"Education, Faculty of"@en . "Educational Studies (EDST), Department of"@en . "DSpace"@en . "UBCV"@en . "Zack, Irma"@en . "2010-02-18T12:09:37Z"@en . "1976"@en . "Master of Arts - MA"@en . "University of British Columbia"@en . "This study was designed to investigate whether a public school adult education centre opened in a low socio-economic, urban neighbourhood\r\nattracted those for whom it was intended; that is, people who lived in the area under investigation, and had the low socio-economic characteristics typical of the residents in this target area. The implications of the results are relevant to future adulteducation efforts directed towards reaching people presently unreachable.\r\nData describing the socio-economic and motivational characteristics\r\nof 127 participants were collected using a Survey Questionnaire and the Education Participation Scale. These participants were divided according to area of residence with approximately one half residing within the target area and the balance outside. The data were compared, where relevant, with census-tract data, and statistically tested using Pearson's chi square, Analysis of Variance and Pearson Product-Moment Correlation Coefficients.\r\nThe study showed that the socio-economic characteristics of the participants living in the target area were different from those of the general population of the area, and were similar to the characteristics of participants coming to the new centre from all other parts of the city. Of the characteristics studied, level of education and prestige of occupation, shown in previous research reports to have the greatest influence on whether a person will participate or\r\n\r\nnot, were higher for the participants living in the target area than for the general population of the area. The motivational characteristics\r\nof all the participants were similar. From this it was concluded that the new centre, though situated in the midst of a low socioeconomic\r\nneighbourhood, was not attracting people living in the area who had the socio-economic characteristics indigenous to the general population of the area. The area participants exhibited elitist characteristics usually associated with adult learners. Suggestions were made for attracting the majority target population.\r\nMotivational characteristics of all the participants were studied by sex, age, place of birth, education level and course enrollment.\r\nStatistically significant differences were noted for sex, age, education level and course enrollment."@en . "https://circle.library.ubc.ca/rest/handle/2429/20442?expand=metadata"@en . "CHARACTERISTICS OF PARTICIPANTS IN A NEW INNER-CITY NIGHT SCHOOL by IRMA ZACK B.Sc, Stanford University, 1949 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF.ARTS in the Department of Adult Education We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July, 1976 (e) Irma Zack, 1976 In presenting th i s thesis in pa r t i a l fu l f i lment of the requirements for an advanced degree at the Un ivers i ty of B r i t i s h Columbia, I agree that the L ibrary sha l l make it f ree ly ava i l ab le for reference and study. I fur ther agree that permission for extensive copying of th is thesis for scho lar ly purposes may be granted by the .Head of my Department or by his representat ives. It is understood that copying or pub l i ca t ion of th is thesis for f i nanc ia l gain sha l l not be allowed without my wr i t ten permission. Department of A d u l t E d u c a t i o n The Univers i ty of B r i t i s h Columbia 20 75 Wesbrook Place Vancouver, Canada V6T 1W5 D a t e -Tilly 7 , 1 9 7 6 ABSTRACT This study was designed to investigate whether a public school adult education centre opened in a low socio-economic, urban neighbour-hood attracted those for whom i t was intended; that is, people who lived in the area under investigation, and had the low socio-economic characteristics typical of the residents in this target area. The implications of the results are relevant to future adulteducation efforts directed towards reaching people presently unreachable. Data describing the socio-economic and motivational character-istics of 127 participants were collected using a Survey Questionnaire and the Education Participation Scale. These participants were divided according to area of residence with approximately one half residing within the target area and the balance outside. The data were compared, where relevant, with census -tract data, and statistically tested using Pearson's chi square, Analysis of Variance and Pearson Product-Moment Correlation Coefficients. The study showed that the socio-economic characteristics of the participants living in the target area were different from those of the general population of the area, and were similar to the characteristics of participants coming to the new centre from all other parts of the city. Of the characteristics studied, level of education and prestige of occupation, shown in previous research reports to have the greatest influence on whether a person will participate or not, were higher for the participants living in the target area than for the general population of the area. The.motivational characteris-tics of all the participants were similar. From this i t was concluded that the new centre, though situated in the midst of a low socio-economic neighbourhood, was not attracting people living in the area who had the socio-economic characteristics indigenous to the general population of the area. The area participants exhibited e l i t i s t characteristics usually associated with adult learners. Suggestions were made for attracting the majority target population. Motivational characteristics of all the participants were studied by sex, age, place of birth, education level and course enroll-ment. Statistically significant differences were noted for sex, age, education level and course enrollment. iv TABLE OF CONTENTS Page ABSTRACT i i LIST OF TABLES xi i i LIST OF FIGURES . x ACKNOWLEDGEMENT . . . . . . . . . . . . . . xi CHAPTER ONE - INTRODUCTION 1 PROBLEM AND PURPOSE 2 HYPOTHESES . . . . . . . . . . . . . . 4 METHOD . . . . 8 Sample 8 Instruments 9 Data Collection 10 Data Analysis 11 Definitions 13 SETTING \u00E2\u0080\u00A2 14 Target Area and Population . . . . . . . . . . . . 14 Night School Programme 18 PLAN OF REPORT 19 CHAPTER TWO - REVIEW OF RELATED LITERATURE 21 CHARACTERISTICS OF PARTICIPANTS . . . . . . . . . . . . 22 Level of Education 22 Occupation 24 v Page Age . . . . 25 Sex . 25 Marital Status . . . 25 Length of Occupancy . 26 Place of Birth 26 Participation in Other Activities . 26 Other Considerations . 27 ATTENDANCE AND DROPOUT PATTERNS 23 Socio-Economic Characteristics 28 MOTIVATION 30 CHAPTER THREE - RESULTS . . . . . 33 SOCIO-ECONOMIC CHARACTERISTICS OF TARGET AREA PARTICIPANTS AND POPULATION 33 Level of Education 34 Place of Birth 36 Language Spoken at Home 37 Working Full-Time for Salary 38 Length of Occupancy 38 Pattern of Occupation . . . 39 SOCIO-ECONOMIC CHARACTERISTICS OF PARTICIPANTS BY AREA OF RESIDENCE 42 Level of Education 42 Place of Birth 44 Language Spoken at Home 45 Full Time Employment for Salary 46 vi Page Length of Occupancy 47 Occupation . 49 Previous Night School Participation 52 Previous Adult Education Participation in Other Institutions 53 Number of Meetings and Club Activities . 54 Age 54 Sex 56 Marital Status 57 ATTENDANCE PATTERNS AND DROPOUT RATES OF PARTICI-PANTS BY AREA OF RESIDENCE . 59 MOTIVATION FOR ATTENDING NIGHT CLASSES BY PARTICI-PANTS' AREA OF RESIDENCE 61 MOTIVATION OF PARTICIPANTS BY SOCIO-ECONOMIC CHARACTERISTICS . . 65 Age 65 Sex 66 Place of Birth 66 Level of Education 70 Courses Enrolled 70 CHAPTER FOUR - -SUMMARY, DISCUSSION, CONCLUSIONS 73 SUMMARY 73 Rationale of Study 73 Procedure 74 Findings . 74 DISCUSSION AND IMPLICATIONS 82 vii Page CONCLUSIONS 88 BIBLIOGRAPHY 91 APPENDIX A - METHODS OF ADVERTISING 98 APPENDIX B - SURVEY QUESTIONNAIRE - ADULT EDUCATION STUDY . . . . 101 APPENDIX C - EDUCATION PARTICIPATION SCALE 104 APPENDIX D - FACTOR I-ESCAPE/STIMULATION . . . . 122 FACTOR II-PROFESSIONAL ADVANCEMENT 123 FACTOR III-SOCIAL WELFARE . . . . . 124 FACTOR IV-EXTERNAL EXPECTATIONS . . . . 125 FACTOR V-COGNITIVE INTEREST 125 APPENDIX E - SURVEY QUESTIONNAIRE-CODING SCHEDULE ADULT EDUCATION STUDY 127 APPENDIX F - CATEGORIES OF OCCUPATIONS AND DESIGNATION OF PARTICIPANTS 136 v i i i LIST OF TABLES Table Page 1. Crime Rates Reported by Police Districts .17 2. Years of School Completed by Target Population and Target Participants 35 3. Level of Education of Target Population and Target Participants 35 4. Birthplace of Target Population and Target Participants . . . . . 36 5. Language Spoken at Home by Target Population and Target Participants . 37 6. Length of Occupancy of Target Population and Target Participants 39 7. Pattern of Occupation of Target Population and Target Participants 41 8. Years of School Completed by Target and Outside Participants 44 9. Birthplace of Target and Outside Participants 45 10. Language Spoken at Home by Target and Outside Participants . 46 11. Employment for Salary by Target and Outside Participants 47 12. Length of Occupancy by Target and Outside Participants 48 13. Pattern of Occupation of Target and Outside Participants 50 14. Prestige of Occupation of Target and Outside Participants 51 15. Previous Night School Participation by Target and Outside Participants . , 52 I X Table Page 16. Previous Adult Education Participation in Other Institutions by Target and Outside Participants 53 17. Participation in Other Activities by Target and Outside Participants . 55 18. Age of Target and Outside Participants . . . . . . . . . 56 19. Sex of Target and Outside Participants 57 20. Marital Status of Target and Outside Participants . . . . 58 21. Attendance Pattern and Dropout Rates of Partici-pants by Course and Area of Residence 60 22. Normalized Mean E.P.S. Factor Scores by Area of Residence 63 23. Correlation Between Age and E.P.S. Factor Scores 66 24. Normalized Mean E.P.S. Factor Scores by Sex, Place of Birth, Course 67 25. Correlation Between Level of Education and E.P.S. Factor Scores 71 26. Summary of Findings for Hypotheses 1, 2, 3 77 27. Comparison of Findings Concerning Relationship Between Age and E.P.S. Factor Scores 81 28. Comparison of Findings Concerning Relationship Between Sex and E.P.S. Factor Scores 82 X LIST OF FIGURES Figure Page 1. Schematic Presentation of Samples . 3 2. Target Area Boundaries 16 3. Geographic Distribution of Participants 43 4. E.P.S. Factor Scores by Area of Residence 64 5. E.P.S. Factor Scores by Sex 68 6. E.P.S. Factor Scores by Place of Birth 70 7. E.P.S. Factor Scores by Course 7 2 8. Schematic Presentation of Samples 75 ACKNOWLEDGEMENT I wish to express deep appreciation to three people who made this study possible. Mr. Jack Cooper, Head, Community Education Services, Vancouver School Board, gave me the opportunity to open the new night school centre, the site of this investigation, and serve as its principal. Mr. Cooper permitted me full responsibility, and supported the effort with enthusiasm and wisdom. Dr. Roger Boshier and Dr. Gary Dickinson, Department of Adult Education, University of British Columbia, guided the scientific investigation of the centre described herein-CHAPTER ONE INTRODUCTION Studies investigating the characteristics of clientele enrol-led in voluntary adult education classes are almost unanimous in reporting that i t is those in the higher social, economic and educated strata of society who are participating. In other words, institutional adult education is further educating the educated elite, and largely failing to involve the less-educated majority who, presumably, are most in need. \u00C2\u00AB When the concept of li f e long learning becomes a reality, most of the population will be equipped to deal with the ever-quickening pace of change in so many facets of l i f e . Until then, adult educators must concern themselves with finding ways to reach the less educated. For this reason, the Vancouver School Board opened a public night school centre in a low socio-economic area with the intent of reaching a segment of the Vancouver population not usually reached by adult educators. This study examined the socio-economic and motivational characteristics, and attendance and dropout patterns of participants in the new centre to enquire into the extent to which the School Board realized its goal. 1 2 PROBLEM AND PURPOSE . Studies on initial enrollment and maintenance of attendance, two aspects of participation in adult education, have focused on clientele characteristics. They indicate that the amount of formal schooling is a prime factor in distinguishing participants from non-participants; a positive correlation exists between number of years of formal schooling and participation in adult education. In other words, adult education is presently failing to attract people with a lower level of formal education who could derive, most likely, the greatest benefit. How to attract these people to adult education endeavours is a problem presently confronting adult educators; and i t is the problem to which this study is directed. This present investigation examines the level of education factor along with other socio-economic characteristics of the target area population^ for the purpose of finding out i f the participants living in the target area reflected the lower education and socio-economic levels of the general population of the area. An assumption was made that i f the target participants did not resemble the target population then they would be similar to participants coming to the new centre from all other parts of the city, as regards the character-istics studied. Schematically, the groups compared can be shown as indicated in Figure 1. ^See Definitions, p. 13. Outside Target Area Participants' \ ^ \ \ \ \ \ B \ \ W V V\\Target Population\\ A Target Participants , \ \ \ \ \ \ W \ N N \ \ \ \u00E2\u0080\u00A2 * \u00C2\u00AB O \u00E2\u0080\u00A2 \u00E2\u0080\u00A2 Figure 1 Schematic Presentation of Samples A represents participants living in the target area, that is, within the secondary school boundaries in which the new centre was located. B_ represents the total population of the target area. C represents the participants living in all other parts of Vancouver, exclusive of the target area, who attended the new centre. Specifically, the purpose of this investigation was to find out i f an adult education centre located in the midst of a low socio-economic area, offering a non-vocational and non-credit general A interest programme, would attract and maintain the interest of typical residents of the area (B). Adults voluntarily seek education, hence, a concern of adult educators is the question of motivation. This study will also enquire into why the participants under investigation voluntarily attended general interest evening classes. HYPOTHESES In response to the problem presented and to enquire into whether the new night school centre was attracting typical residents of the target area the following hypotheses were stated: 1. There are differences in the socio-economic characteristics of night school participants living within the target area (A) and the general population of the area (B) as revealed in the 1971 Census Tract data. (a) The education level of the target area participants (A) is higher than that of the target area popula-tion (B). (b) The percentage of target area participants (A) born inside Canada is higher than that of the target area population (B). 2 The socio-economic characteristics of the target area population are described on p. 14-18. (c) The percentage of target area participants (A) speaking English at home is higher than that of the target area population (B). (d) The length of occupancy by target area partici-pants (A) is greater than that of the target area population (B). (e) The pattern of occupation for the target area 3 participants (A) is more prestigious than that of the target area population (B). 2. There are no statistically significant differences in specified socio-economic characteristics between night school participants living within the target area (A) and participants living out-side the target area (C). (a) The education level of the participants living . 4 within the target area (A) is similar to that of the participants living outside the area (C). (b) The percentage of participants living within the target area (A) who were born in Canada is similar to that for the participants living outside the area (C). (c) The percentage of participants living within the target area (A) who speak English at home is similar to that for the participants living out-side the area (C). 3 See Definitions, p. 13. ^'Similar' is used in the subhypotheses to mean 'no statistically significant difference.' 6 (d) The percentage of participants living within the target area (A) who work full time for a salary is similar to that for the participants living outside the area (C). (e) The length of occupancy for participants living within the target area (A) is similar to that for the participants living outside the area (C). ( f ) The pattern of occupation for participants living within the target area (A) is similar to that of the participants living outside the area (C). (g) The pattern of previous adult education partici-5 pation for participants living within the target area (A) is similar to that for participants living outside the area(C). (h) The number of meetings and club activities atten-ded per month by participants living within the target area (A) is similar to that for participants living outside the area (C). (i) The pattern of age, sex and marital status for participants living within the target area (A) is similar to that for participants living outside the area (C). See Definitions, p. 13. 7 3. There i s no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e i n the percentage of droupouts b between, the n ight school p a r t i c i -pants l i v i n g wi th in the target area (A) and those l i v i n g outs ide the area (C) . 4. There i s no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e r e n c e in mot i -vat ion to attend night c lasses between the p a r t i c i p a n t s l i v i n g wi th in the target area (A) and those l i v i n g outs ide the area (C) . 