ABSTRACT

ASPIRATIONS FOR COLLEGE AMONG MALE
SECONDARY SCHOOL STUDENTS FROM

SEVENTH TO TENTH GRADE

By

Carl Arthur Sandeen

Problem

The problem of this study arose out of the goal of ad-
ucating every citizen to the highest level of his ability.
College enrollments in the future will continue to reflect
increases in population as well as changes in the manpower
needs of modern society. Knowledge about the aspirations
of youth for higher education might assist in the process
of encouraging education for everyone to the limits of their
ability. Knowledge about what variables might be related to
college aspiration might also assist in an understanding of
the problem. Students were studied over a four year period,
from seventh to tenth grade, and their aspirations for col-

lege were described for this time.

Theory
The theory which was the basis of this study assumed

that a student's aspiration can be viewed as the result of

Carl Arthur Sandeen

a developmental process, based in social interaction. A
person's conception of his ability can emerge from social
and symbolic interaction with significant others and can

guide or influence the behavior of the individual.

Design and Procedures

The sample consisted of 280 male students in the public
schools of Lansing, Michigan. Information was gathered on
these individuals each year between seventh and tenth grade
on educational aSpiration, occupational aspiration, self
concept of ability, perceived parental evaluation, social
class, and grade point average.

Three grours, one composed of students who aSpired to
college educationally and OCCUpationally, one composed of
non-college aSpirers, and the other composed of students
who indicated a diSparity between their educational and
occupational aSpirations, were selected. These groups were
investigated for differences in regard to self concept of
ability, perceived parental evaluation, social class, and
grade point average.

It was hypothesized that the college aspirers would be
significantly higher than the non-college aSpirers and the
disparity group on each of the four variables.

Consistency of educational aSpiration was also describ-
ed, and it was hypothesized that the college aspirers would

be more consistent in their aSpirations than the non-college

aspirers.

Carl Arthur Sandeen

Results

The results of the analysis generally supported the hy-
potheses of the study. The college aspirers had significant-
ly higher grOUp mean scores on self concept of ability, per-
ceived parental evaluation, grade point average, and social
class than the non-college aspirers and the diaperity group.
This relationship held at each grade level from seven to ten.
The analysis also indicated that aSpirations for college
were fairly stable over the four year period, but that the
college aspirers were not more consistent than the non—col-
lege aSpirers, except in seventh grade. Both groups exhibi—
ted slight changes in their aspiration level during the four

year period.

Discussigg_

The results of this study substantiated the general
body of theory from which the research.originated. Students'
aspirations for college were significantly related to mea-
sures of social interaction and to measures of academic per-
formance. The results of ‘this study indicated that as-
pirations for college were formed at least six years before
college enrollment for many students and that an understand-
ing of variables related to college aSpiration might assist

in the educational and vocational counseling of students.

ASPIRATIONS FOR COLLEGE AMONG MALE
SECONDARY SCHOOL STUDENTS FROM

SEVENTH TO TENTH GRADE

BY

Carl Arthur Sandeen

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1965

ACKNOWLEDGEMENTS

The writer would like to express his appreciation
to Dr. Walter F. Johnson, Chairman of the Guidance Com-
mittee, for his assistance and advice during the past
three years.

The writer is also indebted to Dr. Wilbur B. Brook-
over, Co-Director of this project, for his permission to
use some of the data from his U.S. Office of Education
studies, and for his helpful comments and suggestions
during the writer's graduate program.

Grateful acknowledgement is also due to Dr. Edward
B. Blackman and Dr. Willa Norris, members of the Guidance
Committee, whose advice and interest has been very valu-
able during the writer's graduate program.

The writer would like to express his appreciation to
Mr. Edsel Erickson of the Bureau of Educational Research,
for his ideas and assistance concerning this project.

Host of all, the writer would like to thank his
wife, Sue, and daughter, Sara, for their understanding

and patience.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ii
LISTS OF TABLES v

CHAPTER PAGE

I. The PrOblem 0.0...OOOOOOOOOOOOOOOOOOOOOO0.0.

IntrOdUCtion .0....OOOOIOOOOOOOOOOOOOIO.
Statement of the Problem ...............
Hypotheses .00....OOOOOOOOOOOOOOOOOOOOO.
Definitions of Terms ...................
Limitations of the Study ...............
Theory 0000.00.00.coo-000.000.000.000...

overVi-ew 000......OOOOOOOOOOOCOOOOOOOOOO

II. Review of the Literature ...................

Introduction OOOOOOOOOIOOOOOOOOOOO0.0...
General Theory and Self Concept ........
Parental Influence .................... 10
Social Class .......................... 10
Academic Measures 00000000000000.000000 ll
Consistency of Aspirations ............ 12
Summary oooooooooooooooooooooooooooone. 1h

(wpm 0mmrwwH+4

III. D681gn .COOOOOOOOOOOOOOOOOOO00......0......17

Introduction .......................... 17
sample OOOOOOCOOCOOOOOO...OOOOOOOOOIOOO17
InStrumentatj-On OCOOOOOOOOOOOOOOOOOO... 19
Statistical Hypotheses ................ 2h
Analysis 00......OOOOOOOOOOOOOOOCOOOOOO 27
Summary ...........HHH................ 28

IV. AnalYSiS Of RBSUItS ooooooooooooooooooooooo 31

IntPOdUCtion ooooooooooooooooooooococo. 31
Null HypOtheseS OOOOOIOOOOOOOOOOOOOOOO. 32
Discussion of Results ................. h?

summery .COIOOOOOOOOOOOOOOOOO0.0.0.0.0. H

V. Summary and Conclusions ...................

53
The PPOblem ooooooooooooooooooooooococo 53
Theory ...................00........... {:3
Design and Procedures ................. Sh
Findings 0.00000000000000000000'000°00° 56

iii

APPENDIX A

PAGE

COhClUSiOUS 00.000000000000000...00000. 58
Implications for Future Research ...... 51

BIBLIOGRAPHY 63
Self Concept of Ability Scale 69
Perceived Parental Evaluation Scale 72

APPENDIX B

APPENDIX C

Variances of College Aspirers, Diaperity
GPOUp, and Non-College Aspirers on Each
Variable from the Seventh to the Tenth
Grade 75

iv

LIST OF TABLES
TABLE PAGE

I. Analysis of Variance of Mean Differences for
College Aspirers, Disparity Group, and Non-
College ASpirers on Self Concept of Ability,
Grades Seven, Eight, Nine, and Ten. ................32

II. Analysis of Variance of Mean Differences for
College ASpirers, Disparity Group, and Non-
College Aspirers on Perceived Parental Evalua-
tion, Grades Eight, Nine, and Ten. .................33

III. Analysis of Variance of Mean Differences for
College Aspirers, Disparity GrOUp, and Non-
College ASpirers on Social Class, Grades Eight,
Nine, and Ten. ocoocoo-00000000000000.0000.ooooooooo3b

IV. Analysis of Variance of Mean Differences for
College Aspirers, Disparity Group, and Non-
College Aspirers on Grade Point Average, Grades
seven, Eight, Nine, and Ten. .0.00000000000000000000BS

V. Inter-Correlations of Educational Aspiration
Level for the College ASpirers, Grades Seven to

Ten. 00.000.00.00...OO.OOOOOOOOOOOOOCOOCO0.00.00...O36

VI. Inter-Correlations of Educational Aspiration
Level for the Non-College Aspirers, Grades Seven

To Ten. o.00000000000000.00000000000000.00000000000036

VTI. Significance Test for Differences Between
Correlations of College Aspirers from Seventh
to Tenth Grade and Non—College Aspirers from
Seventh to Tenth Grade. 0000000000000000000000000.0037

VIII. Significance Test for Differences Between
Correlations of College ASpirers from Seventh
to Ninth Grade and Non-College Aspirers from
Seventh to Ninth Grade. OOOOOOOOOOOOOOOOOOOOOOOO00.037

IX. Significance Test for Differences Between
Correlation of College Aspirers from Seventh
toliuflrfllGrade and Non-College Aspirers from
Seventh to Eighth Grade. oooooooooooooooocooooooo.0038

TABLE PAGE

X.

Significance Test for Differences Between
Correlations of College Aspirers from Eighth

to Ninth Grade and Non-College ASpirers from

Eighth to Ninth Grade. OOOOOOOOQOOOOOOOOOOOOOOO0.039

XI. Significance Test for Differences Between

Correlations of College Aspirers from Eighth
to Tenth Grade, and Non-College Aspirers from
Eighth t0 Tenth Grade. OOOOOOOOOOOOOOOO0.0.000000039

XII. Significance Test for Differences Between

Correlations of College ASpirers from Ninth
to Tenth Grade and Non-College ASpirers from
Ninth t0 Tenth Grade. 00.00000000000000000.0000.coho

XIII. Changes in Educational Aspiration for the

College Aspirers, from Seventh to Tenth Grade. ...hl

XIV. Changes in Educational Aspiration for the Non-

College Aspirers, from Seventh to Tenth Grade. ...u2

XV. Summary of Analysis of Variance of Mean Dif-

ferences for College Aspirers, Disparity Group,
and Non-College Aspirers for Four Variables from
the Seventh to the Tenth Grade. ..................u7

XVI. Summary of Significance Tests for Differences

Between Correlations: (1) College Aspirers at
Various Grade Levels, and (2) Non-College As-
pirers at Various Grade Levels. ..................h8

vi

Chapter I
THE PROBLEM

Introduction

Current discussion in American higher education is
focused on the increasing numbers of students attending
colleges and universities. Although American society has
built an educational system of unmatched dimensions, it
is intensifying a drive toward the goal of educating
every citizen to the highest level of his ability.

The desire for more and better education is evident
at the higher levels of education. Colleges and univer-
sities are the object of new attention and concern.

The President of the Ford Foundation expresses the
need clearly: "The needs of American society, together
with the demands placed on the United States by nations
looking to it for leadership, call for an uncommon advance
in the number and quality of educated men and women (16:
2).”

The great increases in enrollment in the past few
years reflect not only the increase in population, but
also the changes in the manpower needs of modern society.
Science and technology are creating new demands for men
and women with advanced training, and the complexity of

modern life places a greater premium on well educated,

talented people.

Of concern to many teachers and counselors is that
the educational system may not be taking full advantage
of the potentialities of youth. Conant has assumed that
only 15 to 25 percent of students in high school can pro-
fit from training in science and mathematics (10:20).
However, the nature of modern society demands an increased
proportion of highly trained individuals. Under Conant's
assumption, the demands of society may not be met.

Since higher education has a major responsibility for
providing these highly trained individuals, knowledge of
how many and which students sepire to higher education is
of considerable importance. There is some evidence that
aspirations for college are formed some time before the
actual college experience (2,35). However, little is
known about sepirations for college over a period of time,
or to what variables these college aspirations might be
related.

Increased understanding of students' aspirations for
college may assist in the goal of educating every citizen
to the highest level of his ability. Knowledge of vari-
ables associated with college aSpiration over a period of
time may assist teachers and counselors in their efforts
to encourage increased student achievement.

The college and non-college aspirations of secondary
school students are the concern of this study, which fo-

cuses on differences and changes in aspirations over a

four year period.

Statement 23 the Problem

 

 

The general problem of this study is to determine
what the college and non-college aspirations of secondary
school male students are over a four year period. Empha-
sis is placed Upon characteristics of students who aspire
educationally and occupationally to college and those who
do not. Stability of educational aspirations is also
described.

