The purpose of this study was to develop and content validate a Performance Rating Scale and Interview Protocol, enabling study of the social role performance of adult daughters and sons as they fulfill the societal norms and expectations of adult children. This exploratory investigation was one of 13 contemporary adult social roles completed by the University of South Florida Social Roles Research Group to update research of Havighurst in the 1950s. The Daughter/Son Performance Rating Scale and Interview Protocol were created through a series of panel reviews and suggestions by experts drawn from adult education, human development, gerontology, and educational measurement and research. A review of the literature identified the initial performance descriptors; ultimately, four strands were identified for inclusion in the study: Involvement, Perception/Attitude, Activities, and Role Improvement. Questions were developed and reviewed by experts again for their relevance to the performance being measured and their clarity; this created the basis for the Interview Protocol. The resulting instruments were administered to a quota sample of 150 respondents qualified for inclusion by age, gender, socioeconomic status, and racial/ethnicity characteristics. The results were placed in the cells of a 5x3x2 grid reflecting five socioeconomic levels, three age groups, and two genders, with inclusion of minority race/ethnicity participants added throughout the cells. Main effects for each of the primary variables were tested, with only gender showing significance, with daughters performing at a higher level than sons. Other demographic characteristics of respondents and their parents were studied for association with role performance. Distance between the Daughter/Son and the parent with whom she/he is most involved and the Daughter/Son's involvement in parents' decision-making were significant. The closer the proximity, the higher the performance rating; the greater the involvement in the parent's decision-making, the higher the performance rating. Recommendations for further study include a larger population sample study covering a wider geographic range than this study, additional study of demographic characteristics that influence adult Daughter/Son role performance, study of minority differences, and study of the role performance for the younger age level.

Philosophiae Doctor - PhD / Hierdie ondersoek is onderneem om die voorligtingsbehoeftes van leerlinge in sekondêre Kleurlingskole in Wes-Kaapland te bepaal en die implikasies daarvan vir hul groepvoorligtingsprogram aan te toon. Die navorser het ook die bevindings van die huidige ondersoek met die van sy meningsopnames in 1979 en 1983 vergelyk. 'n Literatuurstudie is aangewend om die aard, doelstellings en beginsels van groepvoorligting te kelingstake van die Westerse en Afrikaanse - adolessent te ondersoek, formuleer, die ontwikspesifiek die Suiden lig te werp op die spesifieke ontwikkelingsbehoeftes en -probleme waarmee Kleurlingjeugdiges te kampe het. Vraelyste deur leerlinge en skoolvoorligters voltooi, het die relevantheid van die amptelike program se groepvoorligtingsonderwerpe beoordeel, aangedui watter moontlik bestaande onderwerpe kan vervang of daarby gevoeg kan word, en kommentaar oor die inhoud en aanbieding van die huidige program gelewer. Ten opsigte van di,e~~rd van groepvoorligting is bevind dat die huidige Handleiding en Program slegs enkele vereistes toelig en dus hersien behoort te word om alle essensiale aspekte van voorligting te dek. Die afwesigheid van spesifieke dQelá!allinaá vir groepvoorligting in die amptelike handleiding voorsien nie die nodige riglyne aan voorligters vir hul taak nie, en dus is 'n reeks doelstellings in funksionele terme geformuleer. Havighurst (1972) se formulering van adolessente ontwikkelingstake, aangevul deur die navorsing van Burns (1988), kan as n bruikbare raamwerk vir die terrein van groepvoorligting gebruik word. Dis is voorgestel dat elke sekondêre standerd persoonlikheidsvoorligting, voorligting, opvoedkundige voorligting en voorligting behoort te ontvang. sosiale beroeps- Ten opsigte het die onderwerpe van die inhoud van 'n groepvoorligtings programliteratuurstudie onder andere aangetoon dat by die leerlinge se ontwikkelingsvlak en veranderende behoeftes aansluiting moet vind, die program buigsaam moet wees om by plaaslike vereistes te kan aanpas, en dat die klem op die bevordering van leerlinge se persoonlike waardestelsels behoort te val Dit het uit die resultate van die empiriese ondersoek geblyk dat beide leerlinge en voorligters die oorgrote meerderheid onderwerpe van die amptelike program as van besondere belang beskou. Weens die erns en omvang van die voorligtingsbehoeftes wat geIdentifiseer is, blyk egter 'n aansienlike uitbreiding van die program aangewese te wees. Binne elke standerd behoort 'n beperkte aantal "verpligte" onderwerpe aangebied te word, terwyl minstens die helfte van dievoorligtingstyd aan opsionele onderwerpe in ooreenstemming met leerlinggroepe se besondere behoeftes bestee behoort te word. Persoonlikheids- en sosiale voorligting enersyds en opvoedkundige en beroepsvoorligting andersyds moet die twee gelykwaardige komponente van so 'n program uitmaak Dié response van die leerlinge en voorligters stem in 'n hom mate met die van die vorige ondersoeke ooreen. n Veel groter sensitiwiteit ten opsigte van gemeenskaps probleme en interpersoonlike verhoudings, asook 'n sterker behoefte aan probleemoplossingsvaardighede en geslags- en beroepsvoorligting het egter geblyk. Dus is onder andere aanbeveel dat geslagsvoorligting as n afsonderlike program aangebied en die bestaande samewerking met privaat tingsinstansies voortgesit sal word. In verband met die aanbieding van groepvoorligtingslesse is die skep van 'n ontspanne atmosfeer, bevorderlik vir aktiewe leerlingdeelname, vrye meningswisseling en persoonlike meningsvorming, beklemtoon. Bepaalde administratiewe maatreels is voorgestel ten einde die sukses verseker. van 'n hersiene groepvoorligtingsprogram te help Verder is sekere aanbevelings gemaak om voorligters se professionele status te verhoog.

This dissertation uses a feminist cultural materialist approach that draws on the work of Pierre Bourdieu and Luce Irigaray to examine the neglected genre of postwar-Cold War American teen girl romance novels, which I call female junior novels. Written between 1942 and the late 1960s by authors such as Betty Cavanna, Maureen Daly, Anne Emery, Rosamond du Jardin, and Mary Stolz, these texts create a kind of hieroglyphic world, where possession of the right dress or the proper seat in the malt shop determines a girls place within an entrenched adolescent social hierarchy. Thus in the first chapter, I argue that girls adherence to consumer-based social codes ultimately constructs a semi-autonomous female society, still under the umbrella of patriarchy, but based on female desire and possessing its own logic. This adolescent female society parallels the network of women who produced (authors, illustrators, editors) and distributed (librarians, critics) these texts to teenaged girls. Invisible because of its all-female composition, middlebrow status, and feminine control, yet self-governing for the same reasons, the network established a semi-autonomous space into which left-leaning authors could safely (if subtly) critique American social and foreign policies during the Cold War. Chapter Two examines the first generation of the network, including Anne Carroll Moore, Bertha Mahony, Louise Seaman, and May Massee, who helped to create the childrens publishing industry in America, while Chapter Three investigates the second generation, including Mabel Williams, Margaret Scoggin, and Ursula Nordstrom, who entrenched childrens and adolescent literature in publishing houses and library services. In Chapter Four I explore the shifting concept of what constitutes quality within these texts, with an emphasis on the role of authors, illustrators, and critics in defining such value. Chapter Five investigates the use of female junior novels within the classroom, paying particular attention to the role of bibliotherapy, in which these texts were used to help teenagers solve their developmental tasks, as suggested by psychologist Robert J. Havighurst. A brief conclusion discusses the fall of the female junior novels and their network, while a coda addresses the republication of these texts today through the nostalgia press.

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