CHAPTER V
Qualitative Analysis
This chapter presents the analysis of qualitative data in three sections. Section I discusses the procedures and describes the interview sample. Section II reports the coding process and major themes/ categories of the findings. The chapter concludes with a discussion.
Procedures and Population
An explanatory framework for considering the information gathered during
the qualitative phase of this research is helpful. The multivariate nature
of human events makes the application of absolute laws of cause and effect,
at best, difficult (Merriam & Simpson, 1984). A tentative explanatory framework
can be used to guide the research, even if tempered with Merriam and Simpson's
caution, however.
Lincoln and Guba cite J. S. Mills (1985) as recognizing the difficulties
associated with the formation of absolute laws and provide an outline of
Mills' solution. Mills provides an explanatory framework that was used to
guide this inquiry. Three of his five methods of inquiry were identified
as most useful. They are; the method of agreement, the method of difference,
and the joint method.
According to the method of agreement, the investigator sought to identify
one factor (type of experience) that discriminates between those that develop
high SDLR and those that do not develop high SDLR. According to the method
of difference, the investigator sought to identify one factor (type of experience)
that was associated with the failure to develop high SDLR. Finally, the
joint method was used to guide the investigator in seeking one factor common
to all instances when there is increased evidence of high SDLR and which
is absent in all cases where there is evidence to suggest that SDLR is low.
Each method, combined with logic, was used to support the assertion that
a relationship exists between historical events and the development of SDLR.
The facts, observations, and experiences collected during this research
were used to develop an underlying explanatory pattern associated with the
development of SDLR that is event related.
It was not the purpose of this exploratory research to prove certain variables
cause the development of SDLR. Rather, its purpose was to explore the notion
that SDLR is developmental, varies over time within a culture, and that
its' development can be associated with events experienced by individuals,
and to identify and categorize such events. Therefore, this research was
concerned with the development of SDLR associated with the social experiences
of individuals who chose to become amateur radio operators. It sought to
identify macro events that are associated with the population of amateur
radio operators and specific events, meso and micro, that may be associated
with an individual's SDLR as evidenced by their participation in the amateur
radio hobby.
The survey was designed to answer questions concerning when and where the
respondent was when he or she first became interested in amateur radio.
Structured interviews were used to increase the consistency of response
(Merriam, 1989). The interviewing technique moved from formal to less formal,
to completely informal, to finally the non-directive interview as individual
questions were explored. Structured questions were followed with open ended
questions to aid the respondent in expanding on his or her description of
events that occurred in a particular time and place. This approach contributed
to a concise focus on the central research question while at the same time
providing for theory development (Lincoln & Guba, 1985; Langenbach, Vaughn,
& Aagaard, 1994).
Interviews were conducted with individuals in the upper and lower quartiles
based on SDLRS scores. The most remote scores from the mean were contacted
first as possible interviewees. To identify the remote or extreme scores,
quartiles were established based on the total scores (N=262). The range
of scores for the quartiles are as follows:
Quartile I 166-222
Quartile II 223-242
Quartile III 245-256
Quartile IV 257-285
Coding Process and Categories
This section reports on the coding process, develops major themes that emerged
from the research, and presents associated findings.
The purpose of the interviews was to identify events that contributed to
the respondent becoming an amateur radio operator, and thus, his or her
demonstration of high SDLR. Questions moved from, when did you first become
interested in amateur radio, age, and place, to more complex questions.
More complex questions having to do with events associated with the family
(micro), friends and local community (meso), and finally, questions dealing
with events associated with the larger world (macro) surrounding the respondent
at the time he or she first became interested in amateur radio were asked.
This design seemed to aid the respondents in being able to recall events
from their past by placing them mentally in the period and location when
they had their first experience that contributed to their interest in becoming
amateur radio operators. Figure 5 is a histogram that graphically portrays
the age of each respondent with a normal distribution curve overlaid. The
base year is 1997.
The histogram at Figure 6 provides a graphical way to inspect the distribution
of amateur radio operators by age and through that process identify periods
during which higher or lower than expected numbers of amateur radio operators
were born. Since being an amateur radio operator is assumed to be a function
of one's environment and not a naturally occurring phenomena, observed increases
and decreases in the distribution of amateurs by birth year may be explained
by variations in their environment. In that participation in the amateur
radio hobby has been linked to high SDLR it is possible that variations
that effect amateurs also effect high SDLR. It is these variations, called
events, that is the focus of the qualitative component of this research.
The years 1923 through 1925, 1949 through 1951, and 1953 through 1959 are
of particular interest. These are periods during which higher than expected
numbers of amateur radio operators were born. Also of interest are the periods
1927 through 1930, 1935 through 1940, and 1962 through 1971. These are periods
during which lower than expected numbers of amateur radio operators were
born. These periods of time will be inspected more closely in conjunction
with historical events and the interviews conducted with participants in
the study.
The following structured questions served as the frame work for the interviews:
Events identified by respondents were categorized according to social setting. Micro for events experienced with family, meso for events associated with friends and community, and macro for events associated with the world beyond the respondents immediate social setting. This approach provided an opportunity to discover when and where in the range of individual experiences the historical events being sought occurred. Therefore, responses were coded both for the micro, meso, and macro events, and also for when the respondent experienced the event. The structured telephone interview questions are in Appendix C.
Interviews
A total of 46 interviewees were selected using the lowest and highest SDLRS
quartiles as described above. Four of those selected had incorrect phone
numbers, one declined to be interviewed, and one was deceased. A total of
40 interviews were completed. Each interviewee was contacted by phone. A
total of 40 interviews were completed. A brief description of each respondent
is provided below. The descriptions are organized by first lowest quartile
(L 1-20) and highest quartile (H 1-20).
Subject 1 (referred to as L1) is a white male born in 1973,
with 12 years of education. He holds a Technician Plus amateur radio license,
prefers to study in groups, and did not identify himself as self-directed.
He identifies his first experience (micro) that led to his interest in amateur
radio as occurring when he was age 11. He had a meso experience at age 17
and acquired his amateur radio license shortly thereafter. He became involved
in the hobby because of his father's interest. [SDLRS=170]
Subject 2 (referred to as L2) is a white male born in 1923,
with 14 years of education. He holds a Advanced amateur radio license, prefers
to study in a group, and did not identify himself as self-directed. He identifies
his first experience (micro) that led to his interest in amateur radio as
occurring when he was age 10 in Munich, Germany. He had a meso/macro experience
at age 16, studying electronics in school. He acquired his amateur radio
license at age 57. He indicated he had no time for radio as a hobby until
later in life. [SDLRS=189]
Subject 3 (referred to as L3) is a white male born in 1950,
with 14 years of education. He holds a Technician amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (micro) that led to his interest in amateur radio as
occurring when he was age 9. He had a meso experience at age 35 and acquired
his amateur radio license shortly thereafter. [SDLRS=196]
Subject 4 (referred to as L4) is a white male born in 1920,
with 13 years of education. He holds an Advanced amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (meso) that led to his interest in amateur radio as
occurring when he was age 17. He had a macro experience at age 18 and acquired
his amateur radio license at age 23. [SDLRS=197]
Subject 5 (referred to as L5) is a white male born in 1948,
with 14 years of education. He holds a Technician Plus amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (micro) that led to his interest in amateur radio as
occurring when he was age 16. He had a macro experience at age 18 and acquired
his amateur radio license 16 years after his first experience at age 32.
