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EL— degree in Date- 2??” A- //I /2 724 0-7639 ABSTRACT AN ASSESSMENT OF LEVELS OF OCCUPATIONAL AWARENESS OF A SELECTED GROUP OF HIGH SCHOOL SENIORS BY James Edward Jay Statement of the Problem The primary purpose of this investigation was to assess and identify levels of occupational awareness of a selected group of high school students, and determine whether certain selected variables influence their know- ledge about the world of work. The study also sought to identify the relationship between three independent vari- ables and three dependent variables and determine whether these variables influence total occupational awareness. The purposes of the investigation were answered in the form of major findings. These findings are as follows: (1) des- criptive analysis of students and their parents; (2) primary hypotheses; and (3) secondary hypotheses. This investigation was undertaken because of the large number of students graduating from high school each year with insufficient knowledge about the world of work. James Edward Jay High school seniors must decide whether to seek immediate employment or continue to pursue a formal education. Stud- ents can only choose an occupation based on what they know about jobs, and how they feel about what influences their knowledge of occupations. Therefore, an assessment of occupational knowledge is needed in order to assist indivi— duals in increasing their occupational Options. Methodology The pOpulation included in this investigation con- sists of high school seniors enrolled in three public secondary schools located in Lansing, Michigan. The schools were (1) Harry Hill, (2) Sexton, and (3) Everett high schools. The survey included a random sample of 167 students from each of the selected schools. The first phase of the investigation involved an extensive review of literature related to the problem under investigation. The review consists of literature in the areas of (l) self-awareness and self-insight, which serves as a theoretical framework to the study, (2) occupational awareness, (3) occupational information, and (4) vocational choice and occupational preference. The second phase of the study was concerned with the collection of data. The most important and critical aspect of this stage was the develOpment of the instrument. The instrument used in the study was the Occupational James Edward Jay Awareness Assessment Instrument (OAAI) which was develOped by the researcher. Two pretests were conducted for the purpose of refining the instrument before using it to col- lect the data for the investigation. The third phased involved (1) processing and clas- sifying data, and (2) analyzing data by use of statistical procedures in order to establish relationships between independent and dependent variables. The multivariate analysis and univariate analysis of variance were used for all statistical analyses. Major Findings Descriptive Analysis The following findings are regarding the descrip- tive analysis of the reSpondents and their parents: (1) more students had socioeconomic status backgrounds in the medium level than in the high and low socioeconomic status levels; (2) more students aSpired to occupations in the medium occupational stratum than in the high and low occupational strata; (3) most students expected to obtain jobs in the medium occupational stratum; (4) educational achievement of most of the respondents' parents did not go beyond the completion of high school; (5) students had the attitude of pursuing a job because they like the nature of the work rather than pursuing work because it paid high James Edward Jay wages; and (6) more students were enrolled in non-college prep than college prep programs. Primarygfiypotheses The following are findings regarding primary hypo- theses: (1) female students are more occupationally aware than male students; (2) white students have higher levels of occupational awareness than non-white respondents; (3) students with high socioeconomic status backgrounds are more knowledgeable about jobs than respondents with medium and low socioeconomic status levels, and also, students with medium socioeconomic status have higher levels of occupational awareness than those with low socioeconomic status backgrounds; (4) there is no interaction between sex and race, sex and socioeconomic status, race and socio- economic status, sex, race, socioeconomic status, and lev- els of occupational awareness; (5) students with high lev- els of occupational aspiration are more knowledgeable about jobs than students with medium and low levels of occupation- al aspiration; (6) students who have high occupational expectation are more occupationally aware than students with medium and low occupational expectation levels; (7) students with mothers who have some college and a col- lege degree are similar in their knowledge about jobs, and are more occupationally aware than respondents who have mothers with more than four years of college, and also, James Edward Jay students who have mothers with less than a high school education are much less knowledgeable about jobs than res- pondents who have mothers with other educational achievement levels; (8) students with fathers who have more than four years of college are more occupationally aware than those who have fathers with some college and a college degree, students with fathers who have less than a high school education are less knowledgeable about jobs than all other students; (9) students enrolled in college prep programs are more knowledgeable about the world of work than stud- ents who are enrolled in non-college prep programs; (10) the achievement of students does not influence their know- ledge about the world of work; and (11) there is no inter- action between curriculum, achievement, and levels of occupational awareness. Secondarygflypotheses The following are findings regarding the secondary hypotheses of the study: (1) students' knowledge about job descriptions, education and training requirements, and wages does not differ on the basis of sex; (2) race of students influences their knowledge about job descriptions, educa- tion and training requirements, and wages; (3) socioeconomic status influences knowledge about job descriptions, educa- tion and training requirements and wages; (4) there is an James Edward Jay interaction between sex, race, socioeconomic status of students and their knowledge about job descriptions, educa— tion and training requirements, and wages. When the data were further analyzed by comparison of mean scores, the interaction was identified. It seems that the interaction was caused by non-white females. It appears that non-white females in the high socioeconomic status level are more knowledgeable about job descriptions than all other groups, but less knowledgeable about educa- tion and training requirements than white females and white males in the medium socioeconomic status level. Non-white females in the low socioeconomic status level are also less knowledgeable about wages than non—white males, white males, and white females. The mean score of non-white females decreased starting at the high socioeconomic status and continued through the low socioeconomic status. This is what seems to have caused the interaction effect. AN ASSESSMENT OF LEVELS OF OCCUPATIONAL AWARENESS OF A SELECTED GROUP OF HIGH SCHOOL SENIORS BY James Edward Jay A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1974 ACKNOWLEDGMENTS The author wishes to acknowledge his indebtedness to the United States Office of Education for three years of sponsorship as an EPDA fellow in vocational and technical education at Michigan State University. He also extends his appreciation to Dr. Peter Haines and Dr. Rex Ray, director and co-director of the EPDA program at MSU for their friendly cooperation and moral support during the period of study. The writer is more deeply indebted to the guidance committee, Dr. Rex Ray, Chairman, Dr. Frank Bobbitt, Dr. Homer Hawkins, and Dr. Dale Alam for their unlimited suggestions, patience and constructive criticisms from the very beginning to the completion of the investigation. The author extends many thanks to Dr. Carl Candoli, Superintendent of Lansing Public Schools, and to other administrative personnel for granting permission to con- duct the study. The writer is indebted and extends his deep appreciation to the administrative personnel at each of the participating schools. And most of all, many thanks to the high school seniors who participated as subjects in the ii study. Without their cooperation the investigation would have been impossible. Finally, if words will permit, the author wishes to acknowledge special tribute to his wife, Joyce W. Jay, for her most radiant personality, her enthusiasm and under- standing, and her super attitude toward education, which by all means made this study a reality. The writer also wishes to pay special tribute to his son, Jonathan K. Jay, for his concrete patience, his cooperation and positive attitude during the entire period of study. Jonathan's attitude was, "Dad, kee on pushing." Thanks, Jon! P LIST OF TABLES . . . LIST OF Chapter In, II. III. FIGURES . . INTRODUCTION Statement of Purpose of t TABLE OF CONTENTS Page I O O O I O O O I I D O O O O O I vii . . . . . . . . . . . . . . . . . ix . . . . . . . . . . . . . . . . . l the Problem . . . . . . . . . . . ll he Study . . . . . . . . . . . . . 11 Contributions . . . . . . . . . . . . . . . . 15 Basic Assumptions . . . . . . . . . . . . . . 16 Limitations . . . . . . . . . . . . . . . . 16 Definition of Terms . . . . . . . . . . . . . 17 Organization of the Presentation . . . . . . . 20 Summary . A REVIEW OF, . . . . . . . . . . . . . . . . . 21 RELATED LITERATURE . . . . . . . . 23 Introduction . . . . . . . . . . . . . . . . . 23 Self—Awareness and Self-Insight as a Theoretical Framework . . . . . . . . . 25 Occupational Awareness . . . . . . . . . . . . 36 Occupational Information . . . . . . . . . . . 38 Vocational Choice and Occupational Preference Summary . . . . . . . . . . . . . . . . . . 50 O O I O O O O O O I O O I O O I O 59 PROCEDURES USED IN THE STUDY . . . . . . . . . 62 Development of the Instrument . . . . . . . . 62 Rationale for Development . . . . . . . . . 62 Selection of Occupations . . . . . . . . . . 64 Selection of Job Descriptions . . . . . . . 65 Selection of Education and Training . . . . 66 Selection of Highest Wages . . . . . . . . . 67 Procedures for Data Collection . . . . . . . . 69 Population Used in the Study . . . . . . . . 69 Sample Selection . . . . . . . . . . . . . . 70 Data Colle ction . . . . . . . . . . . . . . 71 iv Chapter Page III. Data Processing and Classification . . . . . . 72 Knowledge of Descriptions . . . . . . . . . 72 Knowledge of Educational Requirements . . . 73 Knowledge of Wages . . . . . . . . . . . . . 73 Demographic Data . . . . . . . . . . . . 74 Socioeconomic Status Levels . . . . . . . 74 Occupational Aspiration Level . . . . . . 75 Occupational Expectations Level . . . . . 75 Procedures for Analyzing the Data . . . . . . 75 Hypotheses of the Study . . . . . . . 76 Statistical Analysis of the Hypotheses . . . 79 Summary . . . . . . . . . . . . . . . . . . . 82 IV. ANALYSIS AND PRESENTATION OF DATA . . . . . . 84 Descriptive Analysis of Students and Their Parents . . . . . . . . 84 Sex, Race, and Socioeconomic Status . . . . 85 Occupational Aspiration . . . . . . . . . . 86 Occupational Expectation . . . . . . . . . 87 Educational Achievement of Parents . . . . . 88 Attitude Toward Work . . . . . . . . . . 89 Curriculum and Student Achievement . . . . . 89 Primary Hypotheses . . . . . . . . . . . . . 92 Secondary Hypotheses . . . . . . . . . . . . 113 Summary . . . . . . . . . . . . . . . . . . . 125 V. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND Test of Hypotheses . . . . . . . . . . . . . . 91 1 RECOMMENDATIONS . . . . . . . . . . . . . . . 126 Summary . . . . . . . . . . . . . 126 Purpose of the Study . . . . . . . . . 128 Procedures Used in the Conduct of the Investigation . . . . . . . . . . . . 131 Data Collection . . . . . . . . 132 Procedures for Data Processing . . . . . . 133 Procedures for Analyzing the Data . . . . 133 1 Conclusions . . . . . . . . . . 134 ‘ Descriptive Analysis of Students and Their Parents . . . . . . . . . . . . 134 Primary Hypotheses . . . . . . . . . . . . . 135 ‘ Secondary Hypotheses . . . . . . . . . . . . 138 v Chapter Page V. Implications of the Study . . . . . . . . . 141 Recommendations . . . . . . . . . . . . . . 144 Summary . . . . . . . . . . . . . . . . . . 146 APPENDICES . . . . . . . . . . . . . . . . . . . . . 147 A. Research Study Request . . . . . . . . . . . 147 B. Introduction to Students . . . . . . . . . . 149 C. OAAI Instrument . . . . . . . . . . . . . . 150 D. Key to OAAI . . . . . . . . . . . . . . . . 158 E. Occupational Groups and NORC Scores . . . . 166 F. Occupational Classifications by Stratum . . 170 G. Tables of Multivariate Analysis of Variance . . . . . . . . . . . . . . . 173 H. Data Summary Tables of Mean and Standard Deviation Scores . . . . . . . . 175 BIBLIOGRAPHY O O O O O O O O O I O O O O O O O O O O 184 vi LIST OF TABLES Table Page 1. Students by sex, race and socioeconomic status . . . . . . . . . . . . . . . . . . . 86 2. Students' occupational aspiration levels . . . 87 3. Students' occupational expectation levels . . 87 4. Educational achievement level of students' mothers . . . . . . . . . . . . . . . . . . 88 5. Students' attitude toward work . . . . . . . . 89 6. Students' achievement (grade-point average) and curriculum . . . . . . . . . . . . . . . 90 7. Group mean scores on total occupational awareness by sex . . . . . . . . . . . . . . 93 8. Group mean scores on total occupational awareness by race . . . . . . . . . . . . . 94 9. Group mean scores on total occupational awareness by socioeconomic status levels . . 96 10. Effects of occupational aspiration of respondents on total occupational awareness O O O O O O O I O O O O O O O O O 102 11. Group mean scores on total occupational awareness by levels of occupational aspiration . . . . . . . . . . . . . . . . . 102 12. Effects of occupational expectations of res pondents on total occupational awareness . . 104 13. Group mean scores on total occupational awareness by levels of occupational expectations . . . . . . . . . . . . . . . . 104 vii Table 14. 15. 16. 17. 18. 19. 20. 21. 22. Effects of educational achievement of res- pondents' mothers on total occupational awareness O O I O O O O O O O O O O O 0 Group mean scores on total occupational awareness by educational achievement of respondents' mothers . . . . . . . . Effects of educational achievement of res- pondents' fathers on total occupational awareness O O O O O O O O O O O I O O 0 Group mean scores on total occupational awareness by educational achievement levels of respondents' fathers . . . . . Effects of respondents' attitude toward work on total occupational awareness . . Group mean scores on total occupational awareness by attitude toward work . . . Group mean scores on total occupational awareness by curriculum . . . . . . . . Group mean scores on job descriptions, education and training requirements, and wages by race . . . . ... . . . . . Group mean scores on job descriptions, education and training requirements, and wages by socioeconomic status levels viii Page 106 106 109 109 110 111 112 116 118 LIST OF FIGURES Figure Page 1. Interaction effect between sex and race and levels of occupational awareness . . . . 97 2. Interaction effect between sex and socio- economic status, and levels of occupa- tional awareness . . . . . . . . . . . . . . 98 3. Interaction effect between race, socio- economic status, and levels of occupa- tional awareness . . . . . . . . . . . . . . 99 4. Interaction effect between sex, race, socioeconomic status and levels of occupational awareness . . . . . . . . . . . 100 5. Graph of interaction effect of sex, race, socioeconomic status and knowledge about job descriptions . . . . . . . . . . . . . . 123 6. Graph of interaction effect of sex, race, socioeconomic status, and knowledge about job descriptions . . . . . . . . . . . 124 7. Graph of interaction effect of sex, race, socioeconomic status, and knowledge about wages . . . . . . . . . . . . . . . . 124 ix CHAPTER I INTRODUCTION In this very complex and technological society in the United States, many sutdents who graduate from our nation's high schools are expected to enter into the world of work with saleable skills. That is, skills that will enable them to be gainfully employed. Students who do not seek employment after high school graduation may wish to continue their education at a post secondary vocational-technical school, community or junior college, or a four-year college. Nevertheless, sooner or later work is inevitable. This being the case, it appears that one of the great needs of these individuals is an assessment of their levels of occupational awareness. The development of educational programs which will increase students' occupa- tional awareness will depend extensively upon the quality and quantity of research contributing to the awareness pro- cess. Obtaining knowledge about jobs is not a new phenom— enon. History tells us that the oldest method of occupa- tional information and orientation was for the father to pass on to his sons and for the mother to pass on to her daughters the occupational information they had acquired from their parents, plus what they had learned by trial and error during a generation of productive work. However, when the technological revolution occurred, transmission of the family heritage was no longer a satisfactory educational program for workers in the newly generated occupations.l Because of the complexity of contemporary occupa- tions and such institutions as the family and the education— al system, it is important to consider two major character- istics of modern work that have evolved from a historical context. The first is that work is something done as a separate activity, apart from the rest of a person's life. The phrase "go to work" exemplifies this characteristic. The second major characteristic of modern occupations is that they are carried out in organizational settings.2 Therefore, it is obvious that work is different in an urban— ized, industrialized and technological society from what it was in the past. This difference suggests that there need to be shifts in the orientation of modern youth toward work. Many youth look forward to going to work when they graduate from high school. But not all teen-agers find jobs when they finish school. Often this is because they lRupert N. Evans, Foundations of Vocational Educa- tion (Ohio: Charles E. Merrill Publishing Company, 1971), p. 10. 2Richard H. Hall, Occupations and the Social Structure (New Jersey: Prentice-Hall, Inc., 1969), pp. 10-12. have failed to acquire necessary knowledge, skills and habits which make them valueable workers. Many of them find that they have chosen jobs for which they are not suited or in which they are not interested. Situations like these usually cause a delay in getting started in a career. The United States has a high rate of youth unemploy- ment when compared with other nations. Much of this is due to the lack of relevant occupational information, orienta— tion, and knowledge of manpower needs.3 It is important that educators, school counselors, teachers, and other school officials assist in helping students avoid the delay in selection of an appropriate occupation. There should be more emphasis on helping youth prepare for the occupational world. Students should devel— op levels of occupational awareness which will increase the individual's career chances and options. This awareness should aid and assist in solving two of their biggest prob- lems: how to earn a living, and how to make a place for themselves in a complex world of work and a continually developing society. The complexities of occupational structures and hierarchies make it quite difficult for many youth to be 3Grant Venn, Man, Education, and Manpower (Washing- ton, D.C.: The American Association of School Administra- tors, 1970), p. 8. exposed to the thousands of jobs that exist within the society. It is often difficult for these individuals to become aware of many jobs and develop an understanding of the role of occupations and how they contribute to the individual and society. Without this knowledge and other influential occupational information, it is difficult for these young people to develop levels of occupational aware- ness which would seem to serve as a sound basis for select- ing and choosing a career. In America, an individual's occupation exerts a per— vasive influence on his life. It controls the quantity and quality of food he may consume. It controls his educational Opportunity and his interactions with other peOple. It serves as a financial base which limits and directs his life style. If he has insufficient knowledge, or low levels of occupational awareness when choosing and selecting a job, he may be trapped in some dead-end occupation for the rest of his working life. Or he may spend many years working at a job that he is not suited for or satisfied with. It seems that education should assist in eliminating wasteful and frustrating efforts which many youth experience when enter- ing the job market. There is, however, a growing concern on the part of educators regarding youth employment and unemployment. It has become quite clear that it is increasingly an in-school matter. Many occupational information programs have been developed. The 1968 amendment to the Vocational Education Act has provided increasing funds for vocational education. The Career Education Model provides for career awareness, exploration, and preparation. It appears that if education is to serve as a common thread for combating many domestic problems, one being youth employment and unemployment, it should help individuals assess knowledge of the world of work and develop levels of occupational awareness which would seem to increase one's occupational chances and upward mobility in the world of work. Darley and Hagenah,4 Ausubel,5 and Nicholas,6 claim that students must have adequate knowledge of existing occu- pations before they can make realistic vocational decisions. Although it seems that this claim could be tested by a care- fully designed experiment, the literature suggests that this has not been done. The generalization is supported by indirect evidence only. Neuberg suggests that before an individual chooses an occupation, he should be aware Of the many occupational Opportunities, and all the facts related 4John G. Darley and Theda Hagenah, Vocational Interest Measurement: Theory and Practice (MinneapolIs: University of MInnesota Press, 1955)} 5Dabid P. Ausubel, Theory and Problems of Adoles- cent Development (New York: Gruen and Stratton, 1954). 6Phoebe Overstreet Nicholas, "Vocational DevelOp- ment," in The Psychology of Adolescence, ed. by Arthur T. Jerseld (New York: Macmillan Company, 1963), Chapter XVIII. to the occupation in question. He should gain as much know- ledge as possible about the ways in which people Obtain jobs.7 This should help him avoid the wasteful foundering that often characterizes the uninformed job search. Some experience in the school of hard knocks is inevitable and possibly desir- able. But educators and counselors should assist students in preventing the excessive bumping of heads into stone walls that results from ignorance of the world of work. Parson implied that an interest in a certain occupa- tion, or the lack of interest, may be the result Of know- ledge Or the result of ignorance of the world Of work. He further suggests that an individual may often take a dis- like to an occupation because he sees the inside of it and '6- while he does not know the disadvan- knows all its "outs, tages of other occupations. He may find that he is familiar with them only from the outside.8 It seems that a wider or broader experience will develop some new interest stronger than any that was previously evidenced. Research indicates that much of youth unemployment involves entry and re-entry into the labor force, as Opposed to extended periods of layoff from a previous job. 7Maurice J. Neuberg, Principles and Methods of Vocational Choice (New York: Prentice-Hall, Inc., 1934), p. 121. 8Frank Parsons, Choosing a Vocation (New York: Agathon Press, 1967), p. 12. This is an indication that education should focus on pre- paring young people for the transition from learning to earning. One step in this direction may be to assess their knowledge of the world of work, and determine what factors influence levels of occupational awareness. It seems that students must choose an occupation, whether it be at high school graduation or later in life. In many cases, they enter the world of work with a very limited knowledge of the thousands of jobs that exist within the society. However, sooner or later he must enter the job market in order to earn a living. A very small percentage Of peOple within our society can live without work. Usually he is not one of them.9 There seem to be many factors that may tend to in- fluence an individual's knowledge of the world Of work and the choice of an occupation. HOppock claims that educa- tional, psychological, and sociologic factors influence occupational choice. He suggests that education influences occupational choice by Opening the doors to some occupations that would otherwise be closed, and by making a person aware of occupations of which he had no previous knowledge. It also influences occupational choice by arousing or dis- couraging his interest in them or by providing tryout experiences which lead the student to anticipate success or 9C. A. Prosser, Selecting an Occupation (Illinois: McKnight and McKnight, 1936), p. 9. failure in a specific occupation. He also suggests that psychological factors influence occupational choice by helping to determine the extent to which one perceives his own needs, accepts or suppresses them, faces the realities of employment opportunities and of his own abilities and limitations, and thinks clearly about all these factors. HOppock further advocates that sociologic factors affect occupational choice by helping to determine the occupations with which a person is familiar by virtue of his contacts with family and friends. The cultural prob- lem of the social group in which a person has been reared and of the social group with which he currently identifies himself helps to determine the occupation which he will consider to be socially acceptable and socially preferred.lo Assessing knowledge of the world of work and deter- mining what influences levels Of occupational awareness in a highly technological society are very important. In a society that is based on the equal Opportunity theory, occupational awareness is desirable. How can graduating high school seniors with low levels of awareness have an equal occupational Opportunity to those who have more knowledge of the world of work? How can high school gradu- ating seniors with poor information about jobs make a sound 10Robert Hoppock, Occupational Information (New York: McGraw—Hill, 1963), pp. 116-117. decision whether to seek employment or continue their edu- cation? What about occupational awareness and job satis- faction as it relates to employment? Vocational and occu- pational educators should at least make an attempt to answer these questions, among many others in this area. Vocational theorists have assumed that self- awareness leads to occupational satisfaction since theoret- ically the more an individual knows about himself, the better are his chances Of selecting an occupation that will meet his needs and therefore by satisfying to him. This seems to be assuming that this knowledge about self is in- clusive of the occupational structure, hierarchies, and all related information concerning the world of work. Self-awareness has become an important concept in vocational counseling and rehabilitation. Patterson sug- gested that it became apparent to vocational counselors that their work involved much more than the matching of aptitudes and abilities with job demands and job require- ments. Vocational counseling is more complex that merely providing test results and Occupational facts. Because vocational development is not a completely rational process, it is necessary to explore the client's perception Of him- self, and his self-concepts.ll llCecil H. Patterson, "Counseling: Self-Clarification and the Helping Relationship," in Man in a World of Work, ed. by Henry Borow (Boston: Houghton Mifflin Company, 1964), Chapter XIX. 10 One Of the proponents of a newer approach to voca- tional counseling is Super, who advocates that self-concept is central in vocational choice. He defined the "self- concept as the way in which the individual sees his apti- tudes, his interests, and his personality." He contends that job satisfaction depends upon the extent to which the work and its way of life fit with the self-concept.12 Stefflre reported that the relationship between self and occupation occurs only when the individual per- ceives himself accurately, and only when his self-concept and true self are congruent. He suggests that a person may often deny part of the self. This part may not be recog- nized in the self—concept. In fact, according to both psychoanalytic and client-centered theory, every person distorts reality to some degree and thus limits his self- awareness.13 The self-concept, which is the perception the individual has of himself, is not necessarily an accurate picture of his real self. If a person is not aware of his real self, it follows that he will not be able to choose effectively an occupation that will meet his needs; thus, 12Donald Super, "Occupational Level and Job Satis- faction," Journal of Applied Psychology, XXIII (1939), l3Buford Stefflre, "Vocational Development: Ten Propositions in Search of a Theory," Personnel and Guid— ance Journal, XLIV (February, 1966), 611-16. 