How Does the Mother-Daughter Relationship Affects Communication Between Life Mates & Female Peers?

"How Does the Mother-Daughter Relationship Affect Communication in Relationships with Female Peers and Life Mates?"
PART I

INTRODUCTION

GENESIS OF THE PROBLEM
I've suspected that my relationship with my mother has had an impact upon my relationships and the way that I communicate with others, though I don't know exactly how, to what extent, or even why. However, I recognize that as a responsible adult, I make my own choices and decisions and choose how I communicate with others. Yet, I wonder how much of what I choose is affected by the belief system that my mother helped instill in me.
Specifically, I've wondered about the lessons she has taught me about interpersonal communication. Did she teach me by example, by explicit instruction, or did my environment help mold my communication abilities in interpersonal relationships? How does the complex relationship between mother and daughter affect communication styles with other women, men, and even one's children? I'm interested in learning how these findings affect women in choices of career, life mates, appearance, attitudes and behavior, and overall viewpoints of other females and males.

My interest in the role of the mother-daughter relationship has increased recently because of two main reasons. First, there have been some "bumps" in my relationship with my mother related to these issues. Sometimes I seem to make the same mistakes in my life as she did when she was younger. Though I want to blame her for my mistakes, I know that I'm ultimately responsible for my own relationships and choices. At the same time, I know that what she has taught me has helped shape my ideas. Yet, I must say I'm aware that my mother couldn't teach me what she didn't know. So, naturally I wonder about how her mother influenced her and what she learned.

Secondly, understanding the influence a mother has in helping shape the life of her daughter is important to me because of my relationship with my sixteen-year-old daughter. I've been analyzing my mother's influences and in turn contemplating how I influence my own daughter. I've noticed that many times I'm just feeding my daughter life-preparing information rather than simply talking with her, which is probably not healthy. I wonder what influences I've had on my daughter that I'm not even aware of.

STATEMENT OF THE PROBLEM
Because our mother is typically our first teacher and primary example, I suspected that she has the greatest impact on our communication styles. This belief led me to questions for research. Does a mother influence her daughter's interpersonal communication? Does a mother teach by example, by explicit instruction, or does the environment help mold a daughter's communication abilities in interpersonal relationships?

Additional questions were: "How does the complex relationship between mother and daughter affect communication styles with other females and life mates/partners?"

DEFINITIONS OF TERMS:

For greater ease in the comprehension of specific terms as related to the outlined research topic, and with the intent to facilitate clarity, definitions of key terms are listed below.

Dialectics
Conceptual: a method of argument that weighs contradictory facts or ideas with a view to resolving real or apparent contradictions (American Heritage Dictionary, 237).
Operational: A term used to describe the state of ongoing flux (contradictory occurrences).

Relational Dialectics
Conceptual: Relational dialectics is a constitutive theory of communication-living words are at its theoretical core. An approach to close relationships that emphasizes inherent, ongoing tensions, struggles, and contradictions. (Baxter, 2004).
Operational: A term used to describe the state of ongoing flux that occurs within an intimate relationship, with reference to the push-pull dynamics of the interpersonal communications patterns of members within the close relationship. This concept was indicated on the survey with questions about tensions and struggles in the mother-daughter relationship.

Communication

Conceptual: "the umbrella term for all careful, systematic, and self-conscious discussion and analysis of communication phenomena" (Griffin, 6). This is an interpretive definition.

Operational: A method of creating shared meaning between members in a relationship. In the survey, respondents were asked how they came to understand their mother's messages.

Mother
Conceptual: a female parent; a woman having the responsibility and authority of a parental figure (American Heritage Dictionary, 544).

Operational: the principle female caregiver, and identified as such on the survey.

Daughter
Conceptual: the female considered as if in a relationship of child to parent (American Heritage Dictionary, 219).

Operational: female dependent within the principle female caregiver's life. Those who filled out the survey thought of themselves as the dependent in the mother-daughter relationship, without regard to their age.

REVIEW OF RELATED LITERATURE

One of the most helpful indices used to conduct findings of existing research was the Social Science Index. Index material included 350 key articles related to the areas of social sciences, psychology, sociology, law, political science, and economics. Some of the resources that were used from this index include Journal of the Social Sciences, and Feminism & Psychology. Another useful index was Contemporary Women's Issues. Accessed journals were Feminist Review and WORLD.

PsychINFO, an online resource of Psychological Abstracts, provided access to scholarly articles and book chapters that are published worldwide. Indices are from 1967 to the present. Several dissertation abstracts were reviewed from this source, but several were later discarded due to the difficulty of procurement of these records in their entirety and possible cost-related issues. Among several, journal abstracts reviewed were Sex Education, Journal of Black Psychology, Japanese Journal of Developmental Psychology, and Health Communication. A book that was referenced by the PsychINFO index was Gender and Social Life and was used for further research.

Communication and Mass Media Index provided access to a variety of sources. One source used was Journal of Family Communication. Additional sources provided by Communication and Mass Media Index were books such as The Mother-Daughter Relationship: Echoes Through Time, and Aging Mothers and Their Adult Daughters.

Word searches using variations of the phrase "mother-daughter relationships" produced successful results in related topics. The search results provided a wide array of broad information. Because of the diverse resources available, themes were developed to organize information and maintain the research focus. The literature that was found focused on the following major themes: the intimate nature of the mother-daughter relationship, effects of communication patterns within the mother-daughter relationship, conflict within the mother-daughter relationship, and the dialectical interpersonal needs within relationships.

I. Intimate Nature of the Mother-Daughter Relationship
Mother-daughter relationships have a tremendous impact directly on the lives of the women involved and on other people in their lives. This simple truth appears to be readily accepted by society. However, when pressed for further subjective insight, many people do not understand why or how or even to what extent this relationship affects a woman in her behavior, communication style, and life choices.

Diane Walters, author of The Social Construction of Mother-Daughter Relationships, further explained, "The mother-daughter relationship has been at the Centre of numerous attempts to explain female psychology, and most theory and research have implicitly assumed that it is inherently different compared to other types of relationships" (Walters 3583).

Considering that research and theory have "implicitly assumed" the uniqueness of the mother-daughter relationship as compared to other kinds of relationships, the research of Walters "examined how the meanings of mother-daughter relationships are socially constructed through discursive practices" (Walters 3583). That is, she covered a wide field of subjects such as "theoretical, empirical, therapeutic, and everyday problematic" themes with information being provided by other "researchers, therapists, and mothers and daughters" (Walters 3583). Because Walters's approach was comprehensive, it has served as a desirable model for continued research.

