INV011,11 CP,EtriC LIST PaLTRA Subprojet At Date of Origin.al Period _ otn.:ent 'Mount of -=:_---- Author ization Covned, To Cvsligation A �ejoido-i Additional � 66- Allottle.T14 .Aut�-hari-sat-to_cs _ Covere4 To t!".1 rizmVa. . . f-ts P.munt -of Q:-:;14 'Tat ton _ ItAleinett dol.rto-66 0.0-4-� � _&14--. February 21i 1962 Follosingiis a report on your grant made to Grant Expenditures_ Travel aiS $1,555.56 400.00 1,000.00 1,025.00 ,Hourly h4 1JJ6.9 5,Q97.4 $6,056.66 Eguipesent Indirect Costs Total Expenditures__ klance 70.00 113.20- 78.00 4L1,44t65 $ -9l.� k This is a true-statement of th expenditures on the giant to Eave examined and anprovsd the ubmit-W-- as-shown-loy-thellniversitY. 'expenditues.: Chief ISS/Cher,:cal Division 13aTela z Date Remarks and References Obligations Obligations Unliquidated Incurred Liquidated Balance '10 JUL 4 9 6� 1020:4141Thi relti counitount Mono _s mows Dittaion Ma= 14470014# thilaprojoet ita Wet oititheUltncrikotoit th tho NOmeorickta Wad 13 IAt11 from tizo_lerto the DOA oat the ortooxioo of t*o_outikwity autoo- ;plot loomoravial tookprojoot 1.12 U�s beco opiroyoilLoat:46 0,6646 of this _ Ovsreo11 PtiOjoot MUM. ftiolt bay* 1** ottligatod_to_Oovvr _sitt%* 1525,1oa9a902. _ prodeeti .49tknoes c4 obOw14 tiO clutrig24, to Allot000t 844.4100emrAsimirowalme. R IFT THAI FONDS AtE AVAtLASItt 420 4.74 vaqoAnoN ittrUit.C1 .0 CtiAltC.A 10 Att0T tro. ..tekzetzl.740:09"fin Pistributice Oda & 2 go AMMER 1- TSDAV - TSDAASS .AuTMCC:r0r4.., OFTICER - - (When F e CONFIDENTIAL FUNDS POSTING VOUCHER VOUCHER NO. 7-12 DATE 2-6 VOUCHER NO. 7.12 DESCRIPTION-ALL OTHER ACCOUNTS 13-33 34-39 STATION CODE . PROP. NO. 40.42 EXPEND CODE 3 F u N 0 s 45-46 PAY PER. Li�. CODE 47.52 031-ID. AEr. NO. NI.riA. � EMP. NO 3 CA YR 54.57 GENERAL LEDGER ACCT. NO. 58-67 , ALLOT. OR COST ACCT. NO. 68-70 gATEE 71.80 AMOUNT DESCRIPTION- ADVANCE ACCOUNTS 13-27 - NO. P.o. no. 1 .32431iWOWCY;O. eDOV. 62.67 ock�No, ....... M REV. NO. OOJECT CLASS DEO*, CREDIT ry ,..........,. . � '. . '',.'". / '� ..� .. ../,' '''' ../ � V .V. i � , � , . : II � . . .... . � . � � : ... 1 ... � � t .....-L.A.A .. .... � � � a � � 1. � � � � �� ''''�'�"'"7� , . . . ' � � � � . � � . � _____ ... � � � � � 1 .. , , � � � . . . t . EXPLANATION OF E' TRY I TO ALS i'''' ,'"/ - � ' 1 DATE / PREPARED , DATE I REVIEWED OY I CE T F 1ED FOP PAY T C ED T DATE SsNATuhE I 11 I F 1 CERTIF ING OFFICER I FORM 606 USE PREVIOUS EDITIONS. 110-4p Th XENOttkletil VIA I- DM/Budget Officer MINOT 140,1111WSapro,,eet 112, Invoice No. 1 Allotment 152541309.1902 1. Involosill 154ittached covering the above subpro4eets Parent should be Wel u folloVel Oashters Cheek in the mount of 46 : 2. Flume- foxy:krt.-the chenk to atop TSD/Research Branch throu t Officer by Volnesktay, 3 nu�gtat-1960. 3. This le a final invoiees Bovever� since it is_anticiyatel that eidditional-fivis viii be *1440W-for this�project, the files ehoold not be kolosed Attachment: ; envoi:A & 144�itiOns Distribution Orig & 2 � Ad4reesee 1 - TSD1FASS 2 - TSDIRB TSDA/ONS 2C? Jul.r. 60) A- TSD/Telseftrch Branch INTONE tor servicee 0-44604, MIWO-4000-00-411-W44,.4 O CIRTVICATION8 46,056.66 (1) It is hereby certified that this is invoice No. 1 applYig to SAibproject No. 112 of NYULTRA, that performance-is satisfactory, that servicee_ers-teleS accomplished in accoriance vith mutual agreements, that a :detalledingenda-of the payments aDi receipts is on file in TSIVEN, that this:billiis just and - - correct and that payment thereof-hes Dot yet been made. Dote t (2) It is he certified-that this invoice applies to Subproject No. 112 of ki=fRA vbich vse_clui�y approved, and that the project is Wing carried out in accordance vith theemmoranium of 13 Aprii. 1.953 from the _Del to the DOA, and the extension of tb14-utk vity in subsequent mestorem4s. Da se rt RECEIPT__ Receipt is hereby aoknow1edged-Cf=the-f9llowing check; Official Check No. 0430' .ated. Jul 29; 1960i- ih the amourto $6,056.66, di' b e to th 0: TSVOC 1. Date of Obligation:_ Z. P42 ose of 13rojec 4. Expiration Date: 5._ Project moat� N/A MEMORUIDUM FOR: THE RECORD SUBJECT: MKULTRA) Subproject 112 1. ItIis requested:that Subprojectill2lhaLapproved_tosupport the researcluprogram_ot in his studyr:of n_accordance With_the Attached_proposal._; 2. This type of grant is clearly consistent Withitheiovert_ _ �aims and purpos-csof_th - �and will Serve-to support_th eed for cover.Agency interest-. connected with_the_current problems of vocational_guidance_with_pps sible application to the selection of_technical_andiscientific_careers. 3. Funding and monitoring of _this project will _be handled by the in the regular manner. Accounting_for=the fundsiexpendediVill_be according to_the procedures previously=estabiUhethe !ItlisAlot antici- , pated that7any4ermanent_equIpment will_bd-revired for the project. _ Travel funds will be_atcounted_for_in_a_manner consistent with the established practice_of_th 4. the-totall'costiof_the_project for a period of one year is -- estimated toLbe46,05666 as-indicated in-the attachedlbudgett_ _ Charges should be made-against AllOtinentit 1525-1009-1902. AMIN. - 2- 5. No cleared or witting persons are concerned with the conduct of this_project. APPROVED FCR-OBLIGATION OF FUNDS TSD/Chemical Branch , Attached: Proposal and_Budget Distribution:_ Original only /10.. SUMMARY OF-P- POSAL Name: Position: Study Title. Objeetives: This research is firSt of all intended to probe the development of young childrenls understanding of occupational roles within their society, and the-awareness-which-they have developed of_the way in which a prestige_orestatus system is associated with work. Seccnde-- it seeks to explore the degree-to welieh personal contact, vieaelous contact (via television)-and limited cCntact with occepational roles---- are influences on the degree-a-Llearning leout such occupationalon- cepts. Third, it attempts to assess tele influence of the child's background factors, suchras-age, sexi-social-class-and intelligence, on his learning-about the-relationsnips between work and statue. Method The research-will involve interviewing and testingrwith-instruee-- ments designed for sample of children -oracles one through eightfineth The 3,801 children currently-enro e -represen rem -en own children, as wellasee wide range of socioeconomic levels. In addition, a systematic contenteanalefait-a-thildren's televisiOn7programsewil1 be conducted,to-establiSh- the nature of occupational portrayals...on_thisee mass medium., Statistidalteatsiof hypotheses, quantitative_measurement, and numerical treatmenteofedate=Will-be used wherever possibleethrough-e- _ out the reseerche-ee_An_extended ResearCh Plan has been prepared which - outlines the methods involved in-each-phase-mere-completely.' ileteleoilld_PrCeet$ in Progress- - - - The The most signifitant-pTozre-se--to-data has been the development of and partial testing of-the Occupations Test for youngechildren.e-ee_ This test consiSts-of-18-cards,-eieh-portraying a eommon-occupation in _ graphic or cartoon-like form.