THE EFFECTS OF AN EXPERIMENTAL CAREER ORIENTED GROUP GUEDANCE PROGRAM 0N SELECTED MNTH GRADE STUDENTS A Dissertaflon {or the Degree of D5, D. MICHIGAN STATE UNEVERSETY Charles Robe-rt Hitch T974 r MES'S usury Michigan Sm This is to certify that the, ' thesis entitled The Effects of an Experimental Career Oriented Group Guidance Program On Selected Ninth Grade Students presented by Charles Robert Hitch has been accepted towards fulfillment of the requirements for Ph.D. Sec Educ & Curr degree in Major professor [Lté/ “ \ (tough/3 Date )$//L*7§Z 0-7 639 ABSTRACT THE EFFECTS OF AN EXPERIMENTAL CAREER ORIENTED GROUP GUIDANCE PROGRAM ON SELECTED NINTH GRADE STUDENTS By Charles Robert Hitch During the 1975—74 academic year, The Grosse Pointe Public School System, Grosse Pointe, Michigan, conducted an experimental program of career exploration known as COGG (Careers Oriented Group Guidance). The primary objective of COGG was to demonstrate that a Single-Course Concept approach to career development can affect positive growth in ninth graders who have identifiable weaknesses in occupational awareness, self awareness, and career planning and decision making. The population of this study was 1,065 ninth graders from the two high schools in the district. Using pretest results, 275 students were identified as the sample to which the generalizations of this study were directed. The find— ings of this study were generalized only to these specific 275 students who represented 25.8 percent of the total ninth grade population in the school district. Data included in this report was obtained by testing students in the experimental and control groups by adminis- tering The American College Testing Program Assessment of Career Development instrument.1 The ACD was used in a pre and post testing Situation to gather data on certain elements Charles Robert Hitch of career development. Additional surveys of students and parents produced data related to the school performance of students and to opinions of participating students and their parents concerning the Life Roles Concept. Data focused on three major factors: (1) Career Development a. occupational awareness b. career planning and decision making c. self awareness (2) School Performance a. attendance, both excused and unexcused b. grade point average c. counselor referrals for social/emotional reasons d. classroom adjustment (promptness, prepared- ness, participation, and self control) (3) Life Roles Concept a. occupational life role b. avocational life role c. citizenship life role d. family life role The hypotheses were focused on the: (A) success of the experimental group in attaining greater occupational awareness. (B) success of the experimental group in attaining greater knowledge in career planning and decision making. (0) success of the experimental group in attaining greater self awareness. (D) success of the experimental group in attaining an improved school performance record. (E) positive responses to the concept of Life Roles by participating students and their parents. Analysis of the data revealed a significant difference between experimental and control groups on the career devel- opment elements of occupational awareness and career planning Charles Robert Hitch and decision making. However, no significant difference was found in the area of self awareness. It was found that a twenty-week program does not provide sufficient time to demonstrate an impact upon the self awareness level of stu- dents. Examination of the data also revealed that there was no significant difference between the experimental and con- trol groups on factors of school performance. A "T" test analysis showed no significance in the areas of attendance (both excused and unexcused), grade point average, number of counselor referrals for social/emotional reasons, and class- room adjustment (promptness, preparedness, participation, and self control). Positive attitudes were identified for participating students and their parents toward the concept of Life Roles. Both students and their parents expressed attitudes averaging 2.8 (out of a possible 5.0) or higher in the categories of occupational, avocational, citizenship, and family life roles. In summary, it would appear that the Single-Course Concept approach, as demonstrated through a career instruc- tional program such as COGG, can produce appreciable changes for ninth grade students who have weaknesses in the career development areas of occupational awareness and career plan- ning and decision making. Implications of the study indicate that the general attitude and interest of the experimental students in study- ing occupations and career fields suggests the desirability Charles Robert Hitch of including more Opportunities throughout the curriculum for students to study this field of information. Further- more, an intermediate grade program of career exploration (such as COGG) Should be available for any student who can benefit from such an experience. _It is important at this level that students not focus narrowly on one specific occu- pation, but instead become involved in value clarification activities which will help them understand varying occupa- tions across many career clusters. 1Handbook for the ACT Assessment of Career DeveIOp- ment; Preliminarnydition (IOwa City: The American Cbllege Testing Program, (October 1973)). THE EFFECTS OF AN EXPERIMENTAL CAREER ORIENTED GROUP GUIDANCE PROGRAM ON SELECTED NINTH GRADE STUDENTS By Charles Robert Hitch A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1974 ACKNOWLEDGMENTS The writer wishes to express his appreciation and gratitude to those who have given encouragement, cooperation, and moral support during the course of this study. I am especially grateful to Dr. Peter Haines, my committee chair- man, who provided many valuable and constructive suggestions during the process of this research; to Dr. Dale Alam (Cur- riculum), Dr. Lawrence Borosage (Vocational Education), and Dr. Harry Schwarzweller (Sociology), who served as members of the doctoral committee. To Dr. Joseph Spagnoli, Assistant Superintendent of Instruction of The Grosse Pointe Public School System, the writer expresses his thanks for permission to conduct this study. Special thanks to Mrs. Bonnie Garr, Career Counselor at Grosse Pointe North High School, for her time and energies devoted to the instructional phase of this research. Thanks also to the Grosse Pointe Rotary and Jaycees for their assis- tance and cooperation. The writer would like to acknowledge his parents, Dr. and Mrs. Robert L. Hitch, who through their example have demonstrated the value of further education. Finally, to my wife, Elaine, I express my gratitude for her encouragement, patience, typing, and occasional prod- ding which bave brought the writer through to completion of this program of study. ii TABLE OF CONTENTS LIST OF TA-BI‘m C O O O O O O 0 Chapter I. II. III. THE PROBLEM . . . . . . Statement of the Problem Hypotheses . . . . . . Outcomes . . . . . . . Limitations . . . . . Definition of Terms . REVIEW OF RELATED LITERATURE Rationale for Career Education Intermediate Grades Career Development Theory Career Development Activities and Projects PROCEDURES AND METHODOLOGY The Design . . . . . . Population and Derived Sample Instrumentation . . . Analysis Procedures . FINDINGS O O O O O O O O in the 0 Testing of Occupational Awareness Hypotheses Testing of Career Planning and Decision Making Hypotheses . Testing of Self Awareness Hypotheses . . Testing of School Performance Hypotheses Testing of Life Roles Concept Hypotheses iii 10 ll 12 14 14 17 22 57 57 41 45 47 47 52 57 71 V. SUMMARY, FINDINGS, AND The Problem . . . Research Questions Hypotheses . .,- . Outcomes . . . . . Limitations . . . Definition of Terms Findings . . . . . . Conclusions . . . . Implications . . . . CONCLUSIONS APPENDIX A - Course Guide . . . . . B - Operational Organization C - The Assessment of Career Development D - Classroom Adjustment Instrument . . . E - Life Roles Opinionnaire . . . THE BIBLIOGRAPHY . . . . . . iv 000000000 (D \n 126 151 10. 11. 12. 15. 14. LIST OF TABLES ACD Pretest Comparison of Local and National Ninth Grade means 0 O O O O O O O O O O O O O O O O O 0 Characteristics of Students By Treatment Group . . Posttest Means on Elements of Occupational Awareness By Treatment Group . . . . . . . . . . Multivariate Analysis of Covariance on Occupational Awareness . . . . . . . . . . . . . Analysis of Covariance on Occupational Awareness . Posttest Means of Elements of Career Planning and DeCiSion making 0 O O O O O O O O O O O O O O O O Multivariate Analysis of Covariance on Career Planning and Decision Making . . . . . . . . . . Analysis of Covariance on Career Planning and DGCiSion mak ing 0 O O O O O C O O O O O O O O O 0 Summary of Desired Responses on Self Awareness Items By Treatment Group . . . . . . . . . . . . Summary of Desired Responses on Self Awareness Items By Level I—A . . . . . . . . . . . . . . . Summary of Desired Responses on Self Awareness Items By Level II-A o o o o o o o o o o o o o o a Summary of Desired Responses on Self Awareness Items By Level I‘B o o o o o o o o o o o o o o 0 Summary of Desired Responses on Self Awareness Items By Level II-B O O C I O O C O C C O O O O O Postmeasurement Means and Standard Deviations on Factors of Attendance, Grade Point Average, and Counselor Referrals By Treatment Group . . . . . 59 A2 49 50 5O 54 55 55 59 6O 61 62 65 67 15. 16. 17. 18. 19. 20. 21. One Way Multivariate Analysis of Variance on Factors of Attendance, Grade Point Average, and Counselor Referrals Analysis of HoetellinggVT" Square on Factors of Attendance, Grade Point Average, and Counselor Referrals . . Postmeasurement Means and Standard Deviations on Factors Related to the Classroom Adjustment Scale . . . One Way Multivariate Analysis of Variance on Factors Related to the Classroom Adjustment Scale . . . Analysis of Hoetelling "T" Square on Factors Related to the Classroom Adjustment Scale . . . Mean Score Summary By Category of Responses From Participating Students and Their Parents on the Life Roles Survey Summary of Mean Scores By Line Item of Participating Students and Their Parents on the Life Roles Survey vi 67 68 68 69 69 72 73 CHAPTER I THE PROBLEM The concept of career education has been evident and in a sense, visible over the past fifty years on the American education scene. Vocational education, manual training, and occupational education are all dimensions of the career edu- cation philosophy and have been successful to varying degrees in preparing students for work. In addition, counselors have traditionally been in a unique position to help students ex— plore their potential as they progress toward vocational ma- turity and self-fulfillment. Career education can be an effective vehicle of assis- tance toward the achievement of the primary goal of education, that of the capacitating of human potential. Career education offers a practical approach to meeting the needs and maximizing the total potential of the individual. The purpose of education simply cannot be more education. Education must be seen as preparation for something--both igvpiepfration for living and preparation for making a g. The educational, occupational, and social pressures created by parents, teachers, and authority figures require today's students to have well-ordered career plans. Career education, 1Kenneth B. Hoyt et a1., Career Education and The Elementary School Teacher, (Salt Lake City: Olympus Pub- lishing Co., 1973), p. 13. 2 it is proposed, can assist and inform students about the many career Options available to them and as a result, stu- dents may begin to develop rational and valid career goals. Students frequently find it difficult to focus on the re- lationship between education, career choice, and the total life style they wish to pursue. Career education provides a means for demonstrating the social relevance of most school learnings by showing their relationships to socially relevant careers and, indeed, to the continued existence of a society. The concept of career education theorizes that the relevancy of education is important as it develops the com- petencies in our young peOple to survive and COpe with the realities of a real world. The basic thrust and purpose of career education is preparing students who are knowledgeable concerning their future life roles. "Specifically, career education is designed to capacitate individuals for their several life roles: economic, community, home, avocational, religious, and aesthetic."5 Career education enthusiasts postulate that the choice of one's career is a major life decision. Not only will it determine one's financial future, but it may also influence one's life style (manner of living), one's friends, and often the community or neighborhood in which one will live. 2Rupert N. Evans, "The Rationale for Career Educa- tion," The Bulletin of the National Association of Secondary School Principals 57 (March 1973): 55. 3Keith Goldhammer and Robert E. Taylor, Career Educa- tion: Pers active and Promise (Columbus, Ohio: MerriII PEB- IisEing CO., I972), p. 6. 5 When an individual makes a decision affecting his ca- reer, he chooses his way of life: where and how he will live, the amount of time he will spend in leisure hours, his health concerns, his social and cultural attainments, and possibly even his mate. A review of the many exemplary career education pro- jects in Midhigan and across the nation reveals that career education curriculum development is designed essentially around three basic organizational systems. For example, the Warren Consolidated Public Schools of Warren, Michigan re- cently completed a three year funded project in career edu- cation. The Warren project included implemented instructional units which utilized all three organizational systems. Three types of instructional units of study were devel- oped. One format is designed for implementation with a correlated, or inter—disciplinary approach. Another for— mat is used for implementation in a single subject area. The third type of instructignal unit is a ten-week course for seventh grade students. The three organizational systems are identified and described below: (1) The Inter-Disciplinary Concept is used primarily at the elementary level in a self contained or team teaching situation. This system utilizes the subject content of many disciplines, united together, to deliver the objectives of a career unit or activity. “Charleta J. Dunn and Bill F. Payne, World of Work (Dallas: Leslie Press, 1971), p. 6. 