One area of particular interest to Walters was "the ways in which the interview participants offered contradictory accounts in order to make themselves socially accountable to the researcher, and in the case of the mother-daughter interviews, to each other..." (Walters 3583). Though positive and negative descriptions of the relationship are common, ironically, the twist of emotions appears to strengthen the bond between mother and daughter rather than weaken it. As a result of this finding, further research explained why this could be the case.

Karen Fingerman, author of Aging Mothers and Their Adult Daughters, supported findings that not only do mothers and daughters care about how others perceive them; they also are concerned how the other member of this dyad sees them. She explained:

Women's intergenerational relationships are marked by strong positive and strong negative feelings. Nearly every mother and daughter who participated in this study was able to think of a recent time when she had enjoyed the other party's company and a recent time when she was irritated with the other party. (Fingerman 10)

She continued, "Mothers were consistently more positive about their relationships with their daughters than were their daughters. Yet, daughters desire to please their mothers" (Fingerman 11). She also said that daughters were hurt by criticism from their mothers and were pleased by her praise.

"The emotional valence of ties between mothers and daughters does not appear to diminish even after daughters are well established as adults in their own rights," explained Fingerman (11). She found that one of the chief causes of tension in this intimate relationship is because mothers are usually more invested in the tie.

Ann Willard, author of "Cultural Scripts for Mothering," agrees with Fingerman's findings. She wrote an article that is found in the anthology Gender and Social Life, and it explained that most literature on mothering portrays the mother as a "shadowy figure" who selflessly encourages and provides for the child (34). Willard said:

The reader of the literature on child development sees a picture of an unidimensional mother figure who appears to exist only in relation to her child. Turning to the literature on women's experience of motherhood, one would expect to find a representation of a multifaceted individual who has, among other relationships, this singularly important relationship with her child. Instead, the literature that looks most directly at women as mothers confuses the woman herself with her role as mother, and our sense of the maternal self disappears. (34)

The literature appeared to convince the mother (and society) that mothers are no longer individuals once they take on the role of mother. Willard continued, "There is, in fact, little study of the mother's self because the maternal role, generally, has been seen to be selfless" (34). As such, it becomes evident why a mother would be more invested in the tie of her relationship to her daughter. It also explained why a daughter would be less enmeshed with her mother because her individuality was encouraged and promoted, not suppressed and undermined as the mother's has been.

The intimate bond between mothers and daughters is a complex one, and Fingerman helped summarize tentative findings related to the intimacy that mothers and daughters' experience. She said,
Mothers and daughters report mixed feelings about their relationships. There are three aspects to these feelings. First, the actual emotions that mothers and daughters experience for the other party contribute to the intensity of their bonds. A central focus of this study involved the types of feelings that mothers and daughters report for the other party. Anecdotally, it seems that mothers and daughters feel love, intimacy, pleasure, and yet also feel disappointed, irritated, hurt, frustrated, and betrayed by the other at times. (11)

In summary, the literature focused on the intimate nature of the mother-daughter relationship, as it is a complex and contradictory one. Mothers and daughters reported an array of mixed emotions when describing their relationship with the other party. Because the mother-daughter relationship is a primary and intimate one, it also affects communication patterns. The next theme will focus on how the mother affects her daughter's communication patterns.

II. The Mother-Daughter Relationship: Effects of Communication Patterns
There are many areas and aspects of life that are affected by the communication patterns of mothers and daughters as a result of their relationship. These areas are related to the daughter's choices regarding career, life mates, and relationships with women, men, and children.

A current study featured in The Mother-Daughter Relationship: Effects On College Women's Career Choice and Vocational Commitment, by Alexandra Castle Kroll, tested "family factors" that focused on the quality of the maternal relationship. Factors included measuring the closeness of mother and daughter as well as the daughter's perception of her mother's "attitudinal, emotional, and functional" support (Castle Kroll 2123).

Other issues that were explored and tested were "personal factors" such as "traditionalism, social desirability (need for approval), and systematic differences in [. . .] beliefs about timing, duration, and importance of the work role (vocational commitment and vocational identity)" (Castle Kroll 2123).

The results of the testing demonstrated that a mother's beliefs and behaviors have a direct impact upon the daughter and her choice in career and pursuit of educational goals. Castle Kroll shared an interesting finding as she related, "Mothers [who] scored higher on measures of traditionalism and social desirability were more likely to have a lower level of vocational commitment when the mother-daughter relationship was close and they perceived less maternal support for autonomy" (Castle Kroll 2123). Even so, despite this finding, "closeness and perception of support for autonomy were only marginally related to the young women's career choices" (Castle Kroll 2123). Ideas related to this finding suggested influential factors also include outside sources such as a paternal figure, school, peers, and one's personal aspirations.

Shannon Casey-Cannon explained in Mirroring Our Mothers? Maternal Life Choices And Daughters' Future Aspirations, "with less traditional views of gender roles and anticipating stronger commitment to career demands than mothers, girls wanted to go further in school, marry later, and have children later than their mothers did" (Casey-Cannon 4940).

Casey-Cannon also found supporting evidence that a mother's expectations for her daughter's achievements were very closely mirrored by her daughter in areas of family and educational pursuits. However, she found some variance in areas of career aspirations (Casey-Cannon). In her study, Casey Cannon concluded, "Mother-daughter relationships may encourage ways of thinking that could have a meaningful influence on daughters' future life plans" (Casey-Cannon 4940). In "Beyond the Myths," Lawler and Phillips elaborated and explained this point, "Courageous mothering-handing of self-esteem, seeing through patriarchal propaganda-is good mothering" (119).

Lawler continued, "Here we have a model of the benchmark against which to judge mothering. Whilst [sic] paternal and peer relationships might also be important in producing a form of self within the daughter, we are left in no doubt that it is mothering that is decisive, even if this involves mothering oneself in compensation for one's mother's inadequacies" (3).

Consequently, apart from the dyad, mother-daughter communication patterns affect other people in their lives such as peers and paternal figures. Fingerman explained, "Discussions did not consistently involve the parameters of the relationship" during joint interviews (Fingerman 137). "The mother-daughter tie seems to be embedded in the context of the larger family" (137). Topics of discussion included "the daughter's siblings, father, and partner" (138). The parties seemed to be more at ease when the direction of conversation was turned away from their relationship. Discussing problems involving other people seemed to unite the mother and daughter, creating an "us" versus "them" sort of collective mentality (140).

