Attitudes of college students toward the world food crisis

UNLV Retrospective Theses & Dissertations

1-1-1990

Attitudes of college students toward the world food crisis Attitudes of college students toward the world food crisis

Susan Ann Nartker University of Nevada, Las Vegas

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O rder N u m b er 1344902

A ttitu d es o f college students tow ard th e w orld food crisis

Nartker, Susan Ann, M.S.W.

University of Nevada, Las Vegas, 1991

C o p y rig h t © 1991 by N a rtk e r , S usan A n n . All r ig h ts reserved .

U M I300 N. ZeebRd.Ann Arbor, MI 48106

ATTITUDES OF COLLEGE STUDENTS TOWARD THE WORLD FOOD CRISIS

by

Susan Ann Nartker

A thesis submitted in partial fulfillment

of the requirements for the degree of

Master of Social Work

School of Social Work

University of Nevada, Las Vegas

May 1991

The thesis of Susan Ann Nartker for the degree of MSW in Social

Work is approved.

Chairperson, Kevin M. Marett, PhD.

^ __________________________________________________________________

Examining/Committee Member, Shirley E. Cox, D.S.W.

Examining Comnpftee Member, Edward W. Davis, PhD.

Graduate^ Faculty Representative, Thomas L. Sexton, PhD.

Graduate Dean, Ronald W. Smith, PhD.

University of Nevada, Las Vegas

May 1991

11

© 1991 Susan A. Nartker All Rights Reserved

A b stra c t

In the fall of 1990, a survey was conducted to examine

attitudes of 79 college students toward the world food crisis. The

findings from this study were then compared with the results from a

study conducted in 1975 which examined the attitudes of 72 college

students toward the world food crisis. The survey questionnaire

constructed for the 1975 study was used in the 1990 study. In the

1990 study, only two categories showed significant change:

1) subjects felt less personally threatened by the food crisis than in

1975, and 2) respondents felt less sure that population control

offered any hope of solution.

Respondents attitudes were compared within three subgroups

in the 1975 study: science/non-science majors, freshman/seniors,

and frequent/infrequent church attendance. In the 1990 study,

these three groups, plus female/male, were examined. The only

significant difference found between the 1975 and 1990 study in

these three groups was between freshman and seniors. In the newly

addressed female/male group, males felt less threatened than

females by the crisis but there was no significant difference in their

attitude towards a solution.

Table of Contents

Approval Page ................................................................................... ii

A b s tr a c t ................................................................................................ iii

List of Figures .................................................................................... vi

List of T ab les...................................................................................... vii

A cknow ledgem ents .............................. viii

1. In tro d u c tio n ................................................................................ 1

1.1 Background ................................................................... 2

1.2 Study F o cu s.................................................................... 8

1.3 Present S tudy ................................................................ 10

1.4 H y p o th e se s .................................................................... 11

2. M e th o d ......................................................................................... 13

2.1 S u b je c ts ........................................................................... 13

2.2 In s tru m e n ta tio n ........................................................... 14

2.3 P ro c e d u re ....................................................................... 15

3. R e s u lts .......................................................................................... 17

3.1 1975 S tudy .................................................................... 17

3.2 1990 S tudy ..................................................................... 19

3.3 Comparison of Results ............................................... 22

4. D iscussion .................................................................................... 24

References ........................................................................................... 30

Annotated B ibliography................................................................... 35

Appendix A The Survey Questionnaire.............................. 39

Appendix B The 1990 Survey Raw D ata ........................... 47

iv

Appendix C The 1990 Survey Data A nalyzed................... 57

Appendix D Response Summary: Science vs.Non-Science M ajors....................................... 68

Appendix E Response Summary: Freshman vs.S en io rs ................................................................ 71

Appendix F Response Summary: Frequent ChurchAttenders vs. Infrequent Church A ttenders ........................................................... 74

Appendix G Response Summary: Female vs. M ale 77

v

List of Figures

Figure Page

1. Nations of the World in which HungerPersists as a Basic, Society-Wide Issu e ................. 9

2. 1990 Summary of Results ........................................... 20

D -l. Threat/Science vs. Non-Science M ajo rs ................. 69

D-2. Solution/Science vs. Non-Science M ajo rs.............. 70

E -l. Perceived Threat/Freshman vs. Sen io r.................. 72

E-2. Perceived Solution/Freshman vs. Senior............... 73

F - l. Perceived Threat/Church A ttendance.................... 75

F-2. Perceived Solution/Church A ttendance................. 76

G -l. Perceived Threat/Female vs. M a le .......................... 78

G-2. Perceived Solution/Female vs. M a le ....................... 79

vi

List of Tables

Table Page

1. 1975 Result Sum m ary................................................... 17

2. Intercorrelations Among Attitudes Toward theFood Crisis from the 1975 Study.............................. 18

3. 1990 Result Sum m ary................................................... 20

4. Intercorrelations Among Attitudes Toward theFood Crisis from the 1990 Study.............................. 21

5. Comparison of 1975 and 1990 M eans..................... 22

D -l. Threat/Science vs. Non-Science M ajo rs.................. 69

D-2. Solution/Science vs. Non-Science M ajo rs ............... 70

E -l. Perceived Treat/Freshman vs. Senior..................... 72

E-2. Perceived Solution/Freshman vs. Senior................ 73

F -l. Perceived Threat/Church A ttendance.................... 75

F-2. Perceived Solution/Church A ttendance.................. 76

G -l. Perceived Threat/Female vs. M a le .......................... 78

G-2. Perceived Solution/Female vs. M a le ........................ 79

vii

A c k n o w l e d g e m e n t s

The author wishes to express her appreciation to many who

have provided help in completing this research. First of all, I wish to

thank Dr. Kevin M. Marett for his support during the preparation of

this thesis and for his encouragement during my entire MSW

program. I am also grateful to Dr. Shirley E. Cox, Dr. Edward W.

Davis, and Dr. Thomas L. Sexton for their help in improving this

thesis.

I wish to thank Dr. Christian Buys, who provided needed

support when I finished my B.S. program and who provided the

energy which completed the original 1975 study. Special thanks are

due to Dr. Robert Cormack for helping with the arrangements to

conduct both studies and even more for the power of his incredible

friendship. Finally, I wish to thank my husband Tom for his help

with our Macintosh and for help in making this thesis possible.

1

Chapter 1

In tr o d u c t io n

For much of human history the majority of the world has been

undernourished, and for much of human history, this has been

stoically accepted. It was not until the Second World War that

Europeans and Americans began to concern themselves with the

world food problem (Bertram, 1946).

Food crisis issues were brought to the world's attention for a

number of reasons. First, was the formation of the United Nations

and its subsidiary, the Food and Agriculture Organization (FAO). The

FAO was formed to try and improve agricultural output and solve the

problem of hunger. Second, more people have written and spoken

about the problem. The spread of literacy in the developing world,

the growth of newspapers, and the extension of radio and television,

have made most people in Europe and North America aware of the

problem. Third, the problem has received far more attention from

the academic world. Fourth, the causes and solutions of the problem

have been a matter of ideological controversy. For these and other

reasons, the world food crisis has become a familiar topic in the last

35 years (Grigg, 1985).

2

1.1 B ackground

The world-wide shortage of food and food reserves has already

cost millions of lives in underdeveloped nations (Abelson,1975;

Brown, 1974; Newman & Pickett, 1974; Peterson, 1975; Sanderson,

1975). Malnutrition is the primary factor behind the high child

mortality in developing countries. In Africa alone, health officials

estimate that 2.7 million children under four years of age suffer

from protein-calorie malnutrition. W orld-wide clinical indications

of nutritional deficiency such as kwashiorkor and marasmus,

anemia, rickets, pellagra and goitre are a common sight. Vitamin A

deficiency (xerophthalmia) causes total or partial blindness.

Nutritional anemia, due to iron deficiency, has a particularly

serious effect on pregnant women and children (Jordan, 1982).

The world food crisis has been a global problem for many years.

In 1975, between 40 and 60 percent of the population of the

underdeveloped world suffered from undernutrition. In the 1970s,

this issue was brought to the attention of the general world

population because of the threat of a world wide famine. Countries

that had not been involved with problems of undernutrition began

realizing that a global food shortage could affect their population as

well. Even in the United States, the problem of hunger became a

major issue with a growing number of people living in poverty.

Because of extensive coverage by the media in the late 1960s and

early 1970s, people erroneously assumed that this increased

exposure would gradually increase the worldwide demand for

solutions to the problem (Grigg, 1985).

3

The world hunger issue was not as prominent in the news media

in the late 1970s and early to middle 1980s. It had become the

acknowledged norm and was therefore not viewed as news. The

general attitude seemed to be that it was something "out there". The

average person knew that people were dying each day but had no

conception of the impact or actual numbers involved. Several

countries, particularly sections of Africa, experienced severe drought

and hunger in 1984 and 1985. The general response of a usually

caring world seemed to have become shaded with indifference (The

Hunger Project, 1985). William S. Ellis (1987) described the

phenomenon as "compassion fatigue". New social problems such as

inflation, increasing gas prices, gas shortages, and AIDS had replaced

the issue of world hunger in the news media.

The issue of a food crisis was again brought to the attention of

the public in the late 1980s, as worldwide grain production declined.

From 1950 to 1984, grain production rose from 624 million to 1.6

billion tons. The amount of grain available per capita increased by

40 percent during those 34 years. However, from 1984 to 1988, the

world grain production per capita fell 14 percent (Dumont, 1990).

The 1987 monsoon failure in India contributed to an 85-million-ton

drop in world output. In 1988, drought-reduced harvests in the

United States, Canada, and China reduced world grain output by an

additional 76 million tons (U.S. Department of Agriculture, 1988).

During the late 1970s and early 1980s, there was an abundance

of crop production in the United States. In the late 1980s, the trend

began to change. The drought that afflicted the United States in

1988 was by many criteria the most severe on record. It was so

4

severe that domestic grain production fell below consumption for

perhaps the first time ever. North America, which furnishes most of

the world's wheat and feed grain exports, was able to maintain

exports in 1988 only by selling its carryover stocks (USDA, 1988)

Lester Brown (1988) concluded his discussion of problems

related to the decreases in grain production and increases in

population by giving a prediction for the nineties. He stated that this

decade will be unlike any that the world's farmers have ever faced.

He reported that irrigated acreage is likely to be growing slowly

worldwide but declining in some key countries. For the world's more

advanced farmers, there are not many new technologies upon which

to draw. The annual growth in world population is projected to be

greater during the early nineties than at any time in history. And

finally, the prospect of a human-induced warming of the earth now

hangs over the future of agriculture.

In the 1990s, a new issue has forced food shortages back into

the public awareness. War has provided the vehicle to return the

problem of starvation to the news media. The prolonged civil wars

in Africa have resulted in widespread starvation due to reduction in

food production as well as disruption of the food distribution system

(Smolowe, 1990).

In Mozambique, hunger problems previously resulting from

drought and other natural disasters, are now the result of 13 brutal

years of civil strife between the longtime Marxist government, and

the pro-capitalist Renamo rebels. Within view of most of the

starving villages are lush fields which could feed the population of

the entire area. These fields stand uncultivated because villagers are

5

tired of watching as soldiers from one side or the other confiscate

what they have grown. The war has transformed a country with

enormous agricultural and mineral resources into what the United

Nations says is the poorest nation in Africa. Mozambique now

depends on foreign aid for 90 percent of its food (Lyman, 1990).

