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THESlS

This is to certify that the

thesis entitled

CHARACTERISTICS OF STUDENT LEADERS AND
NON-LEADERS IN THE UNIVERSITY OF
SAN CARLOS OF GUATEMALA

presented by

Artemio Rivera Arroyo

has been accepted towards fulfillment
of the requirements for

Ph . D degree ianHQaLiQn

 

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Date February 102 1965

 

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ABSTRACT

CHARACTERISTICS OF STUDENT LEADERS AND
NON-LEADERS IN THE UNIVERSITY OF
SAN CARLOS OF GUATEMALA

by Artemio Rivera—Arroyo

The Problem
This study has been designed to analyze and de-
scribe selected characteristics of student leaders and

non-leaders of the University of San Carlos of Guatemala

(USCG) during the year of 1963.

The Sample and Procedure

The papulation consisted of 5,806 subjects, of
both males and females, from the ten Faculties in
Guatemala City. This population was sub-classified in
two groups: (a) 102 student leaders and (b) 5,704 non-
leaders, for a total of 5,806 subjects.

The instrument used was the Second Student Censug,
prepared and validated by the USCG Registrar's Office
and the Institute of Educational Research and Improve-
ment. This questionnaire was completed by all students
in January, 1963, as a pre-requisite to enrollment. It
was divided into four main parts comprised of forty items.

These were: 1) personal and demographic information,

Artemio Rivera—Arroyo

2) educational data, 3) social information, and 4) eco-
nomic information.

The selected characteristics were: sex, age,
marital status, his family's economic and educational
background, the student's own educational background,
years elapsed between high school graduation and first
enrollment at USCG, length of time at the University,
number of academic years completed, number of courses
completed, rate of academic achievement, work experience,
hours per week worked, and monthly income. Descriptive
and comparative tables were compiled and the analyses
of the differences and similarities among student leaders

and non-leaders were expressed in percentages.

Specific Findings

Students at the University of San Carlos of
Guatemala predominantly are male, graduates of public
secondary schools and representative of families of
relatively high income and educational level. Most stu-
dents attend the University part-time; a high percentage
(40%) are gainfully employed. The rate of academic achieve-
ment, therefore, is low; for the average of re-enrolled
students, less than 50% of required academic work is com-
pleted each academic year. On the average, a student
invests in excess of two calendar years to complete each
academic year of studies. Hence, less than three per

cent of enrolled students are graduated each year; the

Artemio Rivera~Arroyo

average student will complete his major program of
studies, if he completes it at all, only after nearly
fourteen years of enrollment. Of those enrolled in 1963,
approximately one-fourth had completed seventy per cent
or more of their required work during previous years of
enrollment, hence may be considered to be successful
full-time students.

In general, the students elected to positions of
leadership within the University reflect the overall
characteristics of the student body. Most are male,
single, of families of relatively high income and educa-
tional level, and relatively low adhievers. The group
of 102 student leaders differed, however, significantly
from other students in several respects. In general,
they were younger, members of smaller families, the in-
come of their fathers was greater, the father himself was
usually a professional person or skilled technician with
at least a secondary education, proportionately fewer
student leaders were gainfully employed while enrolled
in the University, and their rate of academic progress
was significantly greater than that of non-leaders,

although they had been enrolled in the University a greater
number of years.
Conclusions

On the basis of these and related findings, it

was concluded:

(1)

(2)

(3)

(4)

Artemio Rivera«Arroyo

that the University of San Carlos of Guatemala organ-
izes its programs as though its students were engaged
in full-time study, when in fact the overwhelming
majority are not; hence, the University tends to be
inefficient in the use of its resources as well as

under-productive of needed graduates.

that the University could--by detailed study of the
composition of its student body and of national
developmental needs for trained human resources--
formulate a more productive and efficient organiza-

tion.

specifically, that the University could become a more
productive and efficient educational institution by:
a) concentrating its resources in full-time study
programs involving non-working students and b) sim-
plifying its curricula, particularly in the first

three years of study.

that these and other academic reforms are feasible,
inasmuch as: a) 60% of the students now enrolled are
not engaged in gainful employment, hence could be
engaged in full-time study programs and b) over
three-fourths of those students now engaged in part-
time study academically are in the first three years

of study.

CHARACTERISTICS OF STUDENT LEADERS AND
NON-LEADERS IN THE UNIVERSITY OF

SAN CARLOS OF GUATEMALA

By

Artemio Rivera—Arroyo

A THESIS

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

DOCTOR OF PHILOSOPHY

College of Education

1965

ACKNOWLEDGEMENTS

Conducting this study has been a challenging and
enlightening experience. The author wishes to give
special thanks to the doctoral committee chairman,

Dr. Karl T. Hereford, for his valuable assistance in
outlining and research procedures and techniques. He
also thanks the other committee members, Dr. Walter
Johnson, Dr. Stanley Hecker, and Dr. Burt Dean Friedman,
for their critical comments and guidance during the
course of the writing of this report. To Michigan State
University for the opportunity of traveling to Central
America while working in the Interuniversity Program of
IIME (Institute for Educational Research and Improvement
of the University of San Carlos of Guatemala) in the data
collection process. To Dr. Wilbur W. Brookover, from
whom I received a close collaboration and assistance in
my first steps at Michigan State University.

I would also like to give Special thanks to and
to dedicate this thesis to my three sons, Orlandito,
Francis, and Timineito for their tolerance and for the
way they accepted my prolonged absence from home.

Last, but not least, to God, from Whom I re-

ceived all my inspiration.

ii

TABLE OF CONTENTS

ACKNOWLEDGEMENTS . . . . . . . . . . . . .
LIST OF TABLES . . . . . . . . . . . . . .
LIST OF FIGURES . . . . . . . . . . . . .
LIST OF APPENDICES . . . . . . . . . . . .

Chapter
1

2

3

CHARACTERISTICS OF STUDENT LEADERS

LEADERS IN THE UNIVERSITY OF SAN
OF GUATEMALA . . . . . . . . . .

Statement of the Problem . . .
Limitations of the Study . . .
Definition of Terms . . .
Methods Employed in this Study
Population . . . . . . . . .
Instrumentation , . . . . .
Analysis . . . . . . . . . .
General Content of the Study . .

OF THE STUDENT . . . . . . . . .

Brief Introduction to Guatemalan
Origin of Guatemala . . . . .
Contemporary Guatemala . . . .

AND NON-
CARLOS

SOCIAL BACKGROUND: THE SOCIAL ENVIRONMENT

History

Demographic, Social, Economic and Po-
litical Aspects and Their Implica-

tions in the Field of Education

Economic Aspects . . . . . . . .
National Income . . . . . . .

The Economically Active Population

Implications for Education . . .

BACKGROUND OF THE INSTITUTION . .

The University of San Carlos of
Guatemala . . . . . . . . . .

Historical Background . . .

Present Time . . . . . . .
Other University Units
University Growth . .
Source of Income . . .
Current Status . . .
Years Elapsed Since the First

rollment . . . . . . . . . .

Summary , , ,

The University of San Carlos at

iii

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vi

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Chapter

4 PERSONAL AND FAMILY CHARACTERISTICS OF
STUDENT LEADERS AND NON-LEADERS . . . . .

Leaders and Non-Leaders: Personal
Characteristics . . . . . . . . . . . .
Age . . . . . . . . . . . . . . . . . . .
Marital Status . . . . . . . .
Family Background of the Student Leaders
and Non-Leaders . . . . . . . . . . . .

Size of the Family . . . .
Family Economic Background .
Father' 5 Occupation . . . .
Family Income . . . . . .
Parent's Educational Background .
Parent' 5 Educational Level . .
Student's Immediate Educational Ba k—
ground . . . . . . . . . . . .

Type of Secondary School From Which
the Student Graduated . . . . .
Year of First Enrollment . . . .
Student's Other Responsibilities .
Students as Heads of Households .
Work . . . . . . . . . . . . .

Number of Hours Worked Per Week
Monthly Incomes . . . . . . . .
Summary . . . . . . . . . . . . .

5 ACADEMIC PROGRESS OF LEADERS AND NON-
LEADERS O O o o o o o o o o o o o o o o 0

Student Academic Achievement . . . . .
Mean Academic Achievement of All Re-
Enrolled Students . . . . . . . . . .
Mean Academic Achievement of
"Pasantes" . . . . . . . . . . . . .
Mean Academic Achievement of Re-
Enrolled Students Excluding
"Pasantes" . . . . . . . . . . . . .
Students Graduated or Incorporated by
USCG O O O I O 0 O O O O O O O O O O O
Graduated and Incorporated Students . .
Academic Achievement of the Student
Leaders and Non-Leaders . . . . . . . .
Number of Courses Completed . . . . . .
Proportion of Academic Years
Completed . . . . . . . . . . . . . .
Summary . . . . . . . . . . . . . . . . .

6 SUMMARY, CONCLUSIONS AND SUGGESTIONS . . .

Summary . . . . . . . . . . . . . . . . .
Purpose . . . . . . . . . . . . . . . .
Design . . . . . . . . . . . . . . . .

iv

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Chapter

Population

Analysis .

Results .
Conclusions
Suggestions

BIBLIOGRAPHY . . . . .

TABLE
1.1

2.1

3.1

3.2

3.3

3.4

3.5

3.6

3.7a

3.7b

3.8a

3.8b
3.9a

3.9b

LIST OF TABLES

Distribution of Leadership Positions Ac-
cording to the University Organization

in Which They were Representatives .

Occupational Levels - Sexes and Percent-

ages of Persons in Each Group -
Guatemala, GOA. O O O O O O O O O 0

Relative Percentages of Student Enroll-

ment at the University of San Carlos
Guatemala - 1947 Taken as Basic Year

of

Revenues of the University of San Carlos

of Guatemala During the Years 1954
to 1961 O C C C I Q C O O O O O C 0

Ordinary Revenues of the National Govern-

ment and Contribution from the State

to

the Operation of USCG During the Years

1954-1958 a o o e o o o o o o o o 0

Number of Students in Each Carrera at
the University of San Carlos . . . .

University of San Carlos, 1963 Carreras

by Numbers of Students Enrolled . .

University of San Carlos Carreras by
Academic Years Required . . . . . .

University of San Carlos, 1963-Summary
Enrollment (CAMPUS) . . . . . . . .

University of San Carlos, 1963-Summary
Enrollment (FACULTY) . . . . . . . .

University of San Carlos, 1963-Summary
Enrollment (PERCENTAGE--CAMPUS) . .

University of San Carlos, 1963-Summary
Enrollment (PERCENTAGE-~FACULTY) . .
University of San Carlos, 1963-Summary
Enrollment (PERCENTAGE BY ENROLLMENT
CATEGORY--CAMPUS) . . . . . . . . .

University of San Carlos, 1963-Summary
Enrollment (PERCENTAGE BY ENROLLMENT
CATEGORY- " FACULTY) o e o o o o o o 0

vi

of

of

PAGE

1.9

2.8

3.17

3.18

3.19

3.23

3.25

3.26

3.27

3.28

3.31

3.32

3.33

3.34

TABLE
3.10

4.1

4.2

4.3
4.4

4.5

4.6

4.7

4.8

4.8a

4.9

4.10

4.11

4.12

4.13

4.14

4.15

4.16

4.17

University of San Carlos, 1963-Average
Years Elapsed Since First Enrollment by
Faculty and Campus . . . . . . . . . . . .

Sex of Student Leaders and Non-Leaders . . .

Sex of Student Leaders and Non-Leaders
(IN PERCENT) o e o o o o o o o o o o o o o

USCG Population in 1963 . . . . . . . . . .

Age of Student Leaders and Non-Leaders by
Faculties . . . . . . . . . . . . . . . .

Age of Student Leaders and Non-Leaders
(IN PERCENT) o o e o o o o o o 0 o o o o 0

Marital Status of the Student Leaders and
Non-Leaders by Faculty . . . . . . . . . .

Marital Status of the Student Leaders and
Non-Leaders by Faculty (IN PERCENT) . . .

Family Size of Student Leaders and Non-
Leaders . . . . . . . . . . . . . . . . .

Family Size of Student Leaders and Non-
Leaders (IN PERCENT) . . . . . . . . . . .

Occupation of Father of Student Leaders and
Non-Leaders o o o o o o o o o o o e o o 0

Occupation of Father of Student Leaders and
Non-Leaders (IN PERCENT) . . . . .

Occupation and Educational Level of Fathers
of Student Leaders and Non-Leaders . . . .

Occupation and Educational Level of Fathers
of Student Leaders and Non-Leaders (IN
PERCENT) O O O O O O O O O O O O O O I O 0

Monthly Income of Fathers of Student Leaders
and Non-Leaders by Occupation . . . . . .

Monthly Income of Fathers of Student Leaders
and Non-Leaders by Occupation (IN PERCENT)

Summary of Fathers Occupations and Monthly
Incomes by Student Leaders and Non-
Leaders 0 9 O O O O O O O O O O O O O O 0

Educational Level of Fathers of Student
Leaders and Non-Leaders . . . . . . . . .

Educational Level of Fathers of Student
Leaders and Non-Leaders . . . . . . . . .

vii

PAGE

3.35
4.3

4.3
4.4

4.6

4.7

4.10

4.11

4.13

4.13

4.18

4.20

4.23

4.24

4.26

4.29

4.32

4.36

4.37

TABLE

4.18

4.19

4.20

4.21

4.22

4.23

4.24

4.25

4.26

4.27

4.28

4.29

4.30

4.31

4.32

4.33

4.34

Educational Level of Mothers of Student
Leaders and Non-Leaders . . . . . . . . . .

Educational Level of Mothers of Student
Leaders and Non-Leaders (IN PERCENT)

Summary: Educational Level of Parents of
Student Leaders and Non-Leaders . . . . . .

Summary: Educational Level of Parents of
Student Leaders and Non-Leaders (IN PER-
CENT) . C O O . C C C O C C O C C C C O O 0

Type of Secondary School from Which Student
Leaders and Non-Leaders Graduated . . . . .

Type of Secondary School from Which Student
Leaders and Non-Leaders Graduated (IN
PERCENT) . O O O O O O O O O O O O O O O 0

Year of First Enrollment in USCG: Student
Leaders and Non-Leaders . . . . . . . . . .

Year of First Enrollment in USCG: Student
Leaders and Non-Leaders (IN PERCENT) . . .

Average Number of Years Elapsed Since
Graduation from Secondary School and First
Enrollment in USCG . . . . . . . . . . . .

Student Leaders and Non-Leaders as Heads of
Househ01ds O O C O O I O O O O O O O O O 0

Student Leaders and Non-Leaders as Heads of
Households (IN PERCENT) . . . . . . . . . .

Number of Children of Student Leaders and
Non-Leaders . o o a o o o o o o o o o 0 O 0

Number of Children of Student Leaders and
Non-Leaders (IN PERCENT) . . . . . . . . .

Student Leaders and Non-Leaders Who Worked
While Attending the University . . . . . .

Student Leaders and Non-Leaders Who Worked
While Attending the University (IN PER-
CENT) o o o o o o e o o o o o o o o o o o 0

Number of Hours Per Week of the Student
Leaders and Non-Leaders Who Worked While
Attending USCG O O O O O O O I O O O O O 0

Number of Hours Per Week of the Student
Leaders and Non-Leaders Who Worked While
Attending USCG (IN PERCENT) . . . . . . . .

viii

PAGE

4.38

4.39

4.40

4.40

4.43

4.43

4.45

4.46

4.49

4.51

4.51

4.52

4.52

4.55

4.56

4.58

4.59

TABLE

4.35

4.36

4.37

5.1

5.2

5.3

5.4
5.5

5.6

5.7

5.8

6.1

Monthly Income of Student Leaders and Non-
Leaders Who Worked While Attending the
univerSity O O I I O O O I O O O O O O O 0

Monthly Income of Student Leaders and Non-
Leaders Who Worked While Attending the
University (IN PERCENT) . . . . . . . . .

Average Monthly Income of Working Students
At USCG, 1963 . . . . . . . . . . . . . .

Mean Academic Achievement by Faculty: All
Re-Enrolled Students USCG, 1963 . . . . .

Mean Academic Achievement by Faculty:
"Pasantes" Only USCG, 1963 . . . . . . . .

Mean Academic Achievement by Faculty: Re-
Enrolled Students Excluding "Pasantes,"
USCG, 1963 I I O O O O O O O O O O O 0 O O

Graduated by USCG, 1949-1962 . . . . . . . .

Courses Completed by Student
and Non-Leaders o o o o o o o o 0

Number of
Leaders

Courses Completed by Student
and Non-Leaders (IN PERCENT) . . .

Years Enrolled and the Proportion of Equiva—
lent Academic Years Completed by the
Student Leaders and Non-Leaders . . . . .

Number of
Leaders

Average of Completed Courses Per Year Since
the First Enrollment by the Student
Leaders and Non-Leaders . . . . . . . . .

"Average Leaders" and "Average Non-Leaders"

ix

PAGE

4.61

4.63

4.65

5.3

5.5

5.13

5.14

5.17

5.20
6.7

FIGURE
3.1

3.2

3.3

3.4

3.5

LIST OF FIGURES

Representatives to the Superior University

counCil I O O O O O O O O O O C O O 0

Organization Chart of the Faculty of
Humanities . . . . . . . . . . . . .

Composition of the Faculty Directive
Board 0 I O I O O O O O O O O O O O 0

Administrative Organizations of the Asso-

ciation of University Students . . .

University of San Carlos of Guatamala .

PAGE

3.4

3.7

3.8

3.11
3.15

Appendix

A
B

LIST OF APPENDICES

The Second Student Census

Table 0 o o o o o o o o 0

xi

CHAPTER 1

CHARACTERISTICS OF STUDENT LEADERS AND
NON-LEADERS IN THE UNIVERSITY OF
SAN CARLOS OF GUATEMALA

The student in Latin American universities is
a principal participant in university government and
administration. He is formally represented in the uni-
versity's governing board and in the governance of each
of the university's several schools and colleges. All
too frequently, students and university officials are
pitted as antagonists, rather than as co-responsible
groups in the develOpment and operation of the univer-
sity's several enterprises.

Little is known of the university student in
Latin America. On occasion the university student is
cited for his role as demonstrator or advocate in sup-
port of or opposition to various political issues. He
is known to be engaged in university studies only part-
time, and so engaged for many years. Yet, student pro-
files are non-existent. Even university records are

generally inadequate, sometimes non-existent. Moreover,

1.1

1.2

university officials sometimes behave toward students as
though they were knowledgeable of student characteristics
when in fact they are not.

The purpose of this study was to deve10p a repre-
sentative profile of student characteristics in the hope
that university officials--and the students themselves--

might find one new basis for developing understanding.

STATEMENT OF THE PROBLEM:

The problem undertaken was to determine selected
socio-economic and personal characteristics of students
enrolled in a representative Latin American university.
Further, efforts were made to distinguish between student

leaders and non-leaders, in terms of these characteristics.

LIMITATIONS OF THE STUDY:

The investigation was limited to the study of
selected characteristics and attitudes of the student
leaders and student body of the ten Faculties of the
University of San Carlos of Guatemala that are located
in the City of Guatemala, for the academic year 1963.
There was no attempt to study or to establish correlations
between these students and students from other campuses,
colleges or universities in Guatemala or Central America.
The study is limited to the 5,806 students who, at the

time of the study, were active students, that is auditors,

1.3

newly-admitted or re-admitted students, in the ten
Faculties. The principal source of information was

the Second Stpdent Census of University of San Caglos,
January, 1963. All students supplied selected personal
data such as: age, sex, marital status, family background,
social and economic level, faculty and major, time spent
in the university, institution of secondary education

in which they graduated, time elapsed between graduation
from secondary school and their first enrollment in the
university, employment, number of hours worked, income,
academic achievement, etc.

The students considered as leaders for the pur-
poses of this study are those who, at the time of the
investigation, had been elected to principal positions
of leadership in the various official, administrative and
student organizations within the University structure.

Mere election to office does not necessarily
establish the Quality of leadership; however, the elected
officers are placed in a position of leadership.

The facts and findings may well be relevant to
other institutions of higher learning in Latin America,
but they are limited to the University of San Carlos of
Guatemala. That which is applicable for this group of
students is not necessarily so for other students in

Guatemala or in other countries.

1.4

This study is not intended to detail the psycho-
logical and social aspects of the student body, nor to
describe or analyze the communities from which students
come. It is limited to the personal, educational and
academic information given by the students in The Second
Student Census.

