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This is to certify that the

thesis entitled

GRADUATE STUDENTS' PERCEPTIONS OF THEIR
GRADUATE PROGRAM AND THE CAMPUS

ENVIRONMENT AT M . S . U .
presented by

Patricia A. McDonald Carter

has been accepted towards fulfillment
of the requirements for

Ph.D. Administration in

 

 

degree in

Higher Education

 

Date August 14, 1981

 

0-7639

~4-

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.-..."’. ' ... .”_'L,.'_"',

 

MSU

 

 

 

RETURNING MATERIALS:
Place in book drop to

 

 

LlBRARlES remove this checkout from
w your record. FINES will
be charged if book is
returned after the date
stamped below.
' U :
‘J N 3 1991‘
L \mwrd
1 193+ ~

 

 

GRADUATE STUDENTS' PERCEPTIONS OF
THEIR GRADUATE PROGRAM AND THE

CAMPUS ENVIRONMENT AT M.S.U.

BY

Patricia A. McDonald Carter

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Administration and
Higher Education

1981

~ IEOQG’O

ABSTRACT

GRADUATE STUDENTS' PERCEPTIONS OF THEIR
GRADUATE PROGRAM AND THE CAMPUS
ENVIRONMENT AT MICHIGAN STATE
UNIVERSITY

BY

Patricia A. McDonald Carter

The purpose of this study is to investigate the
perceptions of first-year master's level minority and
majority graduate students at Michigan State University.
The students' perceptions towards their graduate program
and the university were developed through the use of a
questionnaire administered to the population.

The population from which the sample for this
study was drawn consisted of all minority first-year
master's level students who were enrolled in a master's
degree program and 12 percent of the first-year majority
master's level students enrolled in a degree program
Fall 1979, Winter 1980 and Spring 1980. One hundred and
thirty-six (136) students were selected for inclusion in
the study. One hundred and one (101) students responded
to the questionnaire. This represented a 75 percent
return rate. The sample consisted of a total of 101

students: 40 minority students and 61 majority students.

Patricia A. McDonald Carter

A mailed questionnaire designed to measure
graduate students' percpetions was used to test fifteen
null hypotheses relating to five main environmental
areas: (1) student and supportive services, (2) faculty-
student relationships, (3) student-student relationships
within the department, (4) student-student relationships
at Michigan State University, and (5) the overall
graduate education program. Students were asked to
indicate their degree of satisfaction or dissatisfaction
by responding to statements pertaining to their graduate
education experience and the university environment. The
questionnaire also solicited demographic information from
the population. The response scale was from one to five.
One was the highest level of satisfaction; five repre-
sents the highest level of dissatisfaction. A two-way
multivariate analysis of variance was used to test each
of the five measures to determine if differences existed
between sex and race. A level of significance at the .05
level was used.

The following interpretations were developed as a
result of the research findings:

1. Sex was found to make a significant dif—
ference in the perceptions of male and female students
toward the student and supportive services program for
graduate students. Female students were less satisfied

than male students.

Patricia A. McDonald Carter

2. Race was found to make a significant dif-
ference in the perceptions of minority and majority
graduate students towards the student-student measure
within the department. Minority students were less
satisfied than majority students.

3. Race was also a significant factor in the
students' perceptions of their overall graduate education
experience.

4. In the area of student and supportive
services programs for graduate students, the population
seems to be satisfied with the support system with the
departments and dissatisfied with the student and sup-
portive system of the university.

5. In the area of faculty-student relationships,
the p0pu1ation did not have a positive perception of
their interaction with the faculty.

6. In the areas of student-student relationships,
the students were satisfied with their relationship with
students within the department, and were not as satisfied
with the student-student relatiOnship at Michigan State
University.

7. In the area of overall graduate education,
the population was not satisfied with their overall

graduate education experience.

Dedicated to the Memory of my Father
Jeff McDonald

1905-1978

Ships at a distance have every man's wish on
board. For some they come in with the tide.
For others they sail forever on the horizon,
never out of sight, never landing until the

Watcher turns his eyes away in resignation,

his dreams mocked to death by Time . . .

--Zora Neale Hurston
Their Eyes Were
Watching God, 1937

 

 

ii

ACKNOWLEDGMENTS

The successful completion of this research study
could not have been possible without the support, coopera-
tion and encouragement of many individuals. I wish to
express my deepest gratitude and thanks to the many
individuals who assisted me with this research endeavor.

The author sincerely expresses her deepest
appreciation to her major professor, Dr. Vandel C.
Johnson, for the patience, guidance, and helpful sugges-
tions throughout the course of this study and preparation
of the manuscript. I am also indebted to Dr. Thomas S.
Gunnings who served as a member of the committee and the
chairperson of my dissertation guidance committee. His
response under demanding work schedules and severe time
constraints was a definite inspiration. Special thanks
are extended to Dr. Lawrence Lezotte whose wise counsel
guided me successfully through the intricacies of
research and writing. In particular, appreciation is
extended to Dr. Robert L. Green, for his invaluable
assistance and kind encouragement during the author's
study at Michigan State University, and for his assis-
tance as a member of the guidance committee. A very
special thanks to the staff of the College of Urban

iii

Development for their many kindnesses, encouragement and
support during my studies at Michigan State University.

I am most appreciative of Dr. Joseph McMillan of
the University of Louisville whose help and encouragement
in the early stages of my professional development aided
me greatly. Also, many thanks for his assisting me in
developing my ideas for this research study, through my
involvement with the Graduate and Professional Opportuni-
ties Program at the University of Louisville.

’ Many thanks to Dr. Jack M. Bain for his friend-
ship and encouragement over the years. Dr. Robert
Griffore's ideas and comments in the initial structuring
of the dissertation were most helpful.

Mr. Leonard Bianchi deserves special recognition
for his assistance in the computer programming aspect of
the research. His assistance with the analysis of the
data is greatly appreciated.

Thanks is also extended to Mrs. Georgette Silber
and Mrs. Sara Kirk for their review and analysis of
the manuscript. I sincerely appreciate the clerical
efforts of my typist, Mrs. Judy Charland, who is a
professional in the highest sense of the word. I greatly
appreciate her patient behavior.

Many thanks to the graduate students who were
kind enough to complete the questionnaire. Your

support greatly aided the completion of the research.

iv

To my entire family, I am thankful for your
encouragement and support. Thanks to my mother, Bertha
M. McDonald, for your prayers; my husband, Warrick;
sister, Blondell Strong, and children, Stanford and
Jeff, for your love, encouragement and understanding.

Finally, my warmest thanks to my daughter, and
friend, Keisha Zayya, who was my greatest supporter
during my doctoral studies and the writing of my disser-
tation. Your c00peration, understanding, and behavior

reflected an understanding far beyond your youth.

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . ix
Chapter
I. INTRODUCTION . . . . . . . . . . 1
Statement of the Problem . . . . . 6
Purpose of the Study . . . . . . 7
Research Hypotheses . . . . . . . 8
Definition of Terms . . . . . . . 8
Limitation of the Study . . . . . 9
Organization of the Study . . . . . 9
II. REVIEW OF THE LITERATURE . . . . . . 10
Introduction . . . . . . . . . 10
History of Graduate Education in
the United States . . . . . 11
The University's Responsibility
to StUdentS O O O O O O I O O 1 5
Impact of the University Environment
on Students . . . . . . . . 17
Women and Minority Students'
Perceptions . . . . . . 22
Female Students in Graduate School . 23
Minority Students in Graduate
School . . . . . . . . . . 26
Summary . . . . . . . . . . . 34
III. DESIGN OF THE STUDY . . . . . . . 36
The Population and the Sample . . . 37
The Instrument . . . . . . . . 38
Data Collection Procedures . . . . 42
Analysis of Data . . . . . . . . 43
Summary . . . . . . . . . . . 46
IV. ANALYSIS OF THE DATA . . . . . . . 48
Demographic Data . . . . . 49
Type of Undergraduate Institution
Attended . . . . . . . . . 50

vi

Chapter Page

Percentage of Minority Group
Students at Undergraduate

Institutions . . . . 50
Student Enrollment at Undergraduate
. Institutions . . . . . . . . 53
Financial Resources . . . . . . 53
Degree Completion . . . . . 58

Factors Which Influenced the
Student' 3 Decision to Attend

Graduate School . . . . . . . 61
Career Choice . . . . . . . . 68

Student and Supportive Services
Programs for Graduate Programs . . 71
Faculty-Student Relationships . . . 76
Student-Student Relationships . . . 77
Overall Graduate Education Program . . 84
Summary . . . . . . . . . . . 88
V. SUMMARY . . . . . . . . . . . 90
Conclusions . . . . . . . . . 95
Demographic Data . . . . . . 96

Student' 5 Perceptions of the
Environment . . . . . . . . 99
Recommendations . . . . . 103
Implications for Further Research . . 104

Appendix
A. INITIAL LETTER . . . . . . . . . 107
B. QUESTIONNAIRE LETTER . . . . . . . 109
C. QUESTIONNAIRE . . . . . . . . . 111
D. SATISFACTION COMMENTS FROM MAJORITY

STUDENTS O O O O O O O O O O O l 2 l

E. DISSATISFACTION COMMENTS FROM
MAJORITY STUDENTS . . . . . . . . 125

F. SATISFACTION COMMENTS FROM MINORITY
STUDENTS O O O C O O O O O O O l 3 3

G. DISSATISFACTION COMMENTS FROM
MINORITY STUDENTS . . . . . . . . 136

H. OTHER SOURCES OF INCOME AS REPORTED
BY THE PARTICIPANTS . . . . . . . 140

vii

Appendix Page

I. OTHER REASONS FOR CONSIDERING LEAVING
THE UNIVERSITY PRIOR TO COMPLETION OF
THE DEGREE PROGRAM AS REPORTED BY THE

PARTICIPANTS . . . . . . . . . . 142
J. OTHER CAREER CHOICES AS REPORTED BY
THE PARTICIPANTS . . . . . . . . 144
K. MEAN AND STANDARD DEVIATION RESULTS
FOR UNIVERSITY ENVIRONMENT MEASURES . . 146
BIBLIOGRAPHY . . . . . . . . . . . . 154

viii

Table

3.1

4.9

LIST OF TABLES

Racial and Sex Description of
Respondents to the Questionnaire

Colleges in Which Respondents are
Enr011ed O O O O O O O 0

Type of Undergraduate Institution
Attend ed 0 O O O O O O O

Minority Students Attending
Undergraduate Institution . . .

Size of Enrollment at Undergraduate
Schools . . . . . . . . .

Sources of Income During Academic Year

Adequacy of Finances to Meet
Present Needs . . . . . . .

Considered Leaving the University
Prior to Degree Completion . .

Reasons for Considering Leaving the
University Prior to Completion
of Degree Program . . . . .

Factors Which Influenced the
Participant's Decision to
Attend Graduate School . . . .

Occupations the Participants EXpect
Enter Upon Completion of Degree
Program . . . . . . . . .

Multivariate Analysis of Variance
Results for Tests of Main Effects
of Sex for Student and Supportive
Services Programs for Graduate
Students' Measure . . . . .

ix

to

Page

39

4O

51

52

54
55

57

59

60

62

69

73

Table Page

4.11 Multivariate Analysis of Variance
Results for Test of Main Effects
of Race for Student-Student
Relationships Within the
Department Measure . . . . . . . 80

4.12 Multivariate Analysis Results for Test
of Main Effects of Race for Overall
Graduate Education Program . . . . 86

CHAPTER I

INTRODUCTION

This study is an examination and assessment of
perceptions of first-year master's level graduate stu-
dents at Michigan State University (M.S.U.). During the
1979-80 academic year, Michigan State University had an
enrollment of approximately 44,756. The first-year
master's level graduate students numbered 1,299 during
the 1978-79 academic year.

Various perceptions Of the undergraduate popula-
tion are frequently found in the literature, but the
graduate student pOpulation, with its opinions, frustra-
tions and anxiety level are seldom considered.

A major consideration of the University is to
prepare the graduate student to meet the challenges of
society. Thus, the training and experiences provided
these students will determine their effectiveness and
sensitivity in finding solutions to issues of the
environment, urbanization, mass transportation, quality
of life, educational needs of our society and the like.

These students vacillate between dependence and

independence in that, on the one hand, more time is

required with the professor and, on the other, more time
is given to being a teacher. Further, in this view, the
student can contribute to the decision-making process
whiCh affects curriculum, availability of research
facilities, entrance requirements for specific programs,
and other pertinent areas.

It has only been during the last decade that
institutions of higher education made a commitment to
guarantee equal educational Opportunity for all citizens.
Hence, universities began recruiting and admitting a
larger number of minority students to graduate school.
Coming from different cultures and lifestyles, students'
perceptions of the university will be at variance.

Once admitted, the university should challenge
its students to realize their full educational poten-
tials. Sewell (1971) states that a student from a high
socio-economic status background has a nine-to-one
advantage over a student from a low socio-economic
status background in succeeding in graduate or profes-
sional education.

The National Board of Graduate Education, in

Minoritnyroup Participation in Graduate Education (1976b

 

states that:

. . . increased minority participation in
graduate education is an important national
goal to be realized for the social, economic,
intellectual, and cultural well-being of all
persons. It is for the collective benefit of

society that the representation Of minority
group persons among those earning advanced
degrees be increased . . . Graduate institu-
tions have the primary responsibility for
encouraging and assisting minority students
in attaining a high-quality graduate educa-
tion. Initiative must derive from the insti-
tutions themselves, since they have the
fundamental responsibility for selecting
those who will receive the benefits of
advanced education and enable those persons
to realize their educational goals.

Although universities have begun to admit
minority graduate students and to develop special pro-
grams to meet their needs, some Of these students have
not found satisfaction with their graduate programs and
campus environments. In most instances, special plan-
ning comes after the fact; there was no pre-planning.
Duncan (1977) found that 50 percent of the minority
students in his study did not like the manner in which
they were treated by their respective departments.
These students felt that graduate school had hurt their
self-esteem. In another study, conducted at Stanford
University (1974), it was found that, in its graduate
school, minority students were not satisfied with the
University's attitude toward them. Further, Madrid-
Barela and Macias (1976) state that "Chicano students
express some Of the same psychological and social con-
cerns as blacks in higher education."

Students' dissatisfaction with the university is

not peculiar to the graduate level. Jones (1979),

Burrell (1979) and Smith (1979) also found that under-
graduate black students at predominantly white univer-
sities were not pleased with the campus environment.
But, in spite of the difficulties many of these students
face, they still felt that the benefits of attending a
predominantly white university were well worth the extra
struggle.

If members of minorities plan to share in the
profits from the social, economic and political system
of the country, they must enroll in and complete courses
of study at the master's and doctoral levels. To do so,
according to Crossland (1971), these students must over-
come financial, academic, motivational, racial and
distance barriers. Majority students likewise have
voiced Similar concerns.

Cuzzort (1965) investigated the perceptions of
second-year graduate students towards their academic
environments, and found that 28 percent expressed
complete dissatisfaction, while 20 percent were partially
satisfied. On the other hand, Berelson (1960) found that
about 90 percent of the graduate students in his sample
were completely satisfied with their academic prepara-
tion and environment.

