In v e s tig a tio n .
...T h e compact small co lle g e and even the more heterogeneous
large u n iv e rs ity present a laboratory fo r s o c io lo g ic a l and
a n th ro p o lo g ica l in v e s tig a tio n much more e a s ily a v a ila b le fo r
study than Middletown, the slums o f the great c it ie s or the
ta x i dance h a l l s o f Chicago. 7
7CowIey, W. A ., and W aller, W. A ., "A Study o f Student L i f e " ,
The Journal of Higher Education. March, 1933, v ol . 6:132-142, p. 133.
CHAPTER V
METHODOLOGY
THE QUESTIONNAIRE
A study o f t h is typ e , as is here proposed, can a t best be on ly
d e s c rip tiv e in nature .
Before research in depth can be conducted, more
must be known o f the nature o f the s u b je c t under study.
Hence, a question­
n a ire -ty p e o f schedule is employed instead o f a d e p th -in te rv ie w -ty p e .
It
Is hoped th a t the re s u lts o f th is study may be o f s u f f ic ie n t value so th a t
th e s o c ia l p o s itio n o f the residence h a ll in a c o lle g ia te community may
la te r be subm itted to a more thorough-going examination.
I t is f e l t th a t a questionnaire is v a lid fo r purposes o f th is
study because o n ly a d e s c rip tiv e -p re lim in a ry study is intended and the
use o f t h is method here would meet A c h o f f s * c r it e r ia fo r the employment
o f a q u e stio n n a ire .
That is , i t may r e a d ily be assumed th a t the respond­
ents w i l l know, d ir e c tly or in d ir e c tly , what th e ir s ta tu s p o s itio n Is and
th a t they would be w illin g to communicate t h is
info rm a tion.
Since the concept o f sta tu s is an innate e n tity .
c u lt to apply a d ire c t measurement to t h is concept.
I t is d i f f i ­
A t present, the
most successful and most accurate measurement o f sta tu s is obtained by
th e re co rd in g o f a ttitu d e s and opinions re garding various aspects of a
s ta tu s phenomenon.
Because sta tu s must be measured in d ir e c tly through
a ttitu d e s and o p in io n s, i t w i l l be wise to examine e x a c tly what a ttitu d e s
a re .
*A ch o ff, Russel L ., The Design o f Social Research. Chicago,
U n iv e rs ity o f Chicago Press, 1959, p. 23.
29
A ttitu d e s , you w i l l r e c a ll, are not themselves responses but
s ta te s o f readiness to respond. Hence, they can be measured
o n ly In d ir e c tly . More p re c is e ly , they are In fe rre d from responses,
various dimensions o f which are measured.
Despite the fa c t th a t we w i l l be dealing w ith a ttitu d e s and
o p in io n s, we have no reason to be lie ve th a t our re s u lts w i l l not be accurate
o r th a t they w i l l not measure the actual s ta tu s p o s itio n s .
There is a
high degree o f r e l i a b i l i t y between a ttitu d e s and r e a lit y p ro vid in g th a t
the sample is large enough and fre e o f b ia s .
Both the symbolic responses o f the members o f the group and the
more s u b tle non-symbolic in te ra c tio n in the group c le a r ly in d i­
cate an acute awareness o f the presence o f the other members o f
the group when they are asked to express an o p in io n .*3
Although from one p o in t o f view i t is im portant to understand
th e various fa c to rs In flu e n cin g the accuracy o f the estim ate o f
th e group o p in io n , the s ig n ific a n t fa c to r which Influences the
person's behavior in the group is his s u b je c tiv e fe e lin g and
imagery w ith regard to the croup norms regardless o f how accu­
r a te ly t h is fe e lin g and imagery may r e f le c t the "o b je c tiv e "
s itu a tio n .4
R e a lizin g the lim ita tio n s o f the study and th e in d ire c t method
necessitated in th e examination o f s ta tu s a questionnaire was prepared.*'
T h is q u estion naire is composed o f fiv e s e c tio n s .
I t attem pts through
th e use o f m u ltip le choice and open-ended questions to measure student
o rg a n iz a tio n s , academic fa c to rs , and the s o c ia l area in regard to s ta tu s .
^Newcomb, Theodore M., S ocial Psychology. New York, The Dryden
Press, 1950, p. 154.
3Gordon, Raymond L ., " In te ra c tio n Between A ttitu d e and the
D e fin itio n o f the S itu a tio n In the Expression o f O pin ion", American
S o c io lo g ic a l Review, v o l. 17:50-58, February, 1952, p. 57.
4Gorden, Raymond L ., ib id . , p. 58.
' ’A copy o f the questionnaire is included In the Appendix.
30
There Is also a se ctio n co n ta in in g e ig h t scales In which a scale analysis
o f sta tu s Is undertaken.
F in a lly , a se ctio n is devoted to general in fo r­
mation In which an attem pt is made to o b ta in inform ation as to the respond­
e n t's s o c ia l background.
The e n tire q u estion naire was designed to be com­
p le te ly s e lf-e x p la n a to ry and a p re -te s t was conducted before the fin a l
schedule was subm itted.
THE POPULATION
The s iz e o f the student body a t most colleges and u n iv e rs itie s
has grown to the e xte n t th a t i t becomes almost unmanageable fo r te s tin g
purposes unless o n ly a c e rta in percentage o f the to ta l student body Is
te s te d .
When an examination o f residence is undertaken, even more com­
p lic a tio n s a ris e .
There are, fo r most campuses, some broad, general r e s i­
dence c la s s ific a tio n s .
These are f r a te r n ity - s o r o r ity , residence h a ll,
cooperatives and oth er organized houses o f f campus, married housing,
and students who re sid e in p riv a te homes in the c o lle g e lo c a lit y .
The
f i r s t fou r o f these categories are e a s ily amenable to e m pirical in v e s ti­
g a tio n .
This is because they are located w ith in a given re s id e n tia l u n it
o r area and have some type o f formal o rg a n iz a tio n .
Those students who
re s id e in p riv a te homes are much more d i f f i c u l t to examine.
This is
because they are w id e ly scattere d and have l i t t l e or no formal organi­
z a tio n .
However, even more im portant fo r the purposes o f the present
in v e s tig a tio n , th e re is l i t t l e or no g ro u p -fe e lin g or in te ra c tio n which
is the basis fo r any tru e sta tu s system.
