ADULT ATTITUDES TOWARD LEISURE CHOICES IN RELATION TO MUSEUM PARTICIPATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio state University By Marilyn G. Hood, B.A., M.A. ‘The Ohio State University 1981. Reading Committee: Approved by I, Keith Tyler a cary W. wullins k ee ay, Raviser Alfred C. Clarke Faculty of Educational Foundations and ResearchCopyright by wilyn G. Hood 1981,DEDICATION To pr. Ella C. Clark, my sixth grade teacher at Phelps Zaboratory School, Winona State University, Winona, Minnesota, who introduced me to the idea that museuns are wonderful places iiACKNOWLEDGMENTS: wo groups of people have provided essential resources for the implementation of this research. At The Ohio State University, I have benefited over several years from the wisdom, challenge, encouragement, and enthusiasm offered by my committee members, Professors I. Keith Tyler, chairman; Gary W- Mullins, and Alfred C. Clarke. professor W. Wayne Talarzyk generously provided data and suggestions on application of the multi-attribute model to a nonprofit institutional setting. The statistical expertise of S. Jolaine scholl contributed significantly to the comprehensive- ness of the design and methodology employed, Outside of the university, 1 am indebted to the Toledo Museum of art, which was very cooperative in providing an advantageous place in which to conduct research. Particularly, I am appreciative of the commitment and support offered by Roger Mandle, director; Hollis Stauber, coordinator of public programs, wio served as museum Liaison; and the 35 volunteer interviewers. Also, T am grateful to Duncan F. Cameron and Davia s. Abbey who, in 1957 at the Royal ontario Museum, established the base for systematic survey research and scientific statistical analyses of museum audiences and programs. Their work set a standard of quality worthy of emulation.Numerous libraries, especially those at the Smithsonian Institution, have provided essential assistance. special thanks are due Rhoda S. Ratner, librarian of the Museum Reference Center at the Smithsonian, who has given long-term service and encourage ment. ivVITA December 29, 1927....++...Born ~ Chicago, Illinois 1949. B.A., Winona State University, Winona, Minnesota 1949-1965 coon -sNewspaper reporter, college public relations newswriter, book editor; in Minnesota, California, Ohio, and New York 1968-1976.....+ <+sBditor of Special Publications, The ohio Historical Society, Columbus, Ohio 1976... e M.A., The Ohio State University, Columbus, ‘ohio 1976-1977... - 02205 -Research Associate, School of Journalism, The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: Educational Communications Studies in commmications, education, marketing, management"ABLE OF CONTENTS Page DEDICATION. . .. es ACRNOWLEDGMENTS , IER ee cere eee os LIS? OF TABLES. x INTRODUCTION. «-- +. pee 1 Chapter I, OVERVIEW OF THE RESEARCH PROBLEM AND STUDY... 3 Statement of the Problem.....-++.. 5 Methodology to be Employed.....-.. 8 Potential Value of the Study, : 22 Purposes and Research Hypotheses... 12 Organization of the Dissertation...... 13 summary . etaeiaeeees . 14 IL, REVIEW OF LITERATURE... +. .0.eeeeeeeeeeeee 15 Study Variables Literature.....-.+...+ 16 Demographic Variables. Booncod 17 Psychographic Variables.....+.++.0+ 20 Social Interaction Variables....... 25 Socialization Variables......-++..+ 27 System-Level Variables... oe : 30 Methodologies Literature. .... — 32 Methodology for Multi-attribute Model... 32 Methodology for Focus Group Intezviews... os Methodology for Telephone Sampling. 38 Methodology for Training of Interviewers. ag SuMMAEY+ ee eyes eee ee oo rr)Chapter Page IIT, DESIGN AND PROCEDURES IN CARRYING OUT THE STUDY. 42 Design Considerations 43 Instrument Development coos Focus Group and Pilot Interviews. Sicoo | CL General Interview Schedule... 49 In-House Questionnaire...... : seeee 52 Refining the Instruments... 53 sample selection... + 53 Telephone Sample...... al In-House Sample.....-eeeese5 poncoceec oh) ‘Training Museum Volunteers as Interviewers... 56 Assigning Responsibilities to Telephone Interviewers A ee oe) Assigning Responsibilities to In-House Interviewers... cagceocd + 60 Summary.......+++ + 61 study Variables. + 61 Important Concepts + 63 Leisure Time Preferences. + 64 Feelings about art Museums. , + 67 Socialization and Carryover... ee 70 Participation (Levels in Art Museums)... 16 Place and Leisure Place Rank. ea n Attendance at Toledo Museum of Art...... 78 Family and Parent..... pocaoooeH 19 Demographics........++ ee aL Null Hypotheses... poco pocopces = () Statistical Tests, . : a5 Frequencies. ee sees 86 Chi-square Test of Significance. : 87 Cramer's V.. pence at + 88 One-Way Analysis of Variance....-++++ + 88 ‘Two-way Analysis of Variance...... 90 Pearson Correlations...-s+.eeeseeeeeereee + OL Use of Tests and Variables in the Hypotheses + 92 Summary... Gocuecd ea - 94 IV. PRESENTATION OF THE DATA...- pence 95 Description of Demographic Characteristics.......-. 95 Description of Toledo Museum of Art Participation.. 106 Tests of Hypotheses...... aa Telephone Sample: Hypothesis 42 Telephone Sample: Hypothesis 122 ‘Telephone Sample: Hypothesis 128 Telephone Sample: Hypothesis 157 viichapter Telephone Sample: Summary, In-House Sample: Hypothesis In-House Hypothesis peoc In-House : Hypothesis pqeo00oue In-House Hypothesis 4..... ee In-House Summary V. RESULTS AND DISCUSSION....... Comparison of Profiles of the samples. Results and Discussion of Hypotheses: Telephone Sample, . Hypothesis Hypothesis Hypothesis 3. Hypothesis 4. Sumary of Hypotheses 1-4 (Telephone Sample) .- Results and Discussion of Hypotheses: In-House sample. Hypothesis Hypothesis Hypothesis Hypothesis dock Summary of Hypotheses 1-4 (In-House Sample) VI. CONCLUSIONS AND RECOMMENDATIONS. Conclusions ee Conclusions Section i: A. General Conclusions on Leisure Activity Participation. Conclusions Section I: B. General Criteria of Choice in Leisure Activities...... Conclusions Section I: C. Criteria of Choice of Art Museums as Leisure Places........ Conclusions Section II: Bases for Adults’ Choices of Museums as Leisure Places. Conclusions Section III: Suitability of the Multi-attribute Model and General Methodology. Recommendations... o Recomendations for Strategies for Museums... +. Focused Recommendations for strategies for the Toledo Museum of Art..... Recommendations for Further Research... Summary. viii Page 196 187 193 202 218 227 228 228 237 238 242 246 253 261 263 263 265 270 273 277 280 282 282 285 291, 296 304 306 309 317 324 326Page APPENDICES... 4000000000 ee 5 sevee 329 Research Instrunents: General schedule.......-.es004, 330 Research Instruments: In-House Questionnaire. 344 List of Attributes cK 348 Glossary. eerece 352) E, Toledo Museum of Art Floor Plan vores 357 359 BIBLIOGRAPHY.....+++ ix10. a) 2s 13. 14a. LIST OF TABLES Number and Percent of Respondents by Sex......+ Number and Percent of Respondents by Age. Number and Percent of Respondents by Marital Status... Number and Percent of Respondents by Size of Household, Number and Percent of Respondents by Presence of Children (Family). Number and Percent of Respondents by Age of Youngest Child (Parent)..... hunber and Percent of Respondents by Residence Years in Toledo Metropolitan Area. Number and Percent of Respondents by Last Year of School Completed....++ Number and Percent of Respondents by Occupation. Number and Percent of Respondents by Income. Number and Percent of Respondents by Level of Adult Participation in Art Museums... Number and Percent of Respondents by First-Level Rankings of Five Toledo area Leisure Places (Place)... Number and Percent of Respondents by Leisure Place Rank of Toledo Museum of Art Number and Percent of Phone Respondents by Attendance at Toledo Museum of Art. Page 95 96 97 98 99 100 to1 102 104 105 106 107 108 109‘Table Page 15. Number and Percent of In-Rouse Respondents by Attendance at Toledo Museum of Art... 110 Tables 16-41 are data for the telephone sample only: 16. ¥ Ratios for One-Way Analysis of Variance of six Important Concepts by Family (Presence of Children)..., 113 17. F Ratios for One-Way Analysis of Variance of Six Important Concepts by Parent (Age of Youngest Child)... 115 18. F Ratios for One-Way Analysis of Variance of six Important Concepts by Age of Respondent.........sse006. 116 19. F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by family (Presence of Children). peeeteee es us 20. F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Parent (Age of Youngest Child)...... Bene coo GOH ou00 us 21. F Ratios for One-Way Analysis of Variance of Five Teisure Time Preference Clusters by Age of Reapondent.. 120 22. Pearson Coefficients for Six Important Concepts with Bight Socialization Clusters........- 124 23. F Ratios for one-Way Analysis of Variance of Six Important Concepts by Four Carryover Clusters.......... 125 24, Pearson Coefficients for Five Leisure Time Preference Clusters with Eight Socialization Clusters......... 127 25, F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Four Carryover Clusters.. + 129 26. F Ratios for One-Way Analysis of Variance of Six Important Concepts by Participation (Levels in Art Museums). . : 132 27, F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Participation (Levels in Art Museums),., eee 14‘Table 28. 29. 30. 3. 32. 33. a, 35. 36, 37. 38. 39, F Ratios for One-Way Analysis of Variance of Bight Socialization Clusters by Participation (Levels in Art Museums)... Chi-Square Values for Four Carryover Clusters by Participation (Levels in Art Museums)... Chi-Square Values for Six Demographic Variables by Participation (Levels in art Museums). F Ratios for Two-way ANOVA of Six Important Concepts by Participation (Levels in Art Museums) by Parent (Age of Youngest child) F Ratios for Two-Way ANOVA of Five Leisure Time Preference Clusters by Participation (Levels in Art Museums) by Parent (Age of Youngest Child) ......... F Ratios for Two-Way ANOVA of Four Socialization Adult Clusters by Participation (Levels in Art Museums) by Parent (Age of Youngest Chiid).. F Ratios for One-Way Analysis of Variance of six Feelings about Art Museums Clusters by Participation (Levels in Art Museums) F Ratios for One-Way Analysis of Variance of six Feelings about Art Museums Clusters by Place (First- Tevel Rankings of Five Toledo Area Leisure Places)..... F Ratios for One-Way Analysis of Variance of six Feelings about Art Museums Clusters by Leisure Place Rank {Five Rankings of the Toledo Museum of Art)... F Ratios for One-Way Analysis of Variance of six Feelings about art Museums Clusters by Respondents Having Visited the Toledo Museum of Art.. F Ratios for One-Way Analysis of Variance of six Feelings about art Museums Clusters by Number of Visits to the Toledo Museum of Art in Past 12 Months... F Ratios for One-Way Analysis of Variance of six Feelings about Art Museums Clusters by Companion on Last Visit to the Toledo Museum of Art. xii Page 136 aL 146 1s2 153 asa 158 163 168 173 175, ameTable 40 al. Tables 42-67 are data for the in-house sample onl; 42. 43. 4, 45, 46, 47. 48. 49. 50. SL. 52. Page Frequencies, Row Percentages, and Column Percentages for Leisure Place Rank (Five Rankings of the Toledo Museum of Art) by Participation (Levels in art Museums)... ee ia) Chi-square Values for Three Measures of Attendance at the Toledo Museum of Art by Participation (Levels in Art Museums}. ....0+ sees 183 F Ratios for One-Way Analysis of Variance of Six Important Concepts by Pamily (Presence of Children) 188 F Ratios for One-Way Analysis of Variance of six Important Concepts by Parent (Age of Youngest child)... 189 F Ratios for One-way Analysis of Variance of Six Important Concepts by Age of Respondent. 190 F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Family (Presence of Children). + isn F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Parent (age of Youngest Child). 92 F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Age of Respondent.. 192 Pearson Coefficients for Six Important Concepts with Bight socialization Clusters... resceocs F Ratios for One-Way Analysis of Variance of six Important Concepts by Four Carryover Clusters + 196 Pearson Coefficients for Five Leisure Time Preference Clusters with Eight socialization Clusters............. 197 P Ratios for One-Way Analysis of variance of Pive Leisure Time Preference Clusters by Four Carryover Clusters....4 199 F Ratios for One-Way Analysis of Variance of Six Important Concepts by Participation (Zevels in Art Museums) .. 203 xiiiTable 53, 54. 3s. 56. 37. 58. 59. 60. a. 62. 63. ea. F Ratios for One-Way Analysis of Variance of Five Leisure Time Preference Clusters by Participation (Levels in art Museums)... F Ratios for One-Way Analysis of Variance of Bight Socialization Clusters by Participation (levels in Art Museums). Chi-square Values for Four Carryover Clusters by Participation (Levels in Art Museums). Chi-square Values for Six Demographic Variables by Participation (Levels in Art Museums) ..... F Ratios for Two-Way ANOVA of Six Important Concepts by Participation (Levels in art Museums) by Parent (age of Youngest Child)...... F Ratios for Two-Way ANOVA of Five Leisure Time Preference Clusters by Participation (Levels in Act Museums) by Parent (Age of Youngest child)... FP Ratios for Two-Way ANOVA of Four Socialization Adult Clusters by Participation (Levels in Art Museums) by Parent (Age of Youngest Child). F Ratios for One-Way Analysis of Variance of Six Feelings about Art Museums Clusters by Participation (Levels in art Museums). F Ratios for One-Way Analysis of Variance of Six Feelings about Art Museums Clusters by Place (First- Level Rankings of Five Toledo Area Leisure Places). F Ratios for One-Way Analysis of Variance of Six Feelings about Art Museums Clusters by Leisure Place Rank (Five Rankings of the Toledo Museum of Art)... F Ratios for One-Way Analysis of Variance of Six Feelings about Art Museums Clusters by Respondents Having Visited the Toledo Museum of Art..... F Ratios for One-Way Analysis of Variance of Six Feelings about Art Museums Clusters by Nunber of Visits to the Toledo Museum of Art in Past 12 Months... Page 205 206 208 209 2i2z 213 214 216 219 222 224 224Table 65. 66. 67. F Ratios for One-Way Analysis of Variance of Six Feelings about Art Museums Clusters by Companion on Last visit to the Toledo Museum of Art Frequencies, Row Percentages, and Colunn Percentages for Leisure Place Rank (Pive Rankings of the Toledo Museum of Art) by Participation (Levels in Art Museums) . Chi-square Values for Three Measures of Attendance at the Toledo Museum of Art by Participation (Levels in Art Museums)... Page 225 226 227INTRODUCTION ‘Trying to determine why people decide to visit or not to visit museums--or whether consideration of a museum visit even crosses their minds--has intrigued museum administrators, curators, educators, and designers for decades. ‘This researcher's interest in the subject arose out of a career in communications and of more than eight years’ employment in @ major museum, While working at The Ohio Historical Society and earning a master's degree in journalism at The Ohio State University, the researcher conducted the first membership survey ever done by the Society. A carefully-structured fourteen-page questionnaire elicited responses from 79 percent of the membership on two mailings in 1975. The results profiled a general membership considerably different fron. that which had been the longtime core of the Society. Results of this study were profitably used by the OHS administration in planning and decision-making. However helpful such information was for that particular organization, it was limited in its applicability and scope. Like most museum studies, it dealt only with the captive audience-~either members or persons already visiting the museum.Through further graduate studies and reading of pertinent Literature, the researcher became aware that little is known about Persons who don't attend museums or about those who involve themselves in leisure activities which are competitors to museuns. Though museums are continually concerned with attracting new audiences, they lack knowledge of why people don't cone--the bases for their decisions about spending their discretionary time and choosing their leisure activities. This study addresses the why--cf both those who choose to participate in museums and those who do not, and it explores the values on which participants and nonparticipants base their leisure decisions.CHAPTER I OVERVIEW OF THE RESEARCH PROBLEM AND STUDY Although there have been numerous studies of museum visitors during the past 60 years, none has yet identified way some persons choose to go to museums and others do not, or what people value in leisure time spent at museums. Most of the hundreds of museum studies which have been carried out have concentrated on casual visitor behavior in museums, the number and characteristics of persons who patronize museums, and whether or how much learning takes place in museums. However, there is a lack of empixically-based research on the values and perceptions involved in museun-going and on the criteria people use when deciding to participate or not participate, There are markedly few data on the nonparticipants and on whether occasional participants differ from frequent participants. Museum administrators have long puzzled over and worried about nonparticipants and how to influence then to include museun- going on their agenda of desirable activities. Such knowledge mst be based on relevant information about such considerations as: Does adult museun-going depend largely on hav- Ang been socialized toward that activity as a child?Is it primarily related to participation in 2 broader cultural cluster of activities? Is museun-going evaluated by adults on the basis of how important certain underlying leisure concepts are in their value systems, as part of their lite styles? Does participation depend on the perceptions nonparticipants hold of the museun as a leisure tine activity center, either by itself or in competition with other leisure centers? Since there is a paucity of information on what both partici- pants and nonparticipants value in leisure time preferences and how they feel about museums, the need exists for investigation of the differentiations between the two groups and subdivisions of these groups. No study has yet approached the topic of museum participation fron the standpoint of the criteria people use in making their choices about such participation; nor has any study identified what non~ visitors regard as desirable or unattractive aspects of the museum Jmage or experience. Inasmuch as museology Literature is largely devoid of research reports, it is necessary to turn to literature and theory outside the museum field when preparing to do research in a museum. ‘The most relevant studies are those in outdoor recreation and leisure science, which have attempted to investigate individual's choices of suchinterests as water activities, camping, and travel. some of these studies mention museun-going as a competing interest (Knopp 1972, Field and o'teary 1973, London, Crandall and Pitagibbons 1977, Perreault, parden and parden 1977). Algo pertinent to this study axe Literature and theory from such fields as psychology, sociology, and marketing. statement of the Problem In order for museums to understand their present and potential audiences more fully so that they may be able to program offerings and activities most effectively, they need to know what these audiences valu in a leisure experience or place. For instance, they need to know what audience attitudes are toward learning, or social inter- action, or active participation, so they can decide whether these concepts can or should be incorporated into museum programming. they need to know whether participants value certain such concepts more than do nonparticipants and whether either group makes its decisions about participation on the basis of these concepts and preferences. ome of the problems facing museums is that a large percentage of the population believes that there is no reason to revisit a museum because it always remains the same. In the 1970's, nearly half the American-Canadian populace believed that museum exhibits were always the same, so that once one had seen a particular miseum, there was no reason to return (Dixon, Courtney and Bailey 1974, National Research center of the Arts 1975, 1981). The reverse of those who never go back are those who return repeatedly, so that the museum visitation count isdeceptive; a small percentage of persons accounts for a large per- centage of the total visits, At the Royal Ontario Musoum, a devoted coterie of 11 percent of the visitors made 43 percent of the visits (cameron and abbey 1961), ana half the total attendance was estimated to be repeat visits (Cameron 1960). Anong the puzzles facing museum administrators, curators, and educators then, is, why do some visitors never return and what prompts others to choose the museum for leisure activity on a sustained basis? Are the values which entice some persons back perhaps the ones which discourage others from returning? The problem to be dealt with in this research has three aspects: can the criteria by which adults make their Jeisure choices be identified? can these leisure choice criteria be related to museum participation? can differences between participants and non- participants on leisure values and criteria be discerned? Research into these basic considerations requires sampling a population large enough that it offers representative socioeconomic, educational, and age groups. It also requires a museum well enough established that it is identifiable to all groups within the community, and that offers a variety of programs which have the potential for attracting a cross-section of the area population.‘The Toledo, ohio, metropolitan area and the Toledo Museum of Art meet these requirements. Furthermore, the Art Museum staff welcomes the opportunity to participate in the research because it is vitally interested in knowing why nonvisitors choose not to participate. Toledo, which is located at the westernmost tip of Take Brie, and at the confluence of the Maunee River with the lake, is the trading center of a five-county standard Metropolitan statistical Area which has a population of 788,303 (Toledo Area Chamber of Commerce 1961). With a population of 354,265, Toledo is the seat of Lucas County, which numbers 471,280 persons. In addition to a diverse industrial and commercial base, the city offers a symphony orchestra, opera association, theater groups, 200, and several institutions of higher learning. ‘Throughout the metropolitan area and suburbs, there are extensive park and library systens. Demographic characteristics of the metro area are similar to those of areas centered around cities of Toledo's size, though the hourly wage base has been somewhat higher than in similar cities because of the prominence of auto industry-related manufacturing. With a myriad of leisure opportunities--ranging from extensive water sports to various cultural experiences--to entice area residents, and with considerable out-of-town traffic coming to the city for business and pleasure, Toledo metro area offers a desirable setting for examining leisure criteria and museum participation and non~ participation.Methodology to be Employed Contrary to usual museum audience studies, this investigation will not be merely exploratory. In reporting on extensive, ongoing audience studies at the British Museum (Natural History), Alt described the usual state of museum research: "In common with all visitor surveys conducted at museums in this country and elsewhere, these surveys were exploratory," not hypothesis-testing (1980:12). Precisely for the reasons that Alt cited for the weaknesses of such studies--the inability of researchers to provide explanations after the fact when no hypotheses were tested~-this is a study which does test hypotheses. After decades of exploratory audience studies, a more systematic and controlled study, grounded in theory, is required in order to determine more exactly the nature of users’ and nonusers! attitudes toward museums. ‘Two techniques which have been employed successfully in marketing and communications research will be adapted to this non- profit organizational setting. The genera? framework for studying how respondents value five to seven basic attributes of leisure experiences will be a multi-attribute model; also, focus group inter views will be employed during the design stage of the instruments. In order to identify which variables relating to leisure activities and museum use are most important to current and potential museum participants, a system for evaluating alternatives is required. Consumer behavior research provides such a process, the multi-attribute model, by which consumers compare various alternatives for purchaseand consumption against criteria or product attributes which the consumers feel are important in the purchase decision (Wilkie and Pessemier 1973). Marketing research points out that any choice process begins with the consumer's own evaluative criteria; from ‘these each person develops his or her beliefs and attitudes about the product (in this case, a leisure activity or place). z€ attitudes toward this product are favorable, in comparison with alternatives, intentions to purchase (to be involved in the leisure activity or place} follow. Actual involvement in the activity or place may or may not take place, depending on circumstances (Engel, Blackwell and Kollat 1978). The model offers a systematic way of identifying the attributes of leisure activities which adults in the Toledo metro area consider to be critical, of determining the importance of these attributes, and of ascertaining whether museum participation is perceived as offering these attributes. In the mathematical application of the model in marketing studies of product-purchase decisions, the importance to the consumer of several attribates of an object is calculated; each of these numerical values is then multiplied by a number which represents the degree to which the specific object is perceived to possess that attribute. The products of all calculations are then summed to provide a measure of attitude. In a nonprofit organizational setting the multi-attribute model components can be appropriately applied theoretically without10 the mathematical calculations (Talarzyk 1979), The model offers a new methodological perspective, a new tool for appraising nonusers‘ and users’ perceptions of museums; this methodology is applicable in any size and type of museum and in any locale. Another marketing technique appropriate to this study is the focus group interview, in which small groups of adults are invited to discuss the attributes they consider important in leisure choices. Such guided, interactive interviewing helps the researcher ‘to understand the consumers’ primary concerns as well as to verify that the orientation of the research is on target. Both these techniques are basic tools in development of the two instruments that will be used--one form to be answered by all respondents and one to be filled in only by visitors to the Toledo Museum of Art. The major information-gathering procedure will be a telephone survey of a probability sample of the Toledo metro area. A representative sampling of Toledo Museum of Art visitors will also be queried. Pretesting of the instruments, selection of the samples, and training of art Museum volunteers as interviewers will follow recommended procedures (National Opinion Research Center 1947, Adams 1958, Backstrom and Hursh 1963, Babbie 1973, michigan, university. Survey Research Center 1976, Dillman 1978).un Potential Value of the Study Findings that reveal which attributes are considered by participants and nonparticipants when they choose or reject a museum should provide new perspectives for viewing potential audiences. Also, they may offer a method to assess leisure preferences that can be applied in a variety of leisure settings, just as the findings on outdoor recreation and the performing arts can be related to the museum scene. Sucb 2 development would enhance opportunities for research on criteria that adults use in evaluating leisure activities overall and would add to the general knowledge and theory bases. This study has applied value as well. As Raymond and Greyser (2978) pointed out, many arts administrators, believing that their offerings are so worthwhile that the public will voluntarily cone with Little organizational effort, ignore the fact that any service competes for the public's attention, time, money, and energy. Identi- fication of what it would take to bring in the numerous uninvolved publics could help a museum decide whether to cultivate some of then as potential audiences. Moreover, if a museum is concerned about reaching present2y- uncommitted publics, it must discern the perceptions that these un- involved segments have of the museum hefore it views them as potential audiences. It must be aware also, that as the traditional museum audience--the upper education/occupation/income group--is increasingly pressed for leisure time, decision-making criteria regarding use of their valued hours are bound to become more stringent (Voss and12 Blackwell 1975, 2uzanck 1978, Kando 1980). mnpirically-based data that identify the criteria on which both participants and nonparticipants make their leisure choices can help a museum undertake critical decisions about its future. ance museum directors know something about how adults make up their minds about involvement in museuns, they will be able better to program exhibits, lectures, films, classes, and other activities to serve targeted audiences. Purposes and Research Hypotheses This research project proposes to serve three purposes, which will be restated in the form of four research hypotheses: ‘The three purposes are: (1) To ddentify important concepts which are critical to adult choices of leisure activity and/or leisure place involvement. (2) To identify bases for participants’ and nonpartici- pants’ choice or rejection of museums as leisure places--variables which discriminate between users and nonusers. (3) To identify leads for developing strategies to attract new museum audiences and improve communications with these audiences. These objectives are stated as research hypotheses as follows (1) Adults" preferences for five clusters of leisure time activities and their attitudes toward six identified important concepts Which underlie those clusters are statistically significantly related to different stages in parent and nonparent adult life cycles.13 (2) ‘The amount of carryover of certain leisure activities from childhood to adulthood is positively related to the extent to which parent and nonparent adults value two sets of identified criteria--important concepts and leisure tine preferences. (3) The choice of museum participation as a leisure tine activity by parent and nonparent adults is nore highly related to psychographic variables than to denographic variables. (4) the more favorably parent and nonpaxent adults perceive art museums, the more likely they are to participate in the Toledo Museum of Art. organization of the Dissertation In the following chapters are the review of literature, report on research design and procedures used, report of results of the sta~ tistical tests, discussion of results of the tests, and conclusions and recommendations. Chapter I states the problem, outlines the methodology and ‘the potential value of the study, and defines the purposes and research hypotheses. Chapter II reviews literature pertinent to this research project--first on the types of variables which are relevant, and secondly, on the methodologies which apply. Chapter III discusses, in the first part, the design considera- tions, design of the instruments, sample selection, and training of the interviewers. The study variables, null hypotheses, and statistical tests are then presented.14 Chapter IV presents the results of the statistical tests of the four hypotheses. Descriptions of the two samples and their parti. cipation in the Toledo museum of Art are followed by analyses of first, the telephone sample, and second, the in-house sanple. ‘Tables illus- trating the findings accompany the text. chapter V compares profiles of the samples before discussing each hypothesis for first, the telephone sample, and second, the in- house sample. chapter Vi draws conclusions and offers recommendations. Conclusions on criteria of choice in leisure participation, on bases for adults! choices as related to art museums, and on suitability of the methodology are followed by recommendations for action and for further research. Appendices provide copies of the two interview forms which are used, a glossary of terms and variable names, and a list of attributes gleaned from the literature. A bibliography names sources from a number of relevant fields. Summary This research project ains to identify the criteria which adults use in making leisure choices, the criteria on which museum participants and nonparticipants differ, and strategies for reaching additional museun audiences. The conceptual background for this study is derived from theory from several pertinent research fields, and the basic methodological technique, a milti-attribute model, is adapted from marketing theory.CHAPTER IZ REVIEW OF LITERATURE Although a body of Literature on museums has been building over the past century, much of it is not applicable to this study because it is primarily anecdotal, or place- or activity-focused, rather than theory-based. However, there is considerable literature in other fields, which is theory-based and scientific in approach, that is applicable to museology studies. This review of Literature, which is drawn from resources in several fields, is presented in two main sections: the types of variables which are appropriate to this study and the methodologies which will be employed in carrying out the study. Subsections on the variables review research utilizing demographic, psychographic, social interaction, socialization, and system-level variables. Sub- sections on the methodologies treat the multi-attribute model, focus group interviews, telephone sampling, and training of interviewers. over the past 60 years there have been numerous studies of visitors at museums, but few of the studies have tried to ascertain whether persons outside a museum were knowledgeable about the museun and its programs (Erwin 1971, Nash 1975, Mailey 1976). studies in the museum have concentrated on the casual visitors’ behavior (traffic 1s16 patterns, attention span), whether they learned from exhibits {usually cognitive measures involving pre- and post-tests), and Who they were (mainly demographics). In most cases these have involved observation, highly-structured questionnaires, and/or Personal interviews within the museum building. Since research into the general public's behavior and atti- tudes toward leisure activities and museum-going has been sparse, ittle information is available on how the public uses and feels about museums (Dixon, Courtney and Bailey 1974, Brown 1980, Laetsch 1980, Ragheb 2980). The most relevant body of literature for this research is leisure science literature; among other findings, it has identified group or family involvement in leisure activities, sociali- zation, and social interaction as motivators for participation. In the past ten years it has presented reports on the sociological aspects of recreation, whereas museology research has concentrated on demographics and educational aspects of museum experiences, Also applicable to this research are studies in psychology, sociology, marketing, consumer behavior, and communications. Study variables Literature Findings on demographic, psychographic, sociat interaction, socialization, and system-level variables are presented in the following five sections.7 Demographic Variables ‘The substantial body of demographic data available on museum audiences has confirmed repeatedly that adults who choose the museum as a place for informal learning and leisure time diversion are better educated, are in higher level occupations, have higher incomes, are younger, and are generally more involved in cultural, outdoor, sports, social, and community activities and organizations than the population in general (Burdge 1969, Bishop 1970, National Research Center of the Acts 1973, 1975, 1961, Dixon, Courtney and Bailey 1974). Similar findings have been made for those who attend performing arts and sports events and for participants in outdoor recreation (Kaali-Nagy and Garrison 1972, White 1975, Andreasen and Belk 1980). Though demographic data are useful, they have not provided an explanation of why people select/avoid the museum for spending their leisure time. Cheek and Burch (1976) summarized literature which showed inconsistent associations between occupation, social class, age, education, and family status, with nonwork activities. ‘The influence of social circles on choosing leisure activities is more important, they reported, because social bonds are based on free association and on sharing of common interests. Kelly (1980) found demographics were not predictive of outdoor recreation participation, Education, occupation, and age are the demographic variables which most correlate with participation in cultural, arts, and out door recreation activities, though income and residence are also18 frequently important. Education, occupation, income, and other factors of status combine to create a "social class" factor which appears to be the most significant determinant of participation (Clarke 1956, Burdge 1969, white 1975, DiMaggio and Useem 1978). Sex and race have had little effect as determinants of cultural attendance (National Research Center of the Arts 1973 and 1975, Bultena and Field 1978, Andreasen and Belk 1980). DiMaggio, Useem and Brown (1978) did find that females dominated art museum audiences (the median was 57 percent) when they analyzed 30 audience studies of the 1970's. Museums appeared to serve a somewhat broader public than did the performing arts, though art museums attracted a more well-educated public than did history, science, and other museums, DiMaggio, Useen and Brown (1978) noted. They found that regular visitors were more highly educated than nonregular visitors for both museums and the performing arts. Cheek, Field and Burdge (1976) pointed out that there is an inverse relationship between years of residence and number of recre- ation activities participated in because long-term residents are more enmeshed in social relationships. Also, there is a direct relationship taccording to DiMaggio, Useem and Brown (1978), the median age of all museum visitors in the United States in the 1970's was 31; the nedian age for art museum visitors was also 31; for history museums, 33; for science museums, 29. ‘The median age for the performing arts audience was 35; the median age of the entire U.S. population was 26; the median age for the U.S. population 16 and over was 40.19 between the number of cities resided in and the number of recreation activities engaged in, with the number of activities greater for persons who have moved frequently. a community experiencing considerable in- migration, therefore, might need to offer more recreation opportunities than a very stable area where social interaction with family and old friends was the primary leisure activity. Andreasen and Belk (1980) found in four Southern cities, that attendance at symphony and theater events was positively, though minimally, related to years of living in the area and negatively related to the number of children over 14 years old in a family. The National Research Center of the Arts (1981) found in 1980 that hours for leisure had decreased from a median of 26.2 to 19.2 per week since its 1973 survey. (Art museum heavy attenders--those going at least four times a year--had a median of 18.6 hours per week for leisure in 1980.) During the same period, the median number of work hours increased from 40.6 to 46.9 per week. In these seven years, inflation and joblessness had forced drastic changes in life styles and time commitments, so that by 1980 there was greater competition by all leisure organizations to attract people with limited time and money. A Battelle Memorial Institute study completed in 1981 predicted that there will be a decrease in leisure time in the 1990's should the most likely of three scenarios, developed by Battelle forecasters, occur. Their high-capital investment scenario anticipates increases in hours of work and of family care and a decrease in leisure hours20 as people choose to work more hours to earn money. Psychographic variables ‘The reasons why and how people make purchase decisions are more closely related to individual, family, and reference group activities, attitudes, interests, and opinions than to demographics, according to consumer behavior researchers Engel, Blackwell and Kollat (1978). Therefore, it is essential to explore these life style elements in order to understand what people value when they choose leisure activities (wells 1974, Hawes, Talarzyk and Blackwell 1975, Homan, Cecil and Wells 1975, Perreault, Darden and Darden 1977). at Present, however, little is known about users' and nonusers’ psycho- graghics, social circles, or their decision-making processes when choosing leisure activities such as museun-going. Leisure science and sociology literature suggests that persons who feel they are strongly subject to fate or luck {those who have an external locus of control) are less likely to experience a situation as leisure and may be less prepared to deal with a situation that imposes little control, in comparison with persons who believe they are in control of their own destinies (those who have an internal locus of control) (Havighurst and Feigenbaum 1959, Neulinger 1974). Several researchers contend that "perceived freedom" is the critical factor in the psychological experience of leisure--freedom to choose, to voluntarily engage in an activity or to go to a place (Kelly 1974, Neulinger 1974, Iso-ahola 1979).au Kleiher (1979) found that positive attitudes toward leisure were more associated with an external locus of control, because those persons saw leisure as an opportunity to relax, to be less active, and to be less achievenent-oriented than in their work. People with internal locus of control generally found significant value in their work and were more Likely to see leisure as an opportunity to meet a new challenge and to further direct theix lives in an active way. From 50 years of studies by numerous researchers, cheek and Burch (2976) sumarized the findings on attitudes toward work and non- work, Their sumazy indicates that persons whose occupations reward conformity to a routine which is established by others are Likely to be persons who minimize the higher arts in their leisure activities; what they do value are stability, family centeredness, and maintaining primary friendship associations. Persons whose occupations reward self-mastery are likely to be those who emphasize the higher arts in their leisure pursuits; also, they value change, social mobility, and activities which bring them in contact with groups they wish to advance into. Pormerehne and Frey (1980), in bringing economists’ perspec- tives to bear on the issue of museum visitation, related the economic concept of cost-benefit analysis to the prospective visitor's life style. ‘the higher the opportunity for earning benefits at a competing activity, the higher the cost of time spent in a museum, they reasoned. The most important cost elements appeared to them to be connected with information, communication, and especially comprehension, Low or no22 attendance was due more to comprehension and information factors than to monetary outlay, they stated; the "price" of a museum visit cost the less-educated person a larger amount than it did a well- educated person because it required more effort fron him/ner. Hendon pointed out, in his study of the Akron art Institute, ‘that a sophisticated appreciation of art requires an understanding of “the art codes that are necessary to decipher the work and gain the aesthetic experience” (1979:13). Art museums, DiMaggio and Useem (1978) stated, require higher-cultural decoding capacities than do history or science museums, and hence they draw audiences which are dominated by individuals of advanced education and in high status occupations. Because museum messages can be decoded only by those sharing the particular code(s) of the curator and designer, distortion of exhibit intent is inevitable for the majority of visitors, Cameron (1972) stated, Further, though educated middle-class visitors arrive at an exhibit with the necessary preknowledge to deal with the code, the remainder of the audience often arrives with preconceptions which are misconceptions, Cameron added. an example of how inability to read the code of an art exhibit Giminished the audience's satisfaction was described by Bigman (1956). Extensive promotion of a Japanese art exhibit drew attendance by one- seventh of all seattle adults. Because most of them had never been to an art exhibit before, they were ill-prepared to cope with the code. Though they came with great expectations of a positive outcome, lack of explanatory materials at their level of understanding led to23 bewilderment and disappointment. In other cities where the exhibit was shown, there were no special promotional efforts. As a result, the usual well-educated audience attended, and it reported general satisfaction with the exhibit. ‘The National Research Center of the Arts study done in 1960 stated that though the desire to participate in the arts had increased since a similar survey was published in 1975, attendance at art museuns had declined slightly. (Mationally, 60 percent of Americans hhad gone to an art exhibit in the previous year.) The investigators noted that as desire for participation in the arts increases, greater numbers of people feel out of place with traditional arts offerings and sites. Deterrents to attendance at museuns, they found, were strong beliefs that museum shows are “always pretty much the same” 0 there is no need to go very often, the quality of exhibitions is not good enough to make going to them worthwhile, and potential visitors "don't really feel confortable going to museums" (1981:16). Expectation of a positive outcome is the First of five stages in a leisure experience, as defined by Clawson (Clawson and Knetsch 1966). He enumerated the five major phases of outdoor recreation experiences as: expectation, anticipation, and planning; travel to the site, with its concomitant pleasures and nuisances; on-site experiences and their derived satisfactions; travel back, accompanied by memories and fatigue; and recollection or sharing the experience with associates, which may produce feelings quite different from the actual experience. The whole, Clawson said, is a package in which24 all parts are necessary. The sum of satisfactions and dissatisfac~ tions from the whole must be balanced against total cost, he advised- much as Ponmerehne and Frey (1980) applied a cost-benefit analysis to an art museum visit. Expectancy theory and social organization theory use different terminology to describe the cost-benefit analysis analogy. Thibaut and Kelley (1959) explained that a person wil2 not decide to join a group or activity unless s/he expects the gains of such involvement to exceed the losses. Furthermore, it is not the absolute amount of expected gain or loss that determines the value s/he places on a specific choice, but the amount relative to a comparison level. The more the antici~ pated outcome exceeds the comparison level of reward that either s/he has obtained in the past or has observed others obtaining, the more satisfying the experience is. The more the anticipated outcome falls below the comparison level, the less rewarding the experience. should first experiences with a new group or activity not prove to be satisfying, there will be little desire or impetus to maintain involvement, the authors stated. Expectation of a positive outcome clearly affects leisure activity decision-making, according to Andreasen and Belk (1960). ‘Their respondents said that their decision to attend the theater or symphony was based on the likelihood that they would like the particular program, they would understand what was going on, their companions would have a good time, and the event would prove to be stimulating.25 In evaluating the use of psychographics in making marketing decisions, Wells found that psychographic variables generally related in consistent ways to each other, to demographics, and to use of products and media. Also, they were capable of producing substantial differences between groups of consumers, which were often larger than ‘those produced by the standard demographic profile. Psychographic data are most valuable when they contain just "the right amount of surprise," Wells stated (1975:208), When that is the case, they can be very useful, even when correlations are not high (in the .20s and +305), he concluded, Social Interaction variables When studying leisure activities, the focus should be on the social interaction provided by the activity, rather than on what. people do, because social interaction is the prime reason for partici- pation by both family and friendship groups, according to Field and O'Leary (1973), loomis (1974), Cheek and Burch (1976), Cheek, Field and Burdge (1976), and Cone and Kendall (1978). Furthermore, most recreation occurs in groups of individuals who maintain some social bond, so that a person rarely adopts a new leisure habit without there being some pattern of social support (Neyersohn 1969). In the past decade there has been increasing recognition of the museum as a place for social interaction, especially for families and other socially intimate groups. Rather than the objects or the setting, the shared experience may be the most important aspect of a museum visit, but it is an aspect that is rarely considered in museum26 planning or research, iaetsch (1979) has pointed out, although most museum activities are shared by at least two persons, the concept of the museum as a leisure activity center for group socializing or family learning is practically nonexistent, accoraing to museun researchers (Norris 1962, Eisenbeis 1972, Loomis 1974, Sebolt and Morgan 1978, Benton 1979); the leisure and recreation literature, however, identifies similar institutions such as zoos and historic sites by such a classification. Field (1971) and cheek, Field and Burdge (1976) pointed out that sites like beaches, parks, and zoos are recreation places not because of the activities that occur there or their physical environ- ments, but because of the kinds of social meanings imputed to them by the people who go there. In investigating adult zoo visitors, cheek found people-oriented activities were as important as exhibit-oriented activities, because zoo-going is a group activity shared by family, relatives, and close friends. He recommended that z00 managers become knowledgeable about hunan interaction as well as exhibit design, and that researchers study groups, especially families, because most leisure activities take place in groups. DiMaggio, Useem and Brown (1978) and National Research Center of the arts (1981) found that since frequent attenders of one type of arts organization tended to be frequent attenders of other arts organizations, the habitual attendere grouped thenselves into active social circles, forming friendships around a shared interest in the arts and cultural events. cheek and Field (1977) noted that aquatic27 recreation places provided a wide range of nonresource-based activities so that people went to them for a combination of factors-- both personal objectives and sets of activities. Social contact and relaxation appeared to be the primary values gained while use of the water resources appeared to be incidental to the majority of people whom Cheek and Field observed. Christensen and Yoesting (1973) found that use of outdoor recreation facilities was as greatly influenced by one's family, peer groups, and worknates as by one's sociosconomic characteristics. In another aquatic recreation site study, McCool (1978) reported that resident and nonresident users of water-based resources had very different attitudes toward and participation patterns at the same recreation sites. Resident visitors selected what NcCool called “active-expressive activities,” those which were not specifically tied to the site, and extractive activities such as hunting and fishing. Nonresident users preferred experiences emphasizing appreciation of the natural environment and learning opportunities, which included nature study and visiting museums and historic sites. Socialization variables Several studies have documented the importance of social class and of childhood socialization through family and school as indicators of or stimuli for attendance at museums, performing arts, and outdoor recreation activities (Sofranko and Nolan 1972, Yoesting and Burkhead 1973, DiMaggio, Useem and Brown 1978, Andreasen and Belk 1980). A National Research Center of the Arts study (1973) reported that28 exposure to the arts in childhood had direct correlation with subse- quent adult interest in the arts. Dimaggio