Astin (1968), Pace (1969), and Stern (1963) have

studied the influence of the college environment on

student achievement. Pace (1969) describes the nature
of the campus environment:
Regardless of individual behavior, or assorted
physical facts such as money or size, the
environment, in a psychological sense, is what
it is perceived to be by the peOple who live
in it. Even if one grants the possibility of
self-deception on a large scale, the perceived
reality, whatever it is, influences one's
behavior and response.

Jones (1979) summarizes his View of the environ-
ment for minority students:

To minimize the pressures and problems Of
black students just because there are not Open
racial conflicts--or to assume no discrimina-
tion because the rules no longer permit such
action--is to ignore the evidence that many
black students feel isolated, ignored, and
discriminated against on the predominantly
white campus.

Studies by these and other scholars have found
that environmental factors play an important role in
development of student perceptions and behavior. The
degree to which these environmental factors affect the
student varies from one university to another, but are
not unique.

Most of the research on students' perceptions of
the university environment has not dealt with minority
students. With the recent emergence of a minority
graduate student population, and taking into account
what has happened historically to minorities in higher

education, it is appropriate that this population be

included in evaluating the university environment.

There is a change in the complexion and an
increase in the composition of the master's level
graduate student population. Hence, it is essential
that institutions Of higher education plan to acquaint
themselves with the different attitudes and perceptions

of its new residents.

Statement of the Problem

 

During the last decade, America began imple-
menting the principle Of universal access to higher
education. The issue of minority access to higher
education became one of the major social concerns of the
19703.

Michigan State University has indicated a desire
to increase graduate minority enrollment during the next
decade. With the projected increase in the number of
minority graduate students at Michigan State University,
the changing nature of the student population, and
because of the unique needs of this group, it is essen-
tial that the University involve itself in the determina-
tion of how these students perceive the University, in
comparison to majority graduate students.

These questions need to be addressed:

1. DO minority master's level graduate students

perceive the University differently than

majority master's level graduate students?

2. Is there a difference in the perceptions
of male and female master's level graduate
students towards the University
environment?

Answers to these questions must be Obtained if

the University is to be cognizant of the environment
and services graduate students seek, and begin to meet

the needs of all its students.

Purpose of the Study

 

The purpose of this study is to investigate the
perceptions of first-year master's level minority and
majority graduate students of Michigan State University
environment. The study is designed to provide the
University with a measure of first-year graduate
students' perceptions of their experience. This study
is based on the assumption that the University environ-
ment can have an effect on the perceptions, academic
tenure and success of students.

The nature of this study is such that it may
serve to assist the University in addressing critical
concerns of minority and majority graduate students in
the areas of faculty-student relationships, student-
student relationships, student and supportive services

and the overall graduate education program. The

exploratory nature of this study is such that it may

have relevant implications for future investigation and

study.

persons

Blacks,

Research Hypotheses

 

The following hypotheses are to be tested:

Hypothesis 1:

 

Hypothesis 2:

 

Hypothesis 3:

 

There are no significant dif-
ferences between master's level
male and master's level female
perceptions of the University
environment.

There are no significant dif-
ferences between master's level
minority students' and master's
level white students' percep-
tions of the University
environment.

There is no significant inter-
action between sex and race on
the measures of perception.

Definition of Terms

 

Minority students. These students included

 

who are racially classified as Native American,

Chicano, Hispanic and Asian American.

First-year graduate students. The term refers

 

to a student who was admitted to a master's degree

program,

fall 1979, and who has been enrolled at

Michigan State University for three consecutive terms.

Majority students. These students included

 

persons who are racially classified as caucasian

Americans.

Limitation of the Study

 

The study is limited in that the sample was
confined to master's level graduate students from only
one campus, and the data for this research were

gathered through the use of a questionnaire.

Organization of the Study

 

For the purpose of reporting the study, the
author has divided the study into five chapters.
Chapter I presents an introduction, the purpose of the
study, the problem, and the basic research hypothesis.
In Chapter II, literature related to this topic will be
reviewed. The design of the study, methodology, instru-
ments and procedures used in analyzing the data will be
presented in Chapter III. Chapter IV presents the
findings of the study. Chapter V will include a summary
of the findings, conclusions, and recommendations fer

further research.

CHAPTER II
REVIEW OF THE LITERATURE

Introduction

Most research on graduate students' perceptions
focuses on the level and degree of satisfaction major-
ity groups and female students have of the university's
environment. Few studies have considered the minority
graduate student's perception.

The review of the literature for this research
will be presented in four sections: (1) A History of
Graduate Education in the United States, (2) The
University's Responsibility to Students, (3) Graduate
Students' Perceptions of the Environment, and (4) Women
and Minority Graduate Students' Perceptions.

This review will also examine the literature on
majority women and minority students' perceptions of the

university environment.

10

11

History of Graduate Education in
the United States

 

Around 1876, Johns Hopkins University's graduate
education program became the model in the United States.
Established on the German model, the Johns Hopkins
program focused on the faculty-centered ideal. As
existing schools extended their Offerings to higher
education, the development of graduate school philOSOphy
was less smooth and less predictable. NO consistent
pattern can be found. European and American educational
influences were either complementary or in conflict
(Mugler, 1974). As early as 1850, Harvard, Yale,
Columbia, Michigan and others had active plans and
programs to include graduate education in their academic
offerings (Berelson, 1960). Cornell, founded in 1868,
immediately announced that graduate education would be
one of its major goals.

Each of these institutions had different ideas
about how to develop the programs. These differences
had been expressed before the programs were

implemented:

The hazy line between graduate education as
pure learning and graduate education as profes-
sional training was in debate even before
graduate study began. Partly this was due to
the adaptation of the German model to American
conditions. . . . Some characteristics and
themes that pre-date the founding of graduate
education are still active today:

programs exclusively.

develop,

12

The normal resistance to innovation and
change by established faculties.

The tension between scholarship and
professional practice as the primary
objectives of graduate study.

The impact Of a fast but unevenly growing
body Of knowledge.

The conflict between influences on
educational policy from inside the aca-
demic community (the university and the
disciplines) and from outside ("the needs
Of the times") (Berleson, 1960).

In spite of these concerns, graduate education

was established at new private and public institutions.
Major university presidents later began to push for
institutions to provide only graduate training. Presi-
dent Gilman of Johns HOpkins University, along with
President Harper Of the University of Chicago, attempted

to establish a separate institution offering graduate

However, due to economic reasons,

they were unable to do so.

After much debate, the graduate school which

incorporated the German model was developed and became a
part of the undergraduate college. Many critics felt
that this model lessened the distinction of the graduate
degree because Of the intermingling of the faculty and

the economic resources.

As graduate education continued to grow and

institutions began to reorganize their subject

13

areas. They began to specialize; subject areas took on
a "scientific approach." Berelson (1960) indicates:
It is always well to remember that the

graduate school came into being under the

pressures of science and that it has lived

its whole life in an increasingly scientific

and technological age. It is no wonder that

the major critics of graduate study have

come from the humanities and certain parts

of social sciences. . . .
Science and research became one of the major focuses of
graduate education. The Morrill Act of 1862 added a
new dimension to higher education in public and private
institutions. Many institutions began addressing the
needs of society and the role of the institution in
meeting these needs. Berelson (1960) summarizes this
attitude when he quotes from the remarks of President
Gilman in his Johns Hopkins University inaugural
remarks:

The Opening of the University means a wish

for less misery among the poor, less ignor—

ance in the schools, less bigotry in the

Temple, less suffering in the hospital,

less fraud in business, less folly in poli-

tics; and among other things it means . . .

more security in property, more health in

cities, more virtue in the country, more

wisdom in legislation, more intelligence,

more happiness, more religion.
This attitude became the new order of business for
higher education. Many of these ideas are presently
found in graduate schools today.

Graduate education continued to grow and

develop. By 1900 approximately 150 institutions Offered

14

graduate study and approximately 250 earned doctorates
were awarded (Berelson, 1960); an undetermined number of
master's degrees were awarded (Grigg, 1965). By 1920,
the growth in higher education was faster than that of
the population. In 1937, a formalized graduate admis-
sion testing procedure was implemented at Columbia,
Harvard, Princeton, and Yale.

Between 1861 and 1970, 355,000 doctorates were
awarded in the United States. Of these, 212,000 were
awarded since 1958 (Baird, 1974).

More than one-half million graduate students
were estimated to be enrolled in more than 650 institu-
tions of higher education in 1965; enrollment by 1975
was projected to be around one million, and 1.2 million
by 1980.

The concern for graduate study is exemplified by
the founding of the Association of Graduate Schools in
1948 (within the American Association of Universities).
By 1960, the need for a spokesperson to articulate
graduate education concerns before congressional comit-
tees caused the formation of the Council of Graduate
Schools of the United States. By 1964, the council
began to coordinate its activities with foundations and
the American public (Walters, 1965).

While the graduate schools have only existed for

100 years in America, they have taken a leadership role

15

as a major institution in the 20th century. Degrees
awarded are regular and unique, e.g. Ph.D.-Chemsitry,
MLS-Master of Library Science, DF-Doctor of Forestry,
DSM-Doctor of Sacred Music, and Ph.D.-Physical Education.

The University's Responsibility
to Students

 

 

Americans, in general, hold a college education
in high esteem. Business and industrial leaders con-
sider higher education a new "growth industry." The
university is expected to provide the economy with
leaders (Heiss, 1970).

The function of the university is to further
research and teaching for professional develOpment and
for the advancement of intellectual dialogue. Its
scholars, because of their superior knowledge, are
committed to solving social problems; thus, they assume
the political, public, and ethnical responsibilities
which follow (Heiss, 1970; Sanford, 1978; Baird, 1974).

As a teaching tool, the university was estab-
lished as an extension of religious institutions;
hence, it held special privileges. In the United
States, the separation of church and state gave rise to
the growth Of public institutions of higher education;
the separation also led to the demise, in some respects,

of the teaching of moral standards.

16

The university is held responsible for curing
many of society's ills because, in a democracy, it's
viewed as the conscience of the society. It is also
charged with building its image, programs, and expecta-
tions around the predominately Western, white, middle
class culture; this focus widens the social distance
between the white and other cultures. Another conflict
arises when the university joins with industrial and
military forces in research projects to produce products
which threaten the environment and are used to make war
against Others (Heiss, 1970).

Carmichael, viewing the university similarly,
refers to it as the "pace setter for the enterprise."

It must supply the teaching profession along with busi-
ness and government with workers who are trained in
research (Carmichael, 1961).

The technical core (Sanford, 1978), the faculty,
are charged with the responsibility for guiding students
through learning and for evaluating subsequent progress
(Duryea, 1974). The faculty also assist in leading
holders of the baccalaureate and master's degrees
toward doctoral degrees (Sanford, 1978).

On the other hand, many state graduate schools
have actually set up barriers to entry for out-of-state
students (out-of—state registration fees). State

schools can only offer programs within their financial

17

and academic expertise instead of developing regional
resource sharing programs which are free from such
constraints. The highest caliber of expertise could be
tapped by pooling these resources (Kaufman, 1978;
Crossland, 1971).

Impact of the University Environment
on Students

 

 

Doctoral students at ten leading universities
were asked to appraise their respective programs (Heiss,
1970). Only the chemistry departments received more
positive than negative comments. Tying for last place
were the French, philOSOphy and sociology departments.
The major areas of concern expressed by the graduate
students were:

- the atmosphere of the department

- department's goals and policies

- faculty-student relationships

- the curriculum

- financial support

Heavy criticism was hurled at orientation
programs for being vague, misleading and ineffectual.
Students blamed poor orientation for many problems that
developed later in their graduate study (Heiss, 1970).
The quality of the orientation program for graduate
students is an important factor in the progress of the
student. Heiss (1970) found that entering graduate
students felt they were "kept in the dark by design."

Some students felt that they had to remain at the

18

institution longer because they had not received the
appropriate orientation information. The problems faced
by these students were taken from a random selection of
student comments:

. . . The department made no attempt to
orient incoming students except for a brief
speech by the adviser who quite frankly told
us he expected to see only a quarter of us
there the following year.

. . . No advance orientation was given to
me at all. I wrote in for "The Graduate
Students' Guide," a handbook which should
be received before entering graduate school.
None were available until long after
registration.

. . . The best thing for the beginning stu-
dent is to establish rapport with several
older good students who know the ropes and
can give the informal information that is
otherwise unavilable.

‘Hr

Carmichael describes a study of students at
Columbia between the years 1940 and 1956. Of the 4,725
students who began graduate work by 1958, only 1,705 had
received the master's degree and only 151 earned the
doctorate (about 39 percent, in total). Either the
students were mistreated by the faculty or they were
poorly selected (Carmichael, 1961).

Graduate students attending larger universities
in the United States complained that there was too much
pressure placed on them by the institution in which they
were enrolled. If they had the opportunity to choose

again they would choose smaller, less prestigious

19

universities. They viewed the professor as inaccessible
and overall faculty-student relationships as the primary
source of student dissatisfaction (Walters, 1965).

Students' complaints over the years have not
changed significantly. Heading the list of concerns are
the need for improved faculty-student relationships,
orientation programs, academic environment, and the need
for more accessible professors (Topp, 1977; Field
et al., 1974; Seidman, 1977).

Welsh developed a longitudinal study compiling
research studies on graduate students' first year at the
university. These students were in institutions in the
United States and Great Britain. Most students agreed
that their lives were lonely and their status at the
university was ill defined. As a consequence they felt
ill at ease with staff members at regular informal
meetings (Welsh, 1979).

Graduate students who serve as teaching assis-
tants voiced a concern regarding the type guidance and
direction given them by senior faculty members. Nowlis
and Clark (1968) state that graduate students:

. . want better preparation, supervision,
and evaluation, but usually do not know
where to direct, or how to express, their
request or how to invite faculty to become

more involved in this part of their graduate
training.

20

Nowlis and Clark (1968) also describe the teaching
assistant's uncertainty about his status--or his
certainty that his status is ambiguous:

Although . . . he is assigned activities and
responsibilities which are part of the role
of teacher, he is granted few, if any, of
the rights and privileges which properly
pertain to the status of teacher.

Fidler (1968) investigated the perceptions of
graduate assistants in Florida public institutions. He
found that different groups held different views of the
role and function of graduate assistants:

Central administrative officials felt that
the major purpose served by assistantships was
one of recruiting outstanding students to
their institution. Members of the State
Budget Commission (presumably reflecting
legislative Opinion) viewed the primary pur-
pose as that Of meeting university obligations
for undergraduate teaching, research, and
public service. Faculty members thought of
assistantships as a means Of training future
college teachers. The TA's themselves thought
that the purpose was to provide them with the
wherewithal to continue their graduate
studies.

In 1968, Michigan State University, the Univer-
sity of California, and Cornell University released
reports concerning the status of the teaching assis-
tant. Each report included a concern for the improved
status of the teaching assistant in the classroom and in

the department.

Harvey (1972) also identifies problems unique to

teaching assistants, women and part-time students. He

21

lists several concerns expressed by these groups.
Harvey also found that students in different disci-
plines expressed different levels Of dissatisfaction.
He found a high correlation between financial resources
available to the student and the degree of student
satisfaction.