[SDLRS=198]
Subject 6 (referred to as L6) is a white male born in 1957,
with 17 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (micro) that led to his interest in amateur radio as occurring
when he was age 8. He had a meso experience at age 12, a macro experience
at age 13 and acquired his amateur radio license nine (9) years later. [SDLRS=198]
Subject 7 (referred to as L7) is a white male born in 1936,
with 12 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (macro) that led to his interest in amateur radio as occurring
when he was age 23. He had a meso experience at age 33 and acquired his
amateur radio license shortly thereafter. [SDLRS=200]
Subject 8 (referred to as L8) is a white male born in 1935,
with 14 years of education. He holds an Advance amateur radio license, prefers
to study alone, and did not identify himself as self-directed. He identifies
his first experience (micro) that led to his interest in amateur radio as
occurring when he was age 10. He had a macro experience at age 32 and acquired
his amateur radio license shortly thereafter. [SDLRS=201]
Subject 9 (referred to as L9) is a white female born in 1951,
with 12 years of education. She holds a Technician Plus amateur radio license,
prefers to study in a group, and did not identify herself as self-directed.
She identifies her first experience (meso) that led to her interest in amateur
radio as occurring when she was age 32. She had a micro experience at age
36 and acquired her amateur radio license shortly thereafter. [SDLRS=201]
Subject 10 (referred to as L10) is a white male born in 1951,
with 14 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (micro) that led to his interest in amateur radio as occurring
when he was age 12. He had a macro experience at age 13, a meso experience
at age 32 and acquired his amateur radio license shortly thereafter. [SDLRS=203]
Subject 11 (referred to as L11) is a white male born in 1951,
with 19+ years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (micro) that led to his interest in amateur radio as occurring
when he was age 13. He had an uncle that helped him license the same year.
[SDLRS=204]
Subject 12 (referred to as L12) is a white male born in 1964,
with 12 years of education. He holds an Advanced amateur radio license,
prefers to study alone, and did not identify himself as self-directed. He
identifies his first experience (micro) that led to his interest in amateur
radio as occurring when he was age 13. He had a meso experience at age 20
and acquired his amateur radio license 21 years later. [SDLRS=207]
Subject 13 (referred to as L13) is a white male born in 1951,
with 12 years of education. He holds a Technician Plus amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (micro) that led to his interest in amateur radio as
occurring when he was age 11. He acquired his amateur radio license 21 years
later. [SDLRS=211]
Subject 14 (referred to as L14) is a white male born in 1948,
with 16 years of education. He holds a Technician Plus amateur radio license,
prefers to study alone and identified himself as other-directed. He identifies
his first experience (meso) that led to his interest in amateur radio as
occurring when he was age 13 in the Boy Scouts. He had another meso experience
at age 39 and acquired his amateur radio license shortly thereafter. [SDLRS=215]
Subject 15 (referred to as L15) is a white male born in 1941,
with 13 years of education. He holds a Technician Plus amateur radio license,
prefers to study in a group, and identifies himself as other-directed. He
identifies his first experience (micro) that led to his interest in amateur
radio as occurring when he was a teenager, but he is unable to recall his
exact age. He purchased an electronic correspondence course while in the
Navy (meso) about age 22, became involved with a amateur radio club at about
age 29 and licensed a year later. [SDLRS=216]
Subject 16 (referred to as L16) is a white male born in 1927,
with 16 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (micro) that led to his interest in amateur radio as occurring
when he was age 10. That same year he had a meso experience. At age 14 he
had his first macro experience and licensed at age 19. [SDLRS=217]
Subject 17 (referred to as L17) is a white male born in 1916,
with 19+ years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identified his
first experience (micro) that led to his interest in amateur radio as occurring
when he was age 14. He had a meso experience that same year and acquired
his amateur radio license in 1933. [SDLRS=220]
Subject 18 (referred to as L18) is a white male born in 1953,
with 12 years of education. He holds an Extra amateur radio license, prefers
to study in a group, and identifies himself as other-directed. He identifies
his first experience (meso) that led to his interest in amateur radio as
occurring when he was age 15. He had a macro experience at age 38, a micro
experience at age 40 and acquired his amateur radio license shortly thereafter.
[SDLRS=221]
Subject 19 (referred to as L19) is a white male born in 1970,
with 16 years of education. He holds a Technician Plus amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (micro) that led to his interest in amateur radio as
occurring when he was age 20 when his whole family decided to become amateur
radio operators. He acquired his amateur radio license shortly thereafter.
[SDLRS=221]
Subject 20 (referred to as L20) is a white male born in 1946,
with 14 years of education. He holds a General amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (macro) that led to his interest in amateur radio as occurring
when he was age 40. He acquired his amateur radio license shortly thereafter.
[SDLRS=222]
The Low quartile group typically had two experiences with amateur radio
that they identified as contributing to their interest in the hobby. The
most common first experience was micro; 14 of the 20 respondents reported
micro experiences. Four respondents reported a meso event as their first
experience. Two respondents reported a macro event as the first experience
that led to a lasting interest in amateur radio. All but one respondent
cited a micro experience as contributing their abiding interest in amateur
radio. Next the High quartile interviews are summarized.
The following table (Table 5.1) summarizes the Low quartile respondents
in terms of their birth year (BY), SDLRS score, study preference (alone
or in a group), age of first event, age of second event, and age of second
event, and age of third event. The events,
an incident that contributed to the respondents' interest and ultimate participation
in amateur radio, are identified in the table as micro (mi), meso (me),
and macro (ma) events.
Subject 21 (referred to as H1) is a white male born in
1924, with 19+ years of education. He holds an Extra amateur radio license,
he did not indicate how he prefers to study, and identified himself as self-directed.