and Useem (1978) remarked that since social classes evolve distinctive cultural preferences, family socialization ensures that appropriate class-related artistic interests, tastes, standards, and activities are maintained. These authors and Hendon (1979) pointed out that arts appreciation is primarily developed through training and that understanding most works of art requires a certain amount of familiarity and background information to undertake the decoding that leads to appreciation. The provision of such background information and the orientation toward involvement in the arts usually takes place through family and school socialization, and is most likely to occur in upper education/income/occupation families, DiMaggio and Useem stated. on an examination of whether persons participated in certain activities as both children and adults, Yoesting and surkhead asserted that the level of participation by a child was a predictor of adult recreation activities, since those active as children continued to be active as adults. For future research, they advised, “the intensity of involvement also should be accounted for in addition to the ichotomized yes-no responses" (1973:34) In a later study of a similar nature, Yoesting and Christensen (1978) found that the level of participation and the number of activities participated in as a child predicted adults" continued participation in outdoor activities generally, though they did not29 predict "carryover" of specific activities from childhood to adult- hood. Socialization toward leisure is a lifelong process, they concluded. Inasmuch as a general disposition to participate in recreation activities appeared to be what carried over from childhood to adulthood, they recommended that the socialization model used in the carryover studies be expanded. one's inner social circle seemed to be a greater influence on Leisure behavior than other factors, and the choice of this reference group was greatly determined by socialization during childhood, according to Cheek, Field and Burdge (1976). Since doing activities associated with pleasant menories from childhood might in itself be enjoyable, it appeared that the best predictor of future leisure my be past leisure, they stated. Sometines the socialization received through an initial group which has strong feelings of solidarity and belongingness, such as a family, can create problems when an individual attempts to develop other interests, activities, or reference groups, Cheek and Burch (1976) noted. Kelly (1977, 1978) found that childhood participation in cultural activities was more likely to start outside the family, such as at school, and, activities begun at school were more Likely than those begun with family and friends to be carried forvard as adult activities primarily for reasons inherent in the participation. In 1980 Kelly wrote that socialization into leisure may not be as strongly influenced by social status as had been assumed and, instead, that leisure participation might be more shaped by what he identified30 as cultural context and social access factors. systen-Level variables Although the family is the predominant social unit in which leisure activity participation takes place (Pield 1971, Rapoport and Rapoport 1975, Kelly 1978), there have been no sociological studies of the family as part of museum audiences. Rapoport and Rapoport (1975) have suggested using life cycle as the perspective for leisure studies, because it cuts across class and cultural patterns. They noted that though a leisure interest may continue throughout one's life, it may be satistied by different activities, and the sane activity may be an outlet for different interests, as one moves through the life cycle. the authors recognized also that divorce, second marriages, and multiple or split families affect choices of interests and activities, Sollman, Moxley and Elliott (1975) established that stages of the family life cycle and participation in activities outside the home were significantly related and that the presence of a preschool child was the best indicator of nonparticipation in such activities. Their study found that factors Like family size and working mothers had minimal effects on family leisure participation. Kelly (1974) reported that leisure activities engaged in by adults shifted dranatically when adults moved from the peeparental to parental stage. Having children at hone raised the proportion of role-related parental activities 22 percent and decreased activities engaged in primarily for the adults* intrinsic satisfaction byaa 18 percent. ‘The author noted that since leisure activities appeared to he related to family life cycle, the same activity might have @ifferent social meanings and role relations at different tines. Anderson (1953) investigated the behavior of family members and of the family as a unit in social participation, as related to family life cycle stages, He found that families in the young-older child and older child stages took part as families in the largest nunber of different informal activities. Benton (1979), in observing intergenerational interaction at several New York city museums, reported that parents often were un- prepared to act as mentors for their children and consequently they frequently misinterpreted the museum and its meanings to their children. Few adults, she observed, came to the museums "with the kids"--that is, allowing the children to set the pace, focus, or interaction with exhibits. The majority, who “brought the kids," acted as authority, leader, director of bebavior, and focuser of attention. These parents continually prompted the children and directed their behavior, and often insisted that the children look at what the parents selected. Analysis of only intact families, which has heen the basis of ost research (Cunningham and Johannis 1960, Wells and Gubar 196), is inadequate today because it does not consider the variations in family composition that prevail. Numerous changes that have taken place in family lie affect participation levels and life style——delayed time of first marriage, decline in average family size, rising divorce rate,32 Amcreased number of single-parent families and childless couples, complexity of combined family units (his, her, and their children), and desire of noncustodial parents to maintain active and significant roles in their children's lives. Murphy and Staples (1979) suggested that traditional family Lite cycle categories are inadequate to accommodate types of families ‘that have not been accounted for in research, such as cohabiting couples, unmarried mothers, separated couples, young and middle-aged widowed persons, and young divorce(e)s with and without children. Machlis (1975), acknowledging the need for new xesearch categories when he observed families in a leisure setting, defined them as partial, multiple, extended, and nuclear families. Ward (1974) and pavis (1976) commented on the lack of research on children's influence on parental purchasing behavior, which, they assumed, is a factor in family decision-making. Johannis and rollins (1960) determined that family decision-making about social activities was in part a function of the age and sex of the parties, and Szybillo and Sosanie (1977) found that children generally were involved in making family trip decisions, though not as prominently as in choosing a fast food restaurant. Methodologies Literature Findings on methodologies for the multi-attribute model, focus group interviews, telephone sampling, and training of inter- viewers are presented in the following four sections.33 Methodology for Multi-attribute Model A consumer's knowledge and evaluation of a product and his/her disposition to act toward that product (such as an art museum or leisure activity) are a major determinant of choice of the product, according to Engel, Blackwell and Kollat (1978). They noted that since attitudes about a product are a function of beliefs about the product, attitudes are extremely important in determining consumer behavior. One of the methods used to measure consumers’ attitudes, as well as their evaluative criteria, beliefs, and intentions, is the multi-attribute model.? the model assumes that there wil2 be more than one criterion or attribute along which a product will be evaluated and that consumer judgments are based on two elements: the consumer's beliefs as to whether or not the product or object actually possesses the attribute in question, plus the consumer's evaluation of the importance of each belief (Engel, Blackwell and Kollat 1978). When the model is used, consumers' beliefs about whether an object does or does not have a particular attribute are evaluated by the degree of importance attached to possession of that attribute. For example, in the setting of this research project, some basic questions could be phrased as: Do art museums offer opportunities for learning? If Consumer x believes they do, is that perceived 2characteristics of the four basic formats of multi-attribute models have been summarized and compared by Wilkie and Pessemier (1973), Holbrook and Hulburt (1975), and vazis, Ahtola and Klippel 12975).34 as a positive attribute of art museums by Consumer X? are parks mainly places for passing time? I£ Consumer ¥ agrees they are, is that an important factor in determining park visitation by Consumer ¥? Applied mathematically, the models are based on the assumption that a consumer's attitude toward an object (or organization, group, product, or action) is the total of two factors: (1) the perceived importance of several identified attributes, each of which is milti- plied by (2) the degree to which the specific object appears to possess each attribute. ‘The products of all the calculations are then summed, to provide a measure of attitude (ralarzyk 1979). The multi-attribute model is defined as a compensatory type of attitude model, because the perceived strength of one alternative on an attribute can compensate for weaknesses on other attributes, The total evaluation is the sum 9f ratings along each attribute; the product or object with the highest sum becomes the one that is chosen, Model proponents assume that the more favorable the attitude one has toward an object or activity, the more likely one is to prefer/ select/employ that object or activity. In product research, a favorable attitude has been shown to lead to intentions to purchase, though unanticipated circumstances might intervene to prevent the action. Components of a multi-attribute model can appropriately be adapted for application in a nonprofit setting, such as a museum, without utilizing the mathematical calculations, according to ‘Talarzyk (1979), Multi-attribute models have been used extensively in product-purchase situations and in social psychology, such as for35 measuring attitudes toward racial groups (Holbrook and Hulburt 1975), Mazis, Bhtola and Klippel 1975). In general leisure studies, similar concepts have been applied, though they have not been identified with the theory or specific approach of milti-attribute models (Bishop and Witt 1970, Tendon, Crandall and Fitzgibbons 1977, Kranek 1977). Andreasen and Belk (1980) applied a modification of such a model when they queried theater and symphony audiences. As Wilkie and Pessemier (1973) pointed out, the value of multi-attribute models is in facili- tating the design of appropriate methodology to evaluate consumer attitudes, because the models link the attributes of products or objects to consumer preferences. Methodology for Focus Group Interviews When a researcher is developing an interview form to query respondents on their leisure activities, it is essential to verity the List of proposed leisure activities with representative residents before completing the instrument. This is requisite because, as Burdge and Field (1972) and Perreault, Darden and Darden (1977) pointed out, the list of activities to be used in the subsequent interviews must be consistent with the interests of the publics surveyed and must reflect the consumers" perceptions. Otherwise, ‘they noted, a reported low activity-participation rate might really mask the fact that inapplicable activities were being asked about. Such interviews help to identify the salient beliefs and values on which adults make their purchase and participation decisions and the importance of each value in these decisions. the main36 benefit of the technique is in learning from consumers in their own terms--their reasons for making certain purchases and their expectations of performance and benefits to be derived from these purchases. Focus group interviews allow for fine tuning of the concepts and questions that the researcher has developed from an extensive search of the literature and assists him/her in generating hypotheses that can be tested quantitatively (Calder 1977, iigginbotham and Cox 1979, Talarzyk 1979). the five to seven most prominent attributes suggested in the focus group interviews are usually utilized in the design of the inter- view form, because product research indicates that more than seven attributes do not provide more specific findings (wilkie and Weinreich 1972, Wilkie and Pessemier 1973, Holbrook and Hulburt 1975). Methodology for Telephone Sampling Telephone interviewing can be a remarkably efficient survey method," according to Simon (1978:197), who adds that since there is little difficulty with nonresponse in telephone interviewing, "there- fore the sample obtained from a telephone survey is sufficiently random for many purposes" (1978:198) . Field (1973) and sudman (1976) have described how a computer- devised program of producing telephone numbers eliminates unlisted and new number bias, in order to maintain a representative sample. Based on proportional numbers of subscribers from each primarily-residential prefix in the selected area, the computer program generates the remaining four digits of the individual numbers, which are thena7 assigned to the selected prefixes. The computer supplies an initial sample large enough to provide replacement nunbers for all those which are not reached or which aze commercial numbers. Glasser and Metzger (1972) reported that only one in five Gialings connected with a usable residence, largely because information on “working banks” of nunbers either was not available fron the tele phone company or becane dated quickly. Households with two or more phones (about 2.4 percent) generally included teenagers, they noted. In 1974, Glasser and Metzger (1975) found that nearly 20 percent of phone households were excluded by telephone directories. Nearly twice as many nonwhites as whites were unlisted, and a higher pexcentage than average of the 1@ to 34 year-old-age group lived in unlisted households, they found. The computer program overcones some of the drawbacks of an acknowledged incomplete frame (incomplete list of all metropolitan area residents) due to unlisted and new numbers (Cooper 1964, Field 1973, Simon 1978). Also, this type of selection minimizes bias due to ethnic spellings and it guarantees anonymity to respondents. an advantage of a telephone survey, according to Simon (1978:198) is that “the sample can be taken sequentially; you just keep making more calls until your sample is big enough..." other advantages cited by gerber and Verdoorn (1962) are that the investi- gator gets a representative and wider distribution of the sample, nonresponse is very low, information gathering is quick and inexpensive, and callbacks are simple and economical. Major38 disadvantages, they suggested, are the likelihood of shorter inter~ views, inability to use certain types of questions and probes, lack of opportunity to observe respondents" nonverbal communication, and inability to xeach those who don't have telephones. However, Sudman (2976) found no problem in interviewing on the telephone for up to an hour or in using long questions--which, he said, gave the respondents time to remenber and to think. Leuthold and Scheele (1971) found, in Missouri in 1969, that nonsubseribers were more likely to be poor, rural, and generally isolated from comunity affairs (10 percent of area households lacked telephones). In Toledo in 1967, Brunner and Brunner (1971) discovered that the average unlisted subscribers had less education, were younger, had lower incomes, were more Likely to be divorced, held blue collar jobs, joined fewer organizations except for labor unions, had larger families and were less Likely to ow their own homes cr Live in suburbia, than those with listed numbers. Rich (1977) confirmed these findings after doing a California study. O'Neil (1979), in a study of Chicago households, found that the persons who resisted being inter- viewed on the telephone were of lower income and education, were under 19 ox over 65, and participated minimally in social activities. Dillman (1978) reported that since 94 percent of all v. s. residences had phones in 1975, the former social class bias of tele- phone surveys had greatly diminished. He found no problems with interviews up to 30 minutes because once people were engaged in responding, terminations seldom exceeded 2 percent. About five39 20-minute interview forms can he completed in a three-hour calling period, he noted, Audience interest in the topic is the primary factor in explaining differences in response rates and holding power, according to Brown and Wilkins (1978). Talarzyk (1979) found that leisure studies commanded sufficient interest to hold telephone interviewees’ attention for 30 minutes. Field (1973), using a computer-generated telephone probability sample of 1,504 residents in three West Coast states where approxi- mately 7 percent of the residents were without phones, felt that this weakness of telephone interviewing was outweighed by the advantages of the technique--personal contact, high response rate, and much lower cost than personal interviews. Sven when there were high refusal rates to a telephone survey, the distribution of all persons contacted aid not vary greatly from the distribution of all persons interviewed; this was the finding in a study done by Weaver, Holmes and Glenn (1975) to assess the validity of self reports of several known demographic characteristics of respondents. Rogers (1976) reported that the quality of data obtained in telephone interviews on complex attitudinal, knowledge, and personal items was comparable to that collected in person. Also, a warm and friendly manner, rather than a neutral or businesslike interviewing style, was less 2 handicap in obtaining full and accurate information by telephone than it was in person.40 Methodology for Training of Interviewers ‘Trained volunteers have been used successfully in museum studies, even on an extensive, long-term basis such as at the Royal ontario Museum (Toronto. Royal Ontario Museum 1959-61). Persons with qualities of commitment, honesty, precision in following directions, tact, poise, and patience are considered to nake the best interviewers (National Opinion Research Center 1947, Adams 1958, Michigan. University. Survey Research Center 1976). ‘Training should include background information on the purpose of the survey and research methods, instruction in using the instrument, interview demonstrations, and in-class role-playing prior to the interviewers’ undertaking actual practice interviews (Backstrom and Hursh 1963, Babbie 1973, Dillman 1978). Specific recommendations made by these authors are reflected in the instructions which were given the interviewers in this research project, found in the section of Chapter III entitled "Training Museum Volunteers as Interviewers summary A rich resource of theory-based Literature is available to the museum researcher from a variety of fields. Pertinent reports have been presented in Chapter II on five types of variables-~ demographic, psychographic, social interaction, socialization, and systen-level--and on four areas of methodology--multivattribute model, focus group interviews, telephone sampling, and training of inter~ viewers.al ‘These sources provide a background for the development of appropriate design, procedures, and variables for this study, which are presented in Chapter ITT.CHAPTER ITT DESIGN AND PROCEDURES IN CARRYING OUT THE STUDY This study investigates adults’ leisure preferences and activities, and in so doing, draws on literature and theory from several relevant areas, adapts techniques from other fields such as marketing, and compares two representative samples. Designing such a study requires developing appropriate inter~ view questions which probe attitudes and values and which are based on relevant theory, in order to acquire the most accurate and meaningful information. Also, the samples--one to be interviewed by telephone and one to be interviewed in the museum—-mist be drawn according to systematic plans so that they are representative of the ‘two populations. ‘This chapter discusses how these requirements are carried out. Research design and methodology are described in the first four major sections, which deal with design considerations, instrunent development, sample selection, and training museum volunteers as interviewers. Following these sections are those pertaining to the study variables, null hypotheses, statistical tests, and use of the tests and the variables in the hypotheses. a243 To aid in understanding the overall process, because several procedures were under way simultaneously, the information about them is organized here by content, rather than by a strictly chronologica: order. In this study, two populations were sampled in the Toledo, Ohio, area. A probability sample of adults in the Toledo metropolitan area was interviewed by telephone in April and May, 1980, and a systematically-selected random sample of adult visitors to the Toledo Museum of Art was interviewed in pexson in May, 1980, at the Art Museum. ‘an eleven-page schedule was used with both samples (Appendix a) in addition, the in-house respondents individually answered a three- page questionnaire about their museum visit (Appendix 5). Design Considerations Decisions about design of the instruments and sampling techniques, about the variables to be included and the tests to be used, were based on relevant theory and Literature. Because little museology research has contributed to theory or has been based on hypothesis-testing, the literature from related fields of study was utilized. The basic framework for the study was a multi-attribute model, adapted from marketing and social psychology research, because its components were deemed appropriate for application in a nonprofit organizational setting such as a museum.44 Im this study the model design provided a framework for analysis of the relationship between critical attributes of leisure choices and audience preferences for selected activities, such as museum-going. analysis of more than two dozen journal articles and a dozen questionnaires, primarily leisure science and marketing Literature, and conferences with leisure science and marketing specialists led to development of a list of 22 activities to be rated by respondents {see section on Socialization scale p. 70). Activities selected for the list were among those most frequently cited or those which had a relationship with museun-going. Also, based on literature in the fields of leisure science, sociology, and marketing, a list was made of attributes of pleasurable or satisfying leisure experiences (Appendix C). Grouped by similar characteristics, the attributes formed the basis for developing ques- ‘tions which embodied these basic concepts. For instance, five concepts--which were identified consistently in pertinent literature as the reasons for individuals’ involvement in leisure activities became the core values of this study: learning opportunities, social interaction or being with people, challenge of new experiences, participating actively, and feeling confortable in one's surroundings. Literature presenting data and suggestions on use of appropriate sampling techniques, training of interviewers, and statistical tests was used as the basis for developing these aspects of the research project (see sections on Sample Selection p, 53, Training Museum45 Volunteers as interviewers p. 56, and Statistical Tests p. 85). instrument. Development tn drafting sections of the interview forms, several considera tions were constantly in the forefront to assure that the questions would effectively probe values, attitudes, and preferences as well at actual participation. Decisions about specific questions to ask, and in what format, were made on the basis of: (1) hat people value when they make decisions about use of leisure tines what is inportant to them. ‘he literature indicates that having learniing opportunities, being with other people, partici- pating actively, having a challenge of new experiences, and feeling confortable in one's surroundings are integral considerations when adults decide whether to participate in leisure activities. (2) socialization during childhood toward certain activities, carryover of those activities into adulthood, development of new interests as adults, taking advantage of new opportunities. The Literature indicates that an early proclivity toward certain interests renains as individuals mature, though specific activities may change as stages in Life cycle evolve, preference for activities which emphasize active participation, or culture, or entertainnent, or social interaction might remain stable, while the activities within these clusters change. (3) adults* evaluation of going to art museums compared with going to other leisure places. The same values and attributes,46 the sane socialization and carryover may apply. (4) How adults who do not go to art museums differ on these concepts and interests from those who go to art museums frequently or occasionally. persons who are randomly sampled in the community may differ on these values and interests from those who are interviewed at the museum. Before the questions were stated in final form, based on recommendations in the literature (Backstrom and Hursh 1963, Babbie 1973, Dillman 1978, simon 1978), the concepts and orientation of the instrument were tested through focus group and pilot interviews. Following that stage, questions were formally stated and the pretest interview schedule was devised. sections of the pretest schedule were first tested with several Columbus residents of varying educational and occupational backgrounds, both to determine whether questions were understandable and to time the sections. the aim was to limit length of the main interview form to 20 minutes. After the pretests the forms were minimally revised and shortened, to adhere to the 20- minute Limit. Concurrent with instrument development, telephone sample selection was carried out (see section on Telephone Sample Selection p- 53). Based on the telephone number list prepared for the telephone sample selection, a sublist was chosen at random for inviting persons to participate in focus group interview sessions.a7 Focus Group and Pilot Interviews Focus group interviews are an information-gathering method developed for marketing research, the purpose is to refine the concepts and questions which have been developed in preliminary interview forms, and to reveal whether the schedule's topics are consistent with the interests of the publics surveyed and reflect their perceptions. For inviting Toledo-area residents to participate, in addition to the sublist selected at random from the telephone number list, every 85th name from the current Toledo Museum of Art membership List of about 8,000 names was drawn for a second list, so that some museum monbers would be guaranteed to be among the interviewees. ‘The intent of the group interviews was to determine the attributes and values on which these adults made leisure choices, what they considered their leisure alternatives to be (competitors to the Art Museum), and how important each attribute was in deciding which activity or place to patronize. It was arranged for one group of nine Toledoans to meet for two hours at a nonmuseum location, and a second group of nine agreed to be interviewed individually by telephone because their varying work schedules did not permit them to meet. the final lists of participants in both the focus group and pilot interviews numbered half members and half nonmembers of the museun. Respondents were told that their opinions were desired for a study of leisure activities in the Toledo area being conducted by The ohio state University. No mention was made of the Toledo Art Museun's48 role in the research, ‘The focus group interviewees met for two hours on the evening of March 10, 1980, in a branch 2ébrary meeting room. They were paid $10 each with Art Museum funds in appreciation of their willingness to come to a meting. The proceedings, which followed a structured format, were taped. The pilot interviewees, who were telephoned March 5, 6, or 10, were not paid for their 20- to 30-minute contributions. They were asked the same set of questions--about persons in their household, the kinds of activities the family chose to do together, the activities the respondent chose for her/himself, what qualities or attributes were important in making each choice, the kinds of places the family and individual chose for certain occasions such as entertaining out-of-town visitors, scheduling procedures and cost of activities, selection of new or familiar activities, preference for activities at aifferent stages in the life cycle, frequency of participation, and values and benefits of certain activities. All of the focus group and pilot questions were based on the concepts, leisure time preferences, feelings about art museums, socialization questions, system-level variable questions, and demographic questions in the instruent draft. Responses verified that the subjects covered by the schedule were pertinent, comprehensive, and provocative. They also confirmed that the respondents enjoyed talking about leisure activities and places and that they did not find the questions to be threatening or objectionable.49 one important, specific benefit from the focus group and pilot interviews was the identification of and emphasis on an impor- tant concept that had received only minor attention in the literature. extensive reading of the literature representing a 60-year period had revealed the five frequently mentioned and generally-accepted concepts which have been identified as basic to individuals’ involvement in leisure activities. The additional important concept identified through the Toledo interviews was that of doing something worthwhile or doing some service for other people while engaging in leisure activities. since numerous persons stated that they considered whatever they voluntarily chose to do to be leisure activities, the concept of doing something worthwhile was added to the five concepts already in the schedule. Also, the idea of voluntary choice was stated in a definition of leisure activities in the schedule (appendix A, pd. General Interview Schedule Following the focus group and pilot interviews, the schedule questions were revised into final form. Questions were formulated to embody the concepts and activities which were identigied in the Literature and reiterated by the interviews; the additional concept of doing something worthwhile was incorporated into the instrument, These questions resulted in four sections of the pretest schedule, which were specified as Important Concepts (appendix A, p. 5), Leisure Time Preferences (Appendix A, pp. 7-8), Feelings about Art Museums50 (appendix A, p, 9), and Socialization scale (Appendix A, pp. 2-4). ‘he Important Concepts questions were structured on a Likert scale of 1 to 6, for "most important" to “least important"; Leisure Time Preferences and Feelings about art Museums statements were structured on a scale of 1 to 5, from "strongly agree" to "strongly disagree," and the Socialization scale was created on a basis of 1 to 3, for "frequent," "occasional," or "no" participation in a list of 22 activities, both as children and as adults. In addition, questions were developed to query the respondents about their demographic characteristics (appendix a, pp- 1, 10-11), and their ranking of the Toledo Museum of art in relation to area leisure places (Appendix a, p. 6). ‘Telephone respondents were asked about their attendance at the Art Museum in the general schedule (appendix A, p. 10) (in-house respondents filled in that information on a separate questionnaire, Appendix 8). care was taken to incorporate essential characteristics of effective instrument design. Specific questions about the Toledo Museum of Art were placed near the end so that respondents would not be alerted to the relationship of the survey with the art Museum. ‘Three types of inquiries were developed to provide a cross-check on the information gathered: ‘the schedule required respondents to answer Likert-scale questions in three sections, requested them to rank five area leisure places, and asked them to evaluate six attributes for their importance.51 Demographic questions about number of persons in the house~ hola, number and ages of children, and length of residence were asked in the introductory section of the instrument. occupation, marital status, education, length of residence at present address, zip code, age, and income were asked at the end since they were more likely to be found objectionable or to be unanswered, Interviewers were instruc- ted to record sex of the respondent on the basis of voice quality and to verify their judgment if necessary. te introductory and closing statenents of the schedule were designed to give enough explanation about the project that respondent anxiety would be allayed and interest piqued. the opening also identified the sponsor as a credible outside-Toledo research organi- zation (The Ohio State University) so that knowledge of the relation- ship with the Art Museum would not prejudice responses. tead-in statements were inserted to ease the transition to each new section. Certain information, such as values of the various scales, was reiterated to help respondents recall the context in which they were answering. Measurement error control techniques that were employed, so that the schedule would measure accurately and consistently what it purported to measure, included; structuring the questions to fit the attributes being measured; wording the questions in simple, unambiguous language that avoided bias, uncommon terns, and complex concepts; listing the questions in a sequence that @id not condition subsequent replies; creating a logical, smooth transition from52 subject to subject; omitting leading questions; using tact in phrasing personal questions, All data for hypothesis-testing were closed-end questions. Instructions to interviewers were interspersed throughout the schedule in order to standardize the interviewing and minimize uncertainty about procedures. A cover sheet provided space for the interviewer's name and data about the circumstances of the interview. In-House Questionnaire In addition to the general schedule, the in-house questionnaire was prepared for use by respondents who visited the Toledo Museum of Art (appendix 8). A preliminary questionnaire was drafted, based on the literature and questionnaires which had been administered in other museums. As part Of its development, the opinions of Toledo Museum department heads and middle management personnel were solicited. These persons ranked and augmented two lists--one of major leisure activities and places in the Toledo area and the other of questions which might be asked of museum visitors. In the pretest questionnaire, the topics which Art Museum personnel identified as most meaningful to museum planning were coordinated with the most critical aspects enphasized in the Literature. The questionnaire was pretested in the Art Museum and minimally revised before the final form was set; response time was estimated to be five to seven minutes.53 Refining the Instruments Four Art Museum volunteers completed 20 telephone pretest interviews during the week of March 24. Suggestions based on their experiences were helpful in minimally revising and shortening the schedule. zn addition, 20 pretest interviews with the preliminary in-house questionnaire were conducted by the researcher with museum visitors the week of March 24, and revisions were made to it. answer categories for the final versions of the instruments were precoded by assigning a number to each response category to represent it on a computer card, Final copies of the printed inter- view forms included a right-hand column on each page for keypunch coding. when the instruments had been developed in final state, copies of both forms were printed in the Art Museun's in-house printing facility. sample selection Procedures for selecting the two samples to represent the Toledo uetro area and Toledo Museum of Art visitor populations were based on tested techniques recomended by researchers in the social sciences (Backstrom and Hursh 1963, Babbie 1973, Dillman 1978). These methods are described in each of the appropriate sections which follow. Telephone sample 1 obtain a representative sample of respondents for telephone interviews from the Toledo metropolitan area, the four telephone54 companies which serve the area were asked to provide the number of household main stations for the prefixes in the area. ‘The Toledo Chamber of Conmerce had identified the municipalities and townships outside the city proper which are considered to be in the Toledo netro area. when the data on 45 prefixes were obtained from the chic Bell, Michigan Bell, United, and General Telephone companies, the number of home main stations totaled 194,090. the percent of telephones in each prefix was then calculated. To obtain a probability sample of 500 respondents to represent the area, the pezcentage for each prefix was multiplied by 500 to produce the actual number of respondents needed in each prefix. In order to have sufficient four-digit numbers to assign to the 45 pre~ fixes for random-digit dialing, and to allow for nonworking and business numbers, a computer-generated List of 6,000 nunbers was secured. ‘The percentage for each prefix was multiplied by 6,000 to produce the quantity of nunbers to be assigned to each prefix. ‘The prefixes were randomly arranged in a list, and randomly chosen initial numbers were selected from a random number table to assign sections of digits to the prefixes. Each assigned list of four-digit nunbers was ten times as long as the munber of completed calls that was required from it. In-House Sample A systematic selection strategy was developed to insure a random selection of in-house respondents. To take the option of selection of respondents away from the interviewers and thereby55 guarantee a representative sampling, two methods are recommended to prescribe the selection pattern: qhree or five low-digit numbers can be randomiy selected from a table of random numbers or by drawing numbered slips from a container (Mullins 1979). In this case, five folded slips of paper, mumbered 1 to 5, were placed in a container; it was decided that the first three to be Grawn would set the pattern of selection. the order of the slips pulled was 3, 2, 1, 4, 5, which set the order by which exiting visitors would be chosen by the interviewers (women Art Museum volunteers wearing nanetags identifying them as museum associates). A starting Line was designated near each of the two main exits of the Toledo Museum. When an interviewer began a work period, she was to stand on the door side of the starting line, facing the visitors who were leaving. For the first interview of each session, she was to take the third person who passed the starting line. when that interview was finished, the interviewer was to return to the door, begin counting again, and take the second person who passed the line. For the thira interview, the volunteer was to approach the first person who passed the Line. I£ more than one person crossed the starting line at the sane time, the interviewer was to select the sex of which she needed more respondents. If all persons in a group were of the same sex, she was to choose the person who crossed closest to her. No one under 18 was to be included. After the volunteer had completed three interviews, she was to begin the count cycle again.56 If any person refused, the intexyiewer was to take the next person, or an individual from the next group, who passed the line, and to resume her count with the beginning of the following interview. Each volunteer was to keep count of the refusals and reasons for refusal to participate. Interviewers were instructed to interview only one person in a group, and to discourage participation or prompting by others in the group. I£ anyone volunteered to participate, it was explained that participants were chosen on a prescribed selection basis but that the person could £i11 in only the in-house questionnaire if s/he wished. That questionnaire was to be marked “unsolicited” so it would not be counted in the tabulations. Training Museum Volunteers as Interviewers Extensive preparations were made for training museun volunteers to assist with the interviewing, based on recommendations by social science researchers (National Opinion Research Center 1947, Adams 1958, Michigan. University. Survey Research Center 1976). In March, 1980, letters were sent by the Toledo Museum of Art director and by the researcher to menbers of three museum volunteer groups, telling them about the research and emphasizing the importance of their assistance in carrying out the project, which would benesit the Art Museum. Volunteers were asked to come to two training sessions of a half-day each, make five practice calls, and then interview individuals by telephone during a two-week period. alls were to be made from volunteers’ homes, in the evenings as well as57 during the day, on weekends as well as weekdays. ‘thirty women members of the museum support groups answered the call to participate. A packet of materials was prepared for each person so that she would have at hand detailed written instructions while making the calls. ‘The Art Museum duplicated the handouts and other training materials in its in-house printing facility. Three sets of training sessions were held in March and April, 1980, At the first of each two-day session, the researcher explained the volunteers' role as part of a research team to carry out an impor- tant project of value to the museum, described the objectives of the study, and outlined the methodology involved, She then went over the interview forms section by section, noting the directions to interviewers, the format, the possible problematic areas. She also went through the packet of materials which each volun- teer received: a set of instructions on how to carry out the interview (don't ask permission, be matter-of-fact and impartial in manner, follow directions exactly, be honest, be tactful, never reveal any survey information), reminders for when calls were made (talk only to persons 18 or older, get answers to all questions, don't interpret questions, make callbacks if respondent doesn't have time to be inter- viewed on first call), and stock answers to possible respondent questions or comments (how did you get my number? what is this for? I don't have time, I don't know enough to give good answers, why do you want to know? r'm not interested).58 Volunteers were admonished against suggesting responses; registering surprise, disapproval, or approval, or recording incomplete answers. They were encouraged to be patient, pleasant, confident, and appreciative in order to make the interview a satisfying experience for both themselves and the respondents. If respondents gave qualified or "I don't know" answers, interviewers were to repeat the question or say, "generally speaking, do you. but they were not to pressure individuals for answers. They were advised to try to get half males and half females overall, to let the telephone ring ten times before hanging up, and to expect higher refusal rates from those with unlisted numbers or in lower socioeconomic groups. After the initial instructions, the researcher and the liaison museum staff member did a realistic role-play of a telephone interview, and then volunteers paired off to interview each other in turn. after the practice, discussion cleared up questions encountered in the role- playing. Each volunteer at the end of the first session received her List of telephone numbers for the pretest (or practice), a set of interview schedules, and a summary sheet on which to record all numbers dialed (by date, day, time, number called, and results). when the women returned in three days for the second session, they brought their completed practice schedules, reported on their calling experiences, and received their assignments and supplies for the major telephoning. Each volunteer was asked to produce seventeen59 completed interviews to secure the desired total of 500 telephone respondents. Volunteers were requested not to discuss the research outside their immediate households because of the possibility that foreknowledge would prejudice responses if their acquaintances were among the persons who were called. While telephoning was underway, five additional women volun- teers were secured and trained to serve as in-house interviewers, and four of the telephone volunteers also agreed to do interviewing at ‘the museum, the new volunteers did their practice interviews in the Art Museum, Additional instructional material was provided for the in-house interviewers: how to select the respondents, how to invite them to participate, and how to instruct them in filling out the in- house questionnaire after they had answered the main schedule. Assigning Responsibilities to Telephone Interviewers When telephone interviewers returned for their second training session, they received their assignments and supplies (prefix-digit phone Lists, interview schedules, and summary sheets to record calls) to begin the telephone survey. m each telephone List were the prefix, the number of inter~ views which were to be completed for that prefix, and ten tines as many four-digit numbers as the number of required interviews. the volun- teers were instructed to start dialing from the top of the list and call until they had acquired the requisite number of interviews. Since nonworking and business numbers naturally appeared on the60 lists, they were warned that they would encounter sone nonproductive numbers. If the number dialed had been changed to another prefix, they were not to call the new prefix. If the respondent terminated the interview in progress, they were advised to mark that schedule “incomplete” and acquire a substitute complete interview. They were requested to complete and retum half the interview forms within one week and to finish the assignment within two weeks. The randomly-ordered lists were randomly assigned to the volunteers; the only intentional bias in assignment was that no person received the list containing her own prefix. All prefixes which required at least eleven completed calls were broken into two units s0 that no interviewer called a large homogeneous subgroup. Every wonan received at least two prefixes; persons with very short lists received up to five prefixes. Records were set up to keep track of which individual had which List, with which prefixes and which sections of the master List of four-digit numbers. Assigning Responsibilities to In-House Interviewers Volunteers were assigned to work at two stations which were set up at the main exits of the Toledo Museum of Art, on Monroe Street and Grove Place. At each station were two small tables with three chairs each, a supply of instruments, pencils, and copies of a color brochure “A Short Visit to the TMA," which was to be given to participants as a token of appreciation.6 Bach respondent was to be interviewed with the same schedule used with the telephone respondents, plus each was to fill in an additional questionnaize on his/her museum visit. After examining the Art Museun visitation records for april and May, 1979, it was determined that interviewing should be done on two weekdays and two weekend days, in three-to-four hour shifts, during early May, 1980. Nine volunteers were scheduled to conduct the interviews. again, record-keeping was set up, to monitor which volunteer had which numbered interview forms at which station. Sunnary The foregoing four major sections have dealt with the research design and methodology employed in this study--the design considerations, development of two instruments, selection of two samples, and training of museum volunteers as interviewers. The final four major sections in Chapter III pertain to the seven categories of study variables, the null hypotheses, the five types of statistical tests which are used in this research, and the application of the tests and variables in the hypotheses. Study Variables Several sets of study variables were developed, to be analyzed following completion of the data gathering. ‘These were based either directly on sections of the instrument or were developed62 from interval or ordinal analysis of the instrument data. the variables, which axe named in this section, will be described in separate sections to follow. Four sets of variables were based directly on sections of the interview schedule, Appendix a: Important Concepts (Ic) from p. 5, Leisure Time preference clusters (LTP) from pp. 7-8, Feelings about Art Museums clusters from p. 9, and Socialization clusters from pp. 2-4. From these data, two more variables were developed: carryover, which was based on the Socialization scale, and Participation (levels in art museums), which was based on the frequency of adult participa~ tion in art museums. The latter factor was measured by item 3 on the adult activities list, appendix A, p. 3. wo variables were based on the respondents’ ranking of the Toledo Museum of Art and four other area leisure places (Appendix A, p. 6). These variables were labeled Place and Leisure Place Rank. Two measures of family life cycle, system-level variables, were based on instrument data about number and ages of children in the respondents! families (Appendix A, p. 1). ‘They were labeled Family and Parent. Information about respondents' attendance at ‘the Toledo Museum of Art comprised the Attendance variable (appendix A, p. 10; Appendix 8, p- 1). ‘Taken directly from the schedule were six demographic variables used in analyses; occupation, marital status, educational level, age, household's total income, and sex of respondents.63 All of the measures except the demographic and system-level variables were classified as psychographic variables because they probed attitudes, interests, opinions, and values of the respondents. All of the variables applied identically to both samples, except for Attendance, which had slightly different components for each sample. Important Concepts The basic construct in developing the main instrument was six Important Concepts, which were derived from the literature and from focus group and pilot interviewing (Appendix A, p. 5)- IMPORTANT CONCEPTS STATEMENTS When you choose leisure-time activities, how important is it to you to bave an opportunity to learn something? 2, How important is it to you to be with other people when you engage in leisure-time activities? 3. How important is it for you to have a challenge of new experiences, to explore places or activities you have not yet tried? How important is it to you to be able to participate actively, rather than to have a more quiet, passive ‘experience? 