A STUDY TO DETERMINE THE PROBABILITY OF RELATIONSHIPS BETWEEN THE EDUCATIONAL AND VOCATIONAL GOALS OF TENTH AND TWELFTH GRADE BOYS AND GIRLS IN OAKLAND AND MACOMB COUNTY PUBLIC HIGH SCHOOLS AND THE EXPRESSED EDUCATIONAL AND VOCATIONAL GOALS OF THE PARENTS FOR THESE CHILDREN BY EDGAR L. GRIM A THESIS Submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1957 ABSTRACT The purpose of this study is to determine the probability of relationships between the educational and vocational goals of tenth and twelfth grade boys and girls in Oakland and Macomb County public high schools and the expressed educational and vocational goals of the parents for these children. This study presents data which reveal the statistically significant relationships in the following hypotheses: 1. There is a probability of a relationship between the certainty of going to college as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' educational aSpiration level for their children. 2. There is a probability of a relationship between the vocational goals as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' vocational aSpiration level for them. 3. There is a probability of a relationship between the educational attainment level of the parents of tenth and twelfth grade students in Oakland and Macomb County public high schools and the educational goals they hold for their children. A. There is a probability of a relationship between the educational attainment level of the parents of tenth and twelfth grade students in Oakland and Macomb County public high schools and ii the certainty of college attendance as perceived by their children. 5. There is a probability of a relationship between the certainty of college attendance as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and the educational attainment level required for the vocation of their parents. 6. There is a probability of a relationship between the greater number of children in a family and the parents' educational aspiration for a post-secondary education for their tenth and twelfth grade boys and girls attending Oakland and Macomb County public high schools. 7. There is a probability of a relationship between the greater number of children in a family and the certainty of college education as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools. Some of the findings are: l. The percentage of children very certain to attend college is significantly higher in families where parents aspire to more than four years of college for their children than in families where the parents aspire to only a high school education for their children. 2. The percentage of sophomores and seniors with high voca- tional goals is greater in families in which the parents have high vocational goals for their children than in families in which the parents have low vocational goals for their children. 3. There is a greater percentage of parents with a college iii education who have greater than high school educational goals for their tenth and twelfth grade boys and girls than the percentage of parents with less than a high school education. 4. The percentage of tenth and twelfth grade students certain to attend college is higher in families in which the parents have a high educational attainment level than in families in which the parents' educational attainment level is low. 5. The percentage of tenth and twelfth graders certain to attend college is higher in families in which the parent's vocation requires a higher educational attainment level than in families where the parent's vocation requires a lower educational attainment level. These findings may be used by those people who are interested in developing. at the secondary and post-secondary levels. educational programs which are geared to meet the interests and needs of the people living in the area served by the school. ACKNOWLEDGMENTS The writer wishes to acknowledge the interest and assistance of a number of persons without whose aid this study would not have been possible. The author owes a deep debt of gratitude to Dr. Fred Vescolani. Chairman of the Guidance Committee, for his encouragement and guidance. He is deepky grateful to the other members of his Committee .- Dr. Clyde Campbell. Dr. Cecilnillard, and Dr. John Useem for their help. Sincere thanks to Dr. Robert Hopper, Dr. Karl Hereford. and Dr. Stanley Hacker for their constant encouragement and assistance. CHAPTER II. III. IV. TABLE OF CONTENTS INTRODUCTION. . . . . . . . . . . . . Statement of the Problem. . . . . . . Definition of Terms as Used in the Study. mmtations O I O O O O O C O O O O . Assumptions. . . . . . . . . . . . . . motheses O O O O I O O O O I O O O O O 0 Need for Stuck], e e e e e e e e e e e e REVIEW OF RELATED RESEARCH. . . . . . THE SOURCE OF THE DATA AND METHODOLOGY USED Source of the Data. . . . . . . . . . The Methodology Used in This Study. . . . . 5mm 0 O O O O O O O O O O O O O O PRESENTATION OF DATA AND TESTING OF mot—{ESE O O O O O O O O O O O O O 0 Introduction . . . . . . . . . . . . . . . . Presentation of Data and Testing of Hypotheses. . . . . . . . . . . . Page O‘UtvF’U) r3 21 21 25 28 30 30 30 CHAPTER Page v O SWRVARY . Q 0 I O O O O O O O O O O O O O O 0 lo 9 VI. IMPLICATIONS OF THE STUDY. . . . . . . . . . 115 Introduction . . . . . . . . . . . . . . . . 115 Post-Secondary School Level . . . . . . . .. 116 Secondary School Level . . . . . . . . . . . 119 Questions for Further Research . . . . . . . 130 BIBLIOGRAPHY..................... 133 AIDPHDIX O 0 O O O O O O O O O O O O O O O O O O O O 136 LIST OF TABLES Page Summary of ReSponses to Questionnaire in Oakland and Macomb Counties. . . . . . . . . . . . . . 26 Certainty of Going to College as Perceived by Tenth and Twelfth Grade Students in Oakland and Macomb County and Their Parents' Educational Aspiration Level for Them . . . . . . . . . . . . . . . . . . . 32 Certainty of Going to College as Perceived by Twelfth Grade Boys in Oakland and Macomb County and Their Parents' Educational Aspiration Level for Them . . . . . . . . . . 33 Certainty of Going to College as Perceived by Twelfth Grade Girls in Oakland and Macomb County and Their Parents' Educational ASpiration Level for Them . .. . . . . . . .. 35 Certainty of Going to College as Perceived by Tenth Grade Boys in Oakland and Macomb County and Their Parents' Educational Aspiration Level for Them . . . . . . . . . . 36 Certainty of Going to College as Perceived by Tenth Grade Girls in Oakland and Macomb County and Their Parents' Educational ASpiration Level for Them . . . . . . . . . . 38 Vocational Goals as Perceived by Tenth and Twelfth Grade Students in Oakland and Macomb County High Schools and Their Parents' Vocational ASpiration Level for Them . . . . . . . . . . . . . . . . . . #0 Vocational Goals as Perceived by Twelfth Grade qus in Oakland and Macomb County High Schools and Their Parents' Vocational Aspiration Level for Them . . . . . . . . . . 42 10. ll. 13. 14. 150 16. I7. 18. viii Page Vocational Goals as Perceived by Twelfth Grade Girls in Oakland and Macomb County High Schools and Their Parents' Vocational Aspiration Level for Them . . . . . . . . . . 43 Vocational Goals as Perceived by Tenth Grade Boys in Oakland and Macomb County High Schools and Their Parents' Vocational Aspiration.Level for Them . . . . . . . . . . 45 Vocational Goals as Perceived by Tenth Grade Girls in Oakland and Macomb County High Schools and Their Parents' Vocational Aspiration Level for Them . . . . . . . . . . 46 Comparison of Fathers' Educational Attainment Level and Their Educational Aspirations for Their Tenth and Twelfth Grade Boys andGirls.................. 1+9 Comparison of Mothers' Educational Attainment Level and Their Educational Aspirations for Their Tenth and Twelfth Grade Boys and Girls . . . . . . . . . . . . . . . . .. 50 Comparison of Fathers' Educational Attainment Level and Their Educational Aspirations for Their Twelfth Grade Boys . . . . . . . . 51 Comparison of Fathers' Educational Attainment Level and Their Educational Aspirations for Their Twelfth Grade Girls . . . . . . .. 53 Comparison of Fathers' Educational Attainment Level and Their Educational Aspirations for Their Tenth Grade Boys . . . . . . . . . 54 Comparison of Fathers' Educational Attainment Level and Their Educational Aspirations for Their Tenth Grade Girls . . . . . . . . . 55 Comparison of Mothers' Educational Attainment Level and Their Educational ASpirations for Their Twelfth Grade Boys . . . . . . . . 57 TABLE 19. 20. 21. 22. 23. 24. 25. 26. 2?. 28. Page Comparison of Mbthers' Educational Attainment Level and Their Educational Aspirations for Their Twelfth Grade Girls . . . . . . . . 58 Comparison of Mothers' Educational Attainment Level and Their Educational Aspirations for Their Tenth Grade Boys . . . . . . . . .. 60 Comparison of Mothers' Educational Attainment Level and Their Educational Aspirations for Their Tenth Grade Girls . . . . . . . . . 61 Comparison of Fathers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Tenth and Twelfth Grade Boys and Girls . . . . . . . . . . . . . . . . . . 64 Comparison of Mothers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Tenth and Twelfth Grade Boys and Girls . . . . . . . . . . . . . . . . . . 65 Comparison of Fathers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Twelfth Grade Boys. . . . . . . . . . . . . . . . . . 66 Comparison of Fathers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Twelfth Grade Girls . . . . . . . . . . . . . . . . . 68 Comparison of Fathers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Tenth Grade Boys . . . . . . . . . . . . . . . . . . . .. 69 Comparison of Fathers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Tenth Grade Girls . . . . . . . . . . . . . . . . . . . . 70 Comparison of Mothers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Twelfth Grade qus J . . . . . . . . . . . . . . . . . . . 72 TABLE Page 29. Comparison of Mothers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Twelfth Grade Girls . . . . . . . . . . . . . . . . . 73 30. Comparison of Mothers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Tenth Grade Boys . . . . . . . . . . . . . . . . . . . .. 7h 31. Comparison of Mothers' Educational Attainment Level and the Certainty of College Attendance as Perceived by Tenth Grade Girls . . . . . . . . . . . . . . . . . . . . 76 32. Comparison of Educational Attainment Level Required for the Vocation of Fathers and the Certainty of College Attendance as Perceived by Tenth and Twelfth Grade Children . . . . . . . . . . . . . . . . . . . 78 33. Comparison of Educational Attainment Level Required for the Vocation of Mothers and the Certainty of College Attendance as Perceived by Tenth and Twelfth Grade Children . . . . . . . . . . . . . . . . . . . 80 34. Comparison of Educational Attainment Level Required for the Vocation of Fathers and the Certainty of College Attendance as Perceived by Twelfth Grade qus . . . . . . .. 81 35. Comparison of Educational Attainment Level Required for the Vocation of Fathers and the Certainty of College Attendance as Perceived by Twelfth Grade Girls . . . . . . . 82 36. Comparison of Educational Attainment Level Required for the Vocation of Fathers and the Certainty of College Attendance as Perceived by Tenth Grade Boys . . . . . . . . 84 37. Comparison of Educational Attainment Level Required for the Vecation of Fathers and the Certainty of College Attendance as Perceived by Tenth Grade Girls . . . . . . . . 85 TABLE Page 38. Comparison of Educational Attainment Level Required for the Vocation of Nethers and the Certainty of College Attendance as Perceived by Twelfth Grade Boys . . . . . . 86 39. Comparison of Educational Attainment Level Required for the Vocation of Mothers and the Certainty of College Attendance , as Perceived by Twelfth Grade Girls . . . . . 88 40. Comparison of Educational.Attainment Level Required for the Vocation of Mothers and the Certainty of College Attendance as Perceived by Tenth Grade Boys . . . . . . 89 41. Comparison of Educational Attainment Level Required for the Vocation of Mbthers and the Certainty of College Attendance as Perceived by Tenth Grade Girls . . . . . . 90 42. Comparison of Number of Children in Family and Parents' Aspiration to Post-Secondary Education for Tenth and Twelfth Grade BoysandGirls................ 94 43. Comparison of Number of Children in Family and Parents‘ Aspiration to Post-Secondary ’ Education for Twelfth Grade Boys . . . . . . . 95 44. Comparison of Number of Children in Family and Parents' ASpiration to Post-Secondary Education for Twelfth Grade Girls . . . . . . 96 45. Comparison of Number of Children in Family and Parents' Aspiration to Post-Secondary Education for Tenth Grade Boys . . . . . . . 98 46. Comparison of Number of Children in Family and Parents' Aspiration to Post-Secondary Education for Tenth Grade Girls . . . . . . . 99 47. Comparison of Number of Children in Family and Certainty of College Attendance as Perceived by Tenth and Twelfth Grade qus and Girls . . 102 TABLE 49. ‘ 50. 51. Comparison of Number of Children in Family and Certainty of College Attendance as Perceived by Twelfth Grade Boys . . . . . . . . . . . . . Comparison of Number of Children in Family and _Certainty of College Attendance as Perceived. by Twelfth Grade Girls . . . . . . . . . . . .. Comparison of Number of Children in Family and Certainty of College Attendance as Perceived by Tenth Grade Boys . . . . . . . . . . . . . . Comparison of Number of Children in Family and Certainty of College Attendance as Perceived by Tenth Grade Girls . . . . . . . . . . . . . Page 103 105 106 107 CHAPTER I INTRODUCTION During the past year. Michigan State University was given property and funds to establish an institution of higher learning in Oakland County; This presents a challenge and an opportunity to develop an educational institution in terms of the real needs of the people living in the area to be served by the institution. This study is made with the belief that it will.make a contri- bution to the planning of the new institution and that it will also provide data to local schools wishing to develop a more meaningful educational program. It is fortunate for the writer that the data gathered by Michigan State University officials were made available. The fact that a questionnaire was given to all tenth and twelfth grade boys and girls and their parents and that approximately 77 per cent of the students and apprdximately 50 per cent of the parents completed the questionnaires makes it possible to use 6.882 matched pairs of questionnaires in this study. This size of a sample would have been difficult, if not impossible, for the writer to obtain. 1. STATEMENT OF THE PROBLEM The purpose of this study is to determine the probability of relationships between the educational and vocational goals of tenth and twelfth grade boys and girls in Oakland and Macomb County public high schools and the expressed educational and.vocational goals of the parents for these children. I. DEFINITION OF TERMS AS USED IN THE STUDY Aspiration level. The plateau of future achievement. either vocational or educational, which the individual being considered has set for a desired goal. Occupational gggl, The level of achievement which the individual under consideration has selected as the principal business of earning a living either for himself or for someone else; that is. the parent's idea of an occupational goal would be in reference to his child's earning a living; the child's idea would be in regard to his own way of earning a living. Vocational aspirationsL Synonymous with and used inter- changeably with occupational goal and occupational aSpirations. Occupational aspirations. Synonymous with and used inter- changeably with vocational aspirations and occupational goals. Vocational goals. Synonymous with and used interchangeably with occupational goals. VOcational preferengg. The occupation or profession held in higher estimation over all others considered. This implies that there may be more than one seriously contemplated or desired but that one line of work is preferred. EducationngQspirations. The level of accomplishment set as a goal to be arrived at in the future, either through atten- dance at an institution of learning or through an individually activated educational program. Educational attainment. The level or degree of accomplish- ment acquired through mental processes at a recognized institution of learning (either public, parochial. or private.) Higher education. The acquisition of knowledge, skill, or information received by instruction or study in an institution of learning of collegiate or more advanced grade. Higher learning. Synonymous with higher education and used interchangeably. Counseling. A learning process. a person-to-person rela— tionship designed to help the counselee or client better meet problems or make choices and plans essential to his satisfactory progress and adjustment . lpgtitution 9£_higher'1earnigg, Any organization or institution providing a curriculum of instruction beyond that of high school; that is. a college or university. public or private. Relationship. The probability of one element increasing or decreasing in proportion to the second element but the definition does not imply that this relationship is quantitative. III. DELIMITATIONS The study is limited to the counties of Oakland and Macomb in the State of Michigan. This study will include children in the tenth and twelfth grades in all high schools in Oakland and Macomb Counties and their parents. The fact that the writer did not participate in the development of the questionnaires poses some limitations on the study. A number of questions might have been included in the questionnaire which would give even more depth to the study. For example. questions designed to gather data on the social. economic. and ethnic background of the families could provide a sociological setting which might enhance the value and the pertinence of the implications of the findings of this research effort. Also, a study of the correlations between certain socio- logical factors and the educational and vocational aspirations of the children and their parents might have significant implications for those using the results of this study. It should also be pointed out that the educational and vocational goals expressed by the children and their parents are a reflection of the thinking of those individuals at the time the survey was made. It is pos- sible that a survey taken at another time might disclose different information. IV. ASSUMPTIONS Basic assumptions are essential in research efforts. The following assumptions serve as a basis for weighing the merits of several proposals to be made in this report. 