One university was charged with giving prefer-
ential treatment to students in one department over
others. Seventy-eight percent Of the Arts students were
allocated no space for study and had to either work at
home or in the university library. Only 2 percent of the
Science students were Similarly deprived (Welsh, 1979).

Baird (1974) Observed that, while the graduate
school was achieving its goal of training students for
the intellectual and social tasks required by our
civilization, it was only partially organized to provide
training for the ultimate tasks.

In the process of preparing students for
their fields the schools create their own
culture with their own pressures and expec-
tations. The folkways and demands of the
school do not always relate to the prepara-
tion of students for their ultimate roles.

Specific graduate schools establish role expec-
tations for the student and can apply pressures,
rewards and sanctions as appropriate. The student goes

along with the organization of the graduate school; for

instance, a student of psychology may have to engage in

22

work unrelated to the clinic before becoming a clini-
cian (Baird, 1974). The student gives up all individual
freedom and Opportunities for development when entering
the graduate program and agrees to do what she/he is
told (Bellis, 1975; Ball et al., 1973).

Even though graduate education is charged with
being restrictive (Bellis, 1975) and with causing
neuroticism (Topp, 1977), frustration and alienation
(Seidman, 1977) in students, it is awarded some positive
attributes. Students at both Nebraska and Wisconsin
State Universities reported that their advisors or
chairmen were accessible, helpful, informed, and trust-
ful (Steward, 1969).

Skipper, interviewing students at Miami
University Of Ohio, found that the satisfaction level
far exceeded the dissatisfaction level for all groups
of students (Skipper, 1972).

80 percent of graduates surveyed from the Uni-
versity of Alabama reported satisfaction with their
employment; 87 percent of this group felt that their
satisfaction was directly related to satisfaction with
their educational experiences (Tirado, 1978).

Women and Minority Students'
Perceptions

 

 

The university environment is a microcosm of the

society from which the student comes. The same societal

23

attitudes, Opportunities, images, roles, statuses, and

discrimination exist within higher education.

Female Students in
Graduate School

 

 

The graduate school environment reflects the
dominance of males as faculty members, departmental
Chairpersons, deans, and students.

Women are Often recruited into higher education
in a selected number of academic disciplines. Upon
receiving an advanced degree, they are hired into lower
paying jobs and slowly promoted. Sandler (1972) feels
that individuals should have equal access to education
and positions regardless of one's class, skin color or
the shape of one's skin. Consequently, female students
tend to be deprived of valuable contacts and positive
role models. The female student views her experiences
differently from the male (Gregg, 1971; Solomon, 1976;
Terborg et al., 1978).

Female graduate students at the University of
Texas, Austin, stated that they felt more discrimination
from academic advisors than did male students (Herford,
1975).

One private institution set sex quotas prior to
accepting applicants each year. Solomon cites a report

from the U.S. Office of Education that discrimination

24

against women is overt and socially acceptable (Solomon,
1976). Further proof is offered by the lack of child-
care facilities, maternity leaves, and proper health
services (Solomon, 1976; Executive Board Document, 1974).
The Higher Education Act, effective in 1972,
outlawed discrimination against women in college admis-
sions. The most up-to-date statistics reflect a change

in the enrollment figures.

The number of women attending college in the
United States has surpassed that of men for
the first time since World War II, the Census
Bureau reported. . . . According to the
census report, there were 5.9 million women
of all ages enrolled full time in colleges in
1979, compared to 5.48 million men. Full-
time students aged 34 or younger included
4.99 million men and 4.98 million women
(Richmond Times-Dispatch, 8/24/80).

 

Fitzgerald, talking to women doctoral candidates
on midwestern campuses, found that most of those
encouraged to seek a higher degree were urged to do so
by a female professor. Upon submission Of the applica-
tion and subsequent interview, many of the male profes-
sors expressed some concern about home and family
relations and attempted to be "supportive" (Fitzgerald,
1976).

Baird's work somewhat complements that of
Fitzgerald et a1. Baird found that many women held a
lower sense of confidence in their abilities to handle

advanced academic work (Baird, 1974). The low salaries

25

received by women graduates could be the basis of this
lowered sense of confidence (Tenopyr, 1977; Solomon,
1976).

Terborg and Zalesny surveyed graduate students
at the University of Houston and the University of
Illinois from Business, Sciences and Social Sciences
Departments. Students in the Business Departments
reported a higher incidence of stress and emotional
problems than those in the Sciences or Social Sciences.
First year females from the Business Departments revealed
the lowest satisfaction with personal, social, and
academic aspects Of university life (Terborg and Zalesny,
1978).

Fitzgerald (1976) feels that the graduate school
dean must change his/her perception towards women attend-
ing graduate school. She states:

An essential element for future success in
increasing the number of qualified women who
will participate in graduate education might

be a change in the self-concept of the graduate
dean. A changed self-perception should be
followed with a shift in focus and role. The
foregoing notion stems from my fairly recent
arrival within the dean ranks of graduate
school and my attempts to read descriptive
statements about the work of the graduate dean.

According to Heiss (1970), not excluding academic

qualifications, sex is probably the most discriminatory

factor applied in the decision whether to admit an

26

applicant to graduate school. If admitted, women will
have greater difficulty being accepted than will men.
Their marital status also has an effect on their

admission status and recognition within the department.
Heiss (1970) further states:

Among graduate men, marriage is generally

seen by the admissions committee as a plus

factor . . . but automatically rules out the

possibility that marriage and scholarship

can be compatible accomplishments in

females.
Throughout the degree program, women traditionally
experience greater stress and are not encouraged to
fully develop their potential while in graduate studies.

Minority Students in
Graduate School

 

 

When attention is given to several
minority groups simultaneously, the ever-
present danger of categorization must be
avoided. It is imperative to assert the
distinctiveness of each of these groups--
the blacks, Chicanos, Puerto Ricans and
American Indians--and to stress that each
has its own unique cultural heritage as
well as its own distinct political experi-
ence as Americans (Blackwell, 1978).

Minority group students attend the university
for different reasons than majority group students;
hence, their expectations and orientations differ. Some
see higher education as strengthening the family and the
community. They go into higher education for prepara-

‘tion to take leadership roles in the community.

27

At issue are relevant and dynamic graduate
programs which will reflect the developmental process
taking place within minority communities. The univer-
sity must develop the same relationship with minority
communities it has developed and maintained with busi-
ness, government, and agriculture. Concomitantly,
minority communities must impact curriculum and
programs (Eliezer, 1970).

Minority students tend to expect the university
to be Open and to provide opportunity for participation
in matters that affect them. They feel that minority
student participation should become university policy
and not the result of special effort (Bush, 1975).

Heiss (1970) found that, of the ten universities
she surveyed in her study:

Seven deans reported that their institutions
recognized that many of the common indexes
of quality, such as the Graduate Record
Examination, do not apply directly to stu-
dents from diverse cultures; hence, now

they depend largely upon letters from
professors who know the applicant's intel-
lectual promise and can attest to his
potential.

Jones (1979) argues that admission to graduate
school is determined by previous training of the indi-
vidual rather than an assessment of the prospective
student's potential:

The primary concern is not the extent to

which the graduate experience may enhance the
life chances Of prospective graduate students

28

directly and the larger society indirectly,
but rather the focus is upon the extent to
which the previous training of those admitted
enhances the image or standing of the grad-
uate department (Jones, 1979).

These individuals will be processed to fit into
already existing roles developed by business and
industry. Jones believes that the prior training "has
more or less specifically equipped the student to
achieve such standards with minimum difficulty" (Jones,
1979). Such an environment is not conducive to the
education of minority students (Bush, 1976). Perhaps
that is why many Chicano students perceive the college
campus as something akin to a foreign country (Brown &
Stent, 1977).

New types of students require diverse subject
matter, new styles of operating procedures, different
administrative arrangements and relationships throughout
and within the community. While the University con—

tinues to recruit the minority student, it has not made
the necessary internal changes (Green, 1970).

When Carmichael (1961) found a large number of
students who did not receive graduate degrees, he
suggested that they were either poorly selected or
mistreated by the faculty. Similarly, the WAGS-WICHI
Committee suggests that many minority students are

"counseled-out" by the standard counseling, advising

29

and guidance procedures. One alternative solution to
this failure syndrome is to enlist the help of senior
students already on the campus to serve as minority

counselors (Bracey, 1971; Green, 1970; Eliezer,

1970).

An awareness of the shifts in interests and
program preferences of minority students pursuing post-
baccalaureate studies can be a directing tool for those
with recruitment responsibilities. Likewise, fields
where blacks and other minorities are underrepresented
should be emphasized by the recruitment plan (Brooks &
Mryares, 1977). A breakdown of the number of minority
students in various Specific fields Of study reveals the
American Indian is underrepresented across the board
(El-Khawas & Kinzer, 1974; Brown & Stent, 1977).

Asian-American students tend to be under—
represented in the humanities and social sciences and
dominant in engineering, mathematics and physical
sciences. Also, males do not enter "feminine" fields
such as public school teaching (Yee, 1975). The posi-
tive results are in the valuable contacts and positive
role models mentioned by Gregg (1971) and by Solomon
et a1. (1976).

The native-American student does not attend the
university in order to become a part of the dominant

American scene. Indian students are only attending in

30

order to understand an alien situation (Robbins,

1974). Colleges which were created for the Indian
student "have in no instance been planned by, controlled
by, or operated by Indians" (Forbes, 1970; Robbins,
1974). For the most part, native-Americans prefer to be
left alone to work out a new life for themselves within
the context of their tribal origins. In this respect,
many native-Americans abhor total governmental control
over their lives and often do not conceal their indif-
ference to the events that have been and continue to
occur around them (Robbins, 1974).

Diverse cultures are coupled with diverse
emotional needs and expressions. While the majority
society focuses on and rewards individual achievement,
the traditional Mexican family and community structure
focuses on achievements for the family. Individual
competition is seen as destructive because it hurts the
family. American education today represents the
language, heritage values and teaching styles character-
istic of Anglo-American, middle class society (Castaneda,
1978).

A nationwide survey of black students attending
the major universities revealed the majority of these
students hold positive reactions to their college experi-
ences: 62 percent were satisfied with curriculum; 51

percent reported no racial discrimination; 53 percent

31

had no problem meeting their financial obligation. On
the reverse side, 60 percent reported dissatisfaction
with percentage of black student enrollment, the percen-
tage of black faculty members, and of black administra-
tors. 59 percent reported intense academic competition;
within that group, 62 percent reported that the competi-
tion placed heavy emotional stress on them (Boyd, 1974).
Smith (1979), in his investigation of admission

and retention problems Of black students, found that
black students feel the academic pressure from white
peers:

Students who have gone to primarily white or

.to racially mixed schools have never experi-

_enced the feeling expressed by one student

that "my lab partner would cut my throat if

it meant an 'A' grade for him." . . . Black

students at the prestigious schools gener-

ally have both the intellectual ability and

the academic skills to make it but they

usually have no prior experience with such

rigorous academic requirements and such ruth-

less peer attitude and practices. . . .

The more quickly students learn the lan-

guage, the behavioral codes, expectations

and other social nuances of the university

community, the smoother will their adjust-

ment be to the new environment.
The adjustment process varies from institution to insti-
tution. Smith (1979) found that "black students at
Michigan, Rutgers and UCLA are not subject to rigorous

academic requirements as at the private schools

studied.

32

Jones (1979) found that 88.6 percent strongly
agreed or agreed that their institutions needed to give
special consideration to the appointment of more black
faculty and administration. He cites relatively
strong disagreement that the institutions were making
sincere efforts to recruit and retain minority faculty.
Eighty-five percent felt that their university should
give more attention to their interests, 57 percent did
not feel that there was a vehicle for their input in
planning and organizing programs which would serve
their interests, and 70 percent agreed that their
academic experiences, rather than social experiences,
determine their attitude toward the institution (Jones,
1979).

Minority students often are in need of finan-
cial aid (Green, 1970; Bush, 1975; Eliezer, 1970).

Financial support is probably the biggest
barrier to more minority students
attending graduate school. A university,
therefore, must develop a strong finan-
cial support system along with its
minority recruiting program (Carter,
1979).

Jones (1979) indicates that the most important
factor in future recruiting of minority students is
increased Opportunity for financial aid. More than

three-fourths of the students accorded high or extreme

importance to this factor.

33

Ohio State University provides an example of

what is needed to insure a successful and appropriate

environment for minority students:

The program begins with a commitment from
decision-makers at the top, and was activated
with a two-pronged program to recruit
students: visits to black college campuses
and other campuses with a concentration of
minorities, and the sponsoring Of an annual
two-day graduate school visitation day pro-
gram at Ohio State for 250 seniors from 50
black colleges and universities scattered
throughout the country. Students learn
firsthand about admission procedures, finan-
cial aid, housing, and academic depart-
ments. . . . Of the 250 scholars visiting
the campus, about 200 apply each year, and
about 150 are admitted. All receive some
form of financial help either in the form of
fellowships, or through assistantships,
traineeships or other forms of financial
support. . . . As of Summer 1979, more than
75 percent of those awarded fellowships have
gone on to complete their master's or
doctorate degree.

. . . At Ohio State there are minority
faculty members and an ambitious under-
graduate recruiting program to bring 500 new
minority freshmen to the university each
year. There is tutorial assistance, and a
Black Studies Program, which create a
welcoming environment.

Burrell (1979) states that "the development of

strong faculty-student relationships leads to increased

student satisfaction and achievement."

Epps (1978) also expresses the need to
sizable number of minority faculty, staff, and
trators employed on the campus. These faculty
should serve as role models for the students.

presence of minority staff members will have a

have a
adminis-
members
The

positive

34

effect on the perceptions minority students have of the

campus environment.

Summary

This review of the literature has examined the
history of graduate education in America and the impact
this growing movement has had on current graduate
education. We have also reviewed the university's
responsibility to the student, the impact of the univer-
sity environment on the student, and the minority
graduate student. Once the university and the depart-
ment have admitted the student to a graduate program,
every effort should be made to ensure that the student
meets his goal. The university must create an environ—
ment which focuses on learning. Research on the percep-
tions Of the students concerning the graduate environ-
ment indicates that students need to be totally involved
in the educational process.

It is also essential that the department imple-
ment the "sociological-humanistic" model rather than the
economic-administrative model (Heiss, 1970). The system
should include space for interaction between students
and faculty. These interactions can occur on an
informal basis as well as in planned social activities

for graduate students, their families, and the faculty.

35

Different patterns of interaction between
graduate students and the University must take place
in order to assist the graduate student in his develop-
ment and to decrease his feeling of uncertainty as he

enters a higher level of education.

CHAPTER III

DESIGN OF THE STUDY

This chapter provides an in-depth discussion of
the pOpulation, the sample, the instrument, and the proce-
dures for data collection and analysis. The primary pur-
pose of this research study is to investigate the percep-
tions of first-year master's level graduate students at
Michigan State University, focusing on (1) student and
supportive services program for graduate students, (2)
faculty-student relationships, (3) student-student
relationships within the department, (4) student-student
relationships at M.S.U., and (5) the overall graduate
program. This study also examines levels of difference
perceived by various groups within the sample pOpulation.