Fingerman also found that mothers view their daughters in a variety of roles and daughters held a more narrow view of the role of their mothers. To the mother, she said, "The daughter is simultaneously an adult woman, one's own daughter, a father's daughter, a confidant, a sibling to other offspring, a little girl, the wife of a son-in-law, and a mother of grandchildren." Yet, by contrast, to the daughter, the mother is "cast in a single social role. [...] Mothers remain mothers" (184).

In summary, according to literature prepared by Alexandra Castle Kroll, Shannon Casey-Cannon, Steph Lawler, and Shelley Phillips, communication patterns that developed as a result of the complexities of the mother-daughter relationship affect all aspects of the mother and daughter's lives. The mother's emotional and functional support of her daughter has effects on communication patterns with others and research addressed how this affects vocational choices, relationships with the opposite sex, female to female relationships, and decisions regarding parenting. As a result, research addressed the next theme of conflict within mother-daughter relationships.

III. Conflicts of the Mother-Daughter Relationship

Patricia Hill Collins, author of "Black Mother-Daughter Relationships" a writing found in the anthology Gender and Social Life, examined "the role of parents in the establishment of personality and social behavior" (Collins 44). This referred to the theory called psychoanalytic theory and represented the idea that the development of "feminine behavior results from the girls' identification with adult female role models" (Collins 44).

Judith Rosenberger, author of "Female Kin: Functions of the Meta-Identification of Womanhood," found in The Mother-Daughter Relationship, further explained this identification:
A woman's sense of a cohesive self hinges on the congruence of a core gender identity as female with the myriad forms in which she expresses that identity in her social context. Discontinuity between the way a woman experiences her female self and the ways she is constructed by important objects and responded to as a woman in her interpersonal world creates conscious and unconscious conflicts both in her self-representation and in her relations to the world of objects through her representations of self-with-other. (63)

In other words, how others relate to a woman directly affects how she perceives and identifies herself. If her self-perception differs from her experience as to how important people in her life treat her, conflicts in identity will arise. This will affect how she relates to others as well as how she represents herself to the outside world.

The development of a daughter's sense of self as female is largely the responsibility of the mother and can create harmony between mother and daughter but also can create conflict as the daughter determines her own sense of self and identity apart from her mother. Rosenberger continued, "The impact of discontinuity, or continuity, between self-experience as nascent [emergent] woman in the maternal bond and self-experience as woman in the wider social context depends on mother's own relationship to an internal paradigm of womanhood" (Rosenberger 64). Essentially, the mother instills in her daughter what she believes to be true about being a woman and how femininity is represented.

However, according to Rosenberger, "The issue is always how the daughter can obtain a secure and valued sense of self within her female core identity, remaining connected in this way to mother, while creating her own expression of female identity in a new context" (65).

Fingerman shared the same ideas as Rosenberger. She said, "In many cases, the same situations that underlie pleasure also contribute to tensions. Mothers and daughters face the task of balancing their desire for intimacy against their needs for autonomy" (Fingerman 11). She said one of the reasons is because both parties have to "confront pleasant changes that bring the daughter into a more equal and nurturing position relative to the mother, yet also struggle to deal with the continuity and history of their relationship" (Fingerman 11).

In summary, the daughter's development, resulting self-perception, and outward behavior is a direct result of her identification with her mother and/or adult females who serve as a primary model of femininity. Conflict can occur if the daughter receives inconsistent messages from her mother or primary female role models as related to her identity and what it means to be feminine. Lastly, conflict can result as the daughter develops her unique identity apart from her mother as she strives for a balance of intimacy and autonomy. As such, the theme of conflict within the mother-daughter relationship is related to the next theme which describes the theory of Relational Dialectics.

IV. Theory: Relational Dialectics

Synopsis of Relational Dialectics Theory:
Relational dialectics is a constitutive theory of communication-living words are at its theoretical core. Communication (and contradiction) are not located in monadic [single] individuals but in the between-dialogue is a joint activity. (18) --Leslie A. Baxter, "Relationships as Dialogues" (2004).

Leslie A. Baxter, (Ph.D., University of Oregon, 1975), a Distinguished Professor of Communication Studies at the University of Iowa, and Barbara Montgomery, a scholar from the University of New Hampshire, spearheaded the research and development of the relational dialectics approach. Consequently, their research findings led to the development of a theory. In her essay, "Relationships as Dialogues," Baxter said she and Montgomery developed a "formal articulation of a dialogism theory of relating" and "have labeled [it] relational dialectics" (Baxter, 2004). To understand the premise and depth of this theory and how it relates to governing factors of mother-daughter relationships, it's necessary to explore its development.

Baxter recounted the influence on her work by attributing the twentieth century writings of Russian cultural theorist, Mikhail Bakhtin as having a profound influence. In reference to her essay, "Relationships as Dialogues," She said:
For the past decade or so, I have grounded my work in Bakhtin's dialogism theory, including a formal articulation of a dialogic theory of relating that Barbara Montgomery and I have labeled relational dialectics. (1)

Baxter continued, "Mikhail Bakhtin (1895-1975) was a Russian scholar of literature, culture, language, and philosophy who spent much of his career working in relative obscurity [...]" (2). Bakhtin's writings are from 1919 to 1973 and were discovered in the 1970's and 1980's by Western scholars and are considered to be "one of the foremost intellectual forces of the twentieth century" (2).

Baxter said that the meaning of his work could be interpreted differently by different people because he wrote about a wide range of topics, but that "the concept of dialogue is central" in his work (2). In the context of Bakhtin's studies, dialogue referred to the exchange of ideas or opinions. In her essay, "Relationships as Dialogues," she further related, "My understanding of Bakhtin, and the weights I have given to each of his conceptions of dialogue, undoubtedly have been affected by my own research interests" (19). Giving credit to the influence Bakhtin had on Baxter and Montgomery's theory is important because it supported key components within their theory, such as dialectical tensions and the ongoing "dialectical flux" (7) that occurs within intimate relationships.

In the text, A First Look At Communication Theory, Em Griffin said "Leslie Baxter and Barbara Montgomery are central figures in a growing group of communication scholars who are interested in the intimate communication that takes place in close relationships" (157).