1. Parents have aspirations concerning educational levels to be attained by their children and will report these aspirations. 2. Parents have aspirations concerning the vocational goals to be attained by their children and.will report these aspirations. 3. Tenth and twelfth grade children have aspirations concerning educational levels to be attained and will report these aspirations. 4. Tenth and twelfth grade children have aspirations concerning vocational levels to be attained and will report these aspirations. V. HYPOTHESES This study in a later chapter presents data which reveal the statistically significant relationships in the following hypotheses. . 1. There is a probability of a relationship between the certainty of going to college as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' educational aspiration level for their chil- dren. 2. There is a probability of a relationship between the vocational goals as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' vocational aspiration level for them. 3. There is a probability of a relationship between the educational attainment level of the parents of tenth and twelfth grade students in Oakland and Macomb County public high schools and the educational goals they hold for their children. 4. There is a probability of a relationship between the educational attainment level of the parents of tenth and twelfth grade students in Oakland and.Macomb County public high schools and the certainty of college attendance as perceived by their children. 5. There is a probability of a relationship between the certainty of college attendance as perceived by tenth and twelfth grade students in Oakland and.Macomb County public high schools and the educational attainment level required for the vocation of their parents. 6. There is a probability of a relationship between the greater number of children in a family and the parents' educa- tional aspiration for a post-secondary education for their tenth and twelfth grade boys and girls attending Oakland and Macomb County public high schools. 7. There is a probability of a relationship between the greater number of children in a family and the certainty of col- lege education as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools. VI. NEED FOR STUDY If educators are to help people in their efforts to develop educational programs to meet their needs in our changing society, it is important that we know the current educational and vocational goals of the consumers, the parents, and their children. Guesses are not good enough. Only by knowing the particular goals of the particular people with whom we are working can we plan and work effectively toward more meaningful programs of education at all levels. Thus. by determining the educational and vocational aspirations of parents and their children in Oakland and Macomb Counties. the educational leaders will have the important advan- tage of knowing where the people really are in their educational thinking and can plan and work accordingly. Certain trends in our society. such as universal education, make it more and more important that parents and children care-‘ fully plan the educational future of high school graduates. Williams makes this observation: Universal public education has decreased the role of the family in training the child; changes in occupational and technological requirements have emphasized formal training; changes in the economic structure have in- creased the importance of education as a means of social mobility. Consequently, we find increased pressure to graduate all students from high school. to admit all high school graduates into college. and to permit college students to continue in college as long as they wish. Conant treats the subject of high school education and higher education from a practical point of view when he discusses public education for all or for only a few. He is concerned with the social attitudes involved as well as with the vocational implications. lRobin M. Williams. Jr.. American Society. A Sociological Interpretgtion, New York: Alfred At Knopf, 1952, p. 282. The critical period in a young man's life as far as the relation of his education to his career is concerned lies between the ages of sixteen and twenty-one. If he drops out of high school, or finishes high school and does not go on to a university. many roads are barred; for example. only with the greatest difficulty can he become a doctor. lawyer, or engineer. On the other hand. if he graduates from a foureyear liberal arts college. in many cases he will consider that his "higher education” was thrown away if he takes up an occupation largely recruited from non- college men. Assuming for the moment that all barriers of economics and geography and national origins were swept aside by a magic wand, how would a wise educator proceed to plan the education of thousands of young men in any one of the forty-eight different states? Is everyone to go to college? If so. what kind of college? If not. on what basis are some to be denied "the privileges of a higher education"? To my mind the crux of the problem is to be found in such phrases as "the privileges of a higher education." If we could eliminate the word I'higher" we could at least make a start toward thinking more clearly about the relation of our colleges to the structure of the American society. For the adjective “higher“ implies at once that those who do not go to a university or a fourayear college are for- ever on a lower plane. And any discerning teacher in our secondary schools will testify that the social implications of I'going to college" weigh quite as heavily with parents and children as does proven aptitude for college work. Furthermore. any placement officer of a college knows full well that it is a rare holder of a bachelor's degree who is eager to take up as his lifework a trade or vocation for whigh he might have been trained in a technical high school. Along with the far reaching changes in the industrial and technological scene in our country have come changes in the views of society toward education. No longer is education considered a luxury to be enjoyed by a privileged few. Instead. education is viewed as being essential to the social and economic success of the 2James Bryant Conant, Education in a Divided world, Cambridge, Massachusetts: Harvard University Press. 1948. pp. 153-54. individual as well as the nation as a whole. As this change came about the content and scope of our educational needs assumed new dimensions. Conant underscores this need for education beyond high school when he says, As public secondary education expanded in the last decades of the nineteenth century and in the first half of the twentieth. the colleges and universities likewise expanded. Not only were the applicants more numerous, they were much more heterogeneous as to backgrounds and ambitions. Fur- thermore. the political. social. and economic development of the United States vastly altered the way in which the public regarded education. As the years went by. it became more and more evident that in our complex industrialized society mere ability to read and write, added to native wit, was not enough. 'With the passing of the frontier. the pioneer Spirit was turned away from new lands toward new industries. And to manage modern industry requires more than a high school education -- at least for all but the very exceptional man. 'With the increasing.industrialization went increasing urbani- zation, a higher standard of living. and a vast number of services available for city and town dwellers, more and more new mechanical and electrical devices distributed widely among the population -- automobiles. electric refrigerators, and radios. to mention the most obvious examples. All this industrial expansion required more and more men and women with a larger and different educational experience than would have been necessary fgfty years earlier to run a farm. a store. or even a bank. Bottrell. too. is aware of the constantly moving pattern of’American culture which is effecting great changes on the occu- .pational scene. He sees it as a problem pertaining not only to Students in high school but to adults who, having graduated from l11gb school. find that more education is a necessity for adjust- ment to the life of the times. He stresses the need for education beyond high school . ¥ 31bid.. pp. 160—61. 10 The '.stream of culture.“ especially the American current. is moving ever more rapidly; the general pattern is changing. For example, in the important area of occupations, some occupations are declining in importance. some are increasing in importance. and new occupations never before thought of are appearing. The lesson for education is clear. Formal education which terminates at the end of high school or college soon becomes inadequate for successful adjustment to culture and technology. Today‘s trends and changing educational needs place heavy responsibilities on school administrators and others in positions of educational leadership. No longer can they sit back and say that people resist change in defense of their educational lethargy. As Spicer puts it. It has become something of a commonplace to say. "People resist change.“ but a generalization that has manw'more facts to support it is the opposite: I'People accept change.” The notion that people tend to resist rather than accept change may be a special idea of our era. formulated by those who are especially conscious of cultural differences or by those who are engaged in trying to bring about change. To the latter. certainly, the fact of resistance is more striking than acceptance. The truth is, however. that people everywhere constantly change their ways. An insight into the educational and vocational aspirations of parents and their children as reported in this study will pro- vide clues for administrators and others in learning to cope with demands and opportunities included in building educational programs at all levels to meet the needs of the individual and his changing society. 4 Harold R. Bottrell, editor, Iptroduction to Education, Harrisburg, Pennsylvania: The Stackpole Company. 1955. p. 84. 5Edward H. Spicer. editor. Human Problems in Technological Change. New Ybrk: Russell Sage Foundation. 1952, pp. 17-18. CHAPTER II REVIEW OF RELATED RESEARCH A review of the literature reveals several related studies which have examined various facets of the problem of this thesis. However, a study concerned with the same problem has not been made. Samson and Stefflre6 describe a study which concerns it- self primarily with the relation between the student's first choice of vocational objective and his father's (or the family wage earner's) vocation. They concluded from their study that children. in selecting their vocational objectives, are influenced by their parents' occupations to an extent that they are related regardless of what classification the parents' job falls into. The children are not independent in making their choice. In the case of parents working at a professional or semi-professional level. this lack of independence is largely due to their over- selection of professional objectives and their under-selection of 'manual' objectives. ‘Hhere the parents work at jobs classified as service or agriculture, the children tend to over-select ser- vice and agriculture objectives and under-select professional objectives. Children whose parents' occupations were unclassifiable 6Ruth Samson and Buford Stefflre. "Like Father...Like Son?" The Personnel and Guidance Journgl, October 1952. pp. 37-38. according to the counseling services again follow the same general pattern. this time over-selecting service and agriculture and clerical and sales objectives. The relationship between the parents' occupations and the children's objectives holds true regardless of parents' occupation because the child does not select his objectives independently. Related to this study are several in the field. Beckman7 found that the occupation of the father is associated with an individual's outlook on life and his educational. recreational, and vocational opportunities. Hollingshead8 found that families of most lower class adolescents are a hindrance to the child's efforts to find work. These adolescents find it almost impossible to do better than follow occupations like their fathers'. In a Fortune9 survey, the children of prosperous parents anticipated continuing to be prosperous and the children of the poor expected to continue in the salary range of their fathers. In a counseling study Rydenlo found that 73 per cent of the parents seriously discussed job possibilities with their children when they were high school sophomores and although few had already chosen the job for the child, about 76 per cent of 7R. O. Beckman. 'To'what Extent are'Vocations Inherited?‘ vocational Guidance Magazine, VIII (October 1929), pp. 9-11. 8A. B. Hollingshead, Elmtown's Youth, New York: John Wiley and Sons. Inc.. 1949. 9Elmo Roper, I'The Fortune Survey," Fortune XXVI (November- December. l9#2). 10A. H. Ryden. "Including Parents in Counseling,‘' Occupations XXIX (May. 1951). 13 then expected to have an active influence in the matter of choosing an occupation. Petersll learned when asking students to report their first and second choices of I'the most important factors in- fluencing vocational choices," that parents, other relatives, and friends ranked first for both choices. His conclusions were that the family is the major influencing factor. Nelson12 found that the children of farmers and laborers tended not to follow the father's occupation while children of physicians. teachers. and journalists tended to follow the father's occupation. According to Handley'13 adolescents in dif- fering socio-economic groups tend to choose occupational objec- tives at the same level as, or higher than, their parents' occupations. Porterlu made a study of 100 senior boys two weeks before graduation from two suburban high schools. The boys were asked to list their vocational goal and the plan for achieving this goal. This was done to provide a basis for estimating the 11E. F. Peters, IFactors Which Contribute to Youth's Vocational Choice,“ Journal of Applied Psychology, XXV (1941), PP. 428-30. 12E. Nelson. “Father's Occupations and Student Vocational Choices,” School and Society, (1939), pp. 572—76. 13Isabel Handley, “A Study of Factors Related to Occupational Objectives,' unpublished Master's thesis on file in library at Occidental College. 1949. th. Richard Porter, “Predicting Vocational Plans of High School Senior Boys,‘ The Personnelfignd Guidance Journal. December 1954, p. 216. 14 consistency of the questionnaire. Ninety-one per cent gave con— sistent statements. Six months later a follow-up study of 92 Of the 100 boys was made. It was very significant to note that 79 of the boys were following the plan they proposed or one of a similar prestige level. An investigation of the relationship between the prestige level of vocational plans and the fathers' occupations showed no trend in this group to choose occupations at a higher prestige level than their fathers. The results showed 53 per cent of the boys planned occupations con- sistent with the prestige level of their fathers' occu- pations, 22 per cent made plans at a higher prestige level. and 25 per cent made plans at a lower prestige level than their fathers. Slocum's15 study of "Occupational and Educational Plans of High School Seniors from Farm and Non-farm Homes," is one closely related to this study. In 1954 he took a sample of 1,981 high school seniors in the State of‘Washington. His findings in the area of occupational planning include: Occupational aspirations were generally high in relation to current employment possibilities. Most seniors expressed attitudes toward work which would be considered wholesome and consistent with traditional American values. Occupational and educational plans of farm and non-farm girls were quite similar. Roughly two-thirds of the seniors had narrowed their occu- pational preferences to a single occupational field. Many of those who expressed definite preferences were rather uncertain about the suitability of their choices. 