characteristics of junior college

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RESUMES
REFOR T
ED 011 450
JC 660 271
CHARACTERISTICS OF JUNIOR COLLEGE STUDENTS
IN OCCUPATIONALLY
ORIENTED CURRICULA.
BY- STEWART, LAWRENCE H.
CALIFORNIA UNIV., BERKELEY, SCHOOL
OF ECUC.
REPORT NUMBER R-1966-1
PUB DATE
MAR 66
ECRS PRICE
MF-$0.09
HC-$1.96
49F.
DESCRIPTORS- *JUNIOR COLLEGES, *STUDENT
CHARACTERISTICS,
*VOCATIONAL COUNSELING, VOCATIONAL
EDUCATION, OCCUPATIONAL
CHOICE, CURRICULUM PLANNING, *PERSONALITY
ASSESSMENT,
*STUDENT INTERESTS, INTEREST TESTS,
BERKELEY, INTEREST
ASSESSMENT SCALES, OMNIBUS PERSONALITY INVENTORY
TWO INVENTORIES (THE INTEREST ASSESSMENT
SCALES AND
SELECTED SCALES CF THE OMNIBUS PERSONALITY
INVENTORY) AND A
BACKGROUND QUESTIONNAIRE DEVELOPED AT THE
UNIVERSITY OF
CALIFORNIA AT BERKELEY WERE ADMINISTERED TO
MALE AND FEMALE
JUNIOR COLLEGE STUDENTS ENROLLED IN TRACE
AND VOCATIONAL
COURSES. AMONG THE NONCOGNITIVE VARIABLES
COMPARED WERE
SOURCES OF LIFE SATISFACTION (JOB, MARRIAGE, FAMILY,
LEISURE,
AND RELIGION)., RISK TAKING ATTITUDES,
IMPULSE EXPRESSION,
ESTHETICISM, AND ABSTRACTION. MEANINGFUL PSYCHOLOGICAL
FACTORS WERE FOUND TO BE RELATED TO THE
CHOICE CF A
VOCATIONAL PROGRAM IN A JUNIOR COLLEGE. THE
STUDENTS ARE NOT
SIMPLY AN AGGREGATE OF INDIVIDUALS WHO ARE IN
VOCATIONAL
PROGRAMS BECAUSE THEY HAVE BEEN
UNSUCCESSFUL IN OTHER COURSES
OR BECAUSE THEY HAVE BEEN JUDGED UNABLE
TO COMPLETE AN
ACADEMIC COURSE OF STUDY. THEY ARE DIFFERENT FROM THOSE
.JUNIOR COLLEGE STUDENTS WHO ARE IN NONVCCATIONAL PROGRAMS
AND
FROM STUDENT POPULATIONS IN 4-YEAR COLLEGES
AND UNIVERSITIES.
THIS INFORMATION IS CONSIDERED ESSENTIAL IN COUNSELING
PROGRAM AND CUMICULUM PLANNING. (HS)
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
ERIC
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS
RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT.
POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL
OFFICE OF EDUCATION
POSITION OR POLICY.
RESEARCH AND
DEVELOPMENT
I N
VOCATIONAL TECHNICAL
EDUCATION
CHARACTERISTICS
OF
JUNIOR
COLLEGE STUDENTS
IN
OCCUPATIONALLY
ORIENTED
CURRICULA
1966-1
REPORT
NO.
UN IV ER SI TY
LLS
'066
CLEARE-.C1HOL.
JUNICR COLLEGE
INFORMATION
UNIVERSITY OF
CALIFORNIA
BERKELEY
CHARACTERISTICS OF
JUNIOR COLLEGE STUDENTS
IN OCCUPATIONALLY ORIENTED
CURRICULA
Report
No. 1966-1
Lawrence H. Stewart
Division of Counseling Psychology
School of Education
University of California,
Berkeley
This is one of a number of
studies of vocational-technical
education in the high schools
and junior colleges of
Alameda and Contra
Costa counties in California.
These studies
are financed by grants
from the Vocational Education
Section of the California
State Department
of Education and
are under the direction of J.
Chester Swanson.
School of Education,
University of California
Berkeley, California
March 1966
TABLE OF CONTENTS
Significance of the Study
1
Research Method
Procedure
4
Subjects
4
Instruments
4
Analysis
7
Findings
8
Omnibus Personality Inventory (OPI)
8
Interest Assessment Scales (IAS)
9
Interrelationship Between OPI and IAS
10
Risk Taking Attitudes
.12
.
