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© 1979

ALI AHMED AL-SULTAN

ALLRIG-lTS RESERVED

SOCIAL CLASS AND UNIVERSITY ENROLLMENT
IN SAUDI ARABIA

By

Ali A. Al-Sultan

A THESIS

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

MASTER OF ARTS

Department of Sociology

Abstract

SOCIAL CLASS AND UNIVERSITY ENROLLMENT
IN SAUDI ARABIA

by
Ali A. Al-Sultan

Among the serious and critical problems that face
the Saudi State development is the acute shortage of well
educated and specialized manpower. To overcome this prob-
lem, the government of Saudi Arabia has developed or initi-
ated programs for higher education. One program which was
implemented inside the state provides free and available
education for all Saudi Students. A second program pro—
vides education abroad and is mainly available for male
Saudi students. The Saudi government pays the educational
expenses for those who fulfill the required conditions for
overseas scholarships.

Recognizing the fact that Saudi society is com—
posed of different social classes, the students who come
from different classes are facing unequal educational

opportunities. This educational inequality is manifested

Ali A. Al-Sultan

not only among the different social classes, but also
between males and females and between students of urban
and rural background as well. Seemingly, that whenever

there is class structure there is always inequality.

DEDICATION

To the memory of my father, with a true
wish to express tremendous gratitude to my
mother, who does not know how to read or
write, just as well as the majority of the

Saudi state's population.

ii

ACKNOWLEDGEMENTS

My great indebtedness is offered to the many
people who have contributed their tremendous efforts
that have enabled the author to complete this thesis.
Ultimately, my unlimited debt and gratitude is to the
thesis committee director, Professor James B. McKee.

I am also indebted to the other commettee members,
Professor Richard Hill and Professor William Ewens for
their perceptive guidance and suggestions.

I wish to extend my appreciation to the Univer-
sity of Riyadh registration and admissions staff, as
well as to the University of Riyadh Studies and Infor-
mation Center staff, and to all others who contributed
in some way to the production of this thesis.

I would also like to acknowledge the help of
Barbara Ercoli for the language corrections, as well as

to the thesis typist, Barbi Mel.

iii

TABLE OF CONTENTS

LIST OF TABLES

Chapter

I. THE PROBLEM.
Introduction
Statement of the Problem .
Need for the Study
Hypotheses

Definition of Terms Used .

II. EDUCATION IN SAUDI ARABIA.

Division in the Educational System .

First Division
Second Division.

The University of Riyadh

Social Impact of Oil

III. METHODOLOGY.

Introduction .

iv

Page

vii

10

IO

12
12

14
l6

18

26

33

33

TABLE OF CONTENTS (Cont'd.)

Chapter

IV.

Saudis' Social Class Composition
The Setting of the Study
Admission and Academic Regulation.

Preparation, Development, and the
Admission of the Questionnaire.

The Questionnaire. . . . . . . .
The Questionnaire's Distribution
and Collection.

Professional Divisions

PRESENTATION AND ANALYSIS OF THE DATA.

Class and Student Enrollment Status
(Full/Part Time).

Nationality.
Student's Sex.

Female Students.
Student's Sponsor's Education.
Students' Occupational Experience.
Students' Financial Situation.

Students' Preference of Where to Live
During College Period .

Students' College Preference and How
They are Distributed Among the
Different Colleges.

Page

35
36

38

42
42
44

45

48

48
52
54
54
58
59

60

61

63

TABLE OF CONTENTS (Cont'd.)

Chapter

Students‘ Grade Point Average from
the High School General Examination

and the Students' College Preference.

First Letter .
Second Letter.

Students‘ Social Class and Professional
Interests

V. CONCLUSIONS AND RECOMMENDATIONS FOR
FURTHER RESEARCH.
The Major Findings

Recommendations.

Appendix
A. Definition of Terms Used

B. Questionnaire in Arabic and English
Translation

BIBLIOGRAPHY .

vi

Page

65
69
7O
71
81

81

86

89

91

97

LIST OF TABLES

Table Page

1. PLACE OF STUDY ABROAD, FOR 3-YEAR PERIOD,
FOR SAUDI STUDENTS, BY SEX . . . . . . . . . 15

2 . ACTUAL ENROLLMENT BEYOND THE THREE YEAR
EXPECTED PLAN AT THE UNIVERSITY OF
RIYADH, 1974/77. . . . . . . . . . . . . . . 21

3. COMPARISON BETWEEN THE BOARD OF TRUSTEES'
PROJECTIONS AND THE ACTUAL ENROLLMENT
DURING THE THREE YEAR PERIOD IN EACH
FACULTY FROM 1974/75 TO 1976/77. . . . . . . 22

4. INCREASING FULL AND PART-TIME STUDENTS
ENROLLED IN THE UNIVERSITY FROM
1972/73 T0 1976/77 . . . . . . . . . . . . . 25

5. INCREASING THE MALE AND FEMALE ENROLLMENT
DURING FIVE YEAR PERIOD 1971/72 TO
1975/76. . . . . . . . . . . . . . . . . . . 26

6. INCREASING NUMBER OF PERSONS WHO ARE
BENEFITTING FROM SOCIAL SECURITY
PROGRAM FROM 1970/71 TO 1974/75. . . . . . . 32

7. THE REQUIRED SCORE ON HIGH SCHOOL FINAL
EXAMINATIONS REQUIRED BY THE UNIVERSITY
OF RIYADH'S FACULTIES FOR FALL
1976/1977. . . . . . . . . . . . . . . . . . 39

8. SAUDI, NON-SAUDI, FULL-TIME, PART-TIME
ENROLLED STUDENTS BY SOCIAL CLASS. . . . . . 49

9. ENROLLMENT, FULL-TIME AND PART-TIME, BY
SOCIAL CLASS: SAUDI STUDENTS ONLY . . . . . 50

vii

LIST OF TABLES (Con'd.)
Table

10. SAUDI STUDENTS BY CLASS FROM RURAL AND
URBAN AREAS

11. SAUDI AND NON-SAUDI STUDENTS' COLLEGE
PREFERENCE BY NATIONALITY .

12. SAUDI AND NON—SAUDI STUDENTS BY ACTUAL
COLLEGE ENROLLMENT.

13. SAUDI FEMALE STUDENTS' COLLEGE PREFERENCE,
BY SOCIAL CLASS . . . . . . . .

14. SAUDI FEMALE STUDENTS ACTUAL ENROLLMENT,
BY SOCIAL CLASS . . . . . . .

15. SAUDI MALE, FEMALE, AND OTHER STUDENTS
BY UNIVERSITY ENROLLMENT. .

16. SAUDI STUDENTS' SPONSOR'S EDUCATION
LEVELS, BY SOCIAL CLASS

17. SAUDIS HAVING PRIOR WORK EXPERIENCE,
BY SOCIAL CLASS . . . .

18. SAUDI STUDENTS' FINANCIAL RESOURCES
BY SOCIAL CLASS .

19. SAUDI STUDENTS AND LIVING PREFERENCE
DURING SCHOOL PERIOD, BY SOCIAL CLASS

20. SAUDI MALE STUDENTS WHO MADE THEIR FIRST
CHOICE AND HOW THE REST WERE
DISTRIBUTED AMONG THE DIFFERENT
COLLEGES.

21. SAUDI MALE STUDENTS' COLLEGE PREFERENCE AND
ACTUAL ENROLLMENT, BY GRADE POINT
AVERAGE . . . . . . . . .

22. SAUDI MALE STUDENTS AND GRADE POINT
AVERAGE, BY SOCIAL CLASS.

viii

Page

52

53

54

55

56

57

58

60

61

62

64

66

68

LIST OF TABLES (Cont'd.)

Table

23.

24.

25.

26.

27.

28.

29.

30.

SAUDI STUDENTS DECIDED OR UNDECIDED ON
A MAJOR, BY_SOCIAL CLASS .

PROFESSIONAL PREFERENCES OF ALL STUDENTS,
BY SOCIAL CLASS. ' . . . . . . .

SAUDI AND NON-SAUDI STUDENTS' PROFESSIONAL
INTEREST ENROLLMENT AND SOCIAL CLASS
DIFFERENCES.

SAUDI MALE STUDENTS' PROFESSIONAL PREFER-
ENCES BY SOCIAL CLASS.

SAUDI MALES PROFESSIONAL ENROLLMENT
BY SOCIAL CLASS.

SAUDI MALE STUDENTS' PROFESSIONAL
INTEREST COMPARED TO ACTUAL ENROLLMENT
BY SOCIAL CLASS.

SOCIAL CLASS OF ALL STUDENTS ENROLLED IN
THE UNIVERSITY .

SOCIAL CLASS OF SAUDI STUDENTS ONLY
ENROLLED AT THE UNIVERSITY .

ix

Page

71

72

73

74

75

77

78

79

Chapter I

THE PROBLEM

Introduction

 

Forty years has passed since petroleum.was first
discovered in Saudi Arabia. Oil production is increasing
annually, as is the country's wealth. The per capita
income in the Saudi Kingdom is estimated at $7,400 with a
population considered to be seven million, and it is prob-
ably less than that. Seemingly, the Saudi per capita is
higher than the U.S.A.'s, which is estimated at $7,100,
and much higher than U.S.S.R.'s, which is estimated at
$3,400. If we compare the Saudi per capita with that of
the South Yeman Democratic Republic, which is estimated
at only $60 (1974), the difference is greater than one
hundred to one.

Yet, 85 percent of the population is still esti-
mated to be illiterate. With the progressive change that
is taking place in the Saudi Kingdom, education is now a

leading part:

The spectacular development of education in
the Kingdom speaks for the determined and
sustained efforts made by the government to
accelerate the educational advance of the
nation. The most significant indicator of
the government's keen desire for rapid and
integrated development of the education is
reflected by the ever-increasing budget allo—
cations made to the educational sector. The
education budget has spiraled from 408 million
riyals in 1964/65 to 3,760 million in 1974/75,
thereby representing an increase of more than
nine times.

Educational improvement has become an important
matter, not only in Saudi Arabia but in the Third World
as well, since it is the key to developing a country's
human resources. Ghamdi has emphasized the importance of
education and the Saudi emphasis of improving it by saying:

Education is one of the major factors con-
tributing to the change that has already
taken place in Saudi Arabia. In fact, it is
considered to be the most powerful tool in
making the achievement of individual and
social goals a reality of modern times. For
Saudi Arabia as well as for all of the Third
World, education is an essential factor in
social progress and a prerequisite for the
development of modern societies; it is the
most profitable of social investments.

 

lDr. Suliman B. Sindi, Progress of Education in
Saudi Arabia (Ministry of Education, 1977), p. i-ii.

2M. Ghamdi, a Study of Selected Factors Related
to Student Dropouts in the Secondary Schools of Saudi
Arabia, unpublished Ph.D. dissertation, Michigan State

University, 1977, p. 1.

 

In 1957 the first modern secular institution was
founded with one department of arts with only nine teachers
and twenty-one students. Ghamdi has described the Riyadh
University establishment as follows:

The first modern secular institution of
higher education to be established in the
Arabian Peninsula was inaugurated in Riyadh
on November 6, 1957 as King Saud University
(its name was changed to Riyadh University
in 1965).3

Since then, six other universities have been estab-
lished in the country. But Riyadh University is now the
largest university in Saudi Arabia. It has eleven depart-
ments and about nine thousand (9,000) students enrolled in
1976/77.

There are still two types of education in the
Kingdom. One is secular, modern education. The other is
the theological, conservative education. The first type
is maintained by the Ministry of Education. The second is
maintained by the General Directorate of Theological Insti-
tutions. The second type starts with its conservative
curriculum.from the seventh grade. Those who graduated

from the theological institutions, which are considered

high school level, are not accepted or considered to be

 

3Ibid., p. 34.

qualified for most of the Saudi universities. There are
only two universities out of six that accept this type of
education, the Islamic University and the Immam Mohammad
University. This existing situation has prevented a large
number of students from applying to Riyadh or similar
universities.

The theological institutions are state subsidized
and provide Saudi students with stipends at that low grade
level. Those students who are enrolled in these institu-
tions are suspected to be from the lower class who are

probably there due to their financial needs.

Statement of the Problem

 

Among the most serious and critical problems that
face the Saudi Kingdom development is the acute shortage
of well educated and specialized manpower. A high per-
centage of manpower is needed not only in the governmental
sector but also in the private sector. Up to now, most of
the manpower is imported from outside the country.