The basic components included in the design of
the study are (l) the selection of two populations: one
selected randomly from majority group first-year master's
level students and the other composed of minority first-
year master's level students who were enrOlled at M.S.U.
for three consecutive terms--fa11 1979, winter 1980, and
spring 1981; (2) the collection of the data through a

questionnaire administered to the populations, (3) the

36

37

analysis of the data in relationship to the objectives
of the study, and (4) the formation of conclusions and

recommendations drawn from the research findings.

The Population and the Sample

 

The population for this research is defined as
all male and female first-year master's level graduate
students at M.S.U. who enrolled at M.S.U. fall term
1979. The sample was drawn from this population. The
selection criteria used in the study are as follows:

(1) first-year master's level students; (2) master's
level students enrolled in a degree program; and

(3) students enrolled at M.S.U. during the fall 1979,
winter 1980, and spring 1980 terms. In order to be
included in the sample, the student had to meet all
three of the conditions listed above.

The majority group student sample was drawn from
a random sample Of 687 first-year master's level stu-
dents. Every eighth first-year master's level majority
student was selected for inclusion in the study. The
sample represents 12 percent of the first year majority
group master's level students enrolled at M.S.U. for
three consecutive terms. The minority group population
in this study consists of the University's total enroll-

ment of first-year minority group master's level

38

students enrolled at M.S.U. for three consecutive
terms.

The sample consists of the groups shown in
Table 3.1. The first-year master's level students who
participated in this study represent ten colleges at

M.S.U. as shown in Table 3.2.

The Instrument

 

The questionnaire used for this study, shown in
Appendix A, was originally developed by Gregg in 1972,
and later revised by Mugler in 1974. The questionnaire
was designed to measure graduate students' perceptions
Of the University's environment.

Questions which could provide the researcher
with appropriate demographic data were revised from the
original instrument and included in the survey. The
instrument concentrates on five main environmental
areas: (1) student and supportive services, (2) faculty-
student relationships, (3) student-student relationships
within the department, (4) student-student relationships
at the University, and (5) the overall graduate educa—
tion prOgram. Students were asked to indicate their
degree of satisfaction or dissatisfaction by responding
to statements pertaining to their graduate education

experience and the University's environment.

39

 

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40

 

 

 

 

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41

The demographic section of the instrument asks
for the following information: sex, college, type of
undergraduate institution attended, the percentage of
minority group student population at the undergraduate
institution, financial resources, the adequacy of these
resources, the student's desire to complete his academic
program, the student's reason for attending the Univer-
sity, and the student's career plans upon completion of
his/her degree program.

The second section of the instrument gathers
information concerning the student's perception of the
student and supportive services offerings for graduate
students. This section covers such areas as overall
graduate program, departmental communications system,
faculty advising, interactions outside the classroom,
University housing, placement services, graduate
council, religious fellowship, political system, and
the University and library orientation programs.

The third section of the questionnaire explores
the perceptions graduate students have concerning their
interactions with departmental faculty members. This
section addresses such areas as social contact between
graduate students and faculty members; graduate students'
input into curriculum and course development; work
assignments for graduate assistants; faculty members'

concern for graduate students' academic, professional

42

and personal development; graduate students' participa-
tion on departmental committees, and the employment
process for new departmental faculty members.

The fourth section of the questionnaire
addresses the perceptions graduate students have of two
groups of graduate students enrolled at the University:
all graduate students at M.S.U., and the graduate
students in the student's academic department. This
section further investigates such areas as the student
academic support system, social adjustment, assistance
from advanced graduate students, social and recreational
activities among the student body, and classroom
competition.

The fifth section of the instrument examines the
perceptions the graduate student has concerning the
overall graduate education program. Students are asked
to state their level of satisfaction with course evalua-
tions, student competencies upon completion of the
graduate education program, instructional methods,
Opportunities for success in graduate studies, depart-
mental communication systems, and the student's commit-

ment to his field of study.

Data Collection Procedures

 

The instrument was administered to the first-

year master's level graduate students selected to

43

participate in the study. During the month of May 1980,
the questionnaire was mailed to all subjects.

A cover letter was attached to each question-
naire giving the participant a brief explanation of the
purpose of the research and soliciting the students'
COOperation. The questionnaires were color coded in
order to provide the researcher with race classifica-
tions of the respondents. Five colors were used to
identify the different groups. White was used to
gather information from white participants, blue for
black Americans, yellow for American Indians, green for
oriental Americans, and goldenrod for Chicanos and
Hispanics.

Of the 136 first-year master's level students
selected to participate in the study, 101 students
returned completed inStruments by May 30, 1980. This
return provided a response rate of 74 percent. (See

Table 3.1.)

Analysis of Data

 

Five sets of student perception variables were
measured from data collected in the questionnaire:
(1) student and supportive services programs for
graduate students (15 questions), (2) faculty-student
relationships (8 questions), (3) student-student

relationships within the department (5 questions),

44

(4) student-student relationships at the University
(10 questions), and (5) the overall graduate education
program (11 questions).

A two-way multivariate analysis of variance was
employed for each Of the five measures to see if dif-
ferences existed between sex and race. The null
hypotheses for this study are:

Measure 1. Student and Supportive Services

Programs for Graduate Students.
Hypothesis 1: No significant difference exists
between the perceptions of
minority group and majority
group first-year master's level
students in the area of student

and supportive programs for
graduate students.

 

Hypothesis 2: No significant differences
exist between the perceptions of
male and female first-year
master's level students in the
area of student and supportive
services programs for graduate
students.

 

Hypothesis 3: NO Significant interaction exists
between race and sex of first-
year master's level students in
the area of student and suppor-
tive services programs for
graduate students.

 

Measure 2. Faculty-Student Relationships.

Hypothesis 4: No significant differences exist
between the perceptions of
minority group and majority
group first-year master's level
students in the area of faculty-
student relationships.

 

Hypothesis 5:

 

Hypothesis 6:

 

45

No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
faculty-student relationships.

NO significant interaction
exists between race and sex of
first-year master's level
students in the area of
faculty-student relationships.

Measure 3. Student-Student Relationships Within
the Department.

Hypothesis 7:

 

Hypothesis 8:

 

Hypothesis 9:

 

NO significant differences exist
between the perceptions of
minority group and majority
group first-year master's level
students in the area of student-
student relationships within the
department.

No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
student-student relationships
within the department.

NO significant interaction
exists between race and sex of
first-year master's level stu-
dents in the area of student-
student relationships within the
department.

Measure 4. Student-Student Relationships at the
University

Hypothesis 10:

 

No significant differences exist
between the perceptions of
minority group and majority
group first-year master's level
students in the area of student-
student relationships at the
University.

46

Hypothesis 11: No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
student-student relationships at
the University.

 

Hypothesis 12: NO significant interactions
exist between race and sex of
first-year master's level
students in the area of student-
student relationships at the
University.

 

Measure 5. Overall Graduate Education Program.

Hypothesis 13: NO significant differences exist
between the perceptions of
minority group and majority
group first-year master's
level students in the area of
overall graduate program.

 

Hypothesis 14: No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
overall graduate program.

 

Hypothesis 15: No significant interaction
exists between race and sex of
first-year master's level
students in the area of overall
graduate program.

 

Summary
This chapter presented the design of the study

and methods used to collect the data. The population
includes all minority group first-year master's level
students and a random sample of majority group first-
year master's level students all of whom enrolled at

M.S.U. for three consecutive terms (fall 1979, winter

47

1980, and spring 1980). The sample consists of forty
(40) minority group students and sixty-one (61) majority
group students. The sex composition is forty-two (42)
females and fifty-nine (59) males.

The instrument used to collect the data is
Gregg's (1972) and Mugler's (1974) Graduate Education
Survey.‘

The final section of this chapter provides a
discussion of the analysis of the data. The methodology
used to analyze the data is two-way multivariate
analysis of variance. A level of significance at the

.05 level is used.

CHAPTER IV

ANALYSIS OF THE DATA

The major purpose of this study was to investi-
gate the perceptions of Michigan State University
first-year master's level majority and minority group
students towards the University environment. The study
focused on these graduate students' perceptions of the
student and supportive services programs, faculty-
student relationships, student-student relationships
within the department and at the University, and the
overall graduate education program.

This chapter will present the results of the
data analysis. The chapter is divided into five sec-
tions. The first section presents a summary of the
demographic information collected on majority and
minority group male and female students. The other four
sections present the results of the two-way multivariate
analysis of variances exhibited in separate tables for
each variable found to be significant at the .05 level.
These sections will be divided as follows:

1. The perceptions of the majority and minority

group female and male first-year master's

level students towards the University's
student and supportive services programs.

48

49

2. The perceptions of the majority and minority
group female and male first-year master's
level students towards faculty-student
relationships.

3. The perceptions of the majority and minority
group female and male first—year master's
level students towards student-student
relationships within the department and in
general.

4. The perceptions of the majority and minority
group female and male first-year master's
level students towards the overall graduate
education program.

For the purpose of this study, the author will present
only those independent variables found to be significant
at the .05 level. A confidence level of .05 was estab-
lished to reveal significant differences between sex,
race, and interactions between groups. A discus-

sion of these variables will be presented in this

chapter.

Demographic Data

 

The demographic section of the questionnaire
completed by the respondents was designed to gather a
wide range of information from the sample pOpulation.
The participants' sex, race and college enrollment data
are reported in Tables 3.1 and 3.2. This section also
includes other demographic data about the population

studied.

50

Type of Undergraduate
Institution Attended

 

 

The participants were asked to report the type
undergraduate institution they attended: public,
private, or both. Table 4.1 shows the results. An
examination of Table 4.1 shows that 75 percent of the
majority group females, 78.4 percent of the majority
group males, 70.6 percent of the minority group females,
and 77.3 percent of the minority group males attended
public undergraduate institutions. The second most
prevalent type of enrollment, reported by 23.5 of the
minority group females, was attendance at a private
undergraduate school.

Percentage of Minority Group

Students at Undergraduate
Institutions

 

 

 

The participants were asked to indicate the
percentage of minority group students enrolled at their
undergraduate institution. Table 4.2 presents these
findings. A review of Table 4.2 indicates that 83.7
percent of the majority group females, 90.4 percent of
the majority group males, 47.0 percent of the minority
group females, and 71.4 of the minority group males
attended undergraduate institutions whose minority

group enrollments varied between 0 and 20 percent.

51

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52

 

 

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53

Student Enrollment at
Undergraduate Institutions

 

The participants were asked to state the size of
the undergraduate institutions where they received most
of their undergraduate education. Table 4.3 summarizes
these data. The majority of the student participants
(54 percent) come from institutions whose undergraduate
enrollment is between 10,000 and 20,000 or more

students.

Financial Resources

 

Financial resources are often a major factor in
deciding whether or not a student is able to attend
graduate school. In order to determine the financial
resources of the participants, they were asked to report
their sources of income during the academic year. They
were also asked to judge on the adequacy of their
finances to meet present needs. Tables 4.4 and 4.5
summarize the participants' responses.

An examination of Table 4.4 indicates that,
while 50 percent of the majority group females receive
aid from their family, 41.7 percent depend on teaching or
research assistantships. Of the male majority group
respondents, 4.5 state their source of income is savings,
investments, or aid from their family; 37.8 are teaching/
research assistants. Among minority group females, 50

percent report they receive aid from their family, 44.4

54

TABLE 4.3--Size of Enrollment at Undergraduate Schools.

 

Majority Majority

Minority Minority

 

Enrollment Size Female Male Female Male ?::?§
(NO./%) (NO./%) (No./%) (No./%)
Less than 500 (0?0) (2T7) (0?0) (0?0) 1
500-999 (0?0) (0?0) (0?0) (4?s) 1
1'000 - 1'499 (0?0) (0?0) (0?0) (0?0) 0
1'500 - 1'999 (0?0) (10?8) (0?0) (0?0) 4
2'000 - 2'999 (857) (1355) (1657) (0?0) 10
3,000 - 4,999 (8??) (217) (16??) (1842) 10
5'000 - 9'999 (2157) (2156) (2212) (1356) 20
10'000 - 19'999 (3458) (2156) (1657) (18?2) 23
20’000 or m°re (2651) (2;?0) (2758) (4:?5) 31
Total 23 37 18 22 100

 

Number of

missing observations - 1.

55

 

 

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56

percent are teaching/research assistants. Of the
minority group males, 45.5 receive income from a
fellowship, while 36.4 percent receive income from
teaching/research assistantships. Among the minority
group males and females, 22.2 percent and 22.7 percent
respectively report that they received loans from
family or friends; however, only 8.3 percent and 8.1
percent respectively of the majority group females and
males depend on such support. Minority group females
receive the least financial support from their spouses'
jobs. Spouse employment was cited as a financial
resource by 29.2 percent of the majority group females,
32.4 percent of the majority group males, 5.6 percent of
the minority group females, and 27.3 percent of the
minority group males.

Students were also asked to judge on the
adequacy Of their financial resources. Table 4.5
presents these data. Of the students who felt their
finances were either very inadequate or inadequate, 37.5
percent were majority group females, 13.5 were majority
group males, 50 percent were minority group females, and
59 percent were minority group males. However, 62.5
percent of the majority group females, 86.5 percent of
the majority group males, 50 percent of the minority

group females, and 40.9 percent of the minority group

57

 

 

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58

males reported that their finances were either adequate

or very adequate.

Degree Completion

 

In order to identify obstacles to students'
successful completion of master's degree programs, the
respondents were asked (1) if they had ever considered
leaving the University prior to completing their degree
program, and (2) if they had considered leaving, what
were the reason(s). Table 4.6 presents the students'
responses concerning degree completion. Table 4.7
presents the reasons cited for considering leaving the
University prior to completing a degree program. A
review of Table 4.6 indicates that 47.8 percent of the
majority group females, 45.9 percent of the majority
group males, 77.8 percent of the minority group females,
and 72.7 percent of the minority group males considered
leaving the University prior to degree completion. The
majority group females report that too much emotional
strain and lack of finances were the two main reasons
for considering leaving the University prior to complet-
ing degree requirements. Majority group males include
too much emotional strain, lack of interest, a job
Offer, pressure from spouse or family, and unsatisfac-
tory relationships with faculty member as their reasons

for considering leaving the University. Minority group

59

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60

 

 

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61

females report lack of interest, lack of finances, too
much emotional strain, and unsatisfactory relationships
with other graduate students as their reasons for want-
ing tO leave the University before completing their
degree program. Minority group males cite too much
emotional strain, lack of finances, and inability to do
academic work as their reasons for leaving the Univer-
sity. The greatest difference between the groups is in
the area of lack of finances: 45.8 of the majority
group females, 37.8 of the majority group males, 61.1
percent of the minority group females, and 59.1 percent
of the minority group males.

Factors Which Influenced the

Student's Decision to Attend
Graduate School

 

 

The respondents were asked to indicate the
factors which were important in their decision to attend
graduate school. Table 4.8 reports these data.

A review of Table 4.8 reveals the following
factors which influenced the student's decision to attend
graduate school:

1. Continue my intellectual growth. Ninety-

 

five percent of the participants report this as their

main reason for attending graduate school.