5. There are s t a t i s t i c a l l y s i g n i f i c a n t d i f f e rences in mot ivat ion to attend night c lasses r e l a t e d to s p e c i f i e d c h a r a c t e r i s t i c s . (a) Par t i c ipants in d i f f e r e n t age categor ies have d i f f e r e n t reasons fo r attending night c l a s s e s . (b) Male p a r t i c i p a n t s attend n ight c lasses fo r reasons that are d i f f e r e n t from those of female p a r t i c i p a n t s . (c) Pa r t i c i pan ts born in Canada attend night c lasses fo r reasons that are d i f f e r e n t from those of p a r t i c i p a n t s born outs ide Canada. (d) P a r t i c i p a n t s with a higher l eve l of education attend n ight c lasses fo r reasons that are d i f f e r e n t from those of p a r t i c i p a n t s with a lower leve l of educat ion . See D e f i n i t i o n s p. 13. 8 (e) Participants enrolled in the various courses have different reasons for attending night classes. METHOD Sample The subjects for this study were 127 night school participants in an urban public night school centre. This represented 77% of the total enrollment of 165. These subjects were all the participants present at the third or fourth sessions who satisfactorily completed the Survey Questionnaire and Education Participation Scale. The third session was chosen to conduct the testing because i t afforded the highest attendance rate; enrollment would have been completed and absenteeism and dropout would be at a minimum due to initial interest. Those who were absent at the third session, but present at the fourth session, completed the instruments at that time. The 127 subjects were classified according to area of resi-dence into two groups; 60 participants lived within the target area and 67 participants lived outside the target area. Data concerning the socio-economic characteristics of the target area population were taken from the Census Tract Bulletin, 1971, Series B. 9 Instruments Survey Questionnaire. A questionnaire (Appendix B) was de-vised to e l i c i t a description of characteristics relevant to adult education participation as indicated in previous studies as well as information relevant to the purpose of this study. The questionnaire did not ask for the participant's name. It did ask for address so target area participants could be identified and all participants classified according to area of residence. Questions numbers 6, 7 and 8 were used to find out i f having children attend the regular school programme was related to night school attendance. Question number 20 concerned the effectiveness of the advertising for the new centre. Questions 21 and 22 enquired into a possible relationship between living close to the centre and attending. Questions numbers 10, 11, 12, 14 and 15 enquired into the participant's degree of acculturation in an effort to find out i f the diverse ethnic nature of the target population was reflected in the composition of the target participants. Questions numbers 2, 3, 4 and 5 enquired into a possible relationship between the time and nature of previous adult education participation and present participation. Questions numbers 16 through 19 and 23, 24, 25, sought information relevant to adult education participation as described in previous studies. The coding for the computerized analysis of the questionnaire data (Appendix E) was designed to conform with census tract data, where relevant, specifically columns 24, 34, 35, 36, 37, 41 and 49, so that a basis could be established for comparison of the target 10 population with the target participants. The rationale for coding the remaining columns followed that described for designing the questions, thus providing an operational definition for the characteristics investigated. Education Participation Scale. The E.P.S. (Appendix C), de-veloped by Boshier (1971), was used for measuring motive for participation. This instrument has 48 items which cluster into five factors accounting for 50% of the variance (Boshier, 1976). Factors and loadings for the sample in this study are described in Appendix D. Data Collection Permission to conduct the study and approval of the instruments were obtained from the Community Education Services of the Vancouver School Board. Permission to administer the instruments at the third session was sought from each teacher as he/she signed in for the second session. An explanation of the purpose and nature of the study was discussed, and a convenient time established with each teacher for the class to complete the tests. During the third session, at the prearranged time, the researcher visited each class. She described herself as a graduate student at the University of British Columbia doing a field placement in adult education. She declared her excitement over the enthusiastic response to the new night class centre, and said her reason for conducting the study was to ask for help in making future plans to expand and 11 improve the programming for the centre. She emphasized the anonymity of the study, gave instructions for completing the two instruments, and answered questions while handing out the instruments. This intro-duction took about five minutes. The researcher left the classroom while the participants completed the questionnaires. The teachers collected the questionnaires and took them to the office after class. The teachers reported that i t had taken about 30 minutes for the test-ing. The researcher expressed her appreciation to the teachers for their cooperation. At the fourth session, with the permission of the teacher, the researcher visited each class and asked i f those participants who were absent at the previous session would remain after class to help with her study by completing the instruments in a designated room. All but two such people remained after class. The data for computing the attendance and dropout rates were taken from the teachers' attendance record books at the conclusion of the ten week session. Data Analysis For the purpose of finding out i f the school was attracting the population for whom i t was intended, comparisons were made between characteristics of the target participants and target population, and between characteristics of target participants and outside partici-pants, in order to establish the extent of differences. 12 To test Hypothesis I, observations were made based on the calculated differences in percentages between the characteristics of the target area participants and the target area population. A discrepancy of 10% or more was set as a difference worthy of note. To test Hypothesis II, differences between the characteristics of participants living within and outside the target area were examined using Pearson's chi square, with the level of probability set at ,05 for statistical significance. To test Hypothesis III, the attendance and dropout rates of the participants living within and outside the target area were compared. A strike by the maintenance staff of the school forced the last two sessions in this study to be delayed four weeks. Hence, the possible presence of factors such as loss of interest, ignorance about the resumption of classes, or previous commitments for the effected nights invalidated testing for statistically significant differences. How-ever, observations about attendance and dropout rates were noted. To test Hypotheses IV and V, the Education, Participation Scale was factor analysed and factor scores generated for each re-spondent. Mean factor scores for each relevant group were calculated and compared using the Pearson Product Moment Correlation Coefficient or Analysis of Variance, depending on the ordinal or nominal nature of the data. 13 D e f i n i t i o n s Target Area Populat ion was the to ta l popu la t ion , f i f t e e n years o f age and over, l i v i n g wi th in census t r a c t s 19, 30, 31, 32, 33, 37 and 38, as reported in the Census Tract B u l l e t i n , 1971, Ser ies B. These t r a c t s were chosen a f t e r comparing census t r a c t boundaries f o r the target schoo l . These t r a c t s most c l o s e l y approximate the secondary school d i s t r i c t in which the new night centre i s l o c a t e d . Target Area P a r t i c i p a n t s were the t o t a l number of n ight school p a r t i c i p a n t s l i v i n g wi th in census t r a c t s 19, 30, 31, 32, 33, 37 and 38 who s a t i s f a c t o r i l y responded to the t e s t i n g instruments. Outside Target Area P a r t i c i p a n t s were the to ta l number of night school p a r t i c i p a n t s l i v i n g in a l l parts o f metropo l i tan Vancouver exc lus ive of census t r a c t s , 19, 30, 31, 32, 33, 27 and 38 who s a t i s -f a c t o r i l y responded to the t e s t i n g instruments. Dropout was a p a r t i c i p a n t who f a i l e d to attend the l a s t two sess ions . This d e f i n i t i o n was taken from Dickinson (1966). Previous p a r t i c i p a t i o n was involvement in any kind of adu l t education o f fe red by any agency at any time s ince leav ing formal s c h o o l i n g . This was represented by a 'yes ' answer to numbers two or four on the Survey Quest ionnaire . (See coding schedule columns e ight through f i f t e e n , Appendix E ) . P res t ig ious Occupations were those in the top three categor ies of B l i s h e n ' s (1961) socio-economic c l a s s i f i c a t i o n , i . e . i n the 14 categories of engineering, teaching or health related occupations. Blishen derived ranks through inter-correlation of data concerning education and income. Regression weights were assigned to education level and income, and on the basis of these, occupational prestige levels established. For example, the socio-economic index score for \"teacher\" was 70.14, for \"truck driver\" i t was 29.31. Blishen's classification cannot be used directly in this study because of the generality of the census tract occupation categories. However, the ordering of the census tract categories was based on the closest possible approximation to Blishen's classification. The occupation categories and the designation of participants' jobs is described in Appendix F. Elitism generally refers to people with higher levels of education, occupation and related socio-economic characteristics. SETTING Target Area and Population The new night centre is in a secondary school located in a 7 dimly l i t hollow three blocks from a transportation line. The See Appendix A for methods used to bring new centre to attention of target population. target area is inhabited by a diverse ethnic population of low socio-economic status. Sixty-three percent of the target area population was born in Canada, compared with 73% of the metropolitan Vancouver o population. The mean income in 1971 for males living in the target area was $5,722 compared with $7,287 for males in metropolitan Vancouver; this represents a 22% lower income. The mean income for women living in the target area was $2,461 compared with $3,072 for women in metro-politan Vancouver; this represents a 20% lower income. Of people fifteen years of age and older living in the target area, 26% graduated from high school and 3% hold university degrees compared with 30% and 6%\u00C2\u00BBrespec-tively, for the metropolitan Vancouver population fifteen years of age and older. The target area has the highest crime rate in metropolitan 9 Vancouver. A map showing the target area boundary and Vancouver Police District boundaries^ is shown in Figure 2. Police District number 22, which included most of the target area, had 2,650 reported charges of armed robbery, theft and breaking and entering in 1974.^ This accounts for 8% of all such reported offences in metropolitan Vancouver. Police District number 27, which adjoins number 22 and includes part of the target area, had the second highest crime rate for 1974 with 2,434 reported offences. This accounts for 7% of all o Census Tract Bulletin, 1971, Series B. 9Ibid. ^From personal communications with Department Research,Vancouver Police. 1 11bid. Location of night school centre Boundary of TARGET AREA (Census Tracts # 19,30,31,32,33,37,38)-Boundary around #22 VPD District \u00E2\u0080\u00A2 e> *>. * * \u00E2\u0080\u00A2\u00C2\u00BB Boundary around #27 VPD District ~ w E. Broadway Figure 2 Target Area Boundaries 17 such reported offences. Together, these two districts reported 15% of all armed robbery, thefts and breaking and entering charges in metropolitan Vancouver during 1974. All of the other 32 districts reported charges ranging in number from 1,313 (4%) down to 217 (1%). District number 22, with the exception of adjoining district number 27, reported twice as many charges as did the district with the next highest rate (Table I). TABLE 1 CRIME RATES REPORTED BY POLICE DISTRICTS Districe Rank Number of % Total Number Order Charges Charges 22 1 2,650 8% 27 2 2,434 7% 9 3 1,313 \"4% 16 15 1,016 3% 31 24 669 2% 2 34 217 1% The Vancouver School Board had anticipated that the high crime rate of the target area might discourage initial enrollment to the point of having to close the centre. When the initial enrollment proved to be viable, the School Board further speculated that the 18 attendance and dropout rates might be excessively high because partici-pants might fear the area. For these reasons, the crime rate of the target area was inctuded'in the description of the setting for this study. Night School Programme The decision to create the new centre was made two months prior to its opening. There was no time to conduct a needs assessment or interest survey before planning the programme. The Vancouver School Board's night school programmes comprise mostly noncredit, nonvocational general interest courses. From these, the specific courses for the new centre were chosen to cover a wide spectrum of interests which, i t was hoped, would be relevant to the interests of the people living in the area. It was decided to offer a limited number of courses (ten) on only one evening a week (Wednesday, 7:00 - 9:00) to test the feasi-bility of establishing a permanent night school centre in the area. The courses chosen were Auto Mechanics, Child Development, Cooking Nutritious Meals on a Budget, French Conversation, Guitar, Income Tax Planning and Reporting, Spanish Conversation, Stitchery, Woodwork and Yoga. There was sufficient enrollment to carry on in all classes except Cooking. Teachers were selected from the school's day time staff (Auto Mechanics, Cooking and Woodwork), the Vancouver School Board's roster of night school teachers (French, Guitar, Income Tax and Yoga), U.B.C. graduate students (Spanish and Stitchery) and the B.C. Adlerian Association (Child Development). In an attempt to make participants feel welcome, decorative posters, giving directions to classrooms, and daytime student guides, offering a cheerful hello and more detailed directions, greeted them in the front hall. The posters also appeared on the doors of the designated classrooms confirming the correct location. The classrooms used were the school's Auto Mechanics and Wood-work Shops, the music room for Guitar, open area for Yoga, science room for Stitchery and regular classrooms with desks for the balance of courses. The teaching techniques were those conventionally used for the particular kind of subject in a school situation. Audio-visual equipment, though available, was never requested. The two hour sessions contained a fifteen minute break when coffee and donuts were sold by the daytime students in the main hall. This was another attempt to foster a friendly feeling among teenage students, evening adult participants, teachers and staff. PLAN OF REPORT This report began with an introduction describing the reason for this investigation, followed by a statement of the problem, the specific purpose of this study and the hypotheses to be tested. Chapter One continued with a description of the method for the investi gation, including a description of the sample, the instruments, the 20 data c o l l e c t i o n and a n a l y s i s , and a d e f i n i t i o n of terms used in th i s r e p o r t . Chapter One concluded with a d e s c r i p t i o n of the se t t ing (the geographic area and i t s populat ion) fo r th i s study and the adu l t education programme introduced into i t . Chapter Two deals with a review of re levant l i t e r a t u r e . Chapter Three descr ibes the r e s u l t s of the data a n a l y s i s . Chapter Four summarizes the f ind ings descr ibed in Chapter Three, d iscusses the i r imp l i ca t ions and o f f e r s suggestions fo r future s t u d i e s . The Appendix inc ludes a d e s c r i p t i o n of the adver t i s i ng e f f o r t f o r the new night schoo l , a copy of the Survey Quest ionnaire and the Education P a r t i c i p a t i o n Sca le , f a c t o r loadings fo r the E . P . S . , the coding schedule f o r the Survey Quest ionnaire and a d e s c r i p t i o n of the occupation categor ies f o r the people in th i s study. CHAPTER TWO REVIEW OF RELATED LITERATURE People voluntarily participate in adult education for many reasons related to their quest for self-fulfillment (Jensen, 1970; Knowles, 1970; Boshier, 1973). The manner in which adults pursue this quest is influenced by the extent to which they have satisfied Maslow's (1954) hierarchy of needs. For example, the person whose most pressing need is to provide food and clothing for his family, will differ in his manner of fu l f i l l i n g this need from the man whose physical comforts are assured but feels a need for mental stimulation. One's level of needs satisfaction emerges from a total l i f e experience. Since the l i f e experience of each person is unique, the needs of people are diverse. This recognition of the multiplicity of reasons for participation in adult education has brought the univariate approach to the study of adult learners into disrepute. Adult educators, to be effective, must be aware of the particular characteristics and needs of the clientele they endeavour 12 to serve. This study is limited to a concern with elitism. Hence, i t is restricted to a consideration of the indices of this socio-economic phenomenon. Research literature has shown that adult learners have certain distinguishing features. Level of education and occupation See Definitions, p. 14. 