F in a lly , on a great many cam­
puses, undergraduate women are p ro h ib ite d from liv in g in p riv a te homes
oth er than those o f th e ir r e la tiv e s and th is means th a t both sexes are
31
no t represented in p ropo rtion s which are even approxim ately s im ila r to
th e sex p ro p o rtio n o f the t o t a l student body.
Due to the nature o f c e rta in re s id e n tia l categories and fo r
the fa c t th a t resources and c a p a b ilitie s were lim ite d , c e rta in re s id e n tia l
groups were excluded from co n sid e ra tio n .
Those students re s id in g In p r i­
vate homes were excluded fo r reasons already given.
Students re s id in g In
m arried housing f a c i l i t i e s were also excluded as i t was f e l t th a t th e ir
formal o rg a n iza tio n was weak or n o n -e x is ta n t, as a group they were not
in te re s te d in student org a n iza tio n s and p o lit ic s , and the very fa c t th a t
th e y were married meant th a t th e ir to t a l campus sta tu s was already a lte re d
from th a t o f the bulk o f the student body.
There was one cooperative house on th is p a rtic u la r campus and
I t was included.
However, since o n ly nine respondents were obtained
from t h is re s id e n tia l u n it,
i t is f e l t th a t t h is would be more fo r general
In te re s t than to lend support to the In q u iry .
t h is cooperative w i l l
I t is not expected th a t
in any way influence the re s u lts .
This study was, th e re fo re , lim ite d to two broad categories
o f the general academic community's student p o p u la tio n ; namely, residence
h a lls and s o r o r it le s - f r a t e r n itie s .
I t Is f e l t th a t such a lim ita tio n In
sampling is ju s t if ie d because Cl) th is study is purely d e s c rip tiv e In
nature and no attem pt s h a ll be made to ge neralize the fin d in g to other
academic communities, and (2) i t is believed th a t there are more status
a c t iv it ie s Ce.g. campus p o lit ic s , student o rg a n iz a tio n s , " w e -fe e ling ",
e tc . ) connected w ith th is p o rtio n o f th e student population than w ith
those p o rtio n s which were excluded.
32
SCHEDULE ADMINISTRATION
An attem pt was made to submit the schedule to a l l persons who
" liv e d in " the s o r o r itie s and fr a t e r n it ie s and in order to get as many
respondents as possible the te s t was adm inistered to these groups immedi­
a te ly fo llo w in g e ith e r the noon or evening meal.
Since the population
o f the residence h a lls fa r exceeded the po pulation o f those who " liv e d - in "
th e "Greek" houses, i t was f e l t th a t a t o t a l sample, or as near a to ta l
sample as possible was necessary in order to o b ta in a sample o f s u ff ic ie n t
s iz e .
Only those persons who " liv e d - in " the "Greek" houses were tested
so as to e lim in a te any chance fo r d u p lic a tio n in te s tin g .
That is , a
person may be a member o f a s o r o r ity o r f r a t e r n it y and ye t liv e in a men's
or women's residence h a ll.
In regard to the residence h a lls , a o n e -th ird random sample was
o b taine d, or attempted to be obtained.
(In th e men's ha 11 a second sample
was necessitated in order to get a s u f f ic ie n t number when less than h a lf
o f the o r ig in a l random sample appeared to complete the schedule.)
These
schedules were adm inistered to evening group meetings.
In a l l cases, the in s tru c tio n s to th e respondents were thoroughly
discussed w ith the group, and w ith the s ta tu s scales a d d itio n a l examples
were presented i f necessary.
Every attem pt was made to insure a complete
understanding o f in s tru c tio n s and cooperative a ttitu d e on the behalf of
th e respondents.
In th is manner one cooperative, one men's residence h a ll, three
women's residence h a lls , s ix s o r o r itie s , and nine fr a t e r n it ie s were tested
33
fo r a to t a l o f 613 completed schedules.
DATA PROCESSING
The question naire was coded fo r the use o f punch cards and the
data was then tra n s fe rre d to these cards.
Th is was done to expedite an
e va lu a tio n o f the data and to preserve such data fo r fu rth e r work on the
same su b je ct a t perhaps s t i l l other in s titu tio n s .
The obtained data was then subjected to a combination o f machine
and manual computations during which t o t a ls , ranges o f d is tr ib u tio n ,
means, and various te s ts o f s ig n ific a n c e were obtained.
CHAPTER Vl
THE DATA
ICTHOD OF ANALYSIS
A fte r processing th e schedules, a fin a l to ta l o f 613 completed
question naires were used as th e basis fo r th e a n a ly s is .
were d is tr ib u te d by liv in g groups as fo llo w s :
These respondents
89 s o r o r ity , 212 f r a te r n ity ,
148 women's residence h a ll, 155 men's residence h a ll, and 9 from the cooper­
a tiv e re s id e n c y .1
Two types o f a n a lysis were conducted In regard to th e data in
o rd e r to a sce rta in whether o r not th e data was s ig n ific a n t and not the re ­
s u lt o f mere chance occurrences.
The data p e rta in in g to those questions which d e a lt w ith m u ltip le choice responses were assembled in to contingency ta b le s and a chi-square
te s t o f s ig n ific a n c e was performed on these Items.
For th e data re s u ltin g from th e open-ended questions and th e s ta tu s
scales, a mean was c a lc u la te d .
A " t " t e s t o f s ig n ific a n c e , in d ic a tin g whet­
her a s ig n ific a n t d iffe re n c e In th e means e x is te d , was then performed on
most o f these items.
THE RESULTS
The f i r s t p a rt o f th e q u e stio n n a ire d e a lt w ith questions p e rta in ­
ing to student o rg a n iza tio n s.
I t was o r ig in a lly believed th a t c e rta in re - l
lThe cooperative liv in g group was not Included In th e a n alysis due
to th e fa c t th a t I t contained o n ly nine respondents.
I t was f e l t th a t such
a small number o f respondents would not produce any s ig n ific a n t re s u lts when
compared w ith th e la rg e r liv in g groups.
35
s ld e n tla l groups may have a higher p ro p o rtio n o f t h e ir members In various
campus o rg a n iza tio n s and, hence, would occupy a higher s o c ia l p o s itio n .
These questions ( l- A - D) d e a lt w ith th e residency o f those students who
"ru n th e campus", hold th e m a jo rity o f e le cte d o ffic e s , e tc .
The data re­
s u ltin g from these questions d id not c o n ta in s ig n ific a n t d iffe re n c e s .
The second p a rt o f th e q u e stio n n a ire d e a lt w ith academic con­
s id e ra tio n s .