5. How important is it to feel you're doing some- thing worthwhile when you engage in leisure-time activities? How important is it to fee? comfortable and at ease in your surroundings when you participate in Teisure activities?64 Five concepts which have appeared consistently in relevant Literature as the reasons for individuals’ involvenent in various leisure activities--opportunity to learn, social interaction or being with people, challenge of new experiences, opportunity to participate actively, and feeling comfortable in one's surroundings--were reiterated during the Toledo focus groap and pilot interviews. In addition, many of these respondents stated that they received their greatest satisfaction and pleasure while doing volunteer work through an organization or in assisting others in a setting which also offered social interaction benefits. Therefore, this idea of doing something worthwhile was added to the group of Important Concepts. The Important Concepts were measured on a scale of 1 to 6, on the basis of their adjudged individual importance when respondents chose leisure activities. one equaled “nost important” and six meant “Least important." ‘The Jower the mean, the more important that concept was to the respondents. In addition to generating a key scale, the Important Concepts were also the foundation for developing two other scales--Leisure Time Preferences and Feelings about Art Museums. Each statement in these scales was based on an Important Concept, illustrating specifi- cally a dimension of the concept. Leisure Time preferences Adult preferences for leisure activities were measured on a scale comprised of five clusters, labeled as five different teisure65 ‘Time Preferences. Respondents" answers were scored on a scale of 1 to 5, representing strong agreement (1), agreement (2), no opinion/ undecided (3), disagreement (4), or strong disagreement (5) with 20 statements relating to choice of leisure places and activities. Fach statement on the interview form (Appendix A, pp- 7-8) embodied an Important Concept. Scores for statements 2, 4, 14, and 17 were summed to construct the Leisure Time Preference for active participation in leisure activities (LTPA); scores for statements 3, 6, 8, and 12 were added to form the Leisure Time preference for feeling comfortable in one's surroundings in leisure activities (urpc); scores for statements 5, 9, 15, and 18 were aided to construct the Teisure Time Preference for opportunity to learn in leisure activities (LTPL); scores for statements 1, 7, 11, and 19 were summed to form the teisure "Time Preference for challenge of new experiences in leisure activities (LTPN), and scores for statements 10, 13, 16, and 20 were added to form the Leisure Time Preference for social interaction in leisure activities (LTPS). Since statements 1, 4, 7, 9, and 14 were phrased negatively in relation to the Preference, they were recoded positively for computer analysis so that “strongly disagree" with a negative state- ment, for example, was processed as “strongly agree" with a positive statement. On these LTP four-statement clusters the maximum mean that could be attained was 20. The lower the mean, the more positively the respondents felt about the LTP statements.66 LEISURE TIME PREFERENCE CLUSTERS Active participation (LTPA) is comprised of four statement: I prefer a place where people of all ages can participate in an active way. I prefer a place that is quiet and low key. 14, I prefer a place where I can go to just pass the time. 17, I prefer an activity in which I feel z am doing some service for other people. Feeling comfortable in one's surroundings (LTPC) is comprised of four statements; I prefer a place where I can drop in an the spur of the moment, rather than having to make advance plans or reservations. I prefer a place or activity that permits me to be with the leading people in the community. I prefer a place or activity that brings me approval and recognition from other people. 12. I prefer an activity where time is a more important factor than money. Opportunity to learn (LTPL) is comprised of four statement: 5 I prefer a place where a prepared program for / learning is available through lectures, films, tours, and demonstrations. I prefer an activity which iy primarily enter-v’ tainment rather than a learning experience. 15, I prefer a place where I can go to learn ina casual way, sampling activities and programs according to my own interests,LEISURE TIME PREFERENCE CLUSTERS--CONTINUED 18. I prefer a place that offers different levels of learning experiences for different ayes. Challenge of new experiences (LTPN) is comprised of four statements: 1. I prefer an old familiar activity with which I have had Lots of experience. 7. 1 prefer an activity that requires little effort from me. ll. 1 prefer a place where I can return many times and always find new interests to explore. 19. 1 prefer an activity that provides a mental challenge. \ social interaction (LTPS) is comprised of four state ments: 10. I prefer a place where I can be with people that usually don't meet in my daily life or work. 13. 1 prefer an activity that is primarily socializing’ with family or friends. 16. I prefer an activity or place where I can get to know other people who have interests similar to mine. 20. I prefer an activity that is recommended by friends as a good family outing. Feelings about Art “useuns Adults! attitudes toward art museums were measured on a scale comprised of six feelings about Art museums clusters, Respondents‘ answers to ten statements relating to going to art museums were scored on a scale of 1 to 5, representing strong 6768 FEELINGS ABOUT ART MUSEUMS CLUSTERS Active participation (AFA) is comprised of two state- ments; 1, 1 feel that going to an art museum provides rest and relaxation. 5. 1 feel an art museum is unsatisfactory because visitors cannot actively participate in most exhibits. Feeling confortable in one's surroundings (AC) is comprised of two statements: 3. I feel that going to an art museum is not something I would like to do more often. 4. I feel that an art museum provides interesting experiences that I can tell my friends about afterwards. opportunity to learn (AFL) is comprised of two state- ments: 6. 1 feel that an art museum is enjoyable because it offers tours, lectures, demonstrations, and a variety of activities. I feel that going to an art museum helps children with school work. Challenge of new experiences (AFN) is comprised of two statements: 7. I feel an art museum is tiresome and boring because it is always the same. I feel an art museum offers a stimulating, exciting experience. Exploring and learning in art museums (AFE) is comprised of one statement:69 FEELINGS ABOUT ART MUSEUMS CLUSTERS--CONTINUED 2. 1 feel that going to an art museum gives me a chance to learn and to explore new interests. Social interaction (AFS) is comprised of one statement: / 10. I feel that going to an art museum is not a suitable family activity because there isn't something there that every age can enjoy. agreement (1), agreement (2), no opinion/undecided (3), disagreement (4), or strong disagreement (5). Bach Feelings statement on the interview form (Appendix A, . 9) embodied an Important Concept. Scores for statements 1 and 5 were summed to construct Feelings about participating actively in art museums (AFA); scores for statements 3 and 4 were summed to form Feelings about being comfortable in art museums (AFC); statements 6 and 8 scores were added to construct Feelings about opportunity to learn in art museums (AFL), and scores for statements 7 and 9 were added to form Feelings about the challenge of new experiences in art museums (APN). Statement 2 represented an extension and combination of challenge and learning (Feelings about exploring and learning in art museums, or AFE), and statement 10 represented Feelings about social interaction in art museums (APS). Since statements 3, 5, 7, and 10 were phrased negatively in relation to the Feeling, they were recoded positively for computer analysis, so that “strongly disagree" with a negative statement, for example, was processed as “strongly agree" with a positive statement.70 on the two-statement units (AFA, AFC, AFL, APN), the maximum mean that could be attained was 10; on the one-statement units (AFE, AFS), the maximum mean was 5. The lower the mean, the more positively the respondents feit about the Feelings statements. Socialization and Carryover The persistence or continuation of childhood activities into adulthood was measured by two scales, labeled Socialization and Carry ‘The first scale was comprised of eight Socialization clusters based on 22 activities which respondents rated on the basis of their participation, both as children and as adults (Appendix A, pp. 2-4). For each of the 22 activities the respondents were asked how often they participated--frequentiy (at least three times a year), occasionally (less than three times a year), or not at all. answers on this scale were scored as 1 for frequently, 2 for occasionally, and 3 for not at all. Scores were then grouped by type of activity--primarily cultural, such as going to art museums; primarily entertainment, such as going to amusement parks; primarily active participation, such as swimming; and primarily social interaction, such as visiting with friends or relatives. Since there were four categories for childhood and four for adulthood, eight Socialization clusters resulted. Scores for items 2, 3, 5, 6, 7, and 9 on the childhood activities list on the interview form were summed to constructn SOCIALIZATION CLUSTERS Childhood cultural activities cluster (Ccult) and adult cultural activities cluster (Acult) are comprised of six activities: 2. Going to libraries 3. Going to art museums 5. Going to concerts 6. Going to plays 7. Going to historical sites or nature centers 9. Going to zoos Childhood entertainment activities cluster (Cent) and adult entertainment activities cluster (sent) are comprised of six activities: 1. Going to amusement parks 4. Going to movies 15, sightseeing «'' 16. Windowshopping or browsing in stores 19, attending sports events 22. watching public television Childhood active participation activities cluster (Cpart) and adult active participation activities cluster (Apart) are comprised of six activities: 10. Camping or hiking ll. Boating or fishing 13. swimming 14. skiing or ice skating2 SOCEALIZATION CLUSTERS--CONTINUED 18, Being a participant in musical activities 21. Engaging in arts and crafts (such as model building, ceramics, photography, needlework) Childhood social interaction activities cluster (Csoc) and adult social interaction activities cluster (Asoc) are comprised of four activitie: 8. Going to city or metro parks 12, Picnicking 17, Visiting with friends or relatives 20, Participating in church or club activities the childhood cultural activities cluster (Ccult). the same items on the adult activities list were added to form the adult cultural activities claster (Acult). Similarly, scores for items 1, 4, 15, 16, 19, and 22 from each list were summed to construct the entertain- ment activities clusters for childhood (Cent) and for adulthood (sent); scores for items 10, 11, 13, 14, 18, and 21 were added to construct the active participation activities clusters for childhood (cpart) and for adulthood (Apart); and scores for items 8, 12, 17, and 20 on the lists were summed to form the social interaction activities clusters, for childhood (Csoc) and adulthood (Asoc). Since some activities involved active participation and others involved passive or spectator participation, it was more meaningful to treat the like activities as a cluster than to examine each item on an individual basis.73 Precautions were taken in calculations when the measure Socialization was used, because of the possible contamination of results when the cultural activities clusters (ccult and acult) were analyzed by the variable varticipation (levels in art museums). That possibility existed because item 3 on the lists of 22 activities, “going to art museums," was included in all three measures. there- fore, the calculations excluded item 3 when Coult and Acult were run by Participation; item 3 was included in all other analyses. on each six-item cluster (ccult, Acult, Cent, Aent, Cpart, and Apart), the maximum mean that could be attained was 1€; on the four-item clusters (csoc and Asoc), the maximum mean was 12. The second measure of persistence of childhood activities patterns into adulthood, Carryover, was based on the eight Socializa- tion clusters. This variable measured the carryover of cultural, entertainment, active participation, and social interaction activities from childhood to adulthood on three levels: equal participation at both stages, greater participation as a child than as an adult, and lesser participation as a child than as an adult. Carryover, therefore, consisted of four variables on three levels each. If the childhood cultural activities (Coult) score equaled the adult cultural activities (acult) score, the variable was labeled Cultural Activities (Cultacty) level 1; if the Gcult score was greater than the Acult score, the variable was naned Cultacty level 2; if the Goult score was less than the Acult score, it was labeled Cultacty level 3.4 CARRYOVER CLUSTERS cultural Activities (cultacty) is comprised of three levels: 1. Childhood cultural activities score (Ccult) equals adult cultural activities score (Acult) 2. childhood cultural activities score (Ccult) is greater than adult cultural activities score (acult) 3. Childhood cultural activities score (Ccult) is less ‘han adult cultural activities score (Acult) Entertainment Activities (Entacty) is comprised of three levels: 1. Childhood entertainment activities score (Cent) equals adult entertainment activities score (Aent) 2. Childhood entertainment activities score (cent) is greater than adult entertainment activities score (Aent) 3. Childhood entertainment activities score (Cent) is less than adult entertainment activities score (rent) Active Participation Activities (Partacty) is comprised of three levels; 1. Childhood active participation activities score (Cpart) equals adult active participation activities score (Apart) 2. Childhood active participation activities score (cpart) is greater than adult active participation activities score (apart) Childhood active participation activities score (Cpart) is less than adult active participation activities score (apart)8 CARRYOVER CLUSTERS--CONTINUED Social Interaction Activities (Socacty) is comprised of three levels: 1, Childhood socia? interaction activities score (Csoc) equals adult social interaction activities score (Asoc) 2. Childhood social interaction activities score (csoc) is greater than adult social interaction activities score (Asoc) 3. Childhood social interaction activities score (Csoc) is less than adult social interaction activities score (Asoc) Similar variables were created based on the other Socialization clusters. vor entertainment activities, if the childhood score (Cent) equaled the adult score (Aent), the variable was labeled Entertainment Activities (Entacty) level 1; if the Cent score was greater than the Rent score, the variable was named Entacty level 2; if the Cent score was less than the Aent score, it was labeled mtacty level 3. If the childhood active participation activities score (Cpart) equaled the adult active participation activities score (apart), the variable was labeled active Participation Activities (partacty) level 1; if the Cpart score was greater than the Apart score, the variable was named partacty level 2; if the Cpart score was less than the Apart score, it was labeled partacty level 3. For social inter~ action activities, if the childhood score (Csoc) equaled the adult score (Asoc), the variable was labeled Social Interaction activities {Socacty) level 1; if the Csoc score was greater than the Asoc score,76 the variable was named Socacty level 2; if the Cscc score was less than the Asoc score, it was labeled Socacty level 3. Participation (Levels in Art Museums) To determine the relationship between adult participation in art museuns and psychographic and demographic variables, a defini tion based on three levels of participation was constructed. This variable, labeled Participation (levels in art museums) was based on item 3--"going to art museums"--on the list of 22 activities which adults rated on the basis of their participation (Appendix A, p. 3). The three levels of participation were scored as 1 for frequent participation (going to art museuns at least three times a year), 2 for occasional participation (going to art museums less than three ‘times a year), and 3 for no participation (not going to art museuns at all). PARTICIPATION (LEVELS IN ART MUSEUMS) Participation is comprised of three levels: 1, Frequent participation (going to art museums at least three times a year) 2. Occasional participation (going to art museums less than three times a year) No participation (not going to art museums at all)nn Place and Leisure place Rank Adults’ valuing of five Toledo area leisure places was measured by their ranking of the places on a scale of 1. to 5 (appendix A, p. 6). They were asked to rank each place on the basis of which was the most important to them, which they Liked the best, which was second most important, etc. The five places the Toledo Museum of art, Crosby Gardens (a nature center and art workshop), the Toledo 200, Metroparks (an extensive metropolitan park system), and Cedar Point (an amusement park). Based on these rankings two measures were constructed--Place and Leisure Place Rank, PLACE Place is comprised of first-level ranks of five area leisure places: 1. Respondents who ranked Crosby Gardens first Respondents who ranked Metroparks first Respondents who ranked the Toledo Zoo first 4, Respondents who ranked’ the Toledo Museum of Art First 5. Respondents who ranked Cedar point first Place variable was constructed by grouping the nunber 1 rankings for each of the five leisure places. Group 1 was composed of those who ranked Crosby Gardens number 1, group 2 was those who ranked Metroparks number 1, group 3 was those who chose the Toledo8 Zoo number 1, group 4 was those who selected the Toledo Museum of Act number 1, and group 5 was those who chose Cedar Point number 1, The variable Place offered a comparison across the first-level ranks of all five leisure places. LEISURE PLACE RANK Leisure Place Rank is comprised of five levels of rank of the Toledo Museum of Art: 2. Respondents who ranked the museum in first place 2. Rempondents who ranked the museum in second place 3. Respondents who ranked the museum in third place 4. Respondents who ranked the museum in fourth place 5. Respondents who ranked the museum in fifth place The second measure, Leisure place Rank, was comprised of ‘the five ranks which respondents assigned only to the Toledo Museum of Art, Based on how important the museum was to them, respondents ranked it on a scale of 1 to 5. Teisure Place Rank offered a compari- son across ail five ranks for only the Toledo Museum. Attendance at Toledo Museum of art Respondents were asked about their attendance at the Toledo Museum of Art (Appendix A, p. 10; Appendix 3, p, 1). The questions differed slightly for the two samples because one group was actually in the museum when it was interviewed,19 Telephone respondents were asked. Have you ever been to the Toledo Art Museum? About how many times have you been in the last twelve months? The last time you attended, whom did you go with? Inhouse respondents were asked: Is this your first visit to this museum? If the answer was 10,” they were asked: About how many times have you been here in the past twelve months? They were also asked: whom did you come with today? ATTENDANCE Attendance at the Toledo Museum of art is comprised of answers to three questions, given by telephone and by in-house respondents: ‘Telephone respondents: Have you ever been to the Toledo art Museum? About how many times have you been in the last 12 months? The last time you attended, whom did you go with? In-house Respondents: Is this your first visit to this museun? (1£ no), About how many times have you been here in the past 12 months? Whom did you come with today? Family and parent For a comprehensive delineation of parent and nonparent adults and of stage of family lite cycle for parent adults, two definitions were constructed, based on respondents' answers to questions about nunber of children living in the household, their ages, number of children under 18 living outside the household, and their ages (appendix A, p. LD).80 PAMILY Classification of adults into four categories based on presence/absence of children: Respondents with children living both at home and outside the household 2, Respondents without children Respondents with children living outside the house~ hold only 4, Respondents with children living at home only The baseline definition, labeled Family, classified adults into four categories based on presence/absence of children: those with children at home but no children living outside the household, those with no children at home but with children living away, those with children living both at hone and outside the household, and those without children. The phrase “Living outside the household” was used primarily to obtain information on children who might be living with a custodial parent or guardian. PARENT Classification of adults into five categories based on age of youngest child: 1. Parents whose youngest child was under 6, at hame or living away from home 2. Parents whose youngest child was 6 to 11, at home or living away from home 3, parents whose youngest child was 12 to 17, at home or living away from home 4. Respondents without childrenat Since age of youngest child is a connor criterion of stage of family life cycle, that unit was used in constructing the second definition, Parent. this definition included both at-home and away- from-home children in three age categories: parents whose youngest child was under 6, those whose youngest was 6 to 11, and those whose youngest was 12 to 17, ‘those whose youngest was 16 or over and still Living at hone were in a fourth category. Persons with no children formed a fifth category. age of respondent, one of the denographic variables, was also used as a measure of stage of life cycle. Demographics Data are presented on eight demographic variables (appendix A, pp. 1, 10-11). Answers to the question, “what is your occupation?" were classified into the seven categories of Hollingshead's Two-Factor Index of Social Position (Miller 1977: 230-8), plus two categories supplied by the researcher. Respondents were asked to designate their marital status and to indicate their age category. There were seven categories of educa~ tional level to classify answers to "what is the last year of school you have completed?" and nine categories to describe the household's total income last year, before taxes. Interviewers recorded the sex of the respondent.a2 DEMOGRAPHICS Occupation Classification of occupation by seven categories of Hollingshead's Two-Pactor Index of Social Position (categories 1 through 7) plus two categories supplied by the researcher (categories 8 and 9): 1. Higher executives and proprietors of large concerns, major professionals 2, Business managers, proprietors of medium-sized businesses, lesser professionals 3. Administrative personnel, small business owners, semiprofessionals 4. Clerical and sales workers, technicians, owners of little businesses 5. Skilled manual employees 6. Machine operators, semi-skilled employees 7. Unskilled employees 8. Not gainfully employed (unemployed, students, retired, disabled) 9. Housewives, homemakers83 Marital status Classification of respondents by marital status 1. Married Single 3. Widowed 4. Divorced 5. Separated Age Classification of respondents by age: 1. Under 25 2. 25 to 24 3. 35 to 44 4. 45 to 54 5. 55 to 64 6. 65 and older84 Educational Level Classification of respondents by last year of school completed: 1, Elementary school (1st through 6th grades} 2. gunior high school (7th through 9th grades) 3. some high school or trade school (10th through 12th grades) 4, Graduated from high school or trade school 5. Some college, junior college, or technical school 6. Graduated from college (four years) 7. Postgraduate or professional degree work Income Classigication of respondents by household's total income last year, before taxes: 1, Leas than $3,000 2. $3,000 to 7,999 3. $8,600 to 11,999 4. $12,000 to 14,999 5. $15,000 to 19,999 6. $20,000 to 24,999 7. $25,000 to 34,999 8. $35,000 to 49,999 9. Above $50,000as In addition to these variables which were used in analysis, frequency data are also presented, for background information, on number of persons in the household and on length of residence in the Toledo metropolitan area. Null Hypotheses Four null hypotheses are assessed for truth. they are parallel to the objectives of the research project. The null hypotheses are: (2) tere are no significant effects for family life cycle stages on measures of Leisure Time Preferences and Important Concepts. (2) tere are neither significant positive correlations between Important Concepts or Leisure Time Preference clusters and Socialization clusters nor significant effects for Carryover clusters on the Important Concepts or Leisure Time Preference clusters. (3) There are no significant effects for psychographic or demographic variables on adults choice of museum participation. (4) There are no significant effects for perception of art museuns on measures of adults' participation in the Toledo Museum of art. statistical tests Depending upon the type of data, statistical tests were applied which were appropriate to the characteristics of the variables and their level of measurement, and which were suitable for the86 general research design, research question, and samples, an alpha level of .05 was set for all tests, which means that the probability of an event's occurring by chance alone is less than +05. Or, conversely, assuming all things are equal, at least 95 out of 100 replications would yield the same results in this hypothesis testing. All reported correlations were significant, and all correla~ tions were positive relationships unless otherwise stated. Statistically significant means that the observed event represents a significant departure from what might be expected by chance alone. The statistical Package for the Social sciences (SPSS) was used for computer programming because it provides a wide variety of statis~ tical analysis procedures tailored to the needs of social science researchers, as well as performing routine tasks of data processing (tie et al 1975). The statistical tests used, after frequencies were calculated, were chi-square test of significance, one-way analysis of variance, two-way analysis of variance (ANOVA), and Pearson correlations. Each is described separately in the sections which follow. a section on application of the tests appropriate to each hypothesis is presented at the conclusion of the descriptions of the tests. 1 all cases, use of the term “significance” refers only to "statistical significance." Frequencies The SPSS frequencies program provided tables exhibiting the distributional characteristics of variables and the number and propor- tion of cases in each category of the variables. Frequency tables87 wexe obtained for eight demographic variables-~cccupation, marital status, educational level, age, household's total income, sex of respondent, number of persons in the household, and length of residence in the Toledo area. Descriptive tables were obtained for four grouping variables: Participation (levels in art museums), Place (first-level rankings of five Toledo area leisure places), Leisure Place Rank (five rankings of the Toledo Museum of art), and Attendance (Toledo Museum attendance data). Tables for the system-level variables, Family and Parent, were based on family life cycle data. Resides supplying a description of the samples, the frequency tables provided a basis on which to structure the grouping variables meaningfully, and a basis for further analysis. Chi-square Test of Significance The chi-square test of statistical significance answers the question: Is there a significant relationship between two variables? The test assumes that both variables in a crosstabulation or contingency table are measured at the nominal level, though the statistics may be applied to tables composed of variables measured at a higher level. pata are expressed as frequencies in mutually exclusive categories in the table. Determining whether a systematic relationship exists between two variables is done by computing the cell frequencies which would be expected if the two variables were independent (unrelated). ‘Then, the expected cell frequencies are compared to the actual values88 observed in the contingency table, ‘he greater the discrepancies between the expected and actual frequencies, the larger chi~square becones. A large chi-square implies that there is a systematic relationship between the variables in the table. chi-square values are always positive, from 0 up. If no relationship exists between two variables, any deviations from the expected values are due to chance. the SPSS chi-square test of significance was used with Hypotheses 3 and 4. ceaner's v Since chi-square indicates only whether the variables are independent or related, other statistics such as Cramer's V are required to tell the strength of the relationship. Cramer's V is suitable for tables larger than 2 x 2, for which the phi statistic is appropriate, Cramer's V adjusts phi, on which it is based, for either the nunber of rows or number of columns in the table, depending on which of the two is smaller. A large value of Cramer's V (which ranges from 0 to +1) indicates a high degree of association. Craner's V was used with Hypotheses 3 and 4. one-Way Analysis of variance one-way analysis of variance in the SPSS program allows users of interval data to test statistically whether the means of two sub- groups of the sample data are significantly different from each other. If it is found that the means are significantly different, the user can conclude that the true means also are unequal and that thea9 subgroups do differ, the analysis of variance test of significance is the F test. If the computed F ratio is larger than the value reported in the distribution of P ratios table, the user can reject the null hypothesis that the means of the populations from which the samples are selected are equal. The lowest value for F is 1. after determining which differences are significant, followup tests are performed to see where the differences are. one-way analyses of variance were performed with all four hypotheses when the relationship being explored involved one interval- level variable and one grouping variable, e.g., analysis of an interval-level variable such as Important Concepts or Leisure Time Preference clusters by a grouping variable such as the twelve Carryover clusters or the six denographics. One-ways reveal whether the interval- level variable discriminates among levels of the grouping variable. ALL significant F ratios were followed by both the Scheffe procedure and a modified version of the least-significant difference procedure, to test all possible pairs of group means at the .05 level. (1soMop is the SPSS term for the modified least-signixicant difference test.) These procedures are the most conservative of the seven a posteriori tests available on SPSS to distinguish differences between groups. when results by the two methods were not the same, both were reported. Otherwise, it can be assumed that both results were identical.90 In bth followup tests, the group (or level, or rank, etc.) being compared is the one at the bottom of the table; it has the highest mean, which is compared with means of other groups to show which groups are significantly different from each other. The tests were sensitive enough to pick up differences as small as .054 between group means. on some one-way analyses of variance when the F ratios were significant, neither followup test was sensitive enough to pick up which differences were significant. ‘This might be due to the unequal n's of the groups being compared, or because the large n of the telephone sample caused only the F ratio to be significant. rt also indicates that the differences between groups were slight. two-Way Analysis of Variance two-way analysis of variance compares the anount of heterogeneity within samples with the amount between samples, on the assumption that subjects within groups are more alike than subjects between groups. ANOVA makes possible the simultaneous comparison of a whole set of sample means. again, P ratios are evaluated against the table of F ratios; the lowest value for F is 1. Rejection of the null indicates that there is a significant difference between at least two means in the set of sample means, and that their populations are heterogeneous in variance, The SPSS subprogram ANOVA, using the regression approach, was especially suitable for this cocial science data analysis because itaL can cope with unequal cell sizes and empty cells. this procedure was used to analyze the simultaneous effect of several factors, As in multiple regression, all main and interaction effects were assessed simultaneously, and each effect was adjusted for all other effects. Bach effect is considered as an additional contribution to the explained variance. Two-way analyses of variance were used in Hypothesis 3 to examine the main effects of two grouping variables on the interval- level variable and to ascertain whether there were two-way interactions between the grouping variables. In the two-way ANOVAs in the in-house sample, higher order interactions were suppressed when there were numerous empty cells. Pearson Correlations Pearson product-moment correlations for pairs of interval-level variables were used in Hypothesis 2. The Pearson correlation coeffi- cient r measures the direction and strength of relationship between pairs of variables; its values vary from -1 to +1. A positive r implies that two variables have a direct relationship or tend to move in the same direction; a negative r implies an indirect relationship or that they move in opposite directions. The statistic r? indicates the proportion of variation in one variable which is explained by its linear association with the other variable; its values vary between 0 and +1.92 The more powerful one-tailed test of significance was used because Hypothesis 2 states an expectation that the direction of the coefficient will be positive; the less-powerful two-tailed test is applied when the hypothesis does not state an expectation about a positive or negative coefficient. All r's discussed were statistically significant. Use of Tests and Variables in the Hypotheses The statistical tests just discussed were applied to test the four hypotheses of this study. Hypothesis 1 states that: Mults' preferences for five clusters of leisure time activities and their attitudes toward the six Important Concepts which underlie those clusters are statistically significantly related to different stages in parent and nonparent adult life cycles. ‘The null of this hypothesis was tested by one-way analyses of variance with Important Concepts by Pamily, Important Concepts by Parent, Inportant Concepts by age of respondent; and with Leisure Time Preference clusters by Family, by Parent, and by age of respondent. Hypothesis 2 is: The amount of carryover of certain leisure activities from childhood to adulthood is positively related to the extent to which parent and nonparent adults value two sets of criteria: Important Concepts and leisure Time Preferences. For testing the null of this hypothesis, Pearson correlations were performed on Important concepts with Sovialization clusters and on leisure Time Preference clusters with Socialization clusters. Also, one-way analyses of93 variance were carried out on Important Concepta by Carryover and Teisure Time Preferences by Carryover. uypothesis 3 states: The choice of museum participation as a leisure time activity by parent and nonparent adults is more highly related to psychographic variables than to denographic variables. The null of this hypothesis was tested with one-way and two-way analyses of variance and with chi-square. All tests included the variable Participation (levels in art museums), One-ways were performed on Important concepts by Participation, on Leisure Time Preferences by Participation, and on Socialization clusters by Participation. the chi-square test of significance was used on Carryover clusters by Participation and on six demographic variables by participation, In addition, two-way analyses of variance were performed on Important concepts by Participation by Parent, Leisure Time Preference clusters by Participation by Parent, and Socialization clusters by Participation by Parent. Hypothesis 4 is: The more favorably parent and nonparent adults perceive art museums, the more likely they are to pazticipate in the Toledo Museum of Art, For testing the null of this hypothesis, one-way analyses of variance were performed on Feelings about art Museums by several other variables. One-ways tested Feelings by Participation Gevels in art museums), by Place (first~level ranks of five area Jeisure places), by Leisure Place Rank (five levels of rank of the Toledo Museum of art), and by Attendance at the Toledo Museum. Also, Leisure Place Rank by Participation and Attendance by Participation were analyzed by chi-square.94 Summary Seventeen individual variables or variable sets were developed for testing the null hypotheses by four statistical tests. Two addi- tional variables and one additional treatment were developed to supply background data, The report of how these elenents were applied, using the research design and methodology described previously in this chapter, is presented in Chapter Iv.CHAPTER IV PRESENTATION OP THE DATA In this chapter, the data gathered in the study are presented, together with their analysis and the testing of the hypotheses. First are the descriptions of the demgraphics of the two samples and of the Toledo Museum of Art participation patterns, Following these, the findings of each test of null hypotheses are reported. Description of Demographic Characteristics At the conclusion of the sampling period, 502 usable teZephone interviews and 69 in-house interviews had been obtained. In the telephone sample, 34.5 percent (173 respondents) were male and 65.5 percent (329 respondents) were female (Table 1). This TABLE 1 NUMBER AND PERCENT OF RESPONDENTS BY SEX Phone Sample In-house Sample ny 2 Sex 2 * male 173 34.5 27 39.1 fenale 329 65.5 2 60.9 Total 502 100.0 69 200.0 9896 compares with 39.1 percent (27 respondents) who were male and 60.9 percent (42 respondents) who were female in the in-house sample. ‘The modal age category was 25 to 34 years old for both samples, with 26.7 percent (132 respondents) falling in this category in the phone sample and 30.4 percent (21 respondents) in the in-house sample (Table 2). The median ages for the two samples were 42 for telephone respondents and 34.8 for in-house visitors. (Though the mode is the most appropriate measure of central tendency for the nominal data in these frequencies, several medians are also reported in this section to assist in clarifica~ tion.) TABLE 2 NUMBER AND PERCENT OF RESPONDENTS BY AGE Phone Sample In-house Sample age 2 2 3 under 25 65 BL 20.3 25 to 34 132 26.7 L208 35 to 44 mas e116 45 to 54 74 15.0 2 in 55 to 64 613.3 no 15.9 65 and older 86 178 30 44 Total 495 100.0 69 100.097 By marital status, 63.2 percent (313 respondents) of the telephone sample and 53.6 percent (37 respondents) of the in-house sample were married (Table 3); 15.4 percent (76 persons) of the phone sample and 33.4 percent (23 persons) of the in-house sample were single, There were 21.4 percent (106 respondents) in the phone sample and 13 percent (9 persons) in the in-house sample who were widowed, divorced, or separated. TABLE 3 NUMBER AND PERCENT OF RESPONDENTS BY MARITAL STATUS Marital Phone Sample In-house Sample Status a 2 a z married 313 63.2 37 53.6 single 16 15.4 23 33.4 widowed 34 10.9 3 43 divorced “a 8.7 4 5.8 separated 9 18 2 2.9 Total 495, 100.0 69 100.0 In the telephone sample, 45 percent of the respondents (225 persons) lived in one- or two-person households (Table 4); in the in-house sample 53.7 percent (37 persons) lived in similarly-sized households. The largest household for the phone sample was a group home of 35 persons; the largest family group was nine, In the in- house sample, the largest household was seven persons.98 TABLE 4 NUMBER AND PERCENT OF RESPONDENTS BY SIZE OF HOUSEHOLD Number in Phone Sample In-house Sample Household a 2 a 1 36 17.2 4 20.3 2 139 27.8 23 33.4 3 100 20.0 8 1.6 4 82 16.4 14 20.3 5 59 11.8 7 20.1 6 2. 4.2 2 2.9 7 7 1a 1 14 8 4 0.8 oe 2 9 a 0.2 ee God 35, a 0.2 we oe ‘Total 500 100.0 69 100.0 There were children living at home, but none living outside the household, in 47.9 percent of the telephone households (237 respondents) and 36.8 percent of the in-house houscholds (25 respon- dents) (Table 5). The modal category of Family in both samples had no children (48.1 percent, 236 respondents of the phone sample; 58.8 percent, 40 respondents of the in-house sample).99 TABLE 5 NUMBER AND PERCENT OF RESPONDENTS BY PRESENCE OF CHILDREN (FAMILY) Presence of Phone Sample In-house Sample children n z a 2 children living at home but none living outside the house- hold 237 47.9 25 36.8 no children living at home but children living outside the household a 1.6 a 4.4 children living both at home and outside the household 12 2.4 Coo : no children 238 48.1 40 58.8 Total 495 100.0 68 100.0 By age of youngest child, the modal category was for children 12 to 17 years old in both samples (Table 6). The median age of youngest child was 14.3 for telephone respondents and 14,5 for in- house respondents. On length of residence in the Toledo metropolitan area, the modal year was 25 years for the phone sample; the median was 27.6 years (Table 7). The longest length of residence was 91 years; 67.3 percent of the telephone respondents (336 persons) had lived in the area at least 21 years; 29.3 percent (146 persons) had lived there at least 41 years. For the in-house sample, the modal category forNUMBER AND PERCENT OF RESPONDENTS BY AGE OF YOUNGEST CHILD (PARENT) TABLE 6 100 Age of Youngest Child under 6 years, Living at hone or outside the household 6 to 11 years, living at home or outside the household 12 to 17 years, living at home or outside the household 18 years and over, living at home no children ‘Total Phone Sample a 3 44 53 88 78 238 501 8.8 10.6 17.5 15.6 47.5 100.0 In-house Sample a 2 13 40 69 18.8 10.2. 58.0 100.0ao length of residence was less than five years for the 35 visitors who actually Lived in the area; closely following that were categories for 11 to 20 years and 21 to 30 years. The median was 16.6 years. For the in-house visitors the longest length of residence was 54 years; 60 percent (21 respondents) of the 35 persons had lived in the area 20 years or less. TABLE 7 NUMBER AND PERCENT OF RESPONDENTS BY RESIDENCE YEARS IN TOLEDO METROPOLITAN AREA Phone Sample In-house Sample Residence Years a 2 2 + nonresident oo a 34 49.2 1 month to 5 years 64 ae 9 Ba. 6 to 10 years a 8.2 4 5.8 11 to 20 years 58 4.7 8 11.6 21 to 30 years 126 25.2 7 10.2 31 to 40 years 64 12.8 3 43 41 to 50 years 48 9.7 3 43 51 to 60 years 49 9.8 1 Ls 61 to 70 years a1 6.2 aco 71 to 80 years 14 2.8 : 81 to 90 years 3 0.6 oo 91 to 100 years is 0.2 : ‘Total 499 100.0 69 100.0102 By last year of school completed, the modal category for the telephone sample was graduation from high school or trade school (34.1 percent, 166 persons) (Table 8). At least 35.3 percent (172 respondents) had some college and 15 percent (73 respondents) had at least graduated from college. More than 10 percent (50 respondents) had a junior high school education or less. For the in-house sample, the modal educational category was some college/junior college/technical school. Nearly 80 percent (55 persons) had sone college; for nearly 9 percent (6 persons), less than high school graduation was the last year of school completed. ‘TABLE 8 NUMBER AND PERCENT OF RESPONDENTS BY LAST YEAR ‘OF SCHOOL COMPLETED Phone Sample In-house Sample Last School Year Completed ny ¢ a = elementary school (1st-6th grades) 9 19 junior high school (7th-9th grades) a 8.4 1 1s some high school or trade school (10th-12tk grades) 9920.3 5 7.3 graduated from high school or trade school 166) sary @ 11.6 some college/junior college/ technical school 9920.3 23 33.3 graduated from college (four years) 34 7.0 1s 21,7 postgraduate or professional degree work 39 8.0 1724.6 Total 487 100.0 69 100.0103 The largest group of telephone respondents by occupation was housewives/homemakers (30.2 percent, 149 persons) (Table 9). More than 20 percent (101 persons) were in the not gainfully employed category--unemployed, students, retired, disabled. In the gainfully employed categories, there were more than 10 percent in each of two categories in the telephone sample: clerical and sales workers/ technicians/owners of little businesses, and machine operators/semi- skilled employees. More than 8 percent were in each of these two categorie business managers/proprietors of medium-sized businesses/ lesser professionals, and adninistrative personnel/snall business owners/semiprofessionals. The modal occupational categories of in- house respondents were business managers/proprietors of mediun-sized businesses/lesser professionals, and administrative personnel/small business owners/semiprofessionals, with 18.8 percent each (13 persons each). The not gainfully employed (unemployed, students, retired, disabled) and housewives/nonemakers comprised the next largest categories, 15.9 and 14.5 percent respectively (11 and 10 persons, respectively). Three of the incone groups were relatively the sane size in the telephone sample, from 15.5 to 16.7 percent (65 to 70 persons) (table 10). The modal category was $25,000 to 34,999 (16.7 percent, 70 respondents), closely followed by $15,000 to 19,999 (16 percent, 67 persons}. The median was $18,350. Three of the in-house sample income groups were also relatively the sane size, from 14.3 to 15.9 percent each (9 to 10 persons each). The modal categories were04 TABLE 9 NUMBER AND PERCENT OF RESPONDENTS BY OCCUPATION Phone Sample In-house Sample Occupation* i £ no a higher executives and pro- prietors of large concerns/ major professionals 9 1.8 5 7.3 business managers/proprietors of medium-sized businesses/ lesser professionals 43 8.7 130 «18.8 administrative personnel/ small business owners/ semiprofessionals 40 Bal 1318.8 clerical and sales workers/ technicians/owners of little businesses 5210.5 ue skilled manual employees 36 1A 3 44 machine operators/semi- skilled employees 50 10.2 4 5.8 unskilled employees 4 2.8 2 29 not gainfully employed (unemployed, students, retired, disabled) lol 20.4 ql 15.9 housewives /homemakers 149 30.2 io 145 otal 494 100.0 69 100.0 *The first seven categories were taken from August B. Hollingshead's Two-Factor Index of social Position (in Delbert Cc. Miller: Handbook of Research Design and Social Measurement, 3rd ed., 230-8) and the last two categories were supplied by the researcher.105 $25,000 to 34,999 and $35,000 to 49,999, each with 15.9 percentages (10 persons each). The median was $21,940, The income question had the lowest number of responses from both samples--418 from the tele- phone respondents and 63 from the in-house visitors. ‘TABLE 10 NUMBER AND PERCENT OF RESPONDENTS BY INCOME Phone Sample In-house Sample Incone* 2 2 2 less than $3,000 iota 200 3a $3,000 to 7,999 83127 7 aba $8,000 to 11,999 oO ts Be $12,000 to 14,999 po) zy Oe aa $15,000 to 19,999 6716.0 ee aa $20,000 to 24,999 615.5 ees $25,000 to 34,999 7 16.7108 $35,000 to 49,999 3007.28 above $50,000 225.3 6 95 ‘total 41s 100.063.1000 ‘Household's total income last year, before taxes106 Description of Toledo Museum of Art Participation When respondents were asked about their level of participation in art museums, 13.9 percent of the telephone sample (70 persons) and 66.7 percent of the in-house sample (46 respondents) said they partici- pated frequently (at least three times a year); 39.9 percent of the phone group (200 persons) and 30.4 percent of the in-house sample (21 persons) participated occasionally (less than three times a year), and 46.2 percent of the phone respondents (232 persons) and 2.9 per- cent of the in-house visitors (2 persons) reported they participated not at all (Table 11). fhe latter two persons were bus tour visitors who did not visit museums of their own volition. TABLE 11 NUMBER AND PERCENT OF RESPONDENTS BY LEVEL OF ADULT PARTICIPATION IN ART MUSEUMS Participation Level Phone Sample In-house Sample in Art Museums a 2 a % frequently (at least 3 ‘times a year) 70 13.9 46 66.7 occasionally (less than 3 times a year) 200 39.9 au 30.4 not at all 232 46.2 2 2.9 Total 502 100.0 69 100.0 When respondents were asked to rank five Toledo area leisure places, 20,2 percent of the 494 telephone respondents and 64.1 percent107 of the 64 in-house respondents ranked the Toledo Museum of Art first (table 12). Metroparks and the Toledo Zoo were more favored by the telephone sample, which ranked them first by 29 and 20.7 percent respectively (143 and 102 persons, respectively). ‘The next closest rank to the Art Museum for the in-house visitors was Cedar Point, with 10.9 percent (7 persons). TABLE 12 NUMBER AND PERCENT OF RESPONDENTS BY FIRST-LEVEL RANKINGS OF FIVE TOLEDO AREA LEISURE PLACES (PLACE) Phone Sample Leisure place a z Crosby Gardens 52 10.5 5 18 Metroparks 143 29.0 5 1.8 Toledo 200 102 20.7 6 9.4 Toledo Museum of Art 100 20.2 a cre cedar Point 97 19.6 7 10.9 Total 494 100.0 64 100.0 When respondents ranked only the Art Museum on a scale of 1 to 5, 21.3 percent of the 469 telephone respondents and 64.1 percent of 64 in-house visitors ranked it in first place (Table 13), of the 469, 18.2 percent ranked the museum fifth and 3.1 percent of the in- house visitors ranked it £ifth. Those who ranked the museum second, third, or fourth comprised 60.5 percent of the phone sample (284108 persons) and 32.8 percent (21 persons) of the in-house sample, TABLE 13 NUMBER AND PERCENT OF RESPONDENTS BY LEISURE PLACE RANK OF TOLEDO MUSEUM OF ART Leisure Place Phone Sample In-house Sample_ ‘Rank 2 2 2 2 1 100 2.3 a 64.1 2 1 16.8 10 15.6 3 105 22.4 ‘ 9.4 4 100 21.3 5 7.8 5 8s 18.2 2 3.1 Total 469 100.0 64 100.0 When respondents were asked whether they had ever been to the Toledo Museum of Art, 88 percent of the telephone respondents (433 persons) and 69.6 percent (48 respondents) of the in-house visitors had been (Tables 14, 15). (One-half of the in-house visitors did not live in the Toledo area.) For number of visits to the Art Museum in the last twelve months, the modal category for both groups was zero—— 58.5 percent for phone respondents (287 persons) and 34.8 percent for in-house visitors (24 persons). The next largest category for both groups was one to two visits in the past twelve months (25.9 percent for telephone and 24.6 percent for in-house), There were 3.7 percent of the phone109 TABLE 14 NUMBER AND PERCENT OF PHONE RESPONDENTS BY ATTENDANCE ‘AT TOLEDO MUSEUM OF ART &. Have you ever been to the Toledo Art Museum? Response n 2 yes 433 88.0 no 39 12.0 total 492 100.0 b. About how many times have you been in the last 12 months? __Nunber of times A s ° 287 38.5 1 to2 127 25.9 3 to 6 49 9.9 709 10 2.0 10 oF more 18 3.7 total 491 100.0 c. The last time you attended, whom dia you go with? yompanion family 154 43.4 friends 86 24.2 went alone 23 6.5 family and friends 28 7.9 organized group 38 16.3 other ‘ 17 Total 355 100.0110 TABLE 15 NUMBER AND PERCENT OF IN-HOUSE RESPONDENTS BY ATTENDANCE AT TOLEDO MUSEUM OF ART a. Is this your first visit to this museum? Response A 2 yes an 30.4 no 48 69.6 ‘Total 69 100.0 (I£ no), About how many times have you been here in the past 12 months? Number of times a 2 never been or not in past 12 months 24 34.8 Lto2 7 24.6 3 to 6 16 23.2 Tto9 1 Ld 10 to 19 2 3.9 20 to 40 8 11.6 41 to 100 2 1.4 Total 69 100.0 whom did you come with today? Companion ny a family 20 29.0 friends 19 27.5 came alone 1g 27.5 family and friends 2 2.9 organized group 7 10.2 other 2 2.9 ‘Total 6 100.0u1 respondents (18 persons) who had made ten or more visits in the last twelve months and 16 percent of the in-house group (11 persons) who had made between ten and 100 visits in that time. For both groups the modal category for companion on the last visit was family. 