5Carol B. Turner, Career Education in Warren Consol- idated Schools (Lansing, Mich.: Midhigan Department of Edu- cation, 119'72’21), p. 15- 4 (2) The Single-Discipline Concept is the most pop- ular and frequently used system of career organization. Used to a great extent at the secondary level, the Single- Discipline Concept allows individual teachers to develOp and implement career units within their specific subject matter area. (3) The Single-Course Concept is appropriate for concentrated efforts in career development with various stu- dent populations. Basically, this system is designed with emphasis on student develOpment and occupational explora- tion. Each approach has several unique advantages, but to identify one system as being of greater value than another is of little importance at this time. As witnessed in the Warren Consolidated District, it would appear that there are numerous situations within a school district where utiliza- tion of a combination of all three organizational systems would result in meaningful career experiences for students. This study, therefore, was designed to demonstrate the value of a Single-Course Concept approach as one component in a total K-l2 program of career development. Statement of the Problem It is said that career exploration in the inter- mediate grades (grades 7, 8, and 9) can provide many chal- lenges and rewarding experiences. The basic objectives of career education theory in the middle school are threefold: 5 1. Becoming aware of and appraising individual abili- ties, potentials, interests, and needs; 2. Increasing awareness of the key concepts, structure, and trends in the world Of work through the acquisi- tion of career information (educational, occupa- tional personal, and social) which is appropriate to their level of career develOpment; 3. Evaluating which to what extent, and how career information gpplles to them and can facilitate their develOpment. This research effort focused on the effects of a one semester, Single-Course Concept program of career explora- tion. This study involved selected ninth graders in the two high schools of The Grosse Pointe Public School System.7 The emphasis in career education at the ninth grade level in Grosse Pointe is one of occupational information and explora- tion, and self evaluation delivered through the social stu- dies curriculum. In theory, the ninth grader is ready for a wide variety of action oriented activities through which he 6R. T. Scherer and J. R. Clary, Middle School Cur- riculum Guide (North Carolina State University E RaIeigE, N. C.: CenEer for Occupational Education, l197§)), p. 3. 7Grosse Pointe is a suburban community of approxi- mately 70,000 people, located east of metropolitan Detroit. Grosse POlnte is a bedroom community with no manufacturing concerns; residents have an annual average income estimated at 818,000--320,000. The school district is composed of two high schools (approximately 2400 students each), three middle schools, and ten elementary schools. A profeSSIOnal staff of 523 teachers has the responsibility of educating 12,240 stu- dents, K-12. The Grosse Pointe Public School Distr1ct is usually seen as one of a few prestige districts because annu- ally 70-75 Percent of the district's graduates continue their education at the postsecondary level. It is the personal ob- servation of the researcher that even though Grosse Pointe students generally come from well educated well read, well traveled families; they are growing, maturing young peOple who are confronted with the typical questions of today: "Who am I?-4Why am I?-4Where am I? 6 can explore his capabilities and interests. In the spring of 1973, interested middle school coun- selors and social workers in The Grosse Pointe Public School System develOped a Careers Oriented Group Guidance program, which is nicknamed COGG. COGG is a twenty-week (one semes- ter), one hour a day program designed for ninth graders with measurable weaknesses in specific areas of career develop— ment. The primary concern of COGG centers around the stu- dent's career development; more specifically, the areas of occupational awareness, self awareness, and career planning and decision making. The problem in this study was concerned with the degree to which an instructional program (in this case, COGG) affects: (A) career development, and (B) school performance. The study also measured the degree of acceptance of the Life Roles Concept of career education. The specific research questions are as follows: Career Development 1. Will ninth grade students participating in the COGG program achieve greater gain scores in specific areas of career development than selected ninth grade students who have not been involved in COGG? 2. Will ninth grade girls with Level I-A (see p.13 ) ratings participating in the COGG program achieve greater gain scores in specific areas of career development than selected ninth grade girls with Level I-A ratings who have not been involved in COGG? 3. Will ninth grade girls with Level II-A (see p. 13) ratings participating in the COGG program achieve greater gain scores in specific areas of career development than selected ninth grade girls with Level II-A ratings who have not been involved in COGG? 7 4. Will ninth grade boys with Level I-B (see p. 13) ratings participating in the COGG program achieve greater gain scores in specific areas of career development than selected ninth grade boys with Level I-B ratings who have not been involved in COGG? 5. Will ninth grade boys with Level II-B (seejp.13:) ratings participating in the COGG program achieve greater gain scores in specific areas of career development than selected ninth grade boys with Level II-B ratings who have not been involved in COGG? School Performance 6. Will ninth grade students participating in the COGG program achieve an improved attendance record during the second semester compared to selected ninth grade students who have not been involved in COGG? 7. Will ninth grade students participating in the COGG program achieve an improved grade point average during the second semester compared to selected ninth grade students who have not been involved in COGG? 8. Will ninth grade students participating in the COGG program achieve a reduction in counselor referrals for social/emotional reasons during the second semester compared to selegted ninth grade students who have not been involved in COGG. 9. Will ninth grade students participating in the COGG program achieve a higher rating on the "classroom ad- justment scale" during the second semester compared to se- lected ninth grade students who have not been involved in COGG? Acceptance of the Life Roles Concept 10. Will ninth grade students participating in the COGG program perceive the concept of Life Roles in a posi- tive manner? 11. Will parents of ninth grade students participa- ting in the COGG program perceive the concept of Life Roles in a positive manner? Hypotheses The research hypotheses were as follows: 8 Career Development l-A. There is a significant difference between the adjusted posttest means of the experimental group (COGG) and the adjusted posttest means of the control group on occupa- tional awareness. l-B. There is a significant difference between the adjusted posttest means of the experimental group (COGG) and the adjusted posttest means of the control group on career planning and decision making. l-C. There is a positive difference between the posttest results of the experimental group (COGG) and the posttest results of the control group on measures of self awareness. 2—A. There is a significant difference between the adjusted posttest means of the Level I-A experimental group (COGG) and the adjusted posttest means of the Level I-A con- trol group on occupational awareness. 2-B. There is a significant difference between the adjusted posttest means of the Level I-A experimental group (COGG) and the adjusted posttest means of the Level I-A con- trol group on career planning and decision making. 2-C. There is a positive difference between the posttest results of the Level I-A experimental group (COGG) and the posttest results of the Level I-A control group on measures of self awareness. 3-A. There is a significant difference between the adjusted posttest means of the Level II-A experimental group (COGG) and the adjusted posttest means of the Level II-A control group on occupational awareness. 3-B. There is a significant difference between the adjusted posttest means of the Level II-A experimental group (COGG) and the adjusted posttest means of the Level II-A control group on career planning and decision making. 3-C. There is a positive difference between the posttest results of the Level II-A experimental group (COGG) and the posttest results of the Level II-A control group on measures of self awareness. 4-A. There is a significant difference between the adjusted posttest means of the Level I-B experimental group (COGG) and the adjusted posttest means of the Level I-B control group on occupational awareness. 9 4-B. There is a significant difference between the adjusted posttest means of the Level I-B experimental group (COGG) and the adjusted posttest means of the Level I-B control group on career planning and decision makipg. 4-C. There is a positive difference between the posttest results of the Level I-B experimental group (COGG) and the posttest results of the Level I-B control group on measures of self awareness. 5-A. There is a significant difference between the adjusted posttest means of the Level II-B experimental group (COGG) and the adjusted posttest means of the Level II-B control group on occupational awareness. 5-B. There is a significant difference between the adjusted posttest means of the Level II-B experimental group (COGG) and the adjusted posttest means of the Level II-B control group on career planning and decision making. 5-C. There is a positive difference between the posttest results of the Level II-B experimental group (COGG) and the posttest results of the Level II-B control group on measures of self awareness. School Performance 6. There is a significant difference between the postmeasurement means of the experimental group (COGG) and the postmeasurement means of the control group concerning second semester attendance records. 7. There is a significant difference between the postmeasurement means of the experimental group (COGG) and the postmeasurement means of the control group concerning second semester gpade point averages. 8. There is a Significant difference between the postmeasurement means of the experimental group (COGG) and the postmeasurement means of the control group concerning second semester counselor referrals. 9. There is a significant difference between the postmeasurement means of the experimental group (COGG) and the postmeasurement means of the control group concerning second semester ratings on the classroom adjustment scale. Acceptance of the Life Roles Concept 10. There is a difference in a favorable direction between the positive and negative reactions of the experi- mental group (COGG) concerning the acceptance of the Life 10 Roles Concept. 11. There is a difference in a favorable direction between the positive and negative reactions of the parents of COGG students concerning the acceptance of the Life Roles Concept. All significant differences were accepted at the .05 level. Outcomes The original intent of the COGG study was to, (l) dem- onstrate that the Single-Course Concept system can affect positive growth concerning career development progress in students with identifiable weaknesses in occupational aware- ness, self awareness, and career planning and decision mak- ing. Furthermore, it was intended to, (2) demonstrate that a Single-Course Concept system of career exploration is of measureable value and, therefore, should become an acceptable and permanent component of the Grosse Pointe middle school curriculum. Additional outcomes were theorized for the study. In view of the fact that approximately 95 percent of all Grosse Pointe Public School ninth graders will take a stan- dardized test in career development, it would be possible to judge the effectiveness of the K—8 curriculum in terms of career development progress. Also for those ninth graders receiving the pre and posttests, an effective guidance pro- gram could be tailored, using national norms to help identify students having the greatest weaknesses in terms of career development. 11 Another outcome from this study was perceived to be the identification of the degree of acceptance of the career education Life Roles Concept by participating students and their parents. Limitations This study was conducted with the following limita— tions in mind, and as such, these factors limited the gen- eralizability of this study: 1. The secondary schools selected for this study are representative only of The Grosse Pointe Public School System.8 Therefore, content and methodology utilized in this study, as well as the results, may be applicable to other school systems only to the extent that they are sim- ilar to The Grosse Pointe Public School System. 2. Subjects of the study, because of design limi- tation, were from the ninth grade. 