59‘ I .43" . Y!“ ‘ i 1‘"qu ' \i 5‘ . \v' , mm 1, 2/1993 Am: 1953' ABSTRACT AN ANALYSIS OF THE RELATIONSHIP BETWEEN SELECTED PERSONAL SOCIO-ECONOMIC CHARACTERISTICS OF A (l) (2) (3) (4) located setting. RANDOM SAMPLE OF ADULT WOMEN AND THEIR REASONS FOR ENROLLING IN AN URBAN COMMUNITY COLLEGE BY Mildred Christine Jackson Tate The purposes of this exploratory study were: To gain personal and socio-economic information about a selected group of adult women students in an urban community college; To determine if significant relationships exist between these socio-economic variables and their stated reasons for enrolling in college; To examine the major field of study and the career goals of these adult women; and To assess the institutional constraints which respondents felt influenced or inhibited them in effectively pursuing their goals. The community college selected for the study was in a midwestern metropolitan city in an urban The sampling frame for the study was all adult Mildred Christine Jackson Tate women currently enrolled in the community college, January, 1971. These women ranged in age from 20 years and above and had embarked on a program of formal edu- cation on a full- or part-time basis. The population included those women enrolled in classes offered by the various township and community centers, as well as those attending college on the main campus. A listing of all women enrolled in the college who met the specified criteria was supplied from regis- tration forms by the school. A 25 per cent random sample was selected from the listing. A questionnaire designed to secure answers to the following questions was mailed to 442 women. Of the 442 questionnaires mailed, 259 (59%) were returned. The specific questions under study were: 1. What is the relationship: a. Between age and reasons for enrolling in college? b. Between family status and reasons for enroll- ing in college? c. Between educational background and reasons for enrolling in college? d. Between employment status and reasons for enrolling in college? Mildred Christine Jackson Tate What are the major fields of study and career goals of these adult women? What are the personal and institutional constraints which respondents feel influence or inhibit them in effectively pursuing their goals? In general, the major findings and conclusions in the study were based on the relationship between reasons for enrolling in college and selected socio-economic variables using Chi-Square test significant at the .01 level. Findings and conclusions were: Those factors relating to academic achievement (earning a degree), gaining general information, and entering a profession tended to be of greatest importance in influencing women's decisions to enroll in school. Factors relating to supplementing income and pro- viding for leisure time activity tended to be of least importance. Personal and social usefulness and improving income potential tended to be of intermediate importance in influencing women to enroll in school. Mildred Christine Jackson Tate Related to the questions posed for investigation the following additional conclusions were reached: 1. Employment status, age, and annual family income showed the highest significance in influencing the women to enroll in college. Spouse's occupation and marital status held the least significance in influencing women to enroll in college. Educational background was of intermediate sig- nificance in influencing college enrollment. women in the study confined their choices to curricula traditionally occupied by women, reflecting little awareness of the trend toward expanded opportunities for women. WOmen are seeking a two-year degree, a Bachelor's degree, or are entering a profession rather than seeking a Master's or a Ph.D. degree. Problems most frequently encountered as a result of the subjects enrolling in school were financial difficulties, child care, and home responsibili- ties. Services most frequently mentioned as needed were child care, transportation to campus, better lounge and study areas, job placement and infor- mation, and credit for work experience. AN ANALYSIS OF THE RELATIONSHIP BETWEEN SELECTED PERSONAL SOCIO-ECONOMIC CHARACTERISTICS OF A RANDOM SAMPLE OF ADULT WOMEN AND THEIR REASONS FOR ENROLLING IN AN URBAN COMMUNITY COLLEGE BY Mildred Christine Jackson Tate A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1971 DEDICATION I would like to dedicate this dissertation to my parents, Mr. and Mrs. Jennie Jackson, and my daughter, Cheryl. Their love, encouragement, guidance, and under- standing have served as an unending source of strength throughout my educational endeavor. ii ACKNOWLEDGMENTS The writer wishes to express professional thanks to her chairman, Dr. Max Raines. Special appreciation is extended to each member of the dissertation committee: Dr. Laurene Fitzgerald, dissertation director; Dr. Larry Lezotte, analyst; Dr. Duane Gibson; and Dr. Gunder Myron, who contributed their time, professional guidance, and support during the preparation of this study. Grateful acknowledgment is extended to Dr. Marie Prahl, Director of Student Personnel of the community college under study, and her staff, without whose help and cooperation this study could not have been undertaken. Finally, the author wishes to eXpress grateful appreciation to her husband Jim, to her family, and to the many friends whose patience, understanding, and encouragement stimulated the completion of this study. iii Chapter I. II. III. IV. TABLE OF CONTENTS THE PROBLEM . . . . Statement of Purpose Introduction . . The Nature of the Problem. Significance of the Study. Assumptions . . . Definition of Terms. Limitations of the Study Reporting the Study. A SURVEY OF THE LITERATURE Summary of Review of DESIGN OF THE STUDY . Sample . . . . . Instrumentation . . Study Questions . . Collection of Data . Analysis of the Data The Contingency Coefficient: ANALYSIS OF FINDINGS . Introduction . . . Discussion. . . . the Literature Summary of Stated Reasons for SUMMARY, CONCLUSIONS, Summary. . . . . Sample Characteristics. Conclusions . . . Recommendations and Implications iv Enrolling RECOMMENDATIONS, AND IMPLICATIONS FOR FURTHER STUDY Page l-‘ 23 26 26 27 28 29 30 31 34 34 34 45 70 70 71 76 78 Page BIBLIOGRAPHY . . . . . . . . . . . . . 82 APPENDICES Appendix A. Letter and Questionnaire. . . . . . . 92 B. Follow-Up Card . . . . . . . . . . 102 C. Tables. . . . . . . . . . . . . 103 13. 14. 15. LIST OF TABLES Page Age Distribution of Respondents . . . . . 35 Marital Status of Respondents. . . . . . 36 Number and Percentage of Married Women by Age (N = 259) o o o o o o o o o o 36 Number of Children of Respondents . . . . 37 Ages of the Youngest Children of Respondents. 38 Ages of the Youngest Child Compared with Respondent's Age in Percentages (N = 167) . 39 Educational Background of Respondents . . . 40 Annual Family Income of Respondents. . . . 40 Spouse's Occupational Category . . . . . 41 Employment Status of Women Respondents. . . 42 Major Curriculum Choices of Respondents . . 43 Respondent's Curriculum Choice and Degree Expectation (N = 259). . . . . . . . 44 Summary of Stated Reasons for Enrolling in College (N = 259) . . . . . . . . . 47 Summary of the Relationship Between Age and Reasons for Enrolling in the Community College, January, 1971 . . . . . . . 49 Summary of the Relationship Between Marital Status and Reasons for Enrolling in the Community College, January, 1971 . . . . 52 vi Table 16. 17. l8. 19. 20. 21. 22. Page Summary of the Relationship Between Respondent's Educational Background and Reasons for Enrolling in the Community College, January, 1971 . . . . . . . . 54 Summary of the Relationship Between Spouse's Occupation and Reasons for Enrolling in the Community College, January, 1971 (N = 259) . 57 Summary of the Relationship Between Annual Family Income and Reasons for Enrolling in the Community College, January, 1971 . . . 59 The Relationship Between Employment Status and Reasons for Enrolling in College . . . 62 Respondent's Ratings of Services Offered at the Community College in Percentages Only (N = 259) o o o o o o o o o o o o 64 Respondent's Recommendations of Services "Needed" and "Not Needed" at the Community College (N = 259). . . . . . . . . . 65 Problems Identified by Women Attending the Community College in Percentages, January, 1971 (N = 259). . . . . . . . . . . 68 The Relationship Between Respondent's Age and Reasons for Enrolling in the Community College, January, 1971 . . . . . . . . 103 The Relationship Between Marital Status and Reasons for Enrolling in the Community College, January, 1971 (Women Twenty Years of Age and Over) . . . . . . . . . . 105 The Relationship Between Spouse's Occupation and Reasons for Enrolling in the Community College, January, 1971 (Women Twenty Years of Age and Over) . . . . . . . . . . 107 The Relationship Between Educational Back- ground and Reasons for Enrolling in the Community College, January, 1971 (Women Twenty Years of Age and Over). . . . . . 109 vii Table Page C-S. The Relationship Between Family Income and Reasons for Enrolling in the Community College, January, 1971 (Women Twenty Years of Age and Over) . . . . . . . 111 C-6. The Relationship Between Full-Time‘Employ- ment and Reasons for Enrolling in the Community College, January, 1971 (Women Twenty Years of Age and Over). . . . . 113 C-7. The Relationship Between Part-Time Employ- ment and Reasons for Enrolling in the Community College, January, 1971 (Women Twenty Years of Age and Over). . . . . 