13.4 percent of the telephone group (154 persons) and 29 percent of the in-house respondents (20 persons). Family, friends, and coming alone were all nearly the same percentages for the in-house visitors (27.5 to 29 percent, 19 to 20 persons). ‘Tests of Hypotheses The following sections present the results of the statistical tests of hypotheses for the two samples; each hypothesis is stated in the research form, Also, description of the tests which led to the decision to reject or not reject each proposition introduces each subsection. ‘The first set of subsections is tests of hypo- theses conducted on the telephone sample. Following this are tests of hypotheses for the in-house sample. Results of four types of tests are presented. In all four hypotheses, one-way analysis of variance was employed. The measure of differences revealed by this test is the F ratio; whenever F ratios were significant, Scheffe and LSDMOD procedures were used as followup tests, as described in Chapter III, to identify which groups differed significantly, and how their means differed. In Hypothesis 3, two-way analysis of variance was employed to identify main effects and two-way interactions between two grouping variables and an interval-level variable. again, all significant PFa2 ratios were followed up by the Scheffe and LSDMOD procedures. Pearson product-moment correlations were computed for two interval-level variables in Hypothesis 2 testing, The indicator of relationship, the coefficient r, measured both direction and strength of the relationship between pairs of variables. ‘The chi-square test of statistical significance and its accompanying measure of association, Cramer's V, were used in assessing relationships between nominal variables in Hypotheses 3 and 4, In all cases, use of the term "significance" here refers only to "statistical significance." ‘Telephone Sample: Hypothesis 1 The research form of Hypothesis 1 states: Adults’ preferences for five clusters of leisure time activities and their attitudes toward the six Important Concepts which underlie those clusters are statistically significantly related to different stages in parent and nonparent adult life cycles. The null form of the above hypothesis was rejected. There were significant differences among respondents in the telephone sample, on the basis of stages in family life cycle, when assessing their attitudes toward Important Concepts (IC) and Leisure Time Preference clusters (LTP). For this test of hypothesis, there were three analyses of family life cycle in relation to other variables. ‘The measures were3 Family, which categorized respondents on the basis of presence/ absence of children; Parent, which classified adults into five groups based on age of youngest child, and age of respondent. These three measures were applied to two sets of variables: Important Concepts and Leisure Time Preference clusters. For this hypothesis, each relationship was analyzed by a one-way analysis of variance, When there were significant F ratios, Scheffe and LSDMOD procedures were used as followup tests. Important Concepts. when Important Concepts (IC) and Family variables were analyzed, no two categories of Family were found to be significantly different in response in the telephone sample (Table 16). ‘TABLE 16 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OP SIX IMPORTANT CONCEPTS BY FAMILY (PRESENCE OF CHILDREN) Inportant Concepts F 1 - opportunity to learn 2,363 2 ~ being with people 0.a28 3 - challenge of new experiences 1.606 4 ~ participating actively 1.698 5 - doing something worthwhile 0,518 6 = feeling comfortable in one's surroundings 0,995 None statistically significant Degrees of freedom: Between = 3; within = 485 for ICl; 488 for IC2, IC5, 1C6; 489 for IC3; 477 for Ic4a4 on ICl (opportunity to learn) two categories of Parent were significantly different by the LSDMOD procedure. Parents whose youngest child was 6 to 11 years old were significantly different in response fron those with no children (Table 17). on analysis by age of respondent, IC3 (challenge of new experiences) and IC4 (participating actively) categories were significantly different. For IC3, persons 65 years and older were significantly different from all other age groups. On IC4, those 55 to 64 years old were significantly different from those under 25 and those 35 to 44, by the LSOMOD procedure (Table 18). Leisure Time Preferences, when adult attitudes toward the five Leisure Time Preferences (LTP) clusters were analyzed by stages of Family, LTPN (challenge of new experiences) showed categories signifi- cantly different. Those with no children were significantly different in response from those with children only at home (Table 19). No categories were significantly different when LTP clusters and Parent were analyzed. Although the F ratio for this effect on UTPC (feeling comfortable in one's surroundings) was significant, neither followup test was sensitive enough to pick up which differ- ences were significant (Table 20). with the one-way analysis of variance tests of each of the five LIP clusters by age of respondent, two clusters showed pairs of categories significantiy different. For LYPL (opportunity to learn), by the LSDMOD procedure, those 65 and older were signifi cantly different from those 55 to 64 (Table 21).1s ‘TABLE 17 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX IMPORTANT CONCEPTS BY PARENT (AGE OF YOUNGEST CHILD) Important Concepts Pr 1 ~ opportunity to learn 2,805* 2 ~ being with people 0.637 3 = challenge of new experiences 1.946 4 ~ participating actively 1,631 5 - doing something worthwhile 0.182 6 - feeling comfortable in one's surroundings 0.177 ‘statistically significant Degrees of freedom: Between within = 452 for Icl; 455 for IC2, ICS, 1C6; 456 for IC3; 445 for Ic4 a Results of Pairwise Comparisons of Important Concept 1 (opportunity to Learn) by Parent (Age of Youngest Child) crop 5 1 3 4 2 Mean Group 1.9277 2.0455 2.1169 2.3830 2.4815 ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups 1 = parents whose youngest child was under 6, at home or away from home 2 = parents whose youngest was 6 to 11, at home or away 3 = parents whose youngest was 12 to 17, at home or away 4 = parents whose youngest was 18 or older, at home 5 = respondents without children16 TABLE 18 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX IMPORTANT CONCEPTS BY AGE OF RESPONDENT Inportant Concepts F 1 = opportunity to learn 2.819 2 - being with people 0.859 3 ~ challenge of new experiences 11.296* 4 ~ participating actively 4.2as 5 ~ doing sonething worthwhile 1.865 6 - feeling confortable in one's surroundings 0,625 ‘Statistically significant Degrees of freedom: Between = 5; within = 483 for ICl; 486 for IC2, ICS, IC6; 487 for IC3; 477 for Ica asa Results of Pairwise Comparisons of Important Concept 3 (Challenge of New Experiences) by Age of Respondent Group 1 2 3 4 5 6 Mean Group 1.9692 2.1145 2.2222 2.3108 2.3231, 3.4535 ‘denotes pairs of groups significantly different by both Scheffe and LSOMOD procedures Groups 1 = under 25 years old 4 = 45 to 54 2 = 25 to 34 5 = 55 to 64 3= 35 to 44 6 = 65 and older7 18> Results of Pairwise Comparisons of Important Concept 4 (Participating Actively) by Age of Respondent Grup 1 3 2 4 6 5 Mean Group 2.2459 2.3099 2.5077 2.8784 3.0000 3.1270 ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups 1 = under 25 years old 45 to 54 2 = 28 to 34 55 to 64 3 = 35 to 44 65 and older18 TABLE 19 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY FAMILY (PRESENCE OP CHILDREN) Leisure Time Preference Clusters = LIPA ~ participating actively 0.341, LPC - feeling comfortable in one's surroundings 1.512 LIPL - opportunity to learn 0.581 LPN - challenge of new experiences 2.895% L9PS - social interaction 2.039 “statistically significant Degrees of freedom: Between = 3; within = 491 19a Results of Pairwise Comparisons of LTPN (Challenge of New Experiences) by Family (Presence of Children) coup 4 1 3 2 Mean Group 9.a861 4 10.1667 1 10.3750 3 10.5378 2 * ‘denotes pairs of groups significantly different by both the Scheffe and LSOMOD procedures Groups 1 = respondents with children living both at home and outside ‘the household respondents without children respondents with children living outside the household only 4 = respondents with children living at home only19 TABLE 20 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE TSME PREFERENCE CLUSTERS BY PARENT (AGE OF YOUNGEST CHILD) Leisure Time Preference Clusters F LAPA ~ participating actively 0.140 LPC - feeling comfortable in one's surroundings 2.855* LPL - opportunity to learn 2.092 LPN ~ challenge of new experiences 2,206 LIPS - social interaction 1.101 *statistically significant Degrees of freedom: Between = 4; within = 458 No clusters showed pairs of groups significantly different by the Scheffe or LSDMOD procedure120 TABLE 21 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY AGE OF RESPONDENT Leisure Time Preference Clusters F LMPA - participating actively 0.845 LPC - feeling comfortable in one's surroundings 1.245 LIPL - opportunity to learn 3.084" LPN - challenge of new experiences 6.642" LPS - social interaction 2.186 ‘statistically significant Degrees of freedom: Between = within = 489 2a Results of Pairwise Comparisons of LYPL (Opportunity to Learn) by Age of Respondent Group 5 4 2 3 1 6 Mean Group 8.7727 9.0541, 9.2500, 9.5278 9.9077 10.0000 ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups under 25 years old 4 = 45 to 54 25 to 34 5 = 55 to 64 35 to 44 6 = 65 and olderqi TABLE 21--CONTINUED 2b Results of Pairwise Comparisons of LTPN (Challenge of New Experiences) by Age of Respondent Group 1 2 3 4 5 6 Mean Group 9.4308 9.8333, 10.1806 10.3378 10.6061 11.3023 og ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures faenotes pairs of groups significantly different by only ‘the LSDMOD procedure Groups under 25 years old 25 to 34 = 35 to 44 a 2 3 on LPN (challenge of new experiences), by both followup tests, those 65 and older were significantly different from those under 25 and those 25 to 34, By the less conservative LsDMOD procedure, those 65 and older were also significantly different from those 35 to 44. Also, those 55 to 64 were significantly122 @ifferent from those under 25. ‘to summarize, for the telephone sample, the family life cycle variable Family discriminated in one instance with the Leisure Time Preference clusters, and the variable Parent was significant on one Important Concept. Age of respondent produced a total of four significant relationships. Telephone Sample: Hypothesis 2 The research form of Hypothesis 2 states: The anount of carryover of certain leisure activities from childhood to adulthood is positively related to the extent to which parent and nonparent adults value tro sets of criteria: Important Concepts and Leisure Mine Preferences. The null form of the above hypothesis was rejected. The tele- phone respondents were significantly different, on the basis of persistence of activities, when assessing their attitudes toward Important Concepts and Leisure Time Preferences. The two variables by which the persistence of activities was measured were labeled Socialization and Carryover. Socialization clusters were based on child and adult participation in cultural, entertainnent, active participation, and social interaction activities. the three levels of the Carryover variable denoted equal participation in activities as child and as adult, greater participation a3 a child than as an adult, or lesser participation as a child than as an adult.123 Pearson correlations were calculated for the Important Concepts and for the Leisure Time Preference clusters with the Socialization clusters, all interval-level data. One-way analysis of variance was applied on the Important Concepts and Leisure Time references by the Carryover participation levels; Scheffe and LSDMOD were the followup procedures. Important Concepts. There were 26 significant Pearson correia~ tions out of 48 possible associations between the Important Concepts and the Socialization clusters. Pearson r's were significant for both IC3 (challenge of new experiences) and IC4 (participating actively) on every correlation with the eight Socialization clusters (table 22). Also, ICl (opportunity to learn) correlated significantly with Coult (childhood cultural activities), Acult (adult cultural activities), Cpart (childhood active participation activities), Cs0e (childhood social interaction activities), and Asoc (adult social interaction activities). C2 (being with people) correlated significantly with Aent (adult entertainment activities) and Asoc, and I¢5 (doing something worthwhile) correlated significantly with coult, Csoc, and Asoc. ‘The only Important Concept for which there were no signivicant Pearson correlations was IC6 (feeling comfortable in one’s surroundings). When Important Concepts were analyzed by the four Carryover clusters, IC2 (being with people) categories were significantly different by Socacty (carryover of social interaction activities124 soya TATIOw uoTAOeFEqUT TeTOOS 3TNpE = OOSY SOTAYATIOW UOTIOBIOIUT TeFI0E POOUPTTYD = 205) sopaqzaqq0e UorTgedyoqIzed aayZOR 3INpE = yzedy soTaqAT308 voTqedrorazed eayaoe pooupTys = 3zedo SOTSTAT}OR qUOUUTERTEqUS ZTNDE = WEY SOTITATIOR qusUUTeZIEqUD POOUPTTYS = 2Uad SeyAyaTIOR TeIN|TNO FINE = 3TNOW soTATATIOR TeINITNO POOUPTTYO w 31ND ‘STeTED WoTIeZTTE TOS sburpunozms 8,9U0 UT aTqeaz0su0D buTTe=es = gor STTUMUATOM BuTUISUOS HUTOP = SOT Aqeayqoe burqedzorgzed = por seouetiedxa mou Jo ebuaTTeyo = EDT atdosd wats Buyeq = z5T uresy 03 Aaqungzoddo = Tor sadam juEsTomy JueoTITUBTS ATTeOT|STARIS Ae sqUETOTIZ200 3X peUTTIOpUA 6r0" 690° oto" tz0"- £90" 720" vTo" £0" 9or TE BOF woo" 20" = c00" 900" = too'- SRO sor Tre" vot” vee zee 60a" oT" sot” eet” vor a eT ORT tor rr a zor wr sor Fcc oto OT wor Soay S085 3m aed quay suas ays scenes aoa SISISNTD WOTIeATTETSOS SUALSNIO NOTLWZITVIDOS LHDIG HLIM SLAIONOO LNVIMOAWI XIS OF SINSTOTHATOD NOSUVSA @ stews125 from childhood to adulthood). ‘Those who participated in social interaction activities more as adults were different from those who bad equal participation at both stages (Table 23). TABLE 23 F RATIOS POR ONE-WAY ANALYSIS OF VARIANCE OF SIX IMPORTANT CONCEPTS BY POUR CARRYOVER CLUSTERS Carryover Clusters Caltacty Entacty Partacty Socacty Ingortant_Concepts F F E F 1 - opportunity to learn 1.232 0,428 0,783 1.054 2 ~ being with people 1.479 0.783 1,083 3.403% 3 ~ challenge of new experiences 0.235 0,804 0,669 3.238 4- participating actively 0.713, 0.366 0.936 3.243 5 - doing something worth- while 2.144 1.573 0,294 1.363 6 - feeling comfortable in one's surroundings 0.472 0.756 1.070 1.468 ‘statistically significant; on IC} and Ic4 no clusters showed pairs of groups significantly different by the Scheffe or 1,SDM0D procedure Degrees of freedom: Between withi C2, TCS, 1C6; 497 for IC3; 485 for IC4. 493 for ICL; 496 for Carryover Clusters cultacty = carryover of cultural activities from childhood to adulthood Entacty = carryover of entertainment activities Partacty = carryover of active participation activities Socacty = carryover of social interaction activities126 TABLE 23--CONTINUED 2a Results of Pairwise Comparisons of Important Concept 2 (Being with People) by Socacty (Carryover of Social Interaction Activities from Childhood to Adulthood) Group 2 2 3 Mean Group 2.2177 1 2.4000 2 2.6310 3 * ‘denotes pairs of groups significantly different by both Scheffe and ZSDMOD procedures Groups 1 = equal participation in social interaction activities as children ana as adults 2 = greater participation in social interaction activities as children than as adults lesser participation in social interaction activities as children than as adults 3 Although the F ratio for this effect on 1C3 and IC# was significant, neither followup test was sensitive enough to pick up which differences were significant. Leisure Time Preferences. Pearson correlations of the Leisure Time preference clusters with the Socialization clusters revealed there were thirteen significant associations out of 40 possible associations (Table 24). LPL (opportunity to learn)127 So}aTATIOR uoTIeIOIUT TeTDOS 3TNPe = Sosy SOTITATAOe UOTIOeIOGUT TeTDOS POOYPTTYS = 9059 soyatayaoe uoTqedyorazed anya" qqnpe = qzedy soqaTAyOe uoUUTeZIOqUe ATNPE = yoy SOTYTATIOL JUSUUTeITeqUS POOUPTTYO = yUsd woTABIeAUT TeTOOS = Salt soyazaTg0R uopyedorazed eaTZ0e poouPTTYS = 3zedo scousyiedxe mou JO ebuSTTeUD = Nau uaeet 09 Aazungzoddo = Tai s6utpunozans SOFATATROR TEmNZINO Ixnpe = ITV S,2u0 Uy eTYeITOIMOD BuTTeeJ = DaVT AjeaTioe buraedorgzed = walt soya TAFIOR TRINITNO POOUPTTYD = 3TNOD SHSVENTO UOPIETTTETSOS ‘STeyHN]D souSTeeAT OUTL OMSTST queoysTUBTS ATTROTISTIwIS ETE sqUETOT;Ze09 I PoUTTTEPUN TT L90" p90" to" =O esor eo z sau ar oe 6 OF Or Or OO want a £90" zbo* Tro" 920° 000" TT tar "lat Tto'=e20"=ETo"= —SEO"=—SE0"-MPOT= —TL"= Lz oavt Tot oto"- tte" Teo"- zo0"- — abo*~ To" Too"- vant SOR S059 ay a8 ay aque aay aos naga BoMRTOTERT SHOTSNTD UOFIEZT TETSOS ‘awe, emnstoT SUBLSNTO NOTLWZTTWIDOS AHOTH HLIM SUBLSNTO SONTMGATYs GWIL TYNSIIT GATE XOX SENSTOTAsHOD NOSYVEE ve aTevs128 correlated significantly with coult, Acult, and Asoc. {TPN (challenge of new experiences) correlated significantly with all socialization Clusters except Csoc. LTPA (participating actively) correlated with Asoc, and LTPS (social interaction) correlated with Aent and Asoc. umpc (feeling comfortable in one's surroundings) did not correlate with any Socialization clusters. When Leisure Time Preference clusters were analyzed by one-way analysis of variance by the Carryover participation levels, two clusters--LTPA (participating actively) and LTP. (opportunity to learn)--wore significantly digferent when run by Socacty (carryover of social interaction activities from childhood to adulthood) (table 25). On LTPA, those who participated in social interaction activities more as adults were significantly different fron those who participated more as children. On LPL by Socacty, the same types of differences occurred. To summarize, the two variables assessing persistence of childhood activities into adulthood, Socialization and Carryover, were different in their effects with respect to the Important concepts and Leisure Tine Preferences. the variable Socialization produced a total of 39 significant associations. The variable carryover produced a total of five significant relationships. ‘Telephone Sample: Hypothesis 3 The research form of Hypothesis 3 states: ‘he choice of museum participation as a leisure time activity by parent and129 TABLE 25 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF PIVE LEISURE TIME PREFERENCE CLUSTERS BY FOUR CARRYOVER CLUSTERS Carryover Clusters Leisure Time CGultacty Entacty Partacty Socacty Preference Clusters E E F BR MPA - participating actively 1.290 0.217 1,839 3.905% IPC - feeling comfortable in one's surroundings 2.660 0.482 0.263 0.401 LTPL - opportunity to learn 0.100 1.393 1.716 3,566* LIPN ~ challenge of new experiences 0.067 0.242 1,789 0.841 LIPS - social interaction 0,236 0.009 0,140 1.286 *Statistically significant Degrees of freedom: Between = 2; within = 499 Carryover Clusters cultacty = carryover of cultural activities from childhooa to adulthood Entacty = carryover of entertainment activities Partacty = carryover of active participation activities Socacty = carryover of social interaction activities130 ABLE 25~-CONTINUED 25a Results of Pairwise Comparisons of LTPA (Participating Actively) by Socacty (Carryover of Social Interaction Activities from Chitdhood to Adulthood) Group 2 1 3 Mean Group 10.1683 2 10.4286 1 10.8189 3 * ‘denotes pairs cf groups significantly different by both Scheffe and LSDNOD procedures 25b Results of Pairwise Comparisons of LTPL (Opportunity to Learn) by Socacty (Carryover of Social Interaction Activities from Childhood to Adulthood) Group 2 1 3 Mean Group 8.8317 2 9.2517 1 9.6024 3 ; ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = equal participation in social interaction activities as children and as adults 2 = greater participation in social interaction activities as children than as adults lesser participation in social interaction activities as children than as adultsa3. nonparent adults is more highly related to psychographic variables than to demographic variables. ‘The null of this hypothesis was rejected, Rejection demonstrates that the telephone respondents were significantly different when com pared on the basis of psychographic and demographic variables with respect to museum participation. Adult participation in art museums (the variable labeled Partici- pation) was measured by four sets of paychographic variables and by one set of demographic variables. Three sets of the former which are interval-Level data-tmportant Concepts, Leisure Time Preferences, and Socialization clusters--were analyzed by one-way analyses of variance. two sets, which are grouping variables--carryover clusters and the demographics--were analyzed by chi-square tests of significance. In addition, the influence of family Life cycle on adult participation in art museums was measured by three two-way ANOVAS which analyzed the Important Concepts, Leisure Time Preferences, and Socialization clusters by Participation (levels in art museums) by Parent. Again, all analyses of variance were followed up by Scheffe and LSDMoD procedure: Craner's V was calculated for chi-square. Important Concepts. analysis of Important Concepts by participation in the telephone sample demonstrated that categories in both Ii (opportunity to learn) and 1C3 (challenge of new experiences) were significantly different. on ICl by Participation, both those who dia not go to art museuns at all and those who went occasionally were significantly different from those who went,132 frequently. With Ic} by Participation, those who did not go at all were significantly different from those who went frequently (Table 26). TABLE 26 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX IMPORTANT CONCEPTS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Important Concepts F 1 ~ opportunity to learn 6.010* 2 - being with people 2.103 3 - challenge of new experiences 5.175" 4 ~ participating actively 2.667 5 - doing something worthwhize 0.538 6 - feeling confortable in one's surroundings 1.358 ‘statistically significant Degrees of freedom: Between = 2; within = 493 for ICL; 496 for IC2, ICS, 1C6; 497 for 1C3; 485 for IC4 26a Results of Pairwise Comparisons of Important Concept 1 (opportunity to Learn) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 1.6286 1 2.0859 2 2.2368, 3 . ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = frequent participation (going to art museums at least 3 times a year) 2 = accasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all133 TABLE 26--CONTINUED 26b Results of Pairwise Comparisons of Important Concept 3 (Challenge of New Experiences) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 1.9286 1 2.3400 2 2.5870 3 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures soups 1 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all Leisure Tine Preferences. When Leisure Tine Preference clusters were analyzed by Participation, categories of LPL (opportunity to learn) and LTPN (challenge of new experiences) were significantly different (Table 27). For UTPL by Participation, those who did not go to art musouns at all were significantly different only fron those who went occasionally, by both followup procedures, Using LSDMOD, those who did not participate were also different from the frequent134 TABLE 27 P RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE ‘TIME PREFERENCE CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Leisure Time Preference Clusters F LIPA ~ participating actively 0.731 umpc - feeling comfortable in one's surroundings 2.14 LTPL - opportunity to learn 5.980" IPN ~ challenge of new experiences 6.679" Laps ~ social interaction cee ‘statistically significant Degrees of freedom: Between = 2; within = 499 27a Results of Pairwise Comparisons of LTPL (Opportunity to Learn) by Participation (Levels in Art Museurs) Cory HW Fg) Mean Group 8.9286 1 9.0100 2 9.7586 3 t+ ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures faenotes pairs of groups significantly different by only ‘the LSDMOD procedure Groups 2 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art mseuns less than 3 times a year) 3.= not going to art museums at all135 27 Results of Pairwise Comparisons of LIPN (Challenge of New Experiences) by Participation (Levels in Art Museuns) Group 1 2 3 Mean Group 9.2429 1 10, 3150 2 * 10.4138 3 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Sroups 1 = frequent participation (going to art museums at least 3 times a year) occasional participation (going to art museums less than 3 times a year) 3.= not going to art museums at all 2 visitors to art museums. ‘The test of LTPN by Participation showed that both those who did not go at all and those who went occasionally were significantly different from the frequent participants. Socialization. All one-way analyses of variance of Sociali- zation by Participation, except Cent (childhood entertainment activities) by Participation, were significant. For Coult (childhood cultural activities) by Participation, those who did not participate in art museums were significantly different from both those who participated frequently and those who participated occasionally,136 and the occasional participants were significantly different from the frequent participants (Table 28). with Acult (adult cultural activities) by Participation, the same pattern of differences prevailed. TABLE 28 P RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF EIGHT SOCIALIZATION CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Socialization Clusters P Coult - childhood cultural activities 27.460* Acult - adult cultural activities 151.305* Cent - childhood entertainment activities 2.660 Aent - adult entertainment activities 32.681* Cpart - childhood active partici- pation activities 18,9544 Apart - adult active participation activities 20.647* Csoc - childhood social inter- action activities 9.087% Asoc - adult social interaction activities 33.828" ‘statistically significant Degrees of freedom: Between = 2; within = 499137 TABLE 28: ‘ONTINUED 28a Results of Pairwise Comparisons of Ccult (childhood cultural Activities) by Participation (Levels in Art Museuns) Group 1 2 3 Mean Group 8.2714 Lu 9.7850 2 * 10.5259 3 + ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 28> Results of Pairwise Comparisons of Acult (Adult Cultural Activities) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 7.6714 1 9.6900 2 * 11.9914 3 ee ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = frequent participation (going to art museums at Jeast 3 times a year) occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all 2138 TABLE 28—-CONTINUED 28c Results of Pairwise Comparisons of Aent (Adult Entertainment Activities) by Participation (levels in Art Museums) Group i 2 3 Mean Group 9.6714 1 110.2650 2 11.8534 3 so “denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 288 Results of Pairwise Comparisons of Cpart (Childhood Active Participation activities) by Participation (Levels in Art Museums) ee Mean Group 10.6714 1 11.6900 2 12.8276 3 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = frequent participation (going to art museuns at least 3 times a year) 2 = occasional participation (going to art museuns less than 3 times a year) 3 = not going to art museums at all139 ‘TABLE 28--CONTINUED 2e Regults of Pairwise Comparisons of apart (Adult Active Participation Activities) by Participation (Levels in Art Museums) Cay 8 Mean Group 12,1571 L 13.2400 2 * 14,3922 3 oo *denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 28 Results of Pairwise Comparisons of Csoc (Childhood Social Interaction Activities) by Participation (Levels in Art Museums) croup 1 2 3 Mean Group 5.2714 1 5.5800 2 6.0560 a so ‘denotes pairs of groups significantly different by both Scheffe and LSDNOD procedures Groups, 1 = frequent participation (going to art museums at least 3 times a year) 2 © occasional participation (going to art museums less than 3 times a year 3.5 not going to art museums at all140 ‘TABLE 28~-CONTINUED 28g Results of Pairwise Comparisons of Asoc (adult Social Interaction Activities) by Partici- pation (Levels in Art Museums) Group 1 2 3 Mean Group 5.6143, 1 5.9950 2 7.1336 3 oo ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all For Aent (adult entertainment activities) by Participation, those who did not participate at all were significantly different from those who participated either frequently or occasionally. Tests of Cpart (childhood active participation activities) by Participation showed those who went not at all were significantly different from both the frequent and occasional participants, and the occasional participants were different from the frequent participants. For Apart (adult active participation activities) by Participation, the same pattern prevailed.aal On Csoc (childhood social interaction activities) by Partici- pation, those who went not at all were significantly different from those who went frequently or occasionally. For Asoc (adult social interaction activities), the same pattern prevailed. Carryover. Chi-square analysis of crosstabulations of the four Carryover measures by Participation produced significant chi- square coefficients for Cultacty (carryover of cultural activities from childhood to adulthood), Entacty {carryover of entertainment activities), and socacty (carryover of social interaction activities) by Participation (Table 29). On Cultacty by Participation, only TABLE 29 CHI-SQUARE VALUES FOR FOUR CARRYOVER CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Carryover Clusters ae cultacty - carryover of cultural activities from childhood to adulthood 53.7338 4 Entacty - carryover of entertainment activities from childhood to adulthood 30.881" 4 Partacty - carryover of active participation activities from childhood to adulthood 1.601 4 Socacty - carryover of social inter- action activities from childhood ‘to adulthood 11.668" 4 ‘Statistically significantTABLE 29-~CONTINUED 29a 142 Frequencies, Row Percentages, and Colum Percentages for Cultacty (Carryover of Cultural Activities from Child- hood to Adulthood) by Participation (Levels in art Museums) Participation Levels Frequent Occasional NO cultacty participation participation participation Total, level 1 1 38 aL n=90 12.2 42.2 45.6 17.98 15.7 19.0 17.7 level 2 34 8 34 n=149 22.8 54.4 22.8 29,78 48.6 40.5 14.7 level 3 25 81 157 n= 263 9.5 30.8 599.7 52.48 35.7 40.5 67.7 ‘Total n=70 n= 200 n= 232 n=502 13.98 39.88 46.38 100.08 Cultacty Levels 1 = equal participation in cultural activities as children and as adults 2 = greater participation in cultural activities as children than as adults 3 = lesser participation in cultural activities as children than as adults143 TABLE 29--CONTINUED 29b Frequencies, Row Percentages, and Colum Percentages for Entacty (Carryover of Entertainment Activities from Childhood to Adulthood) by Participation (Levels in Art Museums) Participation Levels Frequent ‘Occasional WO Entacty participation participation participation Total level 1 B 31 52 n=96 13.5 32.3 54.2 19.18 18.6 15.5 22.4 level 2 45 127 92 n= 264 17.0 48.1 34.8 52.68 6413 63.5 39.7 level 3 2 42 88 n=142 8.5 29.6 62.0 28.38 an 21.0 37.9 Total n= 200 n= 232 502 13.98 39.88 46.38 100.08 Cramer's V = .175 Entacty Levels 1 = equal participation in entertainment activities as children and as adults 2 = greater participation in entertainment activities as children than as adults lesser participation in entertainment activities as children than as adultsTABLE 29--CONTINUED 290 144 Frequencies, Row Percentages, and Colunn Percentages for Socacty (Carryover of Social Interaction Activities from Childhood to Adulthood) by Participation (Levels in Art Museums Participation Levels Frequent ‘Occasional Wo Socacty participation participation participation Total level 1 20 70 57 naia7 23.6 47.6 38.8 29.38 2816 35.0 24.6 level 2 as a2 40 n=101 18.8 41.6 39.6 20.18 271 2110 a2 level 3 31 88 135 n= 254 12.2 34.6 53.1 50.68 als 4aco 38.2 ‘otal n= 70 n= 200 n= 232 n= 502 13.98 39.08 46.38 100.08 Cramer's V = .107 Socacty Levels 1 = equal participation in social interaction activities as children and as adults 2 = greater participation in social interaction activities as children than as aduits 3 as children than as adults lesser participation in social interaction activities145 adults who did not participate in art museums were more active in cultural activities as adults than as children, Those who went to art museums frequently had participated in more cultural activities as children than as adults, and the occasional participants were equally active as children and as adults. For Entacty by Participation, those who participated frequently or occasionally in art museums as adults were involved in more enter- tainment activities as children than as adults, Of adults who did not go to art museums, almost equal percentages participated in either more entertainment activities as children or less entertainment activities as children than as adults. On Socacty by Participation, those who were involved in more social interaction activities as adults than as children dominated all levels of participation. Socacty was the only Carryover cluster in which those who had equal levels of activities for childhood and adulthood were more numerous than those who had more activities as children than as adults. Demographics. When chi-square values were calculated for Participation by demographics, significant relationships were found for occupation, education, age, and incone. 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When Participation was crosstabulated by educational level, the modal category was no participation for those whose last year of schooling was elementary school through high school graduation; it was occasional participation for those with some college or college graduation, and it was frequent participation for those with post- graduate work. For Participation by age, the category which participated the most frequently in art museums was 45 to 54 years old; the next most frequent was 25 to 34 years old. ‘The modal category for those 25 to 54 years old was occasional participation; for those under 25 and over 55, it was no participation. on participation by income, only for those earning over $50,000 a year was frequent participation the mode. For those earning $8,000-11,999, $20,000-24,999, or $35,000-49,999, the mode was occasional participation, For those earning under $8,000, $12,000-19,999, or $25,000-34,999, no participation was the mode, To measure the influence of family life cycle on adult participation in art museums, two-way analyses of variance were performed on three sets of intervai-level psychographic variables by Participation by Parent: Tmportant Concepts, Leisure Time Preferences, and Socialization, Important Concepts. ‘There were no main effects or two-way interactions when the Important Concepts were analyzed by Participa- tion by parent (Table 31).1s2 TABLE 31 F RATIOS FOR TWO-WAY ANOVA OP SIX IMPORTANT CONCEPTS BY PARTICIPATION (LEVELS IN ART MUSEUMS) BY PARENT (AGE OF YOUNGEST CHILD) mmportant_ concepts aaticatig eee ee ee 2.923 1.893 eerie ae as 2- challenge of new experiences 1.368 Lae 4 + participating activety 0.367 Lan See oe | GD 0.361 6 - feeling comfortable in eee sf eeesensas 0.251 oe None statistically significant; there were no two-way interactions Degrees of freedom: Between--Part = 2, Parent = 4; within = 442 for ICl; 445 for Ic2, IC5, IC6; 446 for 1¢3; 435 for IC4 Leisure Time Preferences. When the Leisure Time Preference clusters were analyzed by Participation by Parent, there were two significant main effects (Table 32). with LYPL (opportunity to learn), the main effect for Participation was significant. As was reported in earlier discussion of Hypothesis 3 on Leisure Time Preference clusters by Participation, on a one-way analysis of LTPL, by Participation, persons who did not go to art museums were signifi- cantly different from those who went occasionally, according to both183 the followp tests; by the LSDMOD procedure, they were also different from frequent visitors. TABLE 32 F RATIOS FOR TWO-WAY ANOVA OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY PARTICIPATION (LEVELS IN AR? MUSEUMS) BY PARENT (AGE OF YOUNGEST CHILD) Leisure Time Preference Clusters Participation Parent gation —farene— LIPA - participating actively 0.146 0.246 LTPC - feeling comfortable in one’s surroundings 0.988 1.843 L9PL - opportunity to learn 4,825" 1.372 LPN - challenge of new experiences 4,856* 2.562" LPs - social interaction 0.590 1.175 ‘statistically significant; there were no two-way interactions Degrees of freedom: Between--Part = 2, Parent = 4; within 448 See Table 27 for Leisure Time Preference clusters by Participation for followup tests: 27a for LMPL by Participation, and 27> for LTPN by Participation On LTPN by Parent, no pairs of groups were significantly different by the scheffe or LSDMOD procedure With LTEN (challenge of new experiences), the main effect for Participation was significant. As was reported earlier in aypothesis 3, when discussing analysis of LIPN by Participation, both those who did not go to art museums and those who went occasionally wereisd significantly difgerent from the frequent participants. with LTPN there was also a main effect for Parent, but when using the one-way analysis of variance, no two groups were significantly different. There were no two-way interactions on the ANOVAS. Socialization. on two-way analyses of variance there were nain effects for all four adult categories of socialization by both Participation and Parent, but there were no two-way interactions (Table 33). with Acult (adult cultural activities, the main effect TABLE 33 F RATIOS FOR TWO-WAY ANOVA OP FOUR SOCIALIZATION ADULT CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) BY PARENT (AGE OF YOUNGEST CHILD) Fr Socialization Clusters Participation Parent Acult - adult cultural activities 71,257* 3.892" Aent - adult entertainment activities 13.799* 7.3718 Apart - adult active participation activities 8.3934 3.012" Asoc - adult social interaction activities 12,307* 4.198" ‘statistically significant; there were no two-way inter~ actions Degrees of freedom: Between--Part = 2, Parent = 4; within = 448 See Table 28 for Socialization clusters by Participation for followup tests: 28b for Acult by Participation, 28c for Aent by Participation, 28e for Apart by Participation, 28g for Asoc by Participation On Acult and Apart by Parent, no pairs of groups were significantly different by the Scheffe or LSDMOD procedure155 TABLE 33--CONTINUED 33a, Results of Pairwise Comparisons of Aent (Adult Sntertainment Activities) by Parent (Age of Youngest Child) (Groupe 2) Ga) Mean Group 8.5370 2 10,0000, 4 10.4051 3 10.4773 1 11.6597 5 soe eG ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures faenotes pairs of groups significantly different by only the LSDMOD procedure 33 Results of Pairwise Comparisons of Asoc (Adult Social. inter- action Activities) by Parent (Age of Youngest Child Cy oon soo Mean Group 5.9259 5.9773 6.0380 6.2083, 6.8613 * be ‘denotes pairs of groups significantly different by both Scheffe and LsDMOD procedures faenotes pairs of groups significantly different by only the LSDMOD procedure Groups 1 = parents whose youngest child was under 6, at home or away from home 2 = parents whose youngest was 6 to 11, at home or away 3 = parents whose youngest was 12 to 17, at home or away 4 = parents whose youngest was 18 or older, at home 5 = respondents without children156 for Participation was as reported previously: Those who went not at all to art museums were significantly different from those who went frequently or occasionally, and those who went occasionally were different from those who went frequently. Though there was also a main effect for Parent, no two groups were significantly different on followup analysis of Acult by Parent. For Aent (adult entertainment activities) the main effect for Participation was as noted earlier in Hypothesis 3: Those who did not participate in art museums were significantly different from those who participated either frequently or occasionally. on the one-way analysis of variance of Aent by Parent, those with no children were significantly different from those with children 6 to 11 years old, those with children 18 or older, and those with children 12 to 17, by both the procedures. By the LSDMOD procedure only, child~ less adults were also different from those with children under 6. on apart (adult active participation activities), the main effect for Participation was as reported previously: Those who went to museums not at all were different from those who went frequently or occasionally, and those who went occasionally were different from those who went frequently. On the followup analysis of the main effect for Parent, there were no categories significantly different. With Asoc (adult social interaction activities) the main effect for Participation was as stated earlier: Those who did not go to art museums weré significantly different from those who went frequently or occasionally. Analysis of Asoc by Parent, using both157 followup procedures, found that those with no children were signi- ficantly different from those with children 6 to 11, and those with children 12 to 17. By only the LSDMOD procedure, the childless adults were also significantly different from those with children under 6. To summarize, when the four sets of psychographic variables and the demographic variables were run by Participation, either alone or in conjunction with Parent, there was a greater number of signifi: cant relationships for the Socialization clusters than for any of the other sets of variables. In the ANOVAs, there were fewer significant relationships with Parent than with Participation. Telephone Sample: Hypothesis 4 The research form of Hypothesis 4 states: the more favorably parent and nonparent adults perceive art museums, the more likely they are to participate in the Toledo Museum of Art. The null form of this hypothesis was rejected. There were significant differences anong the telephone respondents on the basis of attitudes toward art museums with respect to participation in the Toledo Museum. For this test of hypothesis, there were several analyses of Feelings about Art Museuns in relation to other variables, Adults’ attitudes toward art museums (Feelings) and adult participation in art museuns generally (Participation) were measured by a one-way analysis of variance. The relationship of Feelings to adult participation in the Toledo Museum of Art specifically was analyzed1s8 by three one-way analyses of variance: Feelings by Place (ranks of five area leisure places), Feelings by Leisure Place Rank (five levels of rank of the Toledo Museum), and Feelings by Attendance at the Toledo Museum. All analyses of variance were followed by Scheffe and LSDMOD tests. Also, Leisure Place Rank and Attendance were analyzed by Participation by chi-square tests of significance and Cramer's V. Feelings and Participation. All relationships in the tele- phone sample were significant when adults’ attitudes toward art museums, the variable labeled Feelings, were measured by adults' participation in art museums, the variable Participation (Table 34). TABLE 34 F RATIOS FOR ONE-WAY ANALYSIS OP VARIANCE OF SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY PARTICIPATION (LEVELS IN ARP MUSEUMS) Feelings about Art Museums Clusters F APA ~ participating actively in art miseuns 19.085* AFC - feeling comfortable in art museuns 20,320* AFL - opportunity to learn in art museums 11.340" APN ~ challenge of new experiences in art museums 25, 286* APE ~ exploring and learning in art museums 16.090* 5 social interaction in art museums 14.401" ‘statistically significant Degrees of freedom: Between = 2; within = 499 for all except 490 for AFE and 489 for AFS159 TABLE 34--CONTINUED 34a Results of Pairwise Comparisons of AFA (Feelings about active Participation in Art Museums) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 3.4857 1 43.2050, 2 4.6853, 3 7 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 34b Ragults of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Participation (Levels in Art Museums) (Group) 1 2) | Mean Group 3.7714 z 4.5400 2 * 5.1422 3 oo ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups. 1 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all160 ‘TABLE 34-~CONTINUED 34e Results of Pairwise Comparisons of AFL (Feelings about Learning Opportunities in Art Museums) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 3.3571, 1 3.8850 2 * 4.1767 3 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 34a Results of Pairwise Comparisons of APN (Feelings about ‘the Challenge of New Experiences in Art Museums) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 3.3000 a 4.1400 2 . 4.7931, 3 so ‘denotes pairs of groups significantly different by both Scheffe and LSOMOD procedures Groups 1 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) not going to art museums at all161 TABLE 34—-CONTINUED 34e Results of Pairwise Comparisons of AFE (Feelings about Exploring and Learning in Art Museums) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 1.5714 1 12,8163 2 2.0396 3 “8 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 34e Results of Pairwise Comparisons of AFS (Feelings about Social Interaction in Art Museums) by Participation (Levels in Art Museuns) Groups aie Mean Group 1.7143 1 2.0510 2 * 2.3496 3 o 9 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all162 on feelings about active participation in art museums, those who did not participate in art museums differed significantly from the occasional and frequent participants, and those who participated occasionally differed from those who participated frequently. ‘The same pattern prevailed for feelings about being comfortable in art museuns, feelings about the challenge of new experiences in art museums, feelings about learning and exploring in art museums, and feelings about social interaction in art museums. Concerning feelings about learning opportunities in art museums, those who did not participate and those who participated occasionally were significantly different from those who participated frequently. In addition to assessing participation in art museums in general, respondents were asked several types of questions about their feelings about art museums in relation to the Toledo Museum of Art. ‘They were asked to rank five area leisure places--the Art Museum, Crosby Gardens, the Toledo 200, Metroparks, and Cedar Point. Based on these rankings, two scales, Place and Leisure Place Rank, were constructed and one-way analyses of variance were run against the Feelings clusters. Feelings and Place, when the first scale, Place, was analyzed with Feelings, all Feelings clusters were significant (Table 35). on all six clusters, those who ranked the Art Museum first also had the most positive responses to the Feelings statements. mat is, on each followup test, respondents who ranked the Art Museum first (Group 4)163 TABLE 35 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY PLACE (FIRST-LEVEL RANKINGS OF FIVE TOLEDO AREA LEISURE PLACES Feelings about Art Museuns Clusters P AFA - participating actively in art museuns 7.8178 AFC - feeling comfortable in art museuns 12.767" AFL ~ opportunity to learn in art museums 9.605* AEN - challenge of new experiences in art museums 14.629* APE - exploring and learning in art museums 7.336" APS - social interaction in art museums 5.142" ‘Statistically significant Degrees of freedom: except 482 for AFE and 481 for APS Between = 4; within = 489 for all 35a Results of Pairwise Comparisons of AFA (Feelings about Active Participation in Art Museums) by Place (First- Level Rankings of Five Toledo Area Leisure Places) Mean Group 3.7400 4.2059 4.2885 4.4685, 4.8557 croup 4 3 1 2 5 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = respondents 2 = respondents 3 = respondents 4 = respondents 5 = respondents who who who who who ranked Crosby Gardens first ranked Metroparks first ranked Toledo Zoo first ranked Toledo Museum of Art first ranked Cedar Point first164 35b Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Place (First-Level Rankings of Five Toledo Area Leisure Places) croup 4 1 3 2 5 Mean Group 3.8700 4.5577 4.6373, 4.8951, 5.4639 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 35e Results of Pairwise Comparisons of AFL (Feelings about Learning Opportunities in Art Museums) by Place (First- Level Rankings of Five Toledo Area Leisure Places) croup 0) i) 2 Mean Group 3.4000 3.8922 3.9615 4.0210 4.4948 aoe ' ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures tacnotes pairs of groups significantly different by only the LSDMDD procedure Groups respondents who ranke@ Crosby Gardens first respondents who ranked Metroparks first respondents who ranked Toledo Zoo first respondents who ranked Toledo Museum of Art first respondents who ranked Cedar Point first16s TABLE 35--CONTINUED es 354 Results of Pairwise Comparisons of AFN (Feelings about ‘the Challenge of New Experiences in Art Museums) by Place (Pirst-Level Rankings of Five Toledo Area Leisure Places) Goup 4 1 3 2 5 Mean Group 3.4900 4 4.2308 1 4.2843 3 2 4.3357 2 * 5.1959 5 ts oe ee ‘denotes pairs of groups significantly different by both Scheffe and ISDMOD procedures 35e Results of Pairwise Comparisons of AFE (Feelings about Exploring and Learning in Art Museums) by Place (First- Level Rankings of Five Toledo Area Leisure Places) crop 4 3 2 1 °5 Mean Group 1.6162 1.8586 1.8732 1.9020 2.1354 ee ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures faenotes pairs of groups significantly different by only the LSDNOD procedure Groups 1 = respondents who ranked Crosby Gardens first respondents who ranked Metroparks first 3 = respondents who ranked Toledo Zoo first 4 = respondents who ranked Toledo Museum of Art first respondents who ranked Cedar Point first166 TABLE 35--CONTINUED a —— a5 Results of Pairwise Comparisons of AFS (Feelings about Social Interaction in Art Museums) by Place (First- Level Rankings of Five Toledo Area Leisure Places) Group 4 1 2 3 5 Mean Group 1.9091, 4 1.9804 1 2.0915 2 2.1414 3 2.4421, 5 “oe ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 4aenotes pairs of groups significantly different by only the LSDMOD procedure Groups 1 = respondents who ranked Crosby Gardens first 2 = respondents who ranked Metroparks first 3 = respondents who ranked Toledo Zoo first 4 = respondents who ranked Toledo Museum of Art first 5 = respondents who ranked Cedar Point first had the lowest means on the Feelings statements, compared with those who ranked the other four leisure places first. Group 4 respondents felt most positively about the Feelings statements. On feelings about active participation in art museums, those who ranked Cedar Point first were significantly different from those who ranked the Art Museum or the Zoo first, and those who ranked Metroparks first were also different from those who ranked the Art167 Museum first. For feelings about being confortable in art museums, those who ranked Cedar Point first were significantly different from those who ranked the Art Museum, Crosby Gardens, or the Zoo first, Also, both those who ranked Metroparks or the Zoo first were significantly different from the Art Museum group. Responses to feelings about learning opportunities in art museums showed that the Cedar Point group differed significantly from the Art Museum and 200 groups and the Metroparks group differed from the Art Museum group, by both followup procedures. sy the LSDMOD procedure only, Cedar Point devotees also differed from the Metroparks group. On feelings about the challenge of new experiences in art museums, the Cedar Point group differed significantly from all other groups, and those who preferred Metroparks ar the Zoo differed from the Art Museum group. In ranking feelings about exploring and learning in art museums, the Cedar Point group was significantly different only from ‘the Art Museum group by both procedures. By LSDMOD only, Cedar Pointers were also different from those who chose the Zoo or Metro- parks, and the Metroparks group was different from the Art Museum group. For feelings about social interaction in art museums, the Cedar Point group was significantly different by both followup procedures from the Art museum group and was different also from168 Crosby Gardens and Metroparks groups by the LSDMOD procedure. Feelings and Leisure Place Rank, The five levels of ranks on the Art Museum, in which the Art Museum was ranked on a scale of 1 to 5, comprised the second scale, Leisure Place Rank. then using one-way analysis of variance to analyze Leisure Place Rank by the Feelings clusters, all relationships were significant in the telephone sample (Table 36). In all except feelings about Social interaction in art miseums, those who ranked the Art Museum first had the lowest means. TABLE 36 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY LEISURE PLACE RANK (PIVE RANKINGS OF THE TOLEDO MUSEUM OF ART) Feelings about Art Museums Clusters F AFA ~ participating actively in art museums 16.409* APC ~ feeling comfortable in art museuns 21,4134 AFL ~ opportunity to learn in art museums 13.517* APN - challenge of new experiences in art museums 28.276* APE - exploring and learning in art museums 14.120* APS - social interaction in art museums 7.748" ‘statistically significant Degrees of freedom: Between = 4; within = 464 for all except 459 for APE and 458 for AFS169 TABLE 36-~CONTINUED 36a Results of Pairwise Comparisons of AFA (Feelings about Active Participation in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of art) croup 1 3 2 4 5 Mean Group 3.7400 1 4.0857 3 4.0886 2 4.4700 4 * 5.2941 5 0 9 3 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 36b Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of Art Group 1 2 2 4 5 Mean Group 3.8700 l 4.3924 Zi 4.4190 3 5.1000 4 e+ 5.8000 5 woe eg ‘denotes pairs of groups significantly different by both Scheffe and LspMOD procedures faenotes pairs of groups significantly different by only the LSDMOD procedure Groups 1 = respondents who ranked Toledo Museum of art first 2 = respondents who ranked Toledo Museum of Art second 3 = respondents who ranked Toledo Museum of Art third 4 = respondents who ranked Toledo Museum of Art fourth 5 = respondents who ranked Toledo Museum of Art fifth170 TABLE 36--CONTINUED 360 Results of Pairwise Comparisons of AFL (Feelings about Learning Opportunities in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of Art) Group a ae) Mean Group 3.4000 3.7905 3.8228, 4.1600 4.6472 ‘denotes pairs of groups significantly different by both Scheffe and LSD¥OD procedures 36a Results of Pairwise Comparisons of AFN (Feelings about the Challenge of New Experiences in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of Art) Group 1 2 3 4 5 Mean Group 3.4900 1 3.8861, 2 3.9429 3 4.7700 4 o 0 5.5412 5 Hs 8 ke ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = respondents who ranked Toledo Museum of Art first 2 = respondents who ranked Toledo Museum of Art second 3 = respondents who ranked Toledo Museum of Art third 4 = respondents who ranked Toledo Museum of Art fourth 5 = respondents who ranked Toledo Museum of Art fifthTABLE 36--CoNTINUED 36e an Results of Pairwise Comparisons of AFE (Feelings about Exploring and Learning in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of Art) Mean Group 1.6162, 1.6667 1.7788 2.0200 2.2410 Group 1 2 3 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 36 Results of Pairwise Comparisons of AFS (Feelings about Social Interaction in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of art} Mean Group 1.8846 3 1.9091 1 2.1282 2 2.2100 4 2.5000 5 Group 3 2 2 45 