Both war and drought related food problems have affected the

Sudan area of Africa. Drought has laid waste to the once-lush Tokar

Delta on Sudan's Red Sea coast and has turned this delta's 400,000

acres from rich farmland into a gray expanse of baked clay. At the

same time, the government has declared the famine struck western

region, a disaster area. The 16-month old military government

maintains that this nation of more than 25 million is experiencing

only a "food gap". Most major relief organizations disagree and fear a

major famine beginning early in 1991 ("Millions could die," 1990).

Some U.S. relief officials are reporting that starvation is

currently endangering as many as 11 million Sudanese, who are

blocked from receiving international food deliveries. They assert

that the government is preventing food from reaching the

impoverished south, where the Sudan People’s Liberation Army

(SPLA) has been fighting for autonomy since 1983. The SPLA has

used food in it's war, shooting down relief planes and attacking truck

convoys carrying food from neighboring Kenya ("Eleven million

Sudanese." 1990).

To make matters worse, thousands of Sudanese are leaving their

homes for urban areas in search of food. More than 2 million

Sudanese now live in makeshift camps around Khartoum alone ("In

Sudan," 1990).

6

In Ethiopia, upwards of 4.5 million people may starve if food

relief is not provided. This is more than four times the number

wiped out by the great famine of 1984-85. The situation is not just

the caprice of nature but is largely the work of man. Wealthy donor

nations have pledged hundreds of thousands of tons of foodstuffs.

Distribution networks exist to allocate the food. Relief convoys stand

ready to move it. All that separates millions of malnourished

Ethiopians and Sudanese from the food that could save their lives is a

handful of stubborn men. All are more intent upon winning their

wars than feeding the people in whose interest they are supposedly

fighting (Smolowe, 1990).

The Soviet Union has been in the news because of rumored food

shortages and distribution problems in some areas during the first

part of 1990. Food-distribution problems have actually created

serious shortages despite this year's bumper Soviet harvest.

Hoarding, encouraged by the fear of shortages, has openly increased

the problem. On December 10, 1990, Soviet Foreign Minister Eduard

A. Shevardnadze appealed for U.S. food aid to help the Soviet Union

cope with the critical situation (Kempster, 1990).

On December 12, President Bush granted the Soviet Union up to

$1 billion in federal loan guarantees to buy U.S. food. He also stated

that the U.S. will send a team of experts to the Soviet Union to help

break crippling logjams in the food distribution system (Mossberg,

1990).

As 1991 began, the attention of the entire world was focused on

the Gulf Crisis. As thousands and thousands of members of U.S.

families were called to duty, many citizens became interested in any

7

and all aspects of this conflict. As the prospect of war increased, the

news media examined all possible affects of such a war. One issue

examined was the effect that smoke from bombed and burning oil

wells could have on the climate of Asia. As the prevailing winds

carry this smoke over much of Asia, it was predicted that the

monsoon rains would be altered. With such changes in the amount of

rainfall, hundreds of thousands of Asian people might die due to

starvation (CNN News, personal communication, January 3, 1991).

The facts concerning world hunger pointed out by the Hunger

Project (1985) are staggering:

1. Hunger is experienced by one out of every five people on the

planet.

2. Every year 13 to 18 million people die as a result of hunger

and starvation.

3. Every 24 hours, 35,000 human beings die as a result of

hunger and starvation - 24 every minute, 18 of whom are

children under five years of age.

4. More people have died from hunger in the past two years

than were killed in World War I and World War II combined.

5. The number of people who die every two days of hunger and

starvation is equivalent to the number who were killed

instantly by the Hiroshima bomb.

6. The worst earthquake in modern history - in China in 1976 -

killed 242,000 people. Hunger kills that many people every

seven days.

Hunger is an invisible killer, silently exacting its toll on humanity

- particularly on infants and children, the most vulnerable of its

8

victims. For this reason, James P. Grant, executive director of UNICEF,

speaking in 1980, called hunger the "silent emergency".

Figure 1 shows the nations of the world in which hunger persists

as a basic, society-wide issue. The shaded region is known as the

"Great Hunger Belt". These shaded countries form a remarkably

diverse grouping. Some of them are tropical, others are not. Many

are former colonies. Some are capitalist, while others are socialist.

Most are poor, but some are not (The Hunger Project, 1985).

A full 50 percent of the world's hungry people live in just five

countries - India, Bangladesh, Nigeria, Pakistan, and Indonesia. If

hunger were eliminated in India alone, as much as one-third of the

world's hunger would be ended (Population Reference Bureau, 1983).

1.2 S-t.utiy_F.QCusIn 1975, Dr. Christian Buys and the author undertook a study at

the New Mexico Institute of Mining and Technology (New Mexico

Tech) to see if the attitudes of a group of college students would

reflect a growing concern for the impact of the world food crisis

(Buys & Nartker, 1976). This study assessed attitudes of a group of

students toward the following domains related to the world food

crisis: perceived threat to self, to the United States, and to the world,

and perceived availability of solutions through population control,

through increased technology, and through increased exposure to

traditional religion.

Since that time, several other major studies addressed this issue.

In 1979, under contract to the Presidential Commission on World

Figure 1

Nations of the World In Which Hunger Persists

As A Basic, Society-Wide Issue

10

Hunger, the Market Opinion Research Corporation conducted a poll on

United States attitudes toward hunger. In 1980, this Commission

cited the unequal distribution of wealth as the root cause of hunger.

It concluded that the attributes of the group most concerned about

world hunger are the attributes of the group in favor of equalizing

the wealth: Democrat, low socioeconomic status, undereducated,

female, nonwhite, and young (Mestrovic & King, 1982).

In 1983 and 1984, Chivian (1985) conducted a study to assess

attitudes of 345 Soviet children between the ages of 10 and 17 on

several world issues. In 1985, these responses were compared with

those obtained for 201 age-matched subjects from the United States.

In this comparison, all USSR subjects were more concerned about

pollution, world overpopulation, world hunger, and nuclear war than

were the United States subjects.

The health attitudes and beliefs of a group of 20 vegetarians

were assessed in a study conducted at Fairfax Hospital, Department

of Psychiatry, Falls Church, Virginia. Health concerns were indicated

as the primary reason for avoiding meat products, followed by the

desire to avoid cruelty to animals, dislike of animal flesh, and fear of

world food shortages (Cooper, Wise, & Mann, 1985).

1.3 Present Study

The purpose of the present study was to determine differences

in the attitude of college students toward the world food crisis

between 1975 and 1990. The 1975 study was replicated in 1990.

Attitudinal changes about the following issues were examined:

11

personal threat, United States threat, world threat, population

solution, technological solution, religious solution, and availability of

a solution.

In order to compare results between the original study and the

current study, all data were collected and analyzed in a similar

manner. The same seven attitudinal sub-scales used in the original

study were used in the current study. These scales were developed

to assess students’ attitudes toward various parameters of the world

food crisis. In the current study, final results are in the form of

tables similar to those in the previous study. Finally, these tables

and scores are compared to the tables and scores in the original

study.

1.4 flxp.Qt-hes.e.sThe attitudes of a group of college students toward the world

food crisis will be observed as follows:

1. They will see the crisis as less threatening to them personally, to the United States, and to the world than the students in the previous study did.

2. Population control will be seen as more of a solution than in the previous study.

3. Technology will be seen as less of a solution than in the previous study.

4. Religion will be seen as even less a solution than in the previous study.

5. Availability of a solution will be seen as less likely than in the previous study.

12

These hypotheses are based on current literature and a general

knowledge of the environment and population from which the

subjects were selected.

13

Chapter 2

M ethod

2 .1 Subjects

The subjects for this study were the entire population of

students registered for psychology classes at New Mexico Tech for

the Fall semester, 1990. This college is located 75 miles south of

Albuquerque in the town of Socorro, which is a residential

community with a population of 7,000.

The total number of students enrolled in these classes during the

Fall semester was 106. The number of questionnaires filled out in

each class were as follows: General Psychology (68), Physiological

Psychology (12), Tests and Measurements (10), and Abnormal

Psychology (16). In order to duplicate the study conducted in 1975,

only completed questionnaires were used in the analysis. This

resulted in the study being conducted on the responses of 79

students. These responses were given by 40 males and 39 females.

There were 17 Freshman, 23 Sophomores, 24 Juniors, 14 Seniors and

1 Graduate student. The age of these students ranged from 17 to 51

with the majority (53) being in the 17 to 20 range. There were 49

Science majors, 25 Non-science majors, and 5 Undecided. Thirty of

14

the students were in the infrequent church attenders category (two

or fewer time a year) and 36 were in the frequent church attender

category (one to three times per month).

2 .2 I n s t r u m e n t a t i o n

The instrument used to measure attitudes of college students

was the 53 statement questionnaire which was constructed for the

original Buys and Nartker (1976) study (see Appendix A).

Attitudinal information was obtained from the first 47 questions

while demographic information was obtained from the last 6

questions. Each of the 47 items were rated on a seven-point scale

which indicated strong agreement at one end (7 points) and strong

disagreement at the other (1 point). One-half of the items were

worded in a reverse manner.

In the 1975 study, seven attitude sub-scales were constructed.

The seven sub-scales were as follows:

1. Personal Threat, which contained the six questions (3, 10, 17,

24, 31, & 38) whose content perceived the food crisis as a

threat to self;

2. U.S.A. Threat, which contained the six questions (2, 9, 16, 23,

30, & 37) whose content perceived the food crisis as a threat

to the U.S.A.;

3. World Threat, which contained the eight questions (1, 8, 15,

22, 29, 36, 43, & 46) whose content perceived the food crisis

as a threat to the world;

15

4. Population Solution, which contained the six questions (4, 11,

18, 25, 32, & 39) whose content endorsed population control

as a solution to the food crisis;

5. Technological Solution, which contained the six questions (6,

13, 20, 27, 34, & 41) whose content endorsed technology as a

solution to the food crisis;

6. Religious Solution, which contained the six questions (5, 12,

19, 26, 33, & 44) whose content endorsed traditional religion

as a solution to the food crisis;

7. Availability of Solution, which contained the seven questions

(7, 21, 28, 35, 42, 45, & 47) whose content perceived that an

ultimate solution is available.

These seven scales were based on several refinements of scores

obtained from a pilot study (N = 20) performed as part of the 1975

study. Reliable attitude scales were developed by calculating item-

scale correlations (check for item-scale fit), homogeneity ratios for

each scale (check for sameness of items within each scale), and

reliability measures for each scale. Two scale items (questions 14 &

40) with low scale reliability were eliminated from the final analysis.

In addition, content validity was established by having a group of

professors evaluate the content of the instrument (Buys & Nartker,

1976).

2 .3 P roced ure

This study was conducted during the Fall semester of 1990.