21 22 have been cited as being the most reliable indices of participation. These characteristics, along with others highlighted in previous participation studies, are included in this review. Participation research indicates that each agency offering adult education programmes attracts a distinct clientele (Brunner, 1959). For this reason, the literature cited herein will be limited to studies investigating participation in urban public night school centres offering non-credit and non-vocational general interest courses. CHARACTERISTICS OF PARTICIPANTS Level of Education In reviewing the literature on adult education participation Brunner et al. (1959), Douglah (1970), London (1970) and Verner and Newberry (1958) noted that the more formal schooling a person had, the more likely he/she would continue to pursue educational activities. Brunner noted that \"Amount of formal schooling appears to be the most signifi-cant determinant of participation in all forms of adult education\" (1959, p. 96). Johnstone and Rivera reported adult education partici-pation rates in a sample of 24,000 people in the United States to be from 4% among persons with no schooling to 47% among persons with university education; 53% of participants in non-credit courses had 23 completed high school and 37% had some university education. They stated \"By far the most persistent finding in our investigation was that formal education attainment plays a highly crucial role in determining whether or not one enters the ranks of adult students\" (1965, p. 87). London, et al. (1963) found in their Oakland study that formal education was statistically the most important factor influencing the likelihood of participation. Manna's (1965) British study and Boshier's (1971) New Zealand study revealed similar findings to Johnstone's (1965) and London et al.'s (1963) American studies. Dickinson's (1966) study of 2,000 participants in the Surrey, British Columbia area revealed that 9% had less than grade nine, 55% had completed grades nine to twelve and 12% had some or completed university education. In another study examining educational background, Dickinson (1971) found that the participant's personal formal education experience was the only factor influencing his/her participation in adult education. McClosky (1968) theorized that because formal schooling helps to develop one's sense of confidence and responsibility, i t has the greatest correlation with social participation. Others have reported a relationship between social participation and adult education(Brunner, et al., 1959; Verner & Newberry, 1958; London, 1963). In this vein, London stated \"The lack of past achievement and limited opportunities tend to create a system of values and beliefs which negate efforts to improve one's social and economic position\" (1970, p. 147). 24 Occupation Brunner et al. (1959) suggested that Occupation, formal education and adult education participation are inter-correlated. Blishen (1961) similarly characterized occupation as having variance in common with education and income. Verner and Newberry (1958) reported that professional white collar workers and housewives participated in adult education in a larger proportion than their representation in the general population. Mizruchi and Vanaria (1960) found in their study of 618 New York subjects that 82% worked full time for a salary and 50% could be classified as middle to upper social class. Dickinson (1966) reported that housewives constituted 57% and those in managerial, professional or technical occupations constituted 11% of all partici-pants registered in general interest courses; the remaining 32% was made up of people in seven successively lower status occupations. Johnstone and Rivera (1965) reported that 62% of participants in their study worked full time for a salary, and of the 28% not working, 25% were housewives. Among those working, 25% were engaged in managerial, professional or technical occupations which was an overrepresentation in the sample studied by a ratio of two to one. This is the same proportion of upper status occupations reported by Hoi den, as cited by Brunner (1959). Boshier (1971) also reported a significantly higher proportion of participants had professional or managerial occupations compared with the general population. 25 Age Verner and Newberry (1958) stated that participants in public night school adult education were most likely to be between the ages of 25 and 45. Dickinson (1966) reported 68% of the participants enrolled in general interest courses were under 45 years. Mizruchi and Vanaria (1960) found 45% were under 40 years. Johnstone and Rivera (1965) reported 57% of the participants in their study were under 40 years with a median age of 36 years, compared with a median age of 43 years for the total sample. Booth (1961) and Boshier (1971) noted that old people are prominent among non-participants. Sex The studies of both Mizruchi and Vanaria (1960) and Johnstone and Rivera (1965) found that 65% of the participants in general interest courses were women and 35% were men. Dickinson (1966) and Boshier (1973) reported that 75% of the participants in general interest courses were women. Marital Status Johnstone and Rivera (1965) found 85% of the participants in their American study were married while Dickinson (1966) reported 83% of the participants in his British Columbia study were married. 26 Length of Occupancy A longer period of occupancy seems to be related to adult education participation. This trend was noted by Houle (1961) and' Verner and Newberry (1958). Place of Birth Verner and Newberry (1958) noted that foreign born and first generation residents participated in adult education to a lesser extent than longer established residents of a country. This contrasts to Boshier's (1973) Wellington finding which showed a significantly higher proportion of foreign born, compared to New Zealand born people participated in adult education; 15% of the New Zealand population compared with 30% of the participants were foreign born. Participation in Other Activities Brunner (1959) assumed that formal social participation (i.e. a relationship wherein the role of the participant is structured and implies a purposive effort) is related to adult education participation, and therefore, studies on social participation are significant for adult educators. Verner and Newberry (1958) and London (1963) noted that participation in adult education was more likely among those who had participated in other activities. Mizruchi and Vanaria (1960) found 43% of participants in their study spent five to eight evenings per month attending meetings or other club activities. Douglah (1970) 27 stated that a strong positive relationship existed between participation in adult education and in community l i f e . London (1964) cited Gallup Poll data showing that individuals participating in the largest number of specified leisure activities had the highest rate of participation in adult education. McClosky (1968) noted that involvement in organiz-ations helps people develop the skills of participation, thus bolstering their confidence for further participation. Other Considerations Jones (1962), enquiring into the validity of using census tract data as a basis for predicting adult education clientele, found that participants exhibited a significantly higher level of social and edu-cational status than that reported for the general population of their census tract. Jones suggested that i t was the socio-economic elite of a given census tract population who participated in adult education, and therefore census tract data could not be used to predetermine the nature of clientele. Lindenberger and Verner (1960) studied participation in Univer-sity extension courses and suggested that socio-economic factors have a greater influence on rates of participation than distance travelled. McKinnon (1966) . studied distances travelled to urban night school centres and found no evidence that participants of high socio-economic status attend centres in high socio-economic areas, nor that participants of lower socio-economic status attend centres located 28 in lower socio-economic areas. In other words, in McKinnon's study people who want to participate in a particular adult education activity seemed to seek i t out regardless of its location. ATTENDANCE AND DROPOUT PATTERNS Attendance and dropout patterns are related to the participant's socio-economic characteristics, attitudes, interests and needs as well as to situational and non institutional factors related to the education setting. Since this study focuses on the participant, this review will not include studies about the situational and non-institutional aspects of adult education. These environmental aspects are adminis-tratively controlled, ideally, they are designed in response to an understanding of the kind of clientele an agency is serving. In other words, studies such as this present one can suggest direction to administrators; the results of manipulating the environmental factors are the subject for another area of participation research. The manipulation of environmental factors in accordance with clientele characteristics is the basis for the multivariate approach to a con-gruent delivery of adult education. Socio-Economic Characteristics Verner and Davis (1964) reviewed 30 studies on completion and dropout and found that socio-economic factors related to partici-2.9 pation are also related to persistence. They also noted that characteris-tics related to non-participation were related to dropout behaviour. Dickinson (1966) and Dickinson and Verner (1967) reported that a significantly higher rate of dropout occurred among young (15-24 years) single people working in blue collar occupations. Housewives, in their study, had the lowest dropout rate. Those with previous adult education experience were less likely to drop out than those with none. However, they found no relationship between level of formal education and drop-out rate. Zahn (1964) found no relationship between low academic ability and dropout from non-credit courses. Sainty (1971) attempted to develop a method for predicting dropout by relating i t to a 'non-success syndrome'. This syndrome was characterized by 17 variables including lower level of education, poorer verbal and reading skills and lower occupation class. Lam and Wong (1974) compared the influence of certain socio-economic and motivation (based on Boshier's 1971 studies) variables on attendance rates and reported that the greatest influence on attendance rate was the degree to which the course met the personal needs of the participant. Lam and Wong's data generally confirm Boshier's model. Boshier (1973) theorized that participation or dropout is related to the degree of congruence between the participant's internal psycho-logical environment (needs) and the external educational environment. 30 MOTIVATION Much of the current research into participation and discontinu-ance is concerned with the study of motivation; this was a direction called for by, among others, Brunner (1959) and Verner and Davis (1964). Brunner said \"It is clear that an attempt to understand the intimate connections between motivation and education is crucial to the achieve-ment of adult education goals\" (1959, p. 46). Many have recognized the usefulness to adult educators of the work of sociologists and psychologists, particularly Lewin's (1935) field theory, Maslow's (1954) hierarchy of needs, Murray's (1936) need press model and Roger's (1961) self concept theory (Boshier, 1973; Jensen, 1964; Knowles, 1970; London, 1964; McClosky, 1964). However, until recently, lack of research technology has blocked empirical investigation into motivation. For example, Johnstone and Rivera (1965) used a checklist approach when asking participants for their reasons for taking adult education courses; their findings are related to socio-economic, rather than psychological considerations. Further-more, the Johnstone and Rivera motivation data did not flow from any theoretical formulation. Houle (1961) said adult education participants could be cate-gorized as goal, activity, and learning-oriented. Several writers (Boshier, 1971; Burgess, 1971; Sheffield, 1964) operationalized the Houle typology by constructing Likert-type measures of 'motive'(s) for participation. The motivational orientation literature has lengthened in recent years (Dickinson and Clark, 1975). But of the studies published so far, only Boshier conducted higher-order factor analyses in pursuit of the three-factor Houle typology. The Education Participation Scale is a reliable 48 item measure of motive(s) for attendance. It was originally used to examine the motivational orientations of 233 adult education participants in Wellington, New Zealand. The measure originally clustered into fourteen oblique factors, but has subsequently been subject to ortho-gonal rotation which produced the five reasonably 'pure' and independent factors described by Boshier (1971, 1976). These factors are remarkably similar to those produced with orthogonal rotation by Morstain and Smart (1974) with a large sample of U.S. adult education participants. Morstain and Smart produced factor scores for each respondent by summing item scores in each factor and then dividing by the number of items to produce a 'mean factor' score. They then produced mean factor scores for separate age and sex groups and found a noticeable variation in the mean scores of the groups studied. \"For example, mean scores on the Social Relationships factor tended to decline with increasing age. Compared with other groups, the desire for meeting new people, engaging in group activities, etc., seemed relatively more important to men and women in the youngest age group\" (1974, p. 91). The E.P.S. is providing a tool required for empirical motivation studies. A review of the characteristics of participants in public school non-credit, non-vocational, general interest adult education programmes pro-duces a picture of a person who has a higher than average level of formal 32 education; he/she most likely has attained high school graduation, and likely, some university education. The participant probably works in a managerial, professional or technical occupation. She (the majority are women) is most likely between the ages of 25 and 40 and married.She/he is most apt to have been born in Canada and to have lived a longer than average length of time at his/her present address. The participant probably is active in community organizations and clubs. She/he most likely has been a continual adult learner, maintaining a good attendance pattern. CHAPTER THREE RESULTS This chapter will describe and compare the characteristics of the target area participants with the target area population, followed by a comparison of the characteristics of the target area participants with the outside area participants. This will be done in accordance with the hypotheses presented earlier (Ch. 1, pp. 4-7). SOCIO-ECONOMIC CHARACTERISTICS OF TARGET AREA PARTICIPANTS AND POPULATION In view of the huge discrepancy in numbers between the target population and target sample, and because of the nature of the samples, (that is, neither randomly selected, nor independent)testing for statistically significant differences between the two groups is invalid. Therefore, where percents are compared, 10% or greater was established to represent a difference. The choice of socio-economic characteristics compared in Hypothesis I was made on the basis of characteristics described in census tract data. 33 34 Level o f Education The l eve l of education o f the target p a r t i c i p a n t s (A) (F igure 1, p. 3) was cons iderab ly h igher than that o f the target populat ion (B) ; only 12% of the target p a r t i c i p a n t s had less than high school graduation compared with 64% of the target popu la t ion . The census t r a c t data reports 40% of the target populat ion had grade nine or l e s s . None of the ta rget p a r t i c i p a n t s were in t h i s category; 24% o f the t a r g e t populat ion had completed grades ten or e leven , compared with 23% of the target area p a r t i c i p a n t s ; 18% of the target populat ion had completed grades twelve or th i r t een and 8% had a d d i t i o n a l vocat ional t r a i n i n g compared with 33% of the target p a r t i c i p a n t s who had completed grades twelve or t h i r t e e n and 24% who had add i t i ona l vocat ional t r a i n i n g . Seven percent o f the target populat ion had some u n i v e r s i t y education and 3% held u n i v e r s i t y degrees compared with 10% o f the p a r t i c i p a n t s who reported some u n i v e r s i t y education and 10% a u n i v e r s i t y degree (Table 2 ) . The large discrepancy in l eve l of education a t ta ined by target area populat ion and p a r t i c i p a n t s becomes even more evident when con-s idered in the categor ies of l ess than grade twelve (64% compared with 12%) high school graduation (26% compared with 56%), some un iver -s i t y (7% compared with 10%) and u n i v e r s i t y degree (3% compared with 10%) descr ibed in Table 3. These observat ions support Hypothesis l . a which stated the leve l o f educat ion of ta rge t p a r t i c i p a n t s would be h igher than that 35 TABLE 2 YEARS OF SCHOOL COMPLETED BY TARGET POPULATION AND TARGET PARTICIPANTS Years of School Completed Target Population Target Participants No. % No. % Grade 9 or less 13,018 40% 0 0 Grades 10, 11 7,872 24% 13 23% Grades 12, 13 5,775 18% 19 33% Grades 12, 13 with Additional Training 2,815 8% 13 24% Some University 2,305 7% 5 10% University Degree 1,025 3% 6 10% Total 32,815 100% 57* 100% TABLE 3 LEVEL OF EDUCATION OF TARGET POPULATION AND TARGET PARTICIPANTS Level of Education Target Population Target Participants No. % No. % Less than grade 12 20,895 64% 13 23% High School Graduation 8,590 26% 32 57% Some University 2,305 7% 6 10% University Degree 1,025 3% 6 10% Total 32,815 100% 57* 100% Three participants did not respond to questions about education. 36 for the target population. This finding concurs with the results of studies by Brunner (1959), Verner and Newberry (1958), London, et al. (1963), Johnstone and Rivera (1965), Hanna (1965), Dickinson (1966) and Boshier (1971) all reporting a positive relationship between formal schooling and adult education participation. Place of Birth The census tract data reported 63% of the target area population (B) was born in Canada compared with 75% of the target area participants (A) who were native born (Table 4). This finding supports Hypothesis l.b which stated that a higher proportion of target participants compared with the target population would have been born in Canada. This result is similar to that reported by Verner and Newberry (1958), but in con-trast to Boshier1s (1971) finding. TABLE 4 BIRTHPLACE OF TARGET POPULATION AND TARGET PARTICIPANTS Place of Birth Target Population Target Participants No. % No. % Inside Canada 20,786 63% 45 75% Outside Canada 12,034 37%. 