Baxter experienced difficulty in determining a set of scientific laws that governed the interactions that occur in personal relationships after interviewing many people about their relationships. She said, "I was struck by the contradictions, contingencies, non-rationalities, and multiple realities to which people gave voice in their narrative sense-making of their relational lives" (quoted in Griffin 157).

Certainly mother-daughter relationships contain the "contradictions, contingencies, non-rationalities, and multiple realities" (157) that Baxter referred to. As research has thus far indicated, this description of a personal relationship is the very nature of the intimate relationship of a mother and her daughter. Baxter "saw no law of gravity to predict interpersonal attraction, no coefficient of friction that would explain human conflict. She found, instead, people struggling to respond to conflicting pulls or tugs they felt within their relationships," said Griffin (157).

After extensive research and in agreement with the work of Bakhtin, Baxter and Montgomery determined that "'personal relationships are indeterminate processes of ongoing flux'" (quoted in Griffin 157). Research has confirmed the state of "ongoing flux" (quoted in 157) within the mother-daughter relationship and cited the intimate nature as one of the primary causes. As such, the daughter's struggle for autonomy and identity creates tension in relation to her role with her mother. Griffin explained, "Relational dialectics highlight the tension, struggle, and general messiness of close personal ties" (158). Yet, this isn't a negative factor. Noted Griffin, "Dialectical tension as providing an opportunity for dialogue, an occasion when partners [within the intimate relationship] could work out ways to mutually embrace their conflicting desires for unity with, and differentiation from, each other" (159).

Conflict is typically associated with negativity, but that isn't always the case in interpersonal relationships, especially the mother-daughter relationship. Conflict can produce positive aspects in relationships. To further explain, Griffin said, "Conflicting forces in relationships aren't reducible to a series of 'either/or' decisions. The 'both/and' nature of dialectical pressures guarantees that our relationships will be complex, messy, and always somewhat on edge" (159-160).

In her 1990 essay, "Dialectical Contradictions in Relationship Development," Baxter said:
A contradiction is present whenever two tendencies or forces are interdependent (the dialectical principle of unity) yet mutually negate one another (the dialectical principle of negation.) To a dialectical thinker, the presence of paired opposites, or contradictions, is essential to change and growth; the struggle of opposites thus is not evaluated negatively by dialectical thinkers. Further, contradictions themselves can undergo change over time. (70)

Further explanation of the internal and external dialectical tensions are represented in Figure 1 and apply to the intimacies of the mother-daughter relationship:
INTERPERSONAL DIALECTICAL TENSIONS
Typical Dialectical Tensions Experienced by Relational Partners
Baxter, L. A., & Montgomery, B. (1994). Relating: Dialogues and Dialectics.

INTERNAL DIALECTICS
within the relationship

EXTERNAL DIALECTICS
between couple and community

CONNECTEDNESS - SEPARATENESS
INCLUSION - SECLUSION
OPENNESS - CLOSEDNESS
REVELATION - CONCEALMENT
CERTAINTY - UNCERTAINTY
CONVENTIONALITY - UNIQUENESS

Baxter explained, "Relationships are typically conceived as homeostatic social systems which develop unidirectionally toward the states of interdependent connection, openness and uncertainty reduction or predictability" (Baxter, 1990). Illustrations of the Dialectical Theory are explained below:
Connectedness and Separateness (Autonomy)/Inclusion and Seclusion
This contradiction is probably the most central. For the relationship to maintain existence, both parties must forsake their individual autonomy. Yet, too much connection can smother an individual and his/her identity can be lost, thus leading to the demise of the relationship. (Baxter, 1990)
Although it is only natural to desire a close and permanent bond in our interpersonal relationships, no relationship can endure unless the involved individuals spend some time alone. Too much connection results in the loss of individual identity. (Honors, pars. 3-5)
Openness and Closedness/Revelation and Concealment
Relationships need both openness and closedness about information because openness creates the bonds of intimacy and closedness protects members from excessive vulnerabilities. (Baxter, 1990)
In an interpersonal relationship, communication partners feel the pressure to be transparent and reveal extensive personal information. However, this pull counters a natural individual desire for privacy. This dynamic struggle demonstrates that intimacy in relationships is not a straight-line path. (Honors, pars. 3-5)
Certainty and Uncertainty/Conventionality and Uniqueness
Relationships need predictability and novelty. Dysfunctional conditions can develop if a trend develops severely either direction (Baxter, 1990).
Relational partners need predictability along with a sense of assurance in their interpersonal relationships. However, without the spice of variety that comes from novelty, mystery, and spontaneity in relationships (featuring too much predictability), they become bland and monotonous. (Honors, pars. 3-5)
Baxter said, "These three contradictions can function at several levels in interpersonal relationships" whether the parties are aware of them or not (1990, 71). Another lesser-known fact and noteworthy finding in the Honors: Communication Capstone Spring 2001 Theory Workbook, Relational Dialectics, stated:

Essentially, if parties can withstand the conflict and dialectical tensions, greater intimacy will be achieved in time and should see the conflict as a positive occurrence, indicative of the level of intimacy.

Baxter said she has been asked if relational dialectics is "really a theory" (Baxter, 2004). She said, "I answer affirmatively, but with a clarification. Relational dialectics is a theory in that it is a set of propositional assumptions and core concepts whose purpose is to render intelligible relational communication" (Baxter, 2004).

Thus, the relevancy of Relational Dialectics Theory and its foundation to the study of mother-daughter relationships is established as it explains consistently and competently the dialectical contradictions, tensions, and related dynamics that occur within this intimate relationship.

A review of research indicated that the mother-daughter relationship is complex and unique unto itself. As determined, represented facts as researched thus far indicate the complexities of the multi-facets of the relationship. Research indicated that a mother does influence her daughter's interpersonal communication and the following was established:

There is an Intimate Nature of the Mother-Daughter Relationship
The research produced evidence as to why there are positive and negative tensions between the mother and daughter within the complex, intimate relationship between mother and daughter because of documented studies as well as the formulation of the Relational Dialectics Theory, which explained the communication patterns of intimate relationships.
The Mother-Daughter Relationship Affects Communication Patterns
Communication patterns resulting from the complexities of the mother-daughter relationship affect all aspects of the mother and daughter's lives. These areas include choices related to career, partners, and relationships with peers and roles as parents-whether being one or relating to one's own parents.

Conflicts exist in the Mother-Daughter Relationship
Development, self-perception, and behavior of the daughter are direct results of her identification with her who serves as a primary model of femininity. Conflict can result as the daughter develops her unique identity apart from her mother as she strives for a balance of intimacy and autonomy. Also, conflict can occur if the daughter receives inconsistent messages from her mother regarding her feminine identity.

