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Undergraduate Social Work Education

A study of Uses that Graduates of Social Welfare Sequences at

Michigan State University Make of‘Their Undergraduate Experience.

by

M. Juanita walker, Chairmen
Charles A. Bader

Harry Geoghan

Denise Morris

Elizabeth Schroeder
Gretchen Zera

School of Social Work
Michigan State University

June 1965

Vii“ ,‘i; ; ‘5

 

 

TABLE OF CONTENTS

Introduction

H
I

II Method

III - Descriotive Analysis

IV - Limitations

V — Imolications
Bibliography
Appendices

A number of persons have contributed either directly or
indirectly to the compilation of this material.
We are indebted to Rachel Smith, Coordinator of Undergraduate
Field Experience, for suggesting that the committee work on a
project which could be of significant importance to the School
of Social Work, To Robert Green, Ph,D, for permitting the
group to ventilate their understanding on the use of the
suitable statistical tests. To Betty Heilbronn, for making
available c0pies of grade point averages for the majority of
the population, years, 1960 - 1964. To J. B. McKnight, for
providing his home to the committee of commuters, where the
material was left, compiled and typed, To Gwen Andrew, Ph,D,
for having provided the committee with the techniques and
encouragement to undertake and deveIOp an ambitious research
project in a limited time span. To the ninety—six respondents
who made possible the data. To Joanne Jackson, who typed and
proof read the material.
IJJ'3-I1£_q,:;zgz?.) far: 4/1; I,

t. *7
7’% . 2

INTRODUCTION

This study is addressed to the question of how former
undergraduate students, who have taken the undergraduate courses
in social welfare, have used their educational eXperience and
what has happened to them after graduation. By a survey approach,
we hoped to discover some factors which may have influenced the
decision to continue or not to continue their education in a
Graduate School of Social Work.

As a starting point, some understanding of the general features
of the undergraduate program is essential, its purpose must be
understood as well as its place in making a contribution to the
preparation of personnel for the field of social welfare.

Graduate professional education, agency staff deve10pment, and
inrservice training make a significant but essentially different
contribution toward the educational growth, training and development
of the practitioner in the discipline of social work.

In the four above-mentioned means of preparing personnel for
the field of social welfare, basic professional social education
consists of two years of graduate school study leading to a
Master's degree.

Staff development programs of social welfare agencies provide
for the on—going professional development of qualified personnel

as do the post-Master's programs of schools of social work.

In—service training programs of social welfare agencies

provide snecific agency-oriented training for the deveIOpment of

social welfare personnel, a function not apprOpriate to
undergraduate education.

The function of undergraduate study is to provide the
broad foundation upon which both professional social work
education and in—service training programs are built. "Michigan
State University pioneered in undergraduate education for social
welfare and the present curriculum is designed for such students
as the following:

(1) those who wish to prepare themselves to undertake
graduate professional study,

(2) those interested in social welfare as a career but
who plan to seek employment upon graduation and desire to be
prepared for on—the—job training,

(3) thoae planning to enter other helping professions
such as law, medicine, nursing, education, counseling, clinical
psychology and the ministry, and,

(4) those concerned with becoming informed citizens wit
respect to social welfare needs and services and who desire to
participate in a volunteer capacity in such programs.

Courses with social welfare content1 include survey and
service courses Open to sOphomores, cross-disciplinary, courses
for upper division majors in social work and related fields and
courses designed eSpecially for students with a concentration in
social welfare.2

The design of the curriculum content as suggested by the

Council on Social Work Education3 would be eXUected:

-3...

(l) to contributed to knowledge of man and insight into
human growth and behavior.

(2) to develOp knowledge of society and social interaction.

(3) to foster an appreciation of the philosophical values
which underlie social welfare activities.

(4) to develop abilities in methods of problem——solving
and in the arts of communication; and

(5) to provide an understanding of social welfare as a
social institution and social work as one of the professions
concerned with human welfare.