115 viii CHAPTER I THE PROBLEM Statement of Purpose The purposes of this study are: 1. To gather personal and socio-economic infor- mation about a random group of adult women students in an urban community college; 2. To relate these characteristics to the stated reasons for enrolling in college; 3. To examine the major fields of study and the career goals of these women; and 4. To assess the institutional constraints which respondents feel influence or inhibit them in successfully pursuing their goals. Introduction women are a majority of the population in the United States. The Office of Education, Department of Health, Education and welfare, reported that in the fall of 1967, the number of women college students was more than three times greater than in 1950. During this period, the population of women aged eighteen to twenty-one increased only about 40 per cent. The marked gain in school attendance extended to adult as well as college-age women. Between 1950 and 1966, school enrollment rose from 26,000 to 214,000 for women twenty-five to twenty-nine years of age and from 21,000 to 92,000 for women thirty to thirty- f 1 our years. The trend toward greater enrollment of women in junior and community colleges has accellerated during the past decade, about 600,000 in 1967 as compared with less than 300,000 in 1963, because these schools have increased in number and are accessible, inexpensive, and responsive to community and student needs. Women students accounted for 40 per cent of total enrollments in two-year insti- tutions in 1967 as compared with 38 per cent in 1963.2 These statistics confirm the increasing awareness of the American public and society in general of the importance of continuing education for all citizens and, in particular, for the adult woman. 10.8., Department of Labor, Women's Bureau, Continuin Education Pro rams and Services for Women, . Bulletin 10 (Washington, D.C.: Government Printing Off1ce, 1968). 2"American Women, 1963-68," Report of the Inter— de artmental Committee on the Status of Women (Washington, D.C.: Government Printing Office, 9-312-297, 1968). The Nature of the Problem The educational development of women in American culture is closely related to the roles assigned to them by society. The societal and educational climate have failed to motivate girls and women to take advantage of their educational potentialities by the assumption that women serve the needs of society best by caring for the home and family. Most women have accepted society's view of them, docile and content to limit their lives to being wives and mothers and to restrict their self-expression as individuals to areas approved by society.1 For many women this has been a satisfactory role, but for a significant number of others, this limiting position has created serious conflict and some instances have caused serious psychological problems. Complex technological advancements over the past two decades have demanded that we take a new look at the changes in patterns of living and the multiple roles of the contemporary woman. There has been a realization on the part of a large portion of our society that education can bring a better understanding of the complexities of modern life as well as personal enrichment and useful job skills. At present many women are seeking to continue their 1Edwin C. Lewis, Developing Woman's Potential (Ames: Iowa State University Press, 1968), p. 4. education as the major vehicle by which to understand their environment and increase their job skills. They also recognize that the education that they receive will have a crucial effect upon their self-image and the character of the roles they will assume throughout their lives. There is a direct relationship between the amount of education a woman has attained and the likelihood that she will be in the labor force.1 Women who have received the most education have been going to work in the largest prOportions. Three-fifths of the college educated women are in the labor force in contrast with two-fifths of those with high school education and less than one—third of the women with elementary education or less.2 The status of women in American education has been a source of confusion and ambiguity for more than a half century. The recent Women's Liberation Movement, The President's Commission on the Status of Women,3 and other numerous publications have helped to increase awareness 10.8., Department of Labor, Wage and Labor Stand- ards Administration, Women's Bureau, Negro Women in the Population and in the Labor Force (Washington, D.C.: Government Printing Office, December, 1967). 20.8., Department of Labor, Women's Bureau, Job Horizons for College Women in the 1960's, Bulletin 288 (Washington, D.C.: Government Printing Office, 1964). 3The President's Commission on the Status of Women, American Women (Washington, D.C.: Government Printing OffiCe, 1963), pp. 9-17. (Hereinafter referred to as President's Commission, American Women.) and focus attention on the seriousness of the plight of women in the United States. Twentieth century develop- ments, such as increased availability of time, urbani- zation, longevity, higher standards of living, the break- down of traditional institutional barriers, and needs of the individual and society have all contributed to the changing roles of women in our society. One of the most significant societal changes which has affected the lives of women is the drOp in median age at the time of marriage. women marry earlier and often complete the child-bearing and child-rearing cycle before they are forty-five years old. Many women enroll their last child in school before they are thirty.l Since being a full-time homemaker occupies only about one-third of a woman's life, her life is no longer consumed by the demands of her family. Confused about her status as a woman, conflict about role and identity, low level aspiration, lack of adequate preparation, in need of an array of supportive mechanisms to overcome barriers, both physical and psy- chological, women return to institutions of higher learn- ing. These women, in increasing numbers, return to school to continue their education at various stages of their lives. They return to complete degree programs, to develOp new skills, and to update old skills. Many are 1Betty Friedan, The Feminine Mystique (New York: W. W. Norton, 1963), pp. 150-51. (Hereinafter referred to as Feminine Mystique.) motivated by economic reasons and need for additional edu- cation to qualify for higher paying jobs. Others seek personal and self-fulfillment. According to the United States Department of Labor's Committee on Women's Edu- cation,1 most women decide to seek work for economic reasons. Relatively few women have the option of working for personal fulfillment. Many women in society today are ambivalent about their roles and are unable to define clearly their life goals. They are striving to become a person without know- ing what kind of person they want to be, grOping for a sense of identity without a vague notion of how this identity is achieved.2 Evelyn Aceworth puts in historical context the crisis faced by women students: Until the period of the Industrial Revolution, the home was the center of industry, and within it the wife was able to attend to her household duties and the care of her children, and at the same time engage in productive work. Since the divorce of industry from the home, the situation of "going out to work" has arisen, so that earning a living and being a housewife have become two separate spheres.3 Miss Aceworth felt that the present frustration of women was a result of pressures experienced during this 1U.S., Department of Labor, Wage and Labor Stand- ards Administration, WOmen's Bureau, Fact Sheet (Washington, D.C.: Government Printing Office, March, 1968). 2Lewis, Woman's Potential, p. 6. 3Evelyn Aceworth, The New Matriarchy (London: Victor Gollanca, Ltd., 1965), pp. 160-61. transition which vitiate against the eXpression of her true personality. Betty Friedan, in her trend-setting book, The Feminine Mystique, also discussed the problems of women who want to continue their education. She stated: Even against enormous obstacles, more and more women with virtually no help from society and begrudging encouragement from educators themselves, are going back to school to get the education they need. Their determination betrays women's underestimated human strength and their urgent need to use it.1 Mrs. Friedan believed that this is a problem to be faced on a national scale and that cultural stereotypes have stifled women's growth and potential as humans. She saw the problem as the simple fact that women in America are kept from growing to their full human capacities. She believes that a massive educational program will be the key that will unlock the housewife trap. Many young women, both married and single, wishing to return to school to continue their education perceive some quite specific barriers to this return. Limited financial resources, lack of a sufficient number of avail- able scholarships and loans to mature part-time students, and inadequate care for preschool children are major barriers which keep many mothers from returning to school. The increasing number of women working and the increasing need for professional and semi-professional workers have 1Friedan, Feminine Mystique. made it imperative that educational institutions take the initiative in developing effective programs which will utilize and develop the female potential. Significance of the Study Developmental research with special emphasis on the changing patterns in the roles for women is becoming increasingly necessary. The President's Commission on the Education of Women has stressed the need for more research and dissemination of the findings to give tangible aid to individuals and institutions.1 The community college is playing an increasingly significant role in adult education and the continuing education of women. As an institution, it is in the unique position to meet the rising educational aspirations and demands of a highly diverse population in our society. The comprehensive