15W. L. Slocum, I'Occupational and Educational Plans of High School Seniors from Farm and Non-farm Homes,‘ Pullman, washington: State College of Washington, Bulletin 564, February 1956. Experience gained in actual employment was acknowledged by many as being of paramount importance in crystallizing occupational preferences. In the area of educational planning the author pointed out. The socio-economic level of the family evidently has con- siderable influence on students' evaluation of the desira- bility of higher education. There was a somewhat greater tendency for seniors from urban areas than for those from rural areas to plan on immediate college entrance; the proportions were 41 per cent and 31 per cent reSpectively. Nearly eight out of each ten of those who expected to go to college the following year indicated that the most important reason for such plans was occupational preparation. Nearly all seniors considered themselves to be average students or above. Kahl made a study which indicated that intelligence and family status are important factors in predicting the vocational and educational aspirations of high school boys. However. he found that boys of high intelligence who come from lower middle class homes varied considerably from the usual pattern. He selected 24 boys from this Iworking class" group; half planned to go to college and half of them did not. He says. The interviews disclosed that although there was a general way of life which identified the common man class, some members were content with that way of life while others were not. Parents who were discontented tended to train their sons from the earliest years of grammar school to take school seriously and use education as the means to climb into the middle class. Only sons who internalized such values were sufficiently motivated to overcome the obstacles which faced the common boys in school; only they l6 saw a reason for good school performance and college aspirations. 0 Another pertinent study was made by Sewell. Haller and Strauss. Their aim was to determine if levels of educational and occupational aspirations of boys and girls are related to the social status of their families when the effects of intelligence are controlled. If the student indicated he wanted to attend a fourqyear college or its equivalent. his educational aspiration level was rated high; and if he did not plan to enter college. it was declared low. If he indicated as a vocation that of a public school teacher or one of a higher prestige level. his vocational aspiration was rated high. while if he selected an occupation lower in prestige than a public school teacher his vocational aspiration was called low. The North—Hattl7 occupational prestige values were used to determine these factors. Their conclusions included these observations: It must be concluded that the apparent effects of social status on levels of educational and occupational aSpiration are not simply due to the common relationship of these variables to intelligence. although intelligence is related to both types of aspirations. This conclusion is specific to persons from non—farm families. Because the sample was drawn randomly from a broad popu- lation of high school seniors (the entire State of‘Wisconsin). and because the effects of measured intelligence and sex were controlled. the present tests lend support to the sociological claim that values specific to different status positions are important influences on levels of educational 16Joseph A. Kahl. "Educational Occupational Aspirations of 'Common.Man' Boys.‘ Harvard Educational Review, Volume 23. No. 3. Summer. 1953. pp. 186-203. 17National Opinion Research Center. "Jobs and Occupations: A Popular Evaluation." Opinion News. 9 (September. 1947) . pp. 3-13. 17 and occupational aspiration. This does not deny the impor- tance of intelligence to educational and occupational aspirations, but suggests that staigs makes an independent contribution to these aspirations. In 1941 Hollingshead19 made a study of the impact of social classes on the youth of a typical midwestern city he termed 'Elmtown.' Five hundred thirty-five families were placed in social classes from I to V by local residents who served as raters. Class I is the highest social class and V the lowest. A study of the vocational aspirations of the boys and girls in social classes II to V reveals that Class II. the upper middle class. showed decided job preferences in profession and business. None showed an interest in service trades or miscellaneous fields. Only three per cent were undecided. The surprising thing is the low percentage of Classes IV and V. the working class and the other-side-of-the-tracks class reapectively. who had no aspirations to enter a business or a profession. Apparently these children have accepted a realistic viewpoint and resigned themselves to what they feel is possible for them to achieve. In Class IV. 51 per cent aimed at clerical work. crafts. or service trades. In Class V the aimlessness of the group's life pattern was probably reflected in the 41 per cent who were undecided as to a vocational objective. The next highest group. 25 per cent. aimed at service 1’ahfilliam H. Sewell. Archie O. Heller. and Murray A. Strauss. ”Social Status and Educational and Occupational Aspiration." American Sociological Review. Velume 22. No. 1. February 1957. PP- 72-73- 19A. B. Hollingshead. Elmtown's Youth. New York: John 'Wiley and Sons. Inc.. 1949. p. 286. 18 trades. Generally. this research probably indicates that “These two lower classes are either forced to accept or are willing to accept the vocational pattern that the class system holds out to them.“20 Singer and Stefflre made a study. "The Relationship of Job Values and Desires to Vocational Aspirations of Adolescents.” The sample was composed of approximately'450 high school senior boys and girls in the Los Angeles City Schools. Those students who scored in the lower quarter on the Level of Interest section of the California Occupational Interest Inventory were compared to students who scored in the upper quarter on the same section of the test. The students used for the study participated in an intensive vocational guidance program during the school year 1952-53. The authors concluded. Hales who demonstrate high level of vocational aspirations are relatively more concerned with job values and desires that involve ”self—expression.” On the other hand. males who demonstrate low vocational aspiration are relatively more concerned with the job value of “independence.“ For adolescent females there appears to be no significant re- lationship between aspiration level and job values. For the combined group of males and females. desires for ”leadership” and 'self-expresséin' are positively related to high vocational aspiration. Haller and Sewell's study. “Farm Residence and Levels of Educational and Occupational Aspiration"22 is a test of 201bid.. p. 287. 21Stanley L. Singer and Buford Stefflre. ”The Relationship of Job values and Desires to vocational ASpirations of Adolescents." Ihg Journal of Applied Psychology; Volume 38. No. 6. 1954. p. #21. 22Archie o. Haller and William H. Sewell. 'Farm Residence and Levels of Educational and Occupational Aspiration.' The American Journal of Sociology. Volume LXII. No. #. January 1957. l9 Lipset's23 theory that because rural people have fewer educational opportunities and advantages as well as fewer occupational choices. the level of educational and vocational aspirations of farm youth is lower than those of urban youth. A sample was made of approxi- mately 5,000 high school seniors not planning to enter farming as an occupation. Boys and girls were tested separately. The study found that "residential differences in educational and occupational aspiration do not eXplain differences in the eventual occupation of girls.“ Moreover. among boys. occupational achievement cannot be predicted from information on residence. Boys who live on farms desire to enter high-level jobs with the same frequency as do males who do not. However. boys from the farm have less interest in a college education than do others. This indicates that farm boys are equally aware of the occupational alternatives but not equally aware of their educational requirements. This review of related studies reveals a growing awareness of the need for research on topics related to the educational and vocational aspiration levels of parents and their children. These research results are essential to effective counseling and guidance programs. This information is also important to those involved in developing adequate school programs at all levels. Further. an analysis of the research efforts in this field indicates the impor- tance of specific research in specific localities if the results are to be best utilized. deepite the fact that certain results seem 23Seymour Martin Lipset. 'Social Mobility and Urbanization.‘ Rural_§ociology XX (September-December. 1955). pp. 220-28. to have widespread application. Thus. research on this particular problem centered in Oakland and Macomb Counties appears to be well justified. 20 CHAPTER III THE SOURCE OF THE DATA AND METHODOLOGY USED I. SOURCE OF THE DATA Michigan State University plans to Open a branch in Oakland County in the fall of 1958. To plan for the educational program to be offered at the branch. the University officials decided it would be essential to gather information from the high school students and their parents in Oakland and Macomb Counties. After study and discussion by the educational leaders in the two counties and staff members of the University. it was decided to collect the data necessary for effective planning by distributing questionnaires. In discussing the use of the questionnaire. Good. Barr. and Scates suggest several considerations which enter into the making of a questionnaire from the standpoint of the study being made. First. one must have a clear purpose. with definite limi- tations. so that he does not ask for everything in "blunder-buss" fashion; he must see how each itan of information fits into a pattern of essential knowledge about his problem. Second. each question must be absolutely clear -- not only to the maker but to the receiver. It is surprising how many questionnaires are sent out that are scarcely interpretable. Third. one should seek responses of such character that they can be summarized in some form. This does not neces- sarily mean that the responses must be quantitative. or 22 yes-no. or check marks. although these are the easiest to summarize. It means that the step of summarization is one which should be considered when the questions are being prepared. Fourth. one will refrain from asking questions of Opinion unless he is certain that opinion is what he is seeking. and that it will be worth getting. Fifth. one will consider the desirability of pre-coding his questionnaire. This is frequently done when the results are to be punched on tabulating machine cards for summarization. 4 Four questionnaires were developed: (1) for students in grades 10 and 12. (2) for parents of tenth and twelfth grade students. (3) for parents of children ixlgrade 2. and (4) for all certificated personnel in school districts in Oakland and Macomb Counties. The items for each of the questionnaires were taken from a list of items submitted by local superintendents of schools, elementary and secondary school principals in the two counties. and from items submitted by Michigan State University staff members. The preliminary questionnaires were developed from these items by a committee composed of the Oakland and Macomb County Superintendents of Schools. and the Superintendents of Schools of Pontiac and Warren. Michigan. a Michigan State University staff Specialist in community college work. a specialist in evaluation and test construction; a Specialist in public information services. 2“Carter V. Good. A. S. Barr. and Douglas E. Scates. Th3 Hethodology_of Educational Research. New York: D. Appleton- Century Compare. 1941. pp. 338-39. 23 and three persons from the Department of Administrative and Educational Services. all the latter from Michigan State University. The questionnaires were reviewed and modified by the Oakland and Macomb County association of superintendents. secon- dary school principals. and elementary school principals. These refined questionnaires were pro-tested with parents and interested citizens at a P.T.A. meeting in the‘washington School. Romeo. Michigan. Ninety-two citizens and parents participated in this particular pre-testing. The student questionnaires were pro-tested by 35 and 2? respectively students in grades 10 and 12 at Pontiac High School. Parten stresses the importance of pro-testing by saying: Before deciding definitely upon given procedures. the sur- veyor should pretest every plan. He should not assume that his own reaction or that of his colleagues is "typi- cal' of the response of the man on the street or the average housewife. The janitor. the delivery man. and the maid are usually better samples of the “average person" than are the white-collar workers associated with sur- veys. But even service employees like the above may not react the same as would strangers to whom the surveyor has no special entree. So. before finally adopting a technique. the surveyor should try to test it in a situation comparable to that where it will eventually be used. While the various steps may be tested individually and improved upon during the preliminary planning stage. the plans for the different operations should be combined into a unified plan and given a complete test before a large-scale survey is undertaken. This final trial. often referred to as the “pilot study.‘ "test-tube survey.“ or |‘trial survey.” is o inestimable value if properly designed and carried out. Final refinement and revision before printing were completed by the Michigan State University study team. 25Mildred B. Parten. SurygyslgPolls and Samples: Practical Procedures. New York: Harper and Brothers. 1950. p. 56. 24 Table 1 shows that in Oakland County public schools. 12.511 questionnaires were distributed to tenth and twelfth grade students and their parents. Of this number 9.661 or 77.22 per cent responded. Five thousand four hundred thirty-six or 43.45 per cent of Oakland County parents of tenth and twelfth grade .public high school students responded. Thus. 23.77 per cent more students than parents responded. In Macomb County public high schools. questionnaires were distributed to 5.876 tenth and twelfth grade students and their parents. Four thousand five hundred.forty-one or 77.28 per cent of the students responded. while 3.101 or 52.77 per cent of the parents responded. It is interesting to note that the per cent of student responses in Oakland (77.22) and Macomb (77.28) counties was nearly identical. There were 18.387 matched pairs of questionnaires distri- buted to tenth and twelfth grade public school students and their parents. Thus. there was a total of 36.776 questionnaires sent out. Of these. 22,739 were returned. Therefore. 61.83 per cent of the total number distributed responded. Of the 22,739 re- turned questionnaires. there were 6.882 matched pairs of question- naires. This is 37.4 per cent of the total distributed and 100 per cent of the total matched pairs. This sample also represents 13,764 or 60.5 per cent of the 22,739 questionnaires returned. 25 TABLE 1 SUMMARY OF RESPONSES TO QUESTIONNAIRE IN OAKLAND AND MACOMB COUNTIES Tenth and twelfth grade Parents of tenth and student twelfth grade students County Number Number Per Number Number Per queried responding cent queried responding cent Oakland 12.511 9.661 77.22 12.511 5.436 43.45 Macomb 5,876 4.541 77.28 5.876 3.101 52.77 II. THE METHODOLOGY USED IN THIS STUDY Data are inspected for pertinence. 'Hhen it was established by inspection that these data collected for the Michigan State University Study did have relevance for this study, the task of reorganizing these data for this study was begun. Data Egg sorted. Since the scope of the Michigan State University Study is so broad. it was decided for the purpose of this study. to use only part of the data collected. For this study it seemed best to use information concerning tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents. It was further decided to use the tenth and twelfth grade students and their parents in both counties as one population. 26 Q§t§_a£g classified. tabulated, and punched using IBM machines. First. the data were classified in four groups: (1) tenth grade boys and girls. (2) twelfth grade boys and girls. (3) parents of tenth grade boys and girls. and (4) parents of twelfth grade boys and girls. Later. the four groups were reclassified in several ways. such as tenth grade bqys and fathers. tenth grade boys and mothers, tenth grade girls and fathers. and tenth grade girls and mothers. Similar groupings were made for twelfth grade students and their parents. The data were coded and the neces- sary information placed on the IBM cards. Matchigg samples g§g_g£§wg, There were 6.882 matched samples of tenth and twelfth grade students and their parents drawn from the complete returns. This was accomplished by using the IBM.sorter. As previously mentioned, these matched samples were used in various combinations. The hypothesis will §g_§g§tg§. Each of the hypotheses was tested after the following model: Step 1. Statement of the hypothesis Step 2. Statement of conditions which must exist if the hypothesis is valid. a. Any differences among elements in the hypo— thesis must be attributed to factors other than chance. b. There must also be an apparent relationship between the extreme elements of the hypothesis. 