11 he will be less likely to find an occupation which is satis- fying to him. Statement of the Problem The problem in this study was concerned with asses- sing knowledge about jobs of a selected group of high school seniors, and determining what influences occupational aware- ness. It is obvious that an individual's job is of utmost importance within our society, and there are many elements which influence knowledge about occupations. Research in- dicates that much has been done in the areas of "vocational interest," "occupational choice," and 'bccupational aspira- tion and expectation." However, research concerning know- ledge about the world Of work and what influences it seems to be very scarce. Purpose of the Study The primary purpose of this study was to assess and identify levels of occupational awareness of a selected group of high school (eniors, and determine what influences their knowledge of the world of work. Specifically, the purposes of this study were to determine the following: 1. If there is a relationship between the sex of high school seniors and their levels of occupational awareness . 10. 12 If there is a relationship between the race Of high school seniors and their levels of occupational awareness. If there is a relationship between socio-economic status levels and the levels Of occupational awareness of high school seniors. If there is any interaction effect between sex, race, and levels Of occupational awareness Of high school seniors. If there is any interaction effect between sex, socioeconOmic status, and levels of occupational awareness Of high school seniors. If there is any interaction effect between race, socioeconomic status, and levels of occupational awareness of high school seniors. If there is any interaction effect between sex, race, socioeconomic status, and levels of occupa- tional awareness of high school seniors. If there is a relationship between occupational aspiration levels, and levels Of occupational awareness Of high school seniors. If there is a relationship between occupational expectation levels, and levels of occupational awareness Of high school seniors. If there is a relationship between educational achievement levels of mothers, and levels Of ll. 12. l3. 14. 15. 13 occupational awareness of high school seniors. If there is a relationship between educational achievement levels of fathers, and levels of occupational awareness of high school seniors. If there is a relationship between two attitudes toward work, and levels of occupational awareness of high school seniors. If there is a relationship between curriculum and levels of occupational awareness of high school seniors. If there is a relationship between achievement (stated grade—point average) and levels of occupa- tional awareness of high school seniors. If there are any interaction effects between curri- culum, achievement, and levels Of occupational awareness of high school seniors. Secondary purposes of this investigation were to analyze three dependent variables, Job Descriptions, Education and Training Requirements, Wages, and to deter- mine their relationship between selected independent vari— ables and levels of occupational awareness. The secondary purposes were to determine the following: 16. If there is a relationship between sex Of high school seniors and their knowledge about three dependent variables: job descriptions, education and training requirements, and wages. 17. 18. 19. 20. 21. 22. 14 If there is a relationship between race of high school seniors and their knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is a relationship between socioeconomic status of high school seniors and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is any interaction effect between sex, race, and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is any interaction effect between sex, socioeconomic status and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is any interaction effect between race, socioeconomic status and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is any interaction effect between sex, race, socioeconomic status and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. 15 Contributions It was felt that the findings of this study could make worthy contributions to the educational process by: 1. Providing a means for assessing knowledge about the world of work. Providing information concerning how high school curricula influence occupational awareness. Assisting school officials, parents, and students in obtaining a better understanding Of what factors influence occupational awareness. Providing school counselors and other occupational educators with information which will be helpful in developing occupational information and career education programs. Providing educators with information about percep- tion and attitudes Of high school seniors toward the world of work. Providing a better means of understanding how socioeconomic background influences occupational awareness. Providing a better understanding Of the relation- ship between white and minority high school seniors and occupational awareness. Identifying areas for further study in the field of vocational and career education. lows: 16 Basic Assumptions The basic assumptions of the study were as follows: That knowledge and information about the world of work can be assessed and identified. That the occupational awareness assessment instru- ment used in the study is a valid means Of assessing knowledge about the world of work. That there are many elements within society that influence occupational awareness. Limitations The limitation factors of this study were as fol— This study was limited to the assessment of occupa- tional awareness of a group of high school seniors in selected Michigan public secondary schools. The pOpulation of this investigation was limited to a simple random sample, which prevented equal distribution Of subjects in the various cells. The assessment Of occupational awareness was limited to knowledge about job descriptions, education and training requirements, and earnings and wages Of a selected group Of occupations. The descriptions of the selected group of occupa- tions were limited to one choice for each job, 17 which decreased the discrimination factor Of know— ledge about the functions of occupations. 5. There seem to be many variables within society that influence occupational awareness. However, this study was limited to individual achievement, school and family background, sex, race, and attitudes toward work. Definition Of Terms The definition Of terms is presented below and has been included to convey consistent meaning applicable to this study. Occupational Awareness. Refers to the degree Of an individual's knowledge of and information about jobs and his or her awareness of three factors concerning occupations. within the world: (1) job descriptions; (2) education and training requirements; and (3) wages. Occupation. The social role performed by teen—aged and adult members of society that directly or indirectly yields social and financial consequences and that consti- tutes a major focus in the life Of the individual or indi- l6 viduals. Assessment. The act or process Of identifying and determining the level and amount of knowledge held by indi- viduals about the world Of work as measured by the occupa- tional awareness instrument. 16Hall, Op. cit., pp. 5-6. 18 Socioeconomic Status. The level indicative of both the social and economic achievement of an individual or group within the society. The established occupational hierarchy with all occupations categorized on the socio- 17 economic index. Regular Schooling. That which may advance a person toward an elementary school certificate or high school dip- loma, or college, university, or professional degree. Schooling which is generally regarded as not "regular" includes that given in nursery schools which simply provide custodial day care, in specialized vocational, trade, and 18 correSpondence courses. Occupational Expectation. Refers to the job that an individual "expects or anticipates entering after high school graduation." OOCupational Aspiration. The degree to which an individual high school senior desires to achieve or Obtain a specific job after high school graduation. The maximum goal that a person desires or hopes to reach at any given moment in a specific activity.19 l7Carter V. Good, Dictionary of Education (New York: McGraw-Hill Book Company, 1959), p. 510. 18U. S. Department Of Commerce, Bureau Of Census, United States Census of Population: 1970, Vol. II, Subject Report, Earnings by Occupation and Education (Washington, D.C.: U.S. Government Printing Office, 1973), Appendix C. 19 Good, Op. cit., p. 42. 19 Differential Level. The term logically implies variation in the point of valance when it is estimated at different times in different individuals.20 Some "College." The term some "college" includes junior college, community college, regular 4-year colleges and post secondary vocational-technical schools. Minority Students. Refers to those students whose ancestors (most of them) come from Africa; peOple who have been called in the past Negroes, Afro-Americans, and peOple whose ancestors are Spanish-speaking and who come mostly from Mexico, Puerto Rico, and South America. Occupational Categories. Refers to discreet social categories comprised of various occupations. Such cate- gories permit the "comparison of highly disparate occupa- tions and think of them as approximately equal in prestige, "21 such as newspaper columnist, electrician and bookkeeper. College Prep Curriculum. A systematic group of courses or sequence of subjects in the high school curri- culum designed to train or prepare individuals for further study in a particular profession after the completion of requirements of the high school diploma.22 20Archibald O. Haller, Occupational Aspiration Scale: Theory, Structure and Correlates (Michigan: Michigan State University, 1963), p. 6. 21Joseph A. Kahl, The American Class Structure (New York: Rhinehart, 1957), p. 77. 22William E. Hopke, Dictionary Of Personnel and Guidance Terms (Illinois: J.G. Ferguson Puinshing Company, 1968): P. 101. 20 Non-College Prep Curriculum. A program of a sys- tematic group of courses designed to prepare individuals for immediate employment in an occupation or cluster of occupations upon the completion of the requirements for the high school diploma and programs Of general education nature.23 Organization Of the Presentation This investigation is organized and presented in five chapters. Chapter I presented an introduction to the study. In this section a brief historical background of how youth obtained occupational information prior to the technological revolution was given. An overview of con- temporary occupational structure was cited, and a theoret- ical basis for the study was provided. A statement of the problem under investigation, the purpose, contributions, assumptions, limitations, and definitions of terms were given. Finally, the organization of the study was presented. Chapter II presents a review Of related and perti- nent literature to the problem under investigation. This chapter is organized in four parts: (1) self-awareness and self-insight, which provides a theoretical framework for dealing with the concept of occupational awareness; (2) occu- pational awareness; (3) studies on occupational information; and (4) studies on vocational choice and occupational prefer- ence . 23Ibid., p. 101. 21 Chapter III outlines the methodological procedure used in the study. It deals primarily with development of the occupational awareness assessment instrument, data collection, procedures for data processing, procedures for analyzing the data, and the interpretation of the data. Chapter IV presents an analysis and interpretation Of data, and is organized in three major sections: descrip- tive analysis of respondents in relation to selected vari- ables that may tend to influence levels of occupational awareness; test of state hypotheses; and summary of find- ings in the investigation. Chapter V presents the summary, conclusions, implications, and_reCOmmendations for further research. Summary The first section of this chapter presented an introduction to the problem being studied by giving a brief overview and historical perspective of occupational information and orientation. A description of contemporary occupations was given. And then, a theoretical basis and some develOpments that seem to be significant to occupa- tional awareness were presented. The second section of the chapter presented a statement of the problem under investigation. The purpose of the study and the contributions it can make to the field of vocational-technical and career education were 22 presented. The basic assumptions, limitations, and definitions of terms were then given. The third and final section of this chapter presented an overview of the remaining chapters of the investigation and the organizational format followed in the presentation. CHAPTER II A REVIEW OF RELATED LITERATURE Introduction Literature related specifically to the problem being investigated seems to be destitute. \This conclusion is based upon an extensive search of pertinent literature using the DATRIX system. DATRIX is a computerized infor- mation retrieval system that addresses itself to academic and non-academic research. It is a vast storehouse of knowledge: tens of thousands of doctoral dissertations written in all fields.1 The researcher also explored several other sources, such as the Education Index, books, social, psychological and educational journals. The exploration of these sources also revealed an absence of literature dealing specifically with the problem in this investigation. This made it necessary for the writer to depend ponderously upon materi- als indirectly related to the problem being studied. lDATRIX, "Direct Access to Reference Information: A Xerox Service" (Michigan: University Microfilms, Ann Arbor), 48106. 23 24 The problem in this investigation was concerned with identifying and assessing levels Of occupational awareness, and determining if certain selected variables influence high school seniors' knowledge about the world of work. It was assumed that students' knowledge about jobs is greatly influenced by biological, educational and sociological factors. It was also generalized that levels of occupational awareness greatly influence an individual's choice of an occupation and serve as a means of unstable, or stable employment. Occupational awareness may also serve as a means of upward mobility within the world of work. High levels Of occupational awareness should provide more career Options to individuals and serve as a better means of assisting individuals in fulfilling self needs and the needs of society. The literature reviewed in this investigation serves two purposes. It was the first purpose to provide a back— ground of knowledge which may serve as a theoretical basis on which the investigation can be built. In previous years, this function has been traditional. The second purpose was to provide a background from which questions related to occupational awareness and certain selected variables that may tend to influence students' knowledge of the world of work can be approached in an objective manner. In this investigation primary emphasis was placed upon a review Of literature where self—awareness and self—insight, 25 occupational awareness, occupational information, vocational choice and occupational preference were studied. For organizational purposes, the review is arranged and presented into four sections as follows: (1) self- awareness and self—insight, which provide a theoretical framework to the investigation; (2) occupational awareness; (3) occupational information which shows various approaches for providing occupational orientation to individuals; and (4) vocational choice and occupational preference, which seem to be related to occupational awareness and the aware- ness process . Self-Awareness and Self—Insight as a Theoretical Framework In previous years, the self—awareness concept has been regarded as being important in vocational and person- ality theory. Rogers suggests that awareness of self is a necessary condition for normality. He defined the well- adjusted person as one who is able to accept all his per- ceptions, including perceptions about the self, into his personality organization.2 Freud seems to take somewhat a different position. He suggests that classical emotional disturbances are the result of some traumatic situation, the experience of which was so painful and frightening to 2Carl R. Rogers, Client-Centered Therapy (Boston: Houghton-Mifflin Company, 1951), pp. 497-505. 26 the individual involved that he could not tolerate conscious membry of it. The experience was thus repressed and kept in the unconscious. If repression was not sufficient to keep the painful memory from consciousness, then other defenses were used or symptoms developed.3 One of Freud's most important contributions was the notion that much of the mind is unconscious. This suggests that individuals are unaware Of much of themselves. It seems Obvious then, why many adolescents choose the wrong occupation to meet their interests and needs. If they are unaware of much of them- selves, it appears they may be unaware of the many jobs within the world of work and the contributions they make to individuals and society. Self-awareness has been used as a criterion for effective vocational counseling and individual therapy. Johnson advocates that vocational counseling increases both the accuracy and certainty of self-knowledge. He reported that the greatest gains in self-knowledge were for intel- ligence, next for interests, and last for personality.4 A number of social scientists have concluded that the lack Of self—knowledge is a source of irrational voca— tional decisions. In an investigation made by Ryan, it was 3Sigmund Freud, A General Introduction to Psycho- analysis (New York: Perma Giants, 1949), pp. 253-65. 4Davis G. Johnson, "Effects of Vocational Counsel- ing on Self-Knowledge," Educational and Psychological Measurement, XIII (1953), pp. 330-38. 27 found that college students who are accurate in making estimates of their class standings and their mental ability 0 I I I I O 5 scores are also rea11st1c in their occupatlonal ch01ces. Ginzberg, et a1. concluded that an adolescent must ". . . . enlarge his knowledge . . . and improve his evaluation of himself" to successfully resolve the problem of occupational choice.6 No study appears to have been made concerning the relationship between knowledge about occupations and voca- tional choice. It seems that as knowledge of the world of work increases, the choice of a job may change. Neverthe- less, no one seems to have tested the generalizability Of the above conclusions. Various measures of self-awareness have been dev- eloped in the past. Gross attempted to measure self— awareness by measuring self-insight. The purpose Of his study was to present a theory and measure of self—insight. 5John F. Ryan, "Study of Certain Factors Affecting Realistic and Unrealistic Choice of an Occupation," (unpublished Ed.D. Dissertation, New York University, 1953), Abstracted in Dissertation Abstracts, XIV, NO. 4, 1954, pp. 619-20. 6Eli Ginzberg, Sol W. Ginsburg, Sidney, Axelrad, and John Herma, Occupational Choice: An Approach to a General Theory (New York: Columbia University Press, 1951), pp. 1-25. 28 An examination of Gross' concept of self-insight was found to include: 1. Objectivity toward the self or true judgment about oneself. 2. Understanding of the origin and development of one's motives and conduct or of one's abnormal symptoms or the discovery that certain uncon- nected factors or impulses are actually inter- related. 3. Acceptance of self including unpleasant and repressed aspects Of the unconscious or admit- tance of error and failures or emotional recon- ciliation of one's inadequacies. 4. Positive choice of more satisfying goals or liberation Of energies for action or awareness Of the place of social adjustment in personal- ity adequacy. 7 5. Social cooperation and international peace. It seems, from an analysis Of the above concept, that the interpretations of self-insight are not altogether consistent. Another approach to measure self-awareness was an attempt to measure the concept in a global sense. This study was done by Gross, who developed the Self-Insight Scale.8 Research has provided evidence that individuals vary greatly as to how aware they are. This has been done 7Llewellyn Gross, "The Construction and Partial Standardization Of a Scale for Measuring Self—Insight," Journal of Social Psychology, XXVIII (1949), 219-336. 8Ibid., pp. 219-336. 29 by using estimates of objective test scores as a measure Of self-awareness. The evidence suggests that variation in awareness exists across populations. Berdie found that the median correlational coefficient between the Strong Voca- tional Interest Blank scores and self—ratings of interests among male college students was .43 and between the Kuder Preference Record scores and self-ratings for the same group was .53.9 In an investigation by DiMichael, using vocational rehabilitation counselors, he found that the correlation between the Kuder Preference scores and self- estimated interests was .58. The correlation varied among individuals from .24 to .75.10 Crosby and Winsor found an average correlation of .54 between estimated and tested interests when using the Kuder Preference Record with 11 college students. Norrell and Grater investigated the needs of col- lege students who were able to estimate their Strong Voca- tional Interest Blank scores as compared to those who could not. They found that students with high levels Of awareness 9Ralph Berdie, "Scores on the SVIB and the Kuder Preference Record in Relation to Self-Ratings," Journal of Applied Psychology, XIV (1950), 24-29. loSalvatore DiMichael, "The PrOposed and Measured Interests of Vocational Rehabilitation Counselors," Educational and Psychology Measurement, IX (1949), 59-72. 11R. C. Crosby and A. L. Winsor, "The Validity Of Students' Estimates of Their Interests," Journal of Applied Psychology, XXV (1941), 408-14. 30 could be differentiated from students who were low on twelve of the fifteen Edwards Personal Preference Schedules (EPPS), all in the direction predicted by experienced coun- selors. Students high in awareness were significantly low on needs for succorance and for order; and higher on needs for change.12 Their findings were supported by Brown and Pool, who reported that six of the EPPS scales were associ- ated with the Strong Vocational Interest Blank (SVIB) meas- ure Of awareness among in-patients in a general hospital. Specifically, they found that highly aware subjects tend to score higher on autonomy and achievement, but lower on order, succorance, abasement, and heterosexuality.l3 In reference to the use of estimations Of objective test scores, the research seems to suggest that there is a greater variability among persons' ability tO estimate their scores on personality tests than on interest tests. Renzaglia, Henry, and Rybolt found that college students were able to estimate their personality scores on fourteen of fifteen variables of the Edwards Personal Preference Schedule. The individual correlations ranged from -.59 12Gwen Norrell and Harry Grater, "Interest Aware- ness as an ASpect of Self-Awareness," Journal Of Counseling Psychology, VII (1960), 289-92. 13Robert A. Brown and Donald A. Pool, "Psychological Needs and Self-Awareness," Journal of Counseling Psychology, XIII (1966), 85-88. 31 to +.90.l4 However, using the Allport-Vernon Study Of Values, Nickels and Renzaglia found that individuals vary considerably on the similarity between expressed and meas- ured values. Correlations ranged from —.44 to -.83 with a median correlation of .46.15 In a study by Amatora,it was found that a View of self was sufficiently in agreement with overt behavior as judged by peers. She investigated a group of boys in grades four through eight. The correlations ranged from +.10 to +.67. She also found that this same group of pupils could estimate their scores on the Child Personality Scale which has twenty-two scales. However, on three scales for the boys and two for the girls the correlations were too low to be significant at the .05 level.16 The previous studies indicate that individuals can estimate their own characteristics. However, they vary widely as to their ability to describe themselves accurate- ly. Nevertheless, it cannot be assumed that the individual l4Guy Renzaglia, Donald Henry, and Gaylord Rybolt, "Estimation and Measurement of Personality Characteristics and Correlates Of Their Congruence," Journal Of Counseling Psychology, IX (1962), 71-78. 15James B. Nickels and Guy Renzaglia, "Some Addi- tional Data on the Relationships Between Expressed and Measured Values," Journal of Applied Psychology, XLII (1958), 00-104. l6Mary Amatora, "Validity in Self-Evaluation," Educational and Psychological Measurement, XVI (1956), 119-26. 32 who can estimate his personality characteristics can also estimate his interest scores or his intelligence. Self— awareness seems to be dependent upon the part of self under consideration. The measurement of self-awareness has been shown to have both convergent and discriminate validity by sev- eral researchers. The research that follows will describe the relationship of self-awareness to adjustment, indivi- dual needs, intellectual ability and personality theory as has been found in several investigations. In a follow-up study by Rogers, gp_§£., they asked clinical judges to rate the self-insight of 151 delinquent children. It was found that a correlation of .84 between self-insight and the later adjustment of these children existed.l7 Goldfarb, Jacobs, and Levitan discovered that the ability to predict one's scores on the Guilford-Zimmerman Temperament Survey was related significantly to an index of adjustment derived from the Multiphasix Minnesota Per- sonality Inventory (MMPI) scores. A significant relation- ship was also found to the Guilford Social Situations Test which measures the ability to make apprOpriate social res- . O 0 l8 ponses 1n novel Situations. l7Carl Rogers, Bill Kell, and Helen McNeil, "The Role of Self-Understanding in the Prediction of Behavior," Journal of Consulting_Psychology, XII (1948), 174-89. 