A STUDY OF $00M. STATUS AND SELECTED FACTORS REPRESENTED BY ENTERiNG FRESHMEN AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK AT FLINT COMMUNiTY JUNIOR COLLEGE Thesis fo: the Degree of Ed. D. MICHIGAN STATE UNIVERSWY Kenneth Harvey Summerer 1965 THES‘S LIBRARY WWWWWW! MichiganStaw 3 1293 00849 7335 University This is to certify that the thesis entitled A STUDY OF SOCIAL STATUS AND SELECTED FACTORS REPRESENTED BY ENTERING FRESHMEN AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK AT FLINT COMMUNITY JUNIOR COLLEGE presented by KENNETH HARVEY SUMMERER has been accepted towards fulfillment of the requirements for Ed. D. degree in Administration and Higher Education \ LLVQLLJJC Q4, -Q_Mu_v~ Major professor \ Date Léggfi-‘.~tILi.x 3 j {(21 (a 8/ 0-169 ABSTRACT A STUDY OF SOCIAL STATUS AND SELECTED FACTORS REPRESENTED BY ENTERING FRESHMEN AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK AT FLINT COMMUNITY JUNIOR COLLEGE by Kenneth Harvey Summerer Community college students come from all social status levels with the main enrollment coming from the middle and lower levels. This pattern of social status representation indicates the opportunity of the community college in equalizing educational Opportunity. The responsibility and Opportunity of the community college to equalize educational opportunity influenced the develOpment of this study. Two questions were posed: (1) What affect does the equalizing function have on the different levels of social status, and (2) Are the levels of social status represented by students completing two years of college work in the same proportion as for entering students? The general hypothesis was that significant differences do exist between entering freshmen and completing sophomores at Flint Community Junior College in social status, academic aptitude, education of parents, attitude of parents towards a college education, and educational and vocational plans. Entering freshmen were fall 1963 matriculants and completing sophomores were potential graduates in l96h. Data were secured through a questionnaire sent to a randomly selected sample of 200 in each group and from student personnel records. To establish a basis for comparison Of these two groups, 10 per cent samples relative to social status and academic aptitude were taken of the entering classes of 1960, 1961, and 1962. Kenneth Harvey Summerer The occupation of the student's father was used to determine social status level according to the occupational scale developed by Hollingsheadl. The significance of differences were determined by the use of the chi square test of independence and the contingency coefficient was used to determine the degree of relationship between factors. The major findings were: 1. There was a significant difference in the social status re- presentation between entering freshmen and completing sophomores. All social status levels were represented by freshmen with a predominance from the lower levels. Lower social status levels were not heavily repre- sented by sophomore students. 2. There was a significant difference in academic aptitude between the two groups of students. Academic aptitude of entering freshmen ranged through all percentiles whereas the completing sophomores were concentrated in the middle of the percentile range. 3. Social status level and academic aptitude were not found to be highly correlated. h. On an overall basis, academic aptitude was the predominate factor influencing student completion of two years of college work. 5. A significant difference was not found to exist in the educa- tional background of fathers and mothers between freshmen and sophomores at the .01 level. Approximately 90 per cent of the parents in both groups indicated a college education was important for their son or daughter. 6. There was a significant difference between student selection of transfer and non-transfer curriculums. Approximately 75 per cent Kenneth Harvey Summerer of both male and female students selected a transfer curriculum and one of the professions as their occupational goal. 7. There was a significant difference between the occupational levels held by fathers as a group and those selected by students. In the freshmen class, approximately 21 per cent of the fathers held occupations classed as professional by Hollingshead whereas approxi- mately 73 per cent of the freshmen indicated professional occupational goals. These figures for the sophomores were approximately 3h per cent and 77 Per cent respectively. 1 August B. Hollingshead, Two Factor Index gf'Social Position (New Haven, Conn.: August B. Hollingshead, 1957). A STUDY OF SOCIAL STATUS AND SELECTED FACTORS REPRESENTED BY ENTERING FRESHMEN AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK AT FLINT COMMUNITY JUNIOR COLLEGE By KENNETH HARVEY SUMMERER .A THESIS submitted to Michigan State university in partial fulfillment of the requirements fer the degree of DOCTOR OF EDUCATION College of Education 1965 ACKNOWLEDGMENT The writer wished to express his appreciation to Dr. Herbert Rudman, maJor professor, for his helpful suggestions, constant encourage- ment, and patience throughout the graduate program. Appreciation is also extended to Dr. Wilbur Brookover for his careful reading of the manu— script and to the other members of his Graduate Committee, Dr. Richard Featherstone and Dr. Max Smith, for their valuable suggestions and interest. The writer is indebted to his wife for her assistance in typing the manuscript and for her help in numerous other ways. To his wife and family for their understanding, faith, and encouragement, the author is especially grateful. ii TABLE OF CONTENTS CHAPTER M H I. INTRODUCTION AND STATEMENT OF THE PROBLEM.............. The PrOblemococo-0000000000....00000000000000.0000... General Hypotheses................................ Operational HYPOtheseSOOcoco00000000000000.0000... Assumptions....................................... Limitations Of the Studyoooooooooooooooooooooooooo Definition of Terms.................................. \ooooo-amm II. REVIEW OF THE LITERATUREcooooooooooooooooooooooogggoggg ll SOCial Status-00000000000000.oooooooooooooooooooooooo 11 Academic Aptitude...o................................ 18 Education 0f ParentSooooooooaccede-cocoa...oooooooooo 2h Parental AttitUdeooooooooooooooooooooooooooon...no... 26 Educational Flangeoooooooococo-0000000000000ooooooooo 26 Vocational Plans..................................... 29 summaryoooooooooooooooooooooooooooocoocoooo000000000. 3h III. WITHODS AND PROCEDURE‘SOOOOOOGOOOOOOOOOOOOOOOCOOOOOOOOOO 36 MethOdSo00.00000000000000090000...0.0000000000000000. 37 Description of Sample............................. 37 Sources of Data................................... 38 Development of the Study.......................... 39 Procedures........................................... AZ The Questionnaire................................. A2 MchOds 0f Analysis..........................o....... hh Summary......o....................................... h6 Iv. ANALYSIS OF DATA: SOCIAL STATUSooooecoooo0000000000.... h? Summary.....o........................................ 63 V. ANALYSIS OF DATA: ACADEMIC APTITUDE.................... 65 smary...0......OOOOOOOOOOOOOOOOOOOIOIOOOOOOOOOOO... 78 VI. ANALYSIS OF DATA: EDUCATIONAL AND VOCATIONAL PLANS..... 81 Education 0f ParentSODOOOOOOOOOOOOOOOOOOOOOOOOOOOOQOO 81 vocational PlanSOIOOOOOIIOO0.......OOOOOOIOIOOOOOOOOO 87 Educational Plans.................................... 99 smaryoooooooooooooooooooo00000000000000.0300...coco 120 iii TABLE OF CONTENTS(Continued) CHAPTER VII . SUMMARY, CONCLUSIONS , AND RECOMMENDATIONS . . . . . . . . . . . . . . smmoooooooooooooooooooooooooooo0.0000000000000000 CODCluSiODSOOO0000000000no...coo-00000000000000.0000. RecomendationSoooooooooooooo0.000.000.0000coo-00.0.0 BIBHOGWHYOOOO0.0...0.......0....000......OOIOOOOOOOOOOOIOOOOO iv PAGE 12h 12h 131 13h l36 APPENDIX QUESTIONNAIRE FOR STUDENTS WHO ENTERED IN SEPTEMBER 1963.0...0......II.O00.0.0.0...OOOIOOOOOIOOIOCOOO00.0.0 QUESTIONNAIRE FOR STUDENTS WHO COMPLETED TWO YEARS OF COLLEGE WORKIN19614....OOOOOOOOOOOOOOOOOODOOOO0.0... PAGE .139 Mi Table 10 LIST OF TABLES FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING TO LEVEL OF OCCUPATION OF THE FATHERS OF ENTERING FRESHMEN STUDENTS FALL 1960, 1961, 1962, AND 1963.. FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING TO LEVEL OF OCCUPATION OF THE FATHERS OF ENTERING FRESHMEN MALE STUDENTS FALL 1960, 1961, 1962, AND 1963..OOOOCOOOOOOOOOOOOOOOOD...OOOOOOOOOOOOOOOOOOIO FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING To LEVEL OF OCCUPATION OF THE FATHERS OF ENTERING FRESHMEN FEMALE STUDENTS FALL 1960, 1961, 1962, AND 1963.00.00.00000000000000......OOOOIOOOOIOOOOOOOOOO CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE To THE DISTRIBUTION OF PATERNAL OCCUPATIONS OF ENTERING STUDENTS FALL 1960, 1961, 1962, l963.................................. CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF PATERNAL OCCUPATIONS OF ENTERING STUDENTS FALL 1960, AND 1963, FALL 1961 AND 1963. AND FALL 1962 AND 1963 FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING TO LEVEL OF OCCUPATION OF FATHERS OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN19614....0....0....0......IOOOOOOOOOOOOIOOOOOO. FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING TO LEVEL OF OCCUPATION OF THE FATHERS OF FRESHMEN MALE AND FEMALE STUDENTS FALL 1963 AND MALE AND FEMALE STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196A CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF PATERNAL OCCUPATIONS 0F ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING Two YEARS OF COLLEGE WORK IN 196140....00......OOOOOOOOOOOOOOOIOOOOOOO00.00.00.000. FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN FALL 1960, 1961’ 1962’ AND 1963000000000.000.000.000. FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BI ENTERING FRESHMEN MALES FALL 1960, I961, 1962, AND I963................ vi 52 5h 55 56 58 59 61 62 67 70 LIST OF TABLES(Continued) Table Page 11 FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN FEMALES FALL 1960, 1961, 1962, AND 1963................ 71 12 SUMMARY OF CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRI- BUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN FALL 1960, 1961, 1962, AND 1963.... 72 13 CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN STUDENTS FALL 1960, 1961, 1962, AND 1963...... 73 1h FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN, FALL 1963, AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN1961‘000000000000OOOOOOOOOOOOOOOOOOOOOOOOCOOIOICOO... 75 15 FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN'MALE AND FEMALE STUDENTS, FALL 1963. AND MALE AND FEMALE STUDENTS COMPLETING Two YEARS OF COLLEGE WORK IN I96h........... 77 16 SUMMARY OF CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF MULTIPLE APTITUDE TEST SCORES MADE BY ENTERING FRESH- MEN STUDENTS FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN l96h................................. 78 17 FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE FATHERS OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING Two YEARS OF COLLEGE WORK IN I96h ACCORDING TO THE HIGHEST LEVEL OF EDUCATION COMPLETED........................... 83 18 FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE MOTHERS OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN l96h ACCORDING TO THE HIGHEST LEVEL OF EDUCATION COMPLETED........................... 8h 19 SUMMARY OF CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE HIGHEST LEVEL OF EDUCATION ATTAINED BY FATHERS AND MOTHERS OF ENTERING STUDENTS FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN I96u................................... 86 Vii Table 20 21 22 23 2h 25 26 27 28 29 LIST OF TABLES(Continued) CURRICULUM CHOICE OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN1961‘OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOIOOOOCOOOOOOOOOOO 9O PERCENTAGE DISTRIBUTION OF CURRICULUM CHOICES OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLI‘EGEWORK196hIOOOOOOOCOOOOO00.00.00... 91 FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING TO TRANSFER AND NON-TRANSFER CURRICULUM CHOICE AND SOCIAL STATUS LEVEL OF BOTH ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196h.. 9h DISTRIBUTION AND PER CENT OF STUDENTS ACCORDING TO SEX AND SELECTION OF PROFESSIONAL AND NON-PROFESSIONAL OCCUEATIONSOOOOOOOOOOOOOOO00.000000000000000.0.0.000... 96 NUMBER AND PERCENTAGE OF OCCUPATIONS OF FATHERS AND INTENDED OCCUPATIONS OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196“ ACCORDING TO THE SOCIAL STATUS LEVEL OF THE OCCUPATION............................................. 97 CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE OCCUPATIONS 0F FATHERS AND THE INTENDED OCCUPATIONS OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196A................................ 98 FREQUENCY DISTRIBUTION OF 1963 ENTERING FRESHMEN ACCORD- ING T0 SOCIAL STATUS LEVEL, INTENDED YEARS OF COLLEGE ATTENDAIVCE AIqD SEXOOOODOOOII...OOOCOOOOOOCOCOOOOOOOO0.0 loo FREQUENCY DISTRIBUTION OF STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196A ACCORDING TO SOCIAL STATUS LEVEL INTENDED YEARS OF COLLEGE EDUCATION AND SEX............ 101 PERCENTAGE DISTRIBUTION OF TOTALS OF 1963 ENTERING FRESHMEN AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196A ACCORDING TO SOCIAL STATUS LEVEL, AND IN- TENDED YEARS OF COLLEGE ATTENDANCE..................... 102 SUMMARY OF CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRI- BUTION 0F INTENDED YEARS OF COLLEGE ATTENDANCE......... ION viii Table 30 31 32 33 3h 35 36 37 38 39 LIST OF TABLES(Continued) SUMMARY OF CONTINGENCY COEFFICIENTS OBTAINED WHEN APPLIED TO THE DISTRIBUTION OF SOCIAL STATUS LEVEL AND INTENDED YEARS OF COLLEGE ATTENDANCE............... FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR ENTERING MALE STUDENTS FALL, I963........ FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR ENTERING FEMALE STUDENTS FALL, 1963...... FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR MALE STUDENTS COMPLETING Two YEARS OF COLLEGE WORK IN I96h................................... FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR FEMALE STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196N................................... PERCENTAGE DISTRIBUTION OF TOTALS ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196N.. SUMMARY OF CONTINGENCY COEFFICIENTS OBTAINED WHEN APPLIED TO THE DISTRIBUTION OF SOCIAL STATUS LEVEL AND THE IMPORTANCE OF A COLLEGE EDUCATION BASED ON OPINIONS OF MOTHERS AND FATHERS COMBINED........................ FREQUENCY AND PERCENTAGE DISTRIBUTION OF 1963 ENTERING FRESHMEN ACCORDING TO REASONS FOR ATTENDING COLLEGE AND THEIR DEGREE OF WORTANCEOOOOOOOOOOOCOOOOOOOOOOOOOOOOO FREQUENCY AND PERCENTAGE DISTRIBUTION OF STUDENTS COM- PLETING TWO YEARS OF COLLEGE WORK IN l96h ACCORDING TO REASONS FOR ATTENDING COLLEGE AND THEIR DEGREE OF IM- PORTANCEOOOOOOOOOOOOOCOOOOOOOOOOOOOOOOOOOOOOOOOOOIOOOO. FREQUENCY AND PERCENTAGE DISTRIBUTION OF 1963 ENTERING FRESHMEN AND 196A COMPLETING SOPHOMORES ACCORDING TO SOCIAL STATUS LEVEL AND OPINION OF EDUCATIONAL AND VOCATIONAL ASSISTANCE RECEIVED......................... 106 108 109 110 111 112 113 116 117 119 Table ho hl A2 LIST OF TABLES(Continued) CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF 1963 ENTERING FRESHMEN AND I96h COMPLETING SOPHOMORES ACCORDING TO SOCIAL STATUS LEVEL AND OPINION OF EDUCA- TIONAL AND VOCATIONAL ASSISTANCE RECEIVED.............. FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS AND ACADEMIC APTITUDE FOR 1963 ENTERING FRESHMEN AND 196“ COMPLETING SOPHOMOREISOOOOOOOOOOOCOOOOOOOOOCOCOOOOOCOOOO CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF SOCIAL STATUS AND ACADEMIC APTITUDE FOR 1963 ENTERING FRESHMEN AND 196A COMPLETING SOPHOMORES................ 120 126 127 CHAPTER I INTRODUCTION AND STATEMENT OF THE PROBLEM The tremendous growth of college enrollments and its attendant prOblems is nationawide. Increasing enrollments in community colleges represent not only an increase in the number of students, but also a greater heterogeneity of characteristics, needs, and desires of college students. According to Havighurst and Neugarten,l the increasing numbers of Americans who are entering colleges are doing so because they have come to look upon a college education as a necessity. The vast majority of upper-middle-class vocational positions are now occupied by men and women with college educations and hence, the result is for young adults born in lower-class and lower-middle-class families as well as for young adults born in middle-class families to attempt to secure a college edu- cation. A college education is seen as the avenue for upward mobility in the social structure. Hengst,2 in writing of education, states that the community-junior college is the most rapidly growing segment of higher education in Michigan. He notes that the enrollment in these institutions had 1Robert J. Havighurst and Bernice L. Neugarten, Society and Education, (Boston, Mass.: Allyn and Bacon, 1957), p. 2A2. 2Herbert Hengst, "The Quiet Revolution," Michigan Educational 99111221., XL (Februm. 1963), p. m. 2 increased eight-fold from 1951 to 1961 when the total enrollment in all of.Michigan's colleges doubled. One of the basic causes of the tremendous growth of community col- 1eges is given by a review of census reports. These reports indicate that the elementary and secondary schools have experienced enrollment explosions resulting from the high birth rate since World War II. The Another factor influenc- tide is now seeking post-high school training. ing the growth of community colleges is the larger percentages of college age men and women who have been enrolling in higher education institu- tions. Although many factors contribute to the increasing percentage of college—age individuals who have been enrolling in college, the aspiration of parents fOr their Children is of particular significance. Hengst says: Numerous studies reveal that the most important determinants of parents' aSpirations fOr the educa- tion of their children are their own educational attainment and their current economic status. As both go up, so does the aSpiration level for their children's education, and Americans have enjoyed both an increasing standard of living and higher educational attainment since l9h6. The increasing proportion of the college age pOpulation seeking post-high school educational Opportunities, then, can be understood in part as a result of these fOrces at work in society. The nature of the American economy also is a signifi— cant contributory factor. As the impact of technology on life in the United States has produced a shift from an agrarian society to one focused on the factory system, so now the age of technology is producing a shift from a production—worker majority in the labor force to a service type of employment. This develop- ment produces a requirement for employees of greater educational attainment. Production Jobs themselves 3 kill, as most service- The net result is, of demand higher levels of s for education beyond the employment traditionally has. course, an increasing demand high school. Atkinson,2 in discussing current problems relative to the adminis— tration of community colleges, suggests two questions which he thinks One of the sug- ed in every state and in every community. ed.with the probable ch d and abilities and their should be ask aracter of these questions was concern ce to their backgroun gested students with referen e upon leaving communit y college. The second question was probable futur ce on community colleges d to the obligations these students will pla relate in regard to guidance, curriculum, and methods of teaching. He makes the following statement: we must expect entages seek college, f the mental alertness and others some daptability desired by many colleges. There will be a tendency for more selective four—year colleges and universities to ad- mit by traditional standards, perhaps with cutting scores even higher than at present. That will bring to the Junior colleges a larger share of the slow learners, of those whose abilities are "non—academic" and of individualists, rwi e who do brilliant or othe not conform to customary academic patterns. among students enrolling in all types of The possible variation scussed by Dressel. acteristics one selects, wide variation is the rule among prospective college stu- dents. In contrast to the customary 18 to 2% age limit must now be re- interval for college, the upper s 60 to 70. With reference to intelligence, /,,/ ms in the Administration of the XXV (October, l95h), p. 69. colleges has been di He says: No matter what human char garded a lIbid. "Current Proble 2William N. Atkinson, Journal, Junior College," Junior College 3Ibid. h an I.Q. of 110 has traditionally been regarded as the minimum fer a college degree. On the other hand, a Junior college which undertakes to provide education for all youth over 18 (as many of those in California now do) will enroll students with I.Q.'s well under 110. Thus, education is faced with the task of catering increasingly to individuals of more diverse abilities and interests. These examples from the literature indicate the problems that must be faced by those responsible for educational prOgrams in planning fer a heterogeneous pOpulation coming from a society which has increasingly looked upon a college education as one of the clear symbols of prestige The community college as an institution of higher education and status. M'edsker2 has referred to has contributed to movement in social status. this type of institution as one which equalizes educational opportunity. Havighurst and Neugarten,3 Clark,h and M'edsker5 have all referred to the community college as a type of educational institution which is charac- terized by low costs, easy admission standards, and a predominance of students from working-class families. Specifically, Havighurst and Neugarten say: Opportunity college....is always characterized by low costs, easy admission standards, and predominance of students from working class families....0pportunity 1Paul L. Dressel, "Educational Demands Arising from Individual Needs and Purposes," The Public Junior College, Fifty—fifth Yearbook fer the Study of Education, Part I (Chicago: University of Chicago Press, 1956), P- 560 2Leland L. Medsker, The Junior College: Progress and Prospect, (New York: MCGraw Hill Book Company, 1960), p. 18. 