Educational value of residence halls : value changes in freshman students as a function of educational
programming in residence halls
by John Phillip Nelson
A thesis submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree of
MASTER OF SCIENCE in EDUCATION
Montana State University
© Copyright by John Phillip Nelson (1963)
Abstract:
An analysis of differences in values of college freshmen at Southern Illinois University was made.
Values were measured by the STUDY OF VALUES. The differences were measured to determine the
function of educational programming in residence halls in changing values in freshman students.
The population consisted of 167 college freshmen Who entered school winter quarter, 1903
Eighty-seven (Group.I) of ’these freshmen lived on campus and were exposed to edu- national
programming in their place of residence. Eighty (Group II) of the freshmen lived of f-us amp us and
were not exposed to educational programming in their place of residence The STUDY OF VALUES
was administered to the freshmen of both groups on a test-retest basis with an 11-week time interval
between the initial and. terminal administrations.
Raw scores were analysed by the MANN-WHITNEY U TEST for the significance of the differences.
The findings indicated that there were significant differences in the economic, social, and religious
Values on the initial test administration and that there' Were no signifi-cant differences in the
theoretical, aesthetic, and political values on the initial test administration* The findings on the
terminal administration indicated a significant difference in all values measured. Group II scored higher
bn the: social value, while Group I spared higher on all other values measured. The findings also
indicate that Group I made a greater change than Group II from the initial to the terminal
administration. The findings suggest that educational programming does have a function in changing
student values. More needs to be done in our residence hails if our institutions of higher learning are to
more fully use the resources they now possess. EDUCATIONAL: VALUE OF ‘R ESIDENCE BALLS
-1Valyie' Change's, in Freshman Students:-as .-a-Function
of Educational Programming in: Residence" Ealis ■
by
■ JOHN PHILLIP NE LSON
A thesis submitted to the Graduate Faculty in partial
fulfillment of the requirements for the degree
of
M A S T E R 'OF SCIENCE
in
EDUCATION
C h a i r m a n , Examining Gbmmittee
^-Dean, Graduate Division
MONTANA STATE COLLEGE
B o z e m a n ^ Montana
August', 1963'
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' 'ACKNOWLEDGMENT
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The a u t h o r 'w'ishes to express his special appreci*1
at ion for the suggestions, g u i d a n c e , and ,.critical review
provided by
.Dr. Donald E. G u i n o u a r d .
Appreciation is
further extended to Mr. Maurice E. Brookhart and Dr. Melvin
S . Monson for their interest and c r i t i c i s m s .
Appreciation is also given to those students at
Southern Illinois University who willingly agreed to take
time out from their busy schedules in order to participate
in this study. -
J. P. N.
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TABLE OF CONTENTS
Chapter
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INTRODUCTION M D
STATEMENT OF THE PROBLEM
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REVIEW OF RELATED RESEARCH
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Historical Development ■ , ,
Enaction of the Residence Hall
Residence Halls in the Future
Statement of the Problem
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Operational Definitions .........
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Empirical Evidence Regarding Residence
Halls
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The Place of.Housing i n ‘Higher
Education' , . ’ IU
T h e College E x p e rience and Individual
Devel o p m e n t "
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The Influence of Higher Education on
■Student, Value's '
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Values
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The Group Effect on ,IndividualBehavior . . .
33
Assumptions
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III.
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DESIGN O F THE. STUDY .
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The Population
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The Instrument Used . . . . . . . . . . . . .
Statistical Treatment of the Data . . . . . .
Limitations ................
IV.
V.
ANALYSIS OF THE, DA T A
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Findings
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Discussion of the Findings
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SUMMARY AND CONCLUSIONS
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Conclusions of the Study
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Implications of the Study . . . . . . . . . .
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Recommendations for Further Research
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BIBLIOGRAPHY
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'LIST OF TABLES'
Table'
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I,- INITIAL Z VALUES FOR THE' ALLPOBT, VERNON/ '
'L I N D Z E Y , STUDY OF VALUES BETWEEN GROUP I
AND GROUP II 7 v,.:'4
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T E R M I N A L •Z •VALUES' F O B 'THE ALLPORT, VERNON,
LINDSEY,' STUDY OF VALUES BETWEEN -GROUP I
AND GROUPTi r"".T I'.::.'. . . . . . . . . .
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IIL.' TEBT-RETE^T Z VALUES FOR THE ALLPORT, VERNON, '
LINDZEY, STUDY OF VALUES FOR GROUP I . . . . .
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test-Retest.z values fob the-allport, vernon,
LiNDZEY Study-Of values for'■group'ii"■.; : .
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EDUCATIONAL VALUE OE RESIDENCE HALLS
Value Changes in Freshmen Students'1as 'a Function •
of Educational Programming in Residence Halls
ABSTRACT ■
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........ ,JOHN Pi.NELSON, M.S.ED.
! Mo n t a n a State' C o l l e g e 1963
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‘::An 'Anaiydis1 of differences in v a l u e s 1of college
:
freshmen at.Southern Illinois University .was m a d e . . Values
w e r e 'm e a s u r e d ■by the'STUDY'OF V A L U E S . '^The differences were
measured to determine tiie function of educational programming
in residence halls in changing values in freshman s t u d e n t s .f '
The population consisted of 167 college freshmen who
entered Ischool winter q u a r t e r , 1903». .Eighty-seven (Croup.I)
of 'these freshmen l i v e d 'on campus and were exposed to edu- .
cational programming in their place of 'residence.
Eighty'
(Group II)' of the freshmen lived off -^campus and were, not
.
exposed to educational programming in,their place of resi­
dence
The STUDY OF V A LUES w a s administered to the freshmen
of. both groups on a tes t ^retest basis with- an,-11-week time'
interval between the initial and. terminal administrations.,
Raw scores were analysed by the MANN-WHITNEY U TEST for the
significance of the .differences.
The findings indicated that there were significant
differences in the e c o n o m i c , social, and religious Values on
the initial test administration and that there' wer.e^'tio signifi
cant differences in the theoretical, aest h e t i c , and political
values on the initial test administration*
The findings on
the terminal administration indicated a significant difference
in all values, m e a s u r e d .. Group II scored, higher bn the social
value, while Group I scored higher on all other values
m e a s u r e d . The findings also indicate that Group I made a
greater c h a n g e .than.Group II from the initial to,the terminal
administration*
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The findings suggest that educational programming does
have a function in c h a n g i n g .student values. More needs to be
done in our residence hails if our institutions of higher
learning are to more fully use the resources they now p o s s e s s .
CHAPTER: I
INTRODUCTION A N # -STATEMENT GE' THE PROBLEM
. Historical Development
The reawakening..oif
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intellectual ’life ■brought about by
contact w ith ■'other ,'divilisatibnsi/resulted in the formation of
colleges which became a part of our civilization in the •
middle ages.
The early colleges owned no buil d i n g s , possessed
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no librariesj and had no laboratories of their own. They were
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simply collections of teachers who guided the readings of
recently discovered classical writings...
The early insti~;.
tutions w e r e , in a sense, non-material;
the professors would
h a v e ,been astonished at the notion that they should, feel any
sense of responsibility for student welfare, much less for
student h o u s i n g .
Nor ■did, the colleges as. such, accept any
responsibility for the students or acknowledge any obligation
to p a r e n t s .
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Although some of the older ,institutions in ,the.^country
have had residential; facilities .on-,campus, for .oyer. IOQ y e a r s ,
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the residence hall is a relative newcomer on the American
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states were not concerned with providing ,residential facili­
ties until after 1900.
It was not until the'1930*s that the
hall as we know it today became significantly impo r t a n t , both
numerically and educationally'. ,
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The residence hall h a d 'i t s origin in the English
universities.-, T h e ,English -syeteat 'oit-higher ed Beat I o n 'w a s ».''
and.is.today*,-built u p o n : a , residential‘structure in Which both
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the student and the teacher lived and interacted.. . .
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The English, universities which.were organised
somewhat later, than those of Continental E u r o p e » .had .adopted
from the beginning a s M g h t T y 'different view of college life.
The English "college" was a social Unit, bearing and trans­
mitting a cultural tradition through the forms and activities
of daily life as well a s 'through academic s t u d i e s . . The whole
of college life,
including residence, was brought under the
general control of the college as an institution, with the
additional aid of the community which formed t h e university..
. The,-ancient English University is first and
foremost a C b m m u n i t y . T f o t -only■is residency b a s i c .
;as .-such.-,- inclusive'.,of - quarters.for Tfs .faculty, as . ,,
'well as- its -students.,'but "the- whole college is a
... collection o f .academic,and social institutions,-; /, ,
essential to the c h a r a c t e r '
.of 'this -way of ,getting
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The English .edueatiotiai p r e c e d e n t , with regards to
residence halls* provided the m a i n impetus in the esfabtish1'c■
meat of such halls in the United States.
The German system
Ostaf in,. PCter 1A. , -"Has the Residence Hall Come of
Age?", address before.the Association of College and
University Housing Officers, ASies, iowa, p. Il of Associ­
a t i o n ’s annual m i n u t e s .
was also important in residenoe hall d e velopment, bust in
quite a different way.
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Harvard i- the ,first of
the American institutions,
followed the pattern o f ■the English college| Yale did likewise
Elsewhere on the American continent the English college
pattern became considerably m o d i f i e d .