.
Sources of Expected Life Satisfaction
14
Implications of the Findings
15
SIGNIFICANCE OF THE STUDY
Because of the accelerating rate of changes
in skills required
in the labor force, by the
late 1970's the typical worker
may expect to be
"retreaded" as
many as three times during his working
years.
As jobs change,
he may have to modify his
skills, or he may have to change his
occupation
altogether.
The educational implications
of these changes have been
outlined in the report of the
President's Panel of Consultants
on Vocational
Education.1
In the next several decades, trade
and technical training will
become increasingly important
in secondary and junior college
curricula.
Through lack of one of the basic
sources of information on
which vocational curricula
are based--information on characteristics of
students--curriculum planners
are handicapped at the present time in their
efforts to develop meaningful
programs of vocational training.
Perusal of
relevant literature indicates
that there is a dearth of information
about
students enrolled in vocationally
oriented courses; much of the
available
information is based
on opinion rather than on actual research.
That vocational
courses serve as "dumping grounds" for students
who cannot hope to
pursue a college curriculum is
a commonly held opinioR
which may be based
on fact in certain institutions.
Stewart and Workman'
cited an instance of
one junior college faculty which felt strongly
that
only students who could not
make grades high enough to
transfer to a
four-ylar institution should be placed
in technical and trade
courses.
Conant.) has expressed concern.that
poor students not be placed indiscriminately
in vocational courses.
He has suggested that students
with IQ's below 90
not be placed in technical
courses.
While the evidence concerning
characteristics of vocational
students is sketchy, it is
sufficient to indicate that, in
general,
the impression that vocational
courses are on
dmping grounds for
poor students is false.
According to the National
Association of
Mulufactureis, about 20 percent of
those students who receive
technical
training continue their studies
to become engineers and scientists.
Clearly those students whocontinue
their education must have
superior
academic ability.
Medsker provided
some evidence that while junior
college students enrolled in
two-year programs had
a somewhat lower
mean score on the American Council of
Education Psychological
Examination
than did students transferring
to a four-year institutiont.
the range
of scores was as great for
the terminal students.
Thomte7
reported
1
Panel of Consultants
on Vocational Education, Education for
a Changing
World of Work.
Washington:
U. S. Government Printing
Office, 19630
2
Stewart, L. H. with Workman, A.
D., Mathematics and Science
Com etencies
for Technicians.
Sacramento:
Bulletin of the Calif. State
Dept. of
Education XXIX, 1960.
3
Conant, J. B., Education for the
Atomic Age.
New York:
Colliers
Encyclopedia, 1959.
4MOdsker,
L. L., The Junior College.
New York:
McGraw-Hill, 1960.
5Thomte,
K. A., Certain characteristics
of full time students
enrolled in
trade and industrial education
classes in high schools
and junior
L
colleges of selected California
communities.
Unpublished doctoral
dissertation, Univer. of California,
Berkeley, 1961.
2.
that while secondary and
junior college students enrolled in trade and
industrial classes fell predominantly
in the IQ range of 90-109 (test
not specified), the IQ's in his
sample ranged from below 70 in the
high school courses to over 130 for
junior college students.
Available
evidence indicates a socio-economic
bias in the choice of vocational
courses.
Clark6
and Thomterhave shown that relatively
more students
in vocational courses
come from low-status backgrounds than do students
in transfer courses
or in four-year institutions.
Despite the existence
of the above biases, it is evident
that students in vocational
courses
are quite heterogeneous in terms of academic
ability and socio-
economic background.
Unfortunately, the studies reported to date
deal only with
vocational students in general.
The present investigator
was unable
to locate any study concerned
with differelves in characteristics
of
students enrolled in various
vocational c,urricula.
If such differences
do exist, then information
relative to the nature of these
differences
would be essential to counselors
who assist students in choosing
programs of study and to curriculum committees
who plan courses for
these students.
From observation it appears that, with the
exception of
programs such as those designed for electronic
technicians, little
attention is given to criteria for
admitting students to vocational
courses. A student can enroll in
a course of his choice as long as an
opening exists.
Lack of systematic admission
procedures may have
undesirable features both for the
student and for the institution.
Yet the lack of such procedures plus
the heterogeneity of the student
population provides unique conditions
for studying relationships
between certain student characteristics
and the choice process.
Under
such conditions
do students with somewhat
similar characteristics
tend to concentrate in certain
areas of study?
Because students tend
not to be screened, existing
relationships between personal character-
istics and the choice
process should not be obscured by selection
procedures.