Relational Dialectics Theory explains the intricacies of the interpersonal nature of the mother-daughter relationship
Leslie Baxter's and Barbara Montgomery's theory of Relational Dialectics is a useful theory that describes and explains the dynamics of interpersonal relationships and is related in this research project to the complexities of the mother-daughter relationship. The theory explains why the relationship contains the "contradictions, contingencies, non-rationalities, and multiple realities" (quoted in Griffin 157).

HYPOTHESIS
The initial question, "Does a Mother Influence her Daughter's Interpersonal Communication?" has led to extensive access of material regarding mother-daughter relationships. Interest about the lessons a mother has taught her daughter about interpersonal communication created a foundation for research. Because the mother is typically a daughter's first teacher and primary example, it was suspected that she had the greatest impact on her daughter's communication styles. Research thus far has indicated that this is true, and the reasons are complex. Research also indicated that mothers teach by example, by explicit instruction, and the environment does help mold a daughter's communication abilities in interpersonal relationships.

Research produced extensive information related to the mother-daughter relationship and its varying facets such as intimacy, communication patterns, conflict, and the balance between autonomy and connection. Consequently, a revised research question was developed because research of existing data produced inconclusive findings regarding communication with peers and mates and the influence of one's mother on such relationships. Further, reviewed research determined that some unresolved influences remained and a determination of the degree of those influences has yet to be calculated.
Thus, the revised research question became: "How does the mother-daughter relationship affect communication in relationships with female peers and mates?" Anticipated results were expected to prove the following hypotheses:
Mothers influence how daughters relate to female peers through direct instruction and by providing an example of appropriate or non-appropriate behavior.

Mothers influence how daughters relate to their partners through direct coaching and by providing the primary example of socially acceptable behavior.

Undetermined influences on the daughter's interpersonal communication remained and a determination of the degree of those influences can be calculated.

PART II
METHODS AND PROCEDURES
RESEARCH METHODOLOGY
In Research Methods in Anthropology: Qualitative and Quantitative Approaches, H. Russell Bernard said that there are no perfect data collection methods, but some methods are more preferable based upon the type of research conducted and its intended goals (Bernard, 264). He said:
[Surveys, also known as] self-administered questionnaires, are preferable to personal interviews when three conditions are met: (a) You are dealing with literate respondents; (b) you are confident of getting a high response rate (which I put a 70% minimum), and (c) the nature of the question you want to ask does not require a face to face interview and the use of visual aids such as cue cards, charts, and the like. (264)

Because all three of these conditions were met, the Survey Methodology was chosen to conduct field research based on questions, which originated from the hypotheses regarding the mother-daughter relationship.

Arthur Asa Berger, author of Media and Communication Research Method, defined surveying as "a research method that we use to get information about certain groups of people who are representative of some larger group of people of interest to us" (187). He outlined four key points about surveying:
It is done to collect and analyze social, economic, psychological, technical, cultural, and other types of data.
It is based on interviewing people (respondents) and asking them for information.
It is done with representative samples of a population being studied.
It is assumed that information obtained from the sample is valid for the general population.

All four key points were relevant and applicable to the research topic and target respondents.
As a result, the analytical survey type was chosen as an instrument to conduct research. Berger described the purpose of the analytical survey when he said, "The analytical survey seeks to find out why people behave the way they do" (188). He continued,

"Researchers use analytical surveys to test their hypotheses about what causes certain kinds of behavior" (188).

In addition, the Survey Methodology was applied to the study of mother-daughter relationships because it provided quantitative data. Berger explained the importance of quantitative data when he said, "What is particularly important is that surveys obtain information that can be quantified and analyzed statistically and thus can reach a higher degree of precision about the group being studied that other forms of research cannot duplicate" (191).

Baxter also has applied similar methodologies in her research. She said, "I am asked with some frequency whether relational dialectics obligates quantitative or qualitative research methods" (2004, 19). She said that she has used both methods, but has "become interested in questions about meaning and meaning-making implicated in relational dialectics" (2004, 19).
Consequently, the Survey Methodology proved to be the most practical and logical application in gathering research data.

Data Gathering
The Survey Methodology provided an analytic method in securing data such as why people behave as they do as well as determining causal relations between certain types of behaviors and relationships (Berger, 188-189). Berger explained the benefit of gathering data by using the survey method in Media and Communication Research Method when he said, "Survey interviews are shorter than depth interviews and more structured so information can be obtained to make valid generalizations about the population being studied" (189).

As such, self-administered surveys were used (Appendix A, Appendix B) and permitted supervised administration (one-to-one or group administration) as well as unsupervised administration (Berger, 189). Both types of distribution proved to be an acceptable means of gathering data. One-on-one distribution insured a higher level of return of responses because personal contact proved to generate interest and enthusiasm for the project from respondents. Unsupervised administration, provided via electronic mail, delivered a high level of return due to convenience for the respondent. This method of distribution was acceptable because a cover letter (Appendix C) was used to explain the purpose of the survey and provided the researcher's contact information to respondents for access of results. Survey respondents were assured of confidential handling of the data and were encouraged to omit their names in order to preserve anonymity. This technique in data gathering proved to generate a high level of participation.

Two kinds of survey questions were used: open-ended questions and close-ended questions. Each of the seven questions outlined in the survey provided the respondent with a choice to answer one or both types of questions. Closed-ended questions asked participants to select from a list of positions and rate responses based on a scale. This type of scale is termed the Likert Scale and is attributed to Renis Likert (195). Berger said it's the most commonly used scale and is highly recommended because it "provides considerable detail" (Berger 197). Open-ended questions were used in conjunction with the scales and provided respondents with the opportunity to explain their answers in the space provided beneath the scale. The applied strategy of the Survey Methodology provided a balance of flexibility of the participants' responses and a streamlined framework for data collection.

The technique of Stratified Random Sampling was used in gathering information because it was designed to find representative groups and survey them randomly (Berger 200). The representative group was daughters, and random sampling occurred due to the distribution to participants of varied geographical locations, socio-economic levels, ethnic backgrounds, and two distinctive age groups (see Appendix A and Appendix B). "This technique enables us to obtain greater precision in our sampling by using other information we have about the population being studied to obtain representative samples," said Berger (202). In other words, by surveying the population of daughters, data was gathered to develop samplings of communication factors using information provided by respondents.