15 25% Total 32,820 100% 60 100% 37 Language Spoken at Home The census tract data reported 80% of the target area population (B) spoke English most often at home, while 90% of the target partici-pants (A) were in this category (Table 5 ) . This supports Hypothesis l.c which stated that a larger percentage of target participants compared TABLE 5 LANGUAGE SPOKEN AT HOME BY TARGET POPULATION AND TARGET PARTICIPANTS \u00E2\u0080\u00A2 \u00E2\u0080\u00A211 Language Most Often Target Population Target Participants Spoken at Home No. % No. % English 26,106 80% 54 90% Other 6,709 20% 6 10% Total 32,815 100% 60 100% with target population would speak English at home. The larger percen-tage of target participants compared with target population who were born in Canada and spoke English at home suggests that the more accultur-ated segment of the target population were attending the new night class centre. 38 Working Full-Time for Salary The census tract data reported 54% of the target area population (B) worked full time for salary, which closely parallels the 55% of the target area participants (A) in this category. This does not support Hypothesis l.d which stated that there would be a higher pro-portion of target participants compared with target population working full time for salary. This finding contrasts with results of American Studies reported by Mizruchi and Vanaria (1960) and Johnstone and Rivera (1965). Length of Occupancy The census tract data reported 17% of the target population (B) (See Figure 1, p. 3) had lived at their present address for less than one year compared with 27% of the target participants (A); 16% of the target population had one to two years occupancy compared with 18% of the target participants; 17% of the target population had three to five years occupancy compared with 12% of the target participants; 15% of the target population had six to ten years occupancy compared with 10% of the target participants and 35% of the target population had lived at their present address for ten years or more compared with 33% of the target participants (Table 6). Hypothesis l.e, which stated that the length of occupancy of target participants would be greater than that of target population, is rejected, inasmuch as 67% of the target population compared with 55% of the target participants had 39 TABLE 6 LENGTH OF OCCUPANCY OF TARGET POPULATION AND TARGET PARTICIPANTS Length of Occupancy Target Population Target Participants No. % No. % Less than 1 year 2,240 17% 16 27% 1-2 years 2,160 16% .11 18% 3 - 5 years 2,250 17% 7 12% 6-10 years 2,085 15% 6 10%. Over 10 years 4,630 35% 19 33% Total 13,365* 100% 59** 100% This represents heads of households. The assumption was made that since the participants were adults, they represented heads of households. One participant did not respond to the question about occupancy. lived at their present address for three years or longer. These find-ings contrast with those reported by Verner and Newberry (1958), Dickinson (1966) and Boshier (1971) relating longer length of occupancy to adult education participation. Pattern of Occupation This analysis was done by observing differences in the percen-tages between target area participants and target population in each of sic categories described in census tract data and ordered to approximate 40 B l i s h e n ' s c l a s s i f i c a t i o n . See Appendix F f o r a d e s c r i p t i o n of occupa-t ion categor ies and des ignat ion of p a r t i c i p a n t s ' j o b s . The percentages are based on the number in the labour f o r c e , descr ibed in the Census T rac t B u l l e t i n as the number of people working or looking for work. I t excludes housewives. The author assumed that a l l the p a r t i c i p a n t s , exc luding the ten who sa id they were a housewife or student, were in the labour f o r c e , that i s , working or looking f o r work. A l a r g e r percentage o f t a rge t p a r t i c i p a n t s compared with target populat ion had occupations in the three most p r e s t i g i o u s f i e l d s (see D e f i n i t i o n s , p. 13). Seven percent of the ta rget p a r t i c i p a n t s compared with 4% of the target populat ion were engaged in eng ineer ing , 7% of the ta rget p a r t i c i p a n t s compared with 2% of the ta rget populat ion were engaged in teaching and 7% of the target p a r t i c i p a n t s compared with 4% o f the ta rge t populat ion were engaged in hea l th r e l a t e d occupat ions. A l a r g e r proport ion of t a rge t p a r t i c i p a n t s compared with target populat ion worked in two o f the three l e a s t p r e s t i g i o u s f i e l d s . For ty-four percent o f the p a r t i c i p a n t s compared with 31% of the populat ion worked in c l e r i c a l or sa les j o b s , and 26% of the p a r t i c i p a n t s compared with 21% of the populat ion worked in serv i ce r e l a t e d jobs . The greatest d i f f e r e n c e was in the s t r i c t l y blue c o l l a r category , product f a b r i c a t i o n , in which 9% of the p a r t i c i p a n t s compared with 38% of the populat ion was engaged (Table 7) , Th is d iscrepancy, along with the g rea te r than 10% d i f f e rence between the 21% target p a r t i c i p a n t s and 10% populat ion employed in the p res t i g ious f i e l d s , support Hypothesis l . f which stated that the 41 pattern of occupation for the target participants would be more presti-gious than that of the target population. This finding concurs with results reported by Brunner (1959), Verner and Newberry (1958), Johnstone and Rivera (1965), Dickinson (1966) and Boshier (1971) relating higher status occupations with adult education participation. TABLE 7 PATTERN OF OCCUPATION OF TARGET POPULATION AND TARGET PARTICIPANTS Occupation Target Population Target Participants No. % No. % Engineering 680 4% 3 7% Teaching 265 2% 3 7% Health Related 680 4% 3 7% Clerk - Sales 5,355 31% 20 44% Service 3,590 21% 12 26% Product Fabrication 6,460 38% 4 9% Total 17,455 100% 45 100% 42 SOCIO-ECONOMIC CHARACTERISTICS OF PARTICIPANTS BY AREA OF RESIDENCE The geographic d i s t r i b u t i o n o f the p a r t i c i p a n t s throughout metropol i tan Vancouver i s shown in Figure 3. Th is sect ion w i l l compare c e r t a i n c h a r a c t e r i s t i c s of the p a r t i c i p a n t s who l i v e d ins ide the target area with those of the p a r t i c i p a n t s who l i v e d outs ide the area. Level of Education Nine percent o f the ta rge t and 5% of the outs ide p a r t i c i p a n t s had completed only grades nine or ten , 14% of the target and 7% o f ' t h e outs ide p a r t i c i p a n t s had completed grade 11, 34% of the target and 31% of the outs ide p a r t i c i p a n t s graduated from high s c h o o l ; 23% of the ta rget compared with 20% of the outs ide p a r t i c i p a n t s had add i t iona l vocat iona l t r a i n i n g . Ten percent of both the target and outs ide p a r t i c i p a n t s had some u n i v e r s i t y educat ion. However, 10% of the target and 27% of the outs ide p a r t i c i p a n t s held at l e a s t one u n i v e r s i t y degree (Table 8 ) . A n o n s i g n i f i c a n t chi square value was obtained fo r the a n a l y s i s o f p a r t i c i p a n t s by area o f res idence and years of s c h o o l -ing completed. This confirms Hypothesis 2.a which stated that the educat ion l eve l o f p a r t i c i p a n t s l i v i n g wi th in and outside the target area would be s i m i l a r . Figure 3 Geographic Distribution of Participants ^ TABLE 8 YEARS OF SCHOOL COMPLETED BY TARGET AND OUTSIDE PARTICIPANTS Years o f School Completed Target P a r t i c i p a n t s Outside P a r t i c i p a n t s No. % No. . % Grades 9, 10* 5 9% 3 5% Grade 11 8 14% 4 7% Grade 12 19 34% 18 31% Grade 12 with t r a i n i n g 13 23% 12 20% Some U n i v e r s i t y 6 10% 6 10% Un ivers i ty degree 6 10% 16 27% Tota l** 57 100% 59 100% x = 6.41, df = 5, ns * No target p a r t i c i p a n t had less than grade 9, compared with two outs ide p a r t i c i p a n t s . In order to e s t a b l i s h a v a l i d x 2 i t was necessary to e l iminate th i s category. ** Three target and s ix outs ide p a r t i c i p a n t s d id not respond to the questions about educat ion. Place of B i r t h Seventy- f ive percent o f the target compared with 61% o f the out-s ide p a r t i c i p a n t s were born in Canada. Conversely , 25% o f the target and 39% of the outs ide p a r t i c i p a n t s were born outs ide Canada (Table 9) . A n o n - s i g n i f i c a n t chi square value was obtained fo r the a n a l y s i s o f pa r t i c i pan ts by area of res idence and place of b i r t h . Hypothesis 2.b, 45 which stated that the percentage of participants born in Canada who lived within and outside the target area would be similar, was accepted. TABLE 9 BIRTHPLACE OF TARGET AND OUTSIDE PARTICIPANTS Place of Birth Target Participants Outside Participants No. % No. % Inside Canada 45 75% 41 61% Outside Canada 15 25% 26 39% Total 60 100% 67 100% xfc = 2.61, df = 1, ns Language Spoken at Home Ninety percent of the target compared with 83% of the outside participants spoke English at home. Conversely, 10% of the target and 17% of the outside participants spoke a language other than English at home (Table 10). A nonsignificant chi square value was obtained for the analysis of participants by area of residence and language spoken at home. This confirms Hypothesis 2.c which stated that the proportion of target and outside participants speaking English at home would be similar. 46 TABLE. 10 LANGUAGE SPOKEN AT HOME BY TARGET AND OUTSIDE PARTICIPANTS Language Spoken Target Participants Outside Participants ..at Home No. 01 ,'o No. % English 54 90% 55 83% Other . 6 10% 11 17% Total 60 100% 66* 100% x2 = .69, df = 1, ns One outside participant did not respond to the question about language spoken at home. Full Time Employment for Salary Fifty-seven percent of the target area participants compared with 70% of the outside participants worked full time for a salary, 18% of the target area and 6% of the outside participants worked part-time, and 21% of the target area compared with 19% of the outside participants did not work (Table 11). A nonsignificant chi square value was obtained for the analysis of participants by area of residence and degree of employment for salary. Hypothesis 2.d, which stated that the percentage of participants living within and outside the target area who worked full time for salary would be similar, was confirmed. 47 Fewer target participants worked full time and more worked part time compared with outside participants. This may be a reflection of the greater proportion of housewives attending from the target area. The proportion of those not working is similar for both groups. TABLE 11 EMPLOYMENT FOR SALARY BY TARGET AND OUTSIDE PARTICIPANTS Employment for Salary Target Participants Outside Participants No. % No. % Ful1 Time 34 57% 47 70% Part Time 11 18% 4 6% Don't Work 13 21% 13 19% No Response* 2 4% 3 5% Total 60 100% 67 100% x c = 5.07, df = 2, ns * 2 Deleted from x analysis. Length of Occupancy A significantly larger percentage of target participants (32%) compared with outside participants (7%) had lived at their present 48 address for more than ten years. Twenty-seven percent of the target compared with 20% of the outside participants had lived at their present address for less than one year, 18% of the target and 43% of the outside participants had one to two years occupancy, 12% cf the target compared with 21% of the outside participants had three to five years occupancy, 10% of the target compared with 9% cf the outside participants had six to ten years occupancy (Table 12). TABLE 12 LENGTH OF OCCUPANCY BY TARGET AND OUTSIDE PARTICIPANTS Length of Occupancy Target Participants Outside Participants No. % No. ol lo Less than 1 year 16 27% 13 20% 1 - 2 years 11 18% 29 43% 3 - 5 years 7 12% 14 21%. 6-10 years 6 10% 6 9% Over 10 years 19 32% 5 7% No Response* 1 1% 0 Total 60 100% 67 100% yf = 18.48, df = 4, p < .001 * 2 Deleted from x analysis. 49 A significant chi square value of 18.48 was obtained for the analysis of participants by area of residence and length of occupancy. Hence, Hypothesis 2.e, which stated that the length of occupancy for participants living within and outside the target area would be similar, is rejected. The significantly larger percentage of target participants who had more than ten years occupancy complements the trend for more target participants to have been born in Canada and to have spoken English at home. Occupation A smaller proportion of target participants (15%) compared with outside participants (29%) was engaged in occupations of highest pres-tige. (See Definitions, p. 13). Five percent of the target compared with 8% of the outside participants were engaged in engineering, 5% of the target compared with 8% of the outside participants were engaged in teaching and 5% of the target compared with 13% of the outside participants were engaged in health related occupations. Similar proportions of 34% of the target and 30% of the outside participants were working in clerk or sales occupations. A larger proportion of target participants (27%) compared with outside partici-pants (15%) were engaged in the least prestigious fields. Twenty-one percent of the target compared with 4% of the outside participants were engaged in service related jobs, and 6% of the target compared with 11% of the outside participants were working in product fabrication jobs. A larger proportion of target (17%) compared with outside participants (11%) were housewives or students (Tables 13 & 14). An invalid chi square value was obtained for the analysis of participants by area of residence and seven occupation categories. However, when the three fields of highest prestige were considered to-gether and the three fields of lowest prestige considered together,along wi a category for housewives and students,(Table 14),a nonsignificant chi square value was obtained for the analysis of participants by area of residence and prestige of occupation. This confirms Hypothesis 2.f, TABLE 13 PATTERN OF OCCUPATION OF TARGET AND OUTSIDE PARTICIPANTS Occupation Target Participants Outside Participants No. % No. % Engineering 3 5% 5 8% Teaching 3 5% 5 8% Health 3 5% 8 13% Clerk - Sales 20 34% 19 30% Service 12 21% 3 4% Product Fabrication 4 6% 7 11% Housewives, Students 10 17% 7 11% No Response* 4 7% 10 15% ** Total 59 100% 64 100% Invalid x , df = 6 * 2 Deleted from x analysis. kit One target and three outside participants did not respond to the question about occupation. 51 which stated that the occupation, pattern of participants living inside and outside the target area would be similar. The similar occupational patterns complement the finding about similar level of education for target and outside participants, inasmuch as occupation has been related to education. In other words, the night school attracted people living in the target area who were similar to participants coming from all other areas of the city with regard to key characteristics associated with adult education participation such as years of formal schooling and occupation. This e l i t i s t finding concurs with those reported by Brunner (1959), Johnstone and Rivera (1965), London (1963), Hanna (1963), Dickinson (1966), Douglah (1970) and Boshier (1971). TABLE 14 PRESTIGE OF OCCUPATION OF TARGET AND OUTSIDE PARTICIPANTS Occupation Target Participants Outside Participants No. % No. % Engineering, Teaching Health 9 15% 18 29% Clerk-Sales, Service Product Fabrication 36 61% 29 45% Housewife, Student 10 17% 7 11% No Response* 4 7% 10 15% Total 59 100% 64 100% x 2 = 4.27, df = 2, ns * 2 Deleted from x analysis. 52 Previous Night School Participation The pattern of previous night school participation (see Definition, p. 13) is almost identical for both groups. Sixty-eight percent of target compared with 63% of outside participants had attended night classes before. Conversely, 32% of the target compared with 37% of the outside participants had no previous night school experience (Table 15). A nonsignificant chi square value was obtained for the analysis of participants by area of residence and previous night school attendance. This confirms Hypothesis 2.g, which stated that the pattern of previous adult education participation would be similar for both groups. TABLE 15 PREVIOUS NIGHT SCHOOL PARTICIPATION BY TARGET AND OUTSIDE PARTICIPANTS Previous Participation Target Participants Outside Participants No. % No. % Attended Before 41 68% 42 63% Did Not Attend Before 19 32% 25 37% Total 60 100% 67 100% x = .23, df = 1, ns . Previous Adult Education P a r t i c i p a t i o n in Other I n s t i t u t i o n s The i d e n t i c a l proport ion of 35% o f both target and outs ide p a r t i c i p a n t s had prev ious ly attended adult education c lasses in other i n s t i t u t i o n s . (These inc lude Un ive rs i t y Extens ion , ' Y ' , church, community cent re , p r iva te and vocat ion r e l a t e d ) . Conversely, 65% of both groups had never attended adul t c lasses in another i n s t i t u t i o n (Table 16). A nons ign i f i can t chi square value was obtained f o r the ana lys i s of p a r t i c i p a n t s by area of residence and previous adul t education p a r t i c i p a t i o n in other i n s t i t u t i o n s . Th is confirms Hypothes-i s 2 .g, which stated that the pattern of previous adu l t education p a r t i c i p a t i o n would be the same fo r both groups. TABLE 16 PREVIOUS ADULT EDUCATION PARTICIPATION IN OTHER INSTITUTIONS BY TARGET AND OUTSIDE PARTICIPANTS Previous Target P a r t i c i p a n t s Outside P a r t i c i p a n t s P a r t i c i p a t i o n No. % No. % Attended Before 21 35% 24 35% Did Not Attend Before 39 65% 43 65% Total 60 100% 67 100% x c = .01 , df = 1, ns 54 Twice as many subjects had previously participated in adult education classes at public night schools than at other institutions. Number of Meetings and Club Activities Most of the participants were not involved with meetings or club activities. This finding contrasts with studies reported by Brunner (1959), Verner and Newberry (1958) and London (1963). Sixty-five percent of the target participants compared with 57% of the outside participants did not attend meetings or club activities, 8% of the target and 7% of the outside participants attended one meeting per month, 8% of the target and 13% of outside participants attended two meetings per month, 19% of the target and 23% of the outside partici-pants attended three to nine meetings per month. (It was necessary to create this last category in order to obtain a valid chi square value). (Table 17) A nonsignificant chi square value was obtained for the analysis of participants by area of residence and number of meetings attended. This confirms Hypothesis 2.h, which stated that the number of meetings and club activities attended by participants living inside and outside the target area would be similar. ban Most (74% of target and 66% of outside) participants were under the age of forty years. This agrees with findings reported by Verner and Newberry (1958), Booth (1961), Johnstone and Rivera (1965), Dickinson (1966), London (1963), Hanna (1963) and Boshier (1971). 