He identified his first experience (macro) that led to his interest in amateur
radio as occurring when he was age 10. He had a meso experience at age 60
and acquired his amateur radio license shortly thereafter. [SDLRS=257]
Table 5.1
Summary of Lowest Quartile Interview Responses
Respondent |
BY |
SDLRS |
Study Preference |
1/age |
2/age |
3/age |
| L1 | 1973 | 170 | group | mi11 | me17 | |
| L2 | 1923 | 189 | group | mi10 | me16 | ma16 |
| L3 | 1950 | 196 | alone | mi9 | me35 | |
| L4 | 1920 | 197 | alone | me17 | ma18 | |
| L5 | 1948 | 198 | alone | mi16 | ma18 | |
| L6 | 1957 | 198 | alone | mi8 | me12 | ma13 |
| L7 | 1936 | 200 | alone | ma23 | ma33 | |
| L8 | 1935 | 201 | alone | mi10 | ma32 | |
| L9 | 1951 | 201 | group | me32 | mi36 | |
| L10 | 1951 | 203 | alone | mi12 | ma13 | me32 |
| L11 | 1951 | 204 | alone | mi13 | ||
| L12 | 1964 | 207 | alone | mi13 | me20 | |
| L13 | 1951 | 211 | alone | mi11 | me11 | me32 |
| L14 | 1948 | 215 | alone | me13 | me39 | |
| L15 | 1941 | 216 | group | mi? | me22 | me29 |
| L16 | 1927 | 217 | alone | mi10 | me10 | ma14 |
| L17 | 1916 | 220 | alone | mi14 | me14 | |
| L18 | 1953 | 221 | group | me15 | ma38 | mi40 |
| L19 | 1970 | 221 | alone | mi20 | ||
| L20 | 1946 | 222 | alone | ma40 |
Subject 22 (referred to as H2) is a white male born in
1917, with 13 years of education. He holds an Advance amateur radio license,
he did not indicate how he prefers to study, or whether he is self or other-directed.
He identified his first experience (macro) that led to his interest in amateur
radio as occurring when he was age 10. He had a micro and meso experiences
at age 11. He acquired his amateur radio license 24 years after his interest
was first stimulated. [SDLRS=258]
Subject 23 (referred to as H3) is a white male born in 1923,
with 19+ years of education. He holds a General amateur radio license, he
did not indicate whether he prefers to study alone or in a group, and he
identified himself as self-directed. He identified his first experience
(micro) that led to his interest in amateur radio as occurring when he was
age 14. He had a meso experience at age 15, a macro experience at age 41,
and acquired his amateur radio license shortly thereafter. [SDLRS=260]
Subject 24 (referred to as H4) is a white male born in 1943,
with 16 years of education. He holds a Advance amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experiences (micro and meso) that led to his interest in amateur radio
as occurring when he was age 45. He acquired his amateur radio license two
years later. [SDLRS=260]
Subject 25 (referred to as H5) is a white female born in 1973,
with 15 years of education. She holds a Technician Plus amateur radio license,
prefers to study alone, and identifies herself as other-directed. She identified
her first experience (meso) that led to her interest in amateur radio as
occurring when she was age 6. She had a macro experience at age 16 and acquired
her amateur radio license the following year. [SDLRS=261]
Subject 26 (referred to as H6) is a white male born in 1951,
with 15 years of education. He holds a Technician Plus amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experiences (meso and macro) that led to his interest in amateur
radio as occurring when he was age 16. He acquired his amateur radio license
17 years later. [SDLRS=262]
Subject 27 (referred to as H7) is a white male born in 1942,
with 14 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experiences (micro and macro) that led to his interest in amateur
radio as occurring when he was age 7. He had a meso experience at age 16
and acquired his amateur radio license 55 years after his first experiences.
[SDLRS=263]
Subject 28 (referred to as H8) is a white male born in 1946,
with 18 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (micro) that led to his interest in amateur radio as occurring
when he was age 10. He had a meso experience at age 12 and a macro experience
at age 16. He acquired his amateur radio license at age 16. [SDLRS=263]
Subject 29 (referred to as H9) is a white female born in 1952,
with 15 years of education. She holds an Extra amateur radio license, prefers
to study alone, and identifies herself as self-directed. She identifies
her first experience (macro) as occurring at age 10, a micro experience
at age 11, and a meso experience at age 13. She indicates that each of these
experiences led to her ultimately getting an amateur radio license. She
acquired her amateur radio license, at age 24, two years after her husband
licensed. [SDLRS=263]
Subject 30 (referred to as H10) is a white male born in 1923,
with 16 years of education. He holds a Technician Plus amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (meso) while in the Boy Scouts, that led to his interest
in amateur radio, as occurring when he was age 16. He had a career in electronics
in the Marine Corps and Air Force, and at the University of Kansas. He licensed
as an amateur radio operator at age 53. [SDLRS=267]
Subject 31 (referred to as H11) is a white male born in 1941,
with 17 years of education. He holds a General amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identified his
first experiences (meso and macro) that led to his interest in amateur radio
as occurring when he was age 10 at a Cub Scout meeting. He had a meso experience
at age 14 and acquired his amateur radio license at age 16. [SDLRS=267]
Subject 32 (referred to as H12) is a white male born in 1924,
with 12 years of education. He holds an Extra amateur radio license, did
not indicate if he prefers to study alone or in a group, and identified
himself as self-directed. He identifies his first experiences (micro and
meso) that led to his interest in amateur radio as occurring when he was
age 10. He had a macro experience at age 16 and acquired his amateur radio
license shortly thereafter. [SDLRS=283]
Subject 33 (referred to as H13) is a white male born in 1917,
with 19+ years of education. He holds a General amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experience (meso) that led to his interest in amateur radio as occurring
when he was age 9. He had a macro experience at age 50 and acquired his
amateur radio license shortly thereafter. [SDLRS=268]
Subject 34 (referred to as H14) is a white male born in 1941,
with 16 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experiences (micro, meso, and macro), that led to his interest in
amateur radio, as occurring when he was age 14. He acquired his amateur
radio license the following year. [SDLRS=268]
Subject 35 (referred to as H15) is a white male born in 1941,
with 19+ years of education. He holds an Advance amateur radio license,
prefers to study alone, and identifies himself as self-directed. He identifies
his first experience (macro) that led to his interest in amateur radio as
occurring when he was age 12. He had a meso experience at age 19 and acquired
his amateur radio license at age 40. [SDLRS=271]
Subject 36 (referred to as H16) is a white male born in 1958,
with 17 years of education. He holds an Extra amateur radio license, prefers
to study alone, and did not indicate whether he is self or other-directed.
He identified his first experiences (meso and macro) that led to his interest
in amateur radio as occurring when he was age 7. He acquired his amateur
radio license eight years later at age 15. [SDLRS=272]
Subject 37 (referred to as H17) is a white male born in 1944,
with 14 years of education. He holds an Advance amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identified his
first experiences (micro and meso) that led to his interest in amateur radio
as occurring when he was age 14. He acquired his amateur radio license 10
years later at age 24. [SDLRS=273]
Subject 38 (referred to as H18) is a white male born in 1938,
with 16 years of education. He holds an General amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identified his
first experience (micro) when he was age 9 and had a meso experience at
age 14. He reported that these experiences led to his interest in amateur
radio. He had acquired his amateur radio license 10 years later at age 24.