302. cit., p. 255. Burton R. Clark, The Open Door College, (New'York: McGraw Hill Book Company, 1960), p. 56. 5Miedsker, Op. cit., p. 18. 5 college is primarily a place fer youths who desire social mobility....Students tend to think of attain- ing mobility more by learning middle class vocational skills than by learning middle class social skills.1 The purposes of a community college are generally considered to include (a) preparation for advanced study, (b) vocational education, Institutions embracing (c) general education, and (d) community service. these fUnctions and thereby offering a comprehensive program have the opportunity to help each student select a curriculum and a goal appropri- ate fbr his background and abilities. However, Medsker3 and others have reported that approximately two-thirds of the students who enter community colleges, select a transfer curriculum and that only one-third of them actually transfer to a fbur-year institution at the conclusion of their community college experience. The difference between the number of stu- dents who select a transfer curriculum upon entrance and the number who transfer to a senior level institution after the completion of two years of college work is a problem fer the staff and governing board of com- munity colleges who seek to develop and administer guidance prOgrams and curriculums. The Problem Community college students come from all social status levels although the major enrollment comes from the middle and lower levels. The fact that lHavighurst and Neugarten, Op. cit., p. 255. The Yearbook Committee, "The Role of the Public Junior College," The 2 EEEilE_£gnior College, Fifty-fifth Yearbook of the National Society for the , Part I (Chicago: University of Chicago Press, 1956), Study of Education p' 690 3Medsker, 92, cit., p. 97. 6 all social status levels are represented indicates the opportunity of the community college to serve as a democratizing agent in higher education. The predominance of students from the middle and lower levels indicates that they cannot or do not attend other types of higher education insti- The community college in attracting students from the lower tutions. levels therefbre has an Opportunity to develop talents for society that would otherwise be lost. The pattern of social status representation also places a responsibility on community colleges to motivate capable students from lower social levels to perfbrm at an academic level appro- priate to their aptitude and interests. The reaponsibility and opportunity of the community college in its role as a democratizing agent influenced the development of this study. What effect does the democratizing function have on the different levels of social status? Are the levels of social class represented by students completing two years of college work in the same prOportion as for entering students? Consideration was given to these two questions in planning this investigation. general fiypothesis The prOposal to determine the extent and significance of the differ- ence between entering freshmen and students completing two years of college at Flint Community Junior College was based on the hypothesis that Significant differences do exist between these two groups in social status, academic aptitude, education of parents, attitude of parents towards a college education, and educational and vocational plans. Operational Hypotheses The following Operational hypotheses were formulated. 1. There will be a significant difference in the levels Of social status represented between entering freshmen and students completing two years Of college work. 2. There will be a significant difference in academic aptitude based on Multiple Aptitude Test scores between entering freshmen and students completing two years Of college work. 3. There will be a significant difference in the educational back- ground Of fathers and mothers between entering freshmen and students completing two years Of college work. h. There will be a significant difference between students who select a transfer curriculum and those who select a non-transfer curriculum within social status level. 5. There will be more men than women selecting one Of the profes- sions as their occupational choice. 6. The occupational choice of both entering freshmen and students completing two years Of college work will be equal to or greater in pres- tige value than that of the father's present occupation. 7. There will be a significant difference between men and women in the number Of years they plan tO attend college. 8. There will be a significant relationship between the number of years of intended college attendance and social status level. 9. There will be a significant relationship between social status level and the importance Of a college education expressed.by parental Opinion. Assumptions The methods Of investigation fOr the purpose Of this study involved the fbllowing assumptions. 1. It was assumed a questionnaire would provide data fOr assessing social status, education of parents, attitude of parents toward a college education, and educational and vocational plans. 2. It was assumed.that the academic aptitude Of each student could be measured by standardized tests administered at Flint Community Junior College as part Of the admissions process. 3. It was assumed that the occupation Of the father would be a reliable index Of the social status of the family and that students would report it accurately. h. It was assumed that knowledge Of significant differences between entering freshmen and students who complete two years of college work in the factors selected would be of value fOr curriculum development and for guidance and counseling Of students in the two different classes and the overall administration of community colleges. Limitations 9_i_’_ the _S_t3_1_dy_ Certain limitations were recognized in the design of this study and in the methods employed for Obtaining and classifying the data obtained. The results of this study should be evaluated with reference to the following limitations: 1. This investigation was confined to a community college Operated by a local school district located in an industrial setting. The findings of this study, therefore, would have limited application to community col- leges in other types Of situations. 9 2. The data for students in attendance at Flint Community Junior College in l963-6h were Obtained from questionnaires and are subject tO the usual limitations of Objectivity and accuracy characteristic Of data secured by this method. 3. The classification Of the occupation of the father into a social status category is subject to the possibility Of error dependent on the subjective judgment of the rater. Definition gf_Terms Community college.--In this report, the term community college refers to a two-year institution Offering, at the post high school level, courses designed for transfer to senior level institutions, general education courses, and vocational courses which prepare students for entrance into some occupation at the conclusion Of their community college experience. In the literature, eSpecially in the past, this is also called a junior college. Social status.--The occupation of the father is used in this study to determine the level Of social status. ggademic aptitude.--Academic aptitude as predicted by test results is indicative Of intelligence, mental ability, and achievement when these terms are defined as the ability to succeed in college. Eggational courses.-—Courses of study that are designed to prepare the student for immediate employment upon completion of the course. It includes courses that may be completed in less than two years as well as two-year courses which prepare for entrance into technical and semi- professional occupations, requiring less than professional skills. 10 Multiple Aptitude Tests.--These tests are designed primarily to pro- vide comprehensive differential aptitude data for individuals. They were devised.by David Segel and Evelyn Raskin Of the California Test Bureau. The Multiple gptitude Test profile results are develOped from tests fOr word meaning and paragraph meaning used to develop a score for verbal comprehension, and tests Of arithmetic reasoning and arithmetic computa- tion which are used to develop a numerical reasoning score. The verbal comprehension score and the numerical reasoning score are combined to develOp a total score. The norms used are those developed for freshmen on a national basis. These tests are called MAT tests. CHAPTER II REVIEW OF THE LITERATURE The literature devoted to the history, development, functions, and purposes Of the community college is voluminous. However, no studies were found dealing specifically with differences between entering freshmen and students completing two years Of college work in a community college in factors upon which this investigation is based. Presented are reviews of comments and studies representative of the information found in the literature related to the factors of this study. Social Status Occupation of the father is a generally accepted index to social status. This has led to the father's occupation being used in the majority Of studies as the criterion upon which social status is based. 1 Koos, reported in 1925 Of an extensive study made during 1921—22 under Subventions from the Commonwealth Fund Of New York City and from the University of Minnesota of the junior college movement. The study included an investigation Of the occupational distribution Of fathers of 2,7hh students in both secondary and higher level institutions. Of the 2.7hh surveyed, 1,062 were public junior college freshmen and sophomores, 705 were private junior college freshmen and sophomores, 3H6 were college and state university SOphomores, and 631 were Harvard freshmen. The form and methods of inquiry adhered as closely as possible to the method used 1Leonard V. Koos, The Junior College Movement (Boston: Ginn and Company, 1925), pp. 156—57. 11 12 by Counts1 in his investigation Of the social composition Of the student body in secondary schools. Counts' system of classification makes use of the census classifica- tion. His system lists 17 occupations by breaking up the more complex groups and recognizing certain other groups. Counts' purpose was to classify occupations in such a way that the hierarchy would be represen- tative Of social status, position in the economic order, and intellectual outlook. The significant fact reported by Koos was that the several groups Of occupations were far from equally represented. He stated that none Of the types Of institutions included in the comparison had achieved an ex- tent Of economic and social democratization in which its authorities are warranted in taking pride. Nevertheless, the public junior college as shown by the smaller percentages in the upper levels Of occupations, is farther along the way than any of the remaining types of institutions.2 Reynolds3 made a study of social and economic status in l92h Of stu_ dents in 55 colleges and universities. The sample Of schools used rep- resented 10 per cent Of the colleges and universities in each Of five geographical regions Of the United States. Using Counts' system Of classification to study parental occupation, Reynolds reported that 76 per cent Of the fathers Of the students represented in his study could be 1George S. Counts, The Selectigg_Characteg_g£_American Secondagy Education, Supplementary Educational MOnOgraphs, NO. 19 (Chicago. University Of Chicago Press, 1922), pp. 22-23. 2Koos, Op. cit., p. 162. 30 Edgar Reynolds, The Social and Economig_Status g: Colleggistgdents, Contributions to Education, NO. 272 (New York: Teachers College um 1a University, 1927), pp. 13-16. l3 classified in four occupational groups. These groups were proprietary services, agricultural service, professional service, and managerial ser- vice. He compared his results with those reported by Koos and stated that the most noticeable factors were the presence of a larger percentage from proprietary and professional service groups in all of the private institutions and the prevailing percentage of the last seven groups as listed by Counts' in the public institutions. As part of a mental education survey made in California junior col- leges in 1930, students completed cards on which the occupation Of their father was given. There were 9,990 completed cards and Anderson1 has reported on an evaluation of 8,330 or 83.h per cent of these relative to the father's occupation on which there was little probability of error. Using Counts' system with proprietors, professional, managerial and com- mercial occupations as upper level, Anderson found that in all the junior colleges involved #7 per cent and 23.9 per cent of the occupations of the fathers were in the upper level and lower levels respectively. When the occupations listed as farming which involved proprietors of large farms, ranches, and large farm lessees were added to the upper level as proprie- tors and managers, these figures became 67.5 per cent and 2h per cent respectively.2 Through legislative action, a commission on higher education repre- senting all phases of higher education in Minnesota was appointed in l9h7 to study higher education and related factors in that state. The findings lH. Dewey Anderson, "Whose Children Attend Junior College?" The fignior College Journal, IV (January, l93h), p. 165. 21bid., p. 166. 1h Of this commission support the idea that junior colleges draw a sizable proportion of their students from families in which the father is engaged in work that is classified at the lower levels. The social and economic status Of college students in Minnesota is described in the following statements. A high school graduate's chances of going to college depend a great deal on what his father does for a living. Even among those superior youngsters who rank in the highest tenth of their graduating classes, the father's occupation influences college Opportunity to the extent that the children of professional men have several times more chance Of going to college than the children of slightly skilled workers. These hard facts Obviously are reflected in the social and economic composition of college student populations. Although there are students representing every kind of economic background enrolled at our colleges and universities, large proportions of them are children of parents in comparatively small occupational groups. At the University and the liberal arts colleges the largest number are children of professional peOple, executives, businessmen, or skilled workers, with the children Of semi-skilled workers and small business owners constituting the next largest group. At the teachers colleges, on the other hand, the largest proportion Of students come from farm homes. Only the public junior colleges draw any sizable propor- tions of their students from families in which the l father is engaged in slightly skilled or day labor. A study dealing with the differences between students attending junior colleges and students attending four year colleges was made by Hagie2 in 1955. He used a 5 per cent random sample of the junior col- leges and four year colleges in the United States. Twenty-six junior lMinnesota Commission on Higher Education, Higher Education.%n EEEEEEEEE (Minneapolis: University Of Minnesota Press, 1950), p. 9. 2Daryl Hagie, "A Comparative Study of Junior College Students with " Students in lower Divisions of Colleges Having Cnly Under—Graduate Prggrams (Unpublished Doctoral Dissertation, State College of Washington, 1955 , pp. 26-30. 15 colleges participated by returning 9,296 completed questionnaires. The data reported came from a 25 per cent random sample of the 9,296 question- naires. Hagie's investigation included a comparative study Of the occupa— tions of the fathers of students attending the two types Of institutions. He used Edward's1 system for classification Of the occupations followed by the fathers of the students included in the sample. Occupations were classified into six major groups by Edwards: (1) professional persons, (2) proprietors, managers, and officials, (3) clerks and kindred workers, (A) skilled workers, (5) semi-skilled workers, and (6) unskilled workers. The category of proprietors, managers and officials included farmers, wholesale, and retail dealers, and other proprietors, managers and Officials. Hagie reported that approximately #0 per cent of the fathers of junior college students were employed in the two highest ranked occupa- tional groups compared with 53 per cent of the fathers of four-year college students. At the lower end of the scale, there were 51 per cent Of the fathers of junior college students compared with #2 per cent of the fathers of four-year college students.2 Rice3 has reported a study made in 1958 which included an analysis of occupations Of fathers of freshmen entering Mississippi public junior colleges and Mississippi state supported senior colleges. There were thirteen junior colleges and four senior colleges involved in the study. 1Alba M. Edwards, Population: Comparative Occupational Stagisiigssioies pp; United States 1870-1930 (washington: Bureau of the Census, n1 e a Department of Commerce, 191+3), pp. 175-182. 2Hagie, Op. cit., p- 55- 3Dorothy Alyne Rice, "A Comparative Study of Freshmen Entering ghile es Public Junior Colleges and the State Supported Coeducational giniorUnivergitv Of Mississippi" (unpublished Doctoral Dissertation, Michigan a e .; 1958)) p. A90 ,_____ 16 Evaluated were 1,875 questionnaires from students entering senior colleges and 2,688 from those entering junior colleges. The occupational level of the father was determined according to the system of classification pro- posed by Roe.l In Roe's system, each occupation is classified according to two cri- teria. These are called groups and levels. There are eight group subdi- visions which recognize the primary focus Of activity while the level depends on personal autonomy, skill, and training Of each occupation. Roe lists six levels: (1) professional and managerial (research scientist, doctor, judge, college professor), (2) professional and managerial (per- sonnel manager, banker, chemist, teacher), (3) semi-professional and managerial, (h) skilled, (s) semi-skilled, and (6) unskilled. Rice in discussing social status based on father's occupation classi- fied according to level only; stated that the direction of differences favor the senior colleges. The ratio Of the occupations of the fathers Of senior college freshmen classified in the two upper levels to the occu- pations of the fathers of junior college freshmen classified in these levels is almost 3 to 1.2 Medsker3 has reported a study made in 1959 of students entering Minnesota junior colleges classified by fathers' occupations ("high" and "low" status) in which only 29 per cent came from a high (professional lAnne Roe, The Psychology 2: Occupations (New York: JOhn Wiley and Sons, 1956), p. 151. 