-----Those drawinesiwere prepared by a pro- fessional artist, an will-be used to test occupational concepts in the samples-studied. From the point ofvieweof=thechilde-the Occupations-Test appears to be a "game* which_they play_with_theeinterYieleer. Each-of the eighteen cards-contains-a-carefully-selected occupational:role. The cards are divided into three sets of six cards-eachiron the basis of the _ kind and degree of contact the ordinary chiles hea-had with the occupations in the set. That is, each set represents a set of roles with which the child has had either rsonal, vicarious (via T. V.), or -limited contact. Within each set he-occupiTURE=i7e status-graded_such-ttlat --- prestigious and Iumble-occupations_are_representedwith intermediate categories arrangedrin-between. With the use of this_instrument,-it has been possible to obtain a Roles score (indicating the extent_to_which the subject is familiar with the actual functions performed by the occupations) and a Status score (indicating_the_degree to which_the subject understands the_po- sition occuppied by the occupational categories in the prestige hierarchy). This instrument also_includes_pictorial representations of common status symbols. For exampleOum'es (ranging_from_a mansion_to_a_shack) and cars (ranging (rem. a11mousine oii3alop are shown. The child subject is asked to indicate which occupation would possess which of these status criteria. More abstract criteria such as authority, education, dress and wealthwill-also be explored. Although the measurement_techniques_have been_pertially-pre- tested, they need_further-refinement_before_actual_research begins. ---- A pilot study is nolubting-started_for_the_purpole_of_refininginstru- rents, improving interview techniques, and developing sampling procedures. Preliminary tests-ofseveral_hypotheses will be available-from-this study when it is completed. Time Re ired to Com late the_Work_for_Which Aid is Sought: It is anticipated that the support could be scheduled as follows: (1) Lid would start in the mummer of 1960, (2) ccntinue during the _ 1960-61 academic year, and (3) terminate at the end of the These three=pertods would provich; for: (l)further planning and pretesting, (2) a major data-gathering_period, and (3) an analysis and writing period, respectively. Qualifications of the Or anizattons_of_Individuale Involve My e � o a a e nen � - �syo ogy_an -searc.-Methods. I teach a variety of-covirss-at all levels _from freshman to graduate. These include MassiCOMMUnication� Research Methods, Social Psychology, � Public Opinion and_Fropagandsi-Oreduate Seminars, Introductory Socio- logy, etc. I have published a number of research articles and nographs - In such fields as attitude-rtasurement, human ecology$ race relations, _ Mass communication and others.- (See attached vita). The project will require one graduate student assistant,-who will work either on a part time basis_or_for short periods on a full time basis. This person will assist with technical work such is sampling; pretesting, interviewingl-abstracting of previous research, etc. Also, (") during the najor data-gathering period supplementary hielp, paid on an - hourly basis, will be required. Previous support Although this particular project has had no prev search grew out of a study recently completed myself. This previ_s study investigated of ' to -aced dy-was supported by funds - EST IKATEDBUD3E3 Sa1ar: SalarvofTfrinoipaliInvestigatcr for_the-Sumner_of $1,466066_ _1961. (Lf_an increase in base *y from present _$6,600 occurs, this will be adjusted to conform to_20ths of actual base pay at the time.) : Saltryof_graduate student research associatewho_wl _ assistWith_planning,-interViewing, pretesting, tabu1ati66, - $1600.007- 'itatistiCal_anaiyaia:ind_related_problems. (Thisiwi be either1hA1f_time for_1960-61 or fullitime for summers of 60 arld_61_or_some_combination_of part_and_full_time_ foritheeeperiods.) ' 1,000.00 Salary for additional-interviewers during major da gathering period. 250.00 Salary__for_ student content _analysts; 200 hour at $1 . 25 Salary tor part time clerkAypitts. About 400-hours 500.00 --will be needed_atl$1.25 per hour. This will involve typing, mimeographing,-sorting,- coding, and_some simple statistical computation. Fees and costs_involVed in-the preparation-of drawings, 275.00 cartoons_and_photographic reproductions-for the Occupations Test_and_related instruments. These-must be done tfy'pro- fissional artists_and photographic technicians. Travel ----Traiel_of_Frincipal-Investigator and/or assistant for 7540 purpOses of_ interviewer supervision and related problems. The_sample_area-involves rural areas. Supplies Miheograph paper, typihg paper stenciltyand-mdtcel- 100.00 laneous materials. 45,266.66 Total expenses 790.00 Indirect overhead_expensesvpayable for administration_of_funds, work space, machines, $6,056.66 Orend Tote], A_Research Plan ---- Introduction The American _Society is_one characterizko, for the most -part, by an open class-system coupled_with_a_strongly_emphasized cultural theme or upWardimobilitys:IThe�primary enue_to_such upward mobility 1 is through en-occupational_career._:-rom_the standpointofttheAndivid- ual, the selection of Andentrareintoarr cupational-specialty can be one of the-most signinciatt-processes oourring_in Just as animals_lOwer_than_man_must_be_suited_by_biolo6icel_structurel inherited capacity or learning ability,_to occupy a particular_niche in the web of life,--the h an individual in an industritl_society must occupy a position in the web of_work. To do this he must be equipped, by the time occupational-seleCtion is made, with attitudes, motivations and informatianiaboutis_chosen occupational role, so