27 c. These extremes must differ significantLy from chance. Step 3. Test of conditions a. Chi-square test is used to test the dif- ferences among the elements of the hypothesis. The formula for chi—square (X2) is stated as follows: 2 x2 a: (£0 " re) re in which fo 8 frequency of occurrence of observed or experimentally determined facts; f = expected frequency of occurrence on some hypothesis. The differences between observed and expected frequencies are squared and divided by the expected number in each case. and the sum of these quotients is X2. The more closely the observed results approximate to the expected. the smaller the chi-square and the closer the agreement between observed data and the hypothesis being tested. Contrariwise. the larger the chi-square the greater the probability of a real divgggence of experimentally observed from expected results. A In Speaking of this test Lewis says. The chi-square test represents a useful method of comparing experimentally obtained results with those to be expected theoretically on some hypothesis. The printed table of X2 in Lindquist's28 book will be used 26 Henry E. Garrett. Statistics in Psychology and Education. Fourth edition. New York: Longmans, Green and Company. 1953, p. 254. 27D. Lewis. anntitative Methods in Psychology, Ann Arbor: Edwards Brothers. 1948. chapter 8. 28E. F. Lindquist. Statistical Analysisiin Educational Research. kwbw:HmflmnMfihn%mmml%mP.%. 28 to convert the results to percentages showing the relative statis— tical significance of the difference. b. Apparent differences among the extremes in the hypothesis are determined by inspection of real differences among the percentages. Inspection as a method of testing seems valid in this case as approximately 7.000 matched samples were used and there was over a 60 per cent return of the questionnaires. Step 4. Upon testing the conditions. one or more con- clusions followed directly from the data. These conclusions are given in the form of summary statements which serve to qualify the original statements of the hypothesis. III. SUMMARY The data for this study were drawn from the results of questionnaires developed. tested, and modified by staff members of Michigan State University and educators in Oakland and Macomb Counties. These questionnaires were distributed to all Oakland and Macomb County high schools. Second, tenth, and twelfth grade students in all public high school districts as well as in private schools and their parents were given questionnaires. For the purpose of this study, only the information on questionnaires returned by tenth and twelfth grade students in Oakland and Macomb County public high schools and parents was used. The 29 information was coded for IBM machines which were used to handle the data. The methodology used included the testing of the hypothesis by a model which includes four parts: (1) the statement of the hypothesis. (2) the statement of conditions which must exist if the hypothesis is valid, (3) a test of these conditions. and (4) conclusions. The data used were taken from 6.882 matched samples of questionnaires returned by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents. CHAPTER IV PRESENTATION OF DATA AND TESTING OF HYPOTHESES I. INTRODUCTION The data used to test the seven hypotheses used in this study are presented in this chapter. As mentioned previously. each hypo- thesis is listed after the following model: (1) the statement of the hypothesis. (2) the statement of conditions which must exist if the hypothesis is valid. (3) the test of conditions. and (4) con- clusions. The chi-square test is used to test the data on all tables. The purpose is to test the differences among the elements of the hypothesis. II. PRESENTATION OF DATA AND TESTING OF HYPOTHESES A TE; findings with respect tg.thg probability _§.a_relation- ship between the certainty g. m t; college is perceived by t_.e_nt_1'_1_ and twelfth grade students ig_Qakland and Nacomb County public high. schools and their parents' educational aSpiration level for their children. If the first hypothesis is valid. that is. if there is a positive relationship between the parents' educational aSpiration level and the certainty of college attendance as perceived by their children. the following conditions must prevail: (l) the higher the educational aspiration level of parents for their children, the 31 greater the certainty of college attendance as seen by their children; (2) the lower the educational aspiration level of parents for their children. the less certainty of college attendance as seen by their children. In testing the validity of the conditions. we must recognize that if the first condition is valid. then the percentage of children very certain to attend college is significantly higher in families where parents aspire to more than four'years of college for their children than in families where the parents aspire to only a high school education for their children. If the second condition is valid. then the percentage of children having no intention of atten- ding college is significantly higher in families in which parents aSpire to only a high school education for their children than in families in which the parents aspire to more than four'years of college for their children. Table 2 shows that in families in which the students are very certain of attending college, 67 per cent of the parents aSpire to more than four'years of college for their children. Only three per cent of the parents in these same families aSpire to a high school education for their sons and daughters. In the families in which the students have no intention of going to college. only seven per cent of their'parents aspire to more than four'years of college for them. while 29 per cent of the parents aspire to only a high school education for their children. Table 3 shows that in families where the twelfth grade boys are very certain of college attendance. 57 per cent of their parents 32 9:00 hem H ANN ma ammo mm wen ooa mnmm ooa mmea mm nmoa gases mm mwna a mm ea mo: mm 3mm mm mm: coascosna oz mm omna m ea n ama am mm: mm mmm sons p.com mm mama MN ewa mm mooa em om: ma How caestoo aaaaaa ,mm Hmom no men we mama ma mom n we cassava auo> .pom .oz .vom .oz .pom .oz .uom .oz .pom .oz oosmpneppm panes: ommaaoo Hoonom emu: omeaaoo Hmpoe unohom owmaaoo vcohom Hoonon swam Ho hpcamvnoo .npcepspn «0 common one compaano Adena how oedema npcopspn omen» no mundane one mean: 0» Ho>ea Hmnoapeospe panama: one zwmh mom qm>mq ZOHH 0&0“ eoz epOm eoz 0&0“ 002 000m 002 e30“ 002 oosmpcoppm humans owodaoo Hoonon swan owodaoo demos pcozmm emoaaoo unchem Hoonon swam Mo humawpaeo .mpcopspu Ho common one nohpaano hams» now sundae upcopsvn omen» Mo managed on» mean: on Ho>od Hmcoapaosvo newsman one zWEB mow Aubmq ZOHB¢MHmm< AHmommm m4 mumgqoo OB OZHOO m0 HBZHdemo n mqmmq 20HaHMDmmm m< wmmuubo OB GZHOO no szHma Hemoaumospa pmomman one SMIB mom AM>MA ZOHHHmUmmm m< momuqoo OB OZHOO ho HHZHdBmwu 37 The educational aSpiration level of tenth grade girls and their parents is even more alike than that of tenth grade boys and their parents. Table 6 shows that in the families where the girls are certain they are going to college. 77 per cent of the parents desire a greater than college education for their daughters. and only four per cent of the parents indicate they would be satisfied with a high school graduation for their girls. In families where the girls have no intention of going to college, six per cent of the parents plan on more than four years of college attendance for their daughters and 32 per cent of the parents eXpress satisfaction with high school graduation for their girls. Conclusions. The information on each of the tables seems to indicate that in families where the tenth and twelfth grade boys and girls are certain of attending college. a high percentage of the parents a5pire to college attendance for their children. In families in which the boys and girls have no intention of going to college. only a small percentage of the parents hope for a col- legiate education'for their children. An examination of the data presented in the five tables concerning the probability of a rela- tionship between the certainty of going to college as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' educational aspiration level for their children seems to indicate the existence of this relationship. The data seem to validate the two conditions necessary to test the hypothesis. 38 anoo nee HAHNN HS and 8a and Ba Sn 8H mum 8a «ma .289 om nmm m m ma mm mm mm mm am coaseosca oz ma mma n a m mm mm .8 3 mm some 389 mm mmm 3 ma mu «ma mm ma. 8 mm fiwfioo stars 3 an: R 8H an new 5 me e a matte an; .moi .oz .pom .oz .pom .02 .mod .oz .pom .oz oonmpcoppm Aeneas omeaaoo Hoonon swan omoddoo Hmpoa pcohom owodaoo ocohom Hoozoe swam Ho hpnampneo .mpcopspu no common one :oanaaso have» now shamed npnopspm ones» we heathen on» mean: 0» Ho>eH ammoApaospo newsman one It‘ll '1'! UL IHlT‘l“ III} II'l Ema. mom AME zoagmg Q confidano comma aphaoav one annoy naomp.uou :oaaeuaana Hunoaumoop .naceumm Ho Ho>oq l|IH H‘ Emma mom aubmq ZOHB4mHmm4 Q4ZOHB4UO> .mezmm4m mHme_Qz4 chomom QCHm Hbzpoo ono4x Q24 Q24AM4O 2H mBZMQme mQ4mo mamQM3B_QZ4 mbzme Mm Qm>Hmommm m4 mQ4OO A420HB4UO> n mum4a 41 72 per cent of their parents also desire a profession as a vocation for their children. In these same families only 15 per cent of the parents aspire to a skilled, semi-skilled. or unskilled vocation for their children. In families in which the students aspire only to a skilled. semi-skilled. or unskilled job. only two per cent of their parents aspire to a profession for their children, while 51 per cent of these parents are willing to settle for a skilled. semi-skilled. or unskilled job for these tenth and twelfth graders. Table 8 shows the relationship between the vocational goals of twelfth grade boys and the vocational goals their parents hold for their sons. In families in which the boys are looking toward a profession as a vocational goal. 80 per cent of their parents agree with this aim. Only 12 per cent of these parents look to a skilled.. semi-skilled. or unskilled vocation for their sons. In families in which the twelfth grade boys predict a skilled. semi-skilled. or unskilled vocation for themselves. only four per cent of their parents aspire to a profession for their sons. while 62 per cent of these parents agree with their sons' choice of a skilled. semi- skilled. or unskilled vocational choice. Table 9 makes a similar comparison between twelfth grade girls and their parents. In families in which the girls foresee entering a profession. 68 per cent of the parents agree with this choice. The reSponse to the questions regarding skilled. semi- skilled. and unskilled vocations was negligible on the part of both the girls and their parents and, therefore, is not reported. 42 Shoe use A ANN mm mam cod mnm ooa mm mm mam magma am Ham mm mma mm mm ca mm momaoomem eQHAMMmcs AH 50H m cm Nm 00 a BN .pmdaaxmndeon .Bdgm m an m am m m n mm acoamadsooo ooEom Hm emu on mm Na ma om man aacoammououm .uom .oz .aom .oz .mom .oz .mom .oz .aom .oz wedges". mucous: demos consumes: .poaagmudeon neoapmasooo godmeomoum no .emaaaxm coasnmm sauce Hemoaumoo> whoa steam garnets» .323 no.“ coapauwdg goaumoour .930qu no Hours g8 m8 4% zogamg 44203400»; .mezmm4m mHmEH. Q24 Boomom mOHm Hezmoo 9,504: Q24 Q2555 2H mwom @980 mg? Hm QWPHmommm m4 8400 A420HH400> m @1548 43 v50 .39 HA NN ooa mafia mm mom aoa mmm ooa mwm 44908 cm mmm ms mma ca Nm NH we somaooeem n Nm : NH 3 m N NH mmamemeom mm mam mm mm om mad ma aaa ”was” use Hecatoao .3 mom Nu mm a 3 mm ems agoanmmmam .pom .oz .pom .oz .»0m .02 .aom .oz .aom .oz mucopspm annoy voodoopss mcdxmeosom madam one HmGoAmnomonm Ho Hmoaaoao mdmow Hemoapeoo> ”anew spawn mpmaosp have» you coaamaamue Hmcoaumoo> .nucoaem Mo Ho>eQ \IH" Ll mama mom QMbmq z0H94mHmm4 Q4ZOHH400> .mezmm4m mHMme Q24 wqoomom mon M92500 mzoo4Z_Qz4 Qz4qm4o 2H mquo MQ4mo mahqmzh Hm Qm>Hmommm m4 @4406 Q420He4oo> m mqm4a Table 10 compares the vocational goals of tenth grade boys with the vocational goals their parents hold for them. In families in which the tenth grade boys aSpire to a profession. 73 Per cent of the parents hold a similar vocational goal. while only 10 per cent of the parents in this family group have a skilled. semi- skilled. or unskilled vocational goal for their sons. In the families in which the boys aSpire to a skilled, semi-skilled. or unskilled job. only five per cent of the parents plan a professional career for their sons and 58 per cent agree with the boys' choice of a skilled. semi-skilled. or unskilled.vocation. Table 11 indicates that the comparison between the voca- tional goals of tenth grade girls and the vocational goals their parents hold for them follows the same pattern. In families in which the girls aSpire to a profession. 69 per cent of the parents agree. As was the case with the twelfth grade girls and their parents, the responses to the questions concerning a skilled. semi- skilled. or unskilled job was too negligible to report. Conclusions. In families in which the boys and girls aspire to a profession as a vocation, the percentage of parents who look forward to a professional career for their sons and daughters is considerably higher than the percentage of parents who anticipate a skilled. semi-skilled. or unskilled job for their children. In families in which the boys and girls look ahead to only a skilled. semi-skilled. or unskilled job. the percentage of parents who hope for a profession as a vocation for their sons and daughters is quite 45 once you H A NN Goa whoa cod and 00H and Hoa ow ooa mead Q4908 am ms: nu Rm ma mm «a N. ma and possess peaadxmma 3 :2 m mm mm mm m n n S .emflflmuaao» .pedaaxm 3 m2 .2 an 5 Nu am 3 m mm ”moanedsooo somehow mm me 0N mad 0H ma NH 0H mm nmn Hecoammemowm .uom .02 .uom .oz .uom .oz .vem .02 .vom .oz voaaaxmcd mpcepspn Hmpoa voodoopc: .peaaaxuudson nmoaemasooo Hecoammomoum Ho .eoaaaxm consume namom Hemoapmoo> when epmum name» name» you coavmaaamm ammodpmoo> .npcouma no He>oQ 2229 202 Qm>mq 20HH42Hmm4.Q420HH400> .mezmm4m 2Hmme Q24 mdoomom 20H: NBZDOO mzoo4x Q24 923240 2H mwom mac 29E Mm QMmeommm m4 3400 A420Hh400> 0H mam4e 46 vane use HA N N ooa esom mm mmn mm on: ooa #304 44909 mm mm: a: mum m mm ma mma meanness: m .mn : mm n ma N as escapadsooo seashom an ssm mm msa mm mmm ma osa node» ecu aaoauoao ms sum Hm oma m mm mm mma aacoamnoeowm .uom .oz .uom .oz .uom .oz .pom .oz .uom .oz upcepfivu Havoa mandamus: ecoauquooo node» one HwGOAmneHonm Ho ooa>nom Hdoahodo eamou HecOApmoo> nauaw open» mummy have» won coaueuaame Hmcoaveoo> .epcouan Mo He>m4 zmma mom 4m>m4 20HB42HQW4 4420HH400> .mazmm4m mHmma.Q24 m40020m mon 292200 220042 Q24 Q244240 2H W42H0 QQ420 29226 22 QM>Hmommm m4 @4400 4420HH400> 44 m4m4s 47 small. An analysis of the five tables concerning a comparison of the vocational goals of tenth and twelfth graders and the voca- tional goals the parents hold for their children indicates the likelihood of the relationship set forth in the hypothesis. The findings with respect 22 the probability pf g relation- ship between the educational attainmegt_level g; the parents g; tenth and twelfth grade students i3 Oakland and Macomb County ppblic high schools and the educational goals thpy hold for their children. If the third hypothesis of this study is valid. that is. if there is a positive relationship between the educational attainment level of parents and the educational goals they hold for their children. the following conditions must prevail: (l) The higher the educational attainment level of the parents of the tenth and twelfth graders the higher the educational goals they hold for their children; (2) The lower the educational attainment level of the parents of the tenth and.twelfth graders the lower the educa- tional goals they hold for their children. In testing the validity of these conditions. it follows that if the first condition is valid. then there is a greater percentage of parents with a college education who have greater than high school educational goals for their tenth and twelfth grade boys and girls than the percentage of parents with less than a high school education. If the second condition is valid. there is a greater percentage of parents with less than a high school edu- cation who have less than a college educational goal for their tenth and twelfth grade boys and girls than the percentage of parents with a college education. Table 12 compares the fathers' educational attainment level with their educational aspirations for their tenth and twelfth grade boys and girls. In families in which the father's educational goal for his children is less than college, 66 per cent of the fathers had less than a high school education and 20 per cent had greater than a high school education. In families in which the father's educational goal for his children is college or beyond college, 34 per cent of the fathers had less than a high school education. and 79 per cent had gone to college or beyond. Table 13 makes a similar comparison between mothers and their tenth and twelfth grade boys and girls. In families in which the mother's educational goal for her children is less than col- lege. 67 per cent of them had less than a high school education and 20 per cent had greater than a high school education. In families in which the mother's educational goal for her children is college or beyond college. 33 per cent of the mothers had less than a high school education and 80 per cent had attended college four’years or more. It is interesting to note the similarity in responses between the fathers and mothers. Table 14 reveals a comparison between the fathers' educa- tional attainment level and their educational aspiration level for their twelfth grade boys. In families in which the father's educa— O tional goal for his son is less than college. 