ANALYSIS OF DATA

Survey participants consisted of females that were grouped into two categories designated by the age of the respondent. The first group consisted of daughters that were members of the following age category: 12 years of age to 38 years of age, and Appendix A was designated as the survey for that age group. The second group consisted of daughters that were members of the following age category: 39 years of age to 65 years of age, and Appendix B was designated as the survey for that age group. The research goal was to obtain a minimum of 50 completed surveys from respective age groups to insure a representative sampling.

The designation of age categories helped in analyzing responses by providing a contrast within the daughter population. Further, it insured accuracy in obtaining random sampling of a diverse population. Lastly, the survey measurement assisted in the development of two representative groups as well as a total representative group.
Sources of survey participants were found from surveying the following: the researcher's workplace (Gentiva Health Services), Curves® workout facility, acquaintances of the researcher, acquaintances of survey participants, Austintown, Ohio's Fitch High School, and Hiram College students. A total of 107 females were surveyed. Fifty-four surveys were received from the category of 12 years of age to 38 years of age, and 53 surveys were completed by the members of the 39 to 65 years of age category.

Analysis of the surveys was accomplished by identifying common responses and/or themes of the total survey population. If more than 50% of the sample shared similar perceptions, then the results were considered significant. Additionally, trends were tracked by comparing responses of the two age categories to each other in order to identify significant findings.

Further information was gathered by interviewing licensed social worker, Sierra Johnson. The survey provided the basis and framework for the interview questions. Ms. Johnson works in the therapy department at Belmont Pines Residential Facility for Adolescents, an emergency therapeutic center. The center is designed to stabilize and treat individuals that suffer mental distress most often associated with familial difficulties. Ms. Johnson has a Masters in Social Work and extensive therapy experience. She works primarily with teenage girls and their families, and her contribution was viewed as a professional perspective on mother-daughter relationships.
PART III
RESULTS AND DISCUSSION
RESULTS OF DATA

Of the 107 combined survey respondents, including both age categories (see Appendix A and Appendix B), 62.6% felt that they were good communicators, rating themselves on the Likert scale. The scale consisted of the range of Excellent to Very Poor with a total range of five choices. On the high end of the scale, 21.5% believed that they were excellent communicators. Respondents who felt neutral or undecided about their communication skills totaled 15%. None of the survey participants rated their skills as poor or very poor.
In comparing responses of each age category to one another with regard to the Likert scale, there were no apparent extremes in respondent's perceptions of their respective communication skills. Therefore, no significant trends were recognized as determined by age factors.
Respondents were asked to rank the following nine communication influences on a scale of one to nine, with one representing the most influential and nine representing the least influential factor:
_____
Father
_____
Mother
_____
Siblings
_____
Peers
_____
Co-Workers
_____
Friends
_____
Teachers/Coaches
_____
Ministers/Priests
_____
Other (please identify)

Of the 107 combined survey respondents, which included both age categories (see Appendix A and Appendix B), 46.7% felt that their mother had the most communication influence, and ranked mothers as one on the scale. Both age categories had very similar rankings when analyzed separately. Respondents from 12 to 38 years of age who said mothers were the number one influence on their communication skills represented 50%.

Respondents from 39 to 65 years of age who said mothers were the number one influence on their communication skills represented 43.3%.

The second highest-ranking category was the influence of fathers on communication, and represented 21.5% of total responses. Again, both age categories had very similar rankings when analyzed separately. Respondents from 12 to 38 years of age who said fathers were the number two influence on their communication skills represented 20.3%. Respondents from 39 to 65 years of age who said fathers were the number two influence on their communication skills represented 22.6%.

Communication influences past number one and two varied significantly among respondents within the same age category as well as compared to the separate age groups. The results of the remaining seven influences are found in Appendix D as compared to the number one and two influences on page 52.

Survey participants were asked to focus on their mother's influence on their communication style. They were instructed to use a scale of one to ten, with ten indicating the highest level of influence and one indicating the least amount of influence on three more categories. The following categories along with corresponding results are listed below:

Influence on communication with other females
Appendix A, age group: 12-38 years of age:

Scale rating 1-5: 44.4%
Scale rating 6-10: 55.6%

Appendix B, age group: 39-65 years of age:

Scale rating 1-5: 35.8%
Scale rating 6-10: 64.2%

Influence on communication with life mate/partner
Appendix A, age group: 12-38 years of age:

Scale rating 1-5: 44.4%
Scale rating 6-10: 55.6%

Appendix B, age group: 39-65 years of age:

Scale rating 1-5: 49.1%
Scale rating 6-10: 50.9%

Influence on self image and appearance
Appendix A, age group: 12-38 years of age:

Scale rating 1-5: 27.7%
Scale rating 6-10: 72.2%

Appendix B, age group: 39-65 years of age:

Scale rating 1-5: 32.1%
Scale rating 6-10: 67.9%

Compiled results of 50% or greater are considered significant.

Further, survey respondents were asked to rate on the Likert scale their perceived independence level as encouraged by their mother. The scale consisted of the range of Very Independent to Very Dependent with a total range of five choices.
The following table was used to record participant's responses:

Very
Independent
Moderately
Independent
Neutral/
Undecided
Somewhat
Dependent
Very
Dependent
Appendix A
40%
29.6%
7.4%
12%
7.4%
Appendix B
56.6%
22.6%
9.4%
7.5%
3.7%

Survey responses indicated that participants in the 39 to 65 years of age group felt that their mothers encouraged them to be independent.

Additionally, the surveyed population was asked to rate their satisfaction of their relationship with their mother using a scale of one to ten, with ten indicating the highest level of satisfaction and one indicating the least amount of satisfaction. The following is a record of the results:
Appendix A, age group: 12-38 years of age:

Scale rating 1-5: 22.3%
Scale rating 6-10: 77.7%

Appendix B, age group: 39-65 years of age:

Scale rating 1-5: 16.9%
Scale rating 6-10: 83.1%

Significant findings were obtained and results indicated a high level of daughters' satisfaction regarding their relationship with their mother.

Lastly, information gathered by interviewing licensed social worker, Sierra Johnson, indicated significant findings as well. Because Johnson is employed at Belmont Pines Residential Facility for Adolescents, she works primarily with teenage girls and their families. Most of these families consist of mothers and children, with absent father figures in the home. She assists in the treatment process of individuals who suffer mental distress most often associated with familial difficulties. Her responses were framed in the context of the survey and offered significant insight.