2 Rice, op; cit., p. 95. 3Island L. Medsker, The Junior College: Progress and Prospect (New gork:.McGraw Hill Book Company, Inc., 1960), p. #1 (citing) JOhn G. Darley, Factors Associated With College Careers in Minnesota," Unpublished Manuscript, Center for the Study of Higher Education, Berkeley, California, 1959, Table A. l7 and semi—professional) occupational level. In contrast, about 56 per cent of the students who entered the private colleges Of Minnesota were from the high level. Also, #2 per cent of the men and 51 per cent of the women entering the University of Minnesota were from the high group. In state colleges, 27 per cent of the men and 21 per cent of the women were from the high group. In a case study Of San Jose City College, Clarkl compared the social backgrounds Of students from the San JOse community who enrolled in the local junior college with those who enrolled in (1) Stanford University (a high cost selective private university), (2) the university Of California at Berkeley (publicly controlled), (3) a local state four-year college, and (h) with the general San Jose pOpulation. Students were classified by the father's occupation into blue and white collar social levels. Clark found that more than three-fourths of the junior college students came from lower white and blue collar homes. The local state college also drew heavily from this group. The junior college drew an almost exact representative sample of the city wide occupational structure. In discussing the social classes represented in various types of institutions of higher education, Havighurst and Neugarten2 estimated that no more than 5 per cent of the upper and upper-middle classes would be represented in the "opportunity college." With the exception of the study by Anderson all of the studies re- viewed indicated the fathers Of students attending community colleges lBurton R. Clark, The Open Door College: A Case Study (New York: McGraw Hill BOOk Company, Inc., 1960), p. 52-55. gRobert J. Havighurst and Berniece L. Neugarten, Society and Education (Englewood Cliffs New Jersey: Allyn and Bacon Inc. 1957 P. 57. p ’ ) )4, 18 predominately come from the lower ranking occupations. Caution, should be used, however, in comparing the studies reported. Almost forty years have elapsed since the time Koos made his study and that reported by Clark during which time many changes have occurred in the nation's economic and occupational structure. There must be recognition of this time lapse as well as differences in methods used in securing data, dif- ferences in types of institutions sampled and differences in the systems used in classifying the occupations of fathers when interpretations and comparisons are made. Academic Aptitude The following review summarizes discussions in the literature regard- ing the academic aptitude of students attending community colleges. Literature concerned with the characteristics and needs of students now attending community colleges, contains many comments asserting that the less able students enroll in community colleges and that such students cannot be admitted in four—year colleges and universities. The corollary that four-year college students are intellectually superior to community college students has also been stated. An early study which included factors related to this problem was made by K'oosl in 1921. A part of his investigation of the junior college movement was concerned with a comparative study of students in junior col- leges and freshmen and sophomore students in four-year institutions by means of mental tests. Kbos used both the Army Alpha Test and the Thurstone Test for College Freshmen in testing the students included in his sample. lLeonard V. KOos, The Junior College (Minneapolis Research Publication of the University of Minnesota, 192A). ____—_v‘—.s--__.. ‘msa', - in“, .e .. -r—:.. 19 His samples included freshmen from public junior colleges, private junior colleges, four-year colleges, and universities. Koos concluded from the data he collected that freshmen attending public junior colleges were essentially no different from those attending four-year institutions. In summarizing his findings, Koos said: Those who espouse the junior college from the stand- point Of its performance of those special purposes having most intimate relationship to the populariza— tion and democratization Of higher education,...will be inclined to deplore the fact that, even in the early stages of its develOpment, this new unit should not be enrolling a larger proportion Of students in the lower ranges represented. They will not deplore the presence Of a larger number of superior minds among the student body, their regret being associated with the attenuation Of the lower end of the distribution.1 In 1930, Belle2 reported the results of a mental education survey Of 11,000 freshmen attending forty-seven junior colleges in California. He used the 1928 edition Of the Thurstone Test and compared the mean scores Obtained for junior college students in California with the mean scores reported by the American Council on Education for national colleges and universities. Eells reported that in general ability, as measured by the Thurstone Test, the California junior college freshmen were significantly superior to freshmen in public four-year colleges and universities, but inferior to those in private institutions. He thought the inferiority of California junior college freshmen compared to freshmen in private insti- tutions was probably due to selective admission factors in the private institutions. lIbid., p. 10h. 2Walter C. Eells, California Junior College Mental Education Survey, State Department of Education, Division of Research and Statistics, Bulletin NO. J-3 (Sacramento: California State Printing Office, 1930). 2O Traxlerl reported somewhat different results ten years later. In his study, he used Otis tests of mental ability equated to I. Q.'s correspond— ing to medians and quartiles of total scores made on the 1937 edition of the American Council on Education test by students in four-year colleges, junior colleges, and teachers colleges. The median for junior colleges was 105; for teachers colleges 105; and for four-year colleges, 109. Mere recent reports by the Educational Testing Service indicate that community college freshmen do not rank as high as freshmen in four-year institutions in academic ability. The Educational Testing Service has in recent years published annual norms derived from administration of the American Council on Education Psychological Ekamination for College Freshmen on a nation-wide basis. Participation of colleges and universi- ties in the development of these norms is voluntary. The median scores published in the 1952 edition Of the American Council on Education EQEEE Bulletin2 for freshmen in various types of educational institutions showed the scores for junior colleges to be the lowest when compared with teachers colleges and four-year colleges. The median score for junior colleges was 95; for teachers colleges 98; for four-year colleges 106; and all colleges 10h. The sample from.which these norms were derived in- cluded both public and private junior colleges. As the various reports on academic aptitude are analyzed there is an implication that a variation exists among community colleges themselves. 1A. E. Traxler, "What Is a Satisfactory I. Q. for Admission to College?", pghool and Society, Vol. 51 (April 6, who), pp. #624611. 2American Council on Education Psychological Examination for College Freshmen, Norms Bulletin (105 Angeles: Cooperative Test Division, Educational Testing Service, 1953). 21 The existence of this situation is illustrated in a report based on a state-wide testing program in Minnesota. Using norms based on the per— formance of students entering all types of institutions, the typical junior college entrant ranked somewhat below the typical university or liberal arts college freshmen. Further, there were differences among the junior colleges themselves in terms of the quality of students they attract in that the range of median scores for the junior college popu- 1ations extended from the 36th percentile to the 66th percentile on Minnesota college norms.l Differences in the instruments used and the samples tested make it difficult to make direct comparisons of the studies and reports reviewed. However, certain trends appear Obvious. The conclusion that community colleges are attracting greater numbers of students from the lower levels of academic aptitude appears justified when the studies made by K005 and Eells are contrasted with the studies made and reported since 1940. The study by Traxler, the Minnesota Commission report, and the evidence given on the norms from the 1952 edition of the American Council on Education Psychological Examination, all support the statement that students enter- ing community colleges are somewhat lower in academic aptitude than stu- dents entering four-year colleges and universities. However, the distribution Of scores as reported in a number of studies indicate that community colleges enroll some students with high ability. Englehart, in discussing this fact, makes the following statement: lMinnesota Commission on Higher Education, op. cit., pp. 127-128. 22 In most comparisons of psychological—test data per- taining to entrants of junior colleges and entrants of four-year institutions, the significant charac- teristic of the data is the overlapping of the dis- tributions. In general 60 per cent of the junior college entrants exceed the 25 percentile of four- year college and university entrants. More recently, Medsker has discussed the aptitude of community college freshmen with data assembled from several sources. Two of these were pub- lished norms on college aptitude tests, one of which was the American Council on Education Psychological Examination (ACE) and the other the College Qualification Test (CQT) published by The Psychological Corporation. In 1957, The Psychological Corporation published norms for four-year college freshmen and in 1958 published norms for community col— lege freshmen. Comparison of groups taking either test was made possible in that scores on the CQT were expressed in equivalent ACE scores. Another source was a study completed by the Center for the Study of Higher Education at Berkeley on the ability levels of students entering all types of institutions. In this study, the ACE or equivalent scores were obtained on entering freshmen in 1952 in 200 American colleges drawn from a stratified random sample of 1,800 institutions of higher education in- cluding community colleges. Normative data from these three sources were supplemented by two additional studies: (1) an analysis of the ACE scores of entering students in 31 of the two-year colleges which cooperated in the study of the 1952 class, and (2) a study of ACE scores on five thousand lMax D. Englehart, "Testing for Guidance and Placement in the Junior College," Junior College Journal, vol. XVIII (September, l9h7), pp. 3-11. _ 1'1'1’6- -..‘ =' - .. .M . 23 students who entered 13 California junior colleges in the fall of 1952, spring of 1953, and fall of 1953. The information reported from the different sources agreed remarkably. Three of the studies showed the mean score of junior college entering freshmen to be 9h and the other two showed 93. The Berkeley study dis- covered the mean score of freshmen entering four-year colleges was 107 or 13 points higher than for students entering two-year colleges. Medsker also discussed the overlap in aptitude among students in two- and four-year colleges and the difference among individual two-year col- leges in terms of the students who enroll in them. In the study involving 200 colleges done by the Center for the Study of Higher Education at Esrkeley, roughly 6 per cent of the freshmen entering two-year colleges had a score of 13h or more which was one standard deviation above the mean of students who entered four-year colleges. 0n the low end of the scale, 16 per cent of the students entering two-year colleges had a score of 68 or less which was one standard deviation below the mean of the total group of two-year college entrants.l The overlap among students in two-year and four-year institutions in terms of ability indicates the incorrectness of the generalization that only students of lower ability enroll in community colleges. The wide range of mental ability as pointed out by the Minnesota Commission on Higher Education, Englehart, and Medsker has important implications for curriculum planning and the develOpment of guidance procedures. lMedsker, op; cit., pp. 30-38. 2h Education‘gf’Parents There were no studies found in the literature which provided infor- mation relative to the educational attainment of parents of students entering community colleges and those completing two years of college work. The information found was devoted to the educational background of the parents of students entering community colleges and bur—year institutions. Reynolds, in 1927, as part of his study of socio-economic status of college students, investigated the educational background of parents of the students involved. His sample came from 55 foureyear colleges and universities. He found that Al per cent of the fathers and R8 per cent of the mothers did not have any high school training and that only 27 per cent of the fathers and 32 per cent of the mothers had finished high school. He pointed out that in comparison with the fathers, a larger percentage of the mothers completed high school, but a smaller percentage of them attended college or did graduate work. When the education of the fathers and mothers of both men and.women students were compared, it was fOund that the fathers of women students had attained a higher educational level and that both the fathers and mothers of women students had attained a higher educational level than the fathers and mothers of men students.1 In a study involving a 5 per cent random sample of community colleges and four-year colleges, Hagie investigated the educational level reached by parents of students included in the sample. The analysis of the data led Hagie to conclude that no significant differences existed between the 1Reynolds, op. cit., pp. hl-hh. 25 parents of the student groups in educational background. This was based on the chi square test of independence in which the differences were not significant at the .01 level of probability.1 Rice analyzed the educational attainment of parents of freshmen students in colleges in Mississippi in 1958. She reported that the per- centage of the fathers of junior college freshmen who terminated their formal education at the eighth grade or below was over twice that of fathers of senior college freshmen. At the upper level of educational attainment, the fathers of senior college freshmen who attended college from one to four years was approximately three times the percentage of the fathers of junior college freshmen reaching the same level of education. For mothers of junior college and senior college freshmen, the correspond— ing percentages at each educational level were: eighth grade and below, approximately two and one-half to one; high school, almost the same; and junior college and college, one to two.2 An indication of the educational level attained by Americans in the last three generations is given by Brazer and David. The formal education of the majority of Americans who were born before 1905 ended before they reached high school. Only one-sixth of the people now 55 or more years of age attended college, and less than half of those hold a college degree. In striking contrast, only a small fraction (1h percent) of those born be- tween 1926 and l9h2 have failed to go on to high school or beyond. Indeed, of that generation which, for the most part, has concluded its schooling, almost lHagie, op. cit., p. 56. 2Rice, gp;_cit., p. lh3-lh9o 26 one-third have gone to college. Thus in the course of two or three generations the prOportion going to college has doubled.1 Parental Attitude No specific studies or reports were found in the literature dealing with the influence of parents in encouraging students to secure a college education. However, two studies reported on this variable in a peripheral way. The Minnesota Commission on Higher Education2 reported that parental interest in higher education was a by-product of their own educational attainments. Medsker discussed parental interests in higher education as a result of obtaining responses from almost three thousand students in fOur colleges to questions on their primary reason for attending college. He said: Two-thirds of these students listed either (1) per- suasion by parents, counselors, and friends, (2) location of college (proximity), or (3) lower cost. These same reasons have been reported in numerous unpublished studies. The percentage of students who choose the junior college-particularly the public junior college-because of its program or its prestige is small in comparison to those who ghoose it because of parental influence or expediency. Educational Plans The identified general purposes of a community college include the responsibility of providing curricula for students planning to transfer to senior level institutions as well as providing vocational programs for lHarvey E. Brazer and Martin David, "Social and Economic Determinants of the Demand for Education," in Economics of Higher Education, U.S. Department oféHealth, Education, and Welfare {Washington} U.S. Government Printing Office, 19 2), p. 21. 2Minnesota Commission on Higher Education, op. cit., p. 89. 3Medsker, 92; cit., p. h7. 27 students planning to enter the work force upon completion of their com- munity college experience. The availability of these curricula to entering students has resulted in considerable attention being given to the educational plans of students as they enter community colleges. There has been special concern because of the generally observed discre- pancy between the stated educational plans of students entering community colleges and the degree that these educational plans are achieved. Birdl has reported a survey made in l95h involving eighty-four representative junior colleges in twenty-one states in which students were asked to indicate their reason for attending the public junior col- lege. In each of the twenty-one states surveyed, at least 50 per cent of the students declared that their purpose in attending the junior college was to prepare for advanced standing in four-year colleges or universities. In most states the percentage ran higher: about 66 per cent in Arizona, California, and Illinois; and about 77 per cent in Colorado, Michigan, Mississippi, and Texas. She reported that in some individual junior col- leges, as high as 90 per cent of the students indicated they planned to transfer to a.four-year institution. Bird further stated that in most states only about half of those who originally declare they plan to transfer actually do so. The percentage is somewhat higher in Florida, and Texas, in others it is lower, such as California, where it is as low as 30 per cent. lGrace V. Bird, "Preparation for Advanced Study" in Th9 Public Junior College, Fifty-fifth Yearbook of the National Society for the Study of Education, Part I (Chicago: University of Chicago Press, 1956), pp. 77-79. 28 A similar situation was reported by the Minnesota Commission on Higher Education1 in 1950 in that seldom have more than 30 to ho per cent of the students entering Minnesota's public junior colleges taken work beyond their initial two-year college experience. Hagie investigated the educational aspirations of students in both junior colleges and senior colleges. He found that 69 per cent of the junior college students and 89 per cent of the senior college students planned to secure four or more years of formal education.2 Another approach was taken by Eells,3 in 1956 as reported in an article devoted to student mortality in junior colleges. His comments were based on information in the fourth edition of American Junior Colleges. He said that for every 100 freshmen enrolled in junior col- leges, only #5 sophomores were enrolled. Further, less than one-fourth of the students who enroll in junior colleges graduate from them. Rice, in her study of students entering junior colleges and senior colleges in Mississippi, reported on the educational plans for both men and women. For the junior college, she reported that l8.h per cent of the men and #2.8 per cent of the women planned to attend college for two years or less which compared with 1.5 per cent of the men and 23.7 per cent for the women in senior colleges. For those planning to earn four or more years of college credit, she reported 82.6 per cent of the men and 55.7 lMinnesota Commission on Higher Education, op. cit., p. 129. 