In regard to th e question dealing w ith th e respondents'
opinion o f what type o f re s id e n tia l u n it produced the best grades ( I l - A ) , th e
respondents Indicated th a t f r a t e r n it y - s o r o r it y liv in g u n its produced the
best grades as Is shown by Table I.
The question r e la tin g to the academic goals ( I I - B ) o f the re­
spondent was h ig h ly s i g n i f i c a n t . ^
That Is to say, th e re Is a s ig n ific a n t
tendency fo r respondents re s id in g In fr a t e r n it ie s and s o r o r itie s to have
higher academic goals than those respondents re s id in g In residence h a lls .
Although I t must be said th a t the tendency fo r a ll groups appears to be
somewhere between an a ll- c o lle g e grade -po int average o f a "C" and a "B ".
The re s u lts o f t h is study In d icate d th a t. In regard to the In q u iry
as to which re s id e n tia l groups were more in te re s te d In grades ( I l-C ); per­
sons re s id in g w ith in a s o r o r ity o r a f r a t e r n it y , as well as those persons
re s id in g In o th e r types o f residency, belie ved th a t th e "greek" re s id e n tia l
u n its were most in te re s te d In grades.
^Unless otherw ise Ind icate d a l l s ig n ific a n t d iffe re n c e s are meant
to in fe r s ig n ific a n c e a t th e .001 le v e l.
36
TABLE I
THE OPINION OF WHICH RESIDENTIAL GROUPS MAKE THE BEST GRADES
Number o f Respondents In d ic a tin g
Which Groups Make The Best Grades
F ratern I t y S o ro rlty
Res Idence
Hal Is
S o ro rity
73
3
IO
Women’ s Hal I
85
32
27
F ra te r n ity
152
3
48
Men's Hal I
63
12
74
Other
R eside ntia l U n it o f Respondent
37
The data concerning th e most Important th in g In c o lle g e ( l l - D ) ,
was In te re s tin g .
A ll o f th e re s id e n tia l groups gave most o f t h e ir respon­
ses to high grades.
However, women's residence h a ll respondents gave g r­
e a te r emphasis to e s ta b lis h in g new frie n d s h ip s and making contacts fo r
la te r l i f e than d id t h e ir counterparts re s id in g In s o r o r itie s .
The t h ir d p a rt o r se ctio n o f th e schedule d e a lt w ith aspects re ­
la tin g to th e so cia l area and th e responses to question I l l - A
Indicated
%
th a t th e re was not s ig n ific a n t d iffe re n c e s In regard to which type o f re ­
sidency o ffe r s th e most in th e way o f s o c ia l a c t iv it ie s .
I t was. In th e opinion o f th e respondents, ea sie r to have more
dates ( I I I - B ) I f you resided In
resided In a residence h a ll.
a s o r o r ity o r a fr a t e r n it y than I f you
F u rth e r, t h is was s ig n if ic a n tly th e case no
m atter where th e respondent p re se n tly resided.
There appeared to be a s ig n ific a n t cla ss consciousness ( I lI - C ) on
behalf o f th e respondents th a t t h e ir "c la s s " resided in fr a t e r n it ie s and
s o r o r itie s .
T h is was th e case w ith a l l types o f respondents regardless o f
present residency but I t was most pronounced w ith re s id e n ts o f s o r o ritie s
and f r a t e r n it ie s .
In p o llin g th e op in io n o f where th e respondents would most lik e
to re sid e ( I I I - D ) and where they would le a s t lik e to re sid e ( l l l - E ) , re ­
sidence h a lls were the le a st popular; even. In some cases, surpassing o f f campus and m arried housing In t h is respect.
F ra te r n itie s and s o r o r itie s
were by fa r th e most p re fe rre d type o f residence regardless o f where the
respondent p re s e n tly resided.
Two questions were Included in an attempt to a s c e rta in the moral
38
co n sid e ra tio n s. I f any, which might be re la te d to c o lle g ia te s ta tu s .
One
question d e a lt w ith cheating on examinations ( I I - E ) and one w ith sexual
m o ra lity ( l l l - F ) .
The re p lie s to both questions were not s ig n ific a n t.
F u rth e r, questions dealing w ith th e re lig io u s c la s s ific a tio n (V -B ),
educational experience o f parents (V -C ), and occupation o f th e head o f th e
fa m ily (V-D) were also not s ig n ific a n t.
As was expected, th e break-down by school year showed more lower
classmen In th e residence h a lls and more upper classmen In th e fr a te r n itie s
and s o r o r itie s .
The fin d in g s re la tin g to th e s ta tu s scales proved to be in te re s t­
ing and in fo rm a tiv e :
th e respondent's s e lf- r a tin g o f h is own so cia l rank­
ing (IV -A ) was s ig n if ic a n tly 3 higher fo r f r a t e r n it ie s and s o r o r itie s than
I t was fo r residence h a ll respondents (see Table I I ) .
However, a compari­
son in regard to year in school showed upper classmen ranked themselves
higher than d id lower classmen (see Table I I I ) .
Since th e m a jo rity o f re­
sidence h a ll occupants are lower classmen t h is was f e l t to also have an
e ffe c t on th e lower s o c ia l sta tu s accorded to respondents who resided in
re s Idence h a lls .
The respondent's ranking o f h is place o f residence In re la tio n to
a ll o th e r places o f residence (IV -B ) gave re sid en ts o f s o r o r itie s and fra te rn ­
i t i e s a s ig n if ic a n tly higher ranking than i t
did to re s id e n ts o f residence
3Sl g n i f Icance here s h a ll be taken to mean the one per cent level
unless otherw ise In d ica te d .
39
TABLE I l
THE SCORES OF VARIOUS STATUS POSITIONS BY RESIDENTIAL UNITS
Respondent's
Opinion
S e lf-R a tin g
Respondent's
Residence
F r a te r n ity S o ro rity
Residence
H all
R e sid e n tia l U n it
S o ro rity
60.45
68.76
70.22
47.76
Women's Hal I
53.04
50.74
58.18
50.14
F r a te r n ity
62.03
72.95
75.59
44.55
Men's Hal I
51.35
43.94
55.32
50.03
40
TABLE 111
THE SCORES OF VARIOUS STATUS POSITIONS BY YEAR IN SCHOOL OF
RESPONDENT
Respondent's
Opinion
S e lf-R a tin g
Respondent's
ResIdence
F r a te r n lty S oro rI t y
Residence
H all
Year In School
Senior
65.17
65.35
74.07
45.17
Ju n io r
60.31
65.80
67.71
45.24
Sophomore
56.12
61.24
67.57
48.52
Freshman4
51.28
50.60
57.91
51.96
4
Due to th e small number o f graduate and special students, no
data fo r these c la s s ific a tio n s is included.
