CAREER PATTERNS OF SELECTED MICHIGAN SECONDARY SCHOOL CWNSELORS Thesis for the Degree of PIL D. MICHIGAN STATE UNIVERSITY RICHARD M. MAIETIC 1968 L :1") 3 x I Y Idfifbfgun:,ggfic Um I; y Tuaus This is to certify that the thesis entitled CAREER PATTERNS OF SELECTED MICHIGAN SECONDARY SCHOOL COUNSELORS presented by Richard M. Majetic has been accepted towards fulfillment of the requirements for Ph.D. de rec in gounsel ing, Personnel ervices and Educational Psychology. JJQJQ: 0-169 ABSTRACT CAREER PATTERNS OF SELECTED MICHIGAN SECONDARY SCHOOL COUNSELORS by Richard M. Majetic The purpose of this study was to gather a comprehen- sive set of data regarding the career patterns of selected secondary school counselors in the state of Michigan. The counselors selected were those listed as counselors in the state at some time between 195“ and 196A. The returns were dichotomized into groups labeled: current counselors and former counselors. In addition, a small sample of students enrolled in counselor education courses was drawn and their characteristics noted and compared with the current and former counselors. The student group was labeled, aspiring counselors. The questionnaire upon which the study is based consisted of four parts. The first part of the question- naire, personal-social, yielded pertinent information about each subject, his parents and his participation in profes- sional and civic organizations. The second part, the educational history, yielded information about when the education was received, the degrees awarded, certification held, the amount of training in counseling at the time of the first counseling Job and the amount of training since the first counseling Job. The third part of the Richard M. Majetic questionnaire, the occupational history, yielded informa- tion about length of time at each position, the titles of the positions held, career goals at various choice points, when the decision was made to enter counseling, the reason for the decision satisfactions or dissatisfactions in the job of counseling and future job goals. The fourth part of the questionnaire was designed just for those who left counseling and yielded the reasons for leaving and their attitudes toward returning to counseling in the future. Chi square contingency tables were used to test for the existence of relationships between responses to selected variables. Career patterns were described applying Miller and Form's analysis to determine the stability of the patterns defined. Modal descriptions of each group were ascertained. Findings The groups--aspirant, current and former counselors-- differed significantly on most variables. For example, the three groups differed in the proportional male to female ratio. While the current counselor group tended to be representative of the proportions found across the nation, female aSpiring counselors had slightly higher representation and female former counselors had a slightly lower representation. Richard M. Majetic No statistically significant difference was observed among the groups which was related to: the place where raised; father's occupation; mother's occupation; the reasons given for becoming a counselor or the reasons for deriving satisfaction from counseling. Of the fiftv-eight comparisons made and the twenty- three that resulted in statistical significance, relation- ships were most often found among the variables used when applied to the current counselor group. Contrary to previous research, father's occupation produced the fewest number of relationships with other variables. Counselors make decision to enter the educational profession as teachers. Future goals seem to be of relatively short range. The patterns suggest careers built on opportunity and the contingencies at the Job site as opposed to long-range rational planning. Career patterns tended to be either stable or con-, ventional. CAREER PATTERNS OF SELECTED MICHIGAN SECONDARY SCHOOL COUNSELORS By IA Richard Mf‘Majetic A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling Personnel Services and Educational Psychology 1968 To Delafield Francis Sparks ACKNOWLEDGMENTS I express deep gratitude to Dr. Buford Stefflre whose saintly patience and faithful prodding brought me to grips with the problems. Appreciation and sincere thanks belong to the rest of the Guidance committee, Dr. Arthur M. Vener, Dr. Fred Vescolani and Dr. Raymond Hatch, for their friendship and willingness to help. My deepest feelings of thanks go to Audrey, Michele and Gabriele who brought me joy and laughter during moments of despair. I express my gratitude to Educational Testing Service whose personnel policy permitted the time to write. 111 TABLE OF CONTENTS Page ACKNOWLEDGMENTS . . . . . . . . . . . . . iii LIST OF TABLES . . . . . . . . . . . . . . Vi LIST OF FIGURES . . . . . . . . . . . . . xiv LIST OF APPENDICES. . . . . . . . . . . . . XV Chapter I. THE PROBLEM . . . . . . . . . . I Introduction . . . . . . . . . l The Problem in Historical Perspective . . . 1 Statement of the Problem . . . . . . . 5 Statement of the Sub-problems . . . 6 Assumptions . . . . . . . . . . 6 Definition of Terms . . . . . . . . . 7 The Career Pattern as a Sociological Instrument . . . . . . . 8 Statement of Delimitations . . . . . . 11 Organization . . . . . . . . . . . 12 II. REVIEW OF THE LITERATURE . . . . . . 13 Vocational Choice Theory . . . . . . . 1A Careers in Education . . . . . . . . 24 Careers Other Than Educators . . . . . 29 Common Elements in Career Pattern Studies . 33 Summary . . . . . . . . . . . . . 34 III. RESEARCH PROCEDURE AND METHODOLOGY . . . o 35 General Method . . . . . . . . 35 Description of the Sample . . . . . . . 36 Sample Selection . . . . . . . . . . 37 Procedure . . . . . . . . . . . Al Analysis . . . . . . . . . . . . A2 Summary . . . . . . . . . . U2 iv Chapter IV. AN ANALYSIS OF THE RESPONDENT GROUPS Personal— Social . . . . . Career Preferences at Different Choice Points . . . . Attitudes Toward Counseling . . Future Plans . . . Modal Description of Each Group . Summary . . . . . . . . . O O 0 O 0 V. AN ANALYSIS OF SELECTED VARIABLES . . Sex . . . Father's Occupation Choice Points . . . Certification Held Summary . . . . . O O O O O O O O 0 O 0 0 0 0 O O O 0 O 0 O O 0 0 0 VI. AN ANALYSIS OF WORK HISTORIES AND CAREER PATTERNS . . . . . . . Work History . . . . . Reasons for Job Changes . . . Job Patterns . . . . . . Career Patterns . . . . . Modal Description of Work Histories and Career Patterns . . . . . Summary . . . . . . . . . . 0 0 O 0 0 VII. SUMMARY AND CONCLUSIONS . . . . . The Problem . . . . . . . . The Findings . . . . . . . . Conclusions . . . . Implications for Educational Careers Suggestions for Future Research . . BIBLIOGRAPHY . . . . . . . .7 . o . APPENDICES . . . . . . . . . . . . O O O 9 0 Page ALI MI 59 61 66 72 7A 75 75 105 120 134 137 137 1143 148 159 166 167 168 168 170 I76 179 181 18A 188 Table III.1 IV.l IV.2 IV.3 IV.A IV.5 IV.6 IV.7 IV.8 IV.9 IV.lO IV.ll IV.12 IV.l3 IV.lA IV.15 LIST OF TABLES The career families named by Miller and Form shown with associated job sequences and their defining characteristics . . . . Questionnaire mailing response . . . . Description of respondent groups by sex Description of respondent groups by age . Description of respondent groups by marital status . . . . . . . . . . . Description of respondent groups by number of children they have . . . . . . Distribution of respondent groups by place of birth . . . . . . . . . Distribution of respondent groups by place where raised . . . . . . . . Distribution of respondent groups by father's occupation . . . . . . . Distribution of respondent groups by mother's occupation . . . . . Distribution of respondent groups by father's education . . . . . . . . Distribution of respondent groups by mother's education . . . . . . . . Distribution of respondent groups by member- ship in professional organizations . . Distribution of respondent groups by whether they belong to civic organizations . . College majors selected by the respondent groups . . . . . . . . Degrees held by respondent groups . . . Distribution of respondents by whether they are enrolled in course work . . . vi Page 10 39 A5 A5 A6 A7 A8 A8 A9 50 51 51 53 53 55 56 56 Table Page IV.16 Reasons given for taking courses . . . . . 57 IV.17 Certification held by respondents . . . . 58 IV.18 Amount of training they had when they began as counselors . . . . . . . . 58 IV.19 Do they plan to remain counselors . . . . 62 IV.2O Reasons for entering counseling . . . . . 62 IV.21 Reasons why job expectations were fulfilled . 6A IV.22 Reasons why job expectations were not fulfilled . . . . . . . . . . 65 IV.23 Are respondents looking ahead to another job . 66 IV.2A Future Job goals . . . . . . . . . . 67 IV.25 Reasons former counselors left counseling . . 68 IV.26 Would former counselors return . . . . . 68 IV.27 Reasons former counselors would return . . . 69 IV.28 Reasons former counselors would not return . 7O IV.29 Jobs former counselors took immediately upon leaving their counseling Jobs . . . 7l V.l Relationship between sex and undergraduate major of current counselors . . . . . . 76 V.2 Relationship between sex and undergraduate major of former counselors . . . . . . 77 v.3 Relationship between sex and membership in various professional organizations: Current counselors . . . . . . . . . 79 V.A Relationship between sex and membership in various professional organizations: Former counselors . . . . . . . . . 80 v.5 Relationship between sex and whether education was received before or after 1958: Current . . . . . . . . . . 8O vii Table V.6 V.7 V.8 V.10 v.15 v.16 V.l7 V.l8 Page Relationship between sex and whether education was received before or after 1958: Former . . . . . . . . . . 81 Relationship between sex and actual amount of counselor training before first job as counselor: Current counselor . . . . 81 Relationship between sex and actual amount of counselor training before first Job as counselor: Former counselor . . . . 82 Relationship between sex and training in counseling since becoming a counselor: Current . . . . . . . . . . . . 82 Relationship between sex and training in counseling since becoming a counselor: Former . . . . . . . 83 sex and when decision a counselor: Current . 83 Relationship between was made to become sex and when decision Relationship between a counselor: Former . . 8A was made to become sex and when decision Relationship between a counselor: Aspirants . 8A was made to become for Aspirants . 85 Relationship between sex and reason entering counseling profession: Relationship between sex and reason for entering counseling profession: Current . 86 Relationship between sex and reason for entering counseling profession: Former . . 87 Relationship between sex and reasons cited for satisfaction from the job: Current . . 88 Relationship between sex and reasons cited for satisfaction from the job: Former . . 89 Relationship between sex and reasons cited for dissatisfactions in the job: Current . 91 Relationship between sex and reasons cited for dissatisfactions in the Job: Former . 92 viii Table V.2l v.26 v.27 V.30 V.3l V.32 v.33 Relationship between sex and future job goals: Current . . . . . . . Relationship between sex and future job goals: Former . . . . . . . Relationship between father's occupation and when decision was made to enter counseling profession: Current . . . Relationship between father's OCCUpation and when decision was made to enter counseling profession: Former . . . . Relationship between father's occupation and reasons for entering counseling profession: Current . . . . . . . Relationship between father's occupation and reason for entering counseling profession: Former . . . . . . . Relationship between father's occupation and reasons for satisfaction with the counseling job: Current . . . . . . Relationship between father's occupation and reasons for satisfaction with the counseling job: Former . . . . . Relationship between father's occupation and reasons for dissatisfaction with the counseling Job: Current . . . . . . Relationship between father's occupation and reasons for dissatisfaction with the counseling Job: Former . . . . . . Relationship between father's occupation and future job goals: Current . . . . Relationship between father's occupation and future Job goals: Former . . . . Relationship between when decision was made to become a counselor and the amount of training in counseling when started on first Job as counselor: Current . . . ix Page 93 9A 96 96 97 98 99 100 101 102 103 10A 106 Table V.3A V.35 v.36 V.37 V.38 v.39 V.AO V.Al V.A2 V.A3 V.AA V.A5 Relationship between when decision was made to become a counselor and the amount of training in counseling when started on first Job as counselor: Former . . . Relationship between when decision was made to become a counselor and the amount of training since becoming a counselor: Current . . . . . . . . . . . Relationship between when decision was made to become a counselor and the amount of training since becoming a counselor: Former . . . . . . . . . . . . Relationship between when decision was made to become a counselor and reasons for becoming a counselor: Current . . . . Relationship between when decision was made to become a counselor and reasons for becoming a counselor: Former . . . . Relationship between when decision was made to become a counselor and reasons for satisfaction with the Job: Current . . Relationship between when decision was made to become a counselor and reasons for satisfaction with the job: Former . . Relationship between when decision was made to become a counselor and reasons for dissatisfaction with the job: Current . Relationship between when decision was made to become a counselor and reasons for dissatisfaction with the Job: Former . Relationship between when decision was made to become a counselor and future job goals: Current . . . . . . . . . Relationship between when decision was made to become a counselor and future job goals: Former . . . . . . . . . Relationship between certification and training in counseling at the time of the first Job as counselor: Current . . . Page 107 108 109 110 111 113 11A 115 116 118 119 121 Table V.A6 V.A7 V.A8 V.A9 V.50 V.51 V.52 V.53 V.5A V.55 V.56 V.57 V.58 Relationship between certification and training in counseling at the time of the first Job as counselor: Former . Relationship between certification and training received since first job: Current . . . . . . . . . . Relationship between certification and training received since first job: Former . . . . . . . . . . . Relationship between certification and when decision was made to enter counseling: Current . . . . . . Relationship between certification and when decision was made to enter counseling: Former . . . . . . Relationship between certification and reasons for entering counseling: Current Relationship between certification and reasons for entering counseling: Former Relationship between certification and reasons for satisfaction in counseling Job: Current . . . . . . . . Relationship between certification and reasons for satisfaction in counseling job: Former . . . . . . . . . Relationship between certification and reasons for dissatisfaction in counseling Job: Current . . . . . Relationship between certification and reasons for dissatisfaction in counseling Job: Former . . . . . Relationship between certification and future job goals: Current . . . . Relationship between certification and future Job goals: Former . . . . xi Page 122 123 123 12A 125 126 126 128 129 130 131 132 133 Table V1.1 VI.2 V1.3 VI.A V1.5 V1.6 V1.7 V1.8 V1.9 V1.10 V1.11 V1.12 V1.13 VI.1A V1.15 V1.16 V1.17 Frequency of Job titles over work history: Aspirants . . . . . . . Frequency of job titles over work history: Current . . . . . . . . Frequency of job titles over work history: Former . . . . . . . . Reasons for changing jobs over work history: Aspirants . . . . . . . Reasons for changing jobs over work history: Current . . . . . . . . Reasons for changing jobs over work history: Former . . . . . . . . Most common Job patterns followed by aspiring counselors: female . . . . Most common Job patterns followed by aspiring counselors: male . . . . . Most common Job patterns followed by current counselors: female . . . . . Most common job patterns followed by current counselors: male . . . . Most common job patterns followed by former counselors: female . . . . . Most common Job patterns followed by former counselors: male . . . . . . Distribution of when first job as counselor Career patterns exhibited by aspiring counselors . . . . . . . . . . Career patterns exhibited by current counselors . . . . . . . . . Career patterns exhibited by former counselors . . . . . . . . . Summary of counselor's career patterns applying Miller and Form's pattern descriptions . . . . . . . . . . xii Page 1A0 1A1 1A2 1A5 1A6 1A7 150 151 152 153 15A 155 156 161 162 163 165 B.2 B.3 B.A B.5 B.6 Record of the flow of responses received . Distribution of respondent groups by member- ship in various professional organizations (in per cent) . . . . . . . . . Distribution of respondent groups by number of professional organizations to which each belongs (in per cent) . . . . . Frequency of career choices at different choice points: Aspirants (N=81) (in per cent) . . . . . . . . . . . . Frequency of career choices at different choice points: Current (N=1735) (in per Cent) 0 o o o o o o o o o o 0 Frequency of career choices at different choice points: Former (N=273) (in per cent) . . . . . . . . . . Number of Jobs held (in per cent) . . . xiii Page . 195 197 198 199 200 201 202 LIST OF FIGURES Figure Page I. Comparison of dominant career preferences at different choice points . . . . . . 60 11. Comparison of average times spent at each 158 Job location . . . . . . . . . . . xiv LIST OF APPENDICES Appendix Page A. Covering Letter and Questionnaire . . . . 189 E. Additional Tables . . . . . . . . . 196 XV CHAPTER I THE PROBLEM Introduction Researchers from the time of Galton have been aware of and interested in studying the varying characteristics of man. As a basis for such a study, workers at different times have viewed man through his conscious or unconscious, his rational or irrational, and his individual or corporate acts. The resultant patterns of behavior have been fruit- ful in that they have defined modal behavior and have allowed us to observe variation of behavior within groups as well as between groups. The Problem in Historical Perspective The history of the guidance movement in the United States although only fifty years old, has experienced much growth and with the growth, change. The Parsonian era, which began the movement in the early 1900's, was built on the concept that one individual could help another by placing him in a job. The conditions which spawned the need for such a role are a result of industrialism and the spread of modern forms of democracy. The increasing division of labor and the growth of technology made it abundantly clear that a "broker" of sorts was needed to serve the employers and the would be employees. The spread of democracy was manifest in the thousands of immigrants and their families representing a huge labor force. The pioneers in the guidance movement possessed a strong belief in the "improvability" of man and society. This belief stated that man has the ability to control his evolution. This latter premise tended to change the setting for vocational decisions from the home into the schools which would provide education and the opportunity for the masses to partake of the American dream. The person to perform the task of guidance was called a vocational counselor. Generally he was a teacher in a school who was assigned the responsibility and most often was released for some period each day to assist students with job placements. DevelOpments in measurement grew up along with vocational guidance, providing the counselors with tests and techniques. Usually, no special training was required of the counselor in those early days. The counselor's major function was to provide information that would result in the best matching of job and applicant. Beginning at about the time of World War II, the emphasis changed to include additional dimensions than merely information-giving about jobs. Greater interest was paid to the "actors" 31the guidance process. The individual and his perception of "self" became the focus rather than the problem the individual presented. The literature during this period is replete with examples of the various ways theorists helped to change the focus. At the same time, the counselor and his role was being surveyed. Educational programs to provide the counselor with specific counseling skills were being instituted and attempts at a better definition of role were being made. No single educational program exists for training counselors nor does a single theory exist as to how they will conduct themselves and their business. However, some general notions of what their training should be, what kind of person they should be, and what kinds of services they should perform are extant among the professional coun- selors. When we speak of a job, it connotes an activity to be performed. When we speak of a career, it suggests a continuity over time. It suggests further a theme or pattern. If we speak of counselors as having a career, then it is important for us to discover, if possible, the pattern that exists for the incumbents and the enlightenment of the theorists. Specific occupations have been studied by other investigators. These studies have focused on the process of occupational choice, personal value orien- tations as they relate to occupational preference, and the psychology of occupations. No studies could be found in the literature that dealt with the career patterns of counselors. This lack of information has made the need abundantly clear. Guidance and counseling has come under close scrutiny and has been the recipient of much good publicity and financial support in recent years. Much of the research and publicity has dealt with the processes of guidance. Some research has placed emphasis on the practitioner and his characteristics. Charges have been made, in earnest and in jest, that the guidance counselor is an Opportunist on his way to an administrative position. Others have suggested that counselors have been dredged from the ranks of unsuccessful teachers. It is not the intention of this study to make value judgments or draw any conclusions concerning the charges made against guidance counselors, but rather to investigate the characteristics of counselors in Michigan and the factors which aid in defining a career pattern for them. According to Shartle (1952), a career is a series of occupations through a person's working life. Mannheim (1952) said that career, in the strict sense, refers to the progress of a person through a bureaucracy. At each step the individual receives a neat package of money, authority, and/or prestige. In many organized careers there are unforseen contingencies and irregularities. There are also many regularities of which people in the system may or may not be aware. The assumption is made here that there are many regularities. What is the order in the lives of teachers who aspire to be counselors as they grow and learn; as they choose, or are chosen; as they become more devoted and deeply rooted in their work, or on the contrary, are bored? In some occupations and work systems the road to prestige, higher income, and reputation turn away from the prime activity. Counseling may be such an occupation. Those who remain in teaching may be looked upon with condescension by those who left it. The school teacher may win those small incre- ments, but they do not win those greater prizes. To do so they would have to abandon the basic activity of teaching for counseling or administration, research, or teaching at a higher grade level. There is a need to describe those who have turned to counseling and more importantly observe any manifest patterns in social back- ground, training or work mobility they may exhibit. Statement of the Problem The purpose of this study was to gather a compre- hensive set of data regarding the career patterns of persons who aspire to be counselor, of current counselors, and of former counselors in the state of Michigan. These data include personal-social factors, educational—occupational history, career decisions, and reasons they have given for decisions involving vocational goals. An attempt will be made to determine a definable educational and occupational career pattern, and if it exists, its nature and differentials. Statement of the Sub-problems l. Personal-social: a) From what social backgrounds do Michigan school counselors come? b) To what degree does the counselor become involved in professional or community organizations? 2. Educational-occupational history: a) What was the degree of training the counselor had when he accepted his first job as a counselor? b) What size college did he attend, and what was the undergraduate major he chose? 3. Career goals: a) What are the future goals involving occupations beyond the current role? b) What are the positions departing counselors take? A. Reasons for change: a) What are the points at which vocational decisions are made? b) What are the observable patterns of horizontal and/or vertical mobility? c) What percentage of counselors remain in counseling and what are their characteristics? Assumptions It has been assumed that: 1. The questionnaire was constructed with a maximum of objectivity but with a likelihood that some bias may be in evidence. 2. The respondents were honest in the response to the items of the questionnaire. 3, Some bias is inevitable in the interpretation of such data. A. A questionnaire can properly elicit responses to the questions asked. 