[SDLRS=280]
Subject 39 (referred to as H19) is a white female born in
1976, with 13 years of education. She holds a Novice amateur radio license,
prefers to study alone, and identifies herself as self-directed. She identifies
her first experiences (micro and meso) that led to her interest in amateur
radio as occurring when she was age 9. She had a macro experience at age
11 and acquired her amateur radio license shortly thereafter. [SDLRS=283]
Subject 40 (referred to as H20) is a white male born in 1938,
with 18 years of education. He holds an Extra amateur radio license, prefers
to study alone, and identifies himself as self-directed. He identifies his
first experiences (micro, meso and macro) that led to his interest in amateur
radio as occurring when he was age 12. He acquired his amateur radio license
two years later. [SDLRS=272] (Table 5.2).
The following table (Table 5.2) summarizes the High quartile respondents
in terms of their birth year (BY), SDLRS score, study preference (alone
or in a group), age of first event, age of second event, and age of third
event. The events, an incident that contributed to the respondents' interest
and ultimate participation in amateur radio, are identified in the table
as micro (mi), meso (me), and macro (ma) events.
The High quartile group typically had two or three experiences with amateur
radio that they identified as contributing to their interest in the hobby.
The most common first experience was micro, 10 of the 20 respondents. Nine
respondents reported a meso event as their first experience. Of interest
is the fact that 10 respondents reported their first experience with amateur
radio included two types of events. It is also noted that nine of the twenty
respondents reported
Table 5.2
Summary of Highest Quartile Interview Responses
Respondent |
BY |
SDLRS |
Study Preference |
1/age |
2/age |
3/age |
| H1 | 1924 | 257 | ? | ma10 | me60 | |
| H2 | 1917 | 258 | ? | ma10 | mi11 | me11 |
| H3 | 1923 | 260 | ? | mi14 | me15 | ma41 |
| H4 | 1943 | 260 | alone | mi45 | me45 | |
| H5 | 1973 | 261 | alone | me6 | ma16 | |
| H6 | 1951 | 262 | alone | me16 | ma16 | |
| H7 | 1942 | 263 | alone | mi7 | ma7 | me16 |
| H8 | 1946 | 263 | alone | mi10 | me12 | ma16 |
| H9 | 1952 | 263 | alone | ma10 | mi11 | me13 |
| H10 | 1923 | 267 | alone | me16 | ||
| H11 | 1941 | 267 | alone | me10 | ma10 | me14 |
| H12 | 1924 | 283 | alone/ group |
mi10 | me10 | ma16 |
| H13 | 1917 | 268 | alone | me9 | ma50 | |
| H14 | 1941 | 268 | alone | mi14 | me14 | ma14 |
| H15 | 1941 | 271 | alone | ma12 | me19 | |
| H16 | 1958 | 272 | alone | me7 | ma7 | |
| H17 | 1944 | 273 | alone | mi14 | me14 | |
| H18 | 1938 | 280 | alone | mi9 | me14 | |
| H19 | 1976 | 283 | alone | mi9 | me9 | ma11 |
| H20 | 1938 | 272 | alone | mi12 | me12 | ma12 |
experiencing all three types of events by age 16.
Coding Categories
Two major categories, High and Low quartile respondents, were dictated by
the research design. Both quartiles are drawn from the same sample of amateur
radio operators, who by their actions fit the operational definition of
high self-directed learners. A number of individuals who chose to become
amateur radio operators because they were influenced by someone else are
within this group, however. Therefore, it was concluded that suitable respondents
from within the first quartile and the fourth quartile could be identified
for follow-up interviews.
The principle purpose of the interviews were to investigate the relationship,
if any, experiences played in the respondent's entry into the amateur radio
service and thus their individual display of high SDLR.
Based on the literature review two primary categories emerged, micro and
macro events. Micro events are associated with the respondent's immediate
family (Long, Redding, & Eisenman, 1992, 1993 and 1994a; Stubblefield, 1992).
Macro events (Long, 1989b, 1990b; Schooler, 1990) are associated with the
larger society; world and national events, and the introduction of new technology.
A third category, meso events, was added to address those events that occur
outside the family, but which are not macro in nature. Meso events include
experiences with friends, in clubs, at school, and in church to name the
most common settings. Therefore, each event is tied to a social setting
(micro, meso, macro) and a point in time.
The time component added another set of variables to the coding of events.
Time is reported in terms of the respondent's age at the time an event occurred.
During the initial interview process it was noted, repeatedly, that extended
periods of time passed between when most respondents first became interested
in amateur radio and when they finally entered the hobby. Therefore, a final
category associated with time was added for coding; delay in years between
first interest and licensing.
The following tables provide a summary of the various categories in terms
of descriptive statistics. This summary is useful in understanding the differences
that exist between the Low and the High group.
Table 5.3 through Table 5.5 provide descriptive statistics to describe the
characteristics of the two group of individuals interviewed. Two sets of
data are provided in each table. One set of data from the Low quartile group
of respondents, and the other set of data from the High quartile group of
respondents. Each minor category, SDLRS score, birth year, micro age, meso
age, macro age, and delay in years from first event to being licensed will
be discussed.
SDLRS Score
Comparing the Low and High quartile SDLRS descriptive statistics, Table
5.3, reveals that the standard deviation of the High quartile (SD 7.64)
is noticeably smaller than the standard deviation of the Low quartile (12.68).
This implies that the members of the High quartile are more similar to one
another in terms of SDLRS scores than are the members of the Low quartile
group.