A 1968 economical report indicates over 80%

of the professionals in the private sector,
85% of the physicians and medical technicians,

50% of the elementary school teachers, 72%
of the intermediate and secondary school
teachers, and over 96% of the college in-
structors were foreigners.4
The effort of the Saudi state to encourage higher
education and develop trained manpower has encountered
problems of academic failure and dropout at high school
and college freshman levels. Two recent studies showed
a correlation between the failure and dropout of students
and their economic backgrounds.
Along with that there is one study about Saudi
Arabia high school dropouts all over the Kingdom. Another
study was done about the dropout rate of freshmen students
at Riyah University. The first study is a Ph.D. disser-
tation by M. Ghamdi, while the second is a Ph.D. disserta-
tion by I. A. Al-Bassam. Both were done at Michigan State
University.
These two studies concluded that the dropout stu-
dents either at the high school level or at the college
freshman level were affected mainly by two factors. One

factor is the income of the student's parents. The second

factor is the students‘ parents' educational background.

4I. A. Al-Bassam, unpublished Ph.D. dissertation,
A Study of Selected Factors Contributing to Students Fail-
ure at the Freshman Level at Riyadh University, Michigan
State University, 1973, p. 2.

 

Overall both studies showed that economic background was a
very important factor in determining the continuity of
education and academic achievement.

However, the problems which have not ever been
studied before are: 1) whether lower class youth has the
same interests as upper class youth in higher education,
2) whether lower class youth has differing interests in
different colleges and in their majors, and 3) whether
lower class students represent a high percentage among the
part-time students who were accepted at Riyadh University
in Fall 1976.

This study will try to determine: 1) whether their
social-economic background would keep lower class people
from enrolling in higher education, 2) whether it would
affect the student's college choice, 3) whether it would
affect the student's major preference, and 4) whether it
has anything to do with the student enrolling full or

part time.

Need for the Study

 

Nowadays, people come to believe that economics is
a determining factor in everyone's life. Ghamdi, in his
dissertation, declared that economic factors have a lot to
do with the high school dropout rate in Saudi Arabia. Al-
Bassam's dissertation (1973) is about freshmen failure and
dropout at Riyadh University in Saudi Arabia. She also
explicitly pointed out economic factors as important in
leading to academic failure and dropout. Our general
knowledge about the limitations on poor students attending
college comes mostly from research efforts which were done
in advanced countries. One factor among others is the cost
of educational expenses. The Students' choice of a major
in the advanced world could be affected by the job market
demand.

But in Saudi Arabia there is a need for skilled
and unskilled manpower and every major is required. The
job market will also be wide open for some time to come.
Educational expenses, furthermore, are not a hindrance
in the Saudi Kingdom in holding back poor students. In

Saudi Arabia, higher education is state subsidized and

provides Saudi students with stipends and lodging as well
as free tuitions.

However, every culture has different settings,
norms, and obligations. The family kinship in Saudi Arabia
is close and strong; after the age of eighteen, youth feel
financially responsible to support their families, if they
are poor. Instead of encouraging their children to go to
college, poor families push them to work. Under these
circumstances, those youth who come from superior economic
backgrounds are those who get advantages and enjoy free
education, free tuition, lodging, and stipends provided by
the state. It is common in the Kingdom for only a small
number of poor youth to make it to college.

However, no research has ever been done concerning
this situation in the Saudi Kingdom. This study examines
the problem of poor Saudi youth at the enrollment of Fall
1976 at Riyadh University. It attempts to determine the
portion of lower-class youth among those enrolled in the
whole university in Fall 1976. It also tries to determine
how they are distributed among the different colleges, what
their major interests are, and where the part-time students
come from. Hopefully, this study will be only a beginning

for other research study contributions.

10

Hypotheses

 

The following null hypotheses formed the basis of

this study.

1) There is no Significant proportional difference
between the lower and upper class youth who were

enrolled in Riyadh University, Fall 1976.

2) There is no significant proportional difference
between the lower and upper class youth in their
field of study interest in those enrolled in

Riyadh University colleges, Fall 1976.

3) There is no significant proportional difference
between the lower and upper class students who
were enrolled as part-time students in Riyadh

University, Fall 1976.

Definition of Terms Used

 

Mohammed Ibn Abd al-Wahab: he is one of the peninsular

religious reformers (1703-1792).

Ulama: a religious oriented group usually acting between

the royal family and the public to legitimize the

ll

dynasty of the House of Al-Swad. Whenever the
designation to the throne is made by the royal

family's choice, sanction is needed by the ulama.

Saudi Riyal (SR): officially equal to about 29¢ ($1.00

= 3.45R).

Full-time Student: a student who is required to take the
minimum credits which at Riyadh University is 12

CR.

Part-time Student: a student enrolled at the University
with a maximum of 6 credits. He has no right in

getting either a stipend or lodging.

Fatwa: religious permission for certain action, approved

by Islamic teaching.

Chapter II

EDUCATION IN SAUDI ARABIA

Division in the Educational System

 

The Saudi Arabian gross national product was esti—
mated in 1976 to be $44 billion. Regardless of this, one
cannot see much development occurring in this country.

The planning minister of Saudi Arabia admitted that, "We
still have more money than we can spend."1 Yet, if the
system should be given any credit, it should be for their
educational development. This may not be for the quality
of education but rather for the quantity. The educational
budget increased from $3.1 million in 1952-53 to over $453
million in 1977.

Formal education, in general, was not introduced
into the Saudi Kingdom until the General Directorate of
Education was established after the second world war. It

was elevated to the Ministry of Education in 1953. The

 

1Time Magazine (May 22, 1978), p. 36.

 

12

13

first institution of higher education in Saudi Arabia did
not start until 1949. The first college that was estab-
lished was the "Shariah" Islamic Law College of Mecca.
Three years later the College of Teachers were also estab-
lished in Mecca City. Both colleges had entirely tradi-
tional curricula. However, the purpose of the two col-
leges was to prepare high school teachers, lawyers, and
judges for the Saudi legal system. A Shariah College and
an Arabic Language college were opened in the City of
Riyadh in 1953 and 1954 for this same purpose.

However, these colleges merged with other univer-
sities. Up to date the functioning universities in the
Kingdom are:

University of Riyadh (1957),

Islamic University (1967),

Imam Muhammad Ibn Saud University (1974),

College of Petroleum and Minerals (1964
later became known as the University of
Petroleum and Minerals,

King Faisal University (1976/77), and

two women's colleges of education-~one estab-
lished in Riyadh (1970), and the other

established in Jeddah (1974).

As late as 1976/77 four junior colleges were opened in the

Kingdom to prepare elementary school teachers.

14

First Division

 

There are two plans for higher education in Saudi
Arabia. The first plan encourages high school students to
attend Saudi's universities. The second plan involves
sending the high school and graduate students abroad to
study. In 1975/76 about twenty-seven thousand (27,000)
students were enrolled in Saudi universities while 1,815
students were sent abroad. Of course, the student enrol-
lment is increasing annually but the number of students
who are sent abroad is increasing also, especially those
who come to the States (Table 1 shows the increasing num-
ber of male and female students in Europe and other
countries. It also shows an increase in the United States
during a three-year period. It also shows that the total
number is increasing. According to the latest information
released, there are ”10,000 Saudi Arabian students enrolled

2

in U.S. colleges and universitiesf'

 

2The State Journal (May 29, 1978).

15

TABLE 1.--PLACE OF STUDY ABROAD, FOR 3-YEAR PERIOD, FOR
SAUDI STUDENTS, BY SEX

 

 

Place of (1394-1395) (1395-1396) (1396-1397)
Study Total M F Total M F Total M F

America 503 496 7 1351 1312 39 1720 1661 59

Europe 131 129 2 165 156 9 150 132 18

Other

Countries

Arabic and

Islamic 355 276 79 299 277 72 276 222 54

989 1815 2146

 

Source: This table was submitted by the Ministry of Higher
Education and Abroad Scholarship Affairs.

16

Second Division

 

Excluding elementary education that is provided
mainly by the Ministry of Education, there are several
agencies which are still operating educational programs

in Saudi Arabia, as follows:

1. The Ministry of Education which provides elemen-
tary and secondary schooling only for boys. It
is responsible for general supervision of all

educational institutions from kindergarten through

high school.

2. Girls' education is provided by the Directorate
General of Girls Schools. This Directorate pro-
vides public schooling for all girls from "ele-
mentary to higher education, except for handi-
capped females whose schools come under the

Ministry of Education."

3. The theological institutions and colleges operate
a school system under a Special Directorate. Its
main concern is only with religious and Arabic
studies. The Directorate Schooling System operates

from the seventh grade up to the college level.

17

4. The Ministry of Labor and Social Affairs operates

vocational oriented centers.

5. The Ministry of Defense and Ministry of Interior,
on a very limited basis, operate their own Spec-

ialized schools.

6. Higher Education. College and university educa-
tion came into existence no earlier than 1949 or
the very early 1950's in Saudi Arabia, and
expanded in the 1970's. A good example is the
University of Riyadh which will be discussed

later in this chapter.

In Saudi Arabia there is a Ministry of Higher Edu-
cation but it does not have much to do with the colleges
and the universities. Each college or university has its
own budget, its own Board of Trustees, and curriculum.
However, the Ministry gives supervisory directions to the
colleges and universities. And it is also responsible for
the overseas educational program.

Above all, in Saudi Arabia there is a coordinating
body that oversees all policies and programs associated

with education in that country. This body is called the

18

Supreme Educational Council. All the aforementioned
educational agencies are, in some manner, represented in
this council. The council is authorized to set up policies
and curricula. However, the Supreme Educational Council,
headed by Crown Prince Fahad, has no objection to the
diversity of the educational system. In fact, there is
not much available information to explain the educational
diversities except the priority of the government to
develop education in varied directions.

Whatever has been said about this diversity, the
educational system can be narrowed into two main streams
of learning: one is the conservative schooling mainly
led by the theological institutions' directorate. The
second is the secular schooling led by the Ministry of
Education, in addition to the overseas educational program
that we mentioned before. But the colleges and universities
usually fluctuate between the two systems according to the
purpose and curriculum of each. University of Riyadh is

an example of secular higher education.

The University of Riyadh

 

The University of Riyadh is known not only as the

first modern secular institution of higher education to be

l9

established in Saudi Arabia on November 6, 1957, but also
as the largest university and the heralded one in the
entire kingdom. Among the existing universities, the
University of Riyadh is the leading one. The Saudi Gov—
ernment had appropriated 4,482,545,000 Saudi riyals
($1,310,685,600) for six Saudi universities' fiscal year
1978/79 budget, 1,894,127,000 Saudi riyals (553,838,300)
out of the general figure was allocated for the University
of Riyadh's 1978/79 budget.3 That represents

almost 45 percent of the Saudi universities' allocated
budget.

The availability of finances and the country's
need for the development of human resources made it pos-
sible for the university to accelerate its growth in
order to meet the society's demands. The University was
founded with a single faculty of arts. It has since added
a faculty of Science, Commerce, Pharmacy, Agriculture,
Engineering, Education, Medicine, Medicine Center (Nursing),
and most recently the Faculty of Dentistry. That makes it
the largest university in the whole country. The vast

majority of students are Saudis but the staff is composed

 

3Riyadh (Arabic) Newspaper (June 6, 1978).

20

of Saudis, other Arabs, and many different nationalities.
Available figures for 1975/76 colleges enrollment showed
that 7,807 students out of 27,437 were enrolled in the
University of Riyadh. This represents slightly over 28
percent of the students enrolled in higher educational
institutions in Saudi Arabia.4
The University increased its faculties and it also
increased its annual enrollment above the University's
expected plan. Here we would like to show the difference
between the three years ahead plan and the actual enroll-
ment that took place between 1975-1977 and how the univer-
sity accommodated more than the number planned by the
Board of Trustees in the academic year 1973/74. However,
looking at Table 2, it actually illustrates two facts.
One is the University capacity to go beyond the ”ahead
plan." The second fact is the Students' preference to
apply and enroll in the University. So it is obvious that
the university as a whole has no problem with the number

of students applying, at least not during the examined

three years that were shown in Table 2.

 

4Unpublished information that was obtained from the
Ministry of Education.

