"Arts, Faculty of"@en . "Philosophy, Department of"@en . "DSpace"@en . "UBCV"@en . "Ross, Sheila Anne"@en . "2012-01-20T20:00:44Z"@en . "1958"@en . "Master of Arts - MA"@en . "University of British Columbia"@en . "The purpose of this research was to investigate the relationship between masculinity-femininity scores on the Terman-Miles Attitude Interest Analysis Test and interest scores on certain subtests of the Kuder Preference Record. Masculinity-femininity was defined as the degree of similarity of the individual's responses to the responses characteristic of men or of women, respectively, of our culture. Interest was defined as the readiness of an individual to engage in some activity.\r\nThe major purpose of this study was to determine whether members of opposite sexes having similar personality characteristics in relation to masculinity-femininity were closer in interest scores than were members of the same sex having opposite personality characteristics in relation to masculinity-femininity. Four groups of deviates on the masculinity-femininity dimension were selected from a large group of male and female volunteer undergraduates of the University of British Columbia. These four groups were then given the Kuder Preference Record, and six subtests, selected because of their proven ability to discriminate between the sexes, were scored. Statistical analysis showed that the hypothesized relationship did exist in two vocational areas and did not exist in the remaining two vocational areas and two personal areas.\r\nThe second purpose of this study was to investigate the statement that amount of education is positively correlated with degree of masculinity for both sexes throughout life. A large group of male and female volunteer, white-collar, high-school graduates, none of whom had attended university, was given the Terman-Miles test. A comparison of the scores of these non-university males with the scores of the university males showed that the latter group was significantly more masculine. No significant difference was found in the case of the female non-university and university groups.\r\nIt was concluded first, that interests, as measured by the Kuder Preference Record, are not as closely related to masculinity-femininity, as measured by the Terman-Miles test, as common-sense judgments of the situation would indicate: and second, that the positive relationship between degree of masculinity and amount of education may exist in the male population, but possibly not in the female population, in our culture."@en . "https://circle.library.ubc.ca/rest/handle/2429/40197?expand=metadata"@en . "AN INVESTIGATION OF THE RELATIONSHIP BETWEEN MASCULINITY-FEMININITY SCORES AND INTEREST SCORES by SHEILA ANNE ROSS B.A., University of B r i t i s h Columbia, 1956 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF Master of Arts i n the Department of Philosophy and Psychology We accept t h i s thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA A p r i l , 1958 i i i AN INVESTIGATION OF THE RELATIONSHIP BETWEEN MASCULINITYrFEMININITY SCORES AND INTEREST SCORES Abstract The purpose of t h i s research was to investigate the r e l a t i o n -ship between masculinity-femininity scores on the Terman-Miles A t t i -tude Interest Analysis Test and interest scores on certain subtests of the Kuder Preference Record. Masculinity-femininity was defined as the degree of s i m i l a r i t y of the individual's responses to the responses char a c t e r i s t i c of men or of women, respectively, of our culture. Interest was defined as the readiness of an i n d i v i d u a l to engage i n some a c t i v i t y . The major purpose of t h i s study was to determine whether members of opposite sexes having similar personality characteristics i n r e l a t i o n to masculinity-femininity were closer i n interest scores than were members of the same sex having opposite personality char-a c t e r i s t i c s i n r e l a t i o n to masculinity-femininity. Four groups of deviates on the masculinity-femininity dimension were selected from a large group of male and female volunteer undergraduates of the University of B r i t i s h Columbia. These four groups were then given the Kuder Preference Record, and s i x subtests, selected because of t h e i r proven a b i l i t y to discriminate between the sexes, were scored. S t a t i s t i c a l analysis showed that the hypothesized r e l a t i o n -ship did exist i n two vocational areas and did not e x i s t i n the re-maining two vocational areas and two personal areas. The second purpose of t h i s study was to investigate the state-ment that amount of education i s p o s i t i v e l y correlated with degree of masculinity f o r both sexes throughout l i f e . A large group of male and female volunteer, white-collar, high-school graduates, none of whom had attended university, was given the Terman-Miles test. A comparison of the scores of these non-university males with the scores of the university males showed that the l a t t e r group was s i g n i f i c a n t l y more masculine. No s i g n i f i c a n t difference was found i n the case of the female non-university and u n i v e r s i t y groups. I t was concluded f i r s t , that i n t e r e s t s , as measured by the Kuder Preference Record, are not as closely related to masculinity-femininity, as measured by the Terman-Miles t e s t , as common-sense judgmentsoof the s i t u a t i o n would indicate: and second, that the positive relationship between degree of masculinity and amount of education may