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2. Dualism or Development: Colonial Society as a Total Institution

2. Dualism or Development: Colonial Society as a Total Institution 107 had fathers in the top three occupational levels on Congalton's seven point scale (Congalton 1969: Appendix B). The corresponding figure for other than full time students was 25%. The factor analysis programme was repeatd for each sub-sample and the results are shown in Table 2. As before, only the highest loading on each variable is shown, there were no other loadings greater than 0.40. On the three clearly identified dimensions corresponding to Parsons' adaptive, goal-attainment and pattern-maintenance functions the results are remarkably consistent. As in the overall sample analysis, the integrative func- tion does not emerge clearly. It appears with the goal-attainment function in the full time and day release groups and spreads between this and the pattern- maintenance function in the base of the two-groups of part time students. Conclusion This investigation tends to confirm the usefulness of the Parsonian classi- fication system in understanding the motivation of students to become accoun- tants as was found by Ashley et al. in their study of the motivation of students to become teachers. The factorial dimension corresponding to Parsons integrative function did not appear but factorial dimensions corresponding to the other three social system functions were very clearly http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Comparative Sociology (in 2002 continued as Comparative Sociology) Brill

2. Dualism or Development: Colonial Society as a Total Institution

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Publisher
Brill
Copyright
© 1974 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0020-7152
eISSN
1745-2554
DOI
10.1163/156854274X00099
Publisher site
See Article on Publisher Site

Abstract

107 had fathers in the top three occupational levels on Congalton's seven point scale (Congalton 1969: Appendix B). The corresponding figure for other than full time students was 25%. The factor analysis programme was repeatd for each sub-sample and the results are shown in Table 2. As before, only the highest loading on each variable is shown, there were no other loadings greater than 0.40. On the three clearly identified dimensions corresponding to Parsons' adaptive, goal-attainment and pattern-maintenance functions the results are remarkably consistent. As in the overall sample analysis, the integrative func- tion does not emerge clearly. It appears with the goal-attainment function in the full time and day release groups and spreads between this and the pattern- maintenance function in the base of the two-groups of part time students. Conclusion This investigation tends to confirm the usefulness of the Parsonian classi- fication system in understanding the motivation of students to become accoun- tants as was found by Ashley et al. in their study of the motivation of students to become teachers. The factorial dimension corresponding to Parsons integrative function did not appear but factorial dimensions corresponding to the other three social system functions were very clearly

Journal

International Journal of Comparative Sociology (in 2002 continued as Comparative Sociology) – Brill

Published: Jan 1, 1974

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