In part this was due to
the influence of the state universities which developed
during the period when German universities were held in high
esteem.
The y tended to model, themselves on the European
pattern, which left students to shift for themselves outside
the classroom.
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...The importation from Germany of the university
idea, which brought John Hopkins, Clark, and Chicago
into existence and which cliahged B a r y a r d ,' Columbia
, and other, ,institutions from colleges into universities
accentuated: the swing from ’the British heritage to a
distinctly German emphasis,,.^ ,
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■ Indeed, t'he 'state' universities grew so rapidly that
they could, not afford to s u p p o r t 'any
activity except teaching,
even if they might have wished to take On the responsibility
for student housing. 2
2C o w l e y , 1W. 1H.', "The History -of -Student 'Residential
Housing",
II i School and Society, ,40:705^712. and 758-764, ■
1934, p. Til.
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Since German universities p a i d ino attention to
■ students -outside of the classroom and since they
insisted that they find their own social life atid
boarding and rooming f a c i l i t i e s , ;Tappan introdqced
the same methods at ^Uin A r b o r , Michigan.
With the
rapid growth of state-universities immediately after,
the Oivil War, his idea came in for considerable
v o g u e , ; The German point of view also gained strength
■ from t h e 1 return to the United ,States of- hundreds of
professors who had taken graduate work at Berliti,
Leipzig, Heidelberg and Gottingen^
TheGermanpoint
of view, in fact; ruled, and as it grew in popu­
larity dormitories -were,'.frpwub.d,Upon, occasionally^a bolished, and seldom built at state universities.-
The impact o f .two conflicting philosophies- -on the-,
Ampricatt educational,development ^ with its own unique con­
ditions, produced a pattern which is typically A m e r i c a n T h i s
Whs a pattern, in which at least some of. the students of the
university.,are; provided- with shelter and with some social
Control by t;he university, but,in w h i c h the social- life of the
residence hall is thought of as distinct.and separate from the
intellectual life of classroom and laboratory.
,Jorgensen,
in setting forth the reasons f or the' Iaeb-
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of support for residence halls- during the ,period, covered by'
•approximately-SO years after the Civil-War, gives recognition
to the German inf!pence,
but also includes some additional
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Jorgensen, 'A-. N.. / "The :Growing Importance of Student
Housing in Educational Planning", an address before they -Associ
atidtt of -College and University Housing Officers»■ Ames Iowa,
1955-,: p-v 3 of .Associ at ion ’s ' a n n u a l '-m i n u t e s .-
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considerations /
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’ The1;ideqline,- 'In residence ’colleges during the 1
19th century can' ,he ,attributed- to -UtvilesLst four
factors: 'Cl)- !-ThO'/rising i m p o rtance'of. German higher
education which made ho provision;for residence
housings VC2) ..Objections to, college, and- university
housing as being, in competition v/ith rental income
of local homeowners: (3).,The- rapid, growth ,of state
'universities- and, the lack p f f unds', t o support any
plans for- dormitory -expansion recognising the ■
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"revenue bond approach-..,'n^
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Due to these ,factors#, residence halls did not gain
■-contemporary importance and significance until well after the
turn of the century *
With the de-emphasis of the German
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educational philosophy and With.the, improved methods of
financing both through increased, legislative grants and
through the employment of revenue b o n d s , the residence hall
began, to re^emerge as an integral part of most colleges and
universities
in the 1930's. -
The -great influx'of,students'at the end of the second
World War generally erased all doubts in the minds of college
a n d .university administrators as to the necessity of providing
food and. ,shelter for students,.
The educational potential of
the residence hall, however., is only now beginning to foe recog­
nised..
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Fmictioh .Qf the R e s i d e n c e ’H a l l ■
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There are'two maj.dr functions for' a residence hall
system to perform on any c a m p u s .
The first concerns itself
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With. 'the physical well being of students w i t h ;regards' to ■
fbod; and shelterv
The second is to provide ah adjunct and ■
supplement tb -the academic endeavors of students :by providing
the;-..proper scholastic environment and s u r r o u n d i n g s , '
. 'It is now
recognised'that colleges 'Endv1Uhiversities
must provide, shelter that is safe, pleasant,
and sanitary.
They must also, ,provide meals Which are'nutritious and 'appe-.
■tiding.
It Wo.tild .,appear-' that ■colleges ■and-'universities for
t h e most part today,: adequately p e r f o r m 1this function..' -,While
. improvements have been made in the s h e l t e r :and feeding of
students,
the colleges and universities have also attempted.to
provide these services at the -lowest ' p b s M b l e 1 cost-to the: ■.
individual:' student..resident..■. It is;!’recognised that economical
housing and food service is also a functioh of the college and
■ university r e s i d e n c e .h a l l .■ No one -WiTl-. seriously, argue 'that
great strides have been made in the-housing.and feeding of
residence h a l l - o c c u p a n t s .
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However, the development of the
residence hall as an educational, enti t y has- not made signif't'
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I n jiI a b t i only in t h e last few years have, there been ■
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discernible trends toward attempting to fulfill this edu­
cational potential i,
A great many college and university
administrators as well, as educators are aware or are be­
coming aware of this function of a residence hall.
Unfortu­
nately, there is very little experience or information availa­
ble on how this educational function can best foe accomplished
or realised *
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Residence Halls' I n the Future
College' and, university enrollments have steadily
increased, since? the. Civil ,War. . Due to educational, benefits
provided for veterans after World War II, enrollments
mushroomed to new h e i g h t s .
The projected enrollments during
the next decade are even more i m m e n s e .
than the increased number of students,
If for no other reason
the residence hall will
play an increasingly important role in the higher education
picture in the United States.
While an increasing number of
students will be housed in off-campus housing, the total
number of students so housed will not be able to Increase
significantly the proportion of the total student population
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that can toe housed off-campus, due mainly to lack, of a suf­
ficient financial b a s e ,
It Will.remain for t h e .residence hall
to provide the majority of accommodations for the large influx
of students during the next d e c a d e .
Only the residence hall
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is able to meet the necessary requirements of finances, type
of ,construction, feeding, and. scholastic? ,environment which.
are needed in order to properly accommodate the large
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Statement of the Problem
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Although it is. agreed that- attitudes and values-ay©'
instilled early in life and are more easily modified in infancy and adolescence, curriculum planning in our colleges and
universities assumes that attitudes and values are still
modifiable at age 17 to 22, or older.
In fact,
if we define
education In;,its ,broadest sense, we ,might expect to find that
there would be a change or reinforcement'of those attitudes
and values held by students w h e n they enter as freshmen.
The
fact that students do change in their attitudes and values
from their freshman to senior year and even after graduation,
suggests that there are some processes operating to cause
these changes.
These changes may be small
in an undesirable direction).
(and maybe to some,
The processes causing these
changes may be intellectual, maturational, a result of formal
academic .experiences or because of non-academic experiences
such as "hull sessions" in residence halls.
The strong consensus O f iIoCal faculty members that
students do change and the fragmentary research evidence
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that c h a n g e s :are small Setve to e n c o u r a g e 1research in this
area.
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.'The ■ptirpb'se of this''study w a s 'to-analyse the differ­
ences ;in value strengths of freshman'students who li v e d 1either
on campus in-university owned residence halls,
or off-campus
in .privately owned residences a t Southern Illinois University*
as ’measured '.bir
the Allport, Vernon* blhdSey,' STUDY OF VALUES
on a' test ^retest'
schedule. Wore Specifically, this study was
'an attempt to answer t h e following question:
' A r e 'value
Changes’"in freshman students a function of educational
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programming in residence halls?
This question w a s answered by
testing the following hypotheses:
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There will be no significant differences in
measurable value c o m p o s i t i o n , when comparing
the initial test administrations for the two
groups of freshman students' t e s t e d , a t 'the
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.Ob''level of s i g n i f i c a n c e .’
There' will be significant ‘differences in
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■ measurable value composition, W hen comparing
the terminal test administrations for the
two groups of freshman -students tested at the
.05 level of significance,
in favor of the
students w h o lived on Campus *
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'There will: be significant •differences ■in '. ; ■
measurable value composition, when comparing
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-'trat ions for the group of students w h o live ,
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There will be no significant differences in
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the initial and terminal test adminis­
trations f o r ;the group of students w h o live
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off-campus,
at the
.05 level of sig n i f i c a n c e .
It w a s h o p e d t h a t .t h e :success With ,which these hypothe­
ses w e r e ■proven .or dis^proven-would, pro v i d e c l u e s as to the
educational value of residence halls within e given, collegiate
community.
Operational Definitions
The writer- defines the following terms for purposes
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mind in order- to better understand their- use by- the 'writer'; - -
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C o m m u n i t y ; 1 " A sub-group of the -l a r g e r :society ,.usually .'with
.a concept of a territorial area, w i t h a more
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••limited- self-sufficiency than society, but with
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a closer association ahd deeper sympathy among
its' m e m b e r s .
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Educational
Programming;
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Providing an environment ,in which, g u i d e d .•.
.maturation ■of student- residents is fostered , .
A residence.hall-program is designed to promote
.institutional objectives * .,Programming includes
t h e ■offering of the opportunity for a learning
process to take p l a c e /
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T w o or more persons in an interaction situation
or a unit of interacting indiv i d u a l s ,
Horms;
A., standard or criterion for behavior patterns
among individuals within a sub-cultural complex
or between groups on the societal level.