18Jack Goldfarb, Alfred Jacobs, and Seymore Levitan, "Variables Determining the Ability to Estimate One's Scores on Objective Tests," Journal of Psychological Studies, XI (1960), 232-37. 33 Goldfarb, gp_§i. suggest that self-awareness is under no circumstances a unitary phenomenon. In their investigation they found subjects who were accurate in estimating their performance scores on aptitude tests were not necessarily accurate in their estimation of scores on tests of interests or temperament. The ability to esti- mate one's performance on Objective tests appears to be unique to the area in which it is measured. The findings of this study seem to have been particularly important at that time since the ability to estimate one's scores on objective tests was a popular measure of self-awareness.19 The literature indicates that a number of studies have been devoted to the measurement of self-concept and self-report. One such investigation was made by Combs, EE_Ei° The study was designed to test whether the self- report can justifiably be used as a direct measure of the self-concept. It was predicted that children's self-report would show no significant relationship to self-concept inferences made by trained Observers. Fifty—nine sixth grade children reported their feelings about themselves on eighteen items of a specially-prepared self-perception report sheet. It was found that the average correlation of the two kinds Of ratings was .11. This was an indication lgIbid. 34 that no significant relation existed.20 In a study by Mueller, self-insightful graduate students in a National Defense Education Act (NDEA) Coun- seling and Guidance Insitute describe others better than non-insightfuls and were in turn predicted and described more accurately by others. In this study self-insightfulness was Operationalized as the discrepancy scores between actual scores on Stern's Activities Index and self-estimated scores.21 There is a great deal of empirical evidence to support the concept of self-awareness as a varying trait among individuals. This evidence suggests that there is also great variability of occupational awareness among individuals, and that awareness can be assessed and iden- tified. Education should provide means for assessing high school seniors' knowledge about the world of work in order to assist them more prOperly when choosing a career. Canning, Taylor, and Carter claim that when the time comes for a vocational tryout, the adolescent discovers that he is ignorant of the fundamental facts about most occupations. He realizes that he doesn't know the essential facts about 20Arthur Combs, Daniel Super and Clifford Courson, "The Measurement of Self-Concept and Self-Report," Educa- tional and Psychological Measurement XXIII (1963), 493-9 . 21William J. Mueller, "The Influences of Self- Insight on Social Perception Scores," Journal of Counseling Psychology, X (1963), 185-91. 35 his own talents and weaknesses in comparison with those of other individuals.22 To compensate for this deficiency, it seems that a high level Of occupational awareness and a greater matur- ity of judgement is needed, as well as time to acquire related experiences that will provide more valid knowledge of jobs and the occupational aspects Of self. It seems that vocational decisions of youth should be based upon factual knowledge of the requirements and nature of different jobs and of the appropriateness of their own interests, abilities, and needs. However, it is unfortunate that this is not the real case with many adoles- cents. When teen-agers are questioned about the necessary steps in preparing for the vocations they have chosen, asked about the duties and tasks involved, the remuneration they expect to receive, and the job Opportunities available, their replies are amazingly vague, naive, and unrelated to the actual job situation. As a result of the lack of adequate knowledge and information about the world Of work, a large number Of high school graduates select occupations for which they are not interested or for which they are not adequately prepared. 22Leslie Canning, Katherine Taylor, and Harold Carter, "Permanence of Vocational Interests Of High School Boys," Journal of Educational Psychology, XXXII (October, 1941), 481-94. 36 Occupational Awareness The basis for this investigation is largely theoret- ical since the researcher was unable to unearth any studies that deal directly with assessing occupational awareness and determining what influences an individual's knowledge of the world of work. However, Michael H. Moskow, Assis- tant Secretary of Labor, in an address to the Joint Council on Economic Education, presented the findings Of the Nation- al Longitudinal Surveys conducted by the Center for Human Resource Research at Ohio State University. The Surveys included an occupational information test which involves identifying the duties of ten common occupations and asses- sing the salary associated with these occupations and the education required to enter them. It was reported by Moskow that only 38 percent of white and 21 percent of black high school seniors scored high on the test Of knowledge of the ten common occupations. More important, the evidence suggested that poor knowledge of the world of work, as measured by this test, is strongly associated with subsequent unemployment. White youth who scored high in 1966 averaged only 7.6 weeks of unemployment over the next two years; those whose scores were in the medium range averaged 14.5 weeks of unemployment; and those who scored low averaged 16.3 weeks. 37 Moscow also reported that insufficient sample cases prevent a determination of whether these relationships hold among blacks and other minorities. He further indicated that knowledge of the world of work was positively related to hourly rate of pay. For example, among blue collar wage and salary workers 20-24 years old and not in school, black males with a low score in the knowledge test averaged $1.63 per hour, while blacks with high scores averaged $2.29 per hour. Moskow concluded that students should be more aware Of their occupational Opportunities and possess more know- ledge about the ways in which peOple obtain jobs.23 Amos conducted a study of the occupational aware— ness of a selected group of ninth grade Negro students. The purpose Of this investigation was to determine the awareness of students regarding the occupational Oppor- tunities within their local area and within the United States as a whole. The research tool used was a question- naire composed of seventy—five occupations. He concluded that girls are more aware Of the occupational situation as pertaining to their own race, than are boys. The results suggest that boys and girls are more aware Of the oppor- tunities for their race over the nation as a whole than 23U.S. Department of Labor, Bureau of National Affairs, Manpower Information Service: 1972, Vol. IV, Address by Assistant Secretary Of Labor (Washington, D.C.: Government Printing Office, 19727, pp. 117-20. 38 they are for their local area.24 Occupational Information The develOpment of adequate occupational informa- tion has for many years been regarded as a necessary tool in the process of vocational choice. Occupational infor- mation seems to be indispensable to the individual who is at the stage Of choosing and selecting an occupation. This appears to be the case whether the job is Of temporary status or permanent status. How can an individual choose what he does not know? It is a fact that many occupations are unknown to high school graduating seniors. Some of them may stumble into an appropriate occupation by sheer luck. However, others may not be so fortunate. The wise choice of an occupation requires accurate information about what occupations are available, what they require, and what they offer to the individual. The review of literature presented in the first section of this chapter suggests that occupational informa- tion alone is not enough. The individual must be aware Of and accept his own aptitudes, abilities, needs, limitations, interests, values, feelings, fears, likes and dislikes. All Of these are essential factors when choosing a vocation. 24William E. Amos, "A Study Of the Occupational Awareness of a Selected Group of Ninth Grade Negro Students,‘ The Journal of Negro Education, XXIX (1960), 500-503. 39 He must also have a clear understanding about the world of work. In other words, he must be aware Of himself as well as the world of work. Therefore, it seems Obvious that knowledge of occu- pations can be effectively applied only when the individual knows something about himself. It also seems obvious that knowledge of oneself can be effectively applied to the choice of an occupation only when one knows something about occupations. One without the other is incomplete. This appears to support the concept of teaching about occupa- tions within the public secondary schools. In recent years there has been much research con- ducted on the teaching of occupational information at various educational levels. This section of the chapter will present a review Of some of the most recent investiga- tions. Johnson and Myrick conducted a study on the making of life decisions (MOLD). This model attempted to train students in an occupational decision—making process. There were two research questions investigated: (1) Will MOLD increase students' knowledge of educational and occupation- al information? (2) Will students perceive MOLD as an interesting and meaningful activity? The instrument used in the study was the Educational- Occupational Information Exam (EOIE). It was designed to assess students' knowledge of educational and occupational 40 information. This instrument is a 40-item, multiple-choice examination. The first 20 items pertain to occupational information, such as training requirements for different job levels and life styles associated with various careers. It was reported that the EOIE demonstrated a Kuder- Richardson split-half reliability of .80 in another study. The Student Reaction Questionnaire (SRQ) was used to assess students' perceptions of the program. This in- strument consists of four statements to which students res- pond by indicating the extent Of their agreement or dis- agreement. Thirty—six students were randomly selected from the eighth grade class. Eighteen students took part in the experimental program and the other 18 served as the control group. At the end of the program both groups were administered the EOIE, and two t-tests were computed to determine if there were differences between the groups. It was found that students participating in the program learned significantly more educational information than students in the control group. The participating group had a mean score of 9.75, and the control group had a mean score of 7.23. The t-test was significant at the .05 level of confidence. The evidence concerning the program's effect on occupational information was not as strong as it was for educational information. The participating group had a 41 higher mean (11.44) than the control group (10.00), how- ever, differences were reported tO be significant at the .10 level of confidence.25 Jepsen compared the impact of two occupational information methods, presented in school settings, on rural ninth graders' knowledge of the world of work. A tradition— al method was used to emphasize the distribution and dis- cussion of printed information, which was designed for national readership and compared with an experimental method. This method was the use of printed materials sup- plemented by videotaped occupational field trips. Workers were videotaped as they performed their jobs. Oral descriptions of the work were provided by the workers themselves who candidly outlined what they were doing, how they felt about it, what they considered to be its satisfactions and disappointments, and how they had prepared for Obtaining their positions. The research questions were the following: (1) Do rural ninth grade classes, studying printed occupational information and and videotaped occupational field trips, exhibit greater changes in occupational knowledge than classes studying printed information only? (2) DO boys show greater changes in occupational knowledge than do girls? and 25Richard Johnson and Robert Myrick, "MOLD: A New Approach to Career Decision—Making," Vocational Guidance Quarteriy, VI (September, 1972), 49-52. 42 (3) Does any combination of methods with sex group produce greater changes in occupational knowledge? Jepsen concluded that rural ninth grade students who studied printed materials and viewed local occupational field trips reported accurate images of the occupation studied more frequently than did a comparable group using printed materials alone. Girls generally expressed more varied occupational choices than boys when choices were assessed along Roe's level and field dimension. The sex group did not differ on any other variable, and there were no significant sex-method interactions.26 Youst conducted an investigation to develOp and evaluate new materials which would stimulate young peOple to exhibit increased vocational exploratory behavior, vocational knowledge and vocational maturity. Youst used the occupation of computer programmer which was presented in slide-audio form through the lives of three peOple. The audio portion included segments of the role model's own voice, and was pulsed to control the slide changes. Three versions of newly developed materials were used to compare the three existing occupational information treatments. Movies were used in two control groups; printed materials in one. Slide-audio presentations were used in the 26David A. Jepsen, "The Impact of Videotaped Occu- pational Field Trips on Occupational Knowledge," Vocational Guidance Quarterly, XXI (September, 1972), 55-61. 43 experimental groups. The experiment was replicated with male and female ninth grade students in four high schools. It was reported that no results were found which indicated differences between the experimental and the control groups on any dependent variables.27 Robertson exposed 13 Michigan 10th graders to a five-week unit on agricultural occupations and 17 students in the 10th and 11th grades to a seven-week unit. He reported no significant changes in measured vocational interest.28 An analysis by Plotkin Of the effect Of occupation— al classes upon vocational interest patterns Of below average adolescent males revealed that the Kuder vocational interest patterns changed after having taught a l4-session unit, during one month, to 40 Maryland 11th and 12th grade "slow learning" boys. The changes persisted upon retest three weeks later.29 27David Bennet Youst, "Stimulating Vocational Explor- atory Behavior through the Use of Life Career Studies," (unpublished Ph.D. dissertation, Michigan State University, 1969). Abstracted in Dissertation Abstracts, XXX, 1970, pp. 5251A-5252A. 28Marvin Robertson, "The Effect of an Occupational Information Unit Of Instruction on Expressed and Inventoried Interests of Vocational Agriculture Students in Selected Michigan High Schools," (unpublished Ph.D. dissertation, Michigan State University, 1970). 29Alan Leonard Plotkin, "The Effect Of Occupational Information Classes upon the Vocational Interest Patterns of Below Average Adolescent Males," (unpublished Ph.D. dis- sertation, Catholic University Of America, 1966). Abstracted in Dissertation Abstracts, XXVI, 1967, p. 2895-A. 44 Raskin conducted a study Of 115 Maryland 12th grade girls. He palced them into a control group and two exper- imental groups. One group was given a lecture on scienti- fic career Opportunities and the other the same lecture "plus some favorable information about social aspects of the life of women in the sciences." Both experimental groups made favorable changes. However, the socio—occupational lecture had greater impact on the students.30 Hughes reported on the profile of pupils in certain agricultural occupations courses with regard to socio- economic status, aSpired socioeconomic status, fathers' occupations and the students' stated occupational goals. The study consisted Of 142 students enrolled in agricul- tural occupations courses in grades nine, ten and eleven in six high schools. It was concluded that there was a positive correlation between the socioeconomic status and the aspired socioeconomic status of the pupils. There was no significant difference between the students in the experimental group and the students in the control group in the amount of change in aspired socioeconomic status from pretest to posttest as measured by scores on the Sims Social Class 30Alan Leonard Plotkin, "The Effect Of Occupational Information Classes upon the Vocational Interest Patterns Of Below Average Adolescent Males," (unpublished Ph.D. dis- sertation, Catholic University of America, 1966.) Abstracted in Dissertation Abstracts, XXVII, 1967, p. 2895-A. 45 Identification Occupational Rating Scale. Within the experimental group, pupils in the ninth grade changed their aspired socioeconomic status from pretest to post- test significantly more than did pupils in the tenth or eleventh grades.31 Wolf taught a six-week occupational information unit on the level Of aspiration to 149 Oklahoma 11th and 12th grade students. He reported no significant changes in level of aspiration, but did find a relationship bet- ween aspiration level and such variables as size and loca- tion of community, parental income and encouragement, middle class values, student leadership, and vocabulary test scores.32 Armstrong compared programmed instruction and individualized instruction of occupational materials with 376 Louisiana students over an 18-month period. The study used a pretest, posttest, control group experimental design. Two area vocational-technical schools in Louisiana 31Lloyd Ray Hughes, "The Effects of Selected Occu- pational Information upon the ASpired Socio-Economic Status of Pupils in Agricultural Occupations Course" (unpublished Ph.D. dissertation, University of Illinois, 1968). Abstracted in Dissertation Abstracts, XXX, 1969, p. 927-A. 32Jimmie Darrell Wolf, "An Experimental Study Inves— tigating the Effect of Teaching Occupational Information on the Level of Aspiration Of Oklahoma Vocational Agricultural Students," (unpublished Ph.D. dissertation, Oklahoma State University, 1966), Abstracted in Dissertation Abstracts XXVIII, 1967, p. 4059-A. 141434.31... 46 were selected as experiment sites. It was concluded that both methods of instruction were equally effective for both low and high potential achievers. NO significant correlation was found between mental ability and achieve- ment or between mental ability and retention for both methods.33 Bartsh studied the effectiveness Of small group courses vs. individualized procedures for teaching occu- pational information gathering and career decision making skills to college students. The purpose was to describe a teaching-learning procedure in career planning and test its effectiveness. Undergraduate students enrolled in a special offering of a regular two credit course served as the subjects in the study. They were randomly assigned to four sections of the course. There was an experimental (section meeting as a small group once a week, and indivi- dualized section with personalized assignments, and'indi- vidualized section with impersonalized assignments, and a no-treatment control section. The course content for each treatment group was the same; however, the teaching- 1earning procedures differed. 33William Harrell Armstrong, "An Experimental In- vestigation of the Instructional Effectiveness of Pub- lished Programmed Instruction Materials vs. Individualized Instruction in Vocational-Technical Schools" (unpublished doctoral dissertation, Florida State University, 1967), Abstracted in Dissertation Abstracts, XXVIII, p. 982-A. 47 Bartsh reported that students in the three treat- ment groups scored significantly higher on an achievement test covering course content that did the no-treatment control group. The students in the three treatment groups learned informational content equally well. Students in the three treatment groups became more differentiated in their selection of occupations than did a comparable con- trol group. There were no significant differences among treatment groups.34 Roberts conducted an investigation on the dissem- ination of occupational information by classroom teachers through group instruction. The purpose was to determine the amount of attention given to occupational information in selected secondary schools, and to determine classroom teachers' Opinions as to their role in disseminating occu— pational information. It was found that the degree of atten- tion given to occupational information varies according to the individual teacher's concept of the impbrtance of this area. The teachers of the practical arts generally incor- porated occupational information into instruction with more regularity than teachers Of the academic areas. A separate 34Karl Bartsh, "The Effectiveness Of Small Group Courses vs. Individualized Procedures for Teaching Occupa- tional Information Gathering and Career Decision Making Skills to College Students" (unpublished Ph.D. dissertation, University of Oregon, 1969), Abstracted in Dissertation Abstracts, XXX, 1970. p. 4763—19. 48 unit on occupations was not included in the various sub- ject areas. He also reported that inadequate facilities in the classroom and insufficient funds do not influence the efficiency of a program in occupational information. Roberts suggests improvement in teacher-training in the dissemination of occupational information.35 In order for youth to develOp high levels Of occu- pational awareness, they must be provided with occupational information not only from the home, but by the high school as well. The New York State Education Department had such concerns. The department conducted an occupational infor- mation utilization survey. The purposes of the study were the following: (1) To determine the Occupational informa- tion needs of counselors; (2) To determine the occupational resources available; and (3) To determine the changes in occupational information which might be desirable in order to make it more useful to students. It was reported that one of the principal findings of the study was that 726 counselors rated private and com- mercial occupational briefs and pamphlets first in use and 35Laurence A. Roberts, "The Dissemination of Occu- pational Information through Group Instruction by Classroom Teachers in Selected Secondary Schools" (unpublished Ph.D. dissertation, New York University, 1968), Abstracted in Dissertation Abstracts XXIX, 1969, p. 2448-A. 49 usefulness among 21 media for disseminating occupational information. Posters were rated 2 in use and 14 in useful- ness. Books and periodicals rated 4 in use and 13 in use- fulness. The counselors wanted changes in the style, for— mat, and language Of occupational information materials.36 Providing occupational information to secondary school students seems to be a basic reSponsibility of guidance and counseling programs and should serve as one primary purpose. However, another method of providing occupational information is through a course in occupations. Mezzano conducted a survey of the teaching of occupations in the state of Wisconsin. Out of 326 questionnaires mailed, 298 (91.4 percent) were completed and returned. It was reported that 224 (75 percent) of the schools taught occupations in some form. Two hundred and three schools (68 percent) taught occupations as a unit in regular aca— demic courses. Seventy-four schools (25 percent) did not offer occupations as a unit in regular academic courses. Seventy-four schools (25 percent) did not offer occupations as part Of the academic program.37 36George S. Dubato, "VOGUE: A Demonstration System of Occupational Information for Career Guidance," Vocation— al Guidance Quarteriy, XVII (December, 1968), 117-119. 37Joseph Mezzano, "A Survey Of the Teaching Of Occu- pations," Vocational Guidance Quarterly, XVII (June, 1969), 275-277. 50 It is obvious that there are several sources of occupational information. However, Overs suggests that there are basically two kinds, overt information and covert information. He describes overt information as that usually in written form, and covert information as that which is not recorded or filed, but frequently communicated erratically from counselor to counselor, usually by word of mouth.38 It seems that there may be conflict between the two prac- tices. It appears that adequate occupational decisions are frequently made on the basis of covert information rather than overt information. Occupational decision making and efforts to improve occupational adjustments which are based on covert information alone frequently fail to reveal the important factors which represent occupational reality. Vocational Choice and Occupational Preference In previous years educators, social scientists and guidance counselors have given much attention to occupa— tional choice of youth. Although they have succeeded in increasing our knowledge about the matter, the literature 38Robert P. Overs, "Covert Occupational Informa- tion," Vocational Guidance Quarterly, XVI (September, 1967), 7-11 0 51 concerning vocational choice suggests that there are many important things still unknown about the choice process. However, the only concern for occupational choice in this study is that it seems to be related to occupational awareness. Therefore, it will be reviewed in that sense. For many years Ginzberg advocated that "occupa- tional choice was a decision-making process which extended from pre-puberty until the late teens or the early 20's when the individual makes a definitive occupational commit- ment." Ginzberg's most recent reformulation of a theory of vocational choice is as follows: 1. Occupational choice is a process that remains open as long as one makes and expects to make decisions about his work and career. In many instances, it is coterminous with his working life. 2. While the successive decisions that a young person makes during the preparatory period will have a shaping influence on his later career, so will the continuing changes that he undergoes in work and life. 3. PeOple make decisions about jobs and careers with an aim of Optimizing their satisfactions by finding the best possible fit between their priority needs and desires and the opportun- ities and constraints that they confront in the world of work.39 It appears that occupational choice is a lifelong process of decision-making. As an individual increases his knowledge of self and work through experiences, he may seek 39Eli Ginzberg, "Toward a Theory of Occupational Choice: A Restatement," Vocational Guidance Quarterly, XX (March, 1972), 169-76. 52 to find an Optimal occupation between his previous career preparation and goals and the realities of the world of work and society of which he is a part. The expressed occupational choices of high school students often seem confused, inaccurate, and unrealistic. Super Claims that vocational choices made in the adolescent stage to meet the needs of a particular career are unreli- able, inconsistent with inventoried interests, and are even less consistent with occupations eventually entered.4O If this is the real case, it would appear that part of the unrealistic and inconsistent factor in the choice process is due to the lack of inadequate knowledge and information about self and the world of work. It seems obvious that there are many variables that affect youth's choice of an occupation. Hoppoch indicated that occupational status or prestige is an element which causes confusion in the making Of occupational choice. The desire for wealth, status, or glamour may lead students to make occupational choices of a fantasy nature.41 Lockwood conducted a study on realism of vocational preference. The purpose of the investigation was to deter- mine the relationship between certain personal and social 40Donald E. Super, The Psychology of Careers (New York: Harper Brothers, 1957), p. 90. 