DOCTORAL DISSERTATION SERIES ■miM tm n m /L m m um , m s ot s i m a m school s w b M w m s m m i f a tU M L TOTH£ OCeuMmm. PATTllN OF TUI cetM M M , ru e occupations op h ig h scm m u m ,m op thl m u m cumatuiuk ia iO m d k c o u tG i a u th o r LOWS MU/AM RlOBMSHy UNIVERSITY DEGREE MlCM- STATP COLL 2a PUBLICATION NO. DATE / 95U. 3m y UNIVERSITY MICROFILMS A N N ARBOR • MICHIGAN :V LCVIS -.'.TLllAi: RFDEICSFT « -Lr.^iO1 o O. - v cr.iite o*. vU o t er School of Graduate Studies of I.'iehi onn Con Aprieniture end Applied Science ‘t:1;"ill rent of for the decree of DC CTCR OF Pl.ILCSCFKY Division of Idncatio! re or.a rerer.t s a ckitg':/l e d g h .:e n t s The writer wishes to express his gratitude to those v/h? have made it possible to complete this study: To Dr* t.ilosh kuntyan, chairman of the writer's graduate committee, for advice, guidance and encouragement throughout the course of the present study: To Dr. Clyde Id* Campbell, Dean f/illian H. Coombs, and Dean Clifford E, Erickson, members of the writer's graduate committee, for instructions and suggestions: i'o the bent on :arbor and Jackson hoards of Education for financial aid to conduct the study: To the administrative personnel of the Benton Hardor and Jackson Public Schools for their permission to carry out the project anc aid in doing so: To the faculties of the Benton Harbor and Jackson High Schools for their cooperation in securing the data for the study: To the high school students and graduates who submitted the data for this project: To the Social Security offices of Jackson and Benton harbor for making available occupational information: To the wr ite r ’s w i f e , Irene A. Hedemsky, for clerical assistance and encouragement during the course of this study: To all these and to others who have expressed their interest in this study the writer offers his sincere thanks and appreciation. Louis William Redemsky candidate for the degree of Doctor of Philosophy Final examination, March 3* 1952, 9*00 A.M., Education Conference Room Dissertations The Educational and Vocational Plans of Senior High School Students with Special Reference to the Occupational Pattern of the Community, the Occupations of High School Graduates, and the Terminal Cur­ riculum of the Junior College Outline of Studies Major subject: Higher Education Minor subjects: Social Science, Psychology Biographical Items Born, August 28, 1904, Ionia, Michigan Undergraduate Studies, Central Michigan College, 1925-30 Graduate Studies, University of Michigan, 1931-37; Michigan State College, 1945-52. Experience: Junior High School Principal, Caro, Michigan 1927-30; High School Principal, Reed City, Michigan, 1930-34; High School Principal, Caro, Michigan, 1934~38; Superintendent of Schools, Reed City, Michigan, 193^-46; Temporary Instructor, Michigan State College 1 9 4 6 - 4 7 ; Instructor, Michigan State College, 1947-48; Assistant Professor, Michigan State College, 1948-52. TABLE OF CONTENTS PAGE CNAPTER I. INTRODUCTION .............................. I Purpose of the s t u d y ...................... 2 Limitation of the s t u d y ................. 4 Definition of Terms ................... 4 Sources of information ................. 6 liethods of securing d a t a ................. 3 Need for the s t u d y .................. . . 1 0 II. RELATED L ' A T E R I A L .......................... 12 Summary • • • • • III. . • 30 ASPECTS CF T^E uUNIC’R CCLLEGE '.71TK I.1AJCR REFERENCE TO TERMINAL EDUCATION . . . . 34 General plan of the .juniorcollege ... 35 General role of the .junior college ... 37 . . . . . . . . . 41 The vocational-technical aspect of terminal education Financing a program of education v/hich more coraletely meets the needs of tiie members of a c o m m u n i t y .......... 52 The junior college as an a :ency for extending educational facilities to the adults of the c o m m u n i t y .......... 53 The accreditation of junior college terminal education S u m m a r y .............. ................. 62 65 iv CHAPTER IV. PAGE ANALYSIS OF THE DATA SECURED FROM EENTON HARBOR HIGH SCHOOL STUDENTS . . . 68 Educational plans of Benton Harbor high school students ........................ Colleges students planned to attend ... 72 75 Why students planned to attend another c o l i e g e ................................ 7 6 Data referring to the occupational plans of Bentcn Harbor High School students . 79 Comparison of students' occu atloiial classifications v/ith United States Census d a t a .............................. 32 Comparison of students' occupational data wi oh the Benton harbor Conrriunity Job I n d e x ..................................... 34 Occupational selection of students planning to attend junior college ... 37 Students’ opinions relative to success in finding a job for v/hich they i/ad p r e p a r e d ................. 39 Training students think necessary for o c c u p a t i o n s .............................. 93 Institutions -//here students expected to receive training ................... 93 Students’ knowledge of training available in the junior c o l l e g e ...................100 V CKAP jlER page Analysis of students who would attend the junior college if training were a v a i l a b l e .....................................101 Students win would attend the junior college if training were available and their knowledge of available training . . . 104 Reasuns students gave for not attending junior college even though training were a v a i l a b l e .............................. 108 Analysis of curricular offerings in the Benton harbor Junior College ............. 109 The effect of tuition and textbook costs upon students' opportunities to attend the junior c o l l e g e ..........................114 Extent to v/hich students would attend junior college on a part-time basis if training were a v a i l a b l e ................. 113 Summary . . . . . . V. 120 ANALYSIS OF DATA SECURED FROk 19a-6 AND 1949 BEhTCo. i-AnlOR uIGH SCKOuL GRADUATES . 128 Industry groups in which graduates were e m p l o y e d .............................. 1 3 2 Occupations in which graduates were engaged .............................. 134 Occupational class ification of graduates compared v/ith the United States Census vi ChAPlER PAGE Occupational dlassifications of graduates compared v/ith Benton Harbor Corinunity Job I n d e x .....................................139 Humber of employed married "/omen graduates . • 142 Communities nhere graduates were employed • • 142 Educational experiences of high school g r a d u a t e s .....................................143 Length of time graduates attended junior c o l l e g e ....................................... 147 Reasons gradur-f.es gave for not attending the junior c o l l e g e ............................ 149 Reasons graduates gave for attending the junior college . .............................. 154 Graduates* hnomledge of courses taught in the junior c o l l e g e ...................... 155 Graduates' statements referring to junior college attendance if occuuetionaI training had been a v a i l a b l e ................. 156 Junior college curricular offerings suggested oy graduates ...................... 160 Graduates' occuna tio; >.ai s a t i s f a c t i o n .......... 162 Tno effect of tuition and text boon costs upon graduates' opportanities to attend the junior c o l l e g e ............................ 165 Summary . . . . . . . . . 166 vii CHAPTER VI, PAGE A'Ta L x SIS GF ruE DA'x'A SECURED FRulvI jacksg:: high school s t u d e n t s ..............173 Educational plans of Jauksuii H i 0h School s t u d e n t s ........................... 176 Colleges students planned to attend ... 1 jO Why students planned to attend another c o l l e g e ................... 130 Data referring to the o c c u p a d o r a i plans ui Jackson nigh School students Coi.v'arisu: s ^ue en on ’ o aa • 134 a o_o*i.aj_ cl a s s IT lea t o ,: v:isl Uni tod States Census d a t a ............................... 133 Conparisun oT students’ occu:a tiu na 1 ua n wit.. the L.ventuxg, Jac..so uT G c c u p a tio.-.al Index, Labor L n r k e t ...................... I c>0 C'G C li, ,u u.. i.0 J. SGl.0C Clou O'. o "L»to c 11uo planning to attend junior college ... 193 Students' opirdors relative to success in finding a job for which they had p r e p a r e d ....................................194 Training students think necessary -'or o c c u p a t i o n s ............................... 200 Institutions v/iiere students expected to receive training .............. 205 Students’ ..nov/ledge oi training available i._ the junior college . . . . 206 viii CHAPTER PAGE Analysis of students v;ho v: on.Id attend the junior college if training "/ere a v a i l a b l e ....................................208 Students v/rx v/o. Id attend the junior college if training v/ere available and their Imov/ledge of available training . • 210 Reasons students gave for not attending junior collets even though braining v/ere a v a i l a b l e ........................ 211 Analysis of curricular offerings in the Jackson Junior College .................. 211 The effect of tuition and textbook costs upon students’ opportunities to attend the junior c o l l e g e .........................221 Extent to v/hich students v;ould attend junior college on a part-time basis if training v;ere a v a i - i a b i e ............. Summary VII. ............. ANALYSIS OF DATA SECURED FRCI 224 226 1946 AUD 1.49 JaCKSo. HIGH SCHOOL G R A D U A T E S ........... 235 Industry groups in ’ -./hichi graduates v/ere e m p l o y e d ........................ 2 3 8 occu;a tiens in v g pw eiioQ oad Iiich graduates . • • . . • • • . • • • . occupat:ona1 classifications of graduates eonoared v/itu the United States Census 240 ix CHAPTER PAGE Occupational classifications of graduates comuared v/ith the Inventory of Occupa­ tional Index, Jackson Labor I arket . . . . number of employed married ’.voiren graduates ........... ................... 246 Communities where graduates were employed .247 Educational experiences of high school g r a d u a t e s ...............................24 b Lengt'n of time graduates attended junior college 252 Reasons graduates gave for not a ttending the junior college ................. 2 5 5 Reasons graduates gave for attending the junior c o l l e g e ..........................257 Graduates’ knowledge of courses taught in the junior c o l l e g e Graduates' . 26l statements referring to junior coliege attendance if occupational train! >.g had been a v a i l a b l e ...............261 Junior college curricular offerings suggested by graduates .................... Graduates1 occupational satisfaction . . . . 263 265 The effect of tuition and textbook costs upon graduates' opportunities to attend the junior c o l l e g e ..........................263 244 X CkAFTER VIII. PAGE GENERAL S U M "ARY AVD Cck'CLdSIGkS......... 27 6 Summary oT data securud fror: denton I'arbor.................................... Sumuary of.' data secured from Jackson . . 273 280 Coi.iuarison oT data s ecured fro;.i Benton karbor and Jackson .................... 284 lira*i.i.cat'.‘uiis uf tkis ottiuy i’ur Future s t u d i e s ........................... BIBLIOGRAPHY 236 ........................................ 287 APPS: . ' D I C E S .......................................... 297 LIST OF TABLES TABLE I. PAGE Census Data of 10th, 11th, and 12th Grade High School II. 71 Educational Plans by Grade of Benton Harbor High III. Students, Benton Harbor . . . School Students .............. 74 Educational Institutions Other Than Junior College which High School Students Plan to Attend . IV. ............................ 76 Reasons Thirty-four of the 10th, Fortyone of the 11th, and Thirty-seven of the 12th Grade Students State for Attend­ ing Another College Instead of Junior College V. 7^ Occupations for Which One hundred Sixtyone 10th, One Hundred Sixty-five Ilth and One Hundred Eighteen 12th Grade Stu­ dents, Would Like to Prepare and 7/ha t Occupations They Actually Think They 7/ill F o l l o w ................................... VI. 31 Occupations for V/hich One Hundred Sixtyone 10th, One Hundred Sixty-five 11th And One Hundred Eighteen 12th grade Students Would Like to Prepare, Compared with 1940 Census Figures of Individuals Employed in the O c c u p a t i o n s ........... 83 xii TABLE PAGE VII, Occupational Choice of One Hundred Sixty-one 10th, One hundred Sixtyfive 11th and One Hundred Eighteen 12th Grade High School Students, Compared With the Benton Harbor Community Job I n d e x ................................... VIII, 86 Occupational Selections of Students Who Plan to Attend Junior College, Benton Harbor, Michigan IX, • ............ 88 One Hundred Sixty-one 10th Grade Students' Opinions Relative to Success in Finding a Job for Which They had P r e p a r e d ................................. 90 X, One Hundred Sixty-five 11th Grade Students1 Opinions Relative to Success in Finding a Job for Which They had P r e p a r e d ................................. 91 XI. One Hundred Eighteen 12th Grade Stu­ d e n t s ’ Opinions Relative to Success in Finding a Job for Which They Had Prei^ared.......... ................... 92 XXI, Amount of Training One Hundred Sixtyone 10th Grade Students Believe necessary for Various Occupations • • 95 xiii TABLE XIII. PAGE Amount of Training One Hundred Sixty-five 11th Grade Students Believe Necessary for Various Occupations • • XIV, .................... 96 Amount of Training One Hundred Eighteen 12th Grade Students Believe Necessary for Various Occupations XV. ......... 97 Name of Institution 7/here One Hundred Sixty-one lQ.th, One Hundred Sixty-five 11th and One Hundred Eighteen 12th Grade Students Expect to Receive Training XVI. ... 99 Tenth, Eleventh, and TV/elfth Grade High School Students1 Knowledge of Occupational Training Available in the Junior College for Their Desired Occupations ........... XVII. 102 Classification by Occupational Groups of Eighty-nine 10 th, Sixty-four lltli and Forty-seven 12th Grade Students Whd> Would Attend Junior College if Training for Occupation Were Available XVIII. ............... 103 Eighty-nine 10th Grade Students, Accord­ ing to Occupations, Who Would Attend Junior College if Training v/ere Available, Compared v/ith Their Knowledge of Available T r a i n i n g ...................................... 105 xiv TABLE XIX. PAGE Sixty-four 11th Grade Students, Accord­ ing to Occupations, Who Would Attend Junior College if Training Were Available, Co! pared v/ith Their Know­ ledge of Available Train! i g .............. XX. 106 Forty-seven 12th Grade Students, Accord­ ing to Occupations, 7/ho Would Attend Junior College if Training Were Avail­ able, Compared v/ith Their Knowledge of Available Training .................... XXI. 107 Reasons Forty-eight 10th Grade, Seventythree 11th Grade, and Seventy-two 12th Grade Students Gave for Not Attending Junior College, Even if Training for Occupations v/ere XXII. A v a i l a b l e ................. 110 Students (According to Occupational Selection) Who Would Attend Junior College if Tuition or Tuition and Books Were P r o v i d e d ............................... 115 XXIII. Tenth, Eleventh, and Twelfth Grade Stu­ dents (By Race) 7/ho Would Attend Junior Co lege if Tuition or Tuition and Books 'Were F u r n i s h e d ............................. 117 XXIV. Classification by Occupational Groups of Eighty-eight 10th, Sixty-nine 11th and Fifty-three 12th Grade Students Who Would XV TABLE PAGE Attend Junior College on a Parttime Basis if Courses for Job Train­ ing Were A v a i l a b l e ................. . . XXV. 119 Census Data of the Classes of 1946 And 1949 Graduates of Benton Harbor High School • • • • • • • • • XXVI. ........... • Employment of 1946 and 1949 Graduates According to Industry Groups . . . . . XXVII. I30 133 Occupations in Which One Hundred Sixteen 1946 and One Hundred Twenty-nine 1949 Graduates v/ere Engaged Compared with the Number of Individuals Employed in These Occupations According to the 1940 Census D a t a . . . . ............... .. XXVIII. 137 Occupations in Which One Hundred Sixteen 1946 and One Hundred Twenty-Nine 1949 High School Graduates Have Engaged, Compared with the Community Job Index, Benton Harbor Market A r e a ............. XXIX. 140 Location of Employment of One Hundred Sixteen 1946 Graduates and One Hundred Twenty-nine 1949 Graduates XXX. ........... 144 Educational Institutions which Graduates of the Classes of 1946 and 1949 Attended after High School Graduation ......... 145b xvi TABLE XXXI, PAGE Length of Time Sixty 1946 Graduates and Fifty-four 1949 Graduates Attended I n ­ stitutions of Learning after Graduation fron High S c h o o l ............................. XXXII, 147 Length of Time 1 9 4 6 and 1 9 4 9 Benton Harbor High School Graduates Attended Benton Harbor Junior College ...................... 143 XXXIII. Graduates of the Classes of 1 9 4 6 and 1 9 4 9 Who Were Still Attending S c h o o l ........ ... 149 XXXIV. Reasons Graduates of 1946 Stated for Not Attending Benton Harbor Junior College . . 151 XXXV. Reasons Sixty-six Graduates of 1949 Stated for Not Attending Benton Harbor Junior C o l l e g e ................................ 153 XXXVI. Knowledge of Courses Being Taught in Junior College 'Which Would be Helpful in Training 1946 and 1949 Graduates for Present Occupations ...................... • . .. . 156 XXXVII. Number of Graduates of the Classes of 1946 and 1949 Who Wo'Id Have Attended Junior College if Courses had Been Available to Train Then for Their Occupations . . . . . XXXVIII. Rea sons Twenty 1946 Graduates, 7/ho Y/ould Have Attended Juhior College if Courses had been Available, Gave for Attending Another Institution; Schools They Attended 157 xvii TABLE PAGE and Occupations in Which They Were Employed XXXIX. ............................ 153 Reasons Seventeen 1949 Graduates, ’Who 7/ould have Attended Junior College if Courses had been Available, Gave for Attending Another Institution; Schools They Attended, and Occupations in Which They were EmpT u y e d ......................... 159 XL. Expression of Satisfaction and Dissatis­ faction in Regard to Present Occupa­ tions by One Hundred Sixteen 1946 Graduates and One Hundred Twenty-nine 1949 Graduates ............... XLI. . . . . . 163 Comparison of the Occupations in .Vhich One Hundred Sixteen Graduates of 1946 and One Hundred Twenty-nine Graduates of 1?49 Are Ho'■ Engaged with Original Choice of Occupation .................... 164 XLII. Humber of Graduates of the Classes of 1946 And 1949 Who Would Have Attended Junior College if There had been Ho Tuition Charges or Tuition and Books had been G r a t i s ............................ 166 XLIII. Census Data of 10th, 11th and 12th Grade High School Students, Jackson, M i c h i g a n ..................... 175 xviii TABLE XLIV. PAGE Educational Plans by Grade of Jackson High School Students • XLV. .................. .178 Educational Institutions Other Than Junior College Which High School Students Plan to Attend,Jackson ........... XLVI. 181 Reasons Forty-six of the 10th, ThirtyThree of the 11th, and Thirty-three of the 12th Grade Students State for Attending Another College Instead of Junior C o l l e g e ........................... 182 XLVII. Occupations for Which One Hundred Kinetyfour 10th, One Hundred Forty-five 11th, And One Hundred Eleven 12th Grade Stu­ dents Would Like to Prepare And What Occupations They Actually Think They Will F o l l o w ................................. 186 XLVIII. Occupations for Which One Hundred liinetyfour 10th, One Hundred Forty-five 11th, And One Hundred Eleven 12th Grade Stu­ dents Would Like to Prepare, Compared with 1940 Census Figures of Individuals Employed in the Occupations . . . . . . . XLIX. Occupational Choice of One Hundred Ninetyfour 10th, One Hundred Forty-five 11th And One Hundred Eleven 12th Grade High School Students, Compared with the Inven- 189 xix TABLE PAGE tory of Occupational Index, Jackson Labor Market A r e a ....................... 192 L. Occupational Selections of Students Who Plan to Attend Junior C o l l e g e ............. 195 LI. One Hundred Ninety-four 10th Grade Stu­ dents* Opinions Relative to Success in Finding a Job For Which T^ey had Prepared LII. ............. ............... 197 One Hundred Forty-five 11th Grade Stu­ dents* Opinions Relative to Success in Finding a Job for Which They Had P r e p a r e d ................................. 198 LIII. One Hundred Eleven 12th Grade Students* Opinions Relative to Success in Find­ ing a Job for Which They Had Prepared LIV. . 199 Amount of Training One Hundred Ninetyfour 10th Grade Students Believe Necessary for Various Occupations LV. • • • 202 Amount of Training One Hundred Fortyfive 11th Grade Students Believe Necessary for Various Occupations LVI. ... 203 Amount of Training One Hundred Eleven 12th Grade Students Believe Necessary for Various O c c u p a t i o n s ................ 204- XX TABLE PAGE LVTI. Name of Institution Where One Hundred Ninety-four 11th, One Hundred Fortyfive 11th and One Hundred Eleven 12th Grade Students Expect to Receive T r a i n i n g .................................. LVTII. 207 Tenth, Eleventh, and Twelfth Grade High School Students* Knowledge of Occupa­ tional Training Available in the Junior College for Their Desired Occupations LIX. • 208 Classification by Occupational Groups of Eighty-six 10th, Fifty-four 11th and Forty-seven 12th Grade Students Who Would Attend Junior College if Training for Occupations 'Were A v a i l a b l e ................................. 209 LX. Eighty-six 10th Grade Students, Accord­ ing to Occupations, W o 'Would Attend Junior College if Training Were Avail­ able, Co- pared v/ith Their Knowledge of Available Training LXI* • . . ............ 212 Fifty-four 11th Grade Students, Accord­ ing to Occupations, 'Who Would Attend Junior College if Training Were Avail­ able, Compared with Their Knowledge of Available Training .................. 213 xxi TABLE LXII. PAGE Forty-seven 12th Grade Students, Accord­ ing to Occupations, Who Would Attend Junior College if Training were Avail­ able, Compared with Their Knowledge of Available Training • • • . . LXIII. .......... 214 Reasons Ninety 10th Grade, Fifty-six 11th Grade, and Forty-one 12th Grade Students Gave for Not Attending Junior College, Even if Training for Occupa­ tion were Available LXIV. Students ..................215 (According to Occupational Selection) Who Would Attend Junior College if Tuition or Tuition and Books v/ere Provided LXV. ............ 222 Tenth, Eleventh, and Twelfth Grade Students (By Race) Who Would Attend Junior College if Tuition or Tuition and Books v/ere Furnished LXVI. • • • • • • • • 223 Classification by Occupational Groups of Ninety-one 10th, Sixty 11th, and Forty-five 12th Grade Students Who Would Attend Junior College on a Parttipie Basis if Courses for Job Training v/ere Available ...........................225 xxii TABLE LXVII, PAGE Census Data of the Classes of 1946 and 1949 Graduates of Jackson High School, Jackson, Michigan ............... LXVTII. Employment of 1946 and 1949 Graduates According to Industry Groups LXIX, 237 ........... 239 Occupations in Which One Hundred Eightythree 1946 and Two Hundred Fourteen 1949 Graduates wore Engaged Compared with the Humber of Individuals Employed in These Occupations According to the 1940 Census D a t a ........................ LXX. 242 Occupations in Which One Hundred Eightythree 1946 and Two Hundred Fourteen 1949 High School Graduates have Engaged, Com­ pared with the Inventory o f Occupational Index, Jackson Iiarket A r e a ............. 24 5 LXXI. Location of Employment of One Hundred Eighty-three 1946 and Two Hundred fourteen 1949 Graduates LXXII, ........... 248 Educational Institutions Which One H u n ­ dred Twenty-eight Graduates of the Class of 1946 and One Hundred Forty-six Grad­ uates of the Class of 1949 Attended After High School Graduation 2|?1 xxiii TABLE LXXIII. PAGE Length of Time Ninety-eight Graduates of 3946 and One Hundred Nineteen Graduates of 1949 Attended Institutions of Learning after Graduating from High School • • • • • LXXIV. .......................... 253 Length of Time 1946 and 3.949 Jackson High School Graduates Attended Jackson Junior College ............................. 254 LXXV* Graduates of the Classes of 1946 and 1949 Who Were Still Attending School • . • 255 LXXVI. Reasons Eighty-two Graduates of 1946 Stated for Not Attending Jackson Junior C o l l e g e ...................................... 258 LXXVII. Reasons Eighty-three Graduates of 1949 Stated for Not Attending Jackson Junior College ................................. 259 LXXVTII. Reasons Seventy-three Graduates of the Class of 1946 and Eighty-five Graduates of the Class of 1949 Gave for Attending Jackson Junior College LXXIX* ................. 260 Knowledge of Courses Being Taught in Junior College V/hich Would be Kelpful in Training 1946 and 1949 Graduates for Present O c c u p a t i o n s ................. 262 xxiv TABLE LXXX* PAGE Comparison of the Occupations in Which One Hundred Eighty-three Graduates of 1946 and Two Hundred Fourteen Graduates of 1949 are Nov; Engaged with Original Choice of Occupation LXXXI* ................... Number of Graduates of the Classes of 1946 and 1949 Who Would have Attended Junior College if There had been no Tuition Charges or Tuition and Books had been G r a t i s ........... ............... 269 267 CHAPTER I INTRODUCTION Present day education should not be conceived of as provid­ ing only a twelve grade education for a large majority of in­ dividuals and a college education for a small minority. The rapid changes which take place in our social structure require that the citizenry be better educated to function in a chang­ ing world. Educational institutions should share with other agencies the responsibility of providing the knowledge perti­ nent to effective living in a changing society. One segment of living involves the employment of the in­ dividual In an occupation for which is satisfying to him. ^hich he has been trained and Advancing technology calls for an increasing number of skilled workers. The Federal Com­ mission of Vocational Education points out: . . . More than one-half of the individuals In the labor force are engaged in occupations for which they may appro­ priately be trained in college-level vocational programs. It may well be in the province of the junior colleges to assume some of the responsibility of providing training for large numbers of these workers. The President's Commission wrote: 1 Vocational Education of College Grade. Federal Security Agency, U . S . Office of Education, United States Printing Office, Washington, D. C . , 1946. Bulletin 1946, No. 18. p. 16. 2 Semiprofessional training, properly conceived and organized, can make a significant contribution to educa­ tion for society*s occupational requirements. In not providing this sort of training anywhere in existing pro­ grams, the educational system is out of step with the demands of the twentieth century American economy.^ The focus of attention in this study is upon the Junior college as an agency for providing vocational training for occupations for which two years of college preparation would be sufficient. PURPOSE OF THE STUDY The main purpose of this study was to determine: 1. Should the Junior colleges of Jackson and Benton Harbor, Michi­ gan offer additional vocational training to meet the needs of their prospective students? 2. If they did offer more voca­ tional terminal curricula, would their enrollments Increase? 3. What other factors influence students* attendance at the Junior colleges? Four areas were investigated to secure data which might have implications for the main purpose of the study. The four areas were: 1. the educational and vocational plans of Jackson and Benton Harbor high school students; 2. the oc­ cupations of Jackson and Benton Harbor high school graduates; 3. the occupational patterns of Jackson and Benton Harbor, Michigan; 4. an analysis of the Jackson and Benton Harbor Junior college curriculums. In order to facilitate the drawing of conclusions relative 2 Higher Education for American Democracy. "Establishing the Goals,*' Vol. I , . Washington, D. C. , U. S. Government Printing Office, December, 1947. p. 68. 3 to the vocational-terminal aspect of the Junior college cur­ riculum in those specific schools, answers to questions in­ volving the fundamental characteristics of the high school students, the graduates of the high school, the occupational pattern of the community and the Junior college curriculum were sought* I* II* Ill* The questions were: 1. What were the educational and vocational aspira­ tions of the high school students? 2. What reason did they give for not planning to attend the Junior college? 3. What was their knowledge of occupational oppor­ tunities and requirements? 4. What effect did Junior college tuition and text­ book costs have in barring students from attend­ ing the Junior college? 5* To what extent would high school students attend the Junior college on a part-time basis? 1* In what vocations were former high school students actually engaged? 2* What educational experiences have they had since high school graduation? 3* What reasons do they give for having attended or not having attended the Junior college? 4* What knowledge do they have about the Junior col­ lege curriculum? 5* What courses would they suggest the Junior college could teach which would be helpful to them in their present occupation? 6. What degree of satisfaction have they found in their present occupations? 7m What effect did tuition and textbook costs have in preventing their attendance at the Junior college? Was the community occupational pattern similar 4 to or different from the students* pattern of oc­ cupational aspirations and the graduates* occupa­ tional pattern? IV, Does the present curriculum permit students who desire vocational-terminal training to secure such training? LIMITATION OF THE STUDY 1, study. Only two communities in Michigan were selected for this Therefore, the findings obtained from this study are not necessarily applicable to other communities, 2, Any follow-up study always presupposes the limitations which result from unreturned questionnaires, 3, The foundation for the study was laid prior to the Korean War, To the extent that the young peonle in this study have had their normal lives disrupted by the war, there is no doubt that military plans have affected their responses, 4, The discussion of the data appears to give the impres­ sion that the general education program of the Junior college is purely incidental and that all educational endeavors of the Junior college should be centered around vocational-terminal education. The writer of this study does not wish to preclude the general education function of the Junior college, even though the nature of the study may give that impression. DEFINITION OF TERMS Junior college. The Junior college has ordinarily been thought of as either a two-year or four-year institution. H ow­ ever the institution which is discussed in this study refers to the two-year type as described by Eells: 5 The Junior college as at present constituted, com­ prises . . . a two year institution embracing two years of collegiate work in advance of the completion of what ordin­ arily is termed the twelfth grade of an accredited secondary school . . . . The aims of the curriculum . . . are to meet the needs of the student for maximum growth and develop­ ment, to further his social maturity, and to enable him to make his greatest contribution as a member of society.3 In addition, the term, junior college, as used in this study, refers to an institution which also serves the out-of-school youth and adults of the community. Curriculum. The term, curriculum, is usually used to de­ scribe all of the school activities which contribute to the de­ velopment of the child. As 0. I. Frederick has saids The term 'curriculum’ is sometimes used to refer to a series of courses, e.g., general curriculum, academic curri­ culum and commercial curriculum: but in recent educational literature and in this report the school curriculum is con­ sidered to be all the actual experiences of the pupils under the influence of the school.4 This definition is essentially acceptable, here, because, gener­ ally, the term curriculum refers to a composite of courses which may train the student for such specific occupations as retail management, medical technology, and dentistry, etc. It also includes the other activities of the school, such as the athle­ tic teams, the school clubs, the student government, etc. "Courses” refers to the in-class elements of the curriculum. 3 Walter C. Eells, The Junior College. Boston: Houghton Mifflin Company, 1931. pp. 167-68• 4 Walter S. Monroe, editor, Encyclopedia of Educational Research. New York: Macmillan Company, 1941. pp. 373-74. A 6 Vocational-terminal curricula. terminal curricula. The term usually used is Eells defined terminal curricula as: Preparation along vocational lines for occupations on the semi-professional and other levels which will qualify students who finish them for immediate places in specific life situations and that also gives general education for citizenship for life to other students who cannot continue their formal education beyond the Junior college.? This study places major emphasis on vocational curricula and, therefore, considers the vocational-terminal curricula as those curricula which are offered for the purpose of training the student for an occupation in two years or less. SOURCES OF INFORMATION Benton Harbor, Michigan, and Jackson, Michigan, each of which had a Junior college, were selected for this study. Benton Harbor was chosen because the Junior college had been established only since September 9> 1946 . Jackson was cho­ sen because the Junior college had been in operation for a long17 er period of time, since September, 1928 . Benton Harbor is one of the smaller Michigan communities in which a Junior col­ lege is located, while Jackson is one of the larger Michigan communities supporting a Junior college. The Chamber of Com- 5 Walter C. Eells, Why Junior College Terminal Education? Washington, D. C.; American Association of Junior Colleges, 1941. p. 4. 6 Official Bulletin of the Junior College of Benton Harbor. Vol. V, No. 1, April 15, I95OT 267 Pipestone Street, Benton Harbor, Michigan 7 Announcement of the Jackson Junior College.1951-1952. Jackson, Michigan. 7 merca estimate of population for the city zone of Jackson was 8 66,500 • Polk*s Benton Harbor City Directory 9 quotes the Chamber of Commerce estimated population at 19,500. Consultation with the junior college registrars in the two cities disclosed that, during the school year 1950-5 1 * the Benton Harbor Junior College enrolled 157 regular and 24 part-time students the first semester and 133 regular and 47 part-time students the second semester. The Jackson Junior College enrolled 319 regular students and 37 special students for the school year 1950-51* Questionnaires were submitted to a randomly selected group of 10th, 11th, and 12th grade students enrolled in the high school of each community for the school year 1950-5 1 * Also, in each community, questionnaires were sent to the graduates of the 1946 and 1949 high school classes. In order to determine the occupational patterns for Ben­ ton Harbor and Jackson, the United States Population Census, 1940 10 , and Benton Harbor Community Job Index , and Jackson 8 ------------- Greater Jackson Association N e w s t Vol. 4, No. 2, February, 1951* Published by Chamber of Commerce, Center Building, Jackson, Michigan. 9 Polk*s Benton Harbor (Berrien Countv) including St. Jo­ sep h. City Directory. 1950. Detroit: R.L. Polk & Company, Pub­ lishers, 431 Howard St., Detroit 3 1 , Michigan. pp. 17-20. 10 Sixteenth Census of the United States T 1940, Vol. II. Characteristics of the Population, Part 3 . Washington: U. S. Printing Office, 1942. p. 834. (An attempt was made to secure an advance copy of the 1950 Census Report. Compilation of data had not been completed). 11 Communitv Job Index. Benton Harbor-St. Joseph, Michigan. February, 1950. Michigan Unemployment Compensation Commission. Benton Harbor, Michigan 8 Occupational Index, Jackson Labor Market 12 were studied. The curricula of both the Benton Harbor Junior College and Jackson Junior College were analyzed in order to deter­ mine if vocational-terminal curricula were available to train students interested in specific occupations, especially semiprofessional and skilled occupations, METHODS OF SECURING DATA Questionnaires were submitted to a random sample of stu­ dents of Benton Harbor High School, and Jackson High School, The random sample of students in Benton Harbor High School was chosen from all the home-rooms in the school. Every other student on the home-room roster was requested to fill out a questionnaire. Actually, about one-half of the students en­ rolled in the school constituted the random sample. Students in Jackson High School were already randomized, because they had been assigned alphabetically to the home-rooms. One- fourth of the 10th, 11th, and 12th grade home-rooms were se­ lected to assure a sample of the students in each grade. The total Benton Harbor High School enrollment of Sep­ tember, 1950, included 416 tenth, 313 eleventh, and 250 twelfth grade students. Questionnaires were secured from 161 tenth, 165 eleventh and 118 twelfth grade Benton Harbor High School students. The total Jackson High School enroll­ ment in September, 1950, included 648 tenth, 524 eleventh, 12 Inventory of Occupational Index. Jackson Labor Market Area, February, 1949. Michigan unemployment Compensation Commission, Jackson, Michigan. pp. 44. £ 9 and 458 twelfth grade students. Questionnaires were secured from 194 tenth grade, 145 eleventh and 111 twelfth grade Jackson High School students. Every attempt was made to se­ cure an adequate sample"^ which would be characteristic of the whole population. It is probably an impossibility to make a survey without some imperfections. out by Deming when he wrote: That was pointed . . . A perfect survey is a myth. Some surveys are of course better than others, but even the best surveys contain imperfections. It must not be supposed, however, that all surveys are worthless because all have errors. There are varying degrees and kinds of error, and some types are less disturbing than others. Errors possess­ ing something of a random character may partially cancel each other.^~ Questionnaires were also sent to Benton Harbor and Jackson High School graduates of the classes of 1946 and 1949- There were 484 class of 1946 Jackson High School graduates in the and 480 in the class of 1949* The number of questionnaires returned was 183 or 37.3 percent for the class of 1946 and 214 or 44.6 percent for the class of 1949Quest ionnaires were also sent to the 259 graduates of the Benton Harbor High School class of 1946, and 305 graduates 13 . . . The principle behind the sampling process is that a fairly large number of items chosen at random from a large group or population is very likely to have the characteristics of the whole population. . . . Good results may often be secured by taking the items at regular inter­ vals after material has been arranged in some order. (See Karl J. Holzinger, Statistical Methods for Students in Education. Boston: U.S.A., 1928. p. 16•) 14 William Edwards Deming, Some Theory of Sampling. New York: John Wiley & Sons, Inc., 1950. p. 24. 10 of the class of 1949* The number of questionnaires returned by those graduates was 116 or 44.8 percent for the class of 1946 and 129 or 42.2 percent for the class of 1949. A code for machine card punching and sorting was pre­ pared. The returned questionnaires were coded, and the in­ formation from the cards was then machine tabulated. The United States Census Data 15 , The Community Job In16 dex, Benton Harbor-St. Joseph, Michigan Occupational Index Jackson Labor Market , and Inventory of 17 , were studied in order to ascertain the occupational patterns of Jackson, Michigan and Benton Harbor, Michigan. The Benton Harbor Junior College and Jackson Junior College curricula were analyzed in order to determine in what respect these curricula met the vocational needs of prospective students. NEED FOR THE STUDY This study was prompted by discussions appearing in the literature which referred to the inadequacy of the Junior college curricula in meeting some of the needs of students. One of the needs which had been given meager attention in the Junior college curricula of the past was vocational15 United States Census Data, lo c . cit. 16 Community Job Index, l o c . cit. 17 Inventory of Occupational Index, Jackson, l o c . cit. 11 terminal preparation, Jesse B. Davis challenged the junior college when he wrote: The junior college has failed to grasp the opportu­ nity to meet the needs of American youth. Much has been said and written about the terminal function of junior colleges, but comparatively little has been accomplished. The need of training for occupational life among youth between the ages 18 and 24 is the one outstanding demand upon the educational forces of the country. • The need for a change in curricula was also expressed by Hitch* He stated: There is an ever increasing number of students that will look on the junior college as a terminal institution, and the wise administrator will meet the demand with im­ proved courses in social, economic, technical and other subjects. It may require a lot of revamping of courses, discarding the old and adopting the new. Of all higher educational institutions the junior college is in the best position to meet the pressing changes.-*-9 Campbell 20 , and Eells 21 also refer to the necessity of more comprehensive curricula to meet the needs of youth. IB-----Jesse B. Davis, "Challenge to the Public Junior College,' Jugior College Journal. Vol. XII, (February, 1937)* pp. 22?19 A. M. Hitch, "Opportunity of the Junior College," Junior College Journal. Vol. IV, (October, 1933). PP. 1-2. 20 Doak S. Campbell, "Necessity for Critical Evaluation and Appraisal," Junior College Jourhal. Vol. VI, (December, 1935). PP. 109-110. 21 Walter C. Eells, "Junior College Terminal Education," J.Un^-9.r College Journal. Vol. X, (January, 1940). p. 245. CHAPTER II RELATED MATERIAL The material described in this chapter is the result of a survey of the literature pertinent to this study* The focus of attention during the search through the literature was the concept of junior college terminal education* Al­ though articles which dealt with terminal education in the junior college had appeared rather consistently in the Jun­ ior College Journal, not a great deal of doctoral research had been done, specifically, in the area of terminal educa­ tion in the junior college* Some of the literature available was concerned with certain factors which might influence ter­ minal offerings. Some of these factors weres vocational plans of students, educational plans of students, tuition charges of junior colleges, accreditation of junior college terminal courses, students* reasons for attending or not at­ tending the junior colleges, curricular offerings of the juhior colleges, and students* leges. choice of courses in junior col­ In all cases here cited, that portion of the related studies was Included which contained the factors under con­ sideration in this dissertation. A study concerned with the criteria for establishing public junior colleges was made by Allen^" In the State of 1 John Stuart Allen, "Criteria for the Establishment of Public Junior Colleges.*' (Unpublished D o c t o r ’s dissertation, New York University, 1 9 3 6 ). 13 New York. In order to show how the criteria would be applied ten cities in New York State were selected. These cities had a population of 20,000 or more and had no colleges. In addi­ tion to the ten non-college cities, ten cities were chosen which had the same population but did have an established col lege. The search for information which could be used as a basis for determining the criteria for establishing public junior colleges led the author to prepare a questionnaire which was submitted to seniors in the high schools of those cities. Some of his findings are pertinent to the content of this thesis. A question relative to possible college attend­ ance after high school graduation was asked of the seniors In the twenty cities under consideration. In the non-college cities 35*0 percent of the seniors indicated they were uncer­ tain about college, 17.0 percent stated they would attend and 43.0 percent said they would not attend. In the college cities 32.4 percent were uncertain, 27.1 percent planned to attend, and 40.4 percent indicated they would not attend. Allen 2 wrote about these results as follows: The percentage of “yes" answers from seniors In college cities seems significantly higher. Apparently living in college cities encourages college attendance or the fact that they can live at home and save expenses may be the real reason. 2 I b i d .. p. 213. Another question asked by the author^ concerned the type of curricula these seniors would prefer if they did attend college. The seniors in the college cities indicated that 48.3 percent of them preferred curricula which prepared them for senior college, 23.7 percent preferred vocational and semiprofessional curricula, and 28.0 percent preferred general, cultural curricula. In the non-college cities 84.6 percent of the seniors who planned to attend college preferred col­ lege preparatory curricula. On the other hand, 73*3 percent of those who stated they did not plan to attend college and 50.6 percent of those who were uncertain about college attend­ ance preferred vocational and semi-professional curricula if they did attend college. The percentages revealed that stu­ dents who planned to attend college were interested in courses similar to those found in the traditional liberal arts col­ leges. The vocational and semi-professional courses appeared to be more popular with both the students who were uncertain about college attendance and those students who had not planned to attend college. Allen4 requested information regarding the effect student fees would have upon a student's opportunity to attend college. The seniors in the non-college cities were requested to state whether they would attend junior college if tuition were free 3 I b i d .. pp. 220-222. 4 I b i d .. pp. 218-219. 15a or If tuition were $75 a year or less* Of the students who were uncertain about college attendance 36*2 percent indicated they would attend if tuition were free and 54*8 percent stated they would attend if tuition were $75 a year or less* Thus, 91.0 percent of the uncertain group indicated a desire to atten if tuition costs were low or non-existent. student reaction to tuition charges Allen In his analysis of stated, It may be surprising to find that in the "uncertain" and "yes" groups considerably more would prefer a Junior college where some tuition is charged. This may be due to tradition in this state where most colleges have high tuition or it may be they feel they would get a better school if they paid some of the expense. They may be comparing the proposed Junior colleges with the Emergency Collegiate Centers and want the Junior colleges to be d i f ­ ferent rather than like them* In any case it is likely that they will get more from the Junior college and ap­ preciate it more if they have to pay some small tuition fee The "no" group was not as enthusiastic about attending Junior college as the "uncertain" group even though tuition were free or the cost were nominal. Of this group 35.9 percent indicated they would attend if tuition were free and 28.4 percent indi­ cated they would attend if the cost were $75 or less. Among the group who planned to attend college, only 8.6 percent said they would attend Junior college if tuition were free, while 32.6 percent preferred to pay tuition of $75 or less* 6 In 1938 Bell completed a study which considered the ed­ ucational experience of youth, the home life of youth, their work experiences, their recreational activities and their 5-------------- I b i d .. p. 219. 6 Howard M. Bell, Yout h Tell Their Story. Washington, D. C . , American Council on Education, 1938. p p* 273* church affiliations* Personal interviews were carried out with 13,528 young people of Maryland between the ages of 16 and 24. The personal interviews were conducted wherever youth could be found, i.e., in homes, schools, on street cor­ ners, places of employment and recreational environments. The parts of Bell's study pertinent to this discussion were those which referred to the educational and work ex­ perience of the youth. In reference to the former, the study was important in that it pointed out that the economic factor was of major concern in the equalization of educational opportunity. Bell? mentioned that the reasons out-of-school youth gave for having left school were primarily economic ones. In the area of youth work experience, the study considered the type of employment in which the out-of-school youth were engaged and the employment they actually desired. From the study of the 6,272 youths who were employed, it was evident that, though employment aspirations of out-of-school youth were inclined to be directed toward the professional-techni­ cal occupations or those occupations which required more training, in actual practice a large number of them were em­ ployed in those occupations which required very little train­ ing or skill. 7 Ibi d.. p. 64. 