Besidence
Hall:
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■A-.residential Unit associated with an academic
’institution,.,
Residency s
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The basic ecological; position of a person or
group of, persons within a given community *
Value;
The. ,individual, sel-f^concept or believed capacity
of any object to satisfy a human d e s i r e .
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The Values analyzed are those m e a s u r e d ■by the A H p o r t j
Vernon, Lindiey j ,BTUBY OS*V A L U E S „■ third edition.
are:
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Theoretical ,
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. The^dominant interest iof, the-.theoretinal"man is ,the discovery of
t h e .t r u t h , .'.Since the interests
of-' the. t h e o r e t i c a l :sian are
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empirical* critical, and rational.,.
... . , , , . he is necessarily an Intei.
.Iecttialist, frequently a >;
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'Sconomie
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Aesthetic
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The economic man is charac' ^teristlcaily interested I n "What
,is. W s e f p l t. .The e c o n o m i c ;man .
Wants education to be p r a c t i c a l '
and ,regard's unapplied Knowledge
as w a s t e .
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The aesthetic man sees his
highest value, in form and
. h a r m o n y > 'He regards life" as a
procession, of events; each single
impression is enjoyed for its own
sake. .
Social
The highest valwp: for this type
is love of people*
The social
man prises other persons as ends,
and. is therefore, himself kind*
sympatheticf and unselfish.
Political
The political man is interested
primarily in power*
He wishes
above all else for personal
power,, influence, and renown.
T e c h n i c a l ,Title
Religious
5
Description
The highest value of the re ­
ligious man may be called u n i t y .
He finds real satisfaction in
security,55
••
Allport, G. W., and Vernon, P ,.E ., and Lindsey, G,,.
Study of Values M a n u a l , Third Edition, Houghton -Mifflin
C o m p a n y ,"Boston, Massach u s e t t s , 1 9 S 0 ,-p p . 4-5,
' CHAPTER II
REVIEW O F ■RELATED RESEARCH
Empirical -Evidence Regarding Residence '-Halls
Alfiidugh the 'history 'of residence halls "in the 'United
'States can be 'traced
back over 200 .years, little has been done
to ihvestlg’
a fe the sPositioh/the’ residence'' hall;, decuples
the acadesiic c o m m u n i t y .
residence hall,
in.
With the noy/ renewed' interest in the
and with the forecast of a great growth in
the number of students who will be housed in residence halls
during the next d e c a d e > it appears that the time is upon us
f or some empirical investigations of the position of the
residence hall in higher education..
While
a considerable number of investigations and
surveys have been conducted on the physical functions of the
residence hall such as feeding and housing, little has been
done on investigating the educational potential and the place
of the residence hall in the academic sub-culture..
From a
review of the literature,- the writer was only able to locate
six attempts to lend empiricism to the'investigation of the
function of t h e ■residence hall
as an educational entity*.
Most of these are of the case study .'approach and m a n y 'deal, with
residence halls only indirectly.
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' -Ftiilehe®1’S^--'Work» a case Sttadyj,is <an:.excellent
examine the educational.potential of a residence
attempt to
hall in the academic community.'
The.limited.number.of ,,
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generally attempted- only to investigate the structure and
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function of the residence hall as an entity apart from the
academic c o m m u n i t y .
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While such studies have been needed in the past and
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the function that a residence hall has in shaping
termine
student values should prove worthwhile in appraising the need
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It may
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deuce halls m a y be strengthened and f u l f i l l e d .
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' ■ ; • : 1 -FUicbbtf'/' Clhire > ■The Residence 'B b l I A HU m a n •'-Ref:■'
lations L a b o r a t o r y , Teachers Co l i e g e Columbia Sn i v e p s i t y , ,
'T955, -(unpublished -"doctor's -thesis) ! ’
'''' -y \
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The ■F l a o © of
Housing ■in High e r Bduehtlon
It apparent that the educational potential of the
residence halls becomes not only established but expanded as
the realisation that a residence hall must provide more than
shelter and food becomes more firmly
philosophy.
fixed in academic
If we are to assist the students on our campuses
to achieve their' educational goals# "We must concern ourselves
with
their $tudy conditions and hence# their living.environ*
iaent'3 for the typical student spends
more time in his resi­
dence than in all of h i s 1classrooms c o m b i n e d .
■ If we are to a s s i s t 1the student to study
effectively we must concern ourselves with his study
conditions.
If we are to assist the student to '
become an effective member of society we must
consider his living e n v i r o n m e n t .2
In an attempt to gain the educational objectives in.
residence halls not only must additional empirical information
be o b t a i n e d , but personnel must
applying-this information to"the
he competent and shilled in
individual residence hall
■ ^Albright, Preston B.# "The Place of Residence Hall
Organization in the Student Personnel Program"# Educational
and Psychological M e a s u r e m e n t , Vol . If, Ho'. 4:700-703* 1951,
p p . 700-701.
47
within a given collegiate community.
The educational values, in housing programs must
not be left to chance if the tremendous investment *
■ of property.-and ,human= energy ,is .to fee justified.
. v, Residence halls must ,fee dignified- ip the. eyes of, . .
faculty members and business © i f icers: o t herwise,
they will fee limited in function to the provision
of mere shelter and social respectability to the
hundreds of thousands who annually throng to our
campuses,
The conditions under; which s t u dents Iiye
have a l w a y s ’inf IuenCed''significantly:-the q u a l i t y o f
academic work; this quality is the ultimate test of
the reputation of a university
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The College Experience and Individual Development
,The' student; g'#ts;a;,large part of his education from
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the group and from the surroundings ih which he lives.
If
there is any consensus in American educational thought of the
last '50 years,
it is that; the broadening concept of'.education
includes all those e x p e r i e n e e s ^ n o t merely those of lecture
halls or books— Whic^ develop the mind and tfee spirit of man.
This more inclusive idea of education, the tremendous
growth of American educational resources and the staggering.,
increase in student populations have combined to present
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. Gardner, gvelyp,,"The Soci o l o g y of. Residence Hall s , ,t
Journal of the National Association of Women's Deans and
Counselors,
-January* 1957,' ppY 58-57.
18
institutions of higher learning with a multitude of problems
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for which they,are neither theoretically;or practically p r e ­
pared *
Colleges and universities must face a hard fact
about their present aceompiishments before they can
plan realistically for their role in the not-toqdistant future^
For the most part, they seem to lack
the capacity to influence students, or maybe today's
students are incapable of being influenced by higher
education.4
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From the point of view of individual development the
college population is a group of peers with whose support the
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adolescent c a n break away from the family social u n i t .
It
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is in normal times,
in contrast tti most life situations,
an
environment in which the individual lives among his contempo­
raries without being forced to take on the problems of making
a living, establishing a family,
and competing in a society
dominated by other adults.
As one means of making the break from the family, the
student asserts himself by adherence to a sub-culture peculiar
to his group.
The freshman student faced with the task of
adjusting to a new e n v i r o n m e n t , must deal not only with
academic requirements,
but also with the student world of
"bull sessions," student activities and dates.
He must learn
^Jaeob, Phillip E . , Changing Values in College, Harper,
New York, .1957/ •
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the Songs, the catch p h r a s e s , the right places to eat and the
- i m p o r t a n t .details of dress,which differentiate, the i n i t i a t e d '
from the neophyte =
These aspects of behavior form a culture
which has rigid requirements.
Yet., once they are met, they
give the student a sense of belonging,
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o f being right, which
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are powerful aids in his struggle for a new orientation.
The
value of the aid of this sub-culture m a y be measured, in part,
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by the eagefnesi with which the student accepts WYery detail
of its exacting rules.
While most social scientists recognise that each
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segment of this larger community possesses its own peculiar
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actually determine the form structure
and hence, the culture of a campus.
Even the formal campus
groups are regulated, in the final analysis, by informal
groups.
,
Informal groups thus p r o v i d e positive values for
members which could; scarcely be obtained in any other
way;’
; ' In part they do this, by restr a i n i n g and
controlling their m e m b e r ’s, behavior.
Participation
has its rewards, but the. price one must p a y is rigid
adherence to the group code o f v a l u e s . T h e penalty
is simple and final: ostracism.
By discouraging
" deviant behavior the. informal',group thus serves to.-.
1 train individuals in'the 'subtle techniques of "getting
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along” with other people; 'in adjusting to various
types'of difficult social situations— that'Is, ■
"getting b y ” ; 'and in. "getting, ahead” in ,the .'World
of making friends and influencing people*
It is
from the informal g r o u p , not from the formal
curriculum, that the college student learns the ■ ■
folkways of American adult society.
Even the formal
extr ar-curri c u l a r ■organisations f unction ■largely
through the control of informal cliques within, them.®
-'Td•the student who has come from a...relativeIy homogenous environment in
terms'of socio-economic group;, intel­
lectual attitudes and cultural level, the college experience
presents association with many different sorts of persons and
".,■experiences .■ , T h e -broadening effects; of this experience ,r e p r e ­
sen t .another, element in the preparation of the adolescent to
. f a c e .t h e .complexities of the adult- world.
The .col lege'.period ■
is ,a. time .during; which the ,individual f e e l s , .,and ,to some -ex ­
tent, ,is. ,actually
free to choose his life plan from t h o s e ,
represented In,college l i f e . . . .