Permission to conduct the study was obtained from Dr. Robert

16

Cormack at New Mexico Tech. He spoke to each class to explain the

intent of the survey and to gain permission from students willing to

participate. He addressed the issue of use of human subjects with

each class. All students were given the option to not participate. All

students in all classes chose to participate in the survey. The

students were told that if for any reason they did not wish to answer

some of the questions to leave them blank. The questionnaires were

then distributed to all subjects who completed them and returned

them directly to the author.

The results of this study will be presented to the subjects upon

completion. Students no longer enrolled at Tech will be mailed the

results, if so requested.

17

Chapter 3

R esu lts

3 .1 The 1975 Study.

Buys and Nartker (1976) reported the following findings for the

original study. The results showed clearly that the subjects

perceived the food crisis as least threatening to them personally,

more threatening to the United States, and most threatening to the

world. Population control and increased technology were slightly to

moderately perceived as solutions, while subjects were slightly

negative about the efficacy of the religious solution. Most of the

subjects felt moderately sure that a solution was available. Table 1

shows these results with the larger score reflecting the more

agreem ent.

Table 11975 Result Summary

S calesNo.

ScaleItem s

ScaleMean

ScaleSD

ItemMean

P ersonal th reat 6 22.3 8.1 3.6United S ta te s threat 6 24.1 7.3 4.0World th rea t 8 41.9 7.3 5.1Population solution 6 27.0 9.8 4.5Technological solution 6 27.8 7.0 4.5Religious solution 6 15.8 8.0 2.6Availability of solution 7 33.6 6.4 4.8

18

Table 2 shows the intercorrelations among attitudes toward the

world food crisis. There were several significant, though small,

correlations associated with threat. Personal threat correlated

positively with threat to U.S.A. (.70) and world (.66). Religious

solutions correlated positively with personal threat (.25) and threat

to U.S.A. (.23). Perceived availability of a solution was negatively

correlated (-.27) with population solution and positively correlated

(.35) with technological solution. Technological solution correlated

negatively (-.30) with population solution.

TABLE 2Intercorrelations Among Attitudes Toward the Food Crisis from the 1975 Study

Scales 1 2 3 4 5 61 Personal threat2 U.S.A. threat .70+3 World threat .66+ .73+4 Population solution .22* .04 .185 Technical solution -.14 -.12 -.13 -.30+6 Religious solution .25* .23* .07 -.10 .127 Availability solution -.18 -.20 -.16 -.27* .35+ -.03

Note.- Significance levels (Guilford, 1965) are based on correlations converted to z ratios (df = 70).* p < .05. + p < .01.

Subjects’ attitudes were also compared within three subgroups:

science and non-science majors, freshmen and seniors, and frequent

and infrequent church attenders. No significant differences in

attitudes toward the world food crisis were found on the t test (df

=60) between science and non-science majors. Freshmen, in

comparison to seniors, perceived that the food crisis posed less threat

to themselves (f=-1.8, p < .05, df =35), the United States

19

( t = -2.6, p < .05), and the world (t = -2.2, p < .05). Freshmen also

felt that there was a solution for the food crisis available (t = 2.3, p <

.05) while the seniors did not. Infrequent church attenders (two or

fewer times per year), in comparison to frequent church attenders (1

to 3 times per month), favored population control to help abate the

food crisis (t = -2.1, p < .05, d f = 50), and were less sure that

traditional religion would help solve the problem (t = -3.1, p < .01).

3 .2 The 1990 Study

The results from the 1990 study are presented in the form of

tables and figures for each comparison. The boxplot figures show the

overall level of values, the overall variability or spread of the data,

whether the main body of data values is distributed symmetrically

around the median, and any values that stray markedly from the

rest. The outlined central box depicts the middle half of the data

between the 25th and the 75th percentiles. The horizontal line

across the box marks the median value in the data. The "whiskers"

extend from the top and bottom of the box to depict the extent of the

"main body" of data. Extreme data values are plotted individually

using a circle. The shaded area on each box indicates the 95%

confidence interval around the median.

Table 3 and Figure 2 show a summary of the result obtained

from this study. The subjects perceived the food crisis as least

threatening to themselves, more threatening to the United States,

and most threatening to the world. Increased technology was

moderately perceived as a solution to the food crisis followed by

20

population control. The subjects were slightly negative about the

efficacy of a religious solution. They felt moderately sure that a

solution was available.

Table 31990 Result Summary

S calesNo.

ScaleItem s

ScaleMean

ScaleSD

ItemMean

Personal threat 6 18.8 8.0 3.1United S ta tes threat 6 24.5 7.8 4.1

World threat 8 40.3 8.5 5.0Population solution 6 22.1 10.1 3.7

Technological solution 6 28.3 6.1 4.7Religious solution 6 15.7 7.2 2.6

Availability of solution 7 35.1 5.7 5.0

7-

6

Oo C0E

til IPersonal United World Popula- Techno- ReligiousAvail-Threat States Threat tion logical Solution ability of

Threat Solution Solution Solution

Figure 2. 1990 Result Summary(The outlined box depicts the middle half of the data between the 25th and the 75th percentiles. The horizontal line across the box marks the median value in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates the confidence interval around its median.)

21

Intercorrelations among attitudes toward the world food crisis

are shown in Table 4. There are several significant, though small,

correlations associated with threat. Personal threat correlated

positively with threat to U.S.A. (.72), and world (.70). World threat

positively correlated (.85) with U.S.A. threat. Population solution

correlated positively with personal threat (.34), U.S.A. threat (.26),

and world threat (.28).

TABLE 4Intercorrelations Among Attitudes Toward the Food Crisis from the 1990 Study

S ca le s 1 2 3 4 5 61 Personal threat2 U.S.A. threat .72+3 World threat .70+ .85+4 Population solution .34+ .26*

*0004

5 Technical solution -.17 -.13 -.15 .026 Religious solution .06 .11 .09 -.19 -.187 Availability solution .06 .04 -.04 -.08 .22* -.09

Note.- Significance levels are based on correlations converted to z ratios * p < .05. + p < .01. (d f = 77).

The subjects' attitudes were compared within the same three

subgroups as in the 1975 study. These groups were: science and

non science majors, freshmen and seniors, and frequent and

infrequent church attenders. In addition, a comparison was done

between the attitudes of male vs. female subjects.

No significant differences in attitudes toward the world food

crisis were found on t tests between science and non-science majors

or between Freshman and Seniors, (see Appendix D & E for test

results). Infrequent church attenders in comparison to frequent

church attenders favored population control to help abate the food

22

crisis (t = -2.1, p < .05, d f = 63) and were less sure that traditional

religion would help solve the problem (t = 4.4, p < .01, d f = 63), (see

Appendix F for test results).

The comparison between female and male subjects showed

significant differences in the category of threat. The female subjects,

in comparison to male subjects, felt that the food crisis posed more

threat to themselves (t = 2.3, p < .05, d f = 73), the United States (t =

4.0, p < .01, d f = 73), and the world (t = 3.3, p < .01, d f = 75). There

were no significant differences in the category of solution between

attitudes of males and females, (see Appendix G for test results).

3 .3 Comparison of Results

A pooled t test was run to test for any significant differences

between the means from the 1975 study and the 1990 study (see

Table 5).

Table 5Comparison of 1975 and 1990 Means

S ca les 1975Mean

1 9 7 5SD

1990Mean

1990SD

Pooledt

Personal threat 22.3 8.1 18.8 8.0 2 .669+United States threat 24.1 7.3 24 .5 7.8 -0 .3 2 4World threat 41 .9 7.3 40 .3 8.5 1 .2 3 5Population solution 27.0 9.8 22.1 10.1 3 .020+Technological solution 27.8 7.0 28 .3 6.1 -0 .4 6 9Religious solution 15.8 8.0 15.7 7.2 0 .0 8 0Availability of solution 33.6 6.4 35.1 5.7 -1 .5 2 3

+ p < .01

23

There was a very significant difference on personal threat (t =

2.6, p < .01, d f = 149) between the responses from the 1975 and

1990 studies. The subjects felt less threat to themselves personally

in 1990 than they did in 1975. There was a very significant

difference on population solution {t = 3.0, p = .01, d f = 149) between

the two studies. The 1990 subjects saw population control as a less

promising solution than did the subjects in the 1975 study. There

were no significant differences between means of the other

categories.

Both the 1975 and the 1990 study showed no significant

differences between the attitudes of science and non-science majors.

Also, the attitudes of frequent vs. infrequent church attendance were

the same between the 1975 and the 1990 study.

The attitudes of Freshman in comparison to Seniors however

were different in the 1990 study. Although Freshman felt uniformly

less threatened than Seniors in 1975, there was no significant

difference in 1990.

24

Chapter 4

D iscu ssion

The purpose of the 1990 study was to assess the attitudes of a

group of college students regarding the world food crisis, and to

compare these results to those obtained in the original study in 1975.

The similarity of Tesults between the two studies was striking.

Perhaps the main conclusion to be drawn from comparing the results

of the two surveys is that college students' attitudes toward the

world food crisis have changed very little in the past 15 years. Only

two means showed a significant change. In 1990, students felt less

personally threatened by the world food crisis than in 1975. Also, in

1990, respondents felt less sure that population control offered any

hope of solution.

The 1975 study reported that the respondents of that study did

not feel personally threatened by the food crisis. The authors' felt

that this was in contrast to the literature of the time (Heilbroner,

1974; Huxley, 1956; Lewin, 1975; Simpson, 1968) which stressed

that citizens of the United States, even though they were not

currently suffering ill-effects, had strong reasons for being

personally threatened by the shortage of food and food reserves.

25

The 1990 study found that respondents felt less personally

threatened than in 1975. These results were in support of the

hypothesis. Current literature, however, indicates that worldwide

food production has decreased during the 15 year period (Brown,

1988).

The respondents in both studies perceived the threat to the rest

of the world to be much greater than to themselves. This country

has only recently begun to experience economic decline. The past

decade has been one of relative prosperity. Only in the late 1980s

and early 1990s has the economic situation begun to change. It is

very possible that the respondents, living in a small New Mexico

town, had not felt the effects of these changes in the fall of 1990, and

consequently felt less threatened.

In addition, new issues have become a threat to each person, the

U.S.A. and the world. AIDS has become a world wide problem in the

last decade. Each member of the world community has been

threatened by this fatal epidemic. The issue's surrounding this

problem have been addressed in the media as well as in some

professional literature (Abramson, 1990; Findlay, 1990; Freundlich,

1990; Rounds, Galinsky, & Stevens, 1991; Ryan, 1991; Stuntzner-

Gibson, 1991).

The destruction of the environment is perceived to be a greater

personal and social threat than a shortage of food. Much recent

literature has discussed the environmental problems which people

encounter in their daily lives (Charles, 1990; Mannix, 1991; Satchell,

1990; Sherrid, 1991). Other authors have addressed the problems

associated with global climate changes in the last few years and their

26

effects on the future (Bromley, 1990; Hansen, Rossow, & Fung, 1990;

Monastersky, 1990; Raval & Ramanathan, 1989). In addition, the

issue of the threat of the pollution produced by humanity has been

addressed (Carpenter, 1990). The author believes that these issues

have been perceived as a greater threat to the subjects of this study

than the issue of the world food crisis.

Another significant change in attitudes between the two studies

was that the respondents in the 1990 study felt less sure that

population control offered any hope of a solution to the food crisis.