Johnson said, "A lot of mothers don't realize their influence on their daughters" and confirmed by means of her observation through her work that mothers have the highest level of influence on a daughter's communication style. She also rated the same factors of influence as those who completed the survey. She was asked to use the Likert scale of one to ten, with ten indicating the highest level of influence and one indicating the least amount of influence on the following categories and gave the listed ratings for each corresponding category listed below.

Communication with females: Scale 8-9

Communication with life mates/partners: Scale 7

Influence on self image/appearance: Scale 9-10

The ratings were consistent with established research. However, variants as compared to daughters' self-reports were reported in rating the nine influences as indicated in question two of the survey, with one representing the most influential and nine representing the least influential factor and are recorded below:
__8 _
Father
__4__
Mother
__3__
Siblings
__2__
Peers
N/A_
Co-Workers
__1__
Friends
__6__
Teachers/Coaches
__7__
Ministers/Priests
__5__
Other (Media: music, movies)

Additionally, Johnson found it difficult to assess conclusively how independent her clients' mothers encouraged them to be. Therefore, she rated her opinion as Neutral/Undecided on the Likert Scale. Due to the nature of Johnson's work, she also found that her clients have expressed a lower level of satisfaction with their mother-daughter relationships and gave this rating an overall five on a scale of one to ten, one equaling least amount and ten indicating most amount. Ultimately, in consideration of the nature of Johnson's profession, it was not a surprising finding to learn that the majority of her clients are poor communicators when asked to rate their communication abilities on a scale ranging from Excellent to Very Poor.

Johnson's report did not represent findings concluded from the 107 surveyed respondents, but rather represented a sampling of a population that is not easily accessible due to confidentiality matters. The purpose of the interview was to investigate an objective, professional perspective as compared to subjective reports of daughters. The findings permitted comparisons and contrasts of results.

DISCUSSION
Field research gathered by means of the Survey Methodology produced supporting data as related to established research presented in the Review of Related Literature section related to the mother-daughter relationship. Research confirmed the dynamic influences of the mother-daughter relationship on communication patterns and intimate relationships.

The Survey Methodology also produced conclusive and detailed data that supported the Relational Dialectics theory related to the previously discussed dynamics of connectedness versus separateness, openness versus closedness, and certainty versus uncertainty. Other matters reported by survey respondents related to conflict within the mother-daughter relationship as well as relevant to the ongoing struggle of the balance between autonomy and connection.

Consequently, the revised research question, "How does the mother-daughter relationship affect communication in relationships with female peers and mates?" was answered through extensive and explanatory research methods. Conclusively, it has been determined that mothers exert a tremendous amount of influence on their daughters' communication patterns with female peers and life mates. Therefore, research confirmed and proved the stated hypotheses:

Mothers influence how daughters relate to female peers through direct instruction and by providing an example of appropriate or non-appropriate behavior. Representative comments are stated below as reported in the open-ended section of the survey:

Appendix A, age group: 12-38 years of age:
"By example, by teaching me courtesy and how to respect others."
"Mother was unable to communicate well with anyone."

Appendix B, age group: 39-65 years of age:
"My mother always modeled appropriate, honest communication with her female friends and co-workers."
"Yes, Just don't want to act like her."

Mothers influence how daughters relate to their partners through direct coaching and by providing the primary example of socially acceptable behavior.

Representative comments are stated below as reported in the open-ended section of the survey:
Appendix A, age group: 12-38 years of age:
"She offers lots of advice."
"We have never talked about this subject."

Appendix B, age group: 39-65 years of age:
"My parents were great friends that always showed great respect for each other, and that reflects their communication skills with each other."
"My mother knew nothing that went on my marriage, and I didn't want her to know. She says those 'things make her nervous.'"

There are other influences on a daughter's communication patterns and degrees of influence were researched and reported.
Representative results are found listed in the table on Appendix D. An open-ended section for comments was not provided in this section of the survey.

In further discussion of research results, Johnson's professional contribution and perspective was considerably supportive of existing research conducted by means of the literature review as well as information gathered during field research. When asked what factors could improve communication between mothers and daughters, Johnson proposed the following solutions:

Instituting mandatory basic care-giving and parenting classes before the responsibility of parenting is accepted, preferably introduced into the curriculum of public education systems.

Educating mothers on the high importance of their influence and how to be better communicators

Assigning social workers to the schools as liaisons for the parents and children and to teach workshops on family dynamics

Though responses indicated some mixed feedback consisting of positive and negative information, they underscored the influences of mothers on daughters even in less than favorable circumstances.

IMPLICATIONS

There are several implications that arose from this research project. Implications were that mothers had a more substantial influence on communication patterns with female peers and life mates than what may be realized by our society.
Further implications include substantial influences (after the mother's) and presented influences of fathers, peers, and life mates. Another implication that was realized was the influence of media and was reported as having more impact than what was anticipated.

Media influences listed by respondents included movies, music, books, and videos. Unanticipated findings implied that as females age, religion and the influence of ministers/priests appeared to increase.
Lastly, another implication of the research findings was that early and on-going education on communication matters is needed and essential to positive communication. The implications of these findings were not researched due to the scope of the research question but were reported accordingly. It is suggested that these implications could provide useful research material for further exploration and use by the scholarly community to benefit the general public in improving communication.

PART IV
SUMMARY AND CONCLUSION
SUMMARY OF RESEARCH

The following table is presented to display calculations of influence percentages, which represent research findings at a glance. A visual of the calculations is presented in Appendix D as well:

INFLUENCES

APPENDIX A SURVEY:
age group: 12-38 years of age:
APPENDIX B
SURVEY
age group: 39-65 years of age:
Father
Mother
Siblings
Peers
Co-workers
Friends
Teachers/ Coaches
Ministers/ Priests
Other* Media, books, movies, music

20.0%
22.6%

50.0%
43.4%

9.0%
17.0%

9.0%
9.0%

4.0%
9.0%

19.0%
8.0%

15.0%
15.0%

6.0%
17.0%

6.0%
15.0%

Samples of surveys are found in Appendix A and Appendix B for further explanation of the investigation questions. Appendix C also explained the scope of the research project and how their participation was related to the topic and why it was requested.
CONCLUSIONS

At the conclusion of this research project, I am aware of many benefits I have gained through the process. I have learned valuable research skills that will be valuable to business applications as well as future educational pursuits. I also believe that I have become more equipped to conduct original research that will be required when I am involved in a graduate program.