community college with its open door policy, flexible scheduling and easy transfer of credit performs a function previously limited to four-year colleges and university extension centers. The growing interest in the continuing education of women at the local, state, and national level is reflected in educational institutions throughout the country. It is predicted that community colleges will continue to enroll more and more women in educational 1President's Commission, American women. programs in the future.1 The lack of sound research on the critical issues of the problems, needs and goals of these women indicate the need for further study to develop more viable programs which will accommodate the increase in enrollment. Although many articles concerning women's education are appearing in the current literature, there are few empirical studies to support any one point of view. Previous research has concentrated to a large extent on women who continue their education in four-year colleges and universities. Few studies have focused on the woman enrolled in the urban community college. This study will attempt to investigate the more salient factors influencing a selected population of adult women to return to college, to select certain programs, and pursue careers in various professions. The information gained will increase the knowledge that already exists and at the same time will have general implications for other similar populations. The information also is intended to provide the college with beneficial data in assisting with the assessment of present programs and services, as well as for planning future programs as reflected by the concerns and needs identified in this study. 1Junior College Research Review, III, No. 3 (November, 1968), p. 3. 10 Assumptions This study was based on the following assumptions: 1. WOmen are returning to school in increasingly larger numbers than in the past. 2. WOmen's reasons for returning to college are affected by educational opportunities that exist in their community. 3. WOmen's reasons for returning to college are affected by their particular life situation. 4. Women should be aided and encouraged to continue their education at all levels of develOpment. S. Technological and sociological forces are causing change in the patterns and life styles of women. 6. WOmen can make the best assessment of the factors which enhance or inhibit their learning oppor- tunities. 7. The urban community college is in a unique position to develop programs for a highly diverse pOpulation not previously served by four-year colleges and universities. 8. Educational institutions, and particularly urban community colleges, are seeking information to develop programs which will meet the needs of individual students and of the society as a whole. Definition of Terms Personal status.--Demographic characteristics which describe the individual. 11 Family status.--The respondent's family situation as indicated by marital status, number of children, and age of youngest child. Socio-economic status.--Refers to characteristics indicated by combined family annual income and husband's or respondent's occupational category indicated on the questionnaire. Educational status.--Highest level of educational training prior to enrolling at the community college and the number of accumulated hours completed at the college. Career goals.--The type of employment or profession the respondent expects to pursue upon completion of her present educational program. Major field of study.--The program of study officially enrolled in at the community college. Part-time student.--A student carrying a class load of less than twelve credit hours. Full-time student.--A student carrying a class load of twelve credit hours and above. Adult woman.--Any female attending the community college who is twenty years of age and above. Employment status.--Refers to full-time, part-time, or unemployment of respondent. 12 Limitations of the Study Certain limitations exist in this study regarding relationship to the sample, the questionnaire, and the statistical analysis. The sample of women within this study included only those twenty years of age and above and enrolled at an urban community college at the beginning of the second semester, January, 1971. The possibility exists that names, sex, and addresses may have been misprinted be- cause of computer error. Some possibility exists that these incorrect data affected the percentage of returns. The instrument for the study was a questionnaire of structured items whiCh might limit the respondent in registering responses. However, space was provided for open-ended responses, explanations, and answers. Further space was provided at the end of the questionnaire for the respondent to react to any aspect of her college experi- ence. The frequent use of this space by many respondents may have served to reduce, to some extent, any bias that the format of the questionnaire engendered. There is a possibility of bias in the study because of the absence of information from non—respondents and the number of non-responses on certain questionnaire items. The population sample having been limited to women enrolled at an urban community college may limit gener- alizability of the study to the total population. However, the exploratory nature of the study decreases the importance 13 of this limitation. It has not yet been established that there are differences in women attending the community colleges and those attending special programs for women at four-year colleges, universities, and extension centers. A factor which could have affected the return of the questionnaires was the timing of the mailings. The mailing took place just prior to spring vacation and final examinations. However, the return of 59 per cent on a mailed questionnaire compares favorably with other studies on similar populations in the literature. Reporting the Study This study is designed to: (l) examine the reasons adult women enroll in a formal program of education at an urban community college, (2) determine their major field of study and their career goals, and (3) assess their needs and problems as they relate to certain personal and socio-economic variables. In Chapter II, the pertinent literature of the last decade is reviewed. Chapter III discusses, in detail, the design of the study. Research questions, a description of pro- cedures used to develOp the instrument to gather the data, and procedures used for analyzing the data are reported. In Chapter IV, the findings are analyzed. 14 Chapter V summarizes major findings and conclusions. It also suggests recommendations and implications for further study. CHAPTER II A SURVEY OF THE LITERATURE This study concerns the reasons adult women enroll in a program of formal education at an urban community college, their major fields of study, their career goals, and the relationship of these variables to selected demographic data. A thorough search of the literature revealed few studies which eXplored the reasons adult women return to or enroll in a program of formal education. Only one study, by Shoulders,l was found which dealt directly with the question at the community college level. There have been, however, many reports and much speculation about Women in community colleges. A study of the characteristics, motivations, and Problems of married women students at George Washington University revealed that, even though there are wide Variations in the individual characteristics, motivations, aIKi problems of married women students, these students desired personal growth and self-improvement, found \ lBette Shoulders, "Junior College: An Attraction tC> WOmen," Education Research Information Center (Los Arlgeles: Junior College Division, 1968). ITHereinafter referred to as "Junior College.") 15 16 reading a favorite leisure activity and enjoyed learning. As students, a few of the women encountered resentment from younger students: experienced discrimination because of age and marital status or were unable to compete successfully with younger students. The conflict between remaining at home, preparing for a career, and developing intellectual potentialities bothered 30 per cent of the women studied. Further indication that this conflict existed appeared when some women reported that their husbands failed to encourage them to seek degrees, and that parents, in-laws, and friends failed to understand why degree programs were undertaken.1 A survey of married women students at the Uni— versity of Illinois showed that 8 per cent of the respondents desired to continue their education and had a Specific goal in mind. Seventy per cent of this group were between the ages of twenty and twenty-nine. The majority of these women did not plan to wait until they were thirty-five years old before continuing their edu- cation.2 Jane Berry reported the results of a study under- taken in the Kansas City area to determine how a selected 1"Research Helps Identify Problems," Women's Education, III (December, 1964), 3. 2Henry Caroll, "Mature WOmen, Career Aspiration and the College," WOmen's Education, III (March, 1964), l. 17 group of educated women viewed their past, present, and future educational achievements and plans. The study revealed that continuing education was viewed favorably by the majority of the women in the study. Few women, even in the older age groups, seemed to have abandoned all aspirations for continuing their education. The younger women, particular those thirty-four years old and under, were most apt to aspire to continued study.1 A study of the motivations of middle-aged women students in evening college at the University of Nebraska described the underlying motivation of preparing for a career as: (l) a defense against loneliness and emptiness which women fear may ensue when the children are grown and the household responsibilities decline; (2) partly a need to prove worth as something other than a housewife and mother; and (3) partly a desire to earn additional income, either for necessities or extras which she or her family have never been able to afford. Closely related to the above motivations were the conflicts in motives revealed by the study. When they returned to school, many of the middle-aged students were anxious about being able to 1Jane Berry, "Aspirations of Alumnae for Continuing Education," Journal of National Association of WOmen Deans and Counselors, XXVII (1964), 197-98. 