The author stated in the hypotheses that the subjects in the 1990

study would see population control as more of a solution that in the

1975 study. The opposite was found to be the case. Talking to the

subjects following the completion of the questionnaire, there seemed

to be an attitude that the problem with population control as a

solution was the ability to limit population growth. Several subjects

stated they were planning to do their part by having no children, but

felt that it was an almost impossible task to limit the world's

population. Many authors have presented arguments on both sides

of the population control issue. One school of thought supports the

position that population densities and growth rates in the Third

World are contributing to hunger and poverty and need to be

controlled (Ehrlich, 1968; Hardin, 1974; Huston, 1979; Malthus,

1976; Moraes, 1974; Snow, 1969). Another school of thought

supports the position that population growth is not the problem and

does not need to be controlled (Caliendo, 1979; Kahn, Brown, &

Martel, 1976; Maddox, 1972; Simon, 1981).

27

The remaining hypotheses predicted that technology, religion,

and the availability of the solution would be seen as less possible

then in the previous study. The results showed that there was very

little change in the attitudes between the two studies on the issues of

technology and religion but showed a more positive prospect of there

being a solution available.

The findings of the 1990 study and its comparison to the 1975

study contained interesting information concerning the attitudes of

college students on the world food crisis. These issues may become

more prominent in the future as problems in the environment cause

reduction in ability to produce food. The environmental and social

effects of the war in the Middle East will have long term

consequences for all peoples of the earth. There will need to be both

world wide support and world wide cooperation if the world food

crisis is to be solved.

It is a common occurrence in the practice of social work, to deal

with problems which arise fundamentally because of the cumulative

attitude of different social groups. To deal with such problems, it is

necessary to identify specific group attitudes and to monitor changes

in attitudes in order to best address these problems. Thus, the

current study is a model of the kind of social work that is sometimes

necessary to provide more permanent solutions to changing social

problem s.

At the macro-level, problems of malnutrition on a large scale

can clearly dominate more conventional social problems. The

authors own personal interests are in dealing with family and

28

childhood problems and the global issues which are far outside the

control of individual families.

Family life in the United States is tied to conditions in

developing countries. U. S. economic growth is heavily dependent on

trade with the developing world. Social workers believe that

strengthening families in the United States requires strengthening

families in developing countries as well (National Association of

Social Workers, 1991).

The issues relating to the world food crisis will only be

resolved because of public concern. It is the author's point of view

that macro issues which effect children and families can only be

solved by education of the general public.

There are several limitations to the current study. Perhaps the

most significant is that the population of "college students" is not

representative of the general population at large. Clearly, both the

age distribution and the educational background of college students

differ greatly from that of the general population. We note that it is

the attitude of the population at large which can provide the impetus

for social change which is necessary to abate world wide hunger.

The current study, therefore, provides only interesting side

information on how much closer we are in 1990 to a solution than we

were in 1975.

Under normal circumstances, when comparing a large number

of means for difference significance, it is appropriate to apply a

multi-way analysis of variance. In the present study, the author

focused both on reproducing the method, and the style of

presentation of results, of the 1975 study. Nevertheless, the

29

exclusive use of t-tests in comparing means contributes a limitation

to the current study. The results presented here should be

interpreted with caution. Further testing would be needed before

these results can be considered conclusive.

An additional page could have added to the background

information section in order to obtain more information about issues

concerning the subjects of the 1990 study. It would have been

interesting to research the difference in attitude between American

born subjects and foreign born subjects. The American bom subjects

could have been sub-divided into geographical areas of the country

to assess the differences in attitude between different areas.

30

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35

Annotated Bibliography

Brown, J. L. (1987). Living hungry in America. New York:

Macmillan.

Case studies on the following topics are presented in this book: food relief, the poor, hunger, andmalnutrition in the United States.

Byron, W. J. (1984). Feeding the hungry: a decade of inaction.

A m erica. 151 . 321(3).

This article addresses the fact that very little has been done in the last decade to solve the problems surrounding the feeding of the hungry.

Castro, J. (1977). The geopolitics of hunger. New York: Monthly

Review Press.

Topics covered in this book are food supply, nutrition, and hunger.

Collins, T. (1987). The Irish hunger strike. Dublin: White Island Book

Company.

This book looks at the history of Ireland in the 20th century, the history of Northern Ireland, the politics and government in 1969 in Northern Ireland and the hunger strikes in Northern Ireland.

George, S. (1977). How the other half dies: The real reasons for

world hunger. Montclair, NJ: Allanheld, Osmun & Co.

36

This book examines the role of the affluent nations in the crisis. It looks at the role of their governments, their transnational agribusiness corporations and the international institutions they control.

Golkin, A. T. (1987). Famine, a heritage of hunger: a guide to issues

and references. Claremont, CA: Regina Books.

Several of the issues discussed in this book are famines, food supply, and food relief.

Hardin, C. M. (Ed.). (1969). Overcoming world hunger. Englewood

Cliffs, NJ: Prentice-Hall.

This book is a collection of papers that were presented at the thirty-fourth American Assembly program at Arden House, Harriman, New York.Participants in this meeting discussed issues bearing on world hunger and malnutrition.

Helmuth, J. W., & Johnson, S. R. (Eds.). (1989). 1988 world food

conference proceedings (Vols. I & II). Ames, IA: Iowa State

University Press.

Volume I of this set contained the policy addresses while Volume II contained the issue papers presented at this conference.

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Society. 17. 26(3).

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Kent, G. (1984). The political economy of hunger: The silent

holocaust. New York: Praeger.

37

Dr. Kent addresses the problem of hunger by first describing the dimension and violence of hunger, then looking at the different explanations for hunger, and finally looking at the remedies to hunger.

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This book looks at the food assistance policy from Kennedy to Reagan.

Marx, H. L. Jr. (Ed.). (1975). The world food crisis. New York: H. W.

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The nutrition policy in the United States was discussed. Other topics covered include hunger, malnutrition in the United States, and nutritionally induced diseases in the United States.

Sen, A. K. (1981). Poverty and famines: an essay on entitlement and

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University Press.

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Talbot R. B. (1978). The world food problem and U.S. food politics

and policies: 1977. Ames, IA: Iowa State University Press.

38

This book is a collection of articles by many authors which address five different topics associated with the world food problem .

Talbot R. B. (1990). The four world food agencies in Rome. Ames,

IA: Iowa State University Press.

This study discusses the four world food organizations that are based in Rome. It attempts to address the need for and contribution of these organizations.

Weiss, T. G. (1976). The world food conference and global problem

solving. New York: Praeger.

This selection presents the information talked about in the World Food Conference held in Rome in 1974. One of the topics discussed was that of the food supply.

Wennergren, E. B., Plucknett, D. L., Smith, N. J. H., Furlong, W. L., &

Joshi, J. H. (1986). Solving world hunger: The U.S. stake. York,

PA: Maple Press Company.

This book provides a perspective on world food issues and a discussion of why and how the United States participates in solving related problems.

Where do we stand in the war on hunger? (1984). UNESCO

Courier. p4(l).

This paper looks at what has been done about this problem and where we are in the war on hunger.

A ppendix A.

The 1975 (and 1990) Survey Q u e stio n n a ire

40

Here are 47 statements on the world crisis. You can state your position by circling one (and only one) of the seven answers listed under each question.

If the statement does not apply to you circle an answer as though the statement does apply to you. If your exact position is not given, please choose the position that comes closest to it.

Please respond to each question.1. The world food crisis is a major problems for the w orld .

Strongly M oderately M ild ly M ild ly M oderately S tronglyA gree A gree A gree U ndecided D isagree D isagree D isagree

2. The world food crisis is a major problem for the United States.

Strongly M oderately M ild ly M ild ly M oderately StronglyA gree A gree A gree U ndecided D isagree D isagree D isagree

3. The world food crisis could cause serious changes in my personal life style.

Strongly M oderately M ild ly M ildly M oderately StronglyA gree A gree A gree U ndecided D isagree D isagree D isagree

4. The only solution to the world food crisis is to reduce theworld's population.

Strongly M oderately M ild ly A gree A gree A gree

M ildly M oderately S trongly U ndecided D isagree D isagree D isagree

5. Only God can stop the world food crisis.

Strongly M oderately M ildly A gree A gree A gree

M ild ly M oderately S trongly U ndecided D isagree D isagree D isagree

6. The world food crisis can not be solved unless bettertechnological methods for growing food are developed

Strongly M oderately M ild ly A gree A gree Agree

M ild ly M oderately S trongly U ndecided D isagree D isagree D isagree

7. The world food crisis is too complex to understand.

Strongly M oderately M ildlyAgree Agree Agree

M ildly M oderately Strongly U ndecided D isagree D isagree D isagree

41

8. The world food crisis is a major problem for the underdeveloped countries throughout the world.


9. The world food crisis is not a major problem for the United States.


10. The world food crisis will not cause serious changes in my personal life.


11. Reduction of the world's population is not a solution to the food crisis.

Strongly M oderately M ild ly M ildly M oderately S tronglyA gree A gree A gree U ndecided D isagree D isagree D isagree

12. People of the world must turn to religion to solve the world food crisis.


13. The world food crisis can be solved without farther advancements in technology.


14. There is no solution to the food crisis and mankind may soon d isappear.


15. The world food crisis is not a major problem for the developed countries throughout the world.

Strongly M oderately M ildly Mildly M oderately StronglyAgree Agree Agree Undecided Disagree Disagree Disagree

42

16. Unless the world food crisis is solved, social and economic chaos will come to the United States in the near future.


17. Unless the world food crisis is solved very soon, my family may not have enough to eat.


18. Population control is the key to solving the world food problem.


19. People cannot stop the world food crisis without the help of God.


20. The world food crisis can not be solved by technology since technology is part of the problem.


21. To suggest that the world food crisis will be solved in the near future is ridiculous.


22. The world food crisis is not as serious as the popular news media has suggested.


23. The world food crisis will not cause social and economic chaos in the United States.

Strongly M oderately M ildly Mildly M oderately StronglyAgree Agree Agree Undecided Disagree Disagree Disagree

43

24. The world food crisis will not cause my family to go hungry in the near future.

Strongly M oderately M ildly M ildly M oderately S tronglyA gree A gree Agree U ndecided D isagree D isagree D isagree

25. Population control is not the key to solving the world food problem .


26. The world food crisis is part of God's plan. It will work out for the best.


27. To blame technology for the world food crisis is ridiculous.

Strongly M oderately M ildly M ild ly M oderately S tronglyA gree A gree Agree U ndecided D isagree D isagree D isagree

28. Governments have never really co-operated and will probably not help each other fight the world food crisis.

Strongly M oderately M ildly M ild ly M oderately S tronglyAgree A gree Agree U ndecided D isagree D isagree D isagree

29. The world food crisis is m ore serious than the popular news media has suggested.


30. The United States food crisis is not as serious as the popular news media has suggested.


31. The world food crisis will d irectly affect my children (circa 2000AD).

Strongly M oderately Mildly M ildly M oderately StronglyAgree Agree Agree Undecided Disagree Disagree Disagree

44

32. Limiting each family to no more than 2 children should help solve the food shortage.

Strongly M oderately M ild ly M ild ly M oderately S tronglyAgree A gree A gree U ndecided D isagree D isagree D isagree

33. The world food crisis can not be solved by God alone.

Strongly M oderately M ild ly M ildly M oderately S tronglyAgree A gree A gree U ndecided D isagree D isagree D isagree

34. Technology may be the only thing that can help solve the world food crisis.


35. Through co-operation with each other, the governments of theworld will find a solution to the food crisis.


36. Unless the world food crisis is solve, social and economic chaos will come to all countries of the world.


37. The United States food crisis is m ore serious than the popular news media has suggested.

Strongly M oderately M ild ly M ild ly M oderately S tronglyAgree A gree A gree U ndecided D isagree D isagree D isagree

38. The world food crisis will not directly affect my children (circa 2000AD).


39. The food shortage would not be solved by limiting each family to 2 children.

Strongly M oderately M ildly M ildly M oderately StronglyAgree Agree Agree Undecided Disagree Disagree Disagree

45

40. To suggest that the world is starving because of God is ridiculous.


41. The world food crisis can not be solved by giving the underdeveloped countries better technologies for crop production.