41
h a lls ,
(e .q . a sta tu s score o f 72.95 fo r fr a t e r n it ie s vs. a sta tu s score
o f 43.94 to men's h a lls . )
In comparing th e respondents ranking o f his
place o f residence w ith year in school, a s im ila r re la tio n s h ip was discover­
ed, whereas, upper classmen assigned a higher ranking to t h e ir place o f re­
sidence than d id lower classmen.
This may be expected due to the operation
o f ethnocentrism and th e fa c t th a t length o f residence tends to re in fo rc e
one's s a tis fa c tio n o f th a t residence b u t, th e d iffe re n c e s in regard to
place o f residence o f th e respondent were f e l t to be extrem ely s ig n ific a n t.
The ranking o f fr a t e r n it ie s and s o r o r itie s as a group (IV-C) again
gave respondents who resided In t h is type o f residence a h ig h ly s ig n ific a n t5
average score as compared to residence h a lls and again In a comparison w ith
school year th e upper classmen scored higher than th e lower classmen.
In th e ranking o f s o r o r itie s w ith a l l other residences (IV-D ) and
th e ranking o f fr a t e r n it ie s w ith a ll o th e r types o f residences (IV -E ); a l­
though no te s ts o f s ig n ific a n c e were run6, i t is f e l t th a t again s o r o ritie s
and f r a t e r n it ie s scored considerably higher on th e sta tu s scales.
In th e respondents ranking o f a ll c o lle g e residence h a lls in re­
la tio n to a l l residences ( IV -F ), th e re s u lts were s ig n ific a n t a t the .02
level in regard to residence o f the respondents.
Here men's h a lls ranked
higher than fr a t e r n it ie s and women's h a lls higher than s o r o r itie s although
th e d iffe re n c e s were not pronounced (as is Indicated In Table I I I ) .
^ S ig n ific a n t a t the .0005 le v e l.
6Due to a lack o f tim e and funds, te s ts o f s ig n ific a n c e were
lim ite d to o n ly those questions which appeared most p e rtin e n t to the in q u iry .
42
F u rth e r, in a comparison w ith year In school, no s ig n ific a n t d iffe re n ce s
were expressed except th e d iffe re n c e between seniors and freshmen which was
s ig n ific a n t a t th e 5 f le v e l.
The ranking o f women's residence h a lls in re la tio n to a ll re­
sidences (IV-G ) and th e ranking o f men's residence h a lls in re la tio n to a l l
residences (IV -H ) are probably not s ig n ific a n t although no te s ts o f s ig n if­
icance were run because th e d iffe re n c e s were so s lig h t .
An in te re s tin g development occured In the a n a lysis o f the data
concerning residence o f th e respondent versus the average income level o f
th e parent (V -A ), s o r o r itie s reported $10,912.36 vs. $7,606.77 fo r womens
h a lls whereas fr a t e r n it ie s reported $8,627.36 vs. $9,972.90 fo r men's h a lls .
(T h is was s ig n ific a n t a t th e .0005 le v e l.)
A comparison w ith year in school
showed lower classmen p a re n t's having higher incomes than upper classmen,
but no te s ts o f s ig n ific a n c e were run.
The amount o f parental support (V-E) was 57.5% fo r freshmen and
sophomores, 50.8% fo r Jun iors, and 43.5% fo r se n iors.
While no te s ts o f
s ig n ific a n c e were used here. I t is f e l t th a t t h is d ir e c tly supports the
fin d in g s regarding parental Incomes In th a t the higher th e parental income
th e g reate r th e percentage o f support th a t can be expected.
F in a lly , a comparison o f th e year in school o f th e respondent
versus th e number o f q u a rte rs residence in h is present re s id e n tia l u n it
in d ic a te s th a t upper classmen have resided longer in t h e ir present place o f
residence than have lower classmen.
While t h is may appear a t r i t e obser­
v a tio n , I t must be kept in mind as i t helps explain th e g re a te r emphasis
given to various responses by upper classmen.
CHAPTER V 11
SlMWRY AND CONCLUSIONS
INTERPRETATION OF THE DATA
The re s id e n tia l p o s itio n o f th e student w ith in th e c o lle g ia te
community appears to d e fin ite ly have an influ ence upon th e sta tu s o f th a t
stud en t.
Residency appears to be a fa c to r in determ ining the academic and
so cia l statuses which an in d iv id u a l w ill occupy.
F u rth e r, th e opinion o f
sta tu s o f the respondent and the respondent's liv in g group as well as the
opinion o f the sta tu s o f o th e r re s id e n tia l groups is s ig n if ic a n tly In­
fluenced by the re s id e n tia l p o s itio n o f th e respondent.
I t appears, th e re fo re , th a t the major hypothesis is proven:
Re­
sidency is a c o n trib u tin g fa c to r in th e determ ination o f sta tu s w ith in an
academic community.
F u rth e r, the sub-hypotheses also appear to be supported:
1.
The status o f a student appears to be a ffe c te d by the statuses
o f th e p a r tic u la r p a rt o f th e system to which th e student is
attached.
2.
Student liv in g groups w ill be ranked s ta tu s-w ise (by th e ir
peer group) on the basis o f t h e ir c o n trib u tio n to the socia l
system.
(W hile t h is was not apparent in regard to student
o rg a n iza tio n s, i t was shown to hold tru e In th e academic
and so cia l areas.)
3.
The conception a student has o f h is sta tu s w ill vary accord­
ing to th e statuses (groups) w ith which th e student associates
44
h im s e lf.
(The comparison o f th e "greek" residences w ith
th e residence h e lls com pletely supports t h is p o in t.)
4.
The norm s tru c tu re o f residence u n its Is d ir e c t ly re la te d
to th e p re s tig e p o s itio n o f these u n its w ith in th e academic
community.
( I t Is f e l t th a t th e e n tire study supports t h is
p ro p o s itio n .)
5.
The academic achievement goals are determined. In p a rt, by
th e sta tu s p o s itio n o f th e re s id e n tia l group.
(F ra te rn itie s
and s o r o r itie s c o n s is te n tly had higher goals than did members
o f th e residence h a lls which may be due to more o f an In­
group fe e lin g and stro nge r s o c ia l c o n ta c ts .)