18 learn and many had guilt feelings about neglecting their families because of their added school responsibilities.l Riverside City College conducted a study of its 225 mature women students attending day classes to discover problems, if any, pertaining to that group. For the purposes of the study a mature woman was defined as being twenty-five years old or older or married. Findings suggested that the basic problem encountered by the mature woman was lack of time for both home duties and study.2 f 3 Doty in a study of mature women who enrolled in college work found that 80 per cent registered unfulfilled desire for knowledge as a reason for college enrollment and 50 per cent registered dissatisfaction with club work and other social and community activities. College enrollment had been a long time plan with many of the women, who waited only for the financial ability or the time when their children had reached school age. All of the women planned to pursue careers on a full time basis in the future. Doty concluded that it is possible for women to manipulate their environment to fit their needs, that mature women are neither frivolous nor maladjusted in their 1H. Lichtenstein and J. R. Block, "The Middle-Aged Co-ed in Evening Colleges," Adult Education, XIII (1963), 2Phyllis Sensor, "A Study of the Mature WOmen Students Attending Day Classes at Riverside City College During the Spring Semester, 1964," Junior College Research Review, III, No. 3 (November, 1968). 19 desire to attend college and that they do intend to use their education in subsequent careers. A recent study by Fitzgerald and Lantz reports that adult women, in general, had fairly well defined goals. An associate degree was the goal of 6 per cent, a bachelor's degree the goals of 16 per cent and a teaching certificate, the goal of 23 per cent. Of the women studied, 78 per cent expected to be gainfully employed within five years. The subjects in this study were questioned further about family income, future income from their work, and the necessity that they be gainfully employed. More than two-thirds of the women reported that working was not a financial necessity and over half reported that their husbands earned more than $9,000 per year. Further, 75 per cent of the women expected to earn between $4,000 and $9,000 per year, a realistic figure in view of the fact that 62 per cent expect to teach and 10 per cent plan to enter nursing or other allied health fields. These women seem to be preparing themselves for employment which has long been stereotyped as feminine. Only 2 per cent of the women surveyed indicated that they were studying for purely personal enjoyment.2 1B. A. Doty, "Why Do Mature Women Return to College?" Journal of the National Association of Women Deans and Counselors, XXIX (1966), 171—74. 2Laurine E. Fitzgerald and Joanne B. Lantz, "The Adult Coed: A Personal/Vocational Profile," National Business Woman, XLIX, No. 9 (October, 1968), 8-14. 20 An investigation was made by Ruslink to determine the relative importance of selected encouraging and deter- ring factors in the decision of married women to enter or return to college after an interruption in their education. The study also questioned whether there is a difference in the importance assigned these factors by women in certain social class groups, various age groups, and various curriculum groups. The conclusions of this study were that factors related to social status tended to be of greatest importance in women's decision to return to school; factors relating to financial expectation tended to be of least importance. Those aspects relating to future financial goals and economic insurance against possible reversals, however, rated more importance than any current needs or aspirations. Factors which presented the greatest deterrents to the subjects were those in which college obligations conflicted with the needs of their families. Those obstacles rated most serious were the timing of class hours and size of required academic load. women in lower social classes attached more importance to the financial rewards which might accrue from a college education. Middle class women attached more importance to obtaining an education in order to feel more comfortable with family and friends who are better educated. Younger women placed more emphasis on the 21 satisfactions gained from social contact with adults than did older women and were more concerned about possible adverse emotional effects their absence might have on their children.1 In 1967, Wright reported the results of a study at the Metropolitan Junior College, Kansas City, Missouri, to determine the attitudes of college men and women on the issue of women's roles. The finding that both male and females referred to home, marriage, and family life as the major role of women indicated that a major portion of the students aSpire to marriage. Although marriage was the ultimate goal of a majority of the female students, the fact that 70 per cent of them also aspire to a career sometime during their adult lives indicated conflict between marriage and career. Seventy per cent of the men and 75 per cent of the women felt that the availability of occupational choice, expectations and goals available to them were sufficient. Most of the students seemed content with the current status of women in the United States. The general attitudes expressed in the study did not indicate a rapid change in attitude regarding a woman's role in society, and pointed out that at the junior 1Doris H. Ruslink, "Married Women's Resumption of Education in Preparation for Teaching: An Investigation of Selected Factors that Encourage and Deter Married Women's Entry or Re—Entry Into Two New Jersey Colleges" (unpublished Ph.D. dissertation, New York University, 1969). 22 college level, there is little awareness of the changing roles of women.1 Shoulders examined the reasons two groups of women enrolled in community colleges in Missouri. Questions under consideration were: (1) whether women in small towns had motives different from those in large cities, (2) if motives differed with age, (3) how levels of aspiration differed, and (4) how vocational plans varied according to occupational choice and full- or part-time employment. Questionnaires were sent to selected women over twenty-two years old at two small-town and two metrOpolitan colleges. The findings showed: (1) motives were the same in large or small towns; (2) motives did differ according to age; (3) most women aspired to a bachelor's degree; (4) of the small-town women, 64 per cent wanted to teach, while only 19 per cent of the metropolitan women were interested in teaching, 19 per cent in business or secretarial courses, and the rest in miscellaneous fields; and (5) 64 per cent from small-towns and 75 per cent from larger cities planned on full time employment. Conclusions based on the results of this study were that marriage and career are possible in our society as well as marriage and education for women that a large number of lDorothy Wright, "Junior College Students View Women's Role," figurnal of the National Association of Wbmen Deans and Counselors (Winter, 1967), 71-76. 23 women are taking advantage of the opportunity to continue their education at a public junior college; that a signifi- cant number of women in the study are working full-time while getting their education. A large group of self- supporting young single women were found to be part-time students at the public community college.1 Summary of Review of the Literature Recent studies of adult women who have returned to school indicate that most of the factors influencing their decision to return to school have been determined by economic need, self-fulfillment, and identity crisis. One striking observation is that those women who do return to >school are often preparing for employment in areas long I stereotyped as feminine. Findings by Fitzgerald and Lantz revealed that women who return or enroll in school seem to be preparing themselves for employment rather than self-fulfillment or the identity crises. This finding is supported by the assertions of the United States Department of Labor that most women are motivated to improve their employment and educational status for economic reasons and that relatively few women have the Option of working for self-fulfillment. Ruslink found that women in the lower classes attached more importance than women in the middle or upper classes lShoulders, "Junior College." 