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = respondents 2 = respondents 3 = respondents 4 = respondents 5 = respondents who who who who who xanked Toledo Museum ranked Toledo Museun ranked Toledo Museum ranked Toledo Museun ranked Toledo Museum of Art of art of Art of Art of Art first second third fourth fifth172 on feelings about active participation in art museums, those who ranked the Toledo Art Museum fifth differed significantly from all other ranks, and those who ranked it fourth differed signifi~ cantly from those who ranked it first, by both Scheffe and LSDMOD procedures . For feelings about being comfortable in art museums, those who ranked the Art Museum fifth differed significantly from those who ranked it first, second, or third; and those who ranked it fourth differed from those who ranked it first or third, by both followup procedures. ‘Those who ranked it fifth also differed from those who ranked it fourth, and the latter group also differed from those who ranked it second, by LSDMOD. When feelings about learning opportunities in art museums were assessed, those who ranked the Art Museum fifth were significantly iffereat from those who ranked it first, third, or second; and those who ranked it fourth were different from those who ranked it first. On feelings about the challenge of new experiences in art museums, those who ranked the Art Museum fifth differed significantly from all other groups, and those who ranked it fourth differed from ‘those who ranked it first, second, or third. Responses to feelings about exploring and learning in art museums showed that those who ranked the Art Museum fifth were significantly different from those who ranked it first, second, or ‘third; and those who ranked it fourth were different from those who ranked it first or second.173 For feelings about social interaction in art museums, the usual pattern of groups (1, 2, 3, 4, 5, or 1, 3, 2, 4, 5) changed. Here Group 3 had the lowest mean and Group 1 had the next lowest mean, Those who ranked the Art Museum fifth were significantly different from those who ranked it third or first. Feelings and Attendance. Telephone respondents were asked about their attendance at the Toledo Museum of Art--whether they had ever been, how many times they had been in the last twelve months, and with whom they had gone on their last visit. These responses were analyzed in relationship to the Feelings clusters (Table 37), TABLE 37 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY RESPONDENTS HAVING VISITED THE TOLEDO MUSEUM OF ART Feelings about Art Museums Clusters F AFA ~ participating actively in art museums 18.225* ARC - feeling comfortable in art museums 9.3738 AFL - opportunity to learn in art museums 9.476* APN - challenge of new experiences in art museums 17.855* APE - exploring and learning in art museums 14.996 AFS - social interaction in art mseuns 9.654* ‘statistically significant Degrees of freedom: Between = 1; within = 490 for all except 488 for AFE and 487 for AFSTABLE 37--CONTINUED im 37a Results of Comparisons: Means for Six Feelings about Art Museums Clusters by Positive and Negative Responses to: Have you ever been to the Toledo Art Museum? Means on Having Visited the Toledo Museum of Art Feelings about Art Museums Clusters Yes. No, AFA ~ participating actively in art museums 4.2618 Arc - feeling confortable in art museums 4.6859 AFL - opportunity to learn in art museums 3.9376 AFN ~ challenge of new experiences in art mseums 4.2702 AFE - exploring and learning in art museums 1.8353 APS - social interaction in art museums 2.0930 5.1186 5.3729 4.4576 2.2034 2.4746 When Feelings clusters were analyzed by whether the respondent had ever been to the Toledo Art Museum, all relationships were signifi- cant and, in all cases, those who had been to the museum had lower means than those who had not been, indicating that the attendees felt more positively about the Feelings statements than did the non- attendees.178 hen Feelings clusters were analyzed on the nunber of times persons had visited the Toledo Museum in the past twelve months, there were significant relationships by five of the six clusters, but only three produced groups which were significantly different. These analyses are for the 204 persons who had visited the Art Museum in that time period (Table 38). on feelings about being confortable in art mseuns, those ‘who had gone once in the last twelve months were significantly digferent from those who had gone ten ox more times, or three times, by the LSDMOD procedure. ‘TABLE 38 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX PEELINGS ABOUT ART MUSEUMS CLUSTERS BY NUMBER OF VISITS TO THE TOLEDO MUSEUM OF ART IN PAST 12 MONTHS Feelings about Art Museums Clusters F APA ~ participating actively in art museums 2.258% ARC - feeling comfortable in art museums 3.302% AFL ~ opportunity to learn in art museums 1.989" AEN ~ challenge of new experiences in art museums 3.150% AFE - exploring and learning in art museuns 0.588 AFS - social interaction in art museums 2,936 ‘statistically significant; on APA and AFL, no clusters showed pairs of groups significantly different by the Scheffe or LSpMOD procedure Degrees of freedom: Between = 9; within = 194116 TABLE 38--CONTINUED 38a Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Number of Visits to the Toledo Museum of art in Past 12 Months Group 10 5 8 3792641 Mean Group 3.3889 10 or more visits 3.5000 3.5000 3.6786 3.7500 4.0000 4.1569 4.1667 4.2222 4.8026 ‘denotes pairs of groups significantly different by the LsDMoD procedure 38 Results of Pairwise Comparisons of AFN (Feelings about the Challenge of New Experiences in Art Museums) by Number Of Visits tothe Toledo Museum of Art in Past 12 Months Group 10# 8 675 3 4291 Mean Group 2.9444 10 or more visits 3.0000 8 3.1667 6 3.2500 7 3.3333, 5 3.5357 3 3.6667 4 3.7255 2 4.0000 9 4.1711 1 * ‘genotes pairs of groups significantly different by both Scheffe and LSDHOD proceduresqT ‘TABLE 38--CONTINUED SS 38 Results of Pairwise Comparisons of AFS (Feelings about Social Interaction in Art Museums) by Number of Visits to the ‘Toledo Museum of Art in past 12 Months Group 8 104 5 4623719 Mean Group 1.2500 8 visits 1.4444 10 or more 1.8000 1.5556 1.6667 1.8039 1.9643 2.0000 o921 3.0000 ‘denotes pairs of groups significantly different by the LSDMOD procedure For feelings about the challenge of new experiences in art museuns, those who went once in the past year were significantly aigferent from those who went ten or more times. when feelings about social interaction in art museums were analyzed, those who had gone once in the past twelve months were significantly different by ‘the LSOMOD procedure from those who had gone ten or more times. When respondents were asked with whom they had last visited the museum, 355 persons identified their companions. One-way analysis of variance of the relationships between companion and Feelings clusters produced four significant results (Table 39).178 TABLE 39 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OP SIX FESLINGS ABOUT ART MUSEUMS CLUSTERS BY COMPANION ON LAST VISIT TO TRE TOLEDO MUSEUM OF ART Feelings about Art Museuns Clusters AFA - participating actively in art museums 6.7744 AFC - feeling comfortable in art museuns 3.606" AFL - opportunity to learn in art museums 2.690% APN - challenge of new experiences in art miseums — 2,514* APE - exploring and learning in art museums 1.576 APS - social interaction in art museums aaa ‘Statistically significant Degrees of freedom: Between = 5; within = 349 for all except 347 for AFE and APS 39a Results of Pairwise Comparisons of AFA (Feelings about Active Participation in art Museums) by Companion on Last Visit to the Toledo Museum of Art Grup 3 4 1 2 6 5 Mean Group 3.2609 3.8571, 4.1234 4.1395, 4.6667 4.9828 ‘denotes pairs of groups significantly different by both Scheffe and LSDYOD procedures I 1 = family 2 = friends 3 = went alone 4= fanily and friends 5 6 organized group = other179 TABLE 39--CONTINUED 396 Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Companion on Last Visit to Toledo Museum of art Group 3 4 cs Mean Group 4.0870 4.2500 4.4419 4.5649 5.0000 5, 3621 a ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures faenotes pairs of groups significantly different by only the LSbMOD procedure 39¢ Results of Pairwise Comparisons of AFL (Feelings about Learning Opportunities in Art Museums) by Companion on Last Visit to Toledo Museum of art croup 3 4 2 1 5 6 Mean Group 3.1739 3.6071, 3.8488 3.8766 4.1552 4.3333, ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups 1 = family 4 = family and friends 2 = friends 5 = organized group 3 = went alone 6 = other180 TABLE 39--CONTINUED ———————— 39a Results of Pairwise Comparisons of AFN (Feelings about the Challenge of New Experiences in Art Museums) by Companion on Last Visit to Toledo Museum of art Group 3 4 2 1 6 5 Mean Group 3.8261, 3.9286 3.9884 4.1688 4.6667 4.7759 ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups = family friends went alone family and friends organized group = other Concerning feelings about active participation in art museums, those who visited the Toledo Museum in an organized group differed significantly from all other categories--alone, family and friends, family, friends. For feelings about being comfortable in art museums, those who went in an organized group differed significantly from those who went with friends, by both followp procedures. By the LSMOD Procedure only, these group respondents also differed from those181 who went alone, with family and friends, or with family. When responses on feelings about learning opportunities in art museuns were analyzed, by the LSDMOD procedure, those in an organized group were significantly different from those who went alone. On feelings about the challenge of new experiences in art museums, organized group members were significantly different, by the LSDMOD procedure, from those who went with friends. Leisure Place Rank and Participation. When crosstabulations were performed on Leisure Place Rank by Participation, nearly equal groups in the telephone sample ranked the Art Museum first, third, and fourth--100, 105, and 100 persons, respectively; ranks two and five for Leisure Place Rank by Participation were similar in number-. 79 and 85 persons, respectively (Table 40). The most distinctive difference came between frequent and occasional participatior 69 persons participated in art museums frequently and 198 participated occasionally. Occasional and no participation groups were similar in number: 198 and 202 persons, respectively. Participation and Attendance. ‘There were significant relationships on three chi-square analyses between Participation and variables dealing with Toledo Museum of Art attendance (Table 41}. Of the 433 persons who had been to the Toledo Museum at some time, 70 (16.2 percent) said they went to art museums frequently, 189 (43.6 percent) went occasionally, and 174 {40.2 percent) went not at all. Only eight persons who had not been to the Toledo Museum went to art museums at all,192 ZTE" = A s,T0MeID ty = wopses3 50 seazfop ‘6Le°T6 = exeNbs-Tw tor00t aver azz wernt ora zoz=4 eet= 69-0 Toon zee wrt ee az-8t ory9 erze we se=u ss az z gts wnosnu poxuer use zie ars sect ores ovvy ov oot=u zs vy ’ w3anog unosmu peyuer arte Live veut ay'ze ey “9p wit sot=u vw er zt pxTya unesnm poyuer 6:20 “rte svt ae°9T erze vies “zt ee=0 9@ eF ot Puooss umasnu pexuex viet ut ves ere orsz ovve ow oot=u sz ve w 3exq3 unosnu poxuex TeIo, worsRa TOTTI “wo qedyoyared wo seas yareT FAY Jo GROSTH OPSTOL on “Yeuoyseo50 auonbora yo sburyuew Sone WoyReT FTE quepuodsex (SWnESOW BYY NI STaqgT) NOIWWaTOTRNVa KE (GW 40 WOESOW OGHTIOL INE JO SONTINVE Baza) NYE SOWId MUNSTA'T YOd SADVINDYGA NWNTOD ORV /SHOWINGOUEA MOU ‘SITONTNOAUL ov sTavs183 vor? = A s,xouex) 80° 00T, aorzt sores tovau es=u cepeu TeI0L vr98 z0v Var “ree enue sezeu 1s vet Tre 32 a0u oreb ator 66 ust = eet TeuoFse290 z79T acoT 0° 00T oie dan on quenbex3 Ten ON 5oK Sqoast Wopsedyo pared —qumssnn aay OpeToL omy 03 weeq Teng 10y Sosuodseu (sunasny zy UT sTeney) uoTIedroTATea Aq gunesnW 3T¥ OpeToL 943 09 seg eng teourpueaay Jos seBequoTeg uUNTOD pue ‘sebLqUeOIEg Moy ‘SoTOVONbaTT rw aucoTsTUbTS ATTEOTASTaEaSy oT #2SE Sb €9TSTA YSPT UO uOTUedUOD et 461606 esyquow zt ased uy saTsTA Jo TequNN z aZLS"Sb aumosny 332V opeToy, 03 use Zeng P a Bay JO UNEETH OPTOT ae SOURDUSA IT (ShnaSA TAY NI S7aAg7) NOTWAIOIaMWa AG LAW 40 Woasan OdaTOL EAL LV SONVONGILY JO SAUNSVAW BUHL Yo SANTYA sHYNOS-THO TW stewsasa suauow zt 3sed ou3 Uy 32¥ Jo uMESNW OpeToL O49 VexTSTA JOU PeY squSPUCdseT g6z_ ZLy* = a 8,x0mexD 8o'00T 8e°s tO"T80°% W6°% ahr) BLTET BOTGZRETLE pboz=U gt=4 Z%=u peu geu g=U gzsu To=u gau e301 “oT 86 TTR aertt s'zt 802g "99. pe=u € s ot Tre 32 30u 975 0*0s ose Lt9T L799 ttzz Gt STHL SL *69 e'ss 670 670 1 etteu T o T ¥ z et 8 es Teuozseo90 b'v6 O'S OrOOT O'se «FTES ETEE BLL HOD «LTT tT serze ptsz S'T 0°89 StH STL HOT. so weT = GTTT OT gosu iT » © s z L eu a L quonbex3 Tes0r OT —=C* e L 3 ¢ ¥ t z = STSAeT BURUON ZT ased Uy say, JO TequNN uoyaedtoyazed (sumesny 37¥ UT steneT) oygEdToTa7ea Aq SURUON ZT 38ed UT Jay JO UMESNW OPETOL Oy 03 S3TStA JO ToqUMN :eoUVpUsIay 103 Sebequecreg MINTOD pur ‘Sebequsorea Moy ‘soTOUeNberg a QHONTENOD--Ty TTEWL185 zz" = A S,zourery soot 8 "T eevot 46° as‘o ezve | arrey ssesu 0 ga aseu ez=u eau ge=u psT=u eon cree 679s ovsz ure erlz zte astee wy uu 6s “er z02 cor ott= s ee “ z Wz av Tre 3 ou ere Tes Tee aly erts soruy zet 96 rs svyz eu ist=u zw st 6 w 6 TeuoTse90 cist zs ert zzs vrvz st es"6T wr ep ae welt vor T6e 6g=u t € s zt cd ri quonbexy eC spIspe ——suote —spusiza ATH Senet pezquebso _pue Ayweg __4uoM, uoyaedyoraaeg FESTA J8eT UO uOTUBTIOD (sunosnw 34¥ UT steneT) uorzedroTazea Aq a2y JO UNOS OpeTOL 949 03 ATETA 38e7 uo uoTupducy ‘eouepuesa¥ 203 SObezUeIed UNTO PUL ‘seBeyuoIea Moy ‘SOTOUeNbOT ot SONIINOD--Ty ATEN136 Of those who participated frequently in art museums, the modal category for number of visits to the Toledo Museum in the past twelve months was ten or more. The next highest category for frequent visitors was three visits in the past twelve months. Most of those who went occasionally to art museums visited the Toledo Museum once or twice in the past year. Visiting with family was the modal category for companion for persons from all three levels of participation. Visiting with friends was the next most often-mentioned category of companion. To summarize, the variable Feelings produced the maximum or nearly maximum aumber of significant relationships when analyzed by Participation, Place, Leisure Place Rank, and Attendance. There were significant chi~square coefficients when the Toledo Museum of Art Attendance questions were analyzed by Feelings and by Participa- tion. Telephone Sample: Summary For the telephone sample, all four null hypotheses were rejected. The tests of the hypotheses examined the relationships, effects, and differences in family life cycle stages, carryover of leisure activities from childhood to adulthood, participation levels in art mseuns, and choice of the Toledo Museum of Art as a leisure center, findings from these tests are summarized in Chapter V, where results are discussed and conclusions for each section are presented.187 ‘The same issues and the same tests were utilized in the analysis of the data for the in-house sample, In the description of that analysis which follows, information that is merely redundant of the telephone sample information about each hypothesis and test is not repeated. In-House Sample: Hypothesis 1 ‘The research form of Hypothesis 1 is: Adults’ preferences for five clusters of leisure tine activities and their attitudes toward the six Important Concepts which underlie those clusters are statistically significantly related to different stages in parent and nonparent adult life cycles. ‘The null form of the above hypothesis was rejected. Rejection demonstrates that in-house respondents were significantly different when compared on the basis of family life cycle stages with respect ‘to Important Concepts. For this test of hypothesis, there were three measures of family life cycl: Family, which categorized respondents on the basis of presence/absence of children; Parent, which classified adults into five groups based on age of youngest child, and age of respondent. The relationships of these three measures with two sets of variables, Important Concepts and Leisure Time Preferences, were tested by one-way analyses of variance, All significant F ratios were followed up with Scheffe and LSDMOD procedures.188 Important Concepts, When Important Concepts and Family variables were analyzed, no two categories of Family were signifi- cantly different in the in-house sample (Table 42). TABLE 42 F RATIOS POR ONE-WAY ANALYSIS OF VARIANCE OF SIX IMPORTANT ‘CONCEPTS BY FAMILY (PRESENCE OF CHILDREN) Important Concepts £ 1 - opportunity to learn 1.301 2 - being with people 1.724 3 - challenge of new experiences 2,092 4 - participating actively 0.368 5 - doing something worthwhile 0.350 6 ~ feeling comfortable in one's surroundings 1.998 None statistically significant 2; within = 65 for all 2 and within = 62 Degrees of freedom: Between except IC4 which was between on 1C5 (doing something worthwhile), categories of Parent, were significantly different (Table 43). Parents whose youngest child was 6 to 11 years old were significantly different in responses from three other groups--those vhose youngest child was 18 or older, parents whose youngest was 12 to 17, and persons with no children, on analysis by age of respondent, IC3 (challenge of new experiences) categories were significantly different by the LSDMOD procedure: Persons 25 to 34 years old differed significantly from those under 25 (Table 44).189 TABLE 43 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX IMPORTANT CONCEPTS BY PARENT (AGE OF YOUNGEST CHILD) Important Concepts F 1 ~ opportunity to learn 0.834 2 - being with people 2,276 3 = challenge of new experiences 0.094 +4 ~ participating actively 0.645, 5 - doing something worthwhile 4,222" 6 - feeling comfortable in one's surroundings 1.570 ‘Statistically significant Degrees of freedom: Between = 4; within = 64 for all except IC4 which was between = 4 and within = 61 43a Results of Pairwise Comparisons of Important Concept 5 (Doing Something Worthwhile) by Parent (Age of Youngest Child) Group 4 3 5 1 2 Mean Group 1.1667 2.8462 2.0250 2.2500 4.0000, ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = parents whose youngest child was under 6, at home or away from home = parents whose youngest was 6 to 11, at home or away = parents whose youngest was 12 to 17, at home or away parents whose youngest was 18 or older, at home respondents without children190 TABLE 44 P RATIOS FOR ONE-WAY ANALYSIS OP VARIANCE OF SIX IMPORTANT CONCEPTS BY AGE OF RESPONDENT Important Concepts F 1 - opportunity to learn 1.128 2 ~ being with people 1.401 3 ~ challenge of new experiences 3.120* 4 ~ participating actively 0.882 5 - doing something worthwhile 0.453, 6 ~ feeling comfortable in one's surroundings 0.377 ‘Statistically significant Degrees of freedom: Between = 5; within = 63 for all excapt IC4 which was between = 5 and within = 60 44a, Results of Pairwise Comparisons of Important Concept 3 (Challenge of New Experiences) by Age of Respondent Coy G8 GO of Mean Group 1.3333 1.3571 1.5833 1.6250 2.1818 2.4762 ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups under 25 years old 25 to 34 35 to 44 45 to 54 55 to 64 65 and olderqo. ieisure Time Preferences, when adult attitudes toward the five Leisure Time Preference clusters were analyzed by Family, there were no categories in any clusters that were significantly different (Table 45). Similarly, analysis of the LTP clusters and Parent TABLE 45 P RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF PIVE LEISURE TIME PREFERENCE CLUSTERS BY FAMILY (PRESENCE OF CHILDREN) Leisure Time Preference Clusters F uPA - participating actively 0.700 LPC - feeling comfortable in one's surroundings 0,280 LPL - opportunity to learn 0.776 LIEN - challenge of new experiences 1.660 Ltrs - social interaction 0.551 None statistically significant Degrees of freedom: Between = 2; within = 65 produced no significant differences between categories (Table 46). Also, tests of the LIP clusters by age of respondents showed no clusters with pairs of categories significantly different (Table 47). Although the F ratio for this effect on LTPA (participating actively) and on LIPN (challenge of new experiences) was significant, neither followup test was sensitive enough to pick up which differences were significant.TABLE 45 192 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY PARENT (AGE OF YOUNGEST CHILD) Leisure Time preference Clusters LIPA - participating actively LTPC - feeling confortable in one's surroundings LIPL - opportunity to learn LMIPN ~ challenge of new experiences TPS ~ social interaction None statistically significant Degrees of freedom: Between within = 64 TABLE 47 Fr 0.903 1.040 0.260 0.143 0.467 F RATYOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LETSURE ‘TIME PREFERENCE CLUSTERS BY AGE OF RESPONDENT Leisure Time Preference Clusters LTPA - participating actively LPC - feeling comfortable in one's surroundings LTPL - opportunity to learn LTPN - challenge of new experiences LTPS - social interaction Fr 2. 166* 1,168 1.757 2.439% 1.702 *statistically significant; no clusters showed pairs of groups significantly different by the Scheffe or LSDMOD procedure Degrees of freedom: Between = 5; within = 63193 To summarize, the family life cycle variable Family aid not Giscrininate in the in-house sample. The variables Parent and age of respondent discriminated only with Important Concepts, Though family life cycle variables Parent and age produced significant F ratios with both Important Concepts and the Leisure Time Preference clusters, there were groups significantly different only on Important Concepts by Parent and age. In-House Sample: Hypothesis 2 The research form of Hypothesis 2 is: The amount of carry- over of certain leisure activities from childhood to adulthood is positively related to the extent to which parent and nonparent adults value two sets of criteria: Important Concepts and Leisure Time Preferences. The null form of this hypothesis was rejected. Rejection shows that in-house respondents were significantly different when compared on the basis of persistence of activities with respect to Important Concepts and Leisure Time Preferences. Two measures of persistence of activities, Socialization and carryover, were analyzed with the Important Concepts and Leisure Time Preference clusters. Pearson correlations were run on the Socializa~ tion clusters (child and adult participation in cultural, entertain- ment, active participation, and social interaction activities) with the Important Concepts and Leisure Time Preferences. One-way analysis of variance and the followup procedures, Scheffe and LSDMOD, were used194 to assess the Carryover participation levels (equal participation as child and adult, or greater, or lesser participation as a child) by Important Concepts and Leisure Time preferences. Important Concepts. There were ten significant pearson correlations out of a possible 48 associations of the Important Concepts with the Socialization clusters (Table 48). Pearson r's were significant for ICl (opportunity to learn) with acult (adult cultural activities), fer IC2 (being with people) with Aent (adult entertainment activities), for C3 (challenge of new experiences) with Cent (childhood entertainnent activities), and for 1c4 (participating actively) with Cpart (childtood active participation activities). Also, there were significant correla~ tions of IC5 (doing something worthwhile) with Acult and with Asoc (adult social interaction activities). There were negative correlations of IC2 with Ccult (childhood cultural activities), and of IC6 (feeling comfortable in one's surroundings) with Acult, Apart (adult active participation activities), and Csoc (childhood social interaction activities). On the analysis of Important Concepts by the Carryover participation levels, there were no significant differences between any of the categories (Table 49). Leisure Time Preferences. For the Pearson correlations of the Leisure Time Preference clusters with the Socialization clusters, there were nine significant associations out of a possible 40 associations (Table 50). LTpa (participating actively) correlated195 seTaTATIOR UOTIOEIaqUT TeTOOS yTNpE = COSY SOqATATIOR UOTZOeTEIUT TETOOS POOUPTTYD = 90S) s6urpunazans sOyATATIe woyaedoTazed eaTzOe FInpe = 3zedy S,ouo uy @TqeyZ0sWoD BuyTees = 99r soTarataor uoTaedzoTaaed eazzoR poouPTTYS = 37ed> ‘ST TyMIAZON SuyyZauOS BuTOP = SOT soqayaqqo quouuyeyz9qUe ZINE = WEY Ayaayz0e GuyyedroTyaed = por sopaTATase quouuTez203u9 PoouPITYS = qed saoustredxe meu Jo e6ueTT eyo = EOI SoTaTATIR Temn|TN aTNpe = 3TNOW etdoed uate Buteq = zor SOTTATIOR TANF TM POOUPTTYS = 3TNOD zest 03 Ayqun3I0ddo = TOI HaENTD Toe TTETOOS BATS Awe TORT queatyqubys ATTwoTasTIEIS exe SWETOTZJ900 7 pexTTzepun oo ‘Doe ‘Doe sot’ 600" wet vor L60°- 991 vTeT er zest" est" Teo" zst" ‘soz elo" sor zt eto" T6t" 0" 8Lo"~ ogo" To" ect" vor get" 10" vz0" L60" zor" toe" yoo'- 6 TO*~ for eet" oet'- ut e9T*— oTe” vLo* 6st*- we zor oe 6F0" Ts0"~ 6z0"- Leor- sot" tree 6E0"~ ‘TOr Sosy BORD aredy axed auSy queD aoe EyG) BqdeaTD ‘SASqENTO WOTIeZTTETOOS queqzoduy SUSISNTD NOILVZTTWIOOS LHOTS WLIM SLAHONOO INWINOAN XIS WOd SINETOTAIGOD Nosuvad ay Tews196 SOTATATRON UOTIDeIE_UT TeTOOS Jo TehoArIL0 = Ayovo0S soqaqaqaoe uoyaedToTazed eATIOR Jo Tenodzzeo = AqoeaTed SOyaqATIOW JuouUTeITEqUS Jo TeACAIIEO = AyowqUT POOUTTNPE 0} poouPTTYS WoIS SeTATATIOR TeANZITND Jo TanoAzseo = AyOeZTND BHSqSNTD FOAOKATED €9 = UTUATA pue z = UseMQ0q sem ypTUA por adeoxe TTe OF 99 = UTUATM 17 = UseMIEg :wopeery Jo Seexboq queoTsTubrs ATTeOyASTIEIS eUON voz"o 159°0 zve70 siz"o sBuTpunoxms 8,0u0 UT ezqeytosUCD BuTTeSS - 9 0960 z0°T 9et'T 6ce'T STTuMUAZOM BuTUAeHOS BUTOP - ¢ 966°2 svyro 6ov'T c0L"0 Ayeataov buraedrorgzed - » eT6*o 6tH'0 6.0 zie't seouetredxe wou jo eéteTTeUO - ¢ ese"z 400°0 cor"o stz0 etdoad wat buted - z 6zt"0 reero ezt"o yore ureet 0 Agqunaz0ddo - 1 a z = a SqdsouOD FURIAORUT Ayowoos —yoeyzea—Agowqug A009 10. Sisienty FeAORTAeD SUAESNTO AACR NOS AB SLAIONOD AINWINOAT XIS 40 BONVTUWA JO SISATENY KWM-BNO Nod SOLLY a 6p sTevE197 soTaqaqqoe WoTIOeTEqUT TeTSOS 3{Npe = cosy SOqTATIO UOTIIEIOWUT TeTOOS PooUPTTYD = 9059 sovayayaoe uoTzedyoyg4zed eATIOe 3INpe = azedy woyqoeIeqUT TeTOOs = SaiT sopaqayaoe uoTZedqOTATed oATIOe PoouPTTYS = 32edD saouopredxe mau Jo ebteTTeyo = NaLit SOTITATIOR JuouuTeyTOIS TMpE = qUSY uzeet 03 Ayqungzoddo = "1aut SOTATATAOe JuouUTeZTeqe POOUPTFYS = 343) ‘sburpumoxms soyaTaraze Teanaqno aTNpe = 3TROW S,0u0 Uy eTawazosuOD BUTTEAZ = OaNT serayaygoe Texn9TNo pooupTTUS = 31RD] Ayeayaoe Suyqedyorazed = valT ‘STeISNTO WoTIEZTTEIOOS SHSISNTD SoUSTETORT SUE OINSTST queoqyqusts ATTeoyySTIeIs OTe sqOTOTZJe09 I PeUTTAepUN WET ont? sot 060" = STE™ = 060" 000" oo S207 6st" git Toe" son eto" est" we Tee naw sot’ aco ko" 6LO*eet* aso" BOETSTOY naut ozo hor OTO"- TOT = zs0" ~—g0"--—Ta0"- 60" oaat we euoy—TEZF— THO" got” 0" aut” str vant i as A BIOASN ID WOFIPATTETSOS 2uyy, 9zns7o7 SUSUSNID NOTLWZTTWIOOS LHOTS HUIM SUBESAID GONIVEATG SWIL AUNSTZT ATA WoI SLNATOTAAGOO NOSE 0s Saws198 significantly with Apart and Asoc; LIPL (opportunity to learn) correlated with Acult; LTPN {challenge of new experiences) correlated with Coult, Acult, Cpart, and Apart; and LTPS (social interaction) correlated significantly with Aent and Asoc. There were no correla- tions for LIPC (feeling comfortable in one's surroundings). When Leisure Time Preference clusters were analyzed by one- way analysis of variance by the Carryover participation levels, the LIPA (participating actively) and LTPC (feeling comfortable in one's surroundings) clusters were significantly different when run by Entacty (carryover of entertainment activities) (Table 51). Qn LIPA, those who participated in more entertainment activities as children than as adults were significantly different from those who maintained the same level of participation as children and as adults. On LIPC, those who participated in more entertainment activities as adults were significantly different from those who had equal participation levels as children and as adults. Also, LIPA clusters were significantly different when run by Socacty (carryover of social interaction activities). Those who participated in more social interaction activities as adults were significantly different from those who participated in more of such activities as children. To summarize, the two variables relating to persistence of childhood activities into adulthood, Socialization and Carryover, had differing effects with respect to Important Concepts and Leisure Time Preferences, The variable Socialization produced nineteen199 TABLE 51 F RATIOS POR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY FOUR CARRYOVER CLUSTERS carryover Clusters Leiaure Time Gultacty Entacty Partacty Socacty Preference Clusters E F FP rE LIPA ~ participating actively 1,926 4.509% 9,983 4.047" LTPC - feeling comfortable in one's surroundings 0.369 3.250% 2,637 0.250 LIPL - opportunity to learn 1.410 0.843 1.194 1.089 LPN - challenge of new experiences 0.541 1.273 1.897 0.161 LYPS - social inter- action 0.643 0.688 1.128 2.778 “statistically significant Degrees of freedom: Between = 2; within = 66 Carryover Clusters cultacty = carryover of cultural activities from childhood to adulthood Entacty = carryover of entertainment activities Partacty = carryover of active participation activities Socacty = carryover of social interaction activities200 ‘TABLE 51--CONTINUED Sla Results of Pairwise Comparisons of LIPA (Participating Actively) by Entacty (Carryover of Entertainment Activities from Childhood to Adulthood) croup 1 3 2 Mean Group 8.8333 2 10,6957 3 11.4750 2 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures sib Results of Pairwise Comparisons of L1PC (Feeling Comfortable in One's Surroundings) by Entacty (Carryover of Enter- tainment Activities from Childhood to Adulthood) Group 1 2 3 Mean Group 9.0000 1 10.6500 2 11.3043 3 * ‘denotes pairs of groups significantly different by doth Scheffe and LSDMOD procedures Groups 1 = equal participation in entertainment activities as children and as adults 2 = greater participation in entertainment activities as children than as adults 3 = lesser participation in entertainment activities as children than as adults201 TABLE $1--CONTINUED Sle Results of Pairwise Comparisons of LTPA (Participating Actively) by Socacty {Carryover of Social Interaction Activities from Childhood to Adulthood) Group 2 1 3 Mean Group 9.7333 2 10.7857 1 11.5250 3 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = equal participation in social interaction activities as children and as adults 2 = greater participation in social interaction activities as children than as adults lesser participation in social interaction activities as children than as adults 3 significant associations, both positive and negative, The four negative relationships between Important Concepts and Socialization here were the only negative relationships in either sample. The variable Carryover was less discriminating than Socialization; it produced three significant relationships, all with the Leisure Time Preferences.202 In-House Sample: Hypothesis 3 ‘The research form of Hypothesis 3 states: ‘The choice of museum participation as a leisure time activity by parent and non- parent adults is more highly related to psychographic variables than to demographic variables. he null of this hypothesis was rejected. Rejection demonstrates that in-house respondents were significantly different when compared on the basis of psychographic and demographic variables with respect to museum participation. Adult participation in art museums (the variable labeled Participation) was measured by four sets of psychographic variables and by one set of demographic variables. ‘Three sets of psychographic variables were analyzed by one-way analysis of variance--Important Concepts, Leisure Time Preferences, and Socialization clusters. wo sets of grouping variables were analyzed by chi-square tests of significance--Carryover clusters and the demographics. In addition, the influence of family life cycle on adult participation in art museums was measured by three two-way analyses of variance when the Important Concepts, Leisure Time Preferences, and Socialization clusters were analyzed by Participation by Parent, ALL analyses of variance were followed by Scheffe and LSDMOD procedures. Craner's V was computed for chi-square. Important Concepts. Categories in 1C5 (doing something worth- while) and ICé (feeling comfortable in one's surroundings} were significantly different when Important Concepts were run by203 Participation, using one-way analysis of variance (Table 52), On IC5 by Participation, those who occasionally went to art museums were significantly different from those who went frequently. On Icé by Participation, those who frequently went to art museums were significantly different from those who occasionally went. TABLE 52 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIx IMPORTANT CONCEPTS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Important Concepts F 1 - opportunity to learn 2.580 2 ~ being with people 2.214 3 ~ challenge of new experiences 0.053 4 participating actively 0,042 5 - doing something worthwhile 3.649 6 - feeling comfortable in one's surroundings 3.3278 “statistically significant Degrees of freedam: Between except IC4 which was between 2; within = 66 for all 2 and within = 63204 TABLE 52--CONTINUED 52a Results of Pairwise Comparisons of Important Concept 5 (Doing Something Worthwhile) by Participation (Levels in Art Museums) Group 3 1 2 Mean Group 1.5000 3 1.8261 1 2.7619 2 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 2b Results of Pairwise Comparisons of Important Concept 6 (Feeling Comfortable in One's Surroundings) by Participation (Levels in Art Museuns) Group 2 3 1 Mean Group 1.4286 2 2.0000 3 2.3261, z * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 frequent participation (going to art museums at least 3 tines a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at allLeisure Time preferences, 205 When Zeisure Time Preference clusters were analyzed by Participation, no groups were significantly different on a one-way analysis of variance (Table 53). ‘TABLE 53 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Leisure Time preferences LIPA ~ TPC - LIPL ~ LPN ures - participating actively feeling comfortable in one's surroundings opportunity to learn challenge of new experiences Social interaction None statistically significant Degrees of freedom: Between = 2; within = 66 Socialization. Fr 2,676 0.485 1.557 3.093 0.943 In a similar one-way analysis of variance of Socialization clusters by Participation, categories of both stages of cultural activities, Ccult and acult (childhood cultural activities and adult cultural activities, respectively) were significantly different (Table 54). on Coult by Participation, those who went, occasionally to art museums Were different in response from those who went frequently. on Acult by Participation, both those who206 went not at all and those who went occasionally to art museums were significantly different from those who went frequently. TABLE 54 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF EIGHT SOCIALIZATION CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Socialization Clusters P Ccult - childhood cultural activities 8.905 Acult - adult cultural activities 23.3354 cent - childhood entertainment activities 2.457 Aent - adult entertainment activities 9.034 Gpart - childhood active participation activities 1.232 Apart ~ adult active participation activities 2.457 Csec ~ childhood social interaction activities 0.232 Asoc - adult social interaction activities 0.423, ‘Statistically significant Degrees of freedom: Between = 2; within = 66207 TABLE 54--CONTINUED 54a Results of Pairwise Comparisons of Ccult (childhood Cultural Activities) by Participation (levels in art Museums) Group 3 1 2 Mean Group 7,5000 3 7.8913 1 10.1429 2 * ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 54> Results of Pairwise Comparisons of Acult (Adult Cultural Activities) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 7.4783 L 10.0952 2 * 11.5000 3 * “denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3.= not going to art mseuns at all208 Carryover. ‘There were no significant chi-square coefficients when the four Carryover categories were measured against Participa- tion (Table 55). TABLE $5 CHI-SQUARE VALUES FOR FOUR CARRYOVER CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) Carryover Clusters x2 ag Cultacty ~ carryover of cultural activities from childhood to adulthood 4,200 4 Entacty - carryover of entertainment activities from childhood to adulthood 8.235 4 Partacty - carryover of active partici- pation activities from chiidhood to adulthood 4.116 4 Socacty ~ carryover of social inter~ action activities from childhood to adulthood 2.305 4 None statistically significant Demographics. When Participation was crosstabulated by six demographic measures, a significant relationship was found for educa~ tional level (Table 56). Disregarding the “not at all" participation group, in which only two persons appeared, the modal category was frequent participation in art museums for those with at least some college, and accasional participation for those with less than some college education.209 queopsqubrs AtTeOTASTIMISy. z een xes, ot 09°02 ‘suoouy ot aeteT ebe ot UT’ 6t uoT3eonpa: 8 1es's sngeqs Teypreu st zezret woy3edns00 @ x soyudexbousa (snngsan DW NT STaAST) NOTLVATOILUVE AG SUTEVIUVA OTHaWUOONTA XTS YO SENTWA BUWNOS-rHO 99 aTava210 zLe* = A $,xouez9 80° 00T arte aOTT BLT 6g=u st=u eeu ssu q=u qeaoy, u9 or oz 86°z ros ors zeu T v TTe 38 30u vez EET = LIZ "29009" OT. aoe = BTEZ SG arez BtEZOET UT ey =u s z s s € T oe Teuotseo90 QoL = or08_—SsE BL SLE TZ aerogT9@ TZ TSE SZ op=u zt zt 8 € u quenbox3 Teor “pea pea TOO BEB Ra Weta BTSAeT ysod_*TTOo ——auos_— ‘SH ug uoyzedpoqazea PeseTdoy TOOUS FO Avek TSPT (sunesn 32¥ UT SteneT) uoTzedroTa2ea fq squepuodsey Jo uoTzvoNpE Joy sabequeoTeq wNTOD pu ‘sebvqusdIed Moy ‘soTOUaNberd eas gQNTZNOD--9¢ aTEWEaun For measuring the influence of family Life cycle on adult participation in art museums, two-way ANOVAS were performed on the three sets of psychographic variables Important Concepts, Leisure Time Preferences, and Socialization--by Participation by Parent, Important Concepts. when the Important Concepts were run by Participation by Parent, Participation as a main effect was significant on 1C2 (being with people) and on 1C5 (doing something worthwhile), As was reported in the section on Important Concepts by Participation in Hypothesis 3, the one-way analysis of variance for IC5 by Partici- pation was significant, and those who went to art museums occasionally were significantly different from those who went frequently. there was no significant relationship for IC2 and Participation (Table 57). Both IC2 and IC5 also had main effects for Parent. As reported in earlier discussion of Hypothesis 1, on analysis of IC2 by Parent, there were no groups significantly different. For IC5 by Parent, those whose youngest child was 6 to 11 years old were significantly different from those with youngest child 18 or older, those with youngest 12 to 17, and those with no children. Because there were empty cells for some associations produced by the ANOVA, there were no data to analyze, and therefore, higher order (two-way) interactions were suppressed on Important Concepts by Participation by Parent. Leisure Time Preferences. When the Leisure Time Preference clusters were analyzed by Participation by Parent, there was one significant result (Table 58). With LPN (challenge of new2i2 TABLE 57 F RATIOS FOR TWO-WAY ANOVA OF SIX IMPORTANT CONCEPTS BY PARTICIPATION (LEVELS IN ART MUSEUMS) BY PARENT (AGE OF YOUNGEST CHILD) ___tmportant concepts CT Tel ~ opportunity to learn 1.605 0.421 1€2 ~ being with people 3.2040 2.922 1C3 ~ challenge of now Srperiences 0.035 0.084 ct ~ participating actively o.16s 0.689 cS ~ doing something worthwhile 4,515¢ a.709# 106 ~ feeling confortable in one's surroundings 2usa4 1.226 *statisticaily significant; due to empty cells, higher order interactions were suppressed Degrees of freedom: within = 62 See Table 52 for Important Concepts by Participation for followup tests: 52a for ICS by Participation; on Ic2 by Participation, there was no significance. See Table 43 for Important Concepts by Parent for followup tests: 43a for ICS by Parent; on IC? by Participa~ tion, there was no significance.23 experiences), the main effect for Participation was significant. However, as reported earlier in Hypothesis 3, no two groups were significantly different. ‘there were neither any two-way interactions, nor any main effects for Parent, that were significant. TABLE 58 F RATIOS FOR TWO-WAY ANOVA OF FIVE LEISURE TIME PREFERENCE CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) BY PARENT (AGE OF YOUNGEST CHILD) FP Leisure Time Preference Clusters Participation Parent LIPA - participating actively 1.440 0.350 LTPC ~ feeling comfortable in one's surroundings 0.289 0.920 LYPL - opportunity to learn 1.843 0,436 LIPN - challenge of new experiences 3.510" 0.417 LPS - social interaction 0.653 0.336 ‘statistically significant; due to empty cells, higher order interactions were suppressed Degrees of freedom: Between--Part = 2, Parent = 4; within = 62 See Table 53 for Leisure Time Preference clusters by Participation for followup tests: On LTPN by Participation, there was no significance. Socialization, ‘There were main effects for both Participation and Parent, but no two-way interactions, when the adult categories of Socialization were analyzed by Participation by Parent on two-way2a analyses of variance (Table 59). TABLE 59 F RATIOS FOR TWO-WAY ANOVA OF FOUR SOCIALIZATION ADULT CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEUMS) BY PARENT (AGE OF YOUNGEST CHILD) FP Socialization Clusters Participation Parent Acult - adult cultural activities 17.108* 0.295 Bent - adult entertainment activities 0.361 2.70 Apart - adult active participation activities 1.452 1.245 Asoc ~ adult social interaction activities 0.246 0.265 ‘statistically significant; due to empty cells, higher order interactions were suppressed Degrees of freedom: Between--Part = 2, Parent = 4; within = 62 See Table 54 for Socialization clusters by Participa~ tion for followup tests: S4b for Acult by Participation on Aent by Parent, no pairs of groups were signifi- cantly different by the Scheffe or LSDMOD procedure on Acult (adult cultural activities) by Participation by Parent, there was a main effect for Participation. As reported in Hypothesis 3, on the analysis of Acult by Participation, both those who @id not go to art museums and those who went occasionally were significantly different from those who went frequently.25 There was a main effect for Parent when Aent (adult entertain- nent activities) was run by Participation by Parent, but no two groups were significantly different on followup analysis. ‘To summarize, when psychographic variables were analyzed by Participation, either alone or in conjunction with Parent, there was a greater number of significant relationships for the Important concepts than for the Socialization clusters or Leisure Time Preferences. ‘there were no significant relationships for Carryover clusters and there was one such relationship for the demographics. In the ANOVAS, Participation level was more discriminating than was Parent. In-House Sample: Hypothesis 4 ‘The research form of Hypothesis 4 is: The more favorably parent and nonparent adults perceive art museums, the more likely they are to participate in the Toledo Museum of Art. The null form of this hypothesis was rejected. In-house respondents were significantly different when compared on the basis of their attitudes toward art miseums with respect to participation in the Toledo Museum, Several sets of variables were analyzed for testing this hypothesis. The relationship of adults* attitudes toward art museums with adult participation in art museums was measured on a one-way analysis of variance of Feelings about Art Museums by Participation. The relationship of Feelings to adult participation in the Toledo26 Museum of Art was analyzed by one-way analyses of variance of Feelings by Place (ranks of five area leisure places), of Feelings by Leisure Place Rank (five levels of rank of the Toledo Museum of Art), and of Feelings by Attendance at the Toledo Museum. ALL analyses of variance were followed by the Scheffe and LSDMOD tests. Also, chi-square tests of significance were performed on the Leisure Place Rank and the Attendance variables by Participation, and Cramer's V was calculated for each. Feelings and Participation. when the relationship of adults’ attitudes toward art museums (the variable labeled Feelings) with adult participation in art «museums (the variable Participation) was measured, there were three significant relationships in the in-house sample (Table 60). ‘TABLE 60 P RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEBLINGS ABOUT ART MUSEUMS CLUSTERS BY PARTICIPATION (LEVELS IN ART MUSEOMS) Feelings about Art Museuns Clusters P APA ~ participating actively in art museums 0.730 AEC - feeling comfortable in art museums 3.456% APL ~ opportunity to learn in art museums 0.277 AEN ~ challenge of new experiences in art museuns 10,812" APE - exploring and learning in art museums 1.567 AFS - social interaction in art museuns 7,934" ‘statistically significant Degrees of freedom: Between = 2; within = 66217 TABLE 60--CONTINDED 60a Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Participation (Revels in Art Museums) Group 1 2 2 Mean Group GED = 4.6667 2 * 5.d000 3 ‘denotes pairs of groups significantly different by the LSDMOD procedure 60b Results of Pairwise Comparisons of AFN (Feelings about the Challenge of New Experiences in Art Museums) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 2.97831 3.80952 5.50003. * *aenotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 1 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all218 TABLE 60--CONTINUED 600 Results of Pairwise Comparisons of AFS (Feelings about Social Interaction in Art Museums) by Participation (Levels in Art Museums) Group 1 2 3 Mean Group 1.50001 2.09522 * 3.5000 3 : ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups 2 = frequent participation (going to art museums at least 3 times a year) 2 = occasional participation (going to art museums less than 3 times a year) 3 = not going to art museums at all On feelings about being comfortable in art mseuns, by the LSDMOD procedure only, those who participated occasionally in art museums were significantly different from those who participated frequently. For feelings about the challenge of new experiences in art museums, those who did not participate and those who participated occasionally were significantly different from the frequent partici- pants. On feelings about social interaction in art museums, the same pattern prevailed. Feelings and Place, In-house respondents ranks of five area leisure places became the basis for the variable Place, and thezis relationship of Place by the Feelings clusters was analyzed (Table 61). ‘On feelings about being comfortable in art museums, those who ranked ‘Cedar Point or the Toledo Zoo first were significantly different from those who ranked the Toledo Museum of Art first. For feelings about the challenge of new experiences in art museums, by the LSDMOD procedure only, those who chose Metroparks first were significantly different from those who put the Art Museum first. On feelings about exploring and learning in art museums, persons who placed Cedar Point first were significantly different from those who ranked the Art Museum first. ‘TABLE 61 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY PLACE (PIRS'-LEVEL RANKINGS OF FIVE TOLEDO AREA LEISURE PLACES) __Peelings about Art Museums Clusters F APA - participating actively in art museuns 1.415 APC - feeling comfortable in art museans 6.488% AFI, ~ opportunity to Jearn in art museums 0.890 AFN ~ challenge of new experiences in art museums — 3,495* APE ~ exploring and learning in art museums 2.760" APS ~ social interaction in art museums 2.272 ‘statistically significant Degrees of freedom: Between = 4; within = 59220 TABLE 61--CONTINUED ola Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Place (First- Level Rankings of Five Toledo Area Leisure Places) Group 4 1 2 3 5 Mean Group 3.3902 3.6000 5.0000 5.3333, 5.4286 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures 61b Results of Pairwise Comparisons of AFN (Feelings about the Challenge of New Experiences in Art Museums) by Place (Pirst-Level Rankings of Five Toledo Area Leisure Places) Group 3 4 1 5 2 Mean Group 2.8333, 3 3.0244 4 3.4000 1 4.0000 5 4.4000 2 * ‘denotes pairs of groups significantly different by the LSDMOD procedure Groups respondents who ranked Crosby Gandens first respondents who ranked Metroparks first respondents who ranked Toledo Zoo first respondents who ranked Toledo Museum of Art first respondents who ranked Cedar Point first wn221 TABLE 61--CONTINUED 61c Results of Pairwise Comparisons of APE (Feelings about Exploring and Learning in Art Museums) by Place (Pirst-Level Rankings of Five Toledo Area Leisure Places) Group 2 4 3 2 5 Mean Group 1.4000 1.4878 1.5000 1.6000 2.2857 ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups respondents who ranked Crosby Gardens first = respondents who ranked Metroparks first respondents who ranked Toledo Zoo first respondents who ranked Toledo Museum of Art first = respondents who ranked Cedar Point first Lu 2 3 4 5 Feelings and Leisure Place Rank. When the second scale based on the five area leisure places--Leisure Place Rank--was analyzed with the Feelings clusters, there were two significant relationships (Table 62). On feelings about being comfortable in art museums, ‘those who ranked the Art Museum fourth were significantly different from those who ranked it first or third, by both followup procedures; on the LSDMOD procedure, those who ranked the Art Museum second were also significantly different from those who ranked it first. For‘TABLE 62 222 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS AROUT ART MUSEUMS CLUSTERS BY LEISURE PLACE RANK (PIVE RANKINGS OF THE TOLEDO MUSEUM OF ART) Feelings about Art Museums Clusters F APA ~ participating actively in art museums 1.267 APC - feeling comfortable in art museums 8.381" AFL - opportunity to learn in art museums 9.530 AEN - challenge of new experiences in art museums 2.413 APE - exploring and learning in art mseuns 4.158" APS - social interaction in art museums 2.328 *statistically significant Degrees of freedom: Between = 4; within = 59 62a Results of Pairwise Comparisons of AFC (Feelings about Being Comfortable in Art Museums) by Leisure Place Rank (Five Rankings of the Toledo Museum of Art) Mean 3.3902 3.6667 4.8000 6.0000 6.2000, Group 1 3 2 5 4 ee oe ' “denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Yacnotes pairs of groups significantly different by only the 1usb¥00 procedure Groups 1 = respondents 2 = respondents 3 = respondents 4 = respondents 5 = respondents who who who who ranked Toledo Museum of Art ranked Toledo Museum of Art ranked Toledo Museum of Art ranked Toledo Museum of Art ranked Toledo Museum of Art first second thira fourth fifth223 TABLE 62-~CONTINUED 62b Results of Pairwise Comparisons of AFE (Feelings about Exploring and Learning in Art Museums) by Leieure Place Rank (Five Rankings of the Toledo Museum of Art) Group] 21) 1) oe eee) Mean Group 1.4000 2 1.4878 at 1.6667 3 2.0000 4 3.0000 5 soe ‘denotes pairs of groups significantly different by both Scheffe and LSDMOD procedures Groups = respondents who ranked Toledo Museum of Art first = respondents who ranked Toledo Museum of Art second respondents who ranked Toledo Museum of Art third respondents who ranked Toledo Museum of Art fourth = respondents who ranked Toledo Museum of Art fifth feelings about exploring and learning in art museums, those who ranked the Art Museum fifth were significantly different from those who ranked it second or first. Feelings and Attendance. In-house respondents were asked about their attendance at the Toledo Museum of Art--whether this was their first visit; if not, how many times they had been in the past twelve months; and with whom they had come on their present visit. When these responses were analyzed with the Feelings clusters, there were no significant relationships (Tables 63, 64, 65).TABLE 63 224 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS ABQUT ART MUSEUMS CLUSTERS BY RESPONDENTS HAVING VISITED THE TOLEDO MUSEUM OF ART Feelings about Art Museums Clusters APE ars participating actively in art museums feeling confortable in art museums opportunity to learn in art mseuns challenge of new experiences in art museums exploring and learning in art museums social interaction in art museums None statistically significant Degrees of freedom: Between = 1; within = 67 P 0.24 0.013 1.262 0.390 0.525 3.4L ‘TABLE 64 P RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OF SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY NUMBER OF VISITS TO THE TOLEDO MUSEUM OF ART IN PAST 12 MONTHS Feelings about Art Museums Clusters participating actively in art museuns feeling comfortable in art museuns opportunity to learn in art museuns challenge of new experiences in art museums exploring and learning in art museums social interaction in art museums None statistically significant Degrees of freedom: tetween = 4; within = 64 F 0.473 0.892 2.268 1.693 0.751 0.597225 TARLE 65 F RATIOS FOR ONE-WAY ANALYSIS OF VARIANCE OP SIX FEELINGS ABOUT ART MUSEUMS CLUSTERS BY COMPANION ON LAST VISIT TO THE TOLEDO MUSEUM OF ART Feelings about Art Museums Clusters F AFA - participating actively in art museums 0.419 AFC ~ feeling comfortable in art museums 0.986 AFL - opportunity to learn in art museuns 0.641 AFN ~ challenge of new experiences in art museums 1.013 AFE - exploring and learning in art museuns 2.173 APS - social interaction in art museuns 0.969 None statistically significant Degrees of freedom: Between = 5; within = 63 Zeisure Place Rank and Participation. When crosstabulations were performed on Leisure Place Rank by Participation, nearly twice as many persons were in the frequent participation group as were in the occasional and no participation groups combined (Table 66). Half of the tota? number of respondents both ranked the Art Museum first and were in the frequent participation group. More than 60 percent of the respondents ranked the Art Museum first on a scale of 1 to 5. Participation and Attendance, ‘here were no significant chi- square coefficients when the three Toledo Museum of Art Attendance questions were analyzed by Participation (Table 67). To sunmarize, in the analyses by Feelings, the most numerous significant relationships occurred with Participation and Place.226 £95" = A S,x0uID fg = WOpseEI3 yo SeeAbop f.Foz"op = eTEMbS TyD sor 00T are sere 89°59 yosu zou ozeu we TeI0n oros ve sue or0s oros zau T T Wa3TF umesnur poxuex orsz ere rot seu s wang umesnu poxuer orsz we ae eres “o9t get oe s 1 pryyg umosnu poxuer 0°05 orst eryt e9°sT o°ot ore 0°09 ot=u t t 9 puosas umosnu poyuex ovse orte ats Tet 628 peal ee L ve aex73 umesna poyuer TOL wopedyo rarer woReaToraFee worsedTaTsred TY Jo WnestH ODSTOT on yeuotse090 uenbexg jo sbursuey ‘STSAST UOTIETOTATET ‘quepuodseu (SWNSSNW INW NI STAANT) NOTLWaTOIIUVa XE (G4 JO WNISOW CASTOL SHL JO SONTINYE GATE) wNYY SOWIa MINSTST YOA SHOVINGDUTA NWNTOD ONY ‘SEOYENSMIG Mo ‘SarONENOmA 99 aTaw,227 TABLE 67 CHI-SQUARE VALUES FOR THREE MEASURES OF ATTENDANCE AT THE TOLEDO MUSEUM OF ART BY PARTICIPATION (LEVELS IN ART MUSEUMS) Attendance at Toledo Museum of Art x2 at First visit to Toledo Art Museum? 