2Hagie, op. cit., p. 68. 3Walter C. Eells, "Student Mortality in Junior Colleges," Junior M 293.22%: Vol. xxvn (November, 1956), pp. 132-137. " 29 per cent of the women in junior colleges and 97.h per cent of the men and 7h.l per cent of the women in the senior colleges had this as their goal.1 In a study of the retention and withdrawal of college students, Ifferte reported on the percentage of students in four-year institutions who remain in college to complete a four-year degree. He stated that h6.6 per cent of the students in public institutions and 36.6 per cent in private institutions did not continue in college beyond two years. The data outlined above regarding the percentage of students who plan to transfer at the time they enter junior colleges was supported by Medsker who reported the percentage to be from two-thirds to three-fourths of those entering. This seemed to be true regardless of the number and type of terminal offerings in the institutions.3 This review has included studies which have examined the educational plans of students entering post high school institutions. The data re- ported in these studies demonstrate the generally observed discrepancy between the stated educational plans and the actual realization of these plans by students entering community colleges. Vbcational Plans The development of educational programs which would meet the needs of students in the area served by each community college has been of vital concern since the beginning of the community college movement. The inter- est in appropriate educational programs has included the develOpment of 1Rice, op. cit., p. 125. 2Robert E. Iffert, Retention and Withdrawal.p£ College Students, U.S. Department of Health, Education, and Welfare, Bulletin No. 1, (Washington: Government Printing Office, 1958), p. 16. 3Medsker, op. cit., p. 97- 30 vocational and general education courses designed for the student who will terminate his fermal education at the community college. Actual develOpment of comprehensive programs, however, has been retarded in many community colleges because of the failure of students to make realistic appraisals of their educational and vocational objectives. The preceding review of the literature has demonstrated the general discrepancy between the educational plans of students upon entrance to the community college and the extent of realization of these plans. This section is devoted to stated vocational plans of students when entering community colleges. The Minnesota Commission on Higher Education studied.the preparatory sequences and the terminal programs available in Minnesota junior colleges in l9h7-h8. The results of their survey were compared.with the national survey of junior college terminal education made by Eellsl in 1938. Ac- cording to Eells, most Minnesota junior colleges were offering at least five liberal arts and pre-professional sequences with some institutions offering ten or more. The Minnesota Commission revealed that in l9h7—h8 there were thirty-one pre-professional sequences being offered in fifteen different sequences with three institutions offering more than twenty. The most striking feature of the junior college programs, as identified by the Minnesota Commission, was the marked increase in the number of pre- professional curriculums offered and the relatively few students enrolled in them. In 19h7-h8 there were 2,760 students enrolled in preparatory curriculums in the fifteen different institutions. This was an increase lWalter C. Eells, Present Status 93 Junior College Terminal Education (Washington: American Association of Junior Colleges, 19hl). 31 of 18 per cent from lQhO-hl. Two-thirds of these students were enrolled in three sequences-~liberal arts, engineering, and business. Seven other pre-professional sequences-~teaching, medicine, law, dentistry, forestry, journalism, and physical education-~accounted for most of the remaining students. At the time of Bella study in 1938, almost all Nfinnesota junior col- leges were attempting to provide vocational training of some sort. Only three junior colleges were offering two—year programs which could be described as ”general culture" and these involved a total of thirty-eight students. Every public junior college offered a sequence in general busi- ness or secretarial training. By l9h7-h8 the number of vocational sequences available in Minnesota junior Colleges had increased to twenty- nine, some of which were offered by only one institution. The highest number of sequences offered by any one institution was fourteen with most junior colleges offering five or more. However, almost two-thirds of the terminal students were enrolled in four curriculums--business, secretarial, business management, and general cultural.l In his study, Hagie compared the occupational choice of students entering junior colleges and students entering four-year colleges. Using the occupational classification devised by Edwards, he reported that h8 per cent of the junior college students and 65 per cent of the students in the four-year institutions were planning to enter the occupations classified as professional and prOprietors, managers, and officials. lMinnesota Commission on Higher Education, op. cit., pp. 131-136. 32 Twenty-six per cent of the junior college students and 9 per cent of the students attending senior colleges indicated they planned to enter one of the lower ranking occupations. For both groups, 26 per cent of the stu— dents were undecided about their future plans.1 An investigation of the vocational plans of students entering Long Beach City College was made by Lubick2 in 1955. The information he re— ported was based on the replies of 1,226 students. His data showed that 51 per cent of the boys and 36 per cent of the girls planned to enter one of the professions. The principal occupations, listed in the order of choice, or boys was engineering, teaching, and medicine. The leading choices for girls were in the field of teaching, clerical work, and medi- cal work. Of the 1,226 students questioned, the four fields of teaching, clerical, engineering, and medical accounted for hh per cent of the replies. Approximately one—third of the students were undecided about their vocational objective. Lubick also analyzed student replies in which they indicated the individuals who influenced their selection of occupational objectives and the reasons they attended college. For the total of 1,226 students, 26 per cent said that parents and 22 per cent said that counselors had been the most influential in helping them with occupational planning. When all school related individuals and groups were combined, hl per cent of 1Hagie, 0p. cit., p. 68. 2Emil E. Lubick, "Vocational Objectives of Entering College Students," Junior College Journal, Vol. XXV (February, 1955), pp. 319-326. by approximately #2 per cent of both males and females. Job security was listed most important by 21 per cent of the total. However, fer girls the opportunity to serve others was more important than job security. Finan- cial reward was listed as first choice by 11 per cent of the males and 9 per cent of the females. Rice, in her study of freshmen entering junior colleges and senior colleges in Mississippi, stated the pattern of vocational choices made by students entering both types of institutions were quite similar. Differ- ences appeared, however, between the vocational choices of men and women in both groups. Three vocations, teaching, clerical work, and medical technician or nursing, represented 87 per cent of the occupational choices of junior college women. The three leading occupational choices for junior college men were engineering, private business and farming, and teaching for a total of 58.7 per cent. Sixty-two per cent of the senior college men indicated occupational choices in engineering, private busi- ness and farming, and medicine and pharmacy.1 venn,2 in 196A, in discussing the role of the American comprehensive Junior, or community college in providing post secondary vocational educa— tion said the community college has not given proper attention to the occupational phase of its stated purposes. venn reported that less than 8 quarter of all junior college students are enrolled in organized occupa- tional curricula. lRice, op. cit., p. 131-133. 2Grant venn, Man, Education, and Work (Washington: American Counc11 On Education, l96h), p. 88. 3h The foregoing review of studies found in the literature indicates that a large prOportion of the students entering community colleges are making unrealistic occupational choices. Although more than half of the students entering community colleges indicate one of the professions as their vocational choice, it has been shown by Medskerl that four years after enrolling in a community college only one in every three had trans- ferred to a four-year institution. Summagy The studies, reports of surveys, and general comments reported from the literature concerning the characteristics of community college students have introduced some conflicting findings. However, the evidence appears to support the following statements: 1. Over the past forty years, community colleges have tended to attract increasing numbers of students from the lower levels of social status although all levels of social status are represented. 2. Public community colleges have tended to enroll increasing numbers of students with lower academic ability although the range of academic abilities of students in many four-year institutions. 3. The educational attainment of adults in the last two or three generations has increased and the educational level of parents of community college freshmen is below that of freshmen entering four-year institutions. h. There are significant differences between the stated educational and vocational plans of students entering community colleges and.the actual realization of these plans. lMedsker, op. cit., p. 93. 35 5. Significant differences are found in stated educational and vocational plans between men and women entering community colleges. 6. There is considerable variation among community colleges in the characteristics of the students who enroll in them. CHAPTER III METHODS AND PROCEDURES The review of the literature providing information on two-year and foureyear college students presented in Chapter II spanned approximately forty years. Some of the information reported was conflicting but the evidence and the conflicts must be evaluated in terms of the time span, changes in economic conditions, changes in the occupational structure, and differences in the samples investigated. No information was found deal- ing specifically with differences between entering students and students completing two years of college work in a community college. This study, as stated in Chapter I, was designed to determine the extent and significance of differences between entering freshmen and stu- dents completing two years of college at Flint Community Junior College in social status, academic aptitude, education of parents, attitude of parents toward a college education, and educational and vocational plans. The following operational hypotheses were formulated. 1. There will be a significant difference in the levels of social status represented.between entering freshmen and students completing two years of college work. 2. There will be a significant difference in academic aptitude based on Multiple Appitude Test scores between entering freshmen and stu- dents completing two years of college work. 36 37 3. There will be a significant difference in the educational back- ground of fathers and mothers between entering freshmen and students completing two years of college work. A. There will be a significant difference between students who select a transfer curriculum and those who select a non-transfer curriculum within social status levels. 5. There will be more men than women selecting one of the profes- sions as their occupational choice. 6. The occupational choice of both entering freshmen and students completing two years of college work will be equal to or greater in prestige value than that of the father's present occupation. 7. There will be a significant difference between men and women in the number of years they plan to attend college. 8. There will be a significant relationship between the number of years of intended college attendance and social status level. 9. There will be a significant relationship between social status level and the importance of a college education expressed by parental opinion. Methods Description p£.the Sample This investigation was limited to Flint Community Junior College which is a public community college Operated by a city school system in an indus- trial community. The surrounding area consists of small towns, residential areas, and farms. The basic admission requirement to the community college is graduation from an accredited high school. The institution is 38 coeducational in which the ratio of men to women during the period Spanned by this study was approximately two to one. Resident students are classi- fied as those who live within the city limits of the City of Flint with non-residents being those who live outside the city limits. During the period spanned by this study, the resident enrollment ranged from 53 per cent to 601 per cent of the total enrollment. The major part of this investigation involved two different groups of students. One group involved students who entered the institution in September 1963 and the other involved students who completed two years of college work in 196h. The latter group was limited to students who had only attended Flint Community Junior College. Ninety-six per cent of these students entered the institution in 1960, 1961, and 1962. Since the 1963 and l96h groups did not come from the same population, information was also secured on matriculants who entered in 1960, 1961, and 1962 and who were not included in the sample of students completing two years of college work in 196A. Sources 9: pgtg The data upon which this investigation was based came from two sources. Information for students who entered Flint Community Junior College in September 1963 and for those completing two years of college work in 196k relative to sex, social status, education of parents, atti- tude of parents toward a college education, and educational and vocational (Unpublished), 1960-63. 39 plans was secured from each student through the use of a questionnaire. Data relative to academic aptitude for these students was secured from student personnel records maintained by the institution. Each entering student completes an aptitude test as part of the admissions process. Data evaluated for students who entered the institution in 1960, 1961, or 1962 and who did not receive a questionnaire involved only sex, social status, and academic aptitude. This information came from student personnel records maintained by the institution. Development 23 the Study There were several steps taken to carry out the plans of the inves- tigation. written approval from the Dean of Flint Community Junior College was secured in the spring of 196A to involve the institution in the study and to make use of the necessary student personnel records. From the beginning, the formulation of the plans for this study in- cluded the use of a questionnaire to secure information relative to certain factors upon which the study was to be based. The questionnaire was developed through the examination of questionnaires used in other studies, through consulting with interested personnel in the cooperating institution, and through reactions of members of the graduate committee. A major consideration in the development of the questionnaire and the study was the selection of an index upon which the social status level of the fathers, and hence, the student could be determined. It was neces- sary to select an index that would lend itself to questionnaire techniques through which the factors to determine social status level could be found. Review of the literature in Chapter 11 demonstrated the father's occupation as a generally accepted index for the determination of social to status. The review of the literature indicated that the system most fre- quently used by earlier investigators was that devised by Counts.l His system lists 17 representative occupations classified in such a way that the hierarchy would be representative of social status, position in the economic order, and intellectual outlook. Other systems used included one developed by Edwards2 and one de- veloped by Roe.3 Edwards' system classified occupations into six major groups: (1) professional persons, (2) proprietors, managers, and officials (including farmers, wholesale, and retail dealers), (3) clerks and kindred workers, (h) skilled workers, (5) semi-skilled workers, and (6) unskilled workers. Roe recognizes personal autonomy, skill, and training in her six level classification which is almost identical with that listed by Edwards. Roe also recognizes the primary focus of activity which develops subdivisions among levels. Two other systems were examined as possible methods by which to de- termine social status. One of these was the National Opinion Research Center-North Hatt)4 study reported in l9h7, in which 90 occupations were ranked giving an indication of the prestige status of occupations. In- vestigators have used the North-Hatt ranking of occupations as a skeletal 1George S. Counts, The Selective Character of American Second__y Education, Supplementary Educational Monographs, No. 19 (Chicago: University of Chicago Press, 1922), pp. 22- 23. gAlba.M. Edwards, Population: Comparative Cecupational Statistics for the United States 1870-1940 (Washington: Bureau of the—Census, United States Department of Commerce, l9h3), pp. 175-182. 