The study described in this report
is an initial phase of
a comprehensive program of research with
respect to the characteristics
of vocational students.
It is an attempt to discover variables
which
will be productive of further study
with'a representative sample of
vocational students throughout the State
of California and probably
throughout the country.
The purpose of this study is to
determine whether students
enrolled in divers vocational
programs in one' institution can be
differentiated in terms of non-cognitive
variables within the interest
and personality domains.
Specifically, an attempt will be made
to
determine whether various curriculum
groups can be differentiated in
terms of the scales
on the Interest Assessment Scales (IAS)
and on
the Omnibus Personality
Inventory (OPI).
Certain relationships between
these two instruments will be
examined.
6Clark,
B. R., imeopen Door College.
New York:
McGraw-Hill, 1960.
K. A., al_211.
7Thomte,
3.
The practical
significance
of this
suggested in
type of study
the foregoing
has been
discussion.
It has
implications
important
as well.
theoretical
The findings
of this
mation about
study will
the choice
provide infor-
process at that
end of the
continuum which
occupational
has been
ignored
largely in
choice.
research
Also, the
on vocational
findings will
provide needed
on the
information
psychological
bearing
continua
underlying the
the study.
various scales
used in
Dexley and Hagenah8
have suggested
such as the
that high
-level
professions,
occupations,
are intrinsically
tend to
interesting and
choose these
that
persons
occupations
because the
with their
occupations.are
interests.
compatible
Low-level
occupations,
not have
on the other
this interest
hand, do
factor;
therefore,
individuals
occupations
on some basis
choose these
other than
interest.
would not
Darley and
expect the
Hagenah
lower-level
occupations to
on the basis
be differentiated
of interests.
Darley and
Hagenah
were referring
skilled
to semi-skilled
occupations
and un-
as low-level.
Certainly
vocational
many of the
courses will find
students in
employment at
the skilled
professional
or sub-
level.
Yet a large
number of the
some of these
students
enrolled in
courses will be
employed at
if Darley
the semi-skilled
and Hagenah
level.
Thus
are correct,
one would not
in vocational
expect to
curricula,
find students
particularly
skilled
those planning
to enter
occupations,
semi-
to be sharply
interest
differ..ntiated
on the basis
scores.
of
On the other
hand, Clark9
the interests
reported
of Navy
differences
in
enlisted
men in various
the
specialties
specialties--a
being of
number of
a semi-skilled
nature.
research is
needed
Clearly, further
on the interest
of individuals
called lower
entering the
levels.
so-
The inclusion
of the Orl
variables in
on two
the study
was based
considerations.
1) NAcKaPfound
students, both
persistence of
junior college
vocational and
transfer, to
be related
interpersonal
to a
maturity.
measure of
Thus it
appears that
are related to
personality variables
the plans
and decisions
of junior
2) The
college
Center for
students.
the Study
of Higher
Education at
the OPI to
be useful
Berkeley has
in
found
differentiating
students
colleges and
enrolled in
universities.
selected
Would the
instrument also
among students
enrolled in
differentiate
the various
vocational
curricula?
8Darley,
J. G., &
Hagenah, Theda,
Vocational
Interest
Minneapolis:
Measurement.
Univer. of Minn.
Press, 1955.
9Clark,
K. F.,
Vocational
Interestraof
Non-professional
Univer. of
Men.
Minn. Press, 1961.
Minneapolis:
Avlagicay,
W. R.,
Maturity of
interpersonal
of junior
perceptions and
college
persistence
students.
Unpublished
doctoral
Univer. of
dissertation,
California,
Berkeley, 1962.
Center
for the
Study of
Higher Education,
Berkeley:
Univer. of
Personality
Calif., 1962.
InventoCtunibus.
RESEARCH METHOD
Procedure
The Interest Assessment
Scales and selected scales
of the
Omnibus Personality
Inventory were administered
to the male and
female junior college
students enrolled in
trade and industrial
courses along with
a questionnaire designed to
elicit background
information and attitudes
toward college.
The instruments
were
administered during
a three-hour laboratory period
which is provided
Boreal students in
the various curricula.
In some instances
students were unable
to complete all the
instruments during the
slotted time; these
students completed the
OPI outside of class and
returned it to the
investigator.
Information concerning academic
achievement was obtained
from the students'
records.
For some subjects,
scores were available
on the School and College
Ability Test, Sequential
Test of Education
Progress (reading),
Minnesota Paper Form Board,
and Ravens Progressive
Matrices.