Specifically, the purposes of this study are:

(1) To identify some of the factors associated
with college and non-college aspiration
among male secondary school students
between the seventh and tenth grades.

(2) To determine the consistency of the
students' educational aspirations from
the seventh to the tenth grade.

(3) To identify some differences which may
exist between students who aspire to
college and students who do not aspire

to college, at each of the four grade
levels.

Hypotheses
The hypotheses for this study, stated in research
form, are:

(1) Students who sepire to college have higher
self concepts of ability than students who
do not aspire to college.

(2) Students who sapire to college have higher
perceived parental evaluations than students

who do not aspire to college.

(3) Students who aSpire to college have higher

(h)

(5)

grade point averages than students who do
not aSpire to college.

Students who aSpire to college are from a
higher social class than students who do
not aspire to college.

Students who aSpire to college are more
consistent in their aspirations than
students who do not aspire to college.

These hypotheses are restated in testable form in

Chapter III.

Definitiopgggf Terms

There are six main terms which are used throughout

this study, which are defined here:

(1)

(2)

(3)

(h)

(S)

(6)

Educational aSpiration: The level in the
educational system which the student would
like to or h0pes to attain. (This is dis-
tinct from what the student expects to
attain.) .

Occupational aspiration: The occupation

or job which a student would like or hopes

to have when an adult. (This also is dis—
tinct from what the student expects to have.)

Self Concept of Ability: The organization
of attitudes or plans of action that a
student has about himself in relation to
other students.

Perceived Parental Evaluation: A student's
perception of his parents' evaluation of
his own ability in school in relation to
other students.

Grade Point Average: An average of the
student's academic performance in four sub-
jects: math, science, English, and social
studies.

Social Class: A measure of the father's
occupational level.

Limitations 23 the Stugy

 

 

This study is limited to the college and non-college
aspirations of secondary school male students over a four
year period. The aspirations of these students are des-
cribed, and there is no attempt to predict the actual be-
havior of these students in a future activity. The study
is also limited to a description of college and non-college
aspirations as related to four variables: self concept of
ability, perceived parental evaluation, grade point average,
and social class. If a significant relationship is found
between sepiration and one of the variables, a cause and
effect relationship by no means necessarily exists.

This study deals with the aSpirations of students for
college; that is, what students hope to or would like to
attain in education, as opposed to what they eXpect to
attain. If significantly more students aspire to college
than eventually attend college, this will be reported in
the study; however, it is not the purpose of the study to
determine the degree of congruency between aspiration and
attendance.

The results of this study should have applicability
to teachers and counselors who have an interest in under-
standing more about the educational and vocational goals

of male secondary school students.

Theory
The theoretical framework of this study has as its

base the social interactionist view of George Herbert
Need (27).

A student's educational aspiration can be viewed as
the result of a developmental process, based in social
interaction. Mead's self concept theory states that a
person's conception of himself emerges from social and
symbolic interaction with significant others and guides
or influences the behavior of the individual. As a pro-
duct of social interaction, the self concept of ability
changes to meet changing evaluations made by others.

According to Mead's theory, the individual's educa-
tional aSpiration is not determined by his biological
makeUp, but by the individual's perception of his ability
as acquired in social and symbolic interaction with signif-
icant others.

Mead's theory can be generally stated as follows:
Symbolic interaction is both the medium for the deve10p-
ment of human beings and the process by which humans

associate with other humans.

Overview 2f the Study

 

In this study, the college and non-college aspirations
of male secondary school students are described. Differ-
ences between those students who aSpire to college and
those who do not aspire to college are presented. The
aspirations are related to four variables which are self

concept of ability, perceived parental evaluation, grade

point average, and social class. The stability of educa-
tional aspirations are also described over the four year
period.

In Chapter II, the literature which is relevant to
this study is reviewed. In Chapter III, the design of the
study is presented, including the sample, the instrumenta-
tion, the statistical hypotheses, and the analysis techni-
ques. The results of the analysis of the data are pre-
sented in Chapter IV, and the summary and conclusions of

the study appear in Chapter V.

Chapter II
REVIEW OF THE LITERATURE

Introduction

This review is divided into five sections. First,
some evidence is presented which is related to the general
theory of the study, and studies which deal with the re-
lationship of aspiration to self concept of ability are
reviewed. The next section reviews the work on parental
influence and educational aspiration. The third area of
the chapter deals with the relationship of social class to
aspiration. Next, academic measures are reviewed, and
finally, studies which deal with the consistency of aspir-

ation are discussed.

General Theory and Self Concept

The concept "level of aspiration" was introduced in
1931 by Dembo (25:229), and has been defined by Wattenberg
as "the standard of performance an individual eXpects of
himself (h2:23l)."

The specific aspirations of male secondary school
students for college are the focus of this study, within
the theoretical framework of the work of George Herbert
Mead. A problem encountered in the review of relevant
literature in this area was that level of aspiration

studies have not been soundly anchored in theory (25:221).

8

There appears to be some evidence to support the
theoretical assumption of this study; that is, that edu-
cational aSpirations arise out of a social interactional
process. Herriott (17:15?) studied some social determi—
nants of educational aspiration and his analysis indicated
that the higher the level of self assessment, the higher
the educational sepiration tended to be. He also suggest-
ed that the higher the level of expectation the student
perceived others hold for him the higher the educational
a5piration tended to be. His sample consisted of 1&89
high school boys and girls in the state of Massachusetts.

Festinger, in a study of the development of aSpira-
tions, pointed out that knowledge of group standards in-
fluenced an individual's own level of aspiration (13:190).
Using a sample of college students, Chapman and Volkman
found similar results (7:237).

Hertzman and Festinger (18:h51), studying college
students, suggested that the individual might orient him-
self with respect to others' aspirations as well as to
their performances.

Iewin, again working with college students, suggested
than an individual will set up goals near the boundaries
of his ability as he defines it (25:230).

Kinnane (21) used a sample of twelfth grade boys in
a study of aSpirations, and he claimed that the realism
of their aspirations tended to be positively related to

favorable self attitudes.

lO

Festinger (13:19?) attempted to demonstrate the effect
of group standards on level of aspiration, and concluded
that aspirations tend to be influenced by sources external

to the persons who set them.

Pgrental Influence

 

J.L. Lowe (26), in a study of the educational and
occupational aspirations of high school seniors, concluded
that the parents tended to be the chief influence on the
educational and occupational aSpirations of the students.

Kahl (20) also studied the educational and occupation-
al aspirations of high school students, but his sample was
primarily from the lower socio-economic area. His conclu-
sion was that parental pressure was a significant factor

in determining educational and oCCUpational aspirations.

Social Elggg_

Reissman (3h:2ul) stated the general situation in this
area clearly: "Woven throughout much of the literature on
social class is the implication that different levels of
aspiration are held by individuals in different social
classes. However, our conclusion is that the relationship
between social class and aspirations is not a simple one."

C. Wright Mills argued that success in America for
the white collar class has been an engaging image, a driv-
ing motive, and a way of life (28:117).

Sewell (37:196) suggested in his study of high school

students, that levels of educational and occupational

ll

aspirations are associated positively with social class
when the effects of measured intelligence are controlled.

MDlligan (31:196) demonstrated that the chance a
child has of attending college increased as the father's
occupational status increased.

Lower status individuals showed lower levels of as-
piration than higher status individuals in a study of
"underdogs" by Knupfer (22:11h).

Kuppner (2h), studying the educational interests of
junior high school students in a Chicago suburb, found a
positive correlation between the level of educational as-
piration and the occupational level of the father's job.

Lowe (26), studying the educational aspirations of
high school seniors, suggested that the prOportion of
seniors aSpiring to college increased as the socio-econom-
ic status of the parents rose.

Weiner and Graves (uh), in a study of the educational
and occupational aspirations of sixth grade pupils from
two socio-economic levels in a community, claimed that
changes in the educational aspirations of these pupils
were not related to socio-economic status.

Smith (38) also found that in general, changes in
students' educational and occUpational aspirations were

not related to socio-economic status.

Academic Measurgg

Lewin and Dembo (25:269), as a general conclusion in

regard to level of aspiration and academic performance,
stated that the level of aspiration will be raised and
lowered respectively as the performance reaches or does
not reach the level of aspiration.

J.R. Rice (35), studying changes in educational and
occupational aspirations between the tenth and twelfth
grades among capable students, concluded that the students
who were most constant in their aspirations also received
the highest grades in school.

Weigand (h3:h61) demonstrated that among his sample
of high school students, those who expressed definite goal
aSpirations received higher grade point averages than
those whose aspirations were indefinite.

J.L. Byers (6:216) studied the levels of aSpiration
of academically successful and unsuccessful high school
students and concluded that past academic performance
tended to help determine the level of aspiration.

The educational aspirations of a sample of poorly
achieving high school students studied by Nickles (32)
were not found to be significantly lower than a sample of

higher achieving students.

Cpnsistengy'gf'Aspirations

The specific aSpirations of students for college have
not been studied over a period of time, although there has
been some attention given to consistency of aspirations

for Specific tasks in the literature.

13

Rice (35) studied changes in the levels of education-
al and ocCUpational aspirations between the tenth and
twelfth grades of capable students. His data indicated
that over fifty percent of the students remained stable
in their aspirations over this period or time. The stu-
dents who fluctuated in their sepirations tended to per-
form not as well academically and were from lower socio-
economic status grOUps than those who remained more con-
stant in their aspirations.

Festinger (lh:2h9) argued that changes in the level
of aspiration can be explained by whether an individual's
performance reaches or does not reach the level of aspira-
tion. In an experiment with college students, his conclu-
sion was that after the subjects attained their level of
aspiration, fifty-one percent raised their aspiration,
forty-one percent stayed the same, and eight percent low-
ered their aspiration. After another group had not attain-
ed their level of aspiration, seven percent raised their
aspiration, twenty-nine percent stayed the same, and sixty-
four percent lowered their aspiration.

Ernest Hilgard (19:h28) studied aspirations of aca-
demically successful and unsuccessful students and claimed
that the aspirations of those with a history of academic
failure were quite unpredicatable over time.

Walter (h1:290) found that the level of aspiration
did not vary significantly among boys from the sixth to

the eighth grade.

1h

Kohout (23) studied the consistency of occupational
choices of a sample of adolescents over a period of four
years and his data indicated that there was no signifi-

cant degree of consistency in these choices.

Summary

The basic conclusion drawn from the review of the
literature is that college aspirations over a period of
time have not been studied. Most of the research was done
with college students serving as the subjects. Differences
existed from study to study as to what was meant by "level
of aspiration." Too often, this phrase pertained only to
an immediate task in a Specific situation rather than as-
piration for college. Almost none of the studies reported
was based on any theoretical framework, and the emphasis
was too often on the results and too little attention was
given to design. Sample sizes in many of the studies were
prohibitively small.

A summary of the literature in regard to aSpiration
and self concept generally indicated that there was a posi-
tive relationship. Herriott's work with lh89 high school
students resulted in the finding that as self assessment
increased, so did the educational aspiration. Festinger
also worked in this area, and his general conclusion was
that aspirations tended to be influenced by sources exter-
nal to the persons who set them.

Little evidence was found which suggested a conclusive

15

relationship between parental influence and educational
aspirations. Lowe's study of the aspirations of high
school seniors had the most relevance, and the general
conclusion was that parents tended to have a significant
influence on aspirations.