3Anne Roe, The Psychology of Chen upations (New York: John Wiley and Sons, 1956), p. 151. hNational Opinion Research Center, National_9pinion on Occupations: Final Re eport of a Special Opinion Survey Among Americans 1K and Over (National Opinion Research Center, University of Denver, March, 19 57 5. hl prestige structure, within which the standing of an unrated occupation may be estimated. The ranked occupations were not divided into subgroups or levels. The other system examined and the one selected for use in this inves- tigation was the occupational scale included in the Two Factor Index 2: Social Position developed by Hollingsheadl in 1957. The index was de- velOped through the use of multiple correlation and regression techniques involving judged class position, residence, occupations and educational attainment each divided into seven levels. Social class position is de- termined by multiplying the level number for each occupation and educational attainment by factor weights. The occupational scale is a modification of the Edwards system of classifying occupations into socio-economic groups used by the United States Bureau of the Census. The essential differences between the Edwards system and the one used in the Hollingshead index is that Edwards does not differentiate among kinds of professionals or the sizes or economic strengths of businesses. The occupational scale used in the Two Factor Index pf Social Position ranks professions into different groups and busi- nesses by their size and value. For this investigation, only the occupational scale of the Hollingshead 'index was used to determine the social status of the students being studied. The occupational scale lists over #00 occupations in which the level of proprietors, managers, and others is determined not only by the title of the position but also the value of the business involved. lAugust B. Bollingshead, Two Factor Index.9£_Social Position (New Haven, Conn.: August B. Hollingshead, 19577- M2 The questionnaires which were developed consisted of eleven questions. The questions were of a short answer type that could be answered with a check, or a circle, or one or two words. One question required a short statement relating to the activities performed by the father in his occu- pation. This was intended to secure additional information so as to accurately determine the occupational level of the father. The questionnaire developed for entering freshmen was identical with the one developed for students completing two years of college work except for a question relative to curriculum choice and occupation or profession— al career choice. Entering freshmen were asked the curriculum in which they enrolled. Students completing two years of college work were asked what occupation or step toward a professional career the two years of college work had trained them and whether this goal was the same as that for which they had originally enrolled. Appendix A is the questionnaire designed for students who entered Flint Community Junior College in the fall of 1963 and Appendix B is the questionnaire designed for students who completed two years of college work in 196h. Procedures 223 Questionnaire Questionnaires to the two groups of students at Flint Community Junior College being studied were sent in June 196h. The students to whom these questionnaires were sent were randomly selected according to the technique described by Edwards.1 The procedure first involves the 1A11en L. Edwards, Statistical Methods for the Behaviorial Sciences (New York: Rinehart and Company, 1957), pp. 250-251, Table pp. #72476. h3 numbering of the total population from.which the sample is to be drawn. A table of random numbers is then used which consists of 5 blocks of 1,000 numbers each arranged at random in columns and rows. These blocks can be entered at any point and read in any direction by using several columns or several rows. The number of rows or columns used corresponds to the maximum.number of digits in the number indicating the size of the popula- tion. After entering the block of numbers and the direction of reading determined, numbers are read and those which are equal to or less than the maximum.number in the population are recorded. Numbers which are larger than the population size and those that have already been recorded are ignored. The process is continued until sufficient random.numbers have been selected for the sample. These random numbers are used to designate the subjects in the population that are to be used in the sample. There were 200 questionnaires sent to freshmen who entered the insti- tution in 1963 and 200 questionnaires sent to students completing two years of college work in l96h. The total population from whom the 200 freshmen were selected consisted of 1,h22 names. The total population completing two years of college work consisted of 61k names and was de- veloped by the registrar of the cooperating institution in February l96h. The latter group of students were potential graduates in 196h. A follow-up letter and a follow-up postal card requesting the return of the questionnaire were mailed during a sixaweek period following the original mailing of the questionnaires. A total of lh3 or 71.5 per cent of the questionnaires were returned by the freshmen group. One hundred fifty—two or 76 per cent of the students completing two years of college work returned questionnaires. 14h Academic aptitude infbrmation fer each student who returned a questionnaire was secured from student personnel records maintained by the institution. The random selection technique described by Edwards was also used to determine a ten per cent sample of matriculants fer each of the years 1960, 1961, and 1962. For each of these groups, information relative to sex, father’s occupation, and academic aptitude was secured from student personnel records. The number of matriculants in 1960 was 1,8h0; in 1961, 2,0h7; and in 1962, 1,595. A ten per cent random sample of the matricu- lants gave samples of 18h, 205, and 160 for each of these years respectively. Methods p£_Analysis This investigation proposed to test the hypothesis that significant differences exist between entering freshmen and students completing two years of college work. It was therefore necessary to use methods of analysis which would indicate the presence or absence of such differences when the data were in the form of frequencies in discrete catagories. The chi square test of independence was used to determine the significance of differences between the two groups. The chi square statistic is essentially a measure of the discrepancy between observed and expected frequencies. When observed and expected frequencies agree completely, the chi square is zero. As the differences between the observed and expected frequencies become larger chi square increases in size. The chi square test of independence is used to test whether the distribution of a particular characteristic is independent of the other characteristic. In this investigation the use of chi square RS told whether the distribution of frequencies for any factor were feund in the prOportion expected. The computed chi square value may be translated into a probability value fer the purpose of determining whether differences between observed and expected frequencies may be attributed to chance variation. The pro— bability value chosen fer this study was .01. A probability value of .01 means that there is only one chance in one hundred that a chi square value would be as large as that found by chance. The computed chi square value fer each set of characteristics indi- cated whether a difference existed.but did not reveal the nature or direction of the difference. Rational analysis was necessary to determine the direction and nature of the differences fOund. The contingency coefficient statistic was used to determine whether the relationship between several pairs of factors in the study were sig— nificant. The develOpment of the contingency coefficient first involves the computation of chi square from which the contingency coefficient is computed. The determination of the significance of the contingency coeffi- cient is dependent on whether the chi square value for the data is significant. The computation of chi square makes use of a contingency table developed from the frequency distribution of the data. According to Siegel,1 when the contingency table is greater than a two by two, up to 20 per cent of the cells may have an expected frequency of less than S 1Sidney Siegel, Nonparametric Statistics for the Behavioral Sciences (New York: McGraw Hill Book Company, Inc., 1956), p. 110. h6 provided no cell has an expected frequency of less than 1. In this study, adJacent columns or rows in the basic contingency table were combined whenever necessary to meet theoretical frequency requirements. Summapy This chapter has discussed the methods and procedures used in the investigation. It has described the sample, the sources of data, the develOpment of the study including the method selected to determine social status, and the procedures used in collecting and analyzing the data. Chapters IV, V, and VI are devoted to an analysis of the data collected. Chapter VII includes a discussion of the conclusions result- ing from the investigation. CHAPTER IV ANALYSIS OF DATA : SOCIAL STATUS This chapter is an analysis of the data relative to the social status of entering freshmen students and students completing two years of college work at Flint Community Junior College. Entering students were those who entered the institution in September 1963. Students completing two years of college work were those who completed the earning of 58 or more semes— ter hours in 196A. Data for the entering groups for the years 1960 through 1963 were analyzed in total relative to social status and then the 1960, 1961, and 1962 groups were compared individually with the group that entered the institution in 1963. The 1963 entering freshmen group was then compared with the l96h completing sophomore group. The data were analyzed with reference to Operational hypothesis number 1 stated as: There will be a significant difference in the levels of social status represented between entering fresh- men and students completing two years of college work. The occupation of the father was used in this investigation as the index of social status. The parental occupation reported for each student was assigned a level according to the classification system prOposed by Hollingshead.1 The Hollingshead index lists over hOO occupations divided into seven occupational scales. The value of businesses is included to 1August B. Hollingshead, Two Factor Index g£_Social Position (New Haven, Conn.: August B. Hollingshead, 1957). A7 I! i I'll" ll: Ilil. (II. III III .‘II ll]! lllllll ll 1‘ 5‘- ‘I'IIIA h8 assist in the determination of the level of various occupations. The fellowing description is given of each of the seven scales to provide a meaningful interpretation of the data presented. Each level title is fellowed by several examples of occupations included in that category. 1. Higher Executives, Proprietors p§_Large Concerns, and Major Professionals. a. Higher Executives Bank Presidents, Vice Presidents Judges Large Business - Directors, President, Treasurer Military - Commissioned Officers (Major and above) Executive Branch of Government b. Large Pppprietors (Value over $100,000) Brokers, Contractors, Dairy Owners, c. Major Professionals Accountants (C.P.A.) Engineers (College Graduate) Clergyman College and University Teachers Lumber Dealers Lawyers Dentists Physicians Metallurgists 2. Business Managers, Proprietors g§_Medium Sized Businesses; and Lesser Professionals a. Business Managers ip_Large Concerns Advertising Directors Branch Managers Farm Managers Postmaster Production Managers Police Chief, Sheriff Sales Engineers Sales Managers (over $100,000) b. Proprietors 9; Medium Businesses (Value $35,000 — $100,000) Advertising Owners Contractors Furniture Business Jewelers Manufacturers Representative Purchasing Managers Real Estate Brokers Labor Relations Consultants 3. C. A9 Lesser Professionals Accountants (not C.P.A.) ChirOpractors - Opticians Engineers (non-college Grad) Social Workers Military, Commissioned Pharmacists Teachers - Elementary and High School Administrative Personnel, Small Independent Businesses, and Minor Professionals 8,. Administrative Personnel AdJusters, Insurance Advertising Agents Managers, Department Stores Sales Representatives Section Heads, Federal, State, and Local Gov. Service Managers Store Managers (Chain) Small Business Owners ($6,000 - $35,000) Auto Accessories Brokerage, Insurance Car Dealers Funeral Directors Semi-Professionals Artists, Commercial Deputy Sheriffs Mbrticians Farmers Farm Owners ($25,000 - $35,000) Cleaning Shops Dry Goods Electrical Contractors Plumbing Tool Designers Surveyors Oral Hygienists Clerical and Sales Workers, Technicians, and Owners pf_Little Businesses (Value under $6,000)? 8. Clerical and Sales Workers Bank Clerks and Tellers Business Machine Operators Technicians Dental Technicians Draftsmen Expeditor, Factory Factory Supervisor Post Office Clerks Inspectors; Weights, Sanitary Locomotive Engineers Laboratory Technicians 50 c. Owners 93 Little Businesses Flower Shop ($3,000 - $6,000) Newsstand ($3,000 - $6,000) Tailor Shop ($3000 - $6,000) d. Farmers Owners ($10,000 - $20,000) 5. Skilled Manual Emplpyees Auto Body Repairers Linotype Operators Bull Dozer Operators Machinists (Trained) Carpenters Pattern and Model Makers Diemakers Postman Small Farmers Owners (under $10,000) Tenants who own farm equipment 6. Machine Operators and Semi—skilled Employees Apprentices, Electricians Set-up Men, Factories Drill Press Operators Practical Nurses Foundry WOrkers Roofers Operators, Factory Machines Welders, Spot Farmers Smaller tenants who own little equipment 7. Unskilled Employees Attendants, Parking Lots Stock Handlers Cafeteria Workers Unskilled Factory Workers Hospital Workers, Unspecified Laundry Workers Laborers, Construction Laborers, Unspecified Farmers Share Croppers The assignment of social status level according to the occupation given for each student's father and the tabulation of these data develOped frequencies for each sex in each category of student being studied. Total 51 frequencies at each level of social status for men and women in each group were also obtained. Table 1 shows the frequency and percentage distribution of the father's occupational level for freshmen entering Flint Community Junior College in the fall of 1960, 1961, 1962, and 1963. An examination of Table 1 indicates that, in general, the pattern of distribution of occupations according to level was similar in each of the entering freshmen groups. The occupational level most heavily represented in every year was level 7 except in 1961 when level 6 had .97 per cent more than level 7. The percentage of occupations based on marginal totals increased consistently from level 1 to level 7 except for level 5 which had a figure less than that for level A. The percentage of occupations represented by levels A, 5, and 6 were relatively consistent in that the percentages represented by these three levels did not differ by more than 3.h9 per cent in any of the four years. In terms of marginal totals, levels A, 5, and 6 differed by only 3.62 per cent and represented 5h.33 per cent of all the occupations reported. This figure became 76.88 per cent when level 7 was included. To determine whether the entering freshmen classes for the years 1960, 1961, 1962, and 1963 were similar relative to the levels of social status represented a contingency table was developed form Table 1 and a chi square value computed. There were 18 degrees of freedom and the com- puted chi square value was 5.82. This value was less than the x2 table Value of 3h.80 at the .01 level. The computed chi square value being less than the X2 table value indicates that on an overall basis the social status levels represented by entering freshmen in 1960, 1961, 1962, and 1953 were not significantly different. . messiah. 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Admfi moms oze .moos .soos .ooos sass mezmooem masses zmzrmoma ozsmeezm so mmmmess was so zoseaooooo so sm>ms oe oasomooos zoseomsmemso moaezmommd ozs sozmoomme m mama; 56 that entered Flint Community Junior College from 1960 through 1963 when males and females were combined and when they were compared singly. Table 4 gives a summary of the chi square values computed from Tables 1, 2, and 3. TABLE 4 CHI SQUARE VALUES OBTAINED BY APPLICATI 0N OF THE CHI SQUARE TEST OF INDEPENDENCE To THE DISTRIBUTION OF PATERNAL OCCUPATIONS OF ENTERING STUDENTS FALL 1960, 1961, 1962, 1963 XE'Table Relationships Computed Value at df x2 .01 Level Table 1 — Social Status Levels Repre- sented by Male and Female Students Combined 18 5.82 3h.80 Table 2 - Social Status levels Repre- sented by Male Students 18 7.06 3h.80 Table 3 - Social Status Levels Repre- sented by Female Students 15 6.9h 30.58 To further determine the consistency of the social status levels rep- resented a chi square computation was completed to compare the 1960 fresh- men group with the 1963 group, the 1961 group with the 1963 group, and the 1962 group with the 1963 group. This was done with males and females com- bined and with males and females treated separately. Table 5 gives the chi square values developed. In every case the computed chi square was less than the X2 table Value with its appropriate degree of freedom at the .01 level. It is 57 interesting to note, however, that the computed value was somewhat higher for the comparisons between 1962 and 1963 than for the other combinations. Also, the highest computed value was that based on female students. The consistency in the type of students entering Flint Community Junior College during the years 1960 through 1963 provided a basis to test the hypothesis that there would be a significant difference in the levels of social status represented between entering freshmen students in 1963 and students completing two years of college work in 196k. Table 6 gives the frequency and percentage distribution of the occupational levels represented by students in these two groups. The totals given for 1963 are identical with those given for the same year in Table l. The percentages shown in Table 6 for 1963 indicate a general increase in the levels of occupations represented from levels 1 at 2.10 per cent through level 7 at 23.78 per cent except for level A which was 2.11 per cent higher than level 5. A different pattern was present in the 196% figures in that there was an increase in representation from level 1 to a peak in level A and then a decrease through level 7. Level A bad a per— centage of 26.32 per cent and levels 1 and 7 were almost identical with 5-26 per cent and 5.92 per cent respectively. Comparison of the figures for 1963 and those for 196A show a consider- able reduction in the percentage of students in level 7 in the completing group in contrast to the entering group. The 196A level 7 percentage of 5.92 was 17.86 per cent less than the 1963 level 7 with 23.78 per cent. The 196A percentage for level 1 was approximately two and one-half times that for 1963, and for levels 2, 3, and h the 196A percentage was 58 TABLE 5 CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF PATERNAL OCCUPATIONS 0F ENTERING STUDENTS FALL 1960 AND 1963, FALL 1961 AND 1963, AND FALL 1962 AND 1963 x2 Table Relationship Computed value at df x2 .01 Level Table 1 Males and Females Combined -Fall 1960 and Fall 1963 6 .81 16.81 ~Fall 1961 and Fall 1963 6 .69 16.81 -Fall 1962 and Fall 1963 6 1.71 16.81 Table 2 Males only -Fall 1960 and Fall 1963 6 .70 16.81 -Fall 1961 and Fall 1963 6 .61 16.81 -Fall 1962 and Fall 1963 6 2.63 16.81 Table 3 Females Only -Fall 1960 and Fall 1963 5 1.h2 15.09 -Fall 1961 and Fall 1963 5 .39 15.09 -Fall 1962 and Fall 1963 5 3.30 15.09 approximately one and one-half times the 1963 amount. The 196% level 5 percentage was 1.71 per cent higher than that for 1963 while level 6 was 5-85 per cent less. To test the validity of the hypothesis that there was a significant difference between entering students and students completing two years of college work as stated in hypothesis number 1, a contingency table was 59 TABLE 6 FREQUENCY AND PERCENTAGE DISTRIBUTION ACCORDING TO LEVEL OF OCCUPATION OF FATHERS OF ENTERING FRESHMEN FALL 1963 AND STUDENTS COMPLETING TWO'YEARS OF COLLEGE WORK IN 196A Entering Freshmen Completing Sophomores level Fall 1963 1965 No. % No. % 1 3 2.10 8 5.26 2 9 6.29 15 9.87 3 18 12.58 28 18.h2 h 25 l7.h9 NO 26.32 5 22 15.38 26 17.11 6 30 20.98 23 15.13 7 3A 23.78 9 5.92 Blank* 2 l.h0 3 1.97 Total 1h3 100.00 152 100.00 developed from the data in Table 6 and a chi square value computed. The resultant chi square value was 25.00 which compares with a table value of 16.81 at the .01 level and six degrees of freedom. The computed chi square value being greater than the table value indicates that the social status levels represented by entering students and students completing two years 60 of college work were significantly different. Rational analysis of the data in Table 6 indicates that students who enter community colleges come from all social status levels with an emphasis in the lower levels; whereas, students who complete two years of college work tend to come from the mid- dle and upper social status levels. Table 7 gives the frequency and percentage distribution of the social class levels represented by the two groups of students included in Table 6 according to sex. The 1963 male and female data in Table 7 is identical with that given in Tables 2 and 3 respectively. Comparison of the social status representations by completing sophomore males with completing SOphomore females shows a consistent increase from level 1 through level h for both sexes and a consistent decline from level 5 to 7 for males but for females the decline was not consistent in that level 6 had a greater representation than level 5. To determine whether there was a significant difference in the levels of social status represented between freshmen males and male students com- pleting two years of college work, a contingency table from Table 7 was develOped. The computed chi square value was 16.02. This value with six degrees of freedom compares with an X2 table value of 16.81 at the .01 level and 12.59 at the .05 level. This comparison indicates that there was no Significant difference between males in the two groups being studied at the .01 level but there was a significant difference at .05 level. The data for females in Table 7 was used to develop a siX'by two contingency table to determine if there was a difference in the levels of 61 mass map mopoowvnfi sou mane: no 5pm mo um 90: was nowpmeooo m.uwnpwm on» op o>wpwaou noHpnahoynH son: now mp piIHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH H mm proa 00.00 .ooa mm 8. ooa mm 00. ooa 3 oo ||II\|\\\\.