The objectivity of the students' responses may
have been affected by the following factors: 1) the
students had to complete the questionnaire as a prerequi-
site for enrollment; 2) they had to give certain personal
information, such as family and personal income, etc.;

3) they lacked experience in filling out this type of
questionnaire, particularly the Survey of Student Opipipp;
and 4) there does exist certain prejudices against scienti-
fic investigation. Nevertheless, the information gathered
is usable and it constitutes the only source of reliable
and available information in all of the university.

This study is the first of its type to be made
in Guatemala and the rest of Central America under the
auspices of the Institute for Educational Research and

Improvement (IIME).1

 

1IIME is a joint undertaking of the University
of San Carlos and Michigan State University, with offices
in San Carlos in Guatemala. The principal objective of
this institute, created in 1962 through the joint efforts
of USCG and MSU, is the integral and systematic investi-
gation of education in Central America.

1.5

DEFINITION OF TERMS:
The following definitions are used in this study:

USCG: University of San Carlos of Guatemala

Student leaders: This refers to the 102 students
who, at the time of the study, occupied one or more
elective positions within student groups and administra-
tive organizations in USCG in the capital city, e.g.,
the Association of University Students (AUS); the Faculty
Associations of Students, ten in all, one for each Faculty;
fine Superior Council of the University; and Faculty
Governing Boards, of which there were ten.

Non-leaders: This refers to the 5,703 remaining
students who, aside from the student leaders, made up
the enrollment in the ten Faculties in Guatemala City in
1963.

Association of University Student§p(AEU): This is
the general organization of the student body of the
University.

Faculties' Student Associations: The associations
of students in each Faculty. There are ten of these on
the campus in Guatemala City.

Faculty's Governing Board: The groups which direct
each Faculty. They are composed of the Dean, who acts
as president, a secretary, and five spokesmen who repre-

sent the professors, students and professional people.

1.6

Superior University Council: This is the highest

directive, administrative and executive body of USCG,
composed of by the Rector, who presides, the Deans,
representatives of professional people, the students,
and the faculty.

"Pasantes": These are the 442 students who have
passed all their course work, and who have only to pre-
sent "public examinations," thesis, etc., in order to
receive their degrees.

Public Examinations: The general examinations on
the thesis.

Auditors: Students who enroll and attend classes,
but who are not candidates for academic degrees.

ijpp: Area of academic specialization, for example,
Civil Engineering, History, Medicine, Surgery, etc. At
the present time the University offers a total of 32
majors. A list of the majors offered is given in Table 3.1,
Chapter 3.

Faculty: A college within the University structure.
A Dean presides. A board of directors is its highest
administrative body. It may comprise various depart-
ments and schools.

School: A branch which depends administratively and
academically from a faculty. Its director is responsible
to the dean.

Departmgpp: .A division of a faculty and/or school,

giving instruction in specific subjects.

1.7

METHODS EMPLOYED IN THIS STUDY:

1. Population: For the school year of 1963 the
University of San Carlos of Guatemala had a total of 6,183
students enrolled, divided in the following categories:
1,086 newly-admitted; 51 auditors; 467 "pasantes;" and
4,579 re-admitted. The University was located on two
campus, the principal one being in the City of Guatemala
with ten Faculties and the other in Quezaltenango in the
west of the country, with four schools, namely: Economics,
Law, and Humanities, dependent on the respective Facul-
ties in Guatemala City, and the School of Rural Social
Work. Each school had its own directors. The total
enrollment at Quezaltenango was 377 students.

For the purposes of this study the 5,806 students,
both male and female, from the ten Faculties in Guatemala
City were used. This population was subclassified in
two groups: a) 102 student leaders and b) 5,704 non-
leaders (the number of student leaders was 102, although
the Leadership positions total 110, owing to the fact
that eight students occupied positions in different uni-
versity organizations).

The 377 students enrolled in the branch at Que-
zaltenango were omitted from the study because: a) the
group's leaders have little influence in the basic decisions
of the university and student organizations and b) they

represent only six per cent of the entire student body,

1.8

hence the results of the study would not be altered
appreciably by this omission.

The distribution of leadership positions accord-
ing to the University organizations in which they were
representatives is shown in Table 1.1.

2. Instrumentation: The instrument used in
gathering data was called the Second Student Census, pre-
pared and validated by the Registrar's Office of USCG in
collaboration with IIME. This questionnaire, as indicated
previously, was completed by all the students of USCG as
a prerequisite to enrollment in the academic year of 1963.

The questionnaire was divided into five principal
areas: 1) Personal and Demographic Information; 2) Edu-
cational Data; 3) Social Information; 4) Economic Infor-
mation; and finally, 5) the Spgvey of Student Opipipp.

A total of forty items composed the first four parts of
the questionnaire, of which nine questions corresponded
to the first part, fourteen to the second, four to the
third, and thirteen to the fourth. The Sprvey of Student
Qpinion consisted of thirty-six concepts which were re-
lated to some essential aspects of the academic and
personal experiences of the subjects, in which they ex-
pressed their opinions or attitudes by means of a bi-
polar scale of adjectives, which varied from a negative
to a positive pole, on an adjectivized scale of seven

points or alternatives, which provided the subject with

1.9

 

 

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1.10

connotative elements through which he could express the
direction and intensity of his opinions or attitudes
regarding the concepts to which he was exposed. This
Spgyey of Stpgent Opinipp followed the design worked out

by Charles E. Osgood.2

3. Analysis: The analysis will be mostly des~
criptive with respect to the selected characteristics of
the leaders and non-leaders. Descriptive and comparative
tables will be used and an analysis of the differences

or similarities will be expressed in percentages.

GENERAL CONTENT OF THE STUDY:

The study consists of six chapters. In Chapter 1
the problem is presented, as well as its importance, the
purposes of the study, its limitations and the terminology
used. The general idea of the country of Guatemala with
respect to historical and geographic facts and contempor-
ary problems is contained in Chapter 2. Chapter 3
treats the role and status of the University and its
students as well as its historical and statistical
background. Chapter 4 deals with the composition of
the student body, the personal characteristics of its

leaders and non-leaders, the family and educational

 

2Charles E. Osgood, The Measurement of Meanin ,
University of Illinois Press, Arbann, 1957, p. 71.

1.11

background of students, and finally, information about
the student's and their relatives' employment. The
academic achievements and effectiveness of the student
body is studied in Chapter 5. Chapter 6 contains a

I
resume and conclusions.

CHAPTER 2

SOCIAL BACKGROUND: THE SOCIAL
ENVIRONMENT OF THE STUDENT

The main purpose of this chapter is to describe
some general aspects of Guatemalan history, geography
and contemporary social, economic and political problems.
This presentation will go beyond the historical aspects;
it will focus center upon the political, social and
econenic problems that disturb the country and the
institution legally responsible for higher education,
that is to say, the university.

In the analysis of the social structure the role
of the diverse attitudes and interests of social being is
revealed; knowledge of the influences that the social
setting exerts on individuals permits some explanation of

students' problems and behavior.

A. Brief Intrpduction to Guatemalan Histpgy

1. gaggip pf Guatemala: The Central American
Isthmus was discovered by Christopher Columbus at the end

of the fifteenth century during his fourth voyage to the
New“World. The region was, at the time, inhabited by

many indigenous tribes and small nations, of Which the

2.1

 

2.2

Hayes in Guatemala were the most important because of
their culture.

In 1523, don Pedro de Alvarado conquered Guatemala
and brought the Hayes under Spanish rule. He was later
appointed Capit‘n General and Governor of the Reign of
Guatemala, and he established the capital at Iximche.

The capital was subsequently moved to the fertile Alme-
longa Valley, located between the volcanos Agua and Fuego.
The new capital was completed after the death of Pedro de
Alvarado by his brother, don Jorge de Alvarado. The new
capital was named Santiago de los Caballeros. In 1541

the volcano Agua destroyed the city, and a new capital
was constructed in Guatemala City, which was soon to be-
come the most important political and economic center of
the Isthmus.

The revolutionary movement which brought upheaval
to all South America started because of the Napoleonic
invasions of Spain. The Spaniards, involved in the
struggle to turn.back.the invaders, were unable to stem
the tide of liberation in their South American Colonies.
As an extension of the liberation in South.America, the
area of Central America succeeded in gaining its freedmm
from.Spain in September of 1821. .At that time the five
Central American republics (Costa Rica, El Salvador,

Guatemala, Honduras and Nicaragua) were born.1

 

1Jose Milla, Hpstppy of Central America, (Guate-
mala, C.A.: 1937), p. 110.

 

2.3

2. Contempppary Guatemaip: Guatemala is
essentially an agricultural country, and it will continue
to depend on agriculture for a long time due to its
economic situation and the scarcity of resources. Guate-
mala is included among the under-developed areas of the
world. Its total area is 42,000 square miles (excluding
British Honduras, claimed by Guatemala). The terrain
consists predominently of mountain SIOpes. Guatemala
has thirty-three volcanos and thirty-seven rivers.
Although Guatemalaijslocated in the tropical zone, owing
to its altitude the climate is mild and pleasant through-
out the year. The average annual temperature is approxi-
mately 680 Fahrenheit. In the higher regions the temper-
atures average 59°F, and there are areas, such as
Quezaltenango, where the temperature may drop to freezing
during the months of December and February, as well as
places on the coast, such as San Jose, Champerico and
Puerto Barrios where the temperature rises above 90°F.

Governmentally, Guatemala is divided into twenty-
two departments, which are, in turn, subdivided into 311
municipalities. Each municipality has a city or princi-
pal town where the governmental administrative offices
are located. The city or town is called the "municipa-
lity" or departmental "seat." The most important depart-
ment is that of Guatemala, whose municipal city is

Guatemala City, the national capital, and the political

and governmental center of the country.

2.4

Agriculture is the most important economic acti-
vity. Among the major agricultural products are: chicle,
cotton, sugar, livestock, and coffee. These are also
the most important articles for local consumption and for
exportation. Industry is growing in importance, although
it has not attained a high level as yet.

Some of the reasons which are given for the
limited economic development in Guatemala are its high
level of illiteracy and the scarcity of exploitable
natural resources.

3. Demographic, Social. Econogic and

PoliticalgAspects and Their Impli-
cagignsyin the Field of Education

a) POpulation Growth: According to the
estimates of the General Bureau of Statistics,2 Guatemala
in 1962 had approximately 4,123,000 inhabitants, of which
1,029,000 were residents in zones classified as urban
areas (those consisting of 2,000 or more inhabitants);
and 3,094,000 lived in rural areas. Sixty-five per cent
of the population lived in rural under-developed areas,
which were plagued by poverty, illiteracy, infant mor-
tality, rapid population growth and low production among

the working population.

 

2Latin American Educational, Social and Economic
Development: Demographic, Social and Educational Situa-
tion in Guatemala, (A Conference sponsored by UNESCO and
OAS, in Santiago, Chile, March 5-19, 1962, Ministry of
Education of Guatemala, Guatemala, C.A., 1963, p. 14.)

2.5

This mass of people lacked the essentials of an
adequate standard of living, to which every individual
has the right to aspire. It is in this sector of the
population that population growth was the highest. For
the decade of 1950-1960, for every 1,000 inhabitants,
there were 50.1 births and 20 deaths. Thus, the rate of
growth was 30 per 1,000, one of the highest in the Ameri-
can continent. For the same period of time the produc-
tion index was approximately 2.9 per cent, which indicates
that the population was growing faster than was economic
production. Guatemala has had to import grain and other
foodstuffs in order to feed its people. Another signifi-
cant fact is that more than 40 per cent of the inhabitants
were younger than fourteen years of age. This is a sec-
tor of the population which produces very little in com-
parison to that which it consumes. It is expected that
the population will continue to spiral for many years
since fifty per cent of the people between the ages of
five and twenty years are women. The fertile period of
a human female varies between the ages of thirteen and
forty-five years, a fact that points toward population
growth, if the conditions of illiteracy, poverty and
ignorance of family planning continue. According to the
predictions of the Guatemalan General Bureau of Statis-
tics, the country will reach a population of six million

by 1970. However, it can be ventured that the aptitudes
and education, social and economic capacities will not

experience a similar growth.

 

 

O .
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. . .
1
. .
u
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. . ,

2.6

B. Economics Aspects

1. National Income: From 1955 to 1960 the
gross national income increased from $562.6 million to
$674.3 million, a rate of growth of 4.9 per cent. How-
ever, during the same period, money spent for education
represented one per cent of gross national income. This
rate of spending for education has remained constant since
1950. For 1960, according to the National Budget of

Guatemala3

, the State invested $15,111,943 in education,
an amount which represented 14.3 per cent of the national
budget which totaled $105,000,000. The gross national
income for that year was $674.3 million. The fifteen
million which was spent for education was only 1.9 per
cent of the gross national income. Educators and planners
have emphasized that the progress and well-being of the
country, as well as the solution to many of its social,
economic and political problems will depend upon improve-
ments in education. If Guatemala does not raise the

level of education among its people, through the invest-
ment of more money and the expenditure of greater efforts,
any steps made toward improving and promoting general
well-being will be neutralized. It is the obligation and
urgent need of the country to carry education to the
seventy per cent of the population which is illiterate.

Highly developed countries, such as the United States and

in the Western Europe, exemplify the importance of

 

3National Budget of Guatemala, 1961, General
Bureau of Statistics, Guatemala, C.A., p. 15.

2.7

spending more for education. These countries invest be-
tween five and six per cent, and at times more, of their
gross national incomes for education, and the results
have been translated into progress and improved standards
of living, since there is a very close relationship be-
tween education, productivity, and progress.

C. The Economically Active P0pulation

In 1960 the economically active population of
Guatemala of seven years of age or older was 1,330,312
inhabitants.4 Their distribution according to sex, in-
come, and occupation is presented in the table which
follows. It will be noticed that sixty per cent were
occupied in agricultural industries, while agriculture
was the economic field which paid the lowest salaries.
Furthermore, agricultural labor was in the hands of the
indigenous population in rural areas, Where illiteracy,
the birth rate, and low productivity were the most acute.

In the future, Guatemala will have to diversify
its agriculture and stimulate national and foreign invest-

ment for industrial development.

D. Implications for Education
Extraordinary efforts should be made to create
more jobs, to boost wages, and to satisfy the nation's

educational needs through new schools, technical and

 

4Census of Population, 1950, Guatemala, C.A.,
p. 12.

2.8

TABLE 2.1

OCCUPATIONAL LEVELS - SEXES AND PERCENTAGES
OF PERSONS IN EACH GROUP - GUATEMALA, C.A.5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sexes
Total % _ M % F %
967,874 10 843,582 100 124,232 100

Professionals, Tech-

nicians and Related 15,771 1.61 8,910 1.06 6,057 5.36
Managers, Directors,

and Administrators 14,340 1.48 9,147 1.08 5,193 4.18
Office WOrkers and

Related 16,887 1.75 13,441 1.59 3,446 2.77
Traders, Vendors and

Related 32,157 3.32 22,419 2.66 99,738 7.84
Farmers, Fishermen,

Hunters, Lumbermen,

and Related 651,802 67.35 635,309 75.31 16,493 13.28
Mines and Stone

Quarry WOrkers 2,533 0.26 2.505 0.30 28 0.02
Workers in Transport 12,047 1.24 11,938 1.41 109 0.09

Transportation
Artisans, Craftmen

and Skilled WOrkers 135,496 14.00 100,458 11.91 35,038 28.20
Unskilled Werkers and

Day Laborers 16,522 1.71 14,493 1.72 2,029 1.63
Service Workers and

Related 66,928 6.92 22,214 2.63 44,714 36.0
Unknown 3,531 0.36 2,748 0.33 783 0.63

5General Bureau of Statistics, Demographic, Economic, Social

 

and Educational Situation in Guatemala, p. 52.

 

2.9

professional personnel and other types of essential
service.

For the decade of 1970 the school age population
will have increased by approximately 1,500,000 children.
At the secondary level this increase will amount to some
100,000 additional students. It is estimated that some
61,623 of these new students are at the present time
enrolled in schools, which implies that secondary educa-
tion will also be subject to a rise in student population.
According to the predictions of the University of San
Carlos, the enrollment in 1970 will exceed 8,000. This
growth in school age population will make it necessary
for the state to invest more in buildings, equipment,
and prepared personnel. The University will have to
increase substantially the number of its graduates,
especially those in the field of secondary education.

According to the predictions of the Institute for
Educational Research and Improvement (IIME)6 and the
Superior Council of Central AmericangUniversities,7
Guatemala will need from 1,988 to 2,282 additional secon-
dary teachers by 1970. According to the same sources,

in 1963 there would have been 2,463 secondary teachers in

 

6lpigy, Chapter I, p. 5.

7CSUCA (Consejo Superia Universitario Centro-
americano) Educational Association comprised of the
Rectors of the five Central American national universi-
ties. (Guatemala, El Salvador, Honduras, Nicaragua, and

Costa Rica)

2.10

the country, of which only 200 were adequately prepared
academically; of those, only fifty were also prepared
professionally to teach at the secondary level. Of the
2,463 teachers, only eighty were graduates of the Uni-
versity of San Carlos. From this it can be gathered that
the University has not been fulfilling its legal and
social obligation to prepare secondary school teachers.
According to IIME, the University will have to
grant degrees to 320 secondary school teachers annually
in order to supply the 2,282 teachers which will be needed
in education by 1970. In order to graduate 320 secondary
teachers, the University will have to enroll 1,920 full-
time students per year, and have at least 113 full-time
professors. At the time of this study the University
had seventy-six students enrolled in secondary education
and did not hire any full-time professors in this area.
During the last seventeen years the number of
secondary teachers graduated from the University of San
Carlos has been far below the number needed. Table 4.24
in Chapter 4 contains a resume of the work done by USCG

in the last thirteen years.

CHAPTER 3
BACKGROUND OF THE INSTITUTION

A. The Univeppity of San Cpglos of Guatemalp
1. Historical Backggpund: The University of

San Carlos of Guatemala was one of the first institutions
of higher learning established by the Spaniards in the
New World. It was founded by royal decree of Carlos II
in 1676. However, long before its founding many impor-
tant steps had been taken in Guatemala to establish an
institute of higher learning. In the sixteenth century
Bishop Francisco Marroquin Rojas had founded the College
of Santo Tomas (1562) where scholarships were awarded to
poor students. Philosophy, Theology, and Law, the three
principal areas of scholastic specialization, were of-
fered. In the same century, two other colleges were also
established, the Santo Domingo and San Lucas. These
colleges had the prerogative of granting degrees. The
other existing college, Tridentino College, did not award
degrees or titles.

The University of San Carlos earned preeminence

in the year 1687, when Pope Innocence XI, by means of a

papal bull, elevated it to the category of a Pontifical

3.1

 

3.2

University, thus converting it into an international
center of learning. The following departments composed
the curriculum: Theology, Medicine, Philosophy, and
Law. Native languages were also offered. In the Cata-
logue of the University of San Carlos, it is stated that
more than 5,000 students attended the University during
the colonial period and that in the eighteenth century
Modern Philosophy, French and English were added to the
curriculum. Mention is also made of the fact that,
". . . the University was open to all: foreigners, Spani-
ards, and Indians with limited economic resources." The
University at that time played an important role in
Guatemalan society.
2. The Univeppity of San Carlos at the
Present Time:
a) Administrative,ngapizat;pp:

l. The Superior University
Council: The University of San

Carlos of Guatemala is the only public institution of
higher learning in the country. Its administrative organi-
zation is governed by the statutes of the University.1

The highest authority is the Superior University Council,
which is presided by the Rector, and is composed of the
deans of the respective Faculties, a representative of

each professional organization and a student and teacher

 

1General Laws, Statutes and Regulations of the
University of San Carlos of Guatemala, 1961, pp. 8-12.

 

 

3.3

from each Faculty, besides a non-voting secretary and
treasurer. The Council has a total of forty-two repre-
sentatives. Besides its legislative duties, the Council
makes the basic administrative and fiscal decisions of
the University. It is to the Council also that decisions
of the Departmental Committees and other university or-
ganizations are appealed. There follows an organiza-

tional chart of the Council.

a) The Rector - The Rector is
the legal representative of the University, and the link
between the University and the Government. He presides
over the Superior Council and is responsible for seeing
that its decisions are carried out. On his shoulders
rests the responsibility for the general functioning of
the University. He is elected by a body of electors
which includes the previous Rector, five professors and
five students from each faculty, and five non-professorial
people representing each college. He holds office for
four years and may be re-elected by a two-thirds majority

of the electoral body.