55 TABLE 17 PARTICIPATION IN OTHER ACTIVITIES BY TARGET AND OUTSIDE PARTICIPANTS Number of Target P a r t i c i p a n t s Outside P a r t i c i p a n t s A c t i v i t i e s No. % No. % None 39 65% 38 57% One 5 8% 5 7% Two 5 8% 9 13% Three - Nine 11 19% 15 23% Total 60 100% 67 100% x c = 1.4, df = 3, ns F i f ty - two percent of the target and 47% of the outs ide p a r t i c i -pants were in the age category of 20 - 29 y e a r s , 22% of the target and 19% o f the outs ide p a r t i c i p a n t s were in the age category of 30 - 39 years , 16% of the target and 14% of the outs ide p a r t i c i p a n t s were in the age category of 40 - 49 years , 5% of the target and 14% of the p a r t i c i p a n t s were 50 years or over (Table 18). A n o n s i g n i f i c a n t chi square value was obtained f o r the ana lys i s of p a r t i c i p a n t s by area of residence and age. This supports Hypothesis 2.k, which s ta ted that the ages of both groups would be s i m i l a r . I t may be noted that the proximity of a n ight c l ass centre d id not seem to a t t r a c t the o lder people in the ta rget neighbourhood; more o lder people t r a v e l l e d to the centre from other parts of the c i t y . In other words, t h i s suggests that t r a v e l l i n g a d is tance did not discourage o lder people. TABLE 18 AGE OF TARGET AND OUTSIDE PARTICIPANTS Age Target P a r t i c i p a n t s Outside P a r t i c i p a n t s No. % No. % 2 0 - 2 9 years 31 52% 30 47% 30 - 39 years 13 22% 12 19% 40 - 49 years 9 16% 9 14% 50 years and over 3 5% 9 14% No Response* 3 5% 4 6% Tota l** 59 100% 64 100% x 2 = 2.9, df = 3, ns Deleted from a n a l y s i s . ** One Target and three outs ide p a r t i c i p a n t s d id not respond to the quest ion about occupat ion. Sex Most p a r t i c i p a n t s were women; 75% of the target and 60% of the outs ide p a r t i c i p a n t s were female (Table 19). Th is f ind ing agrees with 57 Mizruchi and Vanario (1960), Johnstone and Rivera (1965), Dickinson (1966) and Boshier (1971) who a l l reported a l a r g e r proport ion of women than men p a r t i c i p a n t s in t h e i r s t u d i e s . A nons ign i f i can t chi square value was obtained f o r the a n a l y s i s o f p a r t i c i p a n t s by area of res idence and sex. Th is confirms Hypothesis 2 . i , which s tated there would be no d i f f e rence in the proport ion of men and women in both groups. TABLE 19 SEX OF TARGET AND OUTSIDE PARTICIPANTS Sex Target P a r t i c i p a n t s Outside P a r t i c i p a n t s No. % No. % Men 15 25% 27 40% Women 45 75% 40 60% Total 60 100% 67 100% x = 2.7, df = 1, ns Mar i ta l Status F i f t y - seven percent o f the target p a r t i c i p a n t s compared with 42% of the outs ide p a r t i c i p a n t s were marr ied . Conversely , 43% of the target and 58% of the outs ide p a r t i c i p a n t s were s i n g l e (Table 20). A nonsignificant chi square value was obtained for the analysis of partici-pants by area of residence and marital status. This confirms Hypoth-esis 2.i, which stated that there would be similar proportions of married and single people in both groups. The trend for more married women from the target than outside area to have attended night classes is consistent with the finding that more housewives living in the target area attended. The overall pro-portion of married participants in this study is substantially lower than that reported by Johnstone and Rivera (1965) and Dickinson (1966), possibly another indication that the night centre was particularly attractive to housewives living in the area. TABLE 20 MARITAL STATUS OF TARGET AND OUTSIDE PARTICIPANTS Marital Status Target Participants Outside Participants No. % No. % Married 34 57% 28 42% Single 26 43% 39 58% Total 60 100% 67 100% x 2 = 2.2, df = 1, ns 59 ATTENDANCE PATTERNS AND DROPOUT RATES OF PARTICIPANTS BY AREA OF RESIDENCE Research concerned with attendance and dropout rates in adult education classes has suggested that these are related to the socio-economic characteristics of the participants, particularly the level of formal education. Therefore, i t was the intention of this study to compare the attendance pattern and dropout rates of participants living in the target area of lower socio-economic status and participants attending from all other parts of the city. This could not be tested statistically in accord with the original criterion (Definition, p. 13) due to the postponement of the last two classes. A comparison was made based on the first eight weeks of the ten week term. Cf the 67 target participants, five (7.5%) failed to attend the seventh and eighth sessions compared to seven (7.9%) of the outside participants. The average nightly attendance rate for the target participants was 88% compared with 82% for the outside participants (Table 21). The similarity in attendance and dropout rates between groups is consistent with the findings about the similarities in socio-economic characteristics of the participants living inside and outside the target area. The very high attendance rate and low dropout rate (compared with Dickinson's (1966) study) may cast doubt on the reliability of the teachers' attendance records. However, the author visited each class nightly and observed the continually high attendance, which TABLE 21 ATTENDANCE PATTERN AND DROPOUT RATES OF PARTICIPANTS BY COURSE AND AREA OF RESIDENCE Course Number Enro l led Dropouts Poss ib le Aggregate Attendance Actual Aggregate Attendance Target Outside Target Outside Target Outside Target Outside No. % No. % No. % No. % Auto Mechanics 11 13 0 0 0 0 88 104 80 91% 90 86% French 5. 20 0 0 o 0 40 160 37 92% 145 . 91% Gui tar 14 11 3 21% 1 7% 112 88 96 86% 69 78% Income Tax 4 8 0 0 0 0 32 64 26 81% 56. . 87% Spanish 7 9 2 28% T 11% 56. 72 44 78% 54 75% S t i t c h e r y 3 2 0 0 1 50% 24 16 24 100% 7 44% Woodwork 7 9 0 0 0 0 56 72 55 98% 69 96% Yoga* 16 16 0 0 4 25% 112 112 95 85% 76 68% T o t a l * * 67 88 5 7.5% 7 7.9% 520 688 457 . 88% 566 82% The data f o r t h i s tab le was taken from teachers ' Attendance Records. * Based on 7 sessions -- no attendance record was kept f o r the f i r s t sess ion . ** No attendance records were kept f o r a d i scuss ion group about ch i l d ren in which 10 women p a r t i c i p a t e d . CTl O 61 presumably indicated a high degree of participant satisfaction. The high attendance and low dropout rate in a centre situated in a low socio-economic neighbourhood, along with the findings (Hypothesis 1 and 2) indicating that the participants represent the elite stratum of the target population, supports the conclusions drawn in more recent studies. Boshier (1973) related dropout rate to the degree of congruence between the participant's internal psychological environment and the external educational environment. Lam and Wong (1974) found the greatest influence on attendance rates was the extent of the participant's personal needs satisfaction. The high attendance and low dropout rates may also indicate that the high incidence of crime in the target area was not a deterrant to the centre's operation. MOTIVATION FOR ATTENDING NIGHT CLASSES BY PARTICIPANTS' AREA OF RESIDENCE The E.P.S. data for the study were among the 242 respondents described by Boshier (1976). The data were subject to a principal components analysis and orthogonal rotation (varimax). An ortho-gonal rotation was chosen because of the desire to produce uncorrelated and thus independent factors for association with some of the variables described in the previous section. The fi r s t factoring produced thirteen factors with eigenvalues greater than one, but Cattell's (1966) scree test revealed that the clearest structure for the purpose of this study could be obtained by rotation of the first five factors. The first five factors were thus rotated. Their structure, loadings and meaning are described by Boshier (1976) and thus need not be repeated here. In brief, Escape/ Stimulation accounted for 17.0% of the variance, Professional Advance-ment accounted for 11.57%, Social Welfare for 4.84%, External Expecta-tions for 4.13% and Cognitive Interest for 3.98%. The five factors accounted for 42.14% of the variance; items and loading for each factor are shown in Appendix D. Factor scores were produced for the parent population of 242 by building regression equations for each factor as the dependent variable. These regression weights were used while the original data were read in. The resultant factor scores thus have regard to the magnitude of the contribution made by each item to the factor. Five factor scores were produced for each respondent. Factor scores were normalized so the mean for each score (for the parent population) was zero and the standard deviation one. The intercorrelation between each of the orthogonal factors was zero. The *FAN factor analysis programme then punched cards containing the five factor scores for each respondent who was identified by the appropriate serial number. The 118 cards for this study were then extracted from the parent population of 242. Factor scores for respondents in this study were then correlated with social and demographic variables which met the assumptions for correlation. 63 There were no statistically significant differences between motivational orientations of target area participants and participants who lived to the east, south or west of the target area. (One partici-pant who lived in the north was included with those in the west for the purposes of this analysis). (Table 22, Figure 4, p. 64) TABLE 22 NORMALIZED'MEAN E.P.S. FACTOR SCORES BY AREA OF RESIDENCE E.P.S. Factor Grand Target West East South F Ratio Escape/Stimulation(-) -.237 -.372 -.028 -.331 -.127 .903 Professional Advancement^) -.490 -.516 -.411 -.809 -.282 1.347 Social Welfare(-) -.011 .063 -.162 -.162 .487 1.380 External Expectations(+) .114 .239 -.012 .143 -.150 .810 Cognitive Interest(-) .020 .029 .103 .075 -.355 .655 (-) (+) Direction of factor loading. Readers should have regard to the sign of the factor loading. For example, target participants were more Escape/Stimulation motivated than participants in any other group. Target participants seemed to have scored highest on the Escape/ Stimulation and External Expectation factors compared with the other E 1.0 .8 4-.6 .4 .2 -.0 -.2 -.4 -.6 -.8 -1.0 t / I I \u00C2\u00A3 \u00C2\u00A3 > I \u00E2\u0080\u0094 / I \u00C2\u00A3 f \u00C2\u00A3 ' / \u00E2\u0080\u0094 / r 0 \u00C2\u00A3 / 1 h=r> V / i I t it & \u00C2\u00A3 9 \u00C2\u00A3 i \u00C2\u00A3 II >^ Target Area East of Target Area / / / / / South of Target Area West of Target Area H7: / V l \u00C2\u00A3 E7 / / / i I i \u00C2\u00A3 \u00C2\u00A3 tt i \\u00C2\u00A3 \u00C2\u00A3 / / / / / Escape Professional Social External Stimulation* Advancement Welfare* Expectations Interest* F Ratio .903 1.347 1.380 .810 *Plots are reversed due to direction of factor loading. Cognitive^ \".655 Figure 4 E.P.S. Factor Scores by Area of Residence groups. This suggests that the target participants, 75% cf whom were women, had a need for a break from the monotony of their routine, and that possibly someone (mate, friend, physician) recommended attending night classes for this purpose. It is worth noting that the target and east participants scored most similarly on these two factors, inas-much as the socio-economic characteristics of people living to the east are most likely to be similar to those of people living in the target area. AIT the participants scored lowest on the Professional Advancement factor, probably because of the general interest rather than vocational or academic nature of the courses offered. MOTIVATION OF PARTICIPANTS BY SOCIO-ECONOMIC CHARACTERISTICS Age Older people scored significantly higher on the Cognitive Interest factor than younger people (r = -.19), indicating greater in-terest in participation for gaining knowledge for its own sake, or in order to satisfy an enquiring mind. (The direction of the correlation coefficient is a function of the (+) or (-) sign in factor loadings. For example, older people had the highest negative scores on the Cognitive Interest factor, compared with other groups, indicating the highest motivation to participate for Cognitive Interest reasons). 66 Older people scored lower on Escape/Stimulation and Soc ia l Welfare f a c t o r s ; these two fac tors provided greater mot ivat ion fo r younger people to p a r t i c i p a t e . (Table 23). TABLE 23 CORRELATION BETWEEN AGE AND E .P .S . FACTOR SCORES Escape/(-) Profess ional(+) S o c i a l ( - ) External(+) Cogn i t i ve( - ) St imulat ion Advancement Wei fare Expectations Interes t .108 .000 .094 .020 - .186* *r > .154, df = 117, p < .05 Sex Women were s i g n i f i c a n t l y more motivated than men to attend night c lasses fo r reasons assoc iated with Escape/Stimulation (F = 9.916, p < .002), (Table 24 , F igure 5 ) . Women were s l i g h t l y more motivated than men ( n o n s i g n i f i c a n t F = .559) by External Expectations. On a l l other f a c t o r s , men and women scored s i m i l a r l y . Place of B i r t h P a r t i c i p a n t s born ins ide and outs ide Canidav had s i m i l a r reasons f o r attending night c l a s s e s . At the .05 leve l off p r o b a b i l i t y , there G7 TABLE 24 NORMALIZED MEAN E .P .S . FACTOR SCORES Escape/ St imulat ion P r o f e s s i o n a l Advancement Soc ia l Wei fare External Expectat ion Cogni t i ve Interes t .\u00E2\u0080\u00A2(-) (+) (-) (+) (-) Sex Male .177 - .528 .045 .040 -.017 Female - .425 -.471 -.003 .182 .038 F r a t i o 9.916** .188 .064 .559 .088 Place of B i r th In Can -.281 -.487 .128 .048 -.010 Out Can -.094 -.496 -.230 .314 .083 F r a t i o .860 .005 3.498 1.928 .247 Course Auto Mech -.423 -.537 .281 -.202 .164 Discussion Group -.134 .121 -1.260 .706 .027 French .017 -.435 -.093 .315 -.057 Guitar -.361 -.651 -.069 .078 .108 Income Tax .711 -.664 .218 - .143 .575 Spanish .332 -.853 -.332 -.123 - .008 S t i t c h e r y - .463 -.446 .073 - .057 -.293 Woodwork \" -.059 -.281 .771 -.062 -.508 Yoga -1.072 -.258 -.151 .768 .145 F r a t i o 3.689*** 1.629 2.605* 1.846 .990 Male Female .4 .2 .. 0 '.. -.2 --.4 -.6 1 Escape * Professional Social * External Stimulation Advancement Welfare Expectations Cognitive Interest F Ratio 9.916** .188 .064 ,559 .088 Figure 5 E.P.S. Factor Scores by Sex * Plots are reversed due to direction of factor loading. Significant at .01 level of probability. The height of the bars on the graph compare male and female participants relative degrees of motivation for each motivational factor described. 69 were no statistically significant differences in any of the factor scores between the two groups (Table 24, Figure 6). Participants born in Canada scored slightly higher on the Escape/Stimulation factor than participants born outside Canada. Participants born outside Canada scored slightly higher on the Social Welfare and External Expectation factors. These findings are in agreement with the results of Boshier's (1976) study. Level of Education Participants with lower levels of education scored significantly higher on the Escape/Stimulation (r=.24), Social Welfare (r=.18) and External Expectations (r=-.25) factors (Table 25, p. 71). This signifi-cant negative association indicates that participants with least formal education were responding to suggestions from others, to a need to change monotonous routines and to meet and be with people. Courses Enrolled The most Escape oriented participants were in the Yoga class; the least Escape oriented were in the Income Tax course (F=3.689, p < .001), (Table 24, Figure 7). This result supports the finding that women were significantly more motivated than men to participate for reasons associated with Escape/Stimulation, since the yoga class was comprised mostly of women and the Income Tax class was comprised mostly of men. 70 J J Born Inside Canada Escape * Professional Social External Cognitive Stimulation Advancement Welfare Expectations Interest* F Ratio .860 .005 3.498 1.928 .247 Figure 6 E.P.S. Factor Scores by Place of Birth Plots are reversed due to direction of factor loading. The height of the bars on the graph compare the relative degrees of motivation of participants born inside and outside Canada for each motivational factor described. 71 People enrolled in the discussion group about children scored significantly higher on the Social Welfare factor (F=2.605, p < .012) than any other group (Table 24 , Figure 6). Items loading on this factor have to do with gaining insights into personal problems and improving social relationships; these are the issues dealt with in this course. People enrolled in Woodwork scored lowest on the Social Welfare factor. People in Yoga, who scored highest on the Escape/Stimulation factor, and people in the discussion group, who scored highest on the TABLE 25 CORRELATION BETWEEN LEVEL-OF-EDUCATION AND E.P.S. FACTOR SCORES Escape/(-) Professional (+) Social(-) External(+) Cognitive(-) Stimulation Advancement Welfare Expectation Interest .239* -.103 .179* -.247* -.021 *r > .154, df = 117, p < .05 Social Welfare factor, scored highest on the External Expectation factor as well. In other words, these two groups were motivated by mixed factors; people in Yoga, needing a change from daily routine, and people in the discussion group, wanting improved social relationships, were partici-pating in compliance with the recommendations of others. \u00E2\u0080\u00A21.0 1 - Auto Mechanics 2 - D iscuss ion Group 3 - French 4 - Gu i ta r . 