e x i s t i n the male population, but possibly not i n the female population, i n our culture. In presenting t h i s t h e s i s i n p a r t i a l f u l f i l m e n t of the requirements f o r an advanced degree at the U n i v e r s i t y of B r i t i s h Columbia, I agree that the L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r reference and study. I f u r t h e r agree that permission f o r extensive copying of t h i s t h e s i s f o r s c h o l a r l y purposes may be granted by the Head of my Department or by h i s r e p r e s e n t a t i v e . I t i s understood that copying or p u b l i c a t i o n of t h i s t h e s i s f o r f i n a n c i a l gain s h a l l not be allowed without my w r i t t e n permission. Department The U n i v e r s i t y of B r i t i s h Columbia Vancouver 8, Canada. Date ACKNOWLEDGEMENT The writer wishes to express her thanks to her advisor, Dr. E. I. Signori, for his valuable assistance i n t h i s study and for his generous contribution of time to i t . The writer also wishes to express her appreciation to the Depart-ment of Philosophy and Psychology for i t s helpful provision of f a c i l i t i e s and materials. iv. CONTENTS Chapter \u00E2\u0080\u00A2 page Abstract i i i I General Statement of the Problem 1 Review of related research 5 I I Experimental Method 11 Procedure 11 Subjects 12 Materials 14 I I I The Results and Their S t a t i s t i c a l Treat-ment 16 IV.-' Discussion 26 V Summary and Conclusions 28 References 50 Appendix A 55 Information about the test forms used i n t h i s study. V TABLES Table 1 Means and S.D.'s of the ages of groups A, B, 0, and.D 2 Age comparisons between college and non-college groups 5 Performance data of groups A, B, C, and D on the M-F test 4 Performance data of groups A, B, C, and D on the KPR subtest - Outdoor 5 Performance data of groups A, B, C, and D on the KPR subtest - S c i e n t i f i c 6 Performance data of groups A, B, C, and D on the KPR subtest - Mechanical 7 Performance data of groups A, B, C, and D on the KPR subtest - Avoiding C o n f l i c t 8 Performance data of groups A, B, C, and 22 D on the KPR subtest - Directing Others 9 Performance data of groups A, B, C, and ' 25 D on the KPR subtest - C l e r i c a l 10 Analysis of M-F scores of university 25 groups and non-university groups page 15 15 17 18 19 20 21 1 CHAPTER I GENERAL STATEMENT OF THE PROBLEM Since World War I many factors have operated to make people less conscious of the differences that have long been supposed to separate the sexes. Women have invaded f i e l d s of action formerly reserved f o r men and the results have shown that sex differences i n pr a c t i c a l a b i l i t i e s are either non-existent or are not s i g n i f i c a n t (56). The use of psychometric methods has proven the essential equality of the sexes i n the major aspects of i n t e l l e c t (2); tests of special a b i l i t i e s , such as musical a b i l i t y , have also demonstrated t h i s equal-i t y (2). In contrast to t h i s growing tendency to concede equality or near equality with respect to general i n t e l l i g e n c e and to the majority of special a b i l i t i e s , the b e l i e f persists that fundamental differences do e x i s t i n the emotional equipment of the sexes, and i n the int e r e s t s , attitudes, and modes of behavior which are the derivatives of such equipment. The term \"masculinity-femininity\" i s often used to des-cribe t h i s general area. For the purposes of this investigation, mas-cu l i n i t y - f e m i n i n i t y i s defined as the degree of s i m i l a r i t y of the i n -dividual's responses to the responses characteristic of men or of women, respectively, of our culture. Standardized testing has been the chief technique f o r deter-mining the degree of masculinity-femininity. Ratings have not proved very satisfactory, and c l i n i c a l investigation through interview has not often been reported. The development of tests r e f l e c t i n g d i f f e r -ent levels of masculinity-femininity organization has paved the way 2 f o r many different directions of experimental investigation i n th i s complex area. One l i n e of development has been the i d e n t i f i c a t i o n of deviates, i . e . the effeminate men and the masculine women, on the masculinity-femininity dimension and the assessment of t h e i r i n t e r -ests, attitudes, and modes of behavior. The main purpose of the present investigation was to study the basic interest patterns of four groups of deviates on the mascu-l i n i t y - f e m i n i n i t y dimension, namely, extremely masculine men, ex-tremely feminine men, extremely masculine women, and extremely femin-ine women. These four groups were selected, from a large group of male and female university students, on the basis of th e i r perfrom-ance on a masculinity-femininity t e s t . These four groups were then tested with an interest scale to determine the relationship between masculinity-femininity scores and interest scores. In connection with the masculinity-femininity factor Terman and Miles (56) stated that amount of education i s p o s i t i v e l y cor-related with degree of masculinity, as revealed on t h e i r t e s t (j6), for both sexes throughout l i f e . The second purpose of t h i s i n v e s t i -gation was to determine whether t h i s statement was supported when samples of non-university men and women were compared, on the basis of masculinity-femininity scores, with the university students used i n t h i s study. More e x p l i c i t l y , the s p e c i f i c hypotheses to be investigated can be stated as follows: 1. That members of opposite sexes having s i m i l a r personality characteristics i n r e l a t i o n to masculinity-femininity are closer i n inte r e s t scores than are members of the same sex having opposite 5 personality characteristics i n r e l a t i o n to masculinity-femininity. 