In general, the field exoerience is designed to help the
undergraduate student:

(1) gain first-hand knowledge and greater understanding of
the Operation of the network of health and welfare service in a
community and their contribution to maintenance and enhancement
of social functioning:

(2) gain an understanding of the impact on individual human
beings and families, as well as the cost to society, of such problems
as delinquency, poor housing, poverty, mental illness and family
breakdown;

(3) assume responsibility for specific productive tasks of
a non-professional character in the social welfare field;

(4) observe the social worker in his various professional

roles in the agency and the community wherever this is apprOpriate;

(E) assess his own interest in and motivation for a
Career in social welfare; and

(6) test his capacity to enter, through graduate education,
the helping profession of social work.

Data concerning graduates of social welfare sequences is
quite limited.“
A survey was made a Texas Women's University of their 1964

social welfare graduates. Of the 28 women who had taken courses
in the social welfare sequences, three graduates enrolled at
LOuisiana State UniverSity, Graduate School of Social Welfare
while 12 entered employment in social welfare agencies. Six
entered employment in other occupations or in business.

Another similar survey was recently made at the University of
Wisconsin which had a total of 35 social welfare graduates in 1964.
Five of these graduates then entered the Graduate School of Social
Work while 20 entered employment in social welfare. Five of these
graduates who are trainees in Public Welfare programs have plans
to attend a Graduate School of Social Work.

Based only on these two surveys, it was found that between 10% —
15% of the graduates immediately enroll in a Graduate School of
Social Work and between 42%—58% of the graduates accept employment
in some social welfare agency or institution. Another 15% of the
total are contemplating the attainment of full professional status
by enrolling in a Graduate School of Social Work sometime in the

future.

II
IE TIE OD

The hypotheses of this study focus on the relationship
between undergraduate education in social work and the graduates
goals with regard to employment in the field of social welfare
or to his preference to continue his education leading toward a
daster's degree in Social Work and full professional status.

It does not unalterably follow that the graduate entering a
Graduate School of Social Work does not plan on obtaining gainful
employment upon meeting the requirements for the Master's degree
but does pose the following hypothesis:

The undergraduate curriculum has no relationship to the
decision to enter professional social work training.

Alternate hypotéses to be tested are that:

l. The undergraduate curriculum has a direct relationship
with the decision to enter employment in the field of social welfare.

2. The undergraduate curriculum is related to the decision
to enter other helping professions.

3. The undergraduate curriculum has a minor relationship
to the decision to enter social welfare proerams in a volunteer
Capacity.

The pOpulation studied consisted of the total 187 graduates of
the social work sequences who graduated from Michigan State University
during the past five years 1.6. from June 1960 through June 196A
inclusive. Student records relevant to the pOpulation were made

available at the School of Social Work office and the current

-6—

addresses were obtained from the alumni office. The entire group of
graduates was selected for our survey so that every graduate in the
universe under consideration would have the same chance for
inclusion in the study. Therefore, each graduate was mailed a
questionnaire with a covering letter* and a self-addressed stamped
envelope in which to return the questionnaire.

The questionnaire** was designed for these pruposes:

l. to elicit or identify the main motive graduates stated
underlay their decision to take courses in social welfare,

2. to determine the type of employment selected after
graduation,

3. to identify his area of training if he is continuing his
education in social work,

4. to determine his reasons for not continuing his education
in social work, and

5. to discover the reasons why those graduates who are
currently attending, who plan to attend, or who have already
completed graduate school, have chosen universities other than
Michigan State University in order to receive a Master's degree in
Social Work.

In order to obtain the respondents attitudes toward the
undergraduate social welfare courses, nominal scales were used as
a part of the questionnaire. They were designed to elicit Opinions
and reactions toward the courses which might be indicators of

influence toward continuing or not continuing education in the
I"See Appendix A

**See Appendix B

-7-

Graduate School of Social Work.
Lastly, an Open-ended question was used in order that the
graduates might express their views and opinions in their own way

without the restrictions imposed by the structured questions.