24 to the financial reward which might accrue from a college education. Of the women returning to community colleges, Shoulders found that 64 per cent from small-towns and 75 per cent from large cities planned on full-time employment. Most women seek to combine their work or career plans with marriage, but the conflicts that they encounter create considerable delemmas. It has been indicated in the studies that many women have feelings of guilt that they may be neglecting their families and worry about the adverse emotional effect their absence from home might have on their children. Major reasons for this conflict are pressures from husbands, friends, and family who do not understand why programs of study are undertaken. w‘ WOmen are persistent in seeking to fulfill their desire for knowledge, self-improvement, and self- fulfillment. While few women of any age have abandoned all aspirations for continuing their education, younger women are more apt to return to school at an earlier age and while their children are younger than their counter- parts of preceding years. Findings from studies done at community colleges show that although women are returning to college in large numbers, there is little awareness among the students of the changing roles and patterns in women's lives. Shoulders concluded that marriage and career are possible in our society as well as marriage and education 25 for women. She further concluded that a significant number of women were working full-time while getting their education and that a large group of self-supporting single women were attending the community college part-time. Doty also concluded that it is possible for women to "manipulate their environment to fit their needs; that mature women are neither frivolous nor maladjusted in their desire to attend college, and that they do intend to use their education in a subsequent career. The identity crises frequently experienced by women who return to school, and alluded to by Lewis, Erickson, and Friedan, has not been supported through experimental studies, or through self reports of women who have returned to school. Studies which support the identity crises of women are conspicuously absent in the literature. CHAPTER III DESIGN OF THE STUDY This descriptive study was designed to obtain data from a randomly selected population of adult women formally enrolled in an urban community college. The data collected were concerned with the women's reasons for returning to school, their major fields of study, their career goals and their present evaluation of their college experience. Descriptive personal and socio-economic data including, age, family status, education, and employment status also were obtained. This chapter presents the general procedures used to design the study, the research questions, and the study instrument to gather the data. The data were analyzed in various ways to fulfill the purposes of the study stated elsewhere in the report. Sample The sample was a randomly selected population of adult women enrolled in an urban community college in Michigan. An adult woman in the study was defined as a 26 27 woman of at least twenty years of age in January, 1971. A computer listing of all adult women enrolled was obtained from registration forms of the institution. A 25 per cent sample of 442 women was drawn from these names. Women in the study included those enrolled in off-campus centers as well as the main campus. The questionnaire and explanatory material were mailed to each woman in the sample. Instrumentation A five page questionnaire was formulated to gather data for the study. The questionnaire method of gathering data was used because it was considered the most practical method to approach the problem. Good has stated: . . . the questionnaire normally comes into use where one cannot see personally all of the people from whom responses are desired, or where there is not particular reason to see them personally . . . the questionnaire is an important instrument for gathering information from widely scattered sources. In addition, it can be said that questionnaire inquiries are adapted both to gathering facts and to gathering opinions and attitudes and have a wide range of application.1 According to the Director of Student Personnel Services, previous studies done by the institution under study, showed that its women students responded to questionnaire surveys in a greater proportion than the general population. It was recognized that the question- naire method of investigation would provide the most 1Carter V. Good, A. S. Barr, and Douglas E. Scates, The Methodology of Educational Research (New York: Appleton-Century-Crofts, Inc., 1941), p. 325. 28 factual response and more standardized answers, and thus, minimize problems in coding and computer pro- cessing. The questions used were structured items designed to elicit the following information: (1) personal and socio-economic data, (2) stated reasons for enrolling in the community college, and (3) major fields of study and career goals. A final, open-ended item encouraged re- actions to the college experience. The self-administered questionnaire was developed from a review of the literature, a review of questionnaires used by Michigan State University's Office of Evaluation, and by personal formulation. The instrument was submitted to the Educational Research Office and to Guidance Com- mittee members for examination. Subsequently it was re- vised and approved. A pretest of the instrument was then administered on a comparable population of women enrolled at a local urban community college. The questionnaire was printed on 8 1/2 by 11 inch colored paper. Respondents were assured of individual anonymity, although questionnaires were coded for the purpose of follow-up. Study Questions 1. What is the relationship? a. Between age and the continuing education of adult women? 29 b. Between family status and the continuing education of adult women? c. Between educational status and the continuing education of adult women? d. Between economic status and the continuing education of adult women? e. Between employment status and the con- tinuing education of adult women? 2. Do selected major fields of study reflect the educational goals and career aspirations of women under study? 3. What changes must be made by the college to meet the expressed needs of its adult women students? Collection of Data The original mailing included an explanatory letter signed by the Director of Student Personnel at the insti- tution under study, together with the questionnaire and a return stamped envelope. Attached to the letter of expla— nation was a form to be returned by the respondent should a summary of the study be desired. The return of this form by approximately 75 per cent of the respondents showed significant interest in the results of the study. The first follow—up on the study was a post card which reminded the respondent of the importance of the study to her and expressing a desire for her participation. 30 The second follow-up was a randomly selected telephone call survey from a list of the population sample who had not responded. Thirty of the originally selected par- ticipants were interviewed by telephone on three of the independent variables. Questions requesting information on age, family status, employment status, and educational status were asked the respondents. The results of this telephone survey showed that the non-respondents were not essentially different from those who responded to the questionnaire on variables examined. The timetable for mailings of the original survey and follow-up contacts were as follows: 1. Original mailing of the questionnaire on April 15, 1971. 2. First follow-up, post card mailing on_ April 30, 1971. 3. Second follow-up, telephone survey on May 20, 1971. Returns on the questionnaires totaled 259 of the 442 women thought to have been contacted. Analysis of the Data The responses to the questionnaire were coded for keypunching and computer processing. Statistical analysis of the descriptive data involved frequency counts and percentages. The chi-square test of significance and contingency correlations were used to test the research ‘31 questions. Siegel has stated that "when the data of research consist of frequencies in discrete categories, the chi-square test may be used to determine the significance of differences between two independent groups."1 In the case of this study, the chi-square test.was used on discrete age groups and other stated variables at the .01 level of significance. The Contingency Coefficient: C The contingency coefficient C is a measure of the extent of the association or relation between two sets of attributes. It is uniquely useful when we have only cate- gorical (nominal scale) information about one or both sets of these attributes. That is, it may be used when the information about these attributes consists of an unordered series of frequencies. The contingency coefficient, as computed from a contingency table, will have the same value regardless of how the categories are arranged in the rows and columns. To compute the contingency coefficient between scores on two sets of categories, one first computes the value of x2 by using formula: lSidney Siegel, Nonparametric Statistics For the Behavioral Sciences (New York: McGraw-HilIIBook Company, 1956), p. 104. (Hereinafter referred to as Nonparametric Statistics.) 