2. That the average masculinity-femininity score i s higher ( i . e . more masculine) among groups of college men and women than i t i s among groups of men and women who have not proceeded beyond high school. Review of related research Research related to the two main areas of concern i n t h i s i n -vestigation, i . e . masculinity-femininity and int e r e s t s , w i l l be re-viewed i n that order, respectively. Masculinity-femininity Masculinity-femininity as used here refers to the s i m i l a r i t y of responses of a group to those responses t y p i c a l of men or of women. The measurement of masculinity-femininity has been approached i n a variety of ways. Some investigators have based t h e i r estimates of masculinity-femininity largely upon external factors such as body bu i l d , features, dreBs, voice, and mannerisms. Other investigators have given more weight to those aspects of personality which manifest themselves i n i n t e r e s t s , a t t i t u d e s , and thought trends ($6, p. 5)\u00C2\u00BB The investigations of th i s l a t t e r group have been aided by the de-velopment of tests r e f l e c t i n g d i f f e r e n t levels of masculinity-femin-i n i t y organization. One l i n e of test development has made use of drawings of one type or another. Franck and Rosen ( l j ) devised a drawing completion test which successfully d i f f e r e n t i a t e d university men and women. Thirty-six incomplete drawings consisting of a few simple l i n e s were completed by the Ss. The Draw-A-Person Test i s another drawing task believed to r e f l e c t sex differences (2). Reed (28) reports a study by Levy of 5000 adults, 87% of which drew thei r own sex. A number of studies with t h i s test have yielded contradictory findings (22, 24, 52), but Reed feels that the test's f u l l potential i s by no means exhausted. A second l i n e of development has been the construction of verbal inventory measures which are thought to r e f l e c t the masculin-i t y - f e m i n i n i t y aspect of personality organization. Prominent among these are the MMPI Masculinity-femininity Scale and the Strong M-F Scale. \"Both of these scales purport to show the degree of si m i l a r -i t y of the individual's interests to the interests c h a r a c t e r i s t i c of men or of women respectively\" (2, p.5^9)\u00C2\u00BB However, the Terman-Miles Attitude-Interest Analusis Test (.56) represents the most ex-tensive attempt to construct a measure of masculinity-femininity. The development of the Terman-Miles test began with an ex-haustive search of the psychological l i t e r a t u r e for types of test content which yielded the most pronounced sex differences. The pre-liminary sets of items prepared on th i s basis were then administered to hundreds of people ranging i n age from early adolescence to old age. The p r i n c i p a l c r i t e r i o n f o r item selection was the r e l a t i v e proportion of men and women giving each response. Items which y i e l d -ed s i g n i f i c a n t sex differences were retained, while those which f a i l e d to discriminate between men and women were discarded (2, p\u00C2\u00BB595)\u00C2\u00BB The f i n a l test v/as prepared i n two equivalent forms, each consisting of the following seven subtests: Word Association, Inkblot Association, Information, Emotional and Ethical Attitudes, Interests, Opinions, and Introvertive Response. In scoring the test, \"masculine\" re-sponses are a r b i t r a r i l y given a weight of t l and \"feminine\" responses a weight of -1. The score i s the algebraic sum of the weights attached to the response alternatives chosen by the S. The major emphasis i s placed upon the t o t a l M-F score on the entire test. The t o t a l scores range from -200 to +200; the general-population average for males i s +52 and for females -70 (5^). The Terman-Miles test has been subjected to a variety of research investigations. Two of the major research areas w i l l be discussed here. The f i r s t of these involves the determination of sp e c i f i c aspects of masculinity-femininity as revealed by a factor analysis. Ford and Tyler (12) found that f o r boys the f i r s t factor was an emotional characteristic which they named \"Toughness\" or \"In-s e n s i t i v i t y \" , i . e . not eas i l y moved to anger, disgust, or p i t y . . For g i r l s the f i r s t factor was labelled \" S e n s i t i v i t y \" , i . e . responses i n -volved were i n the direc t i o n of arousal of the emotions. The second factor f o r both sexes was one of intere s t . The results of Oden's study (27) supported those of Ford and Tyler. For both sexes, Oden i d e n t i f i e d two dimensions, emotional characteristics and in t e r e s t s . As a possible t h i r d dimension f o r females, he suggested one concerning the acceptance of a feminine s o c i a l r o l e . Shepler (51) compared the Terman-Miles test with three other well-known masculinity-femininity scales, the Franck Completion Test, the MMPI M-f scale, and the Strong M-F scale. Nonsignificant cor-relations between the Terman-Miles test and the other scales showed that the Terman-Miles test probably measures dif f e r e n t aspects of masculinity-femininity than those aspects measured by the other three scales. 