that he can successfuilY_adjust to the way of life which a particular _ occupational aetegory-will-imply. At the leveltof_the_individuall the occupational career will determine in many ways-the-life pattern which will be followed. For - example a an work is an important determiner of his position in the class structure of his local comm,...nity. Many studies have shown that the impact_of_the_community, and indeed the larger society, i to a si7able-extent mediated by the individualls position in this 1T his is most-true of_American_males, but-it is becoming increasingly true of women as-the status of females-in our society continues to change. t(2, -2- class structure. The distribution-of-justice, education for offspring, material comforts, life and_health-expectsneYs exposure to the artistic heritage, and even political and_religious beliefs have been shown by past research to be closely bound to the social class hierarchy; conl- sequently to be relatea to the prestige hierarchy of occupations. -In short, perhaps few other decisions have the significance that the decision of occupational choice-has for the individual attempting to relate himself to an industrial society. The importance of occupational choice and occupational prestige can also be ciacAM_OL=SA,ql! societal level. The survival of any society in the colplexiioalance-of modern -international relations may be-tleaely- _ - linked to that society's ability-to-recruit-capable-individuals into a variety of key occupations. -The-widelyadiscussed-innavations in scientific and technical education which have occurred-in:the Soviet nion may posea_probleM-Of survival.for the American society. Unless techniques can be discovered for inducing potential recruits to enter vital job categories, the American society may find itself badly out- stripped in decades to cotae. Tits-trUt-not-only of occupations wbich have potential -military significance but of those which are central to the continued existence of a peaceful society. At present, we not only lack sufficient enOnecrs-and scientists for_the rocket race, but we lack enough teachers, physicians, nurses and other-pro- - fessionals to provide basic services to all-lavels-of our population. Given the importance of occupational choice for both the individ- ual and his society, it is difficult to understand why so little is known about the learning process whereby children-form conceptions of -3- the occupational_world.--These undoubtedly play an important part in determining choice. Those who deal with occ.upatioral guidance of youngsters, say-at-the hiji school-leveli frequently complain that the determination of the cccupational_choLes_or_preferen(ses of children is an-extremely-difficult_task. In particular-many children ale ill-informed-about the_many otrupational_roles which may be open to them. Others_have_in mind unrealistic goals, Some who should by virtue of capacity, -be looking forward to carreers-as-hewers-of wood and drawersof-water, envision themselves in professional or managerial role.�Still others seem to select or avoid -a given occupation on the-basis_of-positive_or_negative_stereotyped_beliefs about the field which it represents. for example, a-six_year old_ child seihinterviewed-about the characteristics of occupational roles recently_conAented_to_the author, "I wouldn't want to be a scientist because they work in places_which_are-likely to blow up at any minute." Thus1 lack of information stereotyped-beliefs or shared mis- understandings_concerning the requirements, duties and rewards of vari-us occupational-astegories oose seri'us problems for both individuals anl_their_society. The General Problem For the_reasons7outlieiedlinithe previousivaragra-hsj-�the under- standing of oc:supational-roles-which�children develop during the formative years needs careful study._ A enildts understanding of the kinds of work involved in various_occupctions, their relative prestige, anc the personal rewards conn_ecten_with_each,_may be important deter- miners of the occupational choices which_he_will_later make as a young adult. In ad ition, his knowled,t-of-oocupational_ oles_and_their relativc status will_undoubtedly_Fifluen'e the way in which he relates himself to others-who_occapy_such-occupetional roles. The of the pr000sed_reseah can_be stated very_simplyas-follows:_ The major purpose of the study_is_to probe the devel- opment of_childrin's=understandihe,s_c_LspeIionel_rolesin their society, and the awareness which they_have developed of the occupational_status_or prestige system.: The present pcoblem then,=is one of tracing the early development of occupational -and social clas�. corps. It should be emphasized that th:l.s is to be _a "basic" study of_children!s growing- awareness__ of the significance of work, and not an "applied" study-of actual recruitment, On_the-other_hand, the study -asSumes_as a-premise that early conceptualization_may_be relhted_to_latr_occupatiOnal choice. However, before_:this_premis-can be fully_accepted_aiL:faCt-,i-empirical verification of_Ithis_proposition needs tb_oe_madt. Suchempiri-car- verification must-awaittthe outcome :of studies (sJch asAhe:present)_:-_ which first seek to establish_the_naturt_of_children!s-work and prestige concepts. In additionito:theigeneral_problemfabove, a number-of-subsidiary problems will receive attention. These concern the sources of learning and the functioningtofba-ckground_variebles which may facilitate or inhibit adequate_developrnent_ofoccupational conception. Thus, 1Le influence of such_variables_as_social class, ao,_intellii,ehccithe--- mass melia Rnd niturallthemes_uponthe�conceptiona_which children- Of;C:b.M. .2eveloc of the world :of- oxploreds-These influences are -s*ofotheses whicnis described in a later sections In general, there are- measirenent which 'on ,1 stitute the heart of the research. Of thesefrieacurement-proo..ems, the most difticult-is_-_the-probinC of the children's understandini.