5. The Michigan secondary school counselors are similar to other groups of counselors and a significant population worthy of study. Definition of Terms Michigan counselor: Any person listed by the state of Michigan Bureau of Guidance as performing a guidance function without reference to the assignment of time (i.e. periods per day) to be engaged in the counseling activity during the years under inves- tigation. Occupational mobility: The intra-institutional or inter— institutional movement from one job to another. a) vertical mobility: movement from one job class— ification to a different job classification. b) horizontal mobility: movement among institutions, but the incumbent performs at the same job classi- fication. Secondary school: Grades 7 through 1A. Any school that houses any combination of grades mentioned above. These schools are commonly named junior high school or senior high school. . Personal-social: Those facts that we know about ourselves and our relations with others. Educational-occupational history: The chronological citing of educational experiences and work eXper- iences in an abridged form. Career decision: An occupational goal that has been instru- mentally acted upon at a time that can be specified. Career Pattern: A representation of a work history for a given time. Work History: The chronological occupational sequence of positions that a person occupies, and the length of time each occupational position was held. The Career Pattern as a Sociological Instrument A career pattern may be viewed as containing three interrelated factors. l._ The amount of vertical mobility as measured by the upward or downward movement on the occu- pational scale irrespective of the working site. 2. The amount of horizontal mobility as measured by the changes of employment within the same occu- pational classification. 3. Ecological mobility which may best be viewed as physical occupational migration. Miller and Form (1962) suggest that specific careers may be analyzed in terms of three different periods or phases of career develOpment. During the "initial work period," the job provides experience and information for the young worker. Employment characterizing this period is usually before or after school jobs, summer full-time jobs, and jobs taken as stop-gaps until completion of education. The "trial work period," isra time of transition beginning when the worker seeks his first full—time job and continuing until he has secured a work position in which he remains three years or more. The trial work period is characterized by high occupational mobility. Occupational mobility is both horizontal and vertical. Trial work period employments are defined as jobs which are held less than a three year period for any one job. The "stable work period" is a period of job persistence. Employment during the stable period is defined as a job held more than three years. Because the counselors, for the most part, have completedIflmflieschooling, it is anticipated that very few of the counselor's occupational positions will be represented by the initial stage that Miller and Form define. It would be well to note here that Miller and Form (19A9) were able to define six patterns. These they have termed stable, conventional, unstable, sustained trial, disestablished and multiple trial. (See Table 1.1.) These patterns result from the persistence of an incum- bent in an occupational position. Their research indicated great stability for white collar workers. It could be assumed therefore that counselor's career patterns are 10 TABLE I.l.--The Career Families Named by Miller and Form Shown with Associated Job Sequences and Their Defining Characteristics. Career Family JOb Major Characteristics Sequence Stable S Early entrance into I-S-T-S stable job S-T-S I-S Conventional I-T-S The "normal" and I-T-S-T-S socially acceptable T-S progression Unstable T-S-T Return to a trial job I-T-S-T after attaining stability through conventional Sustained Trial T-T-T-S A series of jobs of short duration ulti- mately leading to stable Disestablished S-T Return to a trial job I-S-T after quick attainment of a stable job Multiple Trial T-T—T Consecutive trial jobs with no stable job as yet attained Key: Initial. Trial. Stable. These are usually entry jobs. Jobs held less than three years. Jobs held three or more years. 11 relatively stable. Super (1957) has reduced the career patterns to four types which may be adequate for our purposes. These four are: conventional, unstable, stable and multiple trial. The conventional career pattern follows a progression from initial through trial to stable employment. The unstable pattern is a sequence of trial- stable-trial. Here the worker gives up his potential career in one field and goes off in a different direction. The stable pattern would be characterized by the pro- fessions. These workers have gone directly from school or college into a type of work which they have consis— tently followed. The multiple trial pattern is marked by frequent change of employment. Statement of Delimitations The work lives of individuals hae become a way in which to measure man. The dearth of research material about counselor work histories or career patterns limits this study to a survey technique. This survey in turn should prescribe the variables for further inquiry and investigation. The population of the study was the universe of 'counselors listed in the state of Michigan during the years from 195A until 196A and those students enrolled in the Guidance 800 series during the Spring term of 1965 at Michigan State University in East Lansing, Michigan. 12 The chief instrument in this study is a mailed questionnaire. (See Appendix A) The information from the questionnaire was subjected to analysis to establish frequencies of response to the various items as well as cross tabulations to search for relationships between selected variables. Organization Chapter II will include a review of literature pertinent to the present study and will be organized as follows: 1. theories regarding careers; 2. career pattern studies; 3. careers in education; A. common ele- ments of career pattern studies related to this research. Chapter 111 will contain a description of methods and procedures. Chapter IV will be an analysis of the three groups studied. Chapter V will consist of an analysis of selected personal-social variables. Chapter VI will consist of an analysis of the work histories and career patterns. Chapter VII will be a summary, conclusions and implications for further research. Each chapter will be concluded with a brief summary. CHAPTER 11 REVIEW OF THE LITERATURE In this chapter certain studies are reviewed that are considered to be relevant to the problem under exam- ination. Most serve as signposts for the direction of this study in that they touch on some of the variables or analyses in this study and others are of theoretical value. Careers have been the subject of study for at least fifty years. The result is that the literature is exten- sive.* The studies vary from sociological to psycho- logical dimensions, across varying time periods, across geographical boundaries and among various occupational groupings. Because the counselor occupation is a narrower definition than teacher or educator or professional, many of the studies were helpful but did not bear directly on *Cottrell's Railroader (l9A0), Wilson's Academic Man (19A2), Gold's Janitor versus Tenants (1952), Henry's Business Executive (19A9), Mills' American Labor Leaders (19A8), Smith's Cler (1953), Thomer's Nursing (1955), Wran's Foreman (19 9 , Hughes' Men and Their Work (1958), Caplow's The Sociology of Work (195A), Dubin's The World of Work (1958), Rogoff's Social Mobility in American Business and Industry (1955), Ryans' Characteristics of Teachers (1960), Sharp's Career Patterns of Recent College Graduates (1962), Charters' The Social Background of Teaching (1963). l3 1A this research. In other cases, several studies were con- ducted with essentially the same design and the results were essentially the same. Still others were written so far back as to have minor import for the counselor acting from more recent sociological forces. The result of this vast array of literature available has put the researcher in the position to be very selective in presenting research that is relevant and typical of that which is available. The review of the literature will be focused on theories regarding vocational choice; career studies of educators; career studies of other than educators; and common elements of career pattern studies related to this research. Vocational Choice Theory In ancient times, man was identified by his work. This identity is attested to until this day by many family names. Thus "Smith" was a metal worker, "Cooper" a barrel maker, and "Shepherd" was a herder. Except for the affluent families whose children went to school to learn a trade or profession, youngsters learned at the side of their fathers. The skills were passed down within the family. With the development of a more industrialized society, man has been alienated from the close identity to his work that was prevalent in the past. With the changes in society and man's identity with his work, changes have occurred in the ways man enters upon his life work. 15 Today, the entry into work is modified by a host of influences that are at the same time actingtmuhin and on the individual. These influences have been recognized by various theorists over the past century. Various writers have attempted to synthesize the effects of these forces in such a way so as to allow a statement of principles or theory. Because the theorists have approached the problem from different points of view, each theory has its merits. 0n the other hand, each suffers somewhat because they tend to be less than comprehensive. Those theorists with back- grounds in psychology tend to measure achievement, apti- tudes and interests in order to plot possible vocational choices. The sociologists on the other hand tend to' examine socio-economic factors, family influences, satis- factions and stated future goals. More recently we have seen theory focused on the process of choice. In all, the theories have been helpful to permit us to assign labels to the processes of vocational choice and development. However, we are still in search of a theory that will be comprehensive and at the same time be specific so that it can be adequately researched and tested. Much of the work done in the area of vocational choice has been in the area of ascertaining group differ- ences in the choice of occupations. There has been concern about the relationship between occupational choice and mobility. The differences which have been 16 of utmost concern to sociologists have been the relation— ship between occupational choice and socio-economic levels. Some studies focus on the differences of and within a par- ticular group. One of the major contributions in the area of occu- pational choice is the work of Ginzberg, Ginsburg, Axelrad and Herma (1951). They presented a partial theory which they attempted to test empirically. The assumption of their theory was that occupational choice is in reality a series of choices for the most part irreversible. Sixty- four boys and young men were studied in relation to occu- pational goals and decisions. From the study Ginzberg, 33 al., suggest that the process of occupational choice consists of reality factors such as social and economic characteristics of the family, the education received, the range of jobs available and the life plan of the indi- vidual; and self factors such as aspirations, interests, goals and values. Vocational development periods were linked to age periods. The first stage, fantasy, continues from birth to age 10 and is characterized by daydreaming about possible future occupational roles. The second stage, the tentative stage, encompasses ages 10 to 20. During this period, the individual is more apt to become aware of and be guided by his preferences, by his interest, abil- ities, personality and values as he assesses himself in relation to work. The third stage, the realistic stage, 17 begins at age 20. When the individual reaches this stage he is ready to enter the occupational world of work and to test himself at various jobs. The establishment of this construct of deve10pmental stages in the process of occu- pational choice has aided researchers and guidance coun- selors as they labor in the field for greater understanding of occupational choice. However, because of lack of specificity during the fantasy stage in particular, this theory must be considered a partial theory. Super (1953) has been in the process of studying vocational development longitudinally with a group of boys that he began with in 1951. He outlined the minimum elements of his theory at that time as: l. PeOple differ in their abilities, interests and personalities. 2. They are qualified by virtue of these charac- teristics, each for a number of occupations. 3. Each of these occupations requires a charac- teristic pattern of abilities, interests and personality traits with tolerances wide enough however, to allow some variety of occupations for each individual and some variety of indi- viduals in each occupation. A. Vocational preferences and competencies, the situations in which people live and work, and hence, their self concepts, change with time and experience. 5. This process may be summed up in a series of life stages characterized as those of growth, exploration, establishment, maintenance and decline. 6. The nature of career patterns is determined by the parental socioeconomic levels, mental ability and personality characteristics and by the opportunities to which he is exposed. 7. The process of vocational development is essentially that of developing and implementing a self concept. 18 8. Development through life stages can be guided. 9. The process of compromise between individual and social factors is one of role playing. Using five indices of vocational maturity he defined vocational maturity in 9th grade as primarily preparation for choice and planning ahead. The indices which were postulated were: orientation to vocational choice; voca- tional information and planning; consistency of vocational preference, crystallization of traits relevant to choices and wisdom of vocational preferences. He found that interests reflect values regarding work. Super (1963) suggests that people pick jobs on the basis of self concept. That is, you select a job which you think will let you be what you think you are. The choice of a job then is the implementation of our self concept. Because he sees the self concept as develop- mental, it changes at given periods which form several life stages. These life stages are growth, exploration, establishment, maintenance and decline. Although the age limits are approximations, he establishes the growth period from conception to about age fourteen. Super merely labels this period. The exploratory stage extends from age fifteen to about age twenty and consists of periods of fantasy, tentative and realistic choices. The third developmental period, establishment, extends from age twenty—five to forty-five. This period is also characterized by the dynamic aspects of the self concept 19 in that it is noted that there are periods of trial and also periods of stability. The maintenance stage extends from age forty-five to sixty-five. Typically, the worker who has reached the maintenance stage does not attempt to break new ground and is unwilling to risk what he has in the hope of greater gains. His satisfactions come from the achievements of his children, in the attrac- tiveness of his home and in the rendering of services in the community. The last stage, decline, begins at about sixty-five. Generally the older person has less stamina and therefore becomes less active in his vocation, his home care and his community interests. Super concludes that if adequate synthesis can be made between the self concept and the occupational role, satisfaction will ensue. He sees work as a way of life rather than satis- faction of a set of needs. Super's contribution to the understanding of vocational development has been over a large number of years and is significant indeed. On the other hand, inspection of some of the elements of his theory suggests that they may be truisms that could be attached to any developmental process, not only the vocational develop- mental process. Tiedeman's (1963) theory could be best labeled a decision theory. He says, "Career development is self development viewed in relation with choice, entry, 20 and progress in educational and vocational pursuits." Although his research has covered age groups from the various life stages suggested by others, Tiedeman focuses on the aspects of choice and the associated attitudes and feelings which can assist in plotting a person's "cognitive map." Because he sees the process of choice as being basically rational, he describes the process in terms of differentiation and integration. The intent of differentiation is to have the individual consciously consider the choices at hand. In this problem solving mode, an attempt is made to differentiate ideas, feelings and things in a prescribed manner and to provide the person with a more differentiated condition of thought, feeling and action. Closure results when differentiated parts are integrated prOperly. An orderly process in problem solving consists of exploration, crystallization, choice clarification, induction, reformation and finally integration. The first four of these are seen as aspects of anticipation or pre-occupation and the last three as aspects of implementation and adjustment. While not denying the developmental stages described by others, Tiedeman argues that the school system is of primary importance in ordering the stages by the intervention of and application of good guidance. Tiedeman's presentation of a theory based on rationality is intriguing indeed. However, when queried, 21 many individuals admit to chance, luck and irrationality in the process of occupational choice. It would seem therefore that this theory falls short of a whole theory in that it does not account for the choices that are made that cannot be classified as rational. Miller and Form (1962) studied 276 work histories in the state of Ohio to answer the question, "What types of patterns are most typical of what types of work?" The occupations were matched to the employed population by occupational categories, age distributions in the total labor force and sex distributions in the labor force. The use of the career pattern as a sociological instrument included the collection of work histories which permitted them to assign a time dimension to the jobs held. They were able to define a career as consisting of a preparatory work period, an initial work period, a trial work period, a stable work period and a retirement period. Some of the periods do not manifest themselves in some career patterns. They found that there was greater stability among profes- sionals, managers or officials of companies. 0n the other hand there was a considerable amount of instability among unskilled, semi-skilled or those employed as domes- tics. It can be seen that pattern theories are useful in that they supply generalizations about peOple and their work. However, it is difficult to assign meaning to idio- syncratic behavior of incumbents, who although in a 22 particular career, are deviants from the modal charac- teristics. Wilensky (1961) studied the progression of jobs that may be defined as a career. He used a questionnaire with a sample of 678 males from what he terms the "middle mass." He found that the average worker had 12 jobs during a A6 year work life. In this progression he identifies six patterns. The orderly horizontal pro- gression was followed by 13 per cent of the workers and was characterized by movement within an occupation. The orderly vertical progression was followed by 17 per cent in which the worker was more often seen to cut across occupational lines to gain higher status. The borderline orderly vertical progression was favored by 33 per cent of the workers. In these cases, the jobs may have been functionally related but were more often characterized by upward mobility. Disorderly horizontal progression was attributed to 5 per cent and meant horizontal moves to jobs that were very little related to each other. The disorderly vertical was followed by 29 per cent and was related to upward mobility with little relation to the job performed. The last type of progression was labeled one job. Here the worker moved neither horizontally nor vertically but remained in the same job. Three per cent of the workers were found to follow this pattern. He concludes that a career is a succession of related jobs 23 arranged in a prestige hierarchy through which persons move in an ordered sequence. The identification of the various patterns of progression make this study useful. However, because in the present study only one occupational group is involved, it is to be suspected that not all of these progressions would be seen but that it would be well to observe the progressions that do exist. In summary it may be stated that vocational theories presume that vocational decisions are seldom a one time event. Rather they state that vocational decisions are made over a period of time. We learn that the individual is involved in making the choice and that at some stage of development he explores or "plays at" different role alternatives. Eventually the individual develops a work history. The work histories of men in various occupations can be analyzed to reveal career patterns. These patterns supply us with generalizations about people and their work. It is seen that the theories are helpful in providing a framework to deal with some of the influences of and the process of choice. However, it is clear that although none of the theories presented were in contradiction with one another, each can be considered only as a partial theory. 2A Careers in Education Among available research is Becker's (1952) study of mobility in the careers of teachers. Analysis of unstruc- tured interviews with 62 Chicago teachers permitted the conclusion that two different paths of mobility are followed by educational personnel. One is a horizontal mobility path in which the educator seeks positions in school systems preferred on the basis of type of pupil, location, age of children being taught, type of subject, and the like, salary not being a dominant factor in this choice. The other is a traditional vertical mobility path in which one moves up through higher levels of administra- tive status. The conclusions are certainly apt for large systems like Chicago, but they may have less application to non-urban situations where the Opportunities for move- ment are limited. Thorndike and Hagen (1961) set about answering the question, "What kinds of peOple stay in teaching and what kinds of people leave it to enter other fields of work?" From a group of World War II airmen who had taken the Air Crew Aptitude Test Battery they were able to follow up on 10,000 of these of whom 500 were in education. By use of questionnaires, they were able to collect information on attitudes, satisfactions and future plans for teachers and ex-teachers. Of the reSpondents, 250 were classroom teachers, 126 school administrators, 82 college teachers, 25 176 ex—teachers and 28 ex-college teachers. They concluded that the satisfactions derived by classroom teachers and administrators were derived from the many contacts with young people while the college teachers derived their satisfactions from working with books and ideas. Dissatis- faction for all three groups came from low salaries. 5A.7 per cent of the classroom teachers thought they would remain in education, 70.3 per cent of the administrators and 59.3 per cent of the college teachers thought they would remain. A7.5 per cent of the ex-teachers and A6.2 per cent of the ex-college teachers thought they would return to teaching if the conditions improved. It was found that those who left teaching were superior to those who remained in the classroom. Some bias may be inherent in the study because a relatively small sample of educators are included and these are all from the air force and within a relatively narrow age group. Many of the air crew trainees were self selected and as a result, data collected on them may be appropos for drawing conclusions about air crew trainees but less so for educators. Doherty (1962) used a questionnaire with 150 students who planned to become teachers. These students came from farm and working class families. In finding out why these people chose to become teachers he concludes that people enter teaching for diverse reasons. Further, teaching is not a way of life but rather that it serves as an entry to a way of life. It provides the means by which the 26 incumbent can surround himself with all of the parapher- nalia of middle class respectability. Strauss (1965) interviewed 96 professors at the University of Wisconsin to obtain their views on their own backgrounds and visited nine European Universities where 66 professors were interviewed for the same purpose. The subjects were not selected by any sampling technique, but were available at the institutions the author Visited. The interviews were semi-structured and recorded. From the typescripts, key statements were selected and classi— fied. In response to when they chose their work, about half said that they had made their career choices during their undergraduate years. The reason most often given for their selection was "general interest." He concludes that scholars in different countries are much the same kind of people, with similar motivations and attitudes. They had similar experiences during their formative years and their backgrounds were much more alike than they were different. The study suffers from the sample which can hardly be considered representative of all college teachers. The translation of conditions in Europe to American terms suggests some cultural confounding may have affected the conclusions. Havighurst and Neugarten (1962) used a questionnaire to study 7,000 public school teachers. They found that approximately one half of the teachers moved up one rung 27 in the ladder of social class by entering teaching. The total career usually is within a social structure deter— mined by salary. 