41Robert Hoppoch, Occupational Information (New York: McGraw-Hill, 1957), pp. 105—107. 53 factors in a group Of high school seniors. It was con- cluded that occupational realism appears to be an individual rather than a group-attached phenomenon. Current environ- mental influences such as type of residential district, school attended, social-economic-cultural prestige, status of family, size of the family, and group influences like race and sex were all unrelated to students' level of realism of vocational preference.42 Clark investigated the relationship between occu- pational prestige and vocational choice. The purposes of his study were to (1) compare the rankings of occupations as made by high school students with rankings made by adults, (2) compare high school students' "fantasy" voca— tional preferences with their "reality" vocational prefer- ences, and (3) compare students' rankings Of occupations on the basis Of prestige with similar job rankings on the basis Of the amount of money a successful person makes in the various jobs and with the amount of educatiOn and train- ing required for successful performance Of the various jobs. Clark's sample was 107 twelfth grade students and 104 tenth grade students of Bremen Senior High School, Bremen, Indiana. He found that rankings Of money earned and the amount Of education and training required had high 42William V. Lockwood, "Realism of Vocational Pre- ference," Personnel and Guidance Journal, XXXVII (October, 1958), 98-106. 54 positive correlations with the Students' rankings of occu- pational prestige and with their "fantasy" vocational choices. However, a low correlation was found to exist between the students' "reality" vocational choices and 43 This seems both money earned and education and training. to indicate that the students may be making preliminary vocational choices Of a fantasy nature but the consider- ation by the students of their own abilities and interests tends to make their occupational choice have a lower pres- tige value. It may also be possible that these students are implying that they do not desire to make any further investigation of the education and training requirements necessary to reach the tOp prestige and salary occupations. Every occupation carries with it several dimen- sions, e.g., income, prestige, power, and authority, and each job has societal rankings with respect to these. Garbin conducted an investigation Of occupational choice and the multidimensional rankings of occupations. It was concluded that occupational choices should be made in terms of an adequate understanding of the probable consequences of the multiple status system characteristic of given occupational positions.44 43Ronald J. Clark, "Occupational Prestige and Voca- tional Choice," Vocational Guidance Quarterly, XVI (June, 1968), 283-86. 44A. P. Barbin, "Occupational Choice and the Multi- dimensional Rankings Of Occupations," Vocational Guidance Quarterly, XVI (September, 1967), 17-25. 55 Much of the literature suggests that adolescents are unrealistic about occupational choices. However, Carp reported the finding of a group of 165 boys who made up the total male student population of a union high school in southern California. He found that the model occupational level for both "desired" and "expected" occupations was that of both the father and the grandfathers.45 At one time in history it was expected by society that a boy should follow in his father's footsteps, and that a girl should follow in her mother's footsteps. How- ever, today our highly technological society provides almost unlimited Opportunities. It also demands more from its children. This added burden may lead to problems in educational and vocational choices. Parental pressure may also cause problems for youth who are at the stage of mak- ing a vocational decision. Maling states that: Pressures for achievement begin very early in a child's education. One pressure that can lead to poor vocational choices or even failure is the expectation that the child will surpass his parents. In college this pressure may cause a fear Of parental competition which can interfere with academic programs and distort vocational planning. 45Frances M. Carp, "High School Boys Are Realistic about Occupations," Occupations, XXVIII (November, 1949), 97-99. 46Lawrence R. Maling, "Fear of Paternal Competition: A Factor in Vocational Choice," Personnel and Guidance Journal, XL (November, 1967), 235-39. 56 If this can apply to college students, it seems reasonable that it can also apply to the many high school graduates who immediately enter the job market. Mowsesian, gp_sl. studied superior students in Wisconsin, their occupational preferences and their fath- ers' occupations. They reported the finding of the relationship between occupational preferences of 147 superior students and their fathers' occupations. This was traced over a four year period. The findings indicate that both male and female superior students tend to state vocational preferences at the professional level early in high school and to maintain this preference throughout. Their occupational preferences were generally at a higher level than those Of their fathers. The results seem to suggest that theories Of vocational develOpment that imply that stages are passed through during late adolescnet periods do not apply to the superior student.47 There are other variables that may influence occupational choices. Osipow conducted an investigation on factors related to inconsistent career preferences. He studied a sample of entering college freshmen‘ which was divided into two groups on the basis Of the consistency 47Richard Mowsesian, Brian G. Heath, and John M. Rothney, "Superior Students' Occupational Preferences and Their Fathers' Occupation," Personnel and Guidance Journal, XLV (November, 1966), 238-41. 57 or inconsistency of their first and second career prefer- ences. The two groups were compared on several family and personal factors in order to identify variables that are related to inconsistencies in career preferences. The groups were Observed to be somewhat different in the gen- eral level of their academic ability and the degree to which their interestes were supported by Strong Vocational Interest Blank results. No significant family differences between the two groups were Observed. The finding seems to imply that the inconsistency of career preference was more likely to be the result of the student's recognition Of his limited abilities than the other variables.48 Korman studied self—esteem as a moderator in voca— tional choice. He reported that high self-esteem indivi— duals, in all cases, describe themselves more as meeting the occupational image in the specific occupation than does the low self-esteem individual.49 There seem to have been contaminating factors in his study due to the sample and the procedures used. Olive conducted an investigation on sex differences in adolescent vocational preferences. The study compared 48Samuel H. Osipow, "Factors Related to Inconsistent Career Preferences," Personnel and Guidance Journal, XLVI (December, 1967), 346-49. 49Abraham K. Korman, "Self-Esteem as a Moderator in Vocational Choice: Replications and Extensions," Journal of Applied Psychology, LIII (June, 1969), 188-91. 58 the social class status of male and female adolescents' vocational preferences. He used a large sample of students from three high schools in central New Jersey. There were 197 male and 237 female students. They were asked to choose any occupation they believed they might like to enter. These preferences were then assessed for socio- economic status. Olive reported that the female group chose significantly higher social class status occupations than did the group of male students. The female group also surpassed the males in their potential occupational striv— ing for prestige and status.50 Bodden and Klein investigated the cognitive com- plexity and appropriate vocational choice. The study attempted to replicate the finding that cognitive complex- ity in the vocational realm was positively related to the making Of an appropriate vocational choice. They reported that the results indicated a significant positive correla- tion between cognitive complexity and the choosing of an occupation in which the environment was compatible with the subjects' personality style. The cognitive complexity level was unrelated to Vocational Preference Inventory personal— ity type.51 50Helen Olive, "Sex Differences in Adolescent Voca- tional Preferences," Vocational Guidance Quarterly, XXI 51Jack L. Bodden and Alan J. Klein, "Cognitive Com— plexity and Appropriate Vocational Choice: Another Look," Journal of Counseling Psychology, XVIV (May, 1972), 257-8. 59 Summary It was felt by the investigator that the literature reviewed and presented in this Chapter was related and per- tinent to the problem being studied. Literature relating specifically to the assessment of occupational awareness and variables that may influence knowledge of the world of work seems to have been very scarce. However, a review of related literature was made on (1) self-awareness and self- insight, (2) occupational awareness, (3) occupational infor— mation, and (4) occupational choice and preference. The first section Of the Chapter on self-awareness and self—insight provides a theoretical basis for the prob- lem under investigation. The review of literature indi- cated that self-awareness and self-insight are necessary to individuals who are in the process of choosing and select- ing a career. This seems to be true whether the occupation is of a short term status or for life. It was suggested that occupational awareness or knowledge about the world Of work is also a necessary factor. It was pointed out that the lack of self-knowledge is a source of irrational voca- tional decisions. The literature seems to support the con— cept of occupational awareness and suggests that it can be assessed. However, it was specifically stated that know- ledge of occupations can be effectively applied only when the individual knows something about himself, and knowledge 60 of oneself can be effectively applied to the choice of an occupation only when one knows something about the world of work. One without the other seems to be incomplete. The second part of the Chapter presented a review on occupational awareness. This section was very brief since only two studies were located that addressed them- selves tO occupational awareness. In the third part of the Chapter, literature was reviewed on occupational information. Since the availabil— ity Of information may determine one's level of occupational awareness, it was felt that this review was important. There are many sources Of occupational information and some seem to be more effective than others. Many educational agencies across the nation provided some form of occupation- al information. There were courses taught in schools at all grade levels. Some reported success in increasing students' knowledge about jobs, whereas others reported no significant change. In conclusion, though, almost all agencies suggest a need to improve and increase means by which youth may increase their knowledge about the various occupations within society. The fourth and final section reviewed literature on vocational choice and vocational preference. Choice and preference were treated as being synonymous in this study. The review revealed that there are many variables that in— fluence or affect vocational choices of high school and 61 college students. Much of the literature suggests that adolescents cannot make realistic vocational decisions. This may be due to the fact that they do not have realistic information about self and the world Of work. The liter— ature also suggests that parental pressure, social-cultural prestige and intelligence may influence the choice of an occupation of youth. There seems to be a vast amount of literature concerning occupational choice. However, the validity of some of it seems to be doubtful. In conclusion, none of the literature reviewed disclosed any research that specifically focused on the assessment of levels of occupational awareness and deter- mined what influences knowledge about the world of work. This may be due in part to the difficulty of a valid instrument to assess knowledge about the various occupations within society. CHAPTER III PROCEDURES USED IN THE STUDY In order for the reader to understand the investi- gation more clearly, this chapter provides a discussion of the procedures used in the study. They are as follows: (1) development of the instrument; (2) procedures for data collection; (3) data processing and classification; (4) procedures for analyzing data; and (5) hypotheses of the study. Development of the Instrument This section of the chapter will provide a descrip- tion and discussion of the development of the instrument as follows: (1) a rationale for the development; (2) selection of occupations; (3) selection Of job descriptions; (4) selec— tion of education and training requirements; (5) selection of wages for occupations; and (6) pretest of instruments. Rationale for Development An exhaustive search was made for an instrument designed to assess individuals' knowledge about jobs that would represent the total occupational structure. That is, 62 63 occupations classified on the social prestige scale as being in the upper, middle and low occupational strata. In order to assess knowledge of the world of work it seems necessary to obtain groups of occupations which represent all levels of jobs within society. The writer was able to identify only one instru- ment that was designed to assess knowledge about jobs. This instrument was used in the National Longitudinal Surveys conducted by the Center for Human Resource Research at Ohio State University. The Surveys included an occupa— tional information test which involves identifying the duties of ten common occupations and assessing the salary associated with these occupations and the education required to enter them.1 There was no explanation of what was meant by common occupations, and not test reliability reported. However, the findings of the study seem to be worthy of its efforts. The occupational structure and stratification of jobs is quite complex. It seems that the occupational information test of ten common occupations used in the National Longitudinal Surveys was not comprehensive enough to serve as a means of assessing knowledge of the world lU.S. Department of Labor, Bureau of National Affairs, Manpower Information Service: 1972, Vol. IV Address by Assistnat Secretary of Labor (Washington, D.C.: Government Printing Office, 1972 , pp. 117-20. 64 of work. Therefore, the writer develOped the Occupational Awareness Assessment Instrument (later referred to as OAAI).2 This instrument seems to be comprehensive and represents the entire occupational hierarchy. Selection of Occupations The OAAI consists of eighty occupations which were selected from the Occupational Aspiration Scale developed by Haller. He develOped this scale to measure levels of occupational aspiration.3 The group of occupations Haller used was selected from the North-Hatt Occupational Pres- tige Scale. The original prestige scale had ninety occupa- tions which were rated for social prestige in a national survey.4 Haller combined several job titles because of redundancy. The Occupational Aspiration Scale has a test- re-test reliability of .77 and the split-half reliability is .80. The eighty selected occupations were divided into three occupational strata based on the North-Hatt Occupational 2See Appendix C for copy Of Occupational Awareness Assessment Instrument (OAAI). 3Archibald O. Haller, Occupational Aspiration Scale: Theory, Structure and Correlates IEast Lansing: Agricul- tural Experiment Station, Michigan State University, 1963). 4Albert J. Reiss, Otis Duncan, Paul Hatt, and Cecil North, Occupations and Social Status (New York: The Free Press, 1961). 65 Prestige Scale?’ These were the upper, middle, and lower strata. Occupations with a rating of 75-96 were placed in the upper stratum, occupations with ratings from 54-74 were placed in the middle stratum, and occupations with ratings from 32-53 were grouped in the lower stratum.§ The occupations on the OAAI are divided into four groups in the first section. Each part consists of twenty job titles and descriptions. All three occupational strata are represented in each section. In the first section the North-Hatt scores range from 40 to 96, in the second part the scores range from 35 to 93, in the third part the scores range from 34 to 93, and the fourth part scores range from 33 to 92.7 The order Of occupations in each group was made by random selection. It was necessary to arrange the jobs in four groups for organizational purposes. Selection Of Job Descriptions The OAAI consists Of four occupational groups in the first section. There are twenty job titles in each part and one appropriate description for each occupation. The job descriptions for each occupational group were 5Reiss, Op. cit. 6See Appendix F for occupational classifications. 7See Appendix E for list Of occupations and North- Hatt scores. 66 carefully selected from the dictionary of Occupational Titles. There are nearly 22,000 occupations defined in the DOT. Each occupation is incorporated into a classifi- cation structure in which jobs are given code numbers. All occupations are well defined.8 Each occupation on the OAAI was carefully matched with the worker function found in Volume II of the Diction- ary in the section titled "Worker Traits Arrangement of Titles and Codes."9 There are other sources that provide descriptions and worker functions of jobs, but they are not as comprehensive and consistent as the DOT in presenting information for thousands of occupations. Therefore, it seems that the DOT was the most desirable source for obtaining worker functions for occupations on the OAAI. Selection of Education and Training Requirements It seems important that individuals be aware of the education and training required to enter various occupa- tions. The OAAI consists of a section which assesses know- ledge of individuals about education usually required to enter forty-eight occupations.10 For organizational purposes, 8U.S. Department of Labor, Dictionary of Occupational Titles 1949, Vol. I and II, Washington, D.C. 9 Ibid., Vol. II. 10See Appendix D for key to education and training usually required. 67 several occupations were randomly selected from the origin- al group and placed together, three in each group. Each group consists of one occupation in the upper, middle, and low strata. Education and training usually required of indivi- duals in order to enter the occupations on the OAAI were selected from Earnings by Occupation and Education. This report provides detailed statistics for the United States and regions on education usually Obtained by males and fe- males in various occupations, 18 to 64 years of age. The report is based on the 1970 Census of Population.11 Selection of wages fOr Occupations Earnings and wages received by individuals in various occupations seem to be of utmost importance when choosing and selecting a vocation. There are wide ranges in salaries people receive for their work; therefore, it seems important that youth know and understand the vari- ability of salary distribution in the world of work. The OAAI has one part that assesses knowledge about wages. Information on who earn the highest wages in the groups was taken from Earnipgs by Occupation and Education.12 llU.S. Department of Commerce, Bureau of Census, United States Census of Population: 1970, Vol. II, Sub- ject Reports, Earnings by Occupation and Education, Washington, D.C. 12 Ibid. 68 The data on earnings in this report were derived from answers to questions on the 1970 Census of Population. Information on money earnings received during the 1969 calendar year was requested from all persons 14 years Old and over in a 20-percent sample. Earnings are divided into two parts: median and means. The mean earnings were used for occupations on the OAAI.l3 Pretest of the Instrument Two pretests were performed for the purpose Of checking and improving the item discrimination and reading difficulty of the instrument. The first test involved administering the instrument to a group of doctoral stud- ents in Vocational and Techinical Education and Michigan State University (n-12). Item analysis of job descriptions revealed that many items had a much too difficult reading level for high school students. It was thus evident that conclusions drawn from the use of the instrument in present form would be tenuous and that the reading difficulty would have to be improved. Therefore, items 1 through 20 in each occupational group were reorganized to a reading level appropriate for high school youth. Reworded items were again judged to ascertain whether or not they were congruent with the desirability 13See Appendix D for key to Highest Wages. 69 Of the instrument. The revised instrument contained the same number of occupations and job descriptions as the original. The second pretest was with the revised instrument. This instrument was administered to a group of high school seniOrs enrolled in the Calhoun Area Vocational Center (n-50), located in Battle Creek, Michigan. This sample was thought to be comparable to the sample to be investi— gated in this study. It was concluded from the results of this pretest that the instrument had demonstrated sufficient discrimination to progress to a validity investigation in which the test would be applied to different populations. Procedures for Data Collection This section of the chapter describes the data collection procedures used in the investigation. They are as follows: (1) the population used in the study, (2) sample selection, and (3) data collection. The Pppulation Used 1? the Study The population for this investigation was restricted to high school seniors enrolled in three Michigan urban public high schools who met the following criteria: 1. Were twelfth grade students enrolled in regular high school programs: college prep, vocational, and general. 70 2. The enrollment must represent White, Black, and Mexican-American students. 3. Co-Educational. 4. Represent all socioeconomic status levels. 5. Located in a metropolitan area. The schools selected for use in the study were located in Lansing, Michigan, the state Capital. They were (1) Sexton, (2) Harry Hill, and (3) Everett High Schools. Lansing is located in the northwest corner of Ingham County. The city has a population of approximately 120,034. Michigan State University is located in East Lansing, which is a city of approximately 30,208, and lo- cated in the same portion Of the county as Lansing. The major employers in the Lansing area are Oldsmobile, Fisher Body, state, city, and local government and the educational agencies. High schools in Michigan are classified by the Michigan Education Association. The classifications are A, B, C, and D types and are determined on the basis of student enrollment. The schools selected for this investi— gation were all classified as type A schools. Sample Selection A random sample Of 167 seniors was drawn from each of the participating schools. A request was made for a stratified random sample. However, school Officials indi- cated that this was not possible due to the number of 71 students and variables involved in the investigation. The design does not enable descriptive statistical comparisons to be made for each variable used in the study. Data Collection Data for this study were collected during the months Of November and December, 1973. After having re- ceived permission to conduct the investigation from the central administration office, each participating school was contacted by the researcher for the following purposes: (1) to obtain further information concerning student enroll- ment; (2) to become familiar with the school schedule; and (3) to obtain a date for the purpose of administering the instrument. Each school principal assigned one person, usually an assistant principal, for the purpose of admin- istering the questionnaire. The students were given a brief overview of the purpose of the study and detailed instructions on how to complete the instrument. Each section was very carefully explained to the various groups of students. The subjects were given 45 minutes to complete the questionnaire and they all worked steadily until completion and then returned them to the researcher. 72 Data Processing and Classification This section of the chapter will discuss the pro- cedures used in coding and classifying the data. This will provide a better understanding of the data processing pro- cedures and also provide a basis for answering certain questions presented in the investigation. The data were classified in the following manner: (1) knowledge of job descriptions; (2) knowledge of education and training requirements; (3) knowledge of wages; and (4) demographic data. Knowledge of Job DescriptiOns There are four occupational groups in the first part of the instrument. Each group has a list of twenty occupations and one appropriate description for each job. The respondents were required to select what they felt was the most appropriate description for each of the occupa- tions, for each correct reSponse the numerical value 1 was given and for each incorrect response the value 0 was given. Each occupational group had a possibility of twenty points and a total of eighty points for the four groups. All items were coded and a sub-total was calculated for each individual on knowledge concerning job descriptions. 73 Knowlsdge of Education and Training Requirements There are 16 grOups of occupations in the section on educational requirements with three occupations in each of the groups. The question was, how much regular school- ing is usually required to enter the various occupations? There are four choices: (1) less than high school; (2) a high school diploma; (3) some college; and (4) a college degree. The numerical value of 1 was given for each cor- rect response and 0 value for incorrect responses. This part of the instrument has a possibility Of 48 points. Each item was coded and a sub-total was given for know- ledge of educational requirements of the various groups Of occupations. Knowledge of Wages In this section there are 16 groups of occupations, three occupations in each group. The question was, what occupation in each group do you think has the highest average income? By average is meant the average income of all peOple in this occupation in the entire United States. There is only one correct response and a numerical value Of .l was given for each correct answer and a value of 0 for each incorrect response. This section has a possible total Of 16 points. Each item was scored and a sub-total given. 74 After all sub—items were scored, they were polled and a grand total of all three sections was calculated for each subject. These scores were later key—punched on computer cards along with demographic data. Demographic Data The demographic data to be classified were as follows: (1) socioeconomic status level of family; (2) occupational aspiration level; and (3) occupational expectation level. Socioeconomic Status Leve1.