2. Facultiegfiapg:8choolp: The Uni-
versity has ten Faculties, all of them located on the
campus in Guatemala City. There are also eight schools:
Journalism, Summer School, and Library Sciences, are
dependent upon the Faculty of Humanities; the Vocational

School is dependent on the Department of Engineering;

3.4
FIGURE 3.1

REPRESENTATIVES TO THE SUPERIOR
UNIVERSITY COUNCIL

 
   
   
   
  

  
 

10
STUDENT
REPRESENTA-

   
  
  
 

   
 
  

 

     

 

       
    
   
 

10
TIVES DEANS
SECRETARY 9
GENERAL REPRESEN-
USCG TATIVES OF
SUPERIOR PROFESSIONAL
UNIVERSITY "COLLEGES"
COUNCIL (I.E. , PROF.
ASSOC.,
TREASURER

 
 
  

ETC.)

 

10
FACULTY
REPRESENTA-
TIVES

  
 
   

RECTOR

3.5

in Quezaltenango are located the schools of Economics (a
branch of the Faculty of Economics), Law (a branch of the
Faculty of Law and Social Sciences), and Humanities (a
branch of the Faculty of Humanities).

The Faculties are: Agronomy, Architecture,
Economics, Law and Social Sciences, Medicine, Chemistry
and Pharmacy, Humanities, Engineering, Dentistry, and
Veterinary Medicine.

These Faculties are organized in departments and
schools. Each Faculty offers one or more majors among
its various departments. Seven of the Faculties in the
capital offer only one major, in spite of the fact that
they have several departments. They are: Agronomy,
Architecture, Law, Medicine, Engineering, Dentistry, and
Veterinary Medicine. The Faculties of Economics, Chemis-
try and Pharmacy and Humanities offer three majors or
more. The first offers majors in Economics, Administration
and Auditing and Accounting. The second (Chemistry and
Pharmacy) offers majors in Pharmacy, Chemical Engineering,
and Biological Chemistry. Humanities, with its five De-
partments has majors in PhilOSOphy, Literature, Psychology,
History, and Education, besides Journalism and Library
Sciences. All of these majors are at the level of the

2

"Licenciaturas." Within the Department of Education

are the fields of secondary education in the following

 

2A degree between bachelor and master level,
awarded after five or six years of study.

3.6

areas: Philosophy, History, Psychology, and Mathematics,
Letter, Education, Accounting, Chemistry, Biology, and
others. The Division of Library Sciences offers speciali-
zations for preparation as a General Librarian and as an
Auxiliary Librarian, and lastly, a course in general
Humanities.

The program of studies vary in intensity and re-
quirements, but generally the requirements fluctuate be-
tween thirty-two courses in Economics in six years to
seventy-two courses in Agronomy for the same period of
time.

Foreign students or nationals who have studied in
countries other than Guatemala must fulfill the same re-
quirements as students educated within the country: the
presentation of diplomas which are considered equivalent
to those granted in the country. Although there are
variations among the various Faculties, the organization

chart on the following page is representative.

3. The Faculiy's figecgye Boagg: The
statutes of the University establish that each Faculty
shall have a directive board. Presided by the Dean, who
is the highest authority in the Faculty, the board includes
a secretary and five members, of which two represent the
faculty, two represent the students, and the fifth, a
representative of professional associations. With the

exception of the student representatives, who hold office

3.7

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3.8
FIGURE 3.3

COMPOSITION OF THE FACULTY DIRECTIVE BOARD

   
  
     
  
    

REPRESENTA-
TIVE OF PRO-
FESSIONAL
"COLLEGES"

(E.G., MEDICA

ASSOCIATION) BOARD OF SECRETARY

DIRECTORS

STUDENT
REPRESENTA-
TIVE

  

FACULTY STAFF
REPRESENTATIVE

3.9

for one year, the members are elected for a four-year
term. The board should meet twice a month for ordinary
sessions and for special sessions when circumstances
deem it necessary. The preceding chart illustrates the
organization of a Faculty's directive board.

4. The Deans: The Deans are repre-
sentatives of and preside over their respective Faculties,
as well as being in charge of the direction of the various
subsidiary schools and divisions. The Deans are elected
by the ranking members of the teaching staff, plus an
equal number of students and representatives from the

professional world who are not professors.

5. The Faculty: The faculty of the
University is composed of by Honorary Professors, Titular
Professors, Auxiliary Professors, Extraordinary Professors
and Free Professors. According to the regulations of the
University all professors who have taught effectively and
continuously during a period of thirty years are to be
considered Honorary Professors. The University reserves
the right to confer this honor upon people who have dis-
tinguished themselves in their respective fields. Titular
Professors are those who have won their position through
competitive examinations, hence "hold title" to the course(s)
they have earned the right to teach and/or direct. Auxil-
iary Professors aid the Titular Professors and must also

acquire their positions through competitive examinations.

 

3This consists of examining the merits of two or
more candidates in order to decide upon the one who 15
qualified for the p051tion 1n quest1on.

3.10

Their contracts are awarded on a five-year basis.

In order to be a Titular or Auxiliary Professor
one must be a graduate of the University of San Carlos
or have been connected with the University for a period
Of at least three years prior to appointment. In theory,
he should also be the author of publications which in-
dicate his professional and scientific competency. Extra-
ordinary Professors are those who teach temporarily or
through special contract with the University. Free Pro-
fessors are those persons who are sanctioned by the
University to teach permanently or temporarily in programs

which are not part of the regular curriculum.

6. The Student Body: The student
within each Faculty are organized in associations, and
elect two representatives to serve on the all-University
Association. The Board of Directors of the University-
wide student organization includes a president, a vice-
president, six secretaries, six sub-secretaries, and two
spokesmen. The secretaryships are: Minutes, Organiza-
tion, Cultural and Social Activities, Finances, Public
Relations, Publicity, Athletic Activities, Workers and
Farmers Matters. The following chart illustrates the

students' organization board.

 

3.11

 

 

 

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3.12

The student body of each Faculty has its own
Association, with its own statutes and internal regula-
tions, and the following are the Faculty's Student Asso-
ciations in USCG:

Association of Agronomy Students

Association of Architecture Students

Association of Economics Students

Association of Law Students

Association of Medical Students

Association of Chemistry Students

Association of Humanities Students

Association of Engineering Students

Association of Dentistry Students

Association of Veterinary Medicine Students
The general student body is organized as the Association
of University Students. Students serve as members of the
Superior University Council and of each faculty's Board.
Table 1.14 presents a breakdown of the number of students
which compose each Association and of their representatives
in the Association Of University Students, the Faculty
Committees and the Superior University Council.

As can be seen, the students play an important
role in the life and organization of the University.

They are a strong group which can exert influence upon all

administrative and academic decisions of the University.

 

4Ibid., p. 8.

3.13

3. Other University Units: Besides the

Faculties there exist other Offices. They include the
Registrar's Office, the Institute for Educational Research
and Improvement, the Department of Student Service, the
University Press, the Student Residences, the Institute
of Sociological and Economic Research, and the Institute
for Historical Research.

a) The Registrag's Ofgigg - The Registrar's
Office was created in 1960 to handle enrollment, certifi-
cation, course credits, recording of grades, degrees and
titles, etc. It administers scholarships and remissions
of fees.

b) The Institute for EducationaLpResearch

and Improvement - This institute was
organized in 1962 by a bi-lateral agreement between the
University of San Carlos and Midhigan State University.
The Institute is the first of its kind in Central America
and has as its basic objective "the improvement of plans,
programs, services and installations in universities and
secondary schools and Special education and rehabilita—
tion."5 It is governed by an Inter-University Board,
and is jointly staffed and managed by the University of
San Carlos and Michigan State University, with personnel

from both Central America and the United States.

 

SIIME, Universidad de San Carlos, Guatemala, C.A.,

p. 3.

3.14

4. University:§£owth: One of the most signifi-
cant aspects of the University of San Carlos is the contin-
uous growth of its student body. The rate of increase in
enrollment is shown on Table 3.1. Upon comparing Tables
3.1 and 3.2, the latter of which shows the University's
Income, it is seen that while enrollment has almost tripled,

income has remained almost constant from 1960 on.

5. Source of Income: Article 102 of the Con-
stitution of Guatemala guarantees autonomy to the Univer-
sity and establishes as a minimum budget for the Operation
and expansion of the University the sum of two per cent of
the national governmental budget income. Seventy-six per
cent of the income of the University comes from the state
and the remaining twenty-four per cent proceeds from other
sources, such as registration fees, rent on estates, the
University Press and other less important sources.

Although Article 102 clearly specifies the amount
to be allotted to the University, it is only on rare
occasions that the University receives the full amount to
which it is entitled by law. The state is usually in
debt to the University. In table 3.2 monies assigned to
the University by the state are shown. The asterisks in-
dicate that the complete amount of money had not been
received. In table 3.3, a comparison is made of the
amounts which the University should have received and the

amounts it did receive. The problem lies not only in the

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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3.16

fact that the prescribed amount is not always received,
but also in the fluctuations in governmental income and
in the absence of a stable and clearly defined fiscal
policy which gives a clear definition of the concept of
"National Income," classified as "Ordinary Income."6

This situation makes for a great deal of uncer-
tainty and instability in the plans and projects of the
University. Likewise, although it is true that the
University is assured of an income through Article 102,
this leads to a rigid economic situation, since once the
money has been received the University is hindered from
asking for other types of services and aid. The estab-
lished two per cent, not necessarily sufficient for the
needs and the growth in enrollment in the University.

Because of the economic limitations, the Univer-
sity has deemed it necessary to increase registration
fees. The student body, which is, as already mentioned,
a powerful pressure group, has protested the increase in
fees vehemently.

Because of the financial situation many of the
problems and needs of the University have not been solved.

There are many services which are not offered to the

 

6The interpretation of exactly what constitutes
"Ordinary Income," and thereby the amount assigned to the
University, has in reality, depended on the personal
judgment of the Secretary of the Treasury and of the
President of the country.

3.17
TABLE 3.1

RELATIVE PERCENTAGES OF STUDENT ENROLLMENT
AT THE UNIVERSITY OF SAN CARLOS 7
OF GUATEMALA - 1947 TAKEN AS BASIC YEAR

M

 

Student Growth Or Relative
Year Enrollment Diminution Percentages
1947 1,084 --- 100
1948 2,009 205 111
1949 2,226 217 123
1950 2,373 147 132
1951 2,824 457 157
1952 3,083 259 171
1953 3,233 150 179
1954 5,368 135 187
1955 3,245 123 180
1956 3,809 564 211
1957 4,336 527 240
1958 4,867 531 270
1959 4,963 96 275
1960 5,229 266 189
1961 5,447 218 301
1962 5,854 407 324
1963 6,183 329 343

 

 

7

Statistical Bulletin USCG.
University of San Carlos, Guatemala, C.A., No. 2, Year 2,
1963, p. 72.

Registrar's Office,

3.18

TABLE 3.2

REVENUES OF THE UNIVERSITY OF SAN CARLOS OF

GUATEMALA DURING THE YEARS 1954 TO 19618

 

 

 

Year Revenue in Quetzales*
1954-55 660,000**
1955-56 880,000**
1956-57 770,000**
1957-58 840,000**
1958-60 1,584,513
1960-61 2,425,317
1961-62 2,300,289
1962-63 2,765,859

 

*One quetzel is equal to one U.S. dollar.

**Amount of money inferior to what the
University was supposed to receive ac-
cording to law.

 

8Source; USCG"Memoirs" 1958-62, p. 205.

3.19

TABLE 3.3

ORDINARY REVENUES OF THE NATIONAL
GOVERNMENT AND CONTRIBUTION FROM THE
STATE TO THE OPERATION OF USCG
DURING THE YEARS 1954-19589

 

 

Amount Given

 

National Two Per Cent to the
Year Budget of the Budget University
1954-55 Q. 70,094,000 1,401,880 660,000
1955-56 60,385,000 1,327,700 880,000
1956-57 73,399,835 1,467,996 770,000
1957—58 81,993,039 1,639,860 840,000
Totals <Q. 291,871,874 5,837,437 3,150,000

 

 

9USCG "Memoirs";40p. Cit., p. 220.

3.20

students. Many changes and reforms will be necessary in
the future in order to meet the needs and the demands of
Guatemalan society, if the University is to be an insti-
tution of social change and it is from it that the future
leaders of the country will emerge, as well as the poten-

tial for the country's progress.

6. Current Status:

a) Epgollment in the University of
San Carlps of Guatemala - As noted

previously, the University of San Carlos is located on

two campuses, one in the capital of the country, Guatemala
City, and the other in Quezaltenango, the second most
important city in the western part of the country. The
enrollment for the 1963 academic year was 6,183 students,
including 51 auditors. In Guatemala City the ten Facul-
ties enrolled 5,806 students, or 93.90 per cent of the
entire student body. In Quezaltenango schools the en-
rollment was 377 students, representing 6.10 per cent of
the total enrollment. Four thousand three hundred ninty-
three students were enrolled in the four largest Faculties
in the capital: Law with 1,448 students, representing
23.42 per cent of the student population; Engineering,

987 students, 15.96 per cent; Economics, 977 students,
15.90 per cent; and Medicine, 781 students, 12.63 per cent.
These four Faculties accounted for 67.91 per cent of the

student papulation. The other six Faculties comprised

25.99 per cent, and the other 6.10 per cent were in

3.21

attendance at the schools in Quezaltenango. In Table 3.6
complete information is given in this respect. The
Schools of Economics and Law in Quezaltenango had 270

and 377 students enrolled, respectively, 71.62 per cent
of their enrollment and 4.48 per cent of the total en-
rollment of the University of San Carlos.

The University offered forty different majors.

On Table 3.4 it can be seen that of these 38 majors, 31
or 81.57 per cent, were concentrated in Guatemala City,
and seven or 18.34 per cent, in Quezaltenango.

Although the Faculty of Humanities offered eighteen
different majors, its enrollment (481 students) accounted
for only 7.78 per cent of the total student body, and
these were spread throughout the various majors. Thirteen
of its major fields had less than twenty students, in-
cluding seventy-two students enrolled in the different
areas of specialization in secondary education. Four
majors were being persued by from twenty-one to thirty-
eight students, and two majors, those of Education and
Psychology, enrolled 102 and 155 students, respectively.

Veterinary Medicine, on the other hand, was the
Faculty with the fewest number of students enrolled: 122
or 1.97 per cent of the total student population; and it
was followed by the Faculty of Agronomy with 181 students,

or 2.93 per cent of the student body.

3.22

The number of new students was 1,086, of which
93.65 per cent were registered at Guatemala City, while
only 6.35 per cent were enrolled at Quezaltenango.

Tables 3.7 and 3.8 give a summary of the enrollment
at USCG by campus and Faculties. Notice that the largest
group of freshmen students were admitted to the Faculties
of Law (234), Economics (219) and Humanities (153).
Although these three Faculties had the highest gross num-
ber of new students, Agronomy, Humanities, Dentistry,
Veterinary Medicine, and Economics admitted higher per-
centage of new enrollment for the whole University with
34.25 per cent in Agronomy, 31.81 per cent in Humanities,
30.74 per cent in Dentistry, 24.54 per cent in Veterinary
Medicine, and 22.42 per cent in Economics. More details
are found in Table 3.7.

In regard to the number of students enrolled by
major, Table 3.5 shows the range of enrollment and the
number of majors. Twenty-one majors out of the thirty-
eight available in USCG, represented fewer than fifty
students. Twenty-three had less than 100 students enrolled.
Thirty-five had less than 500 students and only three en-
rolled more than 500. Those three were Law, Medicine,
and Engineering, with 1,448, 781, and 987, respectively.
In terms of economics and efficiency, it is not wise to
offer majors where there are only a few students enrolled,

and there exists a shortage of good teachers, limited

3.23

 

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3.24

 

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3.25
TABLE 3.5

UNIVERSITY OF SAN CARLOS, 1963 11
CARRERAS BY NUMBERS OF STUDENTS ENROLLED

 

 

 

 

 

Range of Enrollment Number of Carreras
FEWER THAN 10 STUDENTS 12
10-19 2
20-29 3
30-39 2
40-49 2
FEWER THAN 50 21
50-99 2
FEWER THAN 100 23
100-199 8
200-299 2
300-399 0
400-499 2
FEWER THAN 500 35
500 OR MORE 3
TOTAL 38
11

Second Student Censup, USCG, 1963.

3.26

TABLE 3.6

UNIVERSITY OF SAN CARLOS

CARRERAS BY ACADEMIC YEARS REQUIRED12

 

 

Years of Required Study Number of Carreras

 

3
10
3
8
13

OOO\Ul-l-\UJN

1
Total 38

 

 

12University of San Carlos Catalogue, 1963.

3.27

 

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3.28

 

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3.29

budget, and inadequate educational facilities and equip-
ment. In the case of Guatemala, where this situation
does exist, the result is often a substantial increase
in the costs of operation with little improvement in the
quality of the services offered.

b) Majors and Years Required to
Complete Them - Most majors in USCG

require a minimum of six years for the degree. Table 3.6
shows that thirteen majors out of the thirty-eight (34.21
per cent) had a six year requirement for the "licencia-
ture" degree. Sixteen majors (42.10 per cent) required
from two to four years, and seven majors (18.42 per cent)
required a minimum of five years. There was a great dis-
crepancy in the time required to obtain a degree. And
this discrepancy also was shown in the number of hours
required in each major field. For example, the "licen-
ciatura" in the field of Humanities does not mean the
same as a "licenciatura" in Economics, insofar as time

is concerned. Each Faculty and each Department within
the Faculty set their regulations regarding time, number

of courses and other requirements.

c) "Pasantes"1§ There were 467 students
with "pasante" status, all of them from the Faculties and

schools in Guatemala City. Of these, the largest number

 

15"Pasantes" refers to a student who has com-
pleted all the degree requirements with the exception
of the examination on the thesis.

3.30

were in Medicine, 179 students or 38.35 per cent; Law, 69
students, or 14.78 per cent, and Economics, 10.93 per
cent. Secondary Education was one of the fields with the
smallest number of "pasantes," only six students.
Architecture had only one, but this was due to the fact
that it is a new curriculum, and Humanities and Engineer-
ing 11.13 and 6.56 per cent, respectively. In general,
the Faculties in Guatemala City accounted for 94 per cent
of all the "pasantes," 93.65 of all the new students,
93.82 of all the re-enrolled students, and 100 per cent
of the auditors; as opposed to 6.35 per cent, 505 per
cent and 6.18 per cent at Quezaltenango. It is clear
that the main campus is the Guatemala City campus. And
the Faculties preferred by the students more systemati—
cally are Law; Economics; Medicine; and Engineering, due
to the high social status which these careers enjoy,
plus the possibilities of higher salaries and better jobs.
On the other hand, fields such as Agronomy, Veterinary
Medicine, Education, Psychology, and PhilOSOphy have
less status and less appeal, partially because of lower
salaries and fewer opportunities for advancement.

In general, it can be observed that for all the
University the number of "pasantes" is very small.
Tables 3.8 and 3.9 show a summary of enrollment by

categories.

 

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3.32

 

 

 

 

 

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3.35

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3.36

7. Years Elapsed Since the First
Enrollment: One of the interesting facts

about USCG students is the amount of time Spent between
initial enrollment and the eventual receipt of degrees.
In Table 3.10 it can be observed that this time is al-
most double the time required in each major. The time
needed to earn a degree varied from four to eight years.
The majors of Law, Business Administration, and Chemical
Engineering had a curriculum requirement of five years
of study. Other fields, such as Agronomy, Architecture,
Biochemistry, Civil Engineering, and Dentistry had a
six-year program. The facts revealed, however, that in
the group of "pasantes" the students needed almost twice
the time stipulated in order to obtain their degrees.
Majors such as Economics, Law, Humanities, and Dentistry
double the time expected in order to finish. The same
is true, to a lesser degree, in all of the other
Faculties.

In the re-enrolled group on both campuses, with
the exception of the ninety-two students registered in
Veterinary Medicine, most of the students had dropped
behind in their work toward a degree. This point will
be discussed at greater length in Chapter 5, where we

shall deal with achievement.