Birth Year
The Mean, Mode, and Median birth year, Table 5.3, for the Low group are
1945.55, 1951, and 1949 respectively. The mean, mode, and median for the
High group are 1941.95, 1941, and 1941 respectively. The Low group is on
the average about 10 years younger then the High group. Comparing the two
group's age to Figure 5 it is can be to noted that the High groups age plots
during the period when the total number of Table 5.3
Comparison of Low and High Quartile Descriptive Statistics for SDLRS
and Birth Year
Quartile |
SDLRS Low High |
Birth year Low High |
| Mean | 205.35 | 267.55 | 1945.55 | 1941.95 |
| SD | 12.68 | 7.64 | 15.22 | 15.76 |
| Mode | 198 | 263 | 1951 | 1941 |
| Low quartile | 198 | 261.5 | 1935.5 | 1928 |
| Median | 203.5 | 267 | 1949 | 1941 |
| High quartile | 216.5 | 272 | 1952 | 1948.5 |
| Sml value | 170 | 257 | 1916 | 1917 |
| Lrg value | 222 | 283 | 1973 | 1976 |
| Numerical value | 20 | 20 | 20 | 20 |
| Coefficient variable | 6.334 | 2.929 | 0.802 | 0.833 |
| Kurtosis | 1.349 | -0.263 | -0.314 | 0.275 |
| Skewness | -0.844 | 0.734 | -0.28 | 0.548 |
Table 5.4
Comparison of Low and High Quartile Descriptive Statistics for Micro
and Meso Experiences
Quartile |
1st Micro age Low High |
1st Meso age Low High |
| Mean | 15.4 | 13.7 | 20.6 | 16.2 |
| SD | 9 | 9.3 | 9.2 | 12.7 |
| Mode | 10 | 14 | 10 | 12 |
| Low quartile | 10 | 10 | 13 | 10 |
| Median | 12.5 | 11 | 17 | 12.5 |
| High quartile | 15 | 14 | 32 | 15.5 |
| Sml value | 8 | 7 | 10 | 6 |
| Lrg value | 40 | 45 | 35 | 60 |
| Numerical value | 16 | 13 | 13 | 20 |
| Coefficient variable | 60.637 | 70.455 | 46.381 | 80.599 |
| Kurtosis | 3.64 | 11.423 | -1.479 | 7.393 |
| Skewness | 2.109 | 3.294 | 0.571 | 2.74 |
Quartile |
1st Macro Age Low High |
Delay from 1st to License Low High |
| Mean | 24.2 | 16.6 | 16.9 | 16.9 |
| SD | 10.8 | 12.3 | 12.2 | 14.9 |
| Mode | 13 | 10 | 0 | 2 |
| Low quartile | 14 | 10 | 5 | 5 |
| Median | 18 | 12 | 19.5 | 11 |
| High quartile | 38 | 16 | 24.5 | 27.5 |
| Sml value | 13 | 7 | 0 | 1 |
| Lrg value | 42 | 50 | 47 | 55 |
| Numerical value | 11 | 14 | 20 | 20 |
| Coefficient variable | 46.925 | 76.832 | 74.177 | 90.421 |
| Kurtosis | -1.528 | 3.745 | 0.175 | 0.454 |
| Skewness | 0.598 | 2.128 | 0.506 | 1.07 |
amateurs were born was well below the normal distribution. While the plot
of the Low group's age places them during the period when the number of
amateurs being born is well above the normal distribution.
First Micro, Meso, and Macro Event by Age
Consistently the Low group on the average (mean) appears to be older (age
15.4 and 20.6) than the High group (age 13.7 and 16.2) when its members
had their first micro or meso experience. This continues to be true for
the median age at which the first events occur. The most often reported
age (the modal age) at which these events occur, however, is reversed for
the micro and meso events. The Low group, with a cohort birth year of 1951,
is analyzed in greater depth below. Therefore, individuals in the Low group
often have their first micro and meso experience before individuals in the
High group. Micro and macro events were not experienced by all respondents
in either the Low or High groups. However, all members of the High group
reported experiencing meso events.
Micro Events. The most common micro event was the gift of
a crystal radio kit, or the construction of a radio or electronic device
by the respondent during the period age 7 to 12. These events were scored
as both micro and macro because of the technology component in the event.
High group respondents typically expanded the experience by pursuing follow-on
learning projects on their own. These early events seemed to lead to a reoccurring
pursuit of knowledge of a technical nature across their life time. Most
indicated that this early experience in life contributed not only to their
choice of hobbies but also to their selection of educational pursuits and
vocation.
Meso Events. The most common meso event was the experience
of learning Morse Code or some other form of a communications activity while
participating in the Boy Scouts of America. A close second kind of event
in terms of frequency reported, was the experience of having a close friend
with whom the learning experience and ultimate pursuit of amateur radio
as a hobby was shared. Members of the High group often identified themselves
as the leader of the learning effort and the most persistent across their
life time. While they reported maintaining contact, often their friend is
no longer active in amateur radio.
The Low group respondents often cited the influence of a close friend or
family member as introducing them to the hobby. More often than not they
have maintained the friendship, however Low group respondents often were
no longer actively involved in the hobby.
The preceding analysis of the interviews examined the relationship between
Low and High quartile respondents, and events coded micro, meso and macro.
The analysis focused on the difference between the respondents grouped in
the first and fourth quartile. Next the analysis will focus on those periods
in which a below normal distribution of amateurs and periods in which above
normal distribution of amateur radio operators were identified. Interviews
of amateurs born during these periods will be reexamined with a particular
emphasis on identifying events that are common to these two groupings.
Peak Birth Year for Low Group Amateur
Radio Operators, 1951
Further analysis of the two groups of amateur radio operators was warranted.
The most often reported birth year for the Low group was 1951, during a
period when entry into amateur radio was above the normal curve (Figure
5) for the sample. Therefore, interviews from amateurs born in 1951 were
analyzed to determine what shared events, if any, might emerge.
The following abstracts cover the key points of the interviews from those
born in 1951. This material was examined to see if a framework could be
identified that might explain why the Low group is highly represented in
this year.
L9, Birth year - 1951, SDLRS - 201, Sex - Female, Race - White.
He reported she first became interested in amateur radio as an adult. Later
she indicated that she might have become interested in radio as a child
watching war movies. She entered the amateur radio service at age 36. Her
husband and children decided to become amateur radio operators and so she
decided to make it something the whole family did together. When pressed
to identify an earlier event that contributed to her interest in amateur
radio she responded with:
When pressed to identify other events that may have influenced her decision
to become an amateur radio operator she identified "severe weather
watch" and "public service."
L10, Birth year - 1951, SDLRS - 203, Sex - Male, Race - White.
Reported he first became interested in electronics working with an older
brother (by fours years) while doing experiments with batteries, motors,
and a home made crystal radio at about age 12 or 13. He got his Novice at
19 while in college. He attempted to upgrade immediately, but failed. He
and his brother share the same professional training, electronics. Both
upgraded to an Advanced class amateur radio license in about 1984. This
respondent serves as the volunteer emergency communications coordinator
for the Red Cross and his county in southwest Oklahoma.
L11, Birth year - 1951, SDLRS - 204, Sex - Male, Race - White.
Respondent's uncle was a amateur radio operator and during the uncle's visits
the respondent became aware of and then interested in amateur radio. The
respondent's family told stories of the uncle's mobile amateur radio in
his car interfering with pizza parlor public address (PA) systems and PA
systems in churches. The stories fascinated the respondent. The respondent
was fascinated with his uncle's ability to communicate. His uncle became
his mentor and gave him his Novice exam. The respondent lived in a rural
Kansas town. The nearest large town was 50 miles away. While conscious of
the Vietnam war, and the death of President Kennedy, the responded reported
that these events really didn't effect him.