Strongly M oderately M ildly M ildly M oderately S tronglyAgree A gree A gree U ndecided D isagree D isagree D isagree

42. The world food crisis can be and will be solved.


43. The world food crisis will not cause social and economic chaos in the world.


44. Religion cannot solve the world food crisis since it is partly responsible for it.

Strongly M oderately M ildly M ildly M oderately S tronglyA gree A gree A gree U ndecided D isagree D isagree D isagree

45. The world food crisis is not too complex to be solved.


46. The world food crisis is not a major problem for the world.


47. Man will overcome the food crisis as he has overcome other problems in the past.

Strongly M oderately M ildly M ildly Moderately StronglyAgree Agree Agree Undecided Disagree Disagree Disagree

46

Here are some other questions which we would like you to answer.

48. Age _______

49. Sex: Male or Female

50. Class Rank (circle one): Freshm an

Sophom ore

Junior

Senior

O ther ____________________

51. M ajor __________________

52. R e lig io u s P re fe re n c e _____________________

53. Church attendance (circle one):

a. about once weekly

b. at least once a month

c. 3 or 4 times a year

d. once a year or less

e. never

Appendix B.

The 1990 Survey Raw D ata:Rows a re Q uestionnaires/C o lum ns a re Q uestions

48

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o ’ r—i CM ro CM o ’ CM CM rH CM co rH CM rH rH ro CO rH

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cm in ro r - VO m VO CM CM CO CO r - CM P“ vo rH CO CM

cm o ’ VO p* r - VO VO in CM in VO p* r * rH vo P* P“ P>

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CM CM rH VO ro m in CM in CM rH rH O’ rH ro m CM CM

CM 1-t ro CM VO CO m o ' CM m CM CO O’ P - CM in VO VO

CM O rH CO rH CM rH CM rH O’ rH rH CO r - CM m CM co

rH OV rH CM rH m rH CM rH rH CM CM O ' p* in CM rH vo

rH CO in rH CM CM CM VO P- in VO CM m rH CM in CM vo

rH C— rH rH rH CM CM CO CM CM CM rH rH P* CM rH rH rH

rH VO CM rH CM in m VO CM O’ in CM CM P - vo CO in CM

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rH O’ rH rH CM rH rH CM rH CO rH rH rH rH rH rH rH rH

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rH CM CM CM rH o ' rH CM rH rH CM CM O ' rH in rH rH CO

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ro m rH rH CM in CO CO O ’ CM CM O ’ P* m rH m CM

CM VO CO rH CO r- vo CO m VO VO vo P* in CO in co

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in O rH rH rH ro CO ro CM rH CM rH CM rH rH rH CM roos £ £ £ P* £ Ph £ £ Pu £ fa £ £ £ fa £

ID CO CO rH os o os CO 00 CD os vo r- r- O oCO rH rH rH in rH CM rH rH rH rH rH ro CM rH CM CM

p** 10 in m CM UO ro UO UO r- UO UO uo uo VO r»

VO CM in rH rH ro ro ro CM UO CM ro CM CM rH CM

^ in r- m uo VO r- vo vo r- r* VO ro uo r- r* VO

•O' ^ m in uo r* in m uo n* rH CM in 1 CM

^ to ro vo CM r- m in ro vo CO uo CO ro rH UO

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ST rH 1 in in in r- ro ro CM CM rH ro uo CO CM VO CM

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ro co ro m m rH UO vo CO VO ro vo vo vo ro ro to r-*to r- m CM CM rH m ro CM ro CM UO vo CO r- coro id m m rH VO ro ro uo (O uo CM ro uo uo uo r- roro uo m m UO VO vo in •O’ UO vo ro vo vo UO uo r- vo

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CM O CM ro ro rH CM ro ro CM ro rH CM ro ro CM rH CMrH OS rH rH CM rH rH rH CM rH rH rH vo rH UO r*

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co co i n CM c o vo O* m v o p - vo P - rH vo p - m co O ’

co r-> r o m o ’ O ’ o ' m O ’ rH CM CM m O ’ rH O ’ CO CM

r o '& o ’ CO o ’ i n rH CM vo rH <N CM r - vo CO rH O ’ VO

co i n CO vo v o i n O ' i n r - r * CM r - vo p - CO m i n p *

c o o ' m CO CM i n r - O ' vo i n VO vo v o rH CO m m rH

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r- CM co rH CM rH CM CM CM rH rH m CO CO CM co rH

VO VO i n P» CO rH i n CO rH CM CO r~ CM v o m i n m

m rH rH O ’ rH rH r- 1 rH rH CO rH rH co O ’ O ’ rH

o ’ o ' rH rH rH rH p» 1 rH CM i n m CM i n CM i n rH

r o V VO CO rH VO CM CM rH CM CM p - CO CM rH O ’ O ’

CM O ' i n m O ' rH i n VO CO CM VO i n m O ' rH m P *

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co o * m vo r - GO ON O rH CM CO O ’ i n VO r - GOCO CO CO CO c o CO CO O ’ O ’ O ’ O ' O ’ O ’ O ' O 1 O ’

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52

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UO r- VO np rH rH np p * CO VO

CO CM VO CO co UO VO VO uo UO

CM rH vo CO co CO CO CO uo CM CM

p» P- vo r- r- P - p * r- p» P“ VO

CM rH CM co CM rH CM CO CO CM CM

CO rH CM uo CM P* vo CO uo P * CO

CM rH rH rH CM rH rH co CM rH rH

CO rH rH «5P CM VO in CM rH CO CM

uo CM CM vo CO CM uo CO P - to CO

vo p - CM p - r- CO vo VO P - vo r -

r- p * UO r - p - in p~ vo P - vo p *

O ' o rH CM CO np uo vo P - 00 O 'vo p- P “ r- P - P - p * p - P “ p - r -

53

i n r o 0) <1> V 0 0 0 J3 0 T3 co <D co o TJ

vo rH r - P * 00UO CNJ rH rH rH rH rH 1 CN rH rH r - x r CO p~

O O rH O o rH CN rH CO rH o o oi n rH rH CO CO CO CO CO CO CO CO CO rH rH rH CO

i n o CO CO *0* CN CO CO XT CO x r P* CN CN

x r o n £ fcu £ I n t*4 \*4 b u* £ £ £ Cn U4 Cu

rH o o as CO P “ CO r - r - o o 00 rHx r oo CN CN CN rH CN CO CN CN CN CN x r rH CN

p * m m m VO r - p * CN x r rH x r i n P * x r

xT VD i n m CN rH CN CN CN rH rH CN CN CN VO - v

i n r - m vo p * r** p * m CO VO i n x r i—i p * m^ x r r - r - m CO p * m CO VO i n x r p * rH v o

x r r o CN m co CN m CN CO CO CN c o XT m c o rH

^ CN VO co m VO r * VO i n r - i n p * i n

x r rH CN CO m rH rH CN CO i n p * co x r CO CO CO

x r O p* p * p * VO VO p * p* p * i n p * p - p * p * r-

CO ON CO co m rH i n CO vo m x r x r vo CO co

CO 00 vo m CN i n CO rH rH v o O’ rH rH

c o p - x r rH m CN V VO XT i n i n XT

co vo CN m VO vo XT r ~ CO CO x r vo P»

co m vo in CN VO vo p * i n in rH p * vo VO

co ^ i n CO i n CN CO CN CN vo rH CN rH CO x-tc o co rH r- p» r - ro p * r - vo rH VO p* r- vo P»

CO CN VO vn m p* CO vo CN v o m O' CN v o mCO rH x r CN CN vo CN XT CO i n p* CN x r x r rH p*

CO o m CO <N VO 'O’ CO CO O ' CO m rH

CN ON x r rH x r VO V vo XT x r m CO i n

CN 00 CO m vo CN CO r - CN i n m p * x r CN CN c o

cn r - vo m m r * CO r - m i n CN co O ' rH VO CN

CN VO x r rH rH rH CN rH rH rH 'O' rH rH rH p * rH

cn i n vo rH CO rH CO VO VO CO rH VO CN VO CN Hcn x t r - p * vo CN vo i n vo rH XT P- O’ VO P* VO

CN CO r o vo CO rH x r m x r rH CO r * x r CO CO CN

CN CN x r r - CO CN XT CN CO rH x r x r CO CN •H

CN rH CN m i n rH CO p * m CO r - p * O' CO CN m

CN O rH CN CN CN CN vo CO x r co rH O’ CN CN

rH ON CN rH rH rH i n rH CO CO rH m rH i n P * CN

rH CO CN p * CN r - CO rH rH CN P “ co XT rH VD VO

rH P* rH CN rH i n CN CN CN CO CO rH x r CN rH rH

rH VO rH CO CN vo CO CN CN vo x r rH co i n -H VO

rH i n VO vo m rH CN rH CN rH rH CO x r CN i n CN

rH ^ rH CN rH rH rH rH rH rH x r rH x r CN rH rH

rH CO VO CN XT r - i n rH m CN vo m CO x r VO CO

rH CN rH rH rH rH rH rH CN rH m rH VD P * CN

rH rH VO CN rH rH m CN p * CO rH r * x r m VO VO

rH O VO VO VO CO x t rH m CO i n p» XT m p» CN

ON CO m m rH CO rH CO CO CO in x r CN co CN

CO vo CO r- r - p - r- i n r - r- p * vo P» p * P*

p» rH CN rH rH c o rH CO c o rH CO rH CO i n invo CN CN CO rH CO VO CO m CN CO i n x r co co

