This study used a sociological career trajectory model to examine the career patterns of 200 male and female NCAA Division I, II, and III athletic directors. A normative career pattern derived from the literature on athletic directors was posited to compare the histories of incumbent NCAA athletic directors (ADs). The actual career experiences of ADs challenged the norm of the posited five-position sequence that begins with collegiate athlete; progresses through high school coach, collegiate coach, and associate or assistant director; and culminates with athletic director. Competing as a collegiate athlete and coaching at the college level were the two most frequent experiences underpinning the AD position. Differences from the posited norms were most likely to be associated with directors of NCAA Division II and III institutions and with women.
PROBLEMThe traditional sociological tenet of the dichotomy of the nurturant-supportive role of the mother and the instrumental-implemental role of the father has been found wanting, particularly in the present-day middle-class socioeconomic family. Seeley et a1.(6) and Slater(') have separately discussed the changes in the parental roles from the sociological point of view. Kagen et al. (z, 3 + 4 , 6 , have investigated the application of Freudian theory to the parental role perception of young children. According to Freudian theory, one would expect antagonism (fear-hostility) towards the same sex parent and the expectation of affection-help from the opposite sex parent. Thus, there is agreement between the Freudian and traditional sociological expectation that the boy would look to the mother for affection and nurturance and would fear and associate punishment with the father. Freud postulates that the girl's perception of the parents differs from that of the boy and in fact reverses his role expectation. For Freud, in contrast with the sociological view, the girl would associate aff ection-support with the father and fear the mother.Previous studies have concentrated on younger (nursery and primary grade) 8 s from families in the suburban socioeconomic middle class. Herein an attempt was made to compare the perceptions of the role of both parents held by 245 boys and girls from urban middle and working-class families. PROCEDURE All 245 Ss, age range 14 years to 15 years 3 months, were in the ninth grade. The mean age for the girls was 14 years 5 months and for the boys 14 years 7 months. There were 79 boys and 85 girls from urban middle class families and 44 boys and 37 girls from urban working-class families. The assigning of the Ss to the middle or working-class category was based on the modification of the occupational rating indices of Warner and Centers(1).Each of the 245 subjects was interviewed individually and was asked to indicate which parent was associated with : 1) support in an argument, 2) administering punishment, 3) most feared, 4) being boss in the family, 5 ) checking-up on the subject, and 6) helping with a problem. RESULTS AND DISCUSSION Significant sex differences in the perception of the parental roles were found in four areas : affection-support, punishment, parent feared most, and parent from whom help was expected. Class differences were found for boys in the area of punishment and the parent most feared.Specific results indicate that boys associate the affection-supportive role with the mother while half of the girls associate it with the mother and half with the father. Boys associate the punishing role with the father, girls with the mother. Boys generally fear the father more while half of the girls fear the mother and half fear the father more. For both sexes, the role of checking-up is associated with the mother. Both sexes expect help in solving a problem from the mother, but the girls do so almost unanimously. The latter is probably a function of the type of problem with which...
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