The Influence of Higher Education on Student. ,Values
A study by Jacob of what happens to the values of
American students of today shows that their college experience
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barely touches their standards of behavior, quality or j u d g m e n t ,
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% a r t s h o r n e E d v / a r d -:/V..;, ."Undergraduate",Society and,
College Culture,." A m e r i c a n ,Sdclologieal /Beview", Vol.
-June, 1943.
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sense of social responsibility,» perspicacity of understanding
a n d ,guiding, .belief s.,:6 ■ . :.
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This means that if institutions of higher learning are
expected to fulfill the historic humanistic mission of What
they have called liberal e d u c a t i o n ? they will have to learn
how to do. iti
They are. not doing it now with most of their
s
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This conclusion stems from an analysis of three main
types of data,; which social scientists obtained from over 100
institutions?
Studies of student attitudes conducted during
the last 15 y e a r s > recent evaluations of the outcomes of
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and of various methods
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particular institutions
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There are
some institutions in w h i c h s t u d e n t s ’ values seem to develop.,
some teachers whose influence penetrates and stays.,- and some
educational techniques which help open the sensibilities as
Well as the intellectual perception^ of some s t u d e n t s .
Q
■ J a c o b , .P h i l l i p -E.
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op. c i t ., p. I
^Jacob, Phiilip E . , 'op., c i t .,' p .' I
8Jacoh, P h i I l i p :;E. ■ o p . c ' i ' t ,p ., I
,
V
Values
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Before, ,meaiaingful comments may be made about student
1 values,
it would seem pertinent to first refer to the liter-*
, a t u r e •of psychology to determine what the term, " v a l u e " , m e a n s ,
-,/It will t?e e n o u g h . > .to conceive, of,'values ,as
: -.Cpnseqiuentially.important .,conceptions, (standards)
of desirability which, infltienpe. ,behavior and to which'
,O o n d u c t .is referred for judgments of goodness, '
appropriateness and the like;91
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A psychological value system is the main point of
inter-1P e n etration between! culture and the psycho­
logical system. ,■^personality'? i t 1is defined as ah
,internalized cultural pattern.
9
Robin I; W i l l i a m s » Jr., "Religion, Value Orientation
and Inter-Group Conflict,** Readings in Social. P s y c hology, ed.,
Eleanor E . M a c c o b y , Theodore M . Newcpmb^ and Eugene L. Hartley,
(3rd ed., New York; Henry Holt & Co., 1958), p. 648.
10
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Talcott P a r s o n s , "An Approach to Psychological Theory
in Terms of the Theory of Action," Psychology; A Study of a
G c i e n c e , V q l . Ill; Formulations of the Person and, the Social
C o h t e k t , e d . , Sigmund Koch (New York; M o GraW- H ill Book Col,
1959), p . 659.
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'The internail -frame- of refe’renee is the subjective
world of the itidividuhl; Onl y he knows it fully.
It
can never be known to another e x c e p t ,through emphatic
influence and then can never be perfectly’ known.
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The main point may be restated as follows: .all
that a, person does, ,all.-that he-feels' and:, thinks'is,
determined- by the tendency! to gain satisfaction for
■■his- needs.
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, Values become integrated into total value s y s t e m s .
These systems toight be called guides to actioh~-actioh Which
is based upon the individual's interpretation of such a
system* - Action's' ’of
individuals take on a "pattern of m e a n i n g " ,
according to P a r s o n s .1
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Carl R. Rogers^ "An Approach to Psychological Theory,
Personality,, and Inter-personal R e l a t i o n s h i p s , a s developed, in
the Client-Centered Framework," I b i d p, 210.
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Ibid., p . .370. ■
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Meaning is, in the most elementary terms,
resolvable into components: (a) "Cathectic"
meaning, as a goal object Cor object to be avoided),
or source of gratification (or deprivation), (b)
"cognitive" meaning, as part of a relatively stable
"definition of the s i t u a t i o n ."13
A v a l u e , or an evaluative meaning, is an organized
pattern of both cognitive and oathectic components
which can be used to formulate a relatively stable
general orientation of an actor or a class of actors
to an object or a class of objects in the light of its
relation to partially equivalent a t t i t u d e s ,a^
in a general sense they (units of psychological
systems of action) are components in the organisation
of behavior processes w M c h h a v e ;come ,into, existence
, . t h r o u g h learpipg,; What ,is learned'is/thc meaning of
..
, \\wpbje,qts. Itiithe fsituation ,of ^the, organism-personality •
!, ; u n i t y ,/ p n d ,of, parts and,.'prcc esses of'the'person's own
body, ,treated by ,him' as' o b j e c t s . , ,The! units "embody
i, what ,'w e ,h a v e p r e v i o u s l y c a l l e d 'eisewhere ',.cathectic
,,
,',and cognitive components organized.'in‘relation to
each,other ,in evaluative terms;.the units.thus consist
, .'in' organized, codes', or ,prieritatiqn to f he !objects in
; ., _ ! , , t h e ‘s i t u a t i o n ,of action >.t5. 7.!
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The meaning of objects and situations in which the
person finds the objects is Controlled by his values* his
orientation toward the-, objects..
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The- valtaes a person- iiol'ds a r e .based upon his attitudes
about- things;. ••-Attitudes* however*, are-not.,, technically. ■ speaking:# the- Same as value's*.
An- attitude, can- be defined as; an individual's
tendency or p r e -disposition to evaluate an Object'' '
'Cr'the'symbol Cf that object in a Certain way.
Evaluation, is the attribution of':qualities which
can be placed along a dimension of desirabilityundesirability,' or ngoodness,,‘-,,h a d n e s s ." Evaluation
in this sense always includes cognitive and
effective e l e m e n t s , ■
The affective'Comp o n e h t . is the central aspect
o f ..the.,attitude, since it is,.the most-Closely related
to.:the evaluation of the o b j e c t . In evaluating'the■object Some, elements- of c o g n i t i o n are.- necessary; the
object m u s t be recognised- and must, be' related at
least implicity to other objects and beliefs,
'Nevertheless, it is the affective.element■w h i c h
,differentiates at.titud'inal .evaluation and- Intel- .
Iectuai appraisal',*
17
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■Individual attitudes;, however,, ape frequently
organised.■i n t o „larger, structures called, value systems
which are integrated"about some, abstractions
concerning/general, classes of objects,
^6D a n i e l 'KatS'and; Esra Stotiand., "A Preliminary
Statement to a Theory of Attitude.Structure and C h a n g e ,"
Ibid,, p
428.
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; V-alue systems are often involved •in the individu­
a l ^ self-concept. IS
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A .
Values.,- t h e n , are attitudes 'and approaches to situ•
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ations which affect an individual's perspective.
Internalized
values
are expressed as- a n ■i n d i v i d u a l *e,total philosophy of
life.-
Thus,, :a student's value system would seem
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1 9 5 7 , professor Phillip
compilation of studies'- entitledj
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Jacob published a
/Changing Values in College.
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■T h e 'book j'■wh i c h soon ■became known 'as the ■nJacob
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attempted t o discern t h e --influence of c o l l e g e , a n d ;especially
of college social'Studies programs, upon the values of
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brings about ■a
faculties that- exposure to- these- programs
■liberalising value change in s t u d e n t s t h a t is, a n ■increased
soc ia-1.■and 'CIvic -awareness
The ■liberalising ef feet is
perhaps, the basic purpose of the social studies.
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Thusi- when' i n reporting the- findings-, -Jacob -presented
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a profile o f t h e :"average" or "typical" Snerican college
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great "hue-, -and ury;* arose ,,across the country, for
t h e Vprofile .presented' a rather' dismal picture, - F r o m the
1
'
p r o f i l e , .it appeared that a college education did little to *
9
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19B a , . ,
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P , 433.,
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27, >
liberalise student -.attitudes or orientations towards social•
responsibility'Or-civic c o n c e r n .
.
.
-
;
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. Most American students have -little;-time or- concern
for t h e 'welfare of others and their interest in social
problems ..is extremely low;
Only, one; in five antici­
pates that a socially oriented activity (community,
national, international or religious) will be one of
his three m a i n sources of satisfactions in life, or
considers ;helpfulness to others a highly important
requirement of a n .-ideal job.
Even fewer would choose;
to devote .a "windfall" or any- part of one to alleviate
human misery or in some way better the lot of others.20
:- ; . ; , ! ' = ' *
'
■, .
I'
, -
■
American; students ,fell far- short- of students of
other nationalities .in,their philanthropic impulses
V, : . ..andii;phow'ed'.'iIqss ,sympathetic, ..concern, for o t h e r s ,in - their personal .philosophies of. -Iifei,2 1 .
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i, ■ The profile.;,.: then.,, of,-the. American college student is
,
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not,.one:, Qf- a ^GCialiy:- Concerned individual,, but r a t h e r ,-one -of
.
.
.
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_
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,
an,.,Individu%l,':Whq is, ,s.elf ^centered.-in-most respects...
, ; Vvr
:
. . Tlie, g r e a t majority of.-students appear ..unabashedly
-self-centered... They .aspire,' for material 'gratifi- cat i o n s for themselves and their families'* They
, intend to look; out for themselves first and expect
others to do likewise.22 _
. .
,
-•
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5
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• 1S
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?
0P h i l lip B. Jacob, ghanging Values in College-^ (NewYork; i-Harper- & Brothers, -195T)'V, p
121 •
-----
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Ibid..,p f , IS,
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,
^Ibid., p.-l.■ i
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.. . . . . . . . . . . . . . .