III
DESCRIPTIVE ANALYSIS OF THE QUESTIONAIRE

The sample consisted of ninety-six (96) respondents out of the
population of one hundred and eighty—seven (187), the total number
of graduates. The final number of questionnaires sent out was one
hundred and eighty-three (183); two were not contacted because
they were out of the United States, and two were not sent because
addresses were unknown. Fifty-one percent (51%) of the total
receiving questionnaires responded.

The questionnaire presented several problems that were not
apparent until tabulation was begun. In one instance, question 5,
could, not be used because the designation of "M" and "F", were
subject to misinterpretation. The abbreviations M and F were
interpreted Male and Female and also Father and Mother. In other
instances the titles of the categories were overlapping and not
sufficiently discriminative to be useful. In an attempt to revise
questions, that on first writing seemed to be too value laden, more
objective it was found that a certain clarity was lost. Where the
respondent was asked to give either a positive or a negative answer,
and then given an opportunity to qualify it, it was found that the
response was sometimes reversed by the comment or revealed plainly
a definitely ambivalent position.

Therefore, in reporting the results of the survey, it was
necessary to use a descriptive analysis of the contents rather than
to attempt statistical analysis, although there is sufficient material

to provide for statistical follow—up studies directed toward certain

8.

-9...

areas. The frequencies of responses have been noted, and, in
certain instances, when combined with the qualifying observations,
have led to useful conclusions.

Two—thirds (2/3) of the respondents were residents of Michigan
at the time of matriculation. Approximately two—thirds (2/3) of
the respondents graduated in 1963 and 1964; and were in the twenty
to twenty—five age group. All of the men (18) were married, as
were fifty (50) of the seventy—four (7b) women. Over half were the
eldest children in their primary families.

About one fourth (i) came from homes where one or both parents
have college degrees. About two-thirds (2/3) of the mothers and
little more than one-half (t) of the fathers had finished high
school. About three—fourths (3/u) came from urban or suburban
communities.

The typical respondent was a woman under twenty-five from a
middle—class home. She has married since graduation or before, is
working or went to work temporarily before marriage. Yound’married
women sometimes gave pregnancy as a reason for leaving their positions.
Most of those working, were earning between $U,000 and $7,000 annually.

The reapondents were divided into groups according to the y ar
graduated to determine what percentage of each class reSponded to the
questionnaire. The most resnonsive class was that of 1962, the least
responsive, the class of 1960. The non-respondents made up forty-

nine (QQ) percent of the total group receiving questionnaires.

~10—

Most of the respondents had elected the undergraduate
curriculum because they wanted to do social work, Of these,
forty-nine (49) said their goals had changed upon graduation,
but seventy—four (7h) went directly into social work type
positions. It is not clear what they mean, because the majority
have remained in social work, and it may be that increasing self—
awareness as well as a growing familiarity with the many aspects
of so ia work were involved in the attitudinal changes.

An overwhelming majority think of social work as a profession,
requiring special skills and training, Of the 96 respondents, 63 or
two out of three think that the B,A, degree did not prepare them
adequately for the social work positions they took upon graduation.
They mentioned lack of skill in interviewing, and lack of sufficient
knowledge of human growth and behavior. Some felt that classes now
offered to graduates fall within the range of undergraduate ability.
Some felt that more involvement in the field work eXperience would
have been helpful. Some eXpressed the feeling that the undergraduate
program was geared to the needs of those who planned to go on to
graduate school rather than to the needs of those who would be work—
ing after graduation.

Every third negative response was read for qualifying remarks.
From these it appears that graduates who checked a negative response
nevertheless, felt that the undergraduate program had some value,
They could meet a basic qualification for employment in a field where

there is great demand,

-11-

iowever, they felt a real lack of adequate skill in meeting
the needs of the multioroblem family which they find in public
welfare.