32 2 r k (0.. - E..) X2 = 2 z 11 13 i=1 j=l Eij Then inserts that value into formula: to get C. Limitations of the Contingency Coefficient The wide applicability and relatively easy compu- tation of C may seem to make it an ideal all-round measure of association. This is not the case because of several limitations or deficiencies of the statistics. According to Siegel it is desirable for corre- lation coefficients to show at least the following charac- teristics: (a) where there is a complete lack of any association, the coefficient should vanish; and (b) when the variables show complete dependence on each other--are perfectly correlated--the coefficient should equal unity, or 1. The contingency coefficient has the first, but not the second characteristic. A third limitation of C is that the data must be amenable to the computation of x2 before C may apprOpriately be used. A fourth limitation of C is that C is not directly comparable to any other measure of correlation, e.g., the Pearson r, the Spearman rs, or the Kendall r. 33 Siegel states that: In spite of these limitations, the contingency coef- ficient is an extremely useful measure of association because of its wide applicability. The contingency coefficient makes no assumptions about the shape of the population of scores, it does not require under- lying continuity in the variables under analysis, and it requires only nominal measurement of the variables.1 The data were analyzed using the Michigan State University Computer Institute for Social Science Research Analysis of Contingency Tables Program. The data were analyzed by the Central Data Cor- poration 3600 Computer at the Michigan State University Computer Laboratory. lIbid., pp. 196-201. CHAPTER IV ANALYSIS OF FINDINGS Introduction In this chapter, findings of the study are reported in descriptive terms. The descriptive analysis looks at the population in terms of selected demographic variables. Data were gathered on the factors of age, family status, educational background, annual family income, and present employment status of the respondents. These demo- graphic characteristics are examined in relationship to the respondents' stated reasons for enrolling in college. Information is reported on the respondents' cur- riculum choices and educational goals. Their ratings of the services and programs offered at the community college under study are reported, and recommendations are made which reflect the needs and problems expressed by the adult women participating in the study. Discussion Age groupings were established on the basis of three intervals. Table 1 shows the age intervals and dis- tribution of respondents. 34 35 TABLE l.--Age distribution of respondents. Age Ranges Number Percentage 20-24 94 36.2 25-34 118 45.5 35 and Over 47 18.1 Total 259 100.0 Footnote for percentages 100%* * . Columns of percentages on this and following tables are shown adding to 100%, although sometimes the individual percentages shown may actually add to slightly less or slightly more than 100%. This is due to rounding of the individual percentages, thus allowing them to remain at their true magnitudes and not forcing them unduly in order to make the column add to exactly 100%. The data revealed that nearly half the sample (46%) were 25-34 years of age, with a median age of 28.5. Ages of respondents ranged from 20-60 years. More than one-third of the women enrolled were between 20 and 24 years of age. Less than one-fourth of the sample (18.1%) were in the "35 and over" category. Respondents were asked to indicate their marital status. As reported in Table 2, more than half (61.7%) of all respondents were married. Nearly one-fourth (24.7%) were single, and about 13.4 per cent were either separated, divorced, or widowed. Women in the sample tended to be mainly married or single. Table 3 shows marital status by age. Only 36.5 per cent of the 20? to 24-age group were married compared 36 TABLE 2.--Marita1 status of respondents. Marital Status Number Percentage Single 64 24.7 Married 160 61.7 Separated 7 2.7 Divorced 18 6.9 Widowed 10 3.8 Total 259 100.0 TABLE 3.--Number and percentage of married women by age (N = 259). Number Total Age Range Married Number Percentage 20-24 34 94 37.3 25-34 69 90 76.6 35 and Over 57 75 76.6 Total 160 259 61.1 37 to 76.6 per cent of the 25- to 34-age group. Sixty per cent of the women over 35 were married, compared to 61.7 per cent of the women in the total sample who were married. The number of children reported by women attending the college ranged from zero to six and over. Table 4 reports the number of children of the respondents. Among those who have children, the model pattern was from one to three children per family. However, 35.5 per cent of the women had no children; 15.8 per cent had between three and five children. Less than 1 per cent had six or more children. As would be expected, the younger women had fewer children than those who were older (see Table 6). TABLE 4.--Number of children of reSpondents. Number of Children Number Percentage No Children 92 35.5 1-3 Children 123 47.5 3-5 Children 41 15.8 6 Children and Over 3 0.1 Total 259 100.0 Table 5 reports the ages of the youngest child of each respondent having children. Almost two-thirds of the respondents had children. Children of the respondents ranged in ages from pre- school to over twenty years, with children under six 38 TABLE 5.--Ages of the youngest children of respondents. Age of Youngest Child Number Percentage Under 6 Years 70 27.0 7 to 9 Years 54 20.8 10 to 13 Years 11 4.2 14 to 19 Years 23 8.9 20 Years and Over 8 3.1 No Children 92 35.9 Non Respondents 1 Total 259 100.0 comprising the model pattern. As would be expected, women in the study who had the largest number of children below the age of six were in the 25- to 29-year-old range (Table 6). Approximately 55 per cent (54.5%) of these women had children below the age of six, compared to 27 per cent of all women in the sample with children under six (Table 5). Wbmen 30-39 years of age had the largest number of children, 57.1 per cent between the ages of 5 and 12. While the over-40 group had the largest number of children between the ages of 16 and 20, women who had children over 20 ranged between the ages of 40 and 59. The respondents were asked to indicate their prior educational experience before enrolling in the community college. Table 7 shows the educational back- ground of women in the sample. 39 TABLE 6.—-Ages of the youngest child compared with respondent's age in percentages (N = 167). Ages of Youngest Child Age of Respondent No 1“ Years 0-5 6-12 13-15 16-20 Over 21 ReSponse 20-24 30.4 1.1 0.0 0.0 0.0 68.5 25-29 54.5 9.1 0.0 0.0 0.0 36.4 30-34 28.3 45.7 8.7 6.5 0.0 10.9 35-39 14.3 57.1 7.1 10.7 0.0 10.7 40-44 0.0 37.5 8.3 33.3 8.3 3.2 45-49 9.1 18.2 18.2 36.4 18.2 0.0 50-54 0.0 14.3 14.3 28.6 42.9 0.0 55-59 0.0 0.0 0.0 66.7 33.3 0.0 60 and Over 0.0 0.0 0.0 50.0 0.0 50.0 40 TABLE 7.--Educational background of respondents. Educational Background Number Percentage Less than High School 7 2.7 High School 137 52.8 Some College 63 24.3 Vocational or Technical Training 30 11.5 Non-Respondents 22 8.4 Total 259 100.0 More than half of the women responding (52.8%) had graduated from high school before enrolling in the community college. Nearly one-fourth had graduated from high school and attended college, while less than 3 per cent had less than a high school education. The respondents' current income levels are reported in Table 8. Annual family incomes ranged up to more than $20,000. The median annual family income level was $10,500. Less than one-fourth (18%) had an annual family income of less than $5,000. TABLE 8.--Annual family income of respondents. Income Number Percentage Less than $5,000 46 18.5 $5,000 to $9,999 62 24.9 $10,000 to $14,999 87 34.9 $15,000 to $19,999 36 14.5 $20,000 and Over 18 7.2 Not Reported 10 2.5 Total 259 100.0 41 The reported income data suggest that a broad cross-section of occupational levels are represented by women attending the community college. Present occupations of spouses of married women reported are shown in Table 9. TABLE 9.--Spouse's Occupational Category. Spouse's Occupation Number Percentage Manual Worker 45 17.3 Skilled Laborer 32 12.3 Business Owner 9 3.4 Executive or Manager 25 9.6 Office Clerical or Sales 11 4.2 Professional Worker 33 12.7 Service WOrker 5 0.9 Non-Respondents 99 38.2 Total 259 100.0 The table revealed that manual workers represent the highest percentage of occupations of spouses of the respondents. Professional workers and skilled laborers are almost evenly distributed between the two groups, and less than 1 per cent of the women have husbands in the service worker's category. The women students were asked to report information on their present employment status. Table 10 shows the employment status of the respondents. 42 TABLE lO.--Employment status of women respondents. Employment Status Number Percentage Employed Full-Time 81 31.2 Employed Part-Time 63 24.3 Unemployed 115 44.4 Total 259 100.0 Approximately one-third of the respondents reported full-time employment, and nearly one-fourth reported part-time employment. Those who were unemployed comprised 44.4 per cent of the adult women students. Nearly half, 44.4 per cent of the adult women enrolled, were unemployed. The respondents were enrolled in a variety of academic programs. Table 11 shows their curriculum choices in the several areas. The most frequently mentioned curriculum choices were nursing and related fields, education, and social and behavioral sciences. Forty-one per cent were enrolled in nursing or related fields while more than one-third (36.7%) were seeking careers in the educational field. Less than 10 per cent sought careers in social and behavioral sciences. Less popular in their choices were business administration and natural and physical sciences, respectively. The enrollment pattern tends to support previous studies in the literature which show TABLE ll.--Major curriculum 43 choices of respondents. Curriculum Number Percentage Nursing and Related Fields 105 40.5 Education 95 36.7 Social and Behavioral Sciences 22 8.5 Business Administration 14 5.4 Humanities 12 4.6 Natural and Physical Sciences 5 2.0 Apprenticeship 2 0.7 Other 4 1.5 Total 259 100.0 that women generally enroll in fields traditionally occu- pied by women and are reluctant to qualify themselves in fields traditionally occupied by men. A few women in the study, however, are showing interest in the predominantly male field as reflected in the following comment of a respondent: "Encouragement and assistance should be given by the community college for women to enter and select classes which will prepare women to become lawyers, doctors, chemists, business administrators, and dentists." Respondents were asked to indicate their present educational goals in relation to the degree sought. The educational goals and degrees sought by respondents in each curriculum choice are reported in Table 12. Of the seven curriculum offerings, the Bachelor's degree is the degree most frequently sought. More than 44 v Hmuoa mmcommmm oz N o.o 0.0 0.0 0.0 o.ooa anemmoaucmnaaa m o.o o.o~ 0.0 0.06 o.o~ mmocmaom Hmowmhsm can Hmnsumz NH 0.0m m.m m.m o.mm m.m managemesm «a 8.H~ 0.0 m.6H o.om ~.