\\.\ swam . H xx 0 H m».a a mo.m a wo.m m m a H.mm mm ad.» : oo.mm ma Hm.m m m m ma 0 00.0 ho.ma m mm.mm aH mm.2a ea ma m . H mm.aa m mm.sH s m».ma ma a» m mo.»m mm S®.mfl 6H : oo.mm :H m>.0H 0 ma m . w . ma. ms.am NH ms.oa n he ma ma 0 . mm. m m a».oa m mm.w m pm a m m . . H sm.m m o 0 mm m 0 ma m m 0 0 oz u .oz R .02 R oz & Emma mmafl Emma mama Hm>os monoaonmom wcwpwamfioo . nmsnwmum mouoaoamom wcwpmamaoo cmanmohm mmgmzmm mmqmq OB 02H0m000¢ onBDmHmBmHQ mudezmommm Qz< wozmadmmh N mqmm.m ma mm.» :H manor NH.HH we ma.oa ma oo.oa we am.oa Hm mm.ma mm meson mm.ma no ma.ma mm mm.oa ea em.m ma om.ea mm mmaOm m:.ma om mm.ma mm mm.aa we em.oa am mm.ma mm mane: mo.ma HHH om.ea Hm mm.aa mm oa.ma mm ma.wa am mmnom a:.aa me mm.ma we mm.aa mm mm.aa mm oa.m ma mmuom oe.HH Hm m:.oa ma ma.ma aw ma.ea am oe.m ma mauoa oo.oa at oo.m ma me.m ea om.ma mm mm.» ea one a .02 & .oz & .02 & .oz a .oz annoy mmma mmma Hmma omma mouoom oawpcoohmm how» mama aza .mmoa .amma .owma seam zmzmmmmm oZHmmezm em same mosaHema mquaqaz may zo mes: mmmoom so ZOHBDmHmemHn moaezmommm sea wozmpomms m mqmda 68 The percentage in each of the deciles from 1-9 through 20-29 and from hO—h9 through 60-69 was not more than 6.05 per cent below the maximum representation. The representation in decile 70-79 was approximately half, decile 80-89 was approximately one-fifth, and decile 90-99 approxi- mately one-eighth the maximum. The percentages in these three deciles were 8.38, 3.h6, and 1.88 respectively. Analysis of Table 9 shows that the greatest percentages in each of the four years occurred between the 20—29 and 50-59 decile groups and that the lowest representations occurred in the highest two decile ranges. The greatest representation in 1960 and 1961 was in the 30—39 decile, in 1962 it was in deciles 20-29 and 30-39 which were equally represented, and in 1963 it was in the 50-59 decile. The percentages for these years and deciles were l8.h6, 16.10, lh.38, and 18.18 respectively. Deciles 80-89 and 90-99 were individually represented by less than 5 per cent of the total in each of the four years and the sum of the representations in these two deciles was never more than seven per cent. To determine whether the entering freshmen classes for the years 1960, 1961, 1962, and 1963 were similar in academic ability a ten by four contingency table was develOped from Table 9. The chi square value com- puted from this table was 28.62. This value with 27 degrees of freedom was less than the X2 table value of h6.96 at the .01 level. The computed chi square value being less than the X2 table value indicates that on an overall basis the academic aptitude of freshmen students who entered in 1960, 1961, 1962, and 1963 were not significantly different. 69 The frequency and percentage distribution of the male and female students included in Table 9 are shown separately in Tables 10 and 11 respectively. Comparison of the marginal totals in these two tables shows the distribution of percentile equivalents for males and females to be quite similar. However, there was some variation in the pattern of maximum representations between males and females in the different years. The maximum male representation was in the 30-39 decile in 1960, 1961, and 1962 and in the 50-59 decile in 1963. These percentages were l9.h9, 16.41, 16.51, and 17.89 respectively. In contrast, the maximum female represen- tation in 1960 was in decile 30-39: in 1961 it was in deciles 10-19 and 30-39 which were equally represented, in 1962 it was in the 70-79 decile, and in 1963 the maximum was in the 50-59 decile. The percentages in these deciles were 16.67, 15.58, 15.69, and 18.75 respectively. To further test whether the entering freshmen classes for the years 1960, 1961, 1962, and 1963 were Similar in academic ability, contingency The nine by four contingency tables were developed from Tables 10 and 11. developed from Table 10 for males gave a chi square value of 18.96. This value with 2h degrees of freedom was less than the X2 table value of h2.98 at the .01 level. The same procedure was followed for the females in Table 11 to form a nine by four contingency table. The chi square value computed from this table was 16.70. This value with 2h degrees of freedom was less than the x2 table value of A2.98 at the .01 level. The computed chi square values from the data in Tables 9, 10, and 11 each being less than its appropriate X2 table value indicates there was no 70 00.00H 0m: 00.00H m0 00.00H moa oo.ooa wma oo.ooa wad Hence am.a r aa.m m mm. H om.a m mm. a monom aa.m Ha mo.a a mm.a m em.m m oe.a m manor we.» mm mmfi m mmé m 13.3 3H mm.m l. Sine. mm.aa Hm mm.oa oa oo.oa an me.HH ma He.ma ma owner rm.ma Ho or.ea ea oo.oa Ha om.m Ha em.wa mm mmnom mm.wa mm ee.:a ea mm.aa ma mm.m ma om.ma ma manor 3.: E. 333 ma Rea ma 3.0a Hm 3.3 mm mmnom me.aa mm mm.ma ma mm.aa we me.aa ma wa.w 6H mmnom me.aa mm mm.oa OH me.ma ma mm.ma ea mm.m Ha manoa mm.oa we ea.m a ea.m oa mo.ea ma mm.a AH and a .02 a .oz we .02 a .02 a .oz Hence meme mama Heme coma mmaoom mepGCOMCm new» meme oza .mmma .Hmma .omma qq5.HH m mm.oa w ma.ma oa mmnom mm.ma Hm em.ma w om.m m mm.HH m am.ma o mane; mo.aa em om.ma m om.m m mm.ma ma em.ma Ha mmnom ae.oa mm om.mH m m~.ma e oe.oa r mm.» m mmnom em.HH mm ma.oH m ee.aa m mm.mH ma rm.e m manoa mm.m am mm.m 4 am.» e mm.ma oa am.a m and R .02 a .02 0.“ 62 a. .02 R g macaw assoe mama meme Heme coma reflectance How» mama oz< .mmma .Hema .owaa sane manages zmzmmmms oszmezm em same as 00¢: mmmoom mo 20HBDmHmBmH0 Ad 00008 09H80< mquBADZ 009 20 0008200200 02¢ 202000000 72 significant difference relative to academic aptitude among the freshmen students that entered Flint Community Junior College from 1960 through 1963 when males and females were combined and when they were compared singly. Table 12 gives a summary of the chi square values computed from Tables 9, 10, and 11. TABLE 12 SUMMARY OF CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF SCORES MADE ON THE MULTIPLE APTITUDE TEST BY ENTERING FRESPMEN FALL 1960, 1961, 1962, AND 1963 X2 Table Relationships Comigted value at df .01 level Table 9 - Scores Made By Males and Females Combined 27 28.62 h6.96 Table 10 - Scores Made By Male Students 2A 18.96 A2.98 Table 11 - Scores Made By Female Students 2A 16.70 42.98 The previous analysis showed that on an overall basis there was no significant difference in academic aptitude among freshmen students that entered Flint Community Junior College from 1960 through 1963 when males and females were combined and when they were compared individually. To further determine the consistency of the academic aptitude represented by 73 these students a chi square computation was completed to compare the 1960 freshmen group with the 1963 group, the 1961 group with the 1963 group, and the 1962 group with the 1963 group. This was done with males and females combined and with males and females treated separately. Table 13 gives the chi square values develOped. TABLE 13 CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST (F INDEPENDENCE TO THE DISTRIBUTION OF SCCBES MADE ON THE MULTIPLE.APTITUDE TEST BY ENTERING FRESHMEN STUDENTS FAII.196O, 1961, 1962, AND 1963 x2 Table Relationships Compgted Value at df x .01 level Table 9 - Males and Females Combined - Fall 1960 and Fall 1963 9 5.31 21.67 - Fall 1961 and Fall 1963 9 12.92 21.67 - Fall 1962 and Fall 1963 9 9.97 21.67 Table 10 - Males onry - Fall 1960 and Fall 1963 8 1.75 20.09 - Fall 1961 and Fall 1963 8 8.66 20.09 - Fall 1962 and Fall 1963 8 h.u7 20.09 Table 11 - Females Only - Fall 1960 and Fall 1963 8 n.35 20.09 - Fall 1961 and Fall 1963 8 n.76 20.09 - Fall 1962 and Fall 1963 8 5.02 20.09 In every case the computed chi square value was less than the X2 table value with its appropriate degree of freedom at the .01 level. The highest computed chi square value occurred between 1961 and 1963 when males and 7h females were combined. The most consistent chi square values developed over the three comparisons occurred when females were treated separately. The consistency in the academic aptitude of students who entered Flint Community JUnior College from 1960 through 1963 provided a basis to test the hypothesis that there would be a significant difference in academic aptitude between entering freshmen and students completing two years of college work. Table 14 gives the frequency and percentage distribution of MAT scores in percentile equivalents in deciles for freshmen who entered the institution in 1963 and students who completed two years of college work in 196A. The totals given for 1963 in Table 1A are identical with those given for the same year in Table 9. The percentages in Table 1h show that all levels of academic aptitude were represented in 1963 whereas in 196A the three lowest deciles had no representation. In both 1963 and l96h the 50-59 decile had the greatest representation but in 1964 it was approximately two and one-half times the 1963 amount. ‘These percentages were h7.37 and 18.18 respectively. In 1963, the percentages increased consistently from decile 1-9 with 9.09 per cent through decile 50-59 and then decreased consistently through decile 80—89 which had 1.an per cent. In 196A decile 50-59 with the maximum of h7.37 per cent, was more than twice the nearest representation of 22.37 per cent in decile h0-h9 and approximately three times the representation in decile 60-69 with l6.h5 per cent. In 1963, the seven deciles from 1-9 through 60-69 contained 90.91 per cent of the total whereas in l96h only four deciles, 30-39 through 60-69, contained 93.h3 per cent of the total. 75 TABLE 1A FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCORES MADE ON THE.MULTIPLE APTITUDE TEST BY ENTERING FRESHMEN, FALL 1963, AND STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 1964 Percentile Entering Freshmen Completing Sophomores Scores Fall 1963 196A No. % No. % 1-9 13 9-09 0 0 10-19 15 10.u9 0 0 20-29 18 12.59 0 0 30-39 21 1A.69 11 7.2A h0-h9 22 15.38 3A 22.37 50-59 26 18.18 72 A7.37 60—69 15 10.A9 25 l6.u5 70-79 8 5-59 3 1.97 80-89 2 1.h0 u 2.63 90-99 3 2.10 3 1-97 Total 1A3 100.00 152 100.00 To test hypothesis number 2, a chi square value was computed from a nine by two contingency table based on Table 1h. The computed chi square value of 78.19 was greater than the X2 table value of 20.09 at the .01 level and eight degrees of freedom. The computed chi square value being 76 greater than the X2 table value indicates that there was a significant difference in the academic aptitude between entering freshmen and students completing two years of college work at Flint Community Junior College. Analysis of the data in Table 1h shows entering freshmen students were found throughout the lower and middle third of the academic aptitude range whereas students completing two years of college work were found concen- trated in the middle third of the range. Table 15 gives the frequency and percentage distribution of MAT scores in percentile equivalents in decile groupings for the students in- cluded in Table 14 according to sex. Analysis of the percentages in the sophomore male and female columns does not show any major differences in the academic aptitude representations between the two groups. To further test hypothesis number 2 a contingency table involving male students was developed from Table 15 and a chi square value computed. The computed chi square value for this table was 50.33 which was greater than the X2 table value of 16.81 at the .01 level and six degrees of free- dom. The computed Chi square value being greater than the X2 table value indicates that there was a significant difference in the academic aptitude between entering freshmen males and male students completing two years of college work. The same pattern was used in developing a contingency table and com- puting a chi square value from Table 15 involving female students. The computed chi square value for the resultant table was 2h.51 which was greater than the X2 table value of 15.09 at the .01 level with five degrees of freedom. The computed chi square value being greater than the X2 table 77 00. 00H mm oo.ooa we oo.ooa ma oo.ooa mm fleece em.m m wo.m a so.a a aa.m m manom ae.a a mo.m a ma.m m mo.a a manor em.m m mm.m m no.0 a 0m.m m apnea am.aa Ha ma.oa m mm.aa ea mm.oa on mmnom em.ae mm me.ma a wa.ma e: aw.ea ea omnom ma.am ma em.ma w mm.mm mm ae.aa ea manor rm.m m om.ma m mm.m w ae.ma ma amnom o o om.mH m o o mw.ma ma amnom o o ma.oa m o o mm.oa oa manoa o o mm.e a o o as.a a one 0 .o2 & .02 0 .02 R .02 mmaoom awma mama some mama «Hassoonbm mwhosonmom wcwpmfimsoo cmenmmhm mmaosonmom mcwpmHQEWWIII :msnmohm mmqazma mamas same zH mmo: momqqoo mo amen» oze ozHemqmzoo mezmqaem mqazma oz< man: mz< .mwaH qqoq Nmm Qz< mozmq mDBoH moomusopp< oonHoo mo mhmow omoooch 22m 222 oneaosom 2622200 mo amass aeozmezH .Hm>mH mpemq mDB¢Bm A. U o o 02 gas Relationships {U m '0 5.3 0.5.fi 3 2 2 3E2 822 ”a. A 2: o as a: g a a M 8 a. 888 .08 c) 32 >~< (JC)C) co on) Table 36 1963 - Males Only 3 5.99 11.3h .25 No 1963 - Females Only 2 3.2h 9.21 .25 No 1963 - All Males and All Females 8 19.9% 20.09 .35 No* Table 21 196A - Males Only 6 h.03 16.81 .20 No 196h - Females Only 2 3.38 9.21 .2h No 196A — All Nbles and All Females 12 9.97 26.22 .25 No 1963 and l96h - Males and Females , Combined 18 29 .20 3h . 8O . 30 No ** *The x? value at the .05 level of significance is 15.51. **The X? value at the .05 level of significance is 28.87. Table 31 gives the frequency distribution for 1963 entering freshmen males according to social status and father's and mother's opinion of a 107 college education in terms of the above five categories. Tables 32, 33, and 3h follow the same pattern for 196h freshmen females, 196k SOphomore males and l96h females respectively. Examination of the cell entries in Tables 31 through 3A shows that the major portion of the entries in each table for both mothers and fathers occur in the category labelled Very Important. There were very limited entries in the Don't Care, Opposed To It, Don't Know, and No Answer categories. Further, many of the entries indicating father's opinion and those for mother's at a particular social status level were the same or almost the same. This was eSpecially true for the Very Important category. Therefore, the father and mother entries under each category were combined as were the Don't Care, Opposed To It, Don't Know, and No Answer categories to develOp percentage representations for 1963 freshmen and l96h completing SOphomores which are given in Table 35. Evaluation of the percentages representing vertical totals in Table 35 shows that 83.69 per cent of the parents of the 1963 freshmen males considered a college education Very Important which was greater than for females in the same group at 66.67 per cent. In this same category in 1969, the percentages were almost the same at 73.96 per cent and 7l.h3 per cent respectively. In the category labelled Important, the percentages for 1963 males and females were somewhat different at 13.68 per cent and 21.87 per cent respectively while in l96h they were almost the same at 18.23 per cent and 17.86 per cent respectively. These differences become much less pronounced, however, when the percentages for the males and females in each year and the Very Important and Important categories are 108 combined and an average develOped. On this basis, 92.95 per cent of the parents of the 1963 entering freshmen group and 90.7h per cent of the 196A completing SOphomore group considered a college education either Very Important or Important. TABLE 31 FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR ENTERING MALE STUDENTS FALL, 1963 Opinion Very Don't Opposed Don't No Level Important Important Care To It Know Answer Total Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo 1 3 3 3 3 2 h 5 2 1 6 6 3 2 8 8 5 3 l3 13 h 13 15 3 1 16 16 5 12 1h 2 l l 15 15 6 16 19 3 19 19 7 22 22 22 22 Unknown 1 l l 1 Father Total 72 18 3 l l 95 MOther 95 Total 87 8 109 TABLE 32 FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR ENTERING FEMALE STUDENTS FALL, 1963 __1 Opinion Very Don't Opposed Don't No Level Important Important Care To It Know Answer T_o_t_a_l_ Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo 1 0 0 2 l 3 l l 3 3 3 3 3 2 l 1 5 5 h h 8 2 1 1 2 9 9 5 S 5 2 2 7 7 6 7 9 l 1 2 1 1 11 ll 7 9 10 3 l 1 12 12 Unknown 1 l l l T181931. 28 1h 3 2 1 1‘8 gitifir 36 7 3 l l “3 — Further analysis of the percentages in each of the social status levels and the Very Important category for both sexes in both the 1963 and l96h groups does not show any difference in the pattern of parental Opinion on the importance of a college education relative to social status level. 110 TABLE 33 FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR MALE STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN l96h Opinion Level Very Don't Opposed Don't No Important Important Care To It Know Answer Tgtal Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo 1 6 6 6 6 2 8 9 1 9 9 3 12 10 5 h l 16 16 h 20 20 h 5 2 1 26 26 5 l2 l6 3 l 3 l 18 18 6 7 6 h 8 1 I 1 1h 1h 7 3 5 2 5 5 Unknown 2 2 2 2 Father Total 68 16 10 1 1 96 Mother Total 7h 19 3 96 Tables 31 through 3h were used to test hypothesis number 9. Follow- ing the same pattern used to develop percentages in Table 35, father and mother totals were used to develOp contingency tables. Table 36 gives the contingency coefficients which were then computed. 111 TABLE 3h FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS LEVEL AND PARENTAL OPINION ON THE IMPORTANCE OF A COLLEGE EDUCATION FOR FEMALE STUDENTS COMPLETING TWO YEARS OF COLLEGE WORK IN 196% Opinion 1.. Very Don't Opposed Don't No Level Important Important Care To It Know Answer Total Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo Fa Mo 1 2 2 2 2 2 5 5 1 1 6 6 3 10 7 1 h 1 l 12 12 h 9 11 2 3 3 la 11. 5 3 u 2 I. 3 8 8 6 6 7 2 2 1 9 9 7 h h h h Unknown 1 l 1 1 Father Total ho 7 7 2 56 Mbther Total No 13 2 l 56 Hypothesis number 9 was that there would be a significant relation- ship between social status level and the importance of a college education expressed by parental opinion. Analysis of the column in Table 36, which indicates whether the value of the contingency coefficient is significant, 112 00.00H H2.0H .00.2H mH.H2 00.00H H0.2 00.0H 00.02 H0002 00.00H 00.00H 00.00 00.00 0300200 00.00H 00.00H 00.00H 00.00H 00.00 00.00 2 00.00H 00.0 00.00. 00.02 00.00H H2.0H 00.0: 02.02 0 00.00H 02.0H 00.20 02.02 00.00H HH.HH HH.HH 02.22 0 00.00H H2.0H 00.2H ma.H2 00.00H 22.0 Hm.2H 00.02 H 00.00H 00.0 00.00 20.02 00.00H 00.0H 00.0H 02.00 m 00.00H 20.0H 20.00 00.00H 00.0 0H.:0 0 00.00H 00.00H 00.00H 00.00H H mmHoEom :mma moan: :0ma 00.00H 0awHH 20.H0 20.0w. 00.00H 00.0 00.0H 00.00 Hence 00.00H 00.00H 00.00H 00.00 00.00 esooxeo 00.00H 0H.a 20.0H 2H.02 00.00H 00.00H 2 00.00H 0H.0H 00.0 02.02 00.00H 00.2 HH.00 0 00.00H 20.00 me.H2 00.00H 00.0 00.0H 20.00 0 00.00H 00.0H 00.0H 20.00 00.00H 00.0H 00.20 2 00.00H 00.0H 00.00 00.00 00.00H a0.HH 00.00 02.00 m 00.00H 00.0H 20.00 00.0H 00.00H 00.00 00.02 0 -- 00.00H 00.00H H H0209 mowhowopwo pomphomEH powppomsH mum> H0209 mowhommpmo poophomam, poophommmvhho> Hm>oq 00220 HH< A0200 HH< anoEo2 m00H ano2 m00H sowowmo Houseman amma zH mmo3 momqqoo ho mmmq mDB2 :5 0 H 0:: N 03 >543 001+? >< >0 o a 8 MJQ ca) :10) “U a) rdmor-l U-Hor-l O) r-i <1) 0 «4430 +9 OH Pg)?! fHCIn-i a 29 ass 28: Relationships 5 E a m on m dfo “Lain” 888 8°58 Table 31-1963 Males Only a 29.81 13.28 .37 Yes Table 32-1963 Females Only 2 2.80 9.21 .18 No Table 33-196h Males Only 5 15.81 15.09 .29 Yes Table 3u-l96u Females Only 3 n.51 11.3h .21 No Table 31 and 32- 1963 Males and Females Combined 6 hl.l7 16.81 .37 Yes Table 33 and 3b. 196% Males and Females Combined 6 18.73 16.81 .25 Yes Tables 31, 32, 33, and 34 All Students Combined 6 23.18 16.81 .20 Yes 11% References from the literature in earlier chapters included state- ments indicating that a vast majority of upper-middle class vocational positions are occupied by men and women with a college education and that a college education is seen as an avenue for upward social mobility in the social structure. Included were statements relating to the reasons given by students for attending college and individuals who influenced their educational and occupational objectives. References were also made to the obligation placed on community colleges in providing adequate gui- dance for students as they develOp their educational plans. There were two questions on the questionnaire related to this area. One of these questions asked the student to indicate the degree of importance several factors had in his decision to attend college and the other was related to the degree of assistance received from teachers and counselors in de- veloping his educational and vocational plans. The question relating to the reasons for attending college listed the following five categories and requested that the degree of importance be indicated by high, medium, low, or none. Personal satisfaction To be able to provide service to others Financial reward To be able to secure job with high prestige Other (State reason) Table 37 gives the frequency and percentage distribution of the re- plies given the first four of the categories by 1963 entering freshmen. Table 38 gives the same information for the l96h completing SOphomores. 