62

 

 

 

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3mm NuHHOGHz NuHHOCHz NHHHOan NuHHOmmz

 

 

.GODCHuCOOIIN.N mqmds

66

 

 

 

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3mm NHHHOCHZ NHHHOSHS NUHHONMS NHHHONMZ

 

 

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67

 

 

 

 

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NH O N N m HuuHH H >
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HH.mmv HN.HNO AN.NNO HN.mNO umzszOm
Nv NH N OH HH
AN.HNV Hm.mmv H0.0mO HN.NNV
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MHmuoa mHmz onEom mHmz onEmm mocwaHmcH mo OOHOOQ\HOuowm
3mm NuHHOCHS NuHHOGHZ NuHuoflmz NuHHONMS

 

 

.CODGHUGOUIIm.v MHm<B

68

2. Increase my earning power. Eighty-one

 

percent Of the participants report that they enrolled in
graduate school for this reason.

3. Study my field for its intrinsic value.
Seventy-eight percent of the participants report that
they enrolled in graduate school for this reason.

4. Obtain an occupation with high prestige.

 

Seventy percent of the participants report this item as
one of their main reasons for enrolling in a graduate
program.

5. Satisfy job requirements. Sixty-two percent

 

of the participants indicate they were attending

graduate school for this reason.

Career Choice

 

The participants were asked to indicate the
occupation they expected to enter upon completion of
their degree program. Table 4.9 summarizes these
career choices. The most frequently selected career
choice was teaching at the college or university level
(14 percent) followed by executive or administrator in
government or industry (13 percent) and executive or

administrator in education (13 percent).

69

 

 

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70

.N I mcoHum>Hmeo mchmHE mo uwnfisz

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cmnu Hmnuo wOHono HmcoHummsooo cm omumoHQCH mucmucommmu 0:» mo ozulwucw39«

 

 

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3mm quHosz muHuocHz huHuonmz huHHommz

 

 

.Uwflcwucovllm.v mqmfle

71

Student and Supportive Services
Programs for Graduate

PICS rams

The participants were asked to determine their

 

 

degree of satisfaction or dissatisfaction with the
student and supportive services programs for graduate
students. Fifteen items under the category of student
and supportive services for graduate students were
surveyed.

The perceptions of first-year majority and
minority group master's level students towards the
student and supportive services programs for graduate
students were determined by testing the following null
hypotheses using a two-way multivariate analysis of
variance test. The null hypotheses are stated in
reverse order.

Measure 1. Student and Supportive Programs for
Graduate Students

Hypothesis 1: No significant interaction exists
between race and sex of first-
year master's level students in
the area of student and suppor-
tive service programs for
graduate students.

 

No significant interaction was found to exist
between race and sex of first-year master's level
students in the area of student and supportive service
programs for graduate students. The null hypothesis was

not rejected.

72

Hypothesis 2: No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
student and supportive service
programs for graduate students.

 

The null hypothesis was rejected at the .05
level of significance.

Table 4.10 presents the results of the two-way
multivariate analysis of variances for each univariate
found to be significant. Five items (# 1, 2, 3, 5,
and 15) showed significant differences between the
responses of males and females at levels equal to or
greater than .05. Analysis of data showed no other
items approaching significance. The data reveal
significant differences in the satisfaction levels of
male and female graduate students in the area of
student and supportive service programs for graduate
students. Female students were less satisfied than male
students with the University's student and supportive
service programs. Female students were less satisfied
with the overall graduate program, efforts made by the
departmental chairmen and others concerning depart-
mental matters, the degree of freedom, guidance from
advisory committees and other faculty regarding the
student's degree requirements, and the orientation

experience to the library.

73

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74

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75

 

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.omscHucooIIOH.v mqmma

76

Hypothesis 3: No significant differences exist
between the perceptions of
majority and minority group
first-year master's level
students in the area of student
and supportive service programs
for graduate students.

 

No significant differences were found between
the perceptions of majority and minority group first-
year master's level students in the area of student and
supportive service programs for graduate students. The

null hypothesis was not rejected.

Faculty-Student Relationships

 

The participants were asked about their degree
of satisfaction or dissatisfaction with faculty-student
relationships. Eight items were included in the
category of faculty-student relationships.

The perceptions of first-year majority and
minority group master's level students towards the
faculty-student relationships were determined by testing
the following null hypothesis using a two-way
multivariate analysis of variance test. The null
hypotheses are stated in reverse order.

Measure 2. Faculty-Student Relationships

Hypothesis 4: No significant interaction exists

between race and sex among
first-year master's level

students in the area of faculty-
student relationships.

 

77

No significant interaction was found to exist
between race and sex among first-year master's level
students in the area of faculty-student relationships.
The null hypothesis was not rejected.

Hypothesis 5: No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
faculty-student relationships.

No significant differences were found to exist
between the perceptions of male and female first-year
master's level students in the area of faculty-student
relationships. The null hypothesis was not rejected.

Hypothesis 6: No significant differences exist
between the perceptions of
majority and minority group
first-year master's level
students in the area of faculty-
student relationships.

Since no significant differences were found,

the null hypothesis was not rejected.

Student-Student Relationships

The participants were asked to determine their
degree of satisfaction or dissatisfaction with student-
student relationships within the department and student-
student relationships in general at Michigan State
University. Five items are included in the category of
student-student relationships within the department;
ten items fall under the category of general student-

student relationships at the University.

78

The perceptions of the students towards
student-student relationships were tested by the
following null hypothesss using a two-way multivariate
analysis of variance test. The null hypotheses are
stated in reverse order.

Measure 3. Student-Student Relationships
Within the Department

Hypothesis 7: No significant interaction exists
between race and sex among first-
year master's level students in
the area of student-student
relationships within the
department.

 

No significant interaction was found to exist
between race and sex among first-year master's level
students in the area of student-student relationships
within the department. The null hypothesis was not
rejected.

Hypothesis 8: No significant difference exists
between the perceptions of male
and female first-year master's
level students in the area of

student-student relationships
within the department.

 

No significant difference was found to exist
between the perceptions of male and female first—year
master's level students in the area of student-student
relationships within the department. The null hypoth-

esis was not rejected.

79

Hypothesis 9: No significant difference exists
between the perceptions of
minority and majority group
first-year master's level
students in the area of student-
student relationships within the
department.

 

The null hypothesis was rejected at the .05
level of significance.

Table 4.11 presents the results of the
two-way multivariate analysis of variances for each
univariate found to be significant. Five items
(14-1A, l4-2A, 14-3A, l4-4A, 14-5A) showed significant
differences (at the .05 level or greater) in the
responses of majority group and minority group first-
year master's level students in the area of student-
student relationships within the department. Data
analysis revealed no additional items approaching
significance.

The data reveal that there are significant dif—
ferences in the satisfaction levels between majority
and minority first-year master's level students in the
area of student-student relationships within the
department. Minority students were less satisfied than
majority students with student-student relationships
within the student's academic department. Minority
students were less satisfied with the interaction among
graduate students in the areas of examination prepara-

tion, advice from students concerning research problems,

80

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81

 

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82

 

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83

reports, adjustment to graduate school, and the graduate

student support system within the department.

Measure 4. Student-Student Relationships at the
University

Hypothesis 10:

 

No significant interaction
exists between race and sex of
first—year master's level
students in the area of student-
student relationships at the
University.

No significant interaction was found to exist

between race and sex of first—year master's level

students in the area of student-student relationships at

the University. The null hypothesis was not rejected.

Hypothesis ll:

 

No significant difference
exists between the perceptions
of male and female first-year
master's level students in the
area of student-student
relationships at the University.

No significant difference was found to exist

between the perceptions of male and female first-year

master's level students in the area of student-student

relationships at the University. The null hypothesis

was not rejected.

Hypothesis 12:

 

No significant differences

exist between the perceptions of
minority and majority group
first-year master's level
students in the area of student-
student relationships at the
University.

No significant difference was found to exist

between the perceptions of minority and majority group

84

first-year master's level students in the area of
student-student relationships at the University. The

null hypothesis was not rejected.

Overall Graduate Education Program

 

The participants were asked to report their
degree of satisfaction or dissatisfaction with their
overall graduate program. The participants were asked
to respond to eleven items included in the overall
graduate education program category.

The perceptions of first-year majority and
minority group master's level students towards their
overall graduate education program were determined by
testing the following null hypotheses using a two-way
multivariate analysis of variance test. The null
hypotheses are stated in reverse order.

Measure 5. Overall Graduate Education Program

Hypothesis 13: No significant interaction

exists between race and sex of
first-year master's level

students in the area of overall
graduate education program.

 

No significant interaction was found to exist
between race and sex of first-year master's level
students in the area of overall graduate education

program. The null hypothesis was not rejected.

85

Hypothesis 14: No significant difference
exists between the perceptions
of male and female first-year
master's level students in the
area of overall graduate
education program.

 

No significant interaction was found to exist
between the perceptions of male and female first-year
master's level students in the area of overall graduate
education program.

Hypothesis 15: No significant difference
exists between the perceptions
of minority and majority group
first-year master's level
students in the area of overall
graduate education program.

 

The null hypothesis was rejected at the .05
level of significance. Table 4.12 presents the
results of the two-way multivariate analysis of vari—
ances for each univariate found to be significant.
Three items (15-7, 15—9, 15-10) showed significant
differences at the .05 level or greater) in the
responses of majority and minority group first-year
master's level students in the area of overall graduate
education program. The data analysis showed no addi-
tional items approached significance.

The data reveal that there are significant
differences in the perceptions of majority and minority
group first-year master's level students towards their
overall graduate education. Minority group students

were less satisfied with their overall graduate

86

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87

 

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.omCCHuCooIINH.v MHmmB

88

education program than majority group students. Minor-
ity group students felt that a student's personality
traits would affect his/her success in graduate school,
graduate students are the last to be informed about
departmental matters, and graduate school seems to be

more of an endurance test than anything else.

Summary

An analysis of the data and a report of the
findings of the study have been presented in this
chapter. To investigate the perceptions of Michigan
State University's first-year master's level majority
and minority group students towards the University
environment, the study measured perceptions of these
graduate students towards the student and supportive
services program, faculty-student relationships,
student-student relationships within the department and
at the University, and the overall graduate education
program. After a review of the results of the demo-
graphic survey of majority and minority group male and
female students, four sections presented the mean
scores, and the two-way multivariance analysis of
variance results in separate tables for each variance
found to be significant at the .05 level.

Of the fifteen hypotheses tested in this study,

the null hypothesis was rejected in three cases. Two

89

differences were found when the data were analyzed by
race and one difference was found when the data were
analyzed by sex.

The importance of these findings and the

conclusions are discussed in Chapter V.

CHAPTER V

SUMMARY

Studies of the perceptions of undergraduate
students towards the University environment are fre-
quently found in the literature. Few studies have
focused on graduate students' perception of this
environment. Hence, an investigation of the perceptions
of first-year master's level minority and majority
graduate students of Michigan State University is the
primary purpose of this study. The study is designed to
provide the University with a measure of first-year
graduate students' perceptions of their graduate
experience.

The population for this study was defined as
all male and female first-year master's level graduate
students at Michigan State University enrolled during
fall term, 1979. The sample was drawn from this popula-
tion. The selection criteria used in the study are:

(l) first-year master's level students, (2) master's
level students enrolled in a degree program, and

(3) students enrolled at Michigan State University
during the fall, 1979, winter, 1980, and spring, 1980,

90

91

terms. In order to be included in the sample, the
student had to meet all three of these conditions.

The majority group student sample was drawn
from a population of 687 first—year master's level
students. Every eighth first-year master's level
majority group student was selected for inclusion in the
study. This sample represents 12 percent of the first—
year majority group master's level students enrolled at
Michigan State University during the three consecutive
terms. The minority group population in the study con-
sists of the University's total enrollment of first-year
minority group master's level students enrolled during
the three consecutive terms.

For the purpose of this study, majority group
students include persons who are racially classified as
Caucasian American. Minority group students include
persons who are racially classified as Native American,
Black, Chicano, Hispanic, and Asian American.

The racial composition of the participants in
the study is as follows: 60.4 percent majority group
American and 39.6 percent minority group American. The
participants were enrolled in ten different colleges at
the University. The Colleges of Education, Natural
Sciences, Business, and Social Sciences yielded the

largest number of participants.

92

A questionnaire designed to collect demographic
data and to measure graduate students' perceptions of
the University's environment was administered to the
participants selected to participate in the study.
During the month of May, 1980, the questionnaire was
mailed to all subjects. A cover letter was attached to
each questionnaire giving the participants a brief
explanation of the purpose of the research and solicit-
ing the students' cooperation. The questionnaires were
color coded in order to provide the researcher with the
race classification of the respondent. Five colors were
used to identify the different groups: white for white
Americans, blue for black Americans, yellow for American
Indians, green for Oriental Americans, and goldenrod for
Chicano and Hispanic Americans.

Of the 136 first-year master's level students
selected for inclusion in the study, 101 returned
completed instruments by May 30, 1980. This return
provided a response rate of 74 percent.

Five sets of student perception variables were
measured from data collected in the questionnaire:

(1) student and supportive services prOgrams for
graduate students (15 questions), (2) faculty-student
relationships (8 questions), (3) student-student

relationships within the department (5 questions),

93

(4) student-student relationships at the University

(10 questions), and (5) the overall graduate education

program (11 questions).

A two-way multivariate analysis of variance was

employed for each of the five measures to see if dif-

ferences existed between sex and race. An .05 level of

significance was used.

The questionnaire was used to

test the following null hypotheses:

Measure 1. Student and Supportive Services
Programs for Graduate Students

Hypothesis 1:

 

Hypothesis 2:

 

Hypothesis 3:

 

No significant difference exists
between the percpetions of
minority and majority group
first-year master's level
students in the area of student
and supportive programs for
graduate students.

No significant differences exist
between the perceptions of male
and female first-year master's
level students in the area of
student and supportive service
programs for graduate students.

No significant interaction exists
between race and sex of first-
year master's level students in
the area of student and supportive
services programs for graduate
students.

Measure 2. Faculty-Student Relationships

Hypothesis 4:

 

No significant difference exists
between the perceptions of minor-
ity group first-year master's
level students in the area of
faculty-student relationships.

94

Hypothesis 5: No significant differences exist
between the perceptions of male
and female first—year master's
level students in the area of
faculty-student relationships.

 

0‘
O.

No significant interaction exists
between race and sex of first-
year master's level students in
the area of faculty-student
relationships.

Hypothesis

 

Measure 3. Student-Student Relationships Within
the Department

Hypothesis 7: No significant difference exists
between the perceptions of
minority group and majority
group first-year master's level
students in the area of student-
student relationships within the
department.

 

CD
0.

Hypothesis No significant difference exists
between the perceptions of male
and female first-year master's
level students in the area of
student-student relationships

within the department.

 

\O

Hypothesis No significant interaction exists
between race and sex of first-
year master's level students in
the area of student-student
relationships within the

department.

 

Measure 4. Student-Student Relationships at the
University

Hypothesis 10: No significant difference exists
between the perceptions of
minority group and majority
group first-year master's level
students in the area of student-
student relationships at the
University.

 

Hypothesis

 

Hypothesis

12:

 

Measure 5.

Hypothesis

95

No significant difference exists
between the perceptions of male
and female first-year master's
level students in the area of
student-student relationships at
the University.

No significant interaction
exists between race and sex of
first-year master's level
students in the area of student-
student relationships at the
University.