L13, Birth year - 1951, SDLRS - 211, Sex - Male, Race - White.
The respondent reported that he first became interested in electronics at
age 11 through helping a friend of his father's repair black and white TV
sets. Next followed an interest in communicating through Citizen Band which
the respondent did off and on, until age 32 when through an informal study
group he learned enough material to pass his amateur radio written and code
tests. At about age 32 the respondent became involved with a circle of friends
that met at a local fast food restaurant. He described the situation this
way (sic):
When pressed to identify three aspects of amateur radio that hold his attention
he responded, "Ah, speaking long distance, phone communications, and
learning new things about the hobby."
H6, Birth year 1951, SDLRS - 262, Sex - Male, race - White.
The respondent reported he first became interested in amateur radio in high
school, but that he didn't really pursue it as a hobby until 1983 (about
age 32). His initial interest was kindled by a high school physics teacher
who was also an amateur radio operator. In 1983 he and his wife were at
a county fair where the local radio club had a booth set up. When they stopped
at the booth, he told his wife it was something he was interested in, and
they both decided to become amateurs. They attended class together and licensed
together.
When pressed about his initial interest in radio and why he didn't act on
it at the time he reported that there was no time. The teacher introduced
amateur radio the last month of the school year and did not return the next
year. The respondent, however, developed an abiding interest in radio, became
a short wave listener, and enjoyed listening to foreign broadcasts and the
police bands. He was particularly fascinated with the radical, anti-American
broadcasts. He clarified this interest by saying "Don't get the wrong
idea, I wasn't a protestor or anything, but I was interested in how the
other side talked about us."
He is a computer professional and he reports he spends his leisure time
working with computers at home. He is currently teaching himself how to
program in C++ for Windows `95. When pressed to identify any other situation
or world event that kindled his interest in amateur radio he began discussing
trains (trains were a reoccurring theme among all groupings of respondents).
He went on to say (sic):
Summary of Birth Year 1951. The five respondents born in 1951 present several common threads. Each contained a combination of micro, meso, and macro experiences. Each viewed amateur radio as a service oriented hobby that could facilitate communications between family members and friends. None of the respondents licensed in their youth. Each reported developing an interest in radio during their youth, but not becoming active in amateur radio until fully adult and able to share it with a family member. Maybe most importantly, each reported having someone else to work with that helped them acquire their amateur license.
The second group considered worthy of additional exploration were those
individuals born in 1941, the most common birth year for the High group,
and a period during which the total number of amateurs born was well below
the normal distribution. Four respondents were selected. Each born in 1941.
H11, Birth year - 1941, SDLRS - 267, Sex - Male, Race - White.
The respondent attributes his interest in amateur radio to his Boy Scout
experience and efforts he made to earn a merit badge in communications when
he was 14 or 15 years of age. However, he had much earlier experiences that
contributed to his interest. He said (sic):
The respondent's interest in radio communications preceded his awareness
of amateur radio in the Boy Scouts. He described his developing interest
this way (sic):
The respondent further explained that the local amateur radio club provided
training for the Boy Scouts, that the club was run by individuals that were
motivated by profit because they owned the local radio and electronics store
who sold Army surplus radio, electronic, and telephone equipment.
H14, Birth year - 1941, SDLRS - 268, Sex - Male, Race - White.
The respondent first became interested in amateur radio about 1955 when
he was age 14. He became interested through listening to the family radio.
It had shortwave bands. His mother knew of his interest and read in the
newspaper about an amateur radio club that met at a local school, that was
starting licensing classes. His father provided transportation. The respondent
met a boy a few years older that became his friend and mentor. His mentor,
also a teenager just old enough to drive, was the organizer and leader of
the amateur radio club. Three other individuals in his high school class
also became amateurs. As a result of the local amateur radio club being
formed primarily with teenagers, the respondent became an amateur radio
operator. The respondent described the development of his initial interest
with these words (sic):
The respondent went on to say that he was involved in sports, athletics,
hunting, attended college, and had a career as a pilot in the Air Force.
He indicated that his amateur radio experience has affected every facet
of his professional life. Although he never studied communications as a
profession, his amateur communications background contributed to his ability
to set up remote radio stations, make phone patches, perform his duties,
and stay in contact with his family while flying world-wide. He retired
from the U.S. Air Force after 22 1/2 years, had a commercial aircraft sales
position, but later went into emergency communications management with county
government. He describes himself as having operated radio stations in Asia,
Africa, and Central America. Today he is very involved in mentoring others
in becoming amateur radio operators.
H15, Birth year - 1941, SDLRS - 271, Sex - Male, Race - White.
The respondent became interested in amateur radio when he was age 12. He
built a one tube receiver and discovered that he could use it to transmit
in the AM band. He describes himself as always being interested in science
in school, but that he had no involvement with amateur radio. He didn't
know anyone that was involved in the hobby. He discovered material on the
hobby in the library, wrote the American Radio Relay League and got copies
of their promotional material. He was a member of the Boy Scouts but his
troop was never involved in radio. He was studying physics. His college
had a ham club, he never became involved in the club. His formal interest
in becoming an amateur radio operator materialized when he started teaching
physics. He decided to make amateur radio a part of his classes. As he taught
his students he acquired the knowledge to pass his the exam to acquire his
own amateur radio license. He reported that he contacted a stranger to give
him his first test and that he prepared for the exam alone. The hobby was
never something he shared, except with his students in the classroom. He
teaches in a college and has licensed two dozen foreign students who have
used amateur radio to speak with their family and friends in their home
countries. Today he serves as a mentor to the local hams, organizing on
the air nets, and other group activities. His other hobbies include rocketry
and model building.
L15, Birth year - 1941, SDLRS - 216, Sex - Male, Race - White.
The respondent reports that he is not currently active in amateur radio.
He reports that his first interest in radio may have been kindled by his
fathers description of a crystal radio set when he was a teenager. He reports
that he started studying radio and electronics in the Navy. He attempted
several correspondence courses, including a DeFry Institute course but never
finished.
About six years after leaving the Navy he joined a local radio club, took
their course and acquired his amateur radio license. Interestingly, this
respondent communicated in short, two to five word, responses except when
discussing current learning projects associated with his professional work.
Then his responses increased to 50 to 250 words in length.
The respondent's self-assessment for why he approaches learning the way
he does is that he may have a learning disability such as Dyslexia. He indicated
he believed that individuals with learning disabilities are forced to devise
ways to learn on their own.