____ regarJin roles and_statuq as descrtrer_ a-b,,e. This can be accom- plished by a special rfsearch instrument thich the author has been develop'r�; and pretestin,:_on-children in grades-1 thrbugh 4. This research instrument, in the form of-a-"game" which children 13101 while being inte-viewed� is -described in detail in a_leter-section. Briefly stated, it consists of sets of cards with pictoriali-stylized portrayals of occupational categories and status symbols. -These _ serve asia-basis fOr-discussing-occupations-and occupational -Status with the child. The device is intended to yield numerical7sebres indicating the extent of know]edgerwhich a child possesses concerninE a selected set of occupationsi-rand-the-degree-to-_whichhecan-correctly _ rank them in a-prestige hierarchy. Another meat;arement-probleM-is-toncc,rned-with refining the above- - -- instument, which at present has been only partially pretested. This ibquires a content analysis of-televisicn programs -which children view. The-purpose-pf this procedure is -to ,:ain-an accurate picture of the telexision-screen�as a learning source through which childrerl-- Cen acquire-understanding-about occupational roles and status. -r On the basis of preliminary-investigation-it-aopears that television_ content pro ides children-with-a-"unlque perspective" in that it tends to distort the level=tf-prestie-of certain occupational-- -6- categories. Still a_third measurement-problem involves assessing the back- ground of each-child_in-terms of eocial-classi-age, sexOntellionce,-. that iss the-variables ditcussed_above7in the paragraphs describing subsidiary problems The research will be conducted in two-phases. The first of these has been started Ethase--one is a lirniten exploratory study of approx- � irately 100 children of grades 1 and 4, The purpose of this study is basically to_perf_ect technique. The inetruments, hypotheses, sampling and interviewinzlprocedures will be deve3.oped during_this-pilot study. Phase twowi1ibeamore extended study of approximately- 200�to 300 children select(' d ranc3o from our list of children in grades -I through - 8 in th In short the research would probe and test the_extent of children's concept formation in the area of role and status IFnowledge concerning occupationalcetegories. It would also -seek the iaritbles which seem - to increaseor3.1.mit this knowledge. Thlas the ih.fluence of personal contact '4 ithiart occupatico,-vicarious contact (via-_mass media), intelligences-class, cultual-themes and age willte-investigated as a starting point. It it firmly believed that other_variables-and - learning sources wi-li=b-discovered which influence this important (but little stUdied) aspect of the life of the child. Backcr, 1.1 Literature In the-child'_s developtent of thought and reasoning, according 'LI -7- to Pia,-jet,2 the_external-worla is not_innate in the child but is gradually evolved and built-up-hy-a-slow-process. The "self" is felt- to be absolute 1.n early reasoningas-the child sees everything from _ his own point of view; to whicoe the term "egocentricity" is acolied._ Progression in the_child's-development is gradual and cumulative with significant differences in logical reason.ng among children of different agesp-untililinalLy there is an aopearance ptmore non- egocentric reasoning. With the evolution of increasingly-eomolex sign behavior into the development_of_languagthechild acouires a sllih enables -- him to communicate the features of the situation to which he is responding. .Throughlthe ability to communicate, the advancement o' the socialization-of the-Ohild progresses rapidly. The composition of concepts which the child formulates is defined by Vinacke3 as "cognitive organizing systems which serve_to_bring pertinent features-of-past experience to bear upon a present stimulus object which'the_child_perceives; thereby evoking prctesses where the object is interpreted and linked-With the other concl,rrent activities of the organism in a systematic and consisten, manner." Childrenla notions of soo_al relationships begin to mature as their thinking-_evolves -from the egocentric. There is no exact agree- ment on a defid.te_numerical age; however most experimenters have 2 Piageto Jeani The Child's Conception of the Teorld, pp. 166168-4.1 3Vinackel C. 14,, "Concept-Formation-in Children of School Age-p, Educations, .volii7/4�)=pp. 527-5314. .9. have been widelystudied.jor_exeMple,_studies related to the acquisition of7recial_attitudestand the_race_concept-have been quite mmerous. Oneoftheearliest-by Clark and_larOLfoulld=that racial identification-in-children of-agesii to_l_years,AW to_a-large _ extent influencedTrbyLthe:concratefattiof-their-oWn skin-color.- This would indicate-that_at_an tarly_age_the_frame_of_reference of the child is_not_abstractive_and_objective. The extent to which children interiorize:adult_norms_along_these lines_wasistudied_by Horowitz and-Horowits.6 Considerable effort in this study was devoted to examining the:adult_community_in_order_to establish what norms existed; following the children were--tested.-7The results indicated _that the attitudes_of_childrenxere assimilated as a function7offtheidevel3pment of_social_awarenese and:not:sioply-- as a function7ofimentaldevelopment. Racitl_andreilgioue_conceptions_of_children 'were investigated by Rrike, Trager, and Davis.7 The results showed a more7prevalent- impact of dominant cuittral values than individual Variations in environment and personslity.--Thert_was_a_high_lavel of understanding of racial andireligious ideas among children or ages 54-Years,ibUt=- there were also many misconceptions_and_distortions Therefore-, It concluded,was _prejudices developed7from_thtikind of learning the _ children were-exposed_to. Clark, K. 3, and Clark, H. P., "Racial Identification and Preference in Negro Children," EsIlLhglin Social Psychology, pp. 81-88. 6Horowitz, E.-L.-and Horowitz, R. E., "The Development of Social Attitudes in Children," Sociometry, vol. 1, pp. 301-338. 7Radke� M.,:Trageri H.,-andiCavis� H., "Social Perceptions and Attitudes of Children," assfltsitmll210_& Monographs, vol. 40,-PN-329,340. Concept learning-studies have likewise investigated the areas of money8 and tbe-flag.