Overall Graduate Education Program

13:

 

Hypothesis

l4:

 

Hypothesis

15:

 

No significant difference
exists between the perceptions
of minority group and majority
group first-year master's level
students in the area of overall
graduate program.

No significant difference exists
between the perceptions of male
and female first-year master's
level students in the area of
overall graduate program.

No significant interaction
exists between race and sex of
first-year master's level
students in the area of overall
graduate program.

Conclusions

 

The conclusions developed from the study are

based on inferences made within the framework of the

limitations of the study (previously discussed in

Chapter I). Taking these limitations into consideration,

the following conclusions can be made:

96

Demographic Data

 

l. The racial composition of the participants
is 60.4 percent white American and 39.6 percent minority
group American. While black Americans represent 19.8
percent of the minority group sample, 11.9 percent are
Asian Americans. The students in the study were
enrolled in ten colleges at the University. The College
of Education, with 29 percent of the students, had the
highest percentage of participants.

2. Seventy-six percent of the students in the
study attended a public, four-year institution.

3. Fifty-eight percent of the participants had
attended undergraduate institutions with a minority
group enrollment of between 0-10 percent. In view of
the nationwide decrease in the number of minority group
students attending undergraduate schools this low
percentage can be expected.

4. Fifty-four percent of the participants came
from undergraduate institutions where the enrollment was
between lO-20,000 or more students.

5. Forty-five percent of the participants
indicated that they received aid from family as a source
of income; 39.9 relied upon research assistantships.
Among the students receiving income from fellowships
were 4.2 percent of the majority group females, 8.1

percent of the majority group males, 33.3 percent of the

97

minority group females, and 45.5 percent of the minority
group males. Minority students tend to rely on fellow-
ships in order to finance their graduate education at
Michigan State University.

7. A higher percentage of majority group
females and majority group males feel that their present
finances were adequate to meet their present needs
(62.5 percent of the majority group females and 75.6 of
the majority group males). On the other hand, only 50
percent of the minority group females and 40.9 percent of
the minority group males report their finances are
adequate to meet present needs. Only one group, majority
males, report that their finances are "very adequate."
While the lack of financial support has always been one
of the main barriers to graduate school attendance for
minority students, these students still attempt to
complete a graduate program.

8. A much higher percentage of minority group
students than majority group students consider leaving
the University prior to the completion of their program
(47.8 of the majority group females and 45.9 percent of
the majority group males as compared with 77.8 percent
of the minority group females, and 72.7 percent of the
minority group males). When asked the reasons for
considering leaving the University prior to completion

of their degree program, 50.0 percent of the majority

98

group females reported "too much emotional strain," and
45.8 percent reported "lack of finances." Majority
group males reported "too much emotional strain" (43.2
percent); and 40.5 percent reported "lack of interest,"
"a job offer," "pressure from my spouse or family," and
"unsatisfactory relationships with faculty members" as
other reasons for considering leaving prior to comple-
tion of their degree program. Of the minority group
females, 72.2 percent cited "lack of interest," "lack of
finances," "too much emotional strain," and "unsatis-
factory relationships with other graduate students" were
other reasons given by 61.1 percent of this group as
reasons why they considered leaving the University.
Minority males reported "too much emotional strain"
(63.6 percent), and 59.1 percent also cited "lack of
finances," "inability to do academic work" as reasons
for considering leaving the University prior to degree
completion. Emotional stress, financial need, and lack
of interest seem to be the main reasons students
consider leaving the University.

9. Continued intellectual growth is cited by
66.7 percent of the majority group females, 58.3
percent of the majority group males, 61.1 percent of
the minority group females, and 81.8 percent of the
minority group males as the reason for their enrollment

in graduate school. The majority group females yielded

99

the highest percentage (66.7 percent) of the partici-
pants who enrolled in graduate school to continue their
intellectual growth. The minority group males yielded
the highest percentage (63.6 percent) of the partici-
pants who enrolled in graduate school to increase earning
power. The majority group males had the highest per-
centages of the participants who enrolled in graduate
school to study a field for its own intrinsic value
(35.3 percent) or to obtain an occupation with high
prestige (44.4 percent), or to satisfy job requirements
(41.7 percent).

9. Fourteen percent of the participants plan to
teach at the college or university level. This is to be
expected, since 29 percent of the students are enrolled
in a graduate program in the College of Education.

Student's Perceptions of
the Environment

 

 

10. On the basis of the data, it appears that
female students perceived the student and supportive
services program for graduate students differently from
male students. Female students were less satisfied than
male students. In view of the current expectations of
women in institutions of higher education, and because,
traditionally, women have not been considered "serious
students," this apparent dissatisfaction is not

surprising.

100

11. Minority group students were less satis-
fied than majority students with student-student
relationships within their departments. Minority group
students tend to feel isolated in the department. In
view of the present conditions for minorities within
society this level of dissatisfaction is expected.

12. In the area of overall graduate education
program, minority group students were less satisfied
than majority group students. Minority group students
feel that personality has a great deal to do with
success in graduate school, that they were the last to
be informed about departmental changes; they view grad—
uate school as an endurance test. Minority group
students often feel that,if their style of behavior
reflects the style of the dominant group in society,
they will have a successful academic experience. Since
these students are usually not included in the "in-
group" within the department, they tend to be dis-
cluded when information is shared in a formal or
informal setting.

13. In the area of student and supportive
services for graduate students, on the average the popu—
lation agreed that they were satisfied with the degree
of freedom at the university, overall graduate program,

departmental communication system and the guidance

101

received from faculty members. The areas in which they
were most dissatisfied were the programs implemented by
the Graduate Council, the orientations to the university,
graduate housing, library orientation and the placement
office. (See Appendices D, E, F, G, and K.)

14. In the area of faculty-student relationship
measure, the overall relationship between students and
faculty indicate a need for improvement. The population
agreed that they often feel they are imposing on faculty
members when they go to the office for assistance. They
feel that they are involved in departmental matters
through participation on committees and they have an
opportunity to meet prospective faculty members when they
visit the campus. The population took a neutral position
on discussing problems with faculty members and on the
task assigned to graduate assistants. The population
also felt that faculty members do not seek their ideas in
regards to course preparation,and social contact is
initiated by students. (See Appendices D, E, F, G, and
K.)

15. In the area of student-student relationships
within the department, the population indicated that they
were satisfied with the student-student relationship.
Minority students were not as asatisfied with the student-
student relationship as majority students. An area of

concern is provisions made for the new students in

102

their adjustment to graduate school. The population was
not satisfied with the support received from advanced
graduate students in their adjustment to graduate
school. (See Table 4.11 and Appendices D, E, F, G, and
K.)

16. In the area of student-student relationships
at Michigan State University, the population does not
have a positive perception of the overall student-
student relationship. The pOpulation was not satisfied
with the social, recreational interaction of students on
campus. (See Appendices D, E, F, G, and K.)

17. In the area of overall graduate education,
on the average the population agreed that one's person-
ality traits has a great deal to do with one's chances of
success in graduate school; graduate school is an endur-
ance test. They enrolled in graduate school to enable
them to get a better paying job and that courses one
regularly evaluated. The population disagreed that they
would be far from competent upon completing their degree,
female students were as committed to their degree as male
students, and they do not plan to change their academic
field. (See Table 4.12 and Appendices D, E, F. G, and

K.)

103

Recommendations

The recommendations listed below are based on the
findings of this study.

1. Michigan State University must increase the
funding of the Equal Opportunity Fellowship Program for
minority group students. A high percentage of minority
group students tend to rely heavily on these fellow-
ships in order to complete their graduate programs. The
University should also secure funds from private founda-
tions, industry, and government to improve the avail-
ability of funds for minority group graduate students.

2. The present financial needs analysis system
for graduate students needs to be reassessed to deter-
mine if that system provides the maximum support needed
by minority group students. Departments should do more
than merely recruit minority group students; they should
also provide financial support for graduate study.

3. The University should provide stress work-
shops for graduate students to assist them in adjusting
to graduate school and in dealing with the high level of
stress reported.

4. The University should develop orientation
programs for graduate students at the University and at
the departmental levels. The programs should introduce
the students to the library and to other research

facilities on campus.

104

5. Departments should host informal coffee
hours, "brown bag" luncheons, and other informal gather-
ings to permit graduate students to interact with faculty
members in informal settings.

6. Graduate students should be invited to attend
departmental faculty meetings to provide them with the
opportunity to give valuable input into policies and
practices affecting them. In addition, graduate
students should be better informed of departmental
matters which affect them.

7. The academic departments should develop
programs in which minority group students have the
opportunity to meet continuing graduate students who can
assist the former in their adjustment to the University.
Both the University and the academic departments should

foster a spirit of cooperation among the students.

Implications for Further Research

 

The findings of this study suggest the need for
further research in the area of graduate students'
perceptions of the University environment.

The following are some of the pertinent ques-
tions future research might focus upon.

1. Are the perceptions of graduate students who

attended undergraduate school at Michigan State

105

University different from those who received their
undergraduate degree from other institutions?

3. What are the qualitative and quantitative
differences in the perceptions of graduate students
enrolled in different colleges at Michigan State
University?

4. What are the perceptions of graduate students
at other Big—Ten institutions? Does a comparison of
students' perceptions at different institutions point to

common concerns among graduate students?

This study attempts to identify the perceptions
of graduate students towards the University environment.
While the research should be considered exploratory, the
findings can be used as a basis for further research in

this area.

APPENDICES

106

APPENDIX A

INITIAL LETTER

107

108

1544 E Spartan Village
East Lansing, Michigan
April 24, 1980

48825

Mr. Lynn Peltier, Assistant Director
Office of Institutional Research

328 Administration Bldg.

Michigan State University

East Lansing, Michigan 48824

Dear Mr. Peltier:
I am in the process of developing a proposal for my
doctoral research in the College of Education, Adminis-
tration and Higher Education. I will be attempting to
assess first year minority graduate and professional

students' perceptions of their program at Michigan
State University.

In order to collect the data for this study, I need the
names, addresses, and telephone numbers of minority
graduate students who were admitted to the University,
Fall 1979, and who are currently enrolled in a graduate
program at Michigan State.

I would be most appreciative
the information requested in
the data during Spring term,

I am attaching a copy of the

if you would supply me with
order that I might gather
1980.

tentative proposal outline,

and a copy of the questionnaire to be sent to this

group.

Let me assure you that the information requested

will be used to collect the data mentioned above.

If you need further clarification, please feel free to

contact me. Thanking you in
tion and assistance.

advance for your coopera-

Singerely,

' /

/
f'

- ../'.
'0 \lw’v”-

Pat Carter
Student Number 528137

Telephone:

355-3036

APPENDIX B

QUESTIONNAIRE LETTER

109

110

May 12, 1980

Dear Fellow Graduate Student:

I am a doctoral student in the College of Education,
Administration, and Higher Education. As part of my
dissertation work, I am attempting to assess graduate
students' perceptions of their programs at Michigan
State University. You have been selected for inclusion
in a survey of first year Master's level students who
were admitted to Michigan State University in the Fall
of 1979.

I would be most appreciative if you would assist me in
this study by completing the enclosed questionnaire.
The questionnaire takes about ten minutes to complete.
Your response will remain confidential.

The study is designed to provide the University with an
overview of the quality of graduate students' experiences
at MSU. I am hopeful that the results of this study will
lead to improved conditions for graduate students,
benefiting you and those who will come after you.

Your prompt response will be most appreciated. Please
return the form on or before May 20, 1980. At your
request, I will be pleased to send you a copy of the
results of the study.

I thank you in advance for your cooperation.

Singerely,
.- A.-/’

[NRZ(: / f,/(
/t L r“
V‘ /

Pat Carter
1544 E. Spartan Village
East Lansing, Michigan 48823

APPENDIX C

QUESTIONNAIRE

lll

112

GRADUATE EDUCATION STUDY

Please mark your answer to each question on the line
corresponding to that question.

1. Sex: 1.
2.

2. Check the

\ooouosmwaI—I

10.

 

3. What type

attend?
10

4. What was

Female

Male

College you are presently enrolled in:

Agriculture and Natural Resources
Arts and Letters

Business

Communication Arts and Sciences
Education

Engineering

Human Ecology

Human Medicine

Natural Science

Social Science

of undergraduate institution did you

Public 2. Private 3. Both

the percentage of minority students at your

undergraduate institution?

1.
2.
3.

 

5. What was
graduate
the most

1
2
3
4
5

0 — 5% 4. 20 - 39%
6 - 10% 5. 40 - 59%
ll - 20% 6 60% or more

the approximate enrollment of your under-
school (the institution at which you spent
time)?

Less than 500
500 - 999

1,000 - 1,499
1,500 - 1,999
2,000 - 2,999

3,000 - 4,999
5,000 - 9,999
10,000 — 19,999
20,000 or more

\ooouox

113

 

 

Which of the following has been your source of
income during the academic year? (You may answer
more than one.)

1. Fellowship

2. Teaching/research assistantship

3. Non—academic job

4. Spouse's job

5. Savings or investment

6. Aid from family

7. Loans from family or friends

8. Government or institutional loans

9. Veterans benefits
10. Other (specify)

How adequate are your finances to meet your present
needs?

1. Very inadequate 3. Adequate

2. Inadequate 4. Very adequate
Since enrolling in graduate school, have you ever
considered leaving the University prior to
completing your degree program?

1. Yes

2. No

If your response to Number 8 is yes, which of the

following would have been your reason(s) for leaving

the

1.
2.
3.
4

University?

Lack of interest
Lack of finances
A job offer

Inability to do the
academic work

Too much emotional strain

Pressure from my spouse
or family

Unsatisfactory relationships
with faculty members

Unsatisfactory relationships
with other graduate students

Other (specify)

YES
YES
YES

YES

YES

YES

YES

YES

NO
NO
NO

NO

NO

NO

NO

NO

 

10.

11.

114

To what extent did the following influence your
decision to enroll in graduate school? Circle the
appropriate response using the key below.

GD

I.
J.

Great Deal RL Relatively Little
Somewhat VL Very Little

Satisfy job requirements. GD S RL
Continue my intellectual growth. GD S RL
Obtain an occupation With high GD S RL
prestige.

Increase my earning power. GD S RL
Prepare for an academic GD S RL
career.

See whether I really like a GD S RL
particular field of study.

Contribute to my ability to

change society. GD S RL
Get a teaching credential. GD S RL
Better serve mankind. GD S RL
Study my field for its GD S RL

intrinsic intent.

VL
VL

VL

VL

VL

VL

VL

VL
VL

VL

Which of the following occupations do you expect to
enter when you complete your degree program?
Select only one occupation.

lllll Ill I ll

l-‘OkDmfl

FJH

Teaching at the elementary or secondary
level.

Teaching at the college or university
level.

Research at a university or with a non-
profit organization.

Research in industry.

Self-employed business.

Executive or administrator in government
or industry.

Executive or administrator in education.
Peace Corps, VISTA or similar programs.
Military service.

None.

Other (specify)

 

115

Student and Supportive Services

 

12.

The following questions refer to various aspects of

the environment of graduate education with which
you may be satisfied or dissatisfied.

ment.