Considerable work has been completed on the relation-
ship of social class to educational aSpirations. However,
it is difficult to draw a definite conclusion from the re-
sults which were available. Kuppner's study of junior
high school students had relevance, and the conclusion was
that the relationship was positive. Sewell's work with
high school students also concluded with similar results.
However, Weiner and Graves, and Smith found in their stud-
ies that social class was not positively related to changes
in educational aspirations.

The relationship of aspirations to academic measures
does not seem entirely clear. Generally, the relationship
appeared to be positive. Pyers studied academically suc-
cessful and unsuccessful high school students and concluded
that past academic performance tended to determine the level
of aSpiration. However, Nicklas found that poorly achiev-
ing high school students did not have significantly lower
educational sepirations than a sample of higher achieving
students.

No studies were found which dealt Specifically with
consistency of aSpiration for college. However, Rice's

study on consistency had some relevance. His sample was a

16

large number of high school students and his conclusion
was that better performing academic students were more con-
sistent in their aspirations than poorer performing academ-
ic students. Kohout studied a group of adolescents over a
four year period, however, and found very little consisten-
cy in their aspirations.

This study differs from previous studies in that it
is based upon a specific theory, and that it deals specifi-
cally with aSpirations of students for college over a four
year period. The students are younger and the sample size
is larger than those of most previous studies.

The design of the study is presented in the following

chapter.

Chapter III

DESIGN

Introductign

This chapter consists of five main sections, which
are the sample, the instrumentation, the statistical hypo-
theses, the analysis, and the chapter summary.

Characteristics of the subjects, the schools, and the
grOUps selected for the study are presented in the sample
section.

The various instruments used in the study are discus-
sed in the instrumentation section of this chapter.

The main statistical hypotheses are stated in testable
form in the third section of the chapter.

The statistical tests used to treat the data are pre-
sented in the analysis section of the chapter.

The chapter concludes with a summary of the pertinent

material of each section.

Sample
The sample consisted of all the seventh to tenth grade

male students in the public schools of Lansing, Michigan,
for whom complete data were available over the period,
1960-1963. Beginning in the fall of 1960, all the public

school seventh graders were included in the U.S. Office of

17

1a

Education Cooperative Research Project #BhS (2), and data
on this same school class have been collected each year to
the present time (3,h). This study was concerned with all
those students about whom the following data were available
for the four year period, 1960-1963: educational aspiration,
OCCUpational aspiration, self concept of ability, perceived
parental evaluation, social class, and grade point average.
The data used in this study were taken directly from the
Cooperative Research Projects referred to above.

The same students served as subjects each year. Among
these, there were 2MB students with complete data in the
seventh grade, 295 in the eighth grade, 30h in the ninth
grade, and 299 in the tenth grade. Eliminations were made
for three reasons: sex, racial indentification, and incom-
plete or inadequate data. Males only were included, as
evidence (2) exists which suggests that boys and girls dif-
fer in their aSpirations and their general self concept of
ability. Also, a small but significant number of Negro
students were not included because evidence (30) exists
which indicates that differences on several variables are
such that they should be investigated independently. In-
complete school records accounted for most of the elimina-
tion in the study. Some students for whom complete school
record data were available were not present or did not com-
plete the questionnaire when it was administered on separ-
ate occasions over the four year period.

The schools were located in Lansing, Michigan, which,

19

in 1962, had a population of 107,000 persons. The median
family income for that year was $6h77. Although there
was considerable industry in the area, white collar occu-
pations comprised hB percent of the labor market. The
median school years completed was 11.1 in 1962 (u0:516).

The distribution of intelligence test scores in the
schools did not differ from national norms, so in this
particular dimension, the schools were typical of the na-
tion as a whole.

There were three groups selected for this study.
Group One was composed of those students who aSpired to
college both educationally and OCCUpationally, as indica-
ted by their responses on questionnaires. Group Two was
composed of those students who indicated a diaperity be-
tween their educational and occupational aSpirations (for
example, aSpiration to college educationally but not occu-
pationally). Group Three was composed of those students
who did not aspire to college educationally or occupation-

ally, as indicated by their responses on questionnaires.

Instrumentation
The students were selected for the three groups on
the basis of their reaponses to questions, which are re-
viewed here.
For educational aspiration, the students were asked
on the questionnaire to indicate how far they would ideally

like to go in school. This educational aSpiration instru-

2O

ment was developed by Brookover, et.al.(2). Reliabilities
were computed on a test-retest basis. The correlation
between seventh and eighth grade educational aSpiration
was .h2h6, and between eighth and ninth grade it was .5958.
The test-retest correlation between ninth and tenth grade
was .7390.

The following was the educational aspiration question.

"If you were free to go as far as you wanted
in school, how far would you like to go?"

a. I'd like to quit right now.

b. I'd like to coninue high school a while.
c. I'd like to graduate from high school.
6.

8.

I'd like to go to secretarial or trade school.
I'd like to go to college for a while.

f I'd like to graduate from college.

g. I'd like to do graduate work beyond college.

Students were asked this question each year from the
seventh to the tenth grade. Responses of "a", "b", and
"c" constituted non-college aspiration, and responses of
"e", "f", and "g" constituted college aspiration. The
very few students who selected reSponse "d" were not in-
cluded, as they did not clearly fit either category.

For occupational aspiration, the students were asked
each year on the questionnaire to indicate the job they
would most like to have when they grow Up. This instrument
was also developed by Brookover, et.al.(2). Reliabilities
were computed between seventh and eighth grade on a test-
retest basis, and the correlation was .3731. The correla-
tion between eighth and ninth grade occuoational aspiration

was .2937, and between ninth and tenth grade, it was .2922.

21

All of these correlations are statistically significant at

the .01 level.

The question asked for OCCUpational aspiration was as

follows:

"If you were free to choose any job you wanted,
what job would you most like to have when you

are grown up?"
The reaponses were classified on the occupational
scale develOped by Prookover, et.al.(2) as follows:

a. Professional, teacher, doctor, lawyer, big business
b. Small business

0. Clerical and Sales

d. Skilled and Semi-skilled

6. Service and farm, gas station, truck driver

f. Housewife
g. Glamour job, be famous
h. A "good job"
i. No answer
Those students who gave reSponse "a" constituted the
OCCUpational college sepirers, and those students who res-
ponded to "d" and "e" constituted the non-college occupa-
tional aspirers. Since this study dealt only with those
students who clearly sepired to college or not to college,
those answering small business, clerical and sales, house-
wife, glamour job, or "good job" were not included, as
they did not clearly constitute either college or non-col—
lege aspiration.
The test for general self concept of ability consisted
of'eight five choice items, and was developed by Brookover,

41t.a1.(2). A sample self concept test is presented in

Arnaendix A. The items were coded from "5" to "l" with the

22

higher self concept alternatives receiving higher values.
The students were asked to respond to this scale during
each of the four years. A total self concept of ability
score for each individual was derived for the eight items.
Reliabilities for this scale were computed by the test-
retest method. The correlation between seventh and eighth
grade self concept was .6965, and between eighth and ninth
grade, the correlation was .7333. The test-retest corre-
lation between ninth and tenth grade for self concept was
.706u.

Students were also asked on the questionnaire to indi-
cate what they thought their parents felt about their own
ability. This test is similar to the self concept of abil-
ity test, and was also developed by Brookover, et.al.(3).
Instead of asking the students about their own conceptions
of their ability, the students were asked what they thonght
their parents felt about the student's ability in school
compared with other students their age. This test consist-
ed of seven five choice items similar to the self concept
scale. A total score was determined for each individual,
which constituted his perceived parental evaluation. The
reliabilities for this scale were computed on a test-retest
basis. The correlation between eighth and ninth grade
perceived parental evaluation was .6233, and between ninth
and tenth grade, the correlation was .7230. Perceived
parental evaluation was not available in the seventh grade.

A sample perceived parental evaluation scale is presented

23

in Appendix B.

So that aspirations might be compared to socio-economic
data, each student's social class was also determined, by
asking the students each year to indicate their father's
ocCUpation. Reliabilities for this scale, which was re-
ported in Brookover, et.al.(3), were computed on a test-
retest basis. The correlation between eighth and ninth
grade social class was .7011, and between ninth and tenth
grade, the correlation was .7975. Social class was not
available in the seventh grade.

In order to obtain a measure of academic achievement,
and in order to compare achievement to aSpirations, each
student's total grade point average was determined for
each of the four years. Since this study dealt Specifi-
cally with aSpirations for college, the subjects included
in the grade point average were those which are generally
accepted as being "academic" school subjects. These were
science, arithmetic, social studies, and English. The
total grade point average was computed on the basis of "A":
h points, "B" = 3 points, "C" = 2 points, and "D" = 1
Grades of "F", and "E", and "Incomplete" received

p01nt e

no points. In grades nine and ten, not all students took

the same courses, which decreased the reliability of this

Ineasure slightly. However, the relatively large number of

Eiubjects involved and the longitudinal aspect of the study

”Made the reliabilities of the scale quite acceptable. The

Pfiliabilities for grade point average were computed on a

2h

test-retest basis. The correlation between seventh and
eighth grade was .8239 for grade point average, and between
eighth and ninth grade, the correlation was .8121. The

correlation between ninth and tenth grade was .689h.

Statistical Hypotheses
As mentioned above, there were three groups in this
study. They were:

Group One: College Aspirers educationally and
occupationally.

Group Two: Disparity between educational and
occupational aspiration. '

GrOUp Three: Non-College Aspirers educationally
and occupationally.

Null Hypothesis Ii No difference exists in self con-
— cept of ability among the three
grOUps.

 

Symbolically: Ho: M1 = M2 = M3

Legend: M = College aSpirer's group mean
Mg: Disparity Group mean
M3: Non-college aspirer's mean

Alternate Hypothesis I: The college aspirer's
group mean score on self concept of
ability exceeds the mean of the non-
college aspirers and the mean of the
disparity group.

la: ”1) N2) M3

Symbolically: H
Legend: M1: College aspirer's grOUp mean
M2: Diaparity Group mean
M3: Non-College aspirer's mean

Null Hypothesis 1;, No difference exists in perceived
parental evaluation among the
three grOUps.

Symbolically: Ho: M1 = M2 = N3

25

Legend: M = College aspirer's grOUp mean
M = Disparity group mean

L3: Non-College aSpirer's mean

Alternate Hypothesis II: The college aspirer's
group mean score on perceived parental
evaluation exceeds the mean of the non-
college aSpirers and the mean of the
diSparity group.

Symbolically: Hla: N1>142>M3
Legend: M1: College aspirer's group mean
M2: DiSparity group mean
N3: Non-college aSpirer's mean

Null Hypothesis III: No difference exists in social
class among the three groups.

SYmbolically: Ho: N1 = M2 = N3

College aspirer's group mean
Diaperity group mean
Non-College aspirer's mean

Legend: M
M

M

Alternate Hypothesis III: The college aspirer's
group mean score on social class exceeds
the mean of the non-college aspirers and
the mean of the diSparity group.

Symbolically: H18: Ml? M2>M3

Legend: M1: College aSpirer's grOUp mean
M2: Diaparity group mean
M3: Non-college aSpirer's mean

Null Hypothesis IX: No difference exists in grade
point average among the three

grOUps.

 

Symbolically: Ho: M1 = M2 = M3

Legend: M1: College aSpirer's group mean
N2: Disparity grOUp mean
M3: Non-college aspirer's mean

Alternate Hypothesis IV: The college aspirer's
group mean score on grade point average
exceeds the mean of the non-college
aspirers and the mean of the disparity

group.