2.816 2 Nunber of visits in past 12 months? 6.287 8 Companion on present visit? ases97)1 = 20 None statistically significant ‘There were no significant relationships when the Toledo Museun Atten~ @ance questions were analyzed by Feelings or by Participation. In-House Sample: Summary For the in-house sample, all four null hypotheses were rejected, ‘the relationships, effects, and differences in family life cycle stages, carryover of leisure activities from childhood to adulthood, participation levels in art museums, and choice of the Toledo Museum of Art as a leisure center were examined, In Chapter V, the results of these tests will be summarized, examined, and discussed, and conclusions for each section will be presented. Chapter VI will offer the major conclusions and the recommendations which grow out of the study.CHAPTER V RESULTS AND DISCUSSION Results of the research project are discussed in this ‘chapter~ ‘ist, profiles of the samples are compared, and second, findings relating to each hypothesis are presented, for the telephone sample and for the in-house sample, Each area of discussion is accompanied by conclusions suitable to that section. The major conclusions will be presented in Chapter VI. Results are related to the multi-attribute model and to the variables, participation patterns, and leisure science principles which were identified in Chapter It, to place these findings in the perspective of the framework and theory base of this study. In all cases, use of the term "significance" refers only to “statistical significance." Comparison of Profiles of the Samples For both samples, the proportion of males and females was approximately one-third/two-thirds and the modal age category was 25 to 34 years. Beyond that age category, however, the two groups varied considerably, with the visitors being a younger group (median age was 34,8 compared with 42 for the telephone respondents). 228229 Persons under 35 comprised half of the in-house respondents (50.7 percent), but only 39,8 percent of the telephone group. ‘hose under 55 made up 79.7 percent of the in-house sample and 69.3 percent of the telephone sample. he age differences were especially noticeable in the oldest category, with 17.4 percent of the telephone sample and 4,4 percent of the in-house group being 65 and older. By marital status, considerably more telephone respondents were married (63.2 percent compared with 53.6 percent) and twice as many in-house respondents were single (33.4 percent compared with 15.4 percent). ‘There were 21.4 percent of telephone respondents and 13 percent of in-house visitors in the widowed/divorced/separated categories. As might be expected with a higher percentage of singles, a larger proportion of in-house respondents lived in one- or two-person households (53.7 percent compared with 45 percent), and the maximum size of the household was smaller (even discounting the 35-menber group home in the telephone sample). This is partially due to the fewer number of children in the households of the in-house visitors. There were 10 percent more people who had no children at home in the in-house sample than in the telephone sample. For both samples, the modal category for age of the youngest child was 12 to 17 years and the median ages of youngest children were nearly identical--14.3 for telephone respondents and 14.5 for in-house respondents. Since the in-house respondents were a younger group, generally speaking, it might be expected that they had more230 young children than did the telephone sample, but they had both fewer younger and older children. In the telephone sample, 19.4 percent had children under 12, and in the in-house sample, 13.1 per- cent had children under 12, Both samples had about equal percentages of children living outside the household or children living both at home and outside the household. The telephone respondents had maintained much longer residence in the Toledo metropolitan area than had the in-house respondents. The percentages on long-term residence by the two groups were almost reversed, with 67.3 percent of the telephone sample having lived in the area for at least 21 years, and 60 percent of the local in-house residents having lived in the area for 20 years or less. The differ~ ences are particularly striking when compared the modal categories 21 to 30 years for the phone sample and under five years for the in- house sample. The medians were 27.6 years for the telephone sample and 16.6 years for the in-house respondents. This finding is not surprising, for Cheek, Field and Burdge (1976) pointed out that new comers and shorter-term residents are more likely to engage in recreation activities because they have fewer social ties with relatives and friends in the area. Residentially-stable persons, who are more involved with long-established relationships, are less apt to pursue many activities, according to Mullins (1979). ‘The in-house sample was notably better educated than the telephone sample, with nearly 80 percent having had some college and nearly 25 percent having done postgraduate work. For the232 telephone respondents, 35.3 percent had some college and 8 percent had done postgraduate work. Conversely, for the telephone sample, 30.6 percent had less than a high school diploma while @.8 percent of the in-house sample had a similar level of education, Much larger percentages of the telephone sample were in the not gainfully employed and housewife/honemaker categories; other primary occupations for the telephone group were in the clerical, sales, technician, and machine operator categories. For the in-house sample, the primary occupational groups were business managers, administrative personnel, and professionals. As might. be expected from the occupational summary, income for the in-house sample was higher, with 55.6 percent having household incomes of at least $20,000; 44.7 percent of the telephone sample had similar incomes. Modes for both samples included the $25,000 to 34,999 category. Medians were $18,350 for telephone respondents and $21,940 for in-house respondents. The proportion of households having incomes under $8,000 was similar--16.3 percent for the tele- phone sample and 14.2 percent for the in-house sample, In the highest categories of income, 12.5 percent of the telephone sample and 25.4 percent of the in-house sample had household incones of at least $35,000. A number of conclusions can be drawn from the demographic data on the two samples. The Toledo Museum of Art audience, as judged by the in-house sample, fits the demographic picture of the museum audience across the United states and Canada, falling232 into upper education, occupation, and income groups (Dixon, Courtney and Bailey 1974, National Research Center of the Arts 1975, 1981). Perhaps because Toledo has a higher percentage of blue collar workers than other cities of its size and the assembly line wages have been higher than in most cities because of the standard set by the auto industry, income is not a primary factor distinguishing between the ‘two samples. More important are education and length of residence in the community. Also important are respondent age and number of children. Several of these variables combine to affect the audience's character- istics. As reported in Chapter II, education, occupation, and age are the demographic variables which most correlate with participation in cultural, arts, and outdoor recreation activities, though income and residence are of some importance (Clarke 1956, Purge 1969, White 1975, DiMaggio and Useem 1978). Education, occupation, and income combine to create a "social class" factor which is important in deter- mining participation because it influences cultural tastes, prefer~ ences, and standards. Persons in the upper education/occupation/ income group generally have greater access to the training that is necesary to decode and to appreciate the arts and, therefore, to participation in cultural activities (DiMaggio and Useem 1978). Length of residence also affects respondents' perception of community cultural and recreation offerings. In the Toledo samples, the in-house group was much more highly educated than the telephone sample, which represented the community as a whole. In-house respondents also were strikingly different in233 their length of residence. they were younger and had fewer children. These factors combine to describe a museum audience which tends to be upwardly mobile, socially and occupationally; this audience is likely to want and to make efforts to engage in a variety of activities. Also, people who are more likely to move from community to community for employment advancement have fewer longtime social relationships in any area, as Cheek, Field and Burdge (1976) noted. This has two effects on participation level: As newcomers and shorter- term residents, they are more apt to seek out cultural and recreational offerings; as well-educated persons in managerial and professional positions, they are likely to be better equipped intellectually to explore, to venture, to satisfy curiosity, and to feel comfortable while doing so. When levels of actual participation in art museums are compared for the two samples, the differences are marked. For instance, 13.9 percent of the telephone sample and 66.7 percent of the in-house sample participated frequently in art museums. For the telephone respondents, 46.2 percent never went to art museums while 2.9 percent of the in-house respondents did not choose to participate in art museums. The fact that some in-house respondents were even in the “not at all” participation group was due to the presence of organized bus groups touring the Art Museum; persons interviewed from these groups apparently would not have come to an art museum on their own but they were there as part of a package tour. Of the in-house respondents, 64.1 percent chose the Toledo Museum of art first in the ranking of five area leisure places;234 20.2 percent of the telephone respondents selected the art Museum first. The Toledo Zoo, an institution offering interpretive and exploratory programs, received slightly higher rank than the Art Museum, and Metroparks outranked both Zoo and Art Museum, in the telephone group. To the telephone sample, the Art Museum was one of several conmunity offerings in which to engage, while to the in- house sample, it appeared to be the preeminent conmunity institution. A greater percentage of the telephone respondents had been to the Toledo Museum of Art, partly because half of the in-house visitors did not live in the Toledo area (30.4 percent of the in-house sample was making first visits to the Art Museum). By telephone respondents* voluntary conments, many of their visits had taken place on school tours when they had been in elementary grades, and the individuals had not chosen to return to the Art Museum in the interim, The primary difference between the samples was in number of visits in the past twelve months: The in-house group was far more of a regular audience with 13 percent making between 20 and 100 visits. only 3.7 pexcent of the telephone respondents had made ten or more visits, About 25 percent of each group had been to the Toledo Art Museum once or twice in the previous year. ‘Though family was the most common category of companion for visits by both groups, going with family was far less important for the in-house visitors than it was for the telephone respondents. Nearly equal groups of in-house respondents went with family (29 percent) or with friends (27.5 percent) or went alone (27.5 percent),235 whereas 43.4 percent of the telephone group went with family; only 6.5 percent went alone. Cheek, Field and Burdge (1976) noted that going to zoos was a group activity shared by family, relatives, and close friends, and that sites such as beaches and parks were recreation places primarily because of the social meanings ascribed to them by their visitors. For the visitors interviewed in the Art Museum, emphasis on participation in a social group was less important than for the persons interviewed by telephone. Many visitors stated that their reason for coming was to see a particular exhibit--a reason compatible with an intellectual approach to an art museum by persons prepared to decode the message and to appreciate. The fact that going with family was so much less important for the in-house visitors than for the telephone respondents may also be due to their shorter residency or nonresidency in the area and lack of family in the vicinity. and, the higher proportion of singles lessens the opportunity for family activities. It may be that the population represented by the in-house sample is more willing to venture alone but they are also less committed to family-oriented recreation or responsibilities. Also, if one regards a leisure activity as self-fulfilling, as compared with recreation which focuses on the social experience (Cheek and Burch 1976), then the avid mseun-goer who attends alone is behaving similarly to the specialized trout fisherman who prefers to fish alone. Voluntary comments by respondents from both samples undergird the evidence from the statistical analyses, ‘The numerous individuals236 who identified themselves, in both samples, either as new Toledo residents or long-distance visitors to the Art Museum, voluntarily expressed enthusiasm and astonishment on having discovered a first- class art museum in a medium-sized western Ohio industrial city. ‘They perceived the Art Museun as a unique treasure, the primary benefit of Living in Toledo. The voluntary comments by numerous telephone respondents to explain why they had not visited the Toledo Museum of Art since schoolday-tours indicated that they thought of the Art Museum as a place to visit once or as a place to take out-of-town guests. Tt did not demand immediate attention because it was always there—only one of many things to do in a city where they had lived most or all of their lives, these reports reflect that of MeCool (1978), who found that resident and nonresident users of water-based resources had very different attitudes toward and participation patterns at the same recreation sites. Telephone respondents indicated that they participated in a web of ongoing family and friendship relationships which demanded their time and comitment, Their voluntary coments revealed that they had positive or neutral feelings toward the Art Museum as an institution, and that their lack of participation was not due to specific negative attitudes toward or experiences at the Toledo Museum of Art. These feelings about the Art Museum reflect the findings of previous research, especially in the area of psychographics relating237 to family centeredness and the exectations of benefits to be derived from a museum visit, If the benefits from participating in another activity appear to be greater, the cost of spending time in a museum, especially for people of moderate education, is too high to make a visit worthwhile, as Ponmerehne and Frey (1980) stated. Also, those who center their lives around family and primary friend- ship associations are the least likely to emphasize the arts in their recreational activities, as Cheek and Burch (1976) noted. Nonparticipant Toledo residents appear to harbor no hostility toward the Art Museum; rather, their focus is on activities and social experiences in which they perceive greater rewards will accrue, in consonance with their life style and cost-benefit evaluation. ‘The respondents’ characteristics and participation levels described thus far in Chapter V provide a background for understanding and interpretiz 1g the results of the testing of the four hypotheses, which follow. Results and Discussion of Hypotheses: Telephone Sample The results of the research and discussion of these results are presented for each of the four hypotheses, first for the telephone sample, and second, for the in-house sample. To introduce each section, the hypothesis is stated, the meaning of rejection of each null hypothesis is explained, and the variables and tests which are involved are named.238 Hypothesis 1 The research hypothesis is: Adults" preferences for five clusters of leisure tine activities and their attitudes toward the six Important Concepts which underlie those clusters are statistically significantly related to different stages in parent and nonparent adult Life cycles. The null form of this hypothesis was rejected because signifi- cant differences were found when three measures of family life cycle (Family, Parent, and age of respondent) were analyzed by the Inportant Concepts and the Leisure Tine preference clusters in one-way analyses of variance, ‘There were significant relationships between attitudes toward the six Important Concepts and the variables Parent and age of kespondent, and between adults" preferences for five clusters of leisure activities and the variables Family and age of respondent. However, the nunber of relationships was fewer by age of the youngest child (Parent) and by absence/presence of children (Family) than would have been expected; previous research had indicated that stage of family life cycle is a dominant influence on choice of leisure activities (Kelly 1974, Rapoport and Rapoport 1975). Furthermore, age of respondent appeared to have had a greater effect on the afore~ mentioned attitudes than did presence or age of children. Because of the many changes in family composition and life style during the past decade, respondents were specifically questioned about children in the family who might be living outside the house~ hold. However, no particular differences between those households and intact households were revealed.239 In analyses of stage of life cycle, the discriminating elements in both the Important Concepts and Leisure Time Preference clusters were the variables challenge of new experiences, opportunity to learn, and participating actively. Variables which did not discriminate with stage of life cycle were being with people/social interaction, doing something worthwhile, and feeling comfortable in one's surroundings. In both the relationships of opportunity to learn with Parent and challenge of new experiences with Family, the common element was persons with no children, those with youngest child 6 to 11 were significantly different from those with no children on opportunity to learn. ‘That is, this Parent group had the least interest in oppor tunity to learn when choosing leisure activities and the adults without children felt most positively about that concept. Also, those without children least preferred having a challenge of new experiences in their leisure activities, while those with children living only at home felt more positively about that preference. ‘There was straight progression from youngest to oldest age group away from valuing the importance of challenge of new experiences. ‘He 65 and older age group was significantly different from all other age groups because of its minimal interest in that concept, i.e., the older the group, the less positive it felt about challenge. There was again a straight progression by age groups away from preferring a challenge of new experiences in leisure activities. Here the 55 and older groups least preferred such challenge, and those under 44 most preferred it.240 There was nearly a similar progression by age when evaluating the importance of participating actively in leisure experiences, with the 55 to 64 year old group feeling least positive that such partici- pation was important and those under 25 and those 35 to 44 feeling most positive about its importance. Also, the 65 and older group exhibited the least preference for opportunity to learn; those 55 to 64 most preferred such an opportunity. To summarize the findings for Hypothesis 1 (telephone sample), the older, but not the oldest, respondents and those without children were the most interested in having an opportunity to learn in leisure activities, which may cone as a surprise to museum administrators who believe that it is parents of young children who are most eager to participate in activities which provide family learning experiences. As Benton (1979) observed, parents who attempt to make a museum visit ‘a learning experience may misinterpret the museum's meanings to their children and may force the children to look at exhibits which are not of greatest interest to the youngsters. Misconceptions may arise because not only young children lack the necessary preparation to comprehend what they're seeing, but their parents need assistance in interpreting the museum's message to the children. If they feel. inadequate to the task, they may regard a museum visit as too demanding to cope with. The older age groups in the telephone sample were least interested in a challenge of new experiences and in participating actively, which could be related to a lack of stamina or ease of241 mobility as well as to a preference for the familiar. Since the younger age groups were most interested in challenge and active participation, and these groups are more likely to have children, museum developers might incorporate these elements into family- oriented programs rather than stressing the museum as a center for family learning. Positive learning experiences may result more frequently from an informal--rather than directed--experience, in an interpretive, discovery-oriented setting, where parents let the children lead the way. Tt can be speculated that in dealing with Family and Parent variables that social interaction was not a discriminating element because the residentially stable telephone respondents were likely to participate in leisure activities with family members, Also, those who Were so engaged would not view their activity as doing something worthwhile, and they would feel comfortable because they were in an intimate group. Viewing these findings from the perspective of the framework for this study, the multi-attribute model, it appears that the attributes valued by the telephone respondents varied with each individual aspect of the family life cycle that was evaluated, No one of the three life cycle variables had 4 commanding influence on how the individual attributes were measured and valued, though age of xespondent, rather than presence/absence of children or age of youngest child, was the most important, Unlike what the Literature indicated (Kelly 1974, Rapoport and Rapoport 1975), family life cycle242 stage, as operationalized in this study, was not the predominant, influence on respondents’ leisure attitudes. Hypothesis 2 ‘The research hypothesis states: The amount of carryover of certain leisure activities from childhood to adulthood is positively related to the extent to which parent and nonparent adults value two sets of criteria: Important Concepts and Leisure Time Preferences. ‘The null form of this hypothesis was rejected because significant differences were found when respondents' attitudes toward Important Concepts and Leisure Time Preferences were analyzed on the basis of persistence of activities--by Pearson product-moment correlations for the variable Socialization and by one-way analyses of variance for the variable Carryover. Socialization (the variable measuring participation in cultural, entertainment, active participation, and social interaction activities at childhood and adult stages) produced significant small relationships in the telephone sample with all Important Concepts except feeling comfortable in one's surroundings. All were positive relationships, meaning that as frequency of participation in the activities increased, the importance of the Important Concept also increased. The Important Concepts which produced the most number of signifi- cant relationships were challenge of new experiences and participating actively. Challenge of new experiences was of some importance to the telephone respondents at both child and adult stages of the entertain- ment and active participation clusters and at the adult stage of the243 social interaction cluster. ‘the same was true for participating actively at child and adult stages of the active participation cluster and at the adult stage of the entertainment and social interaction clusters. As participation in these clusters increased, the importance of the two concepts increased. Other positive relationships of Socialization with Important Con cepts--learning opportunities, being with people, and doing sonething worthwhile--also were significant; their emall r coefficients indicate possible trends that might be worthy of further investigation. When the Socialization variable was analyzed by Leisure Time Pref- erences, there were again numerous significant small relationships for all Preferences except feeling confortable in one's surroundings. chal- lenge of new experiences was somewhat preferred by adults in the active participation cluster. All other positive significant relationships between Socialization and Leisure Time Preference clusters were small x coefficients, which, again, indicate trends that merit further invest: gation. then the Important Concepts and Leisure Tine Preferences were analyzed by Carryover, the measure of persistence of childhood activ- ities into adulthood, there were far fewer significant relationships than with Socialization, ‘These relationships were analyzed by one-way analyses of variance, With the Important Concepts, the Carryover cluster measuring the carryover of social interaction activities from childhood to adult~ hood produced significant relationships. On the concept of being with people, those who participated in social interaction244 activities more as adults than as children felt it was less important to be with people than those who participated equally in such activities as children and as adults. Two Leisure Time Preference clusters were also related to the carryover of social interaction activities. Those who partici- pated more in such activities as adults felt that participating actively in leisure time was less preferable than those who had engaged in more social interaction activities as children than as adults. And, those who participated more as adults regarded opportunity to learn as less preferable than those who had partici- pated in more social interaction activities as children. To summarize the findings for Hypothesis 2 (telephone sample), entertainment and active participation activities showed the greatest amount of persistence from childhood to adulthood, as measured by the Socialization variable in relation to the Important Concepts and Leisure Time Preferences. Challenge of new experiences was the most frequently significant element when both Important Concepts and Leisure Time Preferences were measured by the four leisure clusters of Socialization. Participating actively, as an Important Concept and Leisure Time Preference, was valued by telephone respondents in relation to three leisure activity clusters~-entertainment, active participation, and social inter- action. Social interaction was the Carryover element which persisted from childhood to adulthood.245 In none of the measures was the concept of feeling comfortable in one's surroundings significant, perhaps because comfort is so individually defined that there was no common base by which the tele- phone respondents evaluated the term. the small significant relation- ships of Important Concepts and Leisure Time Preferences with the cultural cluster of Socialization may warrant further investigation within the museum context, as well as in other recreation and leisure places. One conclusion to be drawn from Hypothesis 2 testing is that the Socialization leisure clusters did fulfill the recommendation of Yoesting and Burkhead wito had urged that "intensity of involvement" be assessed in future studies of persistence of leisure activities (1973:34). Level of participation (frequent, occasional, none)-- not just whether participation had or had not occurred--was measured by the Socialization variable. In this sample, those who participated in more social inter- action activities as adults were the persons who least preferred active participation and learning opportunities. As Cheek, Field and Burdge (1976) pointed out, the opportunity to share an experience is more important than the activity or the setting. For the long time Toledo area residents who lead socially interactive lives because of their well-established family and friendship networks, concepts such as participating actively, having an opportunity to learn, and doing something worthwhile may not be important aspects of leisure. For newcomers to the area, establishing social networks246 may be more important than the underlying values that might be offered by specific activities. Cheek and Field (1977) and DiMaggio, Useem and Brown (1978) noted that social groups often form around shared interests and participation in cultural or outdoor activities. When newcomers select activities for long-term or intensive involve- ment, they are most likely to choose those which offer 2 compatible social circle for, as Meyersohn (1969) pointed out, people tend to engage in activities which provide them with social support. In terms of the multi-attribute model, when respondents evaluate whether attributes such as opportunities for new experiences, participating actively, and learning are offered by their potential choices of leisure activities, they also weigh the relative importance of each against other attributes, such as social interaction. For example, should an activity like tennis offer an avid player a very important attribute Like active participation but little in the nature of social interaction, the person may still choose to play because the compensatory qualities of the two attributes effect a trade-off. In other circumstances, the social interaction aspect of a game of tennis may outweigh the active participation value for the same person. ‘hese evaluations are made, perhaps in an informal rather than deliberate manner, at both childhood and adult stages of one's life cycle. Hypothesis 3 jhe research hypothesis is: The choice of museum participation as a leisure time activity by parent and nonparent adults is more247 highly related to psychographic variables than to demographic variables. ‘The null form of this hypothesis was rejected because there were numerous significant relationships between participation in art museums and the psychographic variables, Also, on all significant relationships, those who did not participate in art museums were significantly different from either or both of the other groups frequent and occasional participants. For this hypothesis, the variable Participation (levels in art museums) was measured by four sets of psychographic variables-— Important Concepts, Leisure Time Preferences, Socialization clusters, and Carryover clusters--and by one set of demographic variables. one~ way analyses of variance and chi-square tests of significance were applied. Also, two-way analyses of variance were applied to analyze the Important Concepts, Leisure Time Preferences, and Socialization clusters by Participation by Parent. Opportunity to learn and challenge of new experiences were the Important Concepts and Leisure Mme Preferences which produced significant relationships with Participation, the variable measuring frequency of adult attendance in art museuns. Those who participated not at all or occasionally felt that learning opportunities in art museuns were less important than did the frequent participants. The nonparticipants also least preferred such opportunity, and the frequent visitors most preferred it. with challenge of new experiences, non- participants felt challenge was least important, and frequent248 participants felt it was most important. Nonparticipants and occasional participants also preferred challenge less than did frequent participants. on the two-way analyses of variance with Participation and Parent, a0 Important Concepts were significant; with the Leisure Time Preferences, both learning and challenge of new experiences were significant in relation to Participation. ‘here were no significant relationships by Parent and no two-way interactions, indicating that the family life cycle variable Parent was not a critical factor in influencing adults" basic leisure values. This finding reiterates that for Hypothesis 1; in that, age of respondent was found to be more influential than either Parent or Family as family life cycle Of the four psychographic variables, socialization produced the greatest number of significant relationships by Participation. Childhood and adult stages of cultural, active participation, and social interaction clusters and the adult stage of entertainment activities were significant by Participation. The identical pattern of art museum participation for both stages of each of three clusters indicated a high degree of socialization. In all seven significant relationships with Participation, persons who did not participate in art museums also participated least frequently in the activity clusters generally, and those who frequented art museums were the most intensely involved in all activity clusters. This finding is similar to that reported in the literature, that regular museum-goers249 are usually more involved in all types of community activity than is the population in general (National Research Center of the Arts 1973, 1975, 1981, Dixon, Courtney and Bailey 1974). When the four adult leisure clusters of the Socialization variable were analyzed by Participation by Parent, all relationships by Participation and two by Parent were significant. For the latter, respondents without children were different from all respondents with children in that the former participated least in entertainnent activities. and, those without children were different from all Parent groups, except those whose youngest chiid was 18 or older, on social interaction activities; again, the childless group's partici- pation level was least. In both cases, parents whose youngest child was 6 to 11 participated the most frequently in entertainment and social interaction activities. on the Carryover clusters by Participation, three of the clusters were significan carryover of cultural, entertainnent, and social interaction activities from childhood to adulthood. More than half the sample participated in more cultural activities as adults than as children. the preponderance of adults who did not participate in art museums was generally more active in cultural activities as adults than as children, meaning that they did engage in other cultural cluster offerings, such as going to libraries, concerts, plays, soos. They had more active cultural lives as adults, as far as engaging intensively in a nunber of activities, but they were not going to art museums. Similar overlapping250 attendance at several arts organizations was the rule, DiMaggio, Useem and Brown (1978) found. Conversely, the frequent participants in art museuns were involved in fewer cultural activities as adults than as children. After having had wide exposure to cultural offerings in childhood, they may have decided to concentrate on museum-going as one of their primary adult activities. Although the Cramer's V measures of strength of association for carryover of entertainment activities and carryover of social interaction activities were small, they indicate a possible trend that may be worth further investigation. On all the aforementioned psychographic measures, the frequent participants in art museums were in the minority--70 out of 502 respondents--a distinctive, though small, group. In assessing the demographic variables, results were what would be expected based on the review of literature and analyses of frequencies of the telephone sample (Dixon, Courtney and Bailey 1974, Cheek and Burch 1976, DiMaggio, Useem and Brown 1978). Those with the greatest amount of formal education were the most frequent art museum participants and those with the least education participated the least. Also, as expected, persons in the upper level occupations exhibited the greatest participation in art museums, and the lower level occupations, the not gainfully employed, and housewives/home- makers revealed the least participation. Income was a more erratic measure; it did not show a specific progression by level of museum251 participation, though the higher income respondents generally did participate more frequently than did the lower income respondents. The small Cramer's V for age by Participation indicates further investigation is required to assess that relationship. To summarize the findings for Hypothesis 3 (telephone sample), participation in art museuns was more highly related to psychographic variables than to denographic variables. Learning opportunities and challenge of new experiences were particularly Linked to regular participation in art museuns. Also, it is apparent that occasional and frequent art museum participants cannot be merged into one general group of participants, to be compared with nonparticipants; they are definitely different in their valuing of the Important Concepts and Leisure Tine Prefer- ences and in their participation in the four leisure activity clusters of the Socialization variable. In addition, the family life cycle variable Parent is less important in affecting basic leisure values than is level of participation in art museuns. The Socialization clasters produced more significant relation- ships with Participation than did either the Important Concepts or Leisure Tine Preferences. stability of values regarding art museum participation as related to the four leisure clusters was shown by the identical patterns of participation at both childhood and adult stages of three clusters. The Carryover cluster for cultural activities discriminated among participants, hoth frequent and occasional, and nonparticipants. gust because respondents engaged in numerous cultural activities as252 children did not guarantee that they would continue to pursue those specific activities as adults, though they tended to remain active within the cultural cluster. These findings generally substantiate ‘those of Yoesting and Burkhead (1973) and Yoesting and Christensen (1978) who stated that a general disposition to participate in recreation activities carried over fron childhood to adulthood, though carryover of specific activities could act be predicted. Demographic measures acted in predictable ways except for age. DiMaggio, Useem and Brow (1978) reported that the museum audience was predominantly young, and the median age of art museum clientele was 31. Based on that, the loyal art museum audience in the telephone sample was at least ten years older than would be expected. Coupling that information with the knowledge of the age of children of these respondents, it appears that the more frequent visitors either are childless adults or that they wait until their children are grown before they patronize art museums regularly. As was noted in Hypothesis 1, the older groups in this sample have significantly different responses to Important Concepts and Leisure Time Preferences such as learning, challenge, and active participation than do younger respondents. Adults without children also have different values and participation levels than those with children. If these persons now comprise the captive museum audience, it is assumed that art museums are providing what these individuals find satisfying. If a museum desires to develop younger adult audiences, especially those with children, it will need to offer more of the values and experiences these groups demand.253 The frequent participants now find in art miseums what they consider to be attributes of positive leisure experiences, in terms of the first step of evaluation proposed by the multi-attribute model. Also, the attributes they perceive to be present are important enough that they choose to participate regularly in art museums--in the model's language, not only do they have favorable attitudes toward the product, but they make the purchase. Occasional participants and nonparticipants either do not find in art museums the attributes they value, or, if the attributes are present, they do not consider them to be as important as the attributes of other leisure opportunities. They do not perceive that the art museum offers them benefits on a consistent basis when they compare it with the rewards proffered by the museum's competition. Persons may have participated as children in certain activities, such as those in the cultural cluster, because of parental direction and decision. Now, as adults, they are able to make their selections more on the basis of their own criteria, and those criteria may not be the values inherent in art museums, Hypothesis 4 ‘The research hypothesis states: The more favorably parent and nonparent adults perceive art museums, the more likely they are to participate in the Toledo Museum of art. ‘The null form of this hypothesis was rejected because there were significant differences among the respondents on the basis of attitudes toward art museums in relation to their participation in254 the Toledo Museum of Art. For this hypothesis, the variable Feelings about Art Museums was analyzed by one-way analyses of variance with Participation (levels in art museums), Place (ranks of five area leisure places), Leisure Place Rank (five levels of rank of the Toledo Museum of Art), and Attendance at the Toledo Museum. Also, Leisure Place Rank and Attendance were analyzed by Participation with chi-square tests of significance. ‘The variable Feelings about Art Museums produced numerous significant relationships with other variables--the maximum possible number with Participation, Place, Leisure Place Rank, and Attendance. ‘There were also several significant relationships with Number of Visits to the Toledo Museum, and Companion on those visits. on all Feelings relationships by Participation except opportunity to learn in art museums, the same pattern prevaile Those who did not go to art museums least felt that art museums offered opportunity for participating actively, feeling comfortable, learning, exploring, challenge of new experiences, and social inter- action. ‘Those who were frequent visitors most positively felt that such experiences were present in art museums. ‘he nonparticipants' attitudes differed from the occasional participants’, which were also different from the frequent visitors’. In each case, means for the occasionals lay between those for the nonparticipants and the frequent visitors.255 On learning in art museums, both the nonparticipants and occasional visitors felt less positively than did the frequent participants; however, all the means on this cluster were the lowest of any in the four-unit Feelings clusters, which meant that all three groups of respondents felt the most positively that this concept was present in art museums. When telephone respondents were asked about their Feelings about Art Museums when ranking the Toledo Muscun of Art against the four other area leisure places (the variable Place), the group which ranked the Art Museum first had the strongest positive feelings about museum attributes. In each case, they most saw an art museum as a place for participating actively, feeling comfortable, learning, having a challenge of new experiences, exploring, and interacting socially. and, in each case those who ranked Cedar Point first had the least positive feelings about an art museum's attributes. In fact, on each Feeling, Cedar Point fans were different fron two to four of the groups which ranked the other leisure places first.3 The leisure place that was next most often different from ‘the Art Museum on rankings of the five places was Metroparks: on all concepts except Feelings about social interaction in art 31n additional tests of those who ranked the four other leisure places first, those who favored Cedar Point also were least positive in their Feelings about Art Museums. ‘These findings are ‘a complete reversal of those that apply to the respondents who selected the Art Museum first.256 museums. Those who ranked the Toledo Zoo first were also less positive about Feelings of comfort and of challenge of new experi- ences in art museums than were the persons who ranked the Art Museum first. ‘The pattern of responses, which varied considerably on Place, located either Crosby Gardens or the Zoo closest in rank to the Art Museum on the six Feelings clusters, indicating that these institutions have some progranming values in common with the art Museum. Since the Zoo also offers interpretive programs, it is reasonable that it was the closest to the Art Museum on exploring, learning, and active participation. Inasmuch as Crosby Gardens also offers classes, lectures, and other informal learning experiences, it appears reasonable that it was closest to the art Museum on comfort, social interaction, and challenge of new experiences. Opportunity to learn in art museums again exhibited the lowest means of the four-unit clusters of Feelings, indicating that all five ranking groups felt the most positive about there being learning opportunities in art museums. A generally stable pattern of responses was evident when Feelings were analyzed by the five levels of ranks (the variable Leisure Place Rank) given by telephone respondents to the Toledo Art Museum. In all cases except feelings about social interaction, those who ranked the Art Museum fifth were significantly less positive about the Peeling being tested than those who ranked it first, and often less positive than those who ranked it second,287 third, or fourth. Also, those who ranked the Art Museum fourth differed from those who ranked it first, except on social inter- action. On Feelings about social interaction, those who ranked the Art Museum third had the most positive feelings about the institution as a site which offered that attribute, perhaps because other aspects of a museum experience, such as learning, challenge, and exploring, were unimportant to them as attributes of a museum experience. These findings reiterate those of Rapoport and Rapoport (1975) and Cheek and Field (1977) who found that different people ascribe different values to the same leisure place or activity. When Feelings about Art Museums were analyzed by whether telephone respondents had ever been to the Toledo Museum of Art, those who had been had more positive attitudes toward the concepts presented in the Feelings variable than did those who had never been. Also, those who had been once in the past year were consistently less positive in their feelings about comfort, challenge of new experiences, and social interaction in art museums than those who had been ten or more times. Persons who went alone to the Toledo Museum of Art had the most positive feelings about active participation, comfortable surroundings, learning, and challenge of new experiences in art museums. Those who went to the Art Museum in an organized group had the least positive feelings about these concepts, perhaps because they were unacquainted with what might be provided in these areas.258 The preponderance of persons who frequently visited art museums ranked the Toledo Art Museum first (59.4 percent) while a minority of the occasional participants ranked the art Museum first (17.2 percent). Also, almost three-quarters of the frequent participants and nearly 40 percent of the occasional participants ranked the Art Museum first or second, substantiating the finding (in Hypothesis 3) that the frequent and occasional participants were quite different types of persons. Third ranking for the Art Museum was the modal category for the occasional participants, and fifth ranking was the modal category for nonparticipants. By participation level, only 16.2 percent of the telephone respondents who had been to the Art Museum were frequent visitors, while 43.6 percent who had been to the Art Museum were in the occasional participant group. Of the persons who had not been to the Toledo Museum, 86.4 percent never went to art museums. For the 204 persons who had visited the Toledo Museum in the previous twelve months, more than half (55.4 percent) characterized themselves as occasional participants; nearly half of these had made one visit in the past year. the 24 who said they never visited art museums, even though they had been to the Toledo Museum in the past year, apparently went not by choice (they were in an organized tour group or were room mothers or Scout or 4-H group drivers). The largest percentages of frequent visitors were those who attended with family or friends. More than half of those who visited the Art Museum alone were frequent participants; more than half of259 those who went with family, with friends, or with family and ¢riends were occasional participants, and more than half who last attended in an organized group did not generally visit art museums. ‘To sumarize the findings for Hypothesis 4 (telephone sample), the more favorably adults perceive art museuns, the more likely they are to participate in the Toledo Museum of Art. The specific ditfer- ences between three groups of respondents on the basis of art museum participation (frequent, occasional, none) underscore the necessity for art museuns in general and for the Toledo Museum of Art to program for more than one kind of audience. ‘The fact that respondents who ranked the Toledo Museum first had the most positive feelings about art museums also supported the hypothesis, as well as affirming what the Toledo Museum believes about its clientele's values. Those who visited the Toledo Museum alone had the most positive feelings about the Art Museum; more than half of those who visited alone attended frequently. Combining Hypothesis 4 information with that previously presented in this chapter, it appears that the Toledo Museum of Art frequent visitor from the telephone sample is in late middle age, does not have children, and is interested in learning; he or she is more likely to attend alone than an occasional visitor would be. ‘These persons constitute a minority of the current and potential audience numbers, but they are the repeat visitors who accumulate the most visits over a year.260 ‘The occasional visitors and those who felt less positive about the six Feelings about Art Museums had different values. The occasional visitor felt less positive than the frequent visitor that the Feelings concepts were offered in art museums. Persons who preferred Cedar Point or Metroparks were least likely to feel positive about the art museum Feelings, and those who ranked the Toledo Museum of Art fourth or fifth on a scale of 1 to 5 felt least positive about the art miseun Feelings being present in the Toledo Museun. Having had a Toledo Art Museum experience at some time meant that those persons felt more positive about all the Feelings than did those who had never been. Those who attended once a year or in an organized group had less positive feelings