3. Specific sampling was based on the following factors: a. The Assessment of Career Development pretest resfilts b. school schedule c. sex d. intelligence quotient level 4. The effect of classroom teachers and counselors upon the students prior to and during the time at which the data was collected was not known. ‘ 8This system was characterized by a secondary class Etize average of twenty-eight students. The ratio of teachers, cHaunselors, social workers, librarians, and administrators to S17udents was 51.5 per thousand. Secondary teachers had five <filass sessions per day, fifty-five minutes per session. 12 Definition of Terms 1. COGG--An organizational structure of Careers Oriented Group Guidance. 2. Career Development--This study measured three specific elements Of—Career develOpment: a. Occupational Awareness--includes knowledge of occupational characteristics, knowledge of occupational preparation requirements and exploratory occupational experiences.9 Clusters studied: Holland Classificationlo Business Operation Industrial Technologies and Trades Science and Medicine Creative and Applied Arts Personnel, Social, and Health Services Sales and Promotion b. Self Awareness--includes career plans, self— evaluation of career planning, and perceived needs for help with career planning.11 c. Career Planning and Decision Making--includes knowledge of career planning apg experiences which involve career planning. 3. School Performance--Student achievement in the areas of grade point average, attendance record, and coun- selor referrals for social/emotional purposes. 4. Classroom Adjustment Scale--Judgements made by teachers which identify student progress on a scale of 9Handbook for the ACT Assessment of Career Develop- ment (Iowa City: The American COIIege Testing Program, )9 p0 1' 10The Holland Classification is organized around Dr. John L. Holland's theory of career development. Holland holds that there are six basic personality types and that all occupations can be classified into these same six cate- gories. The six occupational areas in the Holland Classi- fication contain 414 more common occupations in our nation and these occupations comprise nearly 95 percent of the national work force. See John L. Holland The Psychology of Vocational Choice, (New York: Blaisdell, 1966). llHandbook for the ACT, p. 1. 12Ibid. 7. 10. 15 0 to 10 (10 being of highest quality) in the areas of classroom promptness, preparedness, participa— tion, and self control. Life Roles Concept-—The concept which says that schools Level Level should help students understand their occupational life roles, family life roles, citizenship life roles, and their avocational life roles. I-A--Includes girls in both the experimental and control groups who as a result of the ACD pretest scored in the range of (E/—l); meaningTEEat on an average of the five normative scales of the pretest that the individual was either even with (E) or one stanine below (—1) the combined national average. II-A--Includes girls in both the experimental and Level control groups who as a result of the A92 pretest scored in the range of (-2/-4); meaning that on an average of the five normative scales of the pre- test that the individual was either (-2), (-3), or (-4) stanines below the combined national average. I-B--Includes boys in both the experimental and Level control groups who as a result of the A92_pretest scored in the range of (E/—l); meaning that on an average of the five normative scales of the pre- test that the individual was either even with (E) or one stanine below {-1) the combined national average. II-B--Includes boys in both the experimental and control groups who as a result of the AQD_pretest scored in the range of (-2/—4); meaning that on an average Of the five normative scales of the pre- test that the individual was either (-2), (—3), or (-4) stanines below the combined national average. Intermediate Grades--Includes those grades commonly found in junior highs or middle schools, namely, grades 7, 8, and 9. CHAPTER II REVIEW OF RELATED LITERATURE Research studies and current literature related to career develOpment activities at the intermediate grades were reviewed. The review investigated the concepts of career orientation and career exploration and the implica- tion of these concepts for students in grades Six through nine. The related literature was divided into three sec- tions. A. Rationale for Career Education in the Inter- mediate Grades B. Career Development Theory C. Career Development Activities and Projects Rationale for Career Education Gin the Intermediate Grades A boy does not merely grow up into a man: he imagines himself into manhood--into the man he wants to be. . . . A child becomes an adult in society thus, not as a kit- ten becomes a cat, by necessity, but by the aspirations of his imagination. They uncover for him, and in turn he discovers the self that he wants to be.1 The preadolescent has need to discover his preSent self and possible future selves, and thus the time is right 1Jacob Bronowski, "The Discovery of Self," American Personnel and Guidance Association Booklet, Man and the Emerging Self7'1968. 14 15 for career exploration Opportunities in the intermediate grades. The need for career education at the intermediate level can easily be seen from the nature and characteristics of the student and the educational institution. The stu- dent is curious and full of energy, ready for a wide variety of action-oriented career activities through which he can explore his capabilities. He is looking for challenges that he can interact with and conquests he can make. As an insti- tution, the junior high school at the intermediate level is transitional in nature, Offering "a variety of classrooms and laboratories, specialized teaching staffs, and depart- mentalized subject areas."2 Certain changes in our society have given emphasis to the need for career education at the intermediate grade level. Some of these changes include (1) absence of other adults, such as aunts, uncles, or grandparents from the house- hold; (2) the mobility of today's population; and (3) the shift of the father's or mother's work from the home or neighborhood to a distant office or factory. The consequence of these changes has been the elimination of traditional means through which developing youth could ima- gine themselves in adult roles. Today's youth know few adults whom they can confide in or imitate. 2Robert A. Ristau, "Career Education at the Junior High Education Level--A Time for Career Exploration Plus," paper presented at the Fifth Annual Research Conference of the National Association of Business Teacher Educators, Chicago, 111., 21 February 1973, p. 1. 3James E. Bottoms, Career Education Resource Guide, (Morristown, N. J.: General LearningCorp., 1972), pp. 93—94. 16 "Thus, youth have been blocked from viewing or experiencing the work environment of the adult world."4 The primary rationale for career education at the intermediate level is the knowledge that the career develOp- ment of youth is a continuous process. An integrated, se- quential program of career develOpment beginning at the kin- dergarten level and continuing through high school is vital for the child's total develOpment. Exploratory career development activities are essential if the middle school child is to successfully make the transition to high school and subsequently to a more effective life. Increasingly, studies are pointing up the significance Of influences during the intermediate school years that will have lasting impact on the career style of the student. "Recent research evidence indicates that interest and work values are significantly modified in the period from grades 8 through 14."6 Vocational development is usually not accom- plished by a single decision. Vocational development "is more normally a long-term process which may continue through- out an individual's life span."7 Robert M. Worthington, lately Associate United States Commissioner of Education for Adult, Vocational, and Technical 4Ibis. 5Career Development Resource Guide,pGrades 6-8. It's Time to Plan (Clarksville, Md.: —HOward County‘Board of Edu- cat'i on, [I9'7I|), p. 1. 6William A. Stanton, "Middle School Years and Career Development," The Clearing House 44 (May 1970): 532. 7Ibid. 17 Education, of the United States Office of Education, Wash- ington, D. C., noted that: Career education as we now envision it, has five levels which are not distinct and often are overlapping. . . . The second level is occupational information, career orientation, and career exploratign ranging from grades six or seven through nine or ten. The national Comprehensive Career Education Model9 and the State of Michigan ModellO are similar in that both identify the concept of "career exploration" as being a function of the intermediate grades. Career exploration then is an accepted responsibility of the middle school and is a vital link in the continual and progressive process of vocational development. Thus it is through career exploration that intermediate grade students can experience the meaning and the psychological rewards of work, and can come to know a broad range of adults in the context of their occupations. Career DevelOpment Theory The literature revealed that most educators believe that career decisions cannot be life to chance. Yet it is estimated that approximately 80 percent of the working pOp- ulation in our country are on the "wrong" job. Ask a dozen 8Robert M. Worthin ton, "An (Over)view from the Top," School Shop 32 (April 1973?: 58. 9Bruce Reinhart, A Comprehensive Career Education Model: A Bridge Between School and WOrk(Columbus, Ohio: The Center f6} VOCationaI and Technical Education, Ohio ‘ State University , E972) ). 10Components of Career Education (Lansing, Mich.: State of Efichigan, Michigan Department Of Education, [1973]). 18 peOple how they chose their occupation, and you'll likely receive a dozen different answers. The "right" occupation, however, can be discovered through a process of knowing one's self, knowing occupations, and matching one's talents with an occupation. This section investigated and discussed the four major career develOpment theories of Dr. Anne Roe, Dr. Don- ald Super, Dr. John Holland, and Dr. Eli Ginzberg. By no means is it to be inferred that these four theories in and of themselves represent all of career develOpment theory, but in reviewing the literature, these particular theories are of significant value in understanding occupational and voca- tional choice processes. Dr. Anne Roe's personality theory is based on the concept that early childhood experiences influence the occu- pational choice of the adult. Roe's theory recognizes "the effects of parental attitudes and behavior styles which lead the child to favor one of a number of interpersonal styles of behavior."11 Thus, Dr. Roe believes that children who had warm, accepting parents would be more likely to enter "person-directed" occupations, while rejecting parents would likely turn a child toward "non—person-directed" occupations. 11Samuel H. Osipow, Theories Of Career Development. A Cgpparison of the Theories, (New York: Appleton-Century- Cro s, 1968), p. 226. 19 In short, Dr. Roe thought that when peOple became adults they would choose to work in situations like those they had enjoyed as children. She also felt that they would try tI avoid the kinds of situations that brought them pain. 2 Dr. Roe's theory while neither proved or disproved, is pri- marily concerned with predicting what kind of occupation a person will choose. Dr. Eli Ginzberg's theory of occupational choice views "career development as a series of events in a predic- table sequence."13 Ginzberg's theory is composed of three elements: 1. Occupational choice is a process that takes place over a period of eight to ten years, roughly between the ages of ten to twenty. 2. During this time, a young person makes a series of decisions which gradually reduce the number of choices that are left. 3. Every accupational choice ends up being a compro- mise.l According to Ginzberg, occupational choice is influenced by internal factors like personality and interest, as well as external factors like school, family, and chance occurrences. An interesting portion of this theory recognizes that during the tentative period (ages 12 to 17) young people are more aware Of their true interests and abilities. They realize that they will soon be making occupational decisions and 12Jack L. Rettig, Careers--Exploration and Decision, (New Jersey: Prentice-HaIl, 1974), p. 3. 15Osipow Theories of Career Development, 226. 14Rettig Careers--Exploration and Decision, 6. 20 choices. "These are the years of searching, reaching out, trying new things, getting acquainted with themselves and the world."15 The career development theory of Dr. John Holland, is based on the concept that occupational choice is an expression of one's personality. In this theory, youth develOp images or sterotypes of the activities involved in a variety of kinds of work and then try to integrate theselémages into his own view of how he fits into the world. Dr. Holland has identified six basic personality types: realistic, intellectual, social, conventional, enterprising, and artistic. Holland holds that occupational choice is a matter of matching personalities and occupations and that basically "if a person with a 'realistic' personality chooses a 'realistic' occupation, everything should work out fine."17 Dr. Donald Super has long been concerned with how occupational choices occur and upon what they are based. The career development theory of Super is constructed around the idea that a person's self-concept (the person you think you are) determines his occupational choice. There are two fun- damental aspects of the self-concept theory: 15Ibid. 16Osipow Theories of Career Development, 228. l7Rettig Careers-~Exploration and Decision, 5. 21 1. That career choice is seen by the chooser as a way in which to implement his self-concept. 