26

Symbolically: Hla: M1 N2 N3
Legend: My: College aspirer's group mean
¥Q=rDisparity grOUp mean
13: Non-college aspirer's mean
In order to test consistency of educational aSpiration

over the four year period, students were grouped into col-
lege and non-college aspirers based on educational aspira-
tion alone. These two groups were then compared from year
to year to test for differences in consistency of educa-

tional aSpiration. The two groups were:

GrOUp One: College aSpirers educationally
GrOUp Two: Non-college aspirers educationally

Null Hypothesis 1: No difference exists in consistency
of educational aspiration between
the college aspirers and the non-
college aSpirers, from grade seven
to grade ten.

 

Symbolically: P1 =?2

Legend:171= Correlation between 7th and
10th grade aspiration for
college aSpirers.

f7§= Correlation between 7th and
10th grade aSpiration for
non-college aSpirers

Alternate Hypothesis V: The correlation between
seventh and tenth grade educational
aspiration for the college aSpirers
exceeds that of the non-college aSpirers.

Symbolically: Hla }? 17p2

Legend: P1: Correlation between 7th and
10th grade aspiration for
college aspirers.

‘72: Correlation between 7th and
' 10th grade aSpiration for
non-college asrirers.

27

Null hypothesis I was applied at each of the four
grade levels. Null hypotheses II and III were applied at
grades eight, nine, and ten. Null hypothesis IV was appli-
ed at all four grade levels. Null hypothesis V was applied
six times, to test differences between grades 7 and 10, 7

and 9, 7 and 8, 8 and 9, 8 and 10, and 9 and 10.

Analysis

The analysis techniques used in this study were sim-
ple analysis of variance, "t" tests, and tests of differ-
ence between correlation coefficients.

Simple analysis of variance was used to test the null
hypotheses that the three groups in the study were from
populations with the same mean. This analysis of variance
was used to test differences among the three groups in re-
gard to self concept of ability, perceived parental evalua-

icn, social class, and grade point average. The test of
significance using the P distribution in the analysis of
variance is valid when the observations are from normally
distributed populations with equal variances (12:328).
The variances of the groups are reported in Appendix C.
The significance level used for the analysis of variance
was the .05 level. When the analysis indicated that a
significant difference existed among the three groups, "t"
tests were applied in order to test for the direction of
the differences. The significance level for the "t" tests,

in accordance with Edward's SUpgestion (12:329), was .01.

28

In order to determine consistency of educational as-
pirations, correlation coefficients were computed between
the educational aspirations for each grade level. There
were a total of six coefficients: 7th with 8th, 7th with
9th, 7th with 10th, 8th with 9th, 8th with 10th, and 9th
with 10th. The standard formulafi for determining differ-
ence between two correlation coefficients was applied to
this data, so that consistency of aspiration between col-
lege and non-college aSpirers could be compared. The sig-
nificance level used was the .05 level.

All of the above data were punched on I.B.V. cards,
and after separation into appropriate groups, the analysis

was completed on the C.D.C. 3600 Computer.

Summary
The sample for this study included all the male public

school students for whom the following data were collected
over the four year period, 1960-1963: educational and occu-
pational aspiration, self concept of ability, perceived
parental evaluation, social class, and grade point average.
The data were first collected when the students were in
seventh grade and have been collected each year to the
present time.

There were approximately 280 students in each grade
level used in the study. Eliminations from the total popu-

lation of students were made on the basis of sex, racial

 

h* The Z’ transformation, as described in Edwards (12:3057:

A
69

identification and incomplete or inadequate data. Males
only were included, and Negroes were eliminated, as there
were indications that both grOUps should be investigated
independently. The majority of eliminations were made be-
cause of inadequate school records, and incomplete question-

naire data over the four year period.

The location of the study was Lansing, Michigan, a
city of 107,000 persons. The distribution of intelligence

scores in the public schools in the city indicated that

-_._._.__
. W
4.

the students were typical of students across the nation in
this respect.

Three groups were selected for this study, which were
the college aspirers, the disparity group, and the non-
college aSpirers. These three groups were investigated
for differences in regard to self concept of ability, per-
ceived parental evaluation, social class, and grade point
average.

The basic hypothesis for these groups was that the
college aSpirers have higher mean scores on each of the
four variables at each grade level than the disparity
grOUp and the non-college aspirers.

Consistency of educational aspiration also was examin-
ed. Two groups, one with college aSpirations educationally,
and one with non-college aspirations educationally were
compared over the four year period. It was hypothesized
that the college aspirers would be more consistent in their

aspirations than the non-college aspirers.

30

Results were analyzed by means of simple analysis of
variance for determining differences between the three
grOUps, and "t" tests were applied to indicate the direc—
tion of difference. Differences between correlation coef-
ficients were tested to determine differences in consisten-
cy of aspiration.

In the following chapter, the analysis of results is

presented.

Chapter IV

ANALYSIS OF RESULTS

Introduction

The analysis of the data is presented in this chapter.
The results of the analysis of variance to test differen-
ces between the college aSpirers, the non-college aspirers,
and the disparity grOUp are presented first. Both the null
and the alternate hypotheses are restated in this chapter,
with the statistical tables following. Results are pre-
sented for each of the four grade levels, beginning with
grade seven and concluding with grade ten.

Correlation tables appear next and indicate the con-
sistency of educational aspiration over the four year per-
iod. Information is also presented indicating changes in
educational aspiration from seventh to tenth grade. Fin-
ally, hypotheses which test the consistency of sepiration
are presented, and statistical tests are applied.

In the discussion section of this chapter, tables are
included which summarize the results for each of the four
variables (self concept, perceived parental evaluation,
social class, and grade point average) over the four year
period, and indicate the differences in consistency of as-
piration between college and non-college aspirers.

A summary at the end of the chapter provides the most

31

32

significant findings of the study.

Null fiypotheses

Null hypotheses I-IV test for differences among the
three grOUps on self concept of ability, perceived parental
evaluation, social class, and grade point average.

Null Hypothesis g;_ No difference exists among the
college aspirers, the diSparity group,
and the non-college aSpirers in self
concept of ability in the seventh,
eighth, ninth, and tenth grades.

Alternate fiypothesis. The college aspirer's group
mean score on self concept of ability
in grades seven through ten exceeds
the mean of the diSparity group and
the mean of the non-college aspirers.

 

TARLE I. Analysis of Variance of Nean Differences for
College Aspirers, DiSparity Group, and Non-
College Aspirers on Self Concept of Ability
In the Seventh, Eight, Ninth, and Tenth Grades.

 

 

 

 

 

..——- —~ .—— — --__.

Grout) N ‘Nean Ffi- tax

College Aspirers 161 29.81

 

 

 

 

7th Disparity Group 60 27.06 31.15 5.36
Non-College ASps. 27 2h.hh 6.99
College Pspirers 199 30.32
9th Diaperity CrOUp 59 26.76 hO.€S 6.02
Non-College gaps. 27 £h.0C 6.?7
College Aspirers 211 3C.7C
9th Diaparity Group 62 26.Ch 79.38 7.35
Yen-Cellege ASps. 31 22.09 10.2h
College Aspirers 219 30.1?
10th Disparity Group 52 25.3? 73.77 6.h7
Non-College ASps. 27 2l.ll 12.?h

-::- ‘ = l -‘:--;:- = 2.2":

I .CF‘: 30C]. ' t.O1 j/

Thus, it is evident from the data in Table I that the

null hypothesis that no differences exist among the three

33

groups is rejected. Results of the "t" tests indicate
that the college aSpirers are significantly higher in self
concept of ability than the other two grOUps, from grade
seven to grade ten. The alternate hypothesis is accepted.

Null Hypothesis 1;. No difference exists among the col-
lege aspirers, the diaparity group,
and the non-college aSpirers in per-
ceived parental evaluation in the
eighth, ninth, and tenth grades.

Alternate Hypothesis. The college aspirer's group
mean score on perceived parental eval-
uation in grades eight through ten
exceeds the mean of the disparity
grOUp and the mean of the non-college
aspirers.

TABLE II. Analysis of Variance of Mean Differences for
College Aspirers, Diaperity GPOUp, and Non-
College Aspirers on Perceived Parental Evalu-
ation in Grades Eight, Nine, and Ten.

 

 

4—; A A‘A“
.0

 

 

 

Group N ‘Mean F-X- ‘ t ~;:.-::-
College Aspirers 199 20.6h

8th Disparity Group 59 18.27 3h.30 h.68

Non-College Asps. 27 15.7h 5.73
College Aspirers 211 20.99

9th DiSparity Group 62 17.82 h8.07 6.30

Non-College Asps. 31 16.16 7.55
College ASpirers 219 20.19

10th DiSparity GrOUp 52 17.50 37.11 5.21

Non-College Asps. 27 1h.92 7.86
w 17.05: 3.01 635(- t.01= 2.35

Thus, it is evident from the data in Table II that the
null hypothesis that no differences exist among the three
groups is rejected. Results of the "t" tests indicate that
the college sepirers are significantly higher in perceived

parental evaluation than the other two groups, from grade

3b

eight to grade ten. The alternate hypothesis is accepted.

Null hypothesis III. No difference exists among the
college aspirers, the disparity group,
and the non-college aSpirers in social
class in the eight, ninth,and tenth
grades.

 

Alternate Hypothesis. The college aspirer's group
mean score on social class in grades
eight through ten exceeds the mean of
the disparity group and the mean of
the non-college aspirers.

 

TABLE III. Analysis of Variance of Mean Differences
for College Aspirers, Disparity GrOUp, and
Non-College Aspirers on Social Class in
Grades Eight, Nine, and Ten.

 

 

 

Group N Mean F-x- ten:-
College Aspirers 199 hh.h1
8th DiSparity Group 59 32.08 16.82 h.06
Non-College ASps. 27 23.07 6.79
College ASpirers 211 hu.h8
9th DiSparity GrOUp 62 33.h0 8.70 3.13
Non-College Asps. 31 32.22 3.h8
College Aspirers 219 h2.h9
10th Disparity Group 52 35.05 7-5U 2,68
Non-College Asps. 27 26.62 h.85
* F.OS= 3,01 ** t 01: 2.35

Thus, it is evident from the data in TableIII that the
null hypothesis that no differences exist among the three
groups is rejected. Results of the "t" tests indicate that
the college aspirers are significantly higher in social
class than the other two groups, from grade eight to grade
ten. The alternate hypothesis is accepted.

Null Hypothesis IV. No difference exists among the
college aspirers, the disparity grOUp,
and the non-college aspirers in grade

point average in the seventh, eighth,
ninth, and tenth grades.

 

35

Alternate hypothesis. The college aspirer’s grOUp
mean score on grade point average
exceeds the mean of the disparity
group and the mean of the non-col-
lege aspirers in grades seven through
ten.

 

TAPLE IV. Analysis of Variance of Mean Differences for
College Aspirers, Disparity Group, and Non-
College Aspirers on Grade Point Average in
the Seventh, Eighth, Ninth, and Tenth Grades.

 

 

 

 

 

 

T c5331.; .- Y _ ' “JM'WMN”""_.NeanM ‘17.:9 t-::~::- A
College Aspirers 161 2.60
7th Disparity Group 60 2.02 19.75 b.3e
Non-College Asps. 27 1.72 5.93
College Aspirers 199 2.60
8th Disparity Group 59 1.99 26.3h 5.h€
Non-College ASps. 27 1.66 6.53
College Aspirers 211 2.37
9th Disparity Grour 62 1.65 33.96 6.15
Non-College ASps. 31 l.hh .h9
College Aspirers 219 2.12
10th DiSparity Group 52 1.72 12.72 3.h6
Non-College ASpS. 27 1.h5 h.31
% F = ** = ”
.05 3‘01 t.01 2'35

Thus, it is evident from the data in Table IV that the
null hypothesis that no differences exist among the three
groups is rejected. Results of the "t" tests indicate that
the college aspirers are significantly higher in grade
point average.than the other two groups, from grades seven
to ten. The alternate hypothesis is accepted.