8 Love investigated the academic, social, and vocational effectiveness of the Iowa Public Junior Colleges. He sent a questionnaire to former junior college students who did not complete two years of work. In addition, he studied the grades former junior college students earned in courses taken at colleges subsequently attended, administered a psycholog­ ical examination of general mental ability and achievement tests in English and social studies to the Iowa Junior College sophomore classes of 1936-1 9 3 7 * and analyzed the standards of the Intercollegiate Standing Committee in Iowa and the d e ­ velopment of its standards for junior colleges. The results of the investigation disclosed that, in practice, the objectives of the Iowa Public Junior col?eges had been to meet the admission requirements of senior colleges. Therefore, those students who did not continue their forma}, education had relatively little training for an occupation. Only four schools had attempted to offer commercial training, the principal course being accounting. Finances played an im­ portant role for those students who dropped out before they had completed the two years of junior college. It was pointed out that 72.0 percent of those who did not continue would have done so if they had been financially able. As to the number of students who did drop out, it was reported that over a period of years the median percentage of freshmen who continued into 5 -------------- Malcolm A. Love, "The Iowa Junior College; Its Academic, Social and Vocational Effectiveness.” (Unpublished Doctor*s dissertation, University of Iowa, 1937)• PP* i-246. the second year was 54.0 percent. Of the returning freshmen only about 70.0 percent graduated from the Junior colleges. 9 Colvert made a study of American Public Junior Colleges to discover what the offerings and the curricula of the public Junior colleges were; what trends were revealed in the curric­ ular offerings in Junior college literature; and what trends in curricular offerings were revealed in a comparison of his study with previous studies. For his study, he selected 195 of the 229 public Junior colleges listed in the Directory of the Junior College, 1937* Catalogs were requested from the selected institutions for the purpose of investigating the offerings and curricula. His findings indicated that all colleges offered academic courses, while the number of nonacademic courses offered depended upon the size of the institu­ tion. The most frequent non-academic courses offered by the 195 colleges were Commerce, Engineering, Teacher Training, and Pre-Law. Only 22, or 11.3 percent, of the 195 colleges reported Extension or Adult Education courses. Trends revealed in the study of Junior College literature indicate greater emphasis should be given to vocational curric­ ula; the need for such courses is increasing; guidance is be­ coming a more important function of the Junior colleges; adult education should become an integral part of the Junior college program; and accrediting agencies are becoming more liberal in 9 Clyde C. Colvert, "A Critical Analysis of the Junior College Curriculum." (Unpublished Doctor's dissertation, George Peabody College for Teachers, 1937)- pp. 544. granting permission to the junior colleges to offer courses which attempt to meet the needs of their students. The trends regarding curricular offerings revealed by comparison of Colvertfs^° findings with three previous studies, showed an increase in offerings. However, the ratio between non-academic and academic offerings remained unchanged since 1921 . Reynolds'*'’*' made a study to determine what the educational plans and occupational choices of high school seniors in M i s ­ souri were and what opportunities were available in United States Public Junior Colleges to fulfill the expressed needs of high school graduates. His conclusions were based upon the investigation of occupational choices and educational goals of seniors in Missouri high schools for the years 1937-33 and 1938-39, the records of Missouri high school graduates who had entered the University of Missouri, the reasons the 1933 and 1939 graduates gave for not going to college, and the terminal curricular offerings of United States Public Junior Colleges. 12 He found that 47*0 percent of the Missouri high school sen­ iors of 1937-38 and 48.0 percent of the seniors of 1938-39 chose vocations listed as Professional and Related Services. Clerical work as a vocation was chosen by 26.07 percent of the 10 I b i d .T pp. 226-227. 11 Elmer J. Reynolds, "Terminal Curricula in Public Junior Colleges." (Unpublished Doctor's dissertation, University of Missouri, 1940). pp. 195. 12 I b i d .. pp. 52r55. 19 1937-38 high school seniors and by 23.02 percent of the 193839 seniors* Very few of those seniors desired to enter such vocations as Mining Construction, Manufacturing, Finance, In­ surance, Real Estate, Amusement, Recreation and Related Ser­ vices, and Government Work. 13 Reynolds reported that 31.0 percent of the 1937-38 seniors indicated they intended to go to college, 48.0 per­ cent were undecided as to future educational plans, and 21.0 percent stated they did not plan to go to college. Of the 1938-39 seniors, 31.0 percent expressed intentions to attend college, 43.0 percent were undecided in reference to future education, and 26.0 percent said they were not going to college. In referring to terminal curricular offerings as listed 14 in the 241 junior college catalogs studied, the author found that the largest number of terminal curricula offered by any one public junior college was 3 1 . On the other hand, 30 of the public junior college catalogs indicated that no terminal curricula were offered. Other findings which refer to the terminal curricular offerings of the junior colleges studied were: teacher training was offered by the greatest number of colleges— namely, 7 6 ; four of every ten curricula which were offered were classified under professional and re­ lated services; 13 the areas in which the smallest number of I b i d .. pp. 54-55. 14 I b i d .. pp. 127-129. 20 curricula were offered in the public Junior colleges were transportation, communication and other public utilities; an increase of 30,7 percent in the total offerings in vocational curricula occurred in seven (only seven were included in the study) Missouri public Junior colleges from 1930 to 1939; and cominercial education, engineering and home economics were the vocational areas in which curricula were offered by Missouri public Junior colleges in 1930 and 1939. Referring to the curricular offerings and their relation­ ship to the community, Reynolds concluded, "Evidence indicates that the public Junior colleges have selected their curricula on the basis of community n e e d . " ^ Lichty 16 analyzed the opinions of prospective Junior col­ lege students in Iowa cities where Junior colleges were located. This study dealt with the kind of occupational training these students wished to receive* He also analyzed the opinions of the Junior college educators of the State of Iowa relative to the kind of terminal courses which should be offered in the public Junior colleges. Furthermore, he compared opinions found in Junior college literature with those of the abovementioned group in order to draw his conclusions relative to the status of terminal education. Some of Lichty*s findings had special significance for this study because he also in­ cluded in his student questionnaire inquiries which would 33 16 I b i d .. p. 1 2 7 . Elden A. Lichty, "Terminal Education in the Public Junior Colleges of I o w a .*1 (Unpublished Doct or’s dissertation.^! University of Missouri, 1943). pp. 71-72. JH 21 reveal the educational plans of the prospective junior college students. He found the following: Of those students who indicated their plans it was found that 14.2 percent planned to attend the local junior college; 22.8 percent planned to attend some other college or university; 15.5 percent had not planned to attend col­ lege; 21.6 percent had planned to enter some kind of government service; and 25*7 percent were uncertain about what they would d o .17 The opinions of the prospective students of the Iowa Public junior colleges were equally significant for determining the kind of curricula they desired in the junior college. The study indicated that 56.7 percent of the prospective junior college students desired college preparatory courses and 43.3 percent desired terminal courses. Referring to the curricular 1o offerings of the public junior colleges in Iowa, Lichty wrote: The study of the curricular offerings of the public junior colleges as listed in the college catalogs shows that the public junior colleges in Iowa are offering courses in thirty-one different divisions of subject matter. Twenty-one of these divisions may be included in the preparatory fields and only ten of them in the terminal fields, if we consider the fields mutually ex­ clusive. The total number of semester hours offered in preparatory fields is 2,891 and the total hours in termi­ nal fields is 710. The ratio of the total number of semester hours offered in terminal fields to the total number of semester hours offered in the preparatory fields is approximately 1 to 4. 17 Ib i d .. p. 181. 18 Ibid .T p. 135. A study made by Todd 19 concerned the vocational interests of junior college students and the kinds of courses they would like to have had added to the junior college curriculum. He submitted questionnaires to some 2700 junior college students in the State of Mississippi* His study has relevance for this investigation because it revealed that the vocational offerings of the present junior college programs in Mississippi should be increased and emphasized. Further, the vocational aspira­ tions of the junior college students were far beyond their ex­ pectations. Todd, in referring to the curricular interest of the junior college students, wrote: More students were classed as wanting new academic courses than any other category. Types of training here classed as being general in nature ranked second. Nine­ ty-three students wanted improved or expanded business offerings. Six percent of the boys wanted training in mechanical fields on the semi-skilled or skilled labor level, and practically as many wanted engineering training which is largely on the professional leve}.. These two groups represented 12.0 percent of the total enrollment of boys, which fact should command the attention of junior college administrators* If the thirty-one boys who said they wanted physics be added to the three categories, 16 percent of the male enrollment wanted training in fields that are based on mechanical skills, abilities, and understanding. These fields contained approximately half the unsatisfied in­ terest of the boys. . . . there was a significant number of students with other interests not met than those discussed above. Fortythree students wanted art; thirty-eight, journalism; twentyfive, religious education; twenty-nine, training for nurs­ ing; twenty-eight, speech and dramatics; and fifty-six boys, military training similar to that of the R.O.T.C. 19 Lindsey 0. Todd, •'Meeting the Needs of Junior College Students.” (Unpublished Doctor's dissertation, George Peabody College for Teachers, Nashville, Tennessee, 194-3). pp. 277. Thirty-eight students said they wanted "more business courses”; these were in addition to the other fifty-five who wanted additional training in the business field.2® The author also inquired about the vocational plans of these junior college students. He found that most of the stu­ dents were preparing for a vocation. However, many stated they believed they would not be able to enter their selected 21 vocation in the future. For example, Todd concluded: . . . Only 35 percent thought they would be engaged in a professional occupation, whereas 64 percent said they had planned to enter one of these. Only half of the boys who said they planned to enter engineering felt their plans would materialize. . . . Two-thirds of the boys who planned to enter professional agriculture felt their plans would be realized. One-third as many thought they would be in the medical profession as said they had planned to enter it, and two-thirds as many thought the same way about plans to enter the clerical occupations. . . • None of the students said they had planned to be ”just working” , yet 4 percent felt this was what they would be doing after six years., Dixon made a study confined primarily to terminal occu22 pational curricula • He selected 14 junior colleges, one vocational center, and one technical institute, which were recognized as institutions which had taken the initiative in establishing terminal curricula. Personal interviews were conducted with 48 administrators and instructors in these in­ stitutions. These people were primarily responsible for d e ­ veloping and organizing the curricula and courses of study. 20 I b i d .. pp. 129-130. 21 I b i d .. p. 181. 22 Henry Aldous Dixon, Organization and Development of Terminal Occupational Curricula in selected Junior Colleges. T.7eber college, Ogden, U'tah, 1944. pp. 181. As a part of the interview, the individuals who were consulted were asked to fill out an information blank relative to the terminal program in their institutions* Visits to labora­ tories, shops, and departments were also made in order to gain a perspective on the terminal program in action. Through the use of the above techniques, curricula- and courses were found in operation in the investigated institutions: The terminal junior college curricula and courses of study reported are as follows: Aviation Drafting, Account­ ing, Aircraft Engineering Mathematics, Aircraft Engines, Auto Mechanics, Agriculture, Carpentry, Chemical Labora­ tory Operators* Training, Cosmetology, Chemistry of Tex­ tiles- Dental Nurses* Training, Electrical Technicians* Training, Floriculture, General Metals, Hotel and Restaur­ ant Personnel Training, Maritime Stewards' Training. M i c r o ­ biology for Nurses, Navigation, Merchandising, Machine Shop, Police Officers* Training, Petroleum Technology, Printing, Photography, Pre-flight, Physical Education, Surveying, Secretarial Science, Terminal Engineering, Terminal Engineering Mathematics, and Tool M a k i n g *^3 Other observations made by the author are as follows: The semi-professions lead in the occupational classi­ fication of the curricula with 29 curricula; the skilled trades claim second place with nine; the semi-skilled trade claim three; and the highly skilled trades claim two* The dividing line between the professions and the semi-profes­ sions and between the semi-professions and the highly skilled trades is so fine that many of the respondents were unable to make reliable c l a s s i f i c a t i o n s ^ 2* Only one out of 48 respondents replied that he would confine junior college terminal occupational curricula strictly to the semi-professions * 23 Ibid., p ♦ 17. 24 • H 00 Ibi^d., P • 17 • 2* Ibid., Lean 26 made a study to determine whether the post-high school educational program in Flint, Michigan should be ex ­ panded. Flint had a two-year Junior college, but the author of the study considered the advisability of establishing a four-year college in the city. In order to secure data from which it would be possible to Judge the desirability of es­ tablishing a four-year college, he used as evidence the re­ sults obtained from divergent questionnaires. One question­ naire was submitted to high school seniors in Genesee County, Michigan, and one to the students of Flint Junior College. The study had implications for this investigation because it analyzed future educational plans of high school seniors, future curricular plans of high school seniors, Junior col­ lege students* opinions regarding the greatest needs of Flint Junior College and reasons Junior college students gave for continuing their education in Flint. The author asked the Junior college students to give the most important reasons for attending Flint Junior College. Lean's summary of r e ­ sponses follows: . . . almost half of the respondents checked the item, "It's cheaper to live at home". Another economic factor, the holding of a part-time Job, was listed by 5-2 percent, and 4.1 percent indicated that they were in attendance £here because they could afford it, although they were unable to get the desired courses. Thus nearly -g Arthur E. Lean, "The Organization of Post-High Educa­ tion in Flint." (Unpublished Doctor's dissertation, U n i ­ versity of Michigan, 1949). PP* 172. 26 60 percent of the respondents checked financial factors as primary reasons for their attendance at Flint Junior College* The non-economic reason most often checked was "I want to get a foundation here first", by 21*0 percent. ' High school seniors in Genessee County also checked finances as being the outstanding reason for attending junior college or other intra-Flint institutions of higher education* Students of Flint Junior College regarded "Improved plant, buildings, equipment, facilities" greatest needs of the college. 28 as one of the Improved instruction and ex1 panded curriculum were the next items mentioned, in that order* He writes, "Third in frequency of mention was the item, ‘E x ­ panded curriculum— more general and occupational courses,* 29 with 17*7 percent of the marks*" In terms of occupations, school seniors the curricular plans of high are summarized by Lean asfollows* About one-fourth (24.4 percent) of the high school seniors planning to continue their schooling after grad­ uation checked "Occupational (Nursing, Secretarial, Ac­ counting, Pharmacy, Retailing, etc.)" as the category in which they planned to take most of their future work. Next in rank were Business Administration (14.6 percent) and Engineering (14.0 percent). Liberal Ants and Science (10.1 percent) and Pre-professional (10.0 percent) were not far behind. Uncertainty was expressed by 5.3 percent. Among the 140 "Other" courses the following were listed five or more times* Music 11, Beauty Work 11, Social Work 7, Ministerial 7. Agriculture 6 , Physical Education 5* Commercial Art 5* Journalism 5* Radio 5 ? and Mechanics 5. Of the 1,978 seniors in Genesee County high schools, 950 27 I b i d .. p. 7 8 . 28 _I_bid.. p. 7 8 . 29 30 I b i d .. p. 98. I b i d ., p. 126. 4 or 48,0 percent, planned to continue at another educational institution after graduating from high school; were uncertain about attendance; did not plan to continue. 21.9 percent and 30*1 percent stated they The author^ 1 indicated that slightly more than half of the 950 students planned to complete four or more years of work. Those who planned to attend school outside of Flint said the two most important reasons for doing so were the lack of courses in Flint institutions and the value of gojn, to school away from home. In order to determine the need for establishing a junior college at Costa Mesa, California, a comprehensive community survey was made and reported by Peterson and T h o r n t o n ^ . In describing the details of the survey the authors point out that a community committee, composed of representatives of all types of community organizations, was appointed; an advisory committee was appointed for each specific vocational-terminal training program; representatives of the college held inter­ views with representatives of business and industrial firms; survey sheets were submitted to 793 students enrolled in the junior and senior years of the local high schools; and qu es­ tionnaires were sent to 226 graduates of the preceding two years from the same high schools. The student surveys, which involved the checking of a long list of occupations in which 31 I b i d ,, pp. 81-89. 32 Basil H. Peterson and James W. Thornton, Jr., "Building a Functional Program for a Junior College.1' Junior College Journa1 . X I X (September, 1948-May, 1949). pp. 119-124. the respondents were interested, had meaning for this study. In presenting the data the authors state: Even though changes in student goals, and the nature of the questionnaire itself, make absolutely accurate pre­ dictions impossible, it is evident that about two-thirds of the students will desire terminal courses, and about one-third, college transfer courses; and that vocational programs will be demanded in certain broad fields of em­ ployment. 83 A recent study reported was directed by Sower, ert a l . In the spring of 1949 the authors used 6,789 Michigan 10th and 12th grade high school students as subjects. The au­ thors write: The main objectives were to discover: 1. The attitudes that young people have toward work and working. 2. How they rank the prestige levels of selected occupations• 3 . Their educational occupational wishes and plans for the future. 4. The relative importance of various social fac­ t o r s i n the work s i t u a t i o n . 8 4 The essential elements which applied to this thesis were the educational and occupational plans of the Michigan high school students. The substance of the authors' findings indicates that 40.0 percent of the boys and 34.0 percent of the girls wanted to attend college. Referring to the future school plans of the high school students the writers conclude: 33 I b i d .. pp. 121-122. 34 Christopher Sower and others, "Youth and the World of Work." Social Research Service. Michigan State College, September, 1949. Forward. 29 Over one-third stated that they want to attend col­ lege, But, unless the situation changes- many of them will be disappointed, for barely one-fifth of high school graduates have gone to college in the past,35 The authors compared the occupational distribution (ac­ cording to the 1940 Labor Statistical Report for the North Cen tral States) of the male labor force and the occupational as­ pirations and expectations of the 12th grade boys who were in­ cluded in the study. They indicated that United States Occupa tional statistical data showed only 16.0 percent of the male labor force as engaged in professional occupations, while 40.0 percent of the 12th grade boys hoped to attain profes­ sional positions. However, only 25*0 percent expected to be engaged in these positions. Furthermore, eight percent of the 12th grade male youth hoped to be engaged in clerical work, and eight percent stated t'^ey actually expected to be em­ ployed in that category. The United States Occupational sta­ tistical data revealed that 24.0 percent of the male workers were actually employed in the field. In addition, none of the male students hoped to be employed as unskilled workers, but three percent expected they would be. However, the govern­ mental statistical data showed 13.0 percent of the male work­ ers had accepted employment as unskilled workers. No evidence was submitted by the authors which indicated than an attempt had been made to compare the girls* aspirations and expecta­ tions with the 1940 statistical data; only the girls* occupa- 35 Ibi-d.. p. 3. 30 tional aspirations and expectations were considered* The results are summarized as follows: Two-thirds of the girls expect to go into profes­ sional, clerical, and sales work* Eight percent expect to enter the remaining occupations. Considering the actual distribution of women in the labor force, it is probable that many of the girls who expect to get white collar jobs, will become semi-skilled workers in industry.38 A publication which pertained to the total program of terminal education in the junior colleges was written by Some of the information submitted in the publica38 tion was a resume of previous research. Eells* publication E e l l s 3 7 # includes data which traces the development of terminal edu­ cation and has significance for this study, mainly, because it points out that terminal curricular offerings have in­ creased, terminal aspects of the junior college are receiv­ ing more recognition by accrediting agencies, and there is recognition of the fact that many junior college students are enrolled in courses which were not planned to meet their needs. SUMMARY The aim of this chapter has been to report research re ­ lated to this study. 38 I b i d .« p. The conclusions about the material 2 1 . 3 7 Walter Crosby Eells, Present Status of Junior College Terminal Education. Washington, D. C . , American Association of Junior Colleges, 1941. pp. 340. 3 8 Ibi d.. pp. 34-101. surveyed and their relationship to this thesis follows 1. The survey of the literature disclosed that a greater number of high school students planned to continue their educa­ tion if they lived in college cities than did those who lived in non-college cities. Three of the studies revealed that the number of high school students planning to attend college was much greater than the number of high school graduates who had gone to colleges in the past. However, one study made in 193& disclosed that the approximate number of high school students planning to attend college was similar to the number of high school graduates who had attended colleges in the past, 2. The literature discussed in this chapter revealed that out-of-school y o ’ith as well as high school students had occupational aspirations which would require an unprecedented number of job opportunities in the professional and semi-pro­ fessional occupational classifications. One study of out-of- school youth showed that a large number of those who were w o r k ­ ing desired employment in the professional and managerial oc­ cupations, while, in actual practice, many of them were em­ ployed in the skilled, semi-skilled and unskilled occupations. High school students* and junior college students* occupational aspirations also were much above their expectations. 3. The survey of related literature revealed that more students would attend the junior college if tuition were nom­ inal or free. However, one study indicated that some students preferred to pay nominal tuition. The author attributed the 32 results to tradition and to the students* assumption that a better education would be available to them if they paid some of the cost. One of the studies indicated that the economic barrier was an important factor in deciding college attendance. 4. Studies of junior college curricular offerings pointed out that, as a whole, the main objective of the junior colleges was to provide courses which would prepare students for senior colleges. Senior college accreditation of junior college courses appeared to limit the junior college curricula to col­ lege preparatory courses. Trends in junior college literature, however, indicated that greater emphasis and recognition should be given to vocational curricula, and that the need for such courses was increasing. 5. Research relative to students* preferred curricula for the junior colleges indicated that a majority of high school students preferred a college preparatory curriculum, but, roughly, a third of them desired terminal courses. Jun­ ior college students, on the v/hole, also preferred college pre­ paratory curricula; however, one study indicated that 43.3 percent desired terminal courses. 6. The survey of the literature revealed that approxi­ mately 5 0 .C percent of the students attended junior college because the cost was low. The non-economic reason usually indicated by students was that they wished to prepare for future education. The two reasons students gave as being most important for not attending junior college were lack of 33 desired courses and the value of attending schools array from home* CHAPTER III ASPECTS OF THE JUNIOR COLLEGE WITH MAJOR REFERENCE TO TERMINAL EDUCATION In considering the junior college as an agency for the administration of terminal education, it was impossible to disregard the role which the junior college plays in the total educational system of this country. Consequently, a portion of this chapter is devoted to the general patterns and func­ tions of the junior college. However, the major discussion relative to the junior college is directed toward Its termi­ nal function. Some of the outstanding problems in any consideration of the terminal function of the junior college ares (1 ) the vo­ cational-technical aspect of terminal education, (2 ) financing a program of education which more completely meets the needs of the members of a community, (3 ) the junior college as an agency for extending educational facilities to the adults of the community, and (4) the accreditation of junior college terminal education. No discourse regarding terminal educa­ tion would be adequate unless some discussion of these prob­ lems were included. As this study is primarily concerned with the terminal aspect of the junior college, this chapter should provide the 35 reader an opportunity to make a more critical evaluation of the Junior college as an agency concerned with promoting a more functional educational program for the members of the com­ munity in which it is established. It should serve as a frame of reference in the consideration of the results of this study, GENERAL PLAN OF THE JUNIOR COLLEGE The literature which treats the historical development of the Junior college indicates that the Junior colleges should provide two years of education beyond the high school. Considerable discussion arose as to whether the newly formed institution should be an adjunct of the high school, a sepa­ ration of the first two years from the college program, or an independent institution, Eells1 suggested that general cul­ tural education be included in the first and second years of the Junior college program because the usual first two years of college work were not serving the general education func­ tion, Further, he suggested that specialization begin in the third and fourth year of the university. Junior colleges have actually developed into two types. First, there are the privately owned Junior colleges, such as 7/ard-Belmont and Stephens College, Secondly, there are the publicly supported Junior colleges, such as Jackson Junior College, and Benton Harbor Junior College, Our concern is v/ith the publicly supported Junior college, T ------------- Walter Crosby Ee l l s , The Junior College. Houghton Mifflin Company, 1931* P» 4^, New York: 36 The public junior colleges may be classified into three groups, depending upon their degree of association wit h the high schools of the district. used are: The classifications generally (1 ) separate two-year institution, and (3) four-year. (2 ) association, The separate two-year junior college is a public junior college located in a building separated from the high school and supervised by a separate administrative staff. Both the Jackson Junior College and Benton Harbor Junior Col­ lege are examples of this type. Although they have separate administrative staffs, these institutions are under direct supervision of the local boards of education and the superin­ tendent of schools. The junior college which is housed in the high school building and which utilizes some of the high school facilities, such as gymnasium, shops, laboratories, and other special class rooms, typifies the association junior college. Separate a d ­ ministrative officers, other than the high school administra­ tors are responsible for the administration of this type of institution. The four-year junior college, which is usually part of the 6-4-4 plan, has no counterpart in Michigan. The four grades encompassed in that plan are grades 11, 12, 13, and 14. 2 An example of the plan is described by Harbeson and Sexson , and is in operation at Pasadena, California. 2 John W. Harbeson, John A. Sexson, The New American College. New York: Harper and Brothers, 1946• pp. v-312. 37 GENERAL ROLE OF THE JUNIOR COLLEGE The popularizing (providing higher education for more people), preparatory, and terminal functions of the junior college have been, to some degree, successful. The prepara­ tory function has been more successful than the popularizing and terminal functions* Although Eells cited the increase in student enrollment in the junior college as evidence of success of the popularizing function, some junior colleges have not been as successful in this respect. California, however, which has experienced a marked increase in enroll­ ment in its junior colleges (as well as an increase in its number of junior colleges) has reduced the cost of education to the student and has extended its terminal program. The California experience may be evidence that, if the cost of education were reduced and more terminal courses were of­ fered which more adequately met the needs of students, the enrollments might have increased to a greater degree in other 4 junior colleges. The findings of Campbell substantiated the evidence that the preparatory function is considered of major importance. In referring to the preparatory function, Campbell writes: Judged by frequency of mention in the catalogs stud­ ied, those responsible for the programs of the junior Eells, ££• cit.. pp. 227-228. 4 Doak S. Campbell, & Critical Study of the Stated Pur­ poses of the Junior College"! George Peabody College for Teachers, 1930* pp. 18-19. 38 colleges attach more importance to the preparatory func­ tion and purpose than to all other functions and pur­ poses combined Although more consideration is now being given to the popularizing and terminal functions, the emphasis of Junior college administrators on the importance of the preparatory function may retard the progress of the other two. The Junior college also is concerned with the guidance function. That the Junior colleges are striving to provide guidance for their students is affirmed by Eells 6 in his de­ scription of the plans of 271 institutions which reported the existence of some form of student guidance. That the guid­ ance and counseling function is a critical problem is sup­ ported by Bogue^. He declares: The critical problem, however, remains in counsel­ ing and guiding many of these young men and women into fields of learning and training suitable to their abilities, In general, college guidance programs have not been as effective as they could be. As recently as 1939 Brumbaugh indicated that the importance of the development of the col­ lege guidance program was being recognized and would become 5 ------------- Ib i d .. p. 19. 6 Walter Crosby Eells, Present Status of Junior College Terminal Education. Washington, D, C , , American Association of Junior Colleges, 1941, p, 124, 7 Jesse Parker Bogue, The Community College. New York: McGraw-Hill Book Company, I n c . ^ 1950• p, 321, 39 0 more extensive with the years. He said? . . .There is a growing recognition of the import­ ance of the development of student-personnel wo r k in colleges and universities. There is a wide variation, however, in the direction in which these services have been developed. Seldom does one find a well-rounded and co-ordinated program of personnel activities, but the steps already taken along these lines indicated that in a few more years student-personnel programs fully developed and well co-ordinated wit h the educa­ tional program of the institution w i l l be found in every reputable college and university. In light of Bogue*s declaration relative to the crit­ ical condition of the guidance and counseling function of the junior college, it appears that the program anticipated by Brumbaugh has been retarded. The general cultural aspect of junior college education has perhaps been somewhat subordinated to its college pre­ paratory function. The above statement is not an attempt to minimize the general cultural program of the junior college, because prior to the advent of the junior college, and during its early development, the high school curriculum then, as now, embodied courses which were to contribute to the general cultural education of its students. The junior college was placed in the position of providing more of the w o r k done in the lower classes of the various departments of the university This led to a rather rigid adherence to a prescribed program of education in order that minimum standards of accreditation 5 -------------- A. J. Brumbaugh, -forth Central Association Quarterly. "Student Personnel.Work in Universities." XIII, (April, 1939). p. 528. j 40 could be fulfilled. Instead of providing "general educa­ tion," liberal education became, increasingly, specialized education. The P r e s i d e n t s Commission stated: Present college programs are not contributing ade­ quately to the quality of students* adult lives either as workers or as citizens. This is true in large part because the unity of liberal education has been splin­ tered by overspecialization.9 To a great extent the plan of the junior college and the role it plays in the future will depend upon the college staff and those whose function involves the administration of the institution. The President*s Commission declared: The potential effects of the community college in keeping intellectual curiosity alive in out-of-school citizens, of stimulating their zest for learning, of im­ proving the quality of their lives as individuals and as citizens are limited only by the vision, the energy, and the ingenuity of the college staff— and by the size of budget if the staff provides them with vital and worth­ while educational services.10 No doubt, barring economic or societal upheaval, con­ siderable changes will occur in the junior college when the concept of the "community college" as outlined by the Presi­ ll dent's Commission is more widely accepted. Perhaps the ap­ propriate statements by Starrak and Hughes depict the condi­ tion of the junior college: While already pretty well established as part of our _____ educational system, the junior college movement is yet in 9 A Report of the President's Commission on Higher Educa­ tion. "Higher Education for Democracy," Vol. I. Establishing th< Go a l s • Washington, D. C . , U. S. Government Printing Office, December, 1947. p. 47. 10 Ib i d .. pp. 69-70. 11 A Report £f the President *_s Commission on Higfrej: Edu ca ­ tion. "Higher Education for American Democracy," Vol. Ill, Or­ ganizing Higher Education. Washington, D. C . , U. S. Government Printing Office, December, 1947. PP. 5-15. j 41 a state of flux. Junior colleges are in the process of discovering their true purposes and their rightful place in the scheme of American education. Therefore, con­ siderable variation exists between them in objectives, curricula, enrollments, and administrative practices. For much the same reason, reliable up-to-date informa­ tion and statistics on the Junior college movement are difficult to obtain and are soon outdated.12 THE VOCATIONAL-TECHNICAL ASPECT OF TERMINAL EDUCATION Considerable concern has been evinced over the fact that some students did not complete two years of Junior college education, and that some who did complete two years did not continue their academic careers. Junior college were, largely, The courses taught in the the prerequisites for the Jun­ ior and senior year of the senior college. Students who dropped out during the first two years or after having com­ pleted the two year program usually were not adequately pre­ pared for an occupation, because, in most cases, the curricula did not include courses which trained students for a specific occupation. Recognition of the problem anpeared 13 early in the history of the Junior college. Eells indi­ cates that William Rainey Harper recognized the fact that some students . . would find it convenient to terminate 12 James A. Starrak and Raymond M. Hughes, The New Junior College. Ames, Iowa: The Iowa State College Press, 1948. pp. 20-2 1 . 13 Eells, o£. cit.. p. 15. their education after the sophomore y e a r *11 This thought was expressed in Harper*s decennial report in 1902, ten years after the advent of the junior college. Eells referred to the occupational training function of the junior college when he wrote: The first statement of semiprofessional objectives to be made by a junior college executive seems to have come from C. L. McLane of Fresno, California. In his circular of May, 1910, prior to the organization of the first public junior college in California in September of that year, he stated that the new Fresno Junior Col­ lege intended to emphasize all phases of agriculture, manual and domestic arts, and other technical work.1^ The first junior college conference in the United States (held in St. Louis, Missouri, June 30 and July 1, 1920) brought forth expressions of concern relative to the terminal and vocational aspects of the junior college. Eells quotes President K. G. Noffsinger as follows: To my mind the most important question before us is the function of the junior college. Is its function to prepare boys and girls for life or to prepare them for the junior year in the A.B. College? I want to know whether I must build courses in the junior college for the 90 per­ cent or say 75 percent who are going no further, or for the 25 percent who are going on to the junior year of the standard four-year college. Shall we take care particularly of those who are going into life or those who are going to college.15 Evidence, as cited, indicates that individuals who were interested in the growth of the junior college and the develop­ ment of its curriculum were concerned whether the curriculum 4-3 provided sufficient education for the Junior college students. Eells 16 pointed out that the students* vocational training needs are being recognized and the terminal program is grad­ ually being broadened to include courses which satisfy these needs• Considerable skepticism still exists in reference to the vocational offerings of the junior college. The controversy appears to revolve about the relative merits of the so-called semiprofessional curricula and skilled-trade curricula. Sex­ son and Harbeson question: . . . . 3. Should vocational education at the junior college level be general in character (i.e., preparing only for general orientation or adjustment within a major vocational field) or specific, (i.e., preparing for a particular vocational activity), or dual (i.e., some orientation or adjustment and some specific preparation for a particular vocation)? 4. Should vocational curricula in the junior college consist exclusively of vocational training or should they provide that some general or liberal courses be required? 5. Should short unit courses of from a few weeks to a year in length to prepare for specific jobs be set up in the junior college and be open to all? 6 . Should courses of a trade character be set up at the junior college? 7* Are junior colleges justified, ignoring legal aspects, in offering vocational curricula which require more than two years above the high school for comple­ tion?1? 16 Eells, 17 o p . cit. . pp. 47-70. John A. Sexson and John W. Harbeson, The New American College. New York: Harper and Brothers, 1946. pp. 2^77-7 0 . Relative to the semiprofessional programs, Fredenburgh writes s The junior college has recognized and given academic respectability to the middle-level occupations falling between professions and trades, frequently referred to as *semiprofessional* ° Stoddard1^ and W a r d ^ also refer to semiprofessional voca­ tional training which apparently does not approach the level of highly skilled trades but more that of a modification of professional rating. A philosophy apparently has taken root which advocates a broadening of the junior college curriculum to include not only the semiprofessional training but also highly skilled trade training. 21 Eells points out that at Pasadena Junior College and Los Angeles College, where the terminal courses were care­ fully planned, the courses became increasingly popular and had enrolled by 194-1 as many as two-thirds to three-fourths of the total student body. The nature of these courses, as Alva F. Fredenburgh, "Experimental Role of the Junior College," Junior College Journal. XIX (November, 1948), p. 152 19 George D. Stoddard, "New York's Plan for New Institutes, Junior College Journal. X V (October, 1944), p. 62. 20 Phebe Ward, Terminal Education in the Junior College. New York* Harper Brothers, 1947* p* 17 21 Eells, c i t . . pp. 65-66* reported by a Committee of the California Junior College Federation22 in 1947, included: and technical courses. semi-professional, business, A resume of these types included: Accounting, Advertising, Art, Aircraft Mechanics, Bookkeeping, Business Management, Clerical Work, Drafting, Electricity, Machine Shop, Merchandising, Metal Work, Radio Production, Secretarial Practice, Wood Work. In some of the California Junior colleges specific training could be secured in such courses as: Agriculture, Apparel Design, Building Trades, Cosmetology, Floriculture, Forestry, Hotel and Restaurant Management, Laboratory Technology, Nursing, Photography, Police Work, Printing, Radio Mechanics, Recreational Leader­ ship, and Welding* The approximate number of curricula reported for Pasadena Junior College, Pasadena, fifty. California, by Koos 21 was Within this total are included diploma curricula, which were identified as "non-university” or predominately terminal curricula. This category included Liberal Arts, Accounting, Art, Auto Mechanics, Aviation, Technology, Busi­ ness Education, Civil Technology, Clerical, Cosmetology, F o r ­ estry, Landscape Design, Merchandising, Recreation, and M e d i ­ cal Assistant. As of March, 1950, the Report of the Reorgani- _ fornia: 23 California1s Public Junior Colleges- Sacramento, Cali­ California State Department of Education, 1947. p. 15. Leonard V. Koos, Integrating High School and College. New York: Harper and Brothers, 1946. p. 72. zation Committee of Pasadena City College (formerly Pasadena Junior College) recommended that the present curriculum be expanded in the following areas: • • • Homemaking arts, child development, hospital service, food dispensing, agriculture, forestry, arts and crafts, music, drama, radio production, and industrial arts.24. These recommendations were initiated in light of general prin­ ciples formulated by a subcommittee concerned with curricular proposals for students not adequately served by the current curriculum. The general principles listed by this Committee were s (1) As Junior colleges enroll an increasingly re­ presentative cross-section of the community population, traditional curricula are less and less effective in meeting the needs of all students. (2) The present Junior college curriculum is not meeting adequately the needs of many terminal and divergent students. . . .2> Compton Junior College ( a four-year college, including grades 11, 12, 13, and 14) is another institution which may be cited as having provided industrial and trade training. A survey which was completed in June, 1949, included a descrip­ tion of the general design of the industrial and trade training programs. Morrisett and Sexson, the authors of the written 24 Report of the Reorganization Committee of Pasadena Citv College. Pasadena, California: Mimeographed by Board of Education, March, 1950. p. 105* 25 Ibid.. p. vii. 47 report writes This area of training deals with occupations in which the skill content is comprehensive enough to re­ quire considerable supervised instruction in basic hand skills, and some instruction in related technical know­ ledge, It is designed for students who qualify for the skilled occupations. This area covers those skilled oc­ cupations which require an extended period of craftsman­ ship training largely acquired by a term of apprentice­ ship on, the Job; but which may be accelerated for the benefit of both the student and industry by covering at least a two-year intensive experience course in the school.26 The authors2 '7 concluded that enough available shops, laboratories, and necessary facilities were not at hand to meet the demands of some vocational courses. Haggard also supported the idea that the Junior college should provide vocational training for the members of the community. He pointed outs The Junior college must moet the vocational needs of its community. There are other ways in which it can en­ rich the life of the community from which it draws its support, but there is none any more realistic than this one. Moreover, the services of this type can be identi­ fied. Vocational training will continue to be an essen­ tial element of our educational p r o g r a m . 28 It is imperative that the place of occupations in educa­ tion and the place of education in occupational activities be 2 5 --------------- Lloyd N. Morrisett and John A. Sexson, & Survey of the Compton Union High School District a^d Compton Junior College Distrlet. Compton, California: Compton College Press, 1949. p . si. 2 7 Xbia., p. 83. W. W. Haggard, "A Demand on the Junior College,” College Journal. XII (October, 1936), p. 2. Junior 48 considered if a carefully conceived balance is to be achieved in providing manpower for our technical way of life. Somewhat in harmony with this assumption, Seashore writes: But we are now facing a new awakening to the effect that below the strictly professional, we have the semiprofessional and skilled occupations which demand educa­ tion adapted to that large mass of our American people who are not going to be scholars but rather the workers in their respective fields in the countless avenues of in­ dustrial, governmental, social, artistic, and religious movements. These constitute a new unit which is clamor­ ing for a recognition of its identity and a place in the universe. They demand for their level an effective back­ ground in general culture commensurate with what the traffic will bear; but this must be tinged with a voca­ tional objective with an appeal to the vocational and the avocational urge. Whatever form of educational organi­ zation crops out, we must deal with it in those two years of adolescence which are covered at the junior college level. It is now generally recognized that social intelli­ gence and vocational efficiency complement each other in our society. A good citizen is vocationally efficient partly because he is socially intelligent, and he is socially intelligent partly because he is vocationnally efficient That there is an ever increasing number of occupations in our society for which technical training is a requisite can not be denied. In fact, our culture has become so predominantly technological that a few decades ago much concern was evinced over the advancement of technology and the possibility of wide scale unemployment due to machine-displaced manpower. The National Advisory Committee on Vocational Education of College 30 Grade submitted evidence, which showed that In those occupa2 9 Carl E. Seashore, The Junior College Movement. Henry Holt and Company, Inc., 1940. p p • 5-6 . York: New 30 Vocational Education of College Gra de. Federal Security Agency, U. S. Office of Education, Washington 25 9 D. C.: United States Printing Office, 1946. Bulletin 1946, No. 18. p. 4 49 tional categories which included large numbers of workers whose occupations required very little training, there had been a decline in the proportion of such workers. Groups, however, which required a higher level of training showed an increase in proportion. Similarly the Commission on Higher Education in Minne31 sota noted an increase in non-agricultural industries in Minnesota during the period between 1940 and 1948, The 1944 Report of the consulting Committee on Voca32 tional-Technical Training , appointed by the United States Commission of Education, wrote an exhaustive document which indicated that the current industrial situation warranted a large expansion of the vocational-technical training program. Apparently the evolvement to a technological society has not led to extensive displacement of workers through mechani­ zation, but has rather created occupations which require more training and skill in the production of needed commodities. Reeves and others have suggested: Technology in industry and business is expanding rapidly. The application of science to industry contin­ uously brings forth new materials, new processes, new machines, new instruments. Greater precision in manu­ facturing is required. New sources of industrial power are being developed. Technology has spread to new geo­ graphical areas, rural as well as urban, previously little 3 1 Higher Education in Minnesota. Minneapolis, Minnesota: University of Minnesota P r e s ? , }.9p0. p. 152. 