A second set of resnonses, similarly chosen, confirmed
these impressions.

Most of those (65) who entered the undergraduate
curriculum intending to become social workers took social work
type positions and earned between five and seven thousand dollars
a year. Of the total number employed upon graduation (7h), forty
(40) report themselves as working in public agencies, and twenty—
two (22) in private agencies. Eight who identified themselves as
caseworkers did not specify, Sixty—one percent (61%) of the
respondents, therefore, went to work in public agencies,"‘

The reason given most frequently for taking the initial position
was that the position was interesting (35)* The next most frequently
named factor was salary, If those who say that they took their
first social work position because it offered training eXperience
(9) are included with these who stated they were interested in the
job itself, then there are forty-four (#4) persons, approximately
half of the respondents, who seem genuinely interested in social
work as a career. Twenty-one (21) of this group are earning at
present from $4,000 to about $8,000 annually. This is thirty-
eight percent (35%) of the forty-four, about twenty—five percent
(25%) of the sample, Six are now full time homemakers, and seven

have returned to graduate school.

* See Appendix C

-12-

0f hirteen (13) who gave salary as the prime motive for
accepting their initial position, six are now earning between
$5500 and $6500 anrually, thirty-eight percent (33;) of the
"salary motivated" group.

Those seemingly motivated by a more professional attitude
are doing as well financially as those wh were mainly interested
in salary, Fourteen percent (lufi) of the first group have gone
back to school, fifteen percent (15%) of the second,

At present, forty-nine (h?) of the respondents are now
directly employed in social work, and einhteen (15) are now in
graduate school obtaining advanced degrees mostly in social work.
Ten (10) reported themselves in non-social work positions. The
remainder are chiefly homerakers or persons who are not at present
employed.

The positions taken immediately upon graduation were left for
a variety of reasons. Out of forty-two (b2), the largest number
fourteen (14), or thirty-three percent, left to improve themselves
professionally; ten (10) to do graduate stu y, two for another
type of professional develOpment, and two did not specify. Ten
women left because of marriage, pregnancy, or to follow their
spouses. Seven (7) simply said they had moved. Five (5) reported
that they left because of a negative eXperience. Three moved to a
new position or advanced within the same department.

It seems plausible to suggest that a desire to do a more

professional job coupled with a feeling that their job performance

-33-

lacked something may have motivated these moves. The majority
appear to have been satisfied with their career choice but
dissatisfied with their own level of training. It is possible

that the return to school for the Master's Degree in Social

Work may be ascribed to other motives separately or in combination,
such as the desire for higher status or better income.

There was no indication that the curriculum or the instructor
was a determining influence in the choice to work or to go on to
graduate study after graduation, The quality or direction of the
influence was referred to only infrequently, usually not at all.

There were indications that the majority of the students
reacted positively to their field work experience although they
questioned its value. Since a large prOportion (79) reported that
they obtained from it a better picture of the welfare community,
and almost as large a number took positions in that area, it seems
possible to say that, at least, what they saw did not deter them
from their original aims. It seems that a relationship might exist
between this aspect of the undergraduate program and the kind of
decision made upon graduation, but it remains to be explored,

The findings suggest that the graduate holdings a B, A. degree
in Social Work and working in a public agency more often than not
feels inadequately prepared, not so much because he has been told so,
but because he is made aware of this in his work situation, Certainly
other factors are also Operating in any important decision of this

kind-~family situation, marriage, financial considerations, needs

.] 4..