m rH rH rH rH rH rH rH CO rH p * rH rH xr rH

NT CN VO VO p * CN rH rH P - rH x r CO rH rH

co rH CN CN VO x r CN rH vo CO rH m m rH VO

CN CO CN CO r- m r- CN i n i n i n m vo CO P*

rH rH VO m m p* i n p * VO v o p» P» m ©CO

p * i n P-CO CO

>1W o rH CN co m VO r - CO as o w rH CN co

Oc CO CO CO CO 00 CO 00 00 00 00 as a4 as cn as

54

m m CO XI co S i *0 <0 XI <D CD (D u

VO ONm cnj cn r - n 1 rH rH r -

o o vo ON vo © om «h rH rH CN CN rH rH CN rH cn rH ON

m o CN rH cn cn CN c n CN CN CN ■3*

n* on CM Cm Cm Cm Cm Cm Cm Cm Cm Cm £ £

ON ON rH CN rH O ON O O ON o00 rH rH CN CN CN CN rH CN CN CN rH CN

*p r - VO i n VO p» VO i n VO VO r - CN VO r -

VO rH CN CN cn cn rH CN rH rH rH VO cn

^ m VO VD vo vo in VO r - r— r - cn vo

n* «c rH CN CN CN CN rH rH r - cn m

v cn CN CN m cn * r CN VO c n • c •tp vo p -

CNJ CN r - m vo P - VO vo r - i n p - r -

^ rH n 1 cn rH rH CN VD vo *p CN r - CN m

n* o r - vo P» p» vo r - r » r - r— r * P - r -

c n on vo CN CN c n cn vo r - p - cn CN cn vo

cn co n* cn m < r i n CN m vo <3* CN vo

cn p* VD i n m in CN i n i n vo cn r— CN n*

cn vo VO i n in cn n 1 vo m c n n 1 < r CN cn

cn i n m rH r - i n i n r - r - vo cn r* VO r -

cn ^ cn cn vo vo in CN vo vo cn c n VO m

cn cn p - r - i— vo m rH m r - r - r - m

cn cn CN vo vo vo i n rH cn rH i n vo m m

cn «-h m cn in i n rH i n vo CN <3*

cn o CN CN cn CN cn CN i n CN cn pH VO m

CN ON VO m m i n CN V cn c— rH r - CN i n

CN CO i n CN VO rH CN i n vo CN r - r - cn CN

c n p - m cn m r - CN CN vo VO p - CN vo CN

CN vo CN CN CN CN cn rH rH rH rH *p CN

c n i n vo CN rH VO cn r - m r - CN cn vo i n

c n n * «p VO VO vo r - m f-> e' cn vo r -

c n c n cn cn i n CN cn t n CN CN en CN vo m

CN CN CN rH rH CN cn rH CN rH rH i—t VO cn

CN rH cn VO VD m n 1 rH cn CN C— CN cn i n

CN O CN cn rH rH cn in cn CN CN cn rH CN

rH ON cn •O’ CN VO cn r - rH rH «H n 1 CN

rH 00 CN m r - CN i n i—i CN rH vo rH cn cn

rH r - cn CN CN rH rH m rH rH rH cn rH

rH VO n 1 vo cn cn CN cn r * VO CN rH cn CN

rH i n CN i n CN rH cn rH CN CN m CN vo cn

rH n* rH rH rH rH i n rH CN rH rH rH CN rH

rH Cn cn VO rH rH CN r - cn rH i n i n rH CN

rH CN m n* rH CN cn vo *p rH rH rH «sr c n

rH rH r - cn VO c n cn r - m r - CN CN r - m

rH © vo n ' c n m cn VO n* m t n vo

ON CN CN CN CN i n rH CN c n m CN L0 vo

03 r* r - rH rH r - rH r - vo p - r - r - r -

r - rH CN CN CN rH CN rH rH r - in i n

VO cn r* c— m rH VO VO CN n ' vo vo

m CN CN rH rH cn r - cn pH CN rH CN

rH m rH CN CN rH cn rH CN cn «H CN

cn CN CN m VO in n 1 rH cn i n cn rH

CN VO i n vo vo VO r - m i n vo r - i n c n

rH VO r- VO r - VO r- vo r - i— r - i n i n

o rH CN cn %p m*cr m VO r- CO ON o O O o o oON ON ON ON ON ON rH rH rH rH rH rH

mm

voVO

55

KEY

S u rv ey Q u estio n sS tro n g ly A g re e 7M o d e ra te ly A g re e 6M ild ly A g ree 5U n d e c id e d 4M ild ly D isa g re e 3M o d e ra te ly D isa g re e 2S tro n g ly D isa g re e 1

Q uestion 48 - A ge

Q uestion 49 - SexM a le MF e m a le F

Q uestion 50 - C lass R ankF r e s h m a n 1S o p h o m o re 2J u n i o r 3S e n io r 4O th e r 5G ra d u a te 6

Q uestion 51 - M ajorU n d e c id e d 1C h e m is t r y 2P h y s ic s 3C o m p u te r S c ie n c e 4P h y s ic s /C o m p u te r S c ie n c e 5E le c t r ic a l E n g in e e r in g 6P r e - V e t 7G e o lo g y 8C rim in a l J u s t ic e /S o c io lo g y 9P s y c h o lo g y 10P e t r o le u m 11M a te r ia l s 12B u s in e s s A d m in is tra t io n 13Special 14C h e m ic a l E n g in e e r in g 15B io lo g y 16P re -M e d 17M a th /C o m p u te r S c ie n c e 18E le c tr ic a l E n g in e e r in g /C o m p u te r S c ie n c e 19B io c h e m is t r y 20A s t r o p h y s ic s 21M e c h a n ic a l E n g in e e r in g 22M a th / P h y s i c s 23

56

Q uestion 51 - M ajo r (con tinued) M e ta l lu r g ic a l E n g in e e r in g G e o p h y s ic s B io lo g y /P r e - M e d P s y c h o lo g y /B io lo g y P s y c h o lo g y /E d u c a t io n E n g in e e r in g S c ie n c e T e c h n ic a l C o m m u n ica tio n M a thG en era l S tu d ies B asic S c ien ce E d u c a tio n

Q uestion 52 - R e lig io u s P refe ren ce A g n o s t ic LD S (M orm on)B a p tis t C a th o lic M e th o d is t C hurch o f C h ris t N o n eD isc ip les o f C h ris t (C hristian ) N ot app ly (n /a )U n ita ria nA th e is tE p is c o p a l ia nU n d e c id e dC h r i s t i a nP o ly th e i s tJ e w is hB u d d h is tJ e h o v a h 's W itn e ss L u t h e r a n

Q uestion 53 - C hurch A ttendancea.b.c.d.e.

2425262728293031323334

12345678 9

101112131415161718 19

ab o u t o n ce w eekly at least once a m onth

3 o r 4 tim es a year once a y ea r o r less

n e v e r

57

Appendix C.

The 1990 Survey. Data _ Analyzed;Rows are Q uestionnaires/Colum ns are Q uestions

58

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co vd co in n ^ co coCO CM

CO rH

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CM Ol

CM CO

c n r ~

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cm i n

CM ^

CM co

CM CM

CM «H

>1COa*

T 3 <0 <0 fO £3 <U <0 £ 3 0 fCJ £ 3 <0 £ 3 10

rH CM CM CO rH c \ * p CM u o VO

O O CM COrH rH CM UO VO r - c o 00 v o rH rH o rH rH rH

rH rH CO CO CM CO CM CO rH rH rH CM CM rH rH CO

E f e E E t*4 E Dh E E E E Du E E E Du

CO CO o o a \ o OV o CO p p OO o o CO CO rHrH rH CM CM tH CM rH CM rH rH rH rH rH rH UO

r - VO i n u o UO p * VO P UO P p VO UO UO u o CM

v o VO CO CO CM CN CM CM rH CM rH i n rH i n *7* rH

p* p* v o r - VO p » VO P» v o P P v o i n u o u o VO

p - v o rH KT i n v o CM CM tH p CO CM u o u o P *

v o v o CO CO v o CO VO CO rH u o CM *5P v o CM

p * v o v o p - v o r - VO vo VO p p u o UO CO c o VO

CM c o CM CM CM rH CM CO rH CM rH rH rH UO u o UO

P* r - p - r ~ u o r - r - P p P P P P » v o P*

m p » CO u o CO CM CO UO VO c o P P c o c o rH

CM p - r - CO r o CO u o CM rH UO UO u o u o rH

rH rH rH v o i n CO * p i n CO P CO CO V CM CM

UO CM CO vo v o CM m vo CM u o P i n c o u o rH VO

p* VO i n UO v o p - v o v o u o v o UO v o CM i n UO VO

v o u o r - r ~ v o CO CO uo P u o rH u o u o CM CM CM

p - v o p - r - r - p - p u o P CM rH UO VO P*

i n rH rH uo v o v o u o c o CM u o rH CO u o UO P -

v o rH rH u o < r u o i n P u o CO c o vo

p » p » VO v o CM i n CO c o « p rH u o u o CM

p * rH c o CM m CO v o P CO u o u o u o VO

v o CM CO CM v o CM CO rH v o rH CM p - c o u o CM

p * VO r - r * CM r * CO p p v o rH CM v o v o v o P*

«H CO rH rH CM rH rH CM rH P VO rep rH CM rH

c o p » VO VO CM CM CO CO P CM P VO CM CO VD rH

v o r - p » vo UO CM m VO P P rH VO P - r - P * CO

CO p * u o CO CO « r CO VO p VO rH CO v o u o P~ CM

rH v o c o u o CM u o CM rH rH rH c o CM CO m rH

c o CM v o u o *P CM UO CM CO P CM VO i n u o UO

«H CO rH rH CM rH rH rH CO P CM CO o c o rH

rH CM rH rH CM rH rH CM CM P u o v o rH CM rH

i n rH CM CM VO r - UO VO CM i n rH CM v o u o CM VO

rH rH rH CM CO CM CM CM rH rH P CM rH CM rH u o

CM rH CM i n VO CM UO CM CM P VO CM CO rH VO

VO VO VO UO CO CM CO CM VO c o rH VO u o u o VO rH

I—1 rH CM rH CM rH c o rH rH rH rH rH rH rH tH rH

CM CM rH VO UO tH CO CM p UO rH CM CM UO UO CM

CM CM rH rH CM rH »H CM CM ^ P rH u o CO rH CM rH

CO P * r - p* CO CO CO VO P CO P VO CO CO i n rH

UO p - p * CO v o CO ^ p CO VO KP tH UO rep p * v o CM

VO v o p - rH CO CM CM CM u o i n rH VO v o v o u o rH

VO v o p * VO p~ VO r- P v o p P P r» v o u o P>

iH CO CM rH c o CM CM CN CO CM rH CN CO uo rH

c n u o r - CO v o p * ro VD m CO P VO CO CO CO CM

tH rH rH rH 'O’ rH rH rH rH rH u o CM rH CM rH

in rH rH rH i n UO rH rH u o rH rH P̂ UO CM P»

uo rH rH UO c o CO *5P CM CM V P UO CM rH CM VO

v o CO rH r - vo CO m v o VO vo P u o CO CM UO p -

r - m VO p * p* i n r * p p vo P i n v o UO UO p -

o rH CM c o v o 0 0 OO oiH CM CO u o v o r ~ CO o «—i rH tH rH rH rH rH CM

59

i n c o <y r0 T3 'O T3 J 3 A A * 0 o c0 0 CO c0

oi n f s j r - 00 r * r - r - rH O ’ r - V v r** m CO ^ p

m VD o r o o v 0 0 CM CM rH o CMi n rH rH rH tH r o rH rH VD rH VD CM rH rH CM tH CO CM