32 Vocational-Technical Training for Industrial Occupa­ tions « Vocational Division Bulletin No. 2 2 8 . Washington: U.S. Office of Education, 1944. p. 277* 4 50 affected# Socio-economic and technological changes have an important bearing uoon education programs for youth who have completed high school but who do not wish to secure a full four-year college education.33 Not only has the number of skilled occupations increased but the number of workers has concomitantly increased because of an increasing population and lengthened life span of the total population# The lengthened life span has created a sit­ uation which causes considerable competition between older adults and the youths who are striving to secure suitable oc­ cupations. A lengthened period of education for youth has been suggested as one means to partially alleviate this condition. However, if no more general and vocational training were in­ cluded than the high school now affords, no major progress could be credited to the expansion of the education of these young people. Strayer refers to the subject of expanded edu­ cational facilities as follows: The history of the development of secondary educa­ tion in the United States has been marked by the con­ stantly lengthening period devoted to it as social and economic developments in the country made a higher general level of education necessary for the development of our democratic organization and economy. The one year high school gave way to two year high schools and these in turn were extended until the four year high school became the standard. This lengthened period of education was char­ acterized by the introduction of new objectives and inter­ pretations of functions that make the purposes of the modern high school much more varied than that of prepara­ tion for college entrance. The development of technologi­ cal methods of production and the increasing complexity of Floyd W. Reeves, Algo D. Henderson and Philip A. Cowan. "Matching Needs and Facilities in Higher Education," A Report: to the Temporary Commission on the Need for a State University. Albany, New York: Williams Press, Inc., 1948. p. 67. 4 51 our social organization have united to make earlier short and relatively simple programs of secondary education in­ adequate to meet the needs of youth and national life* For a number of years there has been a growing r e ­ cognition that these developments have reached a point where it once more becomes necessary to extend the period of secondary education beyond that of the traditional four-year high school. This tendency has been accentuated by accelerated development of our technical economy and multiplication of our organized social and governmental activities that accompanied the war. It is now muc h more generally recognized that the preservation of our way of living demands a very much higher general level of educa­ tional accomplishment than was the case 25 years ago. Studies indicate that the labor market for untrained youth is becoming smaller as technical skills are refined and that the problems of government, community relations, social organization, and world relationships demand a more mature and well trained citizenry than the four years of secondary education are prepared to give. During the last 30 or 40 years there has been a rising tendency in the United States to m e e t .this need by extending the p e ­ riod of secondary education through the development of the junior college.34 In summarizing the material pertaining to the vocationaltechnical aspect of terminal education, one may conclude that the vocational-technical aspect of terminal education was not totally disregarded, at least on the verbal level, in the form; tive years of the junior college. A factor contributing to th< increasing concern about the terminal program of the junior co! lege is the number of students who leave the institutions vo­ cationally unprepared. Of no less concern is the development of technology and Its accompanying problem of supplying trainee personnel to fill positions which were created by the machine. Junior Colleges which have given the matter of vocational pre­ paration more consideration have expanded their offerings and 34 George D. Strayer, Director of the Survey. A Digest of il Henort of £ Survey of Public Education in the State of W a s h ­ ington. September 5, 1946. p. 151. 4 52 and included courses of a trade nature FINANCING A PROGRAM OF EDUCATION WHICH MORE COMPLETELY MEETS THE T!EEDS OF THE MEMBERS OF A COMMUNITY Elementary and secondary education have reached the stage in their development where it may be conceded that these phases of education should receive their entire financial support from public tax monies. School districts which provide text-books and other supplies free of charge to improve the educational opportunities of the children of their communities are not a rarity, but are becoming more numerous. The public Junior college educational program has not met with similar success. Consequently, in a number of public Junior colleges the major financial contribution for the support of this program depends upon students* fees. Data presented by Starrak and Hughes^ indicate that, in a total of 29 states in 1937-38, variations as to the extent of student financial support existed in these states. In three states, Florida, Indiana, and Washington, all the financial support was contributed by the students. Five states received more than 50 percent of their financial sup­ port from the fees of students. The number of states which depended very little upon students* fees for the support of their public Junior colleges 35 Starrak and Hughes, were ojd. California, 4.5 percent; cit. T p. 26. 4 53 Colorado, 2.6 percent; Illinois, 3*0 percent; and Kansas, 3.9 percent. Michigan reported eight institutions which de­ rived 46.4 percent of their financial support from students. Conditions have changed somewhat in Michigan, so that in 1948-49 it was estimated by the finance division of the De­ partment of Public Instruction that the per capita State Aid 36 distributed in the second semester would be $90.00 . This was far from adequate to maintain these Michigan institutions. 37 Consequently, as Bemer pointed out in a survey based upon an investigation reported January 1, 1950, only one institu­ tion did not require tuition from the students who resided in the school district. The tuition charges for resident pupils of the remaining junior colleges varied from $4.50 per semester hour to $75*00 per semester* There appears to be a growing sentiment in this country that junior colleges should be regarded as an integral part of the system of free public education of each state such, should be tuition free. and, as Since local districts are forced to rely upon property taxes which are in many instances already high, the major portion of the support may well have to come from the federal or state government. The President’s 35 News of the *Veek. Lansing, Michigan: Department of Public Instruction, XVI, No. 28. (February 11, 1949), p* 56. 37 C. W. Berner, Junior Colleges in Michigan. Unpubli survey of junior colleges in Michigan. Mimeographed in Muskegon, January 11, 1950. 54 Commission 38 , in its consideration of financial support for higher education, recommended that free public school educa­ tion be made available through the fourteenth grade for every39 one, Strayer suggested that the operation of the junior col lege should be financed by local revenues and supplemented by state financial support instead of depending upon students1 fees. Similar recommendations relative to reduction or elimi40 41 nation of tuition have been made by Bogue , Eells , the National Advisory Committee on Vocational Education of College Grade4 2 , Carpenter4 ^, and Killian4 4 : SB-A -RfimrA --- fit tha President's Commission H igher Education, "Higher Education for American Democracy," Vol. Iv. Staffing Higher Education. Washington, D, C , , U. S. Govern­ ment Printing Office, December, 1947. p. 3. 39 Strayer, ££. c i t .. p. 158. 40 Bogue, ££• c i t . . p. 95. 41 Walter C. Eells, "Public Junior College as Agency for Democracy— The Financial Aspect," N.E..&. Bulletin. 1931* pp. 586-588. 42 Vocational Education £f .Collage Gr a d e . Federal Se­ curity Agency, Bulletin 1946, No. 18. Washington: United States Printing Office. p. 56. 43 Werrett W. Carpenter, "Recent Development in Junior College Administration," N.E.A. Bulletin, 1933* PP* 523-524. 44 Franklin K. Killian, "Flint’s Fiscal Capacity to Sup­ port Secondary and Advanced Education." (Unpublished D o c t o r ’s dissertation, University of Michigan, 1949). pp. 150. 55 The extent to which local and state financial support may be effective in establishing a financially sound system of free education through the 14th grade is described by Starrak and Hughes: In those states in which a large share, 50 percent or more, of the cost of public education is already being born by the state, the present plans of school support could be extended to cover post-high school education, California, which far excels any other state in the nu m ­ ber of enrollments of its junior colleges, has seemingly a quite successful Plan of state support. There, the state pays a lump sum of $2,000 per year to each properly estab­ lished junior college, together with $100 for each full­ time student enrolled ($120 after 1947)# This amount ap­ proximates 50 percent of the entire cost per student of a really first-class program. This plan gives a small college generous assistance, enabling it to carry on a creditable program of post-high school education at a cost to the local district of $100 or less per student. On the other hand, a wealthy community may carry on as elaborate a program as it wishes to support by increas­ ing the proportion of local support,4 5 Students* inability to finance a college education due to low family income has raised the question as to the advisa­ bility of providing a tuition-free junior college education as well as establishing scholarships to pay student living costs. Although the creation of scholarships to meet living costs may be more applicable to the student who must leave the home community to continue his education, the President*s Commission4-^ recognized the necessity of providing such aid even for the student who may be living at home, 45 Starrak and Hughes, (£2 , c i t . T p. 56, 46 A Report of the President *s Commissi on on Higher Education, "Higher Education for American Democracy," Vol, ii, Equalizing and Expanding Individual Opportunity. Washington, D. C., U, S. Government Printing Office, December, 1947* P* 151 56 A recommendation for equalizing educational opportuni­ ties in the State of New York was made by Allen and Paige* They said: Well qualified youth have been denied the opportunity of post-high school training in many instances if they come from lower income families* Twelve thousand scholarships at $350.00 each were recommended annually.47 40 The Maryland Commission on Higher Education concurred that some system of scholarships should be designed to aid in­ tellectually superior students to secure the education for which they were qualified. Tead also supports Federal scholar­ ships for deserving individuals in the following statements To those who think that any such proposal for Fed­ eral scholarships is an unduly radical departure- it should be pointed out that the G.I. Bill of Rights it­ self has established a strong precedent; and the measure already adopted by the United States Navy for post-war training through college education of qualified material for future officers embodies these identical provisions with a $1,200 grant per student. Also, legislation which includes features of this nature at the high-school level is being widely and actively advocated. In short, a Federally supported and locally admini­ stered plan of scholarships and a national plan for fel­ lowships is one of the most vital planks in a platform to equalize educational opportunity beyond the secondary school.49 4? John Stuart Allen and John W. Paige, Must Thousands Leave New York State for College? Albany: Tne State Educa­ tional Department, 1946. p. 2. 48 Higher Education in Maryland- A Report of a survey by The American Council on Education with Recommendations of the Maryland Commission on Higher Education. Washington: Ameri­ can Council on Education, 1947* P« 311. 49 Ordway Tead, ’’Equalizing Educational Opportunities Beyond the Secondary School,” The Inglis Lecture. Cambridge Harvard University Press, 1947. pp. 37-3^: Obviously, there is good reason for the recommendation of scholarships for worthy students from low-income families. That income is a factor definitely related to college attend­ ance has been fairly well established. Other factors probably play an important part in the total picture relative to col­ lege attendance, but the parents faced with a restricted fam­ ily budget hardly find it expedient to encourage their chil­ dren to attend college. An investigation reported by the Minnesota Commission on Higher Education^0 disclosed that the father's occupation had considerably bearing upon the opportunity for college attend­ ance. The universities and liberal arts colleges draw their largest number of students, in order, from the children of pro­ fessional people, executives, business men, and skilled w o r k ­ ers. The children of the semi-skilled workers and small busi­ ness owners composed the next largest group. The teachers' colleges draw their greatest proportion of students from farm families. The junior colleges are the only institutions which enroll, to any great degree, the students from families where the father is slightly skilled. Goetsch^1 made a study of 1,023 public high school grad­ uates with I.Q.'s of 117 or over. This study disclosed that only 3*4 percent of the gifted children came from families whose income was $5»000 or more. However, a large percent, ?0 Higher Education in Mi n n e s o t a . o n . ci t .. p. 69 ^1 Helen B. Goetsch, Parental Income and College Oppor­ tunities . Contributions to Education, No. 795* New York: teachers College, Columbia University, 1940. p. 80. 6 9 «7 * were members of families whose annual income was under $2,000. The data revealed that all the children of families whose income was $8,000 or more attended college, but only 20,4 percent attended if the annual income was under $5*000* The author concluded that a close correlation exists between parental income and post-high school educational opportunity. THE JUNIOR COLLEGE AS AN AGENCY FOR EXTENDING EDUCATIONAL FACILITIES TO THE ADULTS OF THE COMMUNITY The major portion of the discussion, so far, has con­ sidered the Junior college primarily as an agency for the e x ­ tension of educational facilities to youth, i.e., those m e m ­ bers of the community whose high school graduation has been fairly recent and who normally would be considered as ful l­ time students for one or more years. however, A much larger group, Is the adult and employed older youth, composed primarily of students attending school on a part-time basis. Most of these are engaged in homemaking, part-time employment, full-time employment or seeking employment. To them may be added the growing list of unemployables and those v/ho have reached retirement age. Recommendations for the education of adults at the Junior college level may be considered as fairly recent. in 1931. Adult education was given slight recognition by Eells He devoted less than one-third of a page to his dis­ cussion of adult education. At that time he quoted W. J. Coope: as followsf "The new junior college will take over the functions of the old liberal arts college and will extend the bene­ fits of such college training to adults in their hours of leisure. . . . There will be classes in history, economics, finance, international affairs, etc., for those citizens who have had earlier benefits of high school and college education."?2 At the present time the literature relevant to adult education is profuse in its recommendations that the junior col­ lege accept the important function of providing education for the adult members of the community. on Higher Education 53 The President's Commission maintained that most adult education must be furnished by local agencies and suggested the community col­ lege as a logical center for such activity* Agreement with this general viewpoint, relevant to the adult education pro­ gram was evinced in the Report of the Temporary Commission on the Need for a State University 54 , the Regents Plan for Post- War Education in the State of New York 5 5 , and the Report of the Carnegie Foundation for Advancement of Teaching 56 • ITS Eells, fig. clt.. p. 195. 53 A SftBPr.t IhS. President's Commission £ & Hl&her Educa­ tion for American Democracy, Vol. I l l ,"Organizing Higher Educa­ tion." Washington, D. C . , U. S. Government Printing Office, December, 1947. pp. 66-67. 54 Report of the Temporary Commission on the Need for & State Unlversitv. Legislative Document (1945)* No. 3 0 . February 1 6 , 1 9 4 8 . Albany, New Yorks Williams Press, Inc., 1948. p. 28, 5 5 Regents Plan for Postwar Education in the State of New The University of the State of New York. Albany, New The State Education Department, 1944* p. 11. York. York: 5 6 Ite-Bort £f the Carnegta J L o W ^ i p n £or jfchg. Advancement of Teaching. "State Higher Education in California." Sacramento, California: State Printing Office, 1932. pp. 35-36. Specific reference has been made to the type of education which should be offered to adults in the Junior colleges. The National Advisory Commission on Vocational Education of College Grade specified: . . . (4) curricula to serve returning veterans and others with maturity and experience who need service in overcoming any educational deficiency for advanced voca­ tional training; (5 ) curricula to provide vocational education of college grade for daytime employed adults, especially during evening hours.-7' 58 Similarly Reeves et;. jlI • , referred to the educational needs of adults and indicated that the needs may be for general or specific vocational courses. The belief that the Junior col­ lege should accept the responsibility for providing courses which will meet the needs of the adults of the community is 59 An 61 agreed upon by Conant , Zooku , and Starrak and Hughes A Joint publication of the Superintendent of Publi-c In­ struction of the State of Illinois and the University of II62 linois, prepared by Griffith and Blackstone , noted that the 57 Vocational Education of College Grade, ojd. cit.. p. 33. 5 8 Reeves, Henderson and Cowen, c i t .« p. 6 9 . 5 9 James Bryant Conant, " Public Education and the Struc­ ture of American Society.11 Teachers College R e c o r d . XLVII (December, 1945). pp. 185-156. 60 George F. Zook, "Changing Patterns of Junior College Education.11 Junior College Journal. XVI (May, 1946), p. 414. 61 Starrak and Hughes, ojo. c i t .. pp. 44-45. 62 Coleman R. Griffith and Hortense Blackstone, "The Jun­ ior College in Illinois," A. Joint Publication of the Superin­ tendent of Public Instruction of the State of Illinois and the University of Illinois. Urbana, Illinois: University of Illinois Press'^ 1945. p. l6l. 61 broadening curriculum of the junior college not only appealed to the youth of ages 18 to 2 0 , but also had an appeal for the adults of the community* The publication further indicated that the adult program was carried on, mainly, in the evening, which resulted in increased efficiency in the use of the school plants* The authors of the publication, in referring to the extension of adult education programs, asserted: . . . Evening classes for adults are offered exten­ sively in the Chicago junior colleges and in a great many of the California institutions. More than half of the total junior college enrollment in the nation in 1944 were special students, and 3,232 specials were enrolled in the Chicago evening branches in 1943. The junior college, if it accepts the function of adult education— and apparently it has-rWill face possibilities of unlimited future growth. J Further support for this point of view was given by A 64 Committee of the California Junior College Federation which referred to the provision of junior college adult education in California and the continuous program of vocational and cul:ural training for adults. One of the most recent presenta- :ions of the position of adult education in junior colleges-was 65 prepared by Martorana . Ke sent inquiry blanks to 648 junior ;olleges listed in the Junior College Directory, 1947* Of the 537 replies received from junior colleges, 144 revealed that idult education programs were offered* A classification of 53 I b i d .. p. 161. 64 California's Public Junior Colleges, 65 o p . cit., p. 6. S. V. Kartorana, "Status of Adult Education in Junior Alleges." Junior College Journal. XVIII (November, 1947), >p. 322-323. 62 these 144 institutions indicated that there were 43 small public, 5 7 large public and 44 private junior colleges. The author used the enrollment figure of 300 as the dividing point between the small and the large public junior college. California had the largest number of public junior colleges which reported adult education programs; Texas was second and Illinois was third. Of the 84 small public junior col­ leges who answered the inquiry, 43 or 51.2 percent had adult education programs. A division was made between the large evening public junior colleges and the large day-time public junior colleges. Of the 7 5 large day-time junior colleges who answered the inquiry, 46 or 61.3 percent had adult education programs. All of the 11 evening junior colleges which re­ ported indicated that they offered courses for adults. In summarizing, one may infer that the junior college adult edu­ cation movement has been slow in developing, but present opin­ ions seem to indicate that adult education should be an ex­ panding and increasingly important function of the junior college. THE ACCREDITATION OF JUNIOR COLLEGE TERMINAL EDUCATION The junior colleges have been subject to tremendous pres­ sure exerted upon them by standardizing agencies. summarizing the viewpoint of these agencies, said, Campbell, in 63 There seems to be general agreement among these agen­ cies. so far as their practice goes, that the preparatory function of the Junior college is its chief, if not its only function* The measure of the effectiveness of the operation of this function is the degree to which the Jun­ ior college approximates the w o r k of the.first two years of the four-year college or university.66 Although recent developments seem to indicate that Junior col­ leges are increasing their offerings in terminal education, it is necessary that a broader viewpoint regarding terminal courses be adopted by the universities and accrediting agen­ cies if this development is to continue. Apparently, the pre­ vailing attitude of the universities and accrediting agencies still presents a barrier to the student who may, in a tryout period, have selected terminal courses and who later decided to continue his education in a senior institution. Tead also was concerned about college admission requirements when he stated: There is still far too much reluctance in college admission offices to measure capacity for a profitable college experience in terms of oyer-all abilities rather than in terms of course credits.67 Further evidence of the reluctance of colleges and accrediting agencies to accept terminal courses has been presented by Star­ rak and H u g h e s ^ , and Griffith and B l a c k s t o n e ^ . 66 Colleges and Doak S. Campbell, A SgAAJLsaJl Stj^y. q T tfce gtafcefl poses of the Junior College. Nashville, Tennessee: George Peabody College for Teachers, 1930. pp. 5 6 - 5 7 * 6 7 Tead, &E. c i t .. p. 11. 68 Starrak and Hughes, ££• 69 cit. t p. 34. Griffith and Blackstone, o n . c i t .. p. 168. 64 universities should recognize that students who have not fol­ lowed a prescribed college preparatory curriculum may be just as successful in the senior college as those who have taken courses which meet the prescribed curriculum for college en70 trance* Chamberlain and others made a study which involved 3,583 men and women who were in college between 1936-1940. This study is significant for its relationship to the type of curricula students studied as prerequisite for college attend­ ance. In 1932 thirty high schools were given permission to en­ gage in experimental programs in secondary education and were allowed to establish programs which were not patterned after the usual college preparatory program. In 1936 the first experimental class of 2,000 was graduate from high school. At the colleges, where the experimental stu­ dents attended, comparative groups of students were chosen who had followed a program of the usual college prerequisites. Age, sex, race, and size and type of secondary school attended, etc., were criteria used for matching the experimental group and the comparative group. Comparable data on these matched pairs as to absolute achievement, achievement in relation to scholastic aptitude, performance on placement tests, proba­ tionary actions, academic honors, and graduation, indicateds . . . that students having atypical high school pro­ grams do at least as well in college in terms of grades Dean Chamberlain, .gt aJL., Did They Succeed i£ .College? Adventure in American Education. vol. IV. New York: Harper Brothers, 1942. pp. 291* 65 as do the graduates from schools whose programs auto­ matically guarantee the accumulation of the proper num­ ber of units or examination points.?1 Apparently, too much emphasis has been placed upon the neces­ sity for high school students* to follow a college prescribed course of study. Obviously, if the matter of accrediting terminal courses of junior college grade is not given more consideration in the future, the Junior college function of providing or extending the terminal program will be greatly impeded. SUMMARY The information contained in this chapter was presented to assure a better understanding of the problems which confront individuals concerned about the functions of the Junior col­ lege. It should serve as a frame of reference in the considera tion of the results disclosed in this study. Two types of institutions have developed: the privately owned Junior colleges and the publicly supported Junior col­ leges. The three general classifications of public Junior col­ leges are the separate two-year institutions, the association, and the four-year. Some of the recognized functions of the Junior college have been the preparatory, the popularizing, the terminal, and the guidance function. It is usually conceded that the prepara tory function has taken on greater importance in the past than 71 Ibid.. p. 25 66 the other three functions. However, the popularizing, the terminal, and the guidance functions are receiving more at­ tention, and the possibilities of expanding them are of major concern to the individuals interested in the growth of the in­ stitution. There appears to be a growing interest in the possibili­ ties of broadening the vocational-technical program of the junior college curriculum. This interest concerns, not only the semi-professional occupations, but also the skilled oc­ cupations as being equally important in an expanding voca­ tional-technical program. A study was reported which concerned the effect finan­ cial distress had on college attendance. It was pointed out that gifted children in the lower income brackets usually are barred from college attendance. Recommendations were made that tuition should be "free" and that scholarships for liv­ ing costs should be granted to students. It was suggested that the popularizing function would become more effective if those recommendations were accepted and carried out. Another matter discussed in this chapter concerned the junior college as an agency for extending its educational facilities to the adults of the community. It was generally accepted that the junior college should extend Its facilities to the adult community. One study Indicated that all the eve­ ning junior colleges considered In the study offered adult 67 education. Approximately 50.0 percent of the small day-time junior colleges offered adult courses, and 60.0 percent of the large day-time junior colleges did likewise. The Pres i de nt ’s Commission on Higher Education considered the junior college the logical center for adult education and recommended that the institution accept the responsibility of providing such sducation. It was pointed out that accrediting agencies and senior colleges have not looked with favor upon the terminal courses jffered in the junior colleges. If the expansion of the termi- lal function is expected to continue, it is essential that the igencies and senior colleges re-evaluate terminal education.. CHAPTER IV ANALYSIS OF THE DATA SECURED FROM BENTON HARBOR HIGH SCHOOL STUDENTS A report of the findings of a questionnaire submitted to the high school students (grades 10, 11, and 12) of Benton Harbor High School, Benton Harbor, Michigan, this chapter• is presented in The information requested from the students in­ volved, mainly, their educational and vocational plans. The intent was to determine if specific trends could be detected v/hich had significance for the curriculum of the junior col­ lege, especially the vocational-terminal aspect of the cur­ riculum. At the same time, information was requested which would reveal the vocational and educational aspirations of the respondents, the reasons they gave for planning not to attend the junior college, the respondents' knowledge of occupational opportunities and requirements, the effect junior college tui­ tion charges *vould have in barring some students from continu­ ing their education in the institution, and the desires of these students in regard to part-time education in the Junior Co 11 e g e . Occupational data collected from students* questionnaires was compared with the data in the United States Census Popula­ tion Bulletin, 1940’1', and the Benton Harbor Community Job 1 Sixteenth Census of the United States, 1940. l o c . cit. 69 Index 2 in order to determine if there were marked differences in the respondents* pattern of desired occupations and the occupational pattern of their community as it was classified in the United States Census Data and the Benton Harbor Com­ munity Job Index* Student occupational desires were classi­ fied according to the occupational categories described in the Dictionary of Occupational Titles^. The curricula of the junior college were investigated to determine what terminal-vocational curricula were offered* Students* occupational choices were analyzed in light of the curricula offered to determine if courses were available which vould aid the students in their occupational preparation* The method of selecting the subjects and the administra­ tion of the questionnaire are reported in Chapter I of this study (see page 8)* Responses of l6l tenth grade students, L65 eleventh grade students, and 118 twelfth grade students ?ere tabulated and analyzed to obtain the results. Three lundred thirty-two or 74*7 percent of the respondents live in ;he city, one hundred and ten or 25«0 percent are non-resilents, and two, or .4 percent did not indicate where they live see Table I). According to sex, (see Table I) the distribu- ion of the subjects is as follows: tenth grade, seventy-nine 2 Community Job Index, Benton Harbor-St. Joseph, Michigan, .o c * cit* 3. Dictionary of Occupational Titles Supplement. Edition II. Washington, D. C * , United States Printing Office, 1945* p. ii-747. or 49.1 percent are males and eighty-two or 50.0 percent fe­ males; eleventh grade, eighty-two or 49.7 percent are males and eighty-three or 50.3 percent females; twelfth grade, fifty-five or 46.6 percent are males, sixty-two or 52.5 percent females, and one or .3 percent "no response". Respondents were asked to check an item which concerned the ethnic classi­ fication of the individual. The results disclosed that of the tenth graders one hundred thirty-seven or 85.1 percent are white, and twenty-four or 14.9 percent are colored; of the eleventh graders one hundred fifty-eight or 95*3 percent are white, five or 3.0 percent colored, and two or 1.2 percent did not respond; and of the twelfth graders, one hundred and nine or 92.4 percent are white and nine or (see Table I). 7.6 percent are colored Relative to the ages of the students, ninety- six or a majority of the tenth grade students were fifteen years of age, thirty-eight were sixteen, 11 were fourteen, 11 were seventeen, two reported their age at 18 years, and three did not respond. The eleventh grade students denoted that a majority of them, i. e., 103, were sixteen years of age, 40 were seventeen, 14 were fifteen, five were 18, and three did not respond. T^e youngest twelfth grade student responding was 15 and the oldest was 20 (one each); the major portion, 7 1 , were seventeen years old; 20 were eighteen; 14 were sixteen, and two were nineteen (see Table I). 71 TABLE I CENSUS DATA OF 10th. 11th, AND 12th GRADE HIGH SCHOOL STUDENTS BENTON HARBOR, MICHIGAN 11th Grade No. % 12 th Grade No. % 78.9 121 73.3 34 71.2 20.5 44 26.7 33 28.0 10th No. Grade Benton Harbor-city Benton Harbor (rural) non-res• To resuonse 127 33 rotal l6 l .6 100.0 79 49.1 50.9 Census Data % Residence 1 — — 16*3 100.0 1 118 .8 . 100^0 _ Sex nS 1 g remale To resuonse Dotal 82 — — 161 1 00.0 11 6.8 .6 96 38 59.6 23.6 -7 11 2 6.8 1.2 14 -5 .8 — — -9 io resuonse ’otal ,3 83 — — ...l65.JLQQ.tP — 14 103 40 5 — — 1.9 . . . . i 4 i .. 100.0 49.7 50.3 3.5 62.4 24.2 3.0 — — 00 < H !0 — — 82 62 1 46.6 52.5 •8 lid 10 0.0 55 — — 1 .8 14 71 29 11.9 2 1 — 1 6 5 100.0 ll 8 60.2 24.6 1.7 .8 — 100.0 lacial Distribution fhi te lolored :o resuonse 'otal 137 24 — 161 85.1 14.9 — 100.0 158 5 95.9 3.0 109 9 1.2 . — iiS 165 100.0 2 92.4 7.6 — 100.0 72 EDUCATIONAL PLAITS OF BENTON HARBOR HIGH SCHOOL STUDENTS The first question asked of the students pertained to ;heir educational plans. The directions, questions, and state- lents presented to them were as follows: PLEASE READ ALL OF QUESTION ONE BEFORE YOU CHECK WHAT YOUR EDUCATIONAL PLAN IS. CHECK AS HATTY ANSWERS AS NECESSARY TO SHOW WHAT YOUR PLAN IS. 1. What is your educational plan? Ca) Plan to finish high school________ • (b) Plan to go to junior college_______ . (c) Plan to finish junior college________ . (d) Plan to go to another college after finishing junior college________ • (e) Do not plan to go to junior college, but plan to enroll in another college________ . (f) If you have checked (e) which college do you plan to attend?__________ . Cg) Again, if you have checked (e) why do you plan to attend another college instead of the junior col­ lege? Please write your answer in this space. The results obtained from answers to question 1 (a) through e) are presented in Table II. Noted in the findings is the act that roughly 59.0 percent of the 10th grade students planned a continue their education after high school graduation; 49.0 arcent of the 11th grade students had similar' intentions; and T-.O percent of the 12th grade students stated they planned to antinue. These percentages are much greater than those re4 5 6 7 srted by Allen , Reynolds , Lichty , and Sower e_t aJL , but the 4 Allen, ot). c i t .. p. 2 1 3 . 5 Reynolds, ojd. ci t . . pp. 6 54-55• Lichty, o£. c i t .. p. 135* 7 Sower jet j^l, oja. c i t . . p. 3* 73 findings of this study were similar to the data reported by g Lean . Of the number of students in each grade, 32,9 percent of the 10th, 21.2 percent of the 11th, and 21.2 percent of the 12th grade planned to attend the junior college. A greater percentage of the students in this study planned to attend the 9 junior college than did those reported in Lichty*s study. In the case of the 11th and 12th grade students, it was noted that a greater percentage of them planned to enroll in another college rather than the junior college. Similar findings-were 10 reported by Lichty . Some students planned to continue their education after completing two years of the junior college. This was revealed in the figures which showed that 16.1 per­ cent of the 10th grade, 9*7 percent of the 11th grade, and 11.9 percent of the 12th grade students expected to attend another college after completing junior college. Relative to the terminal aspect of the junior college, Table II shows that cnly 26 of the 63 tenth grade students expected to continue their education after completing junior college, 16 of 35 3leventh grade students had similar expectations, and 14 of 25 twelfth grade students planned to continue. In other words, the data make It evident that junior college education is con­ ceived of as terminal by roughly 50.0 percent of the Students 5 -------------- Lean, 9 o d , cit., up. 81-39. Lichty, oc. cit.. p. 135 10 Lichty, o£. cit.. p. 135* TABLE II EDUCATIONAL PLAITS BY GRADE OF BENTON HARBOR HIGH SCHOOL STUDENTS BENTON HARBOR, MICHIGAN Plans 10th 11th % CO • c\ CO Plan to finish high school 159 Plan to attend junior college 53 32.9 Plan to finish junior 41 college 25.5 Plan to go to another col­ lege after completing 26 16.1 junior college Do not plan to go to jun­ ior college but olan to enroll in another 26.1 42 college Undecided about finishing 1 .6 high school Do not plan to finish high school 1 .6 Undecided about attending another college Total 161 100.0 % 12th 162 98.2 117 99.2 35 21.2 25 21.2 24 14.5 22 IS.6 16 9.7 14 11.9 46 27.9 39 33.1 1 .6 1 .8 1 . .6 IQPtO . 118 . 100.0 1 - who planned to enroll in the institution. The expectations of the high school students relative to college attendance in the future were greater than the findings of Sower ejt S i 1 - > who found that the students* educational ex­ pectations in their study v/ere well above the national statis­ tics of students who actually attended colleges. It appears that Benton Harbor High School students need more guidance as 75 to what the factors are which determine whether a student should or could attend college in the future. The fact that approximately 50.0 percent of students who plan to attend jun­ ior college do not expect to continue their education after completing junior college should require a re-evaluation of the curriculum to determine its adequacy relative to the ter­ minal function. ITine students who planned to attend junior college indicated they were interested in skilled occupa­ tions (see Table XVI). These students, no doubt, would ex­ pect to receive their training in the junior college. COLLEGES STUDENTS PLANNED TO ATTEND Answers to question 1. (f) , .If vou have checked (e) which college do you plan to attend? . are tabulated and re ­ ported in Table III. Of the number of students who reported that they planned to attend another institution instead of the junior college, 35*0 percent of the 10th, 39*6 percent of the 11th, and 16.0 percent of the 12th grade students planned to attend either Michigan State College or the University of Michigan. A large number, 44.7 percent, of the 12th graders planned to attend a college in some other state. tages indicated The percen­ (see Table III) that a few of the students planned to attend business colleges and institutions for nur­ ses* training, and some were undecided about the institution they planned to attend. requisites for nurses* Business training, as well as pre­ training, are available in Benton 76 Harbor Junior College, Therefore, greater effort should be directed toward clarifying for the students the opportunities available to them in the junior college, specifically for the students who are interested in business training and nursing, TABLE III EDUCATIONAL INSTITUTIONS OTHER THAN JUNIOR COLLEGE WHICH HIGH SCHOOL STUDENTS PLAN TO ATTEND College % 10th Grade Michigan State College 8 University of Michigan 6 Out of state college 6 Other Michigan college 6 Nursing 3 Business College 2 Beauty school Undecided 9 Other Total 40 11th Grade 20.0 15.0 15.0 15.0 7 . 5 5 . 0 — 2 2 . 5 — 100.Q ..... % 25.6 14.0 16.3 7.0 11.6 5 4 9.3 2.3 1 11.S 5 l 2.3 4.3_ 100^0 11 6 7 3 12th Grade 4 2 17 8 3 1 % 1 0 .5 5 . 5 44.7 21.1 7.9 2.6 — — 3 7.9 — 100.0 WHY STUDENTS PLANNED TO ATTEND ANOTHER COLLEGE In order to determine why students planned to attend an­ other college instead of the local junior college, this ques­ tion was asked: 1, (g) Again, if you have checked (e ) why do you plan to attend another college instead of the junior college? As shown in Table IV, one of the main reasons stu­ dents gave for attending another college was: better occupa­ tional training could be secured and opportunities for securing employment would be better. The inability to secure training at the junior college was another reason which students gave for not attending the institution# A desire for a change of environment seemed to take on greater importance as the stu­ dent became older and approached a n ew educational experience For example, 16.2 percent of the 12th grade students indicate that the reason they wanted to attend another institution was primarily, to leave hone and the community; 9.8 percent of th 11th graders also stated this reason, while only 2.9 percent of the 10th graders did so. Lean's 12 findings, in reference to attending school outside of Flint, Michigan, also i ndica­ ted that lack of courses and going away from home were the two most imoortant reasons students gave for attending a n ­ other institution. Some students maintained that an unbroken pattern of college attendance was preferable and were p l a n ­ ning to attend another institution where ing would be available. four years of train­ A few wanted to attend a larger school and some "just do not want to attend junior college." "Other" reasons were combinations of the statements listed in the table. On the whole, tioned most were: pation, the combined "other" reasons m e n ­ better training and opportunity for o c c u ­ unbroken pattern of college attendance, desire to lea1 1 home and community, lege, and business Perhaps can not secure training in the junior c o l ­ training takes too long. the prestige attached to upper college attendance was a factor upon wh i ch some students reflected w h e n they sub- TABLE IV REASONS THIRTY-FOUR OF THE 10th, FORTY-ONE OF THE 11th, AND THIRTYSEVEN OF THE 12th GRADE STUDENTS STATE FOR ATTENDING ANOTHER COLLEGE INSTEAD OF JUNIOR COLLEGE BENTON HARBOR, MICHIGAN Reasons 10th Grade No. % 11th Grade Ho. % Better training and opportunity for occupa­ tion 11 32.4 15 Can not secure training at junior college 6 8 23.5 Desire to leave home and community 4 1 2.9 Unbroken pattern of college attendance is much better 8.8 4 3 Wish to attend a larger school 2 Just don't want to attend Standards of junior college not high enough 1 Parents desire it 1 2.9 Religious 1 1 2.9 Dislike junior college 1 2.9 Junior college is a waste of time and money 1 2.9 A problem to transfer credits from junior college .. Convenience Other 7 _ 20.6 _. 8 Total 84 100.0 41 12th Grade No. i 6 2 6 16.2 3.1 16.2 2.4 4 3 3 2 10.8 8.1 8.1 5.4 - - - 2.4 - - - - - - - - . 1 1 8 36.6 14.6 9.8 9.8 4.9 - 19_.5 100.0 2.7 2.7 21.6 37, 100. C 09 79 mitted answers to the question* A planned public relations program which stresses the academic prestige of the local junior college, its accessibility, and its reasonableness in respect to student financial outlay, may partially over­ come such attitudes* Some students mentioned that they pre­ ferred business colleges instead of junior college because a shorter period of training with greater emphasis on busi­ ness courses was possible in the former institutions* students interested in nurses* The training had accepted the view that on-the-job hospital training was better than taking junior college courses which v/ere prerequisites for schools of nursing* DATA REFERRING TO THE OCCUPATIONAL PLANS OF BENTON HARBOR HIGH SCHOOL STUDENTS The findings of students* responses to the last ques­ tion (No. 3 ) of the questionnaire will be discussed in re­ ference to their occupational plans* The question involved the reality of students* occupational choices, and was stated as follows: 3. What kind of work do vou will do (not ho£e to do) when you look for ture? think you a job in the fu­ The question was purposely submitted at the end of the questionnaire in order that students might be less likely to turn to question 2 * (a) and repeat the kind of occupation they had stated there. In order to arrive at any conclusions rel­ ative to the occupational aspirations of the respondents, it 80 was necessary to consider both sets of data simultaneously. Question 2. (a) was stated as follows: Sometime in the fu­ ture you probably will be looking: for a ,1ob. (iL§. JLQ example: For what job carpenter. n u r s e , lawyer. tool and die m a k e r . e t c .) would you like to prepare? Many of the stu­ dents hoped to engage in professional occupations, but of those only about 50.0 percent anticipated they would do so. The comparison of the students* aspired occupations with their anticipated occupations shows that there was a decrease in the percentages of those who anticipated professional and semiprofessional occupations (see Table V). More students stated they were '’undecided*' or did not respond when they v/ere asked to state what work they actually expected to do. The comparison revealed no marked decrease in percentages in the clerical and kindred occupational classification. The semiprofessions interested about 7.0 all respondents. to 8.0 percent of This is noteworthy because, if the junior college offered terminal curricula in the semi-professions, some of these students could be expected to attend. Of equal importance was the number of students who were interested in the skilled occupational classification; e.g., 12.4 percent of the tenth grade students, 15.2 percent of the 11th grade students, and 13*6 percent of the twelfth grade students evinced an interest in that classification. It is evident that the occupational aspirations of the youth of Benton Harbor High School were directed toward the TABLE V OCCUPATIONS FOR WHICH ONE HUNDRED SIXTY-ONE 10th, ONE TUNDRED SIXTY-FIVE 11th AND ONE HUNDRED EIGHTEEN 12th GRADE STUDENTS WOULD LIKE TO PREPARE AND WHAT OCCUPATIONS THEY ACTUALLY THINK THEY WILL FOLLOW BENTON HARBOR, HICHIGAN 10th Occupations Would like No. Grade Actual antici­ pate No, f Professional 60 37.3 Semiprofessional 14 8.7 Managerial & Official Occupation 5 3.1 Clerical & Kindred Occup .36 22.4 2 1.2 Sales & Kindred Occup. Domestic Service, Occup. 1 .6 Personal Service, Occup. 1 .6 Protective Service Occupation 1 .6 Agricultural, Horticul­ tural, etc. 4 2.5 20 12.4 Skilled Occupation Semi-skilled Occupation Unskilled Occupation 1 .6 Undecided 5 3.1 No response 11 6,8 Marriage Total 161 100.0 11th Grade Actual antici­ Would pate like No, , f No, , t 20.5 46 5 3.1 32 19.9 7 4.3 2 33 9 27.9 11 5.6 6.7 43 5 1.2 26.1 3.0 27 7 16.4 4*2 3 1.3 12th Weuld like Np, 36 30.5 9 7.6 - - - 1 .6 2 1.2 3 1.8 3 1.3 3 1.9 7 4.2 6 3.6 3 1.9 6 4 2.4 7 11 6.8 25 3.6 15.2 - 1 1 .6 .6 ^•2 - 12 6 1 16 2 l.S 23 7.3 35 13.9 21.2 2-7 14 3.7 34 21,1 2 1.2 161 100.0 3 12 - - 18 15.3 9 7.6 4 3.4 3 2.5 28 17.0 25 21.2 21 17.8 2 1.7 9 5.5 4 3.4 - 6 Grade Actual antici­ pate No, f - 3.5 .6 - - - - - 2 1.7 1 .3 1 .3 - 6 6 1 5.9 5 4.2 13.6 12 10.2 1.7 3 2.5 5.9 7 5.1 14 U . 9 5.1 20 17.0 .8 2 1.7 165 100.0 165 100.0 118 100.0 118 100.0 professional occupations and were similar to those of the lo 14 25 16 youth studied by Bell , Reynolds , Todd , Lean , and Sower 17 et sjJL. • The findings of those studies also indicated that the occupational aspirations of students were usually higher than their occupational expectations# COMPARISON OF STUDENTS' OCCUPATIONAL CLASSIFICATIONS WITH UNITED STATES CENSUS DATA The students' occupational classifications were compared with data secured from the United States Census Report, 1940 (see Table VI) in order to illustrate to what extent student occupational choices deviated from the occupational pattern depicted by the United States Census figures.lt is necessary to focus attention upon the fact that the census data includes all individuals 14 years and over in the labor market. It is possible that more students who graduated from high school would be employed in professional work than those who do not graduate. Many of the workers, no doubt, did not complete high Bell, ££. c i t . . p. 64. 