2. That throughout life one is confronted with a series of career develOpment tasks which specify the pag- ticular vocational decisions that must be made. Middle school students are in the exploratory stage of voca- tional development according to Super, and that "interest and capacity become stronger in the developing self-concept at ages 11 through 14."19 Super believes that self-concept is gradually developed and that during this development the person . . . first makes a tentative selection of a field and level of work, later specifies a vocational preference in a transition substage, and finally, in a trial sub- stage, converts his specified vocational preference into realéay by commitment to employment or specialized train- ing. Super implies that the middle school should be concerned with career development goals that teach students "to achieve a planning orientation and to take responsibility for personal decisions."21 Following the theory of Super, if you thought Of yourself as tough and rugged, it is likely that you might choose a tough and rugged occupation. In concluding the investigation of career development theory, Harold Munson has consolidated much of the recent 18Osipow Theories of Career Development, 222. 19Stanton, "Middle School Years," p. 532. 20Kenneth B. Matheny, "The Role of the Middle School in Career DevelOpment," American Vocational Journal 44 (December 1969): 18-19. ZlIbid. 22 research and offers suggestions for planning newer directions for vocational maturation at the intermediate grade level. 1. 2. Vocational develOpment is a process extending over a long period of time--perhaps a lifetime. Vocational develOpment is concerned with those phys- iological, psychological, sociological, and economic forces impinging on the decisions of an individual making both internal (personal) and external (envi- ronmental) considerations necessary and significant. Vocational development consists of a series of de— cisions which eventuate over a period of time, in occupational involvement. Vocational develOpment is experimental in nature, necessitating trial-exploratory behavior of a real and simulated nature allowing one to explore further his self and self-in-vocation. Vocational development is the progressive and compro- mising process of achieving self-identity in work roles.2 Career Development Activities and Projects A large percentage of the reviewed literature revealed that curriculum develOpment at the intermediate grade level in the area of career exploration is achieved essentially through the application of resource guides and individual courses or units. Career Exploration Resource Guides The Florida State Department of Education in 1971, developed a resource guide focusing on career awareness and 22 Harold L. Munson, Foundations of Develo mental Guid- ance, (Boston: Allyn and Bacon, I97I5, p. 322. 23 exploration. The resource guide, Countdown to the 70's-- Occupational Information for Upper Elementary and Middle Grades,25 is constructed around 128 job descriptions repre— senting twenty—one clusters of occupations. Countdown to the 20's was adapted from the Atlanta program where it was originally developed under ESEA Title III funds. The Minnesota State Department of Education developed A Resource Guide for Career DevelOpment in the Junior Higp_ School.24 Developed in 1972, this guide was prepared by a counselor for a developmental junior high career education program. Contents of the guide included general and specific behavioral objectives, program descriptions, and a wide vari- ety of resource materials. Investigating Career Opportunities25 is a curriculum guide used by The Little Rock Public Schools in Arkansas. Developed by administrators, teachers, counselors, and voca- tional counselors in September 1972, this guide contains three extensive twelve-week laboratory units at the junior high level. Careers related to business education, home eco- nomics, and industrial arts represent the basic thrust of this particular guide. 23Countdown to the 70's--Occupationa1 Information for Upper Elements and Middle Grades (TaIlahassee,‘F1a.: FIor- ida State DeparEment' 01' Education, (1971) ). 24Arland Benson, A Resource Guide for Career Develop- ment in the Junior High SChoOl (St. Paul, Minn.: ‘Minnesota State Department ofEducation, (1972)). 25Investi atin Career 0 ortunities Curriculum Guide (Little Rock: LittIe RocE PEEIic SchoIs, iI972i5. 24 The Oklahoma Vocational Research Coordinating Unit at Stillwater developed a teaching guide in a workshop setting. Teachers and counselors helped design the guide, A Guide for Teachers of a Course in Career Exploration1 Grades SP9, and 10.26 The guide presents units in know yourself, world of work, use of occupational information, and career educational planning. SCOPE (Student-Centered Occupational Preparation and Exploration)27 was develOped by Kolene M. Granger and the Utah State Board of Education in June 1972. Prepared by teachers and counselors for seventh, eighth, and ninth gra- ders, this curriculum guide focuses on self appraisal, gen- eral educational and vocational awareness, and specific career and school planning. The last two resource guides to be discussed are of a comprehensive nature. Both guides contain career activ- ities and units which are intended to integrate career edu- cation concepts into all disciplines of the junior high school curriculum. Howard County Board of Education in Clarksville, 26A Guide for Teachers of a Course in Career Explor- ation, Grades 8, 9 and 10 (Stillwater Okla.: Oklahoma StateFDepartment of Education, [1970]): 27Kolene M. Granger Junior High Career Guidance Cur- riculum--Student-Centered Occupational Preparation and Ex— loratibn ‘SCOPE’ (salt Lake City: Utah State Board of—Edu- cation, . 25 Maryland, constructed a Career Development Resource Guide, Grades 6—8. It's Time to Plan.28 Designed by counselors, vocational teachers, and middle school teachers, It's Time to Plan, helps students develOp positive self-concepts, wholesome work attitudes, and knowledge of the world of work. The Mid-Hudson Career DevelOpment and Information Center, Beacon, New York, has designed the Vocational Devel- opment in Grades 71g8, and 9--A Resource Guide Integrating Selected Vocational Development Concepts with Eight Areas of the Curriculum in Grades 7, 8,,andp9.29 This guide provides career units in English, math, science, social studies, art, home economics, industrial arts, and physical education. Each career activity is intended to emphasize work functions and worker traits by exposing students to relevant concepts. Each of these discussed resource guides have several similar features. The majority of the guides were prepared by a combination of teachers, counselors, vocational educa— tors, and administrators. The basic objectives and content are strikingly alike as they focus on the self-concept of the student, the world of work, and the decision making process. 28Career Development Resource Guide, Grades 6-8. It's Time to Plan (Clarksville, Md.: Howard County Board of Edu— cation, [I971 ). 29Vocational Development in Grades 7. 8. and 9. A Resource Guide Integrating Selected VOcational Development Concepts with E1 ht Areas Of the Chrriculum_in Grades 7L8i and 9 (Beacon, N. .: RfiflyHudson Career Development and In- ormation Center, [197I)). 26 Career Exploration Courses or Units A review of the literature revealed numerous inno- vative curriculum develOpment projects which are similar in many respects to the research effort connected with this particular thesis. The first project to be discussed is the C.O.R.E. (Careers Oriented Relevant Education)50 program which began in June 1969. The C.O.R.E. project represents one of the first fundings for the development of a comprehensive school program (K-l4) focusing on a career education theme. A basic Objective of the C.O.R.E. program and also of the researcher's project was to plan a public school program based on the concept of life career roles. The life career roles concept and the COGG organizational structure utilized by this researcher's project were adapted from the C.O.R.E. program. Much of the actual program develOpment of C.O.R.E. occurred at the junior high level. The SUTOE (Self Understanding_Through Occupational Exploration)51 program was one of the products of the C.O.R.E. project at the junior high level. .SUTQE_is one step in the careers guidance program of the Springfield, Oregon, School District #19. .SUTQE is a one year course that was piloted in the junior highs of Springfield, Oregon. It was designed 50Cas F. Heilman, Careers Oriented Relevant Education (C.O.R.E.). Final Report (Corvallis, Ore.: Oregon State Uhiversity, [1969]), abstract. 31Guide to Self Understandinnghrough Occupational E loration SUTOE IISalem, Ore.: Oregon State Department 0% Educafion, fI96SI). 27 to help ninth graders with educational and career planning by "enabling students to gain knowledge and understanding of possible future goals and job Opportunities."22 No one can prescribe satisfactory goals for the individual, but . . . it is hoped that as a result of this course, stu— dents will be helped to make good decisions, making it easier to adggst to change and plan their futures more effectively. Sturges and others developed an experimental program of classroom instruction in 1968 and tested their program on ninth graders in seven selected secondary schools in the New Orleans area. The six-week instructional program utilized by Sturges focused on vocational information and career se- lection. Both the experimental and the control groups used the same social studies textbook during the experiment, but where the control group received a traditional textbook ori- ented approach to learning about occupations, the experi- mental group received an innovative unit in career infor- mation. Many activities outside the classroom were featured in the experimental group instruction. Field visits, career day conferences, guest speakers, and a series of six half- hour TV programs which emphasized various occupational choice influencers were all incorporated into the experimental 52Ibid.,p.'vi. 55Ibid. 28 instruction. Sturges noted in his findings: Students and teachers expressed in a variety of ways that the experimental unit was more effective than the control unit in promoting enthusiasm and interggt in the study Of occupations and career information. An analysis of the data showed no significant differences in occupational knowledge existed between the experimental and control groups. However, on a textbook oriented test, the experimental group performed equally as well, suggesting that the field experiences compensated for the lack of study time given to the textbook. In Philadelphia, Jackson and others designed a pro- gram of vocational orientation and Offered it to all eighth graders at Sayre Junior High. Each class attended the two- hour sessions. During the sessions, large group instruction was concerned with identifying career opportunities avail- able in six major career areas. Small group instruction re- inforced large group presentations, as students explored careers of individual interest. Small group instruction considered personality characteristics and abilities, reasons for selecting various careers, and the relationship of a chosen career to other occupations. Findings indicated 34Jack Sturges et al., A Comparison of Two Methods of Providing Information to Ninth Grade Students About the WOrld of Work (New Orleans: Educational Systems Development Corp., , p. 58. 29 1. There was no increase in knowledge of careers about which pupils expressed an interest. 2. There was a significant increase in knowledge about certain aspects of the six major career areas in the second cycle, but it was limited. 3. There was no significant attitude change.55 Helping student assess their personal character- istics, study career opportunities, and set long range goals were the objectives of a tenth grade course developed by Arutunian. This nine—week course (five days per week) at Pioneer Senior High School in San Jose, California was teacher directed and consisted of eight self-directed learn- ing units. Students worked individually, in small groups, and in large groups, depending on the activity involved. After the first year, tenth graders who had taken the course were able to: 1. Identify important school and vocational decisions and the points in time when it is probably best to make them. 2. Understand (a) how to obtain information of current job trends, (b) the importance of a student under- standing the availability Of vocational Opportun- ities when he is in the process of setting long range vocational goals and making plans to achieve them. 3. Recognize the factors by which occupations are sorted into a long range goal system of grouping occupations and understanding the meaning of each factor. 4. Judge how difficult it is to change specific personal characteristics. 35James S. Jackson et al. Evaluation of the Career Development Laboratory Sa re Junior Hi h School (Philadel- phia: School District of Pfiilaaelpfiia, (I969S), p. 11. 30 5. Show that they had collected and organized both measured and self-reported information about their abilities, interests, values, and physical traits that can affect their choice of school and voca- tional goals. 6. Pick their first and second choice tentative long range vocational goals and plan a hggh school pro- gram to help them reach their goal. Curry and Brooks conducted a study in an effort to find a better way to help students make educational and vo- cational decisions. The study centered on junior high school students and involved an experimental group taught by means of the Life Career game and a control group taught by tra— ditional teacher directed methods. Noted in the implications of the study was the state- ment: The greatest strength of the Life Career game as compared with traditional methods and materials may be in its ability to change student attitude toward the concepga of Education, Marriage and Family Life, and Leisure. Further analysis of the data showed that the Life Career game is no more affective than traditional methods in assisting students to learn subject matter. In Miami, Florida, Dade County Public Schools offers junior high school students a course of study entitled "Pro- ject YOU." Resource personnel from business as well as tours 36Carol Ann Arutunian, Case Studies in Practical Ca- reer Guidance,,Number,3: Career and Educational Planning Program, Pioneer Senior High School, San JOse, California (Palo Alto: American Institute To rIResearch, (1973)), p. 11. 