51 per cent of the 49 same you 4 ANN ooa Nsmm ooa mama ooa NNmH ooa moan qoa pavemadpue decadveodpe .nnemvah m4mHo.Q24 mwom MQ420 2&24H3H Q24 29229 mHmma mom m20HH4mHmm4 4420HH400QM mHmma Q24 4m>m4 92M22H4BH4 4420HH400QM .mmmma4h 20 200H24m200 N4 M4Q4B 50 vane .39 HANx ooa mnnm 84 83 8a «SN 84 Ram .289 2 4mm 54 mON N 024 : 0N4 mean eweddoo we aim mm 82. S 83 mm mnm omofloo £325. mm SS in 42 mm Sm om mam sad Hoomom nma2 am am? m mm ma an: an mmoa ~85». flag mwsouma .pom .02 Joe 62 Jam .02 . mom 62 Hepoa omoadoo Hoonoe mmd2 Hoomon mud: ”mauawmm can» mne4 awed . spoz He>oH unosmamuae Hmcoameospe .muompoz m42H0 Q24 mwom 2Q420 2924238 Q24 28229 2H229 202 220H942Hdm4 4420HB402QH 2Hm2e Q24 42>m4 92222H4He4 4420HH402QM .m222802 20 20mH242200 Md 24248 51 made you H ANN OS 3.3 03 com 84 3mm 84 Rn .298 «4 RH mm mm 2 mm m me mad ommdaoo ms Rm 8 and an in S :3 8.58 5:85. am :8 2 mm mm me am m2 3.3 40020» mm42 ma ama m m D R am m? 48:8 new: genomes .pom .oz .aom .oz .pom .oz .aom .oz 438. ommdoo 32% swam 48:3 53 :3 meme me4 you Hmom .mtmmpma 40>04 amoscamppa HmcoapaoSUO .mnmnemh m902 2Q420 2924239 2H229 202 m20H942Hmm4 4420H9402Q2 2H229 Q24 42>24 92222H4994 4420H9402Qm .m2m2942 20 20MH242200 :4 24249 52 fathers have less than a high school education and 16 per cent have gone beyond high school. In families in which the father's educational goal for his son is college or beyond college. 49 per cent of the fathers had less than a high school education and 84 per cent had gone to college or beyond college. Table 15 presents similar data for fathers and their twelfth grade daughters. In families in which the father‘s educational goal for his daughter is less than college. 72 per cent of the fathers have less than a high school education, while 29 per cent have gone beyond high school. In families in which the mother's educational goal for her daughter is college or beyond college. 28 per cent of the mothers have less than a high school education and 71 per cent have attended college four years or more. Table 16 presents a comparison of the fathers' educational attainment level and their educational aspiration level for their tenth grade boys. In families in which the father's educational goal for his tenth grade son is less than college. 61 per cent of the fathers have less than a high school education and 15 per cent have gone beyond high school. In families in which the father's educational goal for his son is college or beyond college. 39 Per cent of the fathers have less than a high school education and 84 per cent have gone through college or beyond. Table 17 shows the relationship between the educational attainment level of fathers and their educational goals for their tenth grade girls. In families in which the father's educational 53 same wed HA NM 8a Rma 8a was. 8a RN 8a n2. .289 m mm m mm m ma a ma 8am ommaaoo R was mm ama mm saa nu ia cmoaaoo mwnonm9 mm mam . ea 3 mm mm mm Ra 3am Hoomon swam .R R: Na am am on .3 man aooaon 8a: nweou29 .902 .02 .902 .02 .902 .02 .p02 .02 Hmu09 emOHHoo 40020» 2&42 400:0» swan eawam some eno4 you Heow .mhmfiubh Hebea acosnamave Hemoapaospe .nnenmeh m42H0 2Q420 2924H39 2H229 292 220H942Hmm4 4420H9402Qm 2Hm29 Q24 4m>m4 92222H4994 4420H94ODQH .0222942 20 20mH242200 m4 M4249 9:00 you 4 A NN 004 0024 mm 423 004 :0: 004 n40 44909 44 40N MN 444 m .3: n 0: 0:40 om044oo ms mmm am new mm mam an mom omoaaoo 8:85 mm aas oa on ma mm on RR 3am 40020» nw42 4N mmm m mN 04 m9 4m uwN 40020» swam mmsoan9 .402 .02 .002 .02 .402 .02 .002 .02 0909 40009 owo44oo 4oon0n mm42 400:0» swam sou 400m mama uno4 .naosumm 40>04 vcoscaeave 40:04000000 .maomumm IH IHII 2902 mQ420 29229 24229 202 22049424224 4420H9402Qm 2HM29 Q24 4M>M4 9222294994 4420H9402Qm .m242942 20 202H242200 04 24249 55 0:00 .002 4 A NN 404 omnm 004 00m 004 000 00 0404 44000 0 on4 44 00 m 00 m on 0040 0004400 mm :40 00 4mm 00 000 na 00m 0004400 nw00029 on m40 04 00 mm 004 :m mm: 0040 400300 nu4m 00 now 0 mm mm n04 0n 0:: 40000» :04: 0000.30. .000 .oz .000 .02 .000 .oz .000 .02 40009 0w044oo 400:0» :w4m 400:0» :04: 0404M :0£0 0004 you 400m .0000000 40>04 0:03:40000 40CO4000300 .0005002 ”H.240 ago m9zm9 mme9 mom m20494x42m< 442049m4 92MZZH<99< 4<20492030m .mxmm9<2 20 2004m<2£00 n4 4.2.45.9 56 goal for his tenth grade daughter is less than college, 71 per cent of the fathers have less than a high school education and 23 per cent have gone to college. In families in which the father's edu- cational goal for his daughter is college or beyond college, 28 per cent of the fathers have less than a high school education and 77 per cent have attended college four or more years. Table 18 presents data showing the relationships between the educational attainment level of mothers and the educational aspiration level they have for their twelfth grade boys. In families in which the mother's educational goal for her son is less than college. 54 per cent of the mothers have less than a high school education and 13 per cent have gone through college. In families in which the mother's educational goal for her twelfth grade son is four or more years of college. 47 per cent of the mothers have less than a high school education and 87 per cent have completed or gone beyond college. Table 19 makes a similar comparison between mothers and their twelfth grade daughters. In families in which the mother's educational goal for her twelfth grade daughter is less than col— lege. 75 Per cent of the mothers have less than a high school education and 23 per cent have four or more years of higher edu- cation. In families in which the mother's educational goal for her girl is college or beyond college, 26 per cent of the mothers have less than a high school education and 77 per cent have four or more years of college attendance. 57 0:00 .402 4 ANN 004 0004 004 040 004 400 404 000 44000 N4 mm4 mm mm «4 m: 0 mm 0040 0m044oo 00 040 00 004 on 004 00 004 0004400 0000000 mm ~00 04 40 mm 00 mm 004 0040 400:0» :M4m 04 404 n 0 04 00 00 004 400000 0040 :wdoun9 .000 .02 .000 .00 .000 .00 .000 .02 40009 0m04400 400:0» :m4m 400:0» :M4: :00500 a :0:0 »004 M 400 000000: . 40>04 0000040000 40004000000 .0000002 I}; m90m mmM4 92m224<99< 442049<030m .mmmm902 20 zomHm<2zoo m4 m4m<9 58 0:00 0004ANN 004 0004 004 000 404 040 404 000 .2000 0 00 44 00 0 m4 0 00 0040 0w04400 00 000 00 N04 00 004 00 004 0004400 0000000 00 000 04 00 00 044 00 004 0040 40000» :m4m 00 000 04 00 00 404 00 000 400000 0040 0385 .000 .02 .000 .02 .000 .00 .000 .02 04000 40000 0004400 400000 0000 400000 0040 000 4000 :0:0 0004 .»:0£0oz 40004 0:05:40000 40:04000000 .0002003 3 mAmHO madmo m9mdm39 m4mx9 mom m2049m4 92m224<99< 44204904 vc0sc4dgva 40004000000 .0003002 mwom mam4 BZMZZHm4 82mZZHeH coavmosvo .nuompam go 924 mwom mean 3%»? 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Also. the percentage of parents who aspire to a college education for their children is higher in families with fewer children than in families with a larger number of children. However. an inspection of the data concerning families with two children reveals some interesting information. In each of the five tables. the figures indicate that in families with two children. a smaller percentage of the parents aspire to a high school education for their children and a higher percentage of the parents look for- ward to a post-secondary education for these boys and girls than do the parents in families with only one child. An examination of the data in the five tables presented to support the hypothesis that there is the probability of a relationship between the greater number of children in a family and the parents' educational aspi— ration for a college education for their tenth and twelfth grade boys and girls attending Oakland and Hacomb County public high schools seems to indicate that this relationship does exist. Finding; with respect tg_the probability _§.g_re1ationship between the greater number 9; children ig_g_family and the cer- m 9_f_ college fiendance g; Erceived by tenth __d twelfth grgdg students ig_Qak1and and Macomb County public high_schools. If this hypothesis is valid, that is, if there is a positive re- lationship between the greater number of children in a family and the certainty of college attendance as perceived by tenth and twelfth grade students, the following conditions must prevail: (1) The greater number of children a family has the less likely the children 101 are to aSpire to a college education; (2) The fewer children a family has the more likely the children are to aspire to a college education. If the first condition is valid, then the percentage of chil- dren certain of college attendance is less in families having a larger number of children than in families with few children. If the second condition is valid, then the percentage of children cer- tain of college attendance is greater in families having fewer children than in families having a larger number of children. A comparison of the number of children in a family and aspirations to a college education by tenth and twelfth grade boys and girls is made in Table 47. In families in which there is only one child. 59 per cent of these children are very certain of col- lege attendance and 41 per cent have no intention. In families in which there are nine through fourteen children, 52 per cent of the boys and girls are very certain of college attendance and 48 per cent have no intention of going beyond high school. Table 48 shows a comparison of the number of children in a family and the certainty of college attendance as seen by twelfth grade boys. In families in which there is only one child, 74 per cent of the boys are very certain of attending college and 26 per cent have no educational aspiration beyond high school. In.fami- lies in which there are nine through fourteen children, 42 per cent of the boys are very certain of a collegiate education and 58 per cent have no such intention. COMPARISON OF NUMBER OF CHILDREN IN FAMILY AND CERTAINTY TABLE 47 OF COLLEGE ATTENDANCE AS PERCEIVED BY TENTH AND TWELFTH GRADE BOYS AND GIRLS ASpiration of students Number of children Very certain No intention Total in family Number Per cent Number Per cent Number Per cent 1 279 59 196 41 475 100 2 747 66 380 34 1127 100 3 548 61 346 39 894 100 u 256 1+9 270 51 526 100 5 122 46 143 54 265 100 6 55 37 94 63 149 100 7 23 32 50 68 73 100 8 9 18 40 82 49 100 9-14 14 52 13 48 27 100 TOTAL 2053 57 1532 43 3585 100 X2) 1 per cent 102 TABLE 48 103 COMPARISON OF NUMBER OF CHILDREN IN FAMILY AND CERTAINTY OF COLLEGE ATTENDANCE AS PERCEIVED BY TWELFTH GRADE BOYS Aspiration of students 22:23:93: Very certain No intention Total in family Number Per cent Number Per cent Number Per cent 1 65 74 23 26 88 100 2 162 76 52 24 214 100 3 115 75 38 25 153 100 4 72 71 30 29 102 100 5 26 59 18 41 44 100 6 11 61 7 39 18 100 7 3 33 6 67 9 100 8 2 29 5 71 7 100 9—14 5 42 7 58 12 100 TOTAL 461 71 186 29 647 100 Xz>’1 per cent 104 A similar comparison is made for twelfth grade girls in Table 49. In families with a single child, 51 per cent-aspire to a college education and 49 per cent have no intention of going beyond high school. In families in which there are nine through fourteen children, 20 per cent of the girls look forward to col- lege attendance and 80 per cent have no such plans. Table 50 presents similar data for tenth grade boys. In families with an only child, 71 per cent anticipate attending c01— 1ege and 29 per cent do not intend going beyond high school. In the larger families with nine through fourteen children. 50 per cent of the boys are very certain of college attendance and a like percentage have no intention of going to college. The data for tenth grade girls are in Table 51. In fami- lies with only one child, 46 per cent of the tenth grade girls plan college attendance and 54 per cent have no educational plans beyond high school. In the families with nine through fourteen children. 27 per cent are very certain of a collegiate education and 73 Per cent look forward to no more than a high school edu- cation. Conclusions. The percentage of children certain of col- lege attendance is less in families having a larger number of children than in families with fewer children. The percentage of boys and girls certain of college attendance is greater in families having fewer children than in families having a larger number of children. However. the differences in percentages are not large. For example. in families with an only child 59 per cent COMPARISON OF NUMBER OF CHILDREN IN FAMILY AND CERTAINTY TABLE 49 OF COLLEGE ATTENDANCE AS PERCEIVED BY 'UJELFTH GRADE GIRLS ASpiration of students Number of children Very certain No intention Total in family Number Per cent Number Per cent Number Per cent 1 61 51 58 49 119 100 2 159 58 115 42 274 100 3 126 53 113 47 239 100 4 48 36 84 64 132 100 5 26 37 45 63 71 100 6 17 38 28 62 45 100 7 4 18 18 82 22 100 8 2 11 17 89 19 100 9-14 2 20 8 80 10 100 TOTAL 445 48 486 52 931 100 X2) 1 per cent 105 COMPARISON OF NUMBER OF CHILDREN IN FAMILY AND CERTAINTY TABLE 50 OF COLLEGE ATTENDANCE AS PERCEIVED BY TENTH GRADE BOYS t Aspiration of students Number of children Very certain No intention Total in family Number Per cent Number Per cent Number Per cent 1 84 71 34 29 118 100 2 185 70 79 30 264 100 3 138 66 72 32+ 210 100 4 53 50 54 50 107 100 5 33 60 22 40 55 100 6 11 32 23 68 34 100 7 7 47 8 53 15 100 8 2 25 6 75 8 100 9-14 3 50 3 50 6 100 TOTAL 516 63 301 37 817 100 12> 1 per cent 106 COMPARISON OF NUMBER OF CHILDREN IN FAMILY AND CERTAINTY TABLE 51 OF COLLEGE ATTENDANCE AS PERCEIVED BY TENTH GRADE GIRLS ASpiration of students Number of children Very certain No intention Total in family Number Per cent Number Per cent Number Per cent 1 69 46 81 54 150 100 2 241 64 137 36 378 100 3 169 58 123 42 292 100 4 83 45 102 55 185 100 5 37 39 58 61 95 100 6 16 31 36 69 52 100 7 . 9 33 18 67 27 100 8 3 20 12 80 15 100 9.14 4 27 11 73 15 100 TOTAL 631 52 578 48 1209 100 12> l per cent 10? 108 ‘ of the boys and girls are certain of college attendance and 41 per cent have no intention. while in families with nine through fourteen children, 52 per cent of the children foresee college attendance and 48 per cent have no intention of going beyond high school. The greatest differences exist in the comparison of twelfth grade girls. In families with a single child, 51 per cent of the girls look forward to a college education and 49 per cent have no intention of going farther than high school. while in families with nine through fourteen children only 20 per cent of the girls are certain of college attendance and 80 per cent plan to terminate their formal education at the high school level. The data in the previous five tables. which are introduced to support the hypothesis that there is the probability of a relationship between the greater number of children in a family and the cer— tainty of college attendance as perceived by tenth and twelfth grade students in Oakland and Nacomb County public high schools. suggest the probability of this relationship existing. CHAPTER V SUMEARY The Problem. This study had as its problem to explore the probability of relationships between the educational and vocational goals of tenth and twelfth grade boys and girls in Oakland and Macomb County public high schools and the expressed educational and vocational goals of the parents for these children. Methods of Collecting Data. Michigan State University plans to open a branch college in Oakland County in the fall of 1958. In order to plan an educational program to fit the needs of the people in the area to be served by the proposed institution. Michigan State University officials decided to gather information by distributing questionnaires. This decision was made after discussions with educators in Oakland and Macomb Counties. Although four questionnaires were developed. only two were used in this study. (1) for students in grades ten and twelve. (2) for parents of tenth and twelfth grade students. Superintendents of schools. elementary and secondary school principals in the two counties. together with Michigan State University staff members. contributed the items used in the questionnaires. The questionnaires were pre-tested and tested with groups in Oakland and Macomb Counties. 110 There were 18,387 matched pairs of questionnaires distri- buted to tenth and twelfth grade public high school students and their parents. Thus. there was a total of 36.776 questionnaires sent out. Of these. 22,739 were returned. Therefore. 