14 Reyholds, q jo. c i t .. up. 52-5 5 * 15 16 Todd, ojd. c i t . « p. 181. Lean, qjd. c i t . . p. 1 2 6 . 17 Sower, et al, c i t . . p. 21. 18 Sixteenth Census of the United States, l o c . c l t . TABLE VI CCCU?ATIGITS FOR 70 CH ONE HUNDRED SIXTY-ONE 10th, ONE HUNDRED SIXTY-FIVE 11th AND ONE HUNDRED EIGHTEEN 12th GRADE STUDENTS WOULD LIKE TO PREPARE, COMPARED WITH 1940 CENSUS FIGURES OF INDIVIDUALS EMPLOYED IN THE OCCUPATIONS, BENTON HARBOR, MICHIGAN* Occupations 10th No, Professional Semiprofessional Managerial & Official Occupations Clerical a Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticul­ tural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Not decided No response Marriage Total No. of students interested Grade 11th Grade 12th Grade 't sf 7° _ No,> . JO 37.3 3.7 46 14 5 36 3.1 22.4 2 2 1 1 1 1.2 .6 .6 .6 4 2.5 12.4 60 20 27.9 11 6.7 43 5 3 7 6 25 - 1 1 .6 5 li 3.1 l 3 6.8 12 161 - 1C0.0 3.0 - 165 No, 'JO 36 9 30.5 7.6 4 25 4 3.5 _ 352 67 643 1073 included '1 231 494 % includes 21.2 a ^ - - - - 1.2 26.1 . no. of individ­ uals engaged in occupations, 1940 i 1.8 2 4.2 - 3.6 15.2 7 .6 .6 1.3 7.3 - loo.o ♦Sixteenth Census of the United States, 1940. 16 2 1.7 5.9 13.6 i-L.n/ 36 1118 - 663 — 6 6 1 5~i 5.1 118 100.0 .8 - 61 . - Jt,738 ... __ 7.4 1.4 13.6 22.6 - 4.9 10.4 — .8 23.6 - 14.C - 1.3 - 100.0 84 school, a fact which would make professional attainments im­ possible for them. Table VI shows that roughly 30.0 percent of the students desired professional occupations, but the census data of 1940 revealed that only 7»4 percent of the workers in Benton H a r ­ bor were employed in that category. There were also discrep­ ancies in the percentages of the managerial occupations, per­ sonal service occupations, skilled occupations, and unskilled occupations when they were compared with the census figures, because fewer workers were reported in the census data for the managerial occupations, and more were reported for the personal service, skilled and unskilled occupations. Although sales and kindred occupations were included in the clerical and kin­ dred occupations of the census data, the percentages of the number of students desiring to engage in these occupations did not greatly deviate from the census data. C0I.IPARISON OF STUDENTS* OCCUPATIONAL DATA WITH THE BENTON HARBOR COLHIUNITY JOB INDEX Comparison of students* occupational choices was also 19 made with the Benton Harbor Community Job Index • Although the Job Index includes jobs in both the tv/in cities of Benton Harbor and St. Joseph, the data were pertinent because consid­ erable shifting of employees occurs between the two cities. 19 Benton Harbor Community Job Index, loc. cit. The Job Index did not include an enumeration of the number of individuals engaged in agrarian pursuits. Therefore, in­ formation related to farm employment was sought from the U n ­ employment Compensation Commission at Benton Harbor, and the County Agricultural Agent. However, information which would warrant its inclusion in this study was insufficient. A let­ ter (see Appendix A) which briefly describes the agricultural situation of the Benton Harbor area was received from the ag­ ricultural agent. It stated that very few of the high school graduates accepted agricultural employment after high school graduation. Furthermore, as was indicated in the United States Census data, only a small percentage of the individuals in the immediate locality were employed in agriculture (see Table VI). In comparing the students’ occupational choices with the Job Index (see Table VII), it was noted that the Job Index included only 3.6 percent of the employed individuals in the Benton Harbor area in the professional occupations, while 37.3 percent of the 10th, 27.9 percent of the 11th, and 30.5 percent of the 12th grade students said they would like to prepare for the professions. Table VII also revealed that 60.1 percent of the employed workers in the area v/ere engaged in either skilled, semi-skilled, or unskilled occupations, v/hile only approximately 14.0 percent of all the students desired occupations in those classifications. The decline in the proportion of professional and administrative workers and the increase in the skilled and TABLE VII OCCUPATIONAL CHOICE OF CUE HUNDRED SIXTY-ONE 10th, ONE HUNDRED SIXTY-FIVE 11th AND ONE HUNDRED EIGHTEEN 12th GRADE HIGH SCHOOL STUDENTS, COMPARED WITH THE BENTON HAR­ BOR ClllUNITY JOB INDEX*, BENTON HARBOR, i;iC::IGAN No . of students interested 10th Grade 11th Grade 12th Grade No. No. No. $ $ f Occupations Professional Semiprofessional Managerial & Official Occup . Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticul­ tural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Not decided No response Marriage Total 14 5 36 2 1 1. 1 37.3 3.7 3.1 22.4 1.2 .6 .6 .6 46 11 2 43 5 3 7 4 20 2.5 12.4 6 25 l 1 3 12 60 - 1 5 li - 161 - •6 3.1 6.8 - 100.0 27.9 6.7 1.2 26.1 3.0 - - 165 36 9 4 25 4 30.5 7.6 3.5 21.2 3.5 - mm 1.8 4.2 2 1.7 — — 3.6 15.2 .6 .6 1.8 7.3 7 16 2 - 5.9 13.6 1.7 - - 6 6 1 5.1 5.1 .8 100.0 118 100.0 Benton Harbor Community Job Index 493 213 377 1549 1C01 1295 Included in Domestic 3.6 1.6 6.5 11.4 7.4 9.5 - — Data not available 24.5 3325 24.9 3379 1448 10.7 - . - - - - - 11,180 100.0 * Benton Harbor Community Job Index* Michigan. Unemployment Compensation Commission, Benton Harbor, Michigan. August 23, 1950. CO ON semi-skilled workers in the Benton Harbor area (noted dif­ ferences between the Census Data and Job Index in Job classi­ fication) does not differ greatly from the findings of The National Advisory Committee on Vocational Education of College 20 Grade . The comparison of students* vocational plans with the Cen­ sus Data and Job Index revealed that the vocational plans of the students did not compare favorably with the Census Data or the Job Index, This fact has implications for the guidance program of the schools because too many students are apparently planning to enter the professions. Unless many of them left the community, which would not likely be the case, employment in some occupational classifications would not be available to them; and, if they did move elsewhere, they would need to lo­ cate in a community where a shortage of workers existed in those occupations. OCCUPATIONAL SELECTION OF STUDENTS PLANNING TO ATTEND JUNIOR COLLEGE The occupational selection of the high school students who planned to attend the Junior college at Benton Harbor was tabulated separately. According to occupational selection, as depicted in Table VIII, 49.1 percent of the 10th, 42.9 percent of the 11th, and 48.0 percent of the 12th grade students hoped to engage in professional occupations. Next in order of selec- 20 Vocational Education of College Grade, cit.« p. 12. 8£ tion was the clerical and kindred occupational classification. The semi-professional and skilled occupational categories should not be overlooked as the students who were interested in these occupations would, no doubt, expect to secure a p ­ propriate training in the junior college. There was a range of 2.9 percent of the 11th grade students to 11.3 percent of TABLE VIII OCCUPATIONAL SELECTIONS OF STUDENTS WHO PLA N TO ATTEND JUNIOR COLLEGE BENTON HARBOR, M ICH IGAN OccuDations 12th Grade 11th Grade 10th Grade c? No_t __ /O . No. .. %. ... _ _ No. 26 Professional 6 Semiprofessional Managerial & Official 2 Occupation Clerical & Kindred Occup. 9 2 Sales & Kindred Occup. — Domestic Service Occup. — Personal Service Occup. — Protective Service Occup. Agricultural, H or t i c u l ­ tural, etc. 6 Skilled Occupation — Semi-skilled Occupation — Unskilled Occupation 2 Undecided — No resuonse 49.1 11.3 15* l 42.9 2.9 3.8 17.9 3.8 l 8 2.9 22.9 93 100.0 Total — — - — — - 2 — — 12 2 48.0 8.0 8 1 - 32.0 4.0 — 5.7 — — — — — mm 11.3 2 — — — 3.8 — 2 4 — __35. 5.7 — 5.7 11.4 100,0 1 — 4.0 — - - — 1 4.0 25 100.0 — the 10th grade students who desired semiprofessional employ­ ment. For the skilled occupational classification the range was 4.0 percent for the 12th grade students to 11.3 percent for the 10th grade students* Again, it may be stated that about 50*0 percent of the students who plan to attend the junior college would like to engage in occupations not classi­ fied as professional. This fact, plus the knowledge that 50.0 percent of the students who plan to attend junior college do not expect to continue their education after two years of junior college, places upon the junior college the burden of providing courses which would afford an opportunity for these students to secure satisfactory vocational training. STUDENTS* OPINIONS RELATIVE TO SUCCESS IN FINDING A JOB FOR WHICH THEY HAD PREPARED ' Students were asked to check a question v/hich pertained to their knowledge of employment opportunities in the occupa­ tion for which they expected to prepare: 1. (b) How good do vou think vour chance will be in finding ^ ,1ob after vou have prepared yourself for it? F a i r .- 3* P o o r -. 4. Check on e - Dg not know- 1. Excellent-- 2. Tables IX, X, and XI re­ veal that students interested in the service occupations, d o ­ mestic, personal and protective, did not expect to experience a great deal of difficulty in finding employment. Nor is it likely that they will since about 10.0 percent of the workers, according to the occupational pattern of the community, are employed in these areas. The occupational pattern of the com­ munity also suggests that it should not be too difficult to secure employment in the clerical and skilled occupations TABLE IX 01IE HUNDRED SIXTY-CUE 10th GRADE STUDENTS' CPU'IONS RELATIVE TO SUCCESS III FI ITDING A JOB FOR 7/L'ICH THEY HAD PREPARED BSHTU.; HARBOR, MICHIGAN Occupations No. of Excel­ Students lent i Professional Semiprofossional Managerial & Official Cccup Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticultural j etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response 60 14 5 36 2 1 1 1 21 35.0 5 35.7 4 2 50.0 20 - 1 5 11 - 3 l 1 1 1 0.3 5o.o 100.0 100.0 100.0 - 1 20.0 1 9.1 Do not Fair 12 2 2 10 - % Poor $ know 20.0 1 14.3 40.0 27.8 - 1 25.0 12 6o.o - - 3 27.3 1.7 26 rlo re- % suonse % 43.3 42.9 - — - 6 3 23 1 - ■■ - 1 4 oo.o 1 9.1 2 16.2 - 7 - . 1 7.1 - - - - 1 5.0 4 - 60.0 63.9 50.0 - 25.0 35.0 - 1 100.0 36.4 TABLE X ONE HUNDRED SIXTY-FIVE 11th GRADE STUDENTS' OPINIONS RELATIVE TO SUCCESS IN FINDING A JOB FOR 7/HIGH THEY HAD PREPARED BENTON HARBOR, MICHIGAN Professional Seniprofessional Managerial & Official Occup, Clerical & Kindred Occup# Sales & Kindred Occup. Domestic Service Occup, Personal Service Occupa. Protective Service Occup. Agricultural, Horticultural, etc# Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response 46 11 2 43 5 Excellent % Fair 15 32,6 15 4 36.4 3 2 100.0 6 13.9 20 1 20.0 1 - - 3 7 2 6 25 1 1 3 12 - 2 7 - 1 1 % Poor 32.6 27.3 mm 46.5 20.0 - 1 3 33.3 42.9 3 28.0 10 50.0 40.0 66 #7 - 32*3 - - - - 33.3 3.3 Do not No re% know % sponse $ - 1 100.0 1 33.3 5 41.7 - - 16 - - 4 - - - - - - - - - - - - - - 4 . 34.3 36.4 - 16 37.2 3 60.0 mm - - - 1 2.3 - - - - - 57.1 - - . . 1 4.0 - - - - - - 1 - - - - - - - - - 1 33.3 5 41.7 - - - 1 16.7 7 28.0 1 100.0 - - CO • CO Occupations No# of Students - vO H TABLE XI ONE HUNDRED EIGHTEEN 12th GRADE STUDENTS* OPINIONS RELATIVE TO SUCCESS III FINDING A JOB FOR WHICH THEY HAD PREPARED BENTON HARBOR, MICHIGAN Occupations No. of Students Professional Semiprofessional Managerial & Official Occup . Clerical & Kindred Occup. Sales & Kindred Occup, Domestic Service, Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticultural > etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Undecided No response Marriage Excel­ lent % Fair Do not No re% Poor $ know % sponse . 36 9 4 25 4 14 4 33.9 44,4 11 4 44.4 - - 1 25.0 12.0 2 - 2 3 16 2 *• 6 6 1 50.0 56.0 - - 1 4.0 11 30.6 1 11.1 1 25.0 7 28.0 4 100.0 . - - - m - - - - - mm - - - - - - - - - - - - - mm 2 100.0 - - - - - — — — — — - • - - - - - 7 - - - - mm mm mm - — 4 66,6 3 50.0 — — — • — — 1 14 30.6 % 4 3 mm 1 — - 57.1 18.8 - 16.7 - — R 6 2 1 3 1 mm 42.9 37.5 100.0 16.7 So.o 100.0 — 43.8 vO to (38.0 percent of the workers were employed in those classi­ fications) because the pattern of workers engaged in those classifications has not fluctuated greatly in the last ten years (see Tables VI and VII). Sixty percent of the 10th grade students who were interested in clerical occupations did not know v/hat success they would have in finding employment in these occupations, and 35*0 percent of those interested in skilled occupations stated they did not know what success they would have. The situation varied for the 11th grade students interested in the clerical and skilled occupations, as 37*2 percent in the clerical classification did not know what suc­ cess they would have securing employment in the clerical oc­ cupations and 23.0 percent in the skilled classification in­ dicated they did not know. were: For the 12th grade, the results 25.0 percent did not know about employment possibilities in the clerical occupations, 43*8 percent did not know about employment possibilities in the skilled occupations. It is obvious that many students were poorly informed as to the suc­ cess they might have in finding employment in the occupation they desired. TRAINING STUDENTS THINK NECESSARY FOR OCCUPATIONS Implications for individuals concerned with the school guidance program have been noted previously in the analysis of data derived from questions designed for another purpose. ever, some of the questions submitted to students were so How­ 94 structured that information of value for student guidance could be gained. One such question involved the amount of training students considered essential for a specific oc­ cupation. The phrasing of the question follov/s: 2. (2) How much training do you think vou will need to prepare .you for this job? 3. 1. High school_______. 2. Junior college_________ Other college training________. In general, students who planned to engage in the pro­ fessional occupations thought that a college education (see Tables XII, XIII, and XIV) was necessary. Hov/ever, 11.1 per­ cent of the 12th grade students thought that a high school education was sufficient. On the other hand, 31*2 percent of the 12th grade students thought a college education essential for the skilled occupations. Twenty percent of the 11th grad ers and 5*0 percent of the 10th graders also thought college a requisite for skilled employment. of the 10th grade students A fairly large percent (35«7) thought that a high school education was sufficient for the semiprofessions. It is like ly that some of the students who were ’•undecided" about an oc cupation were interested in the professions, as approximately one-third of them indicated that they thought a college educa tion was necessary for vocational training. Students interes in clerical and kindred occupations thought a high school edu cation adequate for these occupations. This was not alarming because, in actual practice, many students with high school clerical training can secure such employment. Students plan- TABLE XII AMOUNT OF TRAINING ONE HUNDRED SIXTY-ONE 10th GRADE STUDENTS BELIEVE NECESSARY FOR VARIOUS OCCUPATIONS BENTON HARBOR, MICHIGAN a x a B a n a a m n s x c s x a n a n B & n x a x B a B B a n c n B a a n B a a a tM a n a n n M a s B S No. o f _ _ _ _ _ _ _ _ _ _ Amount of training Occupation Students Other Don't No re_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ H.S. i J.C. % college i know & snonse i 60 Professional 14 Semiprofessional Managerial & Official Occup. 5 Clerical & Kindred Occup. 36 o Sales & Kindred Occup. c Domestic Service Occup, 1 1 Personal Service Occup, Protective Service Occup. 1 Agricultural* Horticultural, etc.4 20 Skilled Occupation Semi-skilled Occupation 1 Unskilled Occupation Undecided 5 No response li 3 5 - 24 5 .c 3 5.7 - 66.7 4 6.7 2 14.3 1 20.0 9 25.0 2 100.0 52 86.7 7 50.0 3 60.0 3 8.3 . 1 1.7 mm - - - - - 1 20,0 - - - - - - - mm - - - - - - - - - - - - - - - - mm - - - - - - mm - 4 20.0 1 5.0 - - 3 - - - - - - 1 100.0 1 20.0 - - - - - - - - 2 40.0 1 20.C 7 1 9.1 — mm - - 1 100,0 1 100.0 1 100. c 4 100. c 12 60,0 - - 63.6 — — - 15.0 - - mm 1 20.0 3 27.3 vo VJ\ TABLE XIII AMOUNT OF TRAINING ONE HUNDRED SIXTY-FIVE 11th GRADE STUDENTS BELIEVE NECESSARY FOR VARIOUS OCCUPATIONS BENTON HARBOR, MICHIGAN Occupation __________________ Professional Semiprofessional Managerial & Official Occup, Clerical & Kindred Occup, Sales & Kindred Occup, Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response No. o f __________ Amount of training Students Other Don't H.S.____ $ J.C. $ college % know 46 11 2 43 5 25 4 - - 3 7 1 4 33.3 57.1 6 25 l 1 3 12 5 17 l l 1 33.3 68.0 100.0 100. C 1 2 - 4 2.2 18.2 - 58.1 80.0 - 33.3 33.3 0 1 4.3 9.1 - - 41 8 2 6 9 20.9 1 20.0 89.1 72.7 100.0 14.0 No resoonse t 1 2.2 1 2.2 - - - - % - - - - - - 3 7.C - - - - - - - - - - - - - - - - - - — 2 66.7 3 42.9 - mm — — — — - - - - - - 1 4,0 1 16.7 5 20.0 - mm 2 8.0 - - - - mm - - 1 33.3 3 25.0 - - - - - - - - - - - - - - — — 4 l 33.3 l 3.3 33.3 \o Os TABLE XI? AMOUNT OF TRAINING ONE HUNDRED EIGHTEEN 12th GRADE STUDENTS BELIEVE NECESSARY FOR VARIOUS OCCUPATIONS BENTON HARBOR, MICHIGAN Occupation Professional Semiprofessional Managerial & Official Occup, Clerical & Kindred Occup, Sales & Kindred Occup, Domestic Service Occup. Personal Service Occup, Protective Service Occup, Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response Marriage No, o f _ _ _ _ _ _ _ _ _ _ Amount of training Donft Students No re­ Other H.S. % J.C!, $ college i know i sponse % 36 9 4 24 4 1 2 - 7 16 2 4 11.1 - - - - 1 2 - 2.8 22,2 - 30 83.3 7 77.8 4 100.0 3 12.5 3 50.0 75.C - - - - - - 2 100.0 - - - - - - - - - - 1 6.2 12 6 85.7 10 62.5 2 100.0 9 37.5 1 25.0 1 100.0 5 - - - - - - - - - - - - - - ^m - - - - - - 1 14.3 - - - - - - - - - mm - 31.2 - - - - - - - - 16.7 - 16.7 - - • - - 6 6 1 5 83.3 - - - - 1 1 — — •* 66.6 100,0 1 - - 4 1 w - 2.8 mm — - — 1 16.7 “ — VO ning to engage in managerial occupations thought some col­ lege training was necessary— either Junior college or another college. As a whole, the students were fairly well informed about the training requirements of the occupations which they wished to pursue# However, there was evidence of need for further guidance relative to the training required for the semi-pro­ fessions and skilled occupations. INSTITUTIONS WHERE STUDENTS EXPECTED TO RECEIVE TRAINING An attempt was made to find out at what institutions the Benton Harbor High School students expected to receive their occupational training. 2. (J) The question submitted to them was: What is the name of the institution where vou expect to get your training? For example: Michigan State College y General Motors Institute. apprentice training on the Job, etc. Table XV shows that a large percent of the students did not respond to the question. It is possible that these students either took for granted that they would receive their training in high school or did not know what institutions could provide the necessary courses. Approxi­ mately 10.0 percent did indicate that they were undecided as to where they would receive training. Noteworthy is the fact that 5«6 percent of the 10th grade, 3.6 percent of the 11th grade, and 5*9 percent of the 12th grade students expected to receive training in a business college or nurses* school, 99 TABLE X V NAME OF INSTITUTION WHERE ONE HUNDRED SIXTY-ONE 10th, ONE HUNDRED SIXTY-FIVE 11th AND ONE HUNDRED EIGHTEEN 12th GRADE STUDENTS EXPECT TO RECEIVE TRAINING BENTON HARBOR, MICHIGAN Name of Institution 10th Grade No.. % Michigan State College 15 Benton Harbor Junior College 9 Out of state colleges 9 University of Michigan 8 Other Michigan colleges 7 General Motors Tech. 3 Nursing 3 On the Job training in industry 2 Business college 2 High School 1 — Other Tech. — Beauty School 20 Undecided No response 74 8 Others Total 16* 11th Grade No. % 12th Grade No. % 9.3 16 9.7 7 5.9 5.6 5.6 5.0 4.3 1.9 1.9 6 7 11 7 1 8 3.6 4.2 6.7 4.2 ♦6 4.8 7 16 3 7 1 7 5.9 13.6 2.5 5.9 .8 5.9 1.2 1.2 ♦6 5 6 6 1 2 12 69 8 3.0 3.6 3.6 .6 1.2 3 1 .8 — - — — 12.4 46.0 5.0 10.0_a .0_ _ _ 1 .3 - — 41.8 4.8 12 48 5 10.2 40.7 4.2 165 100.0 118 100.0 100 in spite of the fact that all or some of the courses essential for their occupational training were available in the Junior college* Some of the 12th grade students indicated that they had a definite interest in attending colleges in other states, since 13*6 percent said they expected to receive their train­ ing in an out-of-state college. One could conclude that, on the whole, students either were not certain as to where they might secure training for their occupations or had not made up their minds. STUDENTS* KNOWLEDGE OF TRAINING AVAILABLE IN THE JUNIOR COLLEGE How many students knew whether the Junior college of­ fered training for their occupations? The answer to this in­ quiry was sought by asking students to check this questions 2. (.e) Do you know whether the junior college offers train­ ing for your job? Check ones Yes______ No________. Forty- seven or 29*2 percent of the 10th grade students indicated they knew whether training was available, 95 or 59#0 percent indicated they did not know and 11.8 percent did not respond (see Table XVT). The 11th grade students indicated that 24.8 percent of them knew that training was available, 63.0 percent did not know, and 12.2 percent did not respond. On the other hand, of the 12th grade students, 43.2 percent, a greater num­ ber than in either the 10th grade or 11th grade, indicated that they knew that training was available. Forty-four and one-tenth percent disclosed that they did not know, and 12.7 percent did not respond. On the whole, there were more 10th, 11th, and 12th grade students who did not know whether train­ ing was available than there were who did (see Table XVI). It appears that the guidance program of the high school should provide more information which would give the students a bet­ ter understanding of the courses available to them in the jun­ ior college. However, there was some indication that the guidance program of the high school might have been function­ ing in behalf of the 12th graders, because more 12th grade than 10th or 11th grade students knew what training was avail­ able in the junior college. ANALYSIS OF STUDENTS WHO WOULD ATTEND THE JUNIOR COLLEGE IF TRAINING WERE AVAILABLE Respondents were asked to check this question: 2. (f) If you could get training in the .1uni or college, would you Yes_________ . No_________. attend .1unior college? Eighty- nine or 55*3 percent of the 10th grade students denoted that they would attend the junior college if training were avail­ able, 43 or 26.7 percent said they would not, and 29 or 18.0 percent did not respond. Of the total number of 11th grade students, 38.8 percent would attend, 44.8 percent would not and 16.4 percent did not respond. answered as follows: The 12th grade respondents 39.8 percent would attend, 39*0 would not attend and 21.2 percent did not respond (see Table XVII). 102 TABLE XVI TENTH, ELEVENTH, AND TWELFTH GRADE HIGH SCHOOL STUDENTS* KNOWLEDGE OF OCCUPATIONAL TRAINING AVAILABLE IN THE JUNIOR COLLEGE FOR THEIR DESIRED OCCUPATIONS BENTON HARBOR, MICHIGAN Knowledge 10 th Grade % No. Knowledge of available training No knowledge of avail­ able training No response Total „ _________ ____ . 11th Grade 12th Grade No. No. % 47 29.2 41 24.8 51 43.2 95 19 59.0 11.8 104 20 63.0 12.1 52 15 44.1 12.7 161 100.0 .165. 100.0 118 100.0 An analysis was made of the occupational aspirations of the 89 tenth, 64 eleventh and 47 twelfth grade students who stated they would attend the Junior college if training for their occupation were available. Except for the 12th grade, the occupational classification which included the greatest number of those students who would attend the Junior college was the professional (see Table XVII), Probably some of the students in that classification may have intimated that they would attend if a complete professional training (four years of college) could be obtained in the Junior college. Although clerical courses were available in the Junior college, it was not surprising that a good number of the students who desired clerical occupations said they would attend if training were available because, as was previously pointed out, a number of TABLE XVII CLASSIFICATION BY OCCUPATIONAL GROUPS OF EIGHTY-NINE 10th, SIXTY-FOUR 11th AND FORTY-SEVEN 12th GRADE STUDENTS WHO WOULD ATTEND JUNIOR COLLEGE IF TRAINING FOR OCCUPATION WERE AVAILABLE BENTON HARBOR, MICHIGAN No* who would attend if training were available Occupations 10th Grade 11th Grade 12th Grade i_____ % ____________________________Ho. %_________ ---- - ■ -^4.. ________Ho. ilx.9, ---No. "-Y-t. ■ 40 Professional Semiprofessional 11 Managerial & Official Occup. 3 14 Clerical & Kindred Occup. Sales & Kindred Occup. 2 Domestic Service Occup. 1 Personal Service Occup. Protective Service Occup, Agricultural, Horticultural, etc. 1 Skilled Occupation 12 Semi-skilled Occupation 1 Unskilled Occupation Undecided 3 1 No response Total _______ 44.9 12,4 3.4 15.7 2.2 20 5 - 15 3 31.2 7.8 - 23.4 4.7 13 3 1 16 1 1 1 27.7 6.4 2.1 34.0 2.1 2.1 2.1 - - - 1.1 2 6 1 6 3.1 9*4 1.6 9.4 - - - - - l.l - - - - 2 4 3.1 6.2 1 2 2.1 4.3 64* 100.0 47* - 1.1 13.5 3.4 1.1 82* 100.0 - 1 7 - 2.1 14.9 100.0 ♦Represents 39*8 percent of the 118 12th grade students; 33.3 percent of the 165 11th grade students and 55«3 percent of the l6l 10th grade students. 104 the students Indicated that they did not know whether train­ ing was available* On the other hand, it is possible that students who did know that training was available could be influenced to enroll in the Junior college if additional clerical curricula were offered* Of major concern was the number of students interested in the semiprofessional and skilled occupations who would attend the junior college if training were available* It appears that here lies the crux of the growth of the junior college enrollment. That growth, however, will depend largely upon the extent to v/hich the cur­ ricular offerings are increased. STUDENTS WHO WOULD ATTEND THE JUNIOR COLLEGE IF TRAINING WERE AVAILABLE AND THEIR KNOWLEDGE OF AVAILABLE TRAINING The above respondents, those who would attend the junior college if training were available, were classified according to occupational interests in order that a comparison could be made with their responses which indicated they knew that oc­ cupational training for their desired occupations was avail­ able in the junior college* It Is evident (see Tables XVIII, XIX, and XX) that a large percent of the respondents who would attend the junior college if train.ing were available for their occupations, did not know that such training was available. Respondents who desired clerical occupations, however, indi­ cated that approximately 55*0 percent of them knew that train­ ing was available, yet they stated they would attend if training TABLE XVIII EIGHTY-TUNE 10th GRADE STUDENTS, ACCORDING TO OCCUPATIONS, VJHl WOULD ATTEND JUNIOR COLLEGE IF TRAINING WERE AVAILABLE, COMPARED WITH THEIR KNOWLEDGE OF AVAILABLE TRAINING BENTON HARBOR, MICHIGAN Occupations Total aspiring to occupations Professional Semiprofessional Managerial & Official Occup. Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agriculture, Horticulture, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Undecided No response Marriage 40 11 3 14 2 Know if training is available Yes i No i 14 4 1 8 1 35.0 36.4 33.3 57.1 50.0 25 7 2 5 1 - mm mm - 1 - - 1 - - - - - - *5 J 25.0 1 12 - 1 3 1 62.5 63.6 66.7 35.7 50.0 mm 100.0 - 100.0 9 75.o 1 - - - - - - - - — — 1 100.0 3 100.0 1 100.0 ■* - No re­ sponse % 1 2.5 - - mm - - 7.1 - - - - mm mm - mm - mm - - - - - - - - - - — — TABLE XIX SIXTY-FOUR 11th GRADE STUDENTS, ACCORDING TO OCCUPATIONS, WHO WOULD ATTEND JUNIOR COLLEGE IF TRAINING WERE AVAILABLE, COMPARED WITH THEIR KNOWLEDGE OF AVAILABLE TRAINING BENTON HARBOR, MICHIGAN a Total aspiring Know if training Occupations to occupations is available _____________________________ Yes % No fo Professional Semiprofessional Managerial & Official Occup, Clerical & Kindred Occup, Sales & Kindred Occup, Domestic Service Occup, Personal Service Occup, Protective Service Occup, Agricultural, Horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Undecided No response Marriage 20 5 5 l mm - 15 3 6 - 4 4 1 6 3 25.0 20,0 - 40.0 - 15 75.0 4 80,0 - - 8 53.3 3 100.0 - - - - - - 1 6.7 - - - - - - - - - - - - - - - - 1 4 1 6 - - - - mm - mm - - - - mm - mm 1 4 1 1 100,0 - - - - - - — - 3 75.0 1 100,0 75.0 25.0 100,0 100,0 100.0 No response i 1 25.0 — — H TABLE XX FORTY-SEVEN 12th GRADE STUDENTS, ACCORDING TC OCCUPATIONS, 7/HO WOULD ATTEND JUNIOR COLLEGE IF TRAINING WERE AVAILABLE, COMPARED ’Tin? THEIR KNOT/LEDGE OF AVAILABLE TRAINING BENTON HARBOR, MICHIGAN Total aspiring Occupations Know if training to occupations is available i No Yes i 3 61.5 5 33.5 2 66.7 - Professional Semiprofessional Managerial & Official Occup. Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Undecided No response Marriage 13 3 1 17 - 12 - 70.6 100.0 - 100.0 5 29.4 - - - - - - 1 - - - - 1 mm - l 100.0 - - - - - 1 7 1 14.3 1 1 1 - No re­ sponse mm mm mm - - - - - - - - - - mm - - 1 100.0 mm mm - - 33.3 mm - l 100.0 6 85.7 i 1 2 1 100.0 - - 1 100.0 - - - - - - - 107 108 were available. The comparison of the data suggests that the statements or the students relative to these two questions is contradictory. That may have been the case for some, but a few students who desired occupational training for clerical positions also stated that they did not plan to attend the Junior college for the following reasons: not enough courses, can get training in a shorter period of time at another in­ stitution, or desire more advanced business machine instruc­ tion. In general, the prospective Junior college students who would attend if training were available were uninformed about the availability of desired occupational training in the Junior college, REASONS STUDENTS GAVE FOR NOT ATTENDING JUNIOR COLLEGE EVEN THOUGH TRAINING WERE AVAILABLE An endeavor was made to determine why students would not attend the Junior college even though training for their desired occupation was available. Quite a number of the stu­ dents did not respond to the question. However, those stu­ dents who did plan to attend the Junior college were not ex­ pected to respond. Others, no doubt, did not feel that their reason was sufficiently worthy and, therefore, did not respond. As submitted to the student, the question reads (g) If you could get the training l a the Junior college * but do not clan to attend. please write the reason in this space _ 109 Table XXI shows that the students who responded to the quest­ ion gave, "Do not care to continue formal education," more than any other response. To this classification could be added the students who said that a high school education was sufficient, thus increasing the total number who actually did not care to continue their formal education. One reason which students gave for not attending Junior college, even if occupational training courses were available, was lack of money: 14.6 percent of the tenth grade students who r e ­ sponded to the question gave that as the reason; 16.4 per­ cent of the 11th and 13.9 percent of the 12th grade students who responded did likewise. "Better training and opportunity for occupation at another institution," "can not secure train ing in Junior college," and "desire to leave home" were other reasons given by a number of the students. ANALYSIS OF CURRICULAR OFFERINGS IN THE BENTON HARBOR JUNIOR COLLEGE An examination of the Benton Harbor Junior College Cours of Study and a consultation with the Dean of the institution disclosed that it was possible to secure the basic courses required for the professional occupations. Table B, Appendix B reveals that a long list of courses is included in the Col­ lege Division of the institution. Similar results were re21 ported by Colvert in his study of Junior college curricula. 21 Colvert, cit.. p. 544. IAELE XXI REASONS FORTY-EIGHT 10th GRADE, SEVENTY-THREE 11th GRADE, AND SEVENTY-TWO 12th GRADE STUDENTS GAVE FOR NOT ATTENDING JUNIOR COLLEGE, EVEN IF TRAINING FOR OC­ CUPATIONS WERE AVAILABLE. BENTON HARBOR, MICHIGAN Reasons 10th Grade No, < 11th Grade No, % 12th Grade No. $ 5 6.8 4 5.6 12.5 7 9.6 5 6.9 1 2 4 2 2 1 2.1 4.2 8.3 4.2 4.2 2.1 2 1 2 2 1 3 1 2.7 1.4 2.7 2.7 1.4 4.1 1.4 2 2 3 1 2.8 2.8 4.2 1.4 - - 1 1 1.4 1.4 1 2.1 - - 2.7 2.7 11.0 16.4 1.4 1.4 1.4 11 Total 48 100.0 6 - - 3 1 6.2 2.1 2 2 8 12 1 1 1 - - - 7 7 14.6 14.6 22.9 mm - 10 5 l - 13.9 6.9 1.4 - - - - -30.1 9 9 12.5 12.5 73 100.0 n j.00,0 22 - 110 Desire to leave home and community Better training and opportunity for occupa­ tion at another institution Unbroken pattern of college attendance better Standards of junior college not high enough Wish to attend larger school Cannot secure training at juhior college Dislike junior college Just do not want to attend junior college Junior college a waste of time and money More convenient to attend another institution Poor marks Finances Do not care to continue formal education Involves too much time High school education insufficient Help needed at home Marriage Other Ill Most of the courses could be applied to practically any basic program for professional preparation. In any case, if two full years of training could not be secured, at least it would be possible to enroll in those courses whifih were avail­ able and which met the occupational requirements. The semiprofessional offerings of the course of study ap­ peared to be limited to curricula which would provide training 22 for general engineering , local public administration and at 2** least one year of basic courses for nurses' training , op24 tometry and mortuary science • Table A, Appendix B discloses that about 30.0 percent of the students desiring semiprofes­ sional occupations were interested in drafting. The college permitted the students enrolled in general engineering to take courses from both the College Division and General Divi 25 sion of the bulletin • Table B, Appendix B shows that nine semester hours of Engineering Drawing were offered. There­ fore students interested in preparing as draftsmen could se­ cure suitable courses in the Junior college. Laboratory technician was the next largest division of the semiprofes­ sional occupations desired by the respondents Appendix B). (see Table A, Of importance is the disclosure that 44.4 per­ cent of the 12th grade students desiring semiprofessional J. C. Bulletin, op . cit.. pp. 44-46. 23 J . C . .Bulletin, • y P • 3^ • 24 J. C. Bulletin, o£„ cit.. p. 19* J. C. Bulletin, cit.. p. 45. 112 occupations were Interested in laboratory technician train­ ing, The response of this group, about to graduate from high school and having perhaps a better conception of the oc­ cupations they desired, had greater meaning than the 10th and 11th grade responses* A complete two year course of laboratory technician training was not in evidence, but Table B, Appendix B illustrates that courses in nurses' chemistry, microbiology and bacteriology were included in the curricular offerings. Although the amount of training available would not provide terminal vocational training, it did permit the students to receive a part of the training essential for the occupation of laboratory technician. There was no evidence that terminal courses in aviation, decorator and window dressing, commercial art, designing, photography, and radio operation were offered in the Benton Harbor Junior College. To include some of these courses would doubtless not be feasible in light of the present jun­ ior college enrollment and the number of students who would select these courses in the near future. Table A, Appendix B indicates that a few respondents were interested in the following occupational classifications: managerial, sales and kindred, domestic service, personal ser­ vice, protective service, agriculture, and semi-skilled. In reference to the vocational-terminal aspect of the junior col­ lege, it is evident that practically no opportunity was affordec the student to secure training in the above-mentioned classi- 113 fications (see Table B, Appendix B) . The findings reveal that approximately 20.0 percent of the respondents in the skilled classification desired tool and die making as an oc­ cupation. Carpentry was next in order; then followed mach­ inist and auto mechanic. Again, Table B, Appendix B reveals that vocational-terminal training in these occupations was not available. However, the consultation with the Dean of the Junior College disclosed an item of importance for the future development of vocational-terminal courses. He saids A new development will change our program some­ what. The Veteran's Institute will close July 1, 1951* This action opens the shops to us so that we shail.be able to serve in that area this next school t e r m . 2 ° If such developments became an actuality, the program would be of great interest to numerous Junior college edu­ cators because it would present the possibility of produc­ ing results which heretofore have hardly been apparent in the junior colleges. The clerical and kindred occupations, which had the second largest number of respondents, were considered in the final discussion of the desired occupations of high school students and the availability of vocational-termi­ nal offerings. Table A, Appendix B shows that approximately 54.0 percent of the respondents who desired clerical occupa­ tions wanted Secretarial work. On the other hand, 15 of 2 5 ------------ From Consultation with Dean C. G. Beckwith of Benton Harbor Junior College. 114 them preferred the stenographic and typing jobs. Most of the students Interested In "other” clerical occupations were interested in general office work such as reception­ ist or "just office work.” The clerical curricula (see Table B, Appendix B) appeared to be sufficient in number and the content seemed to be such as to provide the vocational terminal training necessary for the clerical occupations. THE EFFECT OF TUITION AND TEXTBOOK COSTS UPON STUDENTS' OPPORTUNITIES TO ATTEND THE JUNIOR COLLEGE The effect junior college tuition and the financial outlay for textbooks had in restricting the educational pur­ suits of the respondents was investigated. stated as follows? M & n a you 1. (h) ,£f ^t ^S. & The question was matter of money which attending t^e m n t a r soJLLa&a* you think y o u aAfiht. afrAaflA XL x a a (skask £&&) 1 . LXX h^zs. to £ a y hog^s. luXXXsn___________ • 2. ££ & not h§y£ to 2 3 % .tuition were furnished The findings indicate that of the total number of respondents in the 10th, 11th and 12th grades approximately 23.0 percent had checked one of the statements (see Table XXII). Table XXII indicates that proportionately a greater percent of the 10th, 11th, and 12th grade students who would attend junior college if tuition or tuition and books were furnished were In the professional, semiprofessional, cleri­ cal, and skilled occupational classifications. The greatest percent was found In the professional group; the lbwest, in 115 TABLE XXII STUDENTS (ACCORDING TO OCCUPATIONAL SELECTION) WHO WOULD ATTEND JUNIOR COLLEGE IF TUITION OR TUITION AND BOOKS WERE PROVIDED BENTON HARBOR, MICHIGAN Occupations 10 th Grade 11th Grade 12th Grade No. No. No . _ 2 % % Professional 16 6 Semiprofessional Managerial & Official O c ­ 1 cupations Clerical & Kindred Oc ­ cupations 7 Sales & Kindred Occup. 2 Domestic Service Occup. 1 Personal Service Occup. — Protective Service Occup. Agricultural, Horticul­ tural, etc. Skilled Occupation 7 — Semi-skilled Occup. — Unskilled Occupation 1 Undecided No response 2 3 Total_______________________ 4 “ the semiprofessions• 37.2 14.0 2.3 16.3 4.7 2.3 - 16.3 — 11 4 — 23.9 3.7 - 16 2 — 1 2 34.8 4.3 3 3 6.5 6.5 - - - 2.2 4.3 13 2 33.3 5.1 1 2.6 11 3 28.2 7.7 — - 1 2.6 - - 6 1 15.4 2.6 — 2.3 4.7 1 1 2 2.2 2.2 4.3 — — 1 2.6 100.0 46 100,0 ^9 100,0 - — It is significant that the number in­ terested in the skilled occupations face the problem not only of securing training in the junior college but also of tuition or tuition and textbook costs as well* This would apply also to the students interested in the semi-professions. A few students in the classification of sales and kin­ dred occupations considered tuition or tuition and textbook costs restricting factors in college attendance. A very small percent of the students in the managerial, domestic 116 service, personal service, agricultural, serai-skilled, and unskilled occupational classifications checked one of the items* Students who had not responded to the question re­ lative to the kind of occupation they desired indicated that 4.7 percent of the 10th grade, 4.3 percent of the 11th grade, and 2.6 percent of the 12th grade considered tuition or tui­ tion and textbook costs a barrier to junior college attend­ ance. It is evident that the economic barrier, which involved tuition or tuition and textbook costs, did play an important part in the possibility of junior college attendance for stu27 dents of Benton Harbor High School* Allen also found that tuition appeared to bar students from attending junior college * An analysis was made to determine if there was any marked difference between the percentages of white and col­ ored students who considered cost of tuition or tuition and books a barrier to junior college attendance. Table XXIII shows that in the tenth grade 45*3 percent of the total n um­ ber of colored students in the grade considered tuition or tuition and textbook costs an important item relative to junior college attendance* On the other hand, only 23*4 percent of the 10th grade white students considered these factors as barriers* In the 11th grade 60*0 percent of the colored and 27*2 percent of the white students were effected 2 7 ------------ Allen, ££. ci t * . p. 219* 117 TABLE XXIII TE N T H , ELEVENTH, AND TWELFTH GRADE STUDENTS (BY RACE) WHO WOULD ATTEND JUNIOR COLLEGE IF TUITION OR TUITION AND BOOKS WERE FURNISHED BENTON HARBOR, MICHIGAN White Grade Total no. in grade No. who would attend J.C. Percent of total in grade 10 th 11th 12th *37 158 109 32 43 35 23.4 27.2 32.1 10th 11th 12 th 24 5 9 11 3 4 45.8 60.0 44.4 Colored by these factors* The distribution for the 12th grade was 44.4 percent colored and 32.1 percent white. It Is evident that tuition or tuition and textbook costs was an item of greater importance for colored students than white students. It also appeared that the students faced with high school graduation became more conscious of college expense because the problem was more immediate to them than to the 10th and 11th graders. Scholarships have been made available to a few of the prospective students. In light of the data which indicated that a number of students would attend the junior college if tuition of tuition and textbooks were furnished, it seems ad­ visable to increase the numbers of scholarships and endeavor A 118 to find a way of financing the institution without student tuition. EXTENT TO WHICH STUDENTS WOULD ATTEND JUNIOR COLLEGE ON A PART-TIME BASIS IF TRAINING WERE AVAILABLE The last inquiry made of the students endeavored to secure information which would show to what extent students would attend the junior college on a part-time basis if they could secure training for the occupations they desired. Im­ plications for adult education and a cooperative training program were looked for in the results obtained. ion submitted to the students was* 1. (j.) The quest­ Would you be interested in attending the junior college £ £ & part-time basis? Check o n e * Yes_______ .No________ . Table XXIV dis­ closed that eighty-eight of the 10th grade students said they would attend the junior college on a part-time basis if training for their occupation was available. This was ap­ proximately 48.4 percent of the total number of respondents. The occupational classifications which included the largest number of respondents were the professional, clerical, and skilled. The disclosure that about 30.0 percent of the stu­ dents who desired professional occupations would attend on a part-time basis seemed to illustrate that these students had very little knowledge about the training requirements for professional occupations. On the other hand, it would seem that students who desired skilled occupations could profit if provision for adult education courses or a cooperative TABLE XXIV CLASSIFICATION BY OCCUPATIONAL GROUPS OF EIGHTY-EIGHT 10th, SIXTY-NINE 11th AND FIFTY-THREE 12th GRADE STUDENTS T O WOULD ATTEND JUNIOR COLLEGE ON A PART-TIME BASIS IF COURSES FOR JOB TRAINING WERE AVAILABLE BENTON HARBOR, MICHIGAN Occupations Professional Semiprofessional Managerial & Official Occupation Clerical & Kindred Occupation Sales & Kindred Occupation Domestic Service Occupation Personal Service Occupation Protective Service Occupation Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response Total No. who would attend Dart-time 10th Grade 11th Grade 12th Grade No. i No. % No. $ 32 8 3 20 2 1 1 36.4 9.1 3.4 22.7 2.3 1.1 1.1 15 3 21.7 4.3 - 22 3 2 5 5 31*9 4.3 2.9 - m 2 12 2.2 13.6 10 7.2 7.2 14.5 mm - - - 1 3 3 1.1 3.4 3.4 88* 100.0 1 1 2 1.4 1.4 2.9 16 30.2 4 • 7.5 1 1.9 19 35.8 2 3.7 1 1.9 2 3.7 - 6 1 11.3 1.9 - 1 1.9 69* 100.0 ...iiUPPJ) ♦The 88 respondents represented 48,4 percent of the total 10th grade students;the 69 respondents represented 41,8 percent of the total of 11th grade students; the 53 respondents represented 44,9 percent of the total of 12th grade students. 120 training program we r e made available. Table B, Appendix B discloses that no cooperative training program for the skilled trades was available and no business or skilled trade curri­ cular offerings were evident in the adult educational program, Evidence 28 indicates that a course in time and m o t i o n study and better selling were offered to the adults of the commun­ ity. Table X X I V shows that a few respondents in the m a n a g e r ­ ial and sales occupational classifications would attend on a part-time basis if courses were available. Evidence seems to indicate that additional adult courses should be offered in the clerical and skilled occupations. SUMMARY The purpose of this chapter has been to determines What implications the Benton Harbor High School students' educa­ tional and vocational plans might have for the curriculum of the junior college, especially the vocational-terminal as ­ pect of the curriculum; what their educational and vocational aspirations were; what reasons students gave for not attendIng the junior college; what knowledge they had of oc c u p a ­ tional opportunities and requirements; what effect junior col lege tuition and textbook costs had In barring them from a t ­ tending the institution; and what their desires were relative to part-time attendance at the junior college. 28 J. C. Bulletin, c i t . . p. 53. 121 1* The respondents from whom information was sought included 161 tenth, 165 eleventh and 118 twelfth grade stu­ dents of Benton Harbor High School* Of this number approxi­ mately 50.0 percent were males and 50.0 percent females. The ethnic classification of the group revealed that ap­ proximately 8.0 percent were colored and the rest white. 2. Fifty-nine percent of the 10th, 49.0 percent of the 11th, and 54.0 percent of the 12th grade students planned to continue their education after high school graduation. Of the total number of 10th, 11th, and 12th grade students, ap­ proximately 25.0 percent planned to attend the junior col­ lege » A larger percent of the 11th and 12th grade students planned to attend a college other than the junior college. It appeared that about 50.0 percent of the students who planned to attend junior college would terminate their for­ mal education on completion of the two years of junior col­ lege. It would seem that the junior college curriculum should include courses which would make it possible for stu­ dents to secure vocational training within the two-year period. The Benton Harbor High School students* educational expectations were above the national average of high school students who actually attended college. It appeared that further guidance was necessary to acquaint the student with the factors which determine whether he could or should at­ tend college in the future. 3. Of the number of respondents who planned to attend institutions other than the junior college, 35*0 percent of the 10th, 39.6 percent of the 11th, and 16.0 percent of the 12th grade students planned to attend either Michigan State College or the University of Michigan. However, a large number, 44.7 percent, of the 12th grade students planned to attend colleges in other states. Some students planned to attend business colleges and nurses* training institutions, even though all the training or part of it was available in the junior college. It seemed that further guidance and counseling could provide the students with a better under­ standing of the curricular offerings in the junior college. 