3.37

SUMMARY

In this third chapter we have seen that the great
majority of the students were enrolled on the main cam-
pus in Guatemala City. The fields attracting most stu-
dents were Law, Engineering, Economics, and Medicine.
The group of students with "pasante" status represent
only 7.55 per cent of the total enrollment, which is a
low proportion. The majority of the students spent al-
most twice the time required to obtain a degree, as shown
in Table 3.10, due in part to the generalized practice
of deferring grades, drop-outs, and because they are
essentially part-time students.

In Chapter 5 there are presented more details in

respect to the students' achievement.

CHAPTER 4

PERSONAL AND FAMILY CHARACTERISTICS OF
STUDENT LEADERS AND NON-LEADERS

All of the data offered by the informants was
processed on punched cards in Guatemala by IIME. Lists
of student responses were obtained, as well as tabula-
tions and analyses of their academic achievement. In
presenting results, two types of tables will be used:
one in which responses are indicated in numbers, and

the second in percentage.

A. Lfigders and NoneLeadegs: Personal
Characteristics

Students were predominantly of the male sex.
In Table 4.1 students are categorized by sex and faculty.
With the exception of the Faculties of Humanities and
Chemistry and Pharmacy, where women students composed
55% and 36%, respectively, of the student population,
the great majority of the students enrolled were male.

The distribution by sex is presented in percent-
age in Table 4.2. Observe that in the group of leaders,
in seven of the ten faculties, all student representatives

were male. Female representatives were reported in the

4.1

4.2

Faculties of Architecture, Chemistry and Humanities,
where female enrollment was 10%, 11% and 38%, respec-
tively.

The results were similar among non-leaders.
These are presented in Table 4.1 and 4.2. It was found
that among non-leaders in the Faculties of Agronomy,
Architecture, Medicine, Engineering, Dentistry, and
Veterinary Medicine women represented less than 5.0%
of the 5,704 students. In Faculties with larger enroll-
ments, such as Economics and Law, only 10.0% of the
student body was female. Only in the Faculties of
Humanities and Chemistry and Pharmacy was there a female
population of 54.7 and 36.8, respectively.

The scarcity of women among the student body is
not peculiar to Guatemala. It is a general pattern
throughout Latin America. The higher education of women

is limited chiefly to teacher training.

B. Age

Most USCG students (i.e., the modal group) were
twenty to twenty-four years of age in 1963. The mean
age was 24.76 and the median was 23.35 years, which is
relatively high for students at the undergraduate level.
The number of students by age group is presented in

Table 4.3.

SEX OF STUDENT LEADERS AND NON-LEADERS

4.3

TABLE 4.1

 

Leaders

 

 

 

Non-Leaders Grand
Faculty M F Total M F Total Total
AGRONOMY 11 - 11 169 1 170 181
ARCHITECTURE 10 2 12 209 21 230 242
ECONOMICS 10 - 10 882 85 967 977
LAW 8 - 8 1,357 83 1,440 1,448
MEDICINE l4 - 14 734 33 767 781
CHEMISTRY &

PHARMACY 8 1 9 211 123 334 343
HUMANITIES 5 3 8 214 259 473 481
ENGINEERING 12 - 12 965 10 975 987
DENTISTRY 8 - 8 217 19 236 244
VETERINARY

MEDICINE 10 - 10 108 4 112 122

Total 96 6 102 5,066 638 5,704 5,806
TABLE 4.2

SEX OF STUDENT LEADERS AND NON-LEADERS
(IN PERCENT)

 

 

 

 

 

 

Leaders Non-Leaders

Faculty M F Total M F Total
AGRONOMY 100.0 ---- 100.00 99.41 .59 100.00
ARCHITECTURE 80.0 20.0 100.00 90.87 9.13 100.00
ECONOMICS 100.0 ---- 100.00 91.21 8.79 100.00
LAW 100.0 ---- 100.00 93.78 6.22 100.00
MEDICINE 100.0 ---- 100.00 95.70 4.30 100.00
CHEMISTRY &

PHARMACY 89.0 11.0 100.00 63.17 36.83 100.00
HUMANITIES 63.5 37.5 100.00 45.24 54.76 100.00
ENGINEERING 100.0 ---- 100.00 98.97 1.03 100.00
DENTISTRY 100.0 ---- 100.00 91.95 8.05 100.00
VETERINARY

MEDICINE 100.0 ---- 100.00 96.46 3.54 100.00

Total 94.12 5.88 100.00 88.81 11.19 100.00
1

Second Student Census, USCG, 1963.

USCG POPULATION IN 1963

4.4

TABLE 4.3

2

 

 

 

 

 

Frequency of Ages Number of Students
16 to 18 962
20 to 24 2,374
25 to 29 1,484
30 to 34 782
35 to 39 338
40 to 44 150
45 to 49 49
50 to 54 24
55 to 59 4
60 O
2

Second Student Census, USCG, 1963.

4.5

It can be seen in the preceding table that the
great majority of the students ranged from twenty to
twenty-nine years of age. There were relatively few
students younger than eighteen, but a substantial number
older than thirty.

Of the 102 student leaders, fifty-nine or 58%
were within the twenty-one to twenty-five year age group,
while ninety-four or 91% fell within the sixteen to
twenty-nine year group.

Among non-leaders, most were in the twenty-one
to twenty-five year category, as with leaders. Thirty-
seven per cent of the population of non-leaders fell
within this group. The group between the ages of sixteen
and twenty-nine years represented 82% of the population,
including those in the twenty-one to twenty-five year
age group.

In the analysis by Faculty (Tables 4.4 and 4.5)
older students--among leaders and non-leaders--were
found in Law, Economics, Humanities, and Medicine.

For the rest of the Faculties, Agronomy, Archi-
tecture, Chemistry, Engineering, and Veterinary Medicine,
the population of students older than thirty years com-
prised less than 8.0% of the respective enrollments.

It was in the sector of non-leaders where the largest
concentration of students younger than twenty years or

older than thirty-one years was found. However, in the

4.6

 

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4.8

twenty-one to thirty age group the leaders were substan-
tially more numerous than the non-leaders.

When the age distribution was analyzed by
Faculty, it was observed that between the ages of six-
teen and twenty years, the leaders have a lower percent-
age of cases, the same as in the group of those forty
years old or more. The mean age of leaders was 24.3
years; that of non-leaders, 25.2. In conclusion, it
can be seen that, judging from available data, the group
of leaders tends to be somewhat younger than the non-
leaders. Also, the students who are selected to occupy
directive office within the administrative and student
structure of USCG belong mostly to the twenty-one to

thirty year age group.

C. Marital Status

Generally, there exists the idea that since
university students work and are twenty-one years of age
or more, the majority of them are married and have
financial obligations in their homes. However, the data
obtained from the §econd_§tudent Census gives evidence
of something quite to the contrary. For example, of
the 5,806 subjects, 3,958, or 68%, were not married.
In the category of those divorced or widowed there were

only 140 cases, or 4.0% of the total.

4.9

Of the 102 leaders, 74 (72%) were single, and
28 (27%) were married.

In the group of non-leaders, 3,884 (68%) were
not married; 1,680 (30%) were married; and, there were
only 139 (2.0%) reported to be divorced or widowed.

A frequency distribution according to Faculty
is given in Table 4.6, and in Table 4.7 the same distri-
bution is expressed in percentage. Analysis of these
data reveals that the Faculties of Economics, Law, and
Humanities had the largest pr0portion of married students,
both in the group of leaders and that of non-leaders.

The number of divorced or widowed students is insigni-
ficant in each population group.

Based on the available data, it can be observed
that among leaders and non-leaders, single students are
most numerous, followed by married students and finally,
the divorced or widowed students. There is, however,

a larger percentage of single students among the leaders,
which seems to indicate that the leader postpones marriage

for a longer time.

D. Family Background of the Student
Leader angiNon-Leader

1. Size of the Family: As was previously

suggested,3 Guatemalan families tend to be large, a

3Latin American Educational, Social and Economic
Development: Demographic, Social and Educational Situa-
tion in Guatemala, Op. Cit.

4.10

 

 

 

 

 

 

 

 

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4.12

tendency which is characteristic of under-developed
countries where there is a proliferation of poverty,
illiteracy and ignorance of family planning.

Upon analyzing the family makeup of the leaders
and non-leaders, it was found that the number of members
in the families ranged from one to ten or more. In the
frequency distribution which appears in Table 4.8, the
number of members in the family was divided into eleven
groups. The number of students whose cases pertained
to each group appears in the table. It can be observed
that families of one to five members were most numerous;
3,321 students (58%) were from families of this size.

With respect to the non-leader, it was found
that 1,107 (19%) were from families of one to three
members; 2,152 (38%), four to five members; 1,524 (27%)
six to seven members; 628 (12%) eight or nine members;
and 294 (5.0%) were from families with ten or more
members.

To sum up, the group with one to five members
in their respective families was the most numerous,
both for the sector of leaders and that of non-leaders.
More of the leaders (63%) fell within this category than
the non-leaders (56%). Families larger than six members
were more frequent in the group of non-leaders than that
of leaders. There were, for example, 44% of non-leaders
within this classification, as opposed to 37% of the
leaders. Apparently student leaders tend to come from

smaller families.

4.13

TABLE 4.8

FAMILY SIZE OF STUDENT LEADERS AND NON-LEADERS5

 

 

 

 

 

Members in the Leaders Non-Leaders
Student's Family # of Cases # of Cases

1 3 108

2 7 279

3 13 720

4 27 1,059

5 12 1,093

6 11 886

7 12 638

8 6 385

9 3 243

10 2 140

More than 10 4 154

Unknown 3
Total 102 5,704
TABLE 4.8a

FAMILY SIZE OF STUDENT LEADERS AND NON-LEADERS
(IN PERCENT)

 

 

 

 

 

Members in the Leaders Non;;eadeg§
Student's Family % of Total % of Total

1 2.94 1.84

2 6.83 4.89

3 12.75 12.62

4 26.47 18.57

5 11.76 19.16

6 10.78 15.53

7 11.76 11.18

8 5.88 6.75

9 2.94 4.26

10 1.96 2.45

More than 10 3.92 2.70

Unknown 2.94
Total 100.00 100.00

 

5Second Student Census, USCG, 1963.

4.14

E. Family Economic Background

1. Fathegis Occupation: The occupations in
which the fathers of the subjects were employed numbered
ninety-nine,6 and were: engineers, professional and
technical employees, chemists, pharmacists and labora-
tory technicians, professors and teachers, lawyers,
judges and magistrates, doctors and other related occupa-
tions, writers, musicians, and artists, men of the church
and charity and social workers, accountants and auditors,
government officials with directive positions both at
national and local levels, diplomatic personnel, managers,
and administrators in wholesaling, owners; managers; and
administrators or other officials in manufacturing in-
dustries, owners; administrators; and other officials in
construction, owners; administrators; and other officials
in banking, insurance and real estate, owners; adminis-
trators; and other officials in transportation, communi-
cations and public utilities, owners; administrators;
and other officials in restaurants, hotels and other
personal services, owners; administrators; and other
officials in other industries, secretaries, typists, and
stenographers (except government employees); secretaries,
typists, and stenographers (government employees), office

machine operators, other office employees in special

 

6Second Student Census, USCG, 1963, page 82.

4.15

fields, messengers and errand boys, similar office
employees (except in the government); similar office
employees (in the government), other non-specialized
office employees and similar occupations, salesmen,
commercial representatives and agents of manufacturing
companies, specialized salesmen, wandering salesmen and
peddlers, newspaper boys and retail salesmen, farmers and
livestock workers (owners and tenants), other agricul-
tural workers, gardeners and caretakers, butchers, wood
cutters and similar occupations, Operators and workers
in mining and quarrying, occupations connected with
railroads, vehicle drivers, other workers in transpor-
tation, mechanics and metal workers, other mechanics,
textile workers, tailors; seamstresses and dressmakers,
cobblers and other makers of leather products, furniture
makers and carpenters, makers of food and tobacco pro-
ducts, skilled construction workers, building mainten-
ance workers, other skilled workers not elsewhere clas-
sified; workers and day laborers in construction, stevedors,
longshoremen and other day laborers in transportation,
oflner manual and day laborers not elsewhere classified,
domestics, specialized occupations in food and lodging,
homemakers (domestic jobs), personal services: hair
dressers; shoe shiners; etc., military personnel. These
ninety-nine occupations were classified by eleven large

categories, according to the criteria used officially by

4.16

the government of Guatemala for its population and agri-
cultural census, as well as for other types of social
studies. The eleven categories were the following:
unclassified; professionals, technicians and related;
managers, directors, and administrators; office workers
and related; traders, vendors, and related; farmers,
hunters, fishermen, lumbermen, and related; mining
and quarry workers; artisans, craftsmen, and skilled
laborers; workers in transport occupations; unskilled
workers and day laborers; and workers in public services
and related.

From the data which appear in Table 4.9 it can
be observed that of the eleven job classifications,
that of professionals, technicians, and related was the
one which included the greatest number of cases, with a
total of 1,457 or one-fourth of all the informants.
The second largest group was that of managers, directors,
and administrators, which included 1,261 individuals,
or 23%. Thus, the fathers of about 48% of the students
surveyed were reported to be professionals and adminis-
trators, with the remaining 58% being distributed among
nine other categories. In Table 4.10 the number of
subjects corresponding to each occupational group is
given in detail by percentage. An important fact is that
the categories of professional and administrators are

followed, in order, by agricultural occupations, workers

4.17

in public services and office workers. Although artisans
are numerous and important in the country, it appears
that they do not send their sons to the University in
large numbers.

Upon analyzing leaders and non-leaders, it was
found that--although the category of professionals,
technicians, and related occupations was most prominent
in each group--in the group of leaders it was larger
finan in the group of non-leaders. The same tendency
was observed for those occupations which required greater
acadanic preparation and which were more remunerative
and of higher social status. This can be seen from the
analysis of Tables 4.11 and 4.12, in which the relation-
ship between the occupations and educational level of
the parents of the subjects is presented. It will be
(observed that the fathers of the leaders, as a group,
had a higher educational level than those of the non-
leaders. More details regarding this will be given later.

2. Family Income: Family income was reported
by USCG students. The reports of income were divided
into twenty-four categories, as can be seen in Tables 4.13
and 4.14. The incomes ranged between $50.00 and $5,000.
per month. Also included was the occupation of the
father from which he derived his principal income. The
data included in Tables 4.13, 4.14, and 4.15 show that

326 subjects (6.0%) reported incomes of $99.00 or less

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4.22

per month, and that 3,568 (61%) subjects reported their
fathers' incomes to be between $100.00 and $349.00.

The majority of the subjects fell in this latter group,
both in the leader and non-leader populations. There
were 956 (16%) subjects reporting incomes of $350.00 to
$499.00; 803 (14%) reporting incomes of $500.00 to
$999.00; 118 (2.0%) incomes of $1,000.00 to $1,399.00;
33 (0.5%) with incomes from $1,400 to $2,999; and only
ten cases (.01%) reported monthly incomes of over
$3,000.00. Thus, the incomes of over $1,000.00 per
month accounted for only about 3% of the total.

Table 4.14 shows the percentage distribution of
monthly income for the fathers of leaders and non-
leaders, according to occupations. There it can be seen
that the most families report an income of $100.00 to
$349.00 per month. Also, it can be observed that a
greater proportion of leaders reported a family income
greater than $600.00. More non-leaders reported a
monthly family income of less than $99.00. In general,
therefore, it was observed that leaders had fathers
Who (1) possessed a higher educational level, (2) who
occupied more prominant professions, and (3) enjoyed
larger incomes. These details are summed up clearly in
Table 4.15, where the distribution of occupations, monthly
income, number of cases in each category and the mean

income for both leader and non-leader groups are

4.23

.momH .oom: .msmamo pamcsum vacuum

 

 

 

 

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umHHme w smegmmno .mammHuu4
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mm o n n m N wq ON 0 u u u u n u u mCOHummsooo pneumawua :H mumxuoz
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HH.¢ mude

4.24

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a
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Hezmommm sz

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HemacHusoov NH.q mHm<H

4.25

summarized. The mean income of fathers of student
leaders is much higher than that of fathers of non-
leaders. While the former reported a mean income of
$409.00 per month, the latter had $336.00 per month.
The information in Table 4.15 confirms the fact men-
tioned before: that the fathers were employed mainly
in the occupational categories of professionals, direc-
tors, and administrators. 0f the 102 leaders, 55 (54%)
had fathers in one of these two categories, while in
the group of non-leaders there were 2,657 cases or 48%.
It was in these occupational groups, also, that the
highest incomes were reported by each group; $24,768.00
out of $41,739.00 or somewhat more than 50% among the
leaders; and $1,010,627.00 out of $1,915,613.00, also
over 50% for the non-leaders. rOccupations requiring
little academic preparation (such as unskilled labor,
miners, transportation, artisans, etc.) appeared in 20%
of the population with low monthly incomes. Notwith-
standing, this type of occupation is much more common
in Guatemala than that of professional and technicians.
However, the unskilled laborer cannot afford to send
his children to college. There is no doubt that a univer-
sity education in Guatemala is still an expensive service
and can only be acquired by a limited number of young
people whose families occupy an advantageous social and

economic position.

4.26

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mumpmmH

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MH.¢ mam<H

 

4.30

55.0 Nm.m mo.m ww.mH Hm.qH mm.mH NH.m oq. mm. . u u om.H u u Hmuoa

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b mumxuoz moH>umm

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.coaummuo .mcmmHuH<

mm. «m. mm. eq.H Nq.H oo.H 50. NH. - - - - - - - mumuoan sun w
mumxuoz pwHHmecb

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4.31

 

 

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mumpmmHucoz

 

 

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4.32

 

.mooH .oomo .momomo pamosum oucommHH

 

 

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:mmz chucoz mo * com: stucoz mo * umnssz mo mamH

 

mumpmmgucoz

mumpmmH

 

 

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mH.s mam<9

4.33

In conclusion, most students of USCG come from
a social class with the highest income and whose parent
is at the highest job level. The fathers of student
leaders have a higher mean income than those of the non-
leaders; similarly, leaders' fathers tend more to be
professionals, technicians, directors, and administra-
tors than do the fathers of non-leaders. In both groups,
however, the occupations which predominate are those
Which require the greatest scholastic preparation.
Agriculture is the third most important occupation and
the second highest source of income for the students
surveyed. A university education in Guatemala is still
a service which only the socially elite can pay for, and
although it is not denied to those who have the capa-
bility, many cannot afford to study because of the

expense and the length of the university curriculum.

F. Eggent's Educational_§ackground

1. Parent's Educational_1evel: The educa-
tional level of the subjects' parents was divided into
seven categories: (1) incompleted elementary education;
(2) completed elementary education; (3) incompleted
secondary education; (4) completed secondary education;
(5) incompleted higher education; (6) completed higher
education; and(7) no education. For the presentation
of these data a total of 53i2< tables were made, they

are: 4.16, 4.17, 4.18, 4.19, 4.20, and 4.21.

4.34

These tables present the frequency distribution and per-
centage distribution of the educational level of the
fathers, the mothers, and both parents together, accord-
ing to the Faculty in which the student informant was
enrolled. From the analysis of these tables, it can be
observed in general terms, that the fathers had a higher
educational level than the mothers. A comparison of
tables 4.16 and 4.17, in which are shown the educational
levels of the fathers and mothers of the leaders and
non-leaders, speaks eloquently. While the fathers in
the categories of incompleted elementary education and
completed elementary education comprised 9% and 32%,
respectively, these same categories accounted for 12%
and 45% of the mothers, showing that the frequency of
moflhers who had not gone farther than elementary school
was much greater than that of the fathers. Insofar as
secondary education (completed and incompleted) is con-
cerned, the fathers were also reported to be at an advan-
tage. A few more fathers had completed secondary educa-
tion than mothers. While 25% of the fathers had finished
high school, only 23% of the mothers had done so. It
is, however, in higher education where there is a marked
difference between the educational level of the fathers
and that of the mothers. While 6% of the fathers had
entered into some degree of college education, less than

1.0% of the mothers had done so. Moreover, 12% of the

fathers had completed a college education as compared to

4.35

less than 1.0% of the mothers. Insofar as illiteracy is
concerned, it was found that 4% of the fathers were
unable to read and write, compared to 5% of the mothers.
Tables 4.20 and 4.21 offer a summary of these data.

The data offered in these tables show that the
parents of the leaders and non-leaders are people with
some education. Ninety-eight percent of them.had at
least an incomplete primary education, and only 5% fell
into the category of illiterates. For the nation as a
Whole, nearly 70% of the population is illiterate; hence,
parents of university students--as a class--are among
the most educated persons in the country.