115 From the total replies of 295 there were 34 students or approximately 12 per cent who gave an additional reason for attending college. Tables 37 and 38 show that all of these reasons were rated as having a high or medium degree of importance in the decision. These additional reasons are summarized as follows: 1963 Freshmen l96h Sophomores Pi E M E Athletics 2 Avoid selective service A 3 Influence of parents, relatives, friends 7 h 2 2 Physical reasons 1 Pursue learning 3 1 Received scholarship 2 2 1 Examination of Tables 37 and 38 shows that the major entries were in the high and medium degrees of importance for the different categories except for females in the two groups when the low degree of importance received a greater percentage than did the high degree in the Job Prestige category. The same pattern was true for l96h sophomore males in the Service for Others category. Further, both 1963 and l96h males indicated the most important reasons for attending college were personal satisfac- tion and financial reward. Females in the two groups considered personal satisfaction and services to others as the most important reasons. The question relating to the guidance received by students contained the following four categories. Each student was asked to check one of them to indicate his Opinion of the assistance he had received from teachers and counselors in determining his educational and vocational goals. a. Very satisfied c. Somewhat dissatisfied b. Fairly satisfied d. Very dissatisfied 116 TABLE 37 FREQUENCY AND PERCENTAGE DISTRIBUTION OF 1963 ENTERING FRESIMEN ACCCBDING TO REASONS FCR ATTENDING COLLEGE AND THEIR DEGREE OF IMPORTANCE Degree of Importance No Category High Medium Iow None Answer Total Males Personal No. AS Ah 6 95 Satisfaction % h7.37 h6.32 6.31 100.00 Services for No. 27 33 9 12 14 95 Others % 28.u2 3u.7u 9.h7 12.63 lu.7h lOO.OO Financial No. MS 39 9 2 95 Reward % h7.37 ul.O5 9.u7 2.11 100.00 Job Prestige No. 2“ “5 18 8 95 % 25.26 h7.37 18.95 a.u2 100.00 Other No. 11 h 15 % 73.33 26-67 100.00 Females Personal No. 38 10 “8 Satisfaction % 79.17 20.83 100.00 Services for No. 16 31 1 #8 Others % 33.3h 6u.58 2.08 100.00 Financial No. 8 31 7 2 A8 Reward % 16.67 6h.58 lu.58 n.17 100.00 Job Prestige No. 5 17 15 8 3 MB % lO.ul 35.h2 31.25 16.67 6.25 100.00 ther No. A 3 7 % 57.1h u2.86 100.00 117 TABLE 38 FREQUENCY AND PERCENTAGE DISTRIBUTION OF STUDENTS CCNPLETING Two YEARS OF COLLEGE WORK IN 196A ACCORDING To REASONS FOR ATTENDING COLLEGE AND THEIR DEGREE OF IMPORTANCE Degree of Importance No Category High Medium Iow None Answer Total Males Personal No. 65 26 5 96 Satisfaction % 67.71 27.08 5.21 100.00 Services for No. 20 A8 22 6 96 Others % 20.83 50.00 22.92 6.25 100.00 Financial No. #8 39 8 l 96 Reward % 50.00 80.63 8.33 1.0M lOO.OO Job Prestige No. 35 38 1h 9 96 % 36.u6 39.58 1h.58 9.38 100.00 Other No. S h 9 % 55.56 tu.uu 100.00 Females Personal No. #8 8 S6 Satisfaction % 85.71 lh.29 100.00 Services for No. 28 2A. I 3 1 56 Others % 50.00 h2.86 5.36 1.78 100.00 Financial No. 1h 29 12 l 56 Reward % 25.00 51.79 21.u3 1.78 100.00 Job Prestige No. 11 21 2O 2 2 56 % 19.6A 37.50 35.72 3.57 3.57 100.00 Other No. l 2 3 % 33.33 66.67 100.00 118 Table 39 gives the frequency and percentage distribution of replies to these four categories according to social status level and college class. Examination of the frequencies in Table 39 shows that most of the entries occurred in the Very Satisfied, Fairly Satisfied, and in the Somewhat Dissatisfied categories and the total entries in each category were almost identical for both the 1963 entering freshmen and the 196k completing s0phomores. The total percentages Show that approximately one- fourth of both groups placed themselves in the very Satisfied category, approximately one-fourth in the Somewhat Dissatisfied category, and ap- proximately hO per cent in the Fairly Satisfied category. The chi square test of independence was applied to the data in Table 39 to determine whether a significant difference existed between 1963 entering freshmen and 196A completing sophomores and social status level relative to the educational and vocational assistance received from teachers and counselors. Table ho gives the combinations of categories used to develop contingency tables and the chi square values computed. In every case the computed chi square value was less than the X2 table value at the .01 level and its appropriate degree of freedom. Therefore, there was no significant difference in student satisfaction or dissatisfaction with the educational and vocational assistance received from teachers and counselors according to social status level by either 1963 entering freshmen or 1965 completing sophomores or in combination. 119 TABLE 39 FREQUENCY AND PERCENTAGE DISTRIBUTION OF 1963 ENTERING FRESHMEN AND l96N COMPLETING SOPHOMORES ACCORDING TO SOCIAL STATUS LEVEL AND OPINION OF EDUCATIONAL AND VOCATIONAL ASSISTANCE RECEIVED Very Fairly Somewhat Very Level Satisfied Satisfied Dissatisfied Dissatisfied Total No. %I No. % No. —%I No. % No. % 1-1963 1 33.33 1 33.33 1 33.33 0 O 3 100.00 196N N 50.00 3 37.50 1 12.50 0 O 8 100.00 2-1963 3 33.33 3 33.33 3 33.33 0 0 9 100.00 196N 5 33.33 6 No.00 3 20.00 1 6.67 15 100.00 3—1963 5 27.78 6 33.33 6 33.33 1 5.56 18 100.00 196N 6 21.N3 11 39.29 8 28.57 3 10.71 28 100.00 N—1963 7 28.00 10 No.00 6 2N.00 2 ' 8.00 25 100.00 196N 8 20.00 16 No.00 10 25.00 6 15.00 No 100.00 5—1963 7 31.82 8 36.36 7 31.82 0 o 22 100.00 196N 6 23.08 10 38.N6 8 30.77 2 7.69 26 100.00 6-1963 7 23.33 16 53.3N 6 20.00 1 3.33 30 100.00 196N 6 26.08 10 N3.N8 5 21.7N 2 8.70 23 100.00 7-1963 12 35.29 15 hh.12 6 17.65 1 2.9h 3N 100.00 196N 2 22.22 3 33.33 1 11.11 3 33.33 9 100.00 Unknown 1963 o O o o 1 50.00 1 50.00 2 100.00 196N 0 o 1 33.33 0 o 2 66.67 3 100.00 1963 Total N2 29.37 59 Nl.26 36 25.17 6 N.2o 1N3 100.00 196N Total 37 2N.3N 60 39.N8 36 23.68 19- 12.50 152 100 .00 120 TABLE No CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF 1963 ENTERING FRESHMEN AND 1961+ CCMPIETING SOPHCMORES ACCWDING TO SCIIIAL STATUS LEVEL AND OPINION OF EDUCATIONAL.AND VOCATICNAL ASSISTANCE RECEIVED x2 Table Relationships Compgted value at df X .01 Level Social Status Level and Satisfied Categories Combined and Dissatisfied Categories Combined - 1963 6 2.80 16.81 Social Status level and Satisfied Categories Combined and Dissatisfied Categories Combined - l96h 6 3.56 16.81 Social Status Level and Satisfied Categories Combined and Dissatisfied Categories Combined - 1963 and l96N 6 N.68 16.81 Summary The educational and vocational plans of the two groups of students included in this study have been analyzed in this chapter. Factors examined included the educational background of fathers and mothers, cur- riculum choice, choice of profession, intended years of college attendance, parental attitude toward a college education, reasons for attending college, and the value of educational and vocational assistance received. The data suggest and appear to substantiate the following statements. 1. A significant difference was not found to exist in the educational background of fathers and mothers between entering freshmen and students 121 completing two years of college work at the .01 level. This was true when males and females were treated separately and when they were com- bined. A significant difference did exist in the educational background of fathers between the two groups of students at the .05 level. 2. A significant difference was found to exist between students who select a transfer curriculum and those who select a non-transfer curricu- lum according to social status level. High social status level students selected a transfer curriculum almost exclusively while approximately half of low status students selected a transfer curriculum. 3. The difference between men and women in selecting one of the professions as their occupational choice was not significant. The per- centage difference between all males and females was only 6.34 per cent where approximately 75 per cent of both sexes selected one of the profes- sions as their occupational choice. A. A significant difference was found to exist between the occupa- tional level of fathers and the intended occupations of students. This was true for the 1963 entering freshmen and 196A completing sophomores when treated separately and when they were combined. Approximately three- fourths of both the 1963 entering freshmen and the l96h completing sopho- mores selected one of the professions as an occupation which was approxi- mately two and one-half times as great as the percentage of fathers with professional occupations. The percentage of students in both groups who selected a technical or skilled occupation was approximately half as great as the percentage of fathers in this level of occupation. 122 5. There was a significant difference in the number of years of in- tended college attendance between men and women in the 196A completing sophomore group and when all the males and all the females in 1963 and 196A groups were combined. This comparison was not significant for the 1963 entering freshmen. 6. A significant relationship was not found to exist between social status level and intended years of college attendance for males or females in either the 1963 entering freshmen group or the l96A completing sopho- more group. There was a significant relationship between these two factors when all entering freshmen students were combined and when the 1963 and 196A groups were combined. 7. Approximately 90 per cent of the parents of both the 1963 enter- ing freshmen and 196% completing sophomores considered a college education as Very Important or Important. 8. There was a significant relationship between social status level and parental opinion on the importance of a college education for 1963 and 196% males, 1963 males and females combined, l96A males and females combined, and for all students included in the two groups at the .01 level. No significant relationship between these two factors was found for 1963 freshmen and l96A sophomore females. 9. The predominate reasons for attending college given by both 1963 entering freshmen males and 196A sophomore males were personal satisfaction and financial reward. For females in the two groups, the most predominate reasons given were personal satisfaction and services to others. 123 10. The opinions of the two groups of students relative to the educa- tional and vocational assistance received from teachers and counselors were very similar. Approximately 25 per cent of both groups ranked the assistance very satisfactory, approximately #0 per cent ranked it fairly satisfactory, and approximately 25 per cent were somewhat dissatisfied. No significant differences were found to exist between the two groups relative to student satisfaction or dissatisfaction and social status level on the value of educational and vocational assistance received. CHAPTER VII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summagy This investigation was influenced by the belief that intelligent curriculum planning, development of guidance services, and the overall administration of community colleges requires knowledge of the charac- teristics of students who enter and those who complete two years of community college work. The specific purpose of the study was to deter- mine the extent and significance of the difference between entering freshmen and students completing two years of college work at Flint Community Junior College. The general hypothesis was that significant differences do exist between these two groups in social status, academic aptitude, education of parents, attitude of parents toward a college education, and educational and vocational plans. Nine Operational hypotheses were formulated to test the various factors included in the general hypotheses. The operational hypotheses and the findings relative to them are as follows: 1. There will be a significant difference in the levels of social status represented between entering freshmen and students completing two years of college work. Hypothesis number 1 was valid at the .01 level when all the males and females in their respective groups were combined and at the .05 level for males in their respective groups. It was not valid for females. 12h 125 2. There will be a significant difference in academic aptitude based on Multiple Aptitude T§§p_scores between entering freshmen and students completing two years of college work. Hypothesis number 2 was valid at the .01 level when the sexes were combined and when they were treated separately. The analysis of hypothesis number 1 relative to social status and hypothesis number 2 relative to academic aptitude in Chapters IV and V, respectively, were completed in each case without reference to the other one of the two factors. Since there was a significant difference between entering freshmen and completing sophomores in social status and academic aptitude, an analysis was made of these two factors in combination in an attempt to determine the influence of each on student completion of two years of community college work. Table A1 gives the frequency distribu- tion of the 1963 entering freshmen and the l96h completing SOphomores according to social status levels separated into high and low groups and the academic aptitude deciles separated into high, medium, and low groups. The chi square test of independence was applied to various combina- tions of cell entries of social status, academic aptitude, and college class in Table Al. Table A2 describes the combinations used and gives the chi square values developed. The 8.73 computed chi square value shown in Table A2 resulting from a comparison of all the entering freshmen and completing sophomores combined according to academic aptitude, high social status, and low social status was not significant at the .01 level but was significant at the .05 level. The contingency coefficient develOped from this data 126 TABLE N1 FREQUENCY DISTRIBUTION ACCORDING TO SOCIAL STATUS AND ACADEMIC APTITUDE FOR 1963 ENTERING FRESHMEN AND 196% COMPLETING SOPHOMORES Social Status Social Status Academic Levels l,2,3,h Levels 5,6,7 Aptitude Entering Completing Entering Completing Freshmen SOphomores Total Freshmen 80phomores Total High Deciles 70-79, 80-89, 90-99 5 8 13 8 2 10 Medium Deciles 30-39, AO-h9. 50-59. 60-69 36 83 119 N7 56 103 Low Deciles 1-9, 10-19, 20-29 1h 0 1h 31 O 31 Total 55 91 1N6 86 58 1NN was .17. The low significance of the chi square value and the low con- tingency coefficient indicates that among the students included in this investigation, social status and academic aptitude were not highly correlated. The chi square values of 25.96 and 32.36 resulting from comparisons developed according to academic aptitude, freshmen, and SOphomores among high social status and low social status groups, respectively, were both significant at the .01 level. The significance of the computed chi square value in each of these combinations indicates that on an overall basis, academic aptitude was related to the completion of two years of college work among both high social status and low social status students. 127 TABLE A2 CHI SQUARE VALUES OBTAINED BY APPLICATION OF THE CHI SQUARE TEST OF INDEPENDENCE TO THE DISTRIBUTION OF SOCIAL STATUS AND ACADEMIC APTITUDE FOR 1963 ENTERING FRESHMEN AND l96A COMPLETING SOPHOMORES X? Table Computed Value at Relationships df X2 .01 Level High, Medium, Low Aptitude and High Social Status Freshmen and Sophomores Combined, Low Status Freshmen and Sophomores Combined 2 8.73 9.21* High Social Status Only- High, Medium, Low Aptitude and Freshmen, Sophomores 2 25.96 9.21 Low Social Status Only- High, Medium, Low Aptitude and Freshmen, Sophomores 2 32.36 9.21 Freshmen Only- High, Medium, Low Aptitude and High Social Status, Low Social Status 2 1.85 9.21 Sophomores Only- High, Medium, Low Aptitude and High Social Status, Low Social Status 1 1.62 6.6A Medium Aptitude Only- High Social Status, Low Social Status and Freshmen, Sophomores l 5.58 6.6A** *The x2 Table value at the .05 level is 5.99 ”*The X2 Table value at the .05 level is 3.8A 128 The comparison of aptitude, high social status, and low social status for freshmen and similarly for SOphomores, individually, did not produce significant chi square values. These results indicate that there was no significant difference in academic aptitude among high social status students and low social status students in either the freshmen or sophomore group. Using only medium aptitude students, the comparison of high social status, low social status, freshmen, and sophomores produced a chi square value of 5.58 which was significant at the .05 level. The contingency coefficient for this data was .16. The low level of significance and the low contingency coefficient indicates that among medium aptitude students, social status level and college class were not highly correlated. This analysis has shown that for the students included in this investigation, academic aptitude was the most predominate factor in- fluencing the completion of two years of community college work among both high social status and low social status students. Social status as a factor was not pronounced in that there was a low correlation be- tween social status and academic aptitude among all students and similarly, a low correlation between high and low status and freshmen and sophomores among students in the medium level academic aptitude group. 3. There will be a significant difference in the educational back- ground of fathers and.mothers between entering freshmen and students completing two years of college work. 129 Hypothesis number 3 was not valid at the .01 level for'mothers or fathers of males or females alone or in combination. It was valid for fathers of male and female students combined at the .05 level of significance. A. There will be a significant difference between students who select a transfer curriculum and those who select a non-transfer curriculum within social status levels. Hypothesis number A was valid at the .01 level. 5. There will be more men than women selecting one of the professions as their occupational choice. Hypothesis number 5 was not valid at the .01 level. In terms of percentages, 77.A9 per cent of the men and 71.15 per cent of the women selected one of the professions as their occupational choice. 6. The occupational choice of both entering freshmen and students completing two years of college work will be equal to or greater in prestige value than that of the father's present occupation. Hypothesis number 6 was valid for both groups of students. 7. There will be a significant difference between men and women in the number of years they plan to attend college. Hypothesis number 7 was valid for the l96A completing sophomore group and the two groups combined at the .01 level. It was not valid for the 1963 entering freshmen group. 8. There will be a significant relationship between the number of years of intended college attendance and social status level. Hypothesis number 8 was not valid for either group included in the study when the sexes were treated separately or in combination in l96A. It was valid at the .05 level when all the students included in the freshmen group were combined and when both the freshmen and 50phomores were combined. 