-,.
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28
The priority which students place on themselves is
confirmed by their high ranking of self-oriented
values on the Allport-Vernon Study of Values.,
Generally, an aspiration for power -(ldentii'ied as the
political value), or practical, material satisfactions
(the economic value) predominates over the "social"
value (love and concern for people) or religious
valuesv23
', '
'1.‘
•
Four years spent in institutions bf higher learning
must have some s o r t ' o f ‘effect upon'the individual.,'
Jacob
supplies thei'answer.'
I.!
,'.CThe^d'mp.act.. o f 'the college experience is rather to
'socialize thd' individual, to r e f i n e , polish, 'or "shape
up" his v a l u e s ’so that he c a n fit. Comfortably into the
■ rank's ofd American college ‘alumul'.’: -Heviis more '' ••
concerned with status, achievement and prestige*^4
*
! ' A l key point may be his reference to the preparation of
the student for entrance into the culture, especially the s u b ­
culture of college g r a d u a t e s i
institutions,
Colleges, as with all public
reflect the culture of Which they are a part.
Thus* American C o l l e g e s and American c o l l e g e 'students Would
seem to ;ref Iect- the ■values of t h e ..general public*, the American'
culture.
!
-
If the "-cult Ural commitment' t o Ward'the civic and
I
:
.
social virtues is
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’
negligible'then should the commitment of ivv:*24
>
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23 ■
.
Phillip E„ Jacob, Changing Values in C o l l e g e , (NeW
York; Harper & B r o t h e r s , 1957), p.' 15. '
■ 1 . -■
■•
■
I ■v ,
2 4 I b i d ., p
4.
29
•the college and its students be otherwise?.
..
Some would answer in the affirmative.
Among these is
Edward D, Eddy, Jr-,,,former. Vice-President, and Provost o f the
University of New Hampshire, who conducted "an
exploratory
study in-selected -colleges and. universities made for the
, ' '
Committee for the Study of Character Development in Education",
entitled, The .-College. Influence on,. Student ^Character. V , ,
.
"
;1 :
-Vr-1 .■-• -/ , ',;- .. ,
'777"
/ -.1.'
'
Why is such a concern necessary? Reference to another
’
11
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• . '
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■
comment from J a c o b 1S profile may supply part of the rationale,,
'
if one is needed,
^he; undergirding of the Puritan heritage on which
the major value assumptions of American society have
rested is inconspicuousy if it is present at a l l ,25
E d d y ’s study revolves around character development,
yet
the tone of the
report would s eem to indicate that the
"developed" character would have a high interest in the social
service or,-altfUistIc ,'value-,
.
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;
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,
I
*
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I V.
'
A primary task of the college in character,develop­
ment is- to give thd' student' the incentive to move out
from hi s' 'once harrow cbhf iheb info challenges Which
require' the b e s t ,of his ^any talents.,. ,As; one faculty
member tbltiT a group in1"Which we' participated',' "If We
are preoccupied With ourselves and with our immediate
problems'.,/ and if we try to solve these- problems
Phillip E. Jacob, ghangihg Values in C o l l e g e , (New
York; iHarper & Brothers, 1957)', p, 4,"" •'
■
30
>.
"•
,
■
■
,:
in terms of the tmf ortunate demands of the immediate
' ,present.-alon^1, .then-we shall -solye'.Nothing,’• We -shall
' fail to meet our responsibilities to ourselves or to
. anyone or anything else."20
Character, then* is concern for the challenges facing
■ '
''y' . .'.-S1.
■
the: educated m a n ; Character is shown through a concern for the
challenges facing the educated m a n .
Character is also seen in
a commitment and an awareness of responsibilities beyond the
s e If-centered*
Character i s .intelligence direction and purposeful
control of conduct by definite moral p r i n c i p l e s - ' In.
.this s e n s e , character "is ref lected "in the' conversion .
of commitments into application to the complex and ,
varied aCtivites of l i f e . Thus, character is found
in action based on principle rather than on that
dictated by pressure or e x p e d i e n c y . The word, "moral",
is used to connote excellence in .practice or conduct .27
Character as an intellectual commitment alone is
valueless, Unless it is accompanied by living proof
of the c o m m i t m e n t . Belief is affirmed in behavior.
An important test of. the substance of education should
26
'
-
Edward. D. E d d y , Jr., The, College Influence on
Student C h a r a c t e r , (Washington, D* 'Cf. j American Council on
Educat,io h , 195») ,• p. 27*
•
•,
:
Ibid I', p p . '2-3 .
t
,I
31
lie ,in .the deepes,* c o n v i c t i o n s / a c t u a l conduct.,';-',
and the attitude exhibited in the life of the college
gradiiaW"«^^. '
•
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I *, t
’
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•
•
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"Moral" .is excellence in
:-
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action or p r a c t i c e . Acil1Bh,,
as has been shown , is usually based on a value hj u d g m e n t . . \
. '
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Writing in another publication, Sddy makes ,a relevant comment
about morality and the c o l l e g e s .
>
Assuming this larger task of value education is
an imperative one, what responsibility does the
college have for morality?
Almost comically, however,
in most colleges and thus to most students, Morality
is confined t o ;q u e s t i o n s .of sex, liquor and cheating,
A larger concept is both desirable and necessary.
To
the thinking man, morality should be", more encompassing,
should include integrity, justice, self-discipline,
a l t r u i s m o,,Morality cannot be t a u g h t , but it can be
d e m o n s t r a t e d .^9
Both Jacob and Eddy found that not all students fit
the category of self-centered,
vidualists.
socially unconcerned indi­
'
A few institutions have apparently been able to
arouse the selfless, motivations of an unusual number
of t h e i r 1students, and 'propel them towards values ■
2 8 I b i d .,'.p , 3.
’
1 '
OQ
.
^ 9Edward D. E d d y , Jr., "How May the Colleges Have a
.Greater a n d •lore Lasting Impact on Student Values?"' Current
Issues in Higher E d u c a t i o n , 1950;, (Washington, D, C . ;
Association for Higher Education, 1959), p . 253.
V ; t.
32
W M c h stress the well being of others.
This
accomplishment is especially significant because if
runs against the prevailing current.30 *
2
3
The emphasis, however, on helping others which
is found in all religions does have an appeal to the
student.
As a junior mentioned, hI get my biggest
kick out of doing things for other people."
The
element of service' appeals to the idealism of some
students. ^
We sensed also that participation serves the
additional useful purpose of pulling the student aWay
from lesser allegiance to a larger loyalty.
If he
engages in activities of importance to the larger
community, he is bound to sense a responsibility for
that c o m m u n i t y .32
Activities include a wide range of volunteer Work
on behalf of less fortunate people in the wider
c o m m u n i t y ...It was obvious to Us that students are
willing to give of themselves and their time to
significant causes.33
It should be pointed out that both authors report
these findings as minority actions, however, not as t h e gener­
al outlook.
30
The picture of the A m e r i c a n 'college student does
Jacob, op. cit., p-.' 111,.
SI'
Eddy, The College I n f l u e n c e ,
3 2 Ibid., pp' 8l«r82..' .
33 Ibid , p . 125.
p. 119.
' ■■
not u s u a l l y .show a high concern for altruism*
Yet, college's
and s t u d e n t s ‘are making some attempts to inculcate the values
of concern for a larger community.
Thus, the research done
for t h i s 'study 1Mcoiaes relevant in this line of t h o u g h t .
>
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■ Group Effect, Upon Behavior
i' ,As;.h a s iheen npte:d earlier* little has been, done -in.examining:the'position and importance of residency in academic
•I i f e v i■.Further *•;v/hi.le some work
has been done on studying ,
r e s i d e n c y ’from the larger scope; of human e x i s t e n c e , •little has
been done to determine the effects of residency upon human
behavior within a, determinate community .' Specifically,
what is the differential,
if any* between the value systems
of- residence halls and off-campus living?
.
■ ;■i ■ - .
i -For purposes, o f :the'theoretical considerations
■
rele­
vant herey it may be broadly assumed that generally speaking,
group membership has effect on valuesv3 - ,For group values
help determine individual values and all groups have a
certain value system.
Also, it s h o u l d .be remembered that actual objective
4Lehman, Irvin I . , and Payne, Isabell K . , "An
Exploration of Attitude 'and Value- 'Changes of'College Freshmen"
Personnel and'Guidance'Journal, V o l . X L I » January-, 1983,
m e asyr$$ient 'pf the values of .a .particular group. 07 of ,a. ■
particular individual .is ,not as i m p o r t a n t .in ,regard to he-/; .
havior ,patterns, as.,is the conceived measurement of values ,by
'those..persons. ,Witfoiu a n d by those persons without a, .particular
role, or in this i n s t a n c e , a 'particular type' of residency
The membership 'in' the group is as one perceives
it, not as it **actually is."35
1
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.., ; . The .norms', associated
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with
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a ,particular;'group
'
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de-r . , . ,
=t e r m i n e , in. pert ,, ti^e norms .of the; ,individuals belonging .to
that group and hence, ultimately determine the values of :the,
group as ,well as the ,group’s m e m b e r s *
Also,
porms, ,refer
"ideal-typical'' behavior,,., they, do ,not necessarily ;r e f IeCt
to
Individual behavior, on the individual .level,.. ,,They
are, :
;
however,, reliable indices o f .group.behavior due to the c o ­
hesive element.,
.