m o CO r o CM CN rH rH CO CO CO CM CM CO CM tH CO

^ o v £ Cu £ Ch £ £ £ £ £ Ch £ £ £ £ Ct, £ b

O l © O l 0 0 VO r - o rH o OV 0 0 OV rH o v o v oxr o o rH CM rH rH r o rH CM CM CM rH •“ * rH CM rH CM CM

xr r~ i n CO i n r - i n VD r - VD VD V VD VD VD VD VD m

xr v o rH CO CO CM CO CM CM CO rH CM CM CM VD i n CM CM

^ m r - VD VD r * CO r - VO VD i n VO i n r - VD VD i n i n

m m i n m CM r - c o rH m rH CM CM r o

c n r - i n i n r o m r o i n O 1 r o m r * VD CM CM CM

CM v o r o m r - VD m VD VD i n m VD c o i n VD m

»3' rH p - CO CO CM i n CM CM CO rH i n tH rH rH VD

<5T O rH r - r » r - r - r - p - m r - r » r - p » VD rH p -

c o o v CO c o - CM t o VD c o p » CM i n r - m r - VD CM rH v o

c o c o m VD r o CO VD CO r - m CM t o VD r - VD r - rH VD

cn r - rH i n t o r o VD r o c o r o m rH CM CM i n

c n v o CO CO m m m i n CO «sr r o i n rH CM CM f-> v o

r o m VD i n VD VD i n VD t o v o VD i n r - CM P - VD r ~

r o VD m m i n CO CO i n i n t o CM i n m VD VD VD rH

r o cn r - r - VD r - r - VD r - r - r - r - p - O ' tH r - rH

r o cm m r o VD VD CM VD rH VD m «H CM tH c o i n p - rH

rO rH m ID i n i n CM rH O ' r - m rH rH CM rH VD CO

r o o r - VO CM m CO CM i n O 1 CO p - VD CO c o r o

CM o v i n i n r o i n CM t o t o r** CM CM t o VD

CM 00 CO rH m CM VD CM m VD CM VD CM i n r - VD i n

cm r - r - CM VD CO t o VD VD CO CM r * r * r - r - P - c o mCM VD O J CM rH O ’ rH VD rH CO CM rH CM tH CN CM CM

cm i n CO r - CM CO m CM r - i n m p - r - r - VO t o rH CO

CM *P r - VD P “ m CO m r - VD i n r - p - p - VD r - c o VD

CM CO r - i n i n CO CM m r * VD r o i n i n p * VO c o c o m

CM CM CM CM CM r o r o m O ’ rH * r * r i n i n CO c o

CM rH r - c o r - VD c o < o CM m CO p - VD i n tH VD v o m

CM O CM CO CO CO t o CM CM CM i n rH rH t o rH t o i n CN

rH OV rH tH CM rH xr rH r - rH r o m rH rH CM CO p - p »

rH 0 0 i n tH i n i n t o i n rH t o i n r H rH tH CM m c * CM

rH C - rH CM rH CM CM tH CO CO rH CM tH CM tH VD CM

rH VD rH CM CM CM VD t o CO i n CM CM rH CM CO VD CO

rH i n r - CO CO rH CO r o m o * rH i n m i n P - CM rH CM

rH *P rH CM CM rH i n CM rH CM «H rH rH rH rH rH m CM

rH CO r - m m CO i n i n VD i n VD rH CM r - VD CO t o VD

rH CM iH rH CM tH r o rH rH tH CO CM rH rH rH CO p - CN

rH rH i n r - CM CM CO CO r - CM i n p - VO r** P - c o m VD

rH O r * CO i n VD CO CO r - i n CM VD VD p - VO VD i n VD

O l r » c o CO CO i n CO VD CM VD r o VD VD c o p - CN

0 0 p - r - VD r - i n r ~ VD r - f - r - r - P - m r - r » VO

r - rH rH CM rH m tH CM CM c o rH CM CM rH tH m CO

VD p - CM CO r ~ m VD r o VD m p - c o rH CM CO p~ CM

i n rH tH CM rH O ’ rH rH rH rH rH tH CO rH tH

rH tH VD CM CM CO rH rH rH rH rH CM m m CM

CO rH tH CM CM i n i n r H VD t o rH rH CM CM p ~ t o

CM CO m VD i n CO m VO O ’ i n m CO CM VD i n mrH VD VD r - VD i n r - VD VD r - VD CO VD m VD i n VD

rH CM c o i n CO o CM CO i n VD O rH CM COCM CM CM CM CM CO t o CO CO t o CO

60

in m IT) * 0 <D 0 <D *0 0 A co CO * 0 CO a 03

^p CMin cvj CO in rH p CO p •a* rH p pH

CO CM vo rH vo o mi n rH VD CM rH rH CO CM pH rH CO rH vo CO CM

m o CO CM CM CM rH V rH rH pH pH CM pH CM CO

cyi £ £ £ £ u* In £ u* f e £ £ £ Gu

ov o o v GO p rH CO GO cn 00 o p o o \c o rH CM rH rH rH CM rH CM pH rH CM iH CM pHr*. CO p in VO VO p p in m P P VO VO

<r vo CO vn CO rH in rH vo CM pH co p c o c o pH

^ in CO in vo VO in p vo CM m m p m VO

co CM «3* CO p m «3> p CO CM

co m vo in CM xr rH p CM pH m p CM m CM

^ CM CO m vo vo CO p p O’ in in p vo VO

■5T rH co co CO CO xr CO CM rH in in rH rH CM CM

o co m p in p in p p p vr P m P CO

CO c \ in in vo CO CO CO p CM CM m P in CM

c o c o p in in CM in CO p CM CM P co VO CO

c o p rH m m CO rH VO CO pH co mr o vo co rH co vo CO in rH in P r o rH vo CO pHc o i n CO m vo in in i n m vo VO m CM vo VO

c o ^ co m m CO in m in pH c m CM

r o c o m vo vo rH in p p p *cr P m p mCO CM CM in CM in m in rH vo m CO pH CO voCO rH pH CO CM vo CO in rH vo m pH in CM voc o o p co *3" m CM p CM in P CO

CM OV co m in CM rH m m p mCM 00 co CO CO CM CO CO rH m m CO vo VO CM CO

cm r- CO m m in p m CO m pH m in CM

CM VO CM rH in rH CO pH pH CO

cm in m m vo CO CM CO p m CM m P in CM

cm ^ p p vo p in p vo CO m P «sr P P

CM CO in vo in CM CO p CO pH m P in CO CM

CM CM p «gp CM CM CO vo CO pH CO VO CM CM

CM rH in VO CO in CO CO in O' VO CM to CO

CM O CM CM co CM CM CO rH CM m P CO pH inrH OV rr rH CM «cr pH CO rH p pH in pH CM

rH 00 CO CO CM in VO VO rH vo vo CO pH m VO

rH r* rH rH CM CM CO CO rH rH m CO pH CO pH pHrH VO rH CM co vo VO rH HJ1 in rH m pH CM

rH in m VO in rH CO rH P M1 CO m P CO CO pHrH « * rH rH CM rH CO rH rH rH rH CO pH CM pH pHrH CO CO m in rH CO CO m rH co m pH m CO VO

rH CM rH rH rH CO pH rH p M1 pH M* pH CM

rH rH CM vo CM CM CO p CM CM in P VO CO CM

rH O vo p CO V CM p VO m P M* VO VO

OV in p CO rH CO CM p P rH in P CO CM CO

00 vo in vo p vo r— p P P p VO m VO p

p CO CM CM CO rH rH pH CM r o pH CO CO pHvo vo m m vo m in CO VO VO in pH VO min CO rH rH p CO rH VO pH ro pH CO

KT m CM CM rH vo vo rH rH in CO pH pH voCO CM rH in VO p rH < r CM CO CO in rH CM

CM rH in p CO r- rH vo VO vo CM vo m mrH CO in m p in p CM VO P vo CO vo in vo

in VO ov o in VO cn o rH CO m pm m in in in vo VO vo vo VO vo

CNJ

&H

61

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63

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64

Demographic Data Summary

Question 48 - Age

Age Total Male Female17 4 3 118 11 7 419 20 8 1220 18 11 721 9 4 522 2 0 223 2 2 024 3 1 2

Age Total Male Female27 2 1 128 2 0 229 1 0 135 1 1 036 1 1 047 2 1 151 1 0 1

Question 49 - Sex

Male 40Female 39

Question 50 - Class Rank

Freshman(1) 17 Males 10 Females 7 Sophomore(2) 23 13 10Junior(3) 24 13 11Senior(4) 14 7 7Graduate(6) 1 1

Question 51 - Major

M ajor No. Age Sex Rank Religion Frequ

1 Undecided 4 18 M Freshman Agnostic d20 M Sophomore Christian d18 F Freshman Mormon(LDS) a19 F Sophomore Catholic a

2 Chemistry 4 20 M Junior Mormon(LDS) a19 F Sophomore Catholic b21 F Senior Catholic a22 F Senior Baptist b

3 Physics 5 19 M Sophomore Catholic a20 M Junior Catholic b20 M Sophomore None e18 F Freshman Catholic a18 F Sophomore None d

4 Computer Science 2 20 M Sophomore Methodist d20 M Junior Catholic a

65

M ajor No. Age Sex Rank Religion Frequ

5 Physics/Computer Sci. 1 19 F Sophomore Baptist b6 Electrical Engineering 6 17 M Freshman Catholic c

17 M Freshman Catholic a19 M Junior Baptist a20 M Junior Catholic a20 M Junior Catholic b20 M Junior Agnostic e

7 P re-Vet 2 19 F Sophomore Not Apply e21 F Senior Christian c

8 Geology 2 18 M Freshman Catholic a21 F Senior Baptist d

9 Criminal Justice/Sociology 1 19 M Sophomore Catholic e

10 Psychology 15 18 F Sophomore Baptist c19 M Sophomore Baptist c19 M Sophomore None d19 F Freshman Catholic b19 F Freshman Catholic a19 F Sophomore Mormon(LDS) b20 F Sophomore None e20 F Junior Christian e21 M Junior None d21 M Junior Jewish e21 F Junior None d23 M Senior Agnostic e23 M Senior Polytheist e24 M Senior None e47 M Freshman Catholic a

11 Petroleum (none)12 M aterials 4 18 M Freshman Methodist a

18 M Sophomore None c18 M Sophomore Christian c19 M Junior Catholic c

13 BusinessAdministration 3 18 M Freshman Catholic b

29 F Freshman Catholic a36 M Freshman None d

14 Special 1 51 F Junior Church ofChrist a

15 Chemical Engineering 1 19 M Junior None e16 Biology 5 17 F Freshman None e

20 F Junior Disciples ofChrist a

20 F Junior Catholic a24 F Junior Jewish e28 F Freshman Catholic b

17 Pre-Med (none)18 Math/Computer Sci. 1 21 M Junior None e19 Electrical Engineering/

Computer Science 1 17 M Freshman Unitarian b20 Biochemistry 1 24 F Graduate Methodist c21 Astrophysics 2 18 M Freshman None e