VS
SS
N

How

Very Satisfied
Somewhat Satisfied
Neutral

satisfied are you with:

 

the overall graduate program

in your department?

the effort made by your
departmental chairman,
committee chairman, and
others to keep graduate
students informed of
departmental matters?

the amount of freedom you
have as a graduate student
to "do your own thing?"

the opportunity to get to
know the graduate students
and faculty members in
other departments on
campus?

the guidance and coopera-
tion given to you by your
advisory committee and/or
other faculty members to
complete your degree
requirements?

the opportunities for
organized social gather-
ings of students and/or
faculty members in your
department?

the provisions made by the
university for graduate
housing?

VS

VS

VS

VS

VS

VS

VS

Please indi-
cate how satisfied or dissatisfied you are by cir-
cling the appropriate symbols following each state-

SS

SS

SS

SS

SS

SS

SS

The meaning of the symbols is as follows:

VD Very Dissatisfied

SD

SD

SD

SD

SD

SD

SD

SD Somewhat Dissatisfied

VD

VD

VD

VD

VD

VD

VD

10.

ll.

12.

13.

14.

15.

116

the assistance given to by
the Placement Office?

the orientation you received
upon entering graduate
school at Michigan State
University?

programs and facilities
geared to graduate students
by the Council of Graduate
Students?

the number of seminars and
colloquia sponsored by the
department or school in
which you are enrolled?

the number of social gather-
ings sponsored by the
department or school in
which you are enrolled?

the availability of
religious fellowship groups
for graduate students?

the power of the graduate
student in affecting
changes in the university
as a whole?

your orientation experience
to the library facilities
and services?

VS

VS

VS

VS

VS

VS

VS

VS

SS

SS

SS

SS

SS

SS

SS

SS

SD

SD

SD

SD

SD

SD

SD

SD

VD

VD

VD

VD

VD

VD

VD

VD

Faculty/Graduate Student Relationships

 

13. Please indicate how you feel about the following
statements with reference to faculty/graduate
student relationships in your department or pro-
gram. Circle one symbol following each statement
to indicate your feeling. The meaning of the
symbols is as follows:

SA Strongly Agree D Disagree

A Agree SD Strongly Disagree

N Neutral

117

1. Social contacts between grad-
uate students and faculty in

my department are almost SA A N D
always initiated by faculty
members.

2. In my department, faculty
members often seek out grad-
uate students' ideas in SA A N D
regard to course preparation
and/or research.

3. In my department, the major
tasks of many graduate student
appointments consist of doing
"dirty work": in research
and/or teaching for faculty
members.

SAAND

4. Several faculty members in my
department have a condescend-
ing attitude toward graduate
students.

SAAND

5. When I go to a faculty mem-
ber's office for assistance or
advice, I usually feel that
I'm imposing on him.

SAAND

6. When I encounter a problem in
my academic work, I would
rather take it to a fellow SA A N D
graduate student than to a
faculty member.

7. The graduate students in my
department have representation SA A N D
on departmental committees.

8. When prospective faculty mem-
bers visit our department,

graduate students are given SA A N D
the Opportunity to talk with
them.

Student/Student Relationships

 

14.

Please indicate how you feel about the following
statement with reference to student relationships
and the environment at Michigan State University.
Circle one symbol following each statement to
indicate your feeling. The symbols have the same
meaning as above.

SD

SD

SD

SD

SD

SD

SD

SD

118

In my department:

 

graduate students often seek
advice from each other on

preparation for examinations

such as prelims, qualifiers,

and orals is often a coopera-
tive effort among graduate

the more advanced graduate
students make a conscientious
effort to help the new stu-
dents adjust to graduate

the individual graduate stu-
dent has to look out pretty

I feel that I can rely upon
other graduate students in
times of personal difficul-

 

there are many dances, parties

students are encouraged to
criticize administrative

many courses stress the specu-
lative and the abstract, not

big college events draw grad-
uate students' enthusiasm.

informal athletics and intra—
mural sports are structured so
that graduate students can

there are frequent informal
social gatherings among

1.
assignments, research
problems, etc.
2.
students.
3.
school.
4.
much for himself.
5.
ties of various kinds.
At Michigan State:
1.
and social activities.
2.
policies and teaching.
3.
the concrete.
4.
5.
take part in them.
6.
graduate students.
7.

most faculty members are
interested in students'
personal problems.

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SA

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD

SD

10.

119

the school helps everyone to
get acquainted.

channels for expressing stu-
dents' complaints are
accessible.

most graduate courses are a
real intellectual challenge.

Overall Graduate Education Program

15.

SA

SA

SA

A N D SD

A N D SD

A N D SD

Please indicate how you feel about each of the
following statements by circling the appropriate
symbol following each statement.
the same meaning as above.

1.

In my department, some kind

of graduate course evaluation

is conducted regularly for

the courses that are offered.

Female graduate students are
not as committed as male
graduate students to my
field.

I will still be far from

being a highly competent pro-

fessional upon completion of
my graduate work.

There is little competition
among the graduate students
in my department for things
such as grades, honors, and
other awards.

Courses in graduate school are

mostly of a seminar type.

The major portion of graduate

work consists of independent
study.

One's personality traits have

a great deal to do with his
chances for success in grad-
uate school.

I probably would not be in
graduate school if I did not
think it would enable me to
get a better paying job.

SA

SA

SA

SA

SA

SA

SA

SA

The symbols have

16.

17.

18.

120

9. In my department, graduate
students are the last to be
informed about departmental SA A N D SD
developments, changes, etc.

10. Graduate school seems to be
more of an endurance test SA A N D SD
than anything else.

11. I would probably change
fields if I had not already SA A N D SD
invested so much time and
work in the one that I am in.

With what have you been most dissatisfied in your
graduate experience at Michigan State University?

With what have you been most satisfied in your
graduate experience at Michigan State University?

Please feel free to address any concerns or ela-
borate on any of your responses in the space
provided.

Please check here if you wish to receive the

results of this study.

THANK YOU FOR ALL YOUR COOPERATION!

APPENDIX D

SATISFACTION COMMENTS FROM

MAJORITY STUDENTS

121

122

SATISFACTION COMMENTS FROM
MAJORITY STUDENTS

"The raising of my level of understanding of life
processes."

"I quit smoking cigarettes."

"Most of the peOple in my program are friendly and
willing to help one another. It isn't out throat like
I had expected. We don't do the other person's work,
but will share the load at times. This many times is
the only way anyone would be able to get the work done.
The helping is especially needed in the young profes-
sor's classes. (They feel they have to prove
something.)"

"The interpersonal relations with instructors and
students."

"The Counseling Center."

"I feel that with one exception the professors have been
very knowledgeable. Most classes have been very small,

one with only four students, which certainly results in

a much richer experience."

"I feel satisfied in the research and the program that
I finally got into."

"The cooperation and assistance from faculty and grad
students in the department."

"The Opportunity to build my own program, to some
extent."

"Despite the university and the teacher effort to pre-
vent learning and create endless hassles, I have accom-
plished some learning in the courses."

"It is term hours and not semester."

"Ability to combine concept, theory, and practice. I am
also appreciative of my professional growth here."

123

"Flexibility in graduate program development."

"I am pleased with the high quality of research facili-
ties at M.S.U."

"The pertinence of the information I am learning about
to my career goals."

"Freedom of selection of which courses you want to take
each term--allows you to meet more people."

"The faculty--they seem to be very sensitive and
caring."

"Comraderie among fellow students."

"In general, I have been satisfied with the courses
offered, and the reading material required for each.
Faculty members have been willing to give help outside
of class."

"Learning about research has been great. I enjoy it,
and this intellectual stimulation has served to help
shape my goals. Enjoy interaction with faculty as a
research assistant."

"Some of the professors have been great teachers who
really made you learn."

"They really showed me how far yet I have to go concern-
ing feeling competent in my field. I have also enjoyed
meeting students from different parts of the country."

"The reputation of the program (although I don't feel
it is entirely warranted); other graduate students;
the beautiful campus."

"I feel that the quality of the education that I am
receiving is good."

"Enthusiasm and friendship of fellow grad students."

"The chance to learn the skills I need to advance in my
career."

"The wide range of facilities available to graduate
students and wide variety of cultural and social
activity."

124

"I have worthwhile research projects and find my gradu-
ate committee members to be very personable, helpful,
and concerned about me and my academic curriculum."

"Several of my instructors have been sterling in their
willingness to help me understand my course work and
improve my grades."

"The friendliness and comraderie of the students."

"The courses--very stimulating."

APPENDIX E

DISSATISFACTION COMMENTS FROM

MAJORITY STUDENTS

125

126

DISSATISFACTION COMMENTS FROM
MAJORITY STUDENTS

"The program I was in did not seem to adequately prepare
people for the positions they were to take after
graduation."

"What orientation? What social gathering? I came out
of state and there was no orientation whatsoever. I
spent the entire first quarter just finding my way
around. There have been, up to this point, absolutely
no organized social gatherings or programs for graduate
students in my program, college or campus-wide to my
knowledge. I live off campus, and it is hard to meet
people, especially graduate students my own age. Most
of the people in my program are older, married, and
pretty well settled. I think more organized social
Opportunities should be provided for graduate students
approximately 22-26 so graduate single students can meet
others their age in other departments."

"My advisor has too many students and not enough time to
aid me in deciding what sort of research to do."

"Not enough presentations/speeches by businesses about
real life experiences. Also, I feel the business
school should have a separate placement/recruiting
Office."

"The grading scale seems to be inflated, i.e. one has
to really "screw up" to get below a 3.0."

"Living at Owen Graduate Center."

"I was very disappointed with one particular course in
Language DevelOpment and Disorders, an area of utmost
importance in the field of speech pathology."

"A problem I have had not really related to grad school
is the lack of political consciousness pervasive at the
school. In terms of grad school, I was very surprised
how social-political faculty and students are--the old
contacts syndrome. Also, my department is largely male,

127

and this is frustrating at times having to contend with
chauvinism. Part of the program is a terminal M.A., and
there is less available for those of us Ph.D. bound."

"I thought that graduate school would have less required
classes than undergrad and that there would be more
opportunity to specialize. In my graduate program I
thought there would be a greater emphasis on practical
application of things learned at the undergrad level,
but basically all I've seen is the abstract and the
theoretical part of the program."

 

"Although I do want a more practical approach in some of
my classes, it really hasn't hurt me to be exposed to
the different things I've been studying these last three
terms."

”The very structured course work and required courses,
the pressure to obtain employment even before the
student is oriented to graduate school. The tremendous
amount of paper writing which is required along with
very demanding reading assignments and exams. The
feeling the school really is an endurance test rather
than a learning experience."

"I am disgusted about the way they treat us like
children."

"The major problem I had was with the associate director
of my program. His orientation of the university and
program was inadequate. He said I should take these
certain classes, which turned out to be a nightmare,
because I knew very little about them; and two of the
three were the hardest courses offered in the program.
There were other classes I could have taken which I

knew a good deal about, which would have made the
transition from a small university 500 miles away from
here much easier. Some time reviewing my transcripts
would have made the man aware that this type of schedule
wasn't for me. What I later told him this he said, 'We
just want to give you your money's worth.‘ Meaning the
harder it was for me the better. WRONG!"

"The quarter system does not allow the instructor or
student to examine tOpics in depth."

"Having returned to school after thirteen years of work
experience, I find many of the 'normal' graduate school
concerns expressed in the student newspaper to be
irrelevant to the business of learning. Concerns

128

expressed by Student Government, the Council of Graduate
Students, academic administration, are superficial and
trifling."

"Performance of professors in agricultural economics and
the School of Business. The business department's
attitude toward non-MBA candidates."

"M.S.U. is a degree factory. Depth of most graduate
courses I was exposed to was questionable at best, more
akin to undergraduate programs. 'Beam me up, Scotty,
no intelligent life down here.‘ Definitely not
Harvard."

"I have been extremely unhappy with the records system.
I have consistently had trouble with wrong addresses
both for my wife and me, even after repeated correc-
tions. Many offices use outdated student directories--
example, my wife didn't receive first bill due to use of
local address from when she was an undergraduate here in
1978! There is no uniform, centralized records system."

"I am very concerned with the SIRS form evaluation
system. It appears that teachers receive the evalua-
tions and read them before grades are submitted. This
can and does lead to matching of handwriting, etc. At
my undergraduate school, evaluations were taken by
students to the Ad. Building where they were read and
returned to teachers after the grades were in. THIS IS
A SERIOUS PROBLEM!"

"I feel that major advisors and committees should be
more helpful to students concerning the various pro-
cedures required of them--for instance, seeking a minor
area of study, a minor area advisor, guidance on Plan A
or B, etc."

"When I first came, I felt that no one was concerned
with me surviving in grad school."

"I felt set adrift."
"The university administration."

"Poor prospects for my chosen job (teaching at college
level) upon completion of degree program. These poor
prospects cause a very real air of negativity among
students in their first year. It makes you feel that
society places a low level of importance on what you are
doing. Grocery store cashiers make more money than
post—docs."

129

"Quality of faculty I have come in contact with in my
department. Not necessarily their knowledge in their
field by their teaching ability, interest or lack of
advising."

"My major professor does not seem to have my best
interests at heart. He'd apparently sooner use me to do
a fellow professor, a friend of his, a favor by insist-
ing he be on my committee, when I feel he's not appro—
priate and psychologically a hindrance to my work. The
final decision is of course mine, but if I'm to work
with my major professor the only person suitable at this
university, I should agree to have the other on my
committee. He's done me other political/personality
disfavors."

"My only major dissatisfaction is with my major profes-
sor. The rest of my graduate experience, except giving
myself too heavy a work/teaching load, has been primar-
ily positive."

"ngglggg of readings, expectations, etc. Too much to
learn in too short a time. No time to carry on the rest
of my life."

"The indifference of the faculty to problems and lack of
sound advice, especially upon beginning the program. A
great deal of information not given."

"I never felt that I had an adequate orientation to any-
thing. My whole first term was spent trying to figure
out what was going on. There was little support or
advice offered."

"Upon completion of my first term, I had academic prob-
lems. The counseling department in the Business school
was of little help. They basically said "do or die."
This attitude bothered me."

"Students are quite cut-throat in regard to competition
for grades. This has unfortunately rubbed off to some
extent upon myself. However, apart from academics I've
found fellow graduate students to be most helpful and
congenial."

"The COOperation of the guidance staff (not my indivi-
dual counselor--but the general guidance folks) in
helping with my requests. They'd rather say "no" from
the start and get me off their back. Possibly they're
overworked--but that's no excuse."

130

"The inflexibility of core requirements in MBA pro-
gram. Ths business world is becoming more specialized,
yet the way the program is set up, you must take so many
core requirement and then major concentration require-
ments that classes in related (relevent) areas must be
side stepped."

"Some professors in school have long since stopped
teaching; they are all going through the motions. This
is a waste of human time and potential. The students
we are here to learn, but we can't if information is
not forthcoming."

"Some very far out professors."
"HPR 808 requirement in physical education."

"As a commuter this past year, I have not been informed
of anything that goes on at M.S.U., example: activi-
ties, department changes, etc."

"The only complaint I have is the statistics requirement
for Physical Education majors. A lot of students,
including myself, didn't have any undergraduate courses
in statistics. If I had, I'm sure my feelings would be
different. I would also feel better about that class

if it wasn't so complex."