5 - Income Tax 6 - Spanish 7 - S t i t c h e r y 8 - Woodwork 9 - Yoga i Escape Profess iona l Soc ia l External Cogni t ive S t imula t ion* Advancement Welfare* Expectat ions Interest* F Ratio 3.69** 1.63 2.61** 1.85 .99 * Plots are reversed due to d i r e c t i o n of f a c t o r l oad inq . S i g n i f i c a n t at .01 leve l of p r o b a b i l i t y . Figure 7 E .P .S . Factor Scores by Course CHAPTER FOUR SUMMARY, DISCUSSION, CONCLUSIONS This chapter summarizes the results of the study, discusses the practical implications of the findings, suggests directions for future studies and draws conclusions. SUMMARY Rationale of Study Research literature on participation in general interest public adult education classes indicates that people in the higher socio-economic stratum of society participate to the greatest extent. Those in the lower socio-economic stratum, who could possibly benefit most from participating, are not usually reached. After successfully opening a public night school centre offering general interest courses, in a low socio-economic neighbourhood, this study was designed to find out whether the participants were residents of the area, and i f so, to enquire into the extent to which they resembled the general population of the area. Specifically, the problem investigated was whether the new centre was reaching people living in the target area whose socio-economic characteristics were similar to those reported in the Census 73 74 Tract Bulletin, 1971, Series B. These characteristics are in contrast to those usually associated with adult education participants. The centre was opened with the hope that most participants would live in the neighbourhood, would have been born outside Canada, would have less than h school graduation,and would have work in the least prestigious jobs on the Blishen Scale. The results of this investigation could have implications for future attempts to reach the majority of the population who do not participate in any form of adult education. Procedure Data describing the socio-economic and motivational characteris-tics of 127 of the 165 participants in the new centre were collected using a Survey Questionnaire and Boshier's (1971) Education Participation Scale. The sample was divided into two groups according to area of residence; sixty target participants comprised those living within the secondary school district boundaries in which the centre was located; sixty-seven outside participants comprised those living in all other parts of the city (Figures). Data describing target participants were compared with census tract data describing the general population of the school district and with data describing the outside participants. Findings (a) Socio-Economic Characteristics The centre was opened with the hope that i t would attract a majority of participants who lived in the target area and had socio-75 economic c h a r a c t e r i s t i c s s i m i l a r to the general populat ion of the neighbourhood. However, based on previous studies of the s o c i o -economic c h a r a c t e r i s t i c s of adu l t education p a r t i c i p a n t s , reported prev ious ly in Chapter Two, i t was necessary to hypothesize in th i s study that the c h a r a c t e r i s t i c s o f the p a r t i c i p a n t s l i v i n g in the target area would be d i f f e r e n t from the c h a r a c t e r i s t i c s of the general populat ion of the area , and s i m i l a r to p a r t i c i p a n t s coming C. Outside P a r t i c i p a n t s P a r t i c i p a n t s who t r a v e l l e d to the new night centre from a l l parts o f metro-p o l i t a n Vancouver exc lus ive of the target a rea . B. Target Populat ion Everyone l i v i n g wi th in the secondary school boundaries in which the new night centre was l o c a t e d . A. Target P a r t i c i p a n t s P a r t i c i p a n t s who l i v e d wi th in the secondary school boundaries in which the new night centre was l o c a t e d . Figure 8 Schematic Presentat ion of Samples 76 from a l l other parts o f the c i t y . Based on a review of the l i t e r a t u r e , i t was expected that the p a r t i c i p a n t s coming.from the target area would not r e f l e c t the low socio-economic c h a r a c t e r i s t i c s indigenous to the target popu lat ion , but, in common with outs ide p a r t i c i p a n t s , manifest e l i t i s t c h a r a c t e r i s t i c s assoc ia ted with most adu l t l e a r n e r s . The r e s u l t s o f th i s part o f the study are summarized in Table 26, p. 77. ( i ) Formal Educat ion, Occupat ion. The most marked socio-economic d i f f e rence between the target p a r t i c i p a n t s and populat ion concerned years of formal educat ion. Only 36% of the target populat ion had reached high school graduation compared with 77% of the target p a r t i c i -pants and 88% of the outs ide p a r t i c i p a n t s . Only 3% of the target populat ion held a u n i v e r s i t y degree compared with 10% of the target p a r t i c i p a n t s and 27% of the outs ide p a r t i c i p a n t s . This was r e f l e c t e d in the occupation patterns o f the groups. Only 10% of the target popula-t i o n , compared with 21% o f the ta rget p a r t i c i p a n t s and 29% of the outs ide p a r t i c i p a n t s , worked in occupations c l a s s i f i e d in the three highest categor ies on the B l i shen S c a l e . A s i m i l a r proport ion of target popu-l a t i o n (54%) and target p a r t i c i p a n t s (56%) worked f u l l time fo r s a l a r y , compared with 70% outs ide p a r t i c i p a n t s . Th is must be considered in the l i g h t o f the greater percentage of housewives l i v i n g in the target area who attended. There were no s t a t i s t i c a l l y s i g n i f i c a n t d i f f e rences a t the .05 leve l of p r o b a b i l i t y between the percentages o f target and outs ide p a r t i c i p a n t s by l eve l o f educat ion , p res t ige o f occupation and working f u l l time f o r s a l a r y . 77 TABLE 26 SUMMARY OF FINDINGS FOR HYPOTHESES 1, 2, 3 Hypothesis Number C h a r a c t e r i s t i c s Target Populat ion Target P a r t i c i p a n t s Outside P a r t i c i p a n t s l a , 2a Level o f E d u c a t i o n \u00E2\u0080\u0094 Grade 12 & higher Un ive rs i t y Degree 36% 3% 77% 10% 88% 27% l b , 2b Born in Canada 63% 75% 61% l c , 2c Speak Eng l i sh at home 80% 90% 83% I d , 2d Work f u l l time f o r sa la ry 54% 56% 70% l e , 2e Length of Occupancy 2 years or less Over 10 years 33% 35% 45% 32%* 62% 7%* I f , 2f High pres t ige occupa-t i o n 10% 21% 29% 2g Previous Adul t Ed. Pub l i c Night School Other I n s t i t u t i o n s 68% 35% 63% 35% 2h Meetings and Club P a r t i c i p a t i o n 35% 43% 2i Sex: Male Female 25% 75% 40% 60% Age: Under 40 years 74% 66% Mar i ta l Status: Marr ied S ing le 57% 43% 42% 58% 3 Average Class Attendance Rate 88% 82% 3 Dropout Rate 7.5% 7.9% * Indicates s t a t i s t i c a l l y s i g n i f i c a n t chi square, p < .001. Th is was the only s t a t i s t i c a l l y s i g n i f i c a n t d i f f e rence found past .05 leve l of s i g n i f i c a n c e . 78 ( i i ) Length of Occupancy. A s i m i l a r proport ion of the target populat ion (35%) and target p a r t i c i p a n t s (32%) had l i v e d at t h e i r pre-sent address f o r . t e n years or longer . There was a s t a t i s t i c a l l y s i g n i f i c a n t d i f f e rence at the .01 leve l o f p r o b a b i l i t y on a chi square t e s t between the 33% of ta rget p a r t i c i p a n t s and 7% of outside p a r t i c i -pants who had ten years or longer occupancy at t h e i r present address (Hypothesis 2 . e ) . ( i i i ) Place of B i r t h , Language Spoken a t Home. A n o n s i g n i f i c a n t l y l a rger proport ion of target p a r t i c i p a n t s were born in Canada and said they spoke Engl ish at home, compared with the target populat ion and outs ide p a r t i c i p a n t s . (Table 26, p. 77 ) . Along with the f i nd ing about length of occupancy, t h i s gives fu r the r i n d i c a t i o n that the s o c i o -economic c h a r a c t e r i s t i c s o f the target p a r t i c i p a n t s were more s i m i l a r to the e l i t i s t c h a r a c t e r i s t i c s assoc iated with adu l t learners than with the c h a r a c t e r i s t i c s indigenous to the people l i v i n g in the target a rea . - ( i v ) Age, Mar i ta l S ta tus , Sex. A l a rger proport ion of young, married women attended from the target area compared with outs ide the area . These d i f f e rences were not s t a t i s t i c a l l y s i g n i f i c a n t (Table 26). These f ind ings i d e n t i f y r e l a t i o n s h i p s the same as those d iscussed in the l i t e r a t u r e review, Chapter Two,p. 25. (v) Previous P a r t i c i p a t i o n in Adul t Education and Other A c t i v i t i e s . A s i m i l a r proport ion o f ta rget (68%) and outs ide (63%) p a r t i c i p a n t s had previous adul t education exper ience. In both groups, twice as many 79 had attended pub l i c school adu l t c lasses than any other i n s t i t u t i o n . A s l i g h t l y smal ler proport ion of target p a r t i c i p a n t s (35%) compared with outs ide p a r t i c i p a n t s (43%) attended meetings or other i n t e r e s t group a c t i v i t i e s . The extent of involvement in meetings or outs ide a c t i v i t i e s was smal ler f o r both groups than that f o r adult education p a r t i c i p a n t s reported in the L i t e r a t u r e Reveiw, Chapter Two, p. 26 of t h i s study. (b) Dropout and Attendance Rates The 88% average c lass attendance rate f o r target p a r t i c i p a n t s was s l i g h t l y higher than the 82% f o r outs ide p a r t i c i p a n t s . The 7.5% dropout rate f o r target p a r t i c i p a n t s was s i m i l a r to the 7.9% fo r out-s ide p a r t i c i p a n t s . The attendance rates were considerably higher and the dropout rates markedly lower than those reported in the Review o f the L i t e r a t u r e (p . 29) fo r t h i s study. The high attendance and low dropout rates could be in terpreted as an i n d i c a t i o n of s a t i s f a c t i o n with the centre on the part of both target and outs ide p a r t i c i p a n t s . The high crime rate in the target area d id not appear to e f f e c t dropout ra tes . (c) Mot ivat ion ( i ) Area o f Residence: Mot ivat ion fo r attending night c lasses was s i m i l a r f o r a l l the p a r t i c i p a n t s grouped according to area of res idence . There were no s a t i s t i c a l l y s i g n i f i c a n t d i f f e rences in any 80 of the E .P .S . f a c t o r scores between the p a r t i c i p a n t s l i v i n g in the target a rea , in the east , south or west o f the area . I t i s i n t e r e s t i n g to note that of a l l the groups' scores on the Escape/Stimulation f a c t o r , the target p a r t i c i p a n t s scored h ighest . Th is could i n d i c a t e t h e i r i n t e r e s t in l e i s u r e a c t i v i t y , which i s u s u a l l y assoc ia ted with the middle to upper c lasses of s o c i e t y . ( i i ) Level o f Educat ion. There was a s t a t i s t i c a l l y s i g n i f i c a n t negative c o r r e l a t i o n between l e v e l o f education and the Escape/St imulat ion, Soc ia l Welfare and External Expectat ions f a c t o r scores . In other words, people with the l e a s t formal education were motivated to p a r t i c i p a t e because someone e l se recommended to them that the night school c lasses might s a t i s f y t h e i r need for a break in t h e i r rout ine and/or f o r improved s o c i a l r e l a t i o n s h i p s . Th is confirms Bosh ie r ' s (1976) content ion that p a r t i c i p a n t s from the lower socio-economic groups are \" l i f e - chance\" mot ivated. ( i i i ) P lace o f B i r t h . P a r t i c i p a n t s born in Canada scored higher on the Escape/Stimulat ion f ac to r than those born outs ide Canada. Par-t i c i p a n t s born outs ide Canada scored higher on the Soc ia l Welfare and External Expectat ions fac tors than those born in Canada. ( i v ) Age, Sex. Age c o r r e l a t e d p o s i t i v e l y with Cogni t ive I n t e r e s t , i n d i c a t i n g that o lder p a r t i c i p a n t s were more in te res ted in knowledge f o r i t s own sake than were younger p a r t i c i p a n t s . Women scored higher than men on the Escape/Stimulat ion f a c t o r . These f ind ings are compared with 81 those of Morstain and Smart (1974) and Boshier (1976) in t h e i r examin-at ions of group d i f f e rences in expressed reasons fo r adul t education p a r t i c i p a t i o n by age and sex in Tables 27 and 28. TABLE 27 COMPARISON OF FINDINGS CONCERNING RELATIONSHIP BETWEEN AGE AND E.P.S . FACTOR SCORES Morstain & Smart Boshier This Study Younger People Younger People Younger People Escape/ St imulat ion tended to score higher than o lder people no r e l a t i o n s h i p scored s i g n i f i -cant ly higher than o lde r people Soc ia l Welfare scored s i g n i f i -cant ly higher than o lde r people no r e l a t i o n s h i p tended to score higher than o lde r people Cogni t ive Interest tended to score higher than o lder people tended to score lower than o lder people scored s i g n i f i -cant ly lower than o lde r people (v) Course Enrol lment. P a r t i c i p a n t s in the Yoga c lass scored highest on the Escape/Stimulat ion f a c t o r and p a r t i c i p a n t s in the d i scuss ion group scored highest on the Soc ia l Welfare f a c t o r . Th is f i n d i n g suggests that a r e l a t i o n s h i p e x i s t s between course content and motive f o r a t tend ing , s ince the Yoga c lass content was escape 82 TABLE 28 COMPARISON OF FINDINGS CONCERNING RELATIONSHIP BETWEEN SEX AND E .P .S . FACTOR SCORES Morstain & Smart Boshier This Study Women Women Women Escape/ St imulat ion scored the same as men tended to score higher than men scored s i g n i f i -cant ly higher than men Cogni t ive Interest tended to score higher than men tended to score higher than men scored the same as men or iented and the d iscuss ion group dea l t with soc ia l r e l a t i o n s h i p s . However, Bosh ie r ' s (1976) study o f E .P .S . f a c t o r scores by subject en-r o l l e d showed many reasons fo r enrol lment unre lated to the course content , prompting Boshier to conclude that i n f e r r i n g motives on the basis o f course content i s a dubious undertaking. DISCUSSION AND IMPLICATIONS Even though a new night centre was opened in the midst of a low socio-economic neighbourhood, and e f f o r t s were made to create a f r i e n d l y image, i t f a i l e d to a t t r a c t s i g n i f i c a n t numbers of p a r t i c i p a n t s who had the low socio-economic c h a r a c t e r i s t i c s indigenous to those of the target .83 popu lat ion . The new centre f a i l e d to a t t r a c t the c l i e n t e l e toward whom i t was d i r e c t e d . The summary o f r e s u l t s of t h i s study ind i ca tes that the centre a t t rac ted only an e l i t e stratum of the target popu-l a t i o n . The centre a t t rac ted people l i v i n g in the neighbourhood who most l i k e l y had more formal educat ion , were engaged in a p res t ig ious j ob , had been born in Canada and spoke Eng l i sh at home. As has been shown in previous s t u d i e s , o f a l l the socio-economic v a r i a b l e s , amount of formal school ing holds the greatest in f luence on whether a person w i l l p a r t i c i p a t e in adult educat ion. Therefore , the dramatic d i s p a r i t y in l eve l o f education achieved by the target area p a r t i c i p a n t s compared with the target area populat ion i s p a r t i c u l a r l y worthy of note. While 64% of the target area populat ion f a i l e d to complete high s c h o o l , only 23% o f the target p a r t i c i p a n t s were in t h i s category. Congruent with t h i s f i nd ing ( f o r reasons discussed e a r l i e r ) i s the d i s p a r i t y between the proport ion o f ta rget p a r t i c i p a n t s (21%) and target populat ion (10%) engaged in p res t ig ious occupat ions. In Canada, high school graduation i s a p r e r e q u i s i t e f o r most academic and vocat ional advancement. People who graduate from high school are bet ter equipped to make choices about t h e i r l i f e ' s p lans , whi le those who do not, are more l i k e l y to be subject to chance or the whim of opportun-i t y . The a b i l i t y to make choices and to feel in contro l o f one's s e l f and environment i s re la ted to s e l f concept, which, many suggest, mediates a t t i t u d e s and act ions (Boshier, 1973, 1976; Farmer, 1972; James and Jongeward, 1971; Pat terson , 1973; Rogers, 1961 , 1969). Assumptions concerning s e l f concept are most prominent in Knowles' (1974) d e s c r i p -84 t i o n o f andragogy, a term meaning education f o r a d u l t s . Andragogy i s predicated upon the f a c t that an adult l e a r n e r ' s s e l f concept i s rooted in his/her past experiences (Knowles, 1974). Assumptions underly ing andragogy have enabled adu l t educators to plan programmes designed to meet needs of \" l i f e - s p a c e motivated p a r t i c i -pants \" (Boshier , 1976, p. 2) whose p o s i t i v e s e l f concept, der ived from years of g r a t i f y i n g exper iences , motivates him/her to seek fu r the r f u l f i l m e n t . These people represent a small percentage of s o c i e t y . Adu l t educators have not dea l t with the needs o f the great major i ty whose negative s e l f concept i s c i rcumscr ibed \"by his own d e f i n i t i o n o f h is s i t u a t i o n \" (London, 1963, p.4 ) . This s i t u a t i o n , l i k e l y to have developed out o f an unhappy school exper ience, inc ludes a negative a t t i t u d e towards c lass rooms and schoo ls , (though not n e c e s s a r i l y t o -wards educat ion) , poor verbal s k i l l s , concern about coping with l i f e ' s demands and a need f o r peer conformity . Boshier has suggested t h i s ' d i s tance ' between lower s o c i o -economic p a r t i c i p a n t s and t y p i c a l adul t education i n s t i t u t i o n s can be opera t i ona l i zed using the notion of 'congruence' . Relevant to present purposes i s the notion \"Persons manifest ing s e l f / i n s t i t u t i o n congruence are s i g n i f i c a n t l y more i n c l i n e d to p a r t i c i p a t e in adu l t education than persons mani fest ing s e l f / i n s t i t u t i o n incongruence\" (Boshier, 1973, P- 18). I t i s u n l i k e l y that the t yp i ca l non-par t i c ipant could f e e l s e l f / i n s t i t u t i o n congruence s i t t i n g in a c lass room, without support of f r i e n d s , being ta lked at by a teacher having good verbal f a c i l i t y , about a subject o f general i n t e r e s t . 