21

TABLE 2.--ACTUAL ENROLLMENT BEYOND THE THREE YEAR EXPECTED
PLAN AT THE UNIVERSITY OF RIYADH, 1974-1977.

_-—-
ht

t
r

Expected Enrollment for Actual Enrollment for
Following Academic Years Following Academic Years

 

 

 

1974/75 1975/76 1976/77 1974/75 1975/76 1976/77

5,408 6,516 7,534 6,710 7,850 9,346

 

Source: The Studies and Information Center at University
of Riyadh.

But is the case true with the different faculties? Are all
of the faculties expanding in the same size or proportion
or are they at least meeting the expected Board of Trustee
Plan regarding the student enrollment?

From Table 3, one can see that the social science
faculties expanded tremendously. Some of them went far
above the expected enrollment of students. For example,
the Arts Faculty enrollment has reached 162 percent over
what was expected for the three year period. The
Commerce Faculty increased 87 percent above the expected
enrollment. On the other hand, the Education Faculty,
which maintains the Social Science and Science programs

went 42 percent below the expected enrollment. Three of

22

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A¢DHU< MZH QZ< mZOHHUMWOmm .mMMHwDMH ho Qm<om mmH zmmBHmm ZOmHm<mZOU|I.m mqm<H

23

the Science faculties showed that they were below the
expected enrollment; in the table, the Faculty of Science
was 62.5 percent below the expected plan. Only two of
the Science faculties showed an expansion: one is the
Agriculture Faculty, which expanded by 3.95 percent and
the Medicine Faculty, which showed an expansion of 23.54
percent.

However, the table clearly shows the disparity
between the Social Science and Science faculties. There
are two factors which may have some affect on this dis-
parity. One is that the faculties of Science do not accept
part-time students, which gave an advantage to the Social
Science part-time enrollment. The second factor is that
females are not allowed to enroll in the Science faculties
at Riyadh University, except in Medicine and in the recently
opened Medical Center (nursing) Facilities. This second
factor may explain why the Medicine Faculty is the only
one among the other science faculties that has expanded
tremendously. The Faculties of Engineering and Medicine
at the University of Riyadh are maintaining a superior

reputation. M. Ghamdi in his dissertation clearly said,

24

The departments of Engineering and Medicine
are generally regarded as the most up-to-date
in terms of both the quality and the teaching
staff and the educational achievements.5

A third additional factor, stipends payment, might
have improved the Faculty of Science enrollment situation,
but it did not. It was not until 1975 that the Saudi
government decided to pay stipends to those who are enrolled
in Social Science Faculties. Before, the stipends were
given only to those who were enrolled either in the Faculty
of Science or in the Faculty of Education. And that is
probably why a high proportion of the students enrolled in
the Faculty of Social Sciences were part-time students.

The increasing enrollment of full-and part-time
students during the five year period (1972/73-1976/77)
showed also the constant proportional increase for the
first four years in the part—time students. But the pro-
portion has decreased some in the last year (1976/77) which
can probably be explained by the decision of the Saudi Gov-

ernment to pay stipends to Social Science faculties' students

as well as to the Science faculties' students. There are

 

5M. A. Ghamdi, "A Study of Selected Factors Related
to Student Dropouts in the Secondary Schools of Saudi
Arabia," Ph.D. dissertation, Michigan State University,

1977, p. 36.

25

TABLE 4.--INCREASING FULL AND PART-TIME STUDENTS ENROLLED
IN THE UNIVERSITY FROM 1972/73 TO 1976/77.

 

 

 

 

 

 

 

Students Year Year Year ’77 YearygtF Year
Enrolled.. .. ..1972/73. 1973/74..1974/75 1975/76 1976/77
Full-time

Students 3570 4493 5026 5599 6905
Part-time

Students 799 1252 1684 2251 2441
Total 4369 5745 6710 7850 9346

Percentage of
the part-time
enrollment
represented

as follows: 18.3% 21.2% 25.1% 28.7% 26.1%

 

Source: The University of Riyadh Information and Studies
Center.

some questions that need to be asked then. Why are some
students enrolled full-time and others part-time? Is it a
matter of choice or is there a socio-economic reason behind
this phenomenon? We hope that this study will answer these
questions.

Table 5 shows the increase of male and female
enrollment at the University of Riyadh during the five year

period (1971/72-75/76). The table also shows the consistent

26

proportional increase during this period. Excluding the
Faculty of Medicine, none of the other faculties would
allow women to be enrolled during the above mentioned
period, so being a part-time student was the only alter-

native given to females.

TABLE 5.--INCREASING THE MALE AND FEMALE ENROLLMENT DURING
FIVE YEAR PERIOD 1971/72 TO 1975/76.

 

Males and

 

Females Year Year Year Year Year
Enrolled . 1971/72 1972/73 1973/74 1974/75 1975/76
Males 3527 4066 5240 5892 6665
Females 255 273 505 818 1185
Total 3782 4369 5745 6710 7850

Proportion of
Female Enroll-
ment Increasing 6.7% 6.25% 8.79% 12.19% 15.09%

 

Source: The University of Riyadh Information and Studies
Center.

Social Impact of Oil

 

Previously, we briefly discussed the University of

Riyadh's historical development, including its huge finan-

27

cial budget. And we nentioned the increase of students
enrolled, considering the equilibrium and the disequilib-
rium that exists between the Science and Social Science
faculties. In addition we categorized the enrolled~
students mainly as full-time or part-time, and male or
female students. Finally, we pointed out that since
1976/77 every full-time student is receiving monthly sti-
pends, free lodging, and a low percentage of their text-
book expenses. Would the Saudi students ask for more and
do they have difficulties or problems which may prevent
them from going to colleges or are they restricted in their
choices of majors? Reasonably, if the society has or is
facing problems or difficulties, the students as a product
of their society should be affected and more likely, they
should reflect what other difficulties that the society is
facing.

Producing about 12 million barrels of petroleum a
day makes the Saudi Kingdom one of the richest of coun—
tries. The petroleum, which is owned and controlled by
the Government, represents about 87 percent of the gov-
ernment's income and slightly over 50 percent of the
Saudi's national income. Exporting oil, and importing

almost everything else with the high government expenditures

28

circulating, the "Riyal” has created an unbelieveable situ-
ation of inflation in the Saudi society. Nyrop, in his
book, described the situation as follows:

Inflation was perhaps the biggest threat to

the economic plan . . . . By early 1976 the

clogged ports, an acute housing shortage,

zooming construction costs, and a growing

manpower shortage were forcing prices up at

an accelerating rate that some observers
estimated at as high as 50 percent in 1975.

6
In addition to that the inflation occupied public attention
especially for the poor people. It became a big issue in
the media, particularly in the newspaper. For example,
Aljazir7 reported that the price of an article of clothes
rose from 15 riyals to 50 riyals within a few months.
Albilad8 has discussed the real estate phenomenon game
showing how a few people suddenly became millionaires.
The reporter pointed out that an interviewee told him that
he paid 2,000 riyals for a piece of land and he sold it
within two years for 150,000 riyals.

However, it is very clear that the society is

\

moving toward difficulty and a complex situation. It

 

6R. F. Nyrop, Area Handbook of Saudi Arabia (The
American University, Washington, D.C., 1977), p. 243.

 

7Aljazira Saudi (Arabic) Newspaper 25/9/1397
(1977).

8Albilad Saudi (Arabic) Newspaper 10/4/1397 (1977).

29

was no longer odd to see the poor getting poorer and the
rich getting richer.

Regarding those who became poorer, two phenomena
came about. One is the increase of beggars, especially
in cities. The second phenomenon is also recognized in
big cities and it became very familiar for one to see
dirty huts with no water or lights standing next to a

,,,E
modern castle, villa, or house. In these huts, several
of the beggarly families still live. These two phenomena
became an issue in newspapers. Of course most of the
writers and reporters have looked at it at different
angles. However, they discussed it and some of them
suggested that the phenomena have to disappear, especially
in Riyadh, the capital of the kingdom. They continued on
to say that these two phenomena are shameful and embar-
rassing for the society and the government. Later on,
some of the government's agencies, like the Ministry of
Labor, and Social Security, issued some regulations to
prevent the beggar phenomenon. Some of the regulations
use jail as a punishment for those found on the streets

exercising beggary acts.9 The government also created a

SocialSecurity program.which is now 16 years old. The

 

9Riyadh (Arabic) newspaper 2/4/1397 (about March
1977).

30

Social Security program has a lot of problems. One of them
is that the program is concentrated on the big towns and
cities. Secondly, it did not reach the bedouins and the
small village settlers. Third, for a family which consists
of seven members the maximum annual payment is 8,100 Saudi
Riyals ($2,368.42) and the minimum annual payment is SR
1,650 ($482.46).10 At this time (19703) and under the
inflation that Saudi Arabia is facing, any family or indi-
vidual who lives on the social security annual payment

must be living in poverty. But the social agency justifies
it by saying they know that the amount of money given is
less than needed, but they keep it as it is because they

do not want the people to depend on it for life.

However, tracing the Social Security Agency records
we found that the number of individuals who depend on the
program's benefits are increasing annually as shown in
Table 6.

in early 1976 reliable data on the population
were not publicly available. The Saudi gov-
ernment asserted that in September 1974 the
population was slightly over 7 million but
most foreign observers considered the Saudi

figure too high. Many analysts estimate that
in early 1976 the population was about 5.6

 

10Compiled sources and information mostly collected
from the Social Security Agency.

31

million, of which between 1 million and 1.5

million were foreigners. The estimates of

these reputable observers were as low as 4.7

million of which only about 3.2 million were

Saudis.11
Considering 5 million as a more likely reliable figure for
the Saudi population, Table 6 shows that in 1974/75 8.5% of
the population lived on welfare. The constant growth as
shown in the table can be interpreted into two meanings.
One is that the agency previously knows that there are more
people who are in need of financial assistance but for some
reason the agency does not want to expand its program.
This argument can be supported by the messages that are
always sent through the newspaper from the needy poor to
the agency. An example of that is a message that came
through Okaz Saudi newspaper dated 8/6/1978 from a deaf
and blind old man. In his message, he said that he applied
for social security years ago and he still had not gotten
any response. The other message came through Aljazira news-
paper dated 3/8/1977 from a sick, 60—year-old man. He told

the interviewer that his sickness was a result of worrying

about how he would feed his eight children.

 

11Richard F. Nyrop, ARCA Handbook for Saudi Arabia,
U.S. Government Printing Office, Washington, D.C., 1977,
p. 45.

 

32

The second interpretation is that the Saudi
society is no longer as simple as it was. The new money
flooding in simultaneously creates two opposite develop-
ments: a proportion of population is accumulating wealth
and getting richer, while the other part of the population

is losing, suffering, and getting poorer.

TABLE 6.--INCREASING NUMBER OF PERSONS WHO ARE BENEFITTING
FROM SOCIAL SECURITY PROGRAM FROM 1970/71 TO
1974/75.

 

 

1970/71 1971/72 1972/73 1973/74 1974/75
Number of Benefiting Persons

225,646 274,837 321,920 327,408 427,146

 

Source: Submitted information from Social Security Agency.

This phenomena cannot be hidden:

Observers note a simultaneous increase in both
social stratification and social mobility,
results of the new money flooding the country.
Differences of wealth and poverty are increas—
ing.12

In the following chapter, we will discuss the

social class transformation and uprising.

12R. F. Nyrop, Area Handbook for Saudi Arabia

(American University, Washington, D.C., 1977), p. 146.

 

 

Chapter III

METHODOLOGY

Introduction

 

It is difficult to do scientific study about a
society like Saudi Arabia which does not have many avail-
able statistical resources. Even when resources were
found it was hard to accept them without verification.

Until now (1978), very few social studies have
been done about social class structure or social class
composition. The Saudi society is passing through a
formative social stage. The economics of the country
and the social change that the society is going through
have crystallized the social class formation. Along with
that, class conflict became unavoidable and processes
of conflict are taking place among the Saudis' social
classes. Hence, it became very important to the investi-
gator to contribute whatever possible to be able to shed
light on the existing social class. Hopefully this study

will pave the road for more research about Saudi Arabia.

33

34

Knowing the Saudis' concept and behaviors toward answer-
ing researchers' questions made the investigator think
twice about the methodology that he should use in order
to conduct this study.