of the spouse, etc. The majority of the group under consideration
felt that they were not equipped for the positions they accepted
after graduation. As stated earlier, some indicated that it seemed
a better preparation for entering graduate school than anything else.
The decision to continue study toward the M. A. degree seems
to be related to financial conditions in about thirty-two percent
(E3) of the cases. The decision to remain in the state or to
attend a school near one‘s place of residence is frequently financially
determined, although, of course, other factors are often involved.
The seventy-seven percent (77%) who checked "location" as an
influencing factor may also be thinking of more than travel convenience.*
In an attempt to determine whether or not the grade point
average was a factor in returning or not returning to graduate school,
thegrroup returning to school was compared with the group not returning.
An arithmetic or average was calculated for the grade point averages
of each group. The average for the group which had returned to school
was 2.98. For the group which has not returned, although some of
them indicated an intention to go on to graduate school later, the
average was 2.66. The groups do not encompass the entire sample
because it was not possible to obtain the grade point averages of the
total pOpulation before the project was due for evaluation; However,
grade point averages were available for about two-thirds of the
total number of graduates.
Forty-nine (A9) of the total sample have continued or are
continuing in graduate studies. Twenty-six (26) of the forty—nine

returned to Michigan State University.

* See Appendix D

_.15 -.

Ten (10) have decided to enter other professions; of these,
half of them are in teaching, several (3) are in recreation work,
and one (1) is in school administration. Seven (7) have already
obtained M.S.W. degrees, four (4) from Michigan State University,
and three (3) from other schools. Eighteen (18) are currently
enrolled in the graduate curriculum for M.S.W., ten (10) at
Michigan State University, six (6) at other schools, and two (2)
undesignated.

The foregoing discussion was selective and did not attempt

to deal comprehensively with the data.

-16-

§EEEEEK=

In conclusion, it was found that the main motive for
entering the undergraduate curriculum, as stated by the respondents,
was that they wanted to become social workers.

A substantial majority obtained employment as social workers,
mostly in the field of public welfare, upon graduation.

About one-half of the graduates responding to the questionnaire
already have or are in the process of continuing their education.
Of this number, more than three—quarters are remaining in social
work.

Reasons for not continuing graduate study are marriage, finances,
or satisfaction with present employment.

The main reason for returning for graduate study is the
awareness of the need for additional training. It was found that
sixty percent (60%) of those who do return come back to Michigan State

University.

IV

LIMITATIONS

The purpose of this project was to find out, by making a
survey, how graduates of the undergraduate curriculum of the
School of Social Work at Michigan State University have used
their educational eXperience, what happened to them after
graduation, and what influenced them to continue or not continue
their graduate training.

Upon final tabulation of the data it was discovered that
there was not enough information relevant to the null hypothesis
as stated to accept or reject it or the alternative hypotheses.

The lack of clarity in the questions, and an overlapping in
the responses resulted in data that, in most instances, did not
lend itself to establishing discrete categories. Therefore, the
findings are reported in the fonn of a descriptive rather than
a statistical analysis. Simple statistics such as cross tabulations,
percentages, and proportions were used. However, the data is
available for further exploration using more sephisticated statistical
procedures. The time limit placed on the research committee precluded
more comprehensive evaluation of the data.

Although the study is of rather limited SCOpe, certain conclusions
are possible. When responses to certain questions within the question—
naire occurred with sufficient frequencies trends in one direction

or another were suggested.

17.

V

IMPLICATIONS

As stated earlier, further study using the data already
compiled might be undertaken, using different statistical
methods and making full use of the data.

The study would seem to indicate that a revision and
remailing of a second questionnaire to the non—respondents might
clarify the questions left unanswered in the area of motivation.

In connection with this, it might prove to be significant if
the "new" questionnaire eliminated the name of the former student
to see if this would elicit a higher percentage of reSponses.

The results of this study seem to indicate that a large portion
of the graduates feel the need for further study, in—services
training, or further enhancement of skills. For the individual who
must continue in the job he obtains upon completion of his
undergraduate training for financial reasons or for the person who
is satisfied with this job, it would seem that the School of Social
Work might re-evaluate and/or re-structure the undergraduate
curriculum with a View to meeting the needs of these individuals.