--The socioeconomic status level of the family was assessed on the basis of the father's (or head of the household) occupation. The occu— pational levels of the parents were derived from responses on item 5 on the Student Survey Information Form. Occupa— tions indicated by the respondents were assigned socio- economic ratings from the Duncan socioeconomic index for all occupations. Special emphasis was placed on this item during the administration period of the instrument. This was done in order that there would be no question as to what the parents' occupations were. Occupations not in- cluded in the Duncan Index were given ratings on the basis Of similarity to occupations that were included in the index. Occupations were then separated into socioeconomic status for all occupations. They were grouped in three 75 major categories, high, middle, and low socioeconomic status levels, and then coded in that manner. Occupational ASpiration Level.--The occupational aspiration level was determined from the reSponse on item 6 on the Student Information Survsy Form. This item does not by any means measure the absolute aspiration level of the subjects. However, it does suggest what occupations or profession the individual aspires to after high school graduation. The levels of occupational aspirations were scored and coded using the Duncan socioeconomic index scale for all occupations. ASpiration levels were classi- fied in the high, middle and low categories. Occupational Expectations Level.--The occupational expectation level was determined from item 7 on the Student Survey Information Form. Here again, this item does not measure the absolute occupational expectation level of the subjects. The level of occupational expectations were scored and coded using the Duncan scale for socioeconomic index for all occupations. Occupational expectations were also classified in the high, middle and low levels. Procedures for Analyzing the Data This section of the chapter will discuss procedures for analyzing and interpreting the data as follows: (1) hypotheses to be tested; and (2) statistical analysis of the hypotheses. 76 Hypotheses of the Study The purposes of this study were to assess knowledge about the world of work and identify levels of occupational awareness Of a selected group of high school seniors. Specifically, the purposes were to determine the relation- ship between identified levels of occupational awareness and certain variables by utilizing the statistical test of hypotheses. The hypotheses were stated in the null form to facilitate acceptance or rejection. The fifteen primary hypotheses are as follows: 1. There is no difference between the level of occu- pational awareness of male high school seniors and that of female high school seniors enrolled in public secondary schools. 2. There is no difference between the level of occu- pational awareness of white high school seniors and that of non-white high school seniors who are enrolled in public secondary schools. 3. There is no difference between the level of occu— pational awareness Of high school seniors who are enrolled in the college prep curriculum and those who are enrolled in the non-college prep curriculum. 4. There is no interaction effect between sex, race, and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. 10. ll. 1 A 77 There is no interaction effect between sex, socio- economic status, and levels of occupational aware- ness of high school seniors who are enrolled in public secondary schools. There is no interaction effect Of race, socio- economic status, and levels of occupational aware- ness of high school seniors who are enrolled in public secondary schools. There is no interaction effect between sex, race, socioeconomic status, and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. There is no difference between the levels of occu- pational awareness and levels of occupational as- piration of high school seniors who are enrolled in public secondary schools. There is no difference between the levels of occu— pational awareness and the levels of occupational expectations of high school seniors who are enrolled in public secondary schools. The level of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis Of the educa- tional level of their mothers. The level of occupational awareness of high school seniors who are enrolled in public secondary schools 12. 13. 14. 15. 16. 17. 18. 78 will not differ on the basis of their fathers' educational achievement level. There is no difference between the levels of occu— pational awareness and the attitude toward work held by high school seniors who are enrolled in public secondary schools. The levels of occupational awareness Of high school seniors who are enrolled in public secon- dary schools do not differ on the basis of curri- culum. The levels of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis of grade-point average. There is no interaction effect between curriculum, grade-point average, and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. The seven secOndary hypotheses are as follows: High school seniors' knowledge about job descrip- tions, education and training requirements, and wages will not differ on the basis of sex. High school seniors' knowledge about job descrip- tions, education and training requirements, and wages will not differ on the basis of race. High school seniors' knowledge about job descrip- tions, education and training requirements, and 79 wages will not differ on the basis of socioeconomic status levels. 19. There is no interaction effect between sex, race of high school seniors who are enrolled in pub- lic secondary schools and their knowledge about job descriptions, education and training require- ments, and wages. 20. There is no interaction effect between sex and socioeconomic status levels of high school seniors who are enrolled in public secondary schools and their knowledge about job descriptions, education and training requirements, and wages. 21. There is no interaction effect between race and socioeconomic status of high school seniors who are enrolled in public secondary schools and their knowledge about job descriptions, education and training requirements, and wages. 22. There is no interaction effect between sex, race, socioeconomic status of high school seniors who are enrolled in public secondary schools and their knowledge about job descriptions, education and training requirements, and wages. Statistical Analysis of the Hypotheses The primary hypotheses of this investigation were analyzed by a multivariant and univariant analysis Of 80 variance. The secondary hypotheses were analyzed by a multivariate analysis of variance only. These statistical analyses were decided upon by the researcher through con- sultation with the assigned research assistants at Michigan State University. The multivariate analysis Of variance can be per- formed when two or more Observations per cell are made. This makes it possible to compute the error sum of squares, or to estimate the error variance, and thus separate the 14 The univariate interaction effect from the random error. analysis of variance is a procedure used to analyze measure- ments which have been made on several individuals. The uni- variate analysis of variance adjusts the means for uncon- trolled variables and makes necessary modification in the sample error. The corrected sample error is then used to test for significance of differences among adjusted means. In this statisitcal procedure, it is required that the Observations be independently drawn from a normal pOpula- tion and each having the same variance, and the error com— ponents must be independent across all pairs Of observations. The data were coded and key-punched on Fortran Com- puter Cards. The Computer program used was develOped by l4Lincoln L. Chaeo, Statistics: Methods and Analyses (New York: McGraw-Hill Book Company, 1969), p. 123. 15William L. Hays, Statistics (New York: Holt, Rine- hart and Winston, Inc., 1963i: p. 381. 15 81 Finn.l6 This program allows for the analysis Of more than one dependent variable at the same time; it also permits incorporation of a univariable. The dependent variable used in the primary hypotheses in this investigation was the total occupational awareness scores derived from the three major factors on the OAAI. The three dependent vari- ables used in the secondary hypotheses were the scores on job description, educational requirements, and wages. The data analyzed from the OAAI was subjected to a test Of sig- nificance of the means of the raw scores obtained from the responses of the three factors stated above. The hypotheses of this study were tested by the utilization of the apprOpriate programming and computations made by the Control Data Corporation 3600 Computer used by the Michigan State University Computer Laboratory. The three dependent variables on the OAAI are the factors scores and they are compared with the independent variables. The stated hypotheses permit the prediction of direction of relationship and a multivariate, univariate test of signi- ficance of the relationship can be applied. The critical "F" test of significance is used to test the null hypothesis of no—difference between the variables. The .05 probability level is used as a criterion for the acceptance 16Jeremy D. Finn, Multivariance: Fortran Program for Univariate and Multivariant Analysis of Variance and Covariance (Buffalo: Department of Educational Psychology, State University of New York at Buffalo, 1967). 82 or rejection of the null hypotheses. When a hypothesis was rejected, the data were further analyzed by comparison of mean scores computed from data summary tables in Appen— dix H. Summary This chapter on procedures used in the study included development Of the instrument, pretest of the instrument, procedures for data collection, data processing, procedures for analyzing data, and hypotheses Of the study. The first section Of the chapter discussed six major parts. They were (1) a rationale for the develop- ment of the instrument, (2) selection of occupations for the OAAI, (3) selection of job descriptions for the OAAI, (4) selection of education and training requirements, (5) selection of wages for occupations, and (6) pretest of the instrument. The second part of the chapter discussed the follow- ing procedures for data collection: (1) the population used in the study; (2) sample selection; and (3) data collection. The third part of the chapter discussed data processing and classification as follows: (1) knowledge of job descriptions; (2) knowledge of education and training requirements; (3) knowledge Of wages; and (4) demographic data. 83 Finally, the procedures for analyzing the data were described as follows: hypotheses to be tested and statis- tical analysis Of the hypotheses. CHAPTER IV ANALYSIS AND PRESENTATION OF DATA The primary purpose Of this investigation was to assess and identify levels Of occupational awareness, and to determine whether certain selected variables influence knowledge about the world of work Of a selected group of high school seniors enrolled in public secondary schools. The preceding chapter described procedures used in the development of the instrument, the procedures for data collection, processing and classification, procedures for analyzing data, and hypotheses of the study. This chapter will provide an analysis and presentation of these data as follows: (1) a descriptive analysis of students and their parents, (2) tests of stated hypotheses, and (3) a summary of the analyses and interpretations made from the data. Descriptive Analysis of Students and Their Parents This section of the chapter provides a description of a selected group of high school seniors and their parents. The data collected and presented in this section were intended to provide background information that would serve as a basis for a better understanding of the data 84 85 presented in the remainder of this chapter. This section discusses (1) students' sex, race, and socioeconomic status, (2) occupational aspiration, (3) occupational expectations, (4) educational achievement of respondents' parents, (5) attitude toward work, and (6) curriculum and achievement (grade-point average). Sex, Race, and Socioeconomic Status In relation to sex, race, and socioeconomic status, Table 1 will show that 49 (10 percent) of the reSpondents were white males and 6 (1 percent) were non-white males in the high socioeconomic status level. There were 132 (26 percent) white males and 29 (6 percent) non-white males with a medium socioeconomic status. Thirty-nine (8 percent) white males and 11 (2 percent) non-white males were in the low socioeconomic status. Forty-two (8 percent) white females and 7 (l per— cent) non-white females were in the high socioeconomic status level. There were 109 (22 percent) white females with a medium socioeconomic status and 30 (6 percent) non- white females. In the low socioeconomic status, there were 31 (6 percent) white females and 16 (3 percent) non-white females. 86 Table 1. Students by sex, race, and socioeconomic status. Socioeconomic Status High Medium Low Total Sex Race NO. % NO. % No. % NO. % White 49 10 132 26 39 8 220 44 Males Non-White 6 l 29 6 11 2 46 9 White 42 8 109 22 31 6 182 36 Females Non-White 7 1 30 6 16 3 53 10 Total 104 20 300 60 97 19 501 *99 *Rounding Off percentages results in sum total varying from 100 percent. Occupational Aspiration The results presented in Table 2 show occupational aspiration levels of the respondents. More students aspired to medium level occupations than to high and low level jobs. There were 276 (55 percent) who aspired to medium level occupations, 193 (38 percent to high level occupations, and 32 (7 percent) to low level occupations. 87 Table 2. Students'occupational aspiration levels. Aspiration Levels No. % High 193 38 Medium 276 55 Low 32 7 Total 501 100 Occupational Expectation When considering occupational expectations, Table 3 will show that more students expected to enter medium level occupations than other job levels. There were 317 (63 per- cent) respondents that expected to enter occupations in the medium level, 138 (28 percent) in the high level, and 46 (9 percent) who expected to Obtain low level jobs. Table 3. Students occupational expectation levels. Expectation Levels No. % High 138 28 Medium 317 63 Low 46 9 Total 501 100 88 Educational Achievement of Parents The results presented in Table 4 will show that more students had parents who achieved a high school educa- tion than other educational achievement levels. There were 330 (68 percent) respondents' mothers and 252 (52 percent) fathers who had completed high school. Fifty-four mothers (11 percent) and 64 fathers (13 percent) had some college. Forty-six (9 percent) mothers and 68 fathers (14 percent) had a college degree, whereas only 16 (3 percent) mothers and 49 (10 percent) fathers had more than four years of college. Only 41 (8 percent) mothers and 54 (11 percent fathers had less than a high school education. Table 4. Educational achievement level Of students' parents. Parents Achievement Mother Father Level NO. % No. % Less Than High School 41 8 54 11 High School Diploma 330 68 252 52 Some College 54 11 64 13 College Degree 46 9 68 14 More Than 4 Years College 16 3 49 10 Total 487* 99* 487 100 *Fourteen students were not living with both parents; they are not included in this analysis. **Rounding off percentages results in sum total vary- ing from 100 percent. ,. e a ‘ . . . .. u s 89 Attitude Toward Work Students were asked to state their feelings toward pursuing an occupation. Their feelings were expressed in two ways: liking the work, or liking good wages. An examination of Table 5 will reveal that 359 (72 percent) respondents stated that they would pursue an occupation because they liked the nature Of the work, whereas 114 (28 percent) stated that they would pursue a job because of good wages. Table 5. Students'attitude toward work. Attitude NO. % Like the Work 359 72 Like Good Wages 142 28 Total 501 100 Curriculum and Student Achievement An examination of Table 6 will show the curriculum and achievement Of the respondents. Eleven (2 percent) students enrolled in the non-college prep and 69 (14 per- cent) enrolled in the college prep curriculum had a grade A average, whereas 50 (10 percent) students enrolled in the non—college prep and 90 (18 percent) enrolled in the college 90 prep curriculum had a B+ grade average. Fifty-eight (11 percent) of the reSpondents enrolled in college prep had a B grade average, whereas 84 (17 percent) with the same grade were enrolled in non-college prep curriculum. There were 65 (14 percent) respondents enrolled in non-college ‘prep and 23 (4 percent) enrolled in the college prep curri- culum with a grade average of C+. Forty-eight (9 percent) students who were enrolled in non-college prep and 5 (.05 percent) in the college prep program had a grade average of C. Table 6. Students' achievement (grade-point average) and curriculum. Curriculum College Prep Non-College Prep Total Achievement No. % No. % No. % C 3 .05 48 9 51 9 C+ 23 4 65 13 88 17 B 58 11 84 17 142 28 B+ 9O 18 50 10 140 28 A 69 14 11 2 80 17 Total 243 47.05 258 51 501 *99 *Rounding off percentages results in sum total varying from 100 percent. 91 Test of Hypotheses There are fifteen primary and seven secondary hypo- theses in this investigation. The purpose of the primary hypotheses was to test for significant main and interaction effects among certain independent and dependent variables, and also to test for differences between single independent variables and dependent variables. The independent vari— ables were (1) sex, (2) race, (3) socioeconomic status, (4) occupational aspiration, (5) occupational expectation, (6) educational achievement of students' parents, (7) stud- ents' attitude toward work, (8) curriculum, and (9) stud- ents' achievement. The dependent variable was the total occupational awareness scores Obtained from the OAAI. The purpose Of the secondary hypotheses was to test for significant main and interaction effects between three selected independent variables and three dependent vari- ables. The independent variables were (1) sex, (2) race, and (3) socioeconomic status. The dependent variables were scores obtained from the three parts of the OAAI: (1) job descriptions; (2) education and training requirements; and (3) wages. 92 The multivariate (three—way, two-way) analysis of variance was performed to determine significant main and interaction effects.' The univariate (one-way) analysis of variance was performed to test for a significant difference between single independent and single dependent variables. Primarngypotheses Hypothesis 1 HO: There is no difference between the levels Of occupational awareness of male and female high school seniors who are enrolled in public secondary schools. A three-way (sex by race by socioeconomic status) analysis of variance was performed on total occupational awareness: Job Descriptions, Education and Training Require- ments,_andeages. A significant main effect for sex was shown in the analysis of variance. Since the design is not balanced, this main effect may be confounded by interaction effect. However, the critical ratio for the F distribution is 5.09 with a probability of less than .0245. Thus, the Obtained value leadsto rejection of the null hypothesis at the 5 percent significance level. Therefore, it was con- cluded that a significant difference exists between sex and levels of occupational awareness. These data can be fur- ther Observed in Table G1, Appendix G. Due to the rejection Of the null hypothesis the data were further analyzed by comparison of mean scores. 93 An examination of Table 7 shows that the mean score of females (108.96) was higher than that of males (104.87). This suggests that females are more occupationally aware than males. Table 7. Group mean scores on total occupational awareness by sex. Sex No. % *Mean Scores Males 266 53 104.87 Females 235 46 108.96 Total 501 **99 *Extracted from Table Hl, Appendix H, which contains more detailed information. **Rounding off percentages results in sum total varying from 100 percent. Hypothesis 2 H0: There is no difference between the levels of occupational awareness of white and non-white high school seniors who are enrolled in public secondary schools. A three-way (sex by race by socioeconomic status) analysis of variance was performed on total occupational awareness: Job Descriptions, Education and Traininngeguire— ments, and Wages. A significant main effect for race was shown in the analysis of variance. Since the design is not 94 balanced this main effect may be confounded by interaction effect. The critical ratio for the F distribution is 24.265 with a probability of less than .001. Thus, the obtained value leads to the rejection of the null hypothe- sis at the 5 percent significance level. Therefore, it was concluded that a significant difference exists between white and non-white high school seniors' levels of occupa- tional awareness. These data can be further observed in Table G1, Appendix G. Since the null hypothesis was rejected, the data were further analyzed by comparison of the mean scores of white and non-white respondents. Table 8 reveals a higher mean score for white students (108.92) than that of non- white students (98.11). This suggests that white high school seniors are more occupationally aware than non-white high school seniors. Table 8. Group mean scores on total occupational aware- ness by race. Race No. % *Mean Scores White 402 80 108.92 Non-White 99 20 98.11 Total 501 100 *Extracted from Table H1, Appendix H, which contains more detailed information. 95 Hypothesis 3 HO: Levels of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis of socioeconomic status levels. A three-way (sex by race by socioeconomic status) analysis of variance was performed on total occupational awareness: Job Descriptions, Education_and Training Reguire- ments,_and Wages. A significant main effect for socioecono- mic status was shown in the analysis of variance. Since the design is not balanced this main effect may be con- founded by interaction effect. The critical ratio for the F distribution is 21.5736 with a probability of less than .0001. Thus the obtained value leads to rejection of the null hypothesis at the 5 percent significance level. There- fore, it was concluded that a significant difference exists between high, medium, and low socioeconomic status levels and levels of occupational awareness. These data can be further observed in Table Gl, Appendix G. Due to the rejection of the null hypothesis the data were further analyzed by comparison of mean scores of high, medium, and low socioeconomic status levels with levels of occupational awareness. Table 9 shows the mean score of subjects with high socioeconomic status (114.35) was greater than subjects with medium (108.06) and subjects with low (94.75) socioeconomic status levels. This suggests that high school seniors with high socioeconomic status 96 level are more occupationally aware than those in the medium and low socioeconomic status levels. It also sug— gests that students with a medium socioeconomic status background are more occupationally aware than those with a low socioeconomic status background. Table 9. Group mean scores on total occupational awareness by socioeconomic status levels. Socioeconomic Status Levels No. % *Mean Scores High 104 21 114.35 Medium 300 60 108.06 Low 97 19 94.75 Total 501 100 *Extracted from Table H1, Appendix H, which contains more detailed information. Hypothesis 4 HO: There is no interaction effect between sex, race, and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. A three-way (sex by race by socioeconomic status) analysis of variance was performed on total occupational awareness: Job Descriptions,_Education and Training Re- quirements, and Wages. No significant interaction effect was shown for sex by race in the analysis of variance. 97 Therefore, the null hypothesis was retained. These data can be observed in Table G1, Appendix G. Figure 1 below shows no significant interaction effect between sex and race. 145 135 125 115 105 95 Mean Scores 85 75 65 55 \ Females Males AL 5+ 41 White Non—White Figure 1. Interaction effect between sex and race and levels of occupational awareness. Hypothesis 5 H 0 There is no interaction effect of sex by socioeconomic status and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. A three-way (sex by race by socioeconomic status) analysis of variance was performed on total occupational 98 awareness: Job Descriptions,_Education and Training Re- quirements, and Wages. No significant interaction effect was shown in the analysis of variance for sex by socio- economic status. Therefore, the null hypothesis was re- tained. These data can be observed in Table Gl, Appendix G. Figure 2 below shows no interaction effect between sex and socioeconomic status levels. 145 «- 135 (- 125 ‘- 115 (- 105 " Females 95 + Males Mean Scores 85 u 65 .- 55 J— J 1 SES W High Medium Low Figure 2. Interaction effect between sex and socio- economic status, and levels of occupational awareness. Hypothesis 6 HO: There is no interaction effect of race by socioeconomic status and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. 99 A three-way (sex by race by socioeconomic status) analysis of variance was performed on total occupational awareness: Job Descriptions, Education and Training Re- quirements, and Wages. No significant interaction effect was shown in the analysis of variance for race by socio- economic status. Therefore, the null hypothesis was re- tained. These data can be observed in Table Gl, Appendix G. Figure 3 below shows no interaction effect between race and socioeconomic status levels. 145 w 135 w 125 w 33 115 «- n 8 105 m Whites g 95 'r 3:3 85 ' Non-Whites '75 .. 65 u 55 ++ 4+ : SE5 High Medium Low Figure 3. Interaction effect between race, socio— economic status, and levels of occupational awareness. 100 Hypothesis 7 H0: There is no interaction effect of sex by race by socioeconomic status and levels of occupational awareness of high school seniors who are enrolled in public secondary schools. A three—way (sex by race by socioeconomic status) analysis of variance was performed on total occupational awareness: Job Descriptions, Education and Training Re- quirements, and Wages. No significant interaction effect was shown in the analysis of variance for sex by race by socioecnomic status. Therefore, the null hypothesis was retained. These data can be observed in Table Gl, Appen- dix G. Figure 4 shows no significant interaction effect between sex, race, and socioeconomic status. 145 w 135 n 125 w '33 115 4- 3.. 8.105 m ‘_H White Females g 95 L ' White Males E? 85 4 . Non-White Males 75 l Non-White Females 65 u 55 + 1— + SE5 High Medium Low Figure 4. Interaction effect between sex, race, socioeconomic status and levels of occupational awareness. 101 From observation of the preceding Figure, there appears to be interaction between socioeconomic status of nonrwhite females and white females, white males and non- white males. However, when tested at .05 alpha level the interaction was not significant. Hypothesis 8 H0: Levels of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis of occupational aspiration levels. The univariate analysis of variance compared the mean scores of high, medium, and low occupational aspir- ation levels and total occupational awareness of reSpon- dents: Job Descriptions, Education and Training Require- ments, and Wages. The critical ratio for the F distribu- tion is 35.50 with a probability of less than .0001. Thus the obtained value leads to rejection of the null hypothe- sis at the 5 percent significance level. Therefore, it was concluded that significant differences exist among the levels of occupational aspiration and levels of occupational awareness. These findings can be observed in Table 10., Due to the rejection of the null hypothesis, the researcher further analyzed the data by comparison of the mean scores, reported in Table 11. The higher mean score for subjects with a high level of occupational aspiration suggests that they are more occupationally aware than the 102 Table 10. Effects of occupational aspiration of respon- dents on total occupational awareness. Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Between Groups 2 14479.68 35.50 .0001* Within Groups 498 407.86 Total 500 14887.54 *Significant at .05 level. Table 11. Group mean scores on total occupational aware- ness by levels of occupational aspiration. Occupational Aspiration Levels No. % *Mean Scores High 193 38 112.46 Medium 276 55 105.91 Low 32 7 80.25 Total 501 100 *Extracted from Table H2, Appendix H, which contains more detailed information. 103 subjects with medium and low occupational aSpiration levels. It can also be observed that respondents with medium aspir- ations have a higher mean score than subjects with low aspiration. Hypothesis 9 H0: Occupational awareness of high school school seniors who are enrolled in public secondary schools will not differ on the basis of occupational expectation levels. A univariate analysis of variance compared the mean scores for high, medium and low occupational expectation levels with total occupational awareness: Job Descriptions, Education and Training Requirements, and Wages. The crit- ical ratio for the F distribution is 34.2649 with a prob— ability of less than .0001. Thus the obtained value pres- ented in Table 12 leads to rejection of the null hypothesis at the 5 percent significance level. Therefore, it was concluded that a significant difference exists between levels of occupational expectations and levels of occupa- tional awareness. Due to the rejection of the null hypothesis, the data were further analyzed by a comparison of the mean scores, reported in Table 13. The higher mean score of respondents with high levels of occupational expectations suggests that they are more occupationally aware than res- pondents with medium and low levels of occupational 104 Table 12. Effects of occupational expectations of respon— dents on total occupational awareness. Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Between Groups 2 14036.39 34.2649 .0001* Within Groups 498 409.64 Total 500 14446.03 *Significant at .05 level. Table 13. Group mean scores on total occupational aware- ness by levels of occupational expectations. Occupational Expectation Levels No. % *Mean Scores High 138 28 114.99 Medium 317 63 106.16 Low 46 9 86.63 Total 501 100 *Extracted from Table H3, Appendix H, which contains more detailed information. 105 expectations. The higher mean score of subjects with medium occupational expectations suggest they are more occupationally aware than subjects with low occupationa expectations. Hypothesis 10 H0: The level of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis of the educational achievement level of their mothers. The univariate analysis of variance compared the mean scores of respondents on total occupational awareness: Job Descriptions, Education and Training Requirements, and Wages, with the mothers' educational achievement of less than high school, high school diploma, some college, col- lege degree, and more than 4 years of college. The findings reported in Table 14 show the critical ratio for the F dis- tribution is 15.30 with a probability of less than .0001. Thus the obtained value leads to rejection of the null hypo— thesis at the 5 percent significance level. Therefore, it was concluded that significant differences exist among the levels of occupational awareness of students and achieve- ment levels of the subjects' mothers. Since the null hypothesis was rejected, the data were further analyzed by comparison of the mean scores, re- ported in Table 15. The mean scores of subjects whose 106 Table 14. Effects of educational achievement of reSpon- dents' mothers on total occupational awareness. r'" Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Between Groups 4 6422.28 15.30 .0001* Within Groups 482 419.69 Total 486 6841.97 *Significant at .05 level. Table 15. Group mean scores on total occupational aware— ness by educational achievement levels of res- pondents' mothers. Education Achievement Levels No. % *Mean Scores Less Than High School 41 9 84.24 High School Diploma 330 68 107.20 Some College 54 11 113.16 College Degree 46 9 113.93 More Than 4 Years College 16 3 110.75 Total **487 100 *Extracted from Table H4, Appendix H, which con- tains more detailed information. **Fourteen students were not living with both parents; they are not included in this analysis. 107 mothers had some college and those who had a college degree are approximately the same, and are higher than that of reSpondents whose mothers had more than four years of col- lege, a high school diploma, and less than a high school education. This suggests that students with mothers with some college and a college degree are more occupationally aware than other students. It is interesting to note that students with mothers with less than a high school educa- tion had a much lower mean score than any other group. This suggests that they are much less occupationally aware than any other group of respondents. Hypothesis 11 H0: The level of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis of their fathers' educa- tional achievement. A univariate analysis of variance compared the mean scores of respondents on total occupational awareness: Job Descriptions, Education and Training Requirements, and Wages, with the fathers' educational achievement level of less than high school, high school diploma, some college, college degree, and more than four years of college. The analysis in Table 16 yields a critical ratio for the F dis- tribution of 12.98 with a probability of less than .0001. Thus, the null hypothesis was rejected at the 5 percent 108 significance level. Therefore, it was concluded that a sig— nificant difference exists among levels of occupational awareness and educational achievement levels of the respon- dents' fathers. Due to the rejection of the null hypothesis, the data were further analyzed by comparison of the mean scores. Reported in Table 17, the higher mean score of subjects with fathers who had more than four years of college suggests that they are more occupationally aware than any other group. It can also be observed in Table 17 that the stud- ents who had fathers with some college and those with a college degree had approximately the same mean score. How- ever, students whose fathers had less than a high school education had a much lower mean score than other groups, which suggests that they are much less occupationally aware than any of the other groups. Hypothesis 12: H0: There is no difference between the level of occupational awareness and the attitude toward work held by high school seniors who are enrolled in public secondary schools. A univariate analysis of variance compared the mean scores of the reSpondents on total occupational awareness: Job Descriptions, Education and Training Requirements, and 109 Table 16. Effects of educational achievement of respon- dents' father on total occupational awareness. Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Between Groups 4 5545.07 12.98 .0001* Within Groups 482 426.97 Total 486 5971.04 *Significant at .05 level. Table 17. Group mean scores on total occupational aware- ness by educational achivement levels of res- pondents' fathers. Education Achievement Levels No. % *Mean Scores Less Than High School 54 11 90.51 High School Diploma 252 52 105.49 Some College 64 13 112.57 College Degree 68 14 112.88 More Than 4 Years College 49 10 114.43 Total **487 100 *Extracted from Table H5, Appendix H, which contains more detailed information. **Fourteen students were not living with both parents; they are not included in this analysis. 110 Wages with the attitude of liking the work or liking good wages. The analysis reported in Table 18 yields a critical ratio of 180.80 with a probability of less than .0001. Thus, the null hypothesis was rejected at the 5 percent significance level. Therefore, it was concluded that sig- nificant difference exists between liking the work, liking good wages, and levels of occupational awareness. Table 18. Effects of respondents' attitude toward work on total occupational awareness. Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Between Groups 1 61723.80 180.80 .0001* Within Groups 499 341.38 Total 500 62065.18 *Significant at .05 level. Since the null hypothesis was rejected, the data were further analyzed by comparison of the mean scores. Reported in Table 19, the higher mean score of subjects who had the attitude of liking the work suggests that they are more occupationally aware than subjects who had the attitude of liking good wages. 111 Table 19. Group mean scores on total occupational aware- ness by attitude toward work. Attitude No. % *Mean Scores Like the Work 359 72 113.77 Like Good Wages 142 28 89.14 Total 501 100 *Extracted from Table H6, Appendix H, which contains more detailed information. Hypothesis 13 H0: The levels of occupational awareness of high school seniors who are en- rolled in public secondary schools do not differ on the basis of curri— culum. A two-way (curriculum by achievement) analysis of variance was performed on total occupational awareness: Job Descriptions, Education and Training Requirements, and Wages. The analyses yield a significant main effect on curriculum. The critical ratio for the F distribution is 6.165 with a probability of less than .1034. Thus, the ob- tained value leads to rejection of the null hypothesis at the 5 percent significance level. Therefore, it was con- cluded that significant differences exist between levels of occupational awareness of students who are enrolled in college prep and non-college prep curriculum. These data can be further observed in Table GZ, Appendix G. 112 Since the null hypothesis was rejected, the data were further analyzed by comparison of mean scores of res- pondents enrolled in college prep and non-college prep programs. Reported in Table 20, the mean score for the college prep enrollees was greater (96.09) than that of the students enrolled in the non-college prep program (80.65). This suggests that students enrolled in college prep curri— cula are more occupationally aware than those enrolled in non-college prep curricula. Table 20. Group mean scores on total occupational aware- ness by curriculum. Curriculum No. % *Mean Scores College Prep 243 49 90.09 Non-College Prep 258 51 80.65 Total 501 100 *Extracted from Table H7, Appendix H, which contains more detailed information. Hypothesis 14 H0: The level of occupational awareness of high school seniors who are enrolled in public secondary schools will not differ on the basis of achievement (grade-point average). A two-way (curriculum by achievement) analysis of variance was performed on total occupational awareness: FL). . {1.341; . : {:1 A .3... . _ . ; l . t. )l...! e I. .u u 1 . . .. . I I . . .. . 113 Job Descriptions, Education and Training Requirements, and Wages. The analyses yield no significant main effect. Therefore, the null hypothesis was retained. These data can be observed in Table G2, Appendix G. Hypothesis 15 H0: There is no interaction effect of ‘ curriculum and achievement (grade point average) on occupational awareness of high school seniors who are enrolled in public secon— dary schools. A two-way (curriculum by achievement) analysis of variance was performed on total occupational awareness: Job Descriptions! Education and Training Requirements, and Wages. The analyses yield no significant interaction ef- fect. Therefore, the null hypothesis was retained. These data can be observed in Table G2, Appendix G. Secondary Hypotheses The secondary hypotheses tested in this investiga- tion are as follows: Hypothesis 16' Ho: High school seniors' knowledge about job descriptions, education and training requirements and wages will not differ on the basis of sex. A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three 114 dependent variables: (l)job descriptions, (2) education and training requirements, and (3) wages. No significant main effect for sex was shown in the analysis of variance. Therefore, the null hypothesis was retained.‘ These data can be observed in Table G3, Appendix G. An analysis of Hypothesis 1 revealed a significant main effect between sex and total occupational awareness. However, an analysis of Hypothesis 16, which tested for main effect between sex and the three dependent variables (job descriptions, education and training requirements, and wages), showed no significant main effect at .05 alpha level. Nevertheless, the critical ratio for the F distri- bution is 2.6226 with a probability of less than .0501. Thus, the obtained value leads to retaining the null hypo- thesis at the 5 percent significance level, even though it was barely beyond the point of rejection. Hypothesis l7 Ho: High school seniors' knowledge about job descriptions, education and training requirements and wages will not differ on the basis of race. A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three dependent variables: (1) job descriptions, (2) education and training requirements, and (3) wages. A significant main effect for race was shown in the analysis of variance. 115 Since the design is not balanced, this main effect may be confounded by interaction effect. However, the critical ratio for the F distribution is 8.5723 with a probability of less than .0001. Thus, the obtained value leads to the rejection of the null hypothesis at the 5 percent signifi- cance level. Therefore, it was concluded that a signifi— cant difference exists between race of high school seniors and their knowledge about job descriptions, education and training requirements and wages. The above data can be further observed in Table G3, Appendix G. Since the null hypothesis was rejected, the data were further analyzed by comparison of mean scores. White respondents have greater mean scores than non-white stud— ents. Table 21 reveals that white students have a mean score of 72.66 compared to a mean score of 67.16 for non- white respondents on job description. White students have a mean score of 25.17 compared to a mean score for non- white students of 21.24 on education and training require- ments. White respondents have a mean score of 11.10 com- pared to a mean score of 9.74 for non-white students on wages. This suggests that white high school seniors are more knowledgeable about job descriptions, education and training requirements, and wages than non-white students. The analysis of this Hypothesis reveals a consistent rela— tionship with Hypothesis 2, which tested for a significant main effect on race and total occupational awareness. 116 Table 21. Group mean scores on job descriptions, education and training requirements, and wages by race. Mean Scores* Education Job and Training Race No. % Descriptions Requirements Wages White 402 80 72.66 25.17 11.10 Non-White 99 20 67.16 21.24 9.74 Total 501 100 *Extracted from Table H1, Appendix H, which contains more detailed information. Hypothesis 18 HO: High school seniors knowledge about job descriptions, education and training requirements, and wages will not differ on the basis of socioeconomic status levels. A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three dependent variables: (1) job descriptions, (2) education and training requirements, and (3) wages. A significant main effect for socioeconomic status was shown in the anal- ysis of variance. Since the design is not balanced, the main effect may be confounded by interaction effect. How- ever, the critical ratio for the F distribution is 7.9483 with a probability of less than .0001. Thus, the obtained value leads to the rejection of the null hypothesis at the 5 percent significance level. Therefore, it was concluded 117 that a significant difference exists between socioeconomic status levels of high school seniors and their knowledge about job descriptions, education and training requirements, and wages. The above data can be further observed in Table G3, Appendix G. Since the null hypothesis was rejected, the data were further analyzed by comparison of mean scores. An examination of Table 22 will show that seniors with a high socioeconomic status level have greater mean scores than respondents with medium and low socioeconomic status levels. Students with high socioeconomic status have a mean score of 76.01, compared to a mean score of 72.44 for students with medium socioeconomic status and a mean score of 64.24 for respondents with low socioeconomic status levels on job descriptions. Sutdents with a high socioeconomic status level have a mean score of 26.98, compared to a mean score of 24.57 for those with medium socioeconomic status, and a mean score of 20.93 for those with a low socioeconomic status level on education and training requirements. Stud- ents with high socioeconomic status have a mean score of 11.42, compared with a mean score of 11.03 for those with medium socioeconomic status level and a mean of 9.57 for reSpondents with a low socioeconomic status level on wages. This suggests that high school seniors with high socioecon- omic status levels are more knowledgeable about job descrip— tions, education and training requirements, and wages than 118 other groups of students. The analysis of Hypothesis 18 reveals a consistent relationship with Hypothesis 3, which tested for no significant main effect on socioeconomic status and total occupational awareness. Table 22. Group mean scores on job descriptions, education and training requirements, and wages by socio- economic status levels. Mean Scores* Education Socioeconomic Job and Training Status Levels No. % Descriptions Requirements Wages High 104 21 76.01 26.98 11.42 Medium 300 60 72.44 24.57 11.03 Low 97 19 64.24 20.93 9.57 Total 501 100 *Extracted from Table H1, Appendix H, which contains more detailed information. Hypothesis l9 H03 There is no interaction effect between sex, race of high school seniors who are enrolled in public secondary schools and their know- ledge about job descriptions, education and training requirements, and wages. A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three dependent variables: (1) job descriptions, (2) education and training requirements, and (3) wages. No significant 119 interaction effect was shown in the analysis of variance for sex by race. Therefore, the null hypothesis was retained. These data can be observed in Table G3, Appen- dix G. The analysis of this Hypothesis reveals a consis- tent relationship with Hypothesis 4, which tested for no significant interaction effect between sex, race, and total occupational awareness. Hypothesis 20 H0: There is no interaction effect between sex and socioeconomic status levels of high school seniors who are enrolled in pub- lic secondary schools and their knowledge about job descriptions, education and training require- ments, and wages. A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three dependent variables: (1) job descriptions, (2) education and training requirements, and (3) wages. No significant interaction effect was shown in the analysis of variance for sex by socioeconomic status. Therefore, the null hypothesis was retained. These data can be observed in Table G3, Appendix G. The analysis of this Hypothesis reveals a consis— tent relationship with Hypothesis 5, which tested for no significant interaction effect on sex, socioeconomic status, 120 and total occupational awareness. Hypothesis 21 H0: There is no interaction effect between race and socioeconomic status of high school seniors who are enrolled in public sec- ondary schools and their know- ledge about job descriptions, education and training require- ments, and wages. A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three dependent variables: (1) job descriptions, (2) education and training requirements, and (3) wages. No signficant interaction effect was shown in the analysis of variance for race by socioeconomic status. Therefore, the null hypothesis was retained. These data can be observed in Table G3, Appendix G. The analysis of this Hypothesis reveals a consis- tent relationship with Hypothesis 6, which tested for no significant interaction effect between race and socio— economic status and total occupational awareness. Hypothesis 22 HO: There is no interaction effect between sex, race, socioeconomic status of high school seniors who are enrolled in public secondary schools and their knowledge about job descriptions, education and training requirements, and wages. 121 A three-way (sex by race by socioeconomic status) analysis of variance was performed on each of the three dependent variables: (1) job descriptions, (2) education and training requirements, and (3) wages. A significant interaction effect for sex, race, and socioeconomic status was shown in the analysis of variance. The multivariate F is 2.6002 with a probability of less than .0167. Thus, the obtained value leads to the rejection of the null hypo- thesis at the 5 percent significance level. Therefore, it was concluded that a significant interaction exists between sex, race, socioeconomic status of high school seniors and their knowledge about job descriptions, education and training requirements, and wages. These data can be fur- ther observed in Table G3, Appendix G. The analysis of Hypothesis 22 does not reveal con- sistent relationship with Hypothesis 7, which showed no significant interaction effect between sex, race, socio- economic status, and total occupational awareness. There- fore, the Figures that follow will show the interaction effect between sex, race, socioeconomic status and job descriptions, education and training requirements, and wages. When analyzing Hypothesis 7, which tested for no significant interaction effect between sex, race, socio- economic status and total occupational awareness, it can be observed that it was retained at the .05 alpha level. 122 However, when examining Figure 4 on page 100, there appears to be an interaction. Nevertheless, when analyzing the pre- ceding Hypothesis (22), which tested for no significant interaction effect between sex, race, socioeconomic status, and the three dependent variables, it was rejected at .05 alpha level. Due to rejection, the data were further analyzed by plotting the mean scores on job descriptions, education and training requirements, and wages on separate graphs. Figure 5 reveals that the mean score for non-white females in the high socioeconomic status was higher than other groups of students in job descriptions. However, the mean score for non-white females in the medium socioeconomic status was lower than white males and females, but still higher than non-white males. The mean score for non-white females in the low socioeconomic status was also lower than that of all groups. It appears that declining mean scores, from highest to lowest, of non-white females in regard to socioeconomic status caused the interaction on knowledge about job descriptions. Figure 6 shows a similar interaction effect (to Figure 5) of declining mean scores for non-white females on education and training requirements. Figure 7 shows that mean scores for non—white females with high and medium socioeconomic status was slightly higher than other groups on wages, but declined sharply, 123 and was below all groups for those with a low socioeconomic status. It appears that declining mean scores of non-white females caused the interaction effect on wages. It should be noted that there was interaction of non-white females on all three dependent variables; however, it was slightly different in each case. 80 .,. .L U) o _ . 8 70 4 White Females a T White Males g 60 + Non-White Males g Non-White Females 1. 5 0 p p , SES I 7 High Medium Low Figure 5. Graph of interaction effect of sex, race, socioeconomic status and knowledge about job des- criptions. 124 35 1F 30 .. (025 “ White Females m White Males E;20 " . 0 Non-White Females ”3 15 .. . g Non-White Males 0110 w z 5 .. 0 J y? 4 SES r High Medium Low Figure 6. Graph of interaction effect of sex, race, socioeconomic status, and knowledge about education and training requirements. 15 r 14 w ....White Males -n——Non-White Males 13 r -uo Non-White Females -——-White Females 12 r 8 ll - ‘—.OO—OO -_0\ :3 ° ' . . a O 10 ' . ';_'\:;.'_'3_'_ m // ,. C: . 8 9 //' \. z 4 // o 8 - / \ / 3 7 r- / \ 6 - \ 4 L I SES 5 I I. -r High Medium Low Figure 7. Graph of interaction effect of sex, race, socioeconomic status, and knowledge about wages. 125 Summary This chapter presented a descriptive analysis of respondents, their parents, and selected variables that may tend to influence high school seniors' knowledge about the world of work. Fifteen primary hypotheses were tested to determine if differences between levels of occupational awareness were related to ten independent variables: (1) sex, (2) race, (3) socioeconomic status, (4) occupa- tional aspiration, (5) occupational expectations, (6) edu- cational achievement of respondents' mothers, (7) educa- tional achievement of respondents' fathers, (8) attitude toward work, (9) curriculum, and (10) achievement of stud- ents. Seven secondary hypotheses were tested to determine if differences between respondents' knowledge about three dependent variables (job descriptions, education and train— ing requirements, and wages) were related to sex, race, and socioeconomic status. CHAPTER V SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS The purpose of this chapter is to briefly review the nature and conduct of the investigation and present the findings, conclusions, implications, and make recom- mendations for further.research. Summary Millions of students graduate from our nations' high schools each year. Many of them enter the job market immediately upon completion of requirements for the high school diploma. Others continue to pursue further educa- tion at post secondary vocational-technical schools, community or junior colleges, or four-year colleges. Nevertheless, it seems that knowledge of the world of work held by these students will influence their decision whether to seek employment or continue their formal educa- tion. There seems to be a need for research on assessing and identifying levels of occupational awareness and determining the relationship between certain variables and 126 127 knowledge about the world of work, since many students spend years seeking out jobs in an effort to find one that will meet their needs and the needs of society. Research questions concerning occupational awareness have been pro- posed and suggested by several writers. However, no one seems to have pursued to answer them. Many social psychol- ogists claim that the selection of an occupation is often wholly by chance. They suggest that certain circumstances may combine to arouse an individual's interest in a par- ticular field without any real recognition of the fact that he might be well fitted for one phase of work and not for another, and that he may have insufficient information and knowledge about certain occupations and no idea as to what influenced the knowledge he does have. This investigation can provide means by which occupational awareness can be assessed. It can also pro- vide information about the relationship between family, student, and school background, and knowledge of the world of work held by high school seniors. The concept of Career Education is being implemented in various public school systems across the nation. Many educators, businessmen, and other groups expect that this concept will be adOpted nationally in a few years. The Career Education model provides for career awareness in grades K-6, career exploration in grades 7-9, and career preparation in grades 10-12. One goal of career education 128 is the development of comprehensive awareness of career options. It is hoped that this investigation can provide an objective means by which occupational awareness can be assessed, which may contribute to the goal of career educa- tion. It is also hOped that this investigation will pro— vide new directions for additional research in the field of Vocational-Technical and Career Education. Purpose of the Study The primary purpose of this investigation was to assess and identify levels of occupational awareness of a selected group of high school students enrolled in public secondary schools and determine whether certain variables influence their knowledge of the world of work. Specific- ally, the primary purposes were to determine the following: 1. If there is a relationship between the sex of high school seniors and their levels of occupational awareness. 