-- These_studies have dealt with ascending levels of knowledge of the concept from the concrete recognition of the concept to-a more-abstr4ctive� deductive application_of the_con-# cent. Each stageof-advancement presumes certain_pierequisite-learning prior to later-deve1opmen-U.7-Many_studies_of-concept=deve1opment have - been concerned mainly_with_deSoriptions_of_what children:of-variOts---- � ages know about-a_certain_concept.For_example, Stindler10 in a_study_ of the children-of_Urbana, Illinois, ilaustrated_how the-knowledgeof social clasSv7adOallyibecomes more discriminative and-systeMatid--4.7. The awareneSsfof_soCial_cla_ss_differences was_found:to devel4p_s1qwV, passing through fo-urstages.Thas_e_were_a pre-awareness beginnin!t of awareness,-acceptance of adult stereotypes, and recognition_Of individual differences_in social_class. Specific Hypotheses In attempting to_study_the child's concept of occupational_roles and awareness of the-occupational_status system, it is notlintnded------- -- to illustrate_the-prerequisite.learning stages_necessary_in concept_ formation. The-childrenwill_be tested directly for knowledgeof- occupational_ include_rscognition_of the -Occupations,- definitions,'functions� and locations of the various :occupations. In -Schuessler, K.-and-Strauss, A., "A Stvdy_of Concept Learning-by Scale-- Analysis," American Sociological .;teview, vol 156, pp.-752-762.----- 9Weinsteinj'6., L!IrclOpment=of the_Coricelot_of Flag in Qhildran _ Kindergarten and 3rade_-8cSool:Age, M. A.TTEisis 1951; foilanaTniversity. 103tend1er, C. B., Chil,dren--7ofBrasstOwn. -11- testin6 awareness. of_theToccupatt which is defined as the gro'aniti-of.occupatiA)ns_into=7.cPtezories-accordini: to the of work or activity, rankeu p1on6.a scale-cf-c: superiority and7 inferiority) ,:!ertain "status_symhols" for eacrl-leVel_wilLbeLSeat_eted-- to be asociatedwitt--theo,.:tcupatir.)nal:_cmte,,,PrY.- The h.p.-..otilese-s--1-isted_tielcTuri-vnicq--state-poseible relationships-- amon6 thesefacti-xsimust.:.berer076"-terita.iv.e. They repreeent-- oreliminaq pr000sitthi-ch-wiI1=be-tested with data7otheredLin- - the exploratoryohasTothe=rese-a-hi_ A, From evidenceiTErtla-ted=-iUdie,si.it has ber.1 enownhat_the chronolbiOklfaorthechild7is7closely related-to- his Aevel.-- of concept-laarningThereforeiilearning-reardingLthe-inlude& occupationalEcompltaircrease with the 3,, A child-musttpoesez57the .Mow1ed6e7Of the-conCrete. facte Of _a concept-beflore:-heAs7able_to_relate- thiS:td a.moreabstrt af,plicationofa-F.conept. :Consequently', a knowledger-of:It.h,e�.;. occopatior role -recedes the evelntof aknowledge of the: occupational-statusihierattV. _ From oursa-Cletyls stronz; Middle class emphasis-on-status-and upwar4 mobii1tt1tbrewtil:bettain effects on the---children7of.--- this class. The olass7memoers-:0 o1 the--cht1d-swill-thefefafe77--- influence-the=w4arentssof_theccupational-=roles-and-narticu1arly the occupational-status systemi:producin-,. more, earlier- - awarenes, amontiddle:014,tuttIlron'ii- +JO Close and perscral7CantaCt'With7an-c:kb- ,;w111 .ore'l acute avarenes:7-of the object. Consequuntly, direct personal-- -- - - -12 contact with specific occupational roles d111 facilitate_the acquisition of knowledge-concerning these roles in-contrast to occupations of slight-or vicaricus contact. E. In producing_moreawareness of an object, contket of a vicarious nature is=importnt also -as it increases familiarity_with an_ object. It lollows_that the_exposure to occupations through a lass medi ,c,f-communication, i.e., T.., will_produce relatively_greater_familiarity_with_certain occupational roles as o2oO3ed-to-others which_are_not vicariously contacted. F. Due to cultural themes and_socialization_edpha-sizine-the-male - - necessity of choosinz occupational_roles, male children will be more awsre-of_these_roles. Ttwrefore, a difference_-in_theiknowl�i- edge of the_two_sex s_Will result because_of_thecultUral roles assigned to_ each. Intelligencebeing a factor in the leerning_process-of_children; the less-bright_children-will not_develOp_the_oncepts as fully_or_as early Ps-those_of_FverPge_end sucerior_intel ' ence.- Accordingly, the intelligence-of theichildren_will_influence their development of knowledge of-occupationalroles_and_occupational stptus. (A rating of-the-childrens_intelli,c;nce_is_E_vailable, tests, therefore it is possible_to_use_and_test thisAvpotliesis.) G, Method Stated in overviewi-the stud:;-will involve a pretestin6-hase, a later more elaborate phase,_and one or two minor ohases.==-To carry H- out these studies, samples Of -children will be selectee a test of _ .13- knowleige of occupational roleirth status will be administered to t4e samples (along with background questionnaires), and the parents will be interviewed-for-additional-information. With these dEta the nypotheses stated earlier-will be_tested with quantitetive statistical_orocedures. Some LthisI work has already-been started. The procedures involve a number-of-methods which_are discussed below. . The selection_of_samples of children for_study hasbeenreat1111 simplified by some_work_w-lich_has been_already_cOmpleted. A list has been enrolled ih-th This district inclUdes-raralaswell-as-town childrenvin-additioni-a- -- number of tocialleliss_levels-are_well represented_in_this_population. For eachofi-the -3,801 children on this master ii-atidataare okAained_ showing each child_in_grades one through -eight available asAcGage, schooli-grade-(and of course, sex). In additioni--- each of thesechildren_haslrecently taken a group_type-intelligence- test and thesescoresare:availAble. Sihee-this list isAutJi_few months old, it-should-be basically_correct by the_time-the major -- Oases of the study are_undertaken. However, it is anticipated that some minor distortions_may_be_introduced_by_migrationlf pretesting indicates that-the list_contains_errors, it will be brought-upto dAte and additionalAntelligence tests will be administered-where needed. Discussion with_schoolauthorities has indicated that-this should not be too extensive -a prob16n. For the-pretest-or_f_irst phase of the study, approximately a _ hundred children-will-be selected fromLontof the larger=schools on the list. This=firStphase has_already_beenstarttd. After the - completion of this preltminary-phasei-Ouring which instruments and techniques will be refined, the major stud, of twc to three hundred children will 2e undertaken. Each child will :A-given-the-Occupations-Teat. This test yields two measures, a Holes Score-and a Status Score. With these-data and the information on social class, intelligence, agei etc., which will also be gather d-for each subject, the hypotheses outlined earlier can be tested. Howeveri-a detailed description of the present form of the in measurine instrument will-be-helpful. . The Occupations Test The Occupations-Test currently consists of of cirds. Each of these three