4. The main reason students gave for attending a col lege other than the junior college was that the college they planned to attend afforded better training and opportunity for the occupations they desired. **Can not secure training at junior college,*1 **desire to leave home and community,'* *'an unbroken pattern of college attendance is much better," were other reasons which were mentioned. It seemed that the accessibility of the junior college for the student, the rea­ sonableness of the cost, and acquaintance with the courses available should be stressed in order to assure the junior college an enrollment which will include more of the s tudents who plan 5* to attend college. A large percent of the respondents desired employ­ ment in the professional occupations. The clerical and skilled occupational classifications also included a number of the respondents. When the students* statements of de­ sired occupations were compared with statements which indi­ 123 cated in what occupations thay actually thought they would engage, a decrease was noted in the professional classifi­ cation and an increase was evident in the statements which indicated "undecided11 and "no response." However, not much difference was noted in the clerical classification when a like comparison was made. On the whole, the students had occupational aspirations which were patterned similarly to those reported in other studies. A comparison of students* desired occupations was made with the United States Occupation Census Data, 1940, and the Benton Harbor Community Job Index. That comparison re­ pealed that the percentages in the pattern of students* oc­ cupational aspirations were much greater than the percen­ tages in the Occupational Census Data and the Job Index in the professional and semi-professional classifications, but were somewhat similar in the clerical occupations. The Cen­ sus data ana the Job Index included a larger percent of the workers in the managerial occupations than did the student occupational classifications of desired occupations. A separate occupational classification of the students who planned to attend the junior college indicated that most of them were interested in professional or clerical occupa­ tions. Of major concern was the number of students intereste in the semi-professional and skilled occupations. A range from 2.9 percent £or the 11th grade students to 11.3 per­ cent in the 10th grade indicated an interest in the semi­ professions, while a range of 4.0 percent for the 12th grade 124 and 11.3 percent for the 10th grade students Indicated an interest in the skilled occupations. 6. It appeared that the students interested in the service occupations, domestic, personal and protective, did not expect to experience much difficulty in finding employ­ ment in these occupations; and it is probable that they would nave little difficulty, as 10.0 percent of the workers, a c ­ cording to the occupational pattern of the community, were employed in these categories. Many students interested in the clerical and skilled occupations did not know what suc­ cess they might have finding employment in these areas. They should not experience too mu c h difficulty, however, as a p ­ proximately 3^.0 percent of the workers were engaged in these classifications. Students, on the whole, were not too well informed about the possibilities of finding employment in oc­ cupations they desired. 7. In general, students who desired professional oc­ cupations stated that a college education was necessary train­ ing. About 18.0 percent of the students thought that a col­ lege education was required for the skilled occupations. The evidence indicated that further guidance should be provided for students in reference to occupational requirements. 8. A large percent of the students did not state at what institution they expected to receive training. No d e ­ finite conclusion could be drawn about the omission of stu­ dent response, but it could be assumed that students expected to finish high school and consequently they took for granted 125 that that institution would supply the needed occupational training* It appeared that students were not certain where they intended to secure the necessary occupational training. 9. It appeared that more information should be pro­ vided the students of Benton Harbor High School relative to the kind of occupational training available in the Junior college because there were more students who did not know that training was available than did. 10. Approximately 45.0 percent of the respondents stated they would attend the Junior college if training were available for their desired occupation. Of this total, the greatest percent of them desired professional occupations. A large number of students who desired clerical occupations stated they would attend if training were available. How­ ever, it appeared that these students did not actually know what training was available. Some qualifications could be granted, because a few of the students interested in clerical occupations had stated that the reasons they were not attend­ ing Junior college were that not enough advanced courses were offered, and training could be secured in another institution in a shorter period of time. Also of importance was the num­ ber of students in the skilled occupations who would attend if training were available. 11. Of the number of students who stated reasons for not attending the Junior college even if training were avail­ able, most of them indicated that finances, better training in other institutions, lack of interest in further formal 126 education and a desire to leave home and the community as the most Important reasons Tor not attending the junior college* 12* The analysis of the Benton Harbor Junior College Course of Study disclosed that basic courses for profession­ al occupations were available in the junior college* Courses offered for semiprofessional occupations were limited to two years of general engineering, and one year of nurses' science* local public administration training, optometry and mortuary A number of courses providing clerical training were available, and it seemed that an adequate two year terminal program was feasible for the student interested in preparing for the clerical occupations* siring training in the managerial, The students de­ sales, domestic service, agriculture, skilled and semi-skilled occupations had lit­ tle prospect of securing training in these occupations. 13* Junior college tuition or tuition and textbook costs appeared to be a barrier to junior college attendance for some 23.0 percent of the respondents. Students in the skilled occupational group faced the problem not only of se­ curing available training in the junior college, but also of tuition and textbook costs* The problem of tuition and textbook costs w as of greater importance to the colored youth than the white. 14* About 45.0 percent of the students would attend the junior college on a part-time basis if training for their de ­ sired occupations were available. Most of the students who 127 would attend desired professional training. Students who desired skilled occupations could profit if part-time courses were offered in those fields. After examination of the adult education program, it appeared that the of­ ferings would be insufficient in the clerical and skilled occupations if students* adult occupational training r e ­ quirements were to be met. CHAPTER V ANALYSIS OF DATA SECURED FROM 1946 AND 1949 BENTON HARBOR HIGH SCHOOL GRADUATES This chapter presents an analysis or questionnaires sent to 259 graduates of the Benton Harbor High School of the class of 1946, and 305 graduates of the class of 1949. Of the number of questionnaires mailed to the graduates, 116 or 44.8 percent were returned by the 1946 graduates and 129 or 42.2 percent were returned by the 1949 graduates. The purpose of the follow-up study was to determine: in what vocations the former students of Benton Harbor High Scho< were actually engaged; what educational experiences they had after high school graduation; what reasons they stated for at­ tending or not attending the Benton Harbor Junior College; what knowledge they had of the curricula offered in the junio] college; what their suggestions were relative to the courses which would be helpful to them in their present occupations; what degree of satisfaction they found in their present o c ­ cupations; and what effect tuition and textbook costs had in preventing their attendance at the junior college. The basic reason for gathering the data relative to the above-stated purposes was to determine what implications the findings had for the vocational-terminal aspect of the junior college curriculum. The pattern of the follow-up questionnaire was 129 similar to the one submitted to the high school students of Benton Harbor so that the data secured from the graduates of the classes of 1946 and 1949 could be compared with that secured from the high school students to determine if any similarities existed. Similarly, occupational data collected from the grad­ uates was compared with the data in the United States Popu1 lation Bulletin, 1940 , and the Benton Harbor Community 2 Job Index in order to determine if there were marked dif­ ferences in the respondents* pattern of occupational classi­ fication and the occupational pattern of Benton Harbor. Graduates1 responses relative to the type of work in which they v/ere engaged were classified according to the Dict3 ionary of Occupational Titles • The curriculum of the junior college was studied to determine if it included the courses which former high school students suggested would be helpful in their present occupa­ tions • The census data (see Table XXV) provided by the high school graduates indicated that the greatest percent of them resided in Benton Harbor, (55.8 percent of the class of 1949 and 36.3 percent of the class of 1946). Approximately 70.0 percent of the graduates of both classes lived in Berrien 1 United States Population Bulletin, 1940, l o c . cit. 2 Benton Harbor Community Job Index, l o c . cit. 3 Dictionary of Occupational Titles, l o c , cit. TABLE XXV CENSUS DATA OF THE CLASSES OF 1946 AND 1949 GRADUATES OF BENTON HARBOR HIGH SCHOOL BENTON HARBOR, MICHIGAN Census Data Class of 1946 No. % Class of 1949 No. % _ 42 26 36.2 22.4 72 6 55.8 4.7 12 10.3 17 13.2 11 25 9.5 _ 21.6 8 26 6.2 20.2 116 100.0 129 100.0 51 64 44.0 55.1 ____ 9 56 72 1 55.8 20.9 78.3 Residence Benton Harbor-city Berrien County Benton Harbor, non-res# rural Other communities of Michigan Out of state Total Sex Male Female No response __ . a § .____ Marital status Married Single No response Total 65 50 1 56.0 43.1 . .. .9 27 101 1 116 100.0 129. . 100.0 Courses completed in High School College Preparatory Commercial Industrial Arts Home Economics Agriculture General Others No resnonse Total 48 25 2 5 5 17 4 9 42.2 21.6 1.7 4.3 4.3 14.7 3.4 7.8 65 22 4 2 7 22 116 100.0 129„ — 7 _ 50.4 17.1 3 4 1.6 5.4 17.1 — 5.4 100.0 131 County. Thus a large percent resided near the community where they had attended and graduated from high school. However, more of the 1946 graduates had moved from Berrien County than had the graduates of the class of 1949. The armed services accounted for some of the students who had moved out of the state of Michigan. A follow-up study of the 1940 and 1944 graduates of Benton Harbor was made by the sociology class of Benton Harbor High School under the direction of Mr. Joe Rogers in January, 1949* The results, relative to the place of r e s i ­ dence of the 1940 and 1944 classes, indicated that no marked difference existed between the percentage of the 1940 and 1944 students who lived in Berrien County, and the 1946 and 1949 graduates who lived in the county. Table I* Class of 1940 No. % Now live in Benton Harbor Now live in Berrien Co. but not in Benton Harbor Now live in Mich igan but not in Berrien Co. Now live out side M i c higa n Total Class of 1944 % No. 36 47.4 76 56.3 10 13.2 15 11.1 18 12 76 2"5.7 _ 15.8 100.0 24 20 185 17.8 14.8 100.0 ♦Adapted from Follow-up Study of the Classes of 1940 and 1944 of Benton Harbor High School. January, 1949 • The data in the present study suggested that a big proportion of the graduates of the classes of 1946 and 1949 could be expected to seek employment in the city of Benton i Harbor because many lived in Benton Harbor, and some who lived in the twin city, St. Joseph, also stated they were employed in Benton Harbor. The fact that a big proportion do live in the area imposes a specific community occupation­ al pattern for them. The response which pertained to the marital status of the graduates denoted that 56.0 percent of the class of 1946 and 20.9 percent of the class of 1949 were married (see Table XXV). Table XXV shows that most of the graduates had com­ pleted the college preparatory course in high school. The next largest group indicated they had completed the commer­ cial curriculum; then followed those who stated they had com­ pleted a general program. Very few said they had completed the industrial arts, home economics and agricultural course of study. INDUSTRY GROUPS IN WHICH GRADUATES WERE EMPLOYED Graduates were asked to write the name of their employ­ er and the kind of business or service in which they were em­ ployed in order to determine in what classification of the industry groups they were now employed. of the respondents was: The question asked If you are now employed. give (a) Name of employer_______________ , (b) Business or service . Table XXVI shows that the largest percent of the grad­ uates in the class of 1946 were employed in manufacturing 133 TABLE XXVI EMPLOYMENT OF 1946 AND 1949 GRADUATES ACCORDING TO INDUSTRY GROUPS BENTON HARBOR, MICHIGAN Industry groups No. of graduates 1946 Agriculture, forestry and fishery Construction Manufacturing Transportation, communica­ tion and other public service Wholesale and retail trade Finance, insurance and real estate Business and repair service Personal service Amusement, recreation and r e ­ lated service Professional and related service Government Armed Service Other No resDonse Total industries. % No. of graduates 1949 % 2.3 •o 26.4 4 3 20 2.6 17.2 3 1 34 4 14 3.4 12.1 4 11 3 . 5 2 4 2 1.7 3.4 1.7 11 2 2 1.6 1.6 1 1.9 13 2 10 11.2 1.7 37 31.9 116 100.0 129 3 . 6 — 8 . 5 mm 2 2 11 2 44 — _ 1.6 1.6 8 . 5 1.6 34.1... 100.0 Other industry groups in which quite a number of those graduates were employed were the wholesale and re tail, and professional and related service groups. Ten or 3.6 percent stated they were in the armed services. The largest number of the class of 1949 also were em­ ployed in manufacturing industries. The wholesale and re­ tail trade, and finance, insurance and real estate were other industry groups in which a fair proportion of the 1949 grad­ uates were engaged. Almost identical to the 1946 graduates A 134 3,5 percent were in the armed services, Many graduates did not respond to the question because they were still attend­ ing school and had no permanent employment. It appeared that facilities should be provided to train individuals for the occupations generally found in the professional, manufactur­ ing, wholesale and retail, and insurance and real estate in­ dustries since most of the working graduates, had found em­ ployment in these industries, OCCUPATIONS IN WHICH GRADUATES 17ERE ENGAGED An Inquiry was made as to the kind of work In which the respondents were now engaged. The responses were classified according to the Dictionary of Occupational Titles A , Then, a comparison of graduates' occupational classification was made with the data in the United States Census Population Bulletin 5 '6 and the Benton Harbor Community Job Index in or­ der to determine differences between the graduates* occupa­ tional pattern and the community occupational pattern. The inquiry requested the following information from the 4 Sixteenth Cehsus of the United States, 1940, l o c . cit, 5 Benton Harbor Community Job Index, loc, cit, 6 Dictionary of Occupational Titles, lo c , cit. 135 graduates* Kind of work you do* (Please describe the work (Check) you do) 1. Clerical 2. Professional_________________ ^Common Labor 4 .__________________________Managerial___________________ 5. Executive 6. Skilled Labor 7*_________________________ Other_________________________ Table XXVTI reveals that 12,9 percent of the 1946 grad­ uates were doing professional work, 31,0 percent clerical and 12*1 percent skilled. On the other hand, the table il­ lustrates that only .3 percent of the 1949 graduates were in the professional classifications; 27*1 percent were em­ ployed in the clerical occupations, and 10*0 percent in the skilled occupations* Differences were noted in the number of the 1946 and 1949 graduates employed in the semi-skilled and unskilled occupations (see Table XXVII). The occupational status of the graduates of 1940 and I944 did not differ very much from the occupational status of the 1946 and 1949 graduates* More of the 1940 and 1944 graduates indicated they were engaged in professional occu­ pations, but the difference was not startling (see Table IX adapted from 1940-1944 Follow-up Report)*. TABLE IX Class of 1940 No. jSS Professional Engineering 2 5 2.2 5.4 Class of 1944 No. % __ 2 2 1.5 1.5 *Adapted from Follow-up Study of the Classes of 1940 and 1944 of Benton Harbor High School* January, 1949* ^ t TABLE IX (CONTINUED) . Teaching Nursing Skilled Labor Semi-skilled Labor Unskilled Labor Proprietors Managers Selling Service Trades Clerical (Office) Banking and Accounting Farming Armed Services Students Housewives Totals Class of 1940 .No . .. 5 4 11 5 2 3 8 4 12 1 4 1 7 13 92 _ % _ _ _ 5.4 4.3 12.0 5.4 — 2.2 3.3 8.7 4.3 13.0 1.1 4.3 1.1 7.6 14.1 100.0 Class of 1944 No. % _ _ _ _ _ 7 8 16 14 2 2 1 11 10 33 4 3 3 7 7 . 132 6.1 12.2 10.2 1-5 1.5 .8 3.3 7.6 25.0 3.0 2.2 2.2 5.1 5.1 100.0 Ivlore of the 1946 graduates than 1949 graduates were employed in the semi-professional and managerial occupations. About the same percent in each class were engaged in the protec­ tive service occupations. Host of the graduates in that classification were in the armed service. It appeared that, the longer the graduate had been out of high school, the greater success he had in securing employment in the profes­ sional, semi-professional, and managerial occupations; and, the shorter the period, the greater was the possibility that would be employed in those occupations which did not require much training and skill. This up-grading of occupational classification was probably the result of additional training. It also suggested that high school graduates did continue their schooling to receive their occupational training or 137 secured it through other means. Since a fair proportion of the graduates are performing skilled work, and others are doing semi-skilled and unskilled work, the junior college could render a much needed service if it provided curricula to train the individuals for skilled occupations. OCCUPATIONAL CLASSIFICATIONS OF GRADUATES COMPARED WITH THE U NI T E D STATES CENSUS DATA When the 194-6 graduates* occupational classifications were compared with the 194-0 Census data, the results indicated that the percentages of the graduates who were employed in the professional, semiprofessional, clerical and sales, and agri ­ culture occupations were greater than the percentages reported for the corresponding classifications in the Census data Table XXVII). service, (see Fewer were engaged in the managerial, personal skilled and unskilled classifications. The table also reveals that only .8 percent of the 194-9 graduates were engaged in professional occupations, while the Census data indicated that 7*4 percent of the workers in the city of Benton Harbor were employed in that category. The Census Report indicated that sales occupations were embodied in the figure reported for the clerical occupations; the same procedure prevailed in a com bination of the personal service and protective service occ u p a ­ tions— namely, protective services were included in the persona service occupations. the Census Report. No semi-skilled occupations were listed i Although combinations had been made, it was evident that the percentages of the 1949 graduates in the cleri cal and sales, the skilled and semi-skilled occunational classi TABLE XXVII OCCUPATIONS IN WHICH ONE HUNDRED SIXTEEN 1946 AND ONE HUNDRED TWENTY-NINE 1949 GRADUATES WERE ENGAGED COMPARED WITH THE NUMBER OF INDIVIDUALS EMPLOYED IN THESE OCCUPATIONS ACCORDING TO THE 1940 CENSUS DATA, BSNTCN HARBOR, MICHIGAN Occupations Professional Semiprofe s s iona1 Managerial & Official Occupations Clerical & Kindred Occupations Sales & Kindred Occupations Domestic Service Occupations Personal Service Occupations Protective Service Occupations Agricultural, horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations No response Marriage Not employed Total Number of graduates 1946 1949 No. No. % 15 4 8 36 3 3 5 12.9 3.4 6.9 31.0 2.6 - 14 8 1 15 1 1 2.6 4.3 1.7 12.1 6.9 .9 12.9 .9 •9 116 100.0 2 Census Date % 1 2 1 35 4 1 7 6 4 .8 1.5 .8 27.1 3.1 •0 5.4 4.7 ^•>494 included 3.1 36 .8 13 10.0 14.0 1.5 27.1 - 1118 23.6 18 2 35 7.4 1.4 13.6 22.6 231 4.9 10.4 - 663 61 100.0 - 14.0 1.3 - •* *■ 129 352 67 643 /"-> 1073 Included 4.718 — 100.0 fications were not much greater than the percentages reported in the Census data. The Census figures indicated that 14.0 percent of the workers were in the unskilled classifications, while the 1949 graduates said not as many of them were thus em­ ployed (1.5 percent). The data suggested that the occupational pattern of the 1946 and 1949 graduates did not correspond in every respect with the occupational pattern depicted in the Census Report. Further, in light of the fact that the occupa­ tional pattern of graduates does differ from the community pat­ tern, it could be expected that the high school students* occupatiohal classification also would deviate from the repre­ sentative occupational pattern reported in the 1940 Census (see Chapter IV)'7. OCCUPATIONAL CLASSIFICATIONS OF GRADUATES COMPARED 7/1TK BENTON HARBOR COMMUNITY JOB INDEX Comparison of graduates* occupational classification was also made with the Benton Harbor Community Job Index (as pointe out in Chapter IV, the Index included both Benton Harbor and St Q Joseph) • Table XXVIII denotes that the percentage of 1946 graduates engaged in professional occupations was much greater than the percentage of workers employed in that classification. A difference was also noted in the clerical and kindred occupa­ tions (1946 graduates 31*0 percent, Job Index 11.4 percent). 7 -------------- Chapter IV, Table V I . 8 Benton Harbor Community Job Index, loc. cit. TABLE XXVIII OCCUPATIONS III WHICH ONE HUNDRED SIXTEEN 1946 AND 01® HUNDRED TWENTY-NINE 1949 HIGH SCHOOL GRADUATES HAVE ENGAGED, COMPARED WITH THE COMMUNITY JOB INDEX, BEN­ TON HARBOR MARKET AREA, BENTON HARBOR, MICHIGAN Occupations Number of graduates 1946 1949 No. % No* Professional Semiprofessional Managerial 4 Official Occupations Clerical & Kindred Occupations Sales & Kindred Occupations Domestic Service Occupations Personal Service Occupations 15 4 8 36 3 3 12.9 3*4 6.9 31.0 2.6 2.6 1 2 1 35 4 1 7 Protective Service Occupations Agricultural, horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations No response 5 2 14 8 1 15 4.3 1.7 12.1 6.9 .9 12.9 6 4 13 18 2 35 Benton Harbor j Community Job i{ Index $ .8 3.6 493 1.6 213 1.5 .8 877 6.5 11.4 27.1 1549 1001 7.4 3.1 .8 1295 9.5 5.4 Included in domestic i t n t i 4.7 3.1 Not available 10.0 24.5 3325 14.0 25.9 3379 1448 10.7 1.5 27.1 140 141 The comparison also revealed that the percentage of graduates was less than the percentage of workers normally engaged in the unskilled, skilled, and semi-skilled occupations. The comparison involving the 1949 graduates shows that fewer of these graduates were engaged in the professional oc­ cupations (see Table XXVIII). When the 1949 graduates' cleri­ cal occupational classification was compared with the Job In­ dex, not as great a difference in percentages was evident for the 1949 graduates as for the 1946 graduates in these occupa­ tions. Further, the percent of the 1949 graduates employed in the semi-skilled and unskilled occupations was much greater than that of the 1946 graduates. In retrospect, relative to high school students' occupa­ tional choices, it appeared that the students were optimistic in regard to occupational attainment. After considering the occupational data submitted by graduates, It was evident that it would not be likely that approximately 30.0 percent of the high school students would be employed in professional occupa­ tions. Fewer students could expect to enter the ranks of the semi-skilled workers. Little difference in percentage was noted for students and graduates in the skilled occupations 9 (see Chapter IV) . It appeared, however, that the ambitions of the students interested in the clerical occupations could be satisfied. On the whole, it appeared that the guidance pro­ gram of the school should place considerable emphasis upon vo­ cational guidance. In addition, the junior college could pro- Table VI, ChaDter IV, p. 83. vide occupational training for more of the individuals en­ gaged in the unskilled and semi-skilled occupations in order that some of them might become skilled workers. NUMBER OF EMPLOYED MARRIED 7/CMEN GRADUATES An assumption that a fairly large percent of the married women were employed was substantiated by the results obtained from the answers to the question: I£ married, female and not JlgE employed. please check and describe above what work vou did before marriage. Fifty-one and two tenths percent of the married women of the class of 1946 were employed and 68.7 per­ cent of the class of 1949 were employed. The fact that so many of the married females work appeared to raise another issue for both the high school and junior college. If the percent of married women who work remains the same in the future or even becomes greater, more consideration will have to be given to the occupational preparation of the girls at­ tending both the high school and the junior college. COMMUNITIES '.THERE GRADUATES WERE EMPLOYED An effort was made to find out how many of the graduates of the classes of 1946 and 1949 were employed in Benton Harbor. Consequently, the respondents were asked the question: is the name of the community where you are qow What employed?_______ About ^0.0 percent of the respondents did not answer the ques­ tion (see Table XXIX). Many graduates were not regularly 143 employed, and were attending school. was required. Therefore, no response Others may have reasoned that it was not nec­ essary to state the name of the community in v/hich they were employed as long as they had stated their place of residence. However, of those who did respond, the biggest percent said they were employed in Benton Harbor. There were more grad­ uates of the class of 1949 than the class of 1946 who indi­ cated this. A larger percent of the 1946 than the 1949 grad­ uates indicated that they were employed in other communities of Michigan and out of the state. It appeared that many of the graduates of Benton Harbor High School seek employment in Benton Harbor. Therefore, it seems that the occupational training program should include courses which train the indi­ vidual to meet the occupational requirements of the community. EDUCATIONAL EXPERIENCES OF HIGH SCHOOL GRADUATES Allen’1'0 found that a larger percent of the high school students living in college cities were planning to attend col­ lege than was the case in non-college cities. The 1946 and 1949 graduates were requested to indicate to what extent they had continued their school experience after high school gradua tion: Have you attended school since you graduated from high school?____________ . Fifty-seven and eight tenths percent of the 1946 respondents and 56.6 percent of the 1949 graduates had additional schooling beyond the high school. 10 Allen, ojo. cit.« p . 23.3 • About the 144 TABLE XXIX LOCATION OF EMPLOYMENT OF ONE HUNDRED SIXTEEN 1946 GRADUATES AND ONE HUNDRED TV/ENTY-NINE 1949 GRADUATES BENTON HARBOR, MICHIGAN Location 1946 Graduates No. . % 1949 Graduates No. % _ _ Benton Harbor Berrien County Other communities of Michigan Out of state No response Other 26 2 22.4 1.7 34 16 26.4 12.4 18 14 56 - 15.5 12.1 48.3 - 1 5 72 -JL .8 3.9 55.8 .8 116 100,0 129 Total . 100-0 same percent of the 10th, 11th, and 12th grade Benton Harbor High School students planned to attend college (see Chapter I V ) T a b l e III (adapted from the 1940 and 1944 Follow-up Study) indicated that 45.5 percent of the 1940 graduates and 47.4 percent of the 1944 graduates had formal training beyond the high school*. These percentages are approximately 10.0 percent below those of the 1946 and 1949 graduates. TABLE III* Extent of formal education since leaving Benton Harbor High Attend College-no degree A. B. Degree College beyond A.B. Other schools Did not attend Total __ _ Class of 1940 No. * 14 18.2 8 10.4 10.4 8 5 6.5 42 54.5 77_ __ 100.0 of Benton Harbor High School, January, 1949. 11 Table I I . Chapter IV. Class of 1944 No. % .. 24.4 33 12.6 17 2.2 3 8.2 11 52.6 7i 100.0 n* Additional information, in regard to the graduates* edu­ cational experiences beyond high school, was requested. A re­ statement of the question follows: Give type and name of school Length of time attended C o l l e g e __________________________________________________________ Trade School Business School Adult Evening School Correspondence Course____________________________________________ Employers* Training School 0 ther Table X X X denotes the type of educational institutions in which the graduates had continued their education. Approximate ly 47*0 percent of the 1946 and 38.0 of the 1949 graduates at­ tended a junior or senior college. There was a slight dif­ ference in percentage between the 1946, 1949 graduates, and the 1940, 1944 graduates in reference to junior and senior col­ lege attendance, as approximately 38*0 percent of the 1940, 1944 graduates attended that type of institution (see adapted Table III). Table XXX also revealed that approximately the same percent of the 1946 and 1949 graduates had attended c o l ­ leges in another state. "Other" institutions included armed service training schools of a technical nature and evangelis­ tic training institutions. It appeared that a greater percent of the high school grad uates of the classes of 1946 and 1949 attended college than was generally the case for high school graduates throughout the nation. The data also suggested that the longer graduates had been out of high school the larger was the percent of those who had attended a junior or senior college. In light of the fact 14^b TABLE XXX EDUCATIONAL INSTITUTIONS WHICH GRADUATES OF THE CLASSES OF 1946 AND 1949 ATTENDED AFTER HIGH SCHOOL GRADUATION BENTON HARBOR, MICHIGAN Institutions 1946 graduates 1949 graduates ______________________________________________________ N o . ______ % _________ N o . 6*0 3-4 6.0 .9 10.3 117 2.6 5.4 .8 3.1 .8 3-3 •8 3.1 .8 1.6 3-9 8.5 1.6 1.6 13.2 2 1 8 4 2 5 1.7 .9 6.9 3.4 1.7 4.3 7 1 4 1 5 1 4 1 2 5 11 2 2 17 7 2 6.0 1.7 3 3 2.3 2.3 1 1 2 55 .9 .9 1.7 47.4 — — 1 3 56 .8 2.3 43.4 116 100.0 129 100.0 — vO C\J Total 7 4 7 1 12 2 3 ^ CO H 00 O nCO H 00 vD Michigan State College Michigan State College & Other University of Michigan University of Michigan & Other Other Michigan colleges Other Michigan colleges & Other Business college Other technical Beauty school Nursing Out of state college Out of state college & Other Correspondence school Benton Harbor Junior College Benton Harbor Junior College & Other Employers* Training School Employers* Training School & Other Adult Evening School Other No response % that 15.5 percent of the 194-9 graduates had attended the Junior college, it appeared likely that the percent of the high school students v/ho indicated that they planned to a t ­ tend the Junior college was not abnormal. The fact that the Junior college was organized shortly after the 1946 respond­ ents had graduated from high school was no doubt one of the reasons only 10.0 percent of that class had attended the institution. Table XXXI indicates that, of the sixty 1946 graduates who had continued their education, about 28.0 percent had at­ tended for a span of time which varied from three months or less to one year and six months. Therefore, at the end of one and one-half years, about one-fourth of the 60 graduates had terminated their formal education. A number of students had completed three years and six months (33*3 percent). It is probable that a large percent of these graduates will com­ plete four years of education, as Table XXXIII indicates that 17*2 percent of the 1946 graduates were still attending school. A few of the 1946 graduates had already completed four years of college* 3*3 percent had finished four years and 10.0 percent had experienced more than four years of edu­ cation beyond high school (see Table XXXI). Of the fifty-four 1949 graduates who had continued their education, 37*0 percent had attended for a period of time varying from three months or less to nine months XXXI). (see Table The major portion of them had attended one year and six months (44.4 percent). A number of these probably were 147 TABLE XXXI LENGTH OF TIME SIXTY 1946 GRADUATES AND FIFTY-FOUR 1949 GRADUATES ATTENDED INSTITUTIONS OF LEARNING AFTER GRADUATION FROM HIGH SCHOOL BENTON HARBOR, MICHIGAN 1946 graduates No. % Length of time 3 months or less 0 months 9 months 1 year 3 months 1 year 6 months 2 years 2 years 3 months 2 years 6 months 3 years 3 years 3 months 3 years 6 months 4 years More than 4 years .. . Total 2 4 7 3 1 5 4 2 3 1 20 2 6 3.3 6.7 11.7 5.0 1.7 8.3 6.7 3.3 5.0 1.7 33.3 3.3 10.0 60 100.0 1949 graduates No. % 6 4 10 6 24 3 1 11.1 7.4 18.5 11.1 44.4 5.6 1.9 - — - — — — — — - — — — -54,. 100-0 still attending because Table XXXIII revealed that forty-seven or 36.4 percent of the 1949 graduates were attending a school at the time they responded. LENGTH OF TIME GRADUATES ATTENDED JUNIOR COLLEGE An analysis of the length of time graduates of the class­ es of 1946, 1949 attended the junior college was made. Table XXXII shows that 2 3 .0 percent of the 1946 graduates who a t ­ tended the junior college had completed two years; 3 8 .O percent had completed no more than a year and a half; 23.0 percent did not respond, and 7*7 percent attended the junior college adult i program* Information which students wrote on their quest­ ionnaires indicated that one of the students who left after a year of junior college was in the armed service* One state* he had attended the University of Michigan for one and a half years. Then he had returned to the community and was now a t ­ tending junior college (3 months or less) • TABLE XXXII LENGTH OF TIME 1946 AND 1949 BENTON HARBOR HIGH SCHOOL GRADUATES ATTENDED BENTON HARBOR JUNIOR COLLEGE* BENTON HARBOR, MICHIGAN Length of time attended 1 months 6 months 1 year l£ years 2 years Over 2 years No response Adult evening school Now attending 1946 1949 graduates graduates No.. % No. % 2 — 2 1 3 — 3 1 1 _ 15.4 — 15.4 7.7 2 3 .O — 2 3 .O 7.7 7.7 1 4 1 18 4.2 16.7 — — — 4.2 75.0 24 100.0 100.0 Total __________ 13 . *1946: One student in army after 1 year; one student returned to Junior College for !§• years after attending University of Michigan; one student who took 3 months or less took electives for graduation at another school. 1949s One student attended Western Michigan College of Educs tion then returned to Junior College and is now attending Juni College; one student attended McMurray College for a year and then returned to Junior College and is now attending because it is cheaper; one student went to a senior institution after 1 year at Junior College; one student attended Michigan State College for one year then returned to Junior College for financial reasons. 149 TABLE XXXIII GRADUATES OF THE CLASSES OF 1946 AITD 1949 miO WERE STILL ATTENDING SCHOOL BENTON HARBOR, MICHIGAN . Yes No No response Total Class of 1946 . No. % Class of 1949 No. fo 20 91 5 17.2 78.4 4.3 47 80 2 36.4 62.0 1.5 116 100.0 129 100.0 Of the 1949 graduates who attended the junior college, 75.0 percent were attending the institution at the tine they completed the questionnaire, 16*7 percent had attended one year, 4.2 percent six months and 4.2 percent did not respond. Data which would indicate that a large percent of the stu­ dents left the junior college before they had completed the two years was not evident in the case of the 1949 graduates. It appeared that very few of the 1946, 1949 graduates v/ho had attended the junior college terminated their educational pro­ gram before they had completed two years of junior college education, and those who did usually continued their education in a senior college REASONS GRADUATES GAVE FOR NOT ATTENDING THE JUNIOR COLLEGE A few students v/ho did not attend the junior college or another college responded to the question which inquired why they had attended another college instead of the junior col- 1 150 leg©. They apparently felt that they should make some state­ ment regarding their non-attendance at the institution. The request for information in reference to the reason respondents did not attend the junior college -was phrased as follows: 2PM kaXQ If school since .graduating from high school ana did atasnd B en,ton Harbor Junior College. please state your reason for not attending:___________________. The data in Table XXXIV reveals that a few of the 1946 respondents who at­ tended another Institution did not respond (10.6 percent). The largest percent of the sixty-six 1946 graduates stated that the junior college was not In existence in 1946 (19.7 percent). These students were mistaken because the junior college was In operation by September, 1946. Apparently, the public relations techniques employed at the time the in­ stitution began were not effective enough to impress the 1946 graduates with the importance of the institution, or the skepticism accompanying a new community educational venture may have been a factor* Some of the 1946 graduates stated that training was not available in the junior college (18.2 percent); others indicated that they attended another institu­ tion because better training and facilities were available (12.1 percent). The 1946 graduates may have drawn these con­ clusions because only a one year college curriculum was offered 12 the first year the junior college was established. A few of the 1946 graduates desired the Influence of college 12 J.C. Bulletin, £p. c l t .. p. 6. 151 TABLE XXXIV REASONS GRADUATES OF 1946 STATED FOR NOT ATTENDING BENTON HARBOR JUNIOR COLLEGE BENTON HARBOR, MICHIGAN Reasons No. of ______ <2____ J. C. was not in existence Desired influence of college life away from home Scholarship for another institution Moved from Benton Harbor Did not desire to continue education Desired to attend a larger institution Unbroken pattern of college attendance preferred Other institution offered better training and facilities Training not available in J.C. Religious Involved too much time Finances Accepted work after H.S. graduation Marriage Joined armed services No response 13 19.7 6 3 3 1 4 9.1 4.5 4.5 1.5 6.1 2 3.0 8 12 1 2 1 1 1 1 7 12.1 18.2 1.5 3.0 1.5 1.5 1.5 1.5 10.6 Total 66 -.2,90*0 . life away from home (9*1 percent). Other reasons stated by more than two 1946 graduates were: desire to attend a larger institution (6.1 percent); scholarship for another institution (4.5 percent); and moved from Benton Harbor (4.5 percent). As a whole, the responses of the 1949 graduates regarding the reasons for not attending the Junior college did not dif­ fer from those of the 1946 graduates. A few specific state­ ments that 1949 graduates made were also included in Table XXX1 to illustrate the variation of factors which influenced non— i 152 attendance at the junior college. The statement that money was one of the reasons for attending another institution was given by students who had attended neither the junior college nor another college (10,6 percent). One could assume that the statement was made because of faulty reading, or was inten­ tionally included because the effect of the financial barrier to further educational opportunity was so keenly felt. Table XXXV shows that 15•2 percent of the 1949 graduates stated they desired the influence of college life away from home; .9.1 per­ cent stated that other institutions offered better training and facilities; 7.6 percent said training was not available in the junior college; 6.1 percent desired to attend a larger institution, and 4.5 percent stated they had received a schola ship to another institution. It appeared that the junior col­ lege should be more emphatic in publicizing its program. Al­ though only 4.5 percent of the graduates of 1949 stated that the junior college program was not publicized, it seemed that publicity should receive more attention from those charged with the promotion of the junior college as an educational agency. Further, it appeared that the graduates of 1946, 1949 who attended other colleges were confessing that they did not know too well what the educational opportunities were in the junior college when they stated that training in the junior college was not available. A similarity in that respect existed in the statements of the high school students who gave reasons 153 TABLE XXXV REASONS SIXTY-SIX GRADUATES OF 1949 STATED FOR NOT ATTENDING BENTON HARBOR JUNIOR COLLEGE BENTON HARBOR, MICHIGAN Reasons No. of graduates Desired influence of college life away from home Scholarship for another institution Moved from Benton Harbor Did not desire to continue education Desired to attend a larger institution Unbroken pattern of college attendance preferred Other institution offered better training and facilities Training not available in Junior College Problem of transferring credits Religious Parents desired attendance at another institution Finances Grades in high school too low Accepted work after H.S* graduation Junior College program not publicized Marria ge Went to school of nursing Not interested Did not take the course required to go to J.C. I enlisted in Navy to go to school and be paid for it. Had too many debts to go to J.C. Joined Navy after barber college Entered Navy No response Total # 10 3 1 3 4 15.2 4.5 1.5 4.5 6.1 2 3.0 6 5 1 1 9.1 7.6 1.5 1.5 1 7 1 3 3 1 1 1 1.5 10.6 1.5 4.5 4.5 1.5 1.5 1.5 1 1.5 1 1 1 8 1.5 1.5 1.5 12.1 66 100.0 154 for not attending the junior college (see Chapter IV)13. it seemed that more Information about the junior college should be given to the high school students, and that an intensified enlightening program which points out the educational, social, and economic advantages of the junior college be conducted on a community-wide basis. REASONS GRADUATES GAVE FOR ATTENDING TEE JUNIOR COLLEGE The reasons given by graduates who attended junior col­ lege could be used to advantage. They constitute evidence to support the educational, economic, and social advantages of the junior college. The question referring to the reason for attending the junior college was: you did attend the Ben­ ton Harbor Junior College. please state your reason why you attended The financial factor involved in col­ lege attendance was Important to the graduates of the 1946, 1949 classes because approximately 20.0 percent said they had attended because the cost was less. About 16.0 percent in­ dicated they attended because they co u l d be at home, and the same percent said they attended in order to prepare for fur­ ther college in the future. To prepare for a vocation was stated as a reason for attending junior college by 14.3 per­ cent of the 1949 graduates. It appeared that the junior college could and did per­ form some important functions for the graduates of the classes of 1946 and 1949 who attended the institution— namely, the 13 Chanter IV, p. 78 . / 155 college preparatory function, the popularizing function (more students could attend because of lower cost of educa­ tion) and the socializing function* It aopeared that greater stress could be placed upon publicizing these functions. GRADUATES* KITOV/LEDGE OF COURSES TAUGHT IN THE JUNIOR COLLEGE The knowledge that graduates had of the courses taught in the junior college could be another basis for deciding whether the program of the institution was adequately pub­ licized. Consequently, the following question was submitted: Do you know whether this junior college teaches courses which would be helpful in training you for your present occupation? (Yes or N o ) __________. It was evident that more graduates did not know whether courses were available than did (see Table XXXVI). It is highly possible that those who did not respond also did not know whether courses were available. It was not surprising to discover that 46.6 percent of the 1946 graduates did not know the courses offered, but it was sur­ prising that 3 5*1 percent of the 1949 graduates, who were not so long removed from the local educational experience, did not know what courses were available. The students of Benton H a r ­ bor High School also indicated that a very large percent of th did not know whether courses were available for occupational training (see Chapter IV, Table XVI). Seemingly, a more ex­ tensive guidance and counseling program should be established to improve the situation. 156 GRADUATES* STATEMENTS REFERRING TO JUNIOR COLLEGE ATTENDANCE IF OCCUPATIONAL TRAINING HAD BEEN AVAILABLE The effect that the lack of courses had in deterring some of the graduates from attending the junior college was invest­ igated. Graduates were asked to check the questions If you did not attend this .junior college do you think .you might have attended if courses had been available to train you for your occupation? (Yes or No)_______________ • Table XXXVII illustrates that 17*2 percent of the 1946 graduates and 13.2 percent of the 1949 graduates would have attended the junior college if training had been available. Another 4.3 percent of the 1946 and .8 percent of the 1949 graduates indicated that ’'perhaps" they might have attended. TABLE XXXVI KNOWLEDGE OF COURSES BEING TAUGHT IN JUNIOR COLLEGE WHICH WOULD BE HELPFUL IN TRAINING 1946 AND 1949 GRADUATES FOR PRESENT OCCUPATIONS BENTON HARBOR, MICHIGAN 1946 Graduates % No«_ _ Knowledge Know that courses are ta ught Do not know whether courses are taught No resnonse Total ____ 1949 Graduates or No. 70 25 21.6 42 32.6 54 .37 _ 46.6 31.9 46 35.7 .31.8 100.0 129 100.0 Uj6 A separate analysis was made of the questionnaires twenty 1946 graduates and seventeen 1949 graduates who stated they 157 would have attended the Junior college if courses had been available to train them for their occupations. Tables TABLE XXXVII NUMBER OF GRADUATES OF THE CLASSES OF 1946 AND 1949 WHO WOULD HAVE ATTENDED JUNIOR COLLEGE IF COURSES HAD BEEN AVAILABLE TO TRAIN THEM FOR THEIR OCCUPATIONS BENTON HARBOR, MICHIGAN 3-946 Graduates .. No. % Yes No No response Perhaps No response required Total 1949 Graduates No. % _ 20 51 34 5 6 17.2 44.0 29.3 4.3 5.2 17 56 42 1 13 13-2 43.4 32.6 •8 10.1 116 100.0 129 100.0 XXXVIII and XXXIX indicate the reasons they gave for not a t ­ tending the Junior college; the name of the college they a t ­ tended (If any), and where they were employed. Table XXXVIII shows that one of the 1946 graduates was a cabinet maker, one an automatic screw machine operator, one an assembler of tele­ vision kits, and one an employee on the assembly line. The lack of skilled trade offerings in the Junior college, apparent­ ly, had suppressed an interest In the institution for the grad­ uate who was employed on the assembly line. "Because it w a s n ’t a trade school" was the reason the assembly-line employed graduate gave for not attending the Junior college. may be an indication that, generally, That remark the Junior college had not been considered a possible training center for the skilled 158 TABLE XXXVIII REASONS TWENTY 1946 GRADUATES, WHO WOULD HAVE ATTENDED JUNIOR COLLEGE IF COURSES HA D BEEN AVAILABLE, GAVE FOR ATTENDING AN­ OTHER INSTITUTION; SCHOOLS THEY ATTENDED, AND OCCUPATIONS IN WHICH THEY WERE EMPLOYED, BENTON HARBOR, MICHIGAN Reasons for not attending Business course College not In existence it it Now employed Business college 2 yr. Rural Education tt School attended ti J.C. just beginning College too new Training not available Not too well established Courses not available Joined Service Not in operation Courses not offered I-ore advantage for music student Offered no variety In courses Because it wasn't a trade school Charge of small business West. Mich. Colie ge Gen. stenographl Mercy Hospital Lab. technician Business college Stenographic Business college Mgr. of Frozen foods Storage plant Pacific Bible College Clerical Student at U.ofM, Student .S •C • Student Beauty operator Beauty college Grinnel College Teaching Theological Sem. Assembler of TV kits Navy school Sonorman In Navy West. Mich.Col. Operating automa­ tic screw machine CorrespondenceAss't in Funeral Res. training home Did not attend any school Ma rr i ed-desired Fashion and Il­ lustrating Dramatic Radio In the Navy School Did not attend Cabinet ma ker any school Student West. Mich. Col. West. Mich. Col. Did not attend any school Gen. Office Management Work on an assemb­ ly line 4 159 TABLE XXXIX REASONS SEVENTEEN 1949 GRADUATES, WHO WOULD HAVE ATTENDED JUN­ IOR COLLEGE IF COURSES HAD BEEN AVAILABLE, GAVE FOR ATTENDING ANOTHER INSTITUTION; SCHOOLS THEY ATTENDED, AND OCCUPATIONS IN WIIICH THEY WERE EMPLOYED, BENTON HARBOR, MICHIGAN Reasons for not attending School attended Financial reasons Did not attend any college Now attending Banking class in local bank M.S.C. Wanted course in Banking Wanted to go to State then Tuition and transportation costs No Bible training Finances Called to armed service Many credits not trans­ ferable Desired agricultural courses Financial reasons, brought about return to J.C. Desire for agricultural courses Financial reason Financial reason Did not attend any college Evangelistic school Did not attend any college Now employed Repair record changers Play basketball Bookkeeper No response res employment Assembler on a line Student TV assembler & boss (desired drafting course Ships barber Student Barber college M.S.C.