50 per cent of the men planned to stay in education but not as classroom teachers. Reasons for their initial choice tend to Operate to influence subse— quent career patterns. Thus the person for whom entrance into teaching constitutes a clear and major step in upward social mobility may not exert himself greatly, once this step has been accomplished, to move upward within the teaching hierarchy. He found also that for many teachers, the initial decision was to enter college rather than to enter teaching. This is an excellent study but it does not look at those who left teaching, the reasons they left and the implications for further under- standing of both the incumbents and the leavers. Mason (1961) studied a 10 per cent sample of beginning teachers selected by school districts stratified by size. The distribution of men to women of the secondary level was 60 per cent and A0 per cent. Elementary teachers were distributed so that 20 per cent were male and 80 per cent female. Although 80% planned to remain in education, over 50% of the men planned to seek positions in adminis- tration or supervision. Of the women, over 50 per cent planned to leave to become homemakers for some period of time and then return to teaching. One half of the teachers had fathers who had been white collar workers and only one 28 third would be classified as blue collar. However, this may be an artifact of the sampling because more teachers were drawn from the urban communities for the study. Mori (1963) used a questionnaire with 556 Michigan State University students largely in teacher preparation to determine their motives for choosing the teaching profession. She found that 2A per cent were interested in the security and they thought that salaries were ade- quate. Men chose teaching as a career later than did women. 63 per cent of the females had decided on teaching as a career before they entered college while only A3 per cent of the males had made that decision at that time. All of her findings suggest significant differences between males and females in regard to evaluations of teaching as a profession. Although a cross-sectional study such as this provides rich data and information, a longitudinal study that would take into account differ- ences that are the result of the passage of time would strengthen the conclusions or provide evidence that the motivations today are different than they were 10 or 20 years ago. White (1967) found that for women teachers, whether their mother worked and the teacher's current marital status was related to career commitment. The ages of the teachers ranged from 21 to 2A and they came largely from 13 urban and suburban systems. 29 Several studies have been reviewed which deal with the various indices used to measure decision points, motivations, mobility, sex differences and reasons for leaving teaching in order to understand the career patterns of teachers. Each study has its strengths. However, the weaknesses lie in sampling or the limited number of variables that are considered in the various relationships. It is probable that a number of other variables, other than those considered in the studies, are Operating to influence some of the variables considered. Careers Other Than Educators Warkov (1965) has described lawyers and their careers. Using questionnaires in a longitudinal study that began with 2,A68 college freshmen who preferred law as a career, he questioned them as freshmen and again as seniors. The students were taken from a sample of the colleges in the Northeast and East. He finds that the parental occupation plays a significant role in a law student's career choice. Twenty-nine per cent of the lawyers' sons selected law while only A per cent of the sons of non-lawyers selected law. The difference increases with time so that by the end Of the senior year Of college, lawyers' sons account for thirty-five per cent. He notes further that lawyers tend to come from higher sociO-economic backgrounds and respondents aspired to attain an occupational status equal to or higher than that of their fathers. Limiting the 30 sample of this study to the geographical location that is used may also limit the generalizability of the findings. The Opportunities for corporation law, lawyers in govern— ment and lawyers serving restricted and affluent populuS' may not be available to the small town boy from the Mid- west or the West. The parental role may still be crucial but the reasons may be different. Hubbard (1965) studied the backgrounds of 102 suc— cessfull business executives to provide information on career selection. Five determinants of career selection were investigated: time of decision to enter a business career; significance of personal influences in career choice; importance of family socio-economic status; role of personal values; and long range goals as they relate to choice of career. Personal interviews covering a lOO-item schedule were used. He found that business executives as a group were relatively late in making a career choice. More than half did not decide to enter business until their formal education was completed and they were part of the labor force. Vice presidents were earlier deciders than the other executives. The typical pattern was an early career choice in medicine or science with a change to business at some later time. It was found that today's executives were drawn first from the business and proprie- tary classes of society, and second, from the professional and semi-professional classes. The greatest number of 31 executives entered business with goals related to self fulfillment and personal growth as opposed to motivations of economic rewards. He concluded that there is a definite pattern of background characteristics related to executive competence and that the findings may be used to identify and direct potential executive manpower into business. This final statement suggests that a wider and more SOphisticated use of psychological testing and interviewing is really necessary to permit identification of individuals possessing the temperament necessary for success in business rather than background characteristics alone. The sample, on the other hand, had good characteristics in that it had defined similarities and yet variations within the group. Additional testing with the same group would help to strengthen at least one Of the conclusions. Davidson and Anderson (1957) investigated the amount and kind of occupational movement that takes place in a community of workers and to relate it to status, education, income, dependents, and occupational level of the father. The investigation included 1,2A2 male workers in the San Jose, California area and the data were collected via questionnaires. They show that three quarters of the prOprietors' fathers were proprietors, about A0 per cent of the skilled sons had skilled fathers and about A0 per cent Of the unskilled sons came from unskilled fathers. They found further that the major motive for movement is 32 financial and that three-fourths of the movement of workers is within the same status level or one step up. These findings tend to support those of other investigators. Chinoy (1952) conducted research among employees in an automobile factory to determine their aspirations and future job goals. He conducted 78 interviews with 62 men who were at least third generation in this country and who were white. The ages ranged from 20 to 63 with a mean age of 38. Most types of work in the plant were represented. He found only 8 who felt that they had promising futures and expressed aspirations toward future job goals. The restricted ambition of the others may be accounted for by the limited Opportunities presented within the plant, the lower level of education they represented or may be an artifact of the sample. Lipset and Bendix (1959) collected work histories to get a longitudinal view of patterns Of work and move- ment. A questionnaire received a response from 935 workers in Oakland, California. The sample included middle cate- gories of union workers. That is, the lowest and highest levels were purposely excluded from the mailing. The data revealed that the majority had unstable occupational careers. This was concluded from the large number and frequency of shifts from one job to another, one occupation_ to another and also moVes from one community to another. 33 Most of the mobility occurred in the earlier years of a worker's life. Therefore, age must be considered a factor in mobility within career patterns. Common Elements in Career Pattern StudIes From the preceding review, it can be seen that certain kinds of data are collected and analyzed in the efforts to define careers. Becker focused on information about mobility-~horizonta1 and vertical. Hubbard, Warkov, Lipset and Bendix and Doherty chose to investigate socio-economic backgrounds of workers. Mori and Strauss investigated when and why they chose their work. Chinoy looked into future goals and aspirations. Wilensky, Havighurst and Neugarten, and Davidson and Anderson researched the amount and kind of movement within occupations, the initial choice of jobs and salary. Additional studies have focused on still other variables. Hansen (1967) examined the relation- ship among the jOb satisfactions and the job. 168 beginning counselors were questioned about job satisfaction and personal data. An intercorrelation matrix was developed. It was found that job satisfaction was associated with participation in professional organizations, reading professional journals and taking courses. It appears clear that a person's parents' occupation along with sex, education, initial job choice and level of aspiration are going to influence mobility within a career, 3A satisfactions to be derived, the amount of participation and commitment that will be evidenced at some later point in time. It follows then that to collect and analyze data of this typeftr an occupational group-~counselors--should provide us additional information about career patterns and help to determine whether counselors manifest any similarities to other education workers. Summary of the Review of the Literature In this chapter a number of studies have been reviewed which were considered relevant to the objective of this thesis. First, the citations of several vocational theories which provide the bases for thinking about career development and its assessment. Second, studies were reviewed that represented career studies in the occupa- tional lives of educators. Because most counselors will have come from the teaching ranks, it is well to be aware of the backgrounds of the modal group from which they come. Third, several studies were cited which point to the careers of people in occupations other than in education. They represented attempts to determine what variables might be associated with the studies of careers. Fourth, an effort was made to summarize the elements that appear to be relevant to the study of careers in general and this research in particular. The research is primarily of inferential or theoretical value. It is within the context of this liter— ature that this study has been written. CHAPTER 111 RESEARCH PROCEDURE AND METHODOLOGY In an attempt to justify the survey technique used, a short statement on scientific method seems in order. Directly or indirectly, the tasks of scientific method are related to the study of similarities of various kinds of objects or events. One of the tasks is that of class- ifying Objects or events into categories and of describing the similar characteristics of members of each type. Natural scientists have divided material substances into categories Of elements, each containing atoms that are alike in inner structure but different from those of other elements. It will be our task here to assess and describe one social group, secondary school counselors in Michigan. An attempt will be made to note regularities that occur in the process known as career. General Method Allport (1951) suggests, "If we want to know how people feel; what they experience and what they remember, what their emotions and motives are like, and the reasons for acting as they dO--why not ask them?" The result of statements such as this has been the construction of questionnaires and the collection of data. Sources such as 35 ‘ 'l’ 36 Jahoda, Deutch and Cook (1951) or Festinger and Katz (1953) present aids in the construction, use and analysis of the questionnaire. Description of the Sample The population from which the sample was drawn was Michigan counselors. The state tends to be a cross section of the country in regard to the general population. There are rural, farm areas, wealthy suburban areas, highly industrialized city complexes, and cities with hard core urban ghettos. The range of institutions in which counselors find jobs are not limited to any partic- ular type. Rather we see large schools, small schools, old schools and new schools. The taxes levied for edu- cation will vary according tO the community's ability to pay. Michigan counselors are representative of counselors in the United States. The interest and activity in secondary school guidance in this state reaches back historically to the beginnings of the guidance movement in the nation. Although the state does not Offer a certificatipn in guidance, the quality of preparation can be attested to on two counts. First, the Universities in the state have conducted guidance institutes sponsored by the federal government under Title V-B of the National Defense Education Act (NDEA) of 1958. The awarding Of 37 the moneys to support these institutes results after the careful assessment of the physical facilities and the caliber Of personnel at the universities selected. Second, the secondary schools have been the recipients of federal funds under NDEA Title V-A. Under this program, federal funds are awarded to states that make available matching funds. In addition, the training of the personnel in the schools, the ratio of pupils to counselors and the general program of activities (i.e. testing, counseling, etc.) must meet a minimum level established by the federal agency administering the funds. Michigan counselors tend to be active participants in the national professional counselor associations thereby having access to the thinking that goes on within the profession outside the state. An effective leadership role has been exercised from Michigan by the individuals who have held Offices in the various national counselor organizations and by the writings and research of counselor educators within the state. From this background it is reasonable to assume that the counselors of Michigan are representative of counselors in the United States. Sample Selection The names of the counselors used in this study were secured from lists which are published yearly by the Guidance Bureau of the Michigan Department of Public 38 Instruction. The years included in this study are those from 195A up to and including 196A. NO lists were published for the years 1957, 1959 or 1962. However, it was found that two different lists were published in 196A. In that case both lists were included. Approximately 900 persons were listed as performing a guidance function in 195A and about four times that many were listed in 196A. A total of A,018 subjects were identified as having been counselors sometime during this period. It was assumed that during the ten-year period, some of the counselors would remain as counselors and others would leave counseling to fill other roles, Because it was difficult to determine who had left and where they had gone, it was decided to reach them at the most recent address available and then presume that the mail would be forwarded, if indeed one had left the system or counseling. Because most counselors begin somewhere, it was felt that to look at counselors in-training might be useful. The Michigan State University training program is comparable to the programs at other institutions. It can be assumed that the individuals being trained as counselors would be representative of those being trained at other institutions. For our purposes we have labeled the three groups just discussed. These groups are: (l) aspirants-~persons in training who aspire to be secondary school counselors; (2) current counselors--persons who currently occupy a role as counselorsand (3) former counselors--persons who were counselors for a time and now occupy another role. On May 18, 1965 the A018 people who were listed as counselors for some period Of time between 195A and 196A, were sent the cover letter and questionnaire. (Appendix A) 2,179 responses were returned Of which 2,008 were usable responses. Table 111.1 indicates the representative per- centage of total questionnaires sent that were received and usable. Of those responding, 1735 represented current TABLE 111.l.-—Questionnaire mailing response. I—fi’ _- Number Per cent Total sent A018 100.0 Total Received 2179 5A.2 Total Usable 2008 50.3 counselors and 273 represented former counselors. In addition, the Postal Service returned 58 stamped "addressee unknown," ten were returned by school adminis- trators stamped "deceased," and 158 were received after the analysis of the data was begun. A follow-up was con- ducted of a sample Of the non-respondents. Of the fifty non-respondents selected randomly, responses were received from 13 subjects. This small number however appeared to be very similar to the original group of responders. That A0 is, the ratio of male to female, the ratio of current to former counselors, etc. seemed to suggest that no apparent differences in responses were evident in the group which was being followed up. Aspiring counselors were selected from those students in the beginning sequence of courses leading to a Master's degree in Guidance and Counseling at Michigan State University and enrolled during the Spring term of 1965. Teachers Of those courses at the East Lansing campus were given questionnaires to distribute to those members of their classes who considered themselves to be preparing for positions as counselors. An additional restriction placed on those responding was that only those students who perceived themselves as preparing for roles as secondary school counselors be asked to respond. There- fore, students who were enrolled but were primarily inter- ested in other fields such as rehabilitation counseling, college student personnel work,diagnosticians or pastoral counseling were not expected to respond. Some Of the students were enrolled in more than one beginning course and were therefore asked to respond only once tO the questionnaire. During the spring term Of 1965, 1A2 students were enrolled in the beginning guidance classes. Eighty-one subjects responded to those questions which applied to them and their backgrounds. A1 Procedure The questionnaire used for this study was designed to gather personal-social information, an educational history, an occupational history, career choices at various points, satisfaction in counseling and future goals. A sample of twenty counselors of the Lansing area was given the ques- tionnaire and interviewed afterward to discover if any ambiguities were present in the form, to discover those items which resulted in the best responses in relation to what was intended and the format that would generally maximize the response from a group of counselors. The original questionnaire was redesigned and re-tested on five students from counseling classes at Michigan State Uni- versity. Two graduate students in the doctoral program assisted in judging the responses made by the sample group to the questions about the second, or redesigned questionnaire. The final form is basically a precoded, thirty-item instrument designed to gather the information mentioned above. However, free responses were permitted on some of the items to reduce the length of the questionnaire and to simplify its administration. The questionnaire was a four-page instrument that was printed by Photo-Offset as was the cover letter. The mailing did not include a self-addressed return envelope as recommended in several of the resource books as a way to maximize the return. This was done to reduce the cost A2 of the study. The second mailing, which was to the sample of non-responders was accomplished one month after the initial mailing. Over ninety per cent Of the responses were received within three weeks of the mailings. The daily return was logged and is available in Appendix A. Analysis The analysis of the data consisted of quantifying the responses so that cross-tabulations could be Obtained and career patterns could be constructed. The data are presented in percentages and the N's of the groups are noted. Statements are made about each Of the groups in the population defined. Some of the distributions were obtained by use Of the CDC 3600 computer because the data were available on IBM cards. Some Of the counts were done by hand and still others by using a sorter. These different methods were used depending on whether the infor- mation was precoded or was a free-response kind of infor- mation. An attempt was made to define career patterns for counselors. Any relationships which have been Observed are meant to imply modal characteristics for counselors in the state ovaichigan. Summary A survey method was employed to gather data about secondary school counselors in the state of Michigan. A questionnaire was designed to Obtain that information A3 necessary to define career patterns for the population in the study as well as characteristics and other antecedent information. The counselors used in the study were those listed by the Guidance Services Division of the Department of Public Instruction between 195A and 196A; also, those students during the Spring Of 1965 at the East Lansing campus Of Michigan State University who were enrolled in one of the beginning courses in the sequence leading to the Master's degree in guidance and who had professed an interest in counseling in the public schools as a career. The data were collected, analyzed and interpreted. Career patterns were described in an attempt to define a modal pattern for careers of Michigan school counselors. Tables were constructed to better show the scope of the data collected and also to describe relationships where they exist. CHAPTER IV AN ANALYSIS OF THE RESPONDENT GROUPS Chapter IV contains a comparison of the three groups studied-—counselor aspirants, current counselors and former counselors. For some of the comparisons, chi squares were computed and for others it seemed more logical to present mean data for the groups. In the latter case, the analysis was done by inspection. These comparisons are made on the variables mentioned in Chapter III. In addition, a summary statement is included which describes the modal responses for each of the groups. Personal-Social The sex differences among the three groups suggest that a greater proportion of aspiring counselors are females than is in the current counselor population. Table 1V.l further indicates that more males leave coun— seling than do females. Flanagan (1962) found that 62 per cent of the nation's counselors are men. This finding would suggest that the current counselors of Michigan are rather typical in that they closely approximate the nation's counselors when distributed by sex. AA A5 TABLE IV.l.-—Description of respondent groups by sex (in per cent). Aspirants Current Former N=81 N=1735 N=273 Male 56.8 60.2 80.2 Female A3.2 39.8 19.8 Chi Square = 15.06. Significant at < .01. df = 2. TABLE IV.2.--Distribution of respondent groups by age (in. per cent). Aspirants Current Former N=81 N=1735 N=273 young 18.5 .7 0 0 2A-28 A3.2 10.1 2.6 29-33 1A.8 18.3 8.8 3A—38 13.6 19.0 2A.5 39-A3 6.2 1A.0 20.9 AA-48 0.0 10.1 y 9.9 A9-53 3.7 11.0 16.5 over 53 0.0 16.8 16.8 Mean (in 28.8 AO.6 A3.1 years) Median (in 2A.A Al.6 AA.A years) A6 In Table IV.2, the respondents in the aspirant group are much younger on the average than either the current or former counselors. The average age of current counselors is A0.6 years. This finding coincides with Flanagan's findings about counselors across the nation. Table IV.3 indicates that a higher percentage of aspirants are single and also a higher percentage are separated than in either of the other groups. Table 1V.A shows that the former counselors have more families with three or more children than do the aspirants or the current counselors. TABLE IV.3.--Distribution of respondent groups by marital status (in per cent). Aspirants Current Former N=81 N=1735 N=273 Married A6.9 78.A 83.2 Single A9.A 1A.l 13.9 Divorced 3.3 2.2 Separated 3.7 .7 .7 Widowed 3.5 ‘- II (1) Chi Square - 56.0. Significant at < .01. df A7 TABLE IV.A.--Description of respondent groups by number of children they have (in per cent). Aspirants Current Former = l N=1735 N=273 None 6A.2 28.8 23.6 One 6.2 13.9 5.5 Two 13.6 25.6 25.6 Three 7.A 17.7 22.0 Four 6.2 8.2 lA.7 More than four 2.5 5.8 8.A Mean .9 1.8 2.2 Median 1.9 1.8 2.8 The questionnaire sought to determine the kind of community in which the respondents were born and also the kind of community in which they were raised. Because community environments can affect attitudes and decisions, this information is useful. Also, it was felt that the combined information would help to explain whether the patterns of family residence were characterized by mobility or relative stability of location. Table IV.5 indicates that higher percentages of aspirants than current or former counselors were born in communities labeled city or suburban rather than rural. Although all three groups exhibited some mobility from where they were born to where A8 TABLE IV.5.--Distribution of respondent groups by place of birth (in per cent). Aspirant Current Former N=81 N=1735 N=273 city 65.A 57.9 61.2 rural 19.8 33.1 31.1 suburban 1A.8 9.0 7.7 Chi Square = 28.A1. Significant at < .01. df = A. they were raised, a larger percentage of the aspirant group moved from its city origins to rural or suburban locations. Table 1V.6 shows no significant difference among the groups with regard to the place they were raised. TABLE IV.6.--Distribution of respondent groups by place where raised (in per cent). Aspirants Current Former N=81 N=1735 N=273 city A6.9 5A.2 56.A rural 23.5 30.2 . 