I t Is f e l t th a t t h is In v e s tig a tio n has accomplished what I t set
ou t to do, namely:
to determine what is th e so cia l p o s itio n o f the re ­
sidence h a ll w ith in th e c o lle g ia te community.
No attem pt has been made to
discover what o p e ra tive forces tend to place th e residence h a ll w ith in the
p o s itio n which I t now occupies.
None was intended.
I t was e a r lie r sta te d
th a t t h is was to be an e x p lo ra to ry and d e s c rip tiv e in q u iry , more o r less
a p i l o t study.
However, I t Is now apparent th a t by fo llo w in g th e leads uncover­
ed in t h is in v e s tig a tio n , one should be able to examine In depth the
o p e ra tive fa c to rs which tend t o place th e residence h a ll In I t s present
sta tu s p o s itio n .
LIMITATIONS
I t must be kept in mind th a t no attempt w ill be o r should necess­
a r i l y be made to g e neralize these fin d in g s beyond t h is campus.
Where re­
45
sIdence h a lls have been e sta b lish e d fo r many years, where residence
h a lls have become fir m ly entrenched w ith in th e tr a d itio n s and so cia l s tr u c t­
ure o f an academic community, and where th e educational philosophy o f re­
sidence h a lls Is expounded one may expect to fin d residence h a lls enjoying
as high and perhaps even a higher s ta tu s than a ll o th e r re s id e n tia l u n its .
F u rth e r, I t must be remembered th a t o n ly a d e s c rip tio n o f th e
residence h a ll's s o c ia l p o s itio n Is herein obtained.
More research In
depth w i l l be necessary before one w ill be able to a s c e rta in ju s t what are
th e causal fa c to rs a t work.
I f th e residence h a ll Is to ta k e I t s ' r ig h t­
fu l place In th e educational program o f our in s titu tio n s o f higher le a rn in g ,
these causal fa c to rs should be discovered and explored.
CONCLUSIONS
The residence h a ll has an educational p o te n tia l which is not
p re s e n tly re a liz e d .
While I t Is not Intended th a t th e residence h a lls o f
th e U nited S tates should ever seek to achieve the fu n c tio n o f the re­
s id e n tia l colleg es o f England, I t must be granted th a t th e E nglish re s id e n t­
ia l c o lle g e Is a f a r more successful educational e n tity than Is th e pre­
sent residence h a ll.
More must be done to develop th e p o te n tia l fo r education which
Is p re s e n tly la te n t In our residence h a lls i f our In s titu tio n s o f higher
lea rning are to more f u l l y use th e resources they now possess.
The exact
fu n c tio n and s tru c tu re o f th e residence h a ll must be explored.
Only then
can th e residence h a ll occupy I t s r ig h t f u l and needed place In the educat­
ional p ic tu re .
46
I t Is hoped th a t t h is p i l o t study may serve as a beginning fo r
an examination o f th e educational p o te n tia l o f th e residence h a ll and how
I t may be re a liz e d .
BIBLIOGRAPHY
48
A c k o ff, Russell L ., The Design of S ocial Research. Chicago, The U n iv e rs ity
o f Chicago Press, 1953.
A lb r ig h t, Preston B ., "The Place o f Residence Hal I O rganization in the
Student Personal Program", Educational and Psychological Measure­
ment. v o t. 11:700-703, 1951.
Brim, O r v ille G., Sociology and the F ie ld o f Education. New York, Russell
Sage Foundation, 1958.
C antor, N ath anie l, The Teaching — Learning Process. New York, The Dryden
Press, 1953.
C a rtw rig h t, Darwin and Zander, A lv in , Group Dynamics:
Evanston, Row, Peterson and Co., 1953.
Research and Theory.
C le rk , Selby G., Hagie, Daryl G., and Landrus, W ilfre d M., "D is c ip lin e
in College Residence H a lls ", Personal and Guidance Journal, v o l.
31:189-193, December, 1953.
Cowley, W. H., "The H is to ry o f Student R e sid e n tia l Housing", I & I I ,
School and S o cie ty, v o l. 40:705-712, 758-764, 1934.
Cowley, W. A. and W a lle r, W., "A Study o f Student L ife " , The Journal o f
Higher Education, v o l. 6:132-142, March, 1935.
Dammen, Arnold H., "Residence H alls fo r S tudents", Trends in Student
Personnel Work (E dited by E. G. W illiam son) M inneapolis, The
U n iv e rs ity o f Minnesota Press, 1949.
Davis, Kings ley, Human S o cie ty. New York, The MacMillan Company, 1949.
Oornbusch, S. M. and Schmid, C. F ., A Primer o f Social S t a t is t ic s . New
York, McGraw-Hi 11 Book Company, In c ., 1955.
Dowse, E. M. and H arrison, M. E ., "The Educational Program o f the Residence
H a ll" , Journal o f the N ational A ssociation of Women Deans and
Counselors, v o l. 20:58-75, January, 1957.
F ulcher, C la ire , The Residence H a ll, A Human R elations Laboratory, New
York, Teachers C ollege, Columbia U n iv e rs ity , 1955 (unpublished
d o c to r's th e s is ).
Gardner, Evelyn, "The Sociology o f Residence H a lls ", Journal o f the N ational
A ssociation o f Women Deans and Counselors, v o l. 20:51-57, January,
1957.
49
Gi t + Ie r , Joseph B. (E d ito r), Review o f S ociology:
New York, John W iley & Sons, In c ., 1957.
A nalysis o f a Decade.
Gordon, Raymond L ., " In te ra c tio n Between A ttitu d e and the D e fin itio n o f
th e S itu a tio n In the Expression o f O pinion", American S o cio lo g i­
cal Review, v o l. 17:50-58, February, 1952.
Harts hom e, Edward Y ., "Undergraduate S ociety and the College C u ltu re ",
American S o cio lo g ica l Review, v o l. 8:321-333, June, 1943.
H a rtz fe Id, Freeda, "The College Residence a Laboratory fo r L iv in g ",
Doctor o f Education P ro je c t Report, New York, Teachers C ollege,
Columbia U n iv e rs ity , 1947 (ty p e w ritte n ).
Homans, George C ., The Human Group. New York, H zrcourt Brace and Company,
1950.
Hyman, H erbert H ., The Psychology o f S tatu s. New York Archives o f Psy­
chology, 1942.
Jameson, Samuel H ., "P rin c ip le s o f S ocial In te ra c tio n ", American S o c io lo g i­
cal Review, v o l. 10:6-12, February, 1945.