(now a t ­ tending J.C.) Am. Banking Inst. Bank teller Did not attend Operator of any college farm U. of M. (now at­ Student tending J.C.) Electrician & Correspondence Machinist Course (suggested electrical courses Did not go to any Apprentice printing college Did not go to any Managing farm college (sug­ Expeditor-chas­ gested machine shop courses) ing stock Did not attend any Airforce-(de­ college sired drafting) occupations. One student, now employed as a beautician, stated she didn*t attend the Junior college because training was not available. The lack of courses which would train in­ dividuals for skilled occupations seemed to present a handi­ cap for a few of the twenty 1946 graduates who would have at­ tended the Junior college if training were available. The newness of the Junior college (1946) seems to have been a fac­ tor in the non-attendance of a few 1946 graduates because they felt the program was too limited at that time. Four of the 1949 graduates who would have attended the Junior college if training had been available stated that fin­ ances had played an important part in non-attendance at the institution (see Table XXXIX). One student stated he was at­ tending the Junior college after having left the University of Michigan for financial reasons. Another student employed on an assembly line denoted that tuition and transportation costs had been the reason for not attending. One of the four graduates mentioned above, w h o was employed as an expeditor or "stock chaser," suggested that the Junior college provide machine shop courses. Another student (not one of the four) stated he was employed as an electrician and machinist; he proposed that the Junior college offer electrical courses to help individuals employed in the type of work he was doing. JUNIOR COLLEGE CURRICULAR OFFERINGS SUGGESTED BY GRADUATES The problem of establishing a curriculum which would serve prospective Junior college students was the focus of attention 161 when respondents were asked to suggest courses the Benton Harbor Junior College could offer which would help them in the occupations in which they were employed. Suggestions were asked for because the curricula the individual proposed were apt to be biased by a suggestive check list of possible offerings. Tables C. and D, which can be found in Appendix B, present the suggested courses which graduates indicated would be helpful to them. A comparison was made with Table B, Appendix B in order to determine if the suggested courses were offered in the junior college. The longest list of suggestions was made by the graduates of the class of 1946. Table C, Appendix B discloses that 22.2 percent of the total number of suggestions made by the 1946 graduates were in the area of business training. advanced accounting, Except for the suggested courses in this area were already offered in the junior college. Of the total number of times courses were suggested, agricultural courses were suggested 5*1 percent; courses (welding, shop courses, 4.3 percent; technical tool and die making, etc.), 8.5 percent. An analysis of the junior college curricula revealed that no courses were available in these areas. Some of the suggested courses arranged under "others" also were not available in the junior college. Table D, Appendix B includes the suggestions of the class of 1949. The respondents in that class also proposed business courses the greatest number of times (25*0 percent). Courses 162 which they proposed, but whi ch were not offered in the junior college included advanced training on International Business Lla chines and banking* Courses concerned with machine shop training and agricultural training were also suggested by the 1949 graduates. Courses listed under "others", e.g., electrical wiring and repair, geology, wood working, radio engineering, and assembly of television sets were not offered in the junior college. The fact that high school students plan to enter skilled occupations similar to those for which graduates have sug­ gested preparational curricula suggests that a re-evaluation of the junior college curriculum be made to determine the feasibility of providing some of the courses, (see Table B, Appendix B, and Tables C and D, Appendix B ) . G R A D U A T E S 1 OCCUPATIONAL SATISFACTION To determine how well satisfied graduates were with their occupations, this question was asked* Is. vour present occupa­ tion the life w o r k you have always wanted to do?_______________ . If n o t , what was your original choice of an occupation?_________ Table XI shows that more of the 1946 graduates than the 1949 graduates indicated that their present occupation was the one In v/hich they always wanted to be employed. However, disturbing to discover that such a large percent uates, 38.8 percent? It was (1946 grad ­ 1949 graduates, 49.6 percent) were not engaged in the occupations they desired. 163 TABLE XL EXPRESSION OF SATISFACTION AND DISSATISFACTION IN REGARD TO PRESENT OCCUPATIONS BY ONE HUNDRED SIXTEEN 1946 GRADUATES AND ONE HUNDRED TWENTY-NINE 1949 GRADUATES BENTON HARBOR, MICHIGAN 1949 Graduates _ No,. .. 1946 Graduates _ . .No. . Present occupations desired Present occupations not desired No response Total 50 43-1 39 30.2 45 21 38.8 _ 18.1 64 26 49.6 20.2 1.00.0 129 100.0 116 . The comparison of the occupational classification in which graduates were employed with their original choices of occupations indicated that over 50,0 percent of the grad­ uates did not respond to the question (see Table XLI). That was expected, as quite a large percent of the respondents were attending school and had not made an occupational choice. An original choice of professional occupations was indicated by 19.9 percent of the 1946 graduates--12.9 percent were actually employed in that classification, 7/as noted in the clerical occupations. A big difference None of the 1946 grad­ uates had originally chosen the semi-skilled and unskilled classifications, and only .9 percent had chosen the skilled occupations. However, 19 percent were engaged in unskilled, 6.9 percent in semi-skilled and 12.9 percent in skilled oc­ cupations , Table XLI illustrates that .9 percent of the 1949 grad­ uates were engaged In professional occupations, but 19.8 TABLE XLI COLIPARISON OF THE OCCUPATIONS IN WHICH ONE HUNDRED SIXTEEN GRADUATES OF 1946 AND ONE HUNDRED TWENTY-NINE GRADUATES OF 1949 ARE NOW ENGAGED WITH ORIGINAL CHOICE OF OCCUPATION BENTON HARBOR, MICHIGAN Occupations 1946 Graduates Now en­ Original gaged % choice Professional 15 4 Semiprofessional 8 Managerial & Official Occup. Clerical & Kindred Occup, 36 7 Sales & Kindred Occup, Personal Service Occup, 3 Domestic Service Occup, Protective Service Occup, 5 Agricultural, horticultural, etc. 2 14 Skilled Occupations 8 Semi-skilled Occupations Unskilled Occupations 1 Have not decided No response 35 Marriage 1 Not emDloved 1 Total 116 12.9 3*4 6.9 31.0 2.6 2.6 23 5 6 3 * 19.8 5.2 5.2 2.6 1949 Graduates Now enOriginal % choice gag€}d % 1 2 1 35 - 4 - - - - - 4.3 1 3 1 .9 2.6 .9 7 1 6 4 13 18 2 1.7 12.1 6.9 .9 - - 12.9 .9 ,9 2 69 1 1 1.7 59.5 .9 .9 100.0 116 100.0 - - 35 .8 1.5 .8 27.1 3.1 5.4 .8 4.7 3.1 10.1 14.0 1.5 - 27.1 mm - - _ 129 100.0 25 6 4 9 19.4 4.7 3.1 7.0 - _ — _ - 5 3 3.9 2.3 - - 10 67 - 7.6 52.0 - 129 100.0 164 165 percent originally had desired to enter the professions. A big difference, although not as great as for the 1946 grad­ uates, was also noted in the clerical occupations. Only 2.3 percent of the 1949 graduates originally chose the skilled, semi-skilled and unskilled occupations, but approximately 25*0 percent were employed in these occupations. The data was similar to the results obtained from the comparison of high school students* occupational desires and occupational expectations— namely, both high school students* and high school graduates* desires were on a “higher level*1 than the occupations in which they actually expected to en­ gage or did engage (see Table V, Chapter IV). THE EFFECT OF TUITION AND TEXTBOOK COSTS UPON GRADUATES* OPPORTUNITIES TO ATTEND THE JUNIOR COLLEGE The last question in the follow-up questionnaires sub­ mitted to the Benton Harbor High School graduates requested in­ formation which would make it possible to determine to what ex­ tent tuition or tuition and textbook costs may have restricted the graduates from attending the junior college. Graduates were asked to respond to the following statements: following statements Which of th (check o n e ) best describes vour feelings about tuition charges and junior college attendance? 1. I would have gone if there had been no tuition charges. _______ 2. I would have gone if there had been no tuition charges and books were furnished. 3» The financial problem was not the main reason ____________ . Approximately 7.0 percent of the 1946 graduates and 12,0 percent of the 1949 graduates indicated that either tuition or tuition and textbook costs did have a decisive effect upon the possibility of their attending the junior college XLII). (see Table The first item was checked oftener by graduates in each class than the second item. In light of the data it ap­ pears very important that serious consideration be given to the prospect of reducing tuition or eliminating it entirely. TABLE XLII NUMBER OF GRADUATES OF THE CLASSES OF 1946 AiTD 1949 ‘THC ’7DULD HAVE ATTENDED JUNIOR COLLEGE IF THERE HAD BEEN NO TUITION CHAR­ GES OR TUITION AND BOOKS HAD BEEN GRATIS BENTON HARBOR, TilCHI GAN 1946 Graduates % No. _ ITo tuition charges Tuition and books gratis Finances not the reason No response Total . 1949 Graduates No. % 5 3 83 25 4.3 2.6 71.6 21.6 13 2 85 29 10.0 1.6 65.9 22.5 116 100.0 129 100.0 SUMMARY 1. The follow-up questionnaire study included 564 Bent Harbor High School graduates of the classes of 1946 and 1949. Of the total number of mailed questionnaires, approximately 43.0 percent were returned. Fifty-five and eight-tenths per­ cent of the respondents of the class of 1949 and 36.2 percent of the respondents of the class of 1946 were living in the city 167 of Benton Harbor, Michigan. Not many had moved any great distance from Benton Harbor, as about 70.0 percent were liv­ ing in Berrien County. The sex distribution of the respond­ ents included about 43.0 percent males and 55.0 percent f e ­ males. Relative to marital status, 56.0 percent of the class of 1946, and 30.0 percent of the class of 1949 were married. Most of the graduates had completed the high school college preparatory course of study. The next largest group had com­ pleted the commercial course of study. 2. The largest percent of the respondents were employed in the manufacturing industries. finance, The wholesale and retail, insurance and real estate industries employed a fair proportion of them. It appeared that the major portion of the training offered in Benton Harbor should be for the occupations in manufacturing, wholesale and retail, finance, insurance and real estate industries. 3. More 1946 graduates than 1949 graduates were employed in occupations classified as professional. About an equal proportion were employed in the clerical occupations and the skilled occupations. More 1946 graduates than 1949 graduates were engaged in the semi-professional and managerial occupa­ tions. It appeared that the graduates who had been out of high school for a longer period of time did continue their occupa­ tional training and therefore an up-grading of occupational classifications was noted between the 1946 and 1949 graduates. The comparison of graduates' occupational classifications i with the United States Census figures for Benton Harbor in­ dicated that the percentages of the 1946 graduates who were employed in the professional, semi-professional, clerical and sales occupations were greater than the percentages re­ ported for corresponding classifications in the census data. Fewer were engaged in the managerial, personal service, skilled and unskilled occupations. On the other hand, fewer 1949 grad­ uates than workers reported in the Census data v/ere engaged in the professional occupations. Similar percentages were evident for the clerical and sales, skilled and semi-skilled occupations. A comparison of the graduates' occupational classifica­ tions with the Benton Harbor Community Job Index revealed that a larger percent of the 1946 graduates were engaged In profes­ sional occupations than the percent of the number of indivi­ duals employed in that classification reported in the Index. A larger percent were also engaged in the clerical and kin­ dred occupations (1946 graduates, 31.0 percent; Job Index, 11.4 percent). Fewer graduates v/ere engaged in the unskilled, skilled and semi-skilled occupations. Comparison of the 1949 graduates* occupational classifi­ cations and the Job Index revealed that fewer 1949 graduates were employed in professional, skilled, semi-skilled and un­ skilled occupations, and more were employed in the clerical occupations. The data indicated that the desire of high school students to engage in professional occupations would be dif­ ficult to achieve because not so large a percent of the graduates 169 ad been able to engage In these occupations. However, the raduates* occupational classifications, the Census data, and ob Index suggest that the high school students desiring o engage in the clerical occupations were likely to find eraloyment. It appeared that further guidance was essential to odify the situation in some occupational class ifications. 4. About 60.0 percent of the married women graduates ere employed. That condition suggested that occupational raining for women should be essential not only in the junior ollege but the high school as well. 5* The major portion of the respondents, who were working ere employed in Benton Harbor. It appeared that the occupa- ;ional training program should be structured to meet the oc:upational requirements of the community. 6. Approximately 56.0 percent of the graduates had addi- ;ional schooling beyond high school. Of that number, about '2.0 percent had attended either the junior college or senior jollege. The percent of graduates who had attended the junior ;ollege was slightly less than the percent of high school stulents who planned to attend. If the high school students fol­ lowed the educational pattern of the graduates, most of the ligh school students who planned to continue their educational 5xperience after high school probably would do so. Data re- i*erring to the length of time graduates continued their educa­ tion suggested that about one-fourth of the graduates terminate their formal education after a year and a half. That would sug *est that many of these graduates had not completed a course of 170 study which provided vocational training. No evidence was found which would indicate that many students attending the junior college terminated their educational experience be­ fore completing two years. 7. In regard to reasons graduates gave for not attending the junior college, it appeared that the junior college should not lose sight of the fact that a functioning public relations program is necessary, because many 1946 graduates stated the junior college was not in existence. Graduates also stated that training was not available in the junior college for their occupations. This suggested that some of the graduates actually did not know what training was available in the junior college. 8. On the whole, graduates who attended junior college stated they did so because of lower costs; they could remain at home; and they could prepare for a vocation. The indivi­ duals charged with the promotion of the junior college should be cognizant of these advantages and attempt to make them better known. 9. The fact that 46.6 percent of the 1946 and 35.7 per­ cent of the 1949 graduates did not know what courses were available in the junior college suggests that greater emphasis should be placed upon acquainting the community as well as the high school students with that knowledge. 10. Seventeen and two-tenths percent of the 1946 graduates and 13.2 percent of the 1949 graduates indicated they would have attended the junior college if training were available. few of these graduates also indicated that finances were a re­ stricting factor in college attendance. An analysis of the A type of occupation in which they v/ere employed, the reasons they gave for not attending college, and the suggestions of courses they made for the Junior college indicated that ap­ proximately one-third were interested in trade courses as pre-requisites for skilled occupations. 11. The comparison of courses suggested by the grad­ uates with the courses offered in the Junior college indi­ cated that there were no courses available in the Junior col­ lege in agriculture, machine shop training, electrical wiring, wood working, television assembly, welding, tool and die m a k ­ ing, and radio engineering. It appeared that, if the high school students* needs for training in the skilled occupations v/ere to be met, the suggestions of the graduates should be given major consideration. Courses should be provided for training individuals desiring to engage in skilled occupa­ tions. Most of the suggestions were made in the area of busi­ ness training. Comparative data suggested that the Junior col­ lege was providing a good program of business training. 12. Further development of the guidance program was sug­ gested by the data v/hich indicated that 33.8 percent of the 1946 graduates and 49.6 percent of the 1949 graduates did not desire the employment In which they v/ere engaged. a comparison of graduates* On the whole, present occupations with their ori­ ginal choice of occupations suggested that their occupational desires were much greater than they had actually achieved. The results were similar to those of high school students' cupational desires and expectations. oc­ 172 13• Approximately 10.0 percent of the graduates indi­ cated that either tuition or tuition and textbook costs did restrict them from attending the junior college. That reve­ lation suggested that an attempt be made to reduce tuition or eliminate it entirely in order that the student v/ho may be barred from the junior college because of tuition, may have an opportunity to attend. CHAPTER VI ANALYSIS OF THE DATA SECURED FROM JACKSON HIGH SCHOOL STUDENTS The results obtained from a questionnaire submitted to the high school students (grades 10, 11, and 12) of Jackson High School, Jackson, Michigan, are presented in this chapter. The questionnaire was identical with the one submitted to the high school students of Benton Harbor High School, because an attempt was made to determine if there was any marked differ­ ence in the findings of the two high school groups. The in­ formation requested from the Jackson High School students also involved, mainly, their educational and vocational plans. The Intent was to determine if specific trends could be detected which had implications for the curriculum of the Jackson Jun­ ior College, especially the vocational-terminal aspect of the curriculum. Also, information was requested which would reveal the vocational and educational aspirations of the respondents; the reasons they gave for not attending the Junior college; their knowledge of occupational opportunities and requirements; the effect Junior college tuition charges would have In bar­ ring students from continuing their education in the institu­ tion; and the desires of Jackson High School students in r e ­ gard to part-time education in the Junior college. Occupational data collected from students* questionnaires also was compared with the data in the United States Census 174 Population Bulletin, 1940^, and the Inventory cf* Occupational 2 Index, Jackson Labor Market in order to determine if there were any similarities* Student occupational desires were classified according to the occupational categories described in the Dictionary of Occupational Titles^. The curricula of the Jackson Junior College were investi­ gated to determine what terminal-vocational curricula were offered* Students* occupational choices were analyzed in ref­ erence to the curricula to d etermine if courses were available which would aid the students in their occunational preparations, The method employed in selecting the subjects and the ad­ ministration of the questionnaire was reported in Chapter^ I of this study (see page 8). Responses made to inquiries on quest­ ionnaires of 194 tenth grade students, 145 eleventh grade stu­ dents, and 111 twelfth grade students were recorded and ana­ lyzed to obtain the results* Most of the respondents (96.0 percent) lived in the city of Jackson, Michigan (see Table XLIIT). The remainder wore non-residents* Responses relative to the sex of the resnondents, indicated that 56.2 percent of the tenth grade students are males and 4 8 * 8 nercent females; 42.1 percent of the eleventh grade students are males and 57»9 percent females; and 56.3 percent of the twelfth grade are males and 43.2 percent females (see Table X LI I I) . The greatest 1 Sixteenth Census of the United States, 1 9 4 0 , loc. cit. 2 Inventory o f Occupational Index Jackson Labor Market, lo c . c it. 3 Dictionary of Occupational Titles, loc. cit* ut 175 TABLE XLIII CENSUS DATA OF 10th, 11th AND 12th GRADE HIGH SCHOOL STUDENTS JACKSON, MICHIGAN Census Data 10th No. Grade % 11th Grade No. % 12th Grade No. p 142 97.9 104 2.1 3 -JL00.0 ..,1.45 . 7 Residence 96.4 Jackson, city 187 Jackson, (rural) non­ resident 7 3.6 Total 100.0 - JL2L. 93.7 6.3 100,0 . WLL. SeZ. Male Female Total 109 85 56.2 43.8 100.0 11 118 53 9 1 — 5.7 60.8 27.3 4.6 .5 6l 42.1 84 ... 57 .9. 14* 100.0 63 48 JJJw. 56.8 43.2 A&e 14 15 16 17 18 19 20 21 22 and up No resDonse Total .... . — — 17 97 25 3 1 — — — — — — — — — 2 2 -19.4 1.0 100.0 14? 178 15 1 194 91.8 7.7 .5 100 139 5 1 14 5 — 11.7 66.9 17.2 2.1 .7 — — — 1.4 100.0 _ — 15.3 60.4 67 19 17.1 1.8 2 1.8 2 1 .9 1.8 2 1 .9 . 100.0 AUL— — Racial Distribution White Colored No response Total 95.9 3.4 106 5 — 100.0 111 95.5 4.5 — 100.0 proportion of the tenth grade students were 15 years old (60.9 percent), the eleventh grade students 16 years old (66.9 per­ cent), and the tv/elfth grade students 17 years old (60.4 per­ cent). The youngest students were 14 years old (there were 11) and the oldest were 22 years or older (two responded thus). The respondents were also asked to check an item which would indicate their racial classification. The results disclosed that in the tenth grade one hundred seventy-eight or 91.3 per­ cent are white, fifteen or 7*7 percent are colored and one or .7 percent did not respond; in the eleventh grade one hundred thirty-nine or 97*9 nercent are white, five or 3-4 percent are colored and one or .7 nercent did not respond: and in the tv/elf th grade one hundred six or 9 5 nercent are white and five or 4.5 percent are colored (see Table X L I I I ) . EDUCATIONAL PLANS OF JACKSON HIGH SCHOOL STUDENTS The first question asked of the Jackson High School stu­ dents pertained to their educational plans. The directions, questions, and statements presented to them were as follows: PLEASE READ ALL OF QUESTION ONE BEFORE YOU CHECK '.THAT YOUR EDUCATIONAL PLAN IS. dr!5£K AS KANY ANSWERS AS NECESSARY TO SNOT/ '.THAT YOUR PLAN IS. 1. 7/hat is your educational plan? (a) Plan to finish high school_________ • (b) Plan to go to junior col1 eue (c) Plan to finish junior college_________ • (d) Plan to go to another college after finishing iunior college_________• (e) Do not plan to go to junior college, but plan to enroll in another college, ______• (f) If you have checked (o) which college do you plan to attend?_____ . (g) Again, if you have checked (e) why do you plan to attend another college instead of the junior college? Please write your answer in this s na ce_________________________________ _______ 177 The results obtained from answers to question 1. (a) through (e) are presented in Table X1.IV. The responses of the stu­ dents indicated that 45.8 percent of the 10th, 42.7 percent of the 11 th and 55.3 percent of the 12th grade students planned to continue their education after high school grad­ uation. One student in the loth grade and one in the 11th grade were undecided about further education after high school graduation. These percentages v/ere about 10.0 to 15.0 4 percent higher than the percentages reported by Reynolds , 5 6 Lichty'", and Sower pt, gl , and about 20.0 percent higher than 7 those reported by Allen , but the findings of this study were 8 similar to the results reported by Lean • Of the number of students in each grade, 21.6 percent of the 10 th, 19.3 per­ cent of the 11th, and 27.9 percent of the 12th grade planned to attend the junior college after high school graduation. On the whole, about 8.0 percent more of the high school stu­ dents of Jackson high School planned to attend the junior col' 9 lege than did those reported in Lichty's study . In the case of the 12th grade students, 2 7 percent planned to enroll in 4 Reynolds, op. cit. . pp. 54-55. 9 Lichty, pp. cit. , p. 135* 6 Sower ejt pi, 7 o p . cit. « p. 3. Allen, op. c i t .. p. 213. 3 Lean, pp. ci t .. pp. 31-89. 9 Lichty, pp. cit. . p. 135* 178 TABLE XLIV EDUCATIONAL PLANS BY GRADE OF JACKSON HIGH SCHOOL STUDENTS JACKSON, MICHIGAN 10th Plans Plan to finish high school 191 Plan to attend junior 42 college Plan to finish junior college 36 Plan to go to another college after com­ pleting junior college! 28 Do not plan to go to junior college, but plan to enroll in another college 47 Undecided about another 1 college Plan not to finish hiieh school 3. Total .... ....... .. 194 % 11th % 12th % 98.5 143 98.6 111 100.0 21.6 28 19.3 31 27.9 18.6 24 16.6 24 21.6 14.4 23 15.9 14 12.6 24.2 34 23.4 31 27.9 .5 1 .7 .1.5 1 .7 14 5 100.0 111 100.0 a college other than the junior college. Roughly, about 3.0 percent more of the tenth grade students and 5*0 percent more of the 11th grade students planned to enroll in another college rather than the junior college. Lichty's findings revealed that a larger percent of the subjects in his study also planned to attend another college rather than the junior college. Only four students indicated that they did not plan to finish high school. Some students planned to continue their education after completing two years of the junior college. The data made evident that junior college education was conceived of as i 179 terminal by roughly 22.0 percent of the tenth, 4.0 percent of the eleventh, and 41*0 percent of the 12th grade students who planned to enroll in the institution. Except for the twelfth grade, it appeared as if a large percent of the stu­ dents were planning to attend the junior college in order to prepare for the senior college. On the other hand, when an educational program is terminal for 41.0 percent of the 12th grade youth, it seems that the junior college should accept the responsibility of investigating whether these students have received guidance and training for an occupation which is satisfying to them. The expectations of the Jackson High School students re­ lative to college attendance in the future were greater than the findings of Sower ejt a l ^ . who found that the students* educational expectations in their study were well above the national statistics of students who actually attended college. It appears that students need more guidance as to what the factors are which determine whether they should or could at­ tend. college. If approximately 22.0 percent of the students who plan to attend the junior college expect to terminate their education after completing the usual two years, there appears to be a need for a re-evaluation of the curriculum to deter­ mine its adequacy in respect to the terminal function. The number may be even greater, for some of the students who planned to continue their education after completing the two 10 Sower, ejt .gJL, o p . cit.. p. 3» 180 years of junior college may find it impossible to continue. COLLEGES STUDENTS PLANNED TO ATTEND Answers to question 1. (f) if you have checked (e) which college & £ you plan to attend? , were tabulated and reported in Table XLV. A large percent of the students who reported that they planned to attend another institution instead of the junior college indicated as their choice either Michigan State College or the University of Michigan. 10th grade students A fair percent of the (21.7 percent) and the 12th grade students (24.2 percent) stated they planned to attend an out of state college. A noticeable percent (15*2 percent) of the 11th grade students responded that they planned to attend a business col­ lege; 6.5 percent of the 11th and 3*0 percent of the 12th grade students also planned to attend a business college. A few of the students planned to attend General Motors Technical I n ­ stitute and institutions for n u r s e s ’ training, and some indi­ cated that they were undecided about the institution they planned to attend. It appears that something should be done to point out to the students the opportunities available to them in the junior college, specifically in business training and nursing. WHY STUDENTS PLANNED TO ATTEND ANOTHER COLLEGE In order to determine why Jackson High School students planned to attend another college Instead of the Jackson Junior 181 TABLE XLV EDUCATIONAL INSTITUTIONS OTHER THAN JUNIOR COLLEGE WHICH HIGH SCHOOL STUDENTS PLAN TO ATTEND JACKSON, MICHIGAN % 11th Grade Michigan State College 13 University of Michigan 10 6 Out of state college Business college 3 1 Other Michigan colleges 1 General Motors Tech, 1 Nursing — Beauty school 10 Undecided Other I 28,3 21.7 13.0 8 8 3 46 College 10th Grade % 24.2 24.2 9.1 15.2 9.1 6.1 3.0 6 . 5 5 2.2 2.2 2.2 3 2 1 — — - 21.7 2.2 3 9.1 100.0 33 100.0 College, this question was asked: 1. Total — — 12th Grade 7 7 8 1 5 % 21.2 21.2 24.2 3.° 15.2 - - 1 1 3 3.0 3.0 9.1 — 33 — 100.0 Again. have checked (e) why do you plan to attend another college Instead of the .iuni or college? space_________________ . Please write your answer In this Table XLVI shows that one of the main reasons the students in the three grades gave for attending another college was based on the general assumption that they could secure better training for their occupations, and secure employment more easily after graduation from another college. Approximately 10,0 percent of the students stated that they thought an unbroken pattern of college attendance would be pre­ ferable and were planning to attend another institution where four years of training would be available. Only 2.2 percent of the 10th grade respondents indicated they planned to attend TABLE XLVI REASONS FORTY-SIX OF THE 10th, THIRTY-THREE OF THE 11th, AND THIRTYTHREE OF THE 12th GRADE STUDENTS STATE FOR ATTENDING ANOTHER COLLEGE INSTEAD OF JUNIOR COLLEGE JACKSON, MICHIGAN Reasons 10th Grade 11th Grade 12th Grade No. i No. $ No, 1 2.2 2 6.1 4 12.1 12 26.1 7 21.2 5 15.2 4 8.7 4 12.1 Desire to leave home or community Better training and opportunity for occupation Unbroken pattern of college attendance is much better Parents desire it Standards of JtC. not high enough Wish to attend a larger school Cannot secure training at J.C. Just don*t want to attend J.C. is a waste of time and money A problem to transfer credits from J.C. Convenience Religious Dislike J.C. No reason stated Other 11 6 23.9 3 11,0 1 Total 46 100.0 1 1 1 2.2 2.2 2.2 3 6.5 1 - 3 6.5 - - 2 6 2 3 9.1 ~ 2 6.1 - - - 1 3.0 9.1 6.1 18.2 6.1 2.2 - - - 1 1 3.0 3.0 9.1 3.0 9.1 3.0 - 3 - 1 $ 33 100.0 3 2 2 6.1 12.1 6.1 - - 1 3.0 4 - 3 .1 9.1 9.1 33 100.0 182 another college because they could not secure training in the Junior college, but 9.1 percent of the 11th and 9.1 per­ cent of the twelfth grade students made that response. A de­ sire for a change of environment seemed to become more import­ ant as the student became older and approached a new educa­ tional experience. For example, 12.1 percent of the 12th, 6.1 percent of the 11th and 2.2 percent of the 10th grade students indicated that the reason they wanted to attend an­ other college was, primarily, to leave home and the community. L e a n ’s'^’*' findings in reference to attending school away from home also indicated that lack of courses and going away from home were the two most important reasons students gave for attending another institution. A feeling seemed to exist on the part of a few students that the Junior college was a waste of time and money. This feeling seemed to be more pronounced in the case of the 12th grade students (12.1 percent). It was mentioned by one student in the 10th grade and nnne in the lit! grade, but one student in the 11th grade stated he did not lik< the Junior college. A f evr students mentioned that it would be more convenient to attend another institution because of the opportunity for part-time employment elsewhere and the possi­ bility of living with relatives in a community where a four year college was located. Some wanted to attend a denomina­ tional college where it would be possible to study religion. A small percent mentioned that transferring credits which had been obtained at the Junior college was a problem and that standards of* the Junior college were not commensurate with the institution they planned to attend. As was previously mentioned, perhaps the prestige attached to senior college attendance was a factor upon which some stu­ dents reflected when they submitted answers to the question; others, apparently, have based their decisions upon unfounded beliefs. Certainly, a planned public relations program, which has as its major objective the function of providing informa­ tion which stresses the prestige of the local Junior college, the possibility of securing basic courses which are prere­ quisites for senior colleges, its accessibility, and its % reasonableness in respect to student financial outlay, will be necessary if such attitudes are to be overcome. Some of the students mentioned that they preferred business colleges instead of the Junior college because a shorter period of train ing with greater emphasis on business courses was possible in the former. It appears that, if students were given more de­ tailed information about the Cooperative Office Training Pro­ gram now available in the Junior college, some of them might enroll in the Junior college. DATA REFERRING TO THE OCCUPATIONAL PLANS OF JACKSON HIGH SCHOOL STUDENTS The responses of students to the last question (So. 3) of the questionnaire will be discussed in reference to the occupa­ tional plans of the students. The question involved the 185 the realistic evaluation of occupational choices and was stated as follows: 3* What kind of work do you think you will do (not hoge _to do) when you look for in the future? _______________• & Job The question was purposely sub­ mitted at the end of the questionnaire in order that students would be less apt to turn to question 2. Ce) and repeat the kind of occupation they desired instead of stating in what occupation they actuallv expected to engage. In order to ar­ rive at any conclusions, it was necessary to consider both sets of data simultaneously. follows: for & JoJd. Question 2. (a) was stated as Sometime in the future you probably will be looking For what .job (as an example: carpenter, n u r s e , lav/yer. tool and die m a k e r . e t c .) would you like to prepare? Please write name of .lob in this space ______________________ • Students* aspirations were somewhat optimistic when they were compared with the occupations in which they actually expected to engage. A proportionate decrease was noted in the percent­ age distribution of students* actual job statements in every professional and semiprofessional occupational classification of the 10th, 11th and 12th grade students (see Table XLVII). However, in the 10th and 11th grades the differences in the professional classifications were not large. On the other hand, quite a difference was noted in the 12th grade: 32.4 percent desired the professional occupations, but only 18.9 percent actually expected to be thus employed. No marked decrease was noted in the clerical and kindred occupational TABLE XLVII OCCUPATIONS FOR TOUCH ONE HUNDRED NINETY-FOUR ICth, ONE HUNDRED FORTY-FIVE 11th, AND ONE HUNDRED ELEVEN 12th GRADE STUDENTS WOULD LIKE TO PREPARE AND TOIAT OCCUPATIONS THEY ACTUALLY THINK THEY WILL FOLLOW JACKSON, L1ICFIGAN 10th Grade 11th Grade 12th Grade Actual Actual Actual Occupations Would antici- Ifould antici- Would anticilike pate like pate like pate _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ No. i No. j No. i No. i No. i No. $ Professional Semiprofessional Managerial & Official Occupation Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, horticul­ tural, etc. Building & Service Workers Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response Marriage 51 14 4 39 13 1 3 7 26.3 7 .2 39 7 2 2.1 20.1 28 6.7 22 tr 2 4 1.5 6 3.6 5 2.6 3 - - - 37 3 1 19.1 1.5 .5 8 8 4.1 4.1 - - 18.9 2 1.4 2 1.4 4 3.6 2 14.4 37 25.5 27 18.6 26 23.4 27 6.2 12 8.3 6 5.4 8 11.3 9 1.0 1 .7 4.8 4 2.7 3 2.7 2 2.1 7 .0/ 6.9 8 5.5 1 3 3.1 10 1.8 24.3 4 3.6 6 5.4 4 1.0 1 .7 1 20 11.9 .7 13.3 1.5 - 2.6 3.6 24 12.4 18 9.3 4 2,1 — 1 8 1 1 1 .7 6 5.4 4.5 7.2 - 1.8 2.7 — 11 mm 7.5 14 - 2 .7 2 1.4 5.5 16 11.0 1 .7 23 19.3 3 .7 ,7 1 - 12.6 1.8 .Q / 9 2.7 18 3.6 1.8 8.1 16.2 - - - 2 100.0 195 100.0 145 100.0 145 100.0 111 100.0 111 100_._Q 186 Total_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 194 23 5 7 32 22.1 23 15.9 36 32.4 21 15 10.3 9 6.2 9 8.1 5 20.1 3.6 classification# A considerable increase was evident in the "undecided” and "no response" classification when students were asked to state what work they actually expected to do. The semi-professions interested about 8.0 percent of the respond­ ents in all the grades# This fact is noteworthy because, if the junior college offered terminal curricula for more of the semi-professional occupations, these students could be expected to attend# Of equal importance was the number of students who were interested in the skilled occupational classifications. There were 19.1 percent of the 10th, 13.8 percent of the 11th and 12.6 percent of the 12th grade students who evinced an in­ terest in that classification. It is possible that, if courses were offered to train students interested in skilled occupa­ tions, and the availability of these courses was made known to the students, a portion of them would attend the institution. It was evident that the occupational aspirations of the youth of Jackson High School were similar to those of the youth studied by Bell1 2 , Reyholds1^, Todd1 4 , Lean1'*, Sower et al1^. The findings of those studies indicated that the occupational aspirations of the students were greater than their occupa­ tional expectations. B e l l , ££. cit.. p. 64. 13 Reynolds, o p . cit. . pp. 52-55. 14 Todd, o^» cit., p. 181. Lean, ojo. cit.. p. 126. 16 Sowor, et al, op. . , p . 21. 188 COMPARISON OF STUDENTS1 OCCUPATIONAL CLASSIFICATION WITH UNITED STATES CENSUS DATA The students* occupational classifications were compared 17 with data secured from the United States Census Report, 1940 in order to illustrate to what extent students* occupational choices deviated from the occupational pattern depicted by the United States Census figures (see Table XLVTII). It is necess­ ary to focus attention upon the fact that the census data in­ cluded individuals 14 years and over in the labor market. It is likely that more students who graduate from high school will be employed in professional work than will those who do not. Many of the workers, no doubt, did not complete high school, a fact which would preclude professional attainments for them. A fairly large proportion of the respondents aspired to professional occupations. Table XLVTII reveals that about 29«0 percent of the Jackson High School students desired that type of occupation, but the census data show that only 8.1 percent of the workers In Jackson, Michigan are employed in that occu­ pational classification. According to the census data only 1*3 percent of the workers are employed In the semi-professions, while 7*2 percent of the 10th, 10.3 percent of the 11th and 8.1 percent of the 12th grade students desired occupations in that classification. There was also a big difference In the percen­ tages in the semi-skilled occupations, but the situation was re versed because there were, roughly, 23*0 percent of the workers engaged in that category while only 1.0 percent of the students 17 Sixteenth Census of the United States, 1940, lo c . cit. TABLE XLVIII OCCUPATIONS FOB WHICH ONE HUNDRED NINETY-FOUR 10th, ONE HUNDRED FORTY-FIVE 11th AND ONE HUNDRED ELEVEN 12th GRADE STUDENTS WOULD LIKE TO PREPARE, COMPARED WITH 1940 CENSUS FIGURES OF INDIVIDUALS EMPLOYED IN THE OCCUPATIONS, JACKSON, MICHIGAN* Occupations Professional Semiprofessional Managerial & Official Occupation Clerical & Kindred Occup, Sales 6: Kindred Occup. Domestic Service Occup, Personal Service Occup. Protective Service Occup. Building Service Workers Agricultural, horticul­ tural, etc. Skilled Occupation Unskilled Occupation Undecided No response Marriage No. of students interested 10th Grade 11th Grade 12th Grade No, No, No, % % % 51 14 26.3 4 39 13 1 3 7 2.1 20.1 6.7 .5 1.5 3.6 7.2 - 5 37 1 8 8 - 2.6 19.1 .5 4.1 4.1 - No. of individuals engaged in occupa­ tions. 1940 % 32 15 22.0 10.3 36 9 32.4 8.1 1475 241 8.1 1.3 2 37 9 1.4 25.5 6.2 4 3.6 23.4 5.4 1767 ^-">4084 included 710 .--*1797 included 9.7 22.4 5.4 12.6 44 2799 891 .2 15.3 4.9 .9 2.7 - - - 26 6 - 7 10 1 4.8 6.9 .7 3 11 1 20 1 8 1 1 .7 13.7 .7 5.5 .7 6 14 __ J Total 194 100.0 145 100.0 ♦Sixteenth Census of the United States, 1940. - 2.7 .9 - 3.9 9.8 - - - 1 3 _ 111 100.0 190 — 1.0 _ 100.0 189 desired occupations in the semi-skilled classification* Al­ though the sales and kindred occupations were included in the clerical occupations of the census data, not much dif­ ference existed when the students* corresponding classifica­ tions were compared with the census data* Comparison of the percentages of students who were interested in the managerial occupations with the percentages of the census data show a marked difference; e*g*, the percentage of the 10th grade stu­ dents was 2*1 percent, the census data was 9.7 percent; for the 11th grade the percentage was 1.4 percent and the census data was 9.7 percent; for the 12th grade the percentage was 3.6 percent and the census data was 9.7 percent. It was sur­ prising to note that about lp.O percent of the students were interested in skilled occupations because that was comparable to the percent of the workers engaged in that classification. COMPARISON OF STUDENTS* OCCUPATIONAL DATA '.7ITH THE INVENTORY OF OCCUPATIONAL INDEX, JACKSON LABOR MARKET Comparison of Jackson High School students* occupational choices was also made with the Inventory of Occupational Index, 18 Jackson Labor Market Area . The Occupational Index classifi­ cations combined the semiprofessional and managerial occupations in the professional category; the sales and kindred occupations were included in the clerical classification, and the personal and protective services were included in the domestic service T 8 ------------ Inventory of Occupational Index, l o c . cit. 191 classification. Comparisons which refer to the professional, clerical, and domestic occupational classifications in the Occupational Index will refer to the combinations of the above occupational classifications. According to the Occupational Index, 14.3 percent of the workers in Jackson were occupied in the combined professional classification, while about 34.0 percent of the 10th, 34.0 per­ cent of the 11th and 40.0 percent of the 12th grade youth d e ­ sired occupations in that classification (see Table X L I X ) . The combinations which are classified under the clerical oc­ cupations in the Occupational Index Indicate that a total of 18.8 percent of the workers are In the clerical classification. The percentages of the students aspiring to these occupations were 27*0 percent of the 10th grade, 32.0 percent of the 11th grade and 29*0 percent of the 12th grade. The figures above show that a greater difference in percentages was evident in the comparison of students* clerical occupational choices and the Occupational Index than was evident in the comparison of the former with the Census data (see Tables XLVTII and XLIX). The percentage of workers employed in the combined domestic service occupational classification was larger than the percen­ tage of students who were Interested in the occupations thus classified. The Occupational Index reveals that 20.5 percent of the employees in Jackson were engaged in the skilled occu­ pations. The percentage of youth who desired to enter the skilled occupations, however, was approximately 15.0 percent. A very large percentage of the workers were employed in the I TABLE XLIX OCCUPATIONAL CHOICE OF ONE HUNDRED NINETY-FOUR 10th, ONE HUNDRED FORTY-FIVE 11th AND ONE HUNDRED ELEVEN 12th GRADE HIGH SCHOOL STUDENTS, COMPARED WITH THE INVENTORY OF OCCUPATIONAL INDEX, JACKSON LABOR MARKET AREA, JACKSON, MICHIGAN* Occupations No,, of students interested 10th Grade 11th Grade 12th Grade No. No, Jt f No, %/O Professional 51 14 Semiprofessional Managerial £ Official Occup. 4 Clerical £ Kindred Occup. 39 Sales £ Kindred Occup, 13 Domestic Service Occup. 1 Personal Service Occup. 3 Protective Service Occup. 7 Building Service Workers Agricultural, horticul­ tural. etc. 5 VJ Skilled Occupations Semi-skilled Occupations 3 Unskilled Occupations 1 Not decided 3 No response 8 Marriaee 26.3 7.2 2.1 20.1 6.7 .5 1.5 3.6 2.6 19.1 1.5 .5 4.1 4.1 - 32 15 2 37 9 - 22.0 10,3 1.4 25.5 6.2 36 9 4 26 6 32.4 8.1 3.6 23.4 5.4 - - - 7 10 1 4.8 6.9 .7 3 1 2.7 .9 1 20 .7 13.7 6 14 2 - 1 8 1 1 .7 5.5 .7 .7 — 5.4 12,6 1.8 _ — 1 3 .9 2.7 Jackson Occupa­ tional !Index No. t 5028 14.3 included m 6618 18.8 included 9.3 3450 included it 11 133 7209 3725 4016 .4 20.5 24.8 11.4 _ - mm — mm Total 194 100.0 145 100.0 H I 100.0 A5.184 100.0 ♦Inventory of Occupational Index Jackson Labor Market Area, Michigan Unemployment Compensation Commission, Jackson, Michigan. February, 1949. p. 44, 194 Table L shows that 42,9 percent of the 10th grade, 39.3 per­ cent of the 11th, and 22*6 percent of* the 12th grade students hoped to engage in professional occupations. Next in order of selection was the clerical and kindred occupational classi­ fication. Of specific importance viere those students who planned to enter the semiprofessional and skilled occupations. They, no doubt, would expect t o secure training for the occu­ pations in the junior college. There was a range of 9*5 per­ cent of the 10th grade students to 22.6 percent of the 12th grade students who desired semiprofessional employment (see Table L ) . For the skilled occupational classification the range was 3*2 percent for the 12th grade students to 10.7 percent of the 11th grade students. the 10th, 57•0 About 50.0 percent of percent of the 11th and 71.0 percent of the 12th grade students who plan to attend the Junior College de­ sired occupations not classified as professional. They prob­ ably hoped to secure all, or at least, a major portion of their training for these occupations in the junior college. The fact that a major portion of these students expect to engage in occupations not requiring four years of college training suggests that courses to provide training for these occupations should be included in the junior college curriculum. STUDENTS* OPINIONS RELATIVE TO SUCCESS IN FINDING A JOB FOR T.7KICH THEY HAD PREPARED Students were asked to check a question which pertained to their knowledge of employment opportunities: 2. (b) How 195 TABLE L OCCUPATIONAL SELECTIONS OF STUDENTS WHO PLAN TO ATTEND JUNIOR COLLEGE JACKSON, MICHIGAN Occupations 10 th Grade No. 11th Grade 12th Grade No. . No. 18 4 11 4 39.3 14.3 7 7 22.6 22.6 1 3 1 3.6 10.7 3.6 2 8 2 6.5 2 5.8 6.5 1 3 3.6 10.7 _ 42.9 9.5 — — — — — * 9 — — — 3 7.1 1 3 2.4 7.1 — — — 2 .2 __±2 Total ... H C\J Professional Semiprofessional Managerial & Official Occupation Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service O c c u p . Personal Service Occup. Protective Service Occup. Agricultural, Horticul­ tural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation No response Undecided $ 4.8 4.8 % % — — 2 1 10.7 — — — — - 1 3.6 — — 6.5 3.2 — 1 1 3.2 3.2 i.Q0*P_- 31 100.0 good do you think your chanee will be in finding you have prepared yourself for it? — — — 3 .100. Q . 23 — Check o n e , & iob after 1. Excellent _______, 2. Fair____________ , 3. Poor_____________ , 4. Do not know______________ . Table LI reveals that, as a general rule, the tenth grade students are not very well informed abou the possibilities of securing employment after they have prepared for a specific occupation* The occupational pattern of the community suggests that opportunities for securing employment in the clerical, sales, and skilled occupations would be ex­ cellent because, roughly, 40.0 percent of the workers employed in Jackson are engaged in that type of work. The percent of the students who plan to enter these occupations compares favorably with the community occupational pattern (see Tables XLVITI and X L I X ) • But 5l«3 percent of the 10th grade youth interested in the clerical occupations, 53*8 percent in­ terested in the sales occupations and 43.2 percent interested in the skilled occupations did not know what the possibili­ ties were of finding employment in these occupations. The situation was not the same for the 11th grade students, but there were some similarities; e.g., 40.5 percent of the 11th grade students who were interested in clerical occupations; 11.1 percent who were Interested in the sales occupations; and 35*0 percent who were interested In the skilled occupa­ tions did not know what the possibilities of employment were (see Tables LII and LIII). Apparently, the 12th grade stu­ dents who were interested in clerical and sales occupations had obtained some information because only 15*4 percent in­ terested in the clerical, and 16.7 percent interested in the sales occupations indicated that they did not know what em­ ployment opportunities there were in these categories. Their situation was similar to the 10th and 11th grade students in the skilled occupational classification; i . e . , 50.0 percent of the 12th grade youth also did not know what the possibilities were of securing employment as skilled workers LII, and LIII). (see Tables LI, Due to the uncertainty of world conditions which directly affect the labor market, it would be difficult for those in charge of the guidance function to provide, with TABLE II ONE HUNDRED NINETY-FOUR 10th GRADE STUDENTS* OPINIONS RELATIVE TO SUCCESS IN FINDING A JOB FOR ’.THIGH THEY HAD PREPARED JACKSON, MICHIGAN Occupations Professional Semiprofessional Managerial & Official Occup* Clerical & Kindred Occup* Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup, Protective Service Occup. Agriculture, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response No. of Excel­ i Fair Students lent 51 14 4 39 13 1 3 7 18 2 3 8 3 5 37 3 1 8 8 _ - 35.3 14.3 75.0 20.5 23.1 - 1 14.3 .. 