29.7 suburban 29.6 15.6 13.9 ll .1:- 0 Chi Square 3.37. Not significant. df A9 Several writers suggested that the parental occu- pational role could be descriptive and predictive of the occupational status sought by their offspring. Particu- larly in the case of professional, it was found that the higher percentages came from higher status homes. Table IV.7 shows that for the three groups studied the highest percentages came from homes in which the father was a blue collar worker. TABLE IV.7.-—Distribution of respondent groups by father's occupation (in per cent). Aspirants Current Former N=81 N=1735 N=273 White Collar A8.1 Al.6 35.5 Blue Collar 51.9 58.A 6A.5 Chi Square = 3.26. Not significant. df = 2. The mother in most instances was a housewife. How- ever we see in Table IV.8 that 26 per cent of the mothers of current counselors were employed. The largest per- centage of working mothers for all these groups were employed as white collar workers. 50 TABLE IV.8.--Distribution of respondent groups by mother's occupation (in per cent). Aspirants Current Former N=81 N=1735 N=273 White collar 13.6 18.9 1A.3 Blue collar 8.6 7.1 A.8 Housewife 77.8 7A.O 80.9 Chi Square = 2.15. Not significant. df = A. The median education of fathers is 6.6 years for the former counselors and 10.A for the aspirant group. Also, whereas 1A.8 per cent of the aspirant group had fathers with education beyond the bachelors degree, only 3.7 per cent of the former counselor's fathers had education beyond the bachelor's degree. TABLE IV.9 also indicates less difference between the education of fathers of the current and aspirant counselor groups. Table IV.10 suggests a smaller difference between the median years of education of mothers for all three groups than was seen for the education of the fathers. However, whereas 79 per cent of the mothers of the aspirant group had an education beyond grade 8, only 58.2 per cent of the mothers of former counselors had education beyond grade 8. This may be due primarily to the difference in the average age of the groups under study. That is, the societal 51 TABLE IV.9.--Distribution of respondent groups by father's education (in per cent). fl,“ Aspirants Current Former Grades N=81 Na1735 N=273 1—-A 1.2 6.1 5.5 5-—8 30.9 37.0 51.3 9--12 38.3 30.9 2A.5 13--l6 1A.8 15.2 15.0 17 plus 1A.8 10.8 3.7 Median 10.A 9.7 6.6 TABLE 1V.10.--Distribution of respondent groups by mother's education (in per cent). Grades Asfiigints 0;:1732 ngggg l--“ 1.2 3,7 3.3 5--8 19.8 30,5 38.5 9--12 50.6 37.8 3A.1 l3--16 21.0 22,9 19.0 17 plus 7.4 5.1 5.1 Median 10.? 9.7 9.A 52 pressure and rewards for remaining in school were greater for the parents of the aspirant group than they would have been almost a generation before for the parents of either the current or former counselor groups. Counselors are eligible to join various professional and educational organizations. Table IV.11 indicates the organizations to which the respondents belong. The American Personnel and Guidance Association (APGA), Amer- ican School Counselors Association (ASCA), and the Michigan Counselors Association (MCA), represent the guidance and counseling organizations whereas the other organizations, National Education Association (NBA), Michigan Education Association (MBA), American Psychological Association (APA), Association for Counselor Education and Supervision (ACES), National Association of Secondary School Principals (NASSP), represent general education or special interest groups. Far larger numbers of all three groups were members of general education organizations rather than professional guidance organizations. The average number of organizations that former counselors are members of is 1.97, the current counselors 2.A3 and the aspirant group 1.3A. Tables B.1 and B.2 in Appendix B indicate patterns of organizational membership. In addition to the professional organizations, current and former counselors belong to civic organizations. Table IV.12 suggests that former counselors exceed the other 53 TABLE IV.ll.--Distribution of respondent groups by member- ship in various organizations (in per cent). Aspirants Current Former N=81 N=1735 N=273 MBA 35.8 79.7 8A.O NEA 32.0 55.0 71.0 APGA 16.0 32.9 21.9 MCA 5.3 A5.1 2u.5 ACES 3.7 1.0 3.0 ASCA 2.A 20.7 10.6 APA 2.A 1.2 1.5 NASSP 2.A 2.1 2A.1 OTHER A7.5 56.3 Median number Of organizations 1.3A 2.A3 2.97 TABLE IV.12.--Distribution of respondent groups by whether they belong to civic organizations (in per cent). Aspirants Current Former N-81 N-l735 N=273 Yes A3.2 68.5 76.9 No 56.8 31.5 23.1 Chi Square . 10.7. Significant at < .01. df = 2. 5A two groups in joining civic organizations. The former counselors are older on the average and probably better established in the community, also, their jobs may require more community participation. The undergraduate major should help us to understand more about the respondent groups. Table 1V.l3 presents the various majors the respondents reported. For the former counselors, English, social studies, history and physical education accounted for Al.l per cent of the group and by adding math majors, we can account for 50.2 per cent of the group. 0f the current counselors A8.5 per cent had majors in English, social studies, history, and physical education. 0f the aspirant group, 65.5 per cent had majors in English, social studies, history, physical education and psychology. The most noticeable difference between backgrounds of the aspirants when compared with the other two groups is the greater percentage of psychology majors. The degrees held by the respondents can be found in Table IV.1A. The aspirant group primarily held only the bachelors degree although a surprisingly large percentage already had a masters degree. The education of the former- counselors compared to the current counselors suggests a slightly higher percentage of the former have education beyond the masters degree. 55 TABLE IV.13.-—College majors selected by the respondent groups (in per cent). Aspirants Current Former N=81 N=1735 N=273 Accounting Agricultural Education Architecture Art Biology Business Education Chemistry Dance Drama Economics Elementary Education Engineering English French Geography German Health History Home Economics Industrial Arts Journalism Latin Law Liberal Arts Library Science Mathematics Music Physical Education Physics Political Science Psychology Religion Science Social Studies Spanish Speech l-‘l\) NUT l--' l-’ U) CNN l\) O\ mm H I—'\OI—’ to more N [.4 \J'TI'UO \Ol—‘N \ONN 1...: [\Jl-‘m erw \OUJUJ l-‘ I—‘NJ: I-—‘ l--‘ l-’ H: |._: 1:.l\.)Ol—‘ ONU‘I l-‘ l'-' \Okom-EF-‘F-‘CID WEU‘Ile-‘(IJUUCDNLUNI-Jmml—JJr-EIKONHCDOQU'IHf-‘O\ I...) ;_a l-‘UONUU [\J l—‘UUJ: l-—-' DON CDC!) \0 \OUOCD l-' l\) \l—EKOI'U \J'IJI'NUO U0 -£‘—'\OL.UCI) tCDU'l l—‘OKONCD: \0 mm H l—JI'UUJ N 56 TABLE IV.1A.--Degrees held by respondent groups. Aspirants Current Former Degree Held N=81 N=1735 N=273 Bachelor 77.7 15.2 13.9 Master 22.3 83.1 82.A Diploma for Advanced Graduate Study .7 2.2 Doctorate 1.0 1.5 Chi Square a 117.53. Significant at < .01. df = 6. Table IV.15 indicates that a greater per cent of former counselors were enrolled for additional course work toward a higher degree than were the current counselors. The reason most often cited for currently taking course work was the desire for a higher degree. However, a substantial percentage of current counselors, 23.5 per cent, were taking courses because of interest alone. TABLE IV.15.--Distribution of respondents by whether they are enrolled in course work (in per cent). Aspirants Current Former N=81 N=1735 N=273 Yes 100 29.9 35.2 NO 70.1 6A.8 Chi Square = 123.1. Significant at<.01. df II [\J 57 Table IV.16 also indicates that a higher percentage of current counselors than of the other two groups were taking course work for a salary increase. It can be seen from Table 1V.l7 that the majority of current and former counselors have certification. However, in the aspirant group, only 25.9 per cent have permanent certification. Current counselors had more training when they began counseling than did the former counselors. Table IV.18 indicates that 51.2 per cent of the current counselors had 19 or more hours of training whereas only 29.A per cent of the former counselors had 19 or more hours of training. It was surprising to find that a small number, 16 per cent, of the aspirant group had already begun counseling. TABLE 1V.l6.—-Reasons given for taking courses (in per cent). Reasons Asgigints CN£52§t Ffiigzr Toward Degree 88.9 57.3 70.8 Certification A.9 A.0 5.2 Interest 3.8 23.5 13.5 Salary Increase 1.2 8.6 2.0 Re-training 1.2 A.A 5.2 By Request .A Other 1.8 3.3 Chi Square = 3A.51. Significant at < .01. df = 12. 58 TABLE IV.17.--Certification held by respondents (in per cent). Aspirants Current Former N=81 N=1735 N=273 Permanent 25.9 88.7 97.A Provisional 38.3 11.3 2.6 Temporary 2.5 None 33.3 Chi Square = 128.9. Significant at <.Ol. df = 6. TABLE IV.18.--Amount of training they had when they began as counselors (in per cent). Quarter Hours As§iignts C§Z§$§g FSZE$§ None 30.8 5.A 7.3 1--9 30.8 18.1 32.6 10—-l8 25.3 30.8 l9--27 15.A 13.0 10.3 28--36 15.A 17.5 9.9 37 plus 7.6 20.7 9.2 Mean 13.1 21.5 15.3 59 Career Preferences at Different Choice Points In addition to gathering data on undergraduate majors, career preferences at various choice points were collected. Tables B.3, B.A, and B.5 in Appendix B contain distributions of all of the career preferences cited by each of the groups. Career preferences that amounted to 1 per cent or more at any choice point are presented in Figure I. It indicates that the largest per- centage of aspiring counselors were interested in becoming teachers at grade 10, at entry into college and at graduation from college. By the time they had reached the point of their highest degree, the majority had decided on counseling as a career. At grade 10, 17.3 per cent were undecided as to a career preference but this percentage was sharply reduced by the time they had entered college. Current counselors exhibited a pattern very similar to that of the aspiring counselors in that they also chose teaching as a career preference most often through each of the choice points including graduation from college. At the point of the higest degree, 65.8 per cent were interested in counseling as a career. The figure indi- cates further that 2A.l per cent were undecided at grade 10.. This percentage is slightly higher than that reported for the aspirant group. 60 mopmmm pmonwflm p< mpcfiom OOHOLO QOHpmspmsw pg :OB opmso sOHOmcsoo....... OOOHOOOCD tttttt Accomme ”mpsmsadm< .mpcfioq monogo mOOHsm> ‘ ll l I ll l l ll . mspcm Owoaaoo fist-a. I soacmszoo ....... sofimmczoo ...... 83895 ...... 8388: II... mesonOB smnomme "mLOmeCSOO UCTQLHSO umMOHmmCSOD .HQEPOFHV Ow mmoconmdmsd LOOLMO OQOCHEOO do :OmHstEOQII.H madman OH om om o: om om ow ow om OOH queoaag 61 The pattern for former counselors is different from that exhibited by either Of the other groups. The highest percentage at grade 10 were undecided about a career choice. This percentage, although lower at the time Of entry into college, tended to remain higher than for either Of the other groups. Figure I suggests that at the time of the highest degree administration and teaching rather than counseling were the dominant career preferences. Although the percentages reported are small, at grade 10 and at entry into college, a higher percentage reported career preferences for "doctor" as opposed to either of the other two groups. This may suggest that the former counselors have higher aspirations than the other two groups for occupations with higher status and prestige. Attitudes Toward Counseling Are current counselors sufficiently well satisfied with their role as counselor to continue in this occupa- tional role? Table IV.19 indicates that 76.1 per cent intend to remain in counseling. Perhaps the reasons for entering counseling will shed some light on the reasons for leavingycounseling. Table IV.20 suggests that the reason most Often given for entering counseling is a personal interest in counseling with students. Also, a high percentage of respondents selected counseling for the personal satisfaction they derived from working with students in a counseling relationship. It is interesting 62 TABLE IV.19.—-DO they plan to remain counselors (in per cent). Current N=1735 Yes 76.1 No 11.0 Undecided 12.9 TABLE IV.20.—-Reasons for entering counseling (in per cent). Aspirants Current Former N=81 N=1735 N=273 Satisfaction 37.5 25.0 21.2 Personal Interest 36.2 36.9 36.3 Other 7.8 8.0 A.8 Influenced by a Friend 6.6 5.8 5.5 Financial 6.5 5.5 12.0 Get Out of Classroom 5.A 7.1 3.7 NDEA Institute 3.3 .7 Assigned by Principal 8.2 15.8 Wanted to Correct the Image I had of my Counselor .2 Chi Square = 21.08. Not significant. df 16. 63 to note that of the former counselors, one fourth entered counseling either because they were assigned to the job by their principal or because the financial rewards were greater than the position they held at that time. Almost one fourth of both the current counselors and the former counselors entered counseling not because of some inner commitment but rather some outside influence such as being assigned by the principal, being influenced by a friend to become a counselor, having an NDEA institute available or some other reason. Counselors were asked whether their job expectations were fulfilled in their role as counselor. With both the current counselors and the former counselors, approximately 80 per cent thought their expectations were met and 20 per cent thought their expectations were not met. The reasons why they thought their expectations were fulfilled may be seen in Table IV.21. The patterns for current counselors and former counselors look very similar. The reason most often given was that the job was satisfying. Second, the job permitted them to feel effective as persons, and third, they appreciated the chance to work more closely with students. Table IV.22 indicates the reasons given why job eXpec- tations wereTnot fulfilled. One glaring difference in the pattern of current counselors when compared to the pattern of former counselors is that 27 per cent of the current counselors see the job as requiring too much clerical work. The former counselors said that the reason that job 6A TABLE IV.2l.--Reasons why job expectations were fulfilled (in per cent). Current Former Reasons N=1370 N=222 No response A0.6 A0.0 Most satisfying job 28.3 22.5 Feel effective 12.1 13.5 Closer to students 9.1 10.3 More immediate rewards from students 2.8 A.5 Basic training for administration 2.1 3.0 Satisfying but could be better 1.7 1.8 Responsibility for my program l.A 2.2 NO discipline 1.2 1.8 Professional relationships ' .7 .A Chi Square = 1.6A. Not significant. df = 9. expectations were not fulfilled was that there was too little time for counseling. 65 TABLE IV.22.--Reasons why job expectations were not fulfilled (in per cent). R....n. C§:§;gt Fggggr Too much clerical work 27.0 2.2 Too little time for counseling 20.7 28.3 Lack of Administrative understanding 12.2 l7.A Too much administration 10.0 l7.A Theory and practice too divergent 9.0 10.8 TOO many disciplinary duties 6.5 6.5 TOO few successes 5.1 2.2 Pupil load too heavy A.0 Too great a strain 3.7 6.5 Too many decisions made for me 1.8 8.7 Chi Square = A1.77. Significant at < .01. df = 9. 66 Future Plans In addition to delving into the past career prefer- ences and the current attitudes, respondents were asked to report whether they were planning any jobs in the future. If any were looking ahead to a job change they were asked to report what jobs they would be most likely striving toward and what reasons they might have for the selection of another job. Then the former counselors were asked whether any had plans to return to counseling and the reasons for their response. Table IV.23 indicates that only A5 per cent of the current counselors were looking ahead to another job. However, 52.7 per cent of the former counselors were thinking of another job.' The current and former coun- selors appear to be relatively similar in this regard. Both groups are looking primarily toward jobs in adminis- tration. In addition, Table IV.2A shows 22.A per cent of TABLE IV.23.--Are respondents looking ahead to another job (in per cent). Current Former N=1735 N=273 Yes A5.0 52.7 No 55.0 “7.3 Chi Square = 6.069. Not Significant. df = 1. 67 TABLE IV.2A.--Future job goals (in per cent). Job Title nggggt ngTfig Administrator 3A.8 63.A Director of Guidance 22.A 6.2 College Personnel 18.9 11.2 College Teacher 9.7 10.3 Psychologist 9.5 Personnel Work in Industry 2.8 l.A Public Relations 1.3 l.A Missionary .6 2.8 Return to Counseling 3.3 Chi Square = 3A.32. Significant at < .01. df = 7. the current counselors would like to become directors of guidance and 18.9 per cent would like to be in college personnel work. A small group, 3.3 per cent of the former counselors thought about returning to counseling. The reasons most often given for leaving counseling by former counselors were salary, personal reasons, status and lack of satisfaction. Table IV.25 indicates that these four reasons were given by 9A.5 per cent of the respondents. Although only 3.3 per cent of the former counselors said they were planning to return to counseling, Table IV 26 indicates that 11.7 per cent would return to counseling if presented the opportunity. 68 TABLE IV.25.-—Reasons former counselors left counseling (in per cent). Reasons F§:§;§ Salary Al.7 Personal 36.3 Status of new job 9.2 Lack of satisfaction 7,3 Disagreed with policies 2.7 Personal health 1.5 NDEA: college work .7 Pregnancy .A Return to school .0 TABLE IV.26.--Would former counselors return (in per cent). Former N=273 Yes 11.7 No 88.3 69 Of those who would return to counseling, the reason most often cited was the satisfaction it gave. Table IV.27 also supports one of the reasons given for leaving. That is, 23.2 per cent would return because salary is not as important now as when they left counseling. TABLE IV.27.-—Reasons former counselors would return (in per cent). Reasons Ffiiggr Satisfaction it gave 62.9 Salary not as important now that wife is employed 23.2 Fewer pressures presented 9.A More training now A.5 Table IV.28 lists satisfaction with administration as the reason most often given for not returning to counseling now. Table IV.29 cites the jobs counselors take when they leave counseling. 70 TABLE IV.28.—-Reasons former counselors would not return (in per cent). Reasons Former N=2A1 Satisfactions in Administration 55.3 Close to retirement 15.3 Present work challenging 13.0 Salaries are.inadequate 7.7 Inadequate preparation for counseling 5.7 Would rather teach 3.0 Ag 71 TABLE IV.29.--Jobs former counselors took immediately upon leaving their counseling job (in per cent). Former Male Female Principal 30.5 38.7 Assistant Principal 29.7 25.8 Teacher 10.7 12.9 DPPS 9.1 Supt. of schools 3.3 Student 3.3 Supervisor 2.A 6.A Rec. Director 2.A Industry 1.6 Army 1.6 Retired 1.6 3.3 Att. Supervisor 1.6 3.3 Reporter 1.1 Psychologist 1.1 Housewife (maternity) 9.6 Chi Square = 182.882. df = 1A. Significant beyond .01 level. 72 Modal Description of Each Group An aspiring counselor is a single male 2A.A years of age. He was born and raised in a city. His father is a blue collar worker and his mother a housewife. His father had 10.A years of schooling and his mother had 10.7 years of schooling. He belongs to the MBA and to no civic organ- izations. He has a bachelors degree in either psychology, social studies or English. He is currently enrolled in courses working toward a degree. He has either a provi- sional teaching certificate or none at all. He has 9 quarter hours or less in guidance course work. From the time he was in high school until he graduated from college he wanted to be a teacher. He decided on counseling as a career after graduation from college. The reasons he gives for selecting counseling as a career is the satis- factions he thinks it will bring. The current counselor is a married male Al.6 years of age with 1.8 children. He was born and raised in a city. His father is a blue collar worker with 9.7 years of schooling. His mother is a housewife with 9.7 years of schooling. He belongs to the MBA and some civic organi- zations. He holds a masters degree and had undergraduate majors of either English, history, social studies or physical education. He is not enrolled in course work at present and holds a permanent certification. He had 21.5 quarter hours of course work in guidance when he began 73 counseling. In high school he was either undecided about his future vocation or wanted to be a teacher. At the time of his highest degree he wanted to be a counselor. He became a counselor because of his personal interest in the work. He finds it a satisfying job and is not planning to change from counseling to something else. The former counselor is a married male AA.A years of age with 2.8 children. He was born and raised in a city. His father had 6.6 years of schooling and was a blue collar worker. His mother was ahousewife with 9.A years of schooling. He belongs to MBA, NEA and some other profes- sional organization. In addition, he is active in civic organizations. He has a masters degree and had an under- graduate major in either English, history or social studies. He has permanent certification and is not taking course work. He had 15.3 quarter hours of course work when he began to counsel. In high school he was undecided as to his future career. At college he wanted to become a teacher. At the time of his highest degree he wanted to be a principal. He found counseling a satisfying job. He is looking forward to other jobs in administra- tion. The reason he left counseling was salary. He would not return to counseling because he likes adminis- tration. 7A Summary Chapter IV presents the characteristics of aspiring counselors, current counselors and former counselors. The criteria used are personal-social dimensions, educational background, career choices at various choice points, and attitudinal information about their satisfactions in their role as counselor. CHAPTER V AN ANALYSIS OF SELECTED VARIABLES Chapter V contains an analysis of the relationships between variables such as sex, father's occupation, time of decision to enter counseling, reason for entering counseling, certification, undergraduate major, member- ship in professional organizations, time of receiving education, the amount of training in counseling at the time of the first counseling job, the training in coun- seling since the first counseling job, reasons for satis- factions with the job as counselor, reasons for dissatis- factions with the job as counselor, and future goals. This analysis is made for the current counselors and former counselors. Aspirants were included in some but not all of the comparisons. S35 A significant relationship was found between sex and the undergraduate major (Table V.l and v.2). Current and former counselors come to the profession from diverse experiences in their undergraduate training. The highest percentages of females had majors in English and the highest percentages of males had majors in physical edu- cation or social studies. 75 76 TABLE V.1.--Relationship between sex and undergraduate major of current counselors (in per cent). M r Male Female 330 N=10AO N=695 Physical Education 15.3 Social Studies 13.7 History Industrial Arts English Business Education Mathematics Biology Psychology Music Science Agricultural Education Chemistry Liberal Arts Economics Health Speech Accounting Geography Art Engineering Spanish Latin Architecture Religion Journalism Drama French German Home Economics Library Science Law Dance 0 0 l—l 0 O HMNMWKEU‘IU‘IONOOOW-DKOHUUU'IODJEU'IKOWKOKDU'I [\J Nl—‘NUJ-DNU'I U'ILUCD O O O 9 O O O O C O 0 0 O O l—' l—‘l—‘l—‘l—‘NNNNUUKI‘IU‘IGONW O O O O O O O O O O O O O O O O wHI—‘I—‘H .I::I—’ O O O O O O 0 O O O l—‘UO-B'Nl-‘ChI'UOOOOU'lLU-Dl—‘ONONNWOWKDGNONOOOOKOH U'lNl—J O C Chi square = 368.950. df 37. Significant beyond .01 level. 77 TABLE V.2.——Re1ationship between sex and major of former counselors (in undergraduate per cent). Male MaJ°r N=220 Female N=53 Social Studies Physical Education History Mathematics English Industrial Arts Science Biology Music Business Education Health Psychology French Accounting Economics Speech Latin Liberal Arts Chemistry Agricultural Education German Law Architecture Geography Physics Elementary Education Home Economics Spanish I—‘I—‘H I—It—It—IHmmwwarJz-oooooooww O O O O O O 0 O O mmmxokokokow‘o:4:::oooocommwr-Jl—Ixtxtxuoth |._: U'I\OU1LAJUO LUU'IU'll-‘N WNWH \OKDKOOOOOOOOCDO‘xCDKOOOOJNNOmOOO:NCDCD }_: I—'O\I—' Chi square = 69.001. Significant beyond .01 level. df 27. 78 No significant relationship was found between the sex of current counselors and their membership in profes- sional organizations (Table V.3 and V.A). However, male and female former counselors differed significantly in their patterns Of membership in professional organizations. Higher percentages of females had membership in counseling organizations and higher percentages of males had member- ship in administrative organizations. NO significant relationship was found between sex and whether training in counseling was received before or after 1958 (Tables V.5 and V.6). A significant relationship was found between the amount of training in counseling at the time of the first counseling job and the sex of the counselor (Tables V.7 and V.8). No significant difference was found between male and female counselors and the amount of training received since they became counselors (Tables V.9 and V.10). The findings of non-significance were true of both current counselors and former counselors. Aspirants and former counselors displayed no statis- tically significant differences between the sexes and the time that a decision was made to become a counselor (Tables V.ll, V.12 and V.13). Male and female current counselors made their decision to become counselors at different times with males deciding later than females. 79 TABLE V.3.