Two points should be mentioned about Saudis'
behavior. The first is about an attempted census opera-
tion in which the Saudi government failed in the early
1960's to correct census figures. The reason for this
failure was that the Saudi Kingdom.was in a semi-state
of war against Northern Yemman. Every household reported
the wrong number of family members because there was a
rumor that the government was in need of men to participate
in the war against the Yemmanis. Therefore, the census
results were less than the expected figure and were never
officially announced.

The second point is also about a Saudi census
attempt that was made in the late 1960's. At this time,
the household reported more than the actual number of
members in their families. The reason for this was due to
another rumor. This rumor stated that the government
wanted to know the number of family members so that they
would be taken care of by the Social Security Program which

was introduced into the Saudi society in the middle of the

35

1960's. So, more than likely, the poor households
reported more than what they actually had. The second
census operation attempt also failed and was never offici-
ally announced.

This Saudi behavior toward the government census
operations is pertinent to this study, since it may exem-
plify the Saudis' attitude toward answering an investiga-
tor's direct questions. At the same time, it is the
researcher's responsibility to find the suitable method

to conduct this study and secure the needed data.

‘Saudis"Social Class Composition

 

As explained in Chapter II and in this chapter's
introduction, there is not any study or social classifi-
cation which has ever provided proportions or figures for
the social class composition of Saudi society. Hence,
the only alternative left was to utilize existing litera-
ture in order to make a classification list for the Saudi

social class. Two basic references were used.

 

1James A. Bill, "Class Analysis and the Dialectics
of Modernization in the Middle East”, International Journal
of Middle East Studies, Vol. 3, No. 4, (Oct. 1972), pp. 417-
34, and William Rugh, Emergence of a New Middle Class in
Saudi Arabia”, Middle East Journal, (Winter 1973), Vol. 27,
No. 1, pp. 7—20.

 

36

For this classification, the two sources used
mostly occupation. Although there is an overlapping of
occupations, especially between the lower and middle
class ones, utilizing their arguments and analyses pro-
vides the following list as a guideline to classify the

subjects that were used for this study.

The Setting of the Study

 

The study was conducted at the University of
Riyadh, the largest university in Saudi Arabia. It is
mainly a male institution and does not accept full-time
female students at this time (1976) except in two colleges:
nursing and medicine. Two other colleges, the College of
Art and the College of Commerce, accept females as part-
time students. But the other six colleges do not accept
females at all.

When the University of Riyadh began in 1957, it was
the first institution of higher education in the country
to deal with secular subjects. Recently, the University
of Riyadh was the first institution of higher education in
the Kingdom that introduced the American credit and sem-

ester system to the Saudi society. Now most of the Saudi

37
SAUDI ARABIA'S SOCIAL CLASS COMPOSITION2

Upper Class

 

Saudi Royal family member and its collateral branches
Leading tribal-shaykhs

Top Ulama-Religious leader

Provinces' governors

Military leaders

Merchants (top)

Middle Class

 

Merchants (small)

Traders

Landowners

Judges

Lawyers

University professors

College instructors

Teachers of religion

Teachers of Arabic on all levels
Managers

Administrators

Scientists

Army officers

Teachers of modern subjects
Technicians

Clerks (managers, supervisors, inspectors)

Lower Class

 

Peasants
Herdsmen
Servants
Manual workers
Craftsmen
Artisans
Clerks
Soldiers

 

2Compiled from International Journal of Middle East

 

Studies, Vol. 3, No. 4, Oct. 1972, pp. 417-34; and Middle
East Journal, Vol. 27, No. 1, Winter 1973, p. 7.

 

38

universities have been converted into credit-semester
system. The University Deputy, Dr. Hamoud A. AlBadr,
declared that the University of Riyadh is not only con-
cerned about enlarging its capacity but also in increas-
ing the number of graduate students from 15 students in
1960/61 to 923 students in 1975/76. Its main concern is
the quality of education that the Saudi society needs at

a certain time. He added that one of the university's big
steps toward the modernization is adopting the credit-
semester system that showed more advancement than the

annual system which the university used to follow.

Admission and Academic Regulation

 

To be eligible for admission to the University of
Riyadh, the applicant has to have either a Saudi high
school certificate or its equivalent. In addition to that,
most of the university's faculties require certain high
levels of performance on high school final examinations.
However, the required proportions always differ from one
faculty to another. The investigator would like to illus-

trate the differences in the following table.

 

3Riyadh (Arabic) Newspaper, 7/19/1397.

39

TABLE 7.-—THE REQUIRED SCORE ON HIGH SCHOOL FINAL EXAMI-
NATIONS REQUIRED BY THE UNIVERSITY OF RIYADH'S
FACULTIES FOR FALL 1976/1977.

 

 

 

The Lowest
Required Score Score
Faculty To Be Accepted Accepted
For Fall
1976/1977
Arts for Saudi high school:
no specific score required 60%
for equivalent high school: 60% 60%
Commerce science division-65% 76%
art division-65% 78%
Education science division-60% 60%
art division-65% 60%
Science no score specified 60%
Pharmacy 65% total 65%
65% in chemistry & biology 65%
Agriculture 65% total 65%
70% in science subjects 65%
60% in English language 60%
Engineering 70% total, omitting P.E. and behavior
grades out of the total grade 80%
70% in the physics, chemistry, and
mathematics subjects 80%
Medicine no specific score, choose the
highest grade 86%
Dentistry same as the faculty of medicine
Medical no requirement except to be female

 

Source: The Admission and Registration Bureau, University
of Riyadh.

40

However, looking at Table 7, it is shown that the
students' college preference may be affected and must yield
to academic regulations.

The selection method for the population and samp-
ling can be broken into two parts:

1) Thepopulation. The population of this study

 

considted of all of the student applicants who were
accepted and enrolled at the University of Riyadh in the
Fall of 1976/77. In more detail, the new enrolled students
can be broken down into three categories: 1) the full-time
male students, 2) the full-time female students, 3) the
part-time male and female students.

The population was secured by two means:

a) The admission and registration bureau at the Uni-
versity of Riyadh was contacted, January to April,
to secure the names and total number of newly

enrolled students 1976/77.

b) The Central Studies and Information at the Univer-
sity also was contacted to secure the same pur-
pose. Exact figures were given concerning how the
new students were distributed among the colleges.

When the investigator compiled the two

41

aforementioned resources, he had a list of 2,074
students who were accepted and enrolled in the
University of Riyadh campus in the fall of 1976/77.
Forty—five (45) students were accepted but were
enrolled in the Abha campus. They were excluded

from the study.

2. Sampling Selection. A complete list of the

 

newly accepted and enrolled students was provided by the
admission and the registration bureau. The roster was,
divided into these four divisions for each individual
college:

a. Full—time female students.

b. Part-time female students.

c. Full-time male students.

d. Part-time male students.
Then from each roster numbers 1, 20, and 30 were randomly
selected until the end of that particular roster. The same
procedure was used for each roster until 218 students were

selected for the study's sample.*

 

*
One of the applications was found empty, so the
study ended up with 217 student's applications.

42

Preparation, Development, and the
Administration of the QueStionnaires

 

 

The'Questionnaire

 

This investigator was a graduate assistant to the
University of Riyadh 1973-75, which was a transition
period for the University, changing from the British annual
system to the American credit-semester system. In fact, it
also happened that he was the one who designed the first
application form to be used for the University after the
converted system, with consultation of Dr. Al-Badr who was
the University Acting Registrar.

The application was designed in questionnaire form.
Two years later the University slightly modified the appli-
cation but it was kept in the same questionnaire form. The
questionnaire was selected to be the major tool for con—
ducting the study. There are many reasons for this.
The questionnaire is likely to be the least expensive pro-
cedure. At the same time it requires much less skill to
administer it in comparison to other methods. In fact,
questionnaires can be mailed or handed directly to
respondents with minimal explanation. Furthermore, question-

naires can be simply administered to a large number of

43

individuals simultaneously. Clair Selltig pointed out
another advantage of questionnaires saying that,

respondents may have greater confidence
knowing that they remain anonymous and
thus feel freer to express views they fear
might be disapproved of or that might get
them into trouble.

Another characteristic of the question-
naire, that is sometimes though not always
desireable, is that it may place less pres-
sure on the subject for immediate response,
because the subject is given ample time for
filling out the questionnaire: he can con-
sider each point carefully rather than
replying with the first thought that comes
to mind.4

Bernard S. Philips, while he was comparing ques-
tionnaire and interview methods, indicated that,

the questionnaire approach offered the
possibility of avoiding the differences
in approach so difficult to control as
between one interviewer and another.
Finally, because the questionnaire would
be administered by the staff in group
sessions, it was felt that ambiguities
could be explained to students who had
questions.5

 

4Clair Selltig and others, Research Methods in
Social Relation (New York: Holt, Rinehart and Winston,
Inc., 1966), pp. 238-41.

 

 

5Bernard S. Philips, Secial Research, Strategy,
and TaCtiCs (New York: Macmillan Co., 1971), p. 142.

 

 

44

The Questionnaire's Distribution and Collection

 

During the application period, the applicants come
to the admissions office from everywhere. While the appli-
cants are filling it out, they usually ask the admissions
staff any questions they have about the application.

Since this study about the newly accepted and
enrolled students was undertaken about a month after school
started, the admission and registration bureau provided a
xerox copy of each of the study's subjects.

In Saudi society people would hesitate to answer
any investigator‘s direct questions, especially when they
are about their financial situations, their culture, and
how the Islamic religion encourages them to act and pre—
tend to be rich even if not. Therefore, using the sub-
ject's university application will secure more accurate
information.

An attempt was made to collect other related data
useful to the research, particularly any Similar study
about Saudi Arabia or any part of the country. Also if
there is any statistical data that would help to define
or analyze the social class composition in Saudi Arabia.

The Ministry of Planning provided a copy of the country's

45

five—year plan, and the Agency of Social Security pro-
vided other valuable information. Also the Office of Data
Center at the Ministry of Education and the Central Depart-
ment of Statistics at the Ministry of Finance and National
Economy were contacted. However, the latter two submitted
information, but it was not used in a direct way in this

research.

ProfessiOnal Divisions

 

To allocate the students in categorical profes-
sional manner, the investigator divided the ten colleges
of the University of Riyadh into the following four pro-

fessional categories:

1) The Education professional interest, which is

represented by the College of Education.

2) The Natural Science professional interest, which
is represented by the College of Engineering, Col-

lege of Science, and the College of Agriculture.

3) Social Science professional interest, which is
represented by the College of Arts and the College

of Commerce.

4)

46

Health professional interest, which is repre—

sented by the College of Medicine, College of

Pharmacy, College of Dentistry, and the College

of Medical Center (nursing).

Finally, the statistical procedures employed in

the analysis of data's study are composed of two parts:

First, frequency tables of the three social

classes--upper, middle, lower--was utilized with respect

to the thirteen following factors:

1.

2.

10.

11.

12.

13.

Student enrollment status

Student's

present type of dwelling

Nationality

Student's
Student's
Student's
Student's
Student's
Student's

Student's

marital status

sex

father's education
father's occupation
occupational experience
financial situation

preference of where to live during

college period

Student's
college

Student's

Student's

preference enrolling in a certain

first major preference

grade point from their last high

school year

47

Second, a X2 form of contingency table analysis was
used. However, with the consideration of the needed cor-
rection factors to meet the relativity requirement for
small N, the investigator applied the X2 for this study.
Also, the X2 assumptions were considered. The level of
measurement was nominal. The study model was on indepen-
dent random samples. No significant proportional differ—
ences among the three social classes was hypothesized for
each of the tests.

Consequently the X2 was used to test for signifi—
cant differences between the students' social class and
the students' university enrollment, the students' profes-
sional interest and full- and part-time students' enroll-
ment at Riyadh University in the Fall of 1976-77. In
other words, it was assumed that no relationship whatso—
ever exists between the students' social class and their
university enrollment, college enrollment, and students'
professional interest. When differences were stated as
statistically significant, the .05 level of confidence was

applied.

hapter IV

PRESENTATION AND ANALYSIS OF THE DATA

Thirteen hypothetical factors were developed to
examine whether social-economic background has any sig-
nificant proportional difference that would affect the
students‘ university enrollment, the students' profes-
sional interests, and whether or not they were enrolled
as full- or part-time students. The present chapter will
proceed to examine each of the factors to show how they
differ from or agree with the null hypotheses among the
youth enrolled in the University of Riyadh, Fall 1976/77.
First we will find out whether differences between the
enrolled full- or part-time students exist according to

their social class.