An overwhelming number of the respondents indicated that they
entered the undergradate curriculum because they wanted to be a
social worker. Almost all recognized social work as a profession,
but there seems to be a difference of Opinion relative to the need
for an M.S.W. degree. This would seem to imply that here again is
a recognition of the need for additional training but a divergence
of Opinion as to when the training should be received, the direction

the training shnuld take, and the nature of the additional training.

18

-19-

"It is axiomatic that the content of the social work
curriculum ought to stand in some relationship to social work
practice. Unless what the student learns in a school of social
work is applicable in his later practice of social work, the
school is not doing its job."

Although Dr. Boehm was referring to schools of social work
and not undergraduate curricula, it is interesting that a similar
feeling appears in the responses of the graduates to the questions
relating to the adequacy of their training in terms of the positions
they later fill in the social work field, particularly in public
welfare.

The findings of this study, and the questions and speculations
they have raised, certainly point out the need for more research
in the area of the undergraduate program and its relationship
to employment in the field of social work and/or graduate social

work training.

Bibliogranhy

Michigan State University Catalog 1963-6M

Bulletin 1963—1965. School of Social Work Hichiran State University,

Council on Social Work Education, Social Welfare Content in

 

Undergraduate Education 2nd nrinting, March, 1962.

Cox, Cordelia) Consultant on Social Work Education, Two brief
reports on 196“ graduates prepared for Faculty Conference Day at

the Council's Annual Meeting.

Boehm, Werner W., "The Social Work Curriculum Study and Its

 

Implications for Family Casework," Social Casework, Vol. XL, No. 8,

October, 1959, p. #29

APPENDICES

/

’27

APPENDIX A

Michigan State University
SCHOOL OF SOCIAL WORK

April 12, 1965

Dear Former Student:

The School of Social Work, Michigan State University has a approved a
survey which has as its purpose the gathering of information concerning
graduates of the undergraduate curriculum. The'infovmatiOn will be held
strictly confidential. It is hoped that the information gained can be made
a part of a larger study of the undergraduate in a School of Social Work.

To this and those who completed Bachelor's Degrees during the years 1960-64
are receiving a questionnaire which is focused mainly on what has happened
to them since graduation--where they are now, what they are doing, what they '
have done, what they sought by the way of advanced training or education,
plus such relevant material as may contribute to a better idea of the
effectiveness of their undergraduate experience.

‘We hope, even though you may be working in another field, you will btill
be sufficiently concerned about the need for social workers to make this
contribution toward the improvement of their training. Please return

the questionnaire as soon as you can using the enclosed stamp-addressed
envelope.

Yours very truly,

‘ J
' ' I I
' M $ ’- . - x . , r.‘
'- ' , ' . ‘I I \" ‘J: talk ‘.I ’F ‘2-‘ i J
‘.’./‘—-..<.'-z - . . L— A

Mx'buanita Walker, Chairman
Graduate Research Group

i0.

APPENDIX B

Michigan‘StatEHUniversity
SCHOOL OF SOCIAL WORK

RESEARCH QMESTIONNAIRE
For
Graduate Social Work Student Research Group
Name
Year Graduated MSU
Age:____ 2. Sex:___M ___F
Marital Status: __Single ____Married __Widow __Divorced __Separated

Place in family: Are you i 2 3 h 5 6 __phild in family? Circle one

Occupational background of parents:

F M
Business Semi skilled
Professional Unskiiled labor
Clerical Farm
Skilled labor Other (specify)

 

Education of parents: (Circle one of the following)

Grades College Masters Ph.D.
Mother 6 7 8 9 l0 ll l2 i 2 3 4
Father 6 7 8 9 l0 ll l2 i 2 3 h

In what type of community did you spend your youth? Underline:
Urban Surturban Rural

At the time of matriculation, of what state were you a resident?

 

In which category does your individual income new fall?