¢H coflumuumncaena mmmcamsm mm o.ma H.ma H.ma m.Hm H.mH 606cmaom Hmuofl>mgmm was Hmfloom mm m.oa 0.0 m.aH 6.mm m.m~ coaumosom mos m.mm m.m 8.6 m.- m.mm moflmam omumflmm 6am mcnmusz mmm u 2 H6 u 2 OH u 2 mm u 2 ma u 2 as u z munm mo Hmnfisz common .Q.£m mumummz muoawnomm ou0fl00mm4 OZ HMOWIOBB mmud ESHSUHHHDU unmsom mmummo .Ammm u zv soflumuommxw monomo can moaono Edasoanuso mucmocommmmll.mH mqmda 45 half the women in the three curricula areas, education, business administration, and natural and physical sciences, are seeking a Bachelor's degree in their special fields of interest. The two-year Associate of Arts degree comprises the second most frequently stated educational goal. The high percentage of women, 50.0 in Humanities, 29.5 in Nursing and Related Fields, and 21.4 in Business Admin- istration, who indicated that they were seeking credentials other than a degree can be attributed to the unique structure and flexibility of choice offerings in the community college. It is interesting to note that less than one-third of the respondents seek a Master's or a Ph.D. in any of the selected curricular offerings. DeSpite the high interest in earning a degree, few aspire beyond the Bachelor's degree or Baccalaureate degree. However, those women enrolled in the Social and Behavioral Sciences appear to be seeking the Master's and Ph.D. degrees in larger percentages than those in other curricular areas. Summary of Stated Reasons for Enrolling Several questions were asked in order to examine the reasons for adult women enrolling in a program of study which would allow them to continue their education. These were: (1) their stated reasons for enrolling, (2) the level of their educational goals, and (3) specific 46 educational and employment goals as they related to the selected personal and socio-economic characteristics. Respondents were asked to check the extent to which each of ten stated reasons influenced them to enroll in school as "very much so," "somewhat," and "little or not at all." In an attempt to focus on those responses considered "most important," only the "very much so" responses were considered in the analysis. A summary table was developed by assigning a point value to each answer for each reason listed: four points for the "very much so" column, two points for the "some- what" column, and zero points for the "little or none" column. In the table, the average scores are presented together with a rank ordering of importance of all eight items and the percentage of respondents who answered that a particular reason was "very important" for their having enrolled in school. Table 13 reports a summary of stated reasons for enrolling in college. The most important reason for adult women to enroll in a program at the community college under study was to earn a degree. Three-fourths of the total sample (75%) reported earning a degree as their major reason for enrolling in college. Of almost equal importance are the 71 per cent who are seeking Opportunities to gain general information. A high percentage (64%) desired to enter a profession, 47 TABLE 13.--Summary of stated reasons for enrolling in college (N = 259). Average Percentage of Score Rank Sample Who Reasons of Order Said Reason Was Importance "Very Important" To Earn a Degree 3.5 l 75 To Gain General Information 3.4 2 71 To Enter a Profession 3.1 3 64 To Become More Socially Useful 2.8 4 52 To Improve Income Potential 50 2 5 To Meet New People 1 6 24 To Supplement Income 1.8 7 24 To Provide for 1 Leisure Time .3 8 16 and more than half wished to become more socially useful by continuing their education. Equally important to half of the respondents was a need to improve income potential. Of less importance to the adult women enrolled was that of meeting new people and supplementing the family income. Only a few women (16%) reported that they enrolled to provide for leisure time activity. These data support the previous research which states that women return to school to do something meaningful with their lives. In general, women in this study enrolled in col- lege to earn a degree, to gain general information, and to enter a profession. Half of the women indicated that 48 they wanted to improve their income potential, and only a few indicated that they wanted to provide for leisure time. The chi-square test of significance and contingency correlations was used to test the research questions under study. The chi-square tests were computed at the .01 level of significance. The variable of age was found to have a signifi- cant positive relationship (x2 = 62.357, df = 27) on six of the ten listed reasons for enrollment. On the state- ment "to supplement family income," over three-fourths of the women between the ages of 25 to 29 stated this as a major reason compared to one-fourth of those age 40 and above who reported this as their major reason. Of the total group, 24.3 per cent of the women checked the "very much so" category. "To improve income potentials and upgrade skills" held a significant positive relationship (x2 = 60.852, df = 27). About half, 50.2 per cent, of the women respondents indicated this as a major reason. There was very little variability from one age group to another. Approximately half of the respondents desired "to become more socially useful." Of notable interest was that three-fourths of the 45- to 49-age group and two-thirds of the 55- to 59-age group reported this 49 .Hm>ma Ho. we» um ucmoflwflcoflm mEmufl ou muwmmm; m.h 0.0m o.o o.o ~.ma m.m m.m m.v H.m o.n mCOmOOm umcuo m.vo o.o 5.00 ¢.mv o.mw m.mm o.mm m.mo m.mo m.om accemmmmoum m umucm 09 m.vs o.o m.mm m.mv m.mm m.on m.vm v.om m.m> m.mn «mouomo m cumm OB m.mm o.ooa n.wo v.a> m.am m.o> o.mm m.ne m.mo m.mm mocmoHucou ocm mmmcoum3¢ mamm mmmmuocH OB o.an o.ooa p.90 H.nm m.om ~.mn v.an o.mm «.mo o.mw :oHumEMOMCH Hmumcmo cfimo oe m.oa o.o m.mm m.va m.mv m.v v.a~ m.oa o.ma m.oa «mafia musmamq uom mofl>0um 09 o.v~ o.o m.mm m.va v.wm o.mm >.oa o.ma m.o~ m.am «mocmaum mme can manomm now: 09 h.am o.om h.ww H.>m n.~n m.>m m.mm 0.0m m.mm «.mm Howmmo xaamfioom muoz meoomm 09 N.om o.o o.o m.~q m.vm m.mv m.mm 0.0m m.mm v.mm sagaucmuom meoocH m>ouQEH OB m.v~ o.o o.o o.o m.h~ o.mm v.H~ m.m~ m.Hm m.mm «mEoocH madame ucoewamosm OB amN u z N u z m u z n u 2 Ha u z vm u 2 mm u z ow u 2 «v u z m u z Hmuoa om uo>o mmumm «mlom avnmv voice amumm emuom mmumm vmnom mCOmmmm :ucmuuomEH Num>g mm mcommmm ooumum on: momucmoumm .anma .humscmn .mmmaaoo huflcsafioo may as mafiaaoucm HON msommmu one mom cmwzumn mflnmcoflumHmu on» mo wumEEsmnn.¢H mqm<9 50 as compared to about one-half of the under 35 and that of the total population. Less than half of any age group considered "to meet new people" a major reason for their enrollment. Of the total population, only 24.0 per cent of all respondents indicated this was an important consider- ation. However, this item showed a significance of (x2 = 51.227, df = 27). The largest age group that considered "leisure time activity" as an important factor was the 45- to 49- age group. Forty-five per cent of these women reported this as a major factor compared to one-third of the 50- to 59-year-olds and less than one-fourth (16.3%) of the total population (x2 = 60.459, df = 27). On the response item "to gain general information and knowledge," 71 per cent of the total sample responded to the "very much so" column. The age group most influ- enced by this factor was the 45- to 49-year-olds having 90.9 per cent respond favorably to this item. The data revealed that more than half of the respondents enrolled "to increase self-awareness and self-confidence." The largest age group who gave positive response to this item was in the over-40 age range. Three— fourths of this group considered this an important factor, while only about half of those under 40 and 59.8 per cent of the total pOpulation considered this item a major factor. 51 As previously stated, women at the community col- lege were highly degree oriented. These data support the fact that more women are returning to school to get a degree in a field of their interest as well as to train for a profession. Approximately three-fourths of the respondents are seeking a degree at a level of signifi- cance (x2 = 104.401, df = 27). WOmen seeking professions returned at a level‘of significance of (x2 = 56.599, df = 27). A larger proportion of the younger women, those under 50, are degree oriented. There is a decline in a desire to earn a degree after the age of 50. Approximately two-thirds of all women respondents expect to use their training by entering a profession, substantiating the literature which states that women of all ages intend to use their education in a meaningful way. A significant relationship existed between marital status and school enrollment on the item statement "to supplement family income" (x2 = 61.028, df = 12). Separated and divorced women returned to college to supplement family income as well as to improve income potential at a higher percentage rate than did married, single, or widowed women. More than half (57.1%) of women who were separated and nearly three-fourths (72.0%) of those divorced stated that supplementing family income .H6>6H Ho. v m on» 06 usmowmacoflm mamufl on mummwm6 52 m.0 o.oa m.m m.¢a w.m m.oa Hmnpo 6.66 0.00 m.m0 6.H0 m.66 m.wm cowmwmmoum 6 umucm OH 6.60 0.06 0.66 0.H0 6.60 6.60 66um6o 6 6666 60 m.mm 0.06 6.66 o.0m o.m6 o.om mocmoncoo pom 666c6u63< mamm mmmmuocH OB o.H0 o.om m.00 6.H0 «.mm 0.00 c00u68u0mcH Hmumcmo c660 OB m.6a o.om 6.6 0.0 m.ma H.6H mafia whomflmq MOM mo6>oum OB o.v~ o.o~ m.mm m.va m.vm m.HN mocmflum 0x62 pom manomm Does 09 0.Hm 0.06 6.66 6.H0 m.am «.mv Hommmo maamfioom muoz mEoowm 09 0.06 0.06 ~.