10 27.0 i 33.3 - - - 13 4 - 9 3 1 1 4 2 11 1 1 1 3 i Poor Do not No rei know $ soonse $ 25.5 1 2.0 18 28.6 1 7.1 6 1 23.1 1 2.6 20 - 7 23.1 100.0 - 2 33.3 1 57.1 mm 40.0 29.7 33.3 100.0 12.5 37.5 mm - - 35.3 1 2.0 42.9 25.0 1 7.1 - 1 53.8 66.7 14.3 - 1 - 3 6o.o - 16 43.2 1 33.3 _ 6 75.0 4 5o.o 1 l - - TABLE LII ONE HUNDRED FORTY-FIVE 11th GRADE STUDENTS* OPINIONS RELATIVE TO SUCCESS IN FINDING A JOB FOR WHICH THEY HAD PREPARED JACKSON, MICHIGAN Occupations No. of Students Professional Semiprofessional Managerial & Official Occup . Clerical & Kindred Occup* Sales & Kindred Occup. Domestic Service Occup* Personal Service Occup. Protective Service Occup. Building Service Workers Agricultural, Horticultural > etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response Marriage Excel­ lent i 32 15 2 37 11 4 1 2 9 5 Fair % Poor 34.4 10 31.2 1 26.7 6 40.0 50.0 1 50.0 5.4 18 48.6 1 55.6 2 22.2 - - — - - Do not ]Mo :[•e% know % \sDonse % - mm - - - - - 2.7 15 40.5 1 2.7 1 11.1 1 11.1 - — — - - - - 7 10 1 2 28.6 3 30.0 1 100.0 1 20 1 - — - - - - - 1 - - - - - - 8 - - 1 12.5 - - - - - - - — — •• — — 1 1 2 1 14.3 4 40.0 3.1 10 31.2 5 33.3 — .. _ 4 57.1 2 20.0 1 10.0 - 100.0 10.0 10 50.0 1 - 5.0 7 35.0 - - - mm - - - - 1 100.0 7 87.5 1 100.0 1 100.0 - - mm - mm -- m» 198 TABLE LIU ONE HUNDRED ELEVEN 12th GRADE STUDENTS' OPINIONS RELATIVE TO SUCCESS I'T FINDING A JOB FOR '.7HICH THEY HAD PREPARED JACKSON, MICHIGAN Professional 36 Semiprofessional 9 Managerial & Official Occup. 4 26 Clerical & Kindred Occup. Sales & Kindred Occup, 6 Domestic Service Occup. Personal Service Occup. 3 1 Protective Service Occup. Agricultural, horticultural, etc. 6 14 Skilled Occupation Semi-skilled Occupation 2 Unskilled Occupation Undecided 1 No response 3 15 4 - 10 4 - 1 - 4 4 t 41.7 44.4 Fair 2 1 38.5 12 66,6 1 33.3 - 66.6 23.5 30.6 33.3 75.0 15.4 16.7 % . - • - - 1 33.3 - - - - - - 1 100.0 2 33.3 3 21.4 2 100.0 - - 7 50.0 - - - - — _ _ — - - - - - - - - - - - - — — — - — - - - - - - 1 66.6 2.8 11 3 3 4 1 & No resoonse 22.2 25.0 46.2 16.7 _ 2 Poor 9 25.0 1 - — % Do not ft know — - - 100.0 — - mm - - - 1 33.3 - - - _ _ _ — • _ - 1 33.3 661 No. of ExcelOccuoatlons____________ Students lent 200 any certainty, knowledge of what the employment picture will be in the future* However, the data suggest that very little change has occurred in Jackson in the last ten years in the proportion of those workers employed in the clerical, and skilled occupations. sales It appears that better insight into the employment possibilities in these categories should be provided the students through the medium of the high school guidance program. TRAIITTNG STUDENTS THINK NECESSARY FOR OCCUPATIONS Implications for individuals concerned with the school guidance program have been noted previously. Some of the questions submitted to students were so structured that in­ formation relative to student gur*dance could be gained. One question involved the amount of training Jackson High School students considered essential for a specific occupation. question follows: 2. (.c) How much trainlng do you think you think you will need to prepare you for this .job? school__________ . 2. Junior college___________ . 3* college training____________ . The 1. High Other Approximately 83.0 percent of the students thought a college education was necessary for the professional occupations (see Tables LIV, LV and LVI) . How­ ever, 7.8 percent of the 10th, 9.4 percent of the 11th, and 2.8 percent of the 12th grade students who hoped to enter the pro­ fessions thought a high school education was sufficient. Evid­ ence revealed that by the time students had reached the 12th 201 grade, they were fairly well informed as to the amount of training professional occupations require. It may appear that the students in the 10th and 11th grades who desired occupa­ tions in the protective service occupations did not know what the training requirements for these occupations were when they stated it took four years to prepare for the protective services but some of them were interested in police administration and had indicated that they intended to secure their training (four years) at Michigan State College. Over 50.0 percent of the re­ spondents in each grade believed a high school business educa­ tion to be adequate for the clerical occupations. Generally, high school graduates who have completed a business training program have experienced little difficulty in their attempts to secure clerical employment. Students interested in the semi-professions do need additional information because 42.6 percent of the 10th, 20.0 percent of the 11th and 11.1 percent of the 12th grade students desiring occupations in that cate­ gory thought a high school education would be sufficient training. Except for the lack of knowledge of a few students in­ terested in the professional, semi-professional, and skilled occupations, the students, as a whole, were fairly well in­ formed about the training requirements for the occupations which they wished to pursue. Further guidance appeared to be needed in the three above-mentioned classifications. TABLE LIV AMOUNT OF TRAINING ONE HUNDRED NINETY-FOUR 10th GRADE STUDENTS BELIEVE NECESSARY FOR VARIOUS OCCUPATIONS JACKSON, MICHIGAN Occupation No. of Students K.S. Professional Semiprofessional Managerial & Official Occup* Clerical & Kindred Occup* Sales & Kindred Occup* Domestic Service Occup* Personal Service Occup* Protective Service Occup* Agricultural, horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response ! 14 4 39 12 1 a 7 4 7.3 6 42.6 2 50.0 22 56.4 11 91.7 1 100*0 3 100.0 2 23*6 5 36 3 1 10 3 4 30.0 36.0 31 100.0 3 1 100.0 4 40.0 7 37.5 51 Amount of training Other Don’t No reJ.C. $ college % know % snonse 3 1 5.9 7.1 - - 8 20.5 - - 44 86.3 7 50.0 2 50.0 9 23.1 1 3.3 - - - - - - 1 14.3 •1 1 - 2.8 - - - - 1 10.0 • % - - - - - - - - - - - - - - - - mm - - - - - - mm - - — — 1 14.3 - - - - - - 1 2.8 - - - M - - - - 3 42.9 1 20.0 3.3 3 - - 3 30.0 — 1 10.0 — »' 1 10.0 1 12.5 202 TABLE LV AMOUNT o f TRAINING ONE HUNDRED FORTY-GIVE 11th GRADE STUDENTS BELIEVE NECESSARY FOR VARTOUS OCCUPATIONS JACKSON, MICHIGAN No. o f _ _ _ _ _ _ _ Amount of training_ _ _ _ _ _ _ _ _ _ _ _ _ Occupation Students H.6, $ J.C. Other Don’t No re_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ college i know $ snonse % 27 7 - 4 6 - 73.0 77. S - 57.1 60,0 - mm - - 1 14.3 1 10.0 - 80.0 - 1 100.0 1 12.5 1 100,0 1 100.0 - 1 14.3 2 20,0 1 100.0 - - - - 1 mm - mm a* - - - - - - - - - - - - - - - - - - - - 1 14.3 1 10.0 - - - mm - - mm - - - - - - - mm - - - - — - - 5 62.5 mm 16 - - - • - 1 3*1 27 34,4 1 6.7 10 66.7 1 50.0 3 3.1 7 13.9 1 11.1 1 11.1 O - 3 9.4 20.0 o - 3 l A Professional 32 Seniprofessional 15 Managerial £ Official Occup, 2 Clerical & Kindred Occup. 37 Sales & Kindred Occup. 9 Domestic Service Occup. Personal Service Occup, 7 10 Protective Service Occup, 1 Building Service Workers Agricultural, horticultural, etc. 1 Skilled Occupation 20 Semi-skilled Occupation Unskilled Occupation 1 8 Undecided No response 1 Marriage 1 1 12.5 1 100.0 4 20.0 1 12.5 - mm - - - - - - - - - — — — — - TABLE LVI AMOUNT OF TRAINING ONE HUNDRED ELEVEN 12th GRADE STU­ DENTS BELIEVE NECESSARY FOR VARIOUS OCCUPATIONS JACKSON, MICHIGAN No. o f _ _ _ _ _ _ _ _ _ _ Amount of training_ _ _ _ _ _ _ _ _ _ _ _ _ _ Occupations Students Other Don't No re_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ H.S. i J.C. i college i know % soonse % Professional Semi-professional Managerial c. Official Occup. Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response 35 9 4 26 6 1 1 1 15 57.7 4 66.7 - - 3 1 6 14 2 2.8 11.1 25.0 1 8 2 8 1 2.8 88.9 34 94.4 - 50.0 30.8 1 25.0 3 16.7 1 11.5 16.7 - - - - - - - - - - - - - - - - - - mm - - - - - - - - - 3 100,0 - — mm _ - _ _ _ 1 100.0 — - mm - _ 5o.o 1 1 3 - 10 7.14 2 100.0 - - - 1 - - 3 1 33.3 16.7 7.1 2 1 33.3 7.1 mm «■ 1 . 7.1 1 - - - - - - - - - - - - - - — _ — — — — 1 2 — — — 100.0 66,6 — 7.1 204 205 INSTITUTIONS WHERE STUDENTS EXPECTED TO RECEIVE TRAINING An attempt was made to find out at what institutions the Jackson High School students expected to receive their occupa­ tional training. The question submitted to them was: 2. (£) nams qL ,fell9. institution where you expect to get What i£ your training? For example: Michigan State College. General TIotors Institute, apprentice training £ n the .1o b . e t c . Table LVTI shows that a large percent of the students did not re­ spond. It is possible that students who did not respond either took for granted that they would receive their training in high school or did not know what institutions could provide such training. Approximately 6.0 percent did indicate that they were undecided v/here they expected to receive training. A fairly large percent of the students expected to receive train­ ing either at Michigan State College or the University of Michi­ gan (27.0 percent). A few students expected to receive their training either in a business college, a technical school or a nurses1 training institution (7.0 percent). The fact that 1.5 percent of the 10th, 6.2 percent of the 11th and 4.5 percent of the 12th grade respondents expected to receive on-the-job train­ ing in industry raises the question as to the extent to which the junior college could render additional service to the com­ munity by including more on-the-job training programs. "Other" responses were difficult to analyze because of vagueness, but many of the students implied that a program involving apprentice 206 training would help them prepare for an occupation. STUDENTS* KNOWLEDGE OF TRAINING AVAILABLE IN THE JUNIOR COLLEGE How many of the Jackson High School students know whether the Junior college offers training for their occupations? question raised was: qoJ-.I e R S .Qf . f Q .r.s No__________ . 2* (jg,) Do you know whether the .junior training £o & your job? A large The Check o n e : Yes percent of the students indicated that they did not know whether the Junior college offered courses which would train them for the occupations they desired. A separate analysis of each grade showed that 29.9 percent of the 10th grade students knew that training was available, 60.8 percent did not know and 9.3 percent did not respond; 33.8 percent of the 11th grade students knew that training was available, 56.6 percent did not know and 9*7 percent did not respond (see Table LVIII). l!ore of the 12th grade students knew that courses were available (33«7 percent). But there still v/as a large percent who did not know if training were available (47.7 percent). Thus the data suggest that there were more students in the 10th, 11th and 12th grades who did not know whether the Junior college offered training in their occupation than there were students who did. It appears that the guidance program of the high school should give the students a better understanding of the courses available in the Junior college • 207 TABLE LVII NAME OF INSTITUTION '/THERE ONE HUNDRED NINETY-FOUR 10 th, ONE HUNDRED FORTY-FIVE 11th AND ONE HUNDRED ELEVEN 12th GRADE STUDENTS EXPECT TO RECEIVE TRAINING, JACKSON, MICHIGAN Name of Institution 10th Gr^de No. /*■* 11 th Grade No. % Michigan State College University of Michigan Jackson Junior College Out of state colleges Business college Nursing On the job training in industry Other Michigan colleges General Motors Tech. Other Tech. Beauty School High School Undecided No response Others 23 18 9 7 4 4 11.9 9.3 4.1 3.6 2.1 2.1 15 15 4 4 4 5 10.3 10.3 2.8 2.8 2.8 3.4 11 10 7 9 3 3 9.9 9.0 6.3 8.1 2.7 2.7 3 1.5 9 6.2 5 4.5 2 2 2 1.0 1.0 1.0 7.2 .9 — — — 2.8 .7 1.4 .7 8 1 — 5.7 8.2 37.1 10.8 4 1 2 1 8 6 60 7 5.5 1 4.1 41.4 4.8 2£>Q*£L 141 100.0 1.8 .9 4.1 35.1 5 39 — °. o o 194 2 H Total 11 16 72 21 12th Grade No. % 203 ANALYSIS OF STUDENTS 7/HO WOULD ATTEND THE JUNIOR COLLEGE IF TRAINING WERE AVAILABLE Respondents v/ere asked to check this question: 2. (f) If you could get the training for your lob in the .junior col­ lege . would you attend the .junior college? Yes No_______. The difference in the percentages of the three grades was very slight for the students who said they would attend the junior college if training v/ere available. An analysis of the occupa­ tional aspirations was made of the 86 tenth, 54 eleventh, and 47 twelfth grade students who stated they would attend the junior college if training for their occupation were available. TABLE LVIII TENTH, ELEVENTH, AND TWELFTH GRADE HIGH SCHOOL STUDENTSr KNOWLEDGE OF OCCUPATIONAL TRAINING AVAILABLE IN THE JUNIOR COLLEGE FOR THEIR DESIRED OCCUPATIONS JACKSON, MICHIGAN 10th Grade Knowledge No. Knowledge of available training 5-3 No knowledge of available 118 training 18 No response Total fa 11th Grade 12th Grade No. No. % 29.9 49 33.8 43 33.7 60.8 9.3 82 14 56.6 9.7 53 15 47.7 2.7 ?-94 100.0 14 5 100.0 111 100.0 Except for the 12th grade, the occupational classification which included the greatest number of those students was the professional (see Table L I X ) • Probably some of the students in that classification may have meant that they would attend if TABLE LIX CLASSIFICATION BY OCCUPATIONAL GROUPS OF EIGHTY-SIX 10th, FIFTY-FOUR 11th AND FORTY-SEVEN 12th GRADE STUDENTS WHO WOULD ATTEND JUNIOR COLLEGE IF TRAINING FOR OCCUPATIONS ’TORE AVAILABLE JACKSON, MICHIGAN Occupations No. who would attend if training were available ICth Grade 11th Grade 12th Grade . No. i . No. < No. % Professional Semiprofessional Managerial & Official Occup, Clerical & Kindred Occup, Sales & Kindred Occup, Domestic Service Occup. Personal Service Occup, Protective Service Occup. Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response Marriage 30 7 1 17 4 1 1 3 1 14 Total 86* 100.0 34.9 8.1 1.2 19.8 4.7 1.2 1.2 3.5 1.2 16.3 13 7 1 8 3 24.1 13.0 1.9 14.0 5.6 10 7 2 11 2 21.3 14.9 4.3 23.4 4.3 2 5 3.0 9.3 1 2.1 - - - 10 18.0 - - - - - - 4 3 4.6 3.4 1 2 1 1 1.9 3.0 1.9 1.9 . . . . 54*. 100.0 4 9 8.5 19. X mm - - 1 2.1 - - — 47* 100.0 209 ♦Represents 44,3 percent of the 194 10th grade students; 37.2 percent of the 145 11th grade students; and 42,3 percent of the 111 12th grade students. 210 complete professional training (four years) could be obtained in the junior college. It is not surprising that a good nu m ­ ber of students who aspired to clerical occupations said they would attend if training were available because, as was pre­ viously pointed out, a number of the respondents did not know whether training was available. Of major concern was the num­ ber of students interested in the semiprofessional and skillec occupations who would attend the junior college if training were available. STUDENTS WHO WOULD ATTEND THE JUNIOR COLLEGE IF TRAINING WERE AVAILABLE AND THEIR KNOWLEDGE OF AVAILABLE TRAINING A large percent of the respondents who would attend the junior college if training were available for their occupa­ tions said they did not know that such training was available (see Tables LX, LXI and LXII). Some of the students who a s ­ pire to professional and clerical occupations apparently did know what courses were available inasmuch as the junior collet did offer the basic courses for most of the professional occu­ pations, and offered a fairly well rounded business training program. On the other hand, some of the students desired to attend a business college where it was possible to secure the:! training in a shorter period of time. The evidence suggests that students need to be informed about the occupational trail ing offered in the junior college. 211 REASONS STUDENTS GAVE FOR NOT ATTENDING JUNIOR COLLEGE EVEN THOUGH TRAINING WERE AVAILABLE An effort was made to determine v/hy students would not attend the junior college even though training for their d e ­ sired occupation could be secured. Quite a number of the sti dents did not respond to the question. The students who ulani to attend the junior college were not expected to respond. The question submitted to the students reads you could get 2. (.g) If the training in the .junior college. but do not Plan to a t t e n d T please write the reason in this space_________ Table LXIII shows that some considered finances as paramount, since 12.2 percent of the 10th grade, 12.5 percent of the 11W grade and 7.3 percent of the 12th grade students who responded to the question gave that answer. the 10th grade students The largest percentage of Cl7.7 percent) indicated that they die not care to continue their formal education while only 8.9 pei cent of the 11th grade and 7*3 percent of the 12th grade stu­ dents gave that response. "Better training and opportunity fc occupation at another institution,11 "can not secure training in j unior college," "desire to leave home and community," "unbroken pattern of college attendance better," and "just do not want to attend junior college" v/ere other responses of a number of the students. ANALYSIS OF CURRICULAR OFFERINGS IN THE JACKSON JUNIOR COLLEGE An examination of the Course of Study and interviews with TABLE LX EIGHTY-SIX 10th GRADE STUDENTS, ACCORDING TO OCCUPATIONS, WHO WOULD ATTEND JUNIOR COLLEGE IF TRAINING WERE AVAILABLE, COMPARED WITH THEIR KNOWLEDGE OF AVAILABLE TRAINING JACKSON, MICHIGAN Total aspiring Know if training Occupations to occupations is available _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Yes j No i Professional Semiprofessional Managerial & Official Occupation Clerical & Kindred Occupation Sales & Kindred Occupation Domestic Service Occupation Personal Service Occupation Protective Service Occupation Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response 30 7 1 17 4 1 1 3 1 14 9 30.0 3 42.9 1 100.0 12 70.6 1 25.0 - - - 4 3 1 1 - 4 3 - 1 100.0 2 66.7 1 100.0 3 21.4 - 21 4 - 1 70.0 57.1 - 23.5 75.0 i - - - - 1 5.9 - _ - 1 - - - - - - - 33.3 - 9✓ No response 64.3 2 100.0 14.3 - - - - - - - - - - - — — 25.0 33.3 3 2 75.0 66.7 212 TABLE LXI FIFTY-FOUR 11th GRADE STUDENTS, ACCORDING TO OCCUPATIONS, WHO WOULD ATTEND JUNIOR COLLEGE IF TRAINING WERE AVAILABLE, COMPARED WITH THEIR KNOWLEDGE OF AVAILABLE TRAINING JACKSON, MICHIGAN Occupations Professional Semiprofessional Managerial & Official Occup. Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided No response Marriage Total aspiring Know if training is available No re­ to occupations Yes No f sponse1 . 13 46.2 7 6 4 1 1 8 5 100.0 62.5 57.1 66.7 7 2 - 3 3 2 - - - - 2 - - 2 5 - - 4 - - - 10 2 20.0 8 - - - - 1 - - 1 2 - - 2 1 1 1 1 100.0 100.0 1 - 53.8 23.6 - 37.5 33.3 - 100.0 80.0 - 80.0 - 100.0 100.0 - 1 $ 14.3 - - - - - - - - - - 1 20.0 - - - - - - - - - — TABLE LXII FORTY-SEVEN 12th GRADE STUDENTS, ACCORDING TO OCCUPATIONS, WHO WOULD ATTEND JUNIOR COLLEGE IF TRAINING WERE AVAILABLE, COMPARED WITH THEIR KNOWLEDGE OF AVAILABLE TRAINING JACKSON, MICHIGAN Occupations Total aspiring Know if training to occuuations is availqblfl Yes i No % Professional Semiprofessional Managerial & Official Occupation Clerical & Kindred Occupation Sales & Kindred Occupation Domestic Service Occupation Personal Service Occupation Protective Service Occupation Agricultural, Horticultural, etc. Skilled Occupation Semi-skilled Occupation Unskilled Occupation Undecided 10 7 2 11 2 3 3 30.0 42.9 - 9 31.3 2 100.0 - No reSDonse 7 4 70.0 57.1 — 1 2 50.0 18.2 1 - — — - 1 - % - 5o.o - - - - — _ _ - - - 1 - - - - - - mm 4 100.0 - - 8 33.9 - - 100.0 - 4 9 1 - - - - - - - - — -- - - - — 1 1 - — — - 11.1 100.u TABLE LXIII REASONS NINETY 10th GRADE, FIFTY-SIX 11th GRADE, AND FORTY-ONE 12th GRADE STUDENTS GAVE FOR NOT ATTENDING JUNIOR COLLEGE, EVEN IF TRAINING FOR OCCUPATION WERE AVAILABLE, JACKSON, MICHIGAN Reasons Total 11th Grade No. fo 12th Grade No, JO _ 3 3.3 2 3.6 3 7.3 3 3,3 7 12.5 2 4.9 1 1.1 - - 5 1 3.9 1.8 1 2 3 1 1.1 2.2 3.3 1.1 - - l 1 1.3 1.8 - - - - 4 1 4.4 1.1 2 5 3.6 3.9 "■ *• 2 1 1 1 5 l 1 3 1 4.9 2.4 2.4 2.4 12.2 2.4 2.4 7.3 2.4 3 3.3 1 1.1 11 12.2 1 3 7 1.3 5.4 12.5 1 2.4 - - 3 7.3 5 3.9 3 7.3 - - 3.9 1.8 17.9 4 9^8 100.0 41 16 17.7 3 3.3 10 11.1 2 2.2 20 22.2 — — 90 100.0 5 l 10 .. 56 - 3 1 19.5 ..2.4. 100.0 215 Desire to leave home & community Better training & opportunity for occupa­ tion at another institution Unbroken pattern of college attendance better A problem to transfer credits from J.C* Standards of J.C. not high enough Wish to attend a larger school Can not secure training at J.C. Dislike junior college Religious Just do not want to go to junior college J.C. a waste of time and money More convenient to attend another institution Poor marks Finances Do not care to continue formal education Involves too much time High school education insufficient Help needed at home Other Snorts 10th Grade No. fo the Dean and Assistant Dean of the Junior College produced results which should prove of value to those concerned with curriculum construction. The results indicated that the Jackson Junior College cur­ riculum included practically all basic curricula required for the professional occupations. Table F, Appendix B shows a compilation of the curricula offered in the Announcement of 19 the Jackson Junior College • A fairly comprehensive descrip­ tion of each course was given in the section of the Announce­ ment which included the curricular offerings. The required curricula for colleges and universities were outlined to il­ lustrate how they could be applied to the various pre-pro­ fessional programs of the Junior College. A communication from the Dean of the college, indicated that the establish­ ment of a two-year program of nurses* training in collabora­ tion with Foote Hospital, Jackson, Michigan, was highly pro20 bable • The data in the Announcement indicated that students aspiring to professional occupations could secure at least two years of their training in the Junior college. The semiprofessional offerings appeared to be limited to curricula which would provide training for technical engineer­ ing and homemaking. It did appear, however, that students in­ terested in medical service occupations could secure some of the basic training at the Junior college. 19 Although students Announcement of Jackson Junior College, op. clt., pp. 40-5?. 20 Letter from Dean Atkinson, see Appendix A. 217 interested in commercial art could secure some training in the Junior college, it would probably be impractical to enroll for only the short time required to study the available courses. It was also questionable to what extent a satisfactor; program could be planned for the students interested in de ­ signing (see Table E and F, Appendix B ) . Table E, Appendix B shows that approximately 20.0 percent of the students a s ­ piring to semi-professional occupations were interested in drafting. As a very large percent of the students did not have knowledge of the available courses in the Junior college, it is likely that students interested in drafting or survey­ ing were not aware of the technical engineering program of­ fered in the Junior college. A few students desired managerial occupations. It was possible that the cooperative retailing program could even­ tually lead to a managership in a retail business. The Dean of the Junior college stated that an increase of offerings was anticipated In the vocational department, since the promo­ tion of a cooperative Industrial management curriculum was 21 now in progress. The clerical and kindred occupational group was of major importance because it had the second largest number of respond­ ents. Table E, Appendix B reveals that approximately 54.0 per­ cent of the respondents v/ho desired clerical occupations wanted secretarial work, 17.0 percent preferred the stenographic and 21 See letter from Dean Atkinson, Appendix A. 218 5.5 typing positions, and work. percent wanted general clerical The greatest interest in bookkeeping positions was manifested by the 10th grade students (12.8 percent). Recep­ tionists and combination clerical and sales positions were in­ cluded in the division of ’'other” clerical occupations. The analysis of the clerical curricula offered in the junior col­ lege revealed that the students desiring to train for cleri­ cal occupations would experience no difficulty in securing the required training in the junior college. The junior col­ lege curriculum also offered a cooperative vocational office training program. The program was so planned that a student could be gainfully employed half-time and continue his school­ ing the other half. This should be an inducement for those faced with the problem of financing their own education (see Table P, Appendix B ) . Host of the 10th and 11th grade students (69.2 percent of the 10th, and 55.& percent of the 11th grade) aspiring to sale occupations indicated that being sales clerks was their sole ambition (see Table E, Appendix B ) . Anexcellent opportunity to secure training for general sales work was offered the stu­ dent in the junior college’s cooperative retailing program. The curriculum was adaptable to a college preparatory program. Consequently, the student who desired advanced training could transfer all or part of his credits to a four-year college (see Table F, Appendix Table E, Appendix B). B indicates that a few respondents were 219 interested in the following occupational classifications: domestic service, personal service, protective service, agri­ culture and semi-skilled. In reference to the vocational- terminal aspect of the junior college, it would be possible to arrange a vocational-terminal program for the students In­ terested in serving as waiters and waitresses, but it seemed that the possibility of structuring a program which could serve the students who v/ere interested in the other categories 22 was slight or impossible. The Institute Division , although mainly concerned w i t h the training of veterans, makes avail­ able the resources of the institute to individuals interested in on-the-job apprenticeship training in agriculture and some of the trades. It is possible that the program lacks appeal for the student who has graduated from high school inasmuch as it may conflict \vith his conception of what a college pro­ gram should be. Quite a number of the respondents were interested in skilled occupations. The findings revealed that approximately 20.0 percent of the students aspiring to skilled occupations desired to be carpenters. Occupations which were selected more often by the 10th grade students interested in the skilled classification v/ere carpenter, 18.9 percent; printer 16.2 per­ cent; tool and die maker 13*5 percent and auto mechanic, 10*3 percent. The 11th grade respondents also indicated that car­ pentry attracted more of them than any of the other skilled Announcement of Jackson Junior College, SjLli* * P* 38 occupations (20.0 percent). Another skilled occupation of major interest to the 11th graders was tool maker (10.0 per­ cent). Of the 14 twelfth grade students interested in skilled occupations, 35*7 percent desired to be auto mechanics; 21.4 percent wanted to be carpenters; and 14.3 percent hoped to be machinists. In reference to the junior college*s skilled oc­ cupational preparatory program, it appeared that the only courses available were those which emphasized production machinery. Although students could secure training for a num­ ber of trades in the Institute Division of the college, the fact that the training was carried on through the Institute* s apprenticeship program and did not represent a college atmos­ phere for the student may have kept students from enrolling in the Institute Division of the college. As was previously stated in this study, some of the students who plan to attend the junior college aspire to skilled occupations. Unless more skilled trade curricula were added to the list of junior col­ lege offerings, it would be impossible for these youth to ob­ tain the training required for the work they wish to do. In general, the curriculum of the Jackson Junior College appears to offer a variety of curricula which students could utilize for the purpose of securing training for a number of occupa­ tions. Nevertheless, the data suggest that an expanded skilled occupations program would be of service to the high school graduates. 27 Although the Announcement J contains information re- Ibid.. pp. 1-56 221 garding the advantages of attending Jackson Junior College and provides a comprehensive description of the functions of the institution, it appears that other means of communication v/ith the prospective student and the layman must be utilized, if large numbers of individuals are not to remain uninformed about the occupational training available in the junior college. Roughly, 55*0 percent of the Jackson High School students in this study did not have a knowledge of available courses. THE EFFECT OF TUITION AND TEXTBOOK COSTS UPON STUDENTS * OPPORTUNITIES TO ATTEND THE JUNIOR COLLEGE The effect junior college tuition and the financial out­ lay for textbooks had in restricting the educational pursuits of the respondents was investigated. as follows: 2. (h) The question was stated If. JJi JL§. a, matter of money which keeps you from attending the .1uni or college. do you think yon might attend if you (check one) 2* 1. Did not have to pay tuition Did not have to pay tuition and books were furnished______ • Approximately 17*0 percent of all respondents checked one of the statements (see Table LXIV). Table LXIV indicates that proportionately a greater percent of the 10th, 11th, and 12th grade students, who would attend the junior college if tuition of tuition and textbooks were furnished, were in the profess­ ional and clerical occupational classifications. Also, many of the students were interested in the semiprofessional and skilled occupations. Furthermore, ^.0.4 percent of the 10th grade youth were interested in the sales occupations. It is significant that those interested in attending the college to secure train- 222 TABLE LXIV STUDENTS (ACCORDING TO OCCUPATIONAL SELECTION) WHO WOULD ATTEND JUNIOR COLLEGE IF TUITION OR TUITION AND BOOKS V/ERE PROVIDED JACKSON, MICHIGAN Occupa tions 10th Grade No. __ - fo Professional 15 2 Semiprofessional Managerial & Official Occup.Clerical & Kindred Occup. 14 Sales & Kindred Occup. 5 Domestic Service Occup. 1 Personal Service Occup. 2 Protective Service Occup. Agricultural, Horticul­ tural, etc. Skilled Occupation 7 — Semi-skilled Occupation Unskilled Occupation 2 No response Marriage 31.3 4.2 48 100.0 Total 11th Grade No. . % 4 3 17.4 13.0 — 12th Grade No. % 6 3 — 4 1 29.2 10.4 17.4 4.3 6 33.3 16.7 _ 33.3 — — — 2.1 4.2 2 2 87 7 8.7 1 1 5 . 6 14.6 6 26.1 1 5 . 6 — — 5 . 6 — — — — - — — - — — 4.2 — - — — - 1 4.3 *m • 23_ . 100.0 . 18 100.0 ing in the skilled occupations face not only the problem of se­ curing training in the junior college, but also the problem of tuition or tuition and textbook costs as well. That 17.0 per­ cent of the students consider tuition or tuition and textbook costs a restricting factor to junior college attendance does not seem excessive, but it still presents a problem, if one accepts the premise that free public school education should be made available through the fourteenth grade for everyone regardless 24 of race, creed, color, sex or economic or social status 24 President's Commission, o^. c i t .. p. 3. 4 A distribution according to race was made of those who would attend the Junior college if tuition or tuition and books were furnished. Table LXV shows that 4-6.7 percent of the tenth grade, 20.0 percent of the 11th grade and 20.0 per­ cent of the 12th grade colored youth considered tuition or tuition and textbook costs an important item relative to Jun­ ior college attendance. On the other hand, only 23.0 percent of the 10th, 15*8 percent of the 11th and 17.0 percent of the 12th grade white youth considered these factors as barriers. Although not much difference in percentages was evident in the 11th and 12th grades, a large difference was noted in the 10th grade colored and white students. As a whole, the data sug­ gested that, in proportion, more colored students than white students considered tuition or tuition and textbook costs an item of great importance in restricting future educational opportunities. TABLE LXV TENTH, ELEVENTH, AND TWELFTH GRADE STUDENTS (BY RACE) WHO 7/OULD ATTEND JUNIOR COLLEGE IF TUITION OR TUITION AND BOOKS WERE FURNISHED JACKSON, MICHIGAN White Grade 10 th 11th 12th Total no. in grade 178 139 106 10 th 11th 1.2th 15 5 5 No. who would attend J.C. 41 22 18 Percent of total In grade 23.0 15.8 17.0 Colored ._ 7 1 1 46.7 20.0 20.0 EXTENT TO WHICH STUDENTS WOULD ATTEND JUNIOR COLLEGE ON A PART-TIME BASIS IF TRAINING WERE AVAILABLE The last inquiry made of the Jackson High School students endeavored to secure information as to what extent students would attend the junior college on a part-time basis if they could secure training for the occupations they desired* Im­ plications for adult education and a cooperative training pro­ gram were looked for in the results. to the students war: 2. £>. cit. . p. 8 . Announcement of Jackson Junior College, c.jt. . p. 38 227 percent were colored, 94.4 percent were white and .5 percent did not respond. 2. The responses of the students indicated that 45.8 per­ cent of the 10 th, 42.7 percent of the 11th and 55.8 percent of the 12th grade students planned to continue their education after high school graduation. Approximately 22.9 percent of the students planned to attend the junior college, and 25.2 percent planned to attend a college other than the junior col­ lege. Only four students indicated that they did not plan to finish high school. Roughly, junior college would terminate the formal education of 22.0 percent of the tenth, 4.0 percent of the eleventh and 41.0 percent of the 12th grade students who planned to enroll in the institution. The data suggest that the junior college is confronted with the problem of pro­ viding guidance and training for quite a number of students who plan to terminate their formal education after one or two years of junior college education. Jackson High School students* educational expectations were above the national statistics for students who actually attended colleges. It appeared that further guidance would be necessary to acquaint the student with the factors which determine whether he should or could at­ tend a college. 3. A large number of respondents who planned to attend institutions other than the junior college planned to attend either Michigan State College or the University of Michigan. About one-fourth of the 12th grade students planned to attend colleges in other states. 4. One of the main reasons students gave for attending a college other than the junior college was that the college they planned to attend offered better training and job oppor­ tunities for the occupations they desired. Approximately 10,0 percent of the students stated that they thought an unbroken pattern of college attendance would be preferable, and were planning to attend another institution v/here four years of training would be possible. About 7.0 percent of the students indicated that they planned to attend another college because they could not secure training in the junior college, "Desire to leave home or community,11 "Junior College is a waste of time and money," "Unbroken pattern of college is much better" were other reasons which were mentioned more often than those rea­ sons which involved cohvenience, religion, standards of the junior college, and attendance at a larger institution. Quite a few students who planned to attend other colleges did not say why they were planning to do so. It appears that the junior college should engage In a community-wide public rela­ tions program in an attempt to educate its public relative to the junior colleges* educational program, 5, A decided decrease was noted in the 12th grade student* professional occupational classification when they were asked to state in what occupation they actually expected to engage (32,4 percent aspired to the professions, but IS .8 percent actually thought they would achieve their goal). On the other hand, very little difference of percentages was noticed in that classification for the 10th and 11th grade students. No outstanding difference of percentages was noted for any of the grades when the comparison was made in the clerical oc­ cupations* As a rule, when the students* statements of d e ­ sired occupations were compared with statements which indica­ ted in what occupations they actually thought they would en­ gage, a decrease was noted in most of the classifications. On the whole, the students had occupational aspirations which v/ere similar to those reported in other studies. The comparison of students' desired occupations with the United States Occupational Census Data, 1940, and the Inven­ tory of Occupational Index, Jackson Labor Market, revealed that the percentages in the pattern of students* occupational aspirations v/ere much greater than the percentages in the Oc­ cupational Census Data and the Occupational Index in the pro­ fessional and semiprofessional classifications. When the per­ centages of students aspiring to clerical occupations were compared with the Census data, a very slight difference was noted, but when the clerical occupational aspirants were com­ pared with the Occupational Index, quite a difference in per­ centages was noted (12.0 percent). The Census data and the Occupational Index included a larger percent of the workers in semi-skilled and unskilled occupations than did the student occupational classifications of desired occupations. A separate occupational classification of the students v/ho planned to attend the junior college indicated that most of them were interested in professional and clerical occupations. Approximately 15*0 percent were interested in the semi-profess- 230 ional occupations. Those students would expect to receive training for their occupations in the junior college. Also of special interest was the number of students who desired skilled occupations (7.0 percent). About 50.0 percent of the 10th, 57.0 percent of the 11th and 71.0 percent of the 12th grade students who plan to attend the junior college desired occupations not classified as professional. Host of these students, no doubt, expect to receive most or all of their training in the junior college* 6. In general, the uncertainty of economic conditions would cause some doubt in the respondent’s mind as to what job opportunities existed for him, but the constant number of Jackson workers employed in the clerical occupations in the last ten years should have been brought to the attention of the high school students. It was evident also that approxi­ mately 42.0 percent of the students interested in skilled oc­ cupations did not know what success they would have in finding a job. The data suggest that students need more information about the possibilities of securing employment in the various occupa tions• 7. In reference to the amount of training the respondents considered necessary for specific occupations, it was noted that 7.3 percent of the 10th, 9.4 percent of the 11th and 2.3 percent of the 12th grade students thought a high school educa­ tion was sufficient preparation for the professional occupa­ tions. Over 50.0 percent of the respondents in each grade 231 believed a high school business education adequate for the clerical occupations. Students with high school business training in the past have experienced little difficulty in securing clerical employment, so these respondents probably were Justified in their assumptions. Except for the lack of knowledge of a few students interested in the professional, semiprofessional, and skilled occupations, the students, as a whole, were fairly well informed about the requirements of the occupations they wished to pursue. Further guidance ap­ peared to be needed in the three above-mentioned classifica­ tions • 8. A large percentage of the students did not respond to the question which asked them at what institution they expected to secure their occupational training. Apparently, those who had not planned to attend college after high school graduation thought that it was not necessary to respond. However, quite a number did indicate that they expected to receive their training either at Michigan State College or the University of Michigan (27,0 percent), A few students expected to receive their training either in a business college, a technical school or a nurses* training institution (7.0 percent). As a rule, students were not certain where they intended to secure the necessary occupational trainjng. 9, It appeared that more information should be provided the students relative to the kind of occupational training available in the Junior college, since 55*0 percent of them said they did not know what courses v;ere available. 10# Except for the 12th grade students, most students who would attend the junior college if training were available were interested in the professional occupations. Both the clerical and skilled occupational classifications also in­ terested a number of the respondents. As the junior college offered a well-rounded program of business training the stu­ dents interested in clerical occupations who stated they would attend the junior college if training were available did not actually know that such training was available# However, some students probably did know because a few had stated they were interested in attending another institution because they could complete their training in a shorter period of time# Inter­ pretation of responses from students interested in the pro­ fessional occupations indicated they actually did not know if they could secure training, even though they said they knew. It is imperative that high school students be enlightened about the curricular offerings of the junior college. 11. Of those who stated the reason they would not att the junior college, even if training were available, 11.0 per­ cent indicated that lack of money was the reason. Quite a number indicated that they did not care to continue their for­ mal education (11.0 percent). education was sufficient. Some indicated a high school "Better training and opportunity for occupation at another institution," "can not secure train­ ing in junior college," "desire to leave home and community," "unbroken pattern of college attendance better," and "just do not want to attend junior college1' were other reasons given. 12. The analysis of the Jackson Junior College Curric disclosed that the curricula included practically all the ba­ sic courses required for the professional occupations. There appeared to be very little opportunity for the student to com­ plete a two-year semiprofessional curriculum (The Announcement of the Jackson Junior College included only a program for tech­ nical engineering and homemaking). However, a few of the basic courses for the semiprofessions were available. The anticipated cooperative industrial management curriculum should attract the interest of a number of students, and provide another training program for the semiprofessions. The program of business train­ ing appeared to be very complete and even included a coopera­ tive on-the-job training program for the student who d esired to learn and earn at the same time. Although on-the-job ap­ prenticeship training could be secured in the skilled trades and agriculture, the fact that the Institute Division of the college had previously functioned as a Veterans* Institute may have created the impression that it was not a college program. The cooperative retailing program offers an excellent oppor­ tunity for the students interested in sales occupations. 13• Approximately 17*0 percent of the respondents in­ dicated that tuition or tuition and textbook costs would be a barrier to their attendance at the junior college. The problem appeared to be of greater importance to the colored youth than the white# Although a few .scholarships v/ere offered for 234 deserving students, it seems that either the number of scholar­ ships should be increased or a reduction or elimination of tuition be considered* 14* Students who were interested in professional occupa­ tions and who stated they would attend the junior college on a part-time basis seemed to lack knowledge of the occupational requirements for the professions* The number of respondents interested in part-time education was 46*9 percent of the 10th, 41.4 percent of the 11th, and 40*5 percent of the 12th grade. The junior college expressed a willingness to extend any of its services to the community through the medium of the Adult Center. It also provided an opportunity in the Institute Division for part-time training. The cooperative on-the-job training programs also afforded an opportunity for part-time school and work experience. It seemed that, as a rule, the students had very little knowledge of the programs now available, CHAPTER VII ANALYSIS OF DATA SECURED FROM 1946 AND 1949 JACKSON HIGH SCHOOL GRADUATES This chapter presents an analysis of questionnaires sent to 484 graduates of the Jackson High School, class of 1946, and 480 graduates of the class of 1949* Of the questionnaires mailed to the graduates, 193 °r 37*8 percent were returned by the 1946 graduates and 214 or 44.6 percent by the 1949 graduates. The purpose of the follow-up study was to determine: in what vocations the former students of Jackson High School were actually engaged; what educational experiences they had after high school graduation; what reasons they stated for attend­ ing or not attending the Jackson Junior College; what know­ ledge they had of the curricula offered in the junior college; what their suggestions were relative to the courses which would be helpful to them in their present occupations; what degree of satisfaction they found in their present occupations; and what effect tuition and textbook costs had in preventing their at­ tendance at the junior college. The main reason for gathering these data was to determine what significance the findings had for the vocational-terminal aspect of the junior college cur­ riculum. The pattern of the follow-up questionnaire was simi­ lar to the one submitted to the Jackson High School students in order that the data secured from the graduates of the classes of 1946 and 1949 could be compared with the data se­ cured from the high school students to determine if any simi­ larities existed* Similarly, occupational data collected from the graduates was compared with the data in the United States Population Bul­ letin, 19401 , and the Inventory of Occupational Index, Jack2 son Labor Market , in order to determine if there v/ere marked differences between them. Graduates* responses were classified according to the Dictionary of Occupational Titles^. The curriculum of the junior college was studied to de­ termine if it included the courses which former high school students suggested would be helpful in their present occupa­ tions. The census data (see Table LX V II ). provided by the high school graduates indicated that quite a large percent of them resided in Jackson (48.6 percent of the class of 1946 and 62.1 percent of the class of 1949) • Approximately 62.0 percent of the 1946 respondents and 71.0 percent of the 1949 respondents lived in Jackson County. The figures illustrate that, the longer the graduate had been out of high school, the greater was the possibility that he might have moved out of the county 1 Sixteenth Census of the United States, 1940, loc. cit. 2 Inventory of Occupational Index, Jackson Labor Market, l o c .cit. 3 Dictionary of Occupational Titles, loc. cit. 237 TABLE LXVII CENSUS DATA OF THE CLASSES OF 1946 AND 1949 GRADUATES OF JACKSON HIGH SCHOOL, JACKSON MICHIGAN Class of 1946 f_ No. JCO Census Data Class of 1949 No. J<} OT Residence Jackson, city Jackson County Jackson, non-res., rural Other communities of Michigan Out of state Total 48.6 1.1 12.6 133 4 16 62.1 1.9 34 . j j a .. 19.1 18.6 100.0 36 214 16.8 100.0 69 114 lS3 37.7 62.3 100.0 94 120 214 43.9 100.0 59.6 390 1.6 100.0 46 164 4 214 21.5 76.6 2.0. 100.0 89 2 23 3 5 1.5 Sex Male Female Total . 56.1 .. . Marital Status Married Single No response Total ___ _ 108 72 3 183 Courses completed in High School College Preparatory Commercial Industrial Arts Home Economics Agriculture General Others No response Total 91 34 4 2 - 45 3 4 183 49.7 18.6 2.2 1.1 — 24.6 1.6 2.2 100.0 101 47.2 18.2 3§ 8 1 .5 1 .5 25.2 54 4 1.9 6 2 . 8 ________ ....214 . . 100.0 4 and located In some other county or state. The armed ser­ vices accounted for 7.6 percent of the 1946 graduates and 9.8 percent of the 1949 graduates who had moved out of the state of Michigan (see Table LXVTII)• Except for the graduates who v/ere attending the Jackson Junior College in preparation for a senior college, the data given above suggested that a large number of the graduates of the classes of 1946 and 1949 could be expected to seek em­ ployment in the city of Jackson, The fact that such a large proportion live in the area imposes a specific community oc­ cupational pattern on them. Of those who returned questionnaires, 37.7 percent of the 1946 graduates are males and 62,3 percent females, and 43.9 percent of the 1949 class are males and 56.1 percent are females (see Table L XVTI)• Table LXVII shows that almost one-haIf of the graduates in each class had completed the high school college prepara­ tory course of study. The next largest group in each class in dicated that they had completed a general course of study; then followed those who said they had completed a commercial course. Only a few students in each class had studied the cur ricula which constituted the industrial arts, home economics, and agricultural course of study. INDUSTRY GROUPS IN WHICH GRADUATES WERE EMPLOYED Graduates were asked the name of their employer and the kind of business or service in which they were employed in 239 TABLE LXVTII EMPLOYMENT OF 1946 AND 1949 GRADUATES ACCORDING TO INDUSTRY GROUPS JACKSON, MICHIGAN No. of graduates 1946 Industry groups Agriculture, forestry and fishery Iiining Construction Manufacturing Transportation, communication and other public service ’ Wholesale & retail trade Finance, insurance & real estate Business & repair service Personal Service Amusement, recreation & related service Professional & related service Government Armed Service No response Student % 1 .5 — — 1 3 33 .5 1.6 18.0 1 27 .5 12.6 12 15 6.6 8.2 23 25 10.7 11.7 5 2 1 2.7 1.1 .5 6 4 2.8 1.9 — — 1 20 10 14 41 25 .5 10.9 5.5 7.6 22.4 13.7 _ 183 Total & No. of graduates 1949 100.0 12 3 21 21 .. 