Class and Student Enrollment Status
(Full/Part Time)

 

 

Social class was utilized as an independent criter-
ion to examine both full— and part-time students propor-

tional enrollment.

48

49

Table 8 deals with the proportional enrollment

distribution among the three social classes.

TABLE 8.--SAUDI, NON-SAUDI, FULL-TIME, PART-TIME ENROLLED
STUDENTS BY SOCIAL CLASS.

 

 

 

Social
Class . Fulerime . , _Part-Time Total

% N % N % N
Upper 44 (7) 56 (9) 100 (16)
Middle 90 (63) 10 (7) 100 (70)
Lower 85 (112) 15 (19) 100 (131)
Total 84 (182) 16 (35) 100 (217)

 

Table 8 shows that part—time students most likely
tend to be upper class students. Approximately 56 percent
of the upper class students were enrolled part-time, while
44 percent were enrolled full-time. On the other hand the
lower class showed just the opposite. Approximately 85
percent of the lower class students were enrolled full-time
and only 15 percent were enrolled part-time. The middle
class figures were similar to the lower class. Ninety per-
cent of the middle class students were enrolled as full-

time students.

50

The X2 of 22.3237 with 2 degrees of freedom indi-
cates that there is a significant difference among social
class youth who were enrolled as part—time and full—time
students in the University of Riyadh.

Table 9 examines just the Saudi students to see
if there is any significant differences among the three
classes of students who were enrolled as part- or full-

time at the same university.

TABLE 9.—-ENROLLMENT, FULL-TIME AND PART-TIME, BY SOCIAL
CLASS: SAUDI STUDENTS ONLY.

 

 

 

Social Full- Part- No

Class . . Time . ...., Time Answer Total
% N % N % N % N

Upper 36 (5) 57 (8) 7 (l) 100 (14)

Middle 92 (54) O8 (5) O (O) 100 (59)

Lower 88 (102) 12 (14) O (O) 100 (116)

Total 85 (161) 14 (27) l (l) 100 (189)

 

Approximately 57 percent of the upper class students
were enrolled as part-time students, 36 percent of the Saudi
upper class students were enrolled as full-time. Also, 92

percent of the middle class students were enrolled as

51

full-time students and only 8 percent were enrolled as
part-time students. The lower class had approximately 88
percent enrolled as full-time students. The X2 of 38.7248
with 4 degrees of freedom apparently indicates that there
is a strong significant proportional difference among the
social class youth who were enrolled in the University of
Riyadh, Fall 1976/77.

However, the hypothesis (3) stated: there is no
significant proportional differences among the social
class youth who were enrolled in the University of Riyadh
Fall 1976/77 as part- and full-time students. But the X2
of 22.3237 (Table 8 - f=2) and the X2 of 38.7248 (Table
9 - dF=4)showed statistical significance of differences
among the three social classes of students who were
enrolled as either part- or full-time students. Therefore
the null hypothesis is rejected.

Only 19 percent of Saudi students came from rural
areas while 75 percent came from urban areas. The following
table shows that 14 percent of the upper class were rural
students while 79 percent were from urban areas. In regard
to the lower class, Table 10 indicates 68 percent of the

Saudi students enrolled were from an urban area while only

23 percent from the lower class came from a rural background.

52

TABLE 10.--SAUDI STUDENTS BY CLASS FROM RURAL AND URBAN
AREAS.

 

 

Social

Rural Urban N.R. Total
Class . . . . .... ,. ... .. .

 

Upper 14% (2)N 79% (11)N 7% (1)N 100% (l4)N

Middle 12 (7) 86 (5) 2 (l) 100 (59)
Lower 23 (27) 68 (79) 9 (10) 100 (116)
Total 19 (36) 75 (141) 6 (12) 100 (189)

 

In general, Table 10 reveals that the rural students, regard-
less of their social background, are represented quite mini-

mally in the University enrollment. The X2 of 21.252 with 4

degrees of freedom shows significant statistical differences,
not only between the rural and urban population but also

between social class and place of residence.

Nationality

 

To find out whether or not there is any significant
proportional differences between the Saudi and non-Saudi
students, in regard to the students' college preference,
relevant data were contrasted in Table 11.

AS far as college preference is concerned, there

is no difference between Saudi students and non-Saudi

53

TABLE llf-SAUDI AND NON-SAUDI STUDENTS' COLLEGE PREFERENCE
BY NATIONALITY.
(The University's Ten Colleges are rearranged
and grouped into four groups: Social Science,
Education, Natural Science, and Health).

 

 

 

Nationality Soc1a1- _,Educ..,..NaF'.HH.Health Total

, ,. . .. .Sci..........., ..Scih._ . ... .. _ .
Z N Z N Z N Z N ‘Z N

Saudis 51 (96) 4 (8) 24 (54) 16 (31) 99(189)

Non-Saudis 50 (14) 4 (l) 32 (0) 14 (4) 100 (28)

Total 51(110) A 4.(4) V 29 (63) 16 (35) 100(217)

 

* . . 2 . . . .
To aVOld the empty cells in the X distribution the inves-
tigator grouped the ten colleges into four categories:
social science, education, natural science, and health
groups.
2 .
students. The X of .2041 With 3 degrees of freedom proves
no significant difference between the two categories as
they are demonstrated in Table 11.

However, the investigation also went further to
determine if there were any significant differences between
Saudi and other students in regard to actual enrollment.
Table 12 indicates that non-Saudi students are concentrated
in the social science colleges to a greater extent than the

Saudi students. The Saudi students enrolled more in the

natural science colleges and also in the health colleges.

54

The logical explanation is that non-Saudi students are not
allowed to enroll in the College of Medicine in particular
and, in general, very seldom are they allowed to enroll in
the Engineering College. However, the X2 of 1.9399 with

3 degrees of freedom suggests only a very minimal differ-
ence exists between Saudi and non-Saudi students. It is
obvious that there is not any significant statistical

differences between the two.

TABLE 12.--SAUDI AND NON—SAUDI STUDENTS BY ACTUAL COLLEGE

 

 

 

ENROLLMENT.
Nationality SOIIal Educ. Nat. Health Total
. Sc1ence . . SCl. .
ZN %N ZN ZN ZN
Saudi 48 (90) 7(13) 32(61) 13(25) 100(189)
Others 57 (16) ll (3) 21 (6) ll (3) 100 (28)
Total 49(106) 7(16) 30(66) 13(28) 100(217)

 

Student's Sex

 

Female Students

Table 13 represents the Saudi female students'

social class and their college or professional preference.

55

TABLE 13.--SAUDI FEMALE STUDENTS' COLLEGE PREFERENCE, BY

 

 

 

SOCIAL CLASS
Social Class . .. _Social Science. .. Health Total
Z N Z N Z N
Upper 64 (7) 36 (4) 100(11)
Middle 60 (6) 4O (4) 100(10)
Lower 78 (11) 42 (3) 100(14)
Total 68 (24) 32(11) 100(35)

 

The female students in the University of Riyadh are
limited to only four colleges (Medicine, Nursing, Commerce,
and the College of Arts). Within these limits no class
differences are exhibited in Table 13. The X2 of 1.1155
with 2 degrees of freedom shows no significant statistical
difference.

Again the investigation examines the Saudi female
enrollment to see if there was any difference between class
preference (Table 13) and actual enrollment (Table 14).
Table 14 indicates that 82 percent of the upper class
female students are enrolled in Social Science colleges.
But again, the enrollment may not reflect the students'

real interests. Other factors that may be involved are

TABLE 14.--SAUDI FEMALE STUDENTS ACTUAL ENROLLMENT, BY

 

 

 

SOCIAL CLASS.
Social Class ....... Social_Science ...... Health Total
% N %‘N ZN
Upper 82 (9) l8 (2) 100(11)
Middle 50 (5) 50 (5) 100(10)
Lower 78 (11) 22 (3) 100(14)
Total 71 (25) 29(10) 100(35)

 

grade points, which prevents students from enrolling in the
major of their choice. However, the X2 of 3.1607 with 2
degrees of freedom does not indicate significant statisti—
cal differences.

Table 15 makes a social class comparison among
Saudi female and male students, as well as among non-Saudi
students who were enrolled in the University.* There are
approximately 31 percent upper class Saudi females among
enrolled students in comparison to three percent Saudi male
students. But for the lower class Saudi students, the

opposite is true. There are approximately 66 percent of

 

*
The female and male non-Saudi students are grouped together
because they are too small to be broken down.

57

TABLE 15.--SAUDI MALE, FEMALE, AND OTHER STUDENTS BY
UNIVERSITYIENROLLMENT

 

 

Social Saudi Saudi

 

Class, _ . Males w_ Females. .NonfSaudi VTotal
Z N % N Z N Z N
Upper 3 (4) 3]. (11) 4 (1) 7 (16)

Middle 31 (48) 29 (10) 42 (12) 33 (70)

Lower 66 (102) ' 4O (14) 54 (15) 60 (131)

 

male students in the lower class, compared to only 40 per-
cent of female students who were enrolled at the same time
in the University of Riyadh. This may be a result of the
Saudi Government's educational program abroad which is
much easier for the upper class to utilize and benefit
from than it is for the lower class. Also, the upper
class can afford and is more likely willing to send their
sons overseas for their education. But the situation is
different for daughters from the upper class. The Saudi
society is still very conservative especially in reference
to the female question. Many of the Saudi fathers would

hesitate to send their daughters to study abroad and few do.

58

‘Student's Sponsor's Education

 

Question 9 of the questionnaire asked the students
to reveal their sponsor's education. Table 16 presents

the student's answers.

TABLE 16.--SAUDI STUDENTS'
SOCIAL CLASS.

SPONSOR'S EDUCATION LEVELS, BY

 

 

 

 

Less
Social 0 High Than Illi-
Class College School High terate NR Total
School
Z N Z N Z N Z N Z N Z N
Upper 7 (1) 21 (3) 43 (6) 7 (l) 21 (3) 100 (14)
Middle 20 (12) 15 (9) 32(19) 15 (9) 17(10) 100 (59)
Lower 2 (2) 9(11) 45(52) 32(37) 12(14) 100(116)
Total 8 (15) 12(23) 41(77) 25(97) 14(27) 100(189)
The table shows that 7 percent of the upper class,

20 percent of the middle class, and only 2 percent of the

lower class' sponsors are college students.

In contrast,

32 percent of the lower class' sponsors are illiterate,

15 percent of the middle class' sponsors are illiterate,

and only 7 percent of the upper class' sponsors are

59

illiterate. That suggests a strong relationship between
social class and educational level.

The X2 of 99.9376 with 8 degrees of freedom indi-
cates a significant statistical difference between social
class and educational level. It is interesting to note
that 20 percent of the middle class sponsor's have a col—
lege education, while only 7 percent of the upper class'

sponsors do.

Students' OccupatiOnal‘Experience

 

The enrolled Saudi students were asked if they had
any occupational experience. Then an attempt was made to
find out if there was any relationship between the stu-
dent's work experience and his/her social class background.
Table 17 shows the results.

Only the upper and lower class students answered
the occupational experience question completely. Seven
percent of the upper class students had occupational exper-
ience and only three percent of the lower class gave the
same answer. This result somehow brings attention to Table
9 which shows 57 percent of the upper class Saudi students

were just enrolled part-time. That may explain the upper

60

class students' involvement and participation in their
families' businesses and commerce. However, the X2 of
31.6993 with 4 degrees of freedom described significant
statistical difference between the students' social class

and their occupational experience.

TABLE 17.--SAUDIS HAVING PRIOR WORK EXPERIENCE, BY SOCIAL

 

 

 

CLASS.
Social

Worked Not Worked N.R. Total
Class .

ZN Z N ZN Z N

Upper 7(1) 93 (13) 0(0) 100 (14)
Middle 2(1) 92 (54) 7(4) 100 (59)
Lower 3(3) 97(113) 0(0) (116)
Total 3(5) 95(181) 2(4) (189)

 

Students' Financial Situation

 

The students were asked whether they had any finan-
cial resources besides the university stipends. Table 18
indicates the students' answers. Eighty-two percent of the
lower class students responded and 50 percent of the upper

class students responded No to the question, which means

61

that they are in need of university stipends.

It is very

acceptable and understandable to find 82 percent of the

lower class expressing their needs for financial aid, but

it is very hard to understand and justify 50 percent of

the upper class who replied that they also need financial

aid.