--Relationship between sex and membership in Current counselors various professional organizations: (in per cent). Male Female: N=10A0 N=695 Michigan Education Association 28.7 26.5 Other 18.2 17.0 National Education Association 17.0 19.2 Michigan Counselors Association 16.0 16.2 American Personnel and Guidance Association 11.0 11.6 American School Counselors Association 6.0 7.9 National Association of Administrators and Secondary School Principals .9 1.0 American Psychological Association .7 .3 Association of Counselor Educators and Supervisors .6 .3 Chi square = 8.86A. Not significant. df 80 TABLE V.A.--Relationship between sex and membership in various professional organizations: Former counselors (in per cent). Male Female N=220 N=53 Michigan Education Association 28.3 27.9 National Education Association 2A.8 20.1 Other 19.3 17.7 National Association of Administrators and Secondary School Principals 9.5 3.A Michigan Counselors Association 7.7 10.3 American Personnel and Guidance Association 6.0 11.A American School Counselors Association 2.8 6.3 Association of Counselor Educators and Supervisors 1.3 1.2 American Psychological Association .3 1.7 Chi square = 81.3A8. df = 8. Significant beyond .01 level. TABLE V.5.--Relationship between sex and whether education was received before or after 1958: Current (in per cent). Male Female N=10AO N=695 Pre-1958 59.7 61.6 Post-1958 A0.3 38.A ll I'—‘ Chi square = .333. Not significant. df 81 TABLE V.6.-—Relationship between sex and whether education was received before or after 1958: Former (in per cent). Male Female N=220 N=53 Pre-l958 80.1 90.0 Post-1958 19.9 10.0 Chi square = .595. Not significant. df = 1. TABLE V.7.--Relationship between sex and actual amount Of counselor training before first job as counselor: Current counselor (in per cent). _.\I Quarter Hours Male Female of Training N=1OA0 N=695 none A.A 6.9 1-9 16.A 20.7 10-18 27.1 22.7 19-27 1A.1 11.A 37 plus 21.9 18.9 Chi square 8 18.83A. df = 5. Significant beyond .01 level. 82 TABLE V.8.-—Relationship between sex and actual amount of counselor training before first job as counselor : Former (in per cent). Quarter Hours Male Female of Training N=220 N=53 none 8.2 3.8 1 - 9 32.A 33.9 10-18 32.A 22.6 28.36 7.8 18.9 37 plus 10.1 5.7 Chi Square = 10.183. Not significant. df = 5. TABLE V.9.—-Relationship between sex and training in coun- seling since becoming a counselor: Current (in per cent). Quarter Hours Male Female of Training N=10A0 N=695 none 16.9 18.2 1 - 9 28.1 25.6 10-18 20.3 2A.2 19-27 13.A 11.7 28~36 9.1 9.9 37 plus 12.2 lO.A Chi square = 6.A7A. Not significant. df = 5. 83 TABLE V.lO.—-Relationship between sex and training in coun- seling since becoming a counselor: Former (in per cent). Quarter Hours Male Female of Training N=220 N=53 none l7.A 15.1 1 -‘ 9 2501 2007 10-28 2A.7 18.9 19-27 12.8 90“ 28-36 10.0 22.6 37 plus 10.0 13.3 Chi square = 7.282. Not significant. df = 5. TABLE V.ll.--Relationship between sex and when decision was made to become a counselor: Current (in per cent). Time of Male Female Decision N=10AO N=695 high school .A 1.3 undergraduate school 11.3 9.A graduate school 38.1 AA.A first teaching job 37.9 25.A some job after the first 12.3 19.5 Chi square = A3.A9O df = A. Significant beyond .01 level. TABLE V.12.-—Relationship between sex and when decision was made to become a counselor: Former (in per cent). Time of Male Female Decision N=220 N=53 High school .5 0.0 Undergraduate school 11.A 1.9 Graduate school 33.8 39.6 First teaching job 37,9 26.A Some job after the first l6.A 32.1 Chi square = 11.6AA. Not significant. df = A. TABLE 'V.l3.—-Relationship between sex and when decision was made to become a counselor: Aspirants (in per cent). Time of Male Female Decision N=A6 N=35 High school 0.0 3.23 Undergraduate school 12.20 19.35 Graduate School 56.10 A1.9A First teaching job 2A.39 32.36 Some time after first job 7.32 3.23 Chi square = 3.5A8. Not significant. df = A. 85 The most frequent reasons given for entering the counseling profession by both sexes of all three groups were personal interest and anticipated satisfactions (Tables V.1A, V.15 and V.16). Higher percentages of males gave salary as one of the reasons for entering counseling and higher percentages of females mentioned being assigned by their principal as one of the reasons for becoming a counselor in all three groups but only among the current counselors was there a statistically significant rela- tionship between sex and reasons for becoming a counselor. TABLE V.1A.—-Relationship between sex and reason for entering counseling profession: Aspirants (in per cent). Reason £212 Ffimgée Satisfaction . 37.8A A6.67 Personal interest 37.8A A3.33 Influenced by friend 8.11 3.33 Salary 5.Al 3.33 Get out of classroom 5.A1 0.00 Other " 5.A1 3.33 Chi square = 3.005. Not significant. df 5. 86 TABLE V.15.--Relationship between sex and reason for entering counseling profession: Current (in per cent). Male Female Reason N=10AO N=695 Personal Interest 3A.6 A0.1 Anticipated satisfaction 28.1 20.A Get out of classroom 8.3 5.A Influenced by a friend 8.1 7.9 Salary 6.8 3.6 Assigned by principal 5.0 13.2 Other A.7 7.A NDEA Institute A.2 2.0 Wanted to correct image I had of counselor .2 0.0 Chi square s 71.83A. df = 8. Significant beyond .01 level. Although only 60 per cent of the respondents chose to indicate the source of their satisfaction in counseling (Tables V.17 and v.18), a significant difference was found between responses from female current counselors and male current counselors. Females more frequently than males indicated the job was their most satisfying job and it made them feel effective in what they were doing. Males more frequently than females indicated that they found 87 satisfaction from the more immediate rewards from the students and the autonomy the Job allowed. TABLE V.lS.--Relationship between sex and reason for entering counseling profession: Former (in per cent). Reason £2230 Fgmgfie Personal interest 36.5 33.9 Anticipated satisfaction 20.1 26.“ Salary 1M.2 3.8 Assigned by principal 13.7 24.6 Influenced by a friend 5.5 1.9 Get out of classroom M.6 0.0 Other “.6 9.4 NDEA Institute .1 00.0 Chi square = 13.725. Not significant. df II N 88 TABLE V.17.--Relationship between sex and reasons cited for satisfaction from the job: Current (in per cent). Male Female Reasons N=lOuO N=695 No response “1.“ 39.3 My most satisfying job 27.5 29.5 I feel effective in what I am doing 11.6 13.“ I like closer working I with students 9.3 8.9 More immediate rewards from students 5.8 3.6 I like the autonomy 2.5 .7 I like it but it could be better 1.2 1.1 Professional relationships .3 1.4 Basic training for administration .3 0.0 Appreciate no discipline .1 2.1 Chi square = 22.669. df = 9. Significant beyond .01 level. 89 TABLE V.18.-—Re1ationship between sex and reasons cited for satisfaction from the job: Former (in per cent). Male Female Reasons N=220 N=53 No response A3.1 27.5 My most satisfying job 22.7 22.5 I like closer working with students 10.5 10.0 I feel effective in what I am doing 10.5 27.5 More immediate rewards from students A.9 2.5 Basic training for administration 3.3 0.0 I like the autonomy 2.1 2.5 Appreciate no discipline 1.7 0.0 Professional relationships .7 0.0 I like it but it could be better .7 7.5 Chi square = 20.36“. Not significant. df = 9. 90 A significant difference was found between the male and female current counselors in the reasons given for dissatisfaction in counseling. Females mentioned too little time for counseling, too much clerical work and lack of administrative understanding more frequently than did males (Tables V.19 and v.20). Male counselors reported being dissatisfied with their Jobs as counselors because of too much clerical work, theory and practice too divergent and too many administrative duties. The future goals of both current and former coun- selor groups were clearly different for men and women (Tables v.21 and V.22). Females were interested in college personnel work or college teaching as future Jobs. Males were interested in administration as a possible future Job goal. Summary It was found that males and females have different college majors, different patterns of membership in pro- fessional organizations if they are former counselors and in the amount of training they had when they accepted their first counseling Job. Males and females decide to become counselors at different points in time. The reasons for becoming counselors are different for women than they are for men. Males and females give different reasons 91 for being either satisfied or dissatisfied with the Job as counselor. Men and women counselors aspire to different future jobs. Significance was obtained for 10 of the 22 comparisons made. TABLE V.19.—-Re1ationship between sex and reasons cited for dissatisfactions in the Job: Current (in per cent). .3333. 123212;; Too much clerical work 28.3 24.0 Theory and practice are divergent 18.6 5.6 Too many administrative duties 12.4 5.6 Too little time for counseling 10.6 24.8 Lack of understanding of role by administrators 8.9 18.4 Too many disciplinary duties 6.6 6.4 Too few successes 5.3 4.8 Too many decisions made for me 3.9 .8 Pupil-counselor ratio too high 3.9 4.0 Too great a strain 1.5 5.6 ‘ Chi square = 22.130. Significant beyond .01 level. \C P \ TABLE V.20.--Re1ationship between sex and reasons cited Former (in per cent). for dissatisfactions in the job: Reason Male Female N=220 N=53 Too little time for counseling 36.4 7.7 Theory and practice are divergent 15.2 0.0 Too many decisions made for me 12.1 0.0 Too many administrative duties 12.1 30.8 Too many disciplinary duties 9.1 0.0 Lack of understanding of role by administrators 6.1 46.2 Too great a strain 6.0 7.6 Too few successes 3.0 0.0 Too much clerical work 0.0 7.7 Chi square = 20.895. Not significant. df = 8. 93 TABLE V.21.--Relationship between sex and future job goals: Current (in per cent). JOb Goal NgiéiO FSEEEE Administrator 42.6 16.2 Director of guidance 22.1 11.6 College personnel 20.5 30.8 College teacher 7.8 16.7 Psychologist 4.6 13.1 Personnel work in industry 1.8 5.6 Public relations .4 4.0 Missionary .2 2.0 Chi square = 101.869. Significant beyond .01 level. df 94 TABLE V.22.--Relationship between sex and future Job goals: Former (in per cent). Job Goal $3950 F§32%e Administrator 68.5 28.6 College personnel 11.0 14.3 Director of guidance 7.1 0.0 College teacher 5.5 57.1 Missionary 3.2 0.0 Public relations 1.6 0.0 Personnel work in industry 1.6 0.0 Return to counseling 1.5 0.0 Chi square = 36.927. df = 7. Significant beyond .01 level. 95 Father's Occupation Tables V.23 and V.24 present information about the relationship between father's occupation and when the decision was made to enter counseling. No statistically significant relationship was found for either current or former counselors. Tables V.25 and V.26 present information about the relationship between father's occupation and reasons for entering counseling. No statistically significant rela- tionship was found for either current or former counselors. Tables V.27 and v.28 compare father's occupation to expressed satisfactions in counseling. No statistically significant relationship was found for either current or former counselors. Current counselors from blue collar homes were dis- satisfied with counseling because they are required to do too much clerical work and find a lack of administrative understanding (Table V.29). Counselors from white collar homes were dissatisfied with counseling because there was too little time for counseling and too much clerical work. For former ocunselors (Table V.30) no significant relation- ship could be shown between father's occupation and dissat- isfaction in the Job as counselor. The relationship between father's occupation and expressed future job goals (Tables V.31 and V.32) was 96 found to bear no statistically significant relationship for either current or former counselors. TABLE V.23.--Relationship between father's occupation and when decision was made to enter counseling profession: Current (in per cent). Time of Blue Collar White Collar Decision N=1010 N=725 High school 1.1 .5 Undergraduate school 11.3 10.0 Graduate school 38.3 42.4 First teaching Job 33.9 32.2 Some Job after the first 15.4 14.9 Chi square = 5.02. Not significant. df = 4. TABLE V.24.-—Relationship between father's occupation and when decision Was made to enter counseling profession: Former (in per cent). Time of Blue Collar White Collar Decision N=174 N=99 High school “ 1.0 .o Undergraduate school 11.3 8.6 Graduate school 31.9 36.6 First teaching Job 34.0 37.1 Some Job after the first 21.8 17.7 ll .1: 0 Chi square = 3.359. Not significant. df 97 TABLE V.25.--Relationship between father's occupation and reason for entering counseling profession: Current (in per cent). Blue Collar White Collar Reason N=1010 N=725 Personal interest 35.6 37.9 Anticipated satisfaction 22.9 26.5 Get out of classroom 9.4 5.4 Influenced by a friend 9.3 7.1 Assigned by principal 7.5 8.8 Other 6.3 5.4 Salary 5.0 5.8 NDEA Institute 4.0 2.9 Wanted to correct image I had of counselor 0.0 .3 II (1) Chi square = 19.819. Not significant. df 98 TABLE V.26.—-Relationship between father's occupation and reason for entering counseling profession: Former (in per cent). Blue Collar White Collar Reason N=174 N=99 Personal interest 26.8 41.7 Anticipated satisfaction 19.6 21.7 Assigned by principal 18.6 14.4 Salary 13.4 11.4 Other 8.2 4.0 Influenced by a friend 7.2 3.4 Get out of classroom 6.2 2.3 NDEA Institute 0.0 1.1 Chi square = 12.472. Not significant. df = 7. 99 TABLE V.27.--Relationship between father's occupation and reasons for satisfaction with the counseling Job: Current (in per cent). Blue Collar White Collar Reason N=1010 N=725 No response 40.7 40.5 My most satisfying job 31.3 26.0 I like closer working with students 9.3 9.0 I feel effective in what I am doing 9.1 14.7 More immediate rewards from students 3.9 5.6 I like it but it could be better 1.9 1.1 I like the autonomy 1.5 1.1 Appreciate no discipline 1.4 1.1 Professional relationships .9 .6 Basic training for administration 0.0 .3 Chi square = 18.056. Not significant. df = 9. 100 TABLE V.28.—-Relationship between father's occupation and reasons for satisfaction with the counseling job: Former (in per cent). Blue Collar White Collar Reason N=174 N=99 No response 42.9 39.1 My most satisfying Job 21.4 23.2 I feel effective in what I am doing 12.9 13.9 I like closer working with students 11.4 9.9 Basic training for administration 5.7 1.3 More immediate rewards from students 2.9 ' 5.3 I like it but it could be better 1.4 2.7 I like the autonomy 1.4 1.2 Appreciate no discipline 0.0 2.7 Professional relationships 0.0 .7 Chi square = 7.037. Not significant. df = 9. 101 TABLE V.29.--Re1ationship between father's occupation and reasons for dissatisfaction with the counseling job: Current (in per cent). Blue Collar White Collar Reasons N=1010 N=725 Too much clerical work 20.9 30.7 Lack of understanding of role by administrators 13.4 11.5 Too little time for counseling 11.9 26.2 Theory and practice are divergent 11.2 7.3 Too many administrative duties 10.5 9.6 Too few successes 9.7 2.3 Too many disciplinary duties 8.9 5.0 Pupil-counselor ratio too high 7.5 1.8 Too many decisions made for me 3.0 2.8 Too great a strain 3.0 2.8 Chi square = 30.258. df = 9. Significant beyond .01 level. 102 TABLE V.30.--Re1ationship between father's occupation and reasons for dissatisfaction with the counseling job: Former (in per cent). R Blue Collar White Collar eaSOI’lS N=l7u N=99 Too little time for counseling 36.4 20.8 Lack of understanding of role by administrators 18.2 16.7 Too many administrative duties 18.2 16.7 Theory and practice are divergent 13.6 8.3 Too few successes 4.6 0.0 Too many decisions made for me 0.0 16.7 Too many disciplinary duties 0.0 12.5 Too much clerical work 0.0 4.2 II (1) Chi square = 10.158. Not significant df 103 TABLE V.31.--Re1ationship between father's occupation and future Job goals: Current (in per cent). Blue Collar White Collar Job Goal N=1010 N=725 Administrator 31.7 40.7 College personnel 27.7 19.8 Director of guidance 16.3 19.8 College teacher 12.9 7.9 Psychologist 6.8 6.8 Personnel work in industry 3.4 2.5 Public relations 1.2 1.4 Missionary 0.0 1.6 Chi square = 19.98. Not significant. df = 7. 104 TABLE V.32.--Re1ationship between father's occupation and future Job goals: Former (in per cent). Blue Collar White Collar Job Goal N=174 N=99 Administrator 60.4 67.4 College personnel 13.2 10.1 College teacher 13.2 9.0 Director of guidance 9.4 4.5 Personnel work in industry 3.8 0.0 Missionary 0.0 4.5 Public relations 0.0 2.3 Return to counseling 0.0 2.2 Chi square = 10.497. Not significant. df = 7. Summary It was found that father's occupation was related to the dissatisfactions in counseling of current counselors. Of ten comparisons made, father's occupation was found to bear a relationship to other variables studied in only one case. 105 Choice Points The majority of current counselors who decided on counseling as a career when they were in high school, had 18 hours or less training when they took their first coun- seling job (Tables v.33 and V.34). Counselors who decided to become counselors while in undergraduate or graduate school had 19 hours or more. Those counselors who decided as late as the first job or some job after the first, had training that consisted of 18 hours or less when they started counseling. Former counselors appeared to have 18 hours or less training when they took their first coun- seling job regardless of when they made their decision to become a counselor. Tables v.35 and V.36 compare the time when a decision was made to enter counseling to the training received since becoming a counselor. No statistically significant relationship was found for either current or former coun- selors. Personal interest was offered most often by both current and former counselors as the reason for entering counseling regardless of when the decision was made to become a counselor (Tables V.37 and v.38). A higher percentage of current counselors who decided to be counselors while still in high school said they chose counseling in order to get out of the class- room. 106 TABLE V.33.—-Relationship between when decision was made to become a counselor and the amount of training in coun- seling when started on first job as counselor: Current (in per cent). Quarter Hours A B C D E of training N=19 N=182 N=703 N=509 N=262 None 23.1 3.3 4.3 6.3 8.0 l - 9 7.7 6.6 16.2 17.0 33.2 10-18 61.5 14.8 22.2 31.1 27.1 19-28 0.0 18.1 15.4 11.3 8.0 29-36 707 2301 190]. 18.1 800 37 plus 0.0 34.1 22.8 16.2 15.7 Chi Square = 141.839. df = 20. Significant beyond .01 level. Key: A = High school B = Undergraduate school C = Graduate school D = First job E = Some Job after first 107 TABLE V.34.—-Relationship between when decision was made to become a counselor and the amount of training in coun- seling when started on first job as counselor: Former (in per cent). Quarter Hours A B C D E of Training N=4 N=26 N=95 N=96 N=52 None 0.0 0.0 2.1 6.1 22.6 1 - 9 0.0 19.2 28.4 36.7 39.6 10-18 100 o 34.6 30°5 33°7 22°6 19-28 0.0 11.5 11.6 12.2 3.8 29-36 0.0 707 1307 701 9914 37 plus 0.0 27.0 13.7 4.2 9.2 Chi square df 20. Significant beyond .01 level. Key: LTJUOUJZD II II II II II High school Undergraduate school Graduate school First job Some job after first 108 TABLE V.35.--Relationship between when decision was made to become a counselor and the amount of training since becoming a counselor: Current (in per cent). Quarter Hours A B C D E of Training N=19 N=182 N=703 N=569 N=262 None 15.4 25.3 16.9 16.9 14.6 1 - 9 38.5 30.8 25.2 28.4 26.4 10-18 23.1 18.1 23.0 20.2 24.5 19-28 0.0 9.3 11.7 14.1 15.7 29-36 15.4 8.2 10.7 9.8 5.4 37 plus 7.6 8.3 12.5 10.6 13.4 Chi square = 30.888. df = 20. Not Significant Key: A = High school B = Undergraduate school C = Graduate school D = First Job E = Some Job after first 109 TABLE V.36.—-Relationship between when decision was made to become a counselor and the amount of training since becoming a counselor: Former (in per cent). Quarter Hours A B C D E of Training N=4 N=26 N=95 N=96 N=52 None 100.0 15.4 10.5 20.4 20.8 1 - 9 0.0 2301 1809 2&05 3309 10-18 0.0 30.8 28.4 18.4 20.8 19-28 0.0 707 1307 1303 9.“ 29-36 000 1105 1307 16.“ 507 37 plus 0.0 11.5 14.7 7.0 9.4 Chi square = 21.376. df = 20. Not significant. Key: A = High school B = Undergraduate school C = Graduate school D = First Job E = Some Job after first 110 TABLE V.37.--Re1ationship between when decision was made to become a counselor and reasons for becoming a counselor: Current (in per cent). A B C D E Reason N=19 N=182 N=703 N=569 N=262 Personal interest 46.2 47.8 37.4 36.7 28.6 Get out of classroom 23.1 5.5 7.8 7.4 4.9 Anticipated satisfaction 15.4 35.2 25.3 25.7 16.4 Influenced by a friend 15.4 4.9 7.5 10.0 6.9 Assigned by principal 0.0 2.8 5.8 6.3 21.8 Other 0.0 1.1 5.9 4.2 11.8 Salary 0.0 0.0 7.9 4.6 5.3 Wanted to correct image I had of counselor 0.0 1.0 .3 0.0 0.0 Chi square = 189.968. df = 32 Significant beyond .01 level. Key: A = High school B = Undergraduate school C = Graduate school D = First Job E = Sometime after the first Job 111 TABLE V.38.--Re1ationship between when decision was made to become a counselor and reasons for becoming a counselor: Former (in per cent). Reason A C D E N=4 N=26 N=95 N=96 N=52 Other 100.0 3.9 4.2 3.1 11.3 Personal interest 0.0 30.8 42.1 41.8 18.9 Anticipated satisfaction 0.0 26.9 17.9 21.4 24.5 Influenced by a friend 0.0 19.2 3.2 4.1 1.9 Salary 0.0 11.5 7.4 21.4 3.8 Get out of classroom 0.0 7.7 4.2 3.1 1.9 NDEA Institute 0.0 0.0 2.1 0.0 0.0 Assigned by principal 0.0 0.0_ 18.9 5.1 37.7 Chi square = 87.858. df = 28. Significant beyond °01 level. Key: A = High school B = Undergraduate school C = Graduate school D = First job E = Sometime after the first Job 112 The later the decision was made to enter counseling, the more apt the respondents were to say they were assigned by their principal to the counseling position. Former counselors gave personal interest most fre- quently as the reason they became counselors if they made their decision to become a counselor in undergraduate school, in graduate school or at their first Job. "Assigned by the principal" was the reason given most often by those who decided on becoming a counselor at some time after their first Job. Salary and anticipated satisfaction were cited by 42.8 per cent of those who decided to become counselors at the time of their first Job. Tables v.39 and V.40 compare the time when a decision was made to enter counseling with the expressed satis— faction in counseling. No statistically significant relationship was found for either current or former counselors. Current counselors who decided to enter counseling sometime after high school said that the chief sources of their dissatisfaction are the amount of clerical work and the lack of time for counseling (Table v.41). No statis- tically significant relationship between choice points and dissatisfactions was obtained for former counselors (Table v.42). 113 TABLE V.39.--Relationship between when decision was made to become a counselor and reasons for satisfaction with the Job: Current (in per cent). i w A B C D E ReaSOn N=19 N=182 N=703 N=569 N=262 Most satisfying Job 57.1 31.9 26.0 29.4 28.6 No response 42.9 34.0 41.1 37.9 49.1 I like closer working with students 0.0 16.3 9.1 9.2 4.8 I feel effective in what I am doing 0.0 8.5 13.8 13.5 9.1 More immediate rewards from students 0.0 5.7 4.6 6.1 2.9 Yes——but 0.0 2.1 1.6 1.3 .8 Program is my responsibility 0.0 1.4 .9 .9 2.4 Appreciate no discipline 0.0 0.0 1.6 1.3 .9 Professional relationships 0.0 0.0 .9 .4 1.4 Basic training for administration 0.0 0.0 .4 0.0 0.0 Chi square = 46.08. df = 36. Not significant. Key: A = High school B = Undergraduate school C = Graduate school D = First Job E = Sometime after first Job 114 TABLE V.40.--Relationship between when decision was made to become a counselor and reasons for satisfaction with the Job: Former (in per cent). Reason N24 N=26 Nags N=g6 No response 57.1 36.8 38.8 40.0 Most satisfying Job 19.0 22.4 20.0 30.0 Appreciate no discipline 9.5 0.0 2.4 0.0 I like closer working with students 9.5 11.8 10.6 7.5 More immediate rewards from students 4.8 5.3 5.9 0.0 I feel effective in what I am doing 0.0 15.8 16.5 10.0 Yes but it could be better 0.0 6.6 0.0 0.0 Professional relationships 0.0 1.3 0.0 0.0 Program is my responsibility 0.0 0.0 3.5 2.5 Basic training for- administration 0.0 0.0 2.4 10.0 Chi square = 44.419. df = 27. Not significant. Key: A = High school B = Undergraduate school C = Graduate school D = First Job 115 TABLE V.41.--Relationship between when decision was made to become a counselor and reasons for dissatisfaction with the Job: Current (in per cent). m M A B C D E Reason N=19 N=182 N=703 N=569 N=262 Too little time for counseling 60.0 28.9 17.0 22.2 19.2 Too many disciplinary duties 40.0 7.9 3.4 8.3 7.7 Too much clerical work 0.0 36.8 28.6 23.2 26.9 Theory and practice are too divergent 0.0 7.9 8.8 10.2 7.7 Lack of understanding of administration 0.0 7.9 13.6 12.0 11.5 Too many administrative duties 0.0 7.9 10.2 8.3 15.4 Too few successes 0.0 2.6 6.8 4.6 3.9 Too many decisions made for me 0.0 0.0 5.4 0.0 3.9 Pupil-counselor ratio too high 0.0 0.0 3.4 8.3 0.0 Too great a strain 0.0 0.0 2.7 2.8 3.9 Chi square = 45.806. df = 36. Significant at .01 level. Key: High school Undergraduate school Graduate school First Job Sometime after first Job LTJUOCD3> II II II II II 116 TABLE V.42.--Relationship between when decision was made to become a counselor and reasons for dissatisfaction with the job: Former (in per cent). A B C D E Reason N=4 N=27 N=95 N=96 N=52 Lack of understanding by administration 100.0 0.0 22.2 0.0 27.3 Theory and practice are too divergent 0.0 40.0 5.6 18.2 0.0 Too many administrative duties 0.0 40.0 22.2 0.0 18.2 Too little time for counseling 0.0 20.0 27.8 27.3 36.4 Too many decisions made for me 0.0 0.0 11.1 18.2 0.0 Too few successes 0.0 0.0 5.6 0.0 0.0 Too much clerical work 0.0 0.0 5.6 0.0 0.0 Too many disciplinary duties 0.0 0.0 0.0 27.3 0.0 Too great a strain 0.0 0.0 0.0 9.1 18.2 Pupil-counselor ratio too high 0.0 0.0 0.0 0.0 0.0 Chi square = 37.612. = 32 Not significant. Key: A = High school B = Undergraduate school C = Graduate school D = First Job E = Sometime after first job 117 Current counselors who decided to enter counseling while they were still in undergraduate school most often cited college personnel work as their future job goal (Table V.43). Counselors who decided at other choice points named administration most often as the job to which they aspired. Table V.44 compares the choice points of former counselors with future occupational goals. No statisti- cally significant relationship was found. Summary For current counselors decision points were related to the amount of training they had when they began their first counseling job, to the reasons given for becoming a counselor, to the reasons given for dissatisfactions with the Job as counselor and to future job goals. Decision points were related to the amount of training former counselors had when they began their first counseling Job and also to the reasons they give for becoming coun- selors. 