seta has six cards, upon which six particular occupations-are represented, These -occupational-portrayals are in the form of schematic-drawings, something like cartoons, each of which shows a-man-clOthed in the earb typical of a particular-occupation. For example, a "mix-er" is shown on one card with pick in hand, wearing overallss'boots and a light on his hat. Others portray occupations such as architects, bookkeepers, barbers, ministers etc. In the three sets of cardsi-a total of-eighteen occupations are portrayed. All are male occupations, each portrayal is rather stylized and -- simplified, and the-same-"man" appears in each. The three sets represent occupations-with which the child i likely to have had different-degrets of contact. ,Ore-set includes six typical occupations with which the ordinary child has had personal - contact ate" physician, minister, teacher, postman, b bci. and =15- janitor).11 . Another set includes typical occupations with which the ordinary child:has_had vicarious contact, primarily through T.V. (i.e., scientist, airline pilot, singer, sheriff, bartender _and ranch hand). The-third_set of_cards_portraya occupations with which the ordinary child_has_had very limited or_nO_Contact, either personally or vicariously. (These include stockbroker, architect, building- - contractors bookeeper, telephone lineman, and miner).- Thus; the three sets of cards_correspond_to_three_degrees_or_typea of contact by means of which theaverage-child_could acquire _knowledge about such occupa- tional roles, Another featureofIthe Occupations Test is that each set of cards represents occupations at sixAifferent_levele_of_occupational_prestige. For example, the-physician and janitor represent ooposite ends of a prestige continuum_for_ptrsonal_contact_occupations. The -remaining four occ,ipations_vithin_this_set have been graded to represent- - intervening increasing levels of -status. A similar situation prevails within each ofzthe_three sets of cards. Thus, six general levels of occupational prestige areirepresented:inIthe_W4re:test - - These cardsvor rather the occupations which are--ortrayed, were selected with theLuse_of-a_number-ofLeriteria. First- -tha-six:prettige " levels correspon&roughlytOtheSiX levls of social .class7enuMerated-- by W. Lloyd Warner ?'-2: inrAmericai-7These- he labelled:� ----- 11X11 occupational selections are:tentative_and_subject to revision.-- 1-2Narner, W. Lloyd, MeekerirMarchia, and Eels, Kenneth, Social Class in America,v_Ghicago,Science Research Associates, 1949. -16- Upper...upper .11qss Loweru-L;.er_olass Uoper-mi-14-le class Lower*middleclass UPPer-ilower-claIS---- Lover*lower_class ifter_a number_of candidate oocupations_had been selected to represent these_various�social_class_lavels, the list was rtNiuced by _ - - reference to the-North-Hatt13 scale_of_occupationel7prestige.- This device is basedupon_a_-natian-Wid_e__soir14ey and_reports-the relative prestige renkings_assigned�toa large_rmmber_of occupations-by-Ameritan adults. Vstillfurthirr_soreeninz_was_made by submittingLthe surviving occupational_categories to�a_ panel of judges. These judges were "experts": 1n7the_f1e1d of mass_communication, childrees-television, social stratification, and-child behavior. _The_final7_list-of_occupation8_ for the degrees-off-contattL-an the_status_levels-was a ollowst liMited � contact cont.Pot contact -- Status level occrupations____occupations occupations 6 (hic,hest) -physician scientist stockbroker- 5 4 3 2 minieter airline pilot architect teacher singer building contractor postrun sheriff bookkeeper barber tartender telephone line 1 (lowest) Janitor ranch_hard miner 13See 2ptMon NtIrA, 'fol. a (Septembcx 1, l91?) ._ eealso, Deeg, Macthel,anT7h7Ierson, Donald C., "Changes in Social-Status_of Occupations," -Occupations, 25, No. 4: 1947. . a -17- To test the-child,--one of the-three sets_of cards_is presented first& In random orderi=the cards:are-given to the child one at a_time.�The child is asked to name the_occupation_represented and then-to tell about "what kind of work,_the role_involves,iiithprobing andiquestioning-the extent of the child!sunderstanding_of_each_of the_six_rolesAs7determineC Later, his responssszsrs:compared_t4 an_official role_deacriptienbbtained from the Dicti6narY_-_OfJ}ccupational Titles, and an accuracy_score_is obtained. The next stevisLto_haveLthe_child arrange the six_occupations_in such & way that the-leastiprestigioUS:is on thejeft_end the most prestigious is onithe_righti-vith the others arranged in between. _Simple__ instructions are capable_of,conveying this idea to first gradera. The tester then arranges an identitel_set_of_six_cards_(facei down) next to the child's arrangement. The child_ an_then_turn_up_the fitdown- cards to see if;his:arringement-maLches the correct sequence.- The-child - gets a reward (pennvor-candy)_for_each matching card. Iiiis_indicates_ the degree to whichLthe_child_can effectively_arrsnge theioccupations 16 a status hierarehystatUs score is derived, based_upeon-the_degree to which his card_platement1deptrt47fram chance. Each of the sets is_treated_in_this_manner_for_a_giVen-child.-_7At-- the conclusion he is-shovn_statusgra-ded pictures of houses and cars and_ asked *which man lives hererA or, "which man drives this car," Thus, his matching of occupational roles_and status_symbols_provides-_further data on status conceptions. Pretest data-has indicated that some_of these occupations_need to be changed. For example, children have in fact_frequently-seen-the- --- - telephone lineman. His dramatic position up_a pole catches their_attention and they dmand_explanation fromearents. - Thus, the Occucations Test_ neeis nor work, both in scorin: e_roced.ures-and in -.he sele:tio_h_of occup ics in particular, the set of occupations selected as represent!_ng vicarious contact needarevisicn. The-a-priori selection --� should be revised=on-the_basis-of a systematic-content-analysis of locally viewed-televisicin-content._ This-t2, will be.one7research _ task. The Content AnalysiS of Ielevision-?rograTiai As was_explained_ebove, the roles to - be included in the Occupations Tet has -thus fa-r-been_made on an a - priori basis.