TABLE 18.--SAUDI STUDENTS' FINANCIAL RESOURCES BY SOCIAL

 

 

 

 

CLASS.
Soc1al Yes No N.R. Total
Class _ .. . .

Z N Z N Z N Z N

Upper 29 (4) 50 (7) 21 (3) 100 (14)
Middle 12 (7) 81 (48) 7 (4) 100 (59)
Lower 6 (7) 82 (95) 12(14) 100 (16)
Total 10(18) 79(150) 11(21) 100(189)

Students' Preference of Where to

 

Live During College Period

 

The Saudi students from all three classes were asked

where they would prefer to live during the school period.

Table 19 shows the results.

62

 

 

 

 

AOOHOOOH AOHOO AOAOOO AOON ANOOOO AOON AHOH Hence
AOHHOOOH AOO O AOOOOO Amvm AOOOOO AHOH AHOH Hatch
AOOO OOH AOO O AOHOON AOOO AOOOOO ANOO AOOO OHOOHE
AOHO OOH ANO OH AOO ON AOOO AOO Am AOOO AOOO Sweep

ZN 2N ZN ZN ZN ZN ZN
wcfivaA . Boom kHHEmM m>HumHom mammSHm\Hom mmmau

Hence oz .

_ Dm>ecO weeDOEO noes sues se wce>eu Hteoom

.OOOSO

A<Hoom wm .QOHmmm doomom wZHMDQ muzmmmmmmm OZH>HA QZ< mHZMQDHm HQD<m11.mH mqm<H

63

Approximately 40 percent of the lower class, 57
percent of the upper class, and 64 percent of the middle
class students preferred to live with their families.
Forty-eight percent of the lower class and 24 percent of
the middle class students preferred to live in university
lodging. This suggests that lower class students are less
likely to live with their families, but are most likely to
live in university lodging. This may indicate that the
lower class families' poor living conditions force their
children to look for other housing. However, though social
class reflects some proportional differences, it did not

generate a significant statistical difference.

Students' College Preference and
How They are Distributed Among
the Different Colleges

 

 

 

The Saudi students were asked to rank the four col-
leges according to their preferences in applying to the
university. Table 20 indicates how many students received
their first choice and where the rest ended up.

This table only includes male Saudi students
because they are the only ones who are able to choose from

all of the colleges; as mentioned before, the female

64

m we

ow omsmomn maomu

.owmaaoo oamfiom

mafia CH aBosm won me chflmudzv omeHou Hoquo Hmowpmz onH
k.

 

 

OOH O O NO OH OH O OH OH OO HO HODOH
O O O O O O O O O O O .O.z
O O m H O O O O O O O Damn
OO O O mm O O H A H O O Oam
HH O O H mm O O O O O O HOO
OH O O H O mm O H O O O OO:
O O O O O O O O O O O SHOHO
O O O O H O O m O O O HHOO
O O O O O O O O M H O :OO
OO O O O H O O O O .mm OH SSOO
HH O O O O O O O H O m ODHO
Hooch .m.z pawn mam Hum no: Sumsm Hum< sum EEoo mou< WWMMM

 

 

 

k.

.mMDMAAOU BZMMMMMHQ mmH QZQE< QMHDmHMHmHQ mmmB

Hmmm mmH 30m 02¢ moHomU HmMHm MHmmH mQ<S omB mHZMQDHm mq<2 HQD<mII.ON mqm<H

65

students are limited to certain colleges. When one looks
at the total vertical category in Table 20 it shows how
many students applied to each college. In the College of
Arts, for instance, 11 students applied and 8 of them
were accepted. In the College of Medicine, 18 students
applied and 10 were accepted . Thirty-two students applied
and only 19 were accepted in the College of Engineering.
This table also illustrates the prestigious or preferable
colleges: the College of Engineering and the College of
Medicine. When the students are not accepted into the
first or second college of their choice, it is because of
the enrollment limitation or their low grade point aver-
age--either could prevent the student from receiving his

first preference.

Students' Grade Point Average from the
High School General Examination and
the Students' College Preference

 

 

 

It seems that the high school grade point average
plays a very important role in maintaining the students'
preference and the college's academic requirements.

Table 21 presents the students' preference and the actual

colleges' enrollment, according to grade point average.

66

 

 

HOOHOOOH HOV HOOOOH AOOOOO ANOOHO HOHOO HOOH Hmeoe
AOOO OOH AHOH AOO O HOHOOO AHOOOO HOV O AOOO Ooz
AHOHOHOH HHOH HOV OO AHOOOO NOHOOH HOV O HOOO OOHHOHOO HODOO
AHOO OOH HOOO HOHOOO HOV OO HOV OO HOV O AOOO HOOOO
AOO OOH HOOO HOV NO NOV OO AOO OO AOO O AOOO Ooz
HOHO OOH HOOO HOV NO HOV OO AOO O HOV O AOOO OOHHOHOH HDHOOO
AOOO OOH HHOO HHHOHO AHOOOO AOHOHO AOO O HOOO HOOOO
AOHO OOH HOOO HOV OH HOV OH AHO ON AOO O AOOO Doz OecOHOO
ANOO OOH HHOO AOO OO AOHOHO HOV OH AOO O AOOO OOHHOHOO HOHOOOz
HOV OOH AOOO HOV O HOV OO AOOOO NOV OO AOOO HOOOO
AHO OOH AOOO AOO O HOV O AHO OOH AOOIb AOOO Ooz
ANO OOH HOOO HOV O AOOOO AHO OH HOV O AOOO OOHHOHOO OOHOOOOOO
AOOO OOH AHOH HOV O HOOOOO AOOOOO HOV O AOOO HODOO
AOOO OOH HOOO HOV O HOV OO AOHOOO HOV O AOOO Doz OOcOHOO
AOOO OOH AHOO HOV O AOOOO AHHOOO HOV O HOOO OOHHOHOO HOHOOO
z N z N z N z N z N z N z \.
HODOO .O.z OO-OO OO-OO ON- - OO OH
OK mo 00 5mg UOHHOHCM wufiwhmmmhm
owmuo>< ucflom momma mmoq mwmaaoo umuflm

 

 

.mo<mm>¢ HZHom ma<mw

Wm .Hzmzqqomzm A¢DHU< Qz< muzmmmmmMm mwmqqou .mHzmQDHm mq<2 HQD<mu|.HN mdm<H

67

The colleges were arranged in four categories because a
number of the students have left out their second, third,
and fourth preferences and for statistical purposes this
arrangement was necessary.

Table 21 indicates that 72 students preferred
social science colleges but only 50 of them enrolled.
In the Health College, 21 students preferred it but only
12 were enrolled. The table as a whole reveals 102 stu-
dents who were enrolled to their first preference. But
52 students were prevented from enrolling in their prefer—
ence because of their grade point average. The X2 of
97.1820 with 28 degrees of freedom revealed a significant
statistical difference between the students' preference
and the actual university enrollment because of low grade
point average. Table 22, however, examines the relation
between high grade point average and the students' social
class. The only students in the lowest grade category are
from the lower class. In the second lowest grade category
the lower class also appeared, while the upper class did
not. This table also shows that in the grade category
70-79 approximately 50 percent of the upper class were
present and 30 percent were lower class students and only

16 percent of the lower class students were in the highest

68

TABLE 22.--SAUDI MALE STUDENTS AND GRADE POINT AVERAGE,
BY SOCIAL CLASS

 

Grade Point Average

 

 

Social
Class Less

than 60-69 70-79 80-89 90-99 N.R. Total

60

ZN ZN ZN ZN ZN ZN Z N
Upper 0(0) 0 (O) 50 (2) 25 (l) 25 (1) 0(0) 100 (4)
Middle 0(0) 2 (1) 19(14) 52(25) 15 (7) 2(1) 100 (48)
Lower 3(3) 9 (9) 30(31) 41(42) 16(16) 1(1) 100(102)
Total 2(3) 6(10) 31(47) 44(69) 16(24) 1(2) 100(154)

 

grade category.

While 25 percent from upper class appeared

in the final analysis, the table as a whole reflects only

a slight relationship between the grade point average and

the social class students.

The X2

of 6.3575 with 8 degrees

of freedom did not indicate a significant statistical dif-

ference.

Table 22 did not reflect significant statistical

difference, but for further analysis, we can argue that

the grade point average is not a determining factor in

the university or college preference enrollment.

factors could play an important role.

Other

There are those

69

who come from the royal family, from ignoble birth, or
those who have a connection with powerful men. Those
people usually can work around the grade point average
limit in the Saudi society, because the patronage plays
an important role.

In discussing the patronage problem, one of the
officials of the University of Riyadh displayed a file
which contained 29 personal letters from prestigious and
top official men. All of the letters were asking for
favors, such as to allocate this or that student to the
college he wanted. The university official added that he
has received many more of these letters. It is interesting
to know that 10 letters out of the 29 asked for College of
Commerce and 9 out of the 29 asked for the College of
Engineering. Here is two of the letters translated from
Arabic to English, giving just the general meaning and

with the names omitted.

First Letter

 

To . . . with my respect

The student who has brought you my letter
interested only in the College of Engi-
neering . .

I know him, as well as his family, per-
sonally. I compliment his ethics, reli-
gion, and academic achievement. Therefore,

70

I ask you a favor to accept him in that
college and let me know.
Sincerely, Brother .

With my best wishes

Second Letter

 

To . . . with my compliments

student . . . wants to be enrolled in

the College of Engineering. I hope you

will help him to accomplish this.

With my best wishes
Sincerely yours
We include these letters in addition to what Table 24
showed of class grade relationship. The upper class have
their own ways and/or connections to make it through the
existing system.

Table 23 reveals the differences among the three
classes of students in deciding on a school major during
the university application period. Approximately 57
percent of the upper class and 56 percent of the lower
class had decided by the application period. Iowever,
64 percent of the middle class were undecided and only
36 percent had decided by the application period. The
X2 of 6.9826 with 2 degrees of freedom shows that there
is a statistical difference among the social classes

regarding the school major decision at the university

application period.

71

TABLE 23.--SAUDI STUDENTS DECIDED OR UNDECIDED ON A MAJOR,
BY SOCIAL CLASS.

 

 

 

Social Class . Major Decided .. ..Undecided. _ .. Total

Upper 53 (g) 4% (D) lDO (14)
Middle 36(21) 64(38) 100 (59)
Lower 56(65) 44(51) 100(116)
Total 50(94) 50(95) 100(189)

 

Students' Social Class and
Professional‘lnterests

 

 

Differences in professional interests which exist
among the different social classes, the investigator cited
these following tables (from 24-28).

The students at application time concentrated on
some of the colleges and did not apply for some of the
others. At the same time that the university was offering
over 100 majors, only some of the students declared their
majors, as was seen in Table 23. Therefore, the investi-
gator, using his knowledge about the Saudi society's needs
and their way of thinking, divided the professions into

four major divisions as follows:

72

--Social Science--Profession (Arts--Commerce College)
--Educational--Profession (College of Education)

--Natural Science—~Profession (College of Engineering,
College of Science, College of Agriculture)

--Health--Profession (College of Medicine, Pharmacy,
Dentistry, and Nursing)

TABLE 24.--PROFESSIONAL PREFERENCES OF ALL STUDENTS, BY
SOCIAL CLASS.

 

 

Professional Preferences

 

Social
Class Social Educa- Natural Health Total
Science tion Sc1ence
Z N Z N Z N Z N Z N
Upper 56 (9) 6(1) 0 (0) 38 (6) 100 (16)
Middle 53 (37) 3(2) 29(20) 16(11) 100 (70)
Lower 50 (45) 5(6) 31(41) 15(19) 100(131)
Total 51(111) 4(9) 28(61) 17(36) 100(217)

 

Table 24 indicates that the upper class students are con-
centrated in the social sciences, only six percent are in
education, and none showed interest in the natural sciences.
Fifty-three (53) percent of the middle class students were
in the social science profession and 29 percent were in

natural science. Thirty-one percent of the lower class

73

showed interest in natural science also. It seems that
the middle and lower class students were more interested
in natural science than the upper class, who showed more
interest in the social and health science professions.
The X2 of 10.8007 with 6 degrees of freedom indicates,

however, there is no significant statistical difference.

TABLE 25.-~SAUDI AND NON-SAUDI STUDENTS' PROFESSIONAL
INTEREST ENROLLMENT AND SOCIAL CLASS
DIFFERENCES.