6. Similar results were obtained by de C i l l i s and Orbison (10) i n a study comparing the performance of undergraduate students on the Terman-Miles test and the MMPI M-f Scale. Both tests c l e a r l y d i f f e r e n t i a t e d between the sexes but did not correlate very highly with each other. The fact that masculinity-femininity i s not a unitary t r a i t necessitates further investigations i n order to determine what as-pects of masculinity-femininity the various tests are measuring. A second aspect of the Terman-Miles test which has been evaluated extensively i s the degree of correlation between M-F scores and a number of other ch a r a c t e r i s t i c s . Extensive data have been gathered on the r e l a t i o n of M-F scores to many other factors, including physical characteristics and such environmental conditions as education, occupation, parent-c h i l d relationships, number and sex of s i b l i n g s , and sex of teachers (56). The relationship which Terman and Miles established between M-F scores and amount of education led them to conclude that \"For both sexes, college tra i n i n g has a s i g n i f i c a n t l y more masculizing influence than high-school or grade-school education. We do not know whether or to what extent selection may be responsible f o r these effects\" (56, p. 144). The chief evidence f o r t h i s conclusion i s contained i n a comparison of the means at given ages f o r groups of varying amounts of education. In the male population the order from greatest to least masculinity shows f i r s t the college group, then the high-school group, and l a s t the grade-school group. In the female populations the differences between the educational groups are generally smaller than for the men, but they are as persistent 7 and tend i n the same direc t i o n (36, p. l46). The above general conclusion has not been v e r i f i e d by Oawley (7) however. She found that more masculine g i r l s tend to go to work aft e r high-school while more feminine g i r l s go to college. Over the two year period studied, both groups displayed a trend toward greater femininity. Interests As used here \"interest\", or more properly, \" l e v e l of i n -terest\" refers to the desire or readiness of an individual to en-gage i n some a c t i v i t y . The l e v e l or degree of interest d i r e c t l y p a r a l l e l s the degree of at t r a c t i o n which the a c t i v i t y holds. Thus, a person i s interested to the extent that he l i k e s to do something and interests have degrees of i n t e n s i t y p a r a l l e l i n g the degrees of l i k i n g or d i s l i k i n g which the individual attaches to the performance of the a c t i v i t y i n question (22)\u00C2\u00BB Methods for the evaluation of interests are quite varied. Remmers and Gage (29) describe the following: 1. i n d i v i d u a l introspection regarding pleasant and unpleasant experiences. 2. Observation of the ind i v i d u a l by another person who evaluates signs of pleasure and displeasure i n regard to a c t i v i t i e s . 5. Observation of the individual i n experimental situations design-ed f o r the purpose. 4. Paper and pencil testing devices of two main types: a. Those based on an assumed relationship between i n t e r e s t and amount of information or degree of a b i l i t y . b. Those based on dir e c t comparisons or expressions of pre-ference. 8 The most p r a c t i c a l method appears to be the use of the paper and pencil test based on a d i r e c t comparison of a c t i v i t i e s . The most widely used of such instruments now available are the Strong Vocational Interest Blank and the Kuder Preference Record (55)\u00E2\u0080\u00A2 The major purpose of the Strong test i s to indicate r e l a t i v e i n t e r e s t i n a number of s p e c i f i c occupations. The subject responds i n terms of a three-point scale, L i k e - I n d i f f e r e n t - D i s l i k e . The re-sponses are scored according to a number of occupational scales, each being characteristic of a different occupational group. The scale f o r each group was obtained by weighting each response (Like-Indifferent-Dislike) according to the difference between the propor-t i o n of the occupational group making the response and the propor-t i o n of a men-in general group making the same response. Developed more recently than the Strong test, the Kuder Preference Record followed a d i f f e r e n t approach i n the selection and scoring of Items. I t s major purpose i s to indicate r e l a t i v e i n t e r est i n a small number of broad areas, rather than i n s p e c i f i c occupations*. The items are arranged i n groups of three. The sub-ject chooses the most and the least l i k e d item i n each t r i a d . The indi v i d u a l items are grouped into general interest areas for scoring and the raw scores indicate the number of preferences expressed for each area. The Vocational form of the Kuder provides ten i n t e r e s t scales: Outdoor, Mechanical, Computational, S c i e n t i f i c , Persuasive, A r t i s t i c , L i t e r e r y , Musical, Social Service, and C l e r i c a l . The Personal form i s designed to show degree of preference for the f o l -lowing kinds of personal and social a c t i v i t i e s : Group A c t i v i t y , 9 Stable Situations, Dealing with Ideas, Avoiding C o n f l i c t , and Directing Others. Separate sex norms are provided f o r high-school and adult groups and scores i n each interest area are plotted on