57John F. Curry and Robert L. Brooks, A Comparison of Two Methods of Teaching Life Career Planning to JUnior High School Students (Denton,Texas: ‘NOrth Texas State University, (1971]), p. 49. 31 to business sites are incorporated into the course. "Pro- ject YOU" is designed to acquaint students with the world of work and the personal characteristics that will help them succeed in their career choice. Hamilton and Jones designed a project of Integrating and Evaluating Career Information in a Developmental Guid— ance Program.58 A portion of this project was pilot tested with twenty-five ninth and tenth graders at Santa Clara High, Santa Clara, California. This project identified three major needs of an individual when contronted with an educational/occupational choice. 1. Need to assess personal abilities, aptitudes, in- terests, job and college characteristic preferences, and physical and social characteristics. 2. To acquire information about educational and occu- pational alternatives. 3. To learn to apply a strategy for processing this informggion into personal goals, plans, and ac- tions. This career information program was developed to assist the student "in the role of exploration and the formation of ten- tative decisions about long range educational and occupational goals."40 38Jack A. Hamilton and Brian G. Jones, Integrating and Evaluatinquareer Information in a Develo mental Guidance Pro- gram (Palo Altb: American Institute for Researcfi, II975!5. 39Ibid., p. 1. 40Ibid. 32 The Career-Centered Curriculum for the Vocational Complexes in Mississippi41 was an exemplary project designed to develop an integrated program of career development kin- dergarten through post secondary. As a part of this over— all project, the junior high school students can elect a course of "Occupational Information.” "Occupational Infor- mation" provides exploratory experiences in a wide range of occupational categories. In the course, "students are brought to grip with self and society, self and occupations, and self and personality development."42 In concluding our review of related activities and projects, Hansen in the 1970 National Vocational Guidance Association publication Career Guidance Practices in School and Community45 has identified several career guidance pro- jects which offer units in occupational study. They are as follows: Introduction to Vocations--New Jersey Started in 1965, this pilot project focused on help- ing eighth and ninth graders gain in occupational awareness and giving students a foundation for later career and educa- tional choice. Students experienced field trips, speakers, 41James H. MCMinn, The Career—Centered Curriculum for The Vocational Complexes in Mississippi (Hackson, Miss.: Mississippi State Board fbr VbcatiOnal Education, (1971]). “21mm, p. 7. 45Lorraine S. Hansen Career Guidance Practices in School and Communit , (Washington: ‘National VOcationalfiGuid— ance Association, 970)). 55 films, and job visitation days. Among the unique characteristics Of this project are: . . . the team approach using several teachers, and coun— selors, and coordinators; the examination of self, eco- nomics, and work; and the attempts to relate subjects to careers. An evaluation of this project shows "that experiences have Opened many new doors, new goals, and new aspirations for pupils.“+5 Introduction to Vocations Course--North Carolina "Introduction to Vocations” is a one-year elective course for ninth grade boys and girls in selected North Car— olina schools. Started in 1963, the course is designed to help students develop career planning skills. The purpose of the course has been: 1. to help students in self-appraisal in relation to a variety of vocational Opportunities; 2. to help students gain first hand knowledge of the changing employment patterns and Opportunities in North Carolina; 3. to help students understand the basic process of production, processing, and distribution in the American economy; and 4. to acquaint students with major occupational fields.46 Studies in Success-~Grossmont, California A plan to improve the vocational guidance of average or non—college-bound students has been develOped in 1965 at M'Ihid., p. 42. 45Ibid. 46Ihid. 34 Grossmont Union High School. "Studies in Success" was organ- ized to help students learn about themselves and the world of work. Using a team approach (both teachers and counselors), students met for two-hour-per-day sessions. Following the pilot effort, evaluation of findings showed, The key to the success of the unit seemed to be the establishment of a good working relationship between the counselor and the teacher, and the cognselor's ability to identify with the average student. Many participating teachers and counselors felt that a short vocational unit would be more successful than one spread through the year. There was also strong feeling that "Studies in Success" should be given to all ninth graders as part of a four-year sequential program of vocational guidance. Career Planning Units--Minnesota State Department of Education "Career Planning, An Outline for the Ninth Grade Unit" and "Your Future: An Outline for the Ninth Grade Ca- reer Planning Unit" are two units of career study available to Minnesota schools interested in occupations. The units were originally developed by the Hopkins and Roseville Public Schools and contain sections on self-evaluation, the world of work, and educational planning. Plans were made to revise the units, making them adaptable at various levels in the school curriculum. In conclusion, the literature was examined in this 47Ibid., p. 47. 35 chapter to determine what had been written regarding the need and rationale for career education in the intermediate grades, career development theory, and career develOpment activities and projects. A review of the literature disclosed that the need for career education at the intermediate level exists pri- marily because the career development of an individual is an on-going process of understanding one's self and the world of work. Values and attitudes toward the world of work are formed at an early age and thus, career exploration activities in grades six through nine can assist in the de- velOpment of positive attitudes regarding the dignity of work. Many influencers impact on the career development of the intermediate grades level. The rationale above is re- sponsible in part for the assignment of career exploration to the intermediate level as witnessed by the USOE Compre- hensive Career Education MOdel and the State of Michigan Career Model. Career development theory and the career education movement are emerging and providing a new direction for cur- riculum innovation. The differences between various theories have been identified, but there appears to be some consensus that the self-concept theory of Dr. Donald Super may provide the apprOpriate direction in terms of career education pro- graming. Different curriculum resource guides and research projects with similarities to the research effort of this 56 thesis were investigated. In terms of program content and Objectives, many of the reviewed research projects are iden- tical. CHAPTER III PROCEDURES AND METHODOLOGY The Design The design of this study was design four (Pretest- Posttest Control Group Design) described as follows by Camp— bell and Stanley.1 R 0 X 0 R 0 0 The students participating in this study were pretested in October 1973. The Assessment of Career DevelOpment2 was used for the pretest and the posttest which was administered in late May 1974. Pre and posttest data derived from the ACD, was machine scored and processed by The American College Test- ing Program, publishers of the instrument. A presurvey which used the classroom adjustment in- strument was taken in February 1974. The survey requested teachers to base their judgments on the first semester efforts of the student being evaluated. The postsurvey on classroom adjustment was administered in late May 1974 and required 1Donald T. Campbell and Julian C. Stanley, E eri- mental and Quasi-Experimental Designs for Research (Chicago: Rana McNally and Company, 1969), p. 22. 2Handbook for the ACT Assessment of Career Develop- mentr Prelimina Edition (IOwa City: The American COllege Tgsting Program, EctOEer 1973]). 57 38 teachers to make judgments of the individual efforts of stu- dents for the second semester of the 1973-74 school year. In this procedure, the same teachers evaluated each student twice, once in February and again in May. The classroom adjustment survey involved three teachers evaluating each participating student in both the experimental and control groups. The Opinion survey measuring attitudes toward the Life Roles Concept was given to students in the experimental group and their parents in February 1974. The Life Roles Opinionnaire was the only phase of this study that deviated from the pretest-posttest control group design. NO posttest survey was conducted as it was not the intent of the in- structional program to affect attitudes concerning Life Roles. The experimental treatment was provided through the twenty-week COGG program. COGG met during the last class period of the day, five days per week. COGG was an innova- tive program of career exploration developed around a series of commercially prepared career instructional materials appropriate for intermediate level students. Appendix A contains a course guide which describes the purpose and goals Of COGG. Middle school counselors, administrators, and our- riculum implementors interested in utilizing a Single-Course Concept approach to career development will find the opera— tional structure of COGG in appendix B. 59 Population and Derived Sample During the 1973-74 school year, a second semester program of career exploration was implemented for selected ninth graders at both Grosse Pointe North and Grosse Pointe South High Schools. The population of this study was 1,063 ninth graders from the two high schools in the system. This group was pretested in a series of three one-hour testing sessions in October 1973. The pretest results, presented in table 1, showed a total Grosse Pointe ninth grade score of a plus-two stanine average across the five normative scales of the instrument. This plus-two average means Grosse Pointe ninth graders scored significantly higher across the five scales when compared with the national ninth grade norms of the ACD. TABLE 1 ACD PRETEST COMPARISON OF LOCAL AND NATIONAL NINTH GRADE MEANS ACD--Career Development Factors Norm Group Occup. Occup. Prep. Gen. Occ. Career Pl. Career Pl. Knowl. Requirements Expl. Exp. Knowledge Involvement Grosse Pointe 37.7“ 11.5‘ 1.7 26.4 1.6 ACD NaE'l. 33.4 10.3 1.8 24.4 1.7 *One stanine above National Norm Mean As a result of the total ninth grade average exceeding the national normative average, it was decided that any ninth 4O grader who scored 2122 with or pglg!_the average of the na- tional norms would benefit from participation in the experi- mental COGG program. This resulted in 275 students being identified as gzgn With or pglgg_the average of the national norms. These 275 students represented the sample to which the generalizations of this study were directed. Therefore, the findings of this study were generalized only to these specific 275 students who represented 25.8 percent of the total ninth grade pOpulation in The Grosse Pointe Public School System. This sample of 275 was reduced to 267 because eight students who scored in the range of -5, -6, and -7 were removed to eliminate extremes. At this point, with the experimental treatment group organized to meet as a separate class the last period of the school day, it was necessary to identify from the group of 267 students, those students whose class schedule with a maxr imum of two class changes would permit them to participate. An investigation of the class schedules Of the 267 students revealed a group of 108 ninth graders whose schedules with minimal changes would allow participation. Letters of explanation concerning the purpose of the experimental COGG program were sent to the parents of the 108 ninth graders. Some parents, because of necessary class schedule changes, asked that their child not be involved in the project and therefore the sample was finally determined to be 98. It was from this group of 98 students that selec— tion for the experimental and control groups (considering 41 factors of sex I. Q., and pretest weakness levels) was made. Final sample sizes then were N = 43 for the experi- mental treatment group and N = 50 for the control group. The N of 93 reflects a reduction from the sample of 98 indi— cated above because two students moved from the district, two students experienced prolonged illness, and one schedule change was unacceptable to the student involved. The final sample of N = 93 was representative of the total ninth grade population from which it was drawn. Sex and I. Q. Character- istics of the sample were similar in nature to the total ninth grade population. The final sample N of 93 for this study, therefore, represented 8.7 percent of the population. Table 2 identifies the treatment groups by their selection characteristics. Instrumentation Three basic instruments were used in this experi- mental program. They were: (1) The Assessment of Career Development (see appendix C), (2) The Classroom Adjustment survey (see appendix D), and (3) The Life Roles Opinion Sur- vey (see appendix E). Only two instruments, those of the Assessment of Career DevelOpment and the Classroom Adjust- ment Survey, were employed for comparison purposes between the experimental and control groups. The Assessment of Career Development The Assessment of Career DevelOpment (ACD) instrument 42 mm mm mH HH w HH . #I_\ mu \ mu mm mm oH SH mH HH . . HI \ nobm Ho>TH muonxooz H H o o H H . . . an a RH a m o N e H . . . mmHIomH SH mH HH 0H m m . . . mHHIoHH SH mH o w m m . . . mOHIOOH m u m m H s . . . mmuuom H a o N H m . . . mallow .0 .H we we mm mm Hm mm . . . . . . Mom OHoaom OHm: OHoaom OHoz OHwaom OHo: OHpmHaopoeHwno Hmpoa Hospnoo prnoaHHogNm mbomw azmzadmma Hm mazmnbaw ho WOHBmHmMBooH HoboH uspoa Ho>oH Ho>oH HoboH Ho>oH sHmpoa mmononzd Hoapqoo HepaoaHHomNm HunOHpmgfiooo mguoaw pnoapoona Ho mpnOaOHm gomw Ham—294g Hm mag»? QZOHadeooo mo mag 20 magma Bahama m mamas 50 TABLE 4 MULTIVARIATE ANALYSIS OF COVARIANCE ON OCCUPATIONAL AWARENESS Source of D. F. D. F. F Variation Hyp. Error Value Treatment 3.0 80.0 3.4* D. F. = Degrees of Freedom ’Significant at the 0.022 level and consistent for all boys and girls at the E, -l, -2, -3, and —4 weakness levels. (See definition of terms--p. 13) TABLE 5 ANALYSIS OF COVARIANCE ON OCCUPATIONAL AWARENESS Element of Source of Mean F Occup. Awareness Variation D. F. Squares Value 1.