 

Profession - Enrollment

 

 

Social
Class Social Educa- Natural Health Total
Sc1ence ,tion _ .SCience . ..
ZN ZN ZN ZN ZN
Upper 69 (ll) 6 (l) O (O) 25 (4) 100 (16)
Middle 49 (34) 4 (3) 30(21) 17(12) 100 (70)
Lower 47 (60) 8(11) 35(46) 10(13) 100(131)
Total 49(106) 7(15) 31(67) 13(29) 100(217)

 

The enrollment table (25) indicates 69 percent of the upper
class are in the social sciences profession while 47 per-
cent of the lower class are in the social science profes-

sion. Thirty percent reflects the lower class interest in

74

the natural science profession, while the upper class stu-
dents showed zero interest in the same profession. The

X2 of 12.313 with 6 degrees of freedom exhibits a strong
relationship among the social classes and the professional
interests. But it did not reflect significant statistical
differences.

Table 26 examines only the Saudi male students'

professional preference.

TABLE 26.-~SAUDI MALE STUDENTS' PROFESSIONAL PREFERENCES
BY SOCIAL CLASS.

 

 

fr

Professional Interests - Preference

 

 

Social
Class Social Educa- Natural Health Total
Science tion Science
Z N Z N Z N Z N Z N
Upper 50 (2) 0(0) 0 (O) 50 (2) 100 (4)
Middle 54(26) 4(2) 29(14) 13 (6) 100 (48)
Lower 44(45) 6(6) 37(38) 13(18) 100(102)
Total 47(73) 5(8) 34(52) 14(21) 100(154)

 

Table 28 shows 50 percent of the upper class stu—

dents preferred social science and none preferred educa-

tional and natural science professions.

Lower class

75

students showed slightly different. Forty-four percent
preferred social science and 37 percent preferred natural
science profession.

Table 27 examines the Saudi male's social classes

and their actual professional enrollment.

TABLE 27.--SAUDI MALES PROFESSIONAL ENROLLMENT BY SOCIAL

 

 

 

CLASS.
Social Social Education Natural Health Total
Class , .Sc1ence . Science . . .

Z N Z N Z N Z N Z N
Upper 50 (2) O (O) 25 1) 25 (l) 140 (4)
Middle 20(24) 6 (3) 31(15) l3 (6) 100 (48)
Lower 39(40) 10(10) 41(42) 10(10) 100(102)
Total 43(66) 8(13) 38(58) 11(17) 100(154)

 

In Table 27 the class characteristics are almost the same

as Table 26, except that the latter table indicates minimal

upper class interest in the natural science profession.

Lower class students showed almost the same characteristics

that they showed in the previous table, except that there

was a small increase in natural science, from 37 to 41

percent. The X2 of 3.6662 with 6 degrees of freedom in

76

Table 27 indicates that there is no significant statis-
tical difference. But still there is a certain degree of
difference among the different social classes and their
professional interests.

Table 28 compares the Saudi male students' profes-
sional preference and their actual enrollment by their
class professional interest. If one examines the social
science category in Table 28, it shows 73 students who
preferred the social science profession. Fifty out of 73
students were enrolled: two percent upper class, 42
middle class, and 56 lower class students. It is inter-
esting to notice that from the upper class students, none
preferred education and the natural science profession.
The table also indicates 71 percent of the lower class
students against 29 percent of the middle class were
enrolled in the educational profession. Approximately 30
percent of the middle class and 70 percent of the lower
class students were enrolled in the natural science pro-
fession. Apparently this table concludes that lower
class students are those who are more likely interested in
the educational and natural science professions. The
eight percent shown in the health category indicates the

upper class professional interest.

77

TABLE 28.--SAUDI MALE STUDENTS' PROFESSIONAL INTEREST

COMPARED TO ACTUAL ENROLLMENT INTEREST BY
SOCIAL CLASS.

 

 

 

 

First College
Enrolled Upper Middle Lower Total
Preference In
Z N Z N Z N Z N
Social Enrolled 2(1) 42(21) 56 (28) 100 (50)
Science Not 4(1) 22 (5) 74 (17) 100 (23)
Total 3(2) 36(26) 62 (45) 100 (73)
Education Enrolled 0(0) 29 (2) 71 (5) 100 (7)
Not 0(0) 0 (0) 100 (1) 100 (1)
Total 0(0) 25 (2) 75 (6) 100 (8)
Natural Enrolled 0(0) 30(11) 70 (26) 100 (37)
Science Not 0(0) 33 (3) 67 (12) 100 (15)
Total 0(0) 27(14) 73 (38) 100 (52)
Health Enrolled 8(1) 42 (5) 50 (6) 100 (12)
Not 11(1) 11 (l) 88 (7) 100 (9)
Total 10(2) 29 (6) 45 (13) 100 (21)
Total Enrolled 2(2) 38(38) 60 (61) 100(107)
Not 4(2) 19(10) 77 (41) 100 (52)
Total 3(4) 31(48) 66(102) 100(154)
However, the X2 of 13.3058 with 14 degrees of

freedom reflects no significant statistical differences

between the social classes and the students' professional

preference and actual enrollment interests.

The X2

test

for the preceding five tables all reflect no significant

statistical differences between the social class and the

78

students' professional interest. Therefore, the investi-
gator could not reject the second hypothesis which stated:
There is no significant proportional difference among
social classes of youth in their professional interest
among those enrolled in the University of Riyadh colleges,
Fall 1976/77. None of the preceding statistical tests, in
particular the last five tables, could generate significant
statistical differences.

The investigator is interested to find out whether
or not the different social class students represented an
equal proportional distribution in the university's gen-
eral enrollment. Table 29 is cited to examine this assump-

tion and to reveal to what degree they are represented. In

TABLE 29.--SOCIAL CLASS OF ALL STUDENTS ENROLLED IN THE

 

 

 

UNIVERSITY.
S:Cial Class General Enrollment
Z N
Upper 7 (16)
Middle 33 (70)
Lower 60(131)

Total 100(217)

 

79

Table 29, there is an analysis of all of the Saudi and non-
Saudi students who were enrolled in the University of
Riyadh in Fall 1976/77. The table indicates that upper
class students are as small as about 1/5 of the middle
class and the middle class is only about 1/2 of the lower
class proportion. Table 30 shows only Saudi students.

It also exhibits a slight proportional difference if you
compare it to Table 29. The latter indicates that the
upper class slightly increases, but the middle class

decreases, while the lower class shows a slight increase.

TABLE 30.--SOCIAL CLASS OF SAUDI STUDENTS ONLY ENROLLED
AT THE UNIVERSITY.

 

 

 

Social Class General Enrollment
Z N
Upper 8 (14)
Middle 30 (57)
Lower 61(116)
Total 99(189)

 

But proportionally both tables Show what was also revealed
in Chapter 11, suggesting the Saudi upper class is smaller

than the middle class and the middle class smaller than the

80

lower class. However, there are not any statistical data
available about the proportion of population in Saudi's
three social classes, but the literature indicates that
the Saudi upper class is smaller than the middle class as
mentioned above, and the middle class is smaller than the
lower.

Lacking any proportional distribution for the
Saudi Arabian population among social classes, it becomes
impossible to accept or reject the first hypothesis,
namely, there is no significant proportional difference
among students by social class enrolled in the University
of Riyadh in Fall 1976/77. Nothing can be done to test

this hypothesis at this time (1978).

ized as

Chapter V

CONCLUSIONS AND RECOMMENDATIONS
FOR FURTHER RESEARCH

The Major Findings

 

The major findings of this study can be summar-
follows:

The enrollment showed that part-time students
were most likely to be upper class students.
Approximately 56 percent of upper class stu-
dents, compared to 15 percent of lower class
students and 10 percent of the middle class
students, were enrolled as part-time students

at the University of Riyadh in Fall 1976/77.

In comparing the rural and urban background
students, approximately 75 percent of the
enrolled students were from urban areas and
only 19 percent were from rural areas. Six
percent of the enrolled students gave no

answer to the question. Along with this, the

81

82

findings showed that 79 percent of the upper
class came from urban areas while 14 percent
of the upper class came from rural areas.

Seven percent of the students did not answer

the question.

The comparison between male and female students
showed that 31 percent of the female upper
class students were enrolled while only 3 per-
cent of the same social class were male stu-
dents. For the lower class students, the pro-
portion was the opposite. Approximately 66
percent male students and 44 percent female
students were enrolled in the University of

Riyadh, Fall 1976/77.

This may be explained as a result of the Saudi
government's educational program overseas. It
is much easier for upper class males to utilize
and benefit from it than it is for the lower
class. Besides, upper class can afford to send
their children for overseas education. That
may not be the case with the female students,

considering that the Saudi society is still

83

very conservative, especially in reference to the

female question.

Considering the students' sponsors' illiteracy
rate, the study showed that it was more common
among the lower class sponsors. Approximately
7 percent of the upper class and 32 percent of
the lower class sponsors were illiterate. But
what seems more important is that approximately
85 percent of the Saudi population are illiterate.
Table 7 showed only 25 percent of the Saudi
enrolled students came from an illiterate back—
ground, which clearly means that only 25 per-
cent of the enrolled students came from the 85

percent of the illiterate Saudi population.

In reference to the student's living preference,
the lower class students showed that they would

perfer to live in university lodging.

Examining the Saudi upper class male students'
college preference, the College of Commerce is
the most preferred of all of the social science

colleges. But among the upper class males, the

84

Colleges of Science, Engineering, and the Col-
lege of Medicine were found to be the most

preferred colleges.

There is a relationship between the grade point
average and social class. Upper class students
did not appear in the first and second lowest
categories of high school grade point. Middle
class students were not in the first lowest
category, but they were in the second. And the
lower class students appeared in both the first
and the second lowest grade categories. In the
highest grade category were approximately 25
percent of the upper class students, while only
16 percent of the lower class were in this

category.

The study found that upper and lower class stu-
dents would more likely decide their majors
(field study) at the application period in con-

trast to the middle class student.

In examining the professional interests among

the different social classes, the upper class

10.

11.

85

students were not interested either in educa-
tional or natural science professions. But
they were equally interested in social science

and health professions.

The lower class students Showed less interest
in social science professions and more inter-

est in natural science professions.

Enrollment by social class for the Saudi stu-
dents was as follows:

8 percent upper class students

30 percent middle class students

61 percent lower class students
It is not possible to decide whether this class
distribution of students represented the dis-
tribution of the Saudi population among classes.
While the literature reviewed made it clear that
Saudi upper class is smaller than the middle
class and the middle class is smaller than the
lower class, there are no exact statistical

data.

86

RecommendatiOns

 

In our time, any serious educational, social, and
economic development plans, in order to be successful,
class structure has to be known and analyzed. Recognizing
this fact will not only lead to facilitate the planning
responsibilities and lay the ground for a practical and
factual outlook, but also it will shed light on the exec-
utors or administrators and whoever is implementing future
development plans. Therefore, the investigator recommends

the following:

A nationwide research needs to be carried out
in order to study the Saudi social class com-
position, with an attempt to figure out the

social class's proportional composition. And
the society should know the findings with per-

centage figures.

From the literature review and the findings not
only of this study but others, the investigator learned
that class structure determines not only the student's
opportunity to continue in education, but also the type

of education that he may receive.

87

The study showed not only the low proportion of
Saudi female students in the university enrollment, but
also the limited opportunities that the females were
given for their education. Among eleven colleges only
two accept full-time female students. Two others accept
females as part-time students. The rest of the university
colleges do not accept females at all.

The literature review revealed that the shortages
of Saudi manpower is a significant factor in the Saudi
economy with more than two million workers having been
imported to Saudi Arabia from other countries. However,
the female half of the Saudi labor force is virtually
unemployed. The estimated Saudi labor force represents
only about 30% of the Saudi population coming almost
entirely from the male sector. Less than 2% of the Saudi
women participate in the labor force at this time (1978).

In modern times we have not seen developed coun-
tries without full participation of the entire labor
force--women as well as men. In the U.S.A. for example,
statistically 45.2% of the population is in the labor
force with 35% coming from the female sector and 55.9%
from the male sector. In the U.S.S.R. 48.4% is in the

labor force, 45.3% is female and 52.1% is male. In

88

Japan 48.6% is the total labor force, 35.2% is female and
62.3% is male. Therefore, the investigator highly recom-

ments :

The University of Riyadh to take a serious initi-
ative to equalize the educational opportunities
for the female students as a progressive step
toward development of the Saudi human resources.
Giving equal chance to the female sector is not
only a human right, but is also a necessary pre—
requisite for the development and equality of

the Saudi society.