61.83 per cent of the total number distributed reaponded. Of the 22,739 returned questionnaires. there were 6,882 matched pairs of questionnaires. This is 37.4 per cent of the total distributed and 100 per cent of the total matched pairs. This sample also represents 13,764 or 60.5 per cent of the 22,739 questionnaires returned. Methodology. The methodology used in this study included the testing of the hypothesis by a four-part model: (1) the statement of the hypothesis, (2) the statement of conditions which must exist if the hypothesis is valid. (3) a test of these con- ditions. and (4) conclusions. The data used were taken from 6.882 matched samples of questionnaires returned by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents. Findings. The seven hypotheses used in this study were tested by the four-point model described above. The findings regarding each of these hypotheses are as follows: Hypothesis l. There is a probability of a relationship between the certainty of going to college as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' educational aspiration level for 'their children. ' Findings regarding hypothesis l. (l) The percentage of children very certain to attend college is significantly higher in families where parents aSpire to more than four years of col- lege for their children than in families where the parents aspire to only a high school education for their children. (2) The percentage of children having no intention of attending college is significantly higher in families in which parents aSpire to only a high school education for their children than in families in which the parents aSpire to more than four years of college for their children. Hypothesis g. There is a probability of a relationship between the vocational goals as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and their parents' vocational aspiration level for them. Findings regarding_gypothesis g, (l) The percentage of sophomores and seniors with high vocational goals is greater in families in which the parents have high vocational goals for their children than in families in which the parents have low vocational goals for their children. (2) The percentage of sophomores and seniors with low vocational goals is higher in families in which the parents have low vocational goals for their sophomore and senior children than in families where the parents have high vocational goals for their children. fiypgghg§;§_1. There is a probability of a relationship between the educational attainment level of the parents of tenth and twelfth grade students in Oakland and Macomb County public high schools and the educational goals they hold for their children. Eigdiggg regarding Hypothesis 1. (1) There is a greater percentage of parents with a college education who have greater than high school educational goals for their tenth and twelfth grade boys and girls than the percentage of parents with less than a high school education. (2) There is a greater percentage of parents with less than a high school education who have less than a college educational goal for their tenth and twelfth grade boys and girls than the percentage of parents with a college education. Hypothesis 3, There is a probability of a relationship between the educational attainment level of the parents of tenth and twelfth grade students in Oakland and Macomb County public high schools and the certainty of college attendance as perceived by their children. Finding§_regardigg_Hypothesis 3. (l) The percentage of tenth and twelfth grade students certain to attend college is higher in families in which the parents have a high educational attainment level than in families in which the parents' educational attainment level is low. (2) The percentage of tenth and twelfth grade students with no intention of going to college is higher in 113 families in which the parents have a low educational attainment level than in families in which the educational level is high. Eypothesis 2. There is a probability of a relationship between the certainty of college attendance as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools and the educational attainment level required for the vocation of their parents. Findings Eggarding,gypothesis i, (l) The percentage of tenth and twelfth graders certain to attend college is higher in families in which the parent's vocation requires a higher educa- tional attainment level than in families where the parent's vocation requires a lower educational attainment level. (2) The percentage of tenth and twelfth grade students with no intention of going to college is higher in families where the parent's vocation requires a low educational attainment level than in families in which the parent's vocation requires a high educa- tional level. Hypothesis Q. There is a probability of a relationship between the greater number of children in a family'and.the parents' educational aspiration for a post-secondary education for their tenth and twelfth grade boys and girls attending Oakland and Macomb County public high schools. Findings regardigg Hypothesis Q, The percentage of parents who aspire to a college education for their children is lower in families with a larger number of children than in families with 114 fewer children. Also. the percentage of parents who aspire to a college education for their boys and girls is higher in families with fewer children than in families with a larger number of children. However, it is interesting to note that in families with two children. a smaller percentage of the parents aSpire to only a high school education and a higher percentage to post- secondary education for their boys and girls than do the parents in families with only one child. Hypothesis 2, There is a probability of a relationship between the greater number of children in a family and the cer- tainty of college education as perceived by tenth and twelfth grade students in Oakland and Macomb County public high schools. Findings regarding gypothesis Z, The percentage of boys and girls certain of college attendance is less in families having a larger number of children than in families with fewer children. The percentage of tenth and twelfth graders certain of college attendance is greater in families having fewer children than in families having a larger number of children. It should be added. however. that the differences in percentages are not great. CHAPTER VI IMPLICATIONS OF THE STUDY I. INTRODUCTION This study has explored the probability of relationships between the educational and vocational goals of tenth and twelfth grade boys and girls and the expressed educational and voca- tional goals of the parents for these children. The information revealed by this study should be helpful to many people in several ways. The findings may make a contribution to the plan- ning, organization. administration. and development of educational programs. especially at the post-secondary and secondary school levels. For those who are planning community colleges or other post-secondary school institutions. the results give some insight into the need for such post-secondary school educational oppor- tunities. Also. some indication is given of the possible demand for various types of post—high school educational opportunities. Those people. educators and lay citizens alike. who are seeking to develop local secondary school programs which are geared to the particular interests and needs of the student may find several implications from this study. This same information may be impor- tant to counselors. parents, students, and others interested in developing meaningful programs of counseling and guidance. A 116 more detailed discussion of the implication of the findings of this study for the post-secondary and secondary school levels of edu- cation is presented here. II. POST-SECONDARY SCHOOL LEVEL There is evidence that the number of community colleges in Michigan will increase and perhaps double in the next few years. This evidence includes such facts as: l. A study committee on higher education in Michigan. appointed by the Legislature. has released a report on community colleges.29 This report recommends that study of the need for establishment of community colleges be given priority in twenty- three communities and that secondary priority be given in an additional fourteen communities. 2. The Legislature during the last two sessions has sub- stantially increased the reimbursement per community college pupil for operation as well as providing substantial sums for capital outlay purposes. 3. Requests for consultant help from.the Department of Public Instruction indicate that at least fifteen communities are interested in studying the need for providing post-secondary school educational opportunities. This includes the two counties involved in this study. 29The Community College in Michiggg. Survey of Higher Education in Michigan. Staff Study No. l. Lansing, Michigan: Legislative Study Committee on Higher Education in Michigan, June. 1957. 117 u. The people in the counties of Bay. Midland, and Saginaw have voted to establish a tri-county community college, the first in the State. and perhaps the first in the nation. In view of this evidence which supports the belief that several community colleges will be established in Michigan in the near future. it seems pertinent and timely that people in Michigan's communities which are interested in starting a community college be given assistance in studying the need for and in the establish— ment of community colleges. It seems that the results of this study should have many implications for those people who are planning for the establish- ment of community colleges. These implications include: I. A pattern for bringing together data needed to determine if there is an apparent demand for post-secondary school educational opportunities in a given area. 2. A method for learning where the students and their parents are in their thinking in regard to educational and voca- tional goals. 3. A way to decide if there is a readiness on the part of the people in the proposed community college area to establish and support a community college. a. .A means of developing a ”college consciousness" or a way to get more thinking on the part of both parents and students about the importance of education beyond high school. The fact that every tenth and twelfth grader and his parents was surveyed 118 contributes to thi s . 5. A way to learn which people in the area to be served by the community college are in need of more interpretation of the necessity for post-secondary school facilities. This could mean that interested organizations such as the Parent Teacher Association. study committees. service clubs, and other civic organizations could gear their programs to meet this challenge. 6. A means of predicting, with some degree of accuracy, the potential enrollment of the new institution. In spite of the importance of this problem. the writer knows of no basic research in this area. This type of study could contribute information which might decrease but not completely eliminate guesswork in com- munity college enrollment predictions. Knowing the expressed edu- cational and vocational goals of tenth and twelfth graders and their parents' aspirations for these children could provide valuable information in this area. 7. A basis for determining the general areas of instruction in the new institution. For example. the vocational aspirations of sophomores and seniors and of their parents for them are expressed in four broad vocational areas: (1) professional. (2) clerical and sales. (3) service occupations. and (4) skilled. semi-skilled. and unskilled. The degree of interest expressed in one or more of these vocational areas could give some direction to the planning of the courses of instruction. Thus, information such as that provided by this study might 119 make an important contribution to those people in many Michigan communities who are seriously considering the expansion of the local educational program to include the post—secondary school level. III. SECONDARY SCHOOL LEVEL School administrators and others interested in seeing that educational programs develop rather than just grow are challenged to predicate changes in our local secondary school programs on facts obtained from research efforts rather than on pressures from various groups or on guesses concerning what kinds of educational programs will best meet the needs of the people living in the area to be served by the school. An analysis of the results of this study seems to indicate several implications for those having a part in administering our secondary schools. Administrators and others may use a study such as this one in many ways: 1. lg determine if’decisions concerning educational and vocational gpals 2; children are being made by the family gg‘g gait, This study presents an expression of the educational and vocational goals of more than six thousand high school students and their parents' aSpirations for them. While the administrator is given knowledge concerning where the students and their'parents are in their thinking in these two areas. he is not given an insight into why or how these decisions were made. Knowing the educational and vocational goals of the students and of the aspirations of the parents for them could provide a starting point for learning how 120 and why these goals were established. It must be recognized. of course. that such decisions are made in a field of forces of which the school and home are only a part. It does seem reasonable to assume. however. that more intelligent decisions regarding the educational and vocational goals of children and of the goals of the parents for their children can be made if the home and the school blend their efforts. Granick. Levy. and Gunner30 point out. ‘Hhile the home is generally considered to be one of the most powerful molders of the attitudes. interest. and drives of the growing individual. it appears. thus far. to have been given relatively little consideration in vocational guidance programs. Many studies of the progressive development of the person from infancy to adulthood have shown that identification with parental ideals. activities. and interests is characteristic of normal personality growth. There are probably few children who do not at one time or another conceive of themselves as eventually following in the occupational footsteps of their parents. Furthermore. it is quite likely that the ambitions. desires. and attitudes of one's father and mother play a significant role directly and indirectly in the choice of vocation which is final- ly made. Counselors are probably well aware of these home influences in individual cases, and doubtless try to adjust their guidance work accordingly. But a sys- tematic approach to the problem seems lacking at the present time. If investigation reveals that goals are being set by the students and their parents independently of the school. there might be implications for the school administrator to (1) provide more or different counseling programs. (2) examine the community-school relations to see if parents are participating in the school program and if the staff members are active in community affairs. (3) work 30Samuel Granick.‘Halter J. Levy. and Murray Gunner. “Parental Attitudes and Vocational Guidance.“ Vocational Guidance Journal. Volume XXX. Number 1. October 1951. p. 21. 121 with the P.T.A.. service clubs. and other community groups in developing programs which will assist the children. their parents. and the school in making wise educational and vocational choices for these children. (4) review the adult education program to see if this problem is being reflected there. (5) determine if per- tinent information on file at the school is made available to students and their parents. and (6) decide if this problem should be recognized in the in-service training program of the school. An example of how one high school is involving parents in its counseling program is reported by Hoover and Micka.31 In order to discover how closely parents perceive their child's basic interest patterns. the high school in Corvallis. Montana. carries on an interesting annual counseling activity. The high school juniors and their parents are invited to a meeting at which a representative from the guidance department of Montana State University discusses the purposes and values of guidance in educational and vocational planning. The uses. limitations. and values of the Kuder Preference Inventory are discussed. after which both parents and students take the Inventory. However. there is one important difference from the usual pattern of administering: the students take the test as usual. but the parents indicate what they think their child will answer. A graph is made in three colors. one showing the child's preferences. another the mother's. and the third the father's. In 31Kenneth H. Hoover and Helen K. Micka. "Student—Parent Interest Comparisons in Counseling High School Students.” Egg Personnel and Guidance Journal. Volume XXXIV. Number 5. January. 1956. pp. 292-94. 122 most instances where the pattern of the chart is similar for all three. there is close harmonious relationship in the home. When there are marked digressions. conflict situations often exist at home. Both of these results tend to show up in the child's behavior and performance at school. Further. many times the parents ex— pressed great surprise at the interests which their child had specifically indicated. 2. 22_examine the secondary school programs tg_determine the extent tg_which these programs recognize the educational and vocational ggals 9; children and their parents. In suggesting that school administrators and others might wish to examine the secondary school programs to determine the extent to which these programs recognize the educational and vocational goals of children and their parents. the writer does not mean to imply that programs should be changed solely on the basis of such information as is provided in this study. As mentioned previously. this information provides only a starting point. Perhaps it merely offers a reason for examining today's educational program in terms of the expressed educational and vocational aims of children and of the goals of the parents for their children. It could mean that the school and the people in the community should merge their efforts in a study of local educational conditions and needs. Perhaps these efforts might be geared to finding answers to such questions as (1) what kind of a high school program do we have in our community? (2) what kind of a program do we want? and (3) how do we go about getting the 123 kind of program we want? Information in this study could also suggest that the school and the community make use of consultant services offered by the many public and private community serving agencies in their efforts to have the secondary school program become more effective in helping students and parents establish and achieve wise educational and vocational aspirations. 