Another personal benefit is that I've gained a greater understanding and appreciation for the influences that my mother has had on me. The research has produced a revelation of some sort for her hard work and unwavering commitment in parenting. This realization has given me a tremendous sense of awe and gratitude for the person she was in my younger years and for the person she has become.

I also am encouraged regarding the influence I currently have on my daughter who is now 16 years old because sometimes I feel as if it doesn't matter what I do or say. Now, I can see that it does and will matter in the future. Additionally, my research project increased my awareness of the gravity of the responsibility of being a mother. I have gained a stronger sense of purpose in my role as a mother and have learned more about interpersonal communications too. I think this will benefit my own communication efforts.
I also have concluded that it is an honor to have the opportunity to contribute to the scholarly community by submitting this body of research. I believe that my research findings are important because they complement existing research and suggest areas for further study.
Lastly, I've concluded that it is very necessary to allow ample time to conduct research and make necessary revisions. I can't stress that fact enough.
LIMITATIONS OF THE RESEARCH

As related to the last point in my conclusion, I found the issue of time to be a very real limitation. Due to personal time constraints with balancing family, work obligations, and a full-time school schedule, I found it quite challenging in making enough time to conduct research as well as preparing and securing surveys in order to conduct my field research.

Another limitation proved to be limited access to traditional students at Hiram College due to the spring break. During the time of survey distribution, many traditional students were away from the Hiram College campus. I would have preferred to have more responses from these students.

Lastly, in analyzing limitations related to the research, a question arose regarding accuracy of survey responses. I wondered how a survey participant's responses are influenced if her mother is deceased because there is a commonly held perception that there's a human tendency to recount mostly positive factors in the wake of death and to dismiss or forget negative influences. I'm not sure how this could be measured, but do believe it might be a factor to consider when analyzing data.
SUGGESTIONS FOR FUTURE RESEARCH
Within the Implications section of this research project, I found several topics that arose that could be useful for future research. I suggest that the other substantial influences (after the mother's) such as influences of fathers, peers, and life mates be further investigated. I would also suggest a study to find out why it appeared that as females age, religion and the influence of ministers/priests seemed to increase.
APPENDIX A
AGE GROUP: 12 YEARS-38 YEARS

SURVEY QUESTIONS

Do you feel you are a good communicator?

________
__________
__________
__________
__________
Excellent

Good

Neutral/

Poor

Very Poor

Undecided

1.
What factors have influenced how you communicate? Please rank the following influences in your life on a scale of 1-9, 1 being the most influential, 9 being the least influential:
_____
Father
_____
Mother
_____
Siblings
_____
Peers
_____
Co-Workers
_____
Friends
_____
Teachers/Coaches
_____
Ministers/Priests
_____
Other (please identify)

Now focus on your mother's* influence on your communication style. Use a scale of 1-10, with 10 indicating the highest level of influence and 1 indicating the least amount of influence.

*Please note the definitions of the terms "mother" and "daughter" used within this survey:

Mother
The principle female caregiver.
Daughter
Female dependent within the principle female caregiver's life. Those who filled out the
survey thought of herself as the dependent in the mother-daughter relationship,
without regard to her age.

1.
Do you believe your mother influences your communication with other females?

_____
Scale
Please explain:

2.
Do you believe your mother influences your communication with a life mate/partner?

_____
Scale
Please explain:

3.
Do you believe your mother influences your self-image and your appearance?

_____
Scale
Please explain:

4.
How independent of your mother do you think she encouraged you to be?

__________
__________
__________
__________
__________
Very

Moderately

Neutral/

Somewhat

Very
Independent
Independent
Undecided

Dependent

Dependent

Please explain:

5.
How do you rate your relationship with your mother? Use a scale of 1-10, with 10 indicating the highest level of satisfaction and 1 indicating the least amount of satisfaction.
_____
Scale
Please explain:

YOUR AGE_____ YOUR MOTHER'S AGE_____ (If deceased, check here _____)

APPENDIX B
AGE GROUP: 39 YEARS-65 YEARS

SURVEY QUESTIONS

1.
Do you feel you are a good communicator?

________
__________
__________
__________
__________
Excellent

Good

Neutral/

Poor

Very Poor

Undecided

2.
What factors have influenced how you communicate? Please rank the following influences in your life on a scale of 1-9, 1 being the most influential, 9 being the least influential:
_____
Father
_____
Mother
_____
Siblings
_____
Peers
_____
Co-Workers
_____
Friends
_____
Teachers/Coaches
_____
Ministers/Priests
_____
Other (please identify)

Now focus on your mother's* influence on your communication style. Use a scale of 1-10, with 10 indicating the highest level of influence and 1 indicating the least amount of influence.
Please note the definitions of the terms "mother" and "daughter" used within this survey:
Mother
The principle female caregiver.
Daughter
Female dependent within the principle female caregiver's life. Those who filled out the
survey thought of herself as the dependent in the mother-daughter relationship,
without regard to her age.

1.
Do you believe your mother influences your communication with other females?

_____
Scale
Please explain:

2.
Do you believe your mother influences your communication with a life mate/partner?

_____
Scale
Please explain:

3.
Do you believe your mother influences your self-image and your appearance?

_____
Scale
Please explain:

4.
How independent of your mother do you think she encouraged you to be?
________
__________
__________
__________
__________
Very

Moderately

Neutral/

Somewhat

Very
Independent
Independent
Undecided

Dependent

Dependent

Please explain:

5.
How do you rate your relationship with your mother? Use a scale of 1-10, with 10 indicating the highest level of satisfaction and 1 indicating the least amount of satisfaction.
_____
Scale
Please explain:

YOUR AGE_____ YOUR MOTHER'S AGE_____ (If deceased, check here _____)

APPENDIX C

Hiram College Communication Senior Seminar Research Survey

This survey is an integral part of initiating and completing my field research for my Communication Senior Seminar. I am a communication major, writing minor. This project focuses on interpersonal communication, with particular focus on mother-daughter relationships.

Please take the time to complete the short survey. Without your assistance, I will not be permitted to complete my Senior Seminar project. All information obtained will be kept confidential, so please do not list your name. It is imperative that all questions be answered as honestly as you can.

If you would like to know the results of the survey please contact me at woronaal@hiram.edu .
Please proceed to the next page* to begin the survey.

This page was placed in front of Appendix A and Appendix B.

APPENDIX D

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