Data from the last three
tests have not been
analyzed in
this report.
Subjects
The subjects were all
obtained from one junior
college
located in the San
Francisco Bay Area.
The college is oriented
primarily
to trade and technical
education.
Classes were tested
as intact units.
The only students
not tested were those
who were absent
on the day their curriculum
grouP'was tested and
those who had made
no vocational commitment (as
indicated by failure
to enroll in a particular
program).
Because
complete data were not
available for certain students,
not all subjects
were included in certain
analyses.
In some instances, data
were
eliminated because they
were either incorrect
or incomplete.
The
subjects on which
sufficient usable data
were obtained are described
in Table 1.
Instruments
The OPI was developed
by the Center for the
Study of Higher
Education specifically for
the study of student
populations.
Only
seven of the nine scales
were included in this study.
The descriptions
of these scales
are adapted from the manual.12
Autonomy (Au).
The characteristic
measured is composed
of
nonauthoritarian thinking and
a need. for independence.
High scorers
are nonjudgmental, realistic, and
intellectually liberal.
Complexity (Col.
This measure reflects
an experimental
orientation.
Persons high on this scale
tend to seek out and
to enjoy
diversity and ambiguity.
Estheticismial.
High scorers endorse
statements indicating
diverse interests in
artistic matters and
activities.
.10mnibus
Personality Invents&
oR. cit.
TABLE 1
Total Subjects Grouped
According to Curriculum
Curriculum
Males
Females
Total
Aeronautics
29
--
29
Air Conditioning &
Refrigeration
15
15
.....
Automotive
....
59
59
Building & Construction
75
.....
75
--
Business Equipment Technology
18
18
Cosmetology
__
8
8
Dental Assisting
__
52
52
Drafting
4
59
63
Dry Cleaning
3
3
Electrical
78
78
.....
Fashion Arts
2
41
39
Graphic Arts
10
2
12
Housekeeping
- -
4
4
Liberal Arts
2
2
4
Machine Technology
....
55
55
Medical Assisting
- -
24
24
Photography
17
....
17
Shoe Rebuilding
--
8
8
Upholstery
14
1
15
Vocational Nursing
28
28
.....
Total Subjects
441
167
608
sATtr...
LnEallti.m1...1.1).
This scale assesses
a general
readiness to express impulses
and to seek gratification either
in
conscious thought or in overt
action.
High scorers value sensations.
Nine of the 75 items in this
scale were omitted because they
were
objectionable to the school administration.
This omission should be
kept in mind in comparing the
results with other studies using the
scale.
Social Introversion
High scorers withdraw from social
contacts.
Lowwsscorers tend to
seek social contacts and to gain
satisfaction from them.
Thinking Introversion (TI),
Persons scoring high on this
scale are characterized by
a liking for reflective thought, parti-
cularly of an abstract nature.
Low scorers show a preference for
overt action and tend to evaluate
ideas on the basis of their immediate
application.
Theoretical Orientation TO
This scale measures interest
in scientific activities.
High scorers are generally logical,
rational,
and critical in their approach
to problems.
A description of the Interest
Assessment scales has not
yet appeared in print, and since
the format of the instrument is quite
different from that of other
measures of interest, the scales will be
described in considerable detail.
The IAS consists of eight
a priori subtests.
The subtests
are revisions of twelve subtests described
by Ronning, Stellwagen, and
Stewart1,3
The eight subtests
are as follows:
Adventure, A high score
1.
on this scale suggests a pre-
ference for activities of
an adventurous and daring nature.
These
activities involve physical challenge
and excitement.
2,
Order, A high score
on this scale indicates a preference
for activities which
can be dealt with in an orderly, systematic
manner;
an individual with a high score would probably
enjoy situations
where it is necessary to
pay attention to detail.
An example of a
situation requiring such attention
to detail might be writing
programs
for an electronic computer.
3.
Influencing Others, A high
score on this scale indicates
a preference for activities through which
one can influence others.
Such influence might be expressed
by being in a leadership position,
by associating with important
people, or by persuading others to
carry
out one's wishes.
4.
Nurturance. A high score
on this scale represents a
preference for activities which
demonstrate concern for the welfare
of
others--a desire to help the less
fortunate.
77Ronning,
R. R., Stellwagen, W. R., & Stewart,
L. H., Application of
Multidimensional and Scale Analysis to Interest
Measurement.
Berkeley:
Report, Cooperative Research Project 1493,
U. S. Office of Education,
1963.