3. Ig_p§ggigg more exploratory experiences in th§_ggug§— tional program§_for those students who are undecided about their educational and vocational future. This study identified a large number of students who are undecided about their educational and vocational goals. This might have several implications for the school administrator. Perhaps either the Junior or senior high programs. or both. fail to provide a sufficient number of broadening and finding courses or enough exploratory experiences; or it could mean the school should insure opportunities for the child. parent. and teacher to consider the development of these goals. It might have implications for mothers' clubs. child study groups. and other organizations in the area of program planning. Perhaps more recog- nition should be given in the school program to such areas as choosing a vocation. vocational interest inventories. and aptitude testing. It could suggest a starting point for counselors to establish a child. parent. teacher counseling and guidance relation- ship. 4. 29 develop secondary school programs which reflect the interests gag needs 22 those students who g9 not anticipate going bezgnd high school. This study also identifies a considerable 124 number of students who have no intention of going beyond high school in their formal educational endeavors. Perhaps further investigation might reveal a number of this group who possess the necessary qualifications for going to college but lack motivation or understanding of the opportunities offered by institutions of higher learning. Some members of this group might have need for more vocational education opportunities in their high school pro- gram. Others of this group might be potential drop-outs and could be kept in school by counseling. a change in program. or by some other measure. It could mean that the secondary school program stresses preparation for college to a degree which is unfair to those who do not anticipate college attendance. Perhaps some members of this group foresee barriers to college attendance which either do not exist or could be surmounted. These might include fears about such things as lack of academic ability or lack of funds. 5. Io_use the kind of information revegled ig this study _p counseling and guidance programs. In the Preceding discussion. several implications have been suggested for the secondary school guidance and counseling program. However, if we recognize guidance and counseling as an integral part of instruction. it seems logical to bring these and other implications into focus in the discussion of the implications of this study for secondary school adminis- trators. First. it should be emphasized again that the procedures and.methods employed in this study make it possible to report the educational and vocational aSpirations of the tenth and twelfth 125 grade boys and girls in all public high schools in Oakland and Macomb counties as well as the aspirations of their parents for these children. The expressed aspirations of the parents for their children seems eSpecially significant. School people have long recognized the home as an important factor in the shaping of edu- cational and vocational interests and attitudes. but the home has ften been neglected in the secondary school guidance and coun- seling programs. The implications of this study for guidance and counseling programs in secondary schools might include: (1) An investigation designed to determine why students have the parti- cular educational and vocational interests and attitudes they express; (2) An inquiry to learn how much the parents know about the reasons why their children made the particular educational and vocational choices they hold; (3) A comparison between what students prefer to do and what they plan to do as their life work; (h) A.search for the answers to why children and.parents have similar or unlike goals; (5) A study with participation from the school. to assist the school in setting up a guidance and counseling program which will best meet the needs of the people served by the school. Selecting a vocation has long been one of the most dif- ficult and complex problems our young people must solve. Today's youth. however. find this problem even more difficult and more complex. Our rapidly changing society. characterized by the current clamor over Russia‘s scientific advances. underscores the 126 need for helping young people make a wise selection of a vocation. The kinds of information suggested here could assist our youth in making wise vocational choices. 6. To ptilize the results og_this study g3“; pagig for a program gf_;p:service education for the members o§_the faculty. Teachers might examine the results of the study to determine the implications of the findings of the study for the program of their particular school. This might result in a large number of the teachers becoming familiar with the educational and vocational aSpirations of their students and the parents of these students. It could give the teachers an opportunity to measure their teaching efforts with the expressed goals of the students and their parents. This knowledge could also assist the teachers in shaping the con- tent and scope of their particular courses. It might be an interesting as well as a profitable educational experience for the faculties of two or more school districts to plan joint staff meetings for the purpose of comparing experiences. interpretations. conclusions. and plans based on the study results. Thus. the staff of one school district could compare its efforts with those of the teachers in other districts. Mutual problems might be identified and solved together. An in-service training program structured to embrace the examination of the results of a study such as this one could well be a profitable educational venture. 7. To encourage adjoinipg_gghool districts to compare study results ;3 order 29 learn ;§_there are possible areas of 12? cooperation g§.§_means _§ improving the school programs. At the present time. many schools in Michigan are sharing the financial support of certain programs with neighboring school districts. This usually results from the lack of a sufficient number of students in each school district to justify the total cost of a program. For example. there are many instances in which two or more schools share the cost of programs in agriculture. music or special edu- cation. If two or more school districts would compare study results and implications. it is possible that some areas for cooperation might be identified. Perhaps a single school district might have too few students interested in preparing for certain vocations to offer the necessary training and experience. This might become possible. however, if one or'more other districts would cooperate in such a venture. 8. To use the results of this survey £3 5 basis for dis- _-—.———-.—__— cussion by various community groups. A logical follow-up activity of this study might be an effort to get community-wide participation in the discussion of the implications for school-community plan- ning and action. If we believe that the schools belong to the people. it seems reasonable to assume that this procedure would be proper. This discussion-group activity would differ somewhat from the type mentioned earlier in this chapter. The adult education slogans that "participation leads to understanding and understanding leads to support.‘I or 'people who share. care.“ might serve as the 128 theme of such an endeavor. One way often used to carry on a communityawide discussion program is to organize interested people in small groups according to neighborhoods. For example. a ten- week program might be planned. Every Monday night could be desig- nated as "Education Study Night.‘ Small groups throughout the community could meet in homes in a neighborhood where the resi- dents extend an invitation to their nearby neighbors. The school might prepare discussion guides and materials for the meetings. Summaries and reports of group discussions might be published in the local newspaper each week. This is but one of many ways which make it possible to get communityawide interest. understanding and support for worthwhile educational ventures. 9. To invite staff members from institutions of higher learning pg join the local high school teachers $3 interpreting the findings 9; the study and ;p_planning,follow—up,gctig;ties. In an effort to attain maximum results from the study. it might be wise for local faculties to work with specialists trained in the various educational fields encompassed by the survey and its results. For example. consultants from colleges or universities might help in evaluating the study from the standpoints of pro- cedures. data obtained. and the implications of the results for local secondary school programs. Consultants might work with the teachers in discovering the implications of the study for the various subject matter areas. The high school counselors. for example. could use this kind of help in evaluating the present net" 129 guidance and counseling program and in overcoming its weaknesses. The vocational education program could be examined by the teachers and consultants to learn if it is geared to meet the expressed vocational aims of the students and parents and also to determine if it is providing the necessary exploratory experiences for those students who are undecided about their vocational future. By knitting together the efforts of the teachers with those of the consultants from colleges and universities. a continuing program of evaluation of the local secondary school program might be orga— nized. A frequent look at the school program to see if it is meeting the current needs of its students might be one way to encourage the building of an educational program which is meeting changing needs in a changing society. 10. To stody with the board of education the advisabi- ligy of pggipg g_similar study periodicglly. perhaps every two yggrg. This type of information could serve as a guide for program development. including counseling and guidance services. Program planning and development could then be done on a continuing basis and could be founded on current information. The cost for a single school district would not be prohibitive. and the study could be planned and conducted by students. parents. and teachers. Such an enterprise on the part of the people in a local school dis- trict might call for consultant help from the institutions of higher learning which have specialists in this field. Developing and administering a survey instrument involves some technical know-how 130 if it is to be effective. Also. interpreting the results of this study might demand the help of people trained in this area. Training programs in such areas as these for students. teachers. and parents offer a worthawhile educational experience for those involved. When high school students and their parents participate in activities such as these. they are being given an opportunity to help shape their own educational program. This tends to result in a closer identification with the school and its problems. Then. too. this could be a way of developing and diffusing community leadership. 'When people are given training and eXperience in identifying and solving local problems. the corps of community leaders is enlarged and strengthened. A periodic survey of the educational and vocational goals of high school students and their parents might well be a wise investment of time and money for the people in a local school district. IV. QUESTIONS FOR FURTHER RESEARCH The results of this study imply the need for answers to many questions. Perhaps research studies could be directed toward answering such questions as the following: 1. How many of the tenth and twelfth grade students who express certainty of college attendance will achieve this goal? 2. How many of the parents of these boys and girls who predict college attendance for their sons and daughters were accurate in their predictions? 131 3. How many of those students who eXpress no intention of college attendance will attend college? 4. How many of the students will eventually enter the vocation they foresee for themselves? 5. How many of the tenth graders in this study will alter their educational and vocational goals by their senior'year in high school? 6. Will the parents of these tenth graders change their educational and vocational goals for their children by the time their sons and daughters are seniors in high school? 7. What are the marks or scholastic ratings of those boys and girls who expressed certainty of college attendance? ‘What is the relationship between certainty of college attendance and scholastic achievement? What is the relationship between the results of college aptitude tests and certainty of college atten- dance? 8. How does the accuracy of the educational and vocational predictions of boys compare with that of the girls? . 9. How accurate are the educational and vocational pre- dictions of parents for their children? 10. ‘What are the expressed reasons for tenth and twelfth graders foreseeing college attendance for themselves? Why do some of the tenth and twelfth graders see only high school attendance in their educational future? 132 ll. Why did a higher percentage of parents in families with two children, in this study. express certainty of college attendance for their children than did families with only one child? If the answers to these and other such questions are found. educators and others will be aided in their efforts to develop programs of education which will reflect the problems of the people to be served by the school. If we believe that educational ad- vancement must depend to a large degree on research. then the importance of finding the answers to such questions as these must be recognized. BIBLIOGRAPHY A. BOOKS Bottrell. Harold R.. Editor. Agplied Prinoiples 9; Educational Sociology. Harrisburg. Pennsylvania: The Stackpole Company. 195“. Conant. James Bryant. Education in a Dividedeorld. Cambridge. Massachusetts: Harvard University Press. l9h8. Garrett. Henry E. Statistics in Psychology and Education. Fourth edition. New York: Longmans, Green and Company. 1953. Good. Carter V.. Barr. A. 3.. and Scates. Douglas E. The Methodology of Educational Research. New York: D. Appleton-Century Company. 1941. Hollingshead. A. B.. Elmtown's YOuth. New York: John Wiley and Sons. Incorporated. 1949. Lewis. D. Quantitative Methods in Psychology. Ann Arbor: Edwards Brothers. 1948. Lindquist. E. F. Statistical Analysis in Educational Research. New York: Houghton Mifflin Company. 1942. Parten. Mildred B. Surveys. Polls and SamplesiyoPractical Procedures. New York: Harper and Brothers. 1950. Spicer. Edward H.. Editor. Human Problems in Technological Chapge. New York: Russell Sage Foundation. 1952. ‘Williams. Robin M.. Jr. American Societyy» A Sociologicg$ylnterpretation. New York: Alfred A. Knopf. 1952. B. PERIODICAL ARTICLES Beckman. R. O. I'To What Extent are Vocations Inherited?” Vocational Guidance Magazine. VIII (October 1929). pp. 9-ll. 134 Granick. Samuel. Levy. Welter J.. and Gunner, Murray. "Parental Attitudes and Vocational Guidance.” Vocational Guidance goprpgl, Volume XXX, Number 1. October 1951. Haller. Archie O. and Sewell. William H. "Farm Residence and Levels of Educational and Occupational Aspiration.” Th; American Journal of Sociology. Volume LXII. Number 4. (January 195?). Hoover. Kenneth H. and Micka, Helen K. ”Student-Parent Interest Comparisons in Counseling High School Students.“ Th2 Personnel and Guidance Journal. Volume XXXIV. Number 5. January 1956. pp. 292—94. Kahl. Joseph A. "Educational Occupational Aspirations of 'Common Man' Boys.“ Harvard Educational Review, Volume 23. No. 3 (Summer 1953). pp. 186-203. Lipset. Seymour Martin. “Social Mobility and Urbanization," Rural Sociology. XX (September-December 1955). pp. 220-28. National Opinion Research Center. "Jobs and Occupations: A Popular Evaluation.I Opinion News. IX. No. 4 (September 19b7). pp. 3-13. Nelson. E. "Father's Occupations and Student Vocational Choices." School and Society. L (1939). pp. 572-76. Peters. E. F. I"Factors‘Which Contribute to Youth's Vocational Choice." Journal of Applied Psychology. XXV (l9ul). pp. 428-30. Porter. J. Richard. ”Predicting Vocational Plans of High School Senior Boys." The Personnel and Guidance Journal. XXXIII. No. 4 (December 1954). Raper. Elmo. 'The Fortune Survey.“ Fortune. XXVI. (November- December. 1942). Ryden. A~ H.. “Including Parents in Counselling.l Occupations. XXIX (May 1951). Samson. Ruth and Stefflre. Buford. "Like Father...Like Son?" The Personnel and Guidance Journal. XXXI. No. 1 (October. 1952). p. 35. Sewell. William H.. Haller. Archie O.. and Strauss. Murray A. “Social Status and Educational Occupational Aspiration." American Sociological Review, Volume 22. No. 1. February 1957. pp. 72-73. 135 Singer. Stanley and Stefflre. Buford. ”The Relationship of JOb Values and Desires to Vocational ASpirations of Adolescents.‘ Th; Journal of Applied Psyphology. Volume 38. No. 6. 1954. . "Sex Differences in Job Values and Desires.“ Th3 Personnel and Guidance Journal. VOlume XXXII. No. 8. April 195A. Slocum. W. L. "Occupational and Educational Plans of High School Seniors from Farm and Non-farm Homes." Pullman. Washington: State College of Hashington. Bulletin 56#. February 1956. C. REPORTS The Communitprollege in Michigan. Survey of Higher Education in Michigan. Staff Study No. l. Lansing. Michigan: Legislative Study Committee on Higher Education in Michigan. June, 1957. D. UNPUBLISHED MATERIAL Handley, Isabel. "A Study of Factors Related to Occupational Objectives.” unpublished Master's thesis on file in library at Occidental College. 