118 TABLE V.43.—-Relationship between when decision was made to become a counselor and future Job goals: Current (in per cent). A B C D E JOb Goal N=19 N=182 N=703 N=569 N=262 Administrator 55.6 28.1 35.6 40.1 28.6 College teacher 22.2 7.9 12.8 6.3 13.1 Missionary 22.2 0.0 .6 0.0 1.2 College personnel 0.0 40.5 18.6 23.0 25.0 Director of Guidance 0.0 16.9 20.9 19.3 20.2 Psychologist 0.0 6.7 7.7 6.3 5.9 Personnel work in industry 0.0 0.0 2.9 3.4 3.6 Public relations 0.0 0.0 .9 1.5 2.4 Chi square = 108.460. df = 28 Significant beyond .01 level. Key: A = High school B = Undergraduate school C = Graduate school D = First Job E = After first Job 119 TABLE V.44.——Relationship between when decision was made to become a counselor and future Job goals: Former (in per cent). A B C D JOb Goal N=4 N=26 N=95 N=96 Administrator 66.7 48.4 77.1 84.6 College personnel 33.3 16.1 6.6 0.0 College teacher 0.0 14.5 9.8 0.0 Director of Guidance 0.0 11.3 0.0 15.4 Public relations 0.0 3.2 0 0 0.0 Missionary 0.0 3.2 3 3 O 0 Return to counseling 0.0 3.2 0.0 0 0 Personnel work in industry 0.0 0.0 3.3 0 0 Chi square = 31.055. df = 21. Not significant. Key: High school Undergraduate school Graduate school First Job UOUJID H II II II 120 Certification Held Current counselors who had permanent certification had fewer hours of training in counseling than did those counselors with provisional or temporary certification (Table v.45). No significant relationship was found between certification and counselor training for former counselors (Table V.46). Current counselors with permanent certification have received more training since they began counseling (Table V.47). No significant relationship was found between certification and the training since becoming a counselor for former counselors (Table V.48). Tables V.49 and v.50 present a comparison of certi- fication with the reasons for entering counseling. No statistically significant relationship was found for either current or former counselors. Current counselors with provisional certification made their decision to enter counseling at the graduate school or before while those with permanent or temporary certification decided at the graduate school or later (Table V.51). No significant relationship was found between certification and decision point for former counselors (Table v.52). Current counselors with permanent certification found counseling their most satisfying job (Table v.53). They said they felt effective in what they were doing. 121 Current counselors with provisional certification found the Job most satisfying and liked working closely with students. Current counselors with temporary certification liked working closely with students and the autonomy the Job offered. TABLE v.45.--Re1ationship between certification and train- ing in counseling at the time of the_first Job as counselor: Current (in per cent). Quarter Hours Permanent Provisional Temporary of Training N=1211 N=449 N=75 None 5.4 3.8 16.7 1 - 9 19.0 10.9 8.3 10-18 26.3 18.7 0.0 19—28 12.7 17.0 0.0 29-36 17.0 19.2 50.0 37 plus 19.6 30.4 25.0 Chi square = 37.683. df = 10. Significant beyond .01 level. 122 TABLE V.46.—-Relationship between certification and train- ing in counseling at the time of the first Job as counselor: Former (in per cent). Quarter Hours Permanent Provisional of Training N=249 N=24 None 7.5 0.0 1 - 9 33.1 14.3 10-18 30.8 28.6 19-28 10.2 14.3 29-36 9.4 28.6 37 plus 9.0 14.2 Chi square = 4.132. df = 5. Not significant. 123 TABLE V.47.-—Relationship between certification and train- ing received since first Job: Current (in per cent). Quarter Hours Permanent Provisional Temporary of Training N=1211 N=449 N=75 None 15.3 31.9 75.0 1 - 9 26.4 33.5 16.7 10-18 22.8 15.9 0.0 19-28 13.5 6.0 8.3 29-36 9.9 6.0 0.0 37 plus 12.1 6.7 0.0 Chi square = 75.062. df = 10 Significant beyond .01 level. TABLE V.48.-—Relationship between certification and train- ing received since first Job: Former (in per cent). Quarter Hours Permanent Provisional of Training N=249 N=24 None 16.9 14.3 1 - 9 24.8 0.0 10—18 22.2 71.4 19-28 12.4 0.0 29-36 12.8 14.3 37 plus 10.9 0.0 Chi square = 10.465. df = 5. Not significant. 124 TABLE V.49.--Re1ationship between certification and when decision was made to enter counseling: Current (in per cent). Reason Pefimagint Proyifiignal Tefipggary Personal interest 36.9 35.2 75.0 Anticipated satis- faction 24.8 28.0 0.0 Assigned by principal 8.3 7.7 8.3 Influenced by a friend 8.2 6.6 0.0 Get out of classrooms 6.6 10.9 16.7 Other 6.2 2.8 0.0 Salary 5.7 4.4 0.0 NDEA Institute 4.4 5.5 0.0 Chi square = 22.653. df = 14. Not significant. 125 TABLE V.50.—-Relationship between certification and when decision was made to enter counseling: Former (in per cent). Permanent Provisional Reason N=249 N=24 Personal interest 35.3 71.4 Anticipated satisfaction 21.4 14.3 Assigned by principal 15.8 14.3 Salary 12.4 0.0 Other 5.6 0.0 Influenced by a friend 4.9 0.0 Get out of classroom 3.8 0.0 NDEA Institute .7 0.0 Chi square = 4.544. df = 7. Not significant. 126 TABLE V.51.--Relationship between certification and reasons for entering counseling: Current (in per cent). Time of Permanent Provisional Temporary Decision N=l211 N=449 N=75 High school .8 .6 0.0 Undergraduate school 8.5 28.0 8.3 Graduate school 41.8 31.3 41.7 First teaching Job 32.9 33.5 25.0 Sometime after first teaching Job 16.0 6.6 25.0 Chi square = 74.223. df = 8. Significant beyond .01 level. TABLE V.52.--Re1ationship between certification and reasons for entering counseling: Former (in per cent). Time of Provisional Temporary Decision N=249 N=24 High school .4 0.0 Undergraduate school 9.0 28.6 Graduate school 34.2 57.1 First teaching job 36.8 0.0 Sometime after first teaching Job 19.6 14.3 Chi square = 6.47. df = 4. Not significant. 127 Former counselors with permanent certification found the job their most satisfying while those with provisional certification found the greatest source of satisfaction was derived from no disciplinary responsibility (Table v.54). Tables V.55 and V.56 present comparisons between certification and dissatisfactions with the job of coun- selor. No statistically significant relationship was found for either current or former counselors. Counselors with permanent or provisional certifi- cation cited administration.asthe job to which they aspired (Table v.57). Counselors with temporary certification listed most often director of guidance, college personnel and public relations as the jobs to which they aspired. Table V.58 presents a comparison of certification with future job goals of former counselors. No statisti- cally significant relationship was found. Summary The type of certification that current counselors held bore significant relationships with the amount of training the counselors had when they took their first counseling job, to the amount of training taken since be- coming a counselor, to the reasons given for deriving satis- faction from the counseling job and to the jobs to which they aspire. A relationship between certification and job satis- factions was found for former counselors. 128 TABLE V.53.--Relationship between certification and reasons for satisfaction in counseling Job: Current (in per cent). Permanent Provisional Temporary Reason N=l211 N=449 N=75 No response 40.6 41.6 25.0 Most satisfying Job 28.9 23.5 12.5 I feel effective in what I am doing 12.5 10.7 12.5 I like closer working with students 8.2 16.1 25.0 More immediate rewards from students 5.1 3.4 0.0 Appreciate no discipline 1.3 .7 0.0 Autonomy 1.2 2.7 25.0 Yes but it could be better 1.1 1.3 0.0 Professional rela— tionships .8 0.0 0.0 Basic training for administration .2 0.0 0.0 Chi square = 50.41. df = 18. Significant beyond .01 level. 129 TABLE V.54.--Relationship between certification and reasons for satisfaction in counseling job: Former (in per cent). Provisional Temporary Reason N=249 N=24 No reSponse 41.0 0.0 Most satisfying job 22.6 20.0 I feel effective in what I am doing 13.8 0.0 I like closer working with students 10.6 0.0 More immediate rewards from students 4.2 20.0 Basic training for administration 2.8 0.0 Autonomy 1.8 20.0 Yes, but it could be better 1.8 0.0 Appreciate no discipline .9 40.0 Professional relationships .5 0.0 Chi square = 54.843. df = 9. Significant beyond .01 level. 130 TABLE V.55.--Relationship between certification and reasons for dissatisfaction in counseling job: Current (in per cent). Permanent Provisional Temporary Reason N=12ll N=449 N=75 Too much clerical work 27.8 22.6 0.0 Too little time for counseling 20.5 25.8 0.0 Lack of understanding by administrators 12.0 9.7 50.0 Too many administrative duties 10.1 3.2 50.0 Theory and practice are too divergent 7.6 22.6 0.0 Too many disciplinary duties 6.3 9.7 0.0 Too few successes 5.4 3.2 0.0 Pupil-counselor ratio too high 4.1 3.2 0.0 Too many decisions made for me 3.1 0.0 0.0 Too great a strain 3.1 0.0 0.0 Chi square = 26.533. df = 18. Not significant. 131 TABLE V.56—-Relationship between certification and reasons for dissatisfaction in counseling Job: Former (in per cent). 3: Permanent Temporary Reason N=249 N=24 Too little time for counseling 27.3 50.0 Lack of understanding by administrators 18.2 0.0 Too many administrative duties 18.2 0.0 Theory and practice are too divergent 9.1 50.0 Too many decisions made for me 9.1 0.0 Too many disciplinary duties 6.8 0.0 Too great a strain 6.7 0.0 Too few successes 2.3 0.0 Too much clerical work 2.3 0.0 Chi Square = 4.568 df = 8. Not significant. 132 TABLE V.57.--Relationship between certification and future Job goals: Current (in per cent). Permanent Provisional Temporary JOb Goal N=12ll N=449 N=75 Administrator 36.8 29.4 14.3 College personnel 22.4 28.3 28.6 Director of guidance 19.7 11.9 28.6 College teacher 9.6 14.1 0.0 Psychologist 5.9 14.1 0.0 Personnel work in industry 3.0 2.2 0.0 Missionary 1.6 0.0 0.0 Public Relations 1.2 0.0 28.6 Chi square = 108,71. df 16. Significant beyond .01 level. 133 TABLE V.58.-—Relationship between certification and future job goals: Former (in per cent). Job Goal Perfiigigt Tegpgfiary Administrator 64.5 100.0 College personnel 11.4 0.0 College teacher 10.6 0.0 Director of guidance 6.4 0.0 Missionary 2.8 0.0 Public relations 1.4 0.0 Personnel work in industry 1.4 0.0 Return to counseling 1.4 0.0 Chi square = .547. df = 7. Not significant. 134 Chapter Summary Fifty-eight comparisons were made to determine relationships between such variables as sex, father's occu- pation, time of decision to enter counseling, reason for entering counseling, certification, undergraduate major, membership in professional organizations, time of receiving education, the amount of training in counseling at the time of the first counseling job, the training in counseling since the first counseling job, reasons for satisfactions with the job as counselor, reasons for dissatisfactions with the job as counselor and future Job goals for both current and former counselors. Aspirants were included in some but not all of the comparisons. Statistical significance was obtained for 23 of the 58 comparisons made. The following conclusions are drawn from the analysis. 1. Sex is related to the undergraduate major of current and former counselors. 2. Sex is related to membership in professional organizations of former counselors. 3. Sex is related to the reasons given for becoming a counselor. 4. Sex is related to the point in time when the decision was made to enter counseling. 5. Sex is related to the amount of training counselors had when they began counseling. 6. Sex is related to the reasons given for being satisfied with counseling as an occupation for current counselors. 10. 11. 12. 13. 14. 15. 16. 17. 135 Sex is related to the reasons given for being dissatisfied with counseling as an occupation for current counselors. Sex is related to the future job goals that current and former counselors express. Father's occupation is related to the reasons given for being dissatisfied with counseling as an occupation eXpressed by current coun- selors. The time of the decision to enter counseling is related to the amount of training in coun- seling; former counselors had when they began their first counseling job. The time of the decision to enter counseling is related to the amount of training in coun- seling current counselors had when they began their first counseling job. The time of the decision to enter counseling is related to the reasons given for dissatis- factions in the counseling job. The time of the decision to enter counseling is related to the future job goals expressed by current counselors. The time of the decision to enter counseling is related to the reasons that current coun- selors give for becoming counselors. The time of the decision to enter counseling is related to the reasons that former coun- selors give for becoming counselors. Certification is related to the amount of training the subject had when he began coun- seling for current counselors. Certification is related to the amount of training the subject has received since he began working as a counselor for current counselors. 18. 19. 20. 21. 136 Certification is related to the reasons that current counselors give for deriving satis- faction from their job as counselors. Certification is related to the reasons that former counselors give for having derived satisfaction from their jobs as counselors. Certification is related to the time the decision was made to become a counselor. Certification is related to the future job goals expressed by current counselors. CHAPTER VI AN ANALYSIS OF WORK HISTORIES AND CAREER PATTERNS Chapter VI presents a comparison of the work histories of aspiring counselors, current counselors and former counselors and analyses of the reasons for changing jobs. Counselors' career patterns are classified according to the Miller and Form career families presented in Table 1.1. Finally, a summary statement about the regularity of the patterns is made. Work History When the subjects were asked to indicate all the different jobs they had held, the number of job titles reported by each group varied from 16 for aspiring counselors (Table VI.1), 27 for former counselors (Table VI.2), to 38 for current counselors (Table VI.3). The variation may not be due to any real differences in the make-up of each group but rather to the differences in the number of respondents in each group. If equal numbers were available for each group, it is possible the number of job titles offered would be similar. 137 138 Clearly the most frequent first job for all three groups was teacher. But even though most, 50 per cent, list teacher as their first job, a relatively high per- centage, 26.2 per cent, have continued with their education as full-time students after the bachelors degree. The category "student" therefore is listed as an occupation. Hiring practices may be changing. That is, the require- ments for some jobs may necessitate 5 years of preparation. It may be that some of the respondents are still undecided about teaching as a career. It is also possible that after having eXperienced course work or practice teaching, the individual decides to continue with his education but train for something different. Therefore rather than go into the classroom, the student stays on to receive training as a counselor because he knows that it is the job that he wants. It was interesting to note that approximately 2.5 per cent of the respondents were counselors on their first job. For former counselors and current counselors, a no— ticeable shift occurs at the second job which is almost equally apt to be teacher or counselor. Members of the as— pirant group are most frequently students on their second or third jobs. Housewife was mentioned third most often by current counselors as the second job. Apparently, females complete their training, take a job for a certain period of time and then resign to become housewives and then return 139 at some later time to teaching, administration or coun- seling. By the time of third job, current counselors were counselors slightly more often than they were teachers. In addition, approximately 4 per cent have assumed some administrative post such as director of guidance, assis- tant principal or principal. At this same job point, former counselors mention counselor as their job title most often. A significant percentage of former counselors have entered administrative positions by job three. While 35.4 per cent mentioned counselor as the job title at the third job, 32.6 per cent had jobs as principals, assis- tant principals or directors of guidance. At the time of the fourth job, 63 per cent of the current counselors were counselors while only 40 per cent of the former counselors were counselors. From the third to the fourth job, little change took place in the numbers » engaged in administration, within the current counselor group. The former counselors engaged in administration changed from approximately 30 per cent at job 3 to approx- imately fifty per cent at the fourth job. By the fifth job, 90 per cent of the counselors were counselors and approximately 10 per cent were directors of guidance with some counseling responsibility. Approxi- mately 70 per cent of the former counselors were in administration or supervision of some kind at the fifth 140 job. In the case of small schools, principals still felt that a good portion of their time was spent counseling students. Approximately 13 per cent of the former coun- selors returned to the classroom. Although some of the job histories included more than five changes of job title or location, those histories were relatively few and do not warrant reporting. Tables VI.1, VI.2 and VI.3 form the bases for the preceding discussion. TABLE VI.1.--Frequency of job titles over work history: Aspirants (in per cent). Title 1;:8iob 2§g3gob 3§Slgob Teacher 50.0 21.9 30.0 Student 26.2 40.6 70.0 Soldier 3.6 Counselor 2.5 Industry 2.5 . Social Worker 2.5 . Psychologist 2.5 Minister 2.5 Personnel Worker 2.5 Recreation Director 1.2 3.1 Speech Therapist 1.2 Secretary 1.2 Nurse 1.2 Principal 6.2 Self employed 3.1 Assistant Principal 3.1 Supervision 3.1 141 TABLE VI.2--Frequency of job titles over work history: Current (in per cent). Job 1 Job 2 Job 3 Job 4 Job 5 Title N=1735 N=1707 N=1l37 N=686 N=269 Teacher 82.8 39.1 40.0 25.5 Soldier 5.1 3.5 2.1 .9 Counselor 2.1 37.8 42.5 63.0 90.0 Industrial Worker 1.5 2.5 1.5 .3 Salesman 1.5 .7 .8 .4 Coach 1.1 .8 .3 .3 Social Worker 1.0 .3 .8 .1 Housewife .8 5.7 1.6 .7 Principal .3 1.0 2.1 2.0 .7 Student .1 3.8 2.2 2.0 Director of Pupil Personnel Services .4 1.4 2.7 8.9 Assistant Principal .1 .9 1.0 Twenty-seven other job titles were given by the respon- dents but they appeared less than 1 per cent of the time at either of the job positions. 15.5 per cent of the Current Counselors changed jobs after the fifth job which is reported. Those who moved went to other counseling jobs or a Director of Pupil Services job. 142 TABLE VI.3.-—Frequency of job titles over work history: Former (in per cent). Title Job 1 Job 2 Job 3 Job 4 Job 5 N=273 N=267 N=260 N=153 _N=77 Teacher 85.4 42.7 24.6 8.5 12.9 Soldier 7.0 4.5 2.6 Counselor 2.9 37.4 35.4 40.0 11.6 Principal .4 6.3 14.2 22.2 36.4 Director of Pupil Personnel Services .4 .4 2.4 9.0 Assistant Principal .4 1.2 16.0 24.8 16.9 Student 1.6 2.0 Housewife 1.2 Superintendent of Schools 1.1 4.5 7.7 School Supervisor 1.2 1.4 Attendence Supervisor 1.4 Sixteen other job titles were given by the respondents. Job positions that occurred fewer than 1 per cent of the time were not recorded here. 20.5 per cent of the Former Counselors changed jobs after the fifth job which is recorded. 143 Reasons for Job Changes Nineteen reasons for changing jobs were reported. These reasons have been coarsely grouped into five cate- gories: (l) mobility--either horizontal or vertical; (2) personal; (3) withdrawal-~out of the sphere of education; (4) no control-—unplanned moves; and (5) terminal. Because the reasons given for changing jobs were free responses it was necessary for the analysis to attempt some synthesis. Although other groupings can be imagined, these help in this analysis. Table V1.4 presents reasons for job changes given by the aspirant group, Table V1.5 presents reasons for job changes given by the current counselors and Table V1.6 presents reasons for job changes given by the former counselors. The aspirants moved from their first job most often because they had finished their degree. This was in contrast to the other two groups where moves were made either because of a promotion within the system or because they left the system for a better job or a brighter future. A slightly higher percentage of current counselors reported that they left their first job "to counsel" than did either the aspiring or former counselors. Also, a slightly higher percentage of current counselors left for maternity reasons at the end of the first job. 144 A marked change occurs in the patterns observed as we look at reasons for changing from the second job. Whereas 25.2 per cent of the current counselors report they were promoted, 50.2 per cent of the former counselors report they were promoted. Among current counselors, 39.4 per cent left their third job because of promotion and 67.2 per cent of the former counselors reported leaving because of promotion. At job four, promotion was given as the reason for leaving by 51.4 per cent of the current counselors and 72.1 per cent of the former counselors. Former counselors more frequently give promotion as the reasons for a job change than do the current counselors. The reasons for changing jobs which were grouped under mobility, account for 93.7 per cent of the reasons given at job 3 by former counselors and 77.7 per cent of the reasons given at job 3 by current counselors. The reasons for changing jobs which were grouped under mobility, account for 92.5 per cent of the reasons given at job 4 by former counselors and 75 per cent of the reasons given at job 4 by current counselors. This dif- ference of approximately 16 percentage points between the two groups appears to be one factor that may help to shed light on the difference between the two groups. 145 TABLE VI.4.--Reasons for changing jobs over work history: Aspirants (in per cent). a M Job 1 Job 2 Job 3 Job 4 Reasons N=32 N=10 Mobility Finished degree 29.5 Return to school 20.4 70.0 Left for better job 18.1 10.0 Promoted 16.0 Left to teach 10.0 TOTAL 84.0 80.0 Personal Personal 2.2 10.0 TOTAL 2.2 10.0 Withdrawal Drafted 2.2 Quit teaching 2.2 TOTAL 4.4 No Control Husband's job moved 2.2 TOTAL 2.2 Terminal Discharged (service) 7.2 TOTAL 7.2 146 TABLE VI.5.--Reasons for changing jobs over work history: Current (in per cent). Reasons Job 1 Job 2 Job 3 Job 4 N=l707 N=1137 N=686 N=269 Mobility Left for better job 28.3 27.6 21.2 13.0 Promoted 27.9 25.2 39.4 51.4 Salary 5.5 3.4 4.0 3.2 Return to school 4.0 3.1 1.6 Left to teach 3.4 11.1 6.3 1.8 Moved up to Secondary 2.0 2.3 1.5 .4 NDEA Institute 1.1 .4 1.1 1.6 Finished degree 3.8 2.6 3.6 TOTAL 72.2 76.9 77.7 75.0 Personal To counsel 6.0 8.2 8.8 16.3 Personal 1.2 1.5 2.0 2.1 Disagreed with policies .8 .1 1.7 Released (fired) .3 TOTAL 8.1 9.8 12.8 18.4 Withdrawal Maternity 6.4 2.2 .8 Drafted 3.7 2.1 1.1 1.4 Get out of teaching .7 .2 .3 .4 TOTAL 10.8 4.5 2.2 1.8 NO control Husband's job moved 4.1 2.7 4.1 2.1 Requested by prin- cipal to counsel .9 TOTAL 4.1 2.7 4.1 3.0 Terminal Discharged (service) 4.8 5.2 3.2 1.8 Retired .1 TOTAL 4.8 5.2 3.2 1.9 147 TABLE VI.6.--Reasons for changing jobs over work history: Former (in per cent). Job 1 Job 2 Job 3 Job 4 Reasons N=267 N=260 N=153 N=77 Mobility Promoted 34.0 50.2 67.2 72.1 Left for better job 33.4 22.4 12.9 3.8 Salary 7.7 6.4 5.6 5.0 Moved up to secondary 4.4 .6 1.5 Return to school 2.2 1.1 1.1 Left to teach .7 5.0 5.6 10.1 Finished degree .8 .7 NDEA Institute .8 TOTAL 82.4 86.7 93.7 92.5 Personal To counsel .9 5.7 2.2 2.5 Disagreed with policies .8 2.5 Personal 1.1 1.7 Released (fired) .8 .7 TOTAL 1.7 7.6 4.6 5.0 Withdrawal Drafted 4.4 Maternity 1.4 Get out of teaching .8 1.1 TOTAL 5.8 .8 1.1 NO control Husband's job moved 2.2 .4 .7 Requested by prin- cipal to counsel .6 TOTAL 2.2 .4 1.3 Terminal Discharged (service) 7.0 4.5 Retired 2.5 TOTAL 7.0 4.5 2.5 148 Job Patterns Job patterns refer to the sequence of jobs as student, teacher, counselor, administrator or other. Jobs outside of education have been labeled "other" and these job titles are presented in Tables V1.1, V1.2 and V1.3. The majority (58.89 per cent) of the female aspiring counselors were teachers on their first job while 20.99 per cent continued as full—time students after the baChelors degree and 19.12 per cent had some job other than one in education. The majority (40.92 per cent) of the male aspiring counselors were teachers on their first job while 25 per cent continued as full-time students and 34.08 per cent reported starting at some job other than teaching. Tables V1.7 and V1.8 also indicate that approx- imately 75 per cent of the sample of aspiring counselors had patterns which were common to both sexes and the remainder had job patterns unique to one of the sexes. Among current counselors, females in larger numbers than males start their work histories as teachers. Tables V1.9 and V1.10 indicate that 82.78 per cent of the females report their first jobs as teachers but only 57 per cent of the males start as teachers. One reason that may be Offered to explain this finding is that females tend to have more firmly in mind what it is that they want to do while males remain undecided for a longer period of time. 149 Males and females in the current counselor group exhibited more job patterns that were unique to either sex than was Observed in the aspirant groups. The disparity between the average ages of the groups may account for some of the difference. That is, the current counselors have had an opportunity to make more changes and therefore they can construct more varied patterns. Teaching was the first job for 88.86 per cent of the female former counselors and for 76 per cent of the male former counselors. By comparisons with the male aspirant counselors or the male current counselors, a higher percentage Of former counselors began in teaching as their first job. The male former counselors exhibited considerably fewer job patterns than males in the other groups. Because the average age of this group is higher than the other groups it would be thought that they should have as many or more varied patterns than the other groups. However, an alternative explanation may be that the male former counselors had developed more commitment to education in general by the time they graduated from college and were ready to begin work. It was found that the dominant patterns for males was first a job as a teacher, second a job as a counselor and then a job as an adminis- trator. This pattern occurred 47 per cent of the time. For females, the dominant pattern was a first job as a teacher, a second job as a teacher, a job as a counselor and then a job as an administrator. 