Upon comparing the educational level of the
parents of leaders with that of parents of non-leaders,
it was found that in the category of a complete secondary
education or less, the percentage of mothers in the group
of leaders was greater than that of the fathers. But at
the university level, fathers were significantly more
numerous than the mothers. While 2% of the mothers had
at least an incomplete college education, 13% of the
fathers were so educated; moreover, while the fathers
represented 17% of those having completed college, there
was not a single case of a mother in this group having
a complete university education. In general terms, the
fathers of the leaders tend to be more advanced than

their wives with respect to higher education.

4.36

 

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NH

:OHumosom 02 u mz

mmeHoo .afioo n 00 mmmHHou .ocH H OH .omm .dEou u mu .omm .ocH u mH .Eon .dEoo u mo .EmHm .ocH u MH

 

 

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4.37

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NH.s MHm¢H

4.38

 

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GOHuwonpm 02 u mz

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mumomeIcoz mumpme

 

 

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OH.s mHm<H

4.39

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4.40

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ON.s mqm¢H

4.41

Among parents of non-leaders, similar results was
observed. Among them, the percentage of mothers with less
than a high school education was greater than that of
fathers. This was not the case at the university level.
Here the fathers were definitely in the majority. While
6% and 12% of the fathers were reported to have completed
some college level education, of student leaders and non-
leaders respectively. (Table 4.17) the mothers repre-
sented less than 1.0% (Table 4.18) at these levels.

To sum up, it can be seen that the fathers, in
both population groups, had a higher level of education
than the mothers. Also, the parents of student leaders
had a higher level of education than those of non-leaders,
as the data in Table 4.21 indicates. There it is shown
that the number of parents in the non-leader group who
had only attained an elementary education was twice as
large as that of the parents of the leaders. At the
secondary level the leaders are far ahead of non-leaders.
In the sector of no education whatsoever, there is little

difference.

G. Student's Immediate Educational Background

1. Type of Secondary School From
Which the Student Graduated: There were

two types of secondary schools from which the students
graduated: public and private. For the years 1962-63,
when the author of this study traveled to Guatemala and

Central America gathering data for this thesis, private

4.42

educational institutions played a very important role in
the education of the Guatemalan people, principally at

the secondary levels. At the college level education

was provided by USCG, which was a public institution.

The Catholic Landivar University, a church-related college,
had recently been established (1962) but had not as yet
played an important role in higher education.

Upon analyzing the data regarding the institu-
tions from which the students were graduated, it was
found that of the total 5,806 cases, 2,875 (51%) had
been graduated from public schools, 2,779 (46%) from
private schools, and 151 (3.0% from schools of other
countries.

In Table 4.22 leaders and non-leaders are re-
ported according to the secondary school from which they
were graduated and the faculty in which they were study-
ing at USCG in 1963. Table 4.23 provides the same infor-
mation in percentages.

Leaders in the Faculties of Agronomy, Economics,
Law, Medicine, Chemistry and Humanities were graduates
largely of public schools, while those in the Faculties
of Architecture, Engineering, Dentistry and Veterinary
Medicine were graduates largely of private schools.

In all, fifty-eight leaders (57%) had been graduated
from public schools, while forty-four (43%) obtained their

diplomas from private institutions.

4.43

TABLE 4.22

TYPE OF SECONDARY SCHOOL FROM WINCH STUDENT
LEADERS AND NON—LEADERS GRADUATED15

 

 

 

 

 

 

 

 

 

 

Leaders Non-Leaders

Faculty Public Private Total Public Private Total Foreign Total
AGRONOMY 8 3 11 63 106 169 1 181
ARCHITECTURE 2 10 12 66 159 225 5 242
ECONOMICS 9 1 10 641 303 944 23 977
LAW 8 - 8 851 569 1420 20 1448
MEDICINE 9 5 14 350 392 741 25 781
CHEMISTRY &

PHARMACY 7 2 9 116 212 328 6 343
HUMANITIES 5 3 8 277 165 442 31 481
ENGINEERING 3 9 12 349 593 942 33 987
DENTISTRY 3 5 8 84 151 235 1 244
VETERINARY 4 6 10 20 86 106 6 122

Total 58 44 102 2817 2735 5552 151 5806
TABLE 4.23
TYPE OF SECONDARY SCHOOL FROM WHICH STUDENT
LEADERS AND NON-LEADERS GRADUATED
(IN PERCENT)
Leaders Non-Leaders
Faculty Public Private Total Public Private Total Foreign
AGRONOMY 2.94 7.84 10.78 1.86 1.10 2.98 .02
ARCHITECTURE 9.80 1.96 11.77 2.78 1.16 4.03 .09
ECONOMICS .98 8.82 9.80 5.31 11.24 16.94 .41
LAW - 7.85 7.85 9.98 14.92 25.24 .34
MEDICINE 4.90 8.82 13.73 6.87 6.14 13.45 .43
CHEMISTRY &

PHARMACY 1.96 6.86 8.82 3.73 2.03 5.86 .10
HUMANITIES 2.96 4.90 7.84 2.90 4.86 8.30 .54
ENGINEERING 10.82 2.94 11.77 10.40 6.12 17.09 .57
DENTISTRY 4.90 2.94 7.84 2.65 1.47 4.14 .02
VETERINARY 5.88 3.90 9.80 1.51 .35 1.97 .10

Total 43.15 56.85 100.00 48.00 49.39 100.00 2.61
15

Second Student Census, USCG, 1963.

4.44

Among non-leaders, those from the Faculties of
Economics, Law and Humanities were graduates mostly of
public schools, and those in the Faculties of Agronomy,
Architecture, Medicine, Chemistry, Engineering, Dentis-
try and Veterinary Medicine, of private schools. Among
the non-leaders there were 151 (3.0%) who had been gradu-
ated in other countries.

In conclusion, the leaders as a group were mostly
from public schools as compared to the non-leaders.

While 57% of the leaders had graduated from public schools,
51% of the non-leaders fell in this category. For both
groups the greatest percentage of students were from

public schools.

2. Year of First Enrollment: There is an

 

interesting phenomenon among the students of USCG inasmuch
as they delay entrance to the University for several
years following graduation from high school. From Tables
4.24 and 4.25 it can be observed that one year or more
elapsed between the time of the students' graduation
from.high school and first enrollment at USCG. This was
the case for 97% of the leaders and 82% of the non-leaders.
In Tables 4.24 and 4.25, the time of first enroll-
ment is grouped in blocks of five years. From these
tables it is seen that the great majority of the students
had enrolled between the years of 1958 and 1962; of these,

seventy-seven leaders (76%) and 2,867 non-leaders (50%)

4.45

 

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4.46

 

 

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MN.s 999¢H

4.47

had enrolled for the first time during this five-year
period. The period of 1953-57 included 20% of the
leaders and 21% of the non-leaders. Of a total of 102
leaders, only three (3.0%) had enrolled immediately
after graduation from high school, but among non-leaders,
1,014 or 18%. In the group which enrolled between 1948
and 1952, there were only two cases among the leaders
and 7.0% among non-leaders. There was a small number of
students who had enrolled prior to 1957, although there
were some students who had enrolled as early as 1921

and had not as yet been graduated.

Upon analyzing the time of the first enrollment
by Faculties, it was found that students of the Faculties
of Economics, Law, Medicine, Chemistry and Humanities
were among those who had enrolled prior to 1948 and who
had not yet been graduated. Of the students who had
enrolled before 1948, all, except one (from the Faculty
of Medicine) were non-leaders. In Table 4.26 the average
lapse of time between graduation from high school and
first enrollment at the university is presented according
to Faculties. From this table it can be seen that in all
of the Faculties, except Engineering--where the students
enrolled an average of less than one year after high
school graduation--the average time elapsed before

entrance to the university was more than one year.

4.48

The student leaders in the Faculties of Architec-
ture, Law, and Humanities took an average of four or more
years before enrollment in the university. The leaders
in the Faculties of Economics, Medicine and Engineering
followed a similar pattern. Evidently the time which
elapses between graduation from high school and initial
enrollment in USCG is prolonged, in spite of the fact
that this period varies from Faculty to Faculty and
from group to group. In general, it can be observed
that the leaders tend to enter the university sooner
than the non-leaders. The non-leaders require almost
double the amount of time taken by the leaders. This
fact can be observed in the Faculties of Agronomy, Econo-
mics, Humanities, and Dentistry, where non-leaders took
twice the amount of time before enrolling. However,
this is reversed among students in the Faculty of Archi-
tecture. In the Faculties of Medicine and Engineering
the difference between the leaders and non-leaders re-
garding time elapsed before their first enrollment at
USCG is considerable. The leaders in Medicine take an
average of more than five years. In Engineering the
same relationship exists. While the leaders take less
than one year, the non-leaders require an average of
more than four years. For the Faculties of Law, Chemis-
try and Veterinary Medicine the difference between the

two groups is very slight.

 

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4.50

H. Studentig Othe£:Responsibilities

1. Students as Heads of Households: When
the professors, students, and university administrators
discuss student problems it is customary to hear them
comment that the students marry young and have to assume
family responsibilities very early in life. However,
from.the information gathered from this study, it was
found that only about one-third of the students were
married or were heads of households. Details by Faculty
of the leaders and non-leaders as heads of families are
presented in Tables 4.27 and 4.28. Table 4.29 contains
information about the number of children which had been
born to those students reported to be married. The
aggregate number of children was divided into twelve
categories, ranging from "no children" to "ten children
or more." From these tables the following observation
was made: of a total of 5,806 students, some 3,789
(67%) were not heads of households and had no financial
obligations other than their own personal expenses. It
was only in the Faculty of Economics that there was a
majority of students who were heads of families, both
in the leader and non-leader groups. For the remaining
Faculties, the heads of households were in the minority,
with the exception of the Faculty of Humanities where
the group of leaders was evenly divided between married

and single students, with four in each category.

4.51

 

 

 

 

 

 

 

 

TABLE 4.27
STUDENT LEADERS AND NON-LEADERS AS HEADS OF HOUSEHOLDS18
Leaders Non-Leaders

Faculty Yes No Total Yes No Total
AGRONOMY 4 7 11 33 137 170
ARCHITECTURE 4 8 12 41 189 230
ECONOMICS 7 3 10 556 411 967
LAW 3 5 8 625 8 15 1440
MEDICINE 3 ll 14 227 540 767
CHEMISTRY &

PHARMACY l 8 9 42 292 334
HUMANITIES 4 4 8 176 297 473
ENGINEERING 4 8 12 230 745 975
DENTISTRY 2 6 8 38 198 236
VETERINARY l 9 10 16 96 112

Total 33 69 102 1984 3720 5704
18Second Student Census, USCG, 1963.
TABLE 4.28
STUDENT LEADERS AND NON-LEADERS AS HEADS OF HOUSEHOLDS
(IN PERCENT)
Leaders Non-Lgaderg
Faculty Yes No Total Yes No Total
AGRONOMY 3.92 6.86 10.78 .57 2.41 2.98
ARCHITECTURE 3.92 7.85 11.77 .72 3.31 4.03
ECONOMICS 6.86 2.94 9.80 9.75 7.21 16.94
LAW 2.94 4.91 7.85 10.96 14.28 25.24
MEDICINE 2.94 10.78 13.72 3.98 9.47 13.45
CHEMISTRY &

PHARMACY .98 7.85 8.83 .74 5.12 5.86
HUMANITIES 3.92 3.92 7.84 3.09 5.21 8.30
ENGINEERING 3.92 7.85 11.77 4.03 13.06 17.09
DENTISTRY 1.96 5.88 7.84 .67 3.47 4.14
VETERINARY .98 8.82 9.80 .28 1.68 1.96

Total 32.94 67.06 100.00 34.78 65.22 100.00

 

4.52

 

 

 

 

NUMBER OF CHILDREN OF STUDENT LEADERS AND NON-LEADERS19
# of Leader Non-Leader
Children # of Children # of Children
None 72 3537
1 4 375
2 7 516
3 8 494
4 3 333
5 5 243
6 2 121
7 - 56
8 l 16
9 - 6
10 - 5
More than 10 — 2
Total 102 5704

 

19§econd Student Census, USCG, 1963.

TABLE 4.30

NUMBER OF CHILDREN OF STUDENT LEADERS AND NON-LEADERS
(IN PERCENT)

 

 

 

 

Leader Non:Leader

Children # of Children # of Children
None 70.60 62.00
1 3.92 6.57
2 6.86 9.05
3 7.84 8.66
4 2.94 5.84
5 4.90 4.26
6 1.96 2.12
7 ---- .98
8 .98 .28
9 ---- .ll
10 ---- .09
More than 10 ---- .04
Total 100.00 100.00

 

4.53

Among leaders, 33% were heads of households and
67% were single. It was only in the Faculty of Economics
that there were three times more heads of households than
single students.

Among the non-leaders, 35% were heads of house-
holds and 65% were not. Thus, it can be concluded that
the student body was composed essentially of young people
who were not heads of families.

With respect to family responsibilities, accord-
ing to the number of children in the marriage, it was
found that among those who reported having children, one-
fourth had from one to three children, 12% from four to
six children, and only 1.0%, seven or more children.
There were 3.609 (62%) with no children.

Among the leaders, 71% had no children, 19% had
from one to three children, 10% from four to six; there
was one case of a student with eight children.

Among non-leaders, 62% had no children, 25% had
from one to three children, 12% from four to six, and
1.0% had seven or more children.

Upon comparing the groups, it was found that the

leaders tended to have fewer children than non-leaders.

2. Work: It is very common for the Latin
American university student to be employed part-time in
work that frequently has little or no relationship to

his studies, but which represents a source of income with .

 

4.54

which to cover personal expenses and in some cases family
obligations during his years of university study. Among
the Guatemalan students this is a common practice.

Since a large proportion of the university stu-
dents work and are only part-time students, it is neces-
sary for the universities to adjust their academic pro-
grams to the needs and realities of the students. As a
consequence, the university programs are also part-time
and even the universities teachers and administrative
staff work part-time at the university and dedicate the
rest of their time to outside employment.

For many students work is more important than
the successful conclusion of university studies. The
practice of working and studying at the same time makes
it impossible for the students to finish their studies
within the stipulated time. The time required for the
degree is, in fact, almost doubled, as will be discussed
in chapter six.

However, the fact that the students are essen-
tially workers and not students has also been somewhat
exaggerated. For example, of the 5,806 enrolled students,
it was found that some 2,442 (43%) did not work. Forty-
three percent is a considerable nucleus with which it
would be possible to develop full-time programs at USCG.
As can be deduced from Tables 4.31 and 4.32--with the ex-

ceptions of the Faculties of Medicine, Dentistry, and

4.55

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4.56

 

 

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NM.s MAO¢H

4.57

Veterinary Medicine where the students did not work due
to the nature of their course work requiring laboratory
sessions at which they had to be present--56% of the
leaders and 58% of the non-leaders were employed.

There seems to be no appreciable difference between
the leaders and the non-leaders with respect to holding

outside jobs.

3. Numbgr of hours worked_pe;Aweek: Tables
4.33 and 4.34 offer in detail the number of hours per
week that the subjects worked. The aggregate number of
hours worked was divided into nine categories, ranging
from one hour per week to ninety-nine hours per week.
Also, there was a category included for those not employed.
From this table it can be gleaned that the great majority
of the working student body spent twenty-five hours or
more per week at their jobs. Clearly, these may be
classified as full-time employees Who pursue their uni-
versity studies part-time. Among the 3279 students who
worked, 2,814 or 89.56% were employed for twenty-five or
more hours per week and 465 or 10.44% worked less than
twenty-four hours per week. For the 43% who do not work
USCG does not provide adequate programs to enable them
to take full advantage of their studies, but rather they
are obliged to follow essentially the same rate of pro-

gress as their working companions.

4.58

 

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son mNsN mHH oNH NmNH soo mom ooN oNH os NoH ms H mH o oH s m s HmHoH
NHH oo H m s N o oH N H H H mmsszmHm>
omN ooN o m m m o N o o N H mmHmHazmo
mNo mos m NH Ho Ho ooN os so m NH o o oszmmzHozm
NNs HoH s oH oN oHH mo ms oH oH o H m N mmHHstzom
smm omN H s mN oH NH NH NH s o o H H H Noszmsmm

a HmHmHzmeo
NoN oos mo oN Ns oN mN om os sH sH HH H H H mzHoHamz
ossH Nos o om msm NNH NHH oo mm o o H s H N 34H
Noo omH A NN oss HNN mN Hm m H oH H H s s monozoom
omN NHH m m oN NN mm NN N H NH N H N N mmoyomsHmoas
oNH HoH N m sN N oH NH H HH m H H m H H Hzozomus
HmHoH omNoHoem oo oo ms os No sN oH oo Hmuoa omNoHoem oo oo os os No sN oH oo NHHsomm

Hoz -Ho -os -Hs -mm -mN -NH -oo -Ho “oz -Ho -os -Hs -mm -mN -NH -oo -Ho

 

muwwmmHIcoz

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MM.s 292¢H

4.59

 

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uoz IHO IOs IHs IMM ION INH IOo IHO uoz IHO IOs IHs IMM ION INH IOO IHO
mumwmqucoz mumwmoH

 

 

 

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sM.s 292¢H

4.60

4. Monthly Incomes: Despite the long hours
which many students work, their income remains relatively
low. However, the truth is that salaries throughout all
the nation are low, considering the high cost of living.

Tables 4.35 and 4.36 present data on the income
received by the students who work. Total income was
classified in twenty-four categories by frequencies of
$25 up to the first $299, and then by frequencies of $50
to $499, and by $100 from $499 to $1,000. From the data
on Tables 4.35 and 4.36 it can be seen that the majority
(modal group) of the students who worked earned from $50
to $124 per month. A total of 1,407 (24%) fell in this
category. Some 907 cases (16%) had incomes ranging from
$125 to $199, 434 (7.0%) from $200 to $299; 251 (4.0%)
earned $49 or less; and 366 (6.0%) were receiving $300
or more. In the Faculties of Chemistry, Medicine, Engineer-
ing and Veterinary Medicine there were cases of students
reported with monthly incomes of from $400 to $500, and
in Economics, Law, and Architecture there were some with
incomes above $700. In Table 4.37, mean monthly income
by Faculty is given for all re-enrolled students in 1963.
The mean income for all students was calculated to be
$153.64 with a range among Faculties of $89.88 to $231.33.
In general, the income in Faculties in which the majority
of students work is higher than in Faculties in which

few students work.

 

4.61

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sN No HH Ns sN NN NN NoH No No No Ns NH Nonozoom
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N s H o N NH N N N N HH N Nzozomos
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3 as

 

 

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4.62

 

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oNH NN H N Nzozomos

m229¢29Izoz

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HH N Nzozoeo<
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4.63

 

 

 

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NH. NN. No. NN. NN. NN. NN. NN. HN. NN.H NN. NN. NN. NHHHstzom
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No. HH. NH. NH. No. NN. NN. NN.N oN. NN. NN. NN. mzHoHomz
NH. ss. NH. oN. Ns. NN. NN. NN.N NN.H Hs.N NN.H sH.N NH.H NH. 34H
NN. NH. NH. HN. NN. NN.H NN. NN.H NH.H NN.H NH.H sN. NN. Nonozoom
Ho. so. No. No. No. No. NN. No. NN. NN. NN. NN. so. mmoHomHHHQNN
No. No. No. NH. No. HN. so. NH. sH. No. NH. so. Nzozoeos
NNNHNNH-zoz

NN.H NN.H NN.H NN.H NN.H NN.N sN.N sN.N sN.N HN.sH sN.N oN.s sN.N NN. HNNOH
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NN. NN. NN.H NN.H Nzozomu<

NNN NsN NNN sNN NsN sNN NNH sNH NsH sNH NN sN Ns NN NNHsomH
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mmmmwmm NNNH

 

 

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OM .s 2.Hm¢.H.