~0 0.H0 6.60 6.06 H66666666 6sooaH 6>oumsH 60 6.60 0.00 0.00 6.06 6.H~ 6.6H .65666H 066866 6666666666 60 mmm n 2 OH H 2 ma n z 0 n z owa n z 66 u z amuoa omsoofiz ooouo>wo owumnmomm omenumz mamcwm mcommwm =uc6uuomEH Num>= mm mGOmmmm omumum 0:3 mmmucmoumm .H0ma .mnmscmo .meHHoo wuwcsEEoo may :0 mcwaaoucm mom chmmmu osm msumum Hmuwnme c663u6n mHSmcoHumamH may no hHmEEomII.mH mamas 53 was a major factor in influencing their return to school. Of the total population, 23.3 per cent of the women con- sidered this a major factor. No significant relationship existed between marital status and any of the other response items; how- ever, several interesting observations were made. Married women were more concerned with improving their income potential than with supplementing income. A higher per- centage of women separated from their husbands (71.4%) wished to become more socially useful, compared to about one-half (51.7%) of the total respondents. Less than one-fourth of all women responding (24%) had enrolled for social reasons. The desire of most women to enroll in school for self-awareness and self-confidence was reflected by these respondents. More than half expressed this reason as a major consideration. Nearly three-fourths (71%) were seeking to "gain general information." Approx- imately three-fourths of the women responding stated that earning a degree was their educational goal, and nearly two-thirds enrolled to qualify for a profession requiring special training. Less than one-fourth of any group enrolled to provide for leisure time activity. The relationship between educational background and reasons for enrolling in college was significant on the response items "to gain information and knowledge" 54 .66>66 do. 626 um ucao6w6co6m 65666 ou muwmomu 6.0 6.0 6.06 0.0 6.6 0.0 66:60 6.06 0.60 0.00 6.66 0.66 6.66 6666666660 6 66606 60 6.00 0.00 0.66 0.60 6.60 0.66 666060 6 0666 60 6.06 6.06 0.06 6.06 0.66 0.66 6606666666 6c6 mmmcwumesfl WHOM OmMOHUCH OH. 0.60 6.06 0.06 0.66 6.60 6.66 066666666666 6666666 6666 60 6.66 6.0 0.66 6.06 0.66 0.66 6869 6656666 606 mo6>o6m OH 0.06 0.66 6.66 6.06 6.66 6.66 6666666 6662 6:6 660666 6662 60 0.66 6.06 6.66 6.00 0.60 6.66 606660 06666666 666: 666666 60 ~.om 6.0m o.oo 0.60 0.60 6.66 6666:6606 meoocH 6>06QEH OH 6.06 0.66 6.66 6.06 6.66 0.66 626666 666266 6:62666666 60 066 u z 66 u z 06 n z 66 u z 066 u z 0 u 2 66909 mucmocomm mc6c6669 6o666ou Hoosom 6oonom c062 :ucmuuomEH N66 s an mCOmmwm owumum 0:3 oomucooumm .6006 .aumscmn .mm66600 unacsfieoo onu c6 0:66606c6 60w msommmu ocm ocooumxomn 66c06660906 6.»:oocommmu :663umn mwnmc06u6666 6;» mo >6MEEsmnu.66 mqmda 55 (x2 = 36.160, df = 15) and "to increase self-awareness and self-confidence" (x2 = 31.110, df = 15). Those having less than a high school education were consistently higher in their percentage of responses on reasons in the "very much so" category than those who completed high school, attended college, or had attended a vocational or technical training school. Those respon- dents with "less than high school" prior to enrollment compared favorably with those in the other groups in their reasons for enrolling on items "to provide for leisure time" and "to meet people and make friends." The data showed that they were less interested in "supple- menting family income" (16.7 per cent compared to 24.3 per cent of the total population). Their reasons were evenly distributed on items "to improve income potential" and "to become more socially useful," although considerably higher than the percentage of the total population who said these two items were a "very important" factor in their decision to enroll in college. It was interesting to note that fewer adult women who had not finished high school, about two-thirds (66.7%), expected "to earn a degree" compared to about three-fourths of the population. They tended to be highly interested in entering a pro- fession. Other groups were more evenly distributed in their stated reasons for enrolling in college. 56 The relationship between returning to school and the spouse's occupation was not significant on any of the response items. It was interesting to note, however, that half of the total number of respondents wished to increase their income potential compared to less than one-fourth who enrolled to supplement the family income. In general, women tended to enroll in school to become more socially useful, but did not enroll to make friends or to meet people. Neither were they interested in providing for use of leisure time. Women whose spouses were in the manual workers', office workers', and clerical workers' category indicated that "supplementing the family income" was more important to them than did women whose Spouses worked in other occupational categories. Those women whose spouses were "business owners," "professional workers," or who held "executive or management" positions showed little or no concern for supplementing family income as a reason for enrolling in college. Although the women whose spouses were skilled laborers indicated supplementing family income as an important reason less frequently than the two highest groups, they enrolled more frequently to supplement family income than did the total population. About half, 56.0 per cent, of the respondents enrolled to improve their income potential; and 51.9 per cent enrolled to become more socially useful. Approximately 57 0.0 N.oa 0.0 0.0 6.0 H.N6 H.HH H.m ~.N mGOmmwm uwnuo 0.00 6.60 0.00 0.60 0.60 0.00 0.00 6.60 0.60 co6mmmuoum 6 umucm 00 0.00 0.60 0.00 0.60 0.00 0.60 0.00 6.60 ~.Nm 066060 6 cumm 00 6.00 6.60 0.00 0.00 6.06 0.~0 0.00 0.60 0.00 mocwo6mcoo one mmocoum3d 0660 mmmwuocH 09 0.00 0.60 0.00 0.60 6.00 0.00 0.00 0.60 0.00 c06umeuowc6 6666cmo :660 00 6.06 6.66 0.06 6.66 6.0 0.00 ~.- 6.66 0.06 0868 6656666 600 oo6>oum 09 6.06 6.6m 0.06 6.06 0.06 0.06 N.- 0.06 0.00 moc066m 6x6: 666 660060 ummz 09 0.66 6.00 0.00 0.00 6.00 0.00 0.00 0.00 0.60 69066: 06666000 6602 mEoowm OH 0.00 6.06 0.06 0.00 6.00 0.0m 0.00 0.00 0.00 6666:6600 mEoocH w>o6mEH 00 0.0N 0.06 0.00 6.0 0.06 0.06 0.0 6.60 6.66 weoocH 066266 ucwEmammom OB 0m~ u z 00 u z m u 2 mm 0 z 66 u 2 mm I z 0 u 2 mm 0 z 00 u z 66uoe mucmocomm umxuoz umxuoz 666mm 60 6606662 umcso 666oo66 66x60: 16m :02 606>660 66co6mmmuoum 66066660 o>6usooxm mmmc6msm ©6666xm 665cmz mCOmmmm =ucmu6omEH N66>= 66 chmmwm omumum 0:3 momucmouom .1066 u 26 6006 .6666660 .0006600 066csEEoo mnu 66 0:66606cm 600 mcommmu can co6umaoooo 6.6moomm cm®3umn m6cmc0666666 on» no >66&Edm:n.06 mqmde 58 one-fourth (24.1%) enrolled "to meet people"; and less than one—fourth, 16.3 per cent, enrolled "to provide for leisure time." Those whose husbands were "executives," "managers," or "professional workers" enrolled more fre- quently "to gain general information" and "to increase self-awareness and confidence" than did those whose hus- bands were in other occupations. More than three-fourths (82.2%) whose spouses were in the "manual workers'" cate- gory, and 90.9 per cent whose spouses were in the "office, clerical, and sales" occupational category enrolled to "earn a degree" compared to three-fourths of the total population. The women were fairly evenly distributed in their interest in entering a profession as a reason for enrolling. About two-thirds (64.7%) of all respon- dents enrolled to enter a profession requiring special training. On the variable of annual family income, a signifi- cant relationship existed on four of the ten response items. A significant relationship existed between the income level and returning to school "to supplement the family income" (x2 = 70.497, df = 15). More than half (53.3%) of the respondents whose family income was less than $5,000, compared to 11.1 per cent whose income was $20,000 and over, enrolled to supplement family income. 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oeflo-oooo oozoaoem .m.c omm.~z o.oh m.~ o.~ m.H~ o.nH o.om o.am v.HH o.m omcoomom oz :COaumEqucH Hmumcmw Camo OH: NAME: ORAL DEFENSE: DISSERTATION TOPIC: EDUCATION: 1951-1957 1963 1971 EXPERIENCE: Present 1970-1971 1969-1970 VITA Mildred Christine Jackson Tate September 16, 1971 "An Analysis of the Relationship Between Selected Personal Socio-Economic Charac- teristics of a Random Sample of Adult Women and Their Reasons for Enrolling in an Urban Community College" B.S. Degree Jackson State College, Jackson, Mississippi Major: Elementary Education Minor: Speech and Social Studies M.A. Degree University of Michigan Ann Arbor, Michigan Major: Guidance and Counseling Ph.D. Degree Michigan State University East Lansing, Michigan Major: Administration and Higher Education Minor: Community Development Coordinator of Minority Affairs Eastern Michigan University, Ypsilanti, Michigan Community and Human Relations Consultant Institute for Community Development, Michigan State University, East Lansing, Michigan Staff Consultant and Research Associate, Project ENABLE (Special project for adult education), Department of Education, Michigan State University, East Lansing, Michigan 117 EXPERIENCE: 1968-1969 1966-1968 1964-1966 1963-1964 1953-1963 Part-Time: Fall, 1970 1969-1970 1964-1965 118 Director of Owen Graduate Center Michigan State University, East Lansing, Michigan Elementary School Counselor Flint Public Schools, Flint, Michigan Cultural and Social Affairs Director Tennessee A & I, Nashville, Tennessee Instructor Psychology Department, Albany State College Albany, Georgia Elementary School Teacher Flint, Michigan and Jackson, Mississippi Supervising Tester, Stanford Research Associates, Flint, Michigan Staff Facilitator for NBA Human Relations Conferences on Urban Education Psychological Examiner Peabody College, Nashville, Tennessee "Illllilll'jlll'lmllllllI