' '
in, all group rela.ti,ehships.>;
,
No doubt the norms' accepted' In' ‘a group vary
. somewhat, from one p e r s o n .to another^ and from .,one
'sub-gk*6up to another,’ and "yet 'the "members of the'
, g.r.oup, are often more nearly alike in the norms they
"hold 'than in their overt b e h avior'.'30
OR
Thelen,. Herbert A., "Basic Concepts in Human
Dynamics," dournal of the N a t i o n a l ,Association of Women Deans
and Counselors ,'"VblIr,"15.';"^.S-lll.,,'M a r c h * ''1§52, '.p.""IWJ
'
- ^ ^ H o m a h , George C:,,.-The Hu m a n Groupj1 New; York.,. '
H a r c d u r t ,'Brace & Company, l F d O , p . 126. '
■, ,,
35'
'Perhaps the explanation of this rule:,' if there is
■ one, lies'- in the "fact -''that^.a1.
p e r s o n ’s, subjective
,
recognition of a norm, although under' influence from
other aspects .of. the .social., systenij,:is, ,under;'less .
immediate influence-than his social activity.
Being
an idea, the norm comes'closer t o having an ihde- ;
pendent- life. of. i t s own
'
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Norms, values-,.and behavior are related factors and
enjoy a reciprocal r e l a t i o n s h i p .
'
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By examining norms and
I
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v a l u e s , it is hoped we Can obtain clues to the prediction of
behavior.
In other words, by studying the e n v i r o n m e n t , in
this case, residency,
it is hoped that more may he learned of
behavior, for environment is a determining factor of values
f .
■ .
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and n o r m s , ,
In fact, the environment determines the charac­
ter of a group in two chief W a y s ; through its
influence on the external system, and through widely
held norms.38
The values of a group, then, depends upon the opinion
•
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of members and non-members as to the ability of that group to
:
■
;
fulfill certain' ideal-typibal goals of the individual and of
the community at l a r g e .
37
Homan, "George G., 'Ibid., p. 127'.
38
'
--Homany G e o r g e 1,G*, I b i d >, p . 127.
36
.... .. .attraction to ,'the. ^gfqup, will .-depend-, ',upon,, tw<>
sets, of-,'conditions; ,(a) .such ,properties^ of. the grohp
as its ,goals., ''programs,., ,sisey t.ype of organisation;•
and, .position' ip the community,i apd ,(b,);.- t h p ;n e M s ' 'of.'
the person fo^, ,affiliationj,recognition^. sec.p"#l'ty
and o t h e r .things which' can be mediated by g r o u p s . ^
,"'ii
Assumptions
■,
1;L. '
■■
■
r
=.
6 n :thb ibasis -of. ttie'.'points •^hich have' thus ,'far:been ;
presented, certain: assumptions may be made upon which the
''•itobel of: this study' ban. be' c o n s t r u c t e d .
■
1
1’
I. . There does exist a c o n t i n u u m ,of group value »
stratification within an academic community
''
■■ which ’is
'
related directly' to thd residential '
position which these groups 'occupy within this'
community.
Si
Residency is a determinent of value stratifi- ■
cation within any given c o m m u n i t y .
•
••
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Cartwright ■, Darwin and Sandor , Alvin, Group Dynamics;
Research and Theory, Evanston, Raw, Peterson, and C o m p a n y ,
1953, p . 77. ...'
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CHAPTER III
DESIGN OF T H E ■STUDY
The. Population
, ; i
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The .population., of -this, stu<|y consist si of - 167 college
/ freshmen at Southern, Illinois University.-.
Southern Illinois
University is a liberal arts and sciences university located
in Carfoondale, Illinois.# a town of approximately 14,000
persons.
The student, population is drawn,
for the most.part,
fr o m Illinois families who would loosely fit the category of
m i d d Ie*0lass families.
The students in the study entered the.
University during the winter quarter, of 1963:.' ■ ■
The students in this study were divided into two
groups.
Group I.consisted,of freshmen w h o entered eollege
■ ^ipter -quarter and, whose place :of ■residency -Wastthe. Thompson
.
Point'Residential Area; of !Southern
,
-.1 V
Illinois University.
Group
II.'were also freshman students},who. entered college winter,
quarter j,"but whose .place ef residence-was .off-campus ifo
private, residences...: ',The.!- a u t h o r .hereafter: refers ,'to.' t h e
subjects as either Grotip I or Group;'II.
•
■:"
Grdup I consisted 'of
87 students and Group II consisted of 80 students.
' Group I was subjected to structured educational
programming in th e i r \place of residence, while the students
' r ' ' .'
'' of Group II were not exposed to structured educational
programming in their place of residence..'
38
The educational concept related to the Thompson
■
,
■
Point Residential irea envisions a,residential communitycollege with which the student may develop individual
identity and group l o y a l t y .
"
.
By b e i h g :able to identify with:
a residential'area which'is recognised as a part of the total
university., 'the:'itidividtail is given the -opportunity 'Qfli- 1
•S
" ^belonging" -to' -a m o r e meaningful sub- g r o u p ing (be if the' '"
Aiea o f 1,300, the -Hal l of '12& , or the Floor'of 40),
Not
'
only may they thus have formal and informal social contact‘d '
b u t 1t h e y 'also have a :l i v i n g 'experience that is an 'i n t e g r a l ‘'
'’part of the total college learning' p r o c e s s ,
In other'words^
an attempt is made to develop a residential environment in
order to foster an end to the self-imposed isolation of the
residence halls from t h e 'total academic community that is
common to the "hotel" accommodations of many residence halls
systems.
Evidence of this educational, 'integration is implicit
in
the very physical design o f .the "A'reav' Each hall unit
contains ’a classroom in'"which' residents of the Thompson. ■Point
Area' attend' class';
Thtis,/ the' further
mixture of .the Area sub-
grouping is nurtured in the classroom s e t t i n g , . It is also
noteworthy that the courses held in the Thompson Point
classrooms are taught by resident university faculty
dent counselors)
(resi­
and faculty members selected by the de*
partment chairman to handle general education requirements of
''
39
this A r e a , ; A. .student iraay conceivably take all of his g e n e r a l ,
rioh-laboratory courses W i t h i n .the Area, and some of these,
from.-Area faculty m e m b e r s .
,,
■
Additiohal efforts have beeh made, more recently to
further the educational,potential of the Area t h r o u g h ,more
.'informal1programming.,
Al lo,f t his has been instituted^, t o ,
,1stimulate student thinking,.- and., t ov-broaden, their cultural
h o r i z o n s „ and to.involve,the faculty in the residence
/experience.
An example of such area programs is the monthly
Thompson Point P o r h m Series, which utilizes faculty members
and prominent, off-campus experts for open discussions on
controversial issues,
A second innovation of last year was
-
'' '
the.Winter Povie Series, which featured art and foreign films.
St1
U dept response was so enthusiastic that informal coffee
hours were held following the showing £or;discussion p u r p o s e s .
. _ , An.effort is made to,, satisfy, as .many ,as p o s s i b l e ,of
the. varied interests ,-of .thepresidents..,, .Programs, have, ranged
from a
chemistry professor.discussing, the relationship between
science smd, religion, ,to .a. .professor of mathematic9, demonr
strating the close relationship between m a t h e m a t i c s .and music
■ by setting mat h to various-types
of music.
Many, guests- use
visual aids, such as, slides and movies which are quite efr
factive.
In
attempting to select a criteria by which.to judge
the success of such programming,
it is apparent that mere
numbers of persons attending cannot be.used,
Rather, the
40
s«Qcesis of educational programming can o n l y ,be measured I n i
terms of ;how much each person attending -benefits from the
program*
-
,
...
Musicals'' ‘are held at w h i c h .university .student
organi­
sations such as the Ciioir1,. theatre:g r o u p s ,. and instrumental
;g r o u p s .perform.
,Musicals acquaint.the-residents with
various cultural; aspects of, the-, university and
developing an appreciation of
the ,,
aid them in
the fine a r t s . Of a similar'
nature, s t u d e n t ,art displays are held to acquaint 'the resI-.'
dents with another facet of cultural, activity,.
T h e s e 'cultural
'activities: create a great impact upon the resident because he
personally knows the students who.are p e rforming.,
The Instrument -Used -
Of the relatively few instruments available, t h e '
Btudy of Values was selected for the purpose of obtaining
measures of student ■v a l u e s .
The Study of Values aims to measure the relative
prominence of sim basic interests'- 'or motives in p e r s o n a l i t y ;
the .theoretical, economic, a esthetic# social, political,
and
r e l i g i o u s . The'classification is'based directly upon Edward
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■ ■. V
* ,
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S p r a n g e r 1s Types of'.Men, a brilliant work which defends the
41
vi0w that the'personalities of men are best known through a
study of their values or evaluative attitudes.^'
The seals is designed primarily for use with college
students,
or with adults who have had some college' (or equiva­
lent) education*
The test consists of a number of questions,
based upon a variety of familiar situations to which two
alternative answers in Part I.and four alternative answers
in Part II are p r o v i d e d .
In all, there are 120 a n s w e r s , 20
of which refer to each of the si% values.
The subject records
his preferences numerically by the side of each alternative
answer.
His scores on each page are then added and the totals
transcribed onto the score S h e e t .