Jorgensen, A. N ., "The Growing Importance o f Student Housing in Educational
P lanning", address before the A ssociation o f C ollege and U n iv e rs ity
Housing O ffic e rs , Ames, Iowa, 1955.
K e lle y , Janet A ., College L ife and the Mores. New York, Bureau o f P u b li­
c a tio n s , Teachers C ollege, Columbia U n iv e rs ity , 1949.
Mack, Raymond W., "The P re stig e System o f an A ir Base: Squadron Rankings
and M orale", American S o cio lo g ica l Review, v o l. 19:281-287, June,
1954.
M auldin, W. P. and Marks, E. S ., "Problems o f Response in Enumeratlve
Surveys", American S o cio lo g ic a l Review, v o l. 15:649-657, 1950.
Newcomb, Theodore M., Social Psychology. New York, The Dryden Press, 1950.
O staf In, Peter A ., "Has the Residence Hal I Come o f Age", Address before
th e A ssociation o f College and U n iv e rs ity Housing O ffic e rs , Ames,
Iowa, 1955.
Parsons, T a lc o tt, The Social System. Glencoe, The Free Press, 1951.
S lffe r d , C alvin S ., Residence Hal I Counseling. Bloomington, McKnight &
McKnight P ublish in g Co.
50
Stone, Carol L ., " S o ro rity Status and P e rs o n a lity Adjustm ent", American
S o c io lo g ic a l Review, v o l. 16:538-541, August, 1951.
TheIen, Herbert A ., "Basic Concepts in Human Dynamics", Journal o f the
N ational A ssociation o f Women Deans and Counselors, v o l. 15:99-111,
March, 1952.
W alker, H. M. and Lev, Joseph, S ta tis tic a l
H o lt and Company, 1953.
Inference. New York, Henry
W a llis , W. A. and Roberts, H. V ., S t a t is t ic s :
The Free Press, 1956.
A New Approach. Glencoe,
W illiam son, E. G. and Foley, J. D ., Counseling and D is c ip lin e . New York,
McGraw-Hill Book Company, 1949.
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The U n iv e rs ity o f Minnesota Press, 1949.
APPENDIX
APPENDIX - A
Sample Q uestionnaire
53
Name o f Residence.
a.
b.
c.
d.
e.
S o ro rity
Men's Hal I
F r a te rn ity
Women's Hal I
Cooperative
MONTANA STATE COLLEGE LABORATORY FOR SOCIAL RESEARCH
Study X-IOO
T h is q u e stio n n a ire is p a rt o f a study which Is attem pting to exam­
ine th e so cia l s tru c tu re o f a c o lle g e community.
We are re ly in g on you to provide us w ith th e answers we seek.
With t h is In mind, we would lik e to ask fo r your cooperation in the fo llo w ­
ing p o in ts :
1. We are In te re ste d In how c o n d itio n s actual Iv are, not how you
would lik e them to be.
2. We are In te re s te d o n ly In vour o p in io n s, th e re fo re , please
answer these questions as Jygy pe rso n a lly fe e l about them.
3. Be as accurate as p o ssib le In expressing vour views on actual
c o n d itio n s .
(Please c ir c le th e desired response, make an appro pria te mark, o r f i l l
th e blank space.)
I.
in
Student O rganizations
A.
In my o p in io n , th e m a jo rity o f students who hold campus o ffic e s
re sid e in :
a.
b.
c.
d.
e.
B.
In my o p in io n , most o f the campus "wheels" re sid e in :
a.
b.
c.
d.
e.
C.
f r a t e r n it ie s
men's residence h a lls
s o r o r itie s
women's residence h a ils
o th e r types o f residency
men's residence h a lls
s o r o r itie s
women's residence h a lls
f r a t e r n it ie s
o th e r types o f residency
In ray o p in io n , th e m a jo rity o f e le c te d student o ffic e s are held by
students who re sid e In :
54
a.
b.
c.
d.
e.
D.
In my o p in io n , those students who g e n e ra lly "run th e campus" re­
side in :
a.
b.
c.
d.
e.
11.
women’ s residence h a lts
f r a t e r n it ie s
s o r o r itie s
men's residence h a lls
o th e r types o f residency
f r a t e r n it ie s
women's residence h a lls
s o r o r itie s
men's residence h a lls
o th e r types o f residency
Academic Factors
A.
In my o p in io n , th e best grades are made by those persons who re sid e
in :
a.
b.
c.
d.
e.
B.
In my o p in io n . I t Is most im portant th a t an in d iv id u a l achieve an
a ll- c o lle g e grade p o in t average o f :
a.
b.
c.
d.
e.
f.
C.
D.
men's residence h a lls
s o r o r itie s
women's residence h a lls
f r a t e r n it ie s
o th e r types o f residency
A
B
C
D
E
F
In my o p in io n , th e major p o rtio n o f those students who are In te re s te d
in grades re sid e In :
a.
b.
c.
d.
women's residence h a lls
fr a t e r n it ie s
men's residence h a lls
s o r o r itie s
e.
o th e r types o f residency
In my o p in io n , th e most im portant th in g in c o lle g e is :
a.
b.
s o c ia l l i f e
high grades
55
c.
d.
e.
E.
in my o p in io n , students who are more prone to cheat on examinations
re sid e in :
a.
b.
c.
d.
e.
III.
e x tra c u r ric u la a c t iv it ie s
e s ta b lis h in g new frie n d s h ip s
making contacts fo r la te r l i f e
women's residence h a lts
s o r o r itie s
f r a t e r n it ie s
men's residence h a lls
o th e r types o f residency
Social Area
A.
In my o p in io n , th e type o f residency which o ffe rs most in the way
o f s o c ia l a c t iv it ie s is :
a.
b.
c.
d.
e.
B.
In my o p in io n , i t is e a sie r to have more dates I f you re sid e In :
a.
b.
c.
d.
e.
C.
s o r o r itie s
men's residence h a lls
fr a t e r n it ie s
women's residence h a lls
o th e r types o f residency
I would most lik e to re sid e in :
a.
b.
c.
d.
F.
f r a t e r n it ie s
women's residence h a lls
s o r o r itie s
men's residence h a lls
o th e r types o f residency
In my o p in io n , th e m a jo rity o f my "c la s s " o r my type o f people re­
side In :
a.
b.
c.
d.
e.