a normal percentile chart. Ef f o r t s have been made to develop equations for finding t o t a l scores f o r s p e c i f i c occupations or other c r i t e r i o n groups. These equations have been derived f o r a very small number of occupational groups. In the 1946 manual (20) Kuder presents equations f o r obtaining masculinity-femininity scores by assigning weights to the scores on each scale. High scores represent masculine preferences and low scores, feminine preferences. Kuder indicates that more information concerning the use of the Masculinity-Femininity Equation w i l l be appearing i n the l i t e r a t u r e . However, only one investigator, Kohn (18), has reported on the Kuder Preference Record Masculinity-Femininity Scale i n the 12 year period following i t s introduction. Nor does Kuder i n the 1956 e d i t i o n of his manual (21) mention such a scale. In the 1946 manual (20) Kuder stated that \"Norms f o r college students are being developed although there i s some question as to the value of general college norms i n view of the f a i r l y wide v a r i a -t i o n i n average scores among groups from dif f e r e n t colleges.\" Kuder apparently decided against the value of such norms because i n the I956 edition of the manual (21) no college norms are provided, nor are there apparently any college students i n the norm group of I296 men representative of the major occupations i n the general population. However, a number of investigators have f e l t i t worthwhile to develop norms for s p e c i f i c college groups. Fjeld (11) established norms for 2 9 2 college women who scored markedly higher than the general female population on scales A, C, and E of the Personal scale, but lower on scale D. She also found s i g n i f i c a n t d i f f e r -ences i n the means for three major subject groups studied and sug-gested the d e s i r a b i l i t y of developing a p r o f i l e for each type of group. Bourdo ( 5 ) l i s t s norms for forestry students. Healy and Borg (17) compared interests of nurses and nursing students and developed norms f o r them. Tyler ( 5 9 ) reported norms for several hundred student veterans. Data on sex differences i n interests and attitudes are available from a wide variety of studies (26, 28, 5 5 , hi). F a i r l y clear-cut and consistent male and female interest patterns have emerged from these varied studies (2). Such data, although limited i n t h e i r application, are not without value. I t i s of considerable p r a c t i c a l i n t e r e s t to a s c e r t a i n the t y p i c a l behavioral character-i s t i c s of men and women, whatever may be the o r i g i n of the d i f f e r -ences. In many f i e l d s of a c t i v i t y , d e f i n i t e assumptions are made i n regard to exi s t i n g sex differences i n aptitudes, i n t e r e s t s , emotional responses, and simi l a r t r a i t s . Regardless of whether Buch differences are the i n d i r e c t r e s u l t of structural d i s s i m i l a r i t i e s or whether they have an exclusively c u l t u r a l or environmental o r i g i n , they cannot be ignored i n the p r a c t i c a l adjustments of everyday l i f e . 11 CHAPTER I I METHOD Procedure.- Four groups of subjects (Ss) were formed on the basis of performance on a masculinity-femininity test. The interests of these groups were then assessed by means of an interest t e s t and intergroup comparisons between masculinity-femininity scores were made. Two other groups of Ss were also tested on the masculinity-femininity scale and comparisons were made between t h e i r performance and the performance of the f i r s t four groups of Ss on the masculinity-femininity scale. The Terman-Miles Attitude-Interest Analysis Test (Form A ) was administered to a l l Ss. On the basis of th e i r raw M-F scores 100 Ss were selected from the 400 university Ss and were placed i n the follow-ing groups: Group A - The 25 male Ss obtaining the highest masculinity scores. Group B - The 25 male Ss obtaining the lowest masculinity scores. Group 0 - The 25 female Ss obtaining the lowest femininity scores. Group D - The 25 female Ss obtaining the highest femininity scores. The remaining 5\u00C2\u00B00 Ss i n the university group were excluded from further consideration i n the investigation. On the basis of sex the 200 non-university Ss were placed i n the following groups: Group E - The 100 male non-university Ss. Group F - The 100 female non-university Ss. The mean raw score of the 200 university male Ss was compared with the mean raw score of the 100 non-university male Ss. A simi l a r 12 comparison was made between the two groups of female Ss. The Kuder Preference Record (Forms CH and AH) was administered to Groups A, B, C, and Di The scores obtained on four CH subtests (Outdoor, Mechanical, S c i e n t i f i c , and Clerical).and two AHisubtests (Avoiding Co n f l i c t and Directing Others) were analyzed i n terms of the performances of each of the four university groups on each of the s i x subtests selected for use i n t h i s investigation. The mean raw scores of each group were compared on each of the s i x subtests to determine the relationship between interest l e v e l and masculinity-femininity l e v e l (as indicated by group placement). The order of the mean raw scores of the four groups was deter-mined as the basis for accepting or rejecting the f i r s t hypothesis, i . e . that members of opposite sexes having similar personality char-a c t e r i s t i c s i n r e l a t i o n to masculinity-femininity are closer i n i n t e r -est scores than are members of the same sex having opposite personality characteristics i n r e l a t i o n to masculinity-femininity. The significance of the difference between the mean raw scores which were pertinent to the purposes of th i s study were obtained. Subjects.