The page totals belonging
to each of the six ^alues are then s u m m e d I t
was the
summed totals for the six values that the writer used in his
analysis.
Another factor which influenced the writer fs choice
of instrument was the availability of general college n o r m s ,
w h i c h made the study much simpler in terms of the dat a and*
i
1Allport, (5.
and Vernon, P. E., and M n d s e y , G.,
p, 18.
i
^
Gage., N. L., "The Study of Values," Fifth Mental
Measurements y e a r b o o k , e d ., ©soar K. B u r p s , 5th ed.y.HigEland1
Park, Mew Jersey: The Gryphon Press, 1959,- p. 200.
•
-$ •
42
the way it was analysed ^
.Finally^ the Study of Values was found to have a
very h i g h - r e l i a b i l i t y r a n g i n g from
.,SS to .89 on a controlled
one-^month and: two-month test-retest interval.4
The test was administered to the subjects on a testretest s c h e d u l e ,
The original test was administered during
the first Week of the winter quarter,
between test-retest was 11 w e e k s »
1063;
The elapsed time
The author administered
the tests and the test periods were unlimited with relation
to t i m e . ■ Borne, subjects finished the t e s t ;in as few as 20
minutes,
and one subject took one and one-half hours -to
f i n i s h , - The purpose .of the, test was explained, to the
subjects as a n ■attempt to determine the effect of residence
on value changes,
;-Statistical Treatment of the Data
\f
Mter
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all tests had been scored* the Mann-Whitney 0
Test was used to determine whether or not the groups had been
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A two-tailed test was u s e d .
drawn from the same' .!population..
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level of significance was at or beyond the
»05 level.' The
_____ ;____ .
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3 A l l p o r t , o p . c i t ., p . 11..
4Allport* op. C i t ., p. ID.
Z
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MannMtoitriby U Tbst '
•is Considered to"'be an excellent ■alterna•
' ' ' ' I '' 'I
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tive to the 'nidst powerful,parametric test, the Jjtest',) and •
has a power-efficiency of 95.5 per cent for a sample of this ;!
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Therb W e r b thhe’e primary'reason's
irhitriey I? TbstV
rising this
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for using the Mann-
Firist t :' the drily assumptions necessary when
test are t h a t the variables have an underlying■
d e n t lririity and-, that \thb observations'ares'independent, both
of which arid 'inherent' in -the-'nppfepriate- parametric ■test's.,,.1 ,
The writer he'lieyes that ■any a p p a r e n t Iapk- of .Underlying * ,
'■^continuity 'Was'dnb't o t h e lack of refinement of psychological
tests: 'in 'generalJ ■ The requirement 'of independent
observation
was full m e t S e c o n d , generalizations to groups .other than
those studied are believed; p o s s i b l e , inasmuch as the statisti­
cal Model makes no assumptions concerning normal distribution,
like variances w i t h a known1ratio;
,Third, it was believed. ,
that the ordinal level of measurement was the highest level
’reached by the instrument used.
The appropriate parametric
•t ■
.
■
tests require interval level of m e a s u r e m e n t . .
. .
■'•
-I
;
;.■■■■._ _ _ _ _ _ _ V J _ _ _ _ _
' i . '.'
._ _ _ _ _ _ 1 :
.j ■
^SiegeI ,' Sidney,’Nonpririametric Statistics for the
Bhhavioral Sciences, New York, McGraw-Hill Book Co., 195"6,
p p .
112-116.
^
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44
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• Ii , Jt-!must be :k0pt; in ,mind that no attempt, Sas, or
should be made1 I o igeperaliSe--,these findings; beyond the
:
Thompson Point -Area of the Southern Illinois U n i y e r s f f y .
Vfhere ,residence halls programs have been established for many
years j-:where .residende, halls .have become firmly entrenched
W ithin the traditions and social structure of an academic
,
community,
and w h e r e the educational philosophy of residence
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.■,halls is esipoundedf V one may expee.t W
fmn%them,; enjdying- as
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.high and perhaps an even greater influence,than all other
.
r e s i d e n t i a l .u n i t s i : , .
F u r t h e r , it must be remembered that only, a de-
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. S c r f p t i o n iOf. the ,residence hall programs i n f l u e n c e .i n ,,one
area was h e r e i n .o b t a i n e d #
More research, in de p t h will be.
necessary before one will be able to ascertain.just.what are
the casual factors at, W o r h .
If the residence h a l l is to take
its rightful place in ,the,educational p r o g r a m ,of - our.- .insf I" ■
-tufionS; of higher learningj these, .casual, f a c t o r s .should he , ,
discovered and: explored
\
.
, ,3. . T h i s paper.,is seriously-, limited, by the,', f'act.
,that,
the writer,in M s
search of t h e .literature did'not .find
studies which are directly related to the.'m a t t e r .under
'‘ •
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investig a t i o n k This eliminated the possibility., of comparison
45
and led the writer to draw several tentative conclusions which
he was unable to support with related research.
4.
The'reader should also keep in mind ■the fact" that
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all conclusions drawn'by the Writer were his own and are
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subject to his personal b i a s ^
5.
Variations existed in the procedures for adminis-
tration of the i n s t r u m e n t .
This was controlled as closely as
possible by administering all tests personally.
Variables
such as test conditions# time, and the motivation of the
subjects could not toe rigidly controlled by the writer.
'6',
^pother delimiting factor of the study was that
no analysis of the Changes in'values was m a d e by s e x .
CHAPTER IV
ANALYSIS OF THE DATA
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In this study', the
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Study .of Values was used,- t o :de.~ ,
'termine whether" or not' there 'were differences' in Values be. tween two groups of college freshmen,,
One,
group was exposed
to educational programming in their,residence hall and,the
'other
group was not ,exposed to educational programming i n ,, ■.
their off-campus, r e s i d e n c e .
,
' The Mann-Whitney
U Test Was used to analyse the differ­
ences in raw scores; 1 Both n^ ahd'ag were greater than 20;
therefore, the long formula recommended by,Siegel
was Used,^
The long formula utilises t h e ',Z t r a n s formation,2
After pre­
senting the test a 'total of 107 subjects were used as the
basis for the analysis.
,'
The
Z values were placed in the
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column of "the ■g r o u p !that scored the highest in ,each value
studied, "
'1Siegel, Sidney, pp, 110-120.
2 I b i d . , p p . 120-126.
47
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Findings 1
«- -
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TABLE-.I. INITIAL 2 VALUES FOB, THE. ALLPORT, VERNON, LINDZEY
STUDY OF VALUES BETWEEN GROUP I AND GROUP I I ,
r'
■
VALUES
■
^
GROUP'I
(N = 87)
■1 .
, t■ 11
Theoretical •
GROUP II
'■
CN s SG) -
LEVEL OF'
. SIGNIFICANCE
.i,':.
'*
! I '.34 ■
'-
Economic
\•.6 eg* O'»•
Aesthetic
3,39
n.s.'
7.81
Politick!
Religious
'
6.4a
.00006 - -.
1.72 '■
:
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.001
.004
Social
..
1-
n.Sv:
„00006 ..
■The findings of TABLE I show that- Group Il scored
higher in the t h e o r e t i c a l ? e c o n o m i c , aesthetic, social and
political v a l u e s , while Group I scored higher in the" religious
value,.-
The only significant differences between the two
groups at the 5% level of confidence occurred in the economic
and social values in which Group II scored higher and in the
religious value in which Group I scored h i g h e r .
.•48
TABLE II.
STUDY OF
TERMINAL Z VALUES' FOR THE ALLPORT, VERNON, LINDZEY
VALUES BETWEEN GROUP I AND GROUP II.
1 ’1 :
■'■‘VALUES
'
' GROUP I
(N w: 87)
■ Theoretical
'5.43',
’ 'GROUP II , ' ''' LEVEL OF
(N =tBO) '
SIGNIFICANCE
, -
....
f , . ...00006
Economie
2.73
......
.0064
'Aesthetic
6.16
......
;00006
Social
_____
Political
2.95
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,
.00006
.4.29
......
.0032
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7.90
The findings of TABLE
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,00006
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II show that Group I scored
higher in the theoretical, e c o n o m i c , aesthetic„ political and
religious' v a l u e ' s w h i l e Group ’ll scored higher ■in the ..^oeial
v a l u e . ', The T A B L E 'indicates that a significant difference at
t h e '5%'level of confidence occurred in every value'’category'.
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TABLE' III. 'T E S T -KETEST:Z VALUES FOE. THE ■A L L P O E T p- V E R N W ,
L I H D g E Y 8 STUDY.;OF VALUE.S ,FOE G R O U P I* .
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'VALUES
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T E S T 1-" '
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■Theoretical' ■
[ ^(
Economic
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e-
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,« = 8 7 ;):.,
(N.67)
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5.10
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.00006
,
-
Aesthetic
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.
4.57
.00006
Social
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.
.
.
2.90
.003-8
Political
1.60
n.s.
Religious
1.07
n.s.
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The findings of TABLE I1
IlC ^indica,te.t h a t .a significant
. ,
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difference at the 5% level o f .confidence occurred in t h e o ­
retical „ e c o n o m i c , aesthetic., and social, values., while 'there
was no significant difference in the, political and religious
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yalues'..-: 'The iSCoxres in .all -Values ,were "higher on the r e t e s t .'