“ Occupational Characteristics Treatment 1 36.3 1.6 2. Occupational Preparation Requirements Treatment 1 47.4 9.8‘ 3. General Exploratory Experiences Treatment 1 .l .02 *Significant at the 0.002 level and is consistent for all gender and weakness levels. r) 51 Discussion of occupational awareness findings These hypotheses were directly concerned with the experimental group attaining greater occupational awareness. Furthermore, they were intended to demonstrate that a group of students who had a concentrated, planned program of ca- reer education experiences would be different from a non- treatment group on the basis of occupational awareness. 0c- upational awareness is comprised of the elements of occupa— tional characteristics, occupational preparation requirements, and general occupational exploratory experiences. The multi- variate analysis of covariance proved these hypotheses to be acceptable. On the element of occupational preparation re- quirements there was a significant difference. The differ- ence of 0.002 on occupational preparation requirements was of such large significance that it Offset the lack of dif- ference between the other two elements to the degree that combining all three elements produced a composite signifi- cant difference. The COGG program helped students attain a greater increase in occupational awareness by utilizing a combination of audio-visual materials, field visitations, and guest speak- er appearances. When discussing jobs with different workers, COGG students were asked to identify the steps that are re- quired to secure employment in the particular area of the person being interviewed. This process increased the stu- dents' knowledge of job characteristics and illustrated the preparation requirements Of varying occupations. Sturges, through his program "A Comparison of Two Methods of Providing 52 Information to Ninth Grade Students About the World of Work" in New Orleans, found no significant differences in occupa— tional knowledge between experimental and control groups. Jackson in Philadelphia, found mixed results with the "Eval- uation of the Career DevelOpment Laboratory Sayre Junior High School" in the area of educational and training require- ments for occupations. Jackson noted that in the first cycle of the program, students did not meet the criterion, but. during the second cycle, on the Career Information Survey, students demonstrated a greater knowledge of educational and training requirements for occupations. Testing of Career Planning_and -Decision Making Hypotheses Research Question Will ninth grade boys and girls representing differ- ent levels of career development who have participated in COGG achieve greater gain scores in career planning and de- cision making than selected ninth grade boys and girls not involved in COGG? The above research question was directly related to hypotheses l-B, 2—B, 3-B, 4—B, and 5-B. These five hypoth- eses were concerned with increased student knowledge in the career development area of career planning and decision mak- ing. Career planning and decision making_findings Table 6 presented the posttest means for all levels of experimental and control groups on career planning and decision making. A significant difference at the 0.001 level 55 was identified in table 7 through a multivariate analysis of covariance on the two elements (career planning knowledge and career planning involvement) comprising career planning and decision making. Table 8 illustrated a significant differ- ence at the 0.001 level, on the element of career planning involvement. Again, the statistical analysis presented in both tables 7 and 8 was consistent between gender and weak— ness levels and therefore, directly applicable to hypotheses l-B, 2—B, 3-B, 4-B, and 5-B. Research hypotheses 1-B, 2—B, 3-B, 4—B, and 5-B are accepted and appear plausible. Research hypothesis l—B states that: There is a sig- nificant difference between the adjusted posttest means of the experimental group (COGG) and the adjusted posttest means of the control group on career planning and decision making. Research hypothesis 2-B stated that: There is a sig- nificant difference between the adjusted posttest means of the Level I-A experimental group (COGG) and the adjusted posttest means of the Level I-A control group on career plan- ning and decision making. Research hypothesis 3-B stated that: There is a sig- nificant difference between the adjusted posttest means of the Level II-A experimental group COGG) and the adjusted posttest means of the Level II-A control group on career plan- ning and decision making. Research hypothesis 4-B stated that: There is a sig- nificant difference between the adjusted posttest means of the Level I-B experimental group (COGG) and the adjusted posttest means of the Level I-B control group on career plan- ning and decision making. Research hypothesis 5-B stated that: There is a sig- nificant difference between the ad'usted posttest means of the Level II-B experimental group (COGG) and the adjusted posttest means of the Level II-B control group on career plan- ning and decision making. 54 once: pmoppmom oopmsnuds 0.H n.H 0.H m.H B.H m.H O.N m.H N.N Com H.mm Ndm HEN wfim wJHN slum mfim 0.0N 0.0N OSN pnosobHoan qunanm noonwo .m OmoOHzonM wananm Hoonmo .H HHuz sHuz mHuz Sum omuz 2.2 2.2 was mHuz msuz 9.3 H: ATHH TH .apaoo muHH TH HIHH 4H .Acawm Hobog Ho>oH HoboH HoboH uspoa Ho>oH Hobon Ho>oH Ho>oH aHmpoa Hospnoo HepnoaHaomHm manono pnoapmoaa wonm: HOHmHOOn one wQanon Hooaoo ¢ZHM child care aide works mainly with— THINGS or MACHINES PEOPLE IDEAS or THEORIES DATA or RECORDS DOS”? :9 55. A grocery checkout clerk works mainly with— A. THINGS or MACHINES B. PEOPLE C. IDEAS or THEORIES D. DATA or RECORDS 56. A fashion model works mainly with— A. THINGS or MACHINES B. PEOPLE C. IDEAS or THEORIES D. DATA or RECORDS 57. An ecologist works mainly with— A. THINGS or MACHINES B. PEOPLE C. IDEAS or THEORIES D. DATA or RECORDS 58. Which of the following jobs involves working mainly with m PEOPLE and DATA or RECORDS? A. Elevator operator B. Punch press operator C. Wholesaler D. Actor (actress) GO TO THE NEXT PAGE. Directions for items 59—63: Choose the mini— mum type of training the following jobs usually require. 59. WAITRESS— A. on-the-job training B. four years of high school plus on-the~job training C. apprenticeship D. vocational school training 60. FILE CLERK— A. on-the-job training B. four years of high school plus on-the~job training C two years of community or technical college D. four years of college 61. COMPUTER PROGRAMMER— A. on-the-job training B. two years of community or technical college C. four years of college D. apprenticeship 62. JANITOR— A. on-the-job training B. four years of high school plus on-the-job training C. two years of community or technical college D. apprenticeship 63. TELEPHONE OPERATOR— A. on-the-job training B. four years of high school plus on-the-job training C. two years of community or technical college D. four years of college 6 . ON 6 . ‘2 68. . Louise would like to be a hairdresser. Doing well in which one of the following high school courses would provide the best evidence that she would be successful in that job? A. physics B French C. stenography D art Ted is studying to be a statistician. After he completes his training, in which one of the following businesses or organizations would he be leLst likely to seek employment? A. an insurance company B a university C. a large city school system D a travel agency Mary took several business courses while in high school. English was her poorest subject. Her favorite outside activity was the Dramatic Club. She is a well- groomed, poised, and alert girl who likes to be around people. She now holds one of the following jobs. Which one seems M likely? A. secretary B receptionist C. stenographer D hotel maid Dave enjoyed his high school courses in art and mechanical drawing. He also enjoyed and did well in mathematics and science courses. Dave is now preparing for one of the following jobs. Which one seems M likely? A. draftsman B. retail salesperson C. pharmacist D. plasterer Joe scores high on tests of mechanical ability. He is very skillful with his hands and has a sensitive touch. He has a great deal of patience and enjoys doing work others find tedious and frustrating. Joe recently dropped out of high school and is now pre- paring for one of the following jobs. Which one seems M likely? A. bricklayer B. electrical engineer C. accountant D. watch repairman an Tn Tut: MEYT DA r2: 69. 70. Bill has artistic ability, a vivid imagination, and enjoys working with people. He received above aver- age grades in high school and continued his education after graduation. Bill is now employed by a large, well-known department store where he holds one of the following jobs. Which one seems mg likely? shoe department manager interior decorator maintenance man sales clerk POP“? Ellen has always been interested in helping others. She is friendly, outgoing, and a good listener. After graduating from college with above average grades, Ellen served two years in the Peace Corps. She then took one of the following jobs. Which one seems mpg likely? college professor dental assistant social caseworker airline stewardess POP”? 10 111 71. 72. Jane earned good grades in high school and college. She did quite well in science, especially zoology, which was her college major. Jane enjoys dealing with people and does not mind working long irreg- ular hours. She is now in a professional school pre- paring for one of the following jobs. Which one seems M likely? A. chemical engineer B. lawyer C. medical doctor D. statistician Sally got married right after high school. Her two children are now in school and the family is not well off financially. Sally is a bright, alert person who gets along well with people. She would like a job where she can talk to people and influence them. Which one of the following jobs seems to be the LES! possibility for Sally? A. dental lab technician B. real estate agent C. market analyst D sociologist That’s all for this unit. DO NOT GO TO THE NEXT PAGE UNTIL TOLD TO DO SO. Job Values (Questions 1, 2, and 3) 11 112 PREFERRED JOB CHARACTERISTICS E u0mmma) Q \ Six People find that different things are important to them in a job. The six statements below are examples of things that are important to many people. A. B. C. u— . S" Working with people I like (co-workers) D. Being my own boss, doing the work as I want with nobody watching over me (independence) E. Work that I enjoy doing, that is interesting to me (interest) '71 Having a steady job where I would not be fired (job security) Being responsible for making decisions and for the work of other people (responsibility) . Being well paid for my work (pay) Pick out the statement above which describes what you feel would be most important to you on a job. On your answer folder in unit 2, blacken the circle for question 1 (MOST IMPORTANT) containing the letter for that statement. Next, pick out the statement above which describes what you feel would be second most important to you on a job. Blacken the circle beside question 2 (SECOND MOST IMPORTANT) containing the letter of that statement. Pick out the statement above which describes what you feel would be least important to you on a job. Blacken the circle beside question 3 (LEAST IMPORTANT) containing the letter of that statement. Working Condition Preferences (Questions 4-7) Each pair of descriptions listed below presents opposite kinds of conditions which workers experience on different jobs. The working conditions on the left are labeled Condition 1; those on the right are labeled Condition 2. You areto decide whether you prefer Condition 1 or Condition 2 and how strongly you prefer one or the other. Use the following answers and mark them on your answer folder for questions 4, 5, 6, and 7. I prefer Condition 1 I prefer Condition 2 com? CONDITION 1 Indoor work Working with people Working at a variety of tasks 39‘5"? Working with my hands or doing physical labor I strongly prefer Condition 1 I strongly prefer Condition 2 CONDITION 2 Outdoor work Working alone Working at the same task Working at a desk with little physical activity That’s all for this unit. DO NOT GO TO THE NEXT PAGE UNTIL TOLD TO DO SO. 12 113 CAREER PLANS (10 minutes) As you explore and plan your future, it will be helpful to think about how much education you w0uld like to complete and what kinds of jobs you would like to have. The following questions will help you think about these things and, perhaps, suggest some possibilities you may want to explore. 