4.64

 

 

 

 

 

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Ns.NH No. mzHoHomz
sN.NN NN.N No. so. No. No. sH. . 34H
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No.s NN.H Ho. Ho. so. NNoHomHHNoms
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NamosmH-zoz

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NN.NH NN.oH NZHoHomz
sN.N NN. NNH
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HNDOH NEHNDoz NNHHHNNNHUNN wHoe , NNN NNN NNN NNN NNN NNs Nss NHHNUNH
“oz -oooH -ooN -ooN -ooN -ooN -ooN -oNs -oos
mmmnsmH
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4.65

 

 

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oo.NNNs Ns.NNH NN.sN NN NN Nov NNHHstzom NN.H
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oo.ssNN NN.HoH NH.NH NN NNH NNNNHNZNH NN.H
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oo.NNNNs sN.NNH sN.NN NNN NoN NmHastzom NN.N
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oo.NNNNN No.NoH NN.ss NHN NoN mzHoHamz NN.H
oo.NNNNNH oo.NNH NN.NN NNN NoNH 34H Ns.N
oo.NNsNNH NN.HNN No HN NNN NNN Nonozoom NN.N
oo.sooNH Ns.oNH oN.NN NHH ooN mmoaomHHmoms NN.H
oo.HNNN N NN.NNHN NN.NN NN NHH Nzozomu< No.N
mEOUCH mEOUCH mucmOSum muchSHO mucwcsum NuHsomm mecH
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N0 N H0 s

 

 

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4.66

In conclusion, there does not seem to be an appre-
ciable difference between the incomes received by the
leaders and the non-leaders, although it was in the group
of non-leaders that the instances of incomes greater
than $400 were registered, while among the leaders the
highest income bracket represented was that of $300 per

month.

SUMMARY

For both population groups the subjects were
largely of the male sex. In the Faculties of Humanities
and Chemistry and Pharmacy the proportion of female stu-
dents was comparable to that of male students. In the
remaining Faculties the male sex was overwhelmingly
predominant.

Ages of subjects range from twenty-one to thirty
years for both population groups. Those younger than
twenty-one or older than thirty-one represented small
percentages. The leaders, as a group, were younger than
the non-leaders. Among leaders, the oldest age registered
was that of thirty-nine years, while among the non-leaders,
sixty years.

Single students outnumbered married students.
Sixty-seven percent of the subjects were not married. A
greater percentage of leaders than non-leaders were

single.

4.67

A great majority of the students came from families
with one to five members. Fifty-eight percent of the
total fell within this category. Sixty-three percent of
the leaders were from families with one to five members,
while the corresponding percentage for the non-leaders
was 56%. In general, the families of the students surveyed
were comparatively small.

Among the families the positions such as profes-
sionals, technicians, directors, managers and administra-
tors were those which predominated. In this category the
leaders had a greater percentage than non—leaders. The
average monthly income for all the families was higher
than $300. However, the families of the leaders earned
more than those of the non-leaders. While the families
of the leaders reported an average monthly income of $409
those of the non-leaders reported an average of $336 per
month.

The educational level of the parents indicated
that the fathers were in general better educated than the
mothers. Also, it was seen that the parents of the
leaders tend to be better educated than those of the
non-leaders.

Upon analyzing the secondary schools from which
the students came it was found that 51% of them had
graduated from public schools, 46% from private schools,
and the remaining 3.0% from schools in other countries.

Fifty-seven percent of the leaders were from public

4.68

schools, as opposed to 51% of the non-leaders. The
average time that elapsed between graduation from high
school and first enrollment at USCG was about two years
(see Table 4.25) for the entire population group, not-
withstanding the factthat this time varied greatly
from Faculty to Faculty. It was observed, however,
that the leaders entered college sooner than the non-
leaders.

Only 33% of the subjects were heads of households.
Among the heads of households, 25% had three children or
less. The leaders tend to have fewer children than non-
leaders. Seventy-one percent of the married leaders had
no children and nineteen percent had from one to three
children. The corresponding percentages among the non-
leaders were 62% with no children and 25% with three or
less.

Fifty-seven percent of all students held jobs
while they were studying. Of these, 48% worked twenty-
five hours or more per week, and their average monthly
incomes were about $150. Thus, the working hours were
relatively long, while the income received was compara-
tively low, especially when the high cost of living in
Guatemala is taken into consideration. There was not a
marked difference between the leaders and non-leaders with
respect to jobs, hours worked and salaries earned. How-
ever, the non-leaders monopolized the income brackets of

$400. or more per month.

[ll

CHAPTER 5

ACADEMIC PROGRESS OF LEADERS AND NON-LEADERS

One problem which will require great attention
from the directors of the University of San Carlos of
Guatemala is student academic achievement. That is to say,
the amount of time which students invest in order to com-
plete academic programs.

It was pointed out in Chapter 4 that there were
students enrolled in 1963 at USCG who were first enrolled
in the University in the 1920's, 1930's and 1940's. An
institution which has limited economic and material re-
sources, as does USCG, cannot afford to keep students who
vegetate year after year without completing their chosen
field of study. The space which they take up in the
University could be used by others who sincerely desire
an opportunity to pursue a higher education.

Academic progress was computed in this study by
relating (a) the number of calendar years the student
invests to complete successfully, and (b) the number of
academic years of study required by his program. Data

were available for each re-enrolled student. Students

5.1

5.2

enrolled for the first time were excluded since they had
not as yet acquired a history of academic achievement.

Data were examined for three groups, namely:

a) all students re-enrolled in 1963;

b) re-enrolled students who had completed all
required courses prior to 1963, and who were
enrolled in 1963 for thesis, these students
are called "pasantes"; and

c) re-enrolled students excluding "pasantes".

Data are reproduced for each of these groups in tables
5.1, 5.2, and 5.3.
A. Student Academic Achievement

1. Mean Academic Achievement of All
Re-Enrolled Students: In Tables 5.1

and 5.3, the mean academic achievement of re-enrolled
students is given according to Faculty. The relationship
between the number of years completed and the time elapsed
since first enrollment is also given. Using these two
variables, the average number of academic years completed
was calculated. As can be seen in Table 5.1, the average
number of academic years completed by all re-enrolled
students was 2.44. The time elapsed from the date of
their first enrollment averaged 5.42 years, which, when
divided by the number of courses completed, gives an
average of less than one academic year, or about .46

year.

5.3

The rate of academic achievement varied signifi-
cantly by Faculties. In Economics, Humanities, and
Engineering, for example, students successfully com-
pleted only about one-third of required study. In the
Faculties of Agronomy, Architecture, Pharmacy, and
Dentistry, for each academic year of course work com-
pleted by the students, two years of effort were required.
Only in the Faculty of Veterinary Medicine did the ratio
of (a) calendar years enrolled, and (b) academic years
completed approach 1.0. Hence, only Veterinary Medicine

may be seen to resemble a full-time faculty.

TABLE 5.1

MEAN ACADEMIC ACHIEVEMENT BY FACULTY:
ALL RE-ENROLLED STUDENTS USCG, 19631

 

 

 

 

A B C==A7B
Years of Years Elapsed % of Courses
Faculty Course Work Since First Com leted
Completed Enrollment Eac Year
AGRONOMY 2.02 4.14 0.48
ARCHITECTURE 1.84 3.09 0.59
ECONOMICS 1.93 5.41 0.35
LAW 2.31 5.74 0.40
MEDICINE 3.15 7.04 0.45
CHEMISTRY &

PHARMACY 1.68 3.37 0.50
HUMANITIES 2.36 7.18 0.33
ENGINEERING 1.72 4.72 0.36
DENTISTRY 2.77 5.53 0.50
VETERINARY 2.69 2.99 0.90

Total 2.44 5.42 0.46
1

Second Student Census, USCG, 1963.

5.4

2. Mean Academic Achievement of "Pasantes":
When "pasantes" were examined separately, the data of-
fered interesting and revealing details. These2 are the
students who had finished their required courses of studies,
but who had not yet completed the public examination on
their theses. In other words, these are the students who
are likely to be graduated. Their rate of academic pro-
gress more clearly describes the actual rate of achieve-
ment to be expected of the successful student at USCG.
The data are given in Table 5.2.

"Pasantes" progressed at an average rate of .64%,
that is to say, the "pasante" completed nearly two-
thirds of his academic courses each year enrolled.
Clearly, among those students who successfully complete
required courses of study, less average time was invested
in pursuing academic work than the average of other
students. In each Faculty, therefore, there would appear
to be a small group of successful full-time students
Who enroll, pass their required courses, and present
themselves for final examination within less than twice
the number of years required by their curricula. Ex-
ceptions were found in two relatively new faculties;
in Veterinary Medicine which had not produced a "pasante"
as yet, and in Architecture, whose students were chiefly

transfers from Engineering.

 

2"Pasantes" are the 442 students at the Univer-
sity of San Carlos of Guatemala who have passed all their

course work and have only to present public examinations,
thesis, etc., in order to receive their degrees.

5.5

 

 

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5.6
3. Mean Academic Achievement of Re-

Enrolled Students Excluding "Pasantes":
When "pasantes" were excluded from the analysis, the
average rates of academic achievement declined further.
The average student completed only 41% of required study
in an academic year. In some Faculties, students invest
three or more years to complete one academic year of

study. These data are given in Table 5.3.

TABLE 5.3

MEAN ACADEMIC ACHIEVEMENT BY FACULTY:
RE-ENROLLED STUDENTS EXCLUDING "PASANTES",
USCG, 19634

 

 

 

 

A B C=A/B
Years of Years Elapsed % of Courses
Faculty Course Work Since First Completed
Completed Enrollment Each Year
AGRONOMY 1.49 3.55 0.42
ARCHITECTURE 1.82 3.08 0.60
ECONOMICS 1.65 4.90 0.34
LAW 2.08 5.41 0.38
MEDICINE 3.43 5.97 0.57
CHEMISTRY &

PHARMACY 1.33 3.05 0.43
HUMANITIES 1.93 6.76 0.29
ENGINEERING 1.52 4.48 0.34
DENTISTRY 2.46 5.12 0.48
VETERINARY 2.69 2.99 0.90

Total 2.01 4.92 0.41
4

Second Student Census,

USCG,

5.7

In summary, it is clear that USCG students do
not progress academically at rates suitable to produce
a large number of graduates. Those who do complete re-
quired work invest nearly 60% more time than actually
required by their academic programs. Most students pro-
ceed, however, at even slower rates. The one exception
is that of Veterinary Medicine which--although a new
Faculty-~demonstrates a rate of student progress that
may be expected of full-time students. Were USCG to
emulate this Faculty in other fields, similar results
might be obtained, and the overall rate of University

productivity materially improved.

B. Students Graduated or Incorporated
by USCG

l. Graduated and Incorporated Studentsz' As
anticipated from the study of academic progress, the
number of students graduated by USCG is small. Actually,
the University claims two types of "graduates": (a) those
who successfully complete all degree requirements at the
University, and (b) those who successfully completed
degrees elsewhere, but whose degrees are "incorporated"
by the University. The act of "incorporation" permits
the person to become a member of a Faculty, but it does
not reflect upon the productivity of the University's

programs or upon student progress.

5.8

During the period 1949 to 1963, the University
produced 1,705 graduates in all fields. This represented
about 3% of its aggregate enrollment (54.857) during the
same period. An additional 160 degrees earned elsewhere
were incorporated. The number of graduates is given by
Faculty in Table 5.4.

Only one USCG Faculty graduated as much as 10%
of its enrollment, the new Faculty of Veterinary Medicine.
At present rates of student progress, it may reasonably
be expected to increase the proportion of graduates
significantly.

In other faculties, rates of graduation are low,
particularly in the fields of economics, (1.2%), engineer-
ing (2.8%) and law (2.8%). The most productive Faculty
is Medicine (5.7%), with 633 of the University's total
of 1,865 graduates. However, 114 of these "graduates"
were mid-wives; 492 were doctors of medicine.

Clearly, the USCG is underproductive of graduates
in all fields, but particularly those most closely re-
lated to national development needs: school teachers,
economists, business administrators, lawyers and

engineers.

5.9

 

 

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Io< QHHNNN HNN NNHEOEOUN NHO :NNHNNNHUENUHH: -o< oHHNoN ANNV NNNHEOcoum NOHzozoom
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IoHoEOHG2 AOV mumHEocouO¢ Asv muwHBocouw¢
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mmHuHH mmoHOm9 mmHuHH mooHOon NuHsomm
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5.11

C. Academic Achievement of the Student
Leaders and Non-Leaders

1. Number of Courses Completed: In Tables
5.5 and 5.6 the frequency and percentage distribution of
courses completed by student leaders and non-leaders is
presented by Faculty. The data are presented for three
groups: Those who have completed no courses (0); those
who have completed all required courses ("pasantes");
and those who have completed from one to sixty courses.
From the available data it was found that the majority
of both leaders and non-leaders, that is, 3,178 (56%) of
the total pOpulation (56%), had completed ten or fewer
courses; 16% had completed from eleven to twenty courses;
12% from twenty-one to thirty courses; and 8.0% had com-
pleted thirty-one courses or more. There were 442
"pasantes", or approximately 8% of the total. If we con-
sider that "freshmen" numbered 1,017 for the year 1963
(excluding the students at Quezaltenango and auditors)
out of a total population of 5,806, and that 3,178 sub-
jects had completed less than ten courses, this implies
that 2,161 (38% of the total) should theoretically have
been more advanced in their studies than they actually
were.

With respect to individual faculties, it was

found that in Agronomy, Architecture, Economics, Chemis-
try, and Veterinary Medicine, less than 1.0% of the

students had completed twenty-one courses or more. In

5.12

Humanities 2.0% of the students fell within this category,
and in Law and Medicine 5.0% of the students enrolled had
completed twenty-one courses or more.

In comparing leaders and non-leaders, it was
found that the leaders as a group had completed more courses
than the non-leaders; but, on the other hand, it was dis-
covered that the leaders had been attending the university
for a longer time. Table 5.5 indicates that 56% of the
non-leaders had completed less than ten courses, as com-
pared to 20% of the leaders. On the contrary, 56% of the
leaders had completed nineteen to thirty courses, and 25%
had completed thirty or more courses, as compared to 28%
and 8.0% of the non-leaders, respectively. The leaders
were at a clear advantage with respect to completed
course work. In the group of "pasantes" the non-leaders
were in the majority, there being only one "pasante"
leader.

2. Proportion of Academic Years
Completed: In Table 5.7 we present the

level of achievement of the leaders versus the non—leaders.
Therein the following data are presented: 1) Number of
courses required; this refers to the program of studies
which the subject must follow to obtain the degree and
which offers little or no choice of electives. Also the
number of courses required and the time needed to com-
plete studies vary from Faculty to Faculty as can be seen

in the table; 2) The number of semesters; and 3) The

5.13

 

 

 

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5.14

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5.15

number of years; this refers to the number of years which,
theoretically, is needed to complete the degree. In

USCG the academic year is divided for most of the Facul-
ties into two semesters, each of three and one-half

months duration. Not all of the Faculties operate on a
semester basis. Faculties such as Law, Economics and
Medicine operate on a yearly basis. Thus, the courses
which are offered by these Faculties last an entire school
year; 4) The number of courses per year, which refers to
the number of courses which a student theoretically

should take in order to pass on to the next year; 5) Num-
ber of students, which includes the number of students in
each Faculty, divided into leader and non-leader cate-
gories. The total of these two groups corresponds to the
total enrollment of all the Faculties on the campus of
Guatemala City; 6) Total courses completed, this corres-
ponds to the number of courses completed by the students
according to Faculty and population group; 7) Average
academic years completed, which was obtained by dividing
the number of courses per year by the total number of
courses completed; 8) The average years enrolled is the
total number of years which the subjects had been studying,
divided by the number of students; 9) The proportion of
academic years completed, which is the most important data
to be presented in the table and which corresponds to the

number of years which the students had completed. This

5.16

proportion was arrived at by dividing the average number
of academic years completed by the number of students,
by Faculties and according to the population groups to
which the subjects pertained.

Upon examining the data from Table 5.7 it was
found that the leaders had been enrolled in the univer-
sity for a longer period of time, on the average, than
the non-leaders. Among the leaders the average time
elapsed was 43.9 academic years, while among the non-
leaders it was 36.8 academic years, some seven years
(16%)1ess.

Upon examining the statistics according to the
Faculties in which the students were enrolled, the
leaders proved to have taken more time than the non-
leaders. It was only in the Faculties of Law and
Medicine that the non-leaders had been enrolled for a
longer time than the leaders. In the Faculty of Econo-
mics both non-leaders and leaders had been enrolled for
the same amount of time, to wit, 4.2 years.

Insofar as the proportion of completed academic
years is concerned, the leaders, as a group and by Faculty,
had a greater average of completed academic years. The
leaders, on an average, had completed some twenty-five
academic years, as compared to eighteen years for the
non-leaders.

In the Faculties of Agronomy, Architecture,

Economics, Chemistry, Engineering and Veterinary Medicine

5.17

 

 

 

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5.19

the proportion of years completed by the leaders was
double that of the non-leaders; however, the former had
been enrolled almost twice as long as the latter. In
specific terms, however, perhaps the important fact is
that the proportion of academic years completed was very
low for both groups and it is for this reason that both
leaders and non-leaders take so much time in order to
complete their university education. Thus, the evidence
which we have gathered does not indicate clearly that
leaders enjoy greater academic success than the non-
leaders. It reveals only that the leaders, as a group,
have completed more course work while at the same time
they have been enrolled for longer periods of time.
Also, it is true that they have been attending the uni-
versity for a longer time and naturally have an advantage
over the non-leaders in this respect.

In Table 5.8, the average number of courses com-
pleted is presented according to leader and non-leader
groups. This average was obtained by dividing the total
number of courses completed by the number of students,
according to their respective groups and Faculties, and
fine length of time that they had been studying. From
this Table it can be observed that the average number of
courses completed per year by the leaders was 5.1, as
compared to 4.7 for the non-leaders. This difference is

relatively small and is generally low for both groups.

5.20

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5.21

SUMMARY

For the available data regarding student academic
achievement, we can conclude that the time which elapses
between initial enrollment and completion of the degree
is essentially prolonged for the entire student popula-
tion at USCG. The average time is ten years or more for
curriculums which should take only six years. This con-
stitutes an enormous investment of time, energy, and money
and limits the preparation of professional and technical
personnel who are indiSpensable for the economic and
social deve10pment of the nation.

The number of courses completed and the propor-
tion of academic years completed are also very low for
the total university population used for this study.
There seems to be no fundamental difference between the
academic achievement of the leaders and that of the non-
leaders, in spite of the fact that the leaders had an
advantage over the non-leaders with respect to the
courses completed and the average number of academic
years completed. In general, the productivity of graduates
for USCG is low in comparison to the demand of profes-
sional manpower needed in Guatemala. Complete details

about USCG situations for 1963 are given in Appendix B.

CHAPTER 6

SUMMARY, CONCLUSIONS AND SUGGESTIONS

A. Summary
1. Purpose: The purpose of this investiga-

tion was to determine and analyze selected characteris-
tics of student leaders and non-leaders at the University
of San Carlos of Guatemala (USCG).

2. Design: The principal source of infor-
mation was the Second Student Census, which was filled
out by the students of USCG in January, 1963, as a
prerequisite for enrollment. The questionnaire included:
(a) demographic and personal information, (b) social-
economic background, and (c) academic information.

3. Population: The population studied was
composed of 5,806 students enrolled in the ten Faculties
of the University of San Carlos of Guatemala in 1963.

The population was divided into two categories: (a) 102
leaders and (b) 5704 non-leaders. Leaders were those
who, at the time of the study, had been elected by their
classmates to offices in student and/or administrative
organizations within the University. There was a total
of eleven student organizations: (a) the University

Association of Students (AEU), the organization to which

6.1

6.2

all upper classmen belong and (b) ten additional student
associations each corresponding to one of the ten Uni-
versity Faculties. The University Council and the ten
Faculty Boards of Directors were the administrative bodies
to which the students sent representatives.

4. Analysis: The analysis used in this
study was mainly descriptive. The statistical data were
tabulated and presented in frequency distribution and
percentage tables.

5. Results: The following results were ob-
tained:

a) §g§ - The overwhelming majority of
students of USCG (both leaders and non-leaders) are male.
Female students--while still in the minority-—were en-
rolled in the Faculties of Humanities and Chemistry and
Pharmacy.

b) Ag; - The majority of the students
fell into the age group of twenty-one to thirty years.
The mean age was 24.76, the median age was 23.35. This
is probably very high when one considers that they were
still undergraduates. As a group, the leaders were
younger than the non-leaders. The mean age of leaders
was 24.32; that of non-leaders 25.25. None of the leaders
were older than thirty-nine, which was not the case among

the non-leaders.

6.3

c) Marital Status - The majority of the
students (over two-thirds of the total population) were
single. Only 4.0 per cent were divorced or widowed.