D.
women's residence h a lls
f r a t e r n it ie s
s o r o r itie s
men's residence h a lls
o th e r types o f residency
In my o p in io n :
c o lle g e residence h a ll
a f r a t e r n it y o r a s o r o r ity
o f f campus In a p riv a te residence
M arried housing
as a group, more sexual Im m orality is associated
56
w ith those students who re sid e In :
a.
b.
c.
d.
e.
s o r o r itie s
men's residence h a lls
women’ s residence h a lls
f r a t e r n it ie s
o th e r types o f residency
STOP-------- STOP-------- STOP
PLEASE AWAIT FURTHER INSTRUCTIONS FROM PROCTOR BEFORE PROCEEDING
In th e fo llo w in g questions, we s h a ll employ scale a n a ly s is . Since
these scales must be marked In a p a r tic u la r manner. I t Is Important th a t
you f u l l y understand th e In s tru c tio n s connected w ith them.
Please read and lis te n c a r e fu lly to th e In s tru c tio n s and fe e l fre e to
ask any and a l l questions you may have before proceeding.
In s tru c tio n s L Example
We are In te re s te d , In t h is study. In examining how people view various
p o s itio n s In s o c ie ty . You may not know th e actual answers to some o f these
qu estions, but we are In te re ste d In vour opinions about how you be lie ve th e
standings a c tu a lly are. You are asked to make c e rta in Judgements about
c e rta in standings.
Now supposing we were In te re ste d In what you thought your a th le tic stand­
ing was In r e la tio n to a l l o f th e a d u lts In Bozeman. On th e scale below,
th e two percentage lin e s on th e page stand fo r a ll th e a d u lts in Bozeman.
(R efer to example on page 5 ).
For example, p o in t "A" In d icate s a l l o f th e a d u lts in Bozeman are lower
than you In a t h le t ic a b i l i t y , p o in t 11B" Ind icate s none o f th e a d u lts In
Bozeman are lower than you In a th le tic a b i l i t y , and p o in t "C" Indicates 20*
o f th e a d u lts In Bozeman are lower than you In a th le tic a b i l i t y . In the
same manner (although th e scale Is reversed), p o in t "X" In d ica te s none o f
th e a d u lts In Bozeman are higher than you In a th le tic a b i l i t y , p o in t "Y"
In d ica te s a l l o f th e a d u lts are higher than you In a th le tic a b i li t y , and
p o in t "Z " In d ica te s 6Q* o f th e a d u lts are higher than you.
Now supposing you were f a i r l y c e rta in th a t 50* o f a l l th e a d u lts In
Bozeman were lower than you In a th le tic a b i l i t y you would make a mark on
th e lin e marked “ LOWER" next to 50* (p o in t "D ").
The lin e marked "HIGHER" also stands fo r a l l th e a d u lts In Bozeman but
t h is tim e th e d ire c tio n o f th e numbers Is reversed. Now, supposing you
had said 50* o f th e a d u lts In Bozeman were lower than you In a th le tic a b i l i t y
57
and we asked you what percent o f th e a d u lts In Bozeman you were f a i r l y
c e rta in are higher than you In a th le tic standing. You m ight not ne ce ssa rily
say 50% because you might th in k th a t some people have th e seme standing as
you. (For purposes o f I llu s t r a t io n le t us suppose th a t you are f a i r l y
c e rta in th a t 40# o f th e a d u lts In Bozeman are higher than you In a th le tic
a b ility .
In th a t case, you would make a mark a t "W".)
The two marks cannot p o ssib ly add up to more than I0Q# since th e re are
o n ly 100# o f people, but the y do not have to add up to as much as 100#.
I f you have no fu r th e r questions, you may proceed. T h is tim e you w i l l
note you w i l l have to judge your op in io n o f a p a rtic u la r group which Is
defined fo r you beneath each scale and t h is tim e th e lin e s re fe r to e ith e r
a l l students a t MSC o r a l l residences a t MSC. So you make a mark on the
lin e marked "LOWER" In d ic a tin g what percent o f the p a r tic u la r group you are
f a i r l y c e rta in are lower than e ith e r a ll students a t MSC o r a l l residences
a t MSC. A lso, make a mark on the lin e marked "HIGHER" In d ic a tin g what
percent you are f a i r l y c e rta in are h ig h e r.
58
Example Scale
LOWER
Al I Of The A dults In Bozeman
(A)______ IOQf
.. .
90f
GOf
70f
60f
(D)__} r .
SOf
^
40f
30f
(C)
20 f
IOf
(B)
Of
None Of The A d u lts In Bozeman
None Of The A d ults In Bozeman HIGHER
Of
(X)
IOf
20f
30f
4 0 f \ P (W)
50f ^
60f
(Z)
70f
80f
90f
IOQf
.... (Y)
Al I Of The A dults In Bozeman
Your a th le tic standing In re la tio n to a l l the a d u lts in Bozeman?
IV.
Scale A nalysis
LOWER Al I Of The Students A t MSC
______ IOQf
______9Qf
______80f
______70f
______60f
______50f
______40f
______3Qf
______20f
______IOf
-...
OK
None Of The Students At MSC
A.
None Of The Students At MSC HIGHER
O f ____
I O f _____
2 0 f ______
3 0 f _____
40f _
5 Q f_____
6 0 f _____
7O f _____
8 Q f_____
9 0 f ______
ioof ZUH
Al I Of The Students A t MSC
Your so cia l ranking in re la tio n to a l l o f the students a t MSC?
59
LOWER Al I Of The Residences A t MSC
IOQ%
9Q%
80%
7Q%
60%
50%
40%
30%
20%
10%
0%
None o f The Residences A t MSC
B.
0%
IQ%
2Q%
30%
4Q%
50%
60%
7Q%
8Q%
90%
100%
Al I Of The Residences At MSC
The ranking o f your place o f residence (re s id e n tia l u n it) in re­
la tio n to a l l o f th e residences a t MSC?
LOWER Al I Of The Residences a t MSC
I0 Q %
90%
80%
70%
60%
50%
4Q%
30%
20%
10%
0%
None Of The Residences A t MSC
C.
None Of The Residences At MSC HIGKgR
The ranking o f s o r o r itie s
to a l l residences a t MSC?
None Of The Residences At MSC HIGigR
0%__,___
10%______
20% ___________
30%_____
40%______
50%______
60%_____
70%_____
8Q%______
90%_____
100%
I
Al I Of The Residences At MSC
f r a t e r n it ie s as a group In re la tio n
136873
60
LOWER Al I Of The Residences A t MSC
IOQf
9Qf
80f
70f
6Qf
50f
40 f
3Qf
2Qf
IQf
Qf
None Of The Residences A t MSC
D.