Summary of Birth Year 1941
The four respondents born in 1941 present several common threads. Each respondent
indicated a strong meso component to the events that led to their interest
in the amateur radio hobby. Each indicated their first experience occurred
at age 14 or before. There was no consistent pattern of the type of experience
(micro, meso, macro), however, there was a strong communications component
to each individual's experience and support through group experiences that
aided them in kindling and sustaining their interest in radio. Born in 1941,
they were too young to personally remember WW II which ended when they were
age 4. The America they grew up in was optimistic after having just defeated
the Axis Powers, but more aware than ever before that isolation from the
rest of the world could no longer be considered a form of protection. The
Cold War was in full swing, and the Korean Conflict occurred while these
respondents were ages 9 through 12.
Discussion and Findings
The research designed called for interviewing 40 respondents. From the pool
of respondents, 20 from the first quartile (Low group) and 20 from the fourth
quartile (High group) were interviewed to determine if they had a single
identifiable experience from their youth which influenced their ultimate
entry into the amateur radio hobby. The interviews produced over 15,000
lines of transcribed text.
From the literature review it was determined that coding would address micro
and macro events. A third category, meso events, was added. To these three
categories the dimension of time was added permitting the age of the respondent
to be associated with a micro, meso, or macro event. The data indicate that
the average age of these events is in the range of 10 to 16 years. This
suggests Massey's (1979) notion of value formation at age 10, might more
correctly be thought of as age 12 to 14.
The Federal Communications Commission (FCC) data base records the year of
birth of US amateur radio operators. HamCall (1993) is a commercial release
of the FCC data base. This information was used to construct a histogram
of the distribution of US amateur operators by birth year (see Figure 4).
The total US population of amateur radio operators in 1990 was in excess
of 500,000. A histogram, overlaid by a normal distribution curve graphically
portrays those birth years during which higher and lower than expected numbers
of amateur radio operators were born. The distribution was expected to be
normal. Certain birth year periods, such as those associated with the Great
Depression, World War II, and the Vietnam War appear to be associated with
lower than expected numbers of amateur radio operators.
In particular, two points in time appear to be of interest; birth year 1922
and birth year 1935. The year 1922 is the point when the increase in the
normal distribution turned negative and remained so through birth year 1935.
It lends support to Massey's (1979) premise, supported by Bandura (1986)
and Jarvis (1992) that value formation at about age 10 can affect a person
for the rest of his or her life. By adding 10 to 12 years to their birth
year period 1922 through 1935, it can been seen that these individuals experienced
the Great Depression and World War II.
The FCC data base contains a number of individuals that maintain their amateur
radio operators' license but who are not in fact active in the hobby. Since
an amateur radio license is issued for a period of 10 years, with an additional
two year grace, the FCC data base also contains a number of individuals
who licensed but who are no longer active. The self-selected nature of the
sample amateur radio operators used in this study insured that only active
amateur radio operators were represented. Therefore, the study sample is
a better representation of high self-directedness as indicated by being
an amateur radio operator and a participant in the study.
Figure 5, Histogram of Sample by Age, confirms the selection of birth year
1922 and 1935, from Figure 4, as two birth years that produce fewer than
expected amateur radio operators. It also supports the notion that the number
of amateur radio operators that entered the hobby from the period of the
Vietnam War was also well below normal.
Using Figure 5 and Mills' (Guba, 1985) method of agreement, the investigator
sought to identify one type of experience that discriminated between those
that are high in SDLR and those that are not. Birth years 1925, 1951, and
1962 appear to correlate with periods of increased numbers of amateurs.
If one adds 10 years to see what was occurring in the US during the periods
that Massy (1979) indicates values are being formed, the following pattern
emerges. Birth year 1925 becomes 1935, near the end of the Depression, but
before World War II. Birth year 1951 becomes 1961, after the Korean Conflict
but before the Vietnam War. Birth year 1962 becomes 1972, generally after
the Vietnam War. If we tentatively accept the notion that being an amateur
radio operator is a demonstration of being high in SDLR, then the unexpected
variation in the distribution of amateurs by birth year may be used as an
indication of when something in the environment is effecting the development
of high SDLR. It is interesting to note that respondents, during interviews,
rarely mentioned these macro events, and never associated them with developing
an interest in amateur radio. Yet, this does not mean that they were not
influenced in some unknown way by the impact of the Great Depression on
American society.
According to Mills method of difference, the investigator sought to identify
one factor (type of experience/event) that was associated with the failure
to develop high SDLR as evidenced by a below expected number of individuals
that enter amateur radio by birth year. National crisis, operationally defined
as a depression, or national war, appear to be a type of macro event that
depresses the number of high SDLR individuals. Inspecting Figure 5, it can
be seen that the number of amateurs by birth year is depressed for ages
75 to 77, ages 62 to 64, age 45, and ages 36 to 38, adjusted by Massey's
(1979) value formation age. Thus adjusted, these ages corresponding to the
Great Depression, World War II, the Cuban Missile Crisis, and the Vietnam
War.
In accordance with Mills' joint method, the investigator sought one factor
common to all instances when there is an increased evidence of high SDLR,
and which is absent in all cases where there is evidence to suggest that
SDLR is low. The above demonstration of data and discussion can be used
to support the notion that a relationship exists between historical events
and the development of SDLR, as demonstrated by variations in the amateur
radio population by birth year. The common factor associated with increased
high SDLR appears to be periods of national peace. When this factor is absent,
there is evidence (fewer amateurs) that the manifestation of high SDLR is
decreased.
Low Group
The Low group was more likely to engage in amateur radio as a member of
a group. They typically had experiences within their family and immediate
community that contributed to their lifelong interest in amateur radio.
The Low group members were most often influenced by micro events. Less frequent
were the larger cultural experiences. The macro experiences were generally
associated with the introduction to technology such as the construction
of a crystal radio set.
High Group
The High group members were more likely to engage in amateur radio alone.
When in a group they often assumed the role of leader. All members of the
High group encountered meso experiences that contributed to the lifelong
interest in amateur radio. They were more likely to have multiple types
of experiences (micro, meso, macro) that contributed to their developing
and interest in amateur radio.
Micro Events
Micro events were associated with the respondent's immediate family. Typically
they consisted of the gift of a crystal radio set at Christmas and its subsequent
successful construction. Also common, was the experience of using a family
radio with short wave bands to listen to foreign broadcasts. High group
members tended to focus on the technology, while Low members tended to be
more impressed with the ability to listen to foreign broadcasts and gather
information about the world around them.
Meso Events
Meso events included experiences with friends, in clubs, at schools, and
in church that can be associated with developing an interest in amateur
radio. The most common form of meso event was associated with scouting activities.