APPENDIX A

Definition of Terms Used

 

APPENDIX A

'Definition of Terms Used

 

‘Mohammed Ibn Abd al-Wahab: he is one of the peninsular
religious reformers (1703-1792).

Ulama: a religious oriented group usually acting between
the royal family and the public to legitimize the
dynasty of the House of Al-Swad. Whenever the
designation to the throne is made by the royal
family's choice, sanction is needed by the ulama.

Saudi Riyal (SR): officially equal to about 29¢ ($1.00
= 3.45R).

Full-time Student: a student who is required to take the
minimum credits which at Riyadh University is 12
CR.

Part-time Student: a student enrolled at the University
with a maximum of 6 credits. He has no right in
getting either a stipend or lodging.

Fatwa: religious permission for certain action, approved

by Islamic teaching.

89

9O

Gabily: a person sho is of Arab descent, and not only
maintains tribal relationships but also is proud
to be a gabily. Traditionally, a gabily holds a
job prescribed for him by tribal structure. Also,
he shoudl not marry a non-gabily.

Kadiry: a person who is for one reason or another detached
from his Arabic lineage descent; or a person who
originally either immigrated to the Arab Peninsula
or came to the society as a slave--slavery was
legal in Saudi Arabia until 1964.

A.H.: an Arabic year. Note that the Arabic calendar
follows lunar system. It started approximately

620 AD. Now it reads as 6/20/1399 (5/18/1979).

APPENDIX B

Questibnnaire‘in Arabic and English Translation

 

V"

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91

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93

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Edi-1994

 

 

.dllsgezzewgtflrsjeflepuwsget-issue; mm,z.:.OOu,tu.i.ob,sl_n

94

Saudi Arabia Kingdom
Riyadh University
Admissions and Registration Office

 

Application
Student's status
Student's 1.0. No ............ Applying date ....... Full-time.......Part-time .......
1. Student's name: Last.. ................ First ........ First G.....Second G .....
2. Student's address: Town ..... City ....... State ........ Tel ......................
3. Citizenship ..... ..Male.....Female....$tatus: Single ..... Married....ChYIdr%g...
4. Place of Birth........ ..... ... ....... . ........ Date ........ . ..................
5. National I.D. No .............. Date ........... Issued by. ......................
6. Passport No .......... Date ............ Issued by .............. .Expiration date ......
7. Visa No.. .......... DAte ........ Issued by ................ Expiration date .......
8. Sponsors name: Last ....... ..First ......... M ........ Kinship... ...............
9. Sponsor's educational status: BA ..... or BS. ...... High school ................
less than high school....................illiterate....... ......... . . . .....
Sponsor's occupation, present or past: Employee .......... Businessman ........
lo. Sponsor's address: Street ....... town-city ......... state ....... Tel ...........

11. Write two references preferably from the city of Riyadh.

 

a) Name: L.......F ........ M ....... Occupation: Employee ..... Businessman....

Address: Street.......Town-city.....State .............. Tel ..............

6) Name: L.......F ........ M ....... Occupation: Employee ..... Businessman....

Address: Street.......Town-city.....State .............. Tel ............. .
Student's Collegg desires Department

 

 

 

 

12. Illustrate your occupational or educational experiences.

Employer's name Place of Job Position Date

95

13. Illustrate the schools that you have enrolled at.

a) Intermediate school (level).

 

 

Name of Place Enrollment date Graduation or Certificate
School , Month Date of Transfer

Month Year
b) High school (level).
Name of Place Enrollment date Graduation or
School Month Date of Transfer

Month Year Diploma
c) Illustrate the vocational or training or artist scholars either at
intermediate or high school level.

Name of Enrollment date Graduation or
School Place Month Date of Transfer Certificate

Month Year

 

14.
15.

16.

l7.

18.
19.

21.

96

5
When do you want to start school? Pall Spring Summer
Have you previously enrolled in Riyadh University? Yes No ‘
If the answer is yes: What is your I.D. No ......... Which college were
you enrolled in................ ....... ....Date:... ...... . ................
Have you ever applied to any university in Saudi Arabia? Yes No
If the answer is yes, name the university and give the date .................
Had you been accepted in that school? Yes No If the answer is

no, is it because of high school G.P.A./ personal interview/number of

accepted student's limitation/applying late/ other reasons.

Do you have any financial resource besides the university stipends? Yes No
How would you live during school period? By yourself with relatives
sharing housing with your family in the university lodging

Why do you prefer to enroll in theis particular college? Is it because

you are in needof the stipends while you are studying?

Is it because you are interested in a field of study that cannot be offered
by other colleges or do you have other reasons

To my best knowledge, I admit that the entire above given information is
correct. If not, I will be responsible for any incriminations brought

against me.

Student's signature Date

BIBLIOGRAPHY

BIBLIOGRAPHY

Books

 

Alaki, A. Madani. 'IndustrialtVocational Education in Saudi
‘Arabia, unpublished Ph.D. dissertation, The Univer-
sity of Arizona, 1972.

 

Alsanie, Bakr M. Economic Development of Saudi‘Arabia, The
University of Texas at Houston, unpublished Master
Thesis, 1972.

 

Al-Bassam, I. A. A Study of Selected Factors Contributing
To StudentsT Failure at the Freshmen Level Riyadh
Universigy, unpublished Ph.D. dissertation, Michi-
gan State University, 1973.

 

 

 

Bill, James A. Class Analysis and the Dialectics of Modern-
ization in the Middle East, International Journal of
Middle East Study, Vol. 3, No. 4, October 1972.

 

 

Borg, Walter R. and Meredith D. Gall. Educational Researchy
An Introduction, David McKay Company, Inc., New

York, 1971.

 

 

Cleron, Jean Paul. Saudi Arabia 2000, St. Martin's Press,
New York, 1978.

 

Halliday, Fred. Arabia Without Sultan, Unage Book, New York,
1975

 

Hammad, Mohamad A. The Educational System and Planning For
Manpower Development in Saudi Arabia, Indiana Uni-
versity, unpublished Ph.D. dissertation, 1973.

 

 

97

98

Ghamdi, M. A Study of Selected Factors Related to Student
Drppout in Secondary Schools of Saudi Arabia, unpub-
lished Ph.D. dissertation, Michigan State Univer-
sity, 1977.

 

 

Knauerhase, Raimon. 'The Saudi Arabian Economy, Prager
Publishers, New York, 1977.

 

Nyrop, Richard F. Area HandboOk fer Saudi Arabia,
Washington, D.C., U.S. Government Printing Office,
1977.

 

Phillips, Bernard S. Social Research: Strategy and
'TactiCs, The Macmillan Company, New York, Collier-
Macmillan Limited London, 1971.

 

Selltig, Clair and others. Research Methods in Social
Relations, New York, Holt, Rinehart and Winston,
Inc., 1966.

 

 

Sindi, Suliman B. Progress of Education in Saudi Arabia,
Ministry of Education, Riyadh, Saudi Arabia, 1977.

 

Tescone, Charles A., Jr. and Emanuel Hurwitz, Jr. Educa-
tion for Whom?, Dodd, Mead and Company, New York
1974.

 

Treiman, Donald J., Occupational Prestige in Comparative
Perspective, Academic Press, Inc., New York, 1977.

 

 

Useem, Michael and Elizabeth L. The Education Establish—
ment, Prentice—Hall, Inc., Englewood, New Jersey,

1974.

 

 

Wells, Donald A., Saudi Arabia Development Strategy, Ameri-
can Enterprise Institute for Public Policy Research,
Washington, D.C., 1976.

 

Magazines

 

Azzi, Robert. 'TheSaudis Go For Broke, Fortune, July 31,
1978.

 

99

Duguid, Stephen. A Biographical Approach to the Study of
Social Change in the Middle East: -Abdullah Tariki
and a New.Man, International Journal of Middle

”East Studies, No. 1, July, 1970.

 

George, Alan. Bedouin Settlement in Saudi Arabia, Middle
East International, September 1975.

Halliday, Fred. "Saudi Arabia: Bonanza and Repression",
'New Left Review, No. 80, July-August, 1973.

 

Knauerhause, Ramon. Saudi Arabia's Economy at the Begin-
ning of the 1970's, The Middle East Journal, Spring
1974.

Rugh, William. Emergence of a New Middle Class in Saudi
Arabia, Middle-EaSt Journal, Vol. 27, No. 1, Winter
1973.

 

The Link (Published by Americans for Middle East Understand—
ing. Vol. 8, No. 3, Summer 1975.

The Link (Published by Americans for Middle East Understand-
ing. Vol. 9, No. 2, Summer 1976.

Time Magazine, Man of the Year (King Faisal of Saudi Arabia,
January 6, 1975.

 

Time Magazine. The Desert Superstate, May 22, 1987.

 

Documents and Reports

 

Bowles, Samuel. Education, Class Conflict and Uneven Dev-
elopment, (unpublished paper), University of
Massachusetts and Harvard University, October 1973.

Data Collection about increasing number of persons who are
benefitting from Saudi Social Welfare Program
1970/71-74/75, Ministry of Labor and Social
Welfare, Welfare Agency, Riyadh, Saudi Arabia 1976.

100

Five Educational Plans in Saudi Arabia. Increasing Saudi
Male and Female Students Enrollment in the Univer-
sity of Riyadh 1971/72-75/76, The University of
Riyadh, Information and Studies Center (unpublished
data) 1976.

 

Higher Education Enrollment in Saudi Arabia 1975/76.
Ministry of Education, Riyadh, Saudi Arabia (unpub-
lished data) 1976.

Knauerhase, Ramon, Social FaCtors and Labor Market Struc-
ture in Saudi Arabia, Economic Growth Center, Yale
University, unpublished report, 1976.

 

The Educational Policy in the Saudi Arabian Kingdom. Minis-
try of Education, Saudi Official Unpublished Report,
Riyadh, Saudi Arabia, 1970.

 

The Kingdom of Saudi Arabia. Central Planning Organization,
Development First Plan, C.P.O., Riyadh, Saudi Arabia,
1390 (1970).

The Kingdom of Saudi Arabia. Ministry of Planning, Second
Development Plan 1395-1400 (1975-1980), Riyadh,
Saudi Arabia, 1976.

United Nations. Yearbook of Labor Statistics, International
Labor Office, Geneva, Switzerland, 1977.

 

English Newspapers

 

San Jose Mercury News. January 1, 1977, p. A-4

The State Journal. May 29, 1978, p. A-4.

Saudi Arabian Newppapers

Al Bilad (Arabic) Newspaper. March 29, 1977.

Al Bilad (Arabic) NeWspaper. 4/10/1397 (1977).

101

Al Jazeerah (Arabic) Newspaper. April 3, 1978.
May 9, 1978.
January 13, 1978.
June 20, 1977.
August 6, 1977.
August 23, 1977.
August 30, 1977.
September 11, 1977.
September 25, 1977.

Al Madina (Arabic) Newspaper. January 4, 1978.
May 21, 1978.
July 11, 1978.
August 26, 1978.
December 20, 1977.

Al Nadwa (Arabic) Newspaper. May 16, 1978.
August 5, 1978.
8/28/1398 A.H.
April 16, 1977.
November 14, 1976.

Al Riyadh (Arabic) Newspaper. July 23, 1978.
July 22, 1978.
July 6, 1978.

June 6, 1978.

102

May 31, 1978.

May 23, 1978.
April 30, 1978.
March 23, 1978.
March 15, 1978.
March 14, 1978.
January 21, 1978.
January 2, 1978.
December 20, 1977.
December 11, 1977.
September 8, 1977.
August 21, 1977.
August 10, 1977.
July 31, 1977.
July 19, 1977.
June 12, 1977.

May 5, 1977.

April 9, 1977.
11/5/1397 A.H.
6/17/1398 A.H.
1/1/1398 A.H.
2/8/1398 A.H.

Okaz (Arabic) Newspaper. June 25, 1978.

103

Okaz (Arabic) Newspsper. August 2, 1978.
August 16, 1977.
September 6, 1977.

Al Yaum (Arabic) Newspaper. June 6, 1978.

"11 liiilllllilili