In order to analyze the stability of college and non-
college aSpiration over the four year period, inter-corre-
lations were calculated between educational aspirations at

each grade level. Table V presents the inter-correlations

36

for the college aspirers, and Table VI presents the inter-

correlations for the non-college aSpirers.

Inter-Correlations of Educational Aspiration

 

 

 

 

 

 

TABLE V.
Level for the College Aspirers, Grades Seven
TO Ten.
(N = 321)
Grade 8th 9th 10th
7th .2938% .2236* .1313*
8th - .u200* .2999*
9th .5577*
Significant "r" at .05 level (319 df) = .110
% Obtained "r" significant
TABLE VI. Inter-Correlations of Educational Aspiration
Level for the Non—College Aspirers, Grades
Seven To Ten.
(N = 63)
Grade 8th 9th 10th
7th '01160 -002470 -02165
8th. 051405;? 0 3140299
9th .h226%

 

Significant "r" at .05 level (61 df) =.2h9
% Obtained "r" significant

The correlations of the college aspirers which appear

in Table V were compared with the correlations of the non-

college aspirers which appear in Table VI. The following

null hypotheses test the difference between the correla-

tions. The statistic used was the Z/ transformation.
Null Hypothesis 1; No difference exists between college
aspirers and non-college aSpirers in
consistency of educational aspiration
from the seventh to the tenth grade.

37

Alternate Hypothesis. The correlation between
Seventh and tenth grade educational
aspiration for the college aspirers
exceeds the correlation for the non-
college aspirers.

TABLE VII. Significance Test for Differences Between
Correlations of College Aspirers from
Seventh to Tenth Grade and Non-College
Aspirers from Seventh to Tenth Grade.

 

 

 

GrOUp N 7th-10th Difference
pf Correlation Score (Z)

College Aspirers 321 .1313 2 M2”

Non-College Asps. 63 —.2165 ' “

 

Significant Z at .05 level = 1.96
* Obtained Z significant

Thus, it is evident from the data in Table VII that
the null hypothesis that no difference exists between the
two groups in consistency of educational aSpiration is re-
jected. The alternate hypothesis is accepted for signifi-

cant differences between grades seven and ten.

Null Hypothesis El, No difference exists between college
aspirers and non-college aSpirers in
consistency of educational aspiration
from the seventh to the ninth grade.

 

Alternate Hypothesis. The correlation between
seventh and ninth grade educational
aspiration for the college aspirers
exceeds the correlation for the non-
college aspirers.

TABLE VIII. Significance Test for Differences Between
Correlations of College Aspirers from
Seventh to Ninth Grade and Non-College
Aspirers from Seventh to Ninth Grade.

 

 

Group N 7th-9th Difference
Correlation Score (Z)

College Aspirers 321 .2236 n a"

Non-College Asps. 63 -.0h70 1°77‘“

 

Significant Z at .05 level = 1.96
* Obtained 2 significant

38

Thus, it is evident from the data in Table VIII that
the null hypothesis that no difference exists between the
two grOUps in consistency of educational aspiration is re-
jected. The alternate hypothesis is accepted for signifi-
cant differences between grades seven and nine.

Null Hypothesis VII. No difference exists between
college aSpirers and non-college
aspirers in consistency of educa-
tional aSpiration from the seventh
to the eighth grade.

Alternate Hypothesis. The correlation between
seventh and eighth grade educational
aspiration for the college aspirers
exceeds the correlation for the non-
college aSpirers.

TABLE IX. Significance Test for Difference Between
Correlations of College Aspirers from
Seventh to Eighth Grade and Non—College
Aspirers from Seventh to Eighth Grade.

 

 

 

GrOUp N 7th-8th Difference
Correlation Score (Z)

College ASpirers 321 .2938 2 97M

Non-College Asps. 63 -.1160 ‘ "

 

Significant 2 at .05 level = 1.96
& Obtained Z significant

Thus, it is evident from the data in Table IX that
the null hypothesis that no difference exists between the
two groups in consistency of educational aSpiration is re-
jected. The alternate hypothesis is accepted for signifi-
cant differences between grades seven and eight.

Null Hypothesis VIII. No difference exists between
college aspirers and non-college
aSpirers in consistency of educa-

tional aspiration from the eighth
to the ninth grade.

39

Alternate Hypothesis. The correlation between
eighth and ninth grade educational
aspiration for the college aspirers
exceeds the correlation for the non-
college aspirers.

 

TABLE X. Significance Test for Difference Between
Correlations of College Aspirers from
Eighth to Ninth Grade and Non—College
ASpirers from Eighth to Ninth Grade.

 

 

-—.:-—w.- 8.. M... n-‘u‘ ---Io =-- -.-.m,-.- '“do- I...-

 

 

Group N VméEh-bttl Difference
A. Correlation Score (2)

College Aspirers 321 .h200 1 11“

Non-College ASps. 63 .5h05 ’ "

 

Significant Z at .05 level = 1.96
% Obtained Z not significant

Thus, it is evident from the data in Table X that the
null hypothesis that no difference exists between the two
grOUps is accepted. The alternate hypothesis is rejected
for significant differences between grades eight and nine.

Null Hypothesis IX. No difference exists between
college aspirers and non-college
aSpirers in consistency of educa-

tional aspiration from the eighth
to the tenth grade.

 

Alternate Hypothesis. The correlation between
eighth and tenth grade educational
aspiration for the college aspirers
exceeds the correlation for the non-
college aSpirers.

 

TABLE XI. Significance Test for Difference Between
Correlations of College Aspirers from
Eighth to Tenth Grade and Non-College
Aspirers from the Eighth to the Tenth Grade.

 

 

 

Group N 9th-10th Difference
Correlation Score (Z)

College Aspirers 321 .2999 3917“

Non-College ASpS. 63 .3u02 ' ”

 

Significant 2 at .05 level = 1.96
* Obtained 2 not significant

no

Thus, it is evident from the data in Table XI that
the null hypothesis that no difference exists between the
two groups is accepted. The alternate hypothesis is re-
jected for significant differences between grades eight

and ten.

Nulleypothesis X; No difference exists between
college aspirers and non-college
aspirers in consistency of educa-
tional aSpiration from the ninth
to the tenth grade.

 

Alternape Hypothesig. The correlation between
ninth and tenth grade educational
aspiration for the college aspirers
exceeds the correlation for the non-
college aspirers.

TABLE XII. Significance Test for Difference Between
Correlations of College Aspirers from
Ninth to Tenth Grade and Non-College
ASpirers from the Ninth to Tenth Grade.

. ‘fi w :—
_

 

 

 

Group N 9th-10th 7' Bergerac.
Correlation Score (Z)

College ASpirers 321 .5577 1 260*

Non-College Asps. 63 .h226 " ‘

Significant Z at .05 level = 1.96
* Obtained Z not significant

Thus, it is evident from the data in Table XII that
the null hypothesis that no difference exists between the
two groups is accepted. The alternate hypothesis is re-
jected for significant differences between grades nine and

ten.

The two tables which are presented below summarize
the changes which took place in educational aspiration from

the seventh to the tenth grades. Three types of change

bl

are noted: positive, wherein the student's aSpiration level
rises, no change, and negative, wherein the student's as-
piration level decreases. As indicated in Chapter III,
educational aSpiration is ranked on a seven point scale.
When there has been change, the average amount of change

is noted in the table. Results are presented for the

College Aspirers and the Non-College Aspirers.

 

 

 

 

 

 

TABLE XIII. Changes in Educational Aspiration for the
College Aspirers, from Seventh to Tenth
Grade.
Type of ‘- - -m& ’PercentnThemaAverage Amount
Change Changed Of Change
Positive 55 1h? +1.06
7gghto No Change 190 565 -
' Negative 9h 30¢ -1-59
Positive 77 2h% +1.05
7th to No Change 161 515 -
9th Negative 81 25% -1.70
Positive 71 22% +1.0u
713th0 No Change 1M7 M6? -
Negative 101 32% -1.73
. Positive 80 25W +1.h3
Egghto No Change 190 59% -
Negative M9 16% -1.51
o r
8th t Positive 76 a 6 +1.50
10th° No Change 170 53% -
Negative 73 23% -1.u7
Positive h9 16p +1.38
gigtgo No Change 190 59% -
Negative 80 25% -1.27

 

h2

TAPIE XIV. Changes in Educational Aspiration for the

Non-College Aspirers, from Seventh to Tenth

 

 

 

 

 

Grade.
Type of N Percent Average Amount
Change Changed Of Change
Positive )2 67% +2 69
th t 4 / '
78th 0 No Change 20 32% -
Negative 1 1% -1.00
(,4 r~
th to Positive h3 685 +fi.Et
79th No Change 18 29% -
Negative 2 3% -2.00
7th to Positive us 71% +2.86
10th No Change 16 2>¢ -
Negative 2 3% -1.50
9 Positive 15 2h? +2.20
‘52ht0 No Change 35 SF“ -

’ Negative 13 21¢ -l.76
9 Positive 17 27% +2.u7
{gtfio No Change 29 ht? —

Negative 1? 27? -l.70

Positive 12 19% +2 co
0 / o /
[lgtho No Change 37 593 -

Negative In 22% -2.00

 

Qiscussion 2£_§esults

In the results which were presented in this chapter,
it was evident that the college aspirers, the diSparity
group, and the non-college aSpirers differed significantly
in regard to each of the four variables under considera-
tion: self concept of ability, perceived parental evalua-
tion, social class, and grade point average.

The differences which existed among the three groups

MB

were consistent for each grade level from seven to ten.

At each grade level, the college aspirers had a signifi-
cantly higher mean self concept score than the disparity
groun and the non-college aSpirers. If there was a trend
in the scores, it was that the self concept of the college
aSpirers increased slightly from grade seven to ten and
that the self concept of the non-college aspirers decreased
slightly over the same period. The mean self concept score
for the diSparity group remained quite stable over the four
year period. The differences among the three groups were
most dramatic at grades nine and ten for self concept of
ability. The variances within grOUps were homogeneous at
each grade level, and are reported in Appendix C.

The three grouns also differed significantly at each
grade level in perceived parental evaluation. The college
aspirers again were significantly higher in their grOUp
mean score than the diSparity grour and the non-college
aspirers. The mean score for the college aSpirers remain-
ed quite stable over the period, as did the mean score for
the diaperity group. The mean score for the non-college
aspirers, however, decreased from eighth grade to tenth
grade. The variances within groups were homogeneous at
each grade level, and are reported in Appendix C.

The differences among the three grOUps on social class
were also significant at the three grade levels tested. Of
the four variables under consideration, however, the differ-

ences on social class were the least striking. In each

11h

grade, the college aSpirer's group mean score on social
class was significantly higher than the mean score of the
diSparity grOUp and the mean of the non-college aspirers.
The differences among the three grOUps were most obvious
in the eighth grade, and decreased each year to the tenth
grade. The mean scores of the college aspirers and the
diSparity group were quite stable over the period, but the
mean of the non-college aSpirers demonstrated a tendency
to increase from grade eight to grade ten. Variances with-
in grOUps were slightly heterogeneous for grades eight and
ten, and these are reported in Appendix C.