--Alne=collective judgments of "experts" were used to select a Set-oLgradedToccupations which-are-frequently -presented-on television-for-the "Vicarious contact" set. These "experts'ineltded first of all4 a-tpecialist_inTchildrents televisiOn�-(ah-individual who for several4ears-was-responsible-for-highly Successful children's programs on-a_16tal TVistation-, -Thit-individual-designed various _ children's progras, apoeareu on then, and assessed their impact on the child audience.) The seconc expert was a-professional sociologist --- specializing in social stratification and the study of social-class. The third was a-professional sociologist widely-kpownAor-his_contri- , buti-ns to the field of juvenile delinquency and the study Of children. Finally, the fourth was a sociologist specializing in mass-comunications research, The list of occupations, at the various class levels, included in the test was conpiled by these person. It should be recognized, however, that the judgments of experts are not an infallible guide to the most suitable list of occupations -19- - to include for the -purpose of assessinz children's conceptions of' occupatiPnal roles-, -and the relative prestige of occupational roles, _ It is in fact an empirical plustion as-to-which occupations are most frequently presnted on televiston, and as to the qualitative charac- teristics of these-oceupational-portreYels. The selection of_lvicarious" contact occupations to be the final yer3ion of the Test, therefcsre-i-will be made on 'A'. basis of empirical -evidence indicatinz the relative frequency and characteristics of occupational portrayals on television programs viewed by -hildrent The determtaationof-the way in which occupational_roles are presented on television can best be made-by-a-systematic-audit of television broadeasting-duringthose-hour;: which are mostpopulari__ with children in_the-age-group_under study. To abcompli3h-thie7P-ur pose, a content-amlySia-of_ locally received programs will beunder taken. To determine-which-hours-are most popular and -significant, a_ number of information-sources will be utilized. These include parental - - reports of children's viewing habits; comments of sample children from the pilot study; the reports of television broadcasters who design programs for childrent-and the- recort -of comerclal polling agencies who-analyze local-vieAng audiences. These various data should reveal a good picture-of-the programs-andurs-4aost--hbil,' viewed by the - sample universe. These programs will then-be-viewed as potential learnini; sources from which children n-obtain_information_about__ occ.pational roles and occupationalprestigei= random sample of time -segments will then be-devised. These will be audiued-tn-terns-ofil)_tte-oecupational categories portrayed, (2) the role_perfoxmanees-ox the presentation (That iss what kinds of work or functions the occupational encumbent is s'eoval-as-performing)� and (3) the status _characteristics of the portrayal The-thi.rd eategoxy will include inplications of relative prestige, suggestions of high income, thepossessicn-of symbols of power or status, luxury ,,00ds, or exclusive interaction. If possible, within the limits of budget, the content analysis _ will include attempts to assess the reliability_of-the-categori2ationst This can be-aecomplihed by having two or more analysts rate some identieal_programs. Their degree of agreement would_beone-index of This-analysisteleision_content will greatly facilitate the selection ofStatusegradee_oceupations with which children -have "vicarious" contact. In -1d-tition, it will-Offer data of considerable_ interest ircitsown-right-corkterntv-,the perspectixe_of_television offered tothe_childaudiene. StatisticalfTesttng of hypotheses: This section-lists the statistical procedures-planned-for the hypotheees-ervmerated_earli6r. It should be-emOmasized-that-these are hypotheses derived for the ex2loratore-phase of the research. The more definitive nhase=may_require=revised hypotheses or otliers of Lx.'eater comelexity. A certain flexibility is necessary in this type of rescarc. to take -account of emerging propositions. Thus, it is not possible at this time to spell out the precise relationships __ -21- that will_lxtested in the larger phase of the research. In general, however, it is anticipated that the larger study, will follow the general linef__�u. iquiry iraelied in the preliminary hypotheses stated earlier, plus any new le,-cis which emerge from pretest findings Each hypothesis involves testing, the significance of differences between means. Such an array of hy,-,otheses lends itself_readily to a factorial type analysisof-varience design. However, for sireplity _ . of discussion, the author has chosen to describe the statistical testing of each hypothesis separately. In practice, these same tests may be somewhat reore efficiently perfOrmed with analysis-of-variance techniques. Hypothesis A. Let xi. The mean age of children-achievik-Odcupations Test scores above the mean of the Occupations Test distribution. The man age of the children achieving Occupations Tilt scores below the mean_ofhe Occupations Test distribution. Hypothesis: -Y? Ti-for both Roles Scores and Status Scores) Statistical test: C.R. or t, one tailed tett. Hypothesis B. Let 7 Mean score on the Roles Test. y-w-Meen Score on the Status Teat. X - if for first grade 222T 7 for fourth gra:la , Hypothesis: '21> 22 Statistical- test: significance of difference-between means(t�testvone tailed test) Hypothesis C. ikt-71:4 Mean score on the Status_Testfor middle clasS children � Mean score on the Status Test for lower class children - -112- 3tatisticp1 -eat: or t, cne tailed cr_deriAed_"40othesis: �Tr77..otLesis Li-correct-171i)3, that_is, occupati:.:�:.al_role_awarene.s: pl.secees status-awareness), ann thesis_CiSdc;r-,1- eCAL(7;: )_IL, that. n. ile 7.11 ni,frIer=f: tat awareness), it tollows tbat=.1.-i dle childrer-must have-rdzherrole_awarenesse- T'rAt is; ginean-e3core011b1es- 'fet lor-middle - - y Lrear.=s c OP st-fo rlower ym> 71, Statist--test: -G.A. or- ti one tailed test-=- , othcsis C. Let-ST *=The1ess:n.-11-o-les-T-Kst-5-Vost-Ore=(f-or-allthe-subjects on-the==Low Con_trn c cupa .Alie-meari-olPs_Testisub,5core-(for=s11: subjects)--on theiri Pe--.sorta-1=Gontact-Occupations. f.TT (This can also be-tested:vith scores ch-_thStstus_test) --- Statistical or: tailed _ tes t The mean 1..ole3_Test suoszore-(for-all-subj-ects) on_the_Vic&rtcus-Gonta-ct._. Hypothesis Ea Let 37 pottsesis Et, ) (This can als o_b e tes ted_witn-s cores - on_the ,.5tatus_Test) Statistical test: or t, one ta.iled_test An adA tronalnypot hes-2:s _?