The per cent of married students was slightly higher
among non-leaders.

d) Sige of Famiiy - With respect to
family make-up, it was found that the families fell in
categories including one to ten or more members, but that
the majority of the cases came from families with five
members or less. There was a larger percentage of
leaders in this latter group than there was of non-

leaders.

e) Occupation and Income of
Students' Fathers - As far as the

occupations and incomes of the fathers were concerned,
it was found that the fathers were mostly employed in
high level positions, including the professions and
technical, directive, managerial, and administrative
jobs. The average income of fathers exceeded $300. per
month, a sum nearly four times that of average family
income in Guatemala. The percentage of professional and
technical, administrative, managerial, and directive
personnel was higher among fathers of student leaders
than non-leaders. Their average income was also higher.
While the families of the leaders enjoyed an average
income of $406. per month, that of the non-leaders was

$336 per month.

6.4

f) Educatignai Level of Parents - Ninety-
five per cent of the parents of students had some formal
education. There were very few illiterates among the
students' parents. In general, fathers had attained a
higher educational level than mothers, and parents of
leaders were better educated than those of non-leaders.

g) Academic Background - About one half
of USCG students were graduated from public secondary
schools. The leaders, as a group, had a larger percent-
age of graduates of public schools than non-leaders.

The time elapsed between graduation from high school and
first enrollment at USCG averaged more than two years

for all students. Leaders--generally younger--reported

a lapse of about 2.6 years between completion of secon-
dary school and first university enrollment. Non-leaders,
however, incurred a lapse of 4.3 years.

h) Famiiy Responsibility - Only 35 per
cent of the students reported themselves to be heads of
households. Of those who were heads of households, the
majority had three or fewer children. The married leaders
tended to have fewer children than married non-leaders.

i) Student Wopk - It was found that 57
per cent of the students were gainfully employed at the
time they were enrolled, ostensibly full-time, at the
University. Those who worked averaged more than twenty-

five hours per week in their jobs, and earned an average

of about $150 per month. Proportionately fewer leaders

6.5

(52.4 per cent) than non-leaders (58.1 per cent) were
anployed. The average income of employed leaders--being
younger--was less than that of employed non-leaders.

j) Years Enrolled - The average period
of enrollment for the 1963 student body was 4.3 years.
Leaders, on the average, were enrolled for a slightly
longer period of time (4.45 years) than non-leaders
(4.3 years). For the average student at USCG, about
eight years had elapsed since graduation from secondary
school. Only about six years had elapsed for student
leaders.

k) Academic Achievement - From the date
of their first enrollment, students at USCG had completed,
by January, 1963, approximately 105,687 courses, the
equivalent of 12,480 academic years of work. The "average"
student had completed 2.14 academic years of required work.
The leader group had progressed slightly more than non-
leaders. Average achievement of leaders was 2.53 academic
years and non-leaders, 2.14 academic years.

1) Rite of Academic Progress - Student
leaders had completed more academic years of study than
non-leaders by 1963; however, they were also enrolled
for a longer period of time. The average student leader
invested approximately 1.76 calendar years to complete
one academic year of study. The average non-leader in-

vested roughly two years to complete each academic year

of study. This is due in part to the fact that the students

6.6

tend to drop many of the courses for which they originally
sign up, so that by the end of that year they complete
only half or fewer of the courses in which they were en-
rolled. As a consequence, the rate of academic achieve-
ment is relatively low. Thus, a curriculum which requires
six years of study will often take the student thirteen
or more years to complete, if he completes it at all.
Academic achievement is low for both groups, and
in general, for the institution itself. From an average
of 4,571 students enrolled per year from 1949 to 1962,
only 1,705 (an average of 140 per year) had been graduated.
This represents 3.3% of the student body. What is even
more important is the fact that the distribution of
graduates according to Faculties does not correspond to
the immediate needs of the nation. These are, in synthesis,
the most important findings reflected in the data which
were gathered.
In summary, the following table describes the

"average leaders" and the "average non-leaders":

6.7

TABLE 6.1

"AVERAGE LEADERS" AND "AVERAGE NON-LEADERS"

 

 

 

Characteristic Leaders Non-Leaders
Sex Male Male
Age Younger Older
Marital Status Single Single
Size of Family Smaller Larger
Father's Occupation Professional & Professional &

Technician Technician

Family Income More Less
Educational Background Public Public
Education of Parents Higher Lower
Heads of Households Fewer More
Work Fewer More
Years Enrolled More Fewer
Achievement More Less
Rate of Progress Greater Less

 

6.8

Thus, the "average student" is a male; 23.4 years
of age; single; came from an upper-middle home; his
father is employed as a professional person or technician;
and has completed eleven or more years of formal educa-
tion.

The "average leader" is male; 24 years old;
single; he comes from an upper middle-class family of
five members; he has been enrolled at the University an
average of 4.5 years; but has completed less than fifty
per cent of his studies; in general, he has invested
about 1.8 calendar years to complete each academic year
of required courses.

The "average non-leader" is a male; 25 years of
age; single; has come from a larger family than the stu-
dent leader; he comes from an upper middle—calss family;
although his family has less income and lower educational
level than the student leader, his father's occupation
is professional or managerial-technical; he has been en-
rolled at the University for over four years, yet has pro-

gressed academically no more than two years.

B. Conclusions
On the basis of these findings, it was possible
to formulate the following conclusions:
1. The University of San Carlos of Guatemala
is a part-time study institution.

2. Despite the above, it organizes as though

it were a full—time institution (i.e., 90 per cent of its

6.9

students are enrolled for a full load of courses and the
University offers its courses accordingly). The result
is two-fold:

a) low productivity of graduates and
low student progress.

b) very high cost (since students must

re-enroll each year for the same courses).

C. Suggestigns
l. The USCG could--if it chose-~deve10p a
more efficient and economical academic organization com-
prised of both full-time and part-time study programs.
For example:

a) Up to 40 per cent of the students
enrolled do not work, hence they could pursue their studies
full time if courses were offered in an appropriate
schedule. On this basis, the University could enroll
approximately 2,500 full-time students, an economical
and efficient number.

b) For other students, courses (particu-
larly at the level of the first three academic years of
work at which most students are presently enrolled) could
economically be offered on a part-time study basis.
Because nearly three-fourths of the enrolled students
are still in the first three academic years of study,
the USCG might further consider an academic organization

comprised of (l) a three-year lower division and (2) a

6.10

one to five-year upper division, depending upon the area
of specialization.

This pattern of organization might offer the
University this further advantage, a rather simple liberal
arts curriculum could be offered economically and pro-
ductively in the lower division for both full-time and
part-time students. Upper division work could be limited
predominantly to full-time students to insure an increased
proportion of graduates. In this manner, the University
might readily increase its productivity of graduates
through a full-time study program while continuing to
enlarge educational opportunities for part-time students

through part-time programs.

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/ I
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APPENDIX A

'ERSIDAO DE SAN CARLOS roam. on - c: - I - 62

DE GUATEMALA

OFICINA DE REGISTRO
Tcléfono 4:? 454

APPENDIX A

ll. CENSO ESTUDIANTIL UNIVERSITARIO

JA‘rsnALA. csmno AMERICA ENERO DE 1963

 

No. DE QRUEN

c60IGo
NO sscmeA EN

ESTA COLUM NA

GARNET DEL REGISTRD

NOTA: Escriba con letra Clara, preferentcmente de molde y con pluma. Marque X en el cuadtlto
correspondiente. LEA LAs INSTRUCCIONES QUE SE ACOMPARAN.

I. DATOS PERSONALES Y DEMOGRAFICOS

l

 

 

N0.

 

 

 

FACULTAD
dondc at: imcrito 0 3e va a imcribir

NOM BREI Y APELLIDOS

 

let. apcllido 20. ape llido nombres

omzcclén zONA rtLEFONO

EOAD ARCS CUMPLIDDS.FECHA DE NACIMIENTO

 

dfa mes ano

LUGAR DE NACHM IINTO

 

Departamento 0 put! :1 es extraniero

NAC IDNALIDAD

 

. saxo: MASCULINO D I. FEMENINO D 2.

ss'rAOO CIVIL:

SOLTERO D l. CABADO D 2. umoo U 3. vuuoo D 4. DIVORCIADO U 5.

II. DATOS EDUCACIONALES
. cuss: or: zsruomu'rc: REGULAR D l. OVENTE D 2.
TfTuLo o DIPLOMA out Ll: suwlé PARA INGRESAR A LA umvznson:
IACHILLER D L MAESTRO U 2. OPICIAL GRADUADO D 3. PIRITO CONTADORD 4-

PERITO Aan6NoMo D 5. UNIVERsITAmo D 6 OTRO D 7.

 

Especifiquc

no A90 ESCOLAR EN El. QUE DBTUVO 3U TrTULO O DIPLOMA

ODOCI'OOOO0.0DCOOOOOOCO..OOOOCO.D._—

3. HOMBRE Y CLASS DEL CENTRD IDUCATIVO DONDE 8! GRADUD EN SUD ESTUDIDS DI SECUNDARIA:

A) NOMBRI DEL. CENTRO EDUCATIVO

 

8) cuss: Péeuco E] 1. PRIVADO D 2.
C) JORNADA ESCOLAR: DIURNA. D 1.. NOCTURNA D 2.

4. CANTIOAO PAGADA POR EstflANzA EN CENTROS EDUCATIvos PRIVADOS DE SECUNDARIA. ANOTI: EL mon-
TO TOTAL PAGADO DURANTE ll. GLTIMO ANO CURSADO. FOR CONCEPTO DE CUOTAB DE ENSENANZA. MATnfcu-
LA. TRANSPORTE, :xAMENEs. z'rc. EXCLUYA EL VALOR o: BONos v OTROS oapésn'os REEMBOLSABLES. Lo
MIsMo cu: EL. VALOR CORRESPONDIENTE A LA ALIMENTAcION v AL HOSPEDAJE 3| us'rao rué INTERNO.

 

MENSUAI. Q. ; ANUAL Q-

15

CARRERA zsrzcrrIcA our: zs'ruonA ACTUALMENTE

 

15. Afio O CICLO our: CURSA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10

 

 

ll

 

 

 

 

12

 

 

 

 

 

 

134

 

 

13c

 

 

 

 

l4

 

 

15

16' l

 

 

 

A—2

 

 

l9. :s'ruonos EN LA UNIVERSIDAD DE sAN CAnLos. names A Los ACTUALzs.

 

 

FACULTAD

ANO EN QUE DOS INICIO

TIEMPO QUE DURARON

 

 

 

 

 

 

 

 

 

 

 

20.nAzONEs cu: DETERMINARON LA ELECCION 0: am CARRERA:

I
POR VOCAC ION

POE AFINIDAD CON L08 ESTUDIOS

DE SECUNDAR IA.

FOR RELACI6N CON El. TRABAJO

POROUE PERMITE TRABAJAR

8| NO PUDO SEOUIR OTRA CARRERA.

A

D l honour OFRECE MEJORE. PERSPECTIVAI

ECON6M ICAs.

D 2 FOR INFLUENCIA o: AMIITADEI D 5

D 3 non INFLUENCIA o: PAonzs o D 7

FAM ILIAREB.

D 4 FOR seams u CARRERA on. PADRI U 8

FOR NO PODER uoum OTRA CAIRERA D 9

INDIQUE LAB RAZONES

 

21.3ECA8 Y EXONERACIONES DISFRUTADAS EN LA UNIVERSIDAD DE BAN CARLOS. (EIPECIPIOUI LA CATEGO’

RrA DE LAB BECAS O EXONERACIONES DISFRUTADAB: DE RESIDENCIA. DOCENCIA. COMENDAL. MERITODDE {

PORTIVOB. cono umvcnslTAmo. EXONERACION on: MATRrCULA. ETC.)

 

FACULTAD

CATEGORIA DE LA BECA O
EXONERACION

A80 0 CICLO EN QUE
Li msmUTo

 

 

 

 

 

 

 

 

 

 

 

22.RE8IDENCIA UNIVERSITARIA CON PAGO DE CUOTAS.
8| USTED 6026 DE PLAZA DE- RESIDENTE 0 DE COMENSAL EN LA RESIDENCIA UNIVERSITARIA. .MEDIANTE

EL PAGO DE LA CUOTA CORRESPONDIENTE. ANOTELO EN EL CUADRO SIGUIENTE. ESPEClFICANDO LA PA-

CULTAD DONDE ESTUVO INSCRITO. LA CATEGORrA DE LA PLAZA Y EL ANO EN QUE DISFRUTO DE LA Mug-

MA.

 

FACULTAD

RESIDENTE O COMENSAL

ANO

 

 

 

 

 

 

 

 

 

At_-‘——-—_.__‘ — _.-u. —

 

 

 

 

~h-n-

.431

 

 

IAAI l-

L‘i
-

 

2.3.

24.

25.

ESTUDIOS REALIZADOS POR LOS PADRES Y HERMANOS DEL ESTUDIANTE. ANOFE EL ULTIMO GRADO 0 AND
CURSADO POR BUS PADRES EN LOS TRES NIVELES DE ENSENANZA, PRIMARIA. SECUNDARIA Y UNIVERSITARIA
ESPECIFICANDO SI SE GRADUARON O NO EN LA UNIVERSIDAD.ANOTE EL NUMERO DE HERMANOS QUE HAN
REALIZADD ESTUDIOS UNIVERSITARIOS Y EL NGMERO DE L03 QUE ACTUALMENTE SE ENCUENTRAN ESTUDIAN'
DO. INCLUYA A BUS PADRES Y HERMANOS. VIVAN O NO CON USTED. Y A LOB FALLECIDOS.

 

 

GRADO 0 AND DE SE GRADUO EN LA
UNIVERSIDAD
PRIMARIA SECUNDARIA UNIVERSIDAD SI 0 NO

 

MI PADRE CURSO HASTA

 

 

MI MADRE CURSO HASTA

 

 

 

 

 

 

NGMERO DE HERMANOS QUE REALIZARON ESTUDIOS UNIVERSITARIOS

.O..."O.............I-—

NL’JMERO DE HERMANOS QUE CURSAN ESTUDIOS UNIVERSITARIOS

0000.00.90-uooa...o.ooo.oooh———_

HI. INFORMACION SOCIAL

LES USTED JEFE DE FAMILIA? sf D 1. N6 D 2.

COMPOEICIDN DE LA FAMILIA DEL ECTUDIANTE. (TOME GNICAMENTE A LA: PERSONAS DUE FORMAN CON us-
TED UNA BOLA UNIDAD SOCIOECDNOMICA).

INCLUYA: A sus PADRED. HERMANOB. Tfos. PRIMos. ABUELOS. CUNADOS. DUEGROD. ETC. v A sus FAMILIA
RES DUE REDIDEN rUERA DE LA CAPITAL 3| Es usTED SOLTERO V CE CONSIDERA A sf MISMO COMO FOR-
MANDO PARTE DE DICHA FAMILIA; A sus PADRED DUE sE HAYAN SEPARADO SIEMPRE DUE CONTRIBUYAN AL
sosTEmMIEvuTon ECONOMICD DEL HOGAR; A Los Huos DE CAsA v DTRAs PERSONAS slMILAREs.

ExCLuvA: A sus HERMANOS CASADOS 3| VIVEN SEPARADAMENTE DE LA FAMILIA; A sU PADRE o A BU MADRE
s: EDTAN SEPARADOS v NO CONTRIBUYEN ECONOMICAMENTE AL PRESUPUESTO FAMILIAR; A Los HUE’sPE-
DEs Y A LOO EMPLEADOC DEL SERVICIO DOMESTlco; A sus FAMILIAREs FALLECIDOS.

 

PARENTESCO CON EL Vive con Ud.
NOMBRE EDAD ESTUDIANTE OCUPACION ACTUAL conteste:SI -NO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

26.

 

 

 

HOMBRE v DCUPACI6N DE LA PERSONA DE LA CUAL DEPENDIO ECONOMICAMENTE EL ESTUDIANTE DURANTE
Los Aflos PREVIOS A 8U INGRESO A LA UNIVERSIDAD. (TOME A LA PERSONA DUE Lo SOSTUVO EL MAYOR ~6-
MERO DE Aflos DE SU VIDA PREUNIVERSITARIA. CONCRETE v EXPLIQUE LA OCUPACION. TAL COMo: MEDICO.A
DOCADO. MAEDTRO. JUEZ TAL. MINISTRO TAL. DIPUTADO. PROPIETARIO DE TAL EMPnEsA. GERENTE DE TAL
NEGOCIO. MECA~66RAFD EN TAL LUGAR. MEcANIco. CHOF'ER. FABRICANTE DE TAL PRODUCTO. OPERARIO EN
TAL RAMA. CORDNEL. POLlCrA. ETC.)

 

 

 

23\

239

23c

23D

24

 

 

I
COlel,

 

 

 

 

 

 

 

 

 

 

 

 

 

 

54

 

 

 

253

 

 

 

 

 

 

 

I

CAPITULO IV INFORMACION ECONOMICA

PROPIEDAD DE LA VIVIENDA DONDE RESIDE EL ESTUDIANTE, EN ESTA CIUDAD:

PROP'A DEI- ESTUD'ANTE 0.000.000o0000000000000...coconooo.ooooo00000000000000.0900...
PROPIA DE CUALQUIER MIEMBRO DE I—A FAMILIA (SIN PAGAR ALQUILER) .......

PROPIA DEL ESTUDIANTE O DE CUALQUIER MIEMBRO DE 5U FAMILIA. QUE PA'

GAN FOR ABONOS OOOOOOOOOCOCOCODODODOCOOO...O0.000....IOCOICIOOOOO0.0000IOCOOOOOOOOOOOOO.

ALQU'MDA IOOIODOIDODOOOOOODC00.000.00.000...I IOOIIIOOIOOOOCOOOOOOICOOI...IOOOOOOOOOOOOOI
AJENA Y NO PAGA ALQUILER (EXCLUYE LA DE LOS FAMILIARES)..uuuuonn...

PROPIA O ALOUILADA DE LA PENSION, CASA DE HUESPEDEs. REsIDENCIA. IN-

TsaflAoosl ETC. OO....OOOOOOOOODOO00......0.0.0.....OOOOOOOOOOOOOOOOIOOOOO0.0.0.000...O

PAGOS POR ALQUILER DE VIVIENDA Y ABONOS FOR CASA PROPIA:
A) SI LA VIVIENDA ES PROPIA DE USTED O DE CUALQUIER MIEMBRO DE SU FA

MILIA Y LA PAGAN POR ABONOS. INDIQUE A CUANTO ASCIENDE EL. ABONO

MENSUAL O...OO.-OO....OCOOOIOOOOOOOOO....OOOI...OO....OOOOOOIOCI Q.

 

8) SI LA CASA DONDE VIVE USTED Y SU FAMILIA E3 ALQUILADA. INDIOUE EL

VALOR DEL ALQU'LER MENSUAL IO...OOIOCOODOIIOCCDODDOOOOOCO Q.
CANTIDAD QUE PAGA MENSUALMENTE POR ALIMENTACION Y HOSPEDAJE. (SOLO
EN EL CAso DE QUE VIVA EN CASA DE HUESPEDES. PENSION O CASA DE FAMI -

I
LIA DE CARACTER SIMILAR)I.....C....IIIIIOOOOOODDCODIIOOU00......0 Q-

PERSONAS OUE SOSTIENEN ECONOMICAMENTE EL HOGAR:

SOLO EL PADRE D l PADRES v HERMANos
561.0 LA MADRE D 2 SOLD EL ESTUDIANTE
AMaos PADREs D 3 SOLD LA ESPOSA DEL ESTUDIANTE

PADRES Y ESTUDIANTE D 4 OTROS MIEMBROS DEL GRUPO FA-

MILIAR.

INGRESO NETO FAMILIAR MEDIO MENSUAL (INCLUYENDO AL ESTUDIANTE).

U"

D DUE!