1. What is the greatest amount of education you plan to complete during your life? Ommofiw) . graduate from high school. . complete an apprenticeship program. . complete ajob training program in the military. .complete up to two years in a community college. junior college. or technical college. . complete up to two years in a private business. trade. or technical school. . complete three or more years of college. . something else. 2. (a) No doubt you already have some ideas of job choices in mind. On your answer folder, print the name of the job that you are thinking about most, using the box marked “1st Job Choice.” (b) Look through the JOB FAMILY LIST on these two pages and find where your “lst Job Choice” fits best. On the answer folder, mark the circle that contains the letter for that JOB FAMILY. 3. (a)Print the name of your second job choice in the box marked “2nd Job Choice” on your answer folder. (b) Find the JOB FAMILY where your “2nd Job Choice” fits best. Mark the letter for that JOB FAMILY on your answer folder. 4. Students often change their minds about job choices. How sure are you that your “First Job Choice” will bethe same in a year? A. B. C. 1 am veg sure. I am fairly sure. I am not sure at all. JOB FAMILY LIST K BI'SINIZSS SALES & .\1A.\IA(.‘IZ.\II‘LN'I‘ JOB CLUSTER W . PROMOTION AND DIRECT CONTACT SALES Public relations workers, fashion models, travel agents. sales workers who visit customers (for example—real estate brokers. insurance agents, wholesalers. office supplies salesmen) . MANAGEMENT AND PLANNING Hotel, store, and company managers, bankers. executive secretaries. buyers. purchasing agents, small business owners ' . RETAIL SALES AND SERVICES Sales workers in stores and shops. auto salesmen. retail sales workers / Bl'SINI-LSS OPERATIONS JOB CLUSTER . CLERICAL AND SECRETARIAL WORK Typists, file clerks, mail clerks, office messengers. receptionists. secretaries . PAYING, RECEIVING, AND BOOKKEEPING Bank tellers. accountants, payroll clerks. grocery check~ out clerks. ticket sellers, cashiers, hotel clerks . OFFICE MACHINE OPERATION Adding, billing. and bookkeeping machine operators, computer and data processing machine operators. telephone operators . STORAGE, DISPATCHING, AND DELIVERY Shipping and receiving clerks. stock clerks, truck and airplane dispatchers. route deliverymen, cab drivers. mail carriers GO TO THE NEXT PAGE. J f \ TE('II\OI.O(£IES & TRADES JOB ('LI'STER H. HUMAN SERVICES CRAFTS . REPAIRING AND SERVICING HOME AND . CONSTRUCTION AND MAINTENANCE . TRANSPORT EQUIPMENT OPERATION .MACHINE OPERATING, SERVICING, AND .ENGINEERING AND OTHER APPLIED Barbers. hairdressers, tailors, shoe repairmen. cooks, chefs, butchers, bakers OFFICE EQUIPMENT Repairing and servicing—TV sets. appliances, type- writers, telephones, heating systems. photo copiers GROWING AND CARING FOR PLANTS/ ANIMALS Farmers, foresters, ranchers, gardeners, yardmen, groundskeepers, plant nursery workers. animal care- takers. pct shop attendants Carpenters, electricians. painters, custodians (janitors), bricklayers, sheet metal workers, construction laborers. (buildings, roads, pipelines, etc.) Long haul truck and bus drivers, bulldozer operators, crane operators. forklift operators REPAIRING Auto mechanics, machinists, printing pressmen, sewing machine operators, service station attendants, laborers and machine operators in factories. mines, lumber camps, etc. TECHNOLOGIES (For science and medical technicians, see Job Families 0 and P.) Engineers and engineering technicians, drafts- men, pilots, surveyors, computer programmers / NATLRAL. SOCIAL. & MEDICAL SCIENCES 1 JOB CLUSTER . NATURAL SCIENCES AND MATHEMATICS . MEDICINE AND MEDICAL TECHNOLOGIES . SOCIAL SCIENCES AND LEGAL SERVICES Biologists, chemists, lab technicians, physicists, geologists, statisticians, agricultural scientists, ecologists Dentists. doctors, veterinarians, medical technologists and lab workers, pharmacists. X—ray technicians, optom- etrists. dental hygienists. dietitians Sociologists, lawyers, political scientists. historians, psychologists. home economists j 13 114 CREATIVE 8: APPLIED ARTS JOB CLUSTER . CREATIVE ARTS Authors, concert singers, musicians, actresses, dancers, artists S. APPLIED ARTS (VERBAL) Reporters, technical writers, interpreters, newscasters, newswriters, ad copy writers T. APPLIED ARTS (VISUAL) Interior decorators, architects, photographers, fashion designers commercial artists, U. POPULAR ENTERTAINMENT Night club entertainers, popular singers and musicians, disc jockeys. circus performers J SOCIAL, HEALTH, & PERSONAL SERVICES \ JOB CLUSTER V. EDUCATION AND SOCIAL SERVICES Teachers“, counselors, social workers, librarians, athletic coaches, recreation workers, clergymen . NURSING AND HUMAN CARE Child care aides, nurses, dental assistants, physical therapists, hospital attendants . PERSONAL AND HOUSEHOLD SERVICES Waiters, airline stewardesses, housekeepers, maids, porters. car hops, butlers Y. LAW ENFORCEMENT AND PROTECTIVE SERVICES Police workers; building, food, and postal inspectors; watchmen; plant guards; firefighters 'NOTE—‘l’eachera: Students thinking about high school or college teaching should consider whether their main goal is reaching student: (mark Job Family V) or doing work or research in the subject area: for example—chemistry. (mark Job Family 0), art (mark R or T). economics \ (mark Q). etc. J L'NCERTAIN ABOUT WHERE YOL’R JOB CHOICES FIT? There will be many job titles that you can‘t find in the Job Family List. So look until you find a Job Family with “relatives“ (similar jobs) and mark its letter on your answer folder. Special problems: MILITARY: If military service is one of your job choices, select a specific job (such as mechanic, nurse, bookkeeper, etc.) that you would prefer to do while in the military. Mark the Job Family for it on your answer folder. HOMEMAKERS: While being a homemaker (housewife) is often a full-time job, many women work outside of the home. So, those of you who wrote down homemaker should, instead, mark job choices outside of the home. PROFESSIONAL ATHLETES: Those of you considering professronal sports should mark job choices you would consider after your sports career is completed. it‘ll: DO NOT GO That’s all for thls unit. TO THE NEXT PAGE UNTIL TOLD TO DO SO. PART A 14 115 CAREER PLANNING ACTIVITIES (20 minutes) Directions: There is a lot involved in making career (educational and job) plans. By seeing what you have already done about planning, we may be able to suggest other useful things for you to do. For this reason, we would like you to indicate how often you have done each activity listed below. Use the following responses for each activity. A. No. I haven‘t done this OR the time I spent on this is not worth noting. B. Yes. I have done this but only once or twice. C. Yes, I have done this several times. YOU MAY BEGIN. . Listened to a tape recording or saw slides, a movie, or a TV program about a job in which I was interested. Discussed, in class, jobs related to the subject we were studying. Talked with an adult (not in my family) about how he (she) came to be in his (her) job. . Compared two different jobs in terms of how satisfied I would be with them. . Read a job description from the school library or guidance office job files. Talked (alone or in a group) with a counselor or teacher about— II. 6. How my goals, interests, and abilities might relate to different kinds of jobs. 7. How jobs differ with respect to working conditions and fringe benefits. 8. How jobs differ with respect to rewards and satisfactions. 9. Education or job training after high school. . Financing education or job training after high school. Wrote for materials describing jobs or educa- tional programs. 12. Took a tour through a local industry, business, hospital, or office to observe what the various jobs were like. 13. 14. IS. 16. I7. 18. I9. 20. 21. 22. 23. 25. Watched and talked with workers in jobs related to a school subject we were studying. Attended a “job fair” or “career day” where workers or employers talked about jobs. Took up a hobby or joined a group or club that was related to a job I was considering. Played a game or did an assignment in school in which I had to make education or work plans for some student. Took a course in school that studied several differ- ent types of jobs. Took a course in school to find out what jobs related to it would be like. Worked in a summer or part-time job related to an occupation I was considering. Took part in an actual or a practice job interview. Filled out a job application form, for an actual job or for practice. Wrote a resume or summary sheet describing my job qualifications, education, work experience, etc. Enrolled in (or plan to take) high school courses that will prepare me for a specific job after high school or for additional education. . Thought about whether I should obtain some addi- tional education or job skills after high school. Worked out a plan that will provide enough money for me to begin to do what I plan to do after high school. GO TO THE NEXT PAGE. 15 Directions: A few minutes ago. you were asked to print the names of yourfirst two job choices on the answer folder. The rest of the questions on this page all refer to these two jobs. THINK ONLY OF THESE TWO JOBS as you answer each of the following items. Show how often you have done each of the activities in items 26 through 32 using the following responses: 26. 27. 28. 29. 30. 31. 32. . No, I haven't done this OR the time I spent on this is not worth noting. Yes. I have done this but only once or twice. Yes, I have done this several times. Discussed the jobs with a parent, relative, or guardian. Listened to tape recordings or saw slides, a TV program, or a movie about the jobs. Talked with a counselor or teacher about how my goals, interests, and abilities relate to the jobs. Talked with workers in the jobs about how they came to be in the job. Compared how satisfied I would be with each of the jobs. Identified the school courses that it would be help- ful to take for each of the jobs. Have taken a school course related to one of these jobs. 33. 34. 35. 36. 37. 38. Have you given much thought as to fix these two jobs are “right” for you? A. A little B. Some C. A lot Is the amount of education you are planning in line with what is needed for the jobs? A. Yes 8. Not sure C. Probably not Will the two jobs help you obtain what you want out of life? A. Yes B. Not sure C. Probably not How sure are you of the steps to take in order to prepare for and enter each of the two jobs? A. Don’t know where to begin B. Have some idea of how to go about it C. The steps are pretty clear D. The steps are quite clear Do you feel you will be able to complete all of the necessary steps for at least gig of the jobs? A. Yes B. Not sure C. Probably not Would you say that your job future is— A. Bright? B. Dark? C. U ncertain? BEGIN RIGHT AWAY ON THE ITEMS IN THE NEXT GROUP. PART B: REACTIONS TO CAREER PLAN- NING ACTIVITIES Directions for the next 5 items: Some of the ways schools help students with career plan- ning are listed below. For each. show how you feel about the help provided at your school. Use these responses. A. Help not provided or not used. 8. This was of little help. C. This was of some help. D. This was a |o_t of help. m :9 File of job descriptions, pamphlets, or books on jobs. (Usually in library or a guidance office.) 40. Films on jobs, talks by workers (in person or on tape), “career days,” tours. 41. Class discussion by teachers of jobs related to the subjects they are teaching. 42. Discussion with a counselor about education and job plans for after high school. 43. Meetings with small groups of students to discuss what we want from a job, educational plans, job plans, etc. 44. Overall, how much help with career (educational and job) planning has your school (teachers, counselors, principal, librarian, etc.) given you? A. None B. Little C. Some D. A lot 45. Do you feel that you can get to see a guidance counselor when you want to or need to? A. Hardly ever B. Usually C. Almost always D. We don’t have a guidance counselor 117 PART C: “HELP WANTED" CHECK LIST Directions: The list below covers several things with which students sometimes would like help. If you would like help with any of these things. mark A for YES. Otherwise mark B for NO. A. YES B. NO 4 F" Improving my study skills. 4 . \l Improving my reading skills. 4 co . Improving my math skills. 4 . ‘6 Choosing courses. 50. Discussing personal things that are concerning me. 5 . _a Discussing a health problem that is concerning me. 52. Making career plans. 5 . b) Obtaining money to continue my education after high school. . Finding after-school or summer work. Your responses to these items will be relayed to the school guidance director or principal when your score report is returned in a few weeks. You may wish to begin discussing some of these things before then. That’s all for this unit. DO NOT GO TO THE NEXT PAGE UNTIL TOLD TO DO SO. 17 118 CAREER PLANNING KNOWLEDGE (20 minutes) E sNHL This unit covers some of the things that may be helpful to know when you are making “career plans.” By ”CAREER PLANS" we mean plans for your EDUCATIONAL AND JOB future. Please remember this as you answer the questions that follow. Choose the one 93st answer to each question. If you are not sure of an answer, make your best guess. The first group of questions should be answered “T“for TRUE or MOSTLY TRUE and “F"for FALSE or MOSTLY FALSE. Mark your answers in unitS ofyour answerfolder. lfyou work steadily, you should be able to answer almost all of the questions in 20 minutes. DO NOT GO TO THE NEXT PAGE UNTIL TOLD TO DO SO. 18 119 CAREER PLANNING KNOWLEDGE (20 minutes) Mark your answers on the answer folder. T = TRUE or MOSTLY TRUE F = FALSE or MOSTLY FALSE . Good career planning involves looking into sev- eral different occupations. . Except for the income it provides, a person’s job has little influence on his way of life. . Most people do not need to begin career phnning until their final year in high school. . There is only one “right job” for a person in terms of his abilities. . There is little one can do to get ready to choose a job except to see what’s available when the time comes to choose. The average American adult spends more waking time in work-related activities (including home- making) than any other activity. Two persons with the same interests and abilities could be satisfied with jobs that are different. . The State Employment Service Office provides free information about job openings and job train- ing programs. . Apprentices are paid while they learn. Less than one-third of the students graduating from high school finish a four-year college program. II. 12. 