Qf
IOf
2Qf
3Qf
40 f
50f
60f
70f
80f
90f
IOOf
Al I Of The Residences At MSC
The ranking o f a ll s o r o r itie s In r e la tio n to a l l o f th e residences
a t MSC?
LOWER Al I Of The Residences At MSC
___ IOOf
___ 9Qf
___ 80f
___ 7Of
___ 6Qf
___ 5Of
___ 40f
___ 30f
___ ZQf
___ IOf
___ Qf
None o f The Residences At MSC
E.
None Of The Residences At MSC HIGfgR
None Of The Residences A t MSC HIGHER
Of _ _ T_
I Q f __
Z O f__ I
2 0 f ____
4 Q f__
5 0 f __ I
6 0 f __
7O f __
SOf __
9 0 f ____
IOQf
T
Al I Of The Residences At MSC
The ranking o f a l l f r a t e r n it ie s in re la tio n to a l l o f th e residences
a t MSC?
61
LOWER Al I Of The Residences A t MSC
___ IOQK
___ 90*
__ _ 80*
__ 70*
__ 60*
___ 50*
__ 40*
__ 3Q*
__ 20*
__
10*
L i o*
None Of The Residences A t MSC
F.
0* ____
1 0 *_____
20* ____
3 0 * _____
4 0 * _____
50* _____
6 0 * _____
7 0 * _____
8 0 * _____
9 0 * _____
100*
\
Al I Of The Residences A t MSC
The ranking o f a l l c o lle g e residence h a lls In r e la tio n to a ll
residences a t MSC?
LOWER Al I Of The Res I donees At MSC
___
:___
__
__
__
__
__
__
100*
go*
80*
70*
60*
50*
40*
30*
__ 20*
__ 10*
LZ #
None Of The Residences A t MSC
G.
None Of The Residences At MSC HIGHER
None Of The Residences At MSC HIGHER
0*
1 0 * _____
20* ____
3 0 * _____
4 0 * _____
5Q *_____
6 0 * _____
7 0 * _____
8 Q * _____
9 0 * _____
100*
\
Al I Of The Residences At MSC
The ranking o f c o lle g e women's residence h a lls in r e la tio n to a ll
residences a t MSC?
62
None Of The Residences At MSC HIGHER
a§M$l$IS§§I
LOWER Al I Of The Residences At MSC
Pt
I O f _____
2 0 f _____
3 0 * _____
4 0 * _____
5 0 * _____
6 0 * _____
7 0 * _____
8 0 * _____
9 0 * _____
100*
|
None Of The Residences A t MSC
H.
V,
Al I Of The Residences At MSC
The ranking o f c o lle g e men's residence h a lls In r e la tio n to a ll o f
th e residences a t MSC?
General
A.
The average (approximate) Income level o f my parents is : S
(d o I la rs /y e a r)
B.
My re lig io u s c la s s ific a tio n may be broadly sta te d as:
a.
b.
c.
d.
e.
C.
The educational experience o f my parents Is :
a.
b.
c.
d.
e.
f.
D.
P ro te sta n t
Jewish
C a th o lic
no re lig io u s a f f il i a t i o n s
o th e r re lig io n s
both are c o lle g e graduates
one Is a c o lle g e graduate
one o r both attended c o lle g e
fo r a tim e
both are hMgh school graduates
one is a high school graduate
none o f the above
The occupation o f th e head o f my fa m ily may be broadly c la s s ifie d as:
a.
b.
c.
m erchant-clerk
professional
farm er-rancher
63
d.
e.
E.
My parents provide approxim ately th e fo llo w in g p a rt o f my to ta l
c o lle g e expenses:
a.
b.
c•
d.
e.
f.
g.
h.
I.
j.
k.
F.
laborer
o th e r
100*
90*
80*
70*
60*
50*
40*
30*
20*
10*
Q*
I have resided in my present residence fo r
CInclude present q u a rte r)
q u a rte rs.
6.
I am o f f i c i a l l y c la s s ifie d by th e College as a:
a.
b.
c.
d.
e.
f.
11.
sen ior
ju n io r
sophomore
freshman
graduate student
special student
I am a member (a c tiv e o r pledge) o f a:
a.
b.
c.
d.
s o r o r ity
fr a t e r n it y
cooperative
none o f th e above
APPENDIX - B
Operational D e fin itio n s
65
OPERATIONAL DEFINITIONS
A ttitu d e s
A predisposed, learned, e sta b lish e d , tendency to
respond in a given p a tte rn to c e rta in s tim u li.
Community
A sub-group o f the la rg e r s o c ie ty , u s u a lly w ith a
concept o f a t e r r i t o r i a l area, w ith a more lim ite d
s e lf- s u ffic ie n c y than s o c ie ty but w ith a close r
a sso cia tio n and deeper sympathy among Its members.
C u ltu re
The shared, learned, and s y m b o lic a lly tra n s m itte d
behavior patterns which are p e c u lia r to and associated
w ith a given s o c ie ty and w ith various segments o f the
larg er s o c ie ta l complex.
Group
Two or more persons in an in te ra c tio n s itu a tio n or
a u n it o f in te ra c tin g in d iv id u a ls .
Norms
A standard or c r it e r io n fo r behavior p a tte rn s among
in d iv id u a ls w ith in a s u b -c u ltu ra l complex or between
groups on the s o c ie ta l le v e l.
Peer Group
A group o f in d iv id u a ls having the same s o c ia l p o s itio n
w ith in a s o c ie ty .
P restig e
The s o c ia l and in s titu tio n a liz e d re c o g n itio n o f s ta tu s .
Res Idence Ha 11
A re s id e n tia l u n it associated w ith an academic in s t i­
tu tio n and adm inistered by th a t in s t it u t io n .
Res Idency
The basic eco logica l p o s itio n o f a person or group
o f persons w ith in a given community.
Role
The fu n ctio n or expected behavior o f an in d iv id u a l In
a group, u s u a lly defined by the group or the c u ltu re .
66
S ocial System
An Integrated aggregate o f re la te d in te re s ts o r a c tl
v i t Ies which become associated w ith a p a rtic u la r
c u ltu r a l complex.
Status
The so cia l p o s itio n or ranking o f a person w ith in
h is group or o f the group w ith in a given community.
■
Values
The expressed opinion or believed ca p a city o f any
o b je c t to s a tis fy a human d e sire .
«1.» —nr« . .
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