USE RENGLONES SEPARADOS PARA EL INGRESO TOTAL MENSUAL PERCIBIDO POR USTED Y POR CADA MIEMBRO

DE 5U FAMILIA Y POR CADA TIPO DE INGRESO. SI EL INGRESO MENSUAL O ANUAL ES IRREGULAR YVARIABLE

FOR PROVENIR DE UTILIDADES O BENEFICIOS DE FINCAS. EMPRESAS INDUSTRIALES. COMERCIALES. ETC.. A‘

NOTE EL PROMEDIO MENSUAL DEL TOTAL OBTENIDO EN EL AND 1962. SI EL INGRESO Es REGULAR v CONs-

o
TANTE A TRAVES DEL AND. FOR CORRESPONDER A RENTAS DE CASA. INTERESEB SOBRE VALORES O REMUNE '

RACIONES FIJAS A 5U TRABAJO. ANOTE LAB CANT'DADES DEVENGADAS EN EL MES DE

POR CADA UNO DE LOS CONCEPTOS QUE DIERON ORIGEN AL INGRESO.

NOVIEMBRE DE 1952

 

NOMBRE DE LA PERSONA QUE FUENTE ESPECIFICA
PERCIBE EL INGRESO PARENTESCO . DEL INGRESO

MONTO MENSUAL

 

 

 

 

 

 

 

 

 

 

INGRESO TOTAL

 

 

 

 

 

 

 

 

 

CONGO

 

 

 

28

 

 

 

 

32A

323

 

 

 

 

 

 

 

 

 

 

 

.—-.L-

r...»—

I—-

 

 

 

33.

35.

37.

40.

LTRABAJA USTED ACTUALMENTE? su’ D 1 N6 D 2

LBUSCA TRAaAJo? (SOLO EN EL CAso QUE NO TENGA TRABAJO)

SI’DI NODZ

ESTABLECIMIENTO DONDE TRABAJA. CONSIGNE EL NOMBRE ESPECIFICO DE LA OFICINA. ORGANISMO DEPENDEN
CIA. ENTIDAD o EMPRESA DONDE DEsEMPENA su TRABAJO. 3| TRABAJA EN VARIOS ESTABLECIMIENTOS ANOTE
AOUI' SOLO EL PRINCIPAL Y Los RESTANTEs EN LAs OBSERVACIONES.

A) NOMBRE DEL ESTABLECIMIENTO

 

a) DIRECCION TELEFONO

 

I
CARGO O TRABAJO QUE DESEMPENA. (NO PONGA SIMPLEMENTE "EMPLEADO.' SINO QUE CONCRETE EL TIPO DE
TRABAJO QUE DESEMPENA. TAL COMO OFICIAL X DE TAL JUZGADO. CONTADOR DE TAL EMPRESA‘IDIBUJANTE DE
I
TAL DEPENDENCIA, GERENTE DE TAL EMPRESA. MAESTRO DE TAL ESCUELA. ETC. SI REALIZA VARIOS TRABA'

J05. CONsIGNE AOUf sOLO EL PRINCIPAL v Los REsTANTEs ANOTELos EN LAs OBSERVACIONES)

A) CARGO 0 CLASS DE TRABAJO

 

a) JORNADA DE TRABAJo: DIURNA D l NOCTURNA D Z MIXTA D 3

 

C) NOMERO DE HORAs TRADAJADAs: DIARIAs sEMANALEs

SUELDO O SALARIO MENSUAL. ANOTE LA REMUNERACION QUE PERCIBE POR SUS SERVICIOS QUE PRESTA EN EL
EBTABLECIMIENTO QUE CONSIGNO EN LA PREGUNTA 35 8| EL PAGO E8 POR COMISIONES ANOTE EL MONTO ME
DIO MENSUAL. SI PERCIBE VARIAS REMUNERACIONES COMO CONSECUENCIA DE DESEMPERAR VARIOS TRABAJOS.
ANOTE AOUI’ LA PRINCIPAL. ES DECIR LA MAYOR. QUE CORRESPONDE AL TRABAJO SERALADO EN LA PREGUNTA

36 Y LAS OTRAS REMUNERACIONES DETA’LLELAS EN LAS OBSERVACIONES.

SUELDO O SALARIO MENSUAL QUE DEVENGA Q.

LTIENE RELACION EL TRABAJO CON sus ESTUDIOS? SI’ E]- 1. N6 D 2.

lESTA’ AFILIADO AL IGSS? sf D 1. N6 D Z.

VEHfCULOS PARA USO FAMILIAR. (ANOTE LOS VEHI’CULOS QUE POSEEN. LISTED Y LOS MIEMBROS DE 8U FAM l-
LIA. DESTINADOS EXCLUSIVAMENTE PARA USO FAMILIAR. ESPECIF‘ICANDO LA CLASE: AUTOMOVIL. MOTOCICLE

TA. BICICLETA. ETC.; EXCLUYA LOS TAXIS. AUTOBUSES. CAMIONES. ETC. PARA FINES LUCRATIVOS).

 

PARENTESCO CON EL
CLASE DE VEHICULO NOMBRE DEL PROPIETARIO LEGAL ESTUDIANTE

 

 

 

 

 

 

 

 

 

 

 

 

F" ‘1A5

 

I
CODIGD

 

 

 

 

40

 

OBSERVACIONES:

 

 

A)
B)

C)

D)

BI LLEVA CURSOS LIBRES. INDIQUE CUANTOS SON

.0.0.000.000.000000.000.000.00.

 

5| EL TrTULO QUE LE SIRVIO PARA INGRESAR A LA UNIVERSIDAD. ES "UNIVERSITARIO". INDIOUE CUAL
E3

 

SI HA APROBADO TODOS LOS CURSOS DE 8U CARRERA‘ INDIOUE ESTA CIRCUNSTANCIA. LO MICMO 8| DE

ENCUENTRA PENDIENTE DE Los EXAMENEs GENERALEs. PRIVADO O PUBLICO.

 

 

OTROS ESTABLECIMIENTOS DONDE TRABAJA:

 

NOM BRE DIRECCION

 

 

 

 

 

 

 

OTROS CARGOS O TRABAJOS DESEMPERADOS Y BUELDOS O GALARIOS MENSUALED DEVENOADOE:

LL

 

NOMBRE O CLASE DEL TRABAJO SALARIO O SUELDO MENSUAL

 

 

 

 

 

 

 

OTRAs OBSERVACIONEB:

 

 

 

 

 

 

 

 

DECLARO: OUE Los DATos CONSICNADOD EN LA PRESENTE BOLETA sON CIERTOS v EXACTOS. Y orthCO

MI COLABORACION PARA QUE PUEDAN SER COMPROBADOS POR LA UNIVERSIDAD DE DAN CARLOS

DE GUATEMALA. CUANDO LO ESTIME CONVENIENTE.

Lugar y fecha Firma del atudiante

 

CODIFICADA POR FECI-IA

 

REVIS ADA POR 1 FECHA

 

 

 

 

 

 

CGOICD

 

 

 

 

ENCUESTA DE APRECIACIONES ESTUDIANTIL'ES

AL RESPONDEF A LAS PREGUNTRS QUE LE FORMULAMOS EN LAS SECCICXIES ANTERI
DEMQfiliAFICAE. EC‘DNOMICAS. ETC., QUE SEE—(AN DE SUMA UTILIDAD.
CIACIOIIFLS‘, FRANCAS Y EDEWJI‘I'TIQJEAS, 505M: UNA SERIES DE C:.);‘.’CEPTOS FLELACIJL’ADC‘” C‘fw’ LA LI‘JI‘
SUS REDP‘UESTAS EN ESTA SECCIOH, AL IGUAL QUE Eh LAS ANTEA’IURS, I'EIIDRAN UN CFLLACTEE‘: E18

 

INSTRUCCICNES: Des-34mm EIGHTCEX‘ el signific-Ido que guard usted rienen una
serio d-z» CTJXC‘EDCCS gizcativos. Abagga encvrxtraré u:... zone I e concoptos
acrzmpu‘nrccn de calmic-ativrfi Opuemos. For favor. ascribe um X en uno

,
:38 1:35 mitt cspacio

pnporcimadus para el Dinar). Ll es‘yacic marcado

.1
par usted indicaré Cual 95 SU apreciacicn sobre la rel-acibn entre el con-
“ c

cepto 7,1 lt:.~,

.11 if ic-ativcs.

En .algunos casos. la T':.:l&=_‘15h pupae p AFGCQF-

le absurda, per!) trite dc aplicar, er: tc-jo caso. ur: califxcsxtivo 51 con-
cepts dado do acuerdo con la escala sigulente:

EDIFIC‘IO DE MI FACULTAD

:fllllllfl

bucno : : : : : : mal o

For ejemplo, si su opinion es que el edificio es riw' bueno. entonces es-
cribiré una X en la siguiente forms:

EDIFICIO DE HI FACULTAD

Quiflh: su opmién es que el edificio es bastate malo.

puesta son-5 asi:

EDIFICIO DE MI FACULTAD

__L

bueno X : : : : z : malo

Entonces , su res-

bueno : : : : : X : malo

*#———_—*—m

5!? case que usted piense que cl edificio no es mi bueno ni mala o que los
adgetivcs son iuapligatlca, marcaré su respuesta asi:

EDIFICIO DE MI FACUL‘IAD

Marque sus resLuestas cor. 1a mayor rapidez posible.
pant fines; que refleje su .-prec1 aci‘m er: cste momento.

da linea.

260n1versidad
de San Carlos

27 Consejo Superior
Universitario

28 ExAmenes

2'5 Otros Estudiantes

3‘3 Mam “mutton.

31 Catedrlticoa

32 Cultura

33 Yo ndsno

34 Politica

35 Harvard University

36 Trabajo

37 A. E. U.

38 Universidad
de San Carlos

39 Consejo Superior
Universitario

40 ExAmenes
41 Otros Estudiantes

42 Reforma univer sitaria

43 Catedraticos
44 mltura
45- Yo Mismo
‘6 Politics

”*7 Harde University

‘8 hibajo

bueno 2 : : X : : : mdlo
De una respuesta es-
Marque una X en ca-

buena °_3_3__3_3_3_ mala
Cientifico 3 3 3 3 3 3 no Cientifico

Otiles 3 3 3 3 3 3 indtiles

' ‘ ' ' 3 bondadosos

estrictos _:_°_.‘___'_'_ _

responsables _3_3_3_3__3_3_ irresponsable

dificiles 3 3 3 3 3 3

_._.______faciles

fuerte 3 3 3 3 3 3 débil

amigable _3_3__3_3_3__3_ hostil
cambiante _ 3_3_3_3_3_3_ estancada
buena _-_3__3_3_3_3_ mala
cientifico _3_3_3_3_3_3_ no Cientifico
Otil _3_:_:_:_:_:_ indtil
cientifica _3_3_3_3__3_3_ no Cientifico
Otil _3_3_3_3_3_3_ inatil
estrictos __:_.:_=_.:_:—:_ bondadosos
responsables _:__’_:__‘_:_‘_ irre5ponsables
dificil __3_=_=_=_=_=_ tacn
fuertes __:__:_’_.:_’_.‘_ débiles
amigable __=_=._.=_=_.:_:_ hostil
cambiante __3_3__‘__:__:._:_ estancado
buena __. 3___3_:_‘_‘__:__ mala

Cientifica : : 3 2 : : no cientifica

utn : : : : : : indtil

S 3 Ot-ros Bstudiantes

S4 Reforma universitaria

SS Catedrlticos

$6 Cultura

57 Yo misIno

59 Politics

59 Harvard University

60 fiabajo

61 A. E. U.

62 Uni versidad
de San Carlos

6 3 Consejo Superior

Universitario

54 BxAmenes

55 Otros Estudi antes

66 Reforma univer sitaria

67 Catedréticos

68 Cultura

59 Yo mismo

70 Politica

71 Harvard University

72 Irabajo

73 A. E. U.

74 Universidad
de San Carlos

7S Consejo Superior

Universitario

76 Bxémenes

77 Otros Estudiantes

7e Reforma univer sitaria

79 Catedraticos

8O

ORES, USTED NOS PROPORCIONO UNA SERIE DE INFOFMACIONES
AHORA DESEAHI'IS SOLICITARLE OT’RO TIPO DE INFORMACION:

SLLS AP“ -

E’ERSIDAD Y LA BLIJCACILX' UNIVERSITRRIA.
TRICTAMENTE CONFIDENCIIIL .

V'V'V'V

dificiles __'___.°-__ _. féCiles

fuerte _:_’_'__.:__3___:

débil

amigables __3__3_3.__3_=_=_ hosciles
cambiante _3_3_3__3_.3_:__. estancada

bueno _:_:_:_=._3_‘_ M10

Cientifica _3_’__3_3_3_3_ no cientifica
Otil _:_:_:._:_:__:_ indtil
estricto _:_’_:_3__3___3__ bondadoso
responsable —’_:_3_3_3_3_ irresponsable
estricta _‘_3_3_3_3_3_ bondadosa

responsable _:_:_°_’_3_:_ 11‘“ sponsable

difxénes _‘_‘_3_3_=_3_ faciles
fuertes —:—:_‘_:_‘_:_ débiles
amigable —’—‘—‘_‘_‘_‘_ hostil
cambiantes —:—:—:—:—:—:_ estancados
buena —:—:——:_:_:_:__ mala
Cientifico —:——:—:—:__:_:_ no Cientifico

Otil ___3_-_._3_..=__=__‘_ inocil

estricta _’_'_‘_.:_'— — bondadosa

responsable _:_:_:._‘_—'——'— irresponsablc-
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dificil _=__=_‘_‘__’—'— facil
fuertes ——""'—————— débilos
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APPENDIX B

B~l

 

NNH q NHH oqm N mN
eNN H com. NmN. 0N NN
moo.q 0H HNm m mmH HH mmH HN
NNo.m NH qqm.N NNNHN NoH oN
mom H Nae oam.m mm NH
NNN q oNN HoH N Nm NH
moo m Nmm wmq.H HN NH
NNH N «N oNH q 0H
ONH NNN.H N mH
Nm . NoH omm. N NH N
NNo m we ONm.¢ NHm.mm mqm Hmuoa
. mHm H oH co
NNN. NN mwN.N NNH.oH oHH oH
ooH.H NH Nmo.H momnw NoH m
NNH.H m NoH.H Nmm.mH mHH N o
NNN NH OMN NNN NN oHH No HNN
mmw o oo
NNN.NH omN NNN.NN HEN.H© mNN N m
qu.mm HNN NHN.NN NNH.NN wqe.H
. . NNO.N N . co
qu.wm HNN NHm.NN NHHHmN qu H o q
com «m «E qmo oH qom me NNN Hmuoa
NNN NEH.H o co
«m . N om
mmN.H H HNH. mHm.m Nm m
Nae.qH qN omo q omo.mN «NE E
NNm.NH NH NNm.m Nqa.oH woe N m
NNN.¢ NH NNHHN oomHNN NqN N N
mwm.N «H NNH m NNH NH HNH co Hmuoa
mmm N qH NNH.N «No.NH ONH H H
Doxuoz muoom mOHEmBOHHom mmmusoo womb EoHUHDH mucovsum muomumo O kuasomm
vm>ouaa< Hoonom mum>wum

 

 

m NH92mmm<

B-2

 

 

Hoo.NNH mNN NNN.NHH mqm.qu NNH.o Hmuoe camuo

NNo.H N NON.H oeN me oq «H

«mm.H N NON.H «mm mm Hmuoa

NNN NN NoH N NN

ommHH N NNHHH NNN. we ON NH

NNN e a NNH m oNN o NNH 0 NH

mom.m moo.H qu.N em Hmuoa

NHN ONE N om

mm NNH H m

mmo Ho Noe HN q

Nmo.N Noo.H omN.H mo N HH

NHN NN qoan NONHOH NNH mm oH

moo. 0H Nmo.e HoH.mN qu mm N

oNN «H ow HON 0H mNH Na NNN Nm N

omo.mH om oHo.oH NHH.HN qu HmuoN

com m NNm.m HN om

ON mm N «N

mmH N Nm ooq N mm

moo Em 00H NH Nm

NNH oH NoN m Hm

qu H oq e on

NNN ow ooN NH NN

ooH mNH ONE q NN

NNN H NN omq N NN

qu NNN «EN m 0N N
Dmxuoz musom mawnmsoHHmm mmmuooo moon EONUNDH mucmwsum muomuwo a Auasomm

Dm>ouaa< Hoocom mum>wum

 

 

NumncHusoov m anzmmm<

B-3

 

 

ONO NNN.N N O NOH NNH OO NNH.H
ONO.H NON.O OH NH OOO HNH NNN.N
NHO.NH NNH.NN NN NN ONN.O NNN.N OHN NNN.NH
NON.N NNO.NN NN NO NON.N NOO.H OON ONN.NH
HOH.N ONN.NH OH OH ONN.H NON NNH NNN.N
NON.N NNO.HH N NH ONN NNN NNH NOO.N
ONN.H HNN.N NH N NOO HNN HOH ONO.N
OOO ONN H O ON OO OH ONO
OOH.H NNO.HH N OON NN ONN
NNH ONN O O ON O N NHH
NHN.ON ONO.NNH ON OON NON.O NNN.H OOO.H ONO.NH
ONN ONN.O H N OON NN NO
HNN.O NHO.ON ON ON ONH.N HNN NNN NOO.N
NON.O NNO.HN NN OO NHN.H NNO NNO HON.O
ONN.OH NNO.ON HN NO NHO.N HNN NON NON.N
HNN.ON HOO.ONN ONN NHO NON.NH NNH.O HON.N NHN.ON
NON NON.N H O OON NNH ON
NON.NO ONN.NON NHN NOO NNO.OH NNO.O NNN.N NHN.ON
ONN.NN HNO.HNN NON NON OOH.ON OOH.N NNN.O NON.HNH
NNN.H ONO.N O N OOH NN
NNN.NN HNN.NNN OON HON OOO.ON OOH.N NNN.O NON.HNH
NHN.OO NNN.NON OHN NNN OON.NN NNO.NH OON.O ONO.ONH
OON ONN.N H N OOH ONH NN OHO.H
NO NON H H ON OH ONH
NNO.O NON.NH N NN NON.N OON HNN.N OON.N
OHN.ON ONO.OOH HNH NOH HOH.HH NOO.N NOH.N OON.ON
NNN.NN NNH.NOH NN OOH HNO.NH ONH.N NON.N NON.ON
OOO.HN NNN.OOH NO ONH OHN.N NHN.N NOH.H NNN.NH
HNN.NH NHN.ON NO ON NNN.N ONO NON HNN.HH
ONN.NH ONO.NO NO ON NNN.N ONO NON HNN.HH
mmEooDH moEoocH mowwsum wcmmwsum Doom owmwuuoz Dwamm moaooHHH
mufiamu pom NMHHJHHLHLWHM mozHAmHm mummwmz manucoz

 

 

NOOOOHOOOOV N NHOzNNNO

B-4

 

 

 

NNO.NNN NNN.NNN.H OON.H NNN.N NOH.NOH HNN.NO NNN.NN NON.NON
NHO.H ONO.N N ON NON ON NHN NHN.N
NON.N ONH.NH N NN ONN OOH OON HNN.O
NON NNO.H H N NNH NN ONO.H
NNO.N NNO.OH N NH NNO OOH NNN HNN.N
NNH.O ONN.ON NN NO NNO.H OHO HHN OON.NH
NNN.N NON.NH NH NO ONN.H HNH NON ONN.OH
OON OON.H N N OO ON OON
NO ONN H H OO O OO
NNN NNN.N H NH ONH ON NOH NNN.H
NNN.N NNO.NH OH NN ONN HN ONN NOO.N
NNN.N OON.NO NN OO NNO.N NON ONO HOO.N
NNO.NH ONN.NN NN OHH NNN.N OHO.H NNN.H ONO.N
ONN.NN NHO.NNN OHN NNO OON.NN NON.N NON.O HNH.OO
HNN.ON HNN.NOH NNH OHN NNN.OH ONH.N ONN.N OHO.NN
ONO.N ONO.N N O NNN ONH ON NNN.N
ONH OON N H NHH N OON
NON OON.H N N NOH NN ONO
NNO.H HNN.N O NH NNO NN NOH OHN.N
OON ONN.H N H NNH OOH NN NNN
ONN NNO.H O N OO NN OH NNN
OOO HHN.N O O ONO NNH HO NOO.N
NHO NOO.N ONH NHN NH NNH.H
NOO NNN.H N N OOH OO HNO.H
ONN HHN N H ONH N HHN
moEooEH moeoocH Dowvsum wcfavoum Doom owmwuuoz minim mmaooHHH
NOHNNO NON NHONOoz OH
3.25m mUZHAmHm mumnEmZ

 

 

NOOOOHOOOOV N anzNNNO

H I I
5. ...
J...
49.! o . A , . . O IIIw». DOJH‘V‘QL
lull". II

 

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