66

M ajor No. Age Sex Rank Religion Frequency

21 M Senior Methodist a22 Mechanical Engineering 1 20 F Junior Catholic a23 Math/Physics 1 19 M Sophomore Catholic a24 Metallurgical Eng. (none)25 Geophysics 1 19 F Junior Episcopalian a26 Biology/Pre-Med 1 19 F Sophomore Catholic b27 Psychology/Biology 2 19 F Junior Catholic b

22 F Senior Catholic c28 Psychology/Education 1 35 M Senior None e29 Engineering Science 1 19 F Sophomore Catholic b30 Technical

Communication 4 19 F Sophomore Christian c20 F Junior Atheist e20 F Sophomore Lutheran e28 F Junior Catholic c

31 Math 4 20 M Junior Jehovah'sWitness a

20 M Senior Agnostic d27 F Senior Mormon(LDS) c47 F Senior Buddhist c

32 General Studies (none)33 Basic Science 1 27 M Senior Buddhist d34 Education 1 21 F Sophomore None d

(a = about once a week; b = at least once a month; c = 3 or 4 times a year;d = once a year or less; e = never)

Question 52 - Religious Preference

1 Agnostic 4 11 Atheist 12 Mormon(LDS) 4 12 Episcopalian 13 Baptist 6 13 Undecided 04 Catholic 28 14 Christian 55 Methodist 4 15 Polytheist 16 Church of Christ 1 16 Jewish 27 None 15 17 Buddhist 28 Disciples of Christ 1 18 Jehovah's Witness 19 Not apply 1 19 Lutheran 110 Unitarian 1

Question 53 - Church attendance

a about once weekly 23

Mormon(LDS) 2 Church of Christ 1Baptist 1 Disciples of Christ 1Catholic 14 Episcopalian 1Methodist 2 Jehovah's Witness 1

67

b at least once of month 13

Mormon(LDS) 1 Catholic 9Baptist 2 Unitarian 1

c 3 or 4 times a year 13

Mormon(LDS) 1 Disciples of Christ 1Baptist 2 Christian 2Catholic 5 Buddhist 1Methodist 1

d once a year or less 13

Agnostic 2 None 7Baptist 1 Disciples of Christ 1Methodist 1 Buddhist 1

e never 17

Agnostic 2 Christian 1None 8 Polytheist 1Not apply 1 Jewish 2Atheist 1 Lutheran 1

68

Appendix D.

Response S um m ary ;Science vs. Non-Science M ajors

69

TABLE D-l. T hrea t/Sc ience vs. Non-Science M a jo rs

THREAT PERSONAL U.S.A . WORLD

M a io r ScienceNon-

Science ScienceNon-

Science ScienceNon-

Science

n 49 25 49 25 49 25

Mean 17.7 20.9 23.9 26.7 4 0 .2 40 .9

SD 7.03 8.69 7.53 6.88 7.56 9.08Mean

( i t e m) 2.95 3.49 3.98 4 .45 5 .03 5 .1 2

t -1 .6 0 7 -1 .6 1 6 -0 .3 2 0

d f 40 52 41

PFail to reject

n u ll-hypo thes is at 0.05

Fail to reject n ull-hypo thes is

at 0.05

Fail to reject n u ll-hyp o th es is

at 0.05

7 - “

6 ‘ “

g 5 - —ooco 4 __Ea>- 3 - -

2 - -

P ersonalT hreat

Science Non- Majors Science

Majors

U.S.A.Threat

Science Non- Majors Science

Majors

W orldT hreat

I

OO

I

Science Non- M ajors Science

Majors

FIG U RE D -l. Threat/Science vs. Non-Science M ajors(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

70

TABLE D-2. Solu tion/Science vs. Non-Science M a jo rs

SOLUTION POPULATION TECHNOLOGY RELIGIOUS AVAILABILITYOf

Ma j o r Sci.Non-Sci. Sci.

Non-Sci. Sci.

Non-Sci. Sci.

Non-Sci.

n 49 25 49 25 49 25 49 25

M ean 21.1 24.8 29.0 27.1 15.5 17.2 35.6 33.6

SD 9.53 9.73 6.53 5.09 6.68 7.99 5.53 6.01M ean

( i t e m ) 3.51 4.14 4.83 4 .52 2.58 2.87 5.08 4.80

t -1 .5 8 2 1.348 -0 .951 1.385

d f 47 60 41 45

PFail to reject

n u ll-h y p . at 0.05

Fail to reject n u ll-h y p .

at 0.05


at 0.05


at 0.05

7 '

6

£ 5 -1—oo 4 co 4Ea 3 -j—

2 - -

Population Solution

I

TechnicalSolution

1 I

ReligiousSolution

O ___

T II I

A vailability of Solution

I

Science Non- Science Non- Science Non- Science Non- M ajors Science Majors Science Majors Science Majors Science

Majors Majors Majors Majors

FIG U RE D-2. Solution/Science vs. Non-Science M ajors(The outlined box depicts the middle half o f the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the ’main body’ of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

71

Appendix E.

Res.p.ons.e Summary;Freshmen vs. Seniors

TABLE E-l.Perceived Threat/Freshman vs. Senior

72

THREAT PERSONAL U.S.A. WORLD

C la s s Frosh Senior Frosh Senior Frosh Senior

n 17 14 17 14 17 14

Mean 20.9 20.6 22.9 27.6 39 .0 42.5

SD 9.37 7.23 9.08 6 .25 10.1 7.36Mean

( i t e m) 3.48 3.43 3.81 4 .60 4.88 5.31

t 0 .104 -1 .697 -1.113

d f 28 28 28

PFail to reject

n u ll-h y p o th e s is at 0.05

Fail to reject n u ll-h y p o th e s is

at 0.05


at 0.05

oocoEa)

7 -

6

5 -

4 ■

3 -

2'1 -

P ersonalT hreat

I

U .SAT hreat

W orldT hreat

o oo

Frosh Senior Frosh Senior Frosh Senior

FIGURE E -l. Perceived Threat/Freshman vs. Senior(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

73

TABLE E-2.Perceived Solution/Freshman vs. Seniors

SOLUTION POPULATION TECHNOLOGY RELIGIOUS AVAILABILITYOf

Class Frosh Senior Frosh Senior Frosh Senior Frosh Senior

n 17 14 17 14 17 14 17 14

Mean 22.6 25.1 27 .9 30.1 17.0 13.5 34.9 33.2

SD 10.8 8.64 4.51 7.84 6.61 5.91 5 .02 6.25Mean

( i t e m) 3.77 4.18 4 .66 5.02 2.83 2.25 4 .99 4 .74

t -0 .694 -0.931 1.555 0.835

d f 28 19 28 24

PFail to reject



at 0.05


at 0.05


at 0.05

5 - -oo . c/5 4 •ECD- 3 '

Population Solution

TechnicalSolution

ReligiousSolution


Frosh Seniors Frosh Seniors Frosh Seniors Frosh Seniors

FIGURE E-2. Perceived Solution/Freshman vs. Seniors(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body1 of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

74

Appendix F.

Response S.wmro.amFrequent Church Attenders vs. Infrequent Church Alt.enudir-&

75

TABLE F -l. Perceived T hreat/C hurch A ttendance

TH R EA T PERSONAL U.S.A . WORLD

C h u rc hA t te n d a n c e Frequent

Infrequent Frequent

Infrequent Frequent

Infrequent

n 36 30 36 30 36 30

M ean 19.3 18.1 24.9 23.3 41 .3 38.4

S D 8.32 7.53 7.97 7.69 8.38 8.77Mean

( i t e m) 3.21 3.01 4.16 3.88 5 .16 4.80

t 0.606 0.868 1.339

d f 63 62 60

PFail to reject

n u ll-h y p o th e s is at 0.05


at 0.05


at 0.05

ootnE®

7 - -

6 —

5 —

4 - -

3 - -

2 - -

PersonalThreat

Freq. Infreq. Attend. Attend.

U .SAT hreat

I§


W orldT h rea t

T I T


FIGURE F -l. Perceived Threat/Church Attendance(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the ’main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

76

TABLE F-2. Perce ived S o lu t io n /C h u rc h A tte n d a n c e

SOLUTION POPULATION TECHNOLOGY RELIGIOUS AVAILABILITYof

C hurchA tte n d a n c e Freq. Infreq. Freq. Infreq. Freq. Infreq. Freq. Infreq.

n 36 30 36 30 36 30 36 30

Mean 19.1 24.2 28.2 27.6 18.4 11.7 24.9 23.3

SD 10.3 9.67 6.60 5.88 6.63 5.68 7.97 7 .69Mean

( i t e m) 3.19 4.03 4.69 4.61 3.06 1.95 3.56 3 .32

t -2 .0 5 3 0.347 4 .415 0.868

d f 63 63 63 62

P < 0.05Fail to reject


< 0.01Fail to reject


7 - -

6

g 5 —ooco 4 - — Ea 3 -

2 - -

Population Technical ReligiousSolution Solution Solution

I 11


I§

Freq. Infreq. Freq. Infreq. Freq. Infreq. Freq. Infreq. Attend Attend. Attend Attend. Attend Attend. Attend Attend.

FIG U R E F-2. Perceived Solu tion /C hurch A ttendance(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

Appendix G.

R£5j?.opac Summary;Eemale... ys^-Mak

78

TABLE G-l.Perceived Threat/Female vs. Male

THREAT PERSONAL U.S.A . WORLD

Sex Female Male Female Male Female Male

n 39 40 39 40 39 40

Mean 20.8 16.8 27.7 21.4 43 .3 37.3

SD 6.75 8.62 6.22 7.98 7.31 8.66Mean

( i t e m) 3.47 2.80 4 .62 3.56 5.41 4 .66

t 2.313 3.976 3 .322

d f 73 73 75

. P < 0.05 < 0.01 < 0.01

ooCOE

7 '

6

5-

4 ■

2 - -

PersonalT hreat

U.S.A.T hreat

X -r-

W orldT hreat

X

Oo

Female Male Female Male Female Male

FIG U RE G -l. Perceived Threat/Fem ale vs. Male(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

79

TABLE G-2.Perceived Solution/Female vs. Male

SOLUTION POPULATION TECHNOLOGY RELIGIOUS AVAILABILITYof

S ex Female Male Female Male Female Male Female Male

n 39 40 39 40 39 40 39 40

M ean 23.8 20.5 28.1 28.5 16.5 14.8 35.9 34.2

SD 10.5 9.23 6.19 6.06 7.74 6.58 5 .19 6.10M ean

( i t e m ) 3.96 3.41 4.68 4.75 2.76 2.47 5.13 4.90

t 1.472 -0 .288 1.059 1.235

d f 75 76 74 75

PFail to reject



at 0.05


at 0.05


at 0.05

£ 5 - —o oco 4 E® o

PopulationSolution

FI

rii

Technical Religious A vailabilitySolution Solution of Solution

I II Fr!

I

Female Male Female Male Female Male Female Male

FIG U R E G-2. Perceived Solution/Female vs. Male(The outlined box depicts the middle half of the data between the 25th andthe 75th percentiles. The horizontal line across the box marks the medianvalue in the data. The "whiskers" extend from the top and bottom of the box to depict the extent of the 'main body' of data. Extreme data values are plotted individually using a circle. The shaded area indicates theconfidence interval around its median.)

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