It
T A B L E 'I V . T E S T - E E T E B T 'Z •V A L U E S ■FOE THE ALLPORT,
L I N D Z E Y , STUDY OF- VALUES FOR GROUP II.
RETE$T
(N=86))
1W
''VALUES
3.48
Theoretical
e
'•
e
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VERNON,.
LEVEL OF '
'SIGNIFICANCE
.0006
,
;
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.25
Economic
:
Aesthetic
Social
Political
'2.,46'
,
11
n.s.
.
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.61
n;s,
2.08
.0376
"
4.52
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■ ,00006'•,
' The findings of TABLE
i
.,-0138=
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Religious
?
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IV indicate that a significant
difference.-at the 5% IeVel of confidence occurred i n ,the,.theo­
retical , a e s t h e t i c , political, and religions values., 'whilethere was no significant difference in the economic and social
•Values, • The scores on the initial test.-were M g h e v 'for' the.
theoretical, a e s t h e t i c > social, and' political v a l u e s , while
'- r:
the scores' on the retest were h i g h e r 1 for the-economic and ■'
,
,
religious values-.
r
51'
.
Disdussion of ,the ,Findings
■Examinationof- Table X indicates that, the students in,
G r o u p ’ll are significantly different, from Group I with-regards;
to the economic Value ^
This is an indication Miat they are
more practical and more concerned with,what is directly useful
rather' than being concerned with f r i l l s .■ They are. more inters'
■ 1. ■
'i'■■ , ■ Q ■•
ested in s e l f -preservation.
■ -.
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Group, 11' is also significantly
different from Group I in the social v a l u e , which indicates,
a- concern for' their fellow man:.
more s y m p a t h e t i c , kind,
They would also tend, tlo .be.-
and-unselfish.^
Table I also indi­
cates that Group' I' is significantly different from Group, II
in the religious v a l u e ,
The students of Group I are more
likely to have a greater need for unity (everything in its
place )’.5
Table TI indicates a significant difference in all
values between Groups I and Tl.
values except the social,.
T h e higher score on the social'
3 A l l p o r t Qg. cit.', P « 4.
.4
3 I b i d . p. 5.
5Ifoid,, p:. 5.
Group I scored higher in all
value for'
Group 'IX' indicates ‘that they still have a greater
interest in,the,altruistic and- philanthropic values than -■
Group %
Comparison, of Table', I 'and Thble I i 'indicates that
after, e x p o s u r e ,to:.educational, programming, Group I- scored
higher- i n the v a l u e s ,which, related to truth, (theoretical),
usefulness .(economic);,,form and harmony
(aesthetic) , power
(political);,,., and sanity (religious) > . It is significant to
note that in Table
$1 Group I scored higher in all those
values except- s o c i a l i n ' which.Group XX,hpd scored highest
in Table I .
: Table, 111indicates-.a 'significant difference in the
theoretical, economic,,,, a e s t h e t i c , and social values when
comparing the initial test administration with the terminal
test administration, for Group,!.
*
mentioned values Group
administration.- .It
In .all of. the above
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I scored higher on the terminal
is also noteworthy that even though there
were,no significant differences in the political and religious
‘
».
v a l u e s , their scores on the terminal administration were also
higher for these values. S
S *
- .Allport-, o p cjLt'., p .. 5. ,
53
Table tV indicates that for
of- the initial'and;
an increase in
terminal t e s t :administrations only show
the economic and religious Values, and only
value was significant. . The
the increase in the -religious,
,
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Group XI the comparison
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higher scores on t h e •initial administration for' the then- retical, aesthetic,, social, and political values led, the
Writer to assume that little or
no changes had taken place
in these values .for Group X i .oyer the- -elapsed tim e
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period, ■:■
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CHAPTER. V "
Vi... ■
' .\ SIBMARY M D :CONCLUSIONS • .:
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The present study has investigated the change in
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values in freshman students as a function of educational
programming in residence halls.
■Previous studies have .
investigated the management function of residence halls with
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regard to food and shelter-. ■O t h e r studies have investigated
•student values and a t t i t u d e s ' b u t ■none have 'tried to de ­
termine what function1educational'programming had in
changing student'•Val u e s y
'
The present study differs, from
previous s t u d i e s ’in that i t 'compares student g r o u p ■against
student group instead of student group against some criteria.
' The sample population' consisted o f •167 college freshmen at Southern Illinois University who entered college
during the winter quarter of 1963.
The majority of the
freshmen were d^awp from I l l i n o i s ,families w h o could loosely
be categorised as middle-class families,
.The.population,was
split into t$o groups: 87 who resided pn campus in Universify owned r e s i d e n c e .halls and 80 w h o resided off-campus,
.in privately owned residences.,
,
.
The Study of Values was administered to; both groups
on a test-retest basis wi th an elapsed t ime interval of '11,, >
weeks.
The > a W scores were then analysed for. the-,.signifi­
cance of the differences by means of, the Biann-Whltney U T e s t .
The statistical test is a non-parametr.ic e q u i v a l e n t 'of the t
55
test.
A non"parametric test which did not require normal '
distribution or measure higher than ordinal level was believed .
to be necessary because the writer believed the ordinal level
of measurement to be the highest level reached by the instru­
ment used.
Conclusions of the Study
The findings presented in Chapter IV have indicated
that there are significant differences in values between the
students who are exposed to educational programming and those
students w h o are not exposed to educational programming.
Hypothesis H 0 (the null hypothesis of no difference between
the two groups)*
2-3 was partially supported and partially not
supported by the findings as reported in Table
Bi
(significant differences will exist between the two groups
in favor of. Group I)3 was supported by the findings as r e ­
ported
in Table
II,- which
showed> significant
differences
in
;
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all values for the terminal test administration.
2lHefer to Chapter I, p.
9.
The reader
'
2Eefer to Chapter IV,p. 46. ,
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' .Refer; to Chapter. I, p-.
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should keep, i n .mind that there v/ere differences in the initial
administ r a t i o n , and these were greater for Group I than Group
/ •1
11, •except-.for the social value'. ■ Group Il scored higher on-:
the social value for both test administrations.
. b i n d i n g s in Tables III and IIr
indicated that ,over
the elapsed time interval Group I made more significant
changes in values than Group IT.
This gives further in­
dication of the function of educational programming in
changing values.
Table III p artially supported Hg
(there-will
be significant differences between the initial and terminal
test administrations for Group I in favor of the terminal
administration) .5
Table IV partially supported Hs' (there will
be no significant differences between the initial and terminal
t e s t .administrations for Grpup II).
The finding, as a whole, would seem to ,indicate that
students who are ,exposed to educational programming in their
place of residence are more prone to change values than
students who are not exposed to educational programming in
their place of residence,
,
4B e f e r -to Chapter IV, p.- 50i
3Befer' to Chapter I,
p. '10'J
c
....
p . 16.
Refer to Chapter I ,
)
57
Implication's of 'the Study
i; .
The implications,of the study are s e v e r a l .
First,
it is .felt that this investigation has accomplished what it
set o u t .to dp>--namely, to determine whether value changes in
freshman students are a function of educational programming
in resid e n c e . h a l l s ,
H o attempts have been made to discover
What operative f o r c e s .tend to place the program aspects of
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residence halls in the position they now occupy w i t h regard
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to a f f e c t i n g student .values;
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Hone were i n t e n d e d .
> „
It was
earlier stated that this was to be an exploratory study and
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descriptive inquiry,
H o w e v e r , it is now apparent that by
following up leads uncovered in this study, one should be
able to examine in, depth the operative factors of educationI"'
;
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't
al programming W h i c h affect students who live in residence
halls»
!!
$ e c o n d , the findings have emphasized the necessity
of having some criteria or criterion against which the
'''I 'i I.
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effectiveness of educational programming may be m e a s u r e d . The
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findings have indicated that educational programming has a
.1 ,
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II , i ■ f.
function in value changes in freshman s t u d e n t s , but as
,
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programming off-campus' becomes more sophisticated the writer
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does not 'feel that value changes will foe a valid means of
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measurement of e f f e c t i v e ne s s .
c '■
58
Third ? the p e r i o d i c use of an instrument similar
to the one used in this study could be useful ^ not o n l y i n ■ 1
providing a means of objectively measuring effectiveness of
programming, but it could serve as a m e a n s 1of strengthening
areas of programming as Well-as pointing out defieiences in
' ■
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the programming.
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Recommendations for F u r t h e r Research
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> In light of the findings of the present studyj it has
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become apparent that a study of t h e ,operative forces of e d u ­
cational programming is needed in order, to determine what
and how different areas of educational programming affect
student values.., . Further research/is needed to identify ■
and describe what, the specific role, of the resident staff is
in fostering better educational programming. , ,But' f i r s t , the
writer., feels that other studies such -as >this one, ■'along-iwlth'
s u r v e y s , must be'Carried; out in order t o better "determine 'the
specific function and value of educational p r o g r a m m i n g ;
The
present study gives minimal evidence Cf the function of
educational programming, and without follow-up studies to
;
better determine.the function of educational programming,
all
other studies would b e ,p r e s u m p t u o u s .
50
BIBLIOGRAPHY
I
BlBLZOGRAPBY
Boote
Aech, Solomon B, ? 1fA Perspootive on Social Psychology” „ in
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Eddy,, Edward D , , Jrl.-, nHoW-May the/Colleges'HaVe a Greater
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