$3,000 and below $5,001 - $6,000 $10,003 - 15,000
3,001 - h,000 6,001 - 7,000 15,001 - 20,000
u,001 - 5,000 7,001 - 10.000

Has travel outside your home community helped you to develop a sense of
concern for the welfare of peepie and of their problems? ___yes ___po

in what ways:

 

 

 

"2.

Indicate with an "X" one of the following which best explains your reasons for
taking undergraduate courses in social work:

___J wanted to become a social worker

___] planned to do graduate work.

___J thought the courses would help me with my own personal problems.
.__~l did not know what other courses to take.

___J thought it would be interesting.

.___I thought the courses would help me in my chosen field of work.

_W_Other. (explain)

 

 

Please identify the kind of position you accepted upon graduation:

Title Year Type of Work

Reason for Salary Reason for
Selection Leaving

D.

I do not plan to continue my social work education because:
i have married
I have had enough of college

I am disabled

lh.

15.

l6.

17.

i do not have the funds
My present employment is satisfactory
My vocational interests have changed

Other. Explain

 

l have continued my education

Date Where

 

(Name of school)

Reason for this decision:

 

 

 

I expect to continue my education

Date Where

 

(Name of school)

Reason for this decision:

 

 

 

What was the factor(s) influencing your selection of a graduate school?

_;__ finances ____ distance location curriculum
orientation of school stipends scholarship
other

 

Were you influenced by an instructor(s) during undergraduate days in making a
vocational decision? Yes No

How

 

 

Were your career goals upon graduation the same as those which you had when you
began the social work curriculum? Yes No

Please explain:

 

 

l8.

l9.

20.

21.

22.

23.

2h.

25.

26.

-u-

How useful was your undergraduate field experience? Did it:
.___ Help obtain employment?
.___ Give a better picture of social welfare community?
____Help in graduate work?

Other (Explain)

Which best describes your field experience?
.___ rewarding
quite interesting
valuable introduction to the function of agencies
__ disappointing

remarks

Do you think of Social Work as a profession? Yes No.

Do you think special training and skills are necessary to become a good
Social Worker? Yes No.

Do you now think well-trained and qualified Social Workers are necessary for
the good of society? Yes No

Do you think a Master's Degree is necessary to become a good Social Worker?
Yes No

Do you believe that the B.A. Degree prepares you adequately for your Social

 

 

Work position? Yes No

Explain:

Did this influence your attitude toward graduate study? Yes No.
Explain

 

Please write below any comments you would like to make either about the field
of Social Work, and/or the undergraduate courses in Social Work.

 

 

APPENDIX C

Table 1. Positions that graduates accepted after

graduation.

 

 

Kind of Position Number Public (Private Unknown
Agency Agency

'CHIIH“W3135re 22 15' b 1

PubliC‘WQ1fgre, P.A; 16 16

Ceseworker 14 2 8 4

Court Work, Prob. 7 7

Group Work A 3 1

Administration 1 l

Supervision 11 1

Non-Social Work 17

No Work 13

No Category 1

Totals 96 El 18 6

 

 

 

 

 

TableZZ. Motives for accepting first social work

 

 

positions
Motive Number fi
Interest 35
Salary 13
Training or
Experience 9
Opportunity or
Availability
Location

Fulfilling committment

l-‘NUICD

Obligation to spouse

 

Total 80

 

 

APPENDIX D

Table 3. Factors influencing choice of school of graduate
studies, as stated by those doing or planning
definitely to do advanced work

Number of respondents 7 SO

 

 

School of Number Financial istance Curriculwm

Choice of considerations and and
iReepon- Stip. & scholar- ocation Orientation
dents ships

MSU 27 27 28 20

Other 23 11 19 22

 

 

 

 

 

Tablfi u. e

Choice of University for graduate work
according to place of residence, by
students actually attending.

 

 

 

Number of respondents - hO
Residence Number Michigan State Other
University University
Michigan 30 16 1h
Out of
State 10 6 a
Total no 22 18