about the Toledo Museum than did the frequent visitors or those who came alone or with personal companions. To capsulize, the loyal visitors attend the Art Museum because it is on their regular agenda. ‘the occasionals patronize special events bat don't view the Art Museum as a place to visit on a regular basis. ‘The nonparticipants don't go unless some outside propulsion moves them there. casting these findings in the framework of the multi-attribute model, it appears that frequent visitors to the Toledo Museum of Art perceive that the institution possesses inherent positive qualities which they do not need to evaluate every time they consider making a visit. at some previous time, they went through the two steps of evaluation defined by the multi-attribute model, and their attendance261 became habitual when they decided that the Art Museum measured up on both counts. ‘The occasional visitors apparently evaluate each potential museum visit to decide whether to invest themselves in the venture, or whether to be involved in a competing interest. Once or twice a year (perhaps when entertaining out-of-town guests) they conclude that a visit is worthwhile. the nonparticipants either do not consider the attributes offered by art museums to be important or pertinent to their lives, or they find the museum to be lacking in the attributes which are of value to them. In marketing theory terms, art museuns have their best opportunity to develop additional audiences by trying to move the occasionals into the frequent category, Building on moderate or latent interests which already exist is more likely to have positive coutcones and be long-lasting in effect because a base has already been established. Attacking the nonparticipant problem requires investigation of needs of particular nonparticipant constituencies before specific programs to reach them can be developed. Sumary of Hypotheses 1-4 (Telephone Sample) Te appears that the interview form did tap the values, beliefs, opinions, interests, and feelings of the telephone respon- dents regarding leisure activities, art miseuns, and the Toledo Museum of Art, and it obtained data on demographics and attendance. ‘Those who were favorably inclined toward art museums and the262 concepts that were tested also positively valued the Toledo Museum. ‘The people who liked and visited art museums regularly did have different values, beliefs, and socialization patterns than did those who were not patrons. Also, involvement appeared to he far more related to respondents’ length of residence in the community and consequent absence or presence of long-term family and friendship relationships, than it did to stage in family life cycle, The fact that nonparticipants and occasional participants also saw learning opportunities as being characteristic of an art museum's offerings may indicate the very reason why they don't come. For persons who have had negative experiences with formal schooling, Learning opportunities may appear to be a hurdle rather than an asset. ‘Though museum staffers intend informal learning to be a positive aspect of the museum experience, educational enphasis may not be viewed as a benefit and may in fact be keeping nonparticipants away. To them, a museun visit may import a ponderous and denanding intellectual experience, rather than an opportunity for casual, relaxed exploring and diversion. The multi-attribute model provided an effective framework by which to identify which leisure attributes were important to telephone respondents and whether these respondents believed art museums possess the important attributes, there were distinctive findings for the three levels of participation, depending on whether respondents found art museums to possess certain attributes, and on how much they valued these attributes in their leisure activities. Just because an263 activity or place was perceived to possess an attribute did not necessarily mean that respondents found that attribute to be an enhancing factor for the leisure activity or place, nor did such acknowledgment always lead to positive attitudes or to involvement. Results and Discussion of Hypotheses: In-House Sample Results of the research with the in-house sample and discussion of the results are presented here for the four hypotheses. Because the same variables are analyzed by the same tests and the sane rela~ tionships to relevant theory and literature exist for this sample as for the telephone sample, comments will not be as extensive in this section, to minimize redundancy. Hypothesis 1 The research hypothesis is: Adults’ preferences for five clusters of leisure time activities and their attitudes toward the six Important Concepts which underlie those clusters are statistically significantly related to different stages in parent and nonparent adult life cycles. The null form of this hypothesis was rejected because signifi- cant differences were found when three family life cycle variables were analyzed by the Inportant Concepts and teisure Time Preference clusters in one-way analyses of variance. Significant relationships were found between attitudes toward the Important Concepts and variables Parent and age of respondent, but no assured relationships264 were found between Leisure Time Preferences and the life cycle variables. Parents whose youngest child was 6 to 1l felt it was least important to be doing something worthwhile while engaged in leisure activities. Their mean on this question was very much higher than ‘those of parents whose youngest was 18 years or older, parents whose youngest was 12 to 17, and respondents without children, from whom they differed significantly. That indicates that the feelings of parents whose youngest was 6 to 11 about doing something worthwhile were much less positive than were the feelings of the other groups. By age of respondent, challenge of new experiences was the only significant concept. On that, persons 25 to 34 years old felt challenge was least important in leisure experiences and those under 25 felt it was most important. Concepts which did not discriminate in the in-house sample were opportunity to learn, social interaction, participating actively, and feeling confortable in one's surroundings. This may be because, in terms of the multi-attribute model, the persons who chose to come to the Art Museum looked for and found common aspects of these concepts in their experiences. To summarize the findings for Hypothesis 1 (in-house sample), stages in adult life cycle were not powerful discriminators in the in-house sample. Because the in-house sample was more homogeneous generally than was the telephone sample, less diversity in valuing ‘the Important Concepts and Leisure Time Preferences by stage of life265 cycle could be expected. For the first time in these analyses, a relationship engenderea by the concept doing something worthwhile appeared. Also, the lack of interest by persons 25 to 34 in challenge of new experiences may be related to parenting of children 6 to 11, the Parent group which least valued doing something worthwhile, According to the multi-attribute model, this group perceives these attributes to be unimportant to them at their stage of the family life cycle. This age and Parent group may, in their evaluation of important attributes of leisure activities, find more satisfaction in social interaction and enter- tainment than in experiences that require more effort from them, for, as Rapoport and Rapoport (1975) and cheek and Field (1977) suggested, different activities satisfy leisure interests at different stages in people's lives. Hypothesis 2 ‘The research hypothesis states: The amount of carryover of certain leisure activities from childhood to adulthood is positively related to the extent to which parent and nonparent adults value two sets of criteria: Important Concepts and Leisure Time Preferences. ‘The null form of this hypothesis was rejected because signifi- cant differences were found when respondents' attitudes toward Impor- tant Concepts and Leisure Time Preferences were analyzed by Socializa~ tion (by Pearson correlations) and by Carryover (by one-way analyses of variance).266 Socialization, the variable measuring participation in four clusters of leisure activities at childhood and adult stages, produced positive significant relationships in the in-house sample with five Important Concepts, negative relationships with two Important Concepts, and positive relationships with all Leisure Time Prefer- ences except comfortable surroundings. As participation in adult cultural activities increased, so did interest in learning opportunities and doing something worthwhile. However, there was a negative relationship with feeling comfortable in one's surroundings, which meant that as participation in adult cultural activities increased, the importance of feeling comfortable in one's surroundings decreased. As interest in doing something worthwhile grew, so did participation in adult social interaction activities. With increasing childhood participation in entertainment activities, there was an increase in the importance of challenge of new experiences. As participation in adult entertainment activities increased, so did the desire to be with people. The same pattern prevailed for childhood active participation and interest in participating actively. There were negative relationships with two Important Concepts. As childhood participation in cultural activities increased, there was diminishing interest in being with people. On feeling comfortable in one's surroundings, there were negative relationships with adult active participation activities and with the childhood stage of267 participation in social interaction activities, as well as the relationship with adult cultural activities already mentioned. In all cases, as participation increased, the importance of feeling comfortable decreased. With Leisure Time Preferences, challenge of new experiences Produced the greatest number of significant relationships: As preference for challenge increased, so did participation at both stages of cultural and active participation activities. when preference for participating actively increased, adult participation in active participation and social interaction activities did also. With increasing preference for learning opportunities, partici- pation in adult cultural activities increased. As preference for social interaction expanded, so did participation in adult entertain- ment and social interaction activities. There were no significant relationships when the Important Concepts were analyzed by Carryover of the cultural, entertainment, active participation, and social interaction activity clusters. With Leisure Time Preferences, there were significant relation- ships with Carryover of entertainment and social interaction activities. ‘Those who participated in more entertainment activities as children than as adults least preferred active participation in leisure activities, and those who participated at an equal level as children and adults most preferred such activities. Persons who participated in more entertainnent activities as adults cared least about feeling comfortable in their surroundings, while those who had equal268 participation at both stages cared the most. Persons who were more involved in social interaction activities as adults felt that participating actively in leisure time was less important than those who had engaged in more social interaction activities as children than as adults. To summarize the findings for Hypothesis 2 (in-house sample), all Important Concepts and Leisure Time Preferences except comfortable surroundings showed some positive relationships with Socialization clusters. The Carryover activities from childhood to adulthood did not produce any significant relationships with the Important Concepts, and yielded two relationships with Leisure Time Preferences--active participation and comfort. The concept of doing something worthwhile in leisure activities reappeared with this hypothesis. The desire of adults participating in cultural and social interaction activities to do something worth~ while in their leisure time may reflect a zeal for self-improvement and expanding their horizons as well as for doing volunteer work or assisting others through an organization. Analysis in Hypothesis 2 of the in-house sample results produced the only negative relationships in this study, with the variables feeling confortable in one's surroundings and being with people. Analysis of comfort with socialization and Carryover clusters indicated that not only was comfortable surroundings a nonessential to pursuit of adult cultural and active participation activities and childhood social interaction activities, but that the more active269 adult segment of the sample least felt that comfort was important in entertainment activities, The negative relationship of children's cultural activities with being with people provokes speculation-- might the negative relationship presage the propensity of the frequent adult museum visitor toward attending alone? Is the museum devotee more likely to feel that being with other people is an impediment or deterrent to his/her full enjoyment of an exhibit or ability to have a meaningful museum experience? If findings from psychology and sociology on Locus of control can be applied here (Neulinger 1974, Iso-Ahola 1979), inasmuch as the in-house sample reflects the demographic factors frequently associated with internal locus of control, the well-educated cosmopolites are more likely to carry their feelings of assurance and comfort with them than to seek these qualities in their surroundings. In that case, the in-house respondents would be more likely to devalue comfortable surroundings as an important ingredient of their leisure experiences. ‘The concept of locus of control also relates to the fact that challenge of new experiences continued to be a discriminating variable. Kleiber (1979) found that persons with internal locus of control were more likely to see leisure as an opportunity to meet a new challenge and to exercise direction over their lives in an active way. The importance of challenge of new experiences to regular museum-goers indicates that even the captive art museum audience is looking for museum programming which counters the notion that museums are always the same.270 The regular visitors, in weighing positive aspects of a museum experience, either do not view comfortable surroundings and social interaction as necessary attributes of museun-going, or they are seen as unimportant criteria, in terms of the multi-attribute model. For the frequent visitors, one of the positive aspects of attending alone may be the opportunity to do something worthwhile for themselves, at their individual learning pace. Determining one's own gallery itinerary and schedule may be a manifestation of internal locus of control as well as a way of giving oneself a rewarding and challenging experience. Hypothesis 3 ‘The research hypothesis is: The choice of museum participation as a leisure time activity by parent and nonparent adults is more highly related to psychographic variables than to demographic variables. ‘The null form of this hypothesis was rejected because there were significant relationships between participation in art museums and the psychographic variables. Doing something worthwhile in one's leisure time or activities emerged as the most discriminating variable when the four psychographic variables and the six demographic variables were analyzed by Participa~ tion (levels in art museums), using one-way and two-way analyses of variance and chi-square tests of significance.2m. Doing something worthwhile and feeling comfortable in one's surroundings were significant when the Important Concepts were analyzed by Participation, and doing something worthwhile was significant when the Important Concepts were run by Participation by Parent. Those who occasionally went to art museums felt least positively about doing something worthwhile in leisure time, and frequent partici- pants most favored the concept. On the other hand, the frequent visitors valued confortable surroundings the least while the occasionals felt that was most important. When the Important concepts were analyzed by Participation by Parent, doing something worthwhile was the only concept which was significant, by both Participation and Parent. As reported in Hypo thesis 1, parents whose youngest child was 6 to 11 felt least positive about doing something worthwhile while those with youngest child 18 years or older felt most positive about it. When the eight leisure activity Socialization clusters were analyzed by Participation, both childhood and adult stages of the cultural activities cluster were significant. those who participated occasionally in art museums as adults had participated least frequently in cultural activities as children; they were significantly different from the frequent art museum visitors, who had participated more in cultural activities as children. For the adult stage, those who participated not at all or occasionally in art museums were similar in their response: Both groups participated in far fewer cultural activities generally than272 ia the frequent visitors to art museums. When a two-way analysis ©€ variance was run on the Socialization clusters by Participation by Parent, only the relationship between adult cultaral activities and Participation was significant. In the analysis of demographic variables, education was the only one that was significant by Participation. Of respondents who had some college, a college degree, or postgraduate work, 70 to 80 percent were frequent art museum participants. For those who had some high school or a high school diploma, 60 to 63 percent were occasional participants. To summarize Hypothesis 3 findings (in-house sample), frequent art museum visitors were serious about their involvenent in leisure activities, as evidenced by their repeated positive responses on wanting to do something worthwhile in leisure pursuits, The frequent participants also were more heavily involved in cultural activities generally as adults, and had been more involved as children. these two factors reinforce Yoesting and Burkhead's (1973) and Yoesting and Christensen's (1978) findings that socialization toward a group of similarly-based activities predisposes individuals to carry over that type of activity into adulthood and to pursue it seriously. ‘The fact that education was the only demographic to relate Significantly to participation level reiterates DiNaggio and Useem's findings (1978} about the preeminence of education as the demographic most related to museum involvement. Comfortable surroundings again was less important to frequent visitors than to occasional273 participants, and again, stages in life cycle were not discriminating, when they were analyzed by psychographic variables. Since the in-house sample was relatively homogeneous in its values, all the variables were less discriminating here than in the more diverse telephone sample. Also, the occasional visitors more resembled the nonparticipants than they did the frequent visitors. ‘Those who are already regular museum-goers generally have found what ‘they value and prefer at an art museum, Stated conversely, the museum is serving a relatively limited clientele on a regular basis, and a more diverse group on an occasional basis. As the multi-attribute model suggests, persons who preferred cultural activities generally for their leisure experiences also held favorable attitudes toward art museums and were regular participants in art museums (they purchased the product). Those who attended art museums regularly found museums to possess the psychographic attributes that they valued, but those who attended occasionally or not at all found fewer attributes which they regarded as rewarding, and hence, made few or no purchases. Hypothesis 4 The research hypothesis states: ‘The more favorably parent and nonparent adults perceive art museums, the more Likely they are to participate in the Toledo Museum of Art. The null form of this hypothesis was rejected because there were significant differences among the respondents on the basis of274 their attitudes toward art museums in relation to their participa~ tion in the Toledo Museum of Art. For this hypothesis, the variable Feelings about Art Museums was analyzed by one-way analyses of variance with Participation (levels in art museums), Place (ranks of five area leisure places), Leisure Place Rank (five levels of rank of the Toledo Museum of Art), and Attendance at the Toledo Museum. Also, Leisure Place Rank and Attendance were analyzed by Participation with chi-square tests of significance. ‘The variable Feelings about Art Museums produced significant relationships for feeling comfortable in art museums, challenge of new experiences, and social interaction when analyzed by Participation, Place, and Leisure Place Rank. ‘The variable which discriminated the most frequently was comfortable surroundings, with occasional visitors feeling that art museums offered less comfortable surroundings than did the frequent visitors. ‘Those who ranked Cedar Point or the Toledo Zoo first felt that art museums offered less comfortable surroundings than did those who ranked the Toledo Art Museum first. ‘the visitors who ranked the Art Museum fourth or second felt that art museums offered less comfort than did those who ranked it first or third; the mean for the fourth- rankers was much higher than the groups from which it differed, Challenge of new experiences discriminated with two variables, Place and Participation. Those who ranked Metroparks first perceived challenge of new experiences as being least available in art museums,275 while those who ranked the Art Museum first perceived the most challenge. Both those who were nonparticipants and occasional visitors regarded an art museum as offering less challenge than did the frequent visitors. Persons who preferred Cedar Point felt less positive that art museums offered opportunity to explore and learn; those who scored the Art Museum First believed museuns offered the most in exploring and learning. Respondents who ranked the Art Museum fifth by far believed that art museums offered minimal opportunity for exploring and learning, while those who ranked it second or first found that museums offered much in terms of exploring and learning. Nonparticipants, by a wide margin, perceived art miseuns as having few social interaction opportunities. Occasional participants also found fewer social opportunities than did frequent participants, who felt that museums did offer opportunities for social interaction. Analysis of Leisure Place Rank by Participation revealed that 95.3 percent of those who attended frequently ranked the Toledo Art Museum first or second, and 50 percent of the occasional participants ranked it first or second, since only two persons were in the no participation category, no analysis was carried out, There were no significant relationships when any of the attendance variables were analyzed by Feelings. Yo sumarize Hypothesis 4 findings (in-house sample), frequent participants gave little consideration to comfortable surroundings, apparently because they regarded it as being inherent in the Toledo276 Museum of Art. Occasional visitors and nonparticipants valued confortable surroundings, but they did not find that art museums offered that quality. ‘The frequent participants, who valued challenge of new experiences and exploring and learning, believed that these qualities were available in art museums. The nonparticipants, not surprisingly, perceived art museums as offering little of such experiences. oth responses are what the multi-attribute model would suggest could be expected. Those who preferred Metroparks and who found little challenge of new experiences in art museums were perhaps looking for different kinds of challenge, which they felt a museum could not provide, There was no difference by any of the Toledo Art Museum variables (Participation, Place, Leisure Place Rank, or Attendance) on learning opportunities because both participants and nonparticipants apparently agreed that such opportunities were available at the Toledo Museum, Similarly, there was no discrimination between participating actively and any of the four variables; here the agreenent may have been that art museums offered little such opportunity. In-house responses were in Line with what the multi-attribute model indicated on valuing of perceived attributes and subsequent participation. ‘Though the in-house respondents were relatively homogeneous, they did evidence some difference in feelings about attributes of art mseuns overall and about the Toledo Museum of Art in particular.277 Summary Of Hypotheses 1-4 (In-House Sample) The interview form and questionnaire probed the values, feelings, and socialization patterns of the in-house respondents concerning leisure activities, art museums, and the Toledo Museum of Art, and obtained data on demographics and attendance patterns. Those who felt most positive about art museums were the most frequent patrons of the Toledo Museum of Art. Those who exhibited moderate affinity with the concepts relating to art museums were occasional visitors to the Art Museum, Those who had the least positive feelings about the concepts were nonparticipants. The in-house group at the Art Museum was largely an already sold audience, Since most were there because they chose to be, there were few major diversities of opinion, belief, or feeling. The most prominent differences in perceptions were in the intensity of feelings about the qualities of art museums which were held by the frequent and occasional participants; the occasionals more resembled the non- participants in their values than they did the frequent participants. Relatively young, well-educated persons, who had usually lived only a few years in Toledo, had few family responsiblities, were involved in a variety of cultural activities, and were in professional or administrative occupations represented the typical respondents in the in-house sample; they also fit the national profile of the typical art museum patrons (DiMaggio, Useem and Brown 1978). ‘The in-house sample menbers were largely oriented toward meeting their individual needs rather than those of a family-centered278 outing. Family life cycle variables dealing with children had Little effect on their participation, because the majority of visitors id not have children. Doing something worthwhile in leisure time was characteristic of the portion of the in-house audience which classified itself as frequent visitors. ‘These persons were intent on learning and finding new challenge, and were little concerned about social interaction or comfortable surroundings in museums. Occasional visitors placed greater value and higher priority on opportunities for social interaction; and those who emphasized social interaction in their leisure pursuits also participated more in entertainnent and social activities than in learning experiences. This group was less concerned about participating actively than those who were involved in fewer social interaction activities. Art museum experiences which emphasize the social aspect of participation are much more important to the occasional visitors than they are to the frequent museum-goers. The nonparticipants did not believe that an art museum offered nearly as positive an experience as did the frequent or occasional visitors; in fact, if they had not been brought to the Art Museum on a tour, they would not have come, ‘Therefore, they seemed unlikely to make museun-going a regular part of their leisure activities and might visit museums only when the experience was again part of a larger programmed event. The multi-attribute model was an effective tool in defining the attributes which respondents perceived to be present or absent279 in leisure activities, and in determining the importance of these attributes, The model helped to distinguish characteristics of three Jevels of museum participation. Particularly, it aided in identifying values important to occasional museum participants so that museuns can more easily decide on program concepts which will appeal to this group. Also, its applicability to leisure centers was demonstrated, so that it can be used as a framework for research in other nonprofit institutions that provide leisure activities and experiences.CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS ‘This study was designed to identify the criteria--the concepts, preferences, and values--which adults use in deciding to participate in leisure activities, particularly museun-going. Designed around a milti-attribute model (Engel, Blackwell and Kollat 1978), and drawing on theory from leisure science, sociology, psychology, marketing, and communications, this study was carried out to provide new knowledge about persons who do and do not use their leisure time to visit museums. Briefly, the three purposes of this research were to identify the Important Concepts and other variables which are critical to adult choices of leisure activities, to identify the bases for participants’ and nonparticipants' choice or rejection of museums as leisure places, and to identify leads for developing strategies to attract new museum audiences and improve communications with these audiences. The framework for the study, the mlti-attribute model, provided a two-step evaluation process to ascertain the presence and importance of individual attributes of a leisure activity or place. It supplied a structure by which to link the attributes identified by the respondents as important and preferred, with the 280respondents’ evaluations of leisure places and activities. use of the model aided in detecting how respondents reached decisions about involving themselves in certain leisure places and activities. At relevant points in chapter V, conclusions which developed from testing of each hypothesis for each sample were presented. In this chapter, presentation of the conclusions and recommendations is organized to correspond with the three purposes. conclusions relating the Important Concepts to leisure activities in general are offered first, in Conclusions Section T:A. In Section I:B and C, specific data about each Important Concept or other variable which was measured are related to criteria of choice of leisure activities and of art museums. (Conclusions Section I fulfills the first purpose of identifying the Important Concepts and other variables which are critical to adult choices of leisure activities.) In Conclusions Section II, bases of adults’ choices of miseums-~ especially the Toledo Museum of art--as leisure places are presented. (this section pertains to the second purpose of identifying bases for participants’ and nonparticipants' choice or rejection of museuns as leisure places.) ‘the third section is conclusions on suitability of the multi-attribute model as an approach to discerning leisure values. Recommendations for museums in general, for the Toledo Museum of Art, and for further research follow the conclusions. (the recommendations are related to the third purpose of identifying leads for developing strategies to attract ney museum audiences and improve282 communication with these audiences.) Conclusions Conclusions Section I: A. General Conclusions on Leisure Activity Participation Several general conclusions about leisure activity participation can be drawn from the data from the two samples. (1) Three types of museum participants can be identified on the basis of the Important Concepts and other variables developed for this study. Occasional and frequent participants cannot be merged into one category of participants because these two groups have distinctive preferences and patterns of participation. Nonparticipants are a sizable group with a third set of values and wants. Therefore, if museums are to broaden their audiences, museum programmers must be aware of the different satisfactions that are sought by and different leisure values that are appealing to each group. (2) qualities not inherent in museum program offerings opportunities for social interaction with family and friends, being in confortable surroundings, doing something worthwhile--are considered to be important by adults making leisure choices. While leisure center planners may deliberately aim to provision their offerings with opportunities for learning, challenge of new experiences, and active participation, they need to be aware that atmospherics of the surroundings and personal reward qualities of a leisure experience may be more critical values to potential participants.283 (3) Frequent museum visitors value the Important Conce| more than do occasional visitors or nonparticipants, and they find these concepts to be integral to art museums, By contrast, occasional visitors and nonparticipants believe that art museums provide far less in the way of the Important Concepts, Frequent visitors, who constitute a small percentage of the total audience, most often find their needs met by the museum, and therefore, they account for a large proportion of the total number of visits paid to the museum, (4) Persons who frequent art museums are also active in a variety of other leisure activities. in all four cultural, entertain- ment, active participation, and social interaction clusters. Conse- quently, their selection of museum participation indicates that they expect greater rewards from museum attendance than they would acquire from competing activities. Occasional visitors to art mseuns generally find that competing interests offer them more of the benefits which they value. Nonparticipants generally have lower levels of participation in all four leisure activity clusters than do the other two groups. (3) Socialization toward participation in cultural activities in childhood leads to participation in fewer such activities as adults for frequent participants in art museums. Exposure to a wide range of cultural activities as children is generally followed by a narrowing of their interests as adults, and concentration on a few selected activities, such as museun-going, ‘The frequent participants! leisure-recreation careers started, matured, and refined earlier than204 4id the occasionals' or nonparticipants', ‘The latter two groups, on the other hand, are participating in more cultural activities as adults than they were as children, but they are not necessarily going to museums. (6) Persons yho have been to a leisure place generally esteen it more highly than those who have not been, but that does not imply that they will become regular or even occasional visitors. A once-a-lifetime visit may be regarded as sufficient, particularly if they believe the leisure place or program renains always the same. (7) Appealing to and serving organized groups require a different approach than that appropriate for the regular or occasional visitors, Often, group visitors are in the museum as part of a package tour, they have no background to prepare them for the experience, they never visit museums by individual choice, and they do not know what to expect in the way of rewards, If museum planners desire to expand this audience, they must become aware of its special needs. (8) Eamily lige cycle stage is not a dominant influence on choice of leisure activities. Presence or absence of children and age of youngest child are less determinant of leisure choices than is age of respondent. (9) Demographic variables are not predictors of m participation though several are correlated with attendance~- occupation, length of residence in the community, income.208 Conclusions Section I: B. General Criteria of Choice in Leisure activities In this section, conclusions are presented about the Important concepts and other variables as criteria of leisure activity choice. pata for each sample are presented for each concept. (1) Challenge of new experiences was the Important Concept most often mentioned as a desirable ingredient of leisure experiences. Frequent museum visitors among the telephone respondents most felt that having a challenge of new experiences in leisure activities was important, and nonparticipants least felt it was important; it was moderately preferred by occasional visitors to art miseums. Younger adults in the telephone sample, particularly parents of children at home, sought challenge of new experiences in leisure activities. Those who valued challenge evidenced socialization toward entertainment and active participation activities, in which they participated intensely both as children and as adults. Adults heavily involved in social interaction activities also greatly valued challenge of new experiences. Of all the family life cycle groups in the telephone sample, those who did not have children least preferred challenge; also, the older the respondents, the less important challenge was to them, In the in-house sample, the youngest group of respondents most preferred challenge of new experiences in leisure activities, but those 25 to 34 years old felt it was least important, the effect of socialization was evident in that persons who had participated a great deal in entertainment, cultural, and active participation activities286 as children also had preferred challenge of new experiences as children, and this same pattern prevailed with adults who primarily chose cultural and active participation activities. (2) waving an opportunity to learn in leisure activities was highly favored by several groups of respondents. In the telephone sample, frequent art museum participants most preferred having learning opportunities in leisure time and most felt that that quality was an important factor in choosing their leisure activities. Nonparticipants in art museums were least interested in learning opportunities in leisure activities; occasional visitors felt such opportunities were somewhat important. Telephone respondents who were more active in social interaction activities as adults least preferred learning opportunities in leisure experiences; their family and friendship networks provided them with other foci and rewards. Persons without children were the telephone respondents who were most interested in learning during leisure. Also, those 55 to 64 years old and those who were less involved in social interaction activities as adults than they had been as children most preferred learning while at leisure. Adults over 65 and parents with youngest children 6 to 11 years old were groups least interested in learning through leisure experiences. In-house respondents generally had a high regard for learning opportunities in leisure activities. As participation in cultural activities increased, so did their preference for learning opportunities and their feeling that such experiences were important. Because of287 their general agreement on this concept, the variable did not discriminate on all tests. (3) Participating actively in leisure activities appealed to younger telephone respondents, to adults who were greatly involved in entertainment and social interaction activities, and to persons who had maintained a high socialization level of active participation activities from childhood to adulthood. However, those who were more active in social interaction activities as adults than they had been as children did not prefer active participation, choosing instead to spend their efforts and time with their social networks. Those who had been more active in social interaction activities as children mst preferred active participation as adults. The oldest group least preferred active participation activities. Bor the in-house sample, those who preferred to participate actively in leisure activities were persons who were also greatly involved with active participation and social interaction activities. Respondents who maintained the strongest socialization pattern from childhood to adulthood for entertainment activities and those who participated in more social interaction activities as children than as adults were the respondents who most preferred active participation activities. Fersons who had been most active as children also felt that active participation activities were most important as adults. Those who were less active in entertainment activities as adults than as children and persons who were more involved in social interaction activities as adults than as children were the ones who least288 preferred active participation. (4) Socialization toward social interaction activities was apparent in the telephone sample. ‘Those who maintained an equal level of social interaction activities from childhood to adulthood felt it was more important to be with people in leisure activities than did those who were involved in more social interaction activities as adults. This maintenance of social interaction activity level indicates the existence of Longtime family and friendship networks. Opportunity for social interaction in leisure activities was an important value for in-house respondents who were heavily involved in entertainment and social interaction activities; it had been a negative factor at childhood stage for those who had participated intensely in cultural activities as children. (5) Feeling comfortable in leisure surroundings was the only concept for which there were negative relationships for adult in-house respondents; in addition, this variable did not discriminate in the telephone sample. Comfortable surroundings were not essential to in-house respondents heavily involved in cultural or active partici- pation activities, for the more that adults participated in these activities, the less they valued comfortable surroundings. Also, the more that adults had participated in social interaction activities as children, the less they valued comfortable surroundings as adults, ‘The frequent in-house visitors to art museums cared least about comfortable surroundings for leisure activities, and the occasional visitors most valued this concept. The occasional participants also felt that art museums offered less comfortable surroundings than did289 the frequent participants. Adults who maintained a stable level of participation in enter- tainment activities from childhood to adulthood--that is, a high socialization level--preferred comfortable surroundings for leisure activities, and those who engaged in more entertainment activities as adults than as children least valued comfortable surroundings in leisure. (6) Doing something worthwhile in leisure activities was an Important Concept only for the in-house sample, but with that group, it was of sustained interest. ‘the more that these adults were involved in social interaction activities, the more they valued doing something worthwhile. Tt was valued also by parents of older children and those without children. Parents whose youngest child was 18 or older most cared about doing something worthwhile; it was also impor- tant to parents whose youngest was 12 to 17, but those whose youngest was 6 to 11 least preferred doing sonething worthwhile in leisure activities, Also, the occasional participants least cared about doing something worthwhile in leisure time, and the frequent participants felt most positive about the concept. izatio: (7) system-level (family life cycle), soci and demographic variables were less influential in determining leisure choices and values than were the Inportant Concepts and Participation (levels in art museums). No family life cycle variables were dominant influences in the telephone sample, though age was the most discrimi- nating, None was a powerful discriminator in the in-house sample,290 Family life cycle variables showed some effects in relation to socialization in the telephone sample, where respondents without children participated least and parents of children 6 to 11 partici- pated the most in both entertainment and social interaction activities. Other effects of socialization for the telephone group were that frequent participants in art museums were the most intensely involved in all four types of leisure activity clusters--cultural, entertain- ment, active participation, and social interaction activities. Non- participants were least involved and occasional participants were moderately involved in all four clusters. More than half the telephone sample adults participated in more cultural activities as adults than they had as children. Non- participants in art museums were more active in cultural activities generally than they had been as children, occasional visitors were equally active at both stages, and frequent participants were involved in more cultural activities as children than as adults. In the in-house sample the pattern was similar: Frequent art museum visitors had participated more in cultural activities as children than they id as adults, and the occasional visitors had participated less frequently in cultural activities as children than as adults. Nonparticipants and occasional museum visitors participated in far fewer cultural activities generally than did frequent art museum visitors. The demographic variables which were the most discriminating with the telephone sample were education, occupation, and income;291, as expected, persons in the upper levels of each group were more likely to be in the museum audience. Education was the only discrimi- nating demographic in the in-house sample; college educated persons were more likely to be frequent visitors and high school educated adults were more likely to be occasional visitors. Length of residence was important in its relation to the existence of long- term family and friendship networks and consequent positive effect on participation levels in social interaction activities. Conclusions Section I: C. Criteria of Choice of Art Museums as Leisure Places In this section, conclusions are presented about the Important Concepts as criteria of participation in art museums and the Toledo Museum of Art. (1) Having a challenge of new experiences in art museums was found to be a very important concept with several groups of persons in the telephone sample. Frequent visitors to art museums, respondents who ranked the Toledo Museum of Art first in comparison with four other leisure places, those who ranked the Art Museum first on a scale of 1 to 5, aduits who had ever visited the art Museum, those who had been at the Art Museum ten or more times in the past year, and persons who last attended the Toledo Museum alone all had the most positive attitudes toward art museums as leisure places which offer a challenge of new experiences. Persons who ranked Cedar Point or Metroparks first in comparison with four other leisure places were least positive that art msouns292 provided a challenge of new experiences, those who chose Crosby Gardens first perceived that art mseuns offered some challenge. Adults who last attended in an organized group, had been once in the past year, or who had never been to the Art Museum least perceived art museums as offering a challenge of new experiences. Not surpris~ ingly, nonparticipants in art museums felt that art museums offered 2ittle challenge of new experiences, and occasional participants’ views lay between the frequent visitors’ and nonparticipants', but differed from both. In the in-house sample, persons who ranked Metroparks first saw Little challenge of new experiences in art museums and those who ranked the Toledo Museum first found the most challenge. Frequent visitors to art museums believed that art miseuns offered more challenge of new experiences than did nonparticipants or occasional, visitors. (2) waving an opportunity to learn in art museums was ‘the Important Concept on which telephone respondents had their greatest agreement. The differences in their perceptions of this concept were the smallest on any of the Important Concepts, indicating that frequent participants, occasional participants, and nonparticipants generally agreed that art museums offer opportunity to learn, with frequent visitors feeling most positive about the concept. Such opportunity was most perceived by those who rankea the Toledo Art Museum first in comparison with four other leisure places, by persons who ranked the Art Museum first on a scale of 1 to 5, by those who had ever been293 to the Art Museum, and by adults who Jast attended the Art Museum alone. Persons who had the least positive feelings about art museums offering an opportunity to learn were ones who last attended the Toledo Museum in an organized group, persons who had never been to the Art Museum, and those who ranked Cedar Point or Metroparks first. Persons who chose the Toledo Zoo, which is an interpretive center, first, Perceived that art museums do offer some opportunity to learn. Because of the general agreement by the more homogeneous in- house sample on the availability of learning opportunity in art museums, this variable did not discriminate in that group. (3) Art museums were perceived to be places for active participation primarily by the telephone respondents who ranked the Toledo Art Museum first in comparison with four other leisure places, those who ranked the Art Museum first on a scale of I to 5, persons who had been to the Art Museum at some time, those who attended the Art Museum alone on their Jast visit, and those who visited art museums frequently. Adults who preferred the Toledo Zoo also saw art museums as offering some active participation opportunities. Persons who had never been to the Toledo Museum, adults who ranked Cedar Point or Metroparks first, those who last attended in organized groups, and those who did not visit art museums were the least positive in their feelings about art museums being places for active participa- tion.294 In the in-house sample, this variable did not discriminate, apparently because the visitors held similar opinions on whether there was opportunity for active participation in art museums, (4) the art museum as a place for social interaction was most positively perceived by telephone respondents who ranked the Toledy Museum of Art first in comparison with four other leisure places, persons who had ever been to the Art Museum, those who had visited the Art Museum at least ten times in the past year, adults who ranked the Toledo Museum third on a scale of 1 to 5, and those who Were frequent participants in art museums, Respondents who ranked Crosby Gardens first viewed art museums somewhat positively as providing opportunity for social interaction. Those who felt that art museums offered the least in social interaction were those who ranked Cedar Point or Metroparks first, persons who had never been to the Art Museum, those who had attended the Art Museum once in the previous year, and adults who did not participate in art museums. Nonparticipants in the in-house sample perceived few social interaction opportunities to be present in art museums. Occasional visitors saw a moderate opportunity for social interaction, and frequent visitors found the most in social interaction in art mseums, perhaps because they came so often that the art museum personnel were part of their social interaction network. (5) Feelings that art museums offer comfortable surroundings were most pronounced with telephone respondents who were frequent participants in art museums, persons who ranked the Toledo Art Museum295, first in comparison with four other leisure places, those who ranked the Art Museum first om a scale of 1 to 5, persons who had ever been to the Art Museum, those who had attended ten or more times in the last year, and respondents who attended the Art Museum alone on their last visit. Those who ranked Crosby Gardens first also believed that art museums offered a measure of comfortable surroundings. Comfortable surroundings were least perceived to be inherent in art museums by nonparticipants in art museums, those who ranked Cedar Point or Metro- parks first, adults who had never been to the Toledo Museum, persons who had attended once in the past year, and those who had last visited the Toledo Museum in an organized group. Respondents in the in-house sample who ranked the Toledo Museum first or third felt that art museums offered more comfortable surround- ings than those who ranked it fourth or second, and those who ranked Cedar Point or the Zoo first felt that art museums provided less comfort than did those who ranked the Toledo Museum first. Occasional visitors to art museums felt that museums provided less in the way of comfortable surroundings than did frequent art museum visitors. (6) Exploring and learning in art museums was an important concept to telephone respondents who were frequent participants in art museums, adults who ranked the Art Museum first compared with four area leisure places, persons who ranked the art Museum first on a scale of 1 to 5, and those who had ever visited the Art Museum. Persons who ranked the Toledo Zoo first also perceived that art museums offered opportunity for exploring. ‘Those who chose Cedar296 Point or Metroparks first and persons who had never been to the Toledo Museum least saw exploring as available in art museums, In the in-house sample, respondents who ranked the Art Museum first in comparison with other leisure places found that art museums offered the most in exploring and learning and persons who ranked Cedar Point first believed art museums provided the least of that quality. Respondents who ranked the Toledo Museum second or first on a