- Two hundred male and 200 female undergraduate students of the University of B r i t i s h Columbia volunteered f o r the i n i t i a l testing period for the selection of university Ss. The mean age of these Ss was 21.92 with a S.D. of 3.11 (Range = 27 - 18). Table 1 shows the means and S.D.'s of the ages of Groups A, B, C, and D. One hundred male and 100 female white-collar workers volun-teered for the i n i t i a l testing period for the non-university Ss. These Ss were insurance and sales o f f i c e employees. TABLE 1 MEANS AND S.D.'S OF THE AGES OF GROUPS A, B, C, AND D GROUP MEAN S.D. A 22.04 3.01 B 21.89 2.92 C 22.01 2.98 D 21.74 2.95 The mean age of these Ss was 22.46 with a S.D. of 5.67 (Range = 55 -19). A comparison of differences i n age between university and non-university groups i s shown i n Table 2 \u00E2\u0080\u00A2 A l l Ss i n the non-university group were high-school graduates who had been employed i n Vancouver business o f f i c e s for periods ranging from a minimum of one year to a maximum of f i v e years. No S i n t h i s group had attended university. A l l Ss were naive with respect to the purpose of the investiga-t i o n . No S had had any previous experience with the t e s t materials used. The numbers of male and female Ss pa r t i c i p a t i n g were equal throughout the investigation. Materials.- The Terman-Miles Attitude-Interest Analysis Test Form A was administered to a l l Ss i n the i n i t i a l testing period. Form A consists of seven subtests: Word Association, Inkblot Association, Information, Emotional and Ethical Attitudes, Interests, Opinions, and Introvertive Response. The Kuder Preference Record (Forms OH and AH) was administered to lOOSs from the university group. Form OH Vocational consists of ten i n t e r e s t scales: Outdoor, Mechanical, Computational, S c i e n t i f i c , Persuasive, A r t i s t i c , L i t e r a r y , Musical, Social Service, and C l e r i c a l . The entire record was administered but four of the ten scales were scored (Outdoor, Mechanical, S c i e n t i f i c , and C l e r i c a l ) because these four showed the greatest degree of sex d i f f e r e n t i a t i o n (21). For the same reason, two (Avoiding C o n f l i c t and Directing Others) of the Form AH Personal scales were scored, the remaining three scales (Group A c t i v i t y , Stable Situations, and Dealing with Ideas) being administered but not scored. TABLE 2 AGE COMPARISONS BETWEEN COLLEGE AND NON-COLLEGE GROUPS GROUP MEAN S.D. t-SCORE A and B 21.96 2.98 .88* E 22.43 3.15 C and D 21.87 2.97 1.19* P. 22.49 3.18 * Not s i g n i f i c a n t at the .05 l e v e l of confidence which i s customarily used i n this type of study. 16 CHAPTER I I I THE RESULTS AND THEIR STATISTICAL TREATMENT Four unisexual groups of 25 Ss each were formed on the basis of the M-F scores obtained by these Ss on Form A of the Terman-Miles te s t . Intergroup comparisons were shown to be s i g n i f i c a n t l y d i f f e r e n t i n the cases pertinent to th i s investigation. The ranges, means, stan-dard deviations, and t-values of these M-F scores of the four groups are reported i n Table 2 \u00E2\u0080\u00A2 On the Kuder Preference Record Outdoor subtest, the mean raw scores f o r Groups A and C were closer on the M-F continuum than the mean raw scores f o r Groups A and B (See Table 4 ). Conversely, the mean raw scores for Groups D and B were closer than the mean raw scores for Groups D and C. A si m i l a r order of mean raw scores occurred i n the case of the S c i e n t i f i c subtest (See Table 5 )\u00E2\u0080\u00A2 On the Mechanical (See Table 6 ), Avoiding C o n f l i c t (See Table 7), and Directing Others (See Table 8 ) subtests, the mean raw scores f e l l i n A, B, C, D order. On the C l e r i c a l subtest (See Table 9 ), the mean raw scores f e l l i n C, D, A, B order. Comparisons were made between Groups A and B, A and C, C and D, and C and B. Signif i c a n t differences were shown for the four pairs on a l l the subtests with the exception of the comparison between Groups C and D on the C l e r i c a l Scale. The ranges, means, standard deviations, percentiles, and t-values for the interest scores of these four groups are shown i n Tables 4 to 9 . The male university Ss were shown to have s i g n i f i c a n t l y more masculine scores than the non-university males, but the difference TABLE 5 PERFORMANCE DATA OF GROUPS A, B, C , AND D ON THE M-F TEST GROUP RANGE MEAN S.D. t-SCORE A 120 to 95 104.44 7.92 20.51* B 44 to - l 4 24.64 17.45 C 7 to -42 -21.9^ 14.88 21.85* D -85 to -107 -92.52 5.70 * Significant at the .05 l e v e l of confidence TABLE 4 PERFORMANCE DATA OF GROUPS A, B, C, AND D ON THE KPR SUBTEST - OUTDOOR GROUP RANGE MEAN S.D. P** t-SCORE A 72-45 5 8 . 0 7 .25 82 A-B 8.24* B 54-50 4 5 . 0 5.28 ' 4 9 B-C 2.17* C 60-59 4 7 . 0 7 .26 85 C-A 5 .75* D 55-17 26.0 4 . 