The differences among the three groups on grade point
average were significant at each of the four grade levels,
with the group mean score of the college aSpirers being
significantly higher than the mean of the diaparity group
and the mean of the non-college aSpirers. The differences
were quite consistent from the seventh to the ninth grade.
In the tenth grade, the differences were not quite so
dramatic, which may reflect the more varied curriculum in
high school as opposed to junior high school. The variances
for these grOUps were homogeneous and are reported in Appen-
dix C.

The difference in the size of the three groups at each
grade level reflected the significantly larger number of
students who aSpired to college than who did not. Of the
fifty to sixty students who were in the diaparity group, the

great majority aspired to college educationally. The die-

1:5

parity occured because they aspired to an occupation not
requiring college. The fact that this disparity group mean
score was significantly lower than the mean of the college
aspirers may suggest that occupational-educational differ-
ences on aSpiration might contribute significantly to an
understanding of college aspiration.

The fact that the differences were significant on each
variable even down to the seventh grade might indicate
that aspirations for college might be an important consid-
eration for educators while students are still quite young.

The analysis of the data for consistency of aspiration
indicated that educational aspirations were generally more
stable over the four year period for the college aspirers
than for the non-college aspirers. The seventh grade was
the crucial year in the difference, as seventh grade educa-
tional aSpiration was negatively related to educational
aspiration in eighth, ninth, and tenth grades for the non-
college aspirers. The students in the college aSpirers'
grOUp tended to have more stable educational aSpirations in
the seventh grade than the non-college aspirers. When the
non-college aspirers reached the eighth grade, there were
no significant differences in consistency of educational
aspiration between them and the college aspirers.

The inter-correlations for the college aspirers in-
creased as the tenth grade was aprroached. For example,
the correlation between the seventh and eighth grade for

the college aspirers was .2939, and the correlation between

M6

the ninth and tenth grade for the college aspirers was .5577.
The inter-correlations for the college aspirers were gener-
ally small but statistically significant. All of these
correlations for the college aspirers were positive. The
small (.1313) but significant correlation between seventh
and tenth grade for the college aspirers tended to indicate
that as early as the seventh grade, college aspirations
might have educational importance.

As indicated in Tables XIII and XIV, students tended
to change their educational aspirations somewhat during
the four year period. The changes were most obvious over
a two to three year period; for example, between the seven-
th and the tenth grades there was more change than there
was between the eighth and ninth grades. The number of
students who exhibited no change in their educational as-
piration level increased each year from the seventh to the
tenth grade, eSpecially for the non-college aspirers. Be-
tween the ninth and tenth grades, for example, 59 percent
of the students in both groups remained exactly the same
in educational aSpiration level.

The hypotheses stating that the college aspirers would
be more consistent in their aSpirations were not tenable,
except for the seventh grade, as the inter-correlations for
the non-college aspirers were all negative in the seventh
grade.

A summary of this chapter is now presented, and includ-

ed are Tables XV and XVI which summarize the results.

h?

Ho.m u “we mem.mv mo.a .ao.m message seams a
poemmppo cmgz pmuoomoa cam masoaw mcoEm cocoaommfip 0: Low memccwo as HHDZ

\"
'0‘

 

l . . . ‘ 1|... ' 'l -I. 'l '1 .'It|

 

.‘JQ’ITV bl ‘ I . ‘r .ul . \ n v

 

m:.H mm.mm No.4a Ha.au em .moma smearoo-ccz
we.ma me.a :m.e mo.mm HH.sm om.sa se.ms o:.mm mu geese auameemaa sacs
ma.m om.~: ow.om o~.om mam mamcHgma mamaaoo
qq.a mm.» ea.oa oo.mm Hm .mpma watercoucoz
mm.mm um.a oe.m c:.Mm so.a: mm.efl mm.os :c.mm mm psope beateamwc :wo
sm.m $1.3: oa.om os.om Ham mpmeapma maopaoo
om.a so.mm :e.ma cc.sm em .mama mammaoo-cc2
:m.em om.a mm.oH mo.mm om.:m sm.ma mm.o: ms.im om peace atapmamfip ram
om.m as.;: em.cm mm.cm ace mpmpapma aaarroo
NN.H ::.:m um .mpmm emeraooncoz
ms.ma mo.m ma.am mo.em om esope assesdmam see
om.w Hw.om Hts «Lasagna mmoaaoo
mmmao .Hw>m amuse
kg .<.m.o : waoom s ueam em>woo . uaoocoo
: Emmi :m Emmi 9h lhmh Emmi ah MHmm Emmi z QSOLw mumpw

 

 

.opmpo names on» on npco>mm
any song moanmfiam> much how mgmpfiumm mwoaaooncoz pcm .gsohm mpfipmamfio
.mampaomm omoaaoo pom moocmaommfia smoz ho cosmfiam> mo mfimmamcm M0 hamEEsm .>x mumme

m,

.ucmowwficmwm mpoom m pocwmch *

 

la‘li

 

wO.H wmofl wwwfio mw mLOLw£m¢ mmmrHOOICCE fiwCHIIuC
mumm. me mamafigmq omofiwoo
\. . ucqm. ml maogwam< mmofiaooucoz . . ,
H eaom w‘\ . . :poH-xe
cc ooom. Hmm atopaama mwoaaoo a
\C.H HHoH UOJUo Mw mLmthwfi mUDHHOUICOZ SHOICPL
come. Hmm meapacma mmmaaoo
\ o ‘ 1 . .3
a . k . Lme n mm mpoaenmm owofiaooszoz .\ V:
we a .m: m mama. Hmm mpmpwdma mmoaaco such gas
mo.a :so.a oseo.- mm memeaema mmmaaoo-coz :po-cps
: wmmm. Hmm mamafimmq emeraoo
mo.a so.u emaa.- Mm mpmpaama mmmaaoo-coa
.Uu. C , o . Q. s .W O FTWQ'WTWN.
mmom Hmm macaw as m mHH o
mo.v ogoom pcowowmmooo e 2
a m scapmamppco 2 esopo aopmwmmmmz

 

Amt

.mam>oq compo msoupm> u<
mLoLHCmm ommaaooncoz Amy pee .mHe>om cream m:0wpm> um macawmmm ouoraoo

uncoHumHQALOQ coozuom moocoammeQ so“ mpmoe oocmofiwficmfim mo hLmfiesm

.H>x mumde

h9

Summary
The results of the analysis generally sUpported the

hypotheses of the study. Of the ten hypotheses tested,
seven were affirmed.

Analysis of variance was used to test differences
among college aspirers, the disparity group, and the non-
college aspirers for the four variables under consideration:
self concept of ability, perceived parental evaluation,
social class, and grade point average. When a significant
difference was found, "t" tests were applied to the data
to indicate the direction of the difference.

The college aSpirers had significantly higher group
mean scores on self concept of ability than the disparity
group and the non-college aspirers. This relationship was
highly significant statistically, and held for grades seven
through ten.

The grOUp mean score of the college aspirers was also
significantly higher on perceived parental evaluation than
the disparity group and the non-college aspirers. This
data was available for grades eight through ten, and the
differences were significant and consistent for each grade.

The college aspirers again had significantly higher
group mean scores on social class than the disparity group
and the non-college aspirers. This data also was available
for grades eight through ten, and the differences were
significant at each grade level. However, differences a-

mong the three groups on social class were more pronounced

SO

in eighth grade, and less each year thereafter. Of the
four variables under consideration in this study, the least
striking differences among groups were found on social
class.

The hypotheses concerning differences among the three
grOUps on grade point average were also affirmed. The col-
lege aspirers had significantly higher grades each year
than the disparity group and the non-college aspirers.
These differences held each year from seventh to tenth
grade, and were quite consistent over the period.

The difference in the sizes of the three groups at
each grade level (for example, 161 college aspirers, 60 in
the disparity grOUp, and 27 non-college sepirers) reflected
the significantly larger number of students who aspired to
college than did not. The disparity groups were composed
mostly of students who aspired to college educationally.
The disparity occurraibecause they aspired to an occupation
not requiring college. The fact that this disparity group
mean score was significantly lower than the mean of the
college aspirers might suggest that OCCUpation-educational
differences on aspiration might contribute to an understand-
ing of total college aspiration.

The analysis of the data for consistency of education-
al aspiration indicated that the aspirations for college
were fairly stable over the four year period, but that col-
lege aSpirers were not necessarily more consistent over

this period than the non-college aspirers.

51

The inter-correlations for college aspirers increased
as the tenth grade was approached. For example, the corre-
lation between the seventh and eighth grade for the college
aspirers was .2938, and the correlation between the ninth
and the tenth grade for the college aspirers was .5577.

The inter-correlations for the college aspirers were gener-
ally small but statistically significant. All of the corre-
lations for the college aspirers were positive. The small
(.1313) but significant correlation between seventh and
tenth grade for the college aspirers tended to indicate

that as early as the seventh grade, college aSpirations
might have importance.

The situation was somewhat different for the non-col-
lege aspirers. All the correlations with seventh grade as-
niration were negative, indicating that for this group of
students, the seventh grade was not a crucial year in the
formation of aspirations. However, in the eighth grade, a
respectable (.ShOS) and significant correlation was found
with ninth grade educational aspiration. The inter-corre-
lations for the non-college aspirers were significant and
quite stable beginning in the eighth grade.

Some students tended to change their educational as-
pirations slightly during the four year period. These
changes were most obvious over a two to three year period;
for example, between the seventh and the tenth grades there
was more change than there was between the eighth and ninth

grades. The number of students who exhibited no change in

52

their educational sepiration level increased each year from
the seventh to the tenth grade, especially for the non-col-
lege aSpirers. Between the ninth and tenth grades, for ex-
ample, 59 percent of the students in both groups remained
exactly the same in their educational aspiration level.

The hypotheses stating that the college sepirers would
be more consistent in their aspirations were not tenable,
except for the seventh grade, as the inter-correlations
for the non-college aspirers were all negative in the
seventh grade.

In the final chapter which follows, the summary and

conclusions of the study are presented.

Chapter V

SUMMARY AND CONCLUSIONS

T§g_Problem

The problem of this study arose out of the goal of ad-
ucating every citizen to the highest level of his ability.
College enrollments in the future will continue to reflect
increases in pOpulation as well as changes in the manpower
needs of modern society. Knowledge about the aspirations
of youth for higher education might assist in the process
of encouraging education for everyone to the limits of their
ability. The college and non-college aspirations of second-
ary school students were the concern of this research.
Students were studied over a four year period, and differ-
ences in the consistency of their aspirations were describ-
ed. Some variables (self concept of ability, perceived
parental evaluation, social class, and grade point average)

were also examined in relation to college aspiration.

Theory
The theory which was the basis of this study assumed

that a students' aspirations can be viewed as the result of
a deve10pmental process, based in social interaction. A
person's conception of his ability can emerge from social

and symbolic interaction with significant others and can

53

Sh

guide or influence the behavior of the individual.

Design and Procedures

The sample for the study consisted of approximately
280 male students in a midwestern city of 107,000 peOple.
The following data were collected over the seventh to tenth
grade period, 1960-1963 on these students: educational and
occupational sapiration, self concept of ability, perceived
parental evaluation, social class, and grade point average.

Three grOUps were selected for this study. GrOUp one
consisted of those students who sapired to college educa-
tionally and occunationally. Group two consisted of those
students who indicated a diaperity between their education—
al and occUpational aSpirations, and group three consisted
of the non-college aspirers.