1949. APPENDIX OAKLAND AND MACOMB COUNTIES Prepared by Michigan State University Department of Administrative and Educational Services The OaklandsMacomb County area is in violent transition. Unless checked by war or economic upset. the two-county area will continue to grow at an abnormal rate through 1980. The transitional nature of the area may be summarized by a number of key statements. Population Cities Housing Occupations Commercial Growth The census has trebled in 25 years and it is believed that it will more than double within the next 25 years. The total population of the two counties is expected by 1980 to equal that of the City of Detroit. Urban areas within the two counties will grow to saturation. Some are already approaching satu- ration. (e.g. Pontiac. Mt. Clemens. Ferndale. and Berkley). The greatest growth in the area will come in township areas such as Sterling. Waterford. Bloomfield. Farmington and a host of smaller incorporated areas such as Farmington. Holly. Rochester. Clawson. warren and New Baltimore. Over 81.000 new homes were authorized since 1951. The rate in 1955 was more than double that of 1951. By and large few checks have been placed on private builders to insure wholesome community planning. Consequently. the need for public lands (parks. schools. recreation areas. etc.) frequently go unattended while whole new communi- ties of people spring up over night. Housing waits only for the extension of water and sewers into undeveloped areas. Since 1950. 119 new manufacturing plants have been moved into the Oakland-Macomb area employing an average of 55 workers each. The rate of plant expansion. however. has declined materially since 1953. Most of the new plants have been clustered in and around a few urban areas. Significantly. independent commercial outlets have given way to the shopping center. Fourteen such centers. representing capital investment of $65.000.000. have been completed in the area since 1950. Numerous others are planned or under con- struction. The need for such centers. eSpecially in Macomb County. has yet to be satisfied. Wealth Government 137 The total taxable wealth of the two counties has kept pace with the growth in population. Unfor- tunately. the taxable wealth and much of the new population increases have been distributed un- equally throughout the area. Consequently. some local tax units are hard pressed to provide needed public services. while others appear to have less than average difficulties in providing service. The two counties are subdivided into 7“ local civil governmental units and 59 school districts. excluding special authorities and tax districts. Townships still outnumber incorporated areas. although incorporated townships may enjoy tax and budgetary privileges under present legis- lation. Most governmental units have some dif- ficulty in tapping existing wealth within the existing tax structure for all needed public services. Transition Promotes Problems With rapid and continued immigration of plants. commerce and peOple from urban Detroit and elsewhere. the two county area provides a unique study area in urban problems. Gaining 5 Sense of Direction Governmental Problems Finance Leisure and Employment Chief among the counties' problems would seem to be the integration of new people into a recogni- zable system of traditions and mores upon which political and planning strategy might be based. At least three regional—type planning agencies are pointing up possible planning approaches for the future. Each. however. has yet to reach citizens in such a way as to assist them in determining the kind of community they wish to have. Consequently. the wealth of technical knowledge concerning planning which is available to residents goes partially unrealized. Coupled with problems of planning. each local governmental unit is faced with the considerable problems of providing basic services. determining and allocating land uses. and of communications. A key problem for all units of government follows from the disproportionate distribution of taxable properties. ‘Within the existing tax structure. wealth cannot readily be taxed where it exists to provide services where needed. Large scale employment and rising personal income have contributed to make the population recreation and leisure minded. Neither tax units or private 138 enterprise has kept pace with the need for parks and recreation facilities. Homes. in the large subdivisions. are relatively small by modern standards. limiting somewhat family centered activities. As the population doubles again within the next twenty-five years. broad scale public land acquisition programs must be started immediately. Education Both public and parochial education units are facing considerable difficulties in providing adequate sites. facilities and qualified teachers for the rapidly enlarging school population. Under the present tax structure, school districts must compete with other agencies of government for sufficient tax dollars with which to con- struct and operate facilities and programs. With increasing automation. new demands will doubtlessly be placed on public school districts for adult and technical education programs. In order to resolve these problems. many schools. through their involvement of citizen study committees are attempting to integrate newcomers into the com- munities. Yet. in some districts. schools have become centers of major political disputes between newcomers and old time residences. Communication among people. both formal and informal. poses a key educational problem in this transitional area. Conditions in the two-county area might be summarized somewhat as follows: 1. An area of rapid growth with a growing financial ability and some willingness to act upon its emerging community problems; 2. Its basic problems seem to be broadly educational in nature; a. that of involving people in responsible and intelligent acts of citizenship; and b. developing leadership for solving its growing local and regional developmental problems. 3. It seems to present an outstanding challenge for the establish- ment of institutions of higher learning whose broad purposes and programs uniquely emphasize the development of educational leadership for community improvement. Student Nine-In: STUDENT QUESTIONNAIRE (Copy number from your. parent questionnaire) INTRODUCTION lie Oakland-Monk County area is growing by leaps and bounds. These changes present many problems for schools and communities. One themedpreningprobiemsmrnetheMotedueationaloppoflunltieewhiehwiflbeneededinthenearfutwebypeoplewhowant windy ofneeded post-high school educational programs and services in this area. You can help in planning the future of Oakland and Maoomb Counties by anwuing the following check-lint as mately as poeeihie. ' DIRECHONS N'aneednotwrlteyownameontiisnheet. Allanrwerearestrktiyoenfidentlal. Pleaeedieektheoneamwermoetappreprieteferyoufor ‘1.mhmmum.myuwwayulm O."yoedeeotNOWplentegete¢oIegeepengradeetiea,what 01 deyeepieetede? D W I M D 2 Getmarried D 1 Geneeee D 3 Ootowork U 3 low D 4 Takeeometedmiealtrainingelwnee D 4 Wm B 5 Toieeemebueineuoreommrdaleoweee D 5 W D 6 COMMIerfluI D 6 Other(epedfy) ............................ D 7 9.Whatveeetieadeyeepl-teeetereheryeeeempleteyeer Whyeer'edebeeheefl “"4“ it!" IMM 0} Am D" Agriculture [312 magma- D 1 .Mm [313 Artorartandaafts D15 Mate C] 1 Auto and airplane mechanic- D16 Female D 2 “I“!!! D" Ioeutidanorbarber Du thmmdw mm.(mm,mm,uwm,m) an ludneuadrnhhtratlon E120 “WW 3; cm [321 cm." Communityeervlee Dz! Commerdalflmineu) D 3 Dentaltedlnolegy DZ! Ventlond D 4 Dentistry D24 on... D s W D” lieetreniee Du Hewettehereyeeeigeieghtelpedeheltrehbgereelege Engineering 027 week dier high «In: my WM" unle- D 2‘ "making D29 Verycertain Di industrialforeman E130 Pairiyeertah D 2 Journalism [1:1 Nolntentionofgoingonteeolege (:1 : “hm“ [331 Don'rlmw a 4 W as: WM [334 “Ml-enheIeyeedeedy-edetegeteeelege m “Mink” U” ea 1 36 wurwmrtchaohmmw Mhletryorleiigiousid Ella? """"' Music use Youhavenointentionotettendhgeollege DI "In“ D” Youhaveaireodybeenoeoptedbyaeoliege C] 2 lode-TV 3:? (Navneoteeiiege) mmmmmmmmmmmmmmm ......... WwWhdeee D42 Youhaveappliedtetheeollegeofyeurdniee [:1 3 Mn” D43 You havereeeivedorwrittenferintormation about an“! MRI. D 44 theeoilegeet dloia D M D“ V” . ‘ mm nu Yeuorsomeoneforyouhavemadeeentoctwith 1 C147 arepreeentatlveofaeoilegeinwhiciryouare Veterinarymedieine Du WHY an...“ El 5 0'5" (My) ..."an ---------------- -.. D 49 Youmeygotoeollegehnhavemadenepianl asyet D 6 10. What is the occupation of the head of your household? i2. In what additional education beyond high school are you pen sonolly interested in taking? Unemployed C] 10 Accounting I] ll None E] 1 Agriculture El 12 Work on college degree E] 2 Architecture [I] 13 Courses to help in my job or to help to get a Armed service Cl 14 better job D 3 Art or art and crafts [:1 15 Courses to help me to improve my home U 4 Auto and airplane mechanics [:1 16 Courses to broaden myself C] 5 Banking Cl 17 Other (er .3.) D 6 Beautician or barber C] 18 Building trades (mason. electrician, carpenter, etc.) E] 19 “WW“ °"'"‘“""°“°" D 2° 13. it a branch or Michigan State University were located at me- c"'"‘"' D 2' OWIROOK, three miles east of Pontiac. how certain would you Community ”"5“ D 22 he to attend such a university? Dental technology [:I 23 Dentistry Cl 24 Very certain to attend C] l Drafting [j 25 Probably attend D 2 Electronics E] 26 Uncertain El 3 Engineering Cl 27 Probably not attend D 4 Government service D 23 Certain not to attend E] 5 Homemaking C] 29 14. If a fully accredited COMMUNWY COLLEGE’ were located within industrial foreman El 30 Journalism Cl 3‘ easy driving distance of your home how certain would you be to lab. technician D 32 attend such a community college? low E] 33 Very certain to attend I] 1 Medical technology [:1 34 Probably attend D 2 Medicine [:1 35 Uncertain U 3 Metal trades and machine shop [3 36 Probably not attend I] 4 Ministry or Religious Education [I 37 Certain not to attend Cl 5 Music [I 38 "WWW D 39 15. Do you have one or more older brothers or sisters who are now Pharmacy D 40 attending or have attended college? Radio-TV E] 41 Retailing or wholesale trades D 42 Y“ D 1 Salesmanship [j 43 N° D 2 Science research El 44 Don't know I] 3 5°""°"°' '3 ‘5 16. It so, which of the following have they attended or are they Social work Cl 46 now otten ding? Teaching D 47 Veterinary medicine D 48 mild Michigan College Retired [:1 49 Eastern Michigan College Other (‘r ,L’) E] 50 Ferris Institute Michigan College of Mines and Technology Michigan State University it. How far did your parents go in school? N°"h‘"' Michigan Cdl‘" University of Michigan Wayne State University Western Michigan University Did not complete 8th grade Completed Bth grade Some high school Any private or parochial college in Michigan D D DUUDDDDDUD ensues-sumac [I i E] 2 Cl 3 Completed high school C] 4 (specify) 50'“. ”"090 Cl 5 Any public junior college in Michigan x Completed college [I 6 (gpocify) Some professional or graduate school C] 7 Out-of-stote college or university Y Completed professional or graduate school CI 8 (specify) comm AND MKS 'A Community College ordinarily providos two years of pro-professional and general N? 27619 For Parents of 10th or fish thammm PARENT QUESTIONNAIRE 5/15/57 INTRODUCTION The Oakland-Macomb County area is growing by leaps and bounds. These changes present many problems for schools and communities. One of the most pressing problems concerns the kinds of educational opportunities which will be needed in the near future by people who want Miller training beyond high school. Michigan State University in cooperation with school systems in Oakland and Macomb Counties is conducting a study of needed poshhigh school educational programs and services in this area. You can help in planning the future of Oakland and Macomb Counties by answering the following check-list at your earliest convenience and returning it by your child to his school for tabulation. DIRECTIONS You need not write your name on this sheet. All answers are strictly confidential. Please check the one answer most appropriate for you for eochquestien. INFORMATION ABOUT YOUR CHILD 7. If a fully accredited COMMUNITY COLLEGE‘ were located within easy driving distance of your home, how certain would one or I. w“ is .5. mouse .s g]... county 3. which you n"? more of your children be to attend such a community college? Oakland b D 1 Very certain to attend [I I Macom D 2 Probably attend [I 2 Goneeoo C] 3 Uncertain Cl 3 :9." D 4 Probably not attend I] 4 "Y". g : Certain not to attend E] 5 2. How many children do you have in each of the following age 3. If you feel that you child might attend such a college at uni- groups? (indicate number of children in each age group) versity, what type of educational program would you expect pm ,, hkn or her to blue? Kindergarten ............... Grades 1-6 ................ Undodded Grades 7-12 ................ Accounting Beyond grade 12 or out of school ................ Agriculture Architecture 3. 5 general. how i. 5 school do you want your 10th or 12th Am“; ”mg. radechldtoge‘l Artorortondcrofts Through high school C] I Auto and airplane mechanics High school plus specialized technical or business Banking training D 2 Beautician or barber Through college Cl 3 Building trade (meson, electrician, carpenter, etc.) 03".“ plus “'9'“ 509'” "Wk D 4 Business administration Other (specify) D 5 Chemist Community service . Dental technology 4.bpeorel.whomdeyeefoolshouldboporrnlttedtegeto . Dentistry celeget afti Those with superior ability C] I Dr ng Those with abilty who have the financial means Elwk‘ All who have ability to profit from college work Eng'm'l"! D regardless of financial means ['3 3 Government ”7"“ D Homemaking DUE]ClDDDUUDDUDDDUUDDDUDDDDDDDDDUDDUDDDClDC] cacaotassssasaacsssssssaacause-sacs;:sszs OM (specify) ‘ Industrial foreman Journalism B.Whotpleesdoyeenowhaveloryeeri0therizthgrodedld lob.techniclon tecoetheohisorhoredueetioobeyeedhlghecheel‘i law None at present D I Medical technology Am leaving it up to the child D 2 Medicine Have a definite educational savings program [3 3 Motel trades and machine shop Will help child work his way through school [:1 4 Ministry or Religious Education Expect child to win scholarship D 5 Music Expect child to be trained at government expense Nursing (e.g. Armed Service) D 6 Pharmacy Other (specify) D 7 Radio-TV Retailing or wholesale trades Salesmanship flflebreedeIMichigoeStateUniversitywerelocatodotMlAD- Sciencereseerch OWBROOK.three-IoeooetofPontioc.howces-teinwoeldyour Secretarial chldboteattendsuchaulvereity? Socialwork Very certain to attend Cl l 1..“th :roboblz' M g : Veterinary medicine Probably not attend [I] 4 Other ("MM Certain not to attend E] 5 "x “a. .I" GENERAL INFORMATION ABOUT THE HEADS OF YOUR HOUSEHOLD (Check the most appropriate answer) 9. What is the occupation of the heads of the household? It). What formal training have the heads of the household had? i t. : Husband Wife Unemployed El 10 D 10 Did not complete 8th grade Cl I D 1 Accounting Cl 11 El ll Completed 8th grade only C] 2 D 2 Agriculture Cl 12 Cl 12 Some high school C] 3 E] 3 Afd‘im" Cl 13 D 13 Completed high school El 4 U 4 Armed SONIC. D ‘4 D ‘4 Sam. collggg D 5 D 5 Art or art and crafts Cl IS C] I5 Completed college C] 6 D 6 AUIO and Olfplam MOChafll“ Cl 16 D '6 Professional or graduate school C] 7 C] 7 Banking [:1 I7 D I7 Beautician or barber C] 18 I] I8 Building "ad” (mason, electrician, H. in what additional education, if any, would the heads of the carpenter, etc.) E] 19 E] 19 household be interested in taking? Business administration [:1 20 C] 20 Husband Wife Chemist D 2i E] 21 None [:1 I C] I Community service D 22 C] 22 Work on college degree E] 2 C] 2 Dental technology [I 23 C] 23 Courses to help in my lab or help Dentistry D 24 Cl 24 to get a better lob D 3 E] 3 Drafting D 25 l] 25 Courses to help me to improve my home E] 4 Cl 4 Electronics Cl 26 Cl 26 Courses to broaden myself Cl 5 Cl 5 Engineering C] 27 E] 27 Other (specify) D 6 D 6 Government service D 28 E] 28 Homemaking D 29 El 29 Industrial foreman D 30 I] 30 Journalism D 31 D 3i lab. technician C] 32 D 32 I2. if a branch of Michigan State University were located at MEAD- law C] 33 E] 33 OWBROOK, three miles east of Pontiac, how certain would the Medical technology Cl 34 D 34 heads of the household be to attend such a university? Medicine D 35 C] 35 Husband Wife Metal trades and machine shop CI 36 D 36 v.” certain to attend E] 1 D 1 Ministry or Religious Education I] 37 D 37 Would probably attend D 2 [j 2 Music I] 38 E] 38 Uncertain D 3 E] 3 Norma El 39 El 39 Would probably not attend D 4 Cl 4 Pharmacy D 40 D ‘0 Would not attend I] 5 C] 5 Radio-TV D 41 [3 4I Retailing or wholesale trades [:1 42 C] 42 gtsrwlznh g 1: a 3 13. If a fully accredited comum cancer were located who. Secretarial D 45 D ‘5 easy driving distance of your home, how certain would the hoods Socialwork U46 D46 ofthohouseholdbetoattendsuchocommunitycollego? Teaching D 47 Cl 47 Huoband Wife Veterinary medicine I] 48 C] 48 V.” “Ml" l° attend El 1 D ‘ Retired [I] 49 Cl 49 Would probably attend D 2 D 2 Other (specify) D 50 [j 50 Uncertain C] 3 [j 3 Would probably not attend El 4 C] 4 Would not attend C] 5 Cl 5 COMMENTS AND REMARKS 'A Community College ordinarily provides two years of pro-professional and general education as well as technical. vocational. and avocational adult education oroarams. i‘ - " ' l I on t': 3 ;~ ,5) At r _~ T T A Jain" 2 7 A no AP’“ - Pfiwlfld 1373? it . 5 .‘Iei'flc;;-fr-,.~§;iqf.ee. ,. / ‘—-£ -.’.‘3 ll (.i ‘g’li‘j .1" ..... ‘.4 M“ T .- 3m 27 195032