scale of 1 to 5 found that art museums offered a great deal of exploring opportunity, while those who ranked it fifth believed that art museums provided little such opportunity. Conclusions Section IT: Bases for Adults’ Choices of Museums as Leisure Places Discernible differences between the three types of museum participants can be identified and their individual bases for making decisions about museum participation can be described. Profiles of the three types, based on these study findings, are presented here. Frequent participants in art museums, while constituting a minority of the present museum audience or of the potential audience, account for a large proportion of the visitation. Not only do they value all of the Important Concepts more highly than do the other two groups, but they consistently believe that art museums provide these concepts and related experiences, ‘Though they are involved in numerous cultural and other types of activities, they take time for the museum because they find there, in multi-attribute model terms, attributes which are both important to them and are regularly available in297 substantial quantity. ‘These persons are empathetic with art museum values--they know the social norms of participation and how to read the code. ‘hat is, they understand the communications system of exhibits and objects because their experience with museums has developed over time (Hendon 1979). Their considerable adult involvement with museums probably represents their choice from a wide acquaintance with cultural organizations and activities since childhood (DiMaggio and Useem 1978, Yoesting and Christensen 1978). They are interested in learning opportunities and challenge of new experiences in their leisure activities, they do not mind attending the museum alone (which may even be a plus for those who wish to concentrate on learning and exploring at their own pace), and they do not regard confortable surroundings as important, probably because they are at the museum so frequently, they feel at home. Doing something worthwhile is a major component of a satisfying leisure experience for the frequent visitors. A feeling of accomplish- ment, making best use of leisure time, and a desire to expand one's horizons may be elements in this concept, as well as an interest in being of service to others. This concept particularly appeals to parents of older children and those without children, groups which may be heavily involved in volunteer activities in middle age. Frequent participants, who range from young to middle-aged, are likely not to have children. Demographically, they fit the typical museum visitor profile, Less involved with family responsibilities298 or social interaction activities than the other groups, they are freer to make their own plans. particularly, if they are recently- arrived residents, they may not yet have established a circle of friends. If they have had pleasurable experiences in museums else- where, newcomers to the area are likely to look to the museum as a focus of their intellectual and cultural life and to find it to be a satisfying place to visit. For the frequent visitors, art museums are providing most of what they require in a leisure experience. On a cost-benefit basis, the benefits consistently outweigh the price they pay. And, because they do attend frequently, they want to find challenge of new experiences on their return visits; for them as well as for the other groups, the museum must not be perceived as remaining always the same. Occasional participants in art museums, while they do go to museums one or two times a year, more closely resemble the non- participants in their psychographic dimensions than they do the frequent participants, Their values on the Important Concepts generally lie between the frequent visitors’ and the nonparticipants', but their emphasis on certain concepts is closer to that held by the nonparticipants. Occasional adult visitors to art museums participate in fewer cultural activities generally than do the frequent visitors, and they participated less in cultural activities when they were children. ‘These people were socialized into active participation, entertainment,299 and social interaction activities as children and they maintain high levels of participation in these types of activities as adults. Younger adults, particularly parents of children at home, prefer leisure experiences which offer a challenge of new experiences. Parents whose youngest child is 6 to 1l years old are most interested in opportunities for social interaction and entertainment activities. ‘hey are least interested in learning opportunities and in doing something worthwhile in their leisure activities. ‘Though occasional participants in art museums value comfortable surroundings in their leisure activities, they feel art museums offer Little in the way of comfort. Comfort probably is not limited to physical comfort (frequent resting places with cushioned sofas, not backless hard benches), but includes psychological comfort (a feeling that thie is where my friends, family, and I belong; it is a place where I am prepared and able to cope with the message; I am not intimidated by the imposing qualities of the building or the art). For those who go occasionally to museums, the social interaction of a support unit, such as family, friends, or organized group, can be important as a transition into a less familiar environment. Also, differing definitions of comfort may be a critical dimension in feelings about this concept. Those who prefer outdoor places for leisure activity may have very different feelings about what constitutes comfortable surroundings. A formal, confined (or even confining) structure may connote limited opportunity to explore, to have social interaction, and to behave in a relaxed manner. The300 very acknowledgment by occasional visitors that an art museum offers learning opportunities may negate or diminish its image as a relaxed setting in which they can enjoy themselves, ‘The occasional visitors are more likely to be high school educated, to be strongly family centered, and to value cultural interests less than do the frequent visitors (Cheek and Burch 1976), For them, leisure is equated with relaxation, which is more akin to interacting socially and informally with a close family or friendship group than it is to intense involvement in a special interest, which a museum visit may represent to the museum enthusiast. Social inter- action generally is an important value for this group, especially those with longtime family and friendship networks. In terms of the mlti-attribute model, occasional visitors perceive some desired attributes are present in the art museum but the quantity is not enough most of the time, in comparison with attributes offered by competing interests, to warrant regular visitation, An occasion, such as a special event at the museum or entertaining of out-of-town guests, is the time when occasional participants are most likely to find that the museum's attributes make a visit worthwhile for them. Nonparticipants in art museums are nearly the opposites of frequent visitors. Of the three groups, they least value the Important Concepts and they least find that art museums provide these attributes. ‘They are minimally interested in learning and challenge of new experiences; primarily they seek opportunities for social interaction301, and entertainment. Cedar Point and Metroparks appeal to them the most of the five area leisure places because they connote relaxation, casval socializing, and a nondemanding intellectual experience. Nonparticipants in art museums are also least involved in all four types of leisure activities (cultural, entertainment, active participation, and social interaction). Their socialization has not been toward cultural experiences; in fact, they are likely to have adopted more cultural activities as adults than they were acquainted with as children. For persons who hava had negative experiences with formal education, the prospect of learning in an art museum is not appealing. ‘he price that a less-well-educated person must pay--to use Pommerehne and Frey's (1980) definition of price as information, communication, and comprehension--is too high to make a visit worthwhile. In multi- attribute model terms, the attributes which nonparticipants value in leisure activities are not present at all or are present in such minuscule amounts that investing themselves in an art museum experience offers minimal benefits. Since they have not had the background through either socialization or education to prepare them to read the code, a museum visit may seem to be a studious and exacting experience rather than the casual, relaxed diversion they seek. Especially if they arrive with misconceptions about what a museum visit involves, Linkages between the museum's message and contents with their own experience and life style my seem to be imperceptible or confusing.302 For those who do not go to art museums by choice but who had been in a museum recently on a group tour, perceptions of art museuns were not positive. They do not see an art museum as a place offering active participation, learning, challenge of new experiences, or confortable surroundings. Again, what nonparticipants may define as comfortable surroundings and challenge--in another environment such as Cedar Point or Metroparks--may not be what an art museum provides. Nonparticipants who had been at an art museum on school tours as children feel no impulsion to return, In the interviews, some of these persons indicated that they believe art museums are suitable places for children to visit, but they are not leisure centers where adults can find satisfaction. ‘They likened museums to zoos and aquaria--"places the kids ought to see." If these adults assume that a museum remains always the same--as the 1981 National Research Center of the Arts survey indicates they do--they will perceive no reason to revisit it, even after 20 or 30 years. Even though museum-going does not rank highly as a leisure experience for nonparticipants and occasional museum participants, these persons should not be regarded as apathetic or generally uninterested in leisure activities. Their commitments and interests lie elsewhere, The motorcyclist respondent who explained that he likes "a noisier place," those who prefer gardening, the persons who give sustained volunteer service to hospitals, those who frequent water activities or bingo games are not uninvolved--they are involved in other areas of life, which must be regarded as competitors to the303 Art Museum, In these other pursuits the respondents find experiences which are satisfying to them in terms of social interaction, challenge, active participation, comfortable surroundings, doing something worth- while, and learning. Home and family responsibilities are also a factor in keeping people from regular museum participation. It is not just the affluent or executive class which has time constraints, but blue collar and white collar workers also feel their leisure tine is limited, as the latest National Research Center of the Arts study (1961) found. By ‘their own report, numerous telephone respondents are holding down two jobs or working more hours at lower pay after being laid off.4 In many cases beth parents are working. The middle-aged not only have responsibility for their children but often for aging parents. These respondents frequently expressed concern about offering their children as wide a spectrum of activities as possible but found it difficult to manage because of time and financial limitations. When these persons have leisure time, they seck enjoyable family-centered experiences. If they perceive an art museum visit to be primarily learning and challenge in less-than-comfortable surroundings, with 4mhe Toledo metropolitan area has been hard hit by layoffs related to the auto industry. Lucas County, according to figures released March 5 by the Ohio Bureau of amployment Services, had an unemployment rate of 11.1 percent in January 1981. Other counties in the Toledo Standard Metropolitan Statistical Area had unemploy- ment rates ranging from 9,9 to 17.1 percent in January 1981.304 less than optimum opportunities for active participation and social interaction, it will not meet their criteria for a satisfying leisure experience. Conclusions Section III: Suitability of the Multi- Attribute Model and General Methodology To provide a theoretical franework for the research, a multi- attribute model was adapted from marketing and social psychology (mngel, Blackwell and Kollat 1978, Talarzyk 1979). Application of such a model to leisure science and museum studies was appropriate, for it provided a structure by which to relate the variables of the five major scales generated from the research instrument. It systematized these relationships without imposing strictures, and provided a useful framework for analysis. ‘The attributes which were the bases for the study, the Important Concepts, were found to be relevant to the study aims and to the leisure interests of the respondents. ‘the six concepts were: having an opportunity to learn, being with other people, having a challenge of new experiences, participating actively, doing something worthwhile, and feeling comfortable and at ease in one's surroundings when engaged in leisure activities. In the multi-attribute model design, respondents evaluated whether each of these Important Concepts was present in leisure activities, and, if so, to what degree. If the concept was important to the person and it was present in a substantial quantity, the individual was likely to value that leisure activity and to pursue305 it. In addition, the Inportant Concepts were evaluated indepeniently through two scales which were developed from the concepts--Leisure ‘Time Preferences and Feelings about Art Museums. ‘These two scales probed underlying values in a more indirect manner than asking specifically how persons valued each concept--which may have provoked some social status responses if individuals did not want to acknowledge that certain concepts were relatively unimportant to them. Also, a more global view of each Important Concept was obtained by asking for opinions on two to four Preference or Feelings statements based on each of the concepts. The Socialization variable measured intensity of participation satisfactorily, on a basis of frequent, occasional, and no participa- tion in leisure activities. Persistence of activities from childhood to adulthood, as measured by the Carryover variable, was not as discriminating as had been expected, perhaps because it was more difficult to define this variable in a precise manner. Findings for demographic variables substantiated what was generally known about museum participants. Family life cycle, or system-level, variables were found to be less powerful than the Participation (levels in art museums) variable in discriminating among respondents, probably because large percentages of the respondents had no children or their children were older and were no longer involved in parental activities. ‘The major contribution of this study to the knowledge base is that the criteria and scales which were developed and the multi~306 attribute model which was adapted were demonstrated to be appropriate for assessing attributes of and participation in leisure activities in general--such as in other cultural pursuits, other interpretive activities, and outdoor recreation. Recommendations Museums generally, and certainly the Toledo Museum of Art, have captured a loyal audience of regular attenders with distinctive characteristics. However, that group constitutes a minority of the total current and potential audiences. Moving the large body of occasional visitors into the mseum more frequently, and the even greater mass of nonparticipants in on an occasional basis--while not alienating the devoted cohort--is a marketing task to be undertaken by the museum staff if it is to increase visitation and extend its resources to the wider community. Marketing theory for nonprofit organizations suggests that, after the potential audience has been segmented on the basis of its varying degrees of attitudes (positive, neutral, and negative) toward the museum, the outreach effort attempt to change some of the negative or neutral attitudes to a positive position, while maintaining the positive attitude which exists (Haley 1968, Kotler 1975, 1979). Since it is easier to modify the attitude and behavior of persons who have already involved themselves with museums to some degree than to attack the negative stance of the nonparticipants, it is advisable to concentrate first on the already-partially committed adults.307 Museum planners need to keep in mind several considerations when developing strategies to attract and hold new segnents of the museum audience: (1) There are distinctive types of people to be dealt with and satisfied. This study has identified the different value systems held by the three levels of participants based on the Important Concepts scale, its derivatives--the Leisure Time Preference and Feelings about Art Museums scales--and other variables such as Socialization and Carryover. Since the three levels of participants look for different types of benefits in their leisure experiences, museums need to think in terms of programming for each segment individually. Frequent museum-goers find their needs are currently being met because the benefits received are consonant with their value systems. ‘The occasional participants and nonparticipants perceive that they receive little or no benefit from museum programs currently offered or that they experienced in the past. (2) To engage the interest and involvement of occasional visitors on a regular basis, museums will have to incorporate into their programs more of the attributes and benefits which these persons value highly, as identified earlier in this chapter. Occasicnal participants are not likely to respond with increased interest or patronage if museums continue to offer only their present Programs with their current approaches and emphases, regardless of high quality, because these do not provide the occasional visitors with enough benefits, in terms of the multi-attribute model analysis,308 to warrant further commitment, If the staff focuses on reaching nonparticipants, the importance of providing attributes they value-- such as comfortable surroundings and socializing opportunities: should be basic considerations. If the museum determines that it is actually providing some of the qualities and experiences valued by the occasional visitors and nonparticipants, lack of participation may be based on mispercep- tions. Then, meeting these groups’ needs may only require conveying the museum's message more effectively to targeted segments in the potential audience. (3) For reaching both occasional visitors and nonpartici- pants more effectively, the museum must re-evaluate both its educa- tional approach--to consider the different learning styles of a more heterogeneous audience--and the image it projects of being an educa- tional institution. Educational aspects must be presented in terms that these respondents feel comfortable with, on their level of under- standing, using their images and perspectives. ‘his does not imply diluting the message but it does mean communicating in terms that these potential visitors understand and in a manner that is relevant to their lives. While an educational emphasis may still be the mainstay of the museum program, it will be more effective if it is couched in ‘terms of an enjoyable discovery experience. Tt is important that the image of the museum as an educational center does not overshadow all other considerations when occasional participants and nonparticipants make their leisure decisions, Particularly if the museum offers309 classes and school tours it is important for it to distinguish between the formal educational courses and tours and the informal, casual learning that is possible during a museum visit. Recommendations for Strategies for Museums Several recommendations for strategies that museums can employ to improve their outreach to occasional visitors and nonparticipants are offered, based on the findings from this study. The term "museun" is used here to mean all policy-making or -affecting persons-- administrators, staff, trustees, and perhaps menbers--as well as the museum as an institution, Recomendations for museuns in general are: (1) Establish a broader philosophy of the museum as a cultural institution involved in both recreation and education, and design all programming around this philosophy. In this broader social role of cultural transmitter, the museum would see itself as a leisure place providing interpretive programs for the general public, rather than in proffering education in the strict sense. The interpretive approach emphasizes that museums provide opportunities for many different functions--socializing, having fun, doing something worth- while, exploring, participating actively, learning. Within this philosophy, learning becomes a leisurely, exploratory experience, available on several intellectual levels and through several media. The museum visit is accepted as the vehicle for accomplishing other leisure objectives, such as participating in a social experience with close friends.310 (2) Effectively convey the image of the museum in its broader social role of cultural transmitter to the general public through all the outreach efforts, so that misperceptions about its being only an educational institution are diminished. only then will occasional participants and nonparticipants feel that they can acquire the leisure benefits they desire from a miseum visit. Portraying the qualities and experiences of the current museum program in terms that occasional visitors and nonparticipants value means that the programs which frequent participants cherish can remain intact, while the interpretation of the attributes of these programs is aimed to reach new audiences. Caution should be exercised so that expectations of a satisfying museum visit are not raised unless the qualities which are valued by prospective audiences are actually available to them. Just as the ill-prepared Seattle visitors to the Japanese art exhibit came as the result of a massive publicity effort and found the experience to be disappointing (Bignan 1956), so can today's audiences be lured into expectations of having a good time, only to find their hopes unmet. The values that the new audiences seek must be present before their attendance is invited. Otherwise, museums will do them- selves and potential audiences a disservice. Merely getting adults into the building will not induce them into becoming regular visitors (Kotler 1975). The promises offered by the promotion must be fulfilled. (3) Embrace a marketing perspective, whereby the museum sees itself in competition with other leisure activities (such as thesit other four Toledo area leisure places, plus home-based activities such as TV and gardening). In this process, the museum examines its attributes and programs in relation to how competing activities provide attributes which are valued by potential audiences. It designs its outreach efforts toward targeted audiences, emphasizing the benefits of involvement which appeal to individual audience segments (Haley 1968). In such an effort the miseum mst recognize that, working with limited funds and staff and volunteer time, it will take longer to reach a targeted audience than if a profit-making organization were selling a product. In the latter case, exact budgets and turnaround time can be calculated based on the number of advertising impressions it will require to move an unaware segment of the public into the buying public. ‘This requires coordination of the four p's of marketing--product, place, price, and promotion--to deliver the message and the product in a precisely-orchestrated campaign (Kotler 1979). A nonprofit organization must expect to invest years of steady, constant effort to accomplish what a $3 million campaign can achieve in six months. ‘The same basic techniques are applied, but less intensively and over a longer time period. and there are advantages to having a longer time frame: opportunities to modify the approach and to build on interim developments. (4) Recognize that a long-range plan must be formulated to overcome reluctance to visit by persons who have not been socialized into attending museums or other cultural centers. ‘the312 development. of the plan should follow consideration of and decisions fon which of the groups are priority segments meriting immediate atten- tion, which groups are likely to be most responsive to mseum offerings, and which changes in museum programming and approach can be most easily effected to meet the occasional and non- participants’ needs. Goals of reaching targeted priority groups each year should be based on clearly-defined purposes of why the museum intends to alter its standard procedures in order to provide the attributes and experiences that the new priority groups desire. Also, it must be recognized that if persons had unsatisfactory museum experiences as children, or if adults are dropouts from a childhood pattern of participation which was enforced by parents, the museum may need to overcome more negative feelings than if these potential publics had had no contact with museums at all. (5) Entice a younger, family audience by recognizing the importance to this group of leisure values such as challenge of new experiences, opportunity for group active participation, and opportunity for family social interaction. admittedly, this is more difficult for art museums to accomplish than it is in a science center which emphasizes interactive experiences. Ways to accomplish this include offering mini-tours designed for family groups, workshops in which all family menbers engage together, and special family events centering on an aspect of the museum collection. Though this group gives high priority to social interaction and entertainment activities, merely presenting festivals or entertainnents which have little relationship313 to the museum's collections does not capitalize on the distinctive features of the institution. Emphasis should be on the museum as a place to have a good time on a family outing, rather than as a place where families learn together. (6) Build a singles audience (which includes the formerly married) among the young professionals, especially those new to the city, by providing a mechanism to bring 1ike-minded people together. Staging receptions to promote social interaction at regular art museum events and programming some special events for this group, possibly in conjunction with a prominent singles group in the community or a church singles group in the neighborhood, can offer these persons a vehicle for meeting other singles, and, eventually, for involving 2 talented group of young professionals in museum endeavors. (7) Encourage attendance by organized tour groups, by tailoring the tours to their interests. This involves recognizing that their being in the museum may be partially happenstance and that the package tour is a vehicle for fun, sharing, and sightseeing rather than primarily for museun-going. It should be renenbered that these groups are least interested in challenge of new experiences and participating actively, and most desirous of enjoying a social experience in their leisure activities. Since these persons generally do not perceive that art museums offer them the attributes they value, organized groups must be treated differently from individuals who come alone or with personal companions, More emphasis must be given to comfortable surroundings314 and socializing opportunities, including plentiful rest areas. Because organized group menbers are among those most likely to feel 421 prepared to cope with the code and values of a museum, a different type of docent-led tour and a different learning approach must be developed. Especially if these visitors are senior citizens, a shorter tour, slower pace, and frequent rest stops should be provided. (8) Intrigue the interest of working publics which do not frequent the museum by offering speakers bureau talks, specially- designed tours, and special events for large groups like unions and clubs, which aim to relate the event to the occupational or leisure interests of the target groups. There should be no standard talks or tours, especially when dealing with persons who are unacquainted with museums or whose usual leisure interests lie far afield from museums. If these persons are in occupations in which they rely on or conform to routines or directives established by others, they are likely to feel ill at ease or intimidated in a strange setting (Kleiber 1979). ‘he direction offered by a guided tour, which is presented on their level of understanding if they have had little preparation to handle the museum code, can supply the group support and approval they need to feel comfortable in an art museum, Since initiatives by the museum to nonparticipant groups may be greeted warily, the task will be made easier by working through another organization (union council, or recreation, park, or leisure interest group) which can help interpret the museum to the target group. The emphasis should beon the museum as an enjoyable place where one can drop in, as an opportunity for a pleasurable experience with one's family or work- mates, and as a community leisure resource. (9) Develop programs with other interpretive and activity roups, since prospective audiences perceive similarities between institutions like zoos, miseums, and gardens, and probably aquaria, on the Important Concepts. Exchange of membership lists, joint sponsorship of programs, publication of brochures and calendars featuring more than one institution, coordination of scheduled events, and cooperative venturing into development of nonparticipant audiences would cut costs for an individual organization and pool staff and volunteer talent in a common effort. Extending services beyond the building by offering resources to community endeavors (Arts in the Park, community arts festivals, Chamber of Commerce and other trade- oriented fairs, county fairs) can reach people who would otherwise never come in contact with the museum. Friendly, enthusiastic volunteers and colorful flyers can emphasize the informal aspects of having a good time at the museum. (10) Introduce elements of novelty into exhibit design so that a challenge of new experiences is apparent. This could include imaginative exhibition techniques to present old familiars in new ways (such as arranging permanent collection items by thene rather than by chronology or school); stationing an artist or inter- preter in a gallery to explain how a particular art form is created; incorporating a touch of whimsy, humor, or irony in labels to provide316 fa Light note; and publicizing the frequency of change and opportunity to see something new. it's better that people should think they're missing out on something because there's so much going on, than that they should feel there's no reason to visit the museum because it's always the sane. (11) Improve the level of confort and overcome the often awe-inspiring atmosghere of an older, often symmetrical building which emides solidity and high culture. Deliberately introducing softening touches (such as the Metropolitan Museum of Art's huge colorful out- door banners, the National Gallery of art's music and dramatic lighting for special exhibits, the Toledo Museum of Art's live plants in the galleries) helps diminish the inherent formal qualities of the building. Though feeling at ease in comfortable surroundings in leisure activities is important to occasional visitors and nonparticipants, it should be renenbered that these persons do not perceive that art museums offer confortable surroundings. steps can be taken to overcome that apprehension. Frequent resting places with cushioned chairs or sofas can extend a visit or help persons want to return again, Food facilities which operate most of the hours that the museum ix open, well-lighted entrances and parking lots which contribute to feelings of safety, obvious directional signs, convenient elevators, floor plans and guidebooks available in many galleries, easy-to-understand one-page handouts on individual gallery exhibits, dynamic labels which offer an interpretation on several levels of detail and comprehension--all317 can aid visitors in having a more enjoyable, comfortable experience. Continual attention to the upkeep of the building, outdoor approaches, plantings, parking, signage, lighting, interior arrangements to ease traffic flow, accessibility of service facilities, and warmth of welcome tendered by the personnel can overcome some of the formidable institutional aspects of a museum and engender greater feelings of contort. (12) Capitalize on the desire of requiar museum visitors to do something worthwhile in leisure time by utilizing them as volunteers, especially as hosts and hostesses at art events to facilitate social interaction, Getting them involved in a service capacity first may then lead to membership, rather than expecting them to become members before they can serve as volunteers. (13) Become acquainted with pertinent research literature and techniques in leisure science, marketing, and communications so that museums can take advantage of advances which have been made. Adopting a more positive attitude toward systematic survey research, rather than ignoring or rejecting it, would mean that future studies in museums coulé build incrementally to add to a knowledge base that all leisure centers could benefit from. Focused Recommendations for Strategies for the Toledo Museum of Art Special efforts mst be made to interest and encourage targeted occasional participant and nonparticipant audience segments to come to the Toledo Museum of Art, because they do not now perceive a museum318 visit to be sufficiently rewarding to want to attend. Even if these persons do venture to try the museum, they are unlikely to return if their first visits do not produce more rewards than a competing leisure experience might, or if the benefits do not exceed the costs of investing themselves in the museum visit (Thibaut and Kelley 1959). This is evident from the number of respondents who had visited the Art Museum as children but found no reason to return as adults. Recommendations specifically for the Toledo Museum of Art are based on the general recommendations which have been presented. All of the general recommendations also apply to the Toledo Museum; the specific comments which follow are focused on the Toledo Museum's particular circumstances. (1) The Art Museum staff can become aware of how inhibiting the very building and first visit may seem to the uninitiated by psychologically casting themselves in the roles of nonparticipants and physically approaching the building and walking through it. In acting the roles of newcomers, staff members should ask themselves, "As strangers here, can I find what I want with a minimum of difficulty and with a maximum of satisfaction? If I value social interaction, active participation, and feeling comfortable in my surroundings more than I do learning opportunities, a challenge of new experiences, and doing something worthwhile, can I find enjoy- ment and fulfillment here? If not, what can the Art Museum do to make my visit more rewarding for me?"ais (2) Bxamination of the labels, handouts, and other explanatory material should be made with the aim of helping the uninitiated to break the code and to understand how to deal. success- fully with objects and exhibits (DiMaggio and Useem 1978, Hendon 1979), Labels which offer interpretive information on several levels of detail and comprehension and which take into account various learning strategies ("On Mixing and Matching..." 1980) can help make the art objects accessible to nonregular visitors. All of the written materials should be produced from this perspective so that they are conplenentary and coordinated. (3) Art Museum staff can become cognizant of different definitions of feeling at ease in one's surroundings. To the non- participants, it means having an opportunity to relax, to socialize. A hushed atmosphere is not conducive to the type of informal diversion these potential publics seek. ‘the telephone respondents who volun- tarily commented that they did not find going to the Toledo Art Museum to be a completely satisfying experience reported that "you have to keep quiet" there, as ina Library or church, Art Museum staff and other visitors may have to accomodate thenselves to a higher noise level and less sedate behavior than the regular, long-socialized audience displays. Prominent signs which advise guests to turn on ghts in dimly-1it galleries (an energy conservation measure) and more noticeable and frequent placement of floor plans and directions to coatroom, restrooms, and food service would improve the general level of comfort.320 (4) Bmphasis on flexibility and accessibility should lessen nonparticipants' concern about the Art Museum being a structured, confining leisure place. Public events, publications, news releases, and public service announcenents can reiterate that there are many approaches to having an enjoyable time at an art museum, and many opportunities to drop in casually. ‘The message should stress that the Art Museun is a relaxing place to taste and try in small portions repeatedly rather than making one obligatory visit there a year. Attendance by those not well schooled in art can be encouraged by providing guided tours or self-guiding tour booklets based on thenes ("Build your own tour oF join one of ours.") (5) Occasional programming with the Toledo _Z00 and/or Crosby Gardens should be explored, since respondents generally cate~ gorized these two institutions with the Art Museun on the Inportant Concepts, Joint publication of calendars and brochures, joint participation in booths at cultural or trade fairs, and joint sponsor- ship of art-related events at the Gardens or the 200 could be under- taken. Sponsoring art events with local arts and crafts groups and with organizations like Welcome Wagon can introduce usually-unreached publics to the Art Museum and aid the sharing of facilities, mailing Lists, and pronotional efforts. (6) Social events should be scheduled in conjunction with art openings, lectures, or concerts to provide opportunity for persons, especially the young singles career group, who want to meet others terests. Official hosts and hostesses should be321 designated, with the responsibility of introducing persons who come alone or are newcomers. ‘This would mitigate the complaint voiced by some respondents that when they attended art Museum events alone, they literally had no one to talk with and no one from the Art Museum staff or membership made any effort to welcome them. (7) The Toledo Museum of Art should be concerned with moving the devoted visitors into the member category, Generally, visitors feel no debt to the Art Museum although they value and enjoy its presence. the Art Museum is open free at all times, though fees are sometimes levied for admission to special exhibits, Members receive a monthly calendar of events, but copies of it can be obtained free in the bookstore. since the Art Museum appears to be in good health, the regular visitors are able to acquire all the museum experiences they desire without feeling a responsibility to pay any monetary cost. Consequently, there appears to be little reason for them to join the 5 Art Museum.> None of the fifteen respondents who had visited or taken classes at the Art Museum as children were presently members, and only seven in-house and two telephone respondents identified themselves as current members (less than 2 percent of the persons interviewed). Spasic membership for either individual or family is $20 at the Toledo Museum of Art. It includes discounts on course tuition, lecture/music tickets, and bookstore items; subscriptions to the monthly calendar and quarterly report; invitations to major exhibition previews and special art and music events; rentals of art from the Collectors Corner, and borrowing books from the Art Museum library.322 (8) Though socialization toward cultural activities in childhood usually indicates that adults are likely to continue such interests (Yoesting and Christensen 1978), the Art Museum should not take these individuals for granted by assuming that once one is a participant s/he will remain so. Particularly if regular childhood participation in art museums was largely determined by parents, it is inappropriate to conclude that as adults, these persons will naturally continue that level of participation. Intensive exposure to an activity in childhood by family edict might actually steer individuals away from concentrated involvement as adults, when they are freer to select what pleases them (Kelly 1977, 1978). Also, exposure to a broad spectrum of activities as children may mean that as adults they discontinue participation in several activities and focus on a favored few. To maintain the interest and loyalty of children and youth into adulthood, the Art Museum needs to examine their reasons for dropping out, and then organize innovative programs and activities which are oriented to youth's values and interests. Organizing a Youth Advisory Council, as did the Brooklyn Museum (Andrews and Asia 1979), developing interdisciplinary programs based on the collections, and offering social events for youth may maintain their interest. Keeping youth mailing lists up to date is a basic step in following up on their participation. The Art Museum staff needs to be concerned too with the quality of experiences which children are having at the Art Museum now, if they hope that childhood exposure will develop a lifelong interest in museums, Though the323 Toledo Museum has had an extremely active, organized children's program for 75 years, few respondents indicated that involvenent in it had had measurable influence on their adult participation in the Art Museum. (9) Expansion of opportunities for volunteers to contribute their talents in tasks and at times not now served would tap into groups not presently involved. Not only are young profes~ sional newcomers to the community a prime group to develop as menbers, before they commit themselves to other leisure pursuits, but they are a logical source of volunteers. Their talents could be utilized in hosting, docenting on weekends, and menbership recruitment, perhaps through a Junior Council which would sponsor social activities for ‘them. Both men and women would belong to the same organization, taking on duties on weekends and evenings when present volunteers do not care to participate. This would require offering training courses for docents, speakers bureau members, and other volunteers at hours when persons who axe employed during weekdays are able to attend. Also, with an increasingly aging area population, the Toledo Museum may be in a good position to gain volunteers from the older retired group that is socially active. These people were regarded as a prime source of volunteers for community symphony orchestras in the South because they had large circles of friends, ample leisure time, and few family responsibilities (Andreasen and Belk 1980). (10) A special role for the Toledo Museum of Art may be possible during the present economic crisis in the northwest Ohio area,324 which has suffered heavy layoffs and unemployment because of auto industry cutbacks. In a time of recession, might the art Museum become a place of comfort, inspiration, and sustenance for persons who have lost status and self-identity as well as long-held jobs? these laid-off workers who are surfeited with excess leisure time and have little money to spend on recreation may be approachable through unions or other work-related organizations. For the first time in their lives they may see the Art Museum as a place which offers them attributes which they value, if it can be demonstrated that it does provide the social interaction, family-centered, and active participation opportunities they desire. If a segment of these able-bodied unemployed have satisfying experiences at the Art Museum, they could become the conduit to reach the blue collar workers who generally eschew Art Museum involvement. Recommendations for Further Research wo aspects of this study merit further research. First, application of the multi-attribute model in nonprofit institutional settings should provide a useful framework for additional systematic examination of attitudes toward leisure. ‘the model can profitably be used in a variety of other leisure centers--outdoor as well as cultural. Second, the important Concepts and other variables developed for this study are appropriate for application in other leisure settings. Sone of them deserve further development. the Carryover variable provides a base for more precise measurement of persistence325 of activities from childhood into adult years. A related measure might be developed to trace emergence of new interests during adult years--whether they are at all related to childhood interests, or to family life cycle events such as marriage, when each spouse adopts some of the interests of the other. The Leisure Time Preference scale could be developed into a separate instrument, using factor analysis, to demonstrate the effec~ tiveness and sensitivity of a Leisure Time Preference-based instrument. If analysis verigied that the ieisure Time Preference statements did cluster around the Important Concept embodied in each LTP statement, that would establish the construct validity of the instrument, and make it useful as an independent scale. other scales from the instrument which can be adapted to future leisure research are Feelings about Art Museuns and Leisure Place Rank, which can be developed to measure responses to different types of institutions or activities. In addition to these recomendations, which relate specifically to this stady, a different direction for museum studies in general is strongly advised. Future research for museums and other leisure centers should concentrate on probing motives, values, and system- level variables, rather than repeating the already-numerous studies of demographics. Since Findings for demographic variables in this study substantiated what was already known about museum participants, further investigation on demographics should be limited to a few basic denominators.326 A more scientific research emphasis is recomended for museum studies generally, so that hypothesis-testing rather than just descrip- tive studies becomes the rule. Adopting a leisure focus and a marketing concept as the organizing precepts would help develop broader-based studies which produce findings that are applicable to many types of leisure settings, and which add to the general knowledge base and theory. Summary Adopting a philosophy of the museum as a leisure center and adopting a policy which attempts to reach new audiences in terns of their value systens are requisite if the museum is to succeed in turning occasional visitors into frequent participants and in enticing nonparticipants to come at all. Should museums choose not to try to meet the needs of the occasional visitors and nonparticipants, they may still very well continue to be ina strong position for the short run. They can maintain their dedicated clientele by continuing to offer only their current fare. However, for the longer term, the institution will need to revamp its philosophy and offerings to attract new publics, As competition increases in this decade from home-based sources such as quality cultural programming on pay and cable TV and videodiscs which allow the viewer to "walk through" a museum--stopping, restarting, and plotting his/her own course~~museums will need to re-examine their outreach efforts. The concerned, attuned museum will not wait until a critical moment is reached before making that327 re-examination. It will begin its change of focus now, choosing to act rather than having to react. whatever is done in museums generally and at the Toledo Museum of Art should be in keeping with the mission of the institution; new programs should not be embarked upon haphazardly or suddenly. Massive, abrupt changes are less apt to produce positive results than specific, incrementa? modifications decided upon after careful assessment of where the museum ig and where it wants to be in relation to its present and potential audiences. Defining priorities, setting long- term and yearly goals, and measuring progress on a regular basis are essential to a successful audience development plan. Whatever decisions are made, there are trade-offs. Instituting different policies and programs may displease some menbers, staff, and regular attenders at the same time that they open up the museum to several new audiences. when considering new policies and programs, the costs must be calculated. Implementing a new philosophy requires designing from a different viewpoint, and designing different programs, learning strategies, talks, and tours. It means adjustment of established priorities and setting of new priorities. Innovation requires staff time, thought, and discussion. This process, with its comparing of alternatives and trade-offs, is analogous to use of the multi-attribute model to evaluate attitudes: what important ingredients are necessary and how much of each is required in order for the new philosophy to be effectively implemented?328 Audience development should be a constant, ongoing undertaking at any museum, Audience development based on solid, systematic research and recurrent appraisal of the museum can benefit both the institution and the publics it desires to serve.APPENDICES 329APPENDIX A. Research Instruments: General Schedule 330331 ‘YOLEDO MUSEUN OF ART auptance stuoy (QUESTIONNAIRE CovER SHEET - TELEPHONE Telephone nunber colied, 20 No, ay of week pate. ‘Time interview ended, Was this the first dialing of thie number? Yes Wo, IF NO, was it the second?___tnsra? souren? ere there any unusual events that might haw affected the inter vies, “Such as ineerrapeions (child, azorbell, cooking)? Any other comments: QUESTIONNAIRE COVER SHEET ~ IN-HOUSE bay of week Date, Westher conditions Hine, sunny Yeheok az many Se apply _ indy neasonably cold | sngeasonably warn, overcast, eleudy Were there any unueual events that might have affected the inter vies, “such as interruptions (entid, "noise, crowds)? Any ether coments:Interviewer Phone no Helio. mis is, + calling for ohio We're doing @ study in the Toledo area on the leisure-time activicier that people engage in during theis fr telephone nunber was selected at random fron the telephone nun bers in the Toledo area, The questions I need to ask shoold take| about 15 minutes, and all the information you give is anonymous First, 118 like to check that this is (phone number called). Ts this the lady/nan of the house’ \ (IF TT 18 A WRONG MUNBER OR A COMMERCIAL NUMBER) Tan sorry, T have the wrong number (ZP YOU ALREADY HAVE YOUR QUOTA OF WOMEN RESPoNDENTS AND A] WoHRG ANSWERS THE PHONE, ASK IF THE MAK OF THE HOUSE 18 IN. (2 THE WOMR ASKS WEY YOU WANT TO KNOM, SAY THAT IN THIS (ONTO STATE UNIVERSITY STUDY YOU ARE REQUIRED 70 GET AN EQUAL, NUMBER OF MALE AND FEMALE RESPONDENTS, AND YOU NEED TO TALK TO A MAN BECAUSE YoU ALREADY HAVE EXOUGH WOMEN RESPONDENTS. CIP NEITHER THE LADY NOR ARN OF THE HOUSE IS PRESENT, 17 HOUSEHOLD (28 oF Older}, BUT NOT A BABYSITTER, MALD, GUEST.) L, x nave a couple background questions first: How many persons Live in your household? How many are children land vhat are their ages? Arg, there any children under 18 who are living outside your pousenoig? Yee No. mat are their ages? How ong have you lived in the oledo metropolitan area? years: _nonthe (IF LESS THAN ONE YEAR) In this study, we ate using the term "Leisure-tine activities ve mean anything that you voluntarily choose to do, for your om! Satisfaction and cnjoyment Ln your fr 332‘TOLEDO MUSEUM OF ARE 2 ko. Mow, I'm going to ask you about sone activities chat you mane! have participated in as a child-that Se, before you vere 18 years! 01d. 11 Luke to know how often you might have done these vari- ous activities-if you participated frequently, that ie, at lease 3 tines a year, of occasionally, that is, less a re Frequently |ozeasion- not ket test) |siiytiess at Sines/year) | than 3 ain Hses/ve As a child, did you go to: amusanent parks, frequently, 333 cecationally, of aot at all?..-, 2 fo Librardes.c..eceeeceeeeee 29 plays. cerrecoconooeon 23 pistorical sites or nature centers.| 3 city oF metso parkesssceseseeeeed as, Again, on 4 basis of frequently, occasionally, or not at all, did you do these things as a chila? carping of hiking. sees ceee 97 boating oF fishingseeeees 38 Picnicking. 39, SelM ng ee eee renee ©, skiing oF ice skating. Ja, sightseeing. eerecrenn 2, windgrenopping 9 browsing én o (PIS SECTION CONTINUES ON THE NEXT PACE)334 ouEDO MUSEOM OF ARE o No. interviewer, Phone no. As a chfld, aia you participate in these activits frequently, occasionally, or not ae all? @ @ | o Frequently |occaston-| Not aly” | at an. visiting with friends or relatives, me being # participant in musical aeclvities. + one “5 Ateending aports evente..c.

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