The students were selected for the three groups on the
basis of their responses to educational and occupational
aspiration instruments developed by Brookover, et.al.(2).
Reliabilities based on test-retest methods were reported in
Chapter III.

The self concept of ability scale and the perceived
parental evaluation scale were also developed by Brookover,
et.al.(2). Test-retest reliabilities for these instruments
ranged from .62 to .73. and were reported in Chapter III.

The social class score for each student was based on the
father's occUpation, and was also taken from Brookover, et.

al.(3). Test-retest reliability coefficients for this mea-

55

sure ranged from .70 to .79 and were reported in Chapter
III.

Each student's grade point average was figured on the
basis of his work in four school subjects, generally re-
garded as being the "academic" subjects. These were English,
math, science, and social studies. Test-retest reliabili-
ties were computed for grade point average, and ranged from
.68 to .82, and were reported in Chapter III.

The three groUps in the study (college aspirers, dis-
parity grOUp, and non-college aSpirers) were investigated
for differences in regard to the four variables: self con-
cept of ability, perceived parental evaluation, social
class, and grade point average.

The four main research hypotheses which applied at
each grade level were:

(1) The college aspirers have significantly
higher self concepts of ability than the
disparity grOUp and the non-college asnirers.

(2) The college aSpirers have significantly
higher perceived parental evaluation scores
than the disparity grOUp and the non-college
aspirers. ‘

(3) The college aspirers have significantly
higher social class scores than the dis-
parity group and the non-college aspirers.

(h) The college aspirers have significantly
higher grade point averages than the dis-
parity grOUp and the non-college aSpirers.

Consistency of educational aspiration was also examin-

ed, and it was hypothesized that the college aspirers were

more consistent in their educational aspirations over the

56

four year period than the non-college aspirers.

Analysis of variance was used to test differences
among the college aspirers, the disparity group, and the
non-college sapirers. When significant differences were
found, "t" tests were applied which Specified the direction
of the differences. Difference between correlation coeffi-
cients (Z"transformation) was used to test for differences

in the consistency of educationalaspiration.

Findings
The results of the anlaysis generally supported the

hypotheses of the study. The college aspirers had signifi-
cantly higher group mean scores on self concept of ability,
perceived parental evaluation, grade point average, and
social class than the disparity grOUp and the non-college
aspirers. This relationship held at each grade level from
seven to ten for each variable tested. For self concept of
ability, for example, the mean scores for the college aSpir-
ers, the disparity group, and the non-college sepirers were
30.32, 26.76, and 2h.00 respectively, in the eighth grade.
For grade point average in the same year, the means for the
college sapirers, the disparity group, and the non-college
aspirers were 2.60, 1.89, and 1.66 respectively. A compos-
ite summary table indicating differences among the three
groups was presented in Chapter IV, page M7.

The analysis indicated that aspirations for college

were fairly consistent over the four year period, but that

57

the college aspirers were not necessarily more consistent
over this period than the non-college aspirers. The inter-
correlations for the non-college aspirers were all negative
for the seventh grade, indicating that for this group, the
seventh grade was not a crucial year in the formation of
aspirations. However, the inter-correlations for the col-
lege sapirers were positive for the same period, indica-
ting that the seventh grade might be an important year for
some students in the formation of college aspirations. In
grades eight, nine, and ten, there were no significant
differences in the consistency of aspirations for the
college aspirers and the non-college aspirers.

Some students tended to change their educational as-
pirations slightly during the four year period. These
changes were most obvious over a two to three year period;
for example, between the seventh and the tenth grades,
there was more change than there was between the eighth
and the ninth grades. The number of students who exhibi-
ted no change in their educational aspiration level in-
creased each year from the seventh to the tenth grade,
especially for the non-college aspirers. Petween the ninth
and tenth grades, for example, 59 percent of the students
in both grOUps remained exactly the same in educational
aspiration level.

The main findings of this study were:

(1) Students aspiring to college educationally and

occupationally had significantly higher mean
self concepts of ability than students indica-

58

ting a disparity in their sapirations and
students not sapiring to college education-
ally and occupationally, in grades seven
through ten.

(2) Students aspiring to college educationally
and OCCUpationally had significantly higher
mean perceived parental evaluation scores
than students indicating a disparity in
their aspirations and students not aspiring
to college educationally and occupationally,
in grades eight through ten.

(3) Students sepiring to college educationally
and occupationally had significantly higher
mean social class scores than students indi-
cating a disparity in their aspirations and
students not sepiring to college education-
ally and occupationally, in grades eight
through ten.

(h) Students aspiring to college educationally
and occupationally had significantly higher
grade point averages than students indica-
ting a disparity in their sapirations and
students not aspiring to college education-
ally and OCCUpationally, in grades seven
through ten.

(5) College aspirers tended to be more consistent
than non-college sapirers in their educational
sapirations when they were compared from
grades seven to ten, seven to nine, and seven
to eight.

(6) No difference existed in the consistency of
educational aspiration between the college
aspirers and the non-college aspirers when

compared from grades eight to nine, eight to
ten, and nine to ten.

Conclusions

The results of this study generally substantiated the
theory from which the research originated. Students'
aspirations for collegeinne highly related to self concept
of ability, and this held from seventh to tenth grade. A

student's perception of his parent's evaluation of his own

59

ability was also significantly related to his aspirations.
Although social class was significantly related to aspira-
tion for college, the degree of significance decreased
each year until the tenth grade. Of the four variables
under consideration, social class differences were the
least striking. With the develOpmental approach of this
study, this trend for social class differences is encour-
aging, although it is evident that aspirations did not de-
velop apart from social class. It is encouraging in that
a student's conception of his own ability seems to be more
highly related to his aspirations than his social class
rating is. As eXpected, aSpirations for college were also
significantly related to grade point average.

The separation of the students into three groups on
the basis of their educational and occupational aspirations
proved quite tenable. For each variable under considera-
tion (self concept of ability, perceived parental evalua-
tion, social class, and grade point average) and for each
grade level tested from seven to ten, the college aspirers
had the highest mean scores and the non-college aspirers
had the lowest mean scores. The other grOUp, composed of
students who indicated a disparity between their education-
al and occupational aspirations, had mean scores between
the college aspirers and the non-college aspirers each
year. Since the great majority of this disparity group
aspired to college educationally but not occupationally,

an understanding of OCCUpational aspirations may contribute

60

to a knowledge of college aspiration in general. On the
other hand, educational aspirations might be the more
significant variable related to college aSpiration as a
whole.

Those students who aSpired to college in seventh
grade were also fairly likely to asrire to college in each
grade after seventh, but his was not the case for the non-
college aspirers, as their aSpirations did not tend toward
consistency until the eighth grade. After eighth grade,
there were no significant differences in consistency of
educational aspiration between the college aspirers and
the non-college aspirers.

Many more students at each grade level aspired to
college than did not, both educationally and occupationally.
As eXpected, and in accordance with previous findings (1,
35), a greater proportion of students aspired to college
in each grade than the proportion of students who actually
attend college after high school graduation.

It was evident that aspirations for college were not
formed just before enrollment in college, as in the seven-
th grade there was a relatively stable formation of aSpira-
tion for many students. If aSpirations for college at
this early stage are in fact relevant, counselors and
teachers might do well to verbalize these aspirations with
students.

The results of this study raised some doubts about

the findings of some other researchers in regard to the

61

relationship of asrirations to social class. In the re-
view of the literature, it was noted that the relationship
of social class to aSpirations was not clear. In this
study, social class was found to be significantly related
to college aspiration. However, as noted earlier, social
class seemed to have decreasing relation to aspiration
each year from seventh to tenth grade, so before any con-
clusive statements could be made, a more intensive study
of the relationship of social class to aspirations should
be done.

The most significant findings of this study were the
relationship of college aspirations to self concept of
ability and perceived parental evaluation, in that there
might be some implications for counseling and teaching.
If a student's achievement in school and aSpirations for
future educational and employment are not merely functions
of his "innate ability" but are closely related to his
conception of himself, then the role of the teacher or
counselor might be considerable in his development. It
has been demonstrated that a student's self concept can
be enhanced by working with his parents, and this has re-
sulted in improved academic performance (39). The role
of a students' parents might also be significant in the

formation and enhancement of college aspirations.

Implications for Future Research

Three Specific areas of investigation might be plausi-

62

ble as extensions of this study. First, a study dealing
with the differences between educational and occupational
aspiration might add to an understanding of college as-
piration as a whole. A descriptive study of the role of
occupational aSpiration in relation to achievement, con-
sistency, and other variables might prove beneficial.

The relationship of social class to college aspira-
tion in this study decreased in significance each year to
the tenth.grade. A logical extension of this study would
be to follow up on the same students for the next three
years to determine if this decreasing significance contin-
ued. It would also be worthwhile to note which students
actually attended college by social class among the sample.

Third, a follow up study on the same students in re-
gard to later grades in high school as related to college
aspirations might be worthwhile. As the students move
closer to actual college enrollment it would be beneficial
to note any changes that might take place in their aspira-

tions and achievement.

BIBLIOGRAPHY

10.

ll.

Perdie, Ralph E. "Why Don't They Go To College?"
Personnel and guidange JOurnal, 31 (March,
19E3), 37:2-/E .

Brookover, W.B., Paterson, Anne, and Thomas, Shailer.
Self Concept 2: Abilit and School Achieyg-
ment. Cooperative Heseach.?%oject # Hus,

U.§. Office of Education, Washington, D.C.,
and Michigan State University, East Lansing,
Michigan, 1961.

 

Brookover, W.B., LePere, Jean, Hamachek, Donald,
Thomas, Shailer, and Erickson, Edsel. Im-
roving Academig_Achievement Through §tudents'
e f Concepg Enhancement. Coonerative Re-
search Froject # TFBE, U.S. Office of Educa-
tion, Washington, D.C., and Michigan State
University, East Lansing, Michigan, 1963.

 

Brookover, W.P., Hamachek, Donald, and Erickson,
Edsel. Bglationship 2; Self Concept to
Achievemept in Hi h School. CooperatiVe
Research ProTECE 5 2931, U.S. Office of
Education, Washington, D.C., and Michigan
State University, East Lansing, Michigan, 196M.

 

 

Rrookover, W.P., and Gottlieb, David. Sociology 22
Education. New York: American .ook ompany.

T9€H (rev.).

Byers, Joe J. "A Study of the Levels of Aspiration
of Academically Successful and Unsuccessful
High School Students," California Journal of
Educational Research, 13 (May,'l93§), 259:216.

 

 

Chapman, D.M., and Volkman, M.A. "A Social Deter-
minant of Level of Aspiration," Journal of
Abnormal and. Social Psychology, ‘B‘H‘T‘A‘prfi,
T939), 23378.

Cohen, W.J., "College Aspirations and the Future
Demand for Higher Education," Higher Edugg-
tion, 19 (October, 1962), h-lO.

Combs, Arthur, and Snygg, Donald. Individual Behavior.
New York: Harper Brothers. 1959 (rev.).

Conant, James B. The American Hi h School Today.
New York: ficGraw Hill, 19E9.

Dixon, W.J., and Massey, F.J. Iptroductioggtg
Statistical Analysis. New York: McGraw Hill,

/ .

 

5h

12.

13.

1h.

19.

16.

17.

18.

19.

20.

21.

22.