130 9. There will be a significant relationship between social status level and the importance of a college education expressed by parental opinion. Hypothesis number 9 was valid at the .01 level for male students in the two groups, for both the 1963 freshmen, and l96A completing sopho- mores, and when all the students included in the study were combined. It was not valid when applied to 1963 or l96A females analyzed separately. The data analyzed in Chapters IV, V, and VI and the specific Operational hypotheses indicate the differences that exist between the two groups relative to the factors stated in the general hypotheses. It was shown that significant differences exist at the .01 level between entering freshmen and completing SOphomores in social status levels and academic aptitude with upper social status and upper academic aptitude favoring the SOphomore group. The analysis of social status and academic aptitude together indicated that academic aptitude had a greater influence upon student completion of two years of college work than did social status. Differences in the educational background of parents were found only for fathers at the .05 level of significance. There was practically no difference between the two groups on the im- portance of a college education relative to parental opinion in that approximately 90 per cent of the parents in both groups indicated a college education was very important or important. There was a significant difference between students who selected a transfer curriculum and those who selected a non-transfer curriculum with approximately 75 per cent of both men and women selecting one of 131 the professions as their occupational choice. The occupational choice of both groups of students was significantly higher than that held by their fathers 0 Conclusions The community college is an institution of higher education which is said to equalize educational Opportunity through easy admission standards and low tuition. The educational Opportunity it offers would appear to be especially applicable to individuals in the lower status levels since most of the enrollment comes from these levels. The community college is now enjoying a period of growth which is related to the deep and inherent desire of Americans to move upward in the social structure. Part of this movement involves the imitation of the higher classes by the lower classes in attending college along with the reCOgnition that the majority of upper and.middle-c1ass voca~ tional positions are occupied by men and women with college educations. The result is that community colleges are being established and exist- ing institutions expanded to meet some of society's basic needs. The summary of the results of this investigation indicate that students entering this institution in terms of social status represen- tations, academic aptitude and career aspirations are typical for students entering community colleges as shown by the review of the literature. However, since there was a representation of all social levels by entering freshmen with a predominance from the lower levels and a reduction of lower level representation by completing 50phomores an issue arises as to whether the community college in having the 132 Opportunity to equalize educational opportunity does so beyond initial enrollments. Further, in terms of academic aptitude, all levels of ability were represented by the incoming group but there was no re- presentation in the lower levels and practically none in the upper levels by students completing two years of college work. Another ques- tion then arises as to whether students with lesser academic aptitude received adequate guidance and counseling and whether they were challenged and.motivated to perfonm at their highest level. Similarly, whether the students at the upper end of the range of academic ability, which also had a low representation, were challenged and motivated to complete two years of work in a community college. The generally stated purposes of a community college include pre- paration for advanced study in four year institutions and vocational courses which can be completed in approximately two years. It was found in this study that approximately 75 per cent of the students in both the entering class and those completing two years of college work selected a transfer curriculum, planned to attend college for four or more years, and indicated an occupation classified as professional. It therefore appears that the institution is meeting its responsibilities in providing training for advanced study. However, the fact that only 25 per cent of the students were enrolled in non-transfer curriculums raises a question as to whether as a community college it is meeting its responsibilities in providing vocational programs. The apparent discrepancies between intended purposes and actual conditions raises a question as to whether the democratizing function is being met by community colleges in general and poses a question on 133 the continued developnent and growth of this type of institution. In general terms, a community college reflects the educational needs of the community in which it is located. In addition, it must be sensitive to the general needs of the changing technical and scientific society which exists beyond its local community. Community colleges, through the natural evolution of being founded and undergoing growth processes as they attempt to operate as an institution of higher education, work toward academic respectability. At the present time this process is taking place as increasing percentages of college-age youth are seeking college, including those who lack some of the mental alertness and intellectual adaptability required by many four-year institutions. As a result of the increase in the percentage seeking college there will be a tendency for selective four-year institutions to use admission standards much higher than at present. This will bring to community colleges an increasing percentage of individuals from the middle and lower ranges of ability and social background. These conditions must be recognized by individuals responsible for educational programs in community colleges. They must be cognizant of the capacities of physical plants, availability of professional staff, and sources of income as they plan for increased enrollments coming from a society which is increasingly looking upon a college education as a clear symbol of prestige and status and an avenue to upward mobility in the social structure. Pressures for enrollments beyond size of plant and sources of income could cause the elimination or a restriction on the open—door admission policy generally followed by community colleges and its replacement by selection processes and a 13h refinement of programs which would not allow for equal educational Opportunity. The resultant effect would be that the democratizing function of canmunity colleges would be even less true than it is today. The possibility of this situation should be recognized by community college boards of control, administrators, and government officials as they work to develOp, operate, and expand community colleges. Recommendations As a result of this study it is the opinion of this researcher that the following investigations would do much to extend the knowledge of the characteristics and educational and vocational needs of students who enter and those who complete two years of work in a community college. Additional infonmation would have important implications for educational planning in these institutions. These recommendations should not be considered exhaustive. 1. It would be desirable to ascertain the reasons why many students from the lower social status levels do not complete two years of community college work. A study should be made to determine whether withdrawal of this type of student is related to economic factors, lack of motivation, or lack of identity with the college program. 2. A study should be made to determine the reasons why students with lower academic ability do not complete two years of college work. Evaluation should be made of the educational and vocational goals of these students, the adequacy of the curriculum offerings available to them, and the use they make of the guidance and counseling progrmn. 135 3. An evaluation should be made of the guidance and counseling program used by students in the various levels of social status and academic aptitude with a view to determining what is needed by all levels and specifically whether it should be more intensive and detailed for students in the lower levels. h. A study should be made of students from the upper end of the academic ability scale who do not complete two years in a community college. A determination should be made as to whether this type of student leaves the institution before the end of two years not intending to continue in college or whether he transfers to a four-year institution. In either case, an evaluation should be made of his educational and vocational plans, the challenge of the college preparatory curriculum and the guidance and counseling offered this type of student. 5. Similar to other studies, it was found in this investigation that approximately 75 per cent of all the students enrolled in a transfer curriculum with the remainder in a vocational curriculum. In view of this ratio of curriculum emphasis and of the equalizing function a community college purportly occupies in higher education, an evaluation should be made of the characteristics and needs of students who follow a transfer curriculum and who do not transfer to determine whether a college parallel curriculum or a vocational curriculum is best for this type of student. A further evaluation should be made of the future of the community college itself relative to providing training for mid-level occupations. A determination should be made as to whether the community college is going to meet this responsibility or whether another type of post-high school institution will have to be established. BIBLIOGRAPHY American Council on Education Psychological Examination for College Freshmen. Norms Bulletin. Los Angeles: Cooperative Test Division, Educational Testing Service, 1953. Anderson, Dewey H. "Whose Children Attend Junior College?," Junior College Journal, IV, (January, l93h), pp. 165-172. Atkinson, William N. "Current Problems in the Administration of the Junior College," Junior College Journal, XXV, (October, l95h), pp. 65-72. Bird, Grace V. "Preparation for Advanced Study," The Public Junior Colle e, Fifty-fifth Yearbook of the National Society for the Study of Education, Part I, Chicago: University of Chicago Press, 1956’ pp' 77-930 Blocker, Clyde E., Plummer, Robert H., and Richardson, Richard C. Jr. The Two-Year College: A;Social Sygthesis. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1965. Brazer, Harvey E., and David, Martin. "Social and Economic Determinants of the Demand for Education," Economics 2£_Higher Education, U. S. Department of Health, Education, and Welfare, Washington: U. S. Government Printing Office, 1962. Clark, Burton R. The Open Door College: ALCase Study. New York: McGraw Hill, 1960. Counts, George S. The Selective Character 3£_American Secondary Education. Supplementary Educational Monographs, No. 19, Chicago: University of Chicago Press, 1922. Dressel, Paul L. "Educational Demands Arising from Individual Needs and Purposes," The Public Junior College, Fifty—fifth Yearbook of the National Society for the Study of Education, Part 1, Chicago: University of Chicago Press, 1956, pp. hl—63. Edwards, Alba M. Population: Comparative Occupational Statistics for the United States, 1810-19H_. Washington: Bureau of the Census, United States Department of Commerce, l9h3. Edwards, Allen L. Statistical Methods for the Behavioral Sciences. New York: Rinehart & Co., 1957. 136 "filfli “Pa-"a 137 Eells, Walter C. California Junior College Mental Education Survgy. State Department of Education, Division of Research and Statistics, Bulletin No. J-3, Sacramento, California: State Printing Office, 1930. Eells, Walter C. Present Status 2£_Junior College Terminal Education. Washington: American Association of Junior Colleges, 19 l. Eells, Walter C. "Student Mortality in Junior Colleges," Junior College Journal, XXVII (November 1956), pp. 132-137. Englehart, Max D. "Testing for Guidance and Placement in the Junior College," Junior College Journal, XVIII (September, l9h7), pp. 3-11. Hagie, Daryl. "A Comparative Study of Junior College Students with Students in Lower Divisions of Colleges Having Only Undergraduate Programs," Unpublished Doctor's dissertation, State College of Washington, 1955- Havighurst, Robt. J. and Neugarten, Bernice L. Society and Education. Boston, Mass.: Allyn & Bacon, Inc., 1957. Hengst, Herbert. "The Quiet Revolution," Michigan Educational Journal, XL (February, 1963), pp. h1h-hl6, h55. Henry, Nelson B. (ed.). The Public Junior College. Fifty-fifth Yearbook of the National Society for the Study of Education, Part I, Chicago: University of Chicago Press, 1956. Hollingshead, August B. Two Factor Index of Social Position. New Haven, Conn.: August B. Hollingshead, 1957. Iffert, Robert E. Retention and Withdrawal 2:.College Students. U. S. Department of Health, Education, and Welfare, Bulletin No. 1, Washington: U. S. Government Printing Office, 1958. Koos, Leonard V. The Junior College Movement. Boston: Ginn and Company, 1925. Koos, Leonard V. The Junior College. Minneapolis Research Publication of the University of Minnesota, 192A. Lubick, Emil E. "Vocational Objectives of Entering College Students," Junior College Journal, XXV (February, 1955), pp. 319-326. Medsker, Leland. The Public Junior Colle e: Progress g§g_Prospect. New York: McGraw Hill Book Co., 19 O. Mellinger, Morris. "Changing Trends Among Public Junior College Student Bodies," Junior College Journal, XXXIII (November, 1962), pp. 167-176. 138 Minnesota Commission on Higher Education. Higher Education ig.Minnesota. Minneapolis: university of Minnesota Press, 1950. National Opinion Research Center. National Opinion_ on Occupations: Final Report_ of a Special Opinion Survey Amopg Americans 13 and Over. National Opinion Research Center, University of Denver, March, l9h7. Registrar. "Enrollment Statistics," Flint Community Junior College, Unpublished, 1960-63. Reynolds, 0. Edgar. The Social and Economic Status 2: College Students. Contributions to Education, No. 272, New York: Teachers College, Columbia University, 1927. Rice, Dorothy Alyne. "A Comparative Study of Freshman Entering the Public Junior Colleges and State Supported Coed Senior Colleges of Mississippi," Unpublished Doctor's dissertation, Michigan State University, 1958. Roe, Anne. The Psychology of Occupations. New York: John Wiley and Sons, 1956. Siegel, Sydney. Non-Parametric Statistics for the Behavorial Sciences. New York: McGraw Hill Book Co., 1956. Thornton, James W. The Community Junior Colleg_. New York: John Wiley & Traxler, A. E. "What Is a Satisfactory I.Q. for Admission to College?," School and Societ , Vol. 51 (April 6, 19ho), pp. h62-h6h. Venn, Grant. Man, Education and Work. Washington: American Council on Education, l96A. Warner, W. Lloyd, Meeker, Marcia, and Eells, Kenneth. Social Class ;p_ America. Chicago: Science Research Associates, 19 9. The Yearbook Committee. "The Role of the Public Junior College," 2§3_Public Junior College, Fifty-fifth Yearbook of the National Society for the Study of Education, Part I, Chicago: University of Chicago Press, 1956, pp. 6h-7h. l. 2. 139 APPENDIX A QUESTIONNAIRE FOR STUDENTS WHO ENTERED FLINT COMMUNITY JUNIOR COLLEGE IN SEPTEMBER 1963 Please fill in or check the apprOpriate item in each question. Name Sex: Male Female Circle the number which indicates the highest level of formal education completed by each of your parents. Father Mother a. Elementary Achool l 2 3 E 5 6 l 2 3 5 5 6 b. Junior High School 7 8 9 7 8 9 c. High School 10 ll 12 10 ll 12 d. College training 1 2 3 h l 2 3 h e. Graduate or professional training 1 2 3 1 2 3 : In order to secure the most apprOpriate answer to question A it is suggested you discuss this question with your father before answering. Give the name which best describes the occupation of your father (or mother if father is no longer living). Write a short statement describing the duties performed by your father in his occupation. ———r If your father is the proprietor or holds a.manageria1 type position in a business, including farming, check the item below which best in- dicates the gross value of the business. More than $100,000 Between $10,000 and $25,000 Between $35,000 and $100,000 Between $6,000 and $10,000 Between $25,000 and $35,000 Below $6,000 Between $20,000 and $25,000 5; Check the item which best indicates your father's feelings about the importance of a college education. a. Very important d. Opposed to it b. Important e. Don't know c. Don‘t care 7. 10. ll. 1ho APPENDIX A (continued) Check the item which best indicates your mother's feelings about the importance of a college education. a. Very important d. Opposed to it b. Important e. Don't know c. Don't care How do you feel about the assistance (or lack of it) in thinking through your educational and vocational plans which you have received at this college from teachers and counselors? a. Very satisfied c. Somewhat dissatisfied b. Fairly satisfied d. Very dissatisfied Listed below are some of the reasons which might have influenced your decision to attend college. Indicate the degree that these factors influenced your dec1510n- Degree of Importance H' h M dium Low None a. Personal satisfaction 1g 8 b. To be able to provide services to others c. Financial reward d. To be able to secure job with high prestige e. Other (State reason) When you entered college what was your occupational choice? When you entered college in what curriculum did you enroll? Circle the number of years of college training you plan to earn. 123h567 l. 2. 3. lhl APPENDIX B QUESTIONNAIRE FOR STUDENTS WHO ARE COMPLETING TWO YEARS OF COLLEGE WORK AT FLINT COMMUNITY JUNIOR COLLEGE IN l96A Please fill in or check the apprOpriate item in each question. Name Sex: Male Female Circle the number which indicates the highest level of formal edu- cation completed by each of your parents. Father Mother a. Elementary School 1 2 3 H 5 6 l 2 3 5 5 6 b. Junior High School 7 8 9 7 8 9 c. High School 10 ll 12 10 ll 12 d. College training 1 2 3 h 1 2 3 h e. Graduate or professional training 1 2 3 l 2 3 Note: In order to secure the most appropriate answer to question A it is h. suggested you discuss this question with your father before answering. Give the name which best describes the occupation of your father (or mother if father is no longer living). Write a short statement describing the duties performed by your father in his occupation. If your father is the prOprietor or holds a managerial type position in a business, including farming, check the item below which best indicates the gross value of the business. More than $100,000 Between $10,000 and $25,000 Between $35,000 and $100,000 Between $6,000 and $10,000 Between $25,000 and $35,000 Below $6,000 Between $20,000 and $25,000 Check the item which best indicates your father's feelings about the importance of a college education. a. Very important d. Opposed to it b. Important e. Don't know c. Don't care 7. 8. 9. 10. ll. lh2 APPENDIX B (continued) Check the item which best indicates your mother's feelings about the importance of a college education. a. Very important d. Opposed to it b. Important e. Don't know c. Don't care How do you feel about the assistance (or lack of it) in thinking through your educational and vocational plans which you have received at this college from teachers and counselors? a. Very satisfied c. Somewhat dissatisfied b. Fairly satisfied d. Very dissatisfied Listed below are some of the reasons which might have influenced your decision to attend college. Indicate the degree that these factors influenced your decision. Degree of Importance High Medium Low None a. Personal satisfaction b. To be able to provide services to others c. Financial reward d. To be able to secure job with high prestige e. Other (State reason) What occupation or next step in your occupational or professional career has two years of college work trained you? Is this the same choice as that for which you originally enrolled in college ? Yes No If No, what was the original choice? In what curriculum have you been enrolled? Circle the number of years of college training you plan to earn. 2 3 h 5 6 7 "IINTIMATE“