150 TABLE V1.7.--Most common job patterns followed by aspiring counselors: female (in per cent). Per cent following Pattern this pattern Patterns also found among males T 32.32 Student 20.99 T Student 11.76 O 4.88 T C Student 3.31 O O 3.31 TOTAL 77.57 Patterns unique to females T A T 3.31 T A 3.31 O O T 3.31 O T 3.31 C 3.31 TOTAL 22.43 Key: T = Teacher C = Counselor 0 = Other A = Administrator 151 TABLE V1.8.--Most common job patterns followed by aspiring counselors: male (in per cent). Per cent following Pattern this pattern Patterns also found among females Student 25.00 T 16.00 0 16.00 T Student 11.38 T C Student 2.25 O O 2.25 TOTAL 72.88 Patterns unique to males T T 4.54 0 Student 4.54 O C 4.54 T Army 2.25 T T T 2.25 T O T 2.25 Army 0 Student 2.25 Army T Student 2.25 Army T 2.25 Key: T = Teacher C = Counselor O = Other A = Administrator 152 TABLE V1.9.--Most common job patterns followed by current counselors: female (in per cent). Per cent following h Pattern this pattern Patterns also found among males T C 26.69 T T C 16.45 T T T C 10.60 T T T T C 4.20 T O T C 3.10 T T C C 2.19 T O C 2.01 TOTAL 65.24 Patterns unique to females T W T C 7.70 T T W T C 2.37 O O O W C 2.01 T W C 1.64 T O T T C 1.64 T C C 1.64 T W O T C 1.64 T W T T C 1.64 W T C 1.64 TOTAL 20.64 *Twenty-six other patterns were seen, however each occurred less than one per cent of the time. Key: T = Teacher C = Counselor 0 = Other W = Wife 153 TABLE V1.10.--Most common job patterns followed by current counselors: male (in per cent). Per cent following * Pattern this pattern Patterns also found among females T C 19.0 T T C 16.6 T T T C 12.0 T T T T C 7.0 T O T C 4.0 T T C C 2.0 T O C 1.0 TOTAL 61.6 Patterns unique to males T C C 6.1 T T O T C 4.0 O O T C 3.4 O T C 2.7 O T T C 2.7 O O C 2.0 O C 1.0 O T O O C 1.0 O T O T C 1.0 O O O O C 1.0 TOTAL 24.9 *Nineteen other patterns were seen, however each occurred less than one per cent of the time. Key: T = Teacher C = Counselor 0 = Other 154 TABLE V1.ll.——Most common job patterns followed by former counselors: female (in per cent). Per cent following * Pattern this pattern Patterns also found among males T T C A 27°77 T C A 14.11 TOTAL 41.88 Patterns unique to females 14.11 9.26 T 9.26 7.40 5.55 3.70 3.70 T 3.70 TOTAL 56.68 Char-368686 ococneraHBOC) Hat/10061228 EFHC) OO :0 *Seven other patterns were seen, however each occurred less than one per cent of the time. Key: Teacher Counselor Other Administrator Wife Supervisor Retired mmzbooa II II I! II II II II 155 TABLE VI.12.--Most common job patterns followed by former counselors: male (in per cent). Per cent following * Pattern this pattern Patterns also found among females T C A 47.0 T T C A 17.6 TOTAL 64.6 Patterns unique to males TOCAA 11.1 TACA 5.8 OTCA 5.8 OOTCA 5.8 OACA 5.8 TOTAL 34.3 *Although the majority of former counselors became administrators, some became college personnel. The two job patterns found for those was: T T C College; and O O O C College. Key: T = Teacher C = Counselor O = Other A = Administrator 156 TABLE V1.13.--Distribution of when first job as counselor (in per cent). Current Former Female Male Female Male N=689 N=1036 N=53 N=220 First Job 6.6 7.2 10.0 7.8 Second Job 30.3 42.9 36.6 37.5 Third Job 28.5 31.5 13.3 35.1 Fourth Job 21.4 13.2 26.8 16.4 Fifth Job 13.2 5.2 13.3 3.2 Mean 3.0 2.5 3.0 2.7 Table V1.13 presents information indicating when counselors held their first counseling job. Although 10 per cent of the female former counselors as compared to 7.8 per cent of the male former counselors were counselors on their first job, higher percentages of males reported being counselors at the second and third jobs. Approxi- mately 60 per cent of the females and 80 per cent of the males were counselors by their third job. 157 In addition to reporting job titles in their work histories, the respondents were asked to report the length of time spent at each job. Figure 11 presents a synthesis of these data. Except for the fourth job, the current counselors reported staying at a given job longer than did either of the other groups. Females tended to stay at a job longer than did males. Because in some instances only a few subjects reported staying as long as 37 Years at a job, means were computed for each group at each job position. The females of the aSpirant and current counselor groups still had longer tenure at each of the job positions. On the average for all six groups the female former counselors reported the shortest tenure at each of the job positions and the former male counselors the next shortest. This supports the idea presented earlier that the former coun- selors are more mobile, primarily through promotion, and move through the educational hierarchy more rapidly than do the others. Females may remain at one job longer than do the males because they have greater role identification or as stated previously they may have fewer opportunities for change. Because most of them are married, many are bound to a limited geographical area due to their husband's job. Within the school system, jobs with higher status than teaching may be viewed more often as male roles and females either receive little consideration for these jobs or choose not to strive for them. 158 Figure II. Range of times spent at job location (male). Years .qu 1 35 30 25 20 Job 2 1 Job 3_ Job 4 Job 5 l 15 10 5 Mean: Aspiring Current Former Lot—'1: chum» 2E: UJOH» 1:2: —4~L= Lnovn :wdoo O1oun O O O .EPH» Range of times spent at job location (female). Years Job 1 Job 2 Job 3 Job 4 Job 5 35 30 25 20 15 10 5 Mean: ASpiring 5.6 Current 5.6 Former 2.8 B E "III Aspiring Current Former LUU'IU‘I 0423\1 noun OONCD .t'ChCh I—‘U'IO 20‘] U'IK'IN 159 Career Patterns To establish the career pattern types presented in Tables V1.14, V1.15 and V1.16, a job was designated as trial if the job was held for two years or less or stable if it was held for three or more years. An initial job was the first job providing it was held for no more than one year. Patterns are reported for both sexes within each of the counselor groups. The career families to which the patterns belong are stable, conventional, unstable, sustained trial, disestablished and multiple trial. These family desig- nations result from the persistence of an incumbent in an occupational position. The stable pattern is character- ized by early entrance into a stable job or movement that results in positions that are held for three or more years. The conventional pattern is characterized by the normal or socially acceptable progression from a trial period in one job and then movement to a stable position. The unstable pattern is identified by a return to a trial job after attaining stability through a con- ventional pattern. Sustained trial can be seen as a series of trials before exhibiting a stable job. The disestablished pattern is one where the incumbent moves back to a trial position after quick attainment of a stable position. Multiple trial is characterized by consecutive trial jobs with little or no attainment 160 of stability. The stable pattern would be characteristic of the professions. These workers have usually gone directly from school into a type of work for which they have prepared. Fewer different kinds of job sequences were reported by the aspiring counselors. This finding can be attrib- uted to two possible causes. First, the smaller number of subjects limited the number of job sequences reported. Second, the lower average age of the group resulted in their not having had time to have as many job exper- iences as the other two groups. A single job where the incumbent has remained for 2 years or less is designated as a trial job and a person having such a career pattern is said to have a conventional pattern. Forty—nine per centcfi‘the female aspirant counselors were observed to have this pattern. A stable career pattern was reported by 49.8 per cent of the male aspiring counselors. This pattern usually consisted of one job where they remained for at least three years or a series of jobs where they stayed at least three years at each of the jobs. A conventional career pattern was reported by 20.1 per cent of the male aspiring counselors. As with the females, this was characterized by a single job where they had remained for two years. A multiple trial pattern was reported by 14.6 per cent of the male aspiring coun- selors. This pattern was characterized by a series of 161 TABLE V1.14.—-Career patterns exhibited by aspiring counselors (in per cent). Career Family Job Sequence Male Stable S 29.1 S-S 8.3 S-S-S 6.3 I-S 2.1 Conventional T 20.1 Disestablished S-T 8.3 S-S-T 2.1 Multiple Trial I—T-T 8.3 T-T 6.3 T—T-T Key: 1 = Initial T = Trial S = Stable 162 TABLE 1V.15.--Career patterns exhibited by current counselors (in per cent). Career Family Job Sequence Male* Female** Stable S 7.6 4.6 I-S-T-S 20.1 13.6 S-T-S 7.1 15.6 I-S 4.4 7.9 Conventional I-T—S 14.6 9.2 T-T-S-T-S 6.8 5.2 T-S 15.0 6.6 Unstable T-S-T 3.5 2.1 T-T-S-T 1.7 8.8 Sustained Trial T-T-T-S 3.2 1.4 Disestablished S-T 8.6 7.5 1-S-T 5.6 2.4 Multiple Trial T—T-T 5.7 6.0 *Twenty-five other patterns were observed however, each represented either less than 1 per cent of the respon- dents or did not fall under the Miller and Form classi- fication. **Twenty other patterns were observed however, each represented either less than 1 per cent of the respon- dents or did not fall under the Miller and Form classi- fication. Key: 1 = Initial T = Trial S = Stable TABLE V1.16.--Career patterns exhibited by former counselors (in per cent). 163 Career Family Job Sequence Male* Female** Stable S 19.8 20.6 I-S—T—S 11.5 12.9 S-T-S 2.3 12.8 I-S 11.5 2.9 Conventional I-T-S 2.5 8.6 T—T-S-T-S 13.4 8.0 T-S 10.2 3.7 Unstable T-S-T 4.1 6.0 T-T-S-T 11.5 6.0 Sustained Trial T-T-T-S 2.9 Disestablished S-T 2.3 2.9 I-S-T 6.4 2.9 Multiple Trial T-T-T 2.9 *Thirteen other patterns were Observed however, each represented either less than 1 per cent of the respondents or did not fall under the Miller and Form classification. **Eleven other patterns were Observed however, each represented either less than 1 per cent of the respondents or did not fall under the Miller and Form classification. Key: 1 T S Initial Trial Stable 164 jobs where the incumbent remained only two years or less at each job. Patterns of male and female current counselors tended to be more alike than did the patterns for either of the other groups. The stable pattern was most fre- quently Observed for both males and females. A larger number of different job sequences were reported by the current counselors. The larger number of job sequences reported may be related to the larger number of current counselors on whom data were collected as Opposed to the other two groups where the numbers Of respondents were fewer. The stable pattern was observed for 39.2 per cent of the males and 41.7 per cent of the females in the current counselor group. The job sequence most often reported included two stable positions, each held for more than 3 years. Career patterns of former counselors were predom- inantly stable patterns. The females reported 49.2 per cent of their patterns as stable and the males reported 45.1 per cent of their patterns as stable. The job sequence most Often reported by males was a single position held for more than 3 years. The job sequence most often reported by females was also a single job where she remained for three years or more. 165 Table V1.17 summarizes the patterns observed. The chi square analysis suggests a relationship between the career pattern and sex within each of the counselor groups studied. Female former counselors had a higher percentage of stable patterns than did the others. Female aspiring counselors had a higher percentage of conventional patterns than did the others and male aspirants had a higher percentage of multiple trial patterns than did the others. The dominant stable and conventional patterns suggest that counselor's career patterns resemble those found for other professionals. TABLE V1.17.--Summary of counselor's career patterns applying Miller and Form's pattern descriptions ( in per cent). Aspirants Current Former Male Female Male Female Male Female Stable 45.8 32.6 39.2 41.7 45.1 49.2 Conventional 20.1 49.4 36.4 21.0 26.1 20.3 Unstable 5.2 10.9 15.6 12.0 Sustained trial 3.2 1.4 2.9 Disestablished 10.4 12.1 14.2 9.9 8.7 5.8 Multiple Trial 14.9 6.0 6.0 5.7 2.9 Chi square = 68.40. df = 25. Significant beyond .01 level. * Columns do not total 100 per cent because career patterns representing fewer than 1 per cent of the respon- dents were not included in this analysis. 166 Modal Description of Work Histories and Career Patterns The majority of aspiring counselors were teachers at their first job and full-time students at their second job. The reasons most frequently given for leaving their first job was that they had finished their degree and therefore sought advancement or they wished to return to school. Female aspirants were most frequently teachers on their first job. Males were most frequently students on their first job. The female aspirant counselors remained an average of 5.6 years at their first job while the males remained an average of 4.3 years. The most common patterns were conventional for the female aspiring counselors (49.4 per cent) and stable for the male aspiring counselors (45.8 per cent). The majority of the current counselors were teachers on their first and also their second jobs. Current counselors most frequently became counselors at their third job. The reasons reported most frequently for leaving a job were promotion or leaving the system for a better job. By the fifth job, the majority were coun- selors and some were directors of guidance. The females tend to stay longer at each job location or position than the males. Males and females have similar stable career patterns and have remained longer than three years at each job. 167 The majority Of the former counselors were teachers on their first job. They were counselors at either the second or third job. Former counselors were administrators by the fourth or fifth jobs. They changed jobs because of promotion. At job 1 they may have left for a better job, but thereafter their job changes resulted from a promotion within the same system. Their job sequence is teacher, counselor, administrator if they are male and teacher, teacher, counselor, administrator if they are female. On the average, former counselors do not stay at each job position as long as do the current counselors. As they get older they tend to change jobs less often and therefore stay longer at jobs four and five than they did at job one. The career patterns of former counselors can be characterized as stable. The females in particular are likely to exhibit a stable career pattern. Summary Chapter VI presents the work histories, the reasons given for leaving each job and the most common job patterns. Career patterns were labeled according to the system devised by Miller and Form. In conclusion, modal descriptions of the aspiring counselor, the current counselor and the former counselor using the abOve data were given. CHAPTER VII SUMMARY AND CONCLUSIONS The Problem The purpose of this study was to gather a compre- hensive set of data regarding the career patterns of selected secondary school counselors in the state of Michigan. The counselors selected were those listed as counselors in the state at some time between 1954 and 1964. Slightly more than 50 per cent of the total responded. The returns were dichotomized into groups labeled: current counselors and former counselors. In addition, a small sample of students enrolled in counselor education courses was drawn and their characteristics noted and compared with the current and former counselors. The student group was labeled, aspiring counselors. Questionnaires were sent to the counselors in the state and distributed in classes to the aspiring coun- selors. A follow up was conducted with a sample of the non-respondents, to determine the characteristics of the non-respondents, compare them with the respondents and judge the representativeness of the sample. 168 169 The questionnaires upon which the study is based consisted of four parts. The first part of the question- naire, personal-social, yielded pertinent information about each counselor, his parents and his participation in professional and civic organizations. The second part of the questionnaire, the educational history, yielded information about when the education was received, the degrees awarded, certification held, the amount of training in counseling at the time of the first counseling job and the amount of training since the first counseling job. The third part of the questionnaire, the occupational history, yielded information about the length of time at each position, the titles of the positions held, career goals at various choice points, when the decision to enter counseling was made, the reason for the decision, satisfactions or dissatisfactions in the job and future job goals. The fourth part of the questionnaire was designed for just those who left counseling and yielded the reasons for leaving and their attitudes toward returning to counseling in the future. Once the subjects were categorized as aspirant, current or former counselors, their responses were tab— ulated. These tabulations permitted an analysis which yielded modal characteristics for each of the groups. Career patterns were described applying Miller and Form's analysis to determine the stability of the patterns 170 defined. Selected variables were analyzed by use of the chi square contingency table to test for the existence of relationships between responses to the selected variables. The relationships tested were between: sex, father's occupation, decision point to enter counseling, certifi- cation and amount of training at time of first counseling job, amount of training since the first counseling job, reasons for satisfaction or dissatisfaction and expressed future goals. The Findings A. Modal Characteristics.--An aspiring counselor is a single male 24.4 years of age. He was born and raised in a city. His father is a blue collar worker and his mother a housewife. His father had 10.4 years of schooling and his mother had 10.7 years of schooling. He belongs to the Michigan Education Association and to no civic organ- izations. He has a Bachelors degree in either psychology, social studies or English. He is currently enrolled in Courses and working toward a degree. He has either a In?ovisional teaching certificate or noneen:all. He has 9 (quarter hours or less in guidance course work. From the tiJne he was in high school until he graduated from college r“? wanted to be a teacher. He decided on counseling as a CEtreer after graduation from college. The reason he gives fYDP selecting counseling as a career is the satisfactions he thinks it will bring. 171 The current counselor is a married male 41.6 years of age with 1.8 children. He was born and raised in a city. His father is a blue collar worker with 9.7 years of school- ing. His mother is a housewife with 9.7 years of schooling. He belongs to the Michigan Education Association and some civic organizations. He holds a masters degree and had an undergraduate major in either English, history, social studies or physical education. He is not enrolled in course work at present and holds a permanent certification. He had 21.5 quarter hours of course work in guidance when he began counseling. In high school he was either undecided about his future vocation or wanted to be a teacher. At the time of his highest degree he wanted to be a counselor. He became a counselor because of his personal interest in the work. He finds it a satisfying job and is not planning to change from counseling to something else. The former counselor is a married male 44.4 years of age with 2.8 children. He was born and raised in a city. His father had 6.6 years of schooling and was a blue collar worker. His mother was a housewife with 9.4 years of schooling. He belongs to Michigan Education Association, National Education Association and some other professional organizations. In addition, he is active in civic organiza— tions. He has a masters degree and had an undergraduate major in either English, history or social studies. He has permanent certification and is not taking 172 course work. He had 15.3 quarter hours of course work when he began to counsel. In high school he was undecided as to his future career. At college he wanted to become a teacher. At the time of his highest degree he wanted to be a principal. He found counseling a satisfying job. He is looking forward to other jobs in administration. The reason he left counseling was salary. Currently he is an administrator. He would not return to counseling because he likes administration. B. Relationships of Selected Variables.--Chi square analysis indicated statistically significant differences for 23 of the 58 comparisons. The amount of training a counselor had was related to sex. Males tended to have slightly more training than females. Sex was related to the point in time when the decision was made to enter counseling. Males tended to make the decision later than females. The reasons for satisfactions or dissatisfaction in the job as counselor were related to sex. Males cited salary more often than females and females cited more often that they were assigned by their principal as the reason for entering counseling. Sex was related to future goals expressed. Females were most often interested in college personnel work or college teaching. The pre- dominant response for males was administration. Counselors who came from blue collar families found counseling their most satisfying job. Counselors from 173 white collar homes found satisfaction from feeling effec- tive in what they were doing and the more immediate rewards from students. Counselors from blue collar families found the pupil-counselor ratio too high, theory and practice divergent, lack of administrative understanding, too many disciplinary duties and too few successes. Coun- selors from white collar families found dissatisfaction because there was too little time for counseling and tOO much clerical work. Counselors from blue collar homes aspired toward positions in colleges while counselors from white collar homes aspired to administrative positions. These findings held only for current counselors. Current counselors who decided on counseling as a career when they were in high school, had 18 hours or less training when they took their first counseling job. Counselors who decided in undergraduate or graduate school had 19 hours or more. Former counselors appeared to have training of 18 hours or less regardless of when they decided to become counselors. The reasons given by current counselors for dissatisfactions for those who decided to enter counseling some time after high school was too much clerical work and too little time for counseling. The future goal most often cited by those current counselors who decided to enter counseling in undergraduate school was college personnel work. Counselors who decided at other choice points cited administration most often as the job to which they aspired. 174 Counselors who held permanent or provisional certi— fication had more training when they began counseling and continued to have more training since they began counseling than those counselors who held a temporary certificate. Counselors who held permanent or provisional certification more often made the decision to enter counseling while at their first teaching job while those counselors with temporary certification more often made their decision to enter counseling at graduate school. Current counselors liked counseling because it was a satisfying job if they held permanent or provisional certification. 50 per cent of those who held temporary certification liked counseling because they enjoyed working closer with students or the autonomy in the job. Counselors with permanent or provisional certification aspired most often to adminis- tration while those with temporary certification aspired to college personnel work or public relations. C. Career Patterns.--The mean number of positions to the first job position held as a counselor was 3.0 for females in both the current and former counselor groups and 2.5 for male current counselors and 2.7 for male former counselors. The reasons for movement from one job to another were most often promotion within the system or a better job with a brighter future in another system. Although not the dominant reason for changing jobs, current counselors cited wanting to counsel as a reason 175 more often than did former counselors. Salary was given as a reason for change more often by former counselors than current counselors. Generally, females reported longer tenure at a job locatiOn than did males. However, both females and males in the former counselor group tended to have shorter tenure at job locations than did the other groups. Counselor's careers resemble those found for other professionals in that the dominant patterns are considered either stable or conventional. 