85 Johnstone and Rivera (1965) concluded in t h e i r study that the lower t h i r d of the populat ion in socio-economic status have a negative a t t i t u d e towards educat ion. They turn to adult education to learn s k i l l s required to cope with n e c e s s i t i e s o f everyday l i v i n g . As people ascend the socio-economic ladder , they become more interested in education f o r the use of l e i s u r e t ime. Many adu l t educators have suggested that people in the lower socio-economic groups do not p a r t i c i p a t e in adu l t education because i t i s 1 incongruent ' and poses a threat by loosening group secur i t y and inducing a fear of f a i l u r e . Therefore , they propose the development of nonthreatening s t ra teg ies by using es tab l i shed patterns of i n t e r a c t i o n to reach these people (Boggs, 1974; Douglah, 1970; Havighurst , 1964; Kuhlen, 1963; London, 1970; M i l l e r and Riessman, 1961; P o l l a r d , 1974; S tan ley , 1972). Incongruence between the manner of a d v e r t i s i n g the new centre and the l i f e s t y l e o f the t y p i c a l ta rget res ident may have reduced the e f f e c t i v e n e s s of the pub l i c r e l a t i o n s attempt. Most l i k e l y the t yp i ca l target res ident d id not read the newspaper advert isements, nor the f l y e r , d id not hear about the new centre from nonpart ic ipant f r i ends and co-workers and d id not frequent places where posters appeared. Adul t educators now genera l l y recognise they must employ methods, techniques and programme planning p r i n c i p l e s congruent with the needs and expectat ions of t h e i r ta rget c l i e n t e l e . For examples, Knowles (1974, p. 371) descr ibes planning a u n i v e r s i t y graduate curr iculum based on the notion that , as people develop, t h e i r s e l f concept s h i f t s 86 from dependent to s e l f d i r e c t i n g , t h e i r accumulated personal experiences and readiness to l earn becomes i n c r e a s i n g l y in f luenced by developmental tasks . S i m i l a r l y , F r e i r e (1972),who has devoted e f f o r t s to teaching i l l i t e r a t e s , grounded his approach in the assumption that people have the capac i ty to recreate t h e i r s e l f image by using c r i t i c a l i n t e l l i -gence to think through and cope with problems (Fanner, 1972; London, 1972; S tan ley , 1972; G r i f f i t h , 1972). Knowles (1974, p. 155) recommends Community Development as the veh i c l e f o r obta in ing educational ob jec t ives through personal and community problem s o l v i n g . F re i re used Community Development in a process he labe led ' C o n s c i e n t i z a t i o n ' , to move students from i l l i t e r a c y and oppression to l i t e r a c y and freedom through to ta l involvement in t h e i r own s i t u a t i o n . F re i re considers that the oppressed c l a s s of people i s not l i m i t e d to the disadvantaged, but includes every-one who f e e l s they have l o s t meaning in l i f e and contro l of t h e i r own d e s t i n y . Thus, the unemployed aerospace engineer requ i r ing updated techn ica l s k i l l s , the homebound housewife, the r e t i r e d pensioner and the high school dropout could q u a l i f y as 'oppressed' wi th in F r e i r e ' s d e f i n i t i o n . I d e a l l y , ch i l d ren would develop a need f o r learn ing at home and at school during t h e i r f i r s t developmental pe r iod , in which case, they would devote much time throughout t h e i r l i v e s to s a t i s f y i n g th i s need through l i f e long l e a r n i n g . S ince t h i s r a r e l y happens, i t i s necessary f o r adult educators to 'hook' people at what Kuhlen (1963) terms t h e i r \" c r i t i c a l per iod o f mot ivat iona l change\", or Havighurst (1964) c a l l s t h e i r \"decade of dominant concern\". Adult educators today 87 seem to be unanimous in support ing some kind o f developmental approach to design and d e l i v e r y of adul t educat ion . I t seems that at present , experimental pro jec ts to t e s t these assumptions are requ i red . For example, a d v e r t i s i n g an adu l t education programme aimed at people in the low socio-economic c l ass might be more e f f e c t i v e i f v i s i b l e on posters , beer cans, and match fo lde rs in neighbourhood pubs, or on spot commercials o f f o o t b a l l and hockey t e l e c a s t s , than in newspapers or f l y e r s which people with poor reading s k i l l s ignore. Holding an adul t education a c t i v i t y in the neighbourhood bingo ha l l (and fo l lowing the ' c l a s s ' with f ree b ingo) , the neighbourhood pub (and serv ing one o r two f ree beer) or the home of a r e l a t i v e or c lose f r i e n d (and fo l lowing the ' c l a s s ' with a party), might be congruent to those fo r whom adul t education looms as a threat . These s e t t i n g s , besides being less threatening than a school b u i l d i n g , may s a t i s f y two o f the three needs expressed in t h i s study by p a r t i c i p a n t s with the l e a s t formal educat ion, that i s , the need for Escape/St imulat ion, a break from the monotony of d a i l y rou t ine , and the need f o r Soc ia l Wel fare, improved s o c i a l r e l a t i o n s h i p s . Because people in the lower s t r a t a of soc ie ty usua l l y have poor language and reading s k i l l s , a negat ive a t t i tude towards schoo l , and experience f e e l i n g s o f th rea t , i t would appear that the format and content o f adul t education programmes should be based on developmental task and e x p e r i e n t i a l l earn ing concepts. Teaching new immigrants Eng l i sh can be accomplished in p a r t i c i p a n t s ' kitchens where they share cooking s k i l l s . In an area o f young f a m i l i e s , courses deal ing with 88 the changing p a r e n t - c h i l d , s c h o o l - c h i l d , p e e r - c h i l d r e l a t i o n s h i p s can be fun using ro le p lay ing and games. , Where employable s k i l l s need upgrading, the neighbourhood garage or fac to ry can be the s i t e f o r demonstrations and p r a c t i c e . CONCLUSIONS Th is study attempted to evaluate the e f fec t i veness of a new night school centre opened in the midst o f a low socio-economic, neigh-bourhood fo r the purpose of i n v o l v i n g res idents of the area in adu l t educat ion. The centre was located in a secondary schoo l , and o f fe red noncredit courses of general i n t e r e s t . In advance o f i t s opening, attempts were made to p u b l i c i z e the new centre to a l l l i v i n g wi th in the secondary school d i s t r i c t ; dur ing and fo l l owing the opening, attempts were made to create a f r i e n d l y atmosphere in the schoo l . F i f t y percent of the p a r t i c i p a n t s enro l l ed in the new centre d id l i v e in the neighbourhood. However, the r e s u l t s o f t h i s study show that they represented the socio-economic e l i t e . An examination of t h e i r s o c i o -economic and mot ivat ional c h a r a c t e r i s t i c s ind icated that these resem-bled more c l o s e l y c h a r a c t e r i s t i c s o f the p a r t i c i p a n t s coming to the centre from a l l other parts of the c i t y than the c h a r a c t e r i s t i c s of the general neighbourhood popu la t ion . 89 The f a i l u r e o f the centre to a t t r a c t the c l i e n t e l e f o r whom i t was intended may have been due in some measure to lack of time in preparat ion . Without bene f i t o f any kind o f survey, except census t r a c t data , i t was impossible to know about the f e l t needs and concerns of people l i v i n g in the area , nor about t h e i r a t t i t u d i n a l or language l i m i t a t i o n s . Adult educators attempting to reach the present ly un-reachable most l i k e l y hold bas ic assumptions about the nature of people which inc lude an a b i l i t y to change and solve problems. In order to act on t h i s assumption i t i s necessary f o r the adul t educator to f i n d out what the prospect ive p a r t i c i p a n t would l i k e to change. In the case, o f the centre s tud ied , i t would have been he lp fu l to know i f , i n the community, there was a need fo r courses leading to high school graduat ion, upgrading of p a r t i c u l a r employable s k i l l s , Eng l i sh i n s t r u c t i o n , e thn ic a c t i v i t i e s , rec rea t iona l a c t i v i t i e s , or a forum f o r confront ing community problems. With knowledge o f the prospect ive c l i e n t e l e ' s i n t e r e s t s and a t t i t u d e s , together with an understanding of percept ions common to most low soc ia l stratum people, the adu l t educator can more e f f e c t i v e l y plan a s i t u a t i o n most conducive to i n v o l v i n g the p a r t i c i p a n t in his own learn ing process . This involves boundless c r e a t i v i t y . Knowles (1974, pp. 129-132) descr ibes the design of adul t education programmes as being an a r t form, with the adu l t educator the a r t i s t . Hopefu l ly , t h i s view holds more t ruth than London's accusat ion that \"adult educators have a t ra ined incapac i ty to serve the disadvantaged groups in soc ie ty\" (1972, p. 27). Extensive t e s t i n g o f current adu l t education t h e o r i e s , using innovat ive modes, which respond to knowledgeable assessment of a c l i e n t e l e ' s s i t u a t i o n , might br ing the benef i t s of adul t education to the major i ty o f the people in our soc i e ty who are present ly c l a s s i f i e d as unreachable. BIBLIOGRAPHY Axford , R. \"Curr iculum and Content.\" In Smith, T . , Aker, G . , and Kidd, J . (Ed.) Handbook of Adul t Educat ion , New York: MacMi11 an Pub l i sh ing Company, 1970, 401. B l i s h e n , B. Canadian Soc ie ty , S o c i o l o g i c a l Perspect ives . New York: MacMil lan Publ ish ing Company, 1961, 481-484; 1968, 735-755. Boggs, D. \"An In te rpre t i ve Review of Soc ia l Science Research on Behaving - Valuing Patterns o f Low Status People.\" Adult Education, 1974, 24, 4, 293-312. Booth, A. \"A Demographic Considerat ion of N o n - P a r t i c i p a t i o n . \" Adult Educa t ion , 1961, 11, 3, 223-229. 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Havighurst , R.J . \"Changing Status and Roles During the Adult L i f e -Cyc le : S i g n i f i c a n c e f o r Adult Educat ion.\" In Burns, H.W. (Ed.) S o c i o l o g i c a l Backgrounds of Adul t Educat ion, Chicago: C . S . L . E . A . , 1964. Houle, C. The Inquir ing Mind. Madison: Un ive rs i t y of Wisconsin Press , 1961. James, M. and Jongeward, D. Born to Win. Menlo Park: Addison-Wesley Publ ish ing Company, 1971. Jensen, G. \"Education fo r S e l f F u l f i l l m e n t . \" In Smith, R., Aker, G . , and Kidd. J . (Ed.) Handbook of Adu l t Education, New York: MacMi11 an Pub l i sh ing Company, 1970, Ch. 31. Jensen, G. \"Ph i losophica l Cons idera t ions . \" In Smith, R., Aker, G . , and Kidd, J . (Ed.) Handbook of Adult Educat ion, New York: MacMillan Publ ish ing Company, 1970, Ch. 8. Johnstone, J . and R ivera , R. Volunteers f o r Learn ing. Chicago: A ld ine Pub l i sh ing Company, 1965. Jones, H. \"A Test of V a l i d i t y of Place o f Residence as an Ind icator o f Socio-Economic C h a r a c t e r i s t i c s of Pa r t i c i pan ts in Univer-s i t y Non-Credit Evening C lasses . \" Unpublished M.A. Thes i s , U n i v e r s i t y o f B r i t i s h Columbia, 1962. Knowles, M. The Modern P rac t i ce o f Adu l t Educat ion. New York: A s s o c i a t i o n Press , 1974. Kuhlen, R.G. \"Motivat ional Changes During the Adult Years .\" In Kuhlen, R.G. (Ed.) Psychologica l Backgrounds of Adul t Educat ion, Chicago: 1963. Lam, Y. and Wong, A. \"Attendance Regu lar i ty o f Adult Learners .\" Adul t Educat ion. 1974, 24, 3, 130-142. Lewin, K. A Dynamic Theory o f P e r s o n a l i t y . New York: McGraw-H i l l , 1935. 9 4 Lindenberger, A. and Verner, C. \"A Technique f o r Analyzing Extension Course P a r t i c i p a n t s . \" Adul t Education, 1960, 11, 1, 29. London, J . , Wenkert, R. and Hagstrbm, W. Adult Education and Soc ia l C l a s s . Berkeley: Survey Research Centre , The Un ivers i t y o f C a l i f o r n i a , 1963. London, J . \"At t i tudes Toward Adult Education by Soc ia l C l a s s . \" Adult Educa t ion , 1963, 13, 4, 226-232. London, J . \"The Relevance of the Study of Soc io logy to Adult Education P r a c t i c e . \" In Jensen, G . , L i v e r i g h t , A . , and Hal lenbeck, W. (Ed.) Adul t Educat ion, Out l ines o f an Emerging F i e l d of Univer-s i t y Study , Chicago: Adult Education A s s o c i a t i o n , 1964, Ch. 7. London, J . \"The Inf luence of Soc ia l Class Behaviour Upon Adult Education P a r t i c i p a t i o n . \" Adult Educat ion, 1970, 20, 3, 140-153. London, J . \"Re f l ec t ion Upon the Relevance of Paulo F re i re fo r American Adul t Educat ion.\" In Grabowski, S.M.- (Ed.) Paulo F r e i r e : A Revolut ionary Dilemma fo r the Adul t Educator, Syracuse, N.Y.: C . S . L . E . A . , 1972. Maslow, A. Mot ivat ion and P e r s o n a l i t y . New York: Harper, 1954. McClosky, H. \" P o l i t i c a l P a r t i c i p a t i o n . \" In S i l l s , D. (Ed.) Encyclopedia o f the Soc ia l Sc iences , New York: MacMil lan, 1968, 253-265. McClusky, H. \"The Relevance of Psychology f o r Adult Educat ion.\" In Jensen, G. , L i v e r i g h t , A . , Hal lenbeck, W. (Ed.) Adult Education Out l ines of an Emerging F i e l d of U n i v e r s i t y Study, Chicago: Adult Education A s s o c i a t i o n , 1964, Ch. 9. McKinnon, D. \"A Comparison o f Distances T r a v e l l e d to Urban Night School Centres .\" Unpublished M.Ed. Thes i s , Un ive rs i t y of B r i t i s h Columbia, 1966. M i l l e r , H. Teaching and Learning in Adul t Educat ion. New York: MacMil lan Publ ish ing Company, 1964. M i l l e r , S.M. and Riessman, F. \"Working C lass Subcu l ture : A New View.\" Soc ia l Problems, 1961, 9, 86-97. M i z ruch i , E. and Vanar ia , L. \"Who P a r t i c i p a t e s in Adult Education?\" Adult Educat ion , 1960, 10, 2, 141-143. Morsta in, B. and Smart, J*. \"Reasons fo r P a r t i c i p a t i o n in Adult Education Courses: A M u l t i v a r i a t e Ana lys i s o f Group D i f fe rences . \" Adult Educat ion , 1974, 24, 2, 83-98. Murray, H. \"Basic Concepts f o r a Psychology of P e r s o n a l i t y . \" Journal o f General Psychology, 1936, 15, 241-268. Patterson, C. Theories of Counseling and Psychotherapy. Mew York: Harper and Row Pub l i she rs , 1973, Ch. 13. P o l l a r d , W. \"Impl icat ions of the Rank Concession Syndrome for Adul t Education Programmes: An Exp lorat ion in Soc ia l Roles and Programme E f f e c t i v e n e s s . \" Adult Educat ion , 1974, 24, 4, 255-269. Rogers, C. On Becoming a Person. Boston: Houghton M i f f l i n Company, 1961. Rogers, C. Freedom to Learn. Columbus: Charles E. M e r r i l l Pub l i sh ing Company, 1969. Sa in ty , G. \"Pred i c t ing Dropouts in Adult Education Courses.\" Adul t Educat ion , 1971, 21, 4, 223-230. S h e f f i e l d , S .B. \"The Or ien ta t ion of Adul t Continuing Learners .\" In Solomon, D. (Ed.) The Continuing Learner , Chicago. C . S . L . E . A . , 1964. S tan ley , M. \" L i t e r a c y : C r i s i s of Conventional Wisdom.\" In Grabowski, S.M. (Ed.) Paulo F r e i r e : A Revolut ionary Dilemma fo r the Adul t Educator , Syracuse, N.Y.: C . S . L . E . A . , 1972. Verner, C. and Dav is , G. \"Completions and Dropouts: A Review of Research.\" Adult Educat ion , 1964, 14, 2, 157-176. Verner, C. and Newberry, J . \"The Nature of Adul t Education Part ic p a t i o n . \" Adult Education , 1958, 8, 4, 208-220. Zahn, J . \"Dropout and Academic A b i l i t y in U n i v e r s i t y Extension Courses.\" Adult Educat ion , 1964, 15, 1 , 35-46. 97 A P P E N D I X A 97 98 METHODS OF ADVERTISING The usual method f o r announcing Community Education Serv ices night c l asses in Vancouver i s through a multi page advertisement in the d a i l y newspapers. The advertisement l i s t s the night school centres with the courses o f fe red at each. Since t h i s centre was new, and located in an area where the surrounding populat ion was not l i k e l y to be a d u l t educat ion o r i e n t e d , the author was scep t i ca l about the chances of people in the target area consu l t ing or even not ic ing the newspaper advert isement. Hence, the author sought ways fo r c reat ing in the community awareness of , and hopefu l ly , enthusiasm fo r the new night centre through: 1. c i r c u l a t i n g , using postal walks, an i l l u s t r a t e d d e s c r i p t i v e f l y e r to the 1500 res idents l i v i n g c l o s e s t to the cent re ; 2. submitt ing copy f o r a feature a r t i c l e to the community bimonthly newspapers; 3. submitt ing copy f o r the daytime schoo l ' s newsletter to parents; 4. meeting with the chairpersons of the daytime schoo l ' s Community Ass is tance Club, an extra c u r r i c u l a r a c t i v -i t y f o r the students . The students responded enthus ias-t i c a l l y to learn ing of the night school centre and i n i t i a t e d plans to adver t i se the centre on the i r loca l 9 9 rad io time, through t h e i r b u l l e t i n s and on posters in the community. They fu r the r volunteered to serve as guides fo r the f i r s t few nights and to organize a co f f e e and do-nut sa le a t each sess ion ; 5. meeting c a s u a l l y with the schoo l ' s daytime s t a f f to ta lk about the night centre ; and 6. contact ing daytime teacher coord inators to advise them of courses re levant to t h e i r teachers and/or parents o f s tudents . A P P E N D I X B TOO 101 SURVEY QUESTIONNAIRE - ADULT EDUCATION STUDY This quest ionnaire w i l l help us in making our future plans a t Tupper. We are not asking fo r your name. The honest information you give us w i l l be the most h e l p f u l . 