13. 14. 15. 16. I7. 18. I9. 20. 21. 22. Programs at two-year community colleges are lim- ited to students who want to transfer to four-year colleges. Less than one-third of all job openings require a college degree. The English and Math skills of freshmen are about the same from one college to another. The unemployment rate of 20 year olds in the labor market is usually less than the rate for other adults. Few women work outside of the home after marriage. Entering an occupation is the only way you can learn whether you might like it. Most adults know by the end of high school which occupation they will be in when they are 40. Most persons remain in the same job throughout their adult lives. Jobs of equal benefit to the community have the same social standing. The earlier one chooses his life’s work the better. Most people have the ability to do well in any job if they set their minds to it. The typical man will hold more than four differ- ent full-time jobs during his lifetime. GO ON TO THE NE T PAGE. Directions for questions 23-27: Each of the following is important in making career plans: goals and values; abilities: interests; and the job market. In the next five questions, pick the one that is the ms; impor- tant to consider in answering the question. 23. What kinds of jobs have duties I might like? (Find the choice below that is most important to consider in answering this question.) 25. 26. 27. .005”? goals and values abilities interests the job market What is important for me in a job? $3.05”? goals and values abilities interests the job market Would I be able to learn the work? .005”? goals and values abilities interests the job market Will I be able to find the job I have prepared for? 9.09"? goals and values abilities interests the job market Would I be able to do the work? POP? goals and values abilities interests the job market 19 120 Directions for questions 28-40: Choose the one best answer—A, B, C, or D-for each of the questions that follows: 28. 29. 30. 31. 32. Which one of the following is the b_e_st way to begin career planning? POP”? look at what is available on the job market take tests to find out what you should do consider what it is you want out of a job read as many job descriptions as you can find The Occupational Outlook Handbook gives infor- mation about all of the following except— POP? job entry requirements average salaries in occupational fields job openings in major cities descriptions of job duties Money for college may be provided by— A. B C. D a scholarship or grant a loan a part-time job any of the above Which of the following is probably the belt way for a person to find out whether he would like the work of a carpenter? A. B. C. D ask a counselor talk to a building contractor take a shop course in woodworking or car- pentry read articles about the building industry Choosing a job is similar to choosing a marriage partner in that— A. B. there is little you can do to prepare for either choice. how a person feels about the choice is important in both cases. there is only one right person and one right job for each of us. both choices are final. GO TO THF NFXT DAGF 33. 35. Ideally, which of the following should be most important in your career decisions? what the job market is like the decisions you have made before what your parents did what you want out of life one? What will the labor force probably be like ten years from now? A. Most jobs will require four or more years of col- lege. B. There will be fewer jobs for unskilled workers. C. There will be more jobs for high school drop- outs than there are now. D. There will be fewerjobs for technical workers. Which one of the following b_ait describes women in the labor force? A. More women are choosing to remain in the home rather than work. B. A larger percent of women now hold “women's jobs” such as secretary and bank teller. C. More women are working at jobs which were once thought to be men’s jobs. D. Women now outnumber men on what used to be “men‘sjobs”; for example, drafting and law. Bob is interested in so many jobs he cannot make up his mind. He should— A. try out as many of thejobs‘as he can. B try one and if he likes it, stick with it. C. find out what to do by taking an ability test. D find out more about what each job is like. 20 121 37. 38. 39. Paula is interested in a medical career as a psychiatrist but doesn’t know much about what they do. What is the £51 step for her to take? look up thejob in a medical college catalog make an appointment to see a psychiatrist look up “psychiatrist” in the dictionary get descriptions of the job from the school guid- ance office or library. 53°F”? Alice has been accepted by two colleges. College A is better known than College B but its costs are higher. She cannot make a choice. What is the by; thing for her to do? A choose College B because it will cost less B. choose College A and write to the financial aid office there for information C. make a list of what she expects to get out of college and compare the two schools that way D. ask her parents to decide since they pay the bills John’s high school grades are good, and he would like to be an engineer. No one in his family went to college. His parents are against his going to college. What should he do? A. see if his parents will agree to his taking a two- year program in a community college B. see his counselor about getting financial aid so he can go to an engineering college without the help of his parents C. arrange a meeting with his guidance counselor and his parents to talk over the whole program D. join the army and train for engineering there Bill cannot decide between engineering and auto mechanics. However, he must decide soon or it will be too late to prepare for either. What is the peg thing for him to do? A. get some part-time work experience in each B. get a job at a garage, and if he doesn‘t like it, go into engineering C. discuss his goals and his abilities for each job with the school counselor D. work his way through engineering college as a mechanic 5'- That’s all tor this unit. DO NOT GO TO THE NEXT PAGE UNTIL TOLD TO DO SO. 21 122 EXPLORATORY JOB EXPERIENCES (20 minutes) Directions: People often develop special skills or have career—related experiences outside ofthe usual classroom setting. Often these skills and experiences provide cluesfor suggesting jobs that you might think about and explore. For this reason, we would like you to indicate in unit 6 on your answerfolder how often you have done each activity listed below. Use the following responses. A. No,l haven’t done this OR the time I spent on this is not worth noting. B. Yes, I have done this but only once or twice. C. Yes, I have done this several times. YOU MAY BEGIN. SH“ 1. Studied different groups of stars on my own. 26. Played or sang in a band, combo, or rock group. 2. Played a musical instrument for a group. 27. Took care of sick or elderly people. 3. Worked actively in a service group or as a volunteer 28. Organized a club, “gang,” school group, or team. aide. 29. Worked out my own budget. 4. Sold something through an ad in the paper. 30. Replaced burned-out electrical fuses. 5. Operated office machines such as adding or dupli- cating machines. 31. Wrote a science essay or report that was not assigned in class. 6' Used 1' voltmeter, micrometer, 0' pressure gauge. 32. Wrote stories or news articles for a school news- 7. Studied the theory of evolution on my own. paper or magazine. 8' 8'": in ' choir 0' “1'0”" . . . 33. Helped teach games or sports to young children. 9' Helped supervise summer playground “""t'es 34. Sold things like magazines, candy, Christmas cards, for children. door to door. 10. Loaned someone some money and got it back with 35. Kept accurate records of my own expenses. interest. 36. Spliced an electrical cord. 11- Filed letters, bills, 0" papers. 37. Did a science experiment that was not assigned in 12. Repaired furniture. class. 13. Used a microscope outside of a class assignment. 38. Drew cartoons or comic strips. 14- 33¢“th people 50 they could be recognized. 39. Helped a new boy or girl in the neighborhood to 15. Helped settle an argument between two friends. get to know others. 40. Ran for a school club or office. 16. Served as a school crossing guard, hall, study hall, 01’ lunchroom monitor. 4]. Checked for spelling errors in a theme or report. 17. Typed MIC“ 0" "P0715, "0‘ “35‘8““ in “‘33- 42. Read magazines such as Outdoor Life, Mechanics 13- Repaired 3 to! “I“ wouldn’t W011“ Illustrated, Popular Science, or Popular Mechanics. 19. Visited a science, natural history, or historical 43. Read books or magazines on science and tech- museum. nology_ 20- WWW a 51'0“ 5101'! 0' poem outside 0’ " class 44. Read books on art or music that were not as- assignment signed in class. 45. Was selected by a group to buy a gift for someone 21. Instructed others in a sport such as bowling, swim- like a friend, teacher, or club leader. ming, tumbling, pool, hockey, basketball. 22. Had a regular paying job outside of my home (for example, paper route, baby-sitting, shoe 46. Sold tickets for activities like a play, sports event, shining, lawn mowing, car washing). or fun night. 23. Sorted mail. 47. Kept records of temperature, barometric pressure, 24. Fixed mechanical things around home. or rainfall. 25. Prepared a project for a science fair. 48. Helped change a part on a car engine. GO TO THE NEXT PAGE. 22 125 49. Listened to “Meet the Press”on radio or TV. 71. Figured postage costs for a catalog order. 50. Learned handicrafts such as carving wood, 72. Developed pictures on my own. weaving, making jewelry or pottery, tooling leather, 73. Collected and studied things like rocks, shells, stringing beads, etc. insects. 74. Performed in a variety show or skit. 75. Worked for a “cause“ like fire prevention, ecology, 51. Worked on a neighborhood improvement project or safety_ or charity drive. 52. Earned some of my school expenses through my own work. . . . . _ 76. Helped sell things at a garage sale or bake sale. 53. Eiiedmlettermg or drafting other than a class assrgn 77- Worke d in a school with lunch tickets, filing, or 54. Refinished, painted, or stained furniture. 78 sorting :ooks. , , t t d l d 55. Studied different cloud formations. ' pera e a movre prolec 0" ape recor er, or on speaker system. 79. Made a report or chart about parts of the body. 56. Had a speaking part in a play. 80. Did the art work or lettering for a greeting card. 57. Helped friends with their problems. 58. Worked as an usher at school events. 59- Developed a system for sorting 0" storing things. 81. Helped in a puppet show or play for children. 60- Changed 3 Ci" 01' bike “"- 82. Encouraged people to join a club, team, or “gang." 83. Made charts to explain things like costs, rate of . . growth, population changes. 2; 5;:fesh:ne::0;::lsf:rfie of a Sunday newspaper. 84. Made drawings to scale. ' , , ,' 85. Studied (outside of a class assignment) diseases 63. Gave first aid to an injured person. . of humans, animals, or plants. 64. Kept records of expenses for a club or group. 65. Planned a trip using a bus, train, or airplane schedule. 86. Drew or made designs for such things as clothing, buildings. or cars. 66. Took apart a machine to see how it operates. 87. Visited an older person to cheer him up. 67. Did a chemistry experiment outside of class. 88. Handed out things like advertising circulars, 68. Attended a symphony or rock concert. political leaflets, and notices. 69. Planned a school or church social event. 89. Took attendance or kept records for a teacher. 70. Promoted a money-making event in school. 90. Raised animals to be sold. That’s all for this unit. DO NOT GO TO THE NEXT UNIT UNTIL TOLD TO DO SO. APPENDIX D THE GROSSE POINTE PUBLIC SCHOOL SYSTEM Career and Vocational Education CLASSROOM ADJUSTMENT SURVEY (Front Side of 5x8 Survey Card) Teacher: Student: THANK YOU-AWE APPRECIATE YOUR ASSISTANCE!!! As a follow-up to the initial survey taken in late February, we are asking that you again evaluate this particular ninth grader in terms of his or her attendance, referral record, and classroom adjustment. Evaluate the student on the basis of their performance for ONLY the second semester. Complete the survey on the reverse side of this card; please be as accurate as possible. RETURN BY FRIDAY, JUNE 7, 1974 TO: Mrs. MCIntosh, Social Worker, South High 124 125 CLASSROOM ADJUSTMENT SURVEY—-Cont'd (Backside) Student: 1. ATTENDANCE: Periods (2nd Semester) Absent: Excused: Unexcused: 2. REFERRALS: How many total referrals have you as a teacher (2nd Semester) made to either Special Services, Counselors, or Asst. Principals concerning this student? 5. CLASSROOM ADJUSTMENT: Circle one response-~10 being of (2nd Semester) highest quality. A. Promptness--getting to class on time. 000.01....200005...040.005.0006.0.07.00.80.009000010 B. Preparedness--brings necessary class materials and completes assignments on time. O....l....2....3....4....5....6....7....8....9....lO C. Participates in class discussions and activities. O....l....2....5....4....5....6....7....8....9....lO D. Demonstrates self discipline and control. 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