65

Edwards, Allen L. Statistical Methods for the
Behavioral Sciences. New York: Holt, Rina-

hart, and MinstonT-196l.

 

 

Festinger, Leon. "Wish, Expectation, and Group
Standards as Factors Influencing Level
of Aspiration," Journal pf Abnormal and
Social Psycholog§:—3F-T8eptember, 19527,
lFu-2OC.

 

Festinger, Leon. "Theoretical Interpretation of
Shifts in Level of ASpiration," Psychologi-
cal Rgview, U9 (May, l9h2), 23S-§O.

 

Gould, R., and Kaplan, N. "Relationship of Level
of Aspiration to Academic and Personality
Factors," Journal of Social Psypholpgy,

11 (February: 19HOTT'31-HC.

Heald, Henry. Ipwagd Greatness 12 Higher Education:
A First Report gp'the—Forggfipundation Special
Programs—in Education. New York: Ford Foun-
dation, l§?h.

 

 

 

 

 

Herriott, R.E. "Some Social Determinants of Edu-
cational Aspirations," Harvard Educational

Review, 33 (Spring, 1963), l§7-77.

U.ertzman, ”., and Festinger, Leon. "Shifts in Ex-
plicit Goals in a Level of Aspiration Ex-
periment," Journal of Expgrimental Psy-

chology, 27 Tfiallj‘laflol, h39-52.

Hilgard, E.R. "Success in Relation to Level of As-
piration," School and Society, 55 (April,
19u2), h23-28.

 

Kahl, M. "Educational and OCCUpational Aspirations
of Common Nan Boys," Harvard Educational
Review, 23 (Fall, 1953), l36a203}

 

Kinoane, John F. "The Relationship of Personal Ad—
justment to Realism of Expressed Vocational
Preference." Unpublished Ph.D. Dissertation,
Columbia University, 19?9. (Abstracted in
Dissertation Abstracts, Vol. XIX, No. l, 1958,
P. 172.) “’

 

Knupfer, Genevieve. "Portrait of the Underdog,"
Public Opinion Quarterly, (Spring, 19h7),
103-11.

66

23. Kohout, V.A. "A Longitudinal Study of the Consisten-
cy of the Occupational Choices of Two Samp-
lings of Youth," Unpublished Ph.D. Disserta-
tion, University of Wisconsin, 1963. (Abstrac—
ted in Dissertation Abstracts, Vol. XXIII,

No. 6, I953, P. h:7h.72

 

2h. Kuppner, 8.0. "A Study of the Vocational and Educa-
tional Interest of Junior High School Students."
Unpublished Ph.D. Dissertation, Northwestern
University, 1961. (Abstracted in Disserta-
tipp Abstracts, Vol. XXII, No. b, 1961, I.269l)

 

29. Lewin, K., Dembo, T., Festinger, L., and Sears, P.
"Levels of ASpiration," in J.“. Hunt (3d,)

Personalit and the Behavior Disorders. New
York: RonaId Press, 19HH.

26. Lowe, J.L. "Educational and OCCUpational Aspirations
of High School Seniors." Unpublished Ph.D.
Dissertation, University of Missouri, 1962.
(Abstracted in Dissertation Abstracts, Vol.
XXIII, No. 3, l§€2‘2;“26lfii)

 

 

27. Mead, George H. Mind, Self, and Society. Chicago:
University of Chicago, 193M.

 

 

28. Mills, C. Wright. White Collar. New York: Oxford
University Press, I9EI.

29. Mitchell, L.E. "Aspiration Levels of Negro, Delin—
quent, and Public School Boys," Journal pf
Negro Education, 26 (Fall, 1957), 80-93.

 

30. Morse, Richard J. "Self Concept of Ability, Signifi-
cant Others, and School Achievement of Eighth
Grade Students: A Comparative Investigation
of Negro and Causasian Students." Unpublished
M.A. Thesis, Michigan State University, 1963.

31. Mulligan, Raymond A. "Socioeconomic Background and
College Enrollment," American Sociological
Review, 16 (April, l9SI), lEF-9E.

 

32. Nickles, J.M. "ASpirations of Poorly Achieving High
School PUpils in a Predominantly College
Preparatory School." Unpublished Ph.D. Dis-
sertation, University of Washington, 1961.
(Abstracted in Dissertation Abstracts, Vol.
XIII, No. S, 1961. P. 3351.)

 

33.

3h.

36.

37.

3g.

39.

MO.

hl.

b2.

67

Red, 8.8., McCary, J.L., and Johnson, Bette. "Study
of the Relationship Petween Aspiration Levels
and Academic Achievement," Journal of Educa-

tional Research, 55 (December, 1931):'l§9-E3.

 

Reissman, Leonard, "Levels of ASpiration and Social
Class," American Sociological Review, 18
(November,—19F37, 233-h2.

Rice, J.R. "Changes in tbe Levels of Educational and
Occupational Aspirations Between the Tenth
and Twelfth Grades of Capable High School
Students in North Florida." Unpublished
Ph.D. Dissertation, Florida Stata University,
1962. (Abstracted in Dissertation Abstracts,
Vol. XXIII, No. A. 19F2, P. 197M.)

Sears, Pauline 8. "Levels of Aspiration in Academi-
cally Successful and Unsuccessful Children,"
Journal of Abnormal Psychology, 35 (Winter,

1956). h9FL936:

Sewell, William H., Heller, Archie 0., and Straus,
Murray A. "Social Class and Educational
and Occupational Aspiration," American
Sociological Revieg, 22 (March, 1957). 67-73.

Smith, M.B. "Interpersonal Influence on the Occupa-
tional and Educational Aspirations and Expec-
tations of Sixth Grade Students." Unpublished
Ph.D. Dissertation, Michigan State University,
1961. (Abstracted in Dissertation Abstracts,
Vol. XXII, No. 3, 1961: P.IH2Pu.)

Thomas, Shailer. "An Experiment to Enhance Self Con-
cept of Ability and Raise School Achievement
Among Low Achieving Ninth Grade Students."
Unpublished Ph.D. Dissertation, Michigan State
University, 196h.

U.S. Department of Commerce. County and City Data
Book: A Statistical Abstract SUpplement.
U.S. Government PrintIfig Office, Washington,
D.C., 1963.

 

 

Walter, L.M., and Marzolf, S.S. "Relation of Sex,
Age, and School Achievement to Levels of
Aspiration," Journal of Educational Psychology,

u2 (May, 195177”283292T

Wattenberg, William W. "Levels of Aspiration,"
Michigan Educational Journal, 37 (Fall, 1951),
231.

68

Weigand, G. "Goal Aspiration and Academic Success,"
Personnel and Guidance Journal. 31 (April,

 

 

Weiner, Max, and Graves, Varion. "A Study of the
Educational and Vocational Aspirations of
Junior Uigh School Purils from Two Socio-
Economic Levels." White Plains, New York
Board of Education. anublished Nimeo-
graphed Study, 1961.

worell, L. "Levels of Aspiration and Academic Success,"
Journal of Educational Psychology. 50 (Jan-

UarY: 193?): 57‘5h-

Wylie, Ruth. The Self Concept. Lincoln, Nebraska:
University of Nabraska Press, 1961.

 

 

APPENDIX A

Self Concept of Ability Scale

   

Circle the letter in front of the statement which best an-
swers each fibestion.

1. How do you rate yourself in school ability comrared
with your close friends?

a. I am the best

b. I am above average
c. I am average

d. I am below average
e. I am the poorest

2. How do you rate yourself in school ability compared with
those in your class at school?

a. I am among the best

b. I am above average

c. I am average

d. I am below average

e. I am among the poorest

3. Where do you think you would rank in your high school
graduating class?

. among the best
above average
average

below average
among the poorest

(DQOO'D

h. Do you think you have the ability to complete college?

a. yes, definitely

b. yes, probably

c. not sure either way
d. probably not

a. no

5. Where do you think you would rank in your class in
college?

8. among the best

b. above average

C 0 average

d. below average

e. among the poorest

6. In order to become a doctor, lawyer, or university pro-
fessor, work beyond four years of college is necessary.
How likely do you think it is that you could complete
such advanced work?

a. very likely

b. somewhat likely

c. not sure either way
d. unlikely

a. most unlikely
Go on to the next page

 

7O

.._ -

 

7. Forget for a

71

moment how others grade your work. In
how good do you think your work is?

excellent

good

average

below average
much below average

grades do you think you are capable of

your opinion
a. My work is
b. My work is
c. My work is
d. My work is
a. My work is
8. What kind of
getting?
a. Mostly A's
b. Mostly B's
c. "ostly C's
d. Mostly D's
e. Mostly E's

APPENDIX B
Perceived Parental Evaluation

Scale

Please answer the following questions as you think your
parents would answer them. If you are not living with
your parents answer for the family with whom you are
living.

Circle the letter in front of the statement that best
answers each question.

1. How do you think your parents would rate your school
ability compared with other students your age?

a. Among the best

b. Above average

c. Average

d. Below average

a. Among the poorest

2. Where do you think your parents would say you would
rank in your high school graduating class?

a. Among the best

b. Above average

c. Average

d. Below average

6. Among the poorest

3. Do you think your arents would say you have the
ability to complete coIIege?
a. Yes, definitely
b. Yes, probably
0. Not sure either way
d. Probably not
a. Definitely not

h. In order to become a doctor, lawyer, or university
professor, work beyond four years of college is
necessary. How likely do you think your parents would
say it is that you could complete such advance work?

a. Very likely

b. Somewhat likely

c. Not sure either way
d. Somewhat likely

6. Very unlikely

4. What kind of grades do you think your parents would say
you are capable of getting in general?

a. “ostly A's

h, Mostly P's

c. Mostly C's

d. Mostly D's

e. Mostly E's

§__o t_| he next page

 

73

6. How far do you

in school?

a . They expect
b. They expect
c. They expect
d. They eXpect
e. They eXpect
f. They expect
g. They expect

think

me
me
me
me
me
me
me

In general, would

6. Probably not

e. Definitely not

to
to
to
to
to
to
to

714

your parents expect you to go

quit as soon as I can.

continue in high school for a while.
graduate from high school.

go to secretarial or trade school.
go to college for a while.

graduate from college.

do graduate work beyond college.

your arents say you are doing as well
in school as you are capable of doing?

a. Yes, definitely
b. Yes, probably
0. Not sure either way

APPENDIX C

Variances of College Aspirers, Dis-
parity GrOUp, and Non-College ASpir-
are on each Variable from the Seventh
To the Tenth Grade

Variances of College ASpirers, Disparity Group, and Non-
College Aspirers on Each Variable from the Seventh to the

Tenth Grade.
M

 

 

Self P P E 4;. 30018] G A9399

GrouP Concept Class 'P' '

College Aspirers lb.98 - - .6902

7th Disparity Group 9.99 .7670
Non-College ASps. 13.33 .hSSO
College ASpirers 15.59 9.03 $09.96 .9037

9th Disparity GrOUp 15. 70 12.23 3Ph.76 .65h5
Non-College Asps. 21.99 17.91 399.30 .6h9l
College Aspirers 15.15 P.h8 511.19 .6855

9th Disparity GrOUp 20.01 11.9? L67. .73 .59u2
Non-College Asps. 19.02 10.53 3F5.5t .5907
College Aspirers 16.79 11.89 Shh.95 .7925

10th DiSparity GrOUp 13.h9 10.80 hl7.3u .7271
Non-College Asps. 10.79 10.22 hi3.31 .7u82

 

* Perceived Parental Evaluation
** Grade Point Average

76