2. If there is a relationship between the race of high school seniors and their levels of occupational awareness. 3. If there is a relationship between socioeconomic status levels and the levels of occupational aware- ness of high school seniors. 4. If there is any interaction effect between sex, race, and levels of occupational awareness of high 100 ll. 12. 129 school seniors. If there is any interaction effect between sex, socioeconomic status, and levels of occupational awareness of high school seniors. If there is any interaction effect between race, socioeconomic status, and levels of occupational awareness of high school seniors. If there is any interaction effect between sex, race, socioeconomic status, and levels of occupa— tional awareness of high school seniors. If there is a realtionship between occupational aSpiration levels, and levels of occupational awareness of high school seniors. If there is a relationship between occupational expectation levels, and levels of occupational awareness of high school seniors. If there is a relationship between educational achievement levels of mothers, and levels of occupational awareness of high school seniors. If there is a realtionship between educational achievement levels of fathers, and levels of occupational awareness of high school seniors. If there is a relationship between two attitudes toward work, and levels of occupational awareness of high school seniors. 13. 14. 15. 130 If there is a relationship between curriculum and levels of occupational awareness of high school seniors. If there is a relationship between achievement (stated grade-point average) and levels of occupa- tional awareness of high school seniors. If there is any interaction effect between curricu- lum, achievement, and levels of occupational aware- ness of high school seniors. The secondary purpose of this study was to analyze sex, race, socioeconomic status of respondents, and three dependent variables that may tend to influence total occupa- tional awareness, and to determine their relationship between knowledge about the world of work. These purposes were as follows: 16. 17. 18. If there is a relationship between sex of high school seniors and their knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is a relationship between race of high school seniors and their knowledge about three dependent variables: job descriptions, education and training requirements, and wages. If there is a relationship between socioeconomic status of high school seniors and knowledge about 131 three dependent variables: job descriptions, education and training requirements, and wages. 19. If there is any interaction effect between sex, race, and knowledge about three dependent variables: job descriptions, education and training requirements and wages. 20. If there is any interaction effect between sex, socioeconomic status and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. 21. If there is any interaction effect between race, socioeconomic status and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. 22. If there is any interaction effect between sex, race, socioeconomic status and knowledge about three dependent variables: job descriptions, education and training requirements, and wages. Procedures Used in the Conduct of the Investigation This section of the chapter will present the pro- cedures followed in the investigation. They were (1) data collection, (2) procedures for data processing, and (3) pro- cedures for analyzing and interpreting the data. , . ' ... I g. 1, , . “ . . 132 Data Collection.--This investigation was concerned with identifying and assessing levels of occupational awareness and determining relationships between selected variables that may tend to influence knowledge about the world of work. One of the most important and critical aspects of the study was first develOpment of the instru- ment. The instrument used in this study was the Occupa- tional Awareness Assessment Instrument ()AAI) which was developed by the researcher. Once the OAAI was developed, two pretests were conducted for the purpose of refining the instrument before using it to collect the data for the investigation. The student pOpulation for this study consisted of twelfth grade students enrolled in three public high schools in Lansing, Michigan. The schools were Sexton, Harry Hill, and Everett high schools. The survey consisted of a random sample of 167 seniors drawn from each of the participating schools. The instruments were administered to the students in each of the selected schools during the months of Novem- ber and December, 1973. Students were given 45 minutes to complete the questionnaire. 133 Procedures for Data Processing.--Data in this inves- tigation were collected by utilization of the Occupational Awareness Assessment Instrument. The reSponses to items in each of the three parts of the instrument were scored sep- arately, and then pooled together to obtain a total score on occupational awareness. These data were coded along with independent variables and transferred to punch cards. The socioeconomic status for the respondents was broken down into three major categories. The Duncan Scale was used for rating all occupations. This scale seems to have been most apprOpriate for rating occupation of respondents' parents in this investigation. Procedures for Analyzing the Data.-—In this phase of the investigation statistical analyses were made on the data of the study. The first stage involved an analysis of students' and parents' background. The second stage was to test and analyze fifteen primary hypotheses to determine relationships between selected independent variables and total occupational awareness. The third stage was to test and analyze seven secondary hypotheses to determine differ- ences between three independent and three dependent variables. The multivariate (three-way, two-way) analysis of variance was performed to determine significant main and interaction effects. The univariate (one-way) analysis of variance was performed to test for a significant difference 134 between single independent and single dependent variables. Conclusions The conclusions which resulted from the conduct of the investigation are based on the findings as they relate to the purposes stated in the study. On the basis of the data and limitations cited, the conclusions are presented and discussed in the following manner: (1) descriptive analysis of students and their parents; (2) primary hypo- theses; and (3) secondary hypotheses. Descriptive Analysis of Students and Their Parents 1. More white and non-white students were in the medium socioeconomic status than were in the high and low socioeconomic status. It can be assumed that a large percentage of the pOpulation in the communities from which the sample was drawn are in the medium socioeconomic status, and are white. 2. The occupational aspiration of respondents appeared to be concentrated in the medium level, rather than in the high and low levels. 3. More students' occupational expectations were in the medium level than the high and low levels. 4. The educational achievement of most of the reSpon- dents parents did not go beyond the completion of 135 high school. However, there were slightly more mothers than fathers who completed a high school education. More students appeared to have the attitude that they would pursue an occupation because they liked the nature of the work rather than pursuing a job because it paid high wages. More students were enrolled in non-college prep programs than college prep curricula. However, college prep students have higher grade averages than non-college prep respondents. PrimaryrHypotheses The purposes of the primary hypotheses were to test for significant main and interaction effects between certain independent and dependent variables, and also to test for differences between single independent and dependent vari— ables. l. The conclusions are the following: Sex, race, and socioeconomic status influence levels of occupational awareness of high school seniors. Females are more knowledgeable about the world of work than males. White students have higher levels of occupational awareness than non-white respondents, and students with high socioeconomic status back- grounds are more knowledgeable about jobs than res- pondents with medium and low socioeconomic status 10. 136 levels. Also, students with medium socioeconomic status have higher levels of occupational awareness than respondents with low socioeconomic status backgrounds. There is no interaction between sex and race, sex and socioeconomic status, race and socioeconomic status, sex, race, socioeconomic status, and levels of occupational awareness of respondents. However, when examining Figure 4, Chapter IV, page 100, it appears that there is an interaction between non- white females, white females, white males, and non- white males, but when tested at .05 alpha level the interaction was not significant. Students with high levels of occupational aSpiration are more occupationally aware than respondents with medium and low aspirations. Also, students with medium levels of occupational aspiration are more knowledgeable about the world of work than respon— dents with 1ow aSpiration levels. Occupational expectations influence levels of occu- pational awareness of students. Respondents with high expectations are more occupationally aware than students with medium and low expectation levels. Students with low occupational eXpectations are less knowledgeable about jobs than respondents with medium levels of occupational expectation. 11. 12. 13. 137 Students who have mothers with less than a high school education are much less knowledgeable about the world of work than reSpondents who have mothers with other educational achievement levels. Educational achievement level of students' mothers influence their knowledge about the world of work. Students with mothers who have some college and a college degree are similar in their knowledge about jobs, and are more occupationally aware than res- pondents who have mothers with more than four years of college. Respondents who have fathers with less than a high school diploma are less knowledgeable about the world of work than all other students. The educa— tional achievement level of students' fathers influences their levels of occupational awareness. Students with fathers who have more than four years of college are more occupationally aware than those who have fathers with some college and a college degree. Students' attitude toward work influences their knowledge about jobs. It appears that students who have the attitude of pursuing work because they like the nature of the job are more occupationally aware than those respondents who indicated they would pursue work based on good wages alone. 138 14. Curriculum influences occupational awareness of high school seniors. It appears that students enrolled in college prep curriculum are more knowledgeable about the world of work than students who are enrolled in non-college prep programs. 15. The academic achievement Of Students does not influ— ence their knowledge about the world of work. 16. There is no interaction between curriculum, achieve- ment, and levels of occupational awareness of high school seniors. Secondary Hypotheses The purposes of the secondary hypotheses were to analyze three dependent variables, job descriptions, educa- tion and training requirements, and wages, and to determine their relationship to sex, race, and socioeconomic status. The following conclusions are based on the findings: 17. High school seniors knowledge about (1) job des— criptions, (2) education and training requirements, and (3) wages do not differ on the basis of sex. This conclusion is based on the analysis of Hypo- thesis 16, page 113, which is not consistant with the findings of Hypothesis 1, page 92, which tested for significant differences between sex and total occupational awareness. 18. 19. 20. 139 Race of students influences their knowledge about three dependent variables: (1) job descriptions; (2) education and training requirements; and (3) wages. White students are more knowledgeable about all three variables than non-white reSpondents. This conclusion is consistent with the conclusion of Hypothesis 2, page 93, which tested for signi- ficant differences between race and total occupa- tional awareness. Socioeconomic status influences students' knowledge about three dependent variables: (1) job descrip- tions; (2) education and training requirements; and (3) wages. Students with high socioeconomic status backgrounds are more knowledgeable about all three independent variables than respondents with medium and low socioeconomic status. This conclusion is consistent with the conclusion of Hypothesis 3, page 95, which tested for significant differences between socioeconomic status and total occupational awareness. There is no interaction between sex and race; sex and socioeconomic status; race and socioeconomic status; and three dependent variables: (1) job descriptions; (2) education and training require— 'ments; and (3) wages. 140 21. There is an interaction effect between sex, race, and socioeconomic status of high school seniors and their knowledge about three dependent variables: (1) job descriptions; (2) education and training requirements; and (3) wages. When the data were further analyzed by comparison of mean scores, it seemed to indicate that the interaction was caused by non-white females. It appears that non-white females in the high socioeconomic status level are more knowledgeable about job descriptions than all other groups, but less knowledgeable about education and training require— ments than white females and white males in the medium socio- economic status level. Non-white females in the low socio- economic status level are less occupationally aware than non-white males, white males, and white females. The mean score of non-white females decreased starting at the high socioeconomic status and continued through the low socio- economic status. This is what seems to have caused the interaction effect. However, this analysis was not consis- tent with the analysis of Hypothesis 7, page 100, which tested for a significant interaction effect between sex, race, socioeconomic status, and total occupational aware- ness of students. It appears from an examination of Figure 4, page 100, that an interaction effect occurred. However, when tested at .05 alpha level it was not significant. 141 Implications of the Study The implications that seem practical as a result of this investigation are presented in this section of the chapter. Researchers conducting investigations concerning occupational awareness and knowledge of the world of work may observe a step in a new direction in identifying and .assessing knowledge about jobs. This investigation has not only provided a new approach to identifying and assessing levels of occupational awareness, but also has based this approach upon objective and theoretical founda- tions which can be used for further studies in the area of vocational and career education. The implications based on the findings are as follows: 1. Students' knowledge about the world of work can be assessed and identified, which offers a different outlook for vocational and career education programs. An individual cannot choose what he does not know. An assessment of his knowledge about jobs may be used as a basis for occupational information pro- grams, vocational program content, individual needs of students, guidance and counseling programs, and aiding others who are concerned with helping people to identify occupational options that will meet individual needs and the needs of society. 2. Females have been discriminated against in the job market for many years. However, as a result of 142 this study, the findings seem to indicate that they are more occupationally aware than males. These findings seem to support other research presented in the review of literature in this investigation. It may be that females realize that in order for them to establish an equal place within the job mar- ket, it is necessary to develOp high levels of occupational awareness in order to increase their job Options within the world of work. White students in this study appeared to have higher levels of occupational awareness than non-white students. This demonstrates a need for vocational education, occupational information, and vocational guidance and counseling programs to devote more time and effort to minority students in order that they may become more occupationally aware and increase their job Options and occupational mobil- ity within the world of work. The evidence indicates that students with high socioeconomic status backgrounds are more knowledge- able about the world of work than students with medium and low socioeconomic status levels. How- ever, all students seem to understand the importance of work to our society. If education is to prepare people for taking a responsible place within society and provide them with an equal occupational 143 Opportunity, it should consider this socioeconomic factor when developing educational programs. Disclosed in this study were data indicating that students with high occupational aspirations are more occupationally aware than students with medium and low levels of aspiration. It seems that stud— ents' occupational aspiration may be influenced by the knowledge of the world of work. ASpiration may change as knowledge increases and more Options are available. Teachers and school counselors should assist students in helping them to identify their realistic occupational aspirations in relation to their needs. The respondents appeared to have occupational eXpectations in line with their parents' socio- economic status. Most students expected to obtain jobs in the medium level. However, the findings seem to indicate that students with high occupa- tional expectations are more knowledgeable about the world of work than students with medium and low expectation levels. This is another factor educa- tors and school administrators should consider when develOping educational programs for high school students. There was evidence in this study which indicates that curriculum influences students' knowledge 144 about the world of work. Educational administrators, counselors, and others who are concerned with curri- culum development should provide indepth curriculum orientation to junior high and high school students. It seems that many students select programs that do not provide the kinds of educational experiences that enable them to make rational occupational deci— sions when they graduate from high school. Recommendations for Further Research Based on the results of this investigation, it seems that more research should be conducted in the area of occu- pational awareness. It is hoped that this study can serve as a building block for meaningful research to be conducted in the future. As a result of this investigation, it is the writer's opinion that several valuable and challenging subjects are worthy of future investigation. In this sec- tion some possibilities are cited. 1. A study of this kind should be replicated with a stratified random sample of high school seniors in relation to selected independent variables. 2. An investigation should be conducted to compare levels of occupational awareness of different grade levels of students. Occupational awareness may be influenced to a greater degree when students reach certain grades in elementary, junior high, and high school. . I ., 7. 8. 9. 10. 145 Additional research should be conducted to identify other environmental factors which may have great influences on levels of occupational awareness of high school students. A study should be conducted to determine the rela- tionship between absolute occupational aspiration, expectation, and levels of occupational awareness of students. Research should be conducted to identify those geographical and sociological factors which have the greatest influence on minority students' levels of occupational awareness. An investigation should be conducted to determine the relationship between occupational awareness and job satisfaction. A study should be undertaken to identify the rela- tionship between levels of occupational awareness and vocational choice and preference. A study should be developed to determine the extent to which levels of occupational awareness increase occupational mobility within the world of work. A study should be undertaken to identify levels of occupational awareness on a national basis. An investigation should be conducted to determine the relationship between levels of occupational awareness of students enrolled in area career 146 centers and students who are enrolled in home school vocational and non—vocational programs. 11. An investigation should be undertaken to establish levels of occupational awareness of "Special needs students" and to determine the relationship between vocational choice, aspiration, and expectation. 12. A study should be conducted to determine ways of increasing occupational awareness of disadvantaged students enrolled in publich secondary schools. Summary The purpose of this investigation was presented and the procedures used in the conduct of the study were summar- ized in this chapter. The conclusions were presented in the form of answers to the stated purposes of the study. In addition, implications for program develOpment in voca- tional and career education were presented and accompanied by recommendations for future research. APPENDICES APPENDIX A RESEARCH STUDY REQUEST APPENDIX A RESEARCH STUDY REQUEST Research and Educational Facility Planning Lansing School District Individual conducting study: Name James E. Jay, Phone No. 355-2764 Professional title, if any Graduate Student Address 1514-1 Spartan Village East Lansing, Michigan Institution, organization, or agency with which individual is associated, if any: Michigan State University Reason for study: College or university course requirement Partial fulfillment for Master's degree Partial fulfillment for Doctor's degree X Other If study is being conducted for course requirement or for a degree, please provide course instructor's name or name of major advisor. Name Dr. Rex Ray, Major Advisor Phone - 355-9606 Full Title Associate Professor, Secondary Education and Curriculum Title Of study AN ASSESSMENT OF LEVELS OF OCCUPATIONAL AWARENESS OF A SELECTED GROUP OF HIGH SCHOOL SENIORS Statement of hypothesis, and/or objective(s) of study. The purpose of the study is to assess and identify lev- els of occupational awareness, and to determine what 147 6a. 6b. 10. 11. 12. 148 influences knowledge of the world of work of a selected group_of high school seniors. Briefly describe the procedure you will use in involv- ing pupils or teachers as subjects. That is, what will they be required to do, will the by involved indivi- dually or in groups (how many in a group). Class groups will be selected at random. Students will be asked to respond to the assessment instrument. Teachers of selected classes will serve in supervisory capacity. Date project to begin October 8, 1973 How much time will be involved? 45 to 55 minutes Pupils as subjects: How many? 600 At what grades? 12th Particular characteristics; e.g., boy, girl, high or low ability, etc.: Male, Female; enrolled in college_prep, vocational, and general curriculum Is a specific school or geographic area required? X If so, explain. Everett High School, Harry Hill High School, and J. W. Sexton High School Will teachers be required to help in the study? Yes If so, in what way? Assist in administering the instrument Will other school personnel be involved in the study? No If so, in what way? Will school records be required? No If so, to what extent? (Please specify) Will additional supplies or equipment be necessary? No If so, to what extent? APPENDIX B INTRODUCTION TO STUDENTS APPENDIX B INTRODUCTION TO STUDENTS November 1973 Hello: I am James E. Jay, a graduate student at Michigan State University. I am pursuing a doctorate degree in vocational and technical education. Today, I am here seeking your assistance in helping to develOp a more meaningful and relevant education for secondary school students and specifically, high school seniors like yourselves. All of you will be graduating from high school in the near future. Upon graduation, many of you will immediately seek employment. Others will continue to pursue an educa- tion at a post secondary vocational and technical school, a community or junior college, or a four year institution. Whatever the case may be, work is inevitable, and all of you will eventually enter the job market. Since work is of such significance within our society, it is important to determine what students know about occupa— tions and what influences their knowledge of jobs. There- fore, today I have an occupational awareness assessment instrument that I would like for you to respond to the best of your ability. 149 APPENDIX C OAAI INSTRUMENT HUW AWARE ARE YOU [IF THE wumn OF WORK? lAWYER BURDER REPORTER . . O. O ........ ...... . .- :::: .0 .0 ...... ............ ............ OCCUPATIONAL AWARENESS ASSESSMENT INSTRUMENT Prepared by James E. Jay, Graduate Student, Michigan State University 150 1551 STUDENT SU RV EY IN FORMATION Instruction: Please mark the following items quickly by placing an (X) or write in the correct word, in the appropriate space. Sex: Male Female Race: White Black Mexican-American Other Curriculum: What program are you presently enrolled in? A. College Prep B. General C. Vocational Educational level of parents or guardian: A. Elementary school or less Mother Father Other B. High school graduate Mother Father Other C. Trade or vocational school Mother Father Other D. College graduate (4—year) Mother Father Other E. Beyond 4—years of college Mother Father Other What is your parent's or guardian's occupation? (job)? A. Mother B. Father C. Other What occupation would you like to enter after high school graduation? What occupation do you really expect you will enter after high school graduation? What is your grade—point average? l.0-l.5 , 1.5-2.0 , 2.0-2.5 , 2.5—3.0 , 3.0—3.5 , 3.5—4.0 152 WHAT DO YOU KNOW ABOUT JOBS? Information: How aware are you of the world of work? This form is designed to help you express your awareness of eigfity (80) occupations. There are four (4) occupational groups, and one correct Worker Trait for each occupation in the group. You may have some knowledge of worker functions of many of these occupations. Instructions: (l) Read each statement carefully, (2) Select one occupation from the Occupational Group you ee w1 est apply to the statement, (3) Record the Letter of the selected occupation in the space provided. Please do not omit any items. OCCUPATIONAL G ROUP I A. U. S. Supreme Court Justice H. Filling station attendant N. County agricultural agent B. Civil engineer 1. U.S. representative in Congress 0. Plumber C. Welfare worker for a city government J. Author of novels P. Night watchman D. Streetcar motorman K. Policeman Q. Lawyer E. Diplomat in U.S. Foreign Service L. Taxi driver R. Newspaper columnist F. Sociologist M. Minister S. Corporal in the Army G. Bookkeeper T. Share cropper WORKER TRAITS FOR OCCUPATIONAL GROUP I l. Investigate and counsel individuals who claim welfare benefits and process welfare records. ------------ [:1 2. Plans and writes original story in such form as a book, play or magazine article. ---------------------- [:3 3. Advises and administers justice in court of law. ------------------------------------------------------- [:1 4. Negotiates with representatives of government at the national level. ------------- e --------------------- [:1 5. Plants, cultivates, and harVests crops on land owned by another, for specified share of receipts from sale of crops. --------------------------------------------------------------------------- [:1 6. Analyzes news and writes articles for newspaper publication. ------------------------------------------- [:1 7. Drives electric powered streetcar to transport passengers, collects fares and gives information. ------- [:3 8. Operates taxicab to transport passengers for fee. ------------------------------------------------------ [:1 9. Conducts religious worship and performs other spiritual functions. ------------------------------------- [:1 l0. Perform duties under military orders. ------------------------------------------------------------------ [:1 ll. Designs and oversees constructions and maintenance of structures and facilities. ----------------------- [:1 l2. Conducts criminal and civil lawsuits, draws up legal documents and advises clients to legal rights. ------------------------------------------------------------------------------------------ [:1 l3. Negotiates with foreign governments to protect American interest. -------------------------------------- [:1 l4. Computes wages, interest, and production cost. --------------------------------------------------------- [:1 15. Instructs and advises farmers concerning agricultural problems. ---------------------------------------- [:3 16. Investigates and apprehends criminals, and directs traffic. -------------------------------------------- [:1 l7. Assembles, installs and repairs pipes, fittings, and fixtures of heat, water and drainage systems. ----- [:1 l8. Guards property against fire, theft, vandalism, and illegal entry. ------------------------------------- [:1 l9. Services automobiles, buses, trucks, and other automotive vehicles with fuel, lubricants, and accessories. --------------------------------------------------------------------------------------- [:1 20. Studies the origin and development of groups of human beings and patterns of culture. ------------------ [::] 153 OCCUPATIONAL GROUP ll A. Physician K. Railroad conductor B. Airline pilot L. Railroad section band C. Undertaker M. Architect 0. Milk route man N. Railroad engineer E. Mayor of a large city 0. Garage mechanic F. Accountant for a large business P. Clothes presser in a laundry G. Insurance agent 0. Member of the board for a large corporation H. Singer (in a night club) R. Owner-operator of a print shop I. Banker S. Machine operator in a factory J. Captain in the Army ‘ T. Garbage collector 01-th LDCDN TO. IT. 12. I3. 14: 15. l6. I7. 18. I9. 20. WORKER TRAITS FOR OCCUPATIONAL GROUP II Directs preparation of major financial program. ----------------~ ------------------------------------- [:1 Drives packer-type or dump truck, and collects garbage. ---------------------------------------------- [:1 Designs and oversees construction and relocation of railroad and street railway tracts. -------------- [:1 Arranges and directs funeral services. --------------------------------------------------------------- [:J Sets up and operates metal fabricating machine. ------------------------------------------------------ [:1 Attends to variety of medical cases in general practice. --------------------------------------------- [:J Manages shop, sets type, operates printing press, and makes plates. ---------------------------------- [:1 Pilots airplane to transport passengers, mail, freight, or commercial purposes. ---------------------- [:] Plans and designs private residence, office buildings, public buildings, and other structures. -------------- e -------------------------------------------------- [:1 Serves as a member of the Armed Forces and performs duties under military orders. -------------------- [:1 Presses articles such as dresses, pants and other garments. ------------------------------------------ [:1 Drives truck over established route to deliver, sells milk products. --------------------------------- [:1 Sells insurance to new and present clients, recommending amount and type of coverage, based on analysis of product's circumstances. -------------------------------------------------------------- [:Z] Engages in railroad construction activities, such as clearing railroad right-of—way, laying ties and rails. ------------------------------------------------------------------------------- D Directs and administers policies of city government. ------------------------------------------------- [:] Applies principles of accounting to install and maintain operations of the business. ----------------- [:1 Performs minor repair and tuneup of motor vehicles. -------------------------------------------------- [:3 Entertains by singing songs on stage, radio, television, and night club. - - — -------------- [:1 Supervises and coordinates train crew engaged in transporting passengers on passenger train. --------- [:J Participates in board meetings, develops policy concerning the operation of the corporation. --------- [:3 154 OCCUPATIONAL GROUP Ill A. State Governor K. Main carrier 8. Artist who paints pictures that L. Restaurant worker are exhibited in galleries - M. Chemists C. Reporter for a daily newspaper N. Labor union official (local) D. Truck driver 0. Soda fountain clerk E. College professor P. Nuclear physicist F. Biologist Q. Electrician G. Traveling salesman for a wholesale concern R. Barber H. Farm hand 5. Labor union official (international) I. County judge T. Street sweeper J. Building contractor WORKER TRAITS FOR OCCUPATIONAL GROUP III 1. Provides customers with barbering services, such as: cuts, trims, and tapers hair, using clippers, comb, and scissors. --------------------------------------------- [:1 2. Performs chemical tests, and conducts chemical experiments in laboratories. --------------------------- [::] 3. Sorts mail for delivery and delivers mail on established route. --------------------------------------- [:1 4. Paints decorative freehand designs on objects. ------------------------------------- [:3 5. Performs a variety of duties on a farm including planting, cultivating. and harvesting crops, and operating farm equipment. ------------------------------------------------------------------------- D 6. Studies origin, relationship, functions, and other basic principles of plant and animal life. --------- [:1 7. Drives trucks to transport materials, merchandise equipment or men. ------------- — ---------- [:1 8. Collects and analyzes facts about newsworthy events, and writes newspaper stories. -------------------- [::] 9. Sweeps refuse from municipal streets, gutters, and sidewalks into piles and shovels it into movable containers. ---------------------------------------------------------------------------------- D l0. Negotiates with management on hours, wages, individual grievances, and other matters affecting employees. ------------------------------------------------------------------- D ll. Conducts college or university classes for undergraduate or graduate students. ------------------------ [:1 12. Studies movement of goods among nations to effect favorable trade balances and establish international trade policies. ----------------------------------------------------- D 13. Plans layout and installs and repaire wiring, electrical fixtures, and controls equipment. ------------ [:Z] l4. Performs a combination of duties to facilitate food service. --------------------------- [::] 15. Contracts to perform construction work. ------------------------------------------------ [:1 16. Prepares and serves soft drinks and other food items. ------------------------------------------------- [:1 l7. Sells merchandise to business or industrial establishments or individuals. ---------------------------- [:1 18. Studies nature and characteristics of atomic nuclei. -------------------------------------------------- [:J 19. Examines evidence in criminal cases to determine if evidence will support charges. -------------------- [:] 20. Conducts news conferences, negotiates with representatives of state and national government. ---------- [:1 155 OCCUPATIONAL GROUP IV A. Cabinet member in Federal government K Carpenter B. Owner of a factory that employs L Dock worker about 100 people M. Dentist C. Manager of a small store N Radio announcer D. Lumberjack 0 Owner-operator of a lunch stand E. Scientist P Janitor F. Musician in a symphony orchestra Psychologist G. Playground director H. Coal miner Clerk in a store I. Head of a department in a state Q R. Trained machinist S government T Shoe shine boy J. Public school teacher II. I2. I3. I4. I5. I6. I7. I8. I9. 20. WORKER TRAITS FOR OCCUPATIONAL GROUP IV Diagnoses and treats diseases, injuries, and malformations of teeth and gums. --- --- [::] Performs a combination of duties in preparing logs for cutting into lumber and storing cut lumber in sawmill. ----- — --- — —— — - -------- D Diagnoses needs of gifted, handicapped, and disturbed children within educational system. -------------- [::] Describes public events, operates control board or recording machines, sells time, and writes scripts and news copy. -------------------------------------------------------- [:1 Cleans and polishes foot wear for customers. -------------------------- - ------------ [:1 Engages in scientific studies and research. ------------------------------------------------------------ [:1 Keeps hotel, office building, apartment house, or similar buildings in clean and orderly condition. ---- Constructs, erects, installs, and repairs structures and fixtures of wood. --- — - - Negotiates with members of the cabinet and participates in establishing legislative policies. ---------- Organizes and directs comprehensive public and voluntary recreation programs. -------------------------- Cleans exteriors of ships and performs maintenance of drydock and piers. ------------------------------- Reviews progress and makes necessary changes in company plans, — -- -------------------- Writes bills, statements, receipts, checks and serves customers in store. ------------------------------ Instructs students in one or more subjects. ---------------- — --- - - -- DriIIs and blasts earth and rock to construct underground shafts and tunnels to mine coal. ------------- Hires, trains, and discharges store employees. --------------------------------------------------------- Plays one or more musical instruments in recital, or as a member of an orchestra. ---------------------- Operates business, sells miscellaneous food items, such as sandwiches and beverages. ------------------- Sets up and operates machine tools. ------------------------- -- ---------------------- Directs supervisory personnel to attain operational goals for the department. -------------------------- DECIDE] DODGE! DUDE] Education and Trainin How muCh regular schoo ing do you think is usually required of the OCCUPATIONS below? Less than high p oma, some college, school, a high sc 00 college degree. appropriate space. EDUCATION, TRAINING, AND WAGES Please mark an (X) in the Less than Hi h school Some Colle e high school aiploma College degree 156 II. Na es What OCCUPATION in each group below do you think has the highest income, on the average. By average I mean the average of all people in this occupation in the entire United States. Mark an (X) in the appropriate space. Insurance agent . Night watchman . Factory owner V Highest Wages . Shoe shine boy . Artist . Barber V . Radio announcer . Filling station attendant . Chemist V . Building contractor . Coal miner . Clerk in a store V . Banker . Milk route man . Garbage collector V . Newspaper columnist . Accountant . Share cropper V . Streetcar motorman . Restaurant worker . Sociologist V DEE] DUE] DUE] DUE] DUE] DUE] DUB [EDD DUE] DUE] EDD DUE] DUE] DUE] DUE] DUE] EDD BBC] BBC] BBC] CIDCI DUE! EDD DEC] DEE] EDD DEC] DUE] DUE] DUE] EDD DUE] . Biologist . Janitor . Policeman V EDD DUE] DUE] DUE] [EDD DUE] DEE! DUE! CONTINUE ON NEXT PAGE Less than High school Some EDUCATION, TRAINING, AND WAGES College High school diplgmg_ College degree 157 Farm hand . Lawyer Electrician Highest Wages IO. Architect Street sweeper Undertaker II. Bookkeeper . Taxi driver College professor Psychologist . Carpenter Clothes presser DDD DDD DDD DDD DDD I3. Dock worker Airline pilot Plumber 14. Truck driver Soda fountain clerk Minister l5. Scientist Railroad section hand Garage mechanic DDD DDD DDD DDD DDD DDD DDD DDD DDD DDD DDD DDD 1313:] DDD 1:11:11: DDD DDD DDD DDD DDD DDD DDD DDD DDD DDD DDD DDD I6. Public school teacher Mail carrier . Singer in a night club DDD DDD DDD DDD DDD .DDD DDD DDD III. or liking the work? Mark an (X) in the appropriate space. I. Liking the work I] 2. Good wages [:1 What would you say is more important to IQU_in deciding what kind of work you want to go into, good wages APPENDIX D KEY TO OAAI 10. ll. 12. l3. l4. 15. APPENDIX D KEY TO OAAI KEY - Occupational Group I 158 14. 159 KEY - Occupational Group II 160 KEY - Occupational Gronp_III 12. ___________________________________________________ l3. ——————————————————————————————————————————————————— l4. ___________________________________________________ 15. ___________________________________________________ 16. ___________________________________________________ 161 KEY - Occnpational Group IV 162 KEY - Education and Training Requirements . Insurance agent . Night watchman . Factory owner . Shoe shine boy . Artist . Barber . Radio announcer . Filling station attendant . Chemist . Building contractor . Coal miner . Clerk in a store . Banker . Milk route man . Garbage collector . NeWSpaper columnist . Accountant . Share cropper Less Than High High School Some School Diploma College EDD Elma DDD DIED EDIE DDD DDD DDD DIEDDDD DDD DEE] DDD DDD DDDDDIZ DDD DDD College Degree DIXIE] DDD DDDDDD DDD DDD 10. ll. 12. 13. . Streetcar motorman . Restaurant worker . Sociologist . Biologist . Janitor . Policeman . Farm hand . Lawyer . Electrician . Architect . Street sweeper . Undertaker . Bookkeeper . Taxi driver . College professor . Psychologist . Carpenter . Clothes presser . Dock worker . Airline pilot . Plumber 163 Less Than High High School Some School Diploma College DDJZI JZIDD DDD DDD DDD DIZID DDD IZIDD DIED DDD DDD DDD IZIDD DDD DDD DDD DDD DDD DDD DDD DDD College Degree DDD DDD DDD DDD DDD DDD DDD 14. 15. 16. . Truck driver . Soda fountain clerk . Minister . Scientist . Railroad section hand . Garage mechanic . Public school teacher . Mail carrier . Singer in a night club 164 Less Than High High School Some College School Diploma College Degree DDD DDD DIXIE] DIZID IXIIXID DDD IXIDD DDD DDD DDD DDIZI DDD 165 KEY — Highest Wages APPENDIX E OCCUPATIONAL GROUPS AND NORC SCORES 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. APPENDIX E OCCUPATIONAL GROUPS AND NORC SCORES Occupational Group I Occupation U.S. Supreme Court Justice Civil Engineer Welfare worker for a city government Streetcar motorman Diplomat in U.S. Foreign Service Sociologist Bookkeeper Filling station attendant U.S. Representative in Congress Author of novels Policeman Taxi driver Minister County agricultural agent Plumber Night watchman Lawyer Newspaper columnist Corporal in the Army Share cropper 166 NORC Scores 96 84 73 58 92 82 68 52 89 80 67 49 86 77 63 47 86 74 6O 40 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 167 Occupational Group II Occupation Physician Airline pilot Undertaker Milk route man Mayor of a large city Accountant for a large business Insurance agent Singer in a night club Banker Captain in the Army Railroad conductor Railroad section hand Architect Railroad engineer Garage mechanic Clothes presser in a laundry Member of the board of directors of a large corporation Owner—operator of a print shOp Machine operator in a factory Garbage collector NORC Scores 93 83 72 54 90 81 68 52 88 80 ‘67 48 86 77 62 46 86 74 60 35 10. ll. 12. l3. 14. 15. 16. 17. 18. 19. 20. 168 Occupational Group III Occupation State Governor Artist who paints pictures that are exhibited in galleries Reporter on a daily newspaper Truck driver College professor Biologist Traveling Salesman for a Wholesale Concern Farm hand County Judge Building contractor Mail carrier Restaurant worker Chemist Official of an international labor union Local official of a labor union Soda fountain clerk Nuclear physicist Electrician Barber Street sweeper NORC Scores 93 83 72 54 89 81 68 50 87 79 66 48 86 75 62 45 86 74 59 34 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 169 Occupational Group IV Occupation Cabinet member in federal government Owner of a factory that employes about 100 peOple Manager of a small store in a city Lumberjack Scientist Musician in a symphony orchestra Playground director Coal miner Head of a department in a state government Public school teacher Carpenter Dock worker Dentist Radio announcer Owner-operator of a lunch stand Janitor Psychologist Trained machinist Clerk in a store Shoe shiner NORC Scores 92 82 69 53 89 81 67 49 87 78 65 47 86 75 62 44 85 73 58 33 APPENDIX F OCCUPATIONAL CLASSIFICATIONS BY STRATUM APPENDIX F OCCUPATIONAL CLASSIFICATIONS BY STRATUM Upper Stratum NORC Scores: 75—96 l. U.S. Supreme Court Justice 18. Member of a board of a large corporation 2. Physician 19. Nuclear physicist 3. Governor of a state 20. Psychologist 4. Cabinet Member in Federal ‘ Government 21. Civil engineer 5. Diplomat in U.S. Foreign 22. Airline pilot Service 23. Artist 6. Mayor of a city 24. Factory owner 7. College Professor 25. Sociologist 8. Scientist 26. Accountant 9. U.S. Representative 27. Biologist lO. Banker 28. Musician 11. County Judge 29. Author of novels 12. Department head in state government 30. Captain in the Army 13. Minister 31. Building contractor l4. Architect 32. Public school teacher 15. Chemist 33. County Agricultural Agent 16. Dentist 34. Railroad engineer 1?. Lawyer 170 my. NORC Scores: 171 Middle Stratum 54-74 10. 11. 12. 13. 14. 15. International labor union official Radio announcer NeWSpaper columnist Owner-operator of a paint shOp Electrician Trained machinist Welfare worker Undertaker Newspaper reporter Manager of a small shop Bookkeeper Insurance agent Traveling salesman Playground director Policeman 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Railroad conductor Mail carrier Carpenter Plumber Garage mechanic Official of a local labor union Owner-operator of a lunch stand Corporal in the Army Machine operator Barber Clerk in a store Streetcar motorman Milk route man Truck driver 172 Lower Stratum NORC Scores: 32-53 10. 11. 12. 13. 14. 15. 16. 17. Lumberjack Filling station attendant Singer in a night club Farm hand Coal miner Taxi driver Railroad section hand Restaurant worker Dock worker Night watchman Clothes presser Soda fountain clerk Janitor Share cropper Garbage collector Street sweeper Shoe shiner APPENDIX G TABLES OF MULTIVARIATE ANALYSIS OF VARIANCE APPENDIX G TABLES OF MULTIVARIATE ANALYSIS OF VARIANCE Table G1. Effects of sex, race, and socioeconomic status on total occupational awareness of respondents (three-way analysis of variance). Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Sex (S) 1 2083.35 5.09 .0245* Race (R) 1 9917.55 24.26 .0001* Socioeconomic Status (SES) 2 8817.30 21.57 .0001* S X R 1 23.51 .0575 .8106 S X SES 2 41.64 .1019 .9032 R X SES 2 799.72 1.9567 .1425 S X R X SES 2 437.44 1.0703 .3438 Error 489 408.71 Total 500 *Significant at .05 level. 173 174 Table G2. Effects of curriculum and achievement on total occupational awareness of respondents (two-way analysis of variance). Source of Degrees of Mean Univariate p Less Variation Freedom Squares F Than Curriculum (C) 1 5708.01 6.165 .0134* Achievement (A) 4 673.78 .7277 .5734 C X A 4 1299.59 1.4036 .2316 Error 491 925.88 Total 500 *Significant at .05 level. Table G3. Effects of sex, race, socioeconomic status on three dependent variables: job descriptions, education and training requirements and wages. (multivariate analysis of variance). 4 Source of Degrees of Multivariate Probability of Variation Freedom F Multivariate F Sex (S) 3-487 2.6226 .0501 Race (R) 3—487 8.5723 .0001* Socioeconomic Status (SES) 6—974 7.9483 .0001* S X R 3—487 .6330 .5940 S X SES 6—974 .9461 .4610 R X SES 6-974 1.9058 .0771 S X R X SES 6-974 2.6002 .0167* *Significant at .05 level. APPENDIX H DATA SUMMARY TABLES OF MEAN AND STANDARD DEVIATION SCORES 175 Aw.mmv wa.mw |w>2 Am.NNV vm.mm Iv>2 Am.mav mw.mm Iv>2 Am.mv mo.oa Im>2 Aa.mv om.oa Im>2 Am.mv m.h Im>2 ODHSB Am.HHV oo.ma IN>2 Aw.mv mw.HN IN>E Ah.hv mH.vN IN>E IGOZ Aw.omv mo.om IH>S Am.NHV mm.bm IH>S Av.mHV ma.mm IH>E m ow NHW HHHZ me mmnz HHw muz can: Am.mmv m>.mm |v>z Am.mHV mb.noalv>z Am.vav H>.mHHIw>E Am.mv OH.0H |m>2 Aw.mv em.oa Im>z Am.mv m>.HH |m>z opflez Am.HHV sa.mm IN>2 AH.mV mm.em nm>s Am.ov sm.wm lm>z Am.nav wv.vm |H>E AG.NHV mo.mw |H>z An.hv mm.m> IH>E« we omm mum mmnz mew mmanz oauw mvuz w Z mm m2 mm m2 mm m2 comm xwm HMDOB Boa Esflooz emflm mapmem oafiocoooofloom .msnmem OHEocoooOHOOm can come .xom we mmocoumsm HMQOHpmmsooo HMDOD can moons .choEoMHsvoH mcflcflmnu one coflumosoo .maoflp Imfluomoo Dom so mucoocommou mo mouoom GOMDMH>o© oumocmpm pom cmoE mo mumEESm .Hm magma 176 .ucooumm ooa Scum mcfimum> Hmuou 55m CH mpadmou momMDcmouom mmo mcflpcsomks mmocoHMB< HocOHpmmsooo Hopoe u w>2 mommz H m>2 mucmEoHHDvom mcflcflmse one cofipmosom n m>2 mcoflumflmommo now u H>E« Pena Hom hm oom woa Hmuoe Am.mmv om.Nm Iv>2 Ah.HNV on.moalw>2 AH.NV mm.mHHIv>z Am.mv mv.m Im>2 AH.vv mo.HH Im>2 Av.HV mN.HH Im>2 mpflzz Am.HHV oo.mH IN>E Am.bv om.mm IN>E AN.NV H5.mm IN>E Icoz Am.mmv wo.mm IH>2 Am.mav mm.Hh IH>S Ao.mv wm.mh IH>S OH mm mnw wHHZ mnw omnz HM hnz O\° mama Imm AH.NNV sm.moaue>z Am.mav No.maane>z 10.4HV mm.sfiaue>z AH.4V mm.oa um>z Aa.mv om.HH um>z AH.mv mm.HH um>z Am.sv on.mm -~>z Am.sv Ho.mm um>z Ao.ov mm.sm nm>z opera Am.sav Hm.mm 1H>z AH.OHV om.ws uH>s 15.8V mo.se -H>z mm NwH mnw Hmuz mmnw moanz mnw quz 177 Table H2. Summary of mean and standard deviation scores of respondents on job descriptions, education and training requirements, wages, and total occupational awareness by occupational aSpir- ation levels. Aspiration Standard Levels No. % Mean Deviation High 193 38 *MVl- 75.07 (9.94) MV2- 25.99 (7.30) MV3- 11.39 (5.54) MV4-112.46 (17.21) Medium 276 55 MVl- 71.07 (12.73) MV2- 24.10 (8.60) MV3- 10.72 (3.97) MV4-105.91 (20.04) Low 32 7 MVl- 54.93 (22.74) MV2— 16.87 (11.14) MV3- 8.43 (5.92) MV4- 80.25 (33.92) Total 501 100 * MVl = Job Descriptions MV2 = Education and Training Requirements MV3 = Wages MV4 = Total Occupational Awareness 178 Table H3. Summary of mean and standard deviation scores of respondents on job descriptions, education and training requirements, wages and total occupational awareness by occupational expec- tation levels. Expectation Standard Level No. % Mean Deviation High 138 28 *MVl- 76.23 (8.24) MV2- 26.94 (5.46) MV3- 11.80 (2.72 MV4-114.97 (12.89) Medium 317 63 MVl— 71.44 (12.85) MV2- 24.12 (8.88) MV3— 10.58 (4.17) MV4-106.16 (21.02) Low 46 9 MVl- 58.58 (20.34) MV2— 18.39 (10.69) MV3- 9.67 (5.48) MV4- 86.63 (30.39) Total 501 100 *MVl = Job Descriptions MV2 = Education and Training Requirements MV3 = Wages MV4 = Total Occupational Awareness 179 Table H4. Summary of mean and standard deviation of res- pondents on job descriptions, education and training requirements, wages, and total occu- pational awareness by educational achievement level of students' mothers. Achievement Standard Level No. % Mean Deviation Less Than High School 41 9 *MVl— 57.60 (22.24) MV2— 18.87 (11.55) MV3- 7.75 (6.07) MV4- 84.24 (32.15) High School Diploma 330 68 MVl- 72.14 (11.78) MV2- 24.20 (8.71) MV3- 10.85 (3.89) MV4-107.20 (20.21) Some College 54 11 MVl- 74.05 (14.13) MV2- 27.01 (4.79) MV3- 12.09 (2.40) MV4-113.16 (16.79) College Degree 46 9 MVl- 75.17 (8.24) MV2- 26.97 (5.98) MV3— 11.78 (3.02) MV4—113.93 (4.02) More Than 4 Years 16 3 MVl- 74.37 (1.09) College MV2- 25.50 (5.66) MV3- 10.87 (3.59) MV4-110.75 (3.51) Total **487 100 *MVl = Job Descriptions MV2 = Education and Training Requirements MV3 = Wages MV4 = Total Occupational Awareness **Fourteen students were not living with both parents; they are not included in this analysis. 180 Table H5. Summary of mean and standard deviation scores of respondents on job descriptions, education and training requirements, wages, and total occupational awareness by educational achieve- ment level of students' fathers. Achievement Standard Level No. % Mean Deviation Less Than High School 54 ll *MVl- 61.38 (21.47) MV2- 20.14 (10.18) MV3- 8.98 (5.54) MV4- 90.51 (30.34) High School 252 52 MVl- 71.07 (13.14) Diploma MV2— 23.65 (9.19) MV3- 10.76 (4.10) MV4-105.49 (21.88) Some College 64 13 MVl- 74.12 (10.23) MV2- 26.78 (6.40) MV3— 11.67 (2.94) MV4-112.57 (14.65) College 68 14 MVl- 75.52 (7.96) Degree MV2— 26.08 (5.49) MV3- 11.26 (2.94) MV4—112.88 (13.01) More Than 49 10 MVl- 75.75 (8.55) 4 Years MV2- 27.16 (6.87) College MV3— 11.42 (3.69) MV4—114.34 (15.72) Total **487 100 *MVl = Job Descriptions MV2 = Education and Training Requirements MV3 = Wages MV4 = Total Occupational Awareness **Fourteen students were not living with both parents; they are not included in this analysis. 181 Table H6. Summary of mean and standard deviation scores of respondents on job descriptions, education and training requirements, wages, and total occupational awareness by attitude toward work. Standard Attitude No. % Mean Deviation Like the Work 359 72 *MVl- 74.91 (8.24) MV2- 27.00 (5.10) MV3- 11.86 (2.58) MV4-113.77 (11.14) Like Good Wages 142 28 MVl- 63.17 (19.30) MV2- 17.17 (11.52) MV3- 8.23 (5.56) MV4— 89.14 (28.87) Total 501 100 *MVl = Job Descriptions MV2 = Education and Training Requirements MV3 = Wages MV4 = Total Occupational Awareness 182 Av.mmv m>.mm|w>2 Am.mmv wo.wm|v>z AH.mv oa.mmum>z Ao.mv oo.4m-m>z AH.¢V mH.NHIN>2 An.vv vo.malm>z +0 Am.mmv om.mwla>z Am.mmv mo.Hv|H>S 5H mm manw mwuz vuw mmuz Am.mmv wm.mmuw>z Am.nmv mm.om|q>z Ao.mv mm.omlm>2 Ao.>v oo.malm>z 14.41 os.maum>z is.mv om.maim>z o Ao.mmv om.mmla>z Am.mmv oo.mvna>z« m Hm mum wwnz mo.uw muz w 2 mm m2 mm m2 HMDOB moum ommfiaoolcoz mmmm owoaaoo ommno>< usaomlocmmw Edasofiuuso ucoao>oflso< .Ammmmo>m ucflomloommmv ucoao>oflgom can ESHDOHHHSU we mmozonmsm HMQOHummsooo HmDOD ocm mommz .mpcofiouflswos mcflcflmuu paw coflwmosoo .mGOHDQHHomoo new :0 mucoocommou mo momoom coflpmfl>m© Unmocmem cam coma mo wumfifism .hm OHQMB 183 .pcoouom OOH Eoum mcflwum> HMDOD 85m CH muHSmoH woodpcoouom mmo mcflpcsomee mmocmum3¢ Hmcoflpmmsooo Hmeoa mommz mpcofionflsvom mcflcamue cam coaumosom macapmfluomoa goo w>2 m>2 N>E H>S¢ mar; NH mm mm Hom om ova NwH Am.mmv An.mv Ao.mv Am.amv N Ah.Hmv Av.mv Am.mv Ao.mmv w oanw Ao.HmV Am.>v Am.mv Am.mmv ha mmm mm.mmlw>z mm.omlm>2 mm.MHIN>E mw.vaH>E HHHZ mh.mmlw>2 mH.mNIm>E ow.HHIN>E om.mwla>2 omnz mm.omlv>2 HH.¢NIM>E mh.HHIN>S em.vvla>z Ao.omv Ah.mv Am.mv Am.mmv vanw Ao.omv Am.mav Av.mv Am.mmv manw Am.mmv Ao.oav Av.ev Am.m~v Ha mom ha.wmlw>2 HH.mmlm>2 mH.HHIN>2 mm.mwla>z mmnz om.wmlw>2 mH.mmIm>E mH.HHIN>E mm.vmla>2 omnz vm.mmlw>2 mo.mmlm>2 mm.NHIN>2 mw.mmIH>S mmnz Hmuoe +m BIBLIOGRAPHY BIBLIOGRAPHY Books Ausubel, David P. 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"An Experimental Study Investigating the Effects of Teaching Occupational Information on the Level of ASpiration of Oklahoma Vocational Agricultural Students." Unpublished Ph.D. disser- tation, Oklahoma State University, 1966. Abstracted in Dissertation Abstracts, XXXVIII, 1967. Youst, David Bennet. "Stimulating Vocational Exploratory Behavior Through the Use of Life Careers Studies." Unpublished Ph.D. dissertation, Michigan State University, 1969. Abstracted in Dissertation Abstracts, XXX, 1970. Typed and Printed in the U.S.A. Professional Thesis Preparation Cliff and Paula Haughey 144 Maplewood Drive East Lansing. Michigan 48823 Telephone (517) 337-1527 ll]llllllilllllllllllW)WIIIIIIIHNIWIIIIIIIIIHHIUHI