The second most common meso experience was having a close friend, often
older, with whom the respondent was able to share the experience of becoming
an amateur radio operator. Low group participants in meso events were often
followers, while High group participants often assumed the leadership role.
Macro Events
The introduction of technology was the most common macro event, as manifested
by either a crystal radio set, or the building of a more sophisticated type
of radio receiver. A close second for the most common type of macro event
was the use of a family owned shortwave receiver to listen to foreign broadcast
stations. Typically, the macro experience was associated with an interest
in the larger world and a desire to know more of what was happening. Even
though, none of the respondents cited a major world event, depression, war,
or conflict as contributing to their general interest in amateur radio these
kind of events cannot be discounted entirely.
Peak Birth Year, Low Group
The peak birth year for the Low group corresponded with a peak in the total
number of amateur radio operators being born at a particular point in time.
Trying to understand what kinds of events lead to individuals generally
low in SDLR to engage in high self directed learning activities seemed worthy
of further exploration.
The peak birth year for the Low group was 1951, during the "baby boom".
It coincides with a peak well above the normal distribution for the number
of radio amateurs by birth year being born. An improved understanding of
the micro, meso, and macro social environments that contributed to increased
high SDLR activity is desirable. A common pattern, that may be helpful,
emerged from the interview data. All respondents born in 1951 experienced
micro, meso, and macro events that they associated with becoming amateur
radio operators.
While having experiences in their youth that contributed to their interest
in radio, none of the respondents born in 1951 actually acquired their amateur
license in their youth. Instead, they each licensed later, after becoming
fully adult; and in some degree they were motivated by the common desire
to be able to communicate readily with other family members. They also found
someone to assist them in acquiring their license. Born in 1951, they were
too young to have direct personal memories of the Korean Conflict. The America
they grew up in was conscious of world communication and technology. Their
early developmental years preceded the Vietnam era (1964 - 1974) and seems
to be characterized by a supportive macro climate that made it safe for
meso learning relationships, and affluent enough for micro learning opportunities
to be available.
Peak Birth Year, High Group
The peak birth year for the High group was 1941, a year that was well below
the normal distribution for producing amateur radio operators. The question
then becomes, what factors contributed to a large number of individuals
becoming highly self-directed learners during a period that generally produced
below the expected number of high SDLR individuals? Education was important
and being able to manage the new technologies associated with electronics
was a priority for school systems.
These respondents each reported having micro, meso, and macro experiences
that contributed to their developing interest in radio. All experienced
technology and the fascination associated with shortwave listening and building
electronic equipment. Born in 1941, they were too young to have direct personal
memories of World War II which ended when they were age 4. The America they
grew up in was optimistic after having just defeated the Axis Powers, but
more aware than ever before that isolation from the rest of the world could
no longer be considered a form of protection. The Cold War was in full swing,
and the Korean Conflict occurred while these respondents were ages 9 though
12.
What Kind of Association is there Between
Historical Events and the Development
of SDLR?
There appears to be evidence to support the notion that there may be an association between the development of high SDLR and the events experienced by individuals during their youth. It is speculated that the strongest association appears to be macro, but is not reported by the respondents. Schooler (1990), among others, indicate that societal influences may exert pressure on individuals and influence their choices and propensity toward self-directedness unconsciously. The development of High SDLR appears to be tied to certain types of events at the micro and meso level, and to the introduction of new technology at the macro level.
Discussion
The examination of the Lowest and Highest quartiles and analysis of the respondents born in 1951 (Low SDLRS) and 1941 (High SDLRS) are informative. The interview data when coded as micro, meso, and macro phenomena imply some differences between Low quartile respondents and High quartile respondents. Low respondents tend to enter the amateur radio hobby with someone else. They are older when they license and identified micro events as the most common type of experience that led to their lifelong interest in amateur radio. High respondents are more likely to pursue their amateur radio interests alone. When in a group of amateurs they tend to assume the leadership role. They license at an earlier age than the Low respondents and the High respondents identify meso events as the most common type of experience that led to their lifelong interest in amateur radio.
As this inquiry is exploratory in nature and is designed to attempt to find
associations rather than cause - effect it is not necessary here to establish
why the differences exist. Neither is it necessary to conclude that the
differences between Low and High quartile amateur radio respondents fully
explain the differences in SDLRS between the two groups. Nevertheless, the
identification of the kinds of differences that exist between Low and High
respondents, such as the importance of micro events to one group versus
the importance of meso events to the other provides opportunity for further
study. Similar, the tendency to be a leader versus a follower needs to be
explained. There are other interesting differences suggested in the interview
data. For example, the 1951 Low SDLRS group members obtained their amateur
radio licenses after becoming adults compared with the High SDLRS group
licensing as adolescents. The interplay of micro, meso, and macro phenomena
may be of further interest as elements in individual situations.
For example, the 1941 group members were born before the general availability
of television. Also, telephones as communications instruments were limited
in distribution. Compare that macro situation with the macro conditions
that prevailed for the 1951 sample. They were born after television was
gaining wide distribution in American homes, telephone communications was
becoming common place, and the format and importance of radio broadcast
was changing. Consequently, it can be speculated that the Low group members
who were not particularly interested in being independent learners did not
feel a need or develop an interest in the communications technology manifested
by the 1941 High group. Of course, this does not explain how or why the
1951 group had low SDLRS scores, neither does it explain the reverse in
the 1941 group, but it does reveal how macro phenomena may be related to
behavior and preferences.
Summary
This chapter reports the results of the qualitative analysis of the interviews
that sought to discover a single type of event that contributed to the development
of High SDLR.
First the distribution of the sample of amateur radio operators by age was
inspected against a normal distribution to determine if there were periods
of time when the number of amateurs by birth year was above or below the
normal distribution. Points in time were selected, both when the number
of amateurs were high, and when the number of amateurs were low. These points
in time were then considered in terms of major events that coincided with
the development of an interest in amateur radio.
Qualitative interviews were analyzed from the Low and High group, coding
micro, meso, and macro events in terms of the age of occurrence of each
event in the life of the respondent, in order to associate various events
with the development of SDLR.
The Low group peak birth year, and the High group peak birth year were further
analyzed to determine what type of shared experiences might emerge from
the analysis. The findings indicate support for the notion that the development
of SDLR may be associated with individual experiences during the development
years. Micro, meso, and macro events may play a part in the development
of SDLR. The macro component appears to exert an unconscious influence on
members of society.
The data indicate that the topic is complex and would benefit from further
study. Each type of experience/event, micro, meso, and macro might influence
the development of SDLR. The data indicate that exposure to new technology
in the home can contribute to the development of high SDLR. Further, more
opportunities to learn in a group setting may have a positive effect on
the development of SDLR for members of the Low group. The macro component
may be the most powerful in influencing the development of SDLR in a society.