9 8 29 D-C 11.66* Based on the 1954 KPR norms Sig n i f i c a n t at the .05 level of confidence TABLE 5 PERFORMANCE DATA OF GROUPS A, B, C, AND D ON THE KPR SUBTEST - SCIENTIFIC GROUP RANGE MEAN S.D. pit* t-SCORE A 58-45 52.0 2.76 85 A-C 7.82* B 44-29 28.0 2.81 44 B-A 12.17* C 51-25 42.0 4.24 81 C-B 4.21* D 24-19 25.O 4.44 25 D-C 14.40* Based on the 1954 KPR norms Sig n i f i c a n t at the .05 l e v e l of confidence TABLE 6 PERFORMANCE DATA OF GROUPS A, B, C, AND D ON THE KPR SUBTEST - MECHANICAL GROUP RANGE MEAN S.D. P** t-SCORE A 65-52 59.0 5.55 89 A-C 14.28* B; 55-51 47.0 6.52 65 B-A 8.27* C 51-29 59.0 6.01 85 C-B 4.52* D 29-15 20.0 4.75 52 D-C 12. '17* **Based on the 1954 KPR norms -. S i g n i f i c a n t at the .05 l e v e l of confidence TABLE 7 PERFORMANCE DATA OF GROUPS A, B, C, AND D ON THE KPR SUBTEST - AVOIDING CONFLICT GROUP RANGE MEAN S.D. p-tnf t-SCORE A 52-30 4i.o 5.02 59 A-C 9.45* B 49-31 43.0 4.81 84 B-A 7.80* C 64-45 58.0 5.34 63 C-B 8.28* D 65-54 62.0 2.94 85 D-C 7.32* Based on the 1954 KPR norms Sig n i f i c a n t at the .05 l e v e l of confidence TABLE 8 PERFORMANCE DATA OF GROUPS A, B, C, AND D ON THE KPR SUBTEST - DIRECTING OTHERS GROUP RANGE MEAN S.D. F** t-SCORE A 59-52 51 .0 6.21 76 A-C 8.04* B 49-54 40.0 5.92 45 B-A 7 . 5 8 * 0 48-25 57.0 5-95 65 C-B 2.08* D 57-22 28.0 5.65 56 D-C 6 . 5 8 * Based on the 1954 KPR norms Sign i f i c a n t at the . 0 5 l e v e l of confidence TABLE 9 PERFORMANCE DATA OF GROUPS A, B, C, AND D ON THE KPR SUBTEST - CLERICAL GROUP RANGE MEAN S.D. P** t-SCORE A 61-45 5 3 . 0 4 . 8 6 72 A-C 10.00* B 59-43 4 9 . 0 4 . 9 2 62 B-A 2.86* C 75-56 67.0 4 .87 74 C-B 12.86* D 70-50 65.O 6.48 69 D-C 1.21 \u00E2\u0080\u00A2\u00C2\u00BB\u00E2\u0080\u00A2\u00C2\u00BB Based on the 1954 KPR norms *. S i g n i f i c a n t at the . 0 5 l e v e l of confidence 24 between the female groups was not s i g n i f i c a n t . The ranges, means, standard deviations, and t-values f o r these M-F scores are shown i n Table 10. TABLE 10 ANALYSIS OF M-F SCORES OF UNIVERSITY MEN (N=200), NON-UNIVERSITY MEN (N=100), UNIVERSITY WOMEN (N=200), AND NON-UNIVERSITY WOMEN (N=100) GROUP MEAN RANGE S.D. t-SCORE UNIVERSITY MEN 71.32 120 to -14 41.18 2.07* NON-UNIVERSITY MEN 61.15 119 to -21 29.46 UNIVERSITY WOMEN -59.12 7 to -107 22.67 \u00E2\u0080\u00A2 .82 NON-UNIVERSITY WOMEN -62.74 9 to -124 26.98 * Sig n i f i c a n t at the .05 l e v e l of confidence 26 CHAPTER IV DISCUSSION The results of this study support certain statements made by Terman and Miles (56), namely, that t h e i r test makes s i g n i f i c a n t inter-sex and intra-sex discriminations. The f i r s t hypothesis i n th i s investigation stated that mem-bers of opposite sexes having similar personality characteristics i n r e l a t i o n to M-F would be closer i n interest scores than would members of the same sex having opposite personality characteristics i n r e l a t i o n to M-F. This hypothesis was supported by the results of the Outdoor and the S c i e n t i f i c subtests. The mean raw scores of Groups A and C were closer on the continuum than were the mean raw scores of Groups A and B. Conversely, the mean raw scores f o r Groups D and B were closer than were the mean raw scores for Groups D and C. This hypothesis was not supported by the results of the re-maining four subtests. On the Mechanical and Avoiding C o n f l i c t , the mean raw scores were distributed i n Ay B, C, D order, i . e . from extremely masculine, l e a s t masculine, least feminine to most fem-inine. On the Directing Others the mean raw scores were reversed, i . e . they were distributed i n D, C, B, A order. On the C l e r i c a l subtest the scores were distributed i n C, D, A, B order. Si g n i f i c a n t intra-sex differences occurred on a l l the sub-tests with one exception. The mean C l e r i c a l scores f o r Groups C and D did not d i f f e r s i g n i f i c a n t l y . The hypothesis that the mean M-F score would be higher among 27 university men and women than among a non-university group was only p a r t i a l l y supported. While the mean raw M-F scores of groups A and E were shown to be s i g n i f i c a n t l y d i f f e r e n t , the corresponding scores of groups C and F, the female groups, did not d i f f e r s i g n i f i c a n t l y . This finding i s supported by Cawley's (7) r e s u l t s : she found that the more masculine g i r l goes to work af t e r high-school while the more feminine g i r l goes to univ e r s i t y . Cawley (7) also found that both groups became more overtly feminine over the two-year period of her study. The fact that college men were shown to be more masculine than non-college men supports Terman and Miles ($6)\u00C2\u00BB In interpreting the M-F scores, two points should be borne i n mind. F i r s t , the M-F scores show only the degree to which the individual's responses agree with those most cha r a c t e r i s t i c of men and women i n the c u l -ture within which the test was developed. For the Ter-man-Miles t e s t , the culture i s that of the United States i n the lQJO's. Second, i t should be noted that t h i s t e s t was designed to exaggerate sex differences. A l -though i t can be used to determine the extent to which the i ndividual approximates the norm for his or her sex, i t does not provide a basis for establishing the amount of sex difference i n psychological t r a i t s (2, p. 594). 