"I am looking forward to completing my program at M.S.U.
I wish I could do it while working on an assistantship."

"No one in any of the offices (admissions, registrar's,
etc.) wants to give me any help. I feel I am on my own
to sink or swim."

"University is so big no one knows what is going on or
even cares."

"My personal Opinion is that M.S.U. is probably a total
embarrassment to other universities in this state that
try to provide a quality education."

"Right now my only reason for continuing classes at
M.S.U. is that it is close to my place of employment and
other universities are too far away."

"The instructors give a lot of busy work."

"The instructors give little information on up-to-date
practices in education."

131

"The instructors are too idealistic and not realistic
in the field of education."

"My faculty is all old; about half seem to have lost the
professional ability or desire to change."

"Course work is not all too relevant to current profes-
sional needs."

"My program is rated number one on reputation--reality
does not support claim."

"Change and improvement is not a part of my faculty."

"Graduate students seem so caught up in getting good
grades and pursuing connections that they have lost
sight of the goals of a professional--interna1 change
and helping to make society, themselves and their pro-
gram better. This is the same as apathy when potential
is not followed through. Where is the conviction for
improvement?"

"Advisor does not take the development of his students
seriously."

"Taking a course for undergraduates when I feel I have
not had an adequate preparation in the basic sciences."

"The educational process in my field is piecemeal.
There is no course which pulls all of the discrete
pieces of information and knowledge together. An
example of what I am proposing would be a course con-
cerning contemporary develOpment in the field which
would bring it all together."

"There is a professor which piles on the work in my
department. Their disregard for other course work
causes a monOpOly of our time on their course alone.
This is unfair to students and other professors."

"The university bureaucracy. My overall feeling is that
they don't care one bit about the student (me). Money
is their only objective."

"Lack of guidance or counseling from so-called academic
advisors."

"We are not informed about departmental changes."

"I have changed fields."

132

"The program I was in did not seem to adequately prepare
people for the positions they were to take after
graduation."

"Lack of guidance or counseling from so-called academic
advisor."

APPENDIX F

SATISFACTION COMMENTS FROM

MINORITY STUDENTS

133

134

SATISFACTION COMMENTS FROM
MINORITY STUDENTS

"The knowledge that I am becoming more and more compe-
tent in my field of study."

"The willingness of several instructors to point out the
student's weak points and give suggestions on how to
improve on the weak points."

"Working with the faculty."

"The $2 vivo acquisition of a number of stress manage-
ment techniques, and how to get along on my own."

"Some personal relationships with some faculty members
and the chance to associate with grad students."

"The fact that you are free to choose what courses you
want to take."

"Getting away from Virginia."
"Courses which emphasize my area of specialization."

"Relative freedom to do what I please as far as research
is concerned."

"I have been most satisfied with my ability to enroll in
evening courses."

"The friendly undergraduate students seek out grads for
counseling and role models."

"Internship experience."
"Student-faculty relationship (mutual respect)."
"Seminars."

"The facilities available. M.S.U. has extensive land
holdings."

"The academic work is relatively easy."

135

"Getting to know the peOple in my program, especially
other first year grad students in the program."

"I really enjoy my classes and professors."

"I feel I have the opportunity to really learn the
things I am interested in (though I'm required to learn
some things I am not interested in)."

"Support department gives grad students."

"Department chairman helpful."

"The Opportunity to choose my own direction (i.e. my
own program) tailored to my needs."

"The intellectual stimulation and realizing the
theoretical base to my discipline."

"I was fortunate to get one excellent instructor."

"I would recommend M.S.U. to my friends."

APPENDIX G

DISSATISFACTION COMMENTS FROM

MINORITY STUDENTS

136

137

DISSATISFACTION COMMENTS FROM
MINORITY STUDENTS

"The general coolness of the peOple here."
"The money allotted to graduate assistantships."

"Enthusiasm for teaching on the part of professors and
degree of commitment, interest and excessibility of
graduate advisors."

"The extent to which graduate students are encouraged to
compete because of lack of departmental funds."

"The faculty takes little care in keeping students up-
to-date on degree requirements, and graduate advisors
are typically autocratic and manipulative 95 show
little concern for what a student does."

"Practically no orientation from ggaduate office with
regard to services, scholarships, activities, etc."

 

"The lack of advice concerning courses for students and
future endeavors."

"The school."
"The lack of interesting men."

"The lack of true group association among graduate
students."

"The lack of black radio stations."

"People trying to make mg look stupid."
"Faculty relationships with grad students."
"The department's emphasis upon grades."

"The relatively small number of minorities accepted."

138

"The following questions are very difficult to answer
for I had many personal hang-ups and an answer would
probably be unfair and bias. Though I think the tea-
chers should be more concerned with an individual, I
also understand that with 40,000 students it can be
quite difficult."

"I am most dissatisfied with the fact that some courses
are offered once a year, thus limiting the area that
an individual, whom is employed full time, can enter."

"I do not feel that M.S.U. meets the needs of the com-
munity it is supposed to serve in that regard."

"No formal direction from faculty members concerning my
course of study."

"Coming from another university, I was just expected to
adapt overnight without any type of orientation."

"Placement services: Those of us in our department must
rely on professional conventions and periodicals only."

"Bureaucracy (caused me to lose a fellowship among other
things)."

"Lack of advisory (my advisor left for Egypt before I
arrived at school)."

"Range of graduate courses in the Fisheries and Wildlife
Department."

"Lack of close contact with faculty members and among
grad students."

"The physical environment of East Lansing."
"The structured program in my department."

"My dissatisfaction with the program has resulted in my
decision to transfer to another university in the fall."

"I'm not getting very much practical experience to go
along with the theory I'm learning."

"I'm in College Student Personnel, and, because I don't
work in the halls, I feel I'm missing out on a lot of
student contact that I need."

"Dislike of quarter system."

139

"Communication breakdowns."

"I expected to find an Open intellectual environment
that could deal with individual, national and inter-
national nature. On a more local U.S.A. level they paid
lip service to having an understanding to what poverty
does here. I was told by other graduate students that
they felt uncomfortable when I told them I was from a
'proper N.Y.C. slum.‘ Those students who had been in
the area were afraid to live there; faculty who were in
the area had come out with the classic stereotype that
they are poor, Black, Puerto Ricans (Spanish, Portuguese,
Ureuguayan, etc.--they don't know the difference). Too
insulted, I'm at a loss for words."

"Never thought about it. Maybe would like better office
hours kept by faculty."

"That attitude of some profs who like to give two tons
of work, watch people sweat it out, and reward those who
sweat the most."

"Faculty members with terrible instructional abilities."

"Lack of effort on the part of some faculty to get to
know their new students."

APPENDIX H

OTHER SOURCES OF INCOME AS REPORTED

BY THE PARTICIPANTS

140

141

OTHER SOURCES OF INCOME AS REPORTED
BY THE PARTICIPANTS

Majority Students

 

Federal agency fellowship. Includes regular salary and
per diem plus tuition and books.

U.S. Navy sent me.

SEOG grant-institutional grant.

Athletic grant.

Full-time work.

Graduate advisor.

Traineeship.

Social Security.

Minority Students

 

Teacher.
Graduate advisor in MSU residence halls.
Social Security benefits.

APPENDIX I

OTHER REASONS FOR CONSIDERING LEAVING

THE UNIVERSITY PRIOR TO COMPLETION

OF THE DEGREE PROGRAM AS REPORTED

BY THE PARTICIPANTS

142

143

OTHER REASONS FOR CONSIDERING LEAVING
THE UNIVERSITY PRIOR TO COMPLETION
OF THE DEGREE PROGRAM AS REPORTED
BY THE PARTICIPANTS

Majority Students

 

Not satisfied with the quality of the program. The
program I was in was too narrow and rigid in
scope.

Impatience to "get out and do something."

The capital ties.

Job offered at University of Maryland.

Is MSU and my program the place for me?

Question of long-range goals.

Strain of a long commute and/or living apart from spouse.

Program not what was expected.

Personal life demands (other than family).

Minority Students

 

Change of academic interest.

Wife is starting medical career in another state.
Not enough social life--men.

Departmental demands a bit too high, rigid.
Uncertain career Opportunities.

Unsatisfactory program.

APPENDIX J

OTHER CAREER CHOICES AS REPORTED

BY THE PARTICIPANTS

144

145

OTHER CAREER CHOICES AS REPORTED
BY THE PARTICIPANTS

Majority Students

 

Union staffer.

Public relations.

Coach at college level.

Already teaching secondary.

Missionary.

Research/practitioner in labor relations for a union or
governmental agency.

Executive-administrator in personnel management-stress
problems.

Trainee position in industry.

Nurse clinician.

Performer or director (theater).

Counselor with governmental agency.

Hospital laboratory management.

Management.

MinorityfiStudents

 

News reporter for a daily newspaper.

Undecided. May be military unless I find a husband.
Environmental consultant company.

Student affairs--not necessarily administration.
Biologist.

Journalist.

Law school.

APPENDIX K

MEAN AND STANDARD DEVIATION RESULTS FOR

UNIVERSITY ENVIRONMENT MEASURES

146

147

MEAN AND STANDARD DEVIATION RESULTS FOR

STUDENT AND SUPPORTIVE SERVICES FOR

GRADUATE STUDENTS' MEASURE
(FOR ENTIRE POPULATION)

 

Item

Category

Mean

S/D

 

*12-3

*12-1

12-11

*12.2

*12-5

12-6

12-12

12-13

12-4

12-14

How satisfied are you with:

 

the amount of freedom you have as a
graduate student to "do your own
thing?"

the overall graduate program in your
department?

the number of seminars and colloquia
sponsored by the department or school
in which you are enrolled?

the effort made by your departmental
chairman, committee chairman, and
others to keep graduate students
informed of departmental matters?

the guidance and cooperation given to
you by your advisory committee and/or
other faculty members to complete
your degree requirements?

the Opportunities for organized
social gatherings of students and/or
faculty members in your department?

the number of social gatherings
sponsored by the department or school
in which you are enrolled?

the availability of religious
fellowship groups for graduate
students?

the opportunity to get to know the
graduate students and faculty
members in other deparrments on
campus?

the power of the graduate student in
affecting changes in the university
as a whole?

2.65

2.70

2.84

1.11

1.19

1.31

1.05

.50

.85

148

 

 

Item Category Mean S/D
12-8 the assistance given by the Placement

Office? 3.30 .85
*12-15 your orientation experience to the

library facilities and services? 3.38 1.23
12—7 the provisions made by the university

for graduate housing? 3.37 1.20
12—9 the orientation you received upon

entering graduate school at Michigan

State University? 3.47 1.23
12-10 programs and facilities geared to

graduate students by the Council of

Graduate Students? 3.67 1.26

 

level equal to or greater than .05.

*These items showed significant differences
between the responses of male and female students at a

(See Table 4.10.)

149

MEAN AND STANDARD DEVIATION RESULTS FOR
FACULTY-STUDENT RELATIONSHIPS MEASURE
(FOR ENTIRE POPULATION)

 

Item

Category Mean

S/D

 

13-5

13-8

13-3

13-2

13-1

13-4

Please indicate how you feel about

the following statements with
reference to faculty/graduate
student relationships in your
department or program:

When I go to a faculty member's
Office for assistance or advice, I
usually feel that I'm imposing on
him.

The graduate students in my
department have representation on
departmental committees.

When prospective faculty members
visit our department, graduate
students are given the opportunity
to talk with them.

When I encounter a problem in my
academic work, I would rather take
it to a fellow graduate student
than to a faculty member.

In my department, the major tasks
of many graduate student appoint-
ments consist of doing "dirty
work": in research and/or
teaching for faculty members.

In my department, faculty members

often seek out graduate students'

ideas in regard to course prepara-
tion and/or research.

Social contacts between graduate
students and faculty in my depart-
ment are almost always initiated
by faculty members.

Several faculty members in my
department have a condescending
attitude toward graduate students.

2.54

2.71

3.52

3.70

3.71

.82

.78

1.00

.92

1.13

 

150

MEAN AND STANDARD DEVIATION RESULTS FOR

STUDENT-STUDENT RELATIONSHIPS WITHIN

THE DEPARTMENT (FOR ENTIRE
POPULATION)

 

Item*

Category

Mean

S/D

 

l4-l.A

l4-2.A

14-5.A

14-4.A

14-3.A

Please indicate how you feel about
the following statement with
reference to student relationships
and the environment at Michigan
State University:

Graduate students often seek advice
from each other on assignments,
research problems, etc.

Preparation for examinations such as
prelims, qualifiers, and orals is
often a COOperative effort among
graduate students.

I feel that I can rely upon other
graduate students in times of
personal difficulties of various
kinds.

The individual graduate student has
to look out pretty much for himself.

The more advanced graduate students
make a conscientious effort to help
the new students adjust to graduate
school.

1.95

2.45

3.11

.84

.97

1.14

 

between the responses of minority and majority group
(See

*All these items showed significant differences

students at a level equal to or greater than .05.
Table 4.11.)

151

MEAN AND STANDARD DEVIATION RESULTS FOR

STUDENT-STUDENT RELATIONSHIPS AT
MICHIGAN STATE UNIVERSITY
(FOR ENTIRE POPULATION)

 

 

Item Category Mean S/D
14-10.B Most graduate courses are a real

intellectual challenge. 2.67 .97
l4-3.B Many courses stress the specula-

tive and the abstract, not the

concrete. 2.93 1.01
l4-5.B Informal athletics and intramural

sports are structured so that

graduate students can take part

in them. 2.96 .74
l4-9.B Channels for expressing students'

complaints are accessible. 3.05 1.00
l4-2.B Students are encouraged to criti-

cize administrative policies and

teaching. 3.39 .91
l4-l.B There are many dances, parties and

social activities. 3.40 .92
14-1.B Big college events draw graduate

students' enthusiasm. 3.47 .80
14-6.B There are frequent informal social

gatherings among graduate students. 3.52 .87
14-7.B Most faculty members are interested

in students' personal problems. 3.63 .83
l4-8.B The school helps everyone to get

acquainted. 3.67 .77

 

152

MEAN AND STANDARD DEVIATION RESULTS FOR

OVERALL GRADUATE EDUCATION MEASURE
(FOR ENTIRE POPULATION)

 

Item

Category

Mean

S/D

 

11.

Please indicate how you feel about each
of the following statements:

One's personality traits have a great
deal to do with his chances for success
in graduate school.

In my department, some kind of graduate
course evaluation is conducted regu-
larly for the courses that are offered.

Graduate school seems to be more of an
endurance test than anything else.

I probably would not be in graduate
school if I did not think it would
enable me to get a better paying job.

In my department, graduate students
are the last to be informed about
departmental developments, changes,
etc.

Courses in graduate school are mostly
of a seminar type.

I will still be far from being a highly
competent professional upon completion
of my graduate work.

The major portion of graduate work con-
sists of independent study.

There is little competition among the
graduate students in my department for
things such as grades, honors, and
other awards.

I would probably change fields if I had
not already invested so much time and
work in the one that I am in.

2.14

.88

.94

.98

1.00

153

 

Item Category Mean S/D

 

2. Female graduate students are not as
committed as male graduate students
to my field. 4.50 .65

 

BIBLIOGRAPHY

154

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