-oss ible ,ely that gc.r> T.-Iyo thesis F.--Lt Ym e _mean score on the noles Test-for the male subjects.- The tearl 7 8d-ore--on7-thicoleT5. Teet'-f-0�,: the lemalesubjects.- .11.00tresist-t�WITe- (This:can also te tested with scores - - on Statusltst).--: Statistical test; or t cne tailed_tes Hyi)otnesis Go Since a measure_of ths subjects' intelligence IS hypothesis_rt_will be tested in a method similar to the-i-ixeceding-hynoteses. Of course, the-above-proct.C'Jres for -testing the hypotheses-may-- have to c' altered according to any changes -in the testsAor-in other methAs. BIBLiaaftP.: Clark, K. 5� and C1ark,---'1. "Racial Identification and Preference in Neer� Children, " iteai'int;sAn Social Psicholow,-1-9_. 81-8$, , edited by Newcomb-anZlarticy, :Tenry HAan4-_Co4-Nev York,- - 121:7. � Deeg, Maethel, and-Pater Donald-C.,- "Changes in SocIal Status_of OccupatiDns," OCcupations, 25, No. 4, 1947. Horowitz, Eu6ent-I4I'and-Sordwi z:Autt-1=-.4-7"-Vne Develoliment-Of Social Attitudesfici-Childrent"�S�ociometx1:3O1.-338, Janbary,--1938. _ Mead, t-1. A., M=Lnd, Self, and University of Chicago Press,- - C.hicpop Pia get, Jean, The-OhiWe:Conteution of the World, Harcourtt-Brace_and Co,, Nes7r-nik,-19g. hadke, M.; Tragert-NA1 and Davis, H., "Social Perceptions and Attitudes__ of Childrentenetic Psvcholcyy Mono J raohs 40:r9-340-, October, 190, Schuessler, K., and Strauss-Ot.,_"_A_ :11..-zdy of Concept Learrlat: by Scale _ American_Soctoll-Review, 15:752-762, September,_ 1950. _ Stendler, C. B� Children of_Jrasstown, University of Illinois 2f Urbana, I1linoii1-1749._ Vinacke, C. L., "Conpt--Formation in_Children-of,School get" Education, 74:527$31i,November,19 .1 � Warner, L. W.; Meekert-Marchia; and:Eella, Kenneth, Social Class -_in America, Peter-Smith, 1oucesterl_Mass.,_1357. - Weinstein, S., Leite-ItvaiWit=W,ithe_Goncept of Flai;, in Children-"Of-anderiarten and Grade-SchooliAketiM. A. Thesis, Indiana UniversitriTalbointoi777 , CQ PRePOSAL FRCM: Comments of the reviewers and the individual scientists are as follows: : There are many good ideas in this proposal. The test is a clever one and should be useful. The television slimy would be worthwhile on _ _ z Its own merits if well done.Lam_wondering, however, whethertalitabli > hos-worked much withechildreneandeis fully aware of some possible (-) difficulties,_levonder_Nst what he means by '!"With probing and question- "IT: ing the extent of the child's understanding of lach-ofethe six roles is 0 determined." (p. 17). Although the television survey is of Value in its � < own right, it is not clearly a necessary port of the main study and one rn xo wonders why other Influences (textbooks, movies) are not to be considered. n Finally, the statistical methods proposed ore riot of tie4 etest�efficiont_ (but .2. this is_a_minorernatter). On the whole, this peelect_cles-erves-support, and -� we can-help him over some of the rough spots through censultation. This study, in my opinion, definitely deserves support. it is in an extremely important area, the growth of oceupotionoLconceptions, and the iresearch plan is sound and promising. The author shows consider- � able creative skill in his development of an 'Cccupotions Test" and the � design and plans for statistical treatment are all sound. The qualifications of the author are excellent. The study definitely falls within the umbrella of studies which should be supported by the The distribution of attitudes and conceptions concerning occupoti a key problem of the ecology of attitudes. I have no reservations of any kind about this proposal. I have noted the comments both of which are very good. �I do feel that t e proposal h a n respects originol, and I am inclined to favor the grant. The final value of the study, how- ever, will cetteinly depend more then is sometimes the case upon the skill of those who do the actual work. OFFICE OP THF TRFASUFF are ciosirr cAir reril!est.; prc,pared__ by - assur you-thatHthitAplicaton-has the c:;: �Lroval of both the-academic-nd-business=admini-strat4.onS of and we hape yav-find-lt oossiblt to support'Atc, Very. trulyyaursi.::: I /2- /0 /Z Dear Some w eeks _a go- a I discussed with you a ,series of _studies concerning .ehildrens cone ions of occupational roles .and status. Since that time, I have-contirried preliminary work on t e-problem and have devised an instrument for-mew.ring such-concept formation in young children. Ina1dition I htve formulated the objeotives of the study, some preliminary-hypotheses, sampling procedures, related measure- ment problerts, and a-proposed budget. Havino-completed muchiof -this early plahling, I would like to request firancial support for the project. Enclosed-are descriptions and explanations of the nature-of _ _ the study. Briefly stated,- the study seeks to-trace-the-development of chi ldren' s conceptions of -occupational roles- ana-occupa tional-s tit tus or prestige. Thegroup_und-er Study will be younger ehildreni-beginning - - at the first grade level and goir-tivrou-vh-aoout-grade-eight. It is my belief that information acquired-du-ring-these formative 7 yearvmay play an important- part in later occupational seleetion an(Ladjustmentii - The occupational_cenceptions of-children has received-very-little research attention, a stWation which-is-not cormenSurate-with the1r7poesi614 importance in termsof_ later adjUstments-required- by an industrial -- society. I wouldr_like-to emphasize, however, that my intent_is to-study - children's early conceptions-of-Vork-roles and the status hierarchy, and not their occupational -preferences-or later choices. have Spelled out in two-documents-the purposes, methods and - procedures which I would like-te follow. The smaller document su rites the research-in-a format -Which I belieVe-yeur-comittee_requires. The larger doeument_discussea_the. purposes -ancl plans -of the- investigation - in screwhat greater detail. I hope that-tnese-materialsLwill-be helpfUl for your committee.-- would appreciate-hearing-from youi-and-I wouldi-of-coUrse, b very grateful for any -comment you might care to make-concerning-the objectives and methods of the study. .� Sincerely,

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MKULTRA SUBPROJECT 112 (10 DOCUMENTS WITH PUBDATES FROM 591120 TO 62022 1)