28 CHAPTER V SUMMARY AND CONCLUSIONS The major purpose of t h i s study was to investigate the re-lationship between masculinity-femininity and interests. Masculinity-femininity was defined as the degree of s i m i l a r i t y of the individual's responses to the responses char a c t e r i s t i c of men or of women, res-pectively, of our culture ( 3 6 ) . The .Terman-Miles Attitude Interest Analysis Test was used to determine M-F scores. Interest, or more properly, level of interest, was defined as the desire or readiness of an individual to engage i n some a c t i v i t y . In t h i s investigation, interest was measured by the Kuder Preference Record. S p e c i f i c a l l y , the main hypothesis of th i s study was stated as follows: That members of opposite,sexes having si m i l a r personality characteristics i n r e l a t i o n to masculinity-femininity are closer i n inte r e s t scores than are members of the same sex having opposite personality characteristics i n r e l a t i o n to masculinity-femininity. I n i t i a l l y , 400 undergraduate volunteers from the University of B r i t i s h Columbia were given the Terman-Miles test. On the basis of t h e i r M-F scores, the 100 extremes, namely the masculine men, the feminine men, the masculine women, and the feminine women were selected and were assigned to four unisexual groups of 25 Ss each. A l l four groups were then given the Kuder Preference Record, and s i x subtests were scored. The Kuder results were analyzed i n terms of the performance of each group on each subtest. Two subtests, the Outdoor and S c i e n t i f i c , showed the hypothesized relationship be-tween the mean raw scores. With one exceptions the other four subtests 29 showed s i g n i f i c a n t inter-sex and intra-sex differences but the order of mean raw scores was from most masculine to least masculine males followed by least feminine to most feminine females, i n most cases. The second purpose of th i s study was to investigate the statement made by Terman and Miles (56) that amount of education i s p o s i t i v e l y correlated with degree of masculinity, as revealed on th e i r masculinity-femininity t e s t , f o r both sexes i n the younger years and throughout l i f e . A group of 200 non-university volunteer white c o l l a r workers, a l l of whom had completed high-school, were given the Terman-Miles t e s t . The mean raw scores f o r the 100 males and the 100 females i n th i s group were compared with the mean raw scores of the university males and females. The hypothesis, that the average M-F score i s higher among groups of college men and women than i t i s among groups of men and women who have not proceeded beyond high-school, was supported by the male comparison but not by the female comparison. I t was concluded f i r s t , that interests, as measured by the Kuder Preference Record, are not as closely related to masculinity-femininity, as measured by the Terman-Miles te s t , as common-sense judgments of the situ a t i o n would indicate: and second, that the positive relationship between degree of masculinity and amount of education may exist i n the male population, but possibly not i n the female population, i n our culture. 30 REFERENCES 1. A l l p o r t , G. \u00C2\u00A5. Personality: a psychological interpretation. New York: Henry Holt, 1937. Pp. 588. 2. Anastasi, Anne. Psychological testing. New York: Macmillan, 1957. Pp. 682. 3. Berdie, R. E. Factors related to vocational i n t e r e s t . Psychol. B u l l . , 1944, 41, 137-57. 4. Bolanovitch, D. J . , & Goodman, C. H. A study of the Kuder Preference Record. Educ. psychol. Measmt., 1944, 4, 315-26. 5. Bourdo, E. A., J r . Interests of forestry students. Educ. psychol. Measmt., 1954, 14, 680-86. 6. Buros, 0. K. 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Educational measurement and evaluation. New York: Harper, 1945*Pp. 580\u00E2\u0080\u00A2 50. Rose, W. A. A comparison of relative interest in occupa-tional groupings and activity interests as measured by the Kuder Preference Record. Occupations, 1948, 26, 502-07. 52 31. Shepler, B. A comparison of masculinity-femininity measures. J . consult. Psychol., 1951, 15, 484-86. 32. Smith, E l g i e . A study of sex d i f f e r e n t i a t i o n i n drawings and verbalizations of schizophrenics. J . c l i n . Psychol., 1945, 9, 183-85. 33* Smith, R. N. The evaluation of a less structured form of interest t e s t item. Unpublished doctoral d i s s e r t a t i o n , Univer. of B r i t i s h Columbia, I956. 34. Strong, E. K. J r . Interests of men and women. J. soc. Psychol., 1936, 9, 49-67. 35\u00C2\u00AB Strong, E. K. J r . Vocational interests of men and women. Stanford: Stanford Univ. Press, 1943. 36. Terman, L. M., & Miles, Catherine. Sex and personality: . studies i n masculinity and femininity. New York: McGraw-H i l l , 1936. Pp. 600. 37. Terman, L. M., & Miles, Catherine. Manual of information and directions f o r use of Attitude-Interest Analysis Test (M-F Test). New York: McGraw-Hill, 1938. 38. Traxler, A. E., & McCall, W. C. Some data on the Kuder Pre-ference Record. Educ. psychol. Measmt., 194l, 1, 253-68. 39* Tyler, F. T. The Kuder Preference Record i n a student veteran counselling program. Can. J . Psychol., 1947-48, 1-2, 44-48. 40. Vermiaud, W. M. Occupational differences on the MMPI. J . appl. Psychol., 1946, 30, 604-13. ~ 41. Wallen, R. Sex differences i n food selection. J.- appl. Psychol., 1943, 27, 288-98. APPENDIX A INFORMATION ABOUT THE TEST FORMS USED IN THIS STUDY Sample copies of the Terman-Miles Attitude-Interest Analysis Test (Form A) and the Kuder Prefer-ence Record (Forms AH and CH) have not been included i n t h i s thesis because the writer and her advisor, Dr. E. I. Signori, f e e l that i t would be unethical to make t h i s type of material e a s i l y accessible. "@en . "Thesis/Dissertation"@en . "10.14288/1.0106140"@en . "eng"@en . "Philosophy"@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 . "An investigation of the relationship between masculinity-feminitity scores and interest scores"@en . "Text"@en . "http://hdl.handle.net/2429/40197"@en .