45.8 per cent of the males aspiring to be counselors displayed a stable progression which is characterized by relatively quick entry into a position in which the incumbent stays at least 3 years. 20.1 per cent had conventional progres— sion characterized by at least 1 trial job before entering a stable position and 14.6 had the multiple-trial progres- sion, which is characterized by a series of jobs, each held less than 3 years. Male and female current counselor's patterns revealed that 39.2 per cent of the males had stable progressions and 41.7 per cent of the females had stable progressions. 36.4 per cent of the males had con- ventional patterns and 21 per cent of the females had conventional patterns. The only other unique pattern observed was the disestablished pattern where 14.2 per cent of the males were included. The former counselor's patterns showed that the stable pattern was followed by 45.1 per cent of the males and 49.2 per cent of the females. 176 The conventional pattern was followed by 26.1 per cent of the males and 20.3 per cent of the females. The unique pattern observed for this group was the 15.6 per cent of the males who had unstable patterns. Conclusions The three groups differed in the proportional male- to-female comparison. While the current counselor group tended to be representative of the proportions found across the nation, aspiring female counselors had a slightly higher representation and female former coun- selors had a slightly lower representation. Because females reach a decision to enter counseling earlier than males, this may be the reason for greater representation among aspirants. An alternate possibility is that the sampling in the classes acted to exclude some of the males. Appar- ently males leave counseling more frequently than females do by a ratio of 4 to 1. Greater opportunities afforded males in administration coupled with their interest in administration and higher salaries motivate them to move. Havighurst and Neugarten (1962), Thorndike and Hagen (1961), and Mori (1963) reported salary as instrumental to the movement of teachers. Where chi square analysis was used or means compared it was seen that the groups--aspirant, current, and former counselors-—differed significantly on most variables. No 177 statistically significant difference was observed among the groups which was related to: the place where they were raised; father's occupation; mother's occupation; the reasons given for becoming a counselor or the reasons for deriving satisfaction from counseling. It may well be that the classification used for father's occupation--b1ue collar, white collar--is too coarse a division and the seven point scale employed in the Dictionary of Occupational Titles would have resulted in significant differences. A similar argument can be presented for the reasons for entering counseling. Eight choices were presented and it is possible that these were not sufficiently specific to capture all of the different reasons for entering counseling. However, the one general response, "other" did not receive but between 5 per cent and 8 per cent of the responses. We must conclude therefore that the reasons for entering counseling for those who leave and those who stay are not significantly different. Although a chi square analysis was not performed, from the observation of the organizations that each group joined, we Conclude that the former counselors belong to more professional and civic organizations than do current counselors. Also, we find that a higher percentage of former counselors as Opposed to current counselors, are looking to their next job. This suggests that the former counselor is more apt to participate in professional 178 organizations and has higher aspiration. Further, the reason the highest percentage of former counselors gave for leaving counseling was salary. Although Thorndike and Hagen (1961) found that almost half of those who had left teaching would return if the conditions motivating them to leave were improved, the overwhelming majority of the former counselors would not return to counseling. Of course, they were referring to males only and those who had left education completely whereas, the adminis- trators and college personnel in this study have remained in education but have reached higher status within the hierarchy. Of the fifty-eight comparisons made and the twenty- three that resulted in statistical significance, rela- tionships were most often found among the variables used when applied to the current counselor group. That is, where relationships existed between sex, father's occu- pation, decision points or certification with other variables, relationships existed for current counselors more often than they did for former counselors or aspirants. One can raise questions as to the relevancy of the variables used for the comparisons or the discrepancy between the numbers included in sample. Although the relationships that were observed in no way imply cause and effect, it appears that the current counselor is more predictable. This by itself may not be a startling 179 fact, however it does offer a possible benchmark against which future research can be compared. Implications for Educational Careers Contrary to previous research, father's occupation produced the fewest number of relationships with other variables. These negative findings may be explained in several ways. The first possibility is that any measur- able effective relationship may exist with the job in total and not with single variables subsumed under the job. That is, the cumulative effect of relationships, which in themselves are not statistically significant, may produce a "total effect" relationship. Similar to a regression effect where one variable with another may produce minimal relationship but as additional relevant variables are added, the cumulative effect results in the observance of a firm relationship. Second, father's occupation may have been too narrowly defined. The effect of this would be that no differentiation would be observed. The pattern that emerges as one sifts through all of the data is that counselors make a decision to enter the educational profession as a teacher. Very few were interested in specialization within education when they made early decisions. For that matter, this View held to and through graduate school forailarge number. At some time after they begin their teaching career, the 180 person who will become a counselor, has greater awareness of the opportunities and specializations available. At this point, thinking is re-directed toward these other job possibilities. In some instances the Opportunities are immediate. That is, opportunities exist for movement into counseling or administration within the system in which the teacher is employed. If little Opportunity exists, the person who would be a counselor, moves to another location, possibly another teaching job, but one that offers the Opportunity for movement into the counselor's office or the principal's Office. For the most part, the goals that are established appear to be of relatively short range. Rarely did a respondent aspire to a job that was not a short distance from his own. That is, teacher to counselor, to assis- tant principal, to principal in an orderly progression seemed the way that aspirations were patterned. A former counselor did not establish a goal to become a superintendent of schools and then work toward that end. This orderly, incremental progression may be character- istic of education alone among the professions. It suggests careers built on Opportunity and the contin- gencies at the job site as Opposed to long-range rational planning. What is observed may be a result of the laws set down by the profession. It-is accepted that the counselor 181 or administrator should have had classroom experience. This experience in turn would help to shape the next and future goals. As opposed to other professions where roles are more clearly defined and universally accepted, teaching and counseling roles are defined and described locally. The counselor in a metropolitan area, the coun- selor in a suburban area, the counselor in a small rural school and the counselor in a private school will have similar training but their occupational roles might be quite dissimilar. Where one concentrates on discipline another concentrates on college choice. Where one con- centrates on occupational placement another concentrates on emotional adjustments. These differences help to account for satisfactions or dissatisfactions and as a result help us to understand also the future job goals. Where dissatisfactions exist, it is reasonable to assume the counselor will be exploring the possibilities to move either to another job site or another job within his system. Suggestions for Future Research Because this study focused on surveying counselors in three stages of career development, it tended to be broad in perspective more often than specific. A smaller sample that could be pursued in greater depth psyc gically and sociologically would seem apprOpriate. Some Of the questions left unanswered point the way to further research. 182 1. If counselors are representative of those who enter teaching, we must conclude that the career as teacher, at some point, represents a goal and an end in itself. At some later point in time, the decision is made to "specialize" in counseling or administration. The question then must be raised to discover if this is characteristic of other professions. When the aspiring doctor reaches a decision, does he see the opportunities for speciali- zation early or does he, like the teacher, commit himself in a general way and then find areas of specialization that he anticipates will provide greater reward and satis- faction? Are goals of aspiring lawyers, law in general or do they early make decisions about specialization in family cases, criminal law or corporation law? A comparative study across professional occupations observing the time of decision points for the various specializations would increase our knowledge in this area. 2. Because the majority of counselors mentioned "interest" as the reason for entering counseling, one must ask, "What influence do measured abilities, interests and values have on not only job choice but also on the career pattern?" 3. This study has defined the counselor merely by title without regard for role definition or perception. What effects on career patterns do different role defi- nitions or role perceptions have? 183 4. Similarly, since role in part is defined by the school milieu, how do differing school environments impinge on movement in and out of counseling? 5. Because the determinants appear to emerge from broad cultural forces, what cross cultural differences define career patterns? 6. We have defined modal characteristics and patterns but of equal interest would be studies of the deviants. That is, counselors who exhibit wholly different back- grounds and satisfactions fromiflue"norm" would add to our knowledge of the whole of a career in the profession. 7. It seems fairly apparent that economic forces act on the career patterns of males and that other socio- cultural forces act on the career patterns of females. What changes take place in the female interests, attitudes and values during her working life? The suggestion here is not a cross-sectional study of women of different ages but rather a longitudinal study that would map the changes in relation to internal and socio-cultural forces. 8. What relationship exists between counselor success and movement from counseling into another job? Although some of the variables used suggest forces that underlie career patterns, this study has focused on describing what exists as a career pattern for secondary school counselors. Because no attempt was made to develop causal relationships, we do not know what produces the career pattern or how it might be altered. 184 BIBLIOGRAPHY BIBLIOGRAPHY Allport, Gordon Willard. Pattern and Growth in Personality. Holt, Rinehart and Winston. New York. 1951, p. 598. Becker, Howard. "The Career of the School Teacher," American Journal of Sociology, Vol. 57. No. 5, March, 1952. Chinoy, Eli. "The Tradition of Opportunity and the Aspirations of Automobile Workers," American Journal of Sociology, Vol. 57, No. 5, February, 1952. Pp. 366-370. Davidson, Percy E. and H. Dewey Anderson. Occupational Mobility in an American Community. (Stanford, California: Stanford University Press, 1957). Doherty, Robert E. "Attitude Toward Labor: When Blue Collar Children Become Teachers," School Review, LXXI (Spring, 1962), pp. 87-96. Festinger, Leon and Daniel Katz. Research Methods in the Behavioral Sciences. Dryden Press, New York. 1953. Flanagan, John C. Project Talent. University of Pittsburgh. 1962. Ginzberg, Eli, Sol W. Ginsburg, Sidney Axelrad and John L. Herma. Occupational Choice: An Approach to a General Theory. New York: The Columbia University Press, 1951. Hansen, James C. "Job Satisfaction and Job Activities of School Counselors," The Personnel and Guidance Journal, Vol. 45, No. 8, April, 1967, pp. 790-794. Havighurst, Robert and Alice Neugarten. Society and Education. Allyn and Bacon, Boston. 1962. Hubbard, Harold G. "Career Choices of Successful Business Executives," The Personnel and Guidance Journal, Vol. 44, NO., October, 1965. pp. 146-151. 185 186 Jahoda, Marie, Morton Deutsch and Stuart W. Cook. Research Methods in Social Relations. Dryden Press, New York. 1951. Lipset, Seymour Martin and Reinhard Bendix. "Social Mobility and Occupational Career Patterns," American Journal of Sociology, Vol. 58A 1959, Pp» Mannheim, Karl. The Meaning of Ideology, translated by Louis Wirth and Edward Shills, New York. Harcourt, Brace and Co., 1952. Mason, Ward S. The Beginning Teacher. U.S. Department of Health, Education and Welfare, Office of Education, OE--23009, Washington, D.C.: Government Printing Office, 1961. Miller, Delbert and William Form. Industrial Sociology. Harper and Brothers, New York. 1962. Mori, Takako. Analysis of Motivations for Choosigg the Teaching Profession, Michigan State University, Unpublished M.A. Thesis. 1963. Shartle, Carrol. Occupational Information: Its Devel- Opment Application. Englewood Cliffs, New Jersey. Prentice Hall, Inc., 1952. Strauss, Samuel, "Career Choices of Scholars " The Personnel and Guidance Journal, Vol. 4 , No. 2, October, 1965. Pp. 153-156. Super, Donald, Reuben Starishevsky, Norman Matlin and Hean Pierre Jordaan. Career Development: Self- Concept Theory. College Entrance Examination Board, New York. 1963. Super, Donald. "A Theory of Vocational DevelOpment," American Psychologist, Vol. 8, 1953, pp. 185—190. Super, Donald. Psychology of Careers. Columbia University, New York, 1957. Throndike, Robert L. and Elizabeth Hagen. "Men Teachers and Ex-teachers: Some Attitudes and Traits." Teachers College Record, Vol. 62, 1961, pp. 306-310. 187 Tiedeman, David V. and Robert P. O'Hara. Career DevelOp- ment: Choice and Adjustment. College Entrance Examination Board, New York, 1963. Warkov, Seymour. Lawyers in the Making. Aldine Publishing Co., Chicago, Illinois. 1965. White, Kinnard, "Social Background Variables Related to Career Commitment of Women Teachers," The Personnel and Guidance Journal, Vol. 45, No. 7, March, 1967. Wilensky, Harold. "Orderly Careers and Social Partici- pation," American Sociological Review, Vol. 5, NO. 26, August, 1961, pp. 538-540.. 188 APPENDICES 189 APPENDIX A COVERING LETTER AND QUESTIONNAIRE 190 Dear Colleague, I am asking you to respond to the attached questionnaire. It will take only a few minutes of your time, and will add to the store of information about counseling as a profession. In 1954 in the state of Michigan, approximately 900 persons were listed as performing a guidance function. In 1964, the number had increased to more than four times that number. What influence had the NDEA act Of 1958 on this increase? What differences in training and committment can be traced in the career patterns of these counselors? These are questions that should be answered. It is axiomatic that good counseling requires good coun- selors. With the continuing growth in the ranks of guidance, it is increasingly important to know who is entering guidance, how the entrance came about, and the likelihood of retention in or departure from the field. This study will seek to provide some of this information. A career pattern study, such as this, will try to identify choice points, the reasons for these, and any similarities that might exist among careers of the various counselors throughout the state. It is important that both former counselors as well as current counselors respond to the questionnaire if we are going to be able to make meaningful statements bout the career patterns of all the counselors of Michigan. Although your name isn't required on the questionnaire, we would like it in the space provided below. It will be removed and destroyed after we have checked it against a master list. Return to: Richard M. Majetic Room 401 Erickson Hall Michigan State University East Lansing, Michigan Name School Career Pattern Study 191 QUESTIONNAIRE Your answers will help provide information regarding career patterns of guidance counselors. Your replies will be held in confidence. PLEASE MARK ALL QUESTIONS If the question does not apply to you, mark it DNA Personal History 1. Sex: 0. ( )Male 2. Marital Status: 0. Married 3. ( 3. Number of Children: 0. ( 3. ( 4. Your age: 0. ( 3. ( 6. ( 5. Where were you born? 0. ( 6. Where were you raised? ) Separated ) none ) three ) young ) 34-38 ) 49-53 ) city 0. ( )city 1. ( ) Female Single Widowed one four 24-28 39-43 over rural rural 7. How would you classify your father’s primary work? 0. ( )white collar 1. ( ) blue collar 8. List the highest grade your father attained in school. 0.( 3.( ) 1-4 ) 13-16 1- 4. ( ( ) ) 5-8 17 plus 9. How would you classify your mother’s primary work? 0. ( )white collar 1. ( ) blue collar Divorced tWO 01' more 29-33 44-48 suburban suburban 9-12 housewife 192 10. List the highest grade your mother attained in school. 0. ( ) 1-4 1. ( ) 5-8 2. ( ) 9-12 3. ( ) 13-16 4. ( ) 17 plus 11. What kind of career would you like your children to pursue? 0. ( ) counseling 1. ( ) not counseling 2. ( ) DNA 12. Professional organizations to which you belong: 0. ( ) APGA l. ( ) NEA 2. ( ) MEA 3. ( ) APA 4. ( ) ACES 5. ( ) ASCA 6. ( ) NAASP 7. ( ) MCA 8. ( ) other 13. Do you belong to one or more civic or fraternal organizations? 0. ( ) yes 1. ( ) no Educational History 14. List chronologically your educational history since high school graduation. {eggs College Attended M_ajo_r M1921: pggrge. 15. Are you currently taking courses at a college or university? 0. ( ) yes 1. ( ) no 16. If you answered yes to the previous question, for what purpose are you taking the course? Answer one. 0. ( ) toward degree 1. ( ) re-training 2. ( ) salary 3. ( ) by request 4. ( ) for certification 5. ( ) general interest 6. ( ) other 17. Type of educational certificate you currently hold. 0. ( ) permanent l. ( ) provisional 2. ( ) temporary 18. Were you trained as a counselor when you first began counseling in Michigan? 0.()yes 1.()no 19. 20. l 93 Which most nearly represents the number of term hours of training you had when you began counseling? 0. ( )none 1. ( )1-9 2. ( )10-18 3. ( )19-27 4. ( )28-36 5. ( )360r more Which most nearly represents the number of term hours of training you have had since you began counseling? 0. ( )none _ 1. ( )1-9 2. ( )10-18 3.3.{( )19-27 4. ( )28-36 5. ( )36or more Occupational History Please list in chronological order your work and educational experience since you graduated from high school. Include full time military service or full time spent as a student or a house- wife. Do not include part time educational training, or part time employment. Please account for every year since high school graduation. Dates Job Title grganization or Institution Time In Guidance (ie: 1/4, 1/2, full) Explanation of change: Explanation of change; Explanation of change; Explanation of change: Explanation of change: 21. Career Choice As accurately as you can remember, what was your career goal at each of the following points in your life? (ie; lawyer) a) at grade 10: b) at entry into college: c) at college graduation: d) at time of highest degree: 194 22. When did you decide to enter counseling? 0. ( ) high school 1. ( ) undergraduate 2. ( ) graduate 3. ( ) first teaching job 23. To the best of your memory what were the main reasons you became a guidance counselor? O. ( ) financial advance 1. ( ) get out of classroom 2. ( ) satisfaction 3. ( ) personal interest 4. ( ) NDEA Institute 5. ( ) other 6. ( ) influenced by a friend 24. Were your expectations of the position of counselor fulfilled? 0.()yes 1.()no Explain 25. Looking ahead, have you thought of any Other positions that you would like to achieve? 0.()yes l.()no 26. What kind: 27. How do you expect to achieve it? 28. If you are still a counselor, do you expect to remain one? 0. ( ) yes 1. ( ) no 2. ( ) undecided Complete the Following if You Are No Longer a Counselor 29. To the best of your memory, what were your main reasons for leaving counseling? 0. ( ) salary 1. ( ) status 2. ( ) lack of satisfaction 3. ( ) pregnant 4. ( ) health 5. ( ) disagreed with school policy 6. ( ) NDEA 7. ( ) return to 8. ( ) other school 30. Do you plan to return to secondary school counseling in the future? 0.()yes l.()no Explain 195 The questionnaire was mailed on May 14, 1965 and the following table describes the daily return rate until the cut-off of June 14, 1965. TABLE A.l.--Record of the flow of responses received. Date Volume Received Received May 16 77 17 96 20 105 21 82 22 80 23 9H 2H 96 27 104 28 86 29 92 30 108 31 90 June 3 98 u 109 5 107 6 99 7 100 10 123 11 105 12 87 13 96 14 79 TOTAL 2102 This total does not coincide with the one given in the text because all returned questionnaires were not usable. Some were returned with no responses made, others had partial data that was not interpretable, some were in the categories described elsewhere, deceased or addressee unknown. 196 APPENDIX B ADDITIONAL TABLES 197 TABLE B.l.--Distribution of respondent groups by membership in various professional organizations (in per cent). Organization ASP§ZE$tS CEZE$EE F§ZE$§ APGA 16.0 32.9 21.9 ASCA 2.4 20.7 10.6 MCA 5.3 45.1 24.5 NEA 32.0 55.0 71.0 MEA 35.8 79.7 84.0 APA 2.4 1.2 1.5 ACES 3.7 1.0 3.0 NAASP 2.4 2.1 24.1 OTHER 47.5 56.3 198 TABLE B.2.--Distribution of respondent groups by number of professional organizations to which each belongs (in per cent). Number of Aspirants Current Former Organizations N=81 N=1735 N=273 One .9 Two 1.8 3.4 Four 64.1 Five 9.0 Six 9.3 33.4 Seven 33.2 24.2 Eight 61.6 30.0 Nine 29.1 199 TABLE B.3.-—Frequency of career choices at different choice points: Aspirants (N=81) (in per cent). Career Grade College At Time of Choice Ten Entry Graduation Highest Degree Farmer Teacher Counselor Nurse Undecided Business Engineer Journalist Personnel work 2.5 2.5 Architect Lawyer Principal Doctor Psychologist Coach Writer Policeman Religious life Soldier Researcher Artist Pro. athlete Buyer Dentist Aviator Social worker Secretary Foreign service Pharmacist Archeologist Cartographer‘ Speech therapist 1.2 2.5 Radio announcer Veterinarian Home economics [U MN i—’ \ONNJ: NM) 0000 OUT (DH O\\‘| U'li—' l—‘l—J mm [\JO‘leNNN \OUTUJKO I—‘(IJChCDUOHUJ NM l--‘l--' wl—J mm '\lr\) L» N mmmwmmmmmmm \‘l mm 4:- \1 m J2." NNUO \fi [—1 [\J l—‘i—‘i—‘UUl-‘NNND—‘NH UL) l-’ l\) [—1 f\) 2.5 2.5 l—‘ l—‘Ud m MN l—‘l—’ mm l-’l—’l-—’ mmm 200 TABLE B.4.--Frequency of career choices at different choice points: Current (N=1735) (in per cent). 4 Career Grade College At Time of Choice Ten Entry Graduation Highest Degree Farmer 2.0 Teacher 27.4 24. Counselor Nurse Undecided 2 Business Engineer Journalist Personnel work Architect Lawyer Band director Salesman Insurance man Principal Doctor 4. Psychologist Coach 2. Cowboy Actor Writer Librarian Phys. ed. teacher 3 Forest ranger l. Policeman 1 Health service Religious life 3. Soldier Musician l. Researcher Artist Pro.athlete 3. Buyer Mechanic Industry 1. Dentist Aviator 1. County agent Social worker Secretary 1. Dancer Foreign service Pharmacist Chemist Housewife Mortician Biologist Archeologist . Cartographer Accountant Speech therapist Radio announcer Veterinarian O\f\) CNN UWl—J i—‘U‘ll—‘er NOCDHH HWLMCDH l—‘i-' [—1 mmoxnooxo NH l—’ (DO LA) EF-‘LAJNKONNKO—Dtkoflt' NW \OCDNO l\) N I—" J: NOWNN WNWNUTLAJChm OU‘ION Wi—‘OUTQJI'OQKDCDEGDG O\I\)i—‘ H l-’I\) LION wowmow l—"O NNNN H Hi—‘NNNtHl—‘CDt—‘l-‘OWOCDMUTtrMKONJr-‘OOOUU \Ol—‘Wi—‘Ml—JHJ: l—‘ i—‘i—‘LAJOUOi-J m row—mom l-—-‘l—‘ l-’|'\.) 201 TABLE B.5.--Frequency of career choices at different choice points: Former (N=273) (in per cent). Career Grade College At Time of Choice Ten Entry Graduation Highest Degree Farmer Teacher Counselor Nurse Undecided 3 Business Engineer Journalist Personnel work 1.8 Architect Lawyer 2. 1.4 .4 Band director Butcher Salesman Insurance man Principal Doctor Psychologist Coach Actor Librarian Forest ranger Policeman Religious life Soldier Musician Researcher Artist Pro. athlete Industry Dentist Aviator' County Social worker Pharmacist . Housewife Chemist . Accountant Radio announcer Archeologist [UH Ho 0 o o O\CD\]CD-L‘:° CD to o «awcn Jl‘ wreurq tworaow '_J Jrl-J I—‘J: CDKOCD 0‘1 O\ [-1 l\) IL" 0 O 0 O ox NNENONN 39.5 mm \lU‘l O\O\ O\l—’ 0 t (13“) NH |—‘ [\J o o o o o o o o ONCDMOCDCDIUO‘HJ‘IUTJrJ: [Uri-4CD l._] o o o o o l—‘i—‘I'UIU H H O O O O O 0 xrmcn <3 :- Omttraxtna (IDUTOOCI) 202 TABLE B.6.--Number of jobs held (in per cent). Number Aspirants Current Former of Jobs N=81 N=1735 N=273 One 60.5 1.2 0.0 Two 27.1 32.2 5.5 Three 12.4 26.7 29.8 Four 24.2 37.5 Five 15.7 27.2 More than five Average (Mean) 1.5 3.2 3.9 MICHIGAN STATE UNIVERSITY LIBRARIES 1 III' III! lllllllllll I I 31293 3 45 0657