1. What course are you taking at Tupper? 2. Have you ever attended Night School c lasses before? Yes No 3. I f so, a t what school? in what year? name of course 4 . Have you ever taken adu l t courses sponsored by other i n s t i t u t i o n s ? (Example - Church, Community Centre, ' Y 1 , e t c . ) Yes No 5. I f so, at what place? in what year? name of course? 6. Do you have c h i l d r e n attending Tupper now? Yes No 7. Do you have c h i l d r e n who attended Tupper before? Yes No 8. Do you have c h i l d r e n who w i l l attend Tupper in the future? Yes . No 9. What i s your address? 10. How many years have you l i v e d a t th i s address? 11. How many years have you l i v e d in Vancouver? 12. How many years have you l i v e d in Canada? ' 13. What i s your age? 14. In what country were you born? \u00E2\u0080\u00A2 15. What language do you most often speak a t home? 16. Are you a female? or a male? . \" 17. Are you married? Yes - No 102 18. Do you work fo r a sa la ry f u l l time? part time? don ' t work? 19. What i s your occupat ion, that i s , what kind o f work do you do? 20. How did you f i r s t learn about your course a t Tupper? In the advertisement i n the SUN or PROVINCE paper? In THE MOUNT PLEASANT MOUTHPIECE? . The ye l low l e a f l e t rece ived through the mai l? The l e a f l e t brought home from school by your c h i l d ? On the radio? . Through a f r iend? Other ways? 21. How many minutes does i t take you to t rave l to t h i s c lass? 22. How do you t rave l to c l a s s ? car bus walk other 23. What was the l a s t grade you completed in school? 24. Have you attended other kinds o f schools? (Example - s e c r e t a r i a l , mechanical) School Year attended Course 25. How many meetings or c lub a c t i v i t i e s do you usua l l y attend in a month? A P P E N D I X C 103 104 EDUCATION PARTICIPATION SCALE We're exc i ted by our new Community Education Centre a t Tupper. We want to make i t even b e t t e r . You can help us do th i s by answering t h i s quest ionna i re . We're not asking fo r your name so that you can f e e l f r e e to answer t r u t h f u l l y . There are no r i g h t or wrong answers. Only your Honest response can help us. L ike everyone e l se here, you have a reason fo r coming, maybe several reasons. We'd l i k e to know what these in f luences are . This w i l l help us to make future plans f o r Tupper n ight c l a s s e s . Read each statement c a r e f u l l y and then c i r c l e one o f the numbers, -9 i f the statement descr ibes 'very much i n f l u e n c e ' on the reason fo r your being here, 7 - much i n f l u e n c e , 5 - moderate i n f luence , 3 - l i t t l e in f luence and 1 - very l i t t l e i n f l u e n c e . Each time you turn a page, look a t the top. The 'very much in f luence ' i s sometimes on the l e f t , sometimes on the r i g h t . I f the amount of in f luence on your reason f a l l s between two numbers, you may c i r c l e the * between them. There are reasons descr ibed on the f r o n t and back o f each page. Please begin . We do apprec iate your taking the time to help us . 105 Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence inf luence 1. To seek knowledge f o r i t s own sake 9 * 7 * 5 * 3 * 1 2. To share a common i n t e r e s t with my spouse or a f r i e n d 9 * 7 * 5 * \u00E2\u0080\u00A2 3 * 1 3. To secure profess iona l advancement 9 * 7 * 5 * 3 * 1 106 4. To become more e f f e c t i v e as a c i t i z e n of t h i s c i t y Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence inf luence 5. To get r e l i e f from boredom 1 * 3 * 5 * 7 * 9 6. To car ry out the recommen-dat ion of some au thor i t y 1 * 3 * 5 * 7 * g 107 Very much Mcuh Moderate L i t t l e Very l i t t l e i n f luence in f luence in f luence in f luence in f luence 7. To respond to the f a c t that I am surrounded by people who con-t inue to learn 9 * 7 * 5 * 3 * 1 8. To s a t i s f y an enquir ing mind 9 * 7 * 5 * 3 * 1 9. To overcome the f r u s t r a t i o n of day to day l i v i n g 9 * 7 * 5 * 3 * 1 1.08 Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence inf luence 10. To be accepted by others 1 * 3 * 5 * 7 * 9 11. To give me higher status in my job 1 * 3 * 5 * 7 * 9 12. To supplement a narrow previous education 1 * 3 * 5 * 7 * 9 109 Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence inf luence 13. To stop myself becoming a \"cabbage\" 14. To acquire knowledge that w i l l help me with other educational courses 9 * 7 * 5 * 3 * 1 15. To f u l f i l a need fo r person-a l assoc ia t ions and f r i endsh ips 9 * 7 * 5 * 3 * 1 n o Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence inf luence 16. To keep up with competit ion 1 * 3 * 5 * 7 * 9 17. To meet members of the opposite sex 1 * 3 * 5 * 7 * 9 18. To escape the i n t e l l e c t u a l narrowness of my occupation 1 * 3 * 5 * 7 * 9 I l l Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence inf luence 19. To p a r t i c i p a t e in group a c t i v i t y 29. To increase my competence in my job 9 * 7 * 5 * 3 21. To gain i n s i g h t into myself and my personal problems 9 * 7 * 5 * 3 * 1 112 Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence in f luence To help me earn a degree, diploma or c e r t i f i c a t e 1 * 3 * 5 * 7 * 9 To escape t e l e v i s i o n 1 * 3 * 5 * 7 * 9 To prepare fo r serv i ce to the community 1 * 3 * 5 * 7 * 9 113 Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence in f luence 2b. To gain i n s i g h t into human r e l a t i o n s 9 * 7 * 5 * 3 * 1 26. To have a few hours away from r e s p o n s i b i l i t i e s g * 7 * 5 * 3 * 1 27. To c l a r i f y what I want to be doing 5 years from now 9 * 7 * 5 * 3 * 1 U4 Very l i t t l e L i t t l e Moderate Much Very much in f luence inf luence in f luence in f luence in f luence 28. To become acquainted with con-genia l people 1 * 3 * 5 * 7 * 9 29. To provide a contrast to the res t of my l i f e 30. To obtain some immediate p r a c t i c a l bene f i t 1 * 3 * 5 * 7 * 9 115 Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence in f luence 31. To get a break in the rout ine of home or work 9 * 7 * 5 * 3 * 1 32. To improve my a b i l i t y to serve mankind g * 7 * 5 * 3 * 1 33. To comply with my employer's p o l i c y 9 * 7 * 5 * 3 * 1 116 Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence in f luence 34. To keep up with others 35. To improve my s o c i a l r e l a t i o n -ships 1 * 3 * 5 * 7 * 9 36. To car ry out the expectat ions of someone with formal au thor i t y 1 * 3 * 5 * 7 * 9 117 Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence in f luence 37. To take part in an a c t i v i t y which i s customary in the c i r c l e s in which I move 9 * 7 * 5 * 3 \u00E2\u0080\u00A2 * . 1 38. To meet some formal r e q u i r e -ments 9 * 7 * 5 * 3 * 1 39. To maintain or improve my soc ia l p o s i t i o n 9 * 7 * 5 * 3 * 1 118 Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence inf luence 40. To escape an unhappy r e l a t i o n s h i p 1 * 3 * 5 * 7 41. To provide a contrast to my previous education 1 * 3 * 5 * 7 * 9 42. To comply with the suggestions o f someone e l se 1 * 3 * 5 * 7 * 9 r 119 43. To learn j u s t f o r the sake o f l ea rn ing 44. To make new f r i ends Very much Much Moderate L i t t l e Very l i t t l e in f luence in f luence in f luence in f luence in f luence 45. To improve my a b i l i t y to p a r t i c i p a t e in community work 9 * 7 * 5 * 3 * 1 120 Very l i t t l e L i t t l e Moderate Much Very much in f luence in f luence in f luence in f luence in f luence 46. To comply with the f a c t that people with status and pres t ige attend adul t education c lasses 1 * 3 * 5 * 7 47. To comply with i n s t r u c t i o n s from someone e l se 1 * 3 * 5 * 7 * 9 48. To a s s i s t me when I go overseas 1 * 3 * 5 * 7 * g A P P E N D I X D 121 122 FACTOR I ESCAPE/STIMULATION Ind iv idua ls scor ing high on t h i s f a c t o r have a need to break away from the tedium of t h e i r everyday a c t i v i t i e s and r e s p o n s i b i l i t i e s . E .P .S . Contr ibut ion Item fo Factor 18 To escape the i n t e l l e c t u a l narrowness of my -42 occupation 15 To f u l f i l l a need f o r personal assoc ia t i ons -42 and f r i endsh ips 23 To escape t e l e v i s i o n -49 29 To provide a contrast to the r e s t o f my l i f e -55 44 To make new f r i ends -57 1 13 To stop myself becoming a cabbage -58 5 To get r e l i e f from boredom -60 28 To become acquainted with congenial people -63 19 To p a r t i c i p a t e in group a c t i v i t y -68 26 To have a few hours away from r e s p o n s i b i l i t i e s -68 9 To overcome the f r u s t r a t i o n of day to day l i v i n g -74 31 To get a break in the rout ine of home and work -80 123 FACTOR II PROFESSIONAL ADVANCEMENT Ind iv idua ls scor ing high on t h i s f a c t o r are seeking greater p ro fess iona l or vocat iona l competence with a veiw to occupational advancement. E .P.S. Contr ibut ion Item to f a c t o r 3 To secure pro fess iona l advancement 74 20 To increase my competence in my job 71 11 To give me higher s tatus in my job 70 27 To c l a r i f y what I want to be doing f i v e years from now 65 22 To help me earn a degree, diploma or c e r t i f i cate 64 38 To meet some formal requirements 57 14 To acquire knowledge that w i l l help me with other courses 55 16 To keep up with competit ion 53 33 To comply with my employer's p o l i c y 49 12 To supplement a narrow previous education 48 34 To keep up with others 40 124 FACTOR III SOCIAL WELFARE Ind iv idua ls scor ing high on t h i s f a c t o r i nd i ca te a need for improving t h e i r s o c i a l r e l a t i o n s h i p s , gaining i n s i g h t s into personal problems and p a r t i c i p a t i n g in communal a f f a i r s . E .P .S . Contr ibut ion Item to f a c t o r 24 To prepare f o r serv i ce to the community -50 21 To gain i n s i g h t in to myself and my personal problems -51 4 To become more e f f e c t i v e as a c i t i z e n of t h i s c i t y -55 35 To improve my s o c i a l r e l a t i o n s h i p s -57 25 To gain i n s i g h t i n to human r e l a t i o n s h i p s -64 45 To improve my a b i l i t y to p a r t i c i p a t e in community work -64 32 To improve my a b i l i t y to serve mankind -66 125 FACTOR IV EXTERNAL EXPECTATIONS Ind iv idua ls scor ing high on t h i s f a c t o r i nd i ca te a need to f u l f i l l the expectat ions of o thers . E .P .S . Contr ibut ion Item to f a c t o r 47 To comply with i n s t r u c t i o n s from someone e l se 65 6 To car ry out the recommendation of some a u t h o r i t y 59 36 To carry out the expectat ions of someone with formal au thor i t y 59 42 To comply with the suggestion o f someone e l se 56 40 To escape an unhappy r e l a t i o n s h i p 48 46 To comply with the f a c t that people with status and p res t ige attend adu l t education c lasses 46 39 To maintain or improve my s o c i a l p o s i t i o n 40 FACTOR V COGNITIVE INTEREST Ind iv idua ls scor ing high on t h i s f a c t o r are seeking to s a t i s f y an i n q u i r i n g mind. 8 To s a t i s f y an i n q u i r i n g mind -53 1 To seek knowledge f o r i t s own sake -57 43 To learn j u s t f o r the sake o f l earn ing -57 A P P E N D I X E 126 127 SURVEY QUESTIONNAIRE - CODING SCHEDULE ADULT EDUCATION STUDY Col umn Questioft Code 1,2,3 I.D. 7 1 Course in which e n r o l l e d : Auto Mechanics 1 Chi ldren-Chal lenge 2 French 3 Gu i tar 4 Income Tax 5 Spanish 5 S t i t c h e r y 7 Woodwork 8 Yoga 9 8 2 Attended n ight school be fore : yes 1 no 2 9 3 When attended n ight school f o r f i r s t t ime: never 0 Sept. '74 1 '73- '74 2 '72- '73 3 , 7 1 - , 7 2 4 '70-'71 5 \u00E2\u0080\u00A269-'70 6 '68-'69 7 '67- '68 8 Before '67 9 10 3 When attended n ight school most r e c e n t l y : never 0 Sept. '74 1 '73- '74 2 '72- '73 3 128 Column Question Code '71- '72 4 '70-'71 5 '69- '70 6 '68- '69 7 \u00E2\u0080\u00A267-'68 8 before '67 9 11 4 Attended other i n s t i t u t i o n s be fore : yes 1 no 2 12 5 Which i n s t i t u t i o n s : no response 0 none 1 church 2 T 3 vocat ion re la ted 4 p r i va te -in te res ted r e l a t e d 5 community centre 6 13 5 When attended fo r f i r s t t ime: never 0 Sept . '74 1 '73-'74 2 '72- '73 3 \u00E2\u0080\u00A271-'72 4 '70-'71 5 '69-'70 6 '68-'69 7 '67- '68 8 before '67 9 14 5 When attended most recent l y : never 0 Sept. '74 1 '73- '74 2 '73- '74 2 Column Question 129 Code '72- '73 3 '71- '72 4 '70-'71 5 '69- '70 .6 '68- '59 7 \u00E2\u0080\u00A267-'68 8 before '67 9 15 3 & 5 Tota l number o f courses taken: as l i s t e d 0-8 9 and more 9 16 6 Ch i ldren attending Tupper now: yes 1 no 2 17 7 Ch i ldren attended Tupper be fore : yes 1 no 2 18 8 Ch i ldren w i l l be attending Tupper: yes 1 no 2 19 9 Address - L i v i n g in Tupper area - no response 0 Census Tracts 19 ,30,32,33, 37,38 Tupper area 1 West of T. area 2 East of T. area 3 South of T. area 4 North of T. area 5 20 9 Number of b locks from Tupper schoo l : no response 00 21 01-98 99 and over 99 22 10 Length o f occupancy in present home: no response 00 (01 inc ludes up to 1 year) 01-99 130 Column Question Code 24 10 Length o f occupancy in present home: no response 00 l e s s than 1 year 1 1-2 years 2 3-5 years 3 6-10 years 4 over 10 years 5 25 11 Years l i v i n g i n Vancouver: no response 00 26 01-99 27 11 Years l i v i n g in Vancouver: no response 0 l ess than 1 year 1 1-2 years 2 3-5 years 3 6-10 years 4 over 10 years 5 28 12 Years in Canada: no response 00 29 01-99 30 12 Years in Canada: no response 0 l ess than 1 year 1 1-2 years 2 3-5 years 3 6-10 years 4 over 10 years 5 31 13 Age: no response 00 32 years 01-99 33 13 Age: no response 0 20-29 years 1 30-39 years 2 40-49 years 3 50 year & over 4 131 Column Question Code 34 14 Where born: no response 0 i n s i d e Canada 1 outs ide Canada 2 35 14 Immigration: no response 0 d i d n ' t immigr. 1 immigr. before '45 2 immigr. a f t e r '45 3 36 14 Place of b i r t h : no response 0 Canada 1 B r . I s l e s , U . S . , N.Z. 2 Netherlands (2) 3 Switzer land (1) Germany (1) I t a l y (1) Czech. (1) 4 Hungary (1) Yugoslavia (1) China (6) 5 Hong Kong (4) India (2) 6 Uganda (1) 7 P h i l l i p i n e s (2) 8 Other-Korea Venezuela (1) 9 37 15 Language spoken a t home: no response 0 E n g l i s h 1 Other 2 38 16 Sex: no response 0 male 2 female 2 132 Column Question 39 17 Mar i ta l s t a t u s : 40 18 Work f o r s a l a r y : 41 19 Occupation: (as per census t r a c t ca tegor ies) 42 19 Occupational s ta tus : 43 20 How learn about Tupper night schoo l : Code no response 0 married 1 s i n g l e 2 no response 0 work f u l l time 1 work part time 2 d o n ' t work 3 no response 0 managerial 1 teaching 2 medicine & health 3 engineer ing & math 4 ( inc ludes soc ia l s c . , r e l i g i o n , a r t s & rec rea t ion) product f a b r i -c a t i o n 5 se rv i ce 6 s housewives 7 c l e r i c a l & sa les 8 student 9 no response 0 p r o f . , tech . 1 managerial 2 c l e r i c a l , sa les 3 u n s k i l l e d 4 s k i l l e d 5 housewife,student, r e t i r e d 6 others 7 Sun or Province 1 Mt. P leasant Mouthpiece 2 Column Question 133 Code ye l low f l y e r 3 TCAP f l y e r 4 i nqu i ry to school board 5 f r i e n d 6 44 21 T r a v e l l i n g time in minutes: no response 0 45 01-98 99 & over 99 46 21 T r a v e l l i n g time: no response 0 1-9 minutes 1 10-19 minutes 2 20-29 minutes 3 30-39 minutes 4 40 minutes & over 5 47 22 Mode of t rave l no response 0 car 1 bus 2 walk 3 48 23 Last grade completed no response 0 (Since quest ion asked about schoo l , in format ion grade 7 1 about u n i v e r s i t y i s ambiguous, hence use grade 8 2 grade 12 as cu t o f f ) grade 9 3 grade 10 4 grade 11 5 grade 12 6 Column Question 134 Code 49 23 24 50 25 Level of educat ion *Due to small number completing grades 9,10, without or with add i t iona l t r a i n i n g , these categor ies were put together, as were grade 11 and grade 11 with t r a i n i n g **( t ra in ing inc ludes courses taken at l i c e n s e d s e c r e t a r i a l or vocat ional schools) Number of meetings and c lub a c t i v i t i e s no response 0 less than gr .9 1 *grades 9,10. grades 9,10 with t r a i n i n g * * 2 grade 11 grade 11 with t r a i n i n g 4 grades 12, 13 6 grades 12,13 with t r a i n i n g 7 some un iver . 8 univ . degree 9 none 0 one 1 two 2 t h r e e - s i x 3 seven & over 4 A P P E N D I X F 135 136 CATEGORIES OF OCCUPATIONS1 AND DESIGNATION OF PARTICIPANTS ENGINEERING - inc ludes occupations in Natural Sc iences , Mathematics, R e l i g i o n , as well as a r t i s t i c and l i t e r a r y re la ted occupat ions. TEACHING HEALTH CLERK, SALES A r c h i t e c t Clergyman Draftsman Engineer Elementary School Professor Teacher Commercial A r t i s t Graphic A r t i s t Research Analyst S t r u c t u r a l Designer reacher Dental A s s i s t a n t Dental Recept ion is t D i e t i c i a n Laboratory Technic ian Accounting Bank T e l l e r Bank Clerk Department Manager Data Processing Food Checker Immigration Enforcement Legal Secretary L i b r a r y Clerk O f f i c e Worker Med ica l :Recept ion i s t Phys io therap i s t P r a c t i c a l Nurse Registered Nurse Manpower Partsman Purchasing A s s i s t a n t Salesman Secretary Stenographer S t a t i s t i c s Store Clerk\" Switchboard Operator T y p i s t PRODUCT FABRICATION SERVICE 1 C l a s s i f i e d B l i s hen's inc ludes occupations re la ted to Farming, F i s h i n g , Hunting, Fores t ry , Logging, Mining, O i l and Gas F i e l d Work, Process ing , Machining, Repa i r ing , Construct ion Trades. Appl iance Repair Auto Body Work Photography Processing Cannery inc ludes Transpor tat ion , Bus Dr iver Cook Cook's Helper Day Care Worker Hair S t y l i s t Cable S p l i c e r Construct ion E l e c t r i c a l Technic ian Techn ic ian Hospi ta l Worker Housekeeper J a n i t o r Restaurant Truck Dr iver Waitress according S c a l e . to Census Trac t Data, and ranked in accordance with "@en . "Thesis/Dissertation"@en . "10.14288/1.0055957"@en . "eng"@en . "Administrative, Adult and Higher Education"@en . "Vancouver : University of British Columbia Library"@en . "University of British Columbia"@en . "For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use."@en . "Graduate"@en . "Characteristics of participants in a new inner-city night school"@en . "Text"@en . "http://hdl.handle.net/2429/20442"@en .