70 . 5.6 1.4 9.8 9.8 32.7 23,4... 100.0 order to determine in what classification of the industry groups they were now employed. was: The question asked of the respondents If you are now employed. give (a) Name of employer_________ (b) Eusiness or service____________ • Table LXVIII shows that the largest percent of the grad­ uates of the class of 1946 were employed in the manufacturing industries(13.0 percent). The next largest group was employed in the professional and related service industries Transportation, (10.9 percent communication and other public service, whole- i 240 sale and retail trade, and government service industries en­ gaged about 20*0 percent of them. As was previously stated, 7.6 percent were in the armed service. Some of the 1946 grad­ uates stated that they were still students Quite a number respond. (13.7 percent). (22.4 percent) of the 1946 graduates did not A part of the f,no response" could be attributed to the women who were married and were not then employed. The greatest number of the class of 1949 also were employe in manufacturing industries (12.6 percent). A larger percent­ age of the 1949 graduates than the 1946 graduates were employed in the transportation, communication and other public services, and in wholesale and retail trade (see Table L X V I I I ) • A much larger percent of the 1949 graduates also indicated that the5r were students (32.7 percent). also in the armed service More of the 1949 graduates were (9.8 percent). It appeared that facilities should be provided to train individuals for the o c ­ cupations generally found in the manufacturing, transportation, wholesale and retail trades, and professional and related ser­ vice industries, since most of the employed graduates had founc w o r k in those industries. OCCUPATIONS IN WHICH GRADUATES WERE ENGAGED An inquiry was made relative to the kind of wor k in which the respondents were engaged. The responses were classified 4 according to the Dictionary of Occupational Titles . Then, 4 “ Dictionary of Occupational Titles, l o c . ci t . a comparison of graduates* occupational classification was made with the data in the United States Census Population Bulletin*^ and the Inventory of Occupational Index, Jackson Labor Market^ in order to determine what differences existed between the graduates* occupational pattern and the community occupational pattern. The inquiry requested the following information from the graduates: Kind of work you do: (Please describe the work (Check) you do) !•_________________________ C l e r i c a l ______________ 2. Professional 1. Common Labor 4.____________________________ Ma nagerial 5*_ Executive 6. Skilled Labor. 7 •____________________________ Other_________" Table LXIX reveals that 15.8 percent of the 1946 grad­ uates were doing professional work, 6.6 percent seniprofessional, 35.5 percent clerical, 6.6 nercent skilled and 6.0 percent semi-skilled. On the other hand, Table LXIX illustrates that only 2.8 percent of the 1949 graduates were in the pro­ fessional classification; 3*3 percent were employed in the semiprofessions; 30.3 percent were engaged In the clerical occupa­ tions; 9.3 percent v/ere in the skilled classifications; and 6.0 percent v/ere employed in semi-skilled occupations. The fairly large percentages of "no response11 for each class were expected, since some of the graduates were attending school and had ac­ cepted no permanent employment. ? Sixteenth Census of the United States, loc. cit. 6 Inventory of Occupational Index, Jackson Labor Ilarket, loc. cit. TABLE LXIX OCCUPATIONS ITT 7HICH OTIE HUNDRED EIGHTY-TF'REE 1946 AND 170 HUNDRED FOURTEEN 1949 GRADUATES 7IERE ENGAGED COMPARED WITH THE NUMBER OF INDIVIDUALS EMPLOYED HI THESE OCCUPATIONS ACCORDING TO THE 1940 CENSUS DATA, JACKSON, MICHIGAN Number of graduates Occupations 1946 1949 df P No. _ . 7. _ ____N_Qji Professional Semiprofessional Managerial & Official Occup. Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occupa. Protective Service Occup. Building Service Workers Agricultural, horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Marriage Not employed No response Total 65 9 1 5 5 *5.8 6.6 1.6 35.5 4.9 .5 2.7 2.7 - - mm - 29 12 3 12 11 1 6.6 6.0 .5 2.8 3.3 - - 66 12 30.8 5.6 - - 5 7 1 2.3 3.3 .5 .5 9.3 6.0 1.4 l 16.4 181 100.0 214 100.0 - - - 30 f . 6 7 20 13 3 1 .5 1 .5 71 33.2 - Census Data 8.1 1475 241 1.3 1767 9.7 4084^ 22.4 included’ 710 1797*. included' m 44 2799 4254 891 - 3.9 9.8 - .2 15.3 23.3 4.9 - - mm - 190 1.0 18.252 100.0 242 243 OCCUPATIONAL CLASSIFICATIONS OF GRADUATES COMPARED WITH THE UNITED STATES CENSUS DATA The percentages of the 1946 graduates who were employed in the professional, semiprofessional, and clerical occupa­ tions were greater than the percentages reported for the cor­ responding classifications in the 1940 Census data LXIX)* (see Table Fewer were engaged in the managerial, domestic ser­ vice, personal service, agricultural, skilled, semi-skilled and unskilled classifications. The 15*8 percent of 1946 graduates engaged in professional occupations was about twice that of the number of workers category in the Census Report. (8.1 percent) reported in that Although the sales occupa­ tions were classified under the clerical occupations in the Census Report, the difference in percentages in the clerical classification was also notev/orthy. The percentage of 1946 graduates in clerical and sales occupations was 40.4 percent, while the workers reported in those occupations, according to the Census Report, was 22.4 percent. Table LXIX shows that 15.3 percent of the workers in Jack­ son were engaged in skilled occupations, 23.3 percent in semi­ skilled and 4.9 percent in unskilled occupations, while 6.6 percent of the 1946 graduates were employed in the skilled oc­ cupations, 6.0 percent in the semiskilled and .5 percent in the unskilled occupations. Table LXIX reveals that only 2.8 percent of the 1949 re­ spondents were engaged in the professional occupations. There was a smaller percentage of 1949 than 1946 graduates engaged in the semiprofessional and clerical occupations. Approxi­ mately 3»0 percent more of the 1949 than the 1946 graduates were employed in the skilled occupations. A large number (33»2 percent) of the 1949 graduates did not respond to the question because they v/ere still attending school. It ap­ peared that the graduates who had been out of school for a longer period of time apparently had acquired sufficient train­ ing to admit them to those occupations which required more training and skill. OCCUPATIONAL CLASSIFICATIONS OF GRADUATES COMPARED WITH THE INVENTORY OF OCCUPATIONAL INDEX, JACKSON LABOR MARKET The Inventory of Occupational Index probably gives a better picture of the actual labor force in Jackson. Its re­ cent compilation, no doubt, included the expanded labor fig­ ures which characterized every industrial city during the last war. The data show that the percentage of 1946 graduates en­ gaged in the combined professional, semiprofessional and mana­ gerial occupations exceeded the percentages of workers in those classifications reported in the Occupational Index (see Table LXX)• A large difference was noted in the combined clerical and sales occupations (1946 graduates, 40.9 percent; Occupa­ tional Index, 18.8 percent). A comparison also revealed that the percentages of workers were much greater than the percent­ ages of the graduates engaged in the skilled, semi-skilled and unskilled occupations. ^ TABLE LXX OCCUPATIONS IN WHICH ONE HUNDRED EIGHTY-THREE 1946 AND TWO HUNDRED FOURTEEN 1949 HIGH SCHOOL GRADUATES HAVE ENGAGED, COMPARED WITH THE INVENTORY OF OCCUPATIONAL INDEX, JACKSON MARKET AREA, JACKSON, MICHIGAN Number of graduates Jackson OccupaOccupations 1946 1949 tional Index _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ No. i N o . i_ _ _ _ _ _ _ _ _ _ _ _ _ _ | Professional Semiprofessional Managerial & Official Occup. Clerical & Kindred Occup. Sales & Kindred Occup. Domestic Service Occup. Personal Service Occup. Protective Service Occup. Building Service Workers Agricultural, horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Marriage Not employed No response 29 12 3 65 9 1 5 5 15.8 6.6 1.6 35.5 4.9 .5 2.7 2.7 - - - - 12 11 1 6.6 6.0 .5 - 30 - 16.4 6 7 2.8 3.3 - 66 30.8 12 5.6 - 5 7 1 1 20 13 3 - 2.3 3.3 .5 .5 9.3 6.0 1.4 l .5 l .5 71 33.2 5028 included ii 6618 included 3450 included 14.3 - 18.8 - 9.8 - 11 - 11 - 138 7209 8725 4016 .4 20.5 24.8 11.4 - - - - — *■ 24 5 The comparison involving the 1949 graduates shows that fewer of these graduates were engaged in the professional, semiprofessional, and managerial occupations (see Table L X X ) . A big difference in percentages between the graduates en­ gaged in the clerical and sales occupations and the Occupa­ tional Index was also noted. Only 16.7 percent of the 1949 graduates stated they v/ere employed in the skilled, semi­ skilled and unskilled occupations while the Occupational In­ dex showed that 55.7 percent of the workers in Jackson v/ere employed in these occupations. Relative to high school students* occupational choices, it appeared that the Jackson High School students v/ere some­ what optimistic. An examination of the occupational data sub­ mitted by graduates made it evident that as many as 26.6 per­ cent of the high school students v/ould not be employed in pro­ fessional occupations. Except for the big difference in per­ centages in the skilled, semi-skilled and unskilled occupa­ tional classification, the graduates* occupational selection is patterned somewhat along the lines of the community occupa­ tional design. NUMBER OF EMPLOYED MARRIED WOMEN GRADUATES If it becomes an economic necessity that large numbers of married women seek employment outside of the home, there arises a problem for the country's educational system. This problem concerns a broader occupational training program for women. Although occupational training for women has been recognized 247 by educators as a necessity, the problem of providing it for large numbers of women to permit them to be gainfully em­ ployed after marriage, needs to be given more attention. In order to find out how many of the married women graduates were employed, the following question was askeds If married. £emale and not now ejmployed. please check and describe above what work you did before marriage. Forty-three and one tenths percent of the married women of the class of 1946 percent of the class of 1949 were employed. and 59*3 Some of these women stated they were not employed in occupations they de­ sired, and expressed a wish for training in another occupa­ tion. It appears that the problem of vocational guidance and vocational training for women should be given more attention. COI.U'.IUNITIES 'THERE GRADUATES 7/ERE EMPLOYED An effort was made to ascertain how many of the gradu­ ates of the classes of 1946 and 1949 v/ere employed in Jack­ son. Consequently, the respondents were askeds ?/hat is the name of the community where you are now employed?_____________ About 57*0 percent of the respondents did not answer the quest­ ion (see Table LXXI) . Many graduates v/ere not regularly em­ ployed and were attending school. required. Therefore, no response was Others may have reasoned that it was not necessary to state the name of the community in which they were employed as long as they had stated their place of residence. Table LXXI shows that the biggest percentage of them were employed TABLE LXXI LOCATION OF EMPLOYMENT OF ONE HUNDRED EIGHTY-THREE 1CM 6 AND TWO HUNDRED FOURTEEN 1949 GRADUATES JACKSON, MICHIGAN Location 1946 Graduates No. % Jackson Jackson County Other communities of Michigan Out of state No resnonsQ Other 45 3 24.6 1.6 60 3 2 8.0 1.4 17 14 104 9.3 7.i 56.8 11 12 126 2 5.1 5.6 58.9 9.3 100.0 214 100.0 Total — .. . 3-8,T in Jackson. 1949 Graduates No. JO A larger percent of the 1946 than the 1949 grad­ uates indicated that they v/ere employed in other communities of Michigan and out of the state. It appeared that many of the graduates of Jackson high School seek employment in Jack­ son. Therefore, these graduates need training to meet the occupational requirements of the community. EDUCATIONAL EXPERIENCES OF HIGH SCHOOL GRADUATES Allen 7 found that a larger percentage of the high school students living in college cities v/ere planning to attend col lege than was true in non-college cities. One could expect that a large percentage of the Jackson High School graduates 7 Allen, cit«, p. 213* 249 would continue their formal education because a junior col­ lege had been in existence in Jackson for over 20 years. The 1946 and 1949 graduates were asked if they had continued their school experience after high school graduation. Sixty-seven and two tenths percent of the 1946 respondents and 67.8 percent of the 1949 respondents had additional schooling beyond the high school. These percentages were somewhat higher than the 48.1 percent of the 10th, 11th and 12th grade Jackson High School students who aspired to college attendance after grad­ uation (see Table LXIV, Chapter VI). However, the graduates1 educational experiences beyond high school included adult eve­ ning school, armed service school, correspondence school, etc. It appears that the percentage of 1946 and 1949 graduates who had continued their education may not have been excessive be­ cause the high school students did not contemplate educational experiences which included evening school, armed service school, correspondence school, etc. Additional information in regard to the graduates’ edu­ cational experiences beyond high school was requested. A re­ statement of the question follows: Give type and name of school Length of time attended College________________________________________________________ Trade School___________________________________________________ Business School_______________________________________________ Adult Evening School ______________________ Correspondence Oonrse_________________________________________ Employers' Training School___________________________________ 0 ther___________________________________________________ ______ Table LXXII denotes the type of educational institutions in which the graduates had continued their education. Apnroxi- 2^0 mately 64.0 percent of the 1946 and 74.8 percent of the 1949 respondents who attended an educational institution after high school graduation enrolled at either a Junior or a senior col­ lege. The biggest percentage of them attended the Junior col­ lege. Table LXXII reveals that 17*2 percent of the 1946 re­ spondents who continued their educational experiences sought additional education from correspondence school, on-the-job training, adult evening school and armed service school. On the other hand, only 8.9 percent of the 1949 graduates had con­ tinued their education by utilization of these educational ser­ vices. It appears that, the longer the lapse of time after high school graduation, the more likely is the possibility that students utilize the correspondence school, adult evening school services, etc., to receive additional education. It appeared that a greater percent of the Jackson High School graduates of the classes of 1946 and 1949 attended col­ lege than was normally the case for high school graduates throughout the nation. The fact that a large percent of the graduates do attend college may be partially due to the near­ ness of an institution of higher learning. Table LXXIII shows the length of time 98 graduates of the class of 1946 had attended institutions of learning after grad­ uating from high school. Twenty-one and four tenths percent of the ninety-eight 1946 graduates had completed four years of education and 6.1 percent had completed more than four years. It was also noted that 29*6 percent of the 1946 respondents 2?1 TABLE LXXII EDUCATIONAL INSTITUTIONS T.VHI CH ONE HUNDRED T7/ENTY-EIGHT GRADUATES OF THE CLASS OF 1946 AND ONE HUNDRED FORTYSIX GRADUATES OF THE CLASS OF 1949 ATTENDED AFTER HIGH SCHOOL GRADUATION JACKSON, MICHIGAN Institutions Michigan State College Michigan State College & other University of Michigan University of Michigan & other Other Michigan college Other Michigan college & other Business college Other Technical Beauty School Beauty School & other Nursing’ Nursing & other Out of state college Out of state college & other Correspondence school On the 3ob training Jackson Junior College Jackson Junior College & other Employers1 training school Adult Evening school Adult Evening school & other Armed Service School Trade School Other Total 3.946 graduates No. & 6 3 4 1 3 2 4 3 2 4.7 2.3 3.1 .8 2.3 2.3 3.1 2.3 1.6 — — 7 1 4 2 4 2 15 42 3 6 2 8 1 3 .8 3.1 1.6 3 4 1.6 11.7 32.8 2.3 4.7 1.6 6.2 .8 2.3 128 100.0 1949 graduates No. % 3 2.1 — 10 6.8 - — 9 6.2 — mm 2 2 2 1 9 2 9 3 3 60 15 1 4 1 5 1.4 1.4 1.4 .7 6.2 1.4 6.2 2.1 2.1 - — 41.1 10.3 .7 2.7 .7 3.4 - 5 3.4 146 100.0 _ 252 had completed only a year or less. Of theone hundred and nineteen dicated how long 1949 graduates who in­ they attended institutions of learning after graduation from high school, 16.0 percent had attended two years and .8 percent had attended more than two years. No doubt some of those who indicated that they had attended one year and six months were still attending, as Table LXXV shows that 41.6 percent of the 1949 graduates were attending school at the time they completed the questionnaire. Some of the 1949 graduates did not continue their education beyond six months (19«3 percent). It seems, in the case of the 1946 and 1949 graduates that at least one-fifth of the graduates who con tinued their education may not have attended long enough to secure adequate training for occupations requiring consider­ able skill. LENGTH OF TIME GRADUATES ATTENDED JUNIOR COLLEGE An analysis of the length of time graduates of the classes of 1946 and 1949 attended the junior college was made. Table LXXIV shows that 3 S .6 percent of the 1946 graduates who at­ tended the junior college had completed two or more years; 33*3 percent had completed a year or less; and 21.1 percent did not respond. Eleven of the 12 individuals who did not respond had attended another institution after attending the junior college Therefore, junior college education was not terminal for them. Seven of the graduates who attended the junior college for one year also attended another institution, and one accepted a 253 TABLE LXXIII LENGTH OF TIME NINETY-EIGHT GRADUATES OF 1946 AND ONE HUNDRED NINETEEN GRADUATES OF 1949 ATTENDED INSTI­ TUTIONS OF LEARNING AFTER GRADUATING FROM HIGH SCHOOL, JACKSON, MICHIGAN T'— -T---— .T T "■ ■ - k» Length of time .. . . 1946 gradua tes No. f 3 months or less 6 months 9 months 1 yr. 3 months 1 yr. 6 months 2 years 2 yrs. 3 months 2 yrs. 6 months 3 years 3 years 3 months 3 years 6 months 4 years More than 4 years 13 7 o y 2 5 9 2 4 12 1 7 21 6 13.3 7.1 9.2 2.0 5.1 9.2 2.0 4.1 12.2 1.0 7.1 21.4 6.1 Total 98 100.0 clerical position after one year. 1949 gradua tes TTo. /£ 9 14 15 5^ 19 1 7.5 11.8 12.6 2.5 43.7 16.0 .8 - — - — - - — — — — — 119. _ 100.0 This left seven graduates who terminated their education after one year of junior college plus those who had attended less than a year . Thisi num- ber amounted to about 21.0 percent of all the graduates who ha < attended the junior college. One respondent stated he discon- tinued his attendance at the junior college after three months when he discovered he could not secure training required for a printer. Of the number of 1949 graduates who attended the junior college, 50*7 percent were attending the institution at the time they completed the questionnaire, 34.7 percent had at­ tended a year or less, and 4.0 percent did not respond (see 254 TABLE LXXIV LENGTH OF TIME 1946 AND 1949 JACKSON HIGH SCHOOL GRADUATES ATTENDED JACKSON JUNIOR COL­ LEGE* , JACKSON, MICHIGAN Length of time attended 3 months or less 6 months 1 year I k years 2 years Cver 2 years No response Adult Evening Now attending 1946 graduates No. fo 1949 graduates No. % 2 4 13 3 19 3 12 - 3 9 14 8 — 3 - 4.0 12.0 13.7 10.7 — 4.0 38 50.7 — 3.5 7.0 22.8 5.3 33.3 5.3 21.1 — — Total sz., 100.0 7? 100.0 *1946s T w o students accepted employment as stenographers after Ijjr years in junior college; 1 student accepted employ­ ment as a stenographer after 1 yr. in junior college. Eleven "no response" individuals also had attended other institutions; 2 students attended 6 months— had other responsibilities; 7 students attended juhior college for a year, then continued at another institution; 1 student attended one semester to "brush ud" on commercial studies; 1 student went into the army after 1 * years of junior college; 1 student attended 6 months— ac­ cepted employment; 1 student left after three months— could not secure training as a printer. 1949s Five students attended 1 yr.. then continued education in another institution; 2 students attended 6 months, now in army; 4 students attended ljV years, now employed in clerical work; 2 students attended 6 months, then attended business schools 1 student attended 3 months, now employed in clerical work; 1 student attended 6 months, took cooperative office training, then accepted clerical employment; 4 students attend­ ed 1 & years, now in army; 1 student attended 6 months, now em­ ployed operating tabulating machines; 1 student attended 6 months, then attended another school; 1 student attended 6 months, then was employed in clerical work; 2 students attended 1 year, now in the army; 1 student attended 3 months, took cooperative retailing course. __________________ 255 TABLE LXXV GRADUATES OF THE CLASSES OF 1946 A LTD 1949 WHO WERE STILL ATTENDING SCHOOL JACKSON, MICHIGAN Class of 1946 No. % Attending No attending No response 41 130 12 22.4 70.0 Total 183 100.0 Table LXXIV). 6 . 5 Class of 1949 No. _ * 89 116 9 41.6 54.2 4.2 214 100.0 The Korean War apparently disrupted the edu- cational pursuits of some of the graduates a s two students ' attended six months, four v/ho attended one and a half years, and two v/ho attended one year were in the armed service. Five of the graduates v/ho attended one year transferred to another institution and four had accepted employment in clerical o c ­ cupations. It appeared that the 1949 graduates v/ho discon­ tinued their attendance at the junior college after one year or less did so because they were forced to do so, they attended another institution or accepted employment. In most cases, those who accepted employment did so in occupations for v/hich they apparently had been trained, because they were employed in occupations v/hich required considerable skill and training. REASONS GRADUATES GAVE FOR NOT ATTENDING THE JUNIOR COLLEGE A few students who did not attend the junior college or another college responded to the question v/hich inquired why 256 they had attended another college instead of the junior col­ lege. The request for information was phrased as follows: If you have attended school s_lnce graduating from high school and did not attend Jackson Junior CollegeT please state your reason for not attending:________________ . Table LXXVI reveals that 32.9 percent of the 1946 graduates did not respond to the question. Reasons which 21.9 percent of the 1946 graduates gave for attending another institution were: desired influence of college life away from home; other institutions offered bet­ ter training and facilities; training was not available in the junior college. Some of the students said, "Problem of trans­ ferring credits," "Accepted work after graduation," and "Entered the armed service" (14.7 percent). Finances appeared to be the reason why some of the 1946 graduates did not attend the junior college (3*7 percent). That reason v/as stated by students who had not attended either the junior college or another institu­ tion. Only 13.1 percent of the 1949 graduates who were asked to give reasons why they attended another college did not respond (see Table L30CVTI). Apparently the prestige of attending a col­ lege away from home was a definite factor, as 15.7 percent of the 1949 graduates stated they desired the influence of college l i f e away from home. Some of the 1949 graduates also stated that training was not available in the junior college (8.4 per­ cent); others indicated that they attended another institution because better training and facilities were available (6.0 per­ cent). Induction in the armed service v/as the reason given 257 by 6.0 percent of the 1949 respondents. also mentioned by 6.0 percent of them. Lack of money was The problem of trans­ ferring credit was mentioned by 2.4 percent. Reduction of tuition should be given some consideration because the graduates who gave finances as their reason for not attending the junior college might have attended the institu­ tion if tuition were nominal or eliminated. A few of the grad­ uates appeared to consider the matter of transferring credit from the junior college to a senior college a problem. the problem does not exist. Perhaps Nevertheless, if it exists in the minds of some of the former high school students, it may have a decided effect upon the junior college enrollment in the future. It seemed that the 1946, 1949 graduates v/ho attended other colleges were confessing that they did not know very well what the educational opportunities were in the junior college when they stated that training v/as not available in the junior college. REASONS GRADUATES GAVE FOR ATTENDING THE JUNIOR COLLEGE Reasons junior college students give for attending the junior college may be helpful ih determining v/hat functions the junior college does perform. The question referring to the reason for attending the junior college was: If, you did attend the Jackson Junior College. please state your reason why you attended___________ • Table LXXVIII illustrates that the fin­ ancial factor involved in college attendance v/as important to 258 TABLE LXXVT REASONS EIGHTY-TWO GRADUATES OF 1946 STATED FOR NOT ATTEND­ ING JACKSON JUNIOR COLLEGE JACKSON, MICHIGAN Reasons No. of graduates J. C. was not in existence Desired influence of college life away from home Desired to attend a larger institution Other institution offered better training and facilities Training not available in J.C. Problem of transferring credits Religious Involved too much time Finances Accepted work after H.S.graduation J. C. program not publicized Marriage Others No response Took post-graduate Athletics Was not interested Armed services / Total 82 of 2 2.4 7 1 8.5 1.2 6 5 4 3 3 3 4 1 2 4 27 1 2 3 4 7.3 6.1 4.9 3.7 3.7 3.7 4.9 1.2 2.4 4.9 32.9 1.2 2.4 3.7 4.9 100.0 the 1946 graduates because 27*4 percent of that class who at tended the Junior college said they did so because the cost • less. A large number also stated that they attended the Jun college because they could remain at home (19.2 percent). reasons stated were: Other to prepare for a vocation (11.0 percent), and to prepare for further college in the future (11.0 percent). A large percent of the 1949 graduates who attended the junior college also stated that they continued their education 259 TABLE LXXVII REASONS EIGHTY-THREE GRADUATES OF 1949 STATED FOR NOT ATTENDING JACKSON JUNIOR COLLEGE JACKSON, MICHIGAN Reasons No. of graduates Desired influence of college life away from home Scholarship for another institution Moved from Jackson Desired to attend a larger institution Unbroken pattern of college attendance preferred Other institution offered better training and facilities Traini g not available in J.C. Problem of transferring credits Religious Involved too much time Finances Accepted work after K.S. graduation Marriage Others No response Took post-graduate T.7as not interested Armed services Total % 13 3 2 3 15.7 3*6 2.4 3.6 2 2.4 5 7 2 2 1 5 l 2 6 15 1 8 5 6.0 8.4 2.4 2.4 1.2 6.0 1.2 2.4 7.2 18.1 1.2 9.6 6.0 33_ 100.0 in the junior college because the cost was less (22.4 percent) (see Table LXXVTII). Other reasons which a number of the 1949 graduates gave for attending the junior college were: to be at home (10.6 percent); to prepare for a vocation (9*4 percent); to prepare for further college in the future (3 1.8 percent), and "try-out" for college (9*4 percent). It appeared that the Jackson Junior College did perform some important functions for the graduates of the classes of 260 TABLE LXXVIII REASONS SEVENTY-THREE GRADUATES OF THE CLASS OF 1946 AND EIGHTY-FIVE GRADUATES OF THE CLASS OF 1949 GAVE FOR ATTENDING JACKSON JUNIOR COLLEGE JACKSON, MICHIGAN Rea sons Class of 1946 No. % 14 To be at home Part-time employment — available 8 To prepare for a vocation 20 Cost was less and finances To prepare for further 8 college in the future Received scholarship at junior college Cooperative training program 1 1 Others 12 No response 2 Try-out for college Part of hospital training 1 received there Housing shortage in other 2 Michigan institutions 2 More personal attention 1 Convenience 1 Reputation of college Total 73 Class of 1949 No.__ . fo 19.2 9 10.6 — 11.0 27.4 2 8 19 2.4 9.4 22.4 11.0 10 11.8 1.4 : .4 16.4 2.7 1 2 3 8 1.2 2.4 3.5 9.4 9.4 1.4 5 5.9 2.7 2.7 1.4 1.4 2 2 3 3 2.4 2.4 3.5 3.5 100.0 0 .95...__ 100.0 of 1946 and 1949 7/ho attended the institution, e.g., the col­ lege preparatory function, the popularizing function (more students could attend because of lower cost of education), the vocational preparatory function (some students were receiving vocational training in the junior college) and the socializ­ ing function. 261 GRADUATES * KNOWLEDGE OF COURSES TAUGHT ITT THE JUNIOR COLLEGE The knowledge graduates had of curricula taught in the Junior college could be another basis for deciding whether the program of the institution was adequately publicized. The following question was submitted to the respondents: Do you know whether this .junior college teaches courses which would be helpful in training you for your present occupation? (Yes £r No)__________ • Approximately 35.0 percent of the 1946 and 1949 graduates did not respond to the question (see Table LXXIX). It is highly possible that these respondents did not know whether courses were available. Twenty-eight and four tenths percent of the 1946, and 26.6 percent of the 1949 grad­ uates indicated that they did not know whether courses were available. Although the percentage of the graduates who did not know if courses were available v/as not as large as that of the Jackson High School students who did not know, it did illustrate that a large number of graduates as well as high school students were uninformed about the Junior college educa­ tional program (see Chapter VI, Table LVIII). An extensive guidance and counseling program in the high school would prob­ ably help a great deal to remedy the situation. GRADUATES1 STATEMENTS REFERRING TO JUNIOR COLLEGE ATTENDANCE IF OCCUPATIONAL TRAINING HAD BEEN AVAILABLE The lack of available courses for occupational training was investigated to determine what effect this had in deterring 262 TABLE LXXIX KNOWLEDGE OF COURSES BEING TAUGHT IN JUNIOR COLLEGE V/HICH WOULD BE HELPFUL IN TRAINING 1946 AND 1949 GRADUATES FOR PRESENT OCCUPATIONS JACKSON, IIICHI GAN Knov/ledge 1946 Graduates No. % Know what courses are 68 taught Do not know whether courses are taught 52 No response 63 Total . . 183 1949 Graduates No. % 37.2 82 33.3 23.4 34.4 57 75 26.6 35.0 100,0 ... , 3W- .. lop^.a . - some of the graduates from attending the junior college. Graduates were asked: If vou did not attend this junior col­ lege do you think you might have attended if courses had been available to train you for your occupation? (Yes or No)______ . No response was given by large numbers of the 1946 and 1949 graduates because they had attended the junior college. Ap­ proximately 4.9 percent of the 1946 and 7.0 percent of the 1949 graduates would have attended the junior college if train­ ing had been available. Another 2.2 percent of the 1946 and .5 percent of the 1949 graduates indicated that "perhaps” they might have attended. Although the junior college does provide the possibility of an apprenticeship training program in a number of skilled trades, the program did not make much of an impression upon the former Jackson High School students* The emphasis placed upon the college preparatory function of the institution may 263 have a tendency to minimize some of the other functions the college can perform. Again, much of the reasoning students gave for attending another Institution was based upon inade­ quate information relative to the functions the Junior college carries out. JUNIOR COLLEGE CURRICULAR OFFERINGS SUGGESTED BY GRADUATES The creation of a broadened curriculum was the focus of attention when respondents were asked to suggest courses the Jackson Junior College could offer v/hich would help them in the occupations in v/hich they v/ere employed. Suggestions were asked for because the curricula individuals proposed were apt to be biased by a suggestive check list of possible offerings. Tables G and H, v/hich can be found in Appendix B, present the suggested courses which graduates indicated would be helpful to them. A comparison was made with Table F, Appendix B in order to determine if the suggested courses were offered in the Junior college curriculum. The longest list of suggestions was made by the class of 1949. The number of times each course was suggested v/as re­ corded in order to determine v/hat importance each course had in proportion to the total number of suggestions. Table G, Appen­ dix B reveals that 20.0 percent of the total number of suggest­ ions made by the 1946 graduates were in the area of business training. Except for a suggested course dealing with invest­ ments and a terminal program in business management, the sug­ gested courses in business training v/ere already offered. The 264 technical courses suggested by the 1946 graduates ranked sec­ ond in the list. Except for a modified form of machine opera­ tion training program* the remainder of the suggested courses were not listed in the curriculum. The only indication that g they might be offered was given in the Announcement which stated that apprenticeship training could be secured in some of the trades. Except for the courses offered in the Institute Division, there were no courses available in agriculture. Fur­ thermore, no teacher-training courses were taught. Table H. Appendix B included the suggestions of the class of 1949# The respondents in that class proposed technical courses the greatest number of times (17.3 percent). Except for the suggested course for skilled machinist and on-the-job training, none of the suggested courses were listed in the Junior college Announcement. A few suggestions listed in the biological science category included dermatology, pharmacology, and bacteriology. If the proposed nurses* training program Is carried out In the future, those courses, no doubt, will be In9 eluded In the curriculum • Except for the suggestions of more advanced courses which are usually taught in a senior college, most of the proposed courses were included in the junior college curriculum. The comments that graduates made suggest that those who attended the Junior college for the purpose of preparing for 3 ------------- Announcement of Jackson Junior College, ££. cit.. p. 38. 9 See Dean Atkinson’s letter, Appendix A. 265 senior college v/ere, on the whole, well satisfied. There v/as some indirect suggestion that the junior college could offer courses of a ’’practical nature." From the standpoint of the graduates* suggestions, it seems that the junior college should re-evaluate its curriculum in order to determine to what extent a broadening of the curri­ culum is needed* If broadening of the curriculum is not re­ quired, then, certainly, emphatic publicizing of the curricu­ lum is needed* GRADUATES* OCCUPATIONAL SATISFACTION To determine how well satisfied graduates were with their occupations', this question was asked: Is. your present occupa­ tion the life work you have always wanted to do?_______________ If not. what. was your original choice of an occupation?_______ Approximately 27.0 percent of the 1946 and 1949 graduates did not respond to this question since they were still attending school and had accepted no permanent employment. A slightly larger percentage of the 1946 graduates than the 1949 graduates indicated that their present occupations were not the ones in which they wanted to be employed (1946 graduates, 37#2 percent; 1949 graduates, 34.6 percent). Although the percentages did not seem large, the matter is of concern. It raises the question as to what extent the high school guidance and counseling func­ tion could be more effective in eliminating some of the occupa­ tional dissatisfaction. The comparison of the occupational classification in which 266 graduates v/ere employed with their original choices of oc­ cupations revealed that over 55.0 percent of the graduates did not indicate v/hat their original choice of occupation had been (see Table LXXX)• That was expected because quite a large per­ cent of the respondents were attending school and had not been engaged in a permanent occupation. The table illustrates that an original choice of professional occupations was indicated by 22,9 percent of the 1946 graduates— 15*3 percent v/ere actu­ ally employed in that classification. Apparently very few of the 1946 graduates expected to be employed in the clerical oc­ cupations, as only 1,6 percent stated that clerical occupa­ tions v/ere their original choice. However, 35*5 percent of those graduates v/ere engaged in clerical work. Very few ori­ ginally had selected the skilled occupations and none had chosen the semi-skilled occupations, but 6,5 percent of the 1946 re­ spondents were engaged in skilled and 6.0 percent in semi­ skilled occupations. Comparison of the occupations in v/hich the 1949 graduates ore now engaged with the original choice of occupation shows that 17*3 percent originally had desired professional occupa­ tions, while 2.S percent v/ere actually engaged in that classi­ fication (see Table LXXX). A big difference, although not as great as for the 1946 graduates, v/as also noted in the clerical occupations. Only 1,3 percent of the 1949 graduates originally had chosen the skilled, semi-skilled and unskilled occupations, but approximately 17»0 percent v/ere employed in those occupations. TABLE LXXX COMPARISON OF THE OCCUPATIOHS II! V/HICH 01733 HUNDRED EIGHTY-THREE GRADUATES OF 1946 AND TWO HUNDRED FOURTEEN GRADUATES OF 1949 ARE NC7 ENGAGED V/ITH ORIGINAL CHOICE OF OCCUPATION JACKSOU, MICHIGAN 1946 Graduates Occupations Professional Seniorofessiona1 Managerial & Official Occup. Clerical & Kindred Cccup. Sales & Kindred Occup. Domestic Service Occup, Personal Service Occup. Protective Service Occup. Building & Service Workers & Porters Agricultural, horticultural, etc. Skilled Occupations Semi-skilled Occupations Unskilled Occupations Have not decided No response Marriage Not employed Total Now en­ gaged 29 12 3 65 9 1 5 5 12 11 1 - 29 - 1 183 a JO . 1949 Graduates Original choice _ £17 JO 3 3 2 22.9 2.7 1.6 1.6 1.1 .5 - 2.7 2.7 15.3 42 6.5 5 1.6 35.5 4.9 6.5 $ Original choice 2.3 3.3 37 66 12 30.8 9 10 3 - - - - - 1 .5 5 7 2.3 3.3 1 •5 1 20 13 3 .5 6.1 1.4 - - 6 6 6.0 - .5 - 10 15.8 104 1 - .5 How en­ gaged . 3-3 3.3 5.5 56.8 .5 — 100.0 183 100.0 6 7 - 71 1 1 214 5.6 33.2 .5 .5 8 f 17.3 3.7 4.2 4.7 1.4 - l 2 .5 .9 6 4 2.8 1.8 - - - - 5 2.3 121 6 - 100,0 214 57.5 2.8 — 100.0 268 The data relative to the original occupational choice of graduates and their present employment was similar to the results obtained from the comparison of Jackson High School students* occupational desires and occupational expectations; 1.e., both high school students* and high school graduates* occupational desires were on a "higher level" than the occupa­ tions in v/hich they actually expected to engage or did en­ gage (see Table XLVII, Chapter VI). THB EFFECT OF TUITION AITD TEXTBOOK COSTS UPON GRADUATES* OPPORTUNITIES TO ATTEND THE JUNIOR COLLEGE The last question in the questionnaire requested informa­ tion which v/ould make it possible to determine to what extent tuition or tuition and textbook costs may have restricted the graduates from attending the junior college. Graduates v/ere asked to respond to the following statements: TThich of the following statements (check o ne) best describes your feelings about tuition charges and .junior college attendance? 1. I v/ould have gone if there had been no tuition charges 2. .1 v/ould have gone if there had been no tuition charges and and books were furnished_______ not the main reason__________• 3. The financial problem was According to Table LXXXI some of the 1946 graduates indicated that tuition or tuition and textbook costs did have a decisive effect upon the possibility of their attending the junior college (6.6 percent). Another 2.7 percent said that lack of money, on the whole, was the reason they did not attend. Approximately 6.6 percent of the 269 1949 graduates were also effected by tuition or tuition and textbook costs, and 3.3 percent indicated that finances, on the whole, were instrumental in restricting them from attend­ ing the junior college (see Table LXXXI). In light of the data collected from high school students and high school grad­ uates, it appeared that the matter of tuition should be given serious consideration to determine if there were any prospect of reducing the tuition or eliminating it entirely. TABLE LXXXI NUMBER OF GRADUATES OF THE CLASSES OF 194-6 AND 1949 WHO WOULD HAVE ATTENDED JUNIOR COLLEGE IF THERE HAD BEEN NO TUITION CHARGES OR TUITION AND BOOKS HAD BEEN GRATIS JACKSON, MICHIGAN 1946 Graduates No. % No tuition charges Tuition & books gratis Finances not the reason Other* No response 8 4 97 5 69 4.4 2.2 53.0 2.7 37.7 _ 1949 Gradua tes No. % ______ 10 4 126 7 67 4.7 1.9 58.9 3.3 31.3 18^ 214 100.0 Total ---100.0 ♦ Those students Indicated that finances, on the whole, were a problem for them. SUMMARY 1. The follow-up questionnaire study included 964 Jacks High School graduates of the classes of 1946 and 1949. Of the total number of mailed questionnaires, approximately 41.2 per­ cent were returned. Forty-eight and six tenths percent of the respondents of the class of 1946 and 62.1 percent of the re­ 270 spondents of the class of 1949 were living in the city of Jackson, Michigan. Not many had moved any great distance as about 66.3 percent were living in Jackson County. If so many graduates remained in Jackson or Jackson County, it v/ould sug­ gest that the vocational training of these graduates should be. such that the students could meet the occupational requirements of the community. The sex distribution of respondents included about 40.8 percent males and 59.2 percent females. Relative to marital status, 59«6 percent of the class of 1946 and 21*5 percent of the class of 1949 v/ere married. Most of the grad­ uates had completed the high school college preparatory course* The next largest group in each class indicated they had com­ pleted a general course of s tudy; then followed those v/ho had completed a commercial course of study. 2. The largest percent of the respondents was employed in the manufacturing industries group (15«3 percent). The pro­ fessional and related service industries, the transportation and communication, and the v/holesale and retail trade industries employed a fair proportion of them. It appeared that the major portion of the training offered in Jackson Junior College should be for the occupations in manufacturing, transportation, v/hole­ sale and retail trade; and professional and related service industries. 3. More 1946 graduates than 1949 graduates v/ere employed in occupations classified as professional (1946 graduates, 15«S percent; 1949 graduates, 2.8 percent). A slightly larger per- 271 centage of the 1946 graduates than the 1949 graduates were employed in clerical occupations. Fewer 1946 graduates than 1949 graduates were employed in the skilled occupations. The comparison of graduates' occupational classifications with the United States Census figures for Jackson indicated that the percentages of the graduates employed in the profess­ ional, semiprofessional, and clerical occupations were greater than the percentages reported for the corresponding classifi­ cations in the Census data. Fewer were engaged in the mana­ gerial, domestic service, personal service, agricultural, skilled, semi-skilled and unskilled classifications. A comparison of the graduates* occupational classifica­ tions with the Inventory of Occupational Index, Jackson Labor Market revealed that the percentages of 1946 graduates en­ gaged in the combined professional, semiprofessional and mana­ gerial occupations exceeded the percentages of workers in these classifications as reported in the Occupational Index. A large differences v/as noted in the combined clerical and sales oc­ cupations (1946 graduates, 40.9 percent; Occupational Index, 13.S percent). According to the Occupational Index, the per­ centages of the workers engaged in the skilled, semi-skilled and unskilled occupations were much greater than the percent­ ages of the 1946 graduates employed in these occupations. The comparison of the 1949 graduates* occupational classi­ fication with the Occupational Index revealed that fewer of these graduates were employed in the professional, semipro­ 272 fessional and managerial occupations. A big difference in per­ centages between the 1949 respondents engaged in clerical and sales occupations and the Occupational Index was also noted. Sixteen and seven-tenths percent of the 1949 graduates were en­ gaged in the skilled, semi-skilled, and unskilled occupations, while the Occupational Index illustrated that 55*7 percent of the workers in Jackson were employed in these occupations. The data indicated that the desire of high school students to engage in professional occupations would be difficult to achieve, because so few of the graduates had been able to en­ gage in these occupations. It appeared that further guidance v/as essential to modify the situation in some occupational classifications• 4. About 51*2 percent of the married women graduates were employed. That condition suggested that occupational training for women should be available not only In the junior college but the high school as well. 5* Many respondents did not answer the questions in re­ ference to their present employment because they v/ere still at­ tending school. Those who did respond indicated that the big­ gest percent of them were employed in Jackson. It appeared that the occupational training program should be structured to meet the occupational requirements of the community. 6. Approximately 67*5 percent of the graduates of the classes of 1946 and 1949 had additional schooling beyond the high school. This was somewhat higher than the 43.1 percent 273 of the 10th, 11th and 12th grade Jackson High School students who aspired to college attendance after graduation* However, the graduates* educational experiences beyond high school in­ cluded adult evening school, armed service school, correspond­ ence school, etc. Approximately 64.0 percent of the 1946 and 74.8 percent of the 1949 respondents who attended an educa­ tional institution after high school graduation enrolled at either a junior or senior college, the biggest percent of them attending the junior college. Data referring to the length of time graduates continued their education suggested that 29.6 percent of the 1946 graduates had attended a year or less. Some of the 1949 respondents did not continue their education beyond six months (19.3 percent). It was evident, in the case of the 1946 and 1949 graduates, that at least one-fifth of the graduates who continued their education may not have attended long enough to secure adequate occupational training in fields requiring considerable skill. About 21.0 percent of the stu­ dents who attended the junior college terminated their educa­ tion after they had attended a year or less. 7. In regard to reasons graduates gave for not attending the junior college, it seemed that they desired the influence of college life away from home; they thought other institutions offered better training and facilities; and they thought train­ ing v/as not available at the junior college. Some gave finances and others the problem of transferring credits to another in­ stitution as their reasons for not attending the junior college. 274 8. On the whole, graduates who attended the Jackson Junior College stated that the lower cost of attending was the reason they had gone to the junior college. Some said they at­ tended because they could remain at ho^ e; they could prepare for a vocation; and they could prepare for further college work in the future. A few of the 1949 graduates stated that they at­ tended the junior college as a "try-out” for college. 9. There was very little difference in the percentages of the 1946 and 1949 graduates who stated that they did not know whether courses were available in the junior college which would be helpful in their present occupations (24.8 percent of the 1946 and 26.6 percent of the 1949 graduates said they did not know). Approximately 35*0 percent of the 1946 and 1949 graduates did not respond to the question. It is likely that many of these students also did not know what courses the junior college offered. It seems that the high school students should re­ ceive more adequate information as to the type of training the junior college can offer. 10. No response was given by a large proportion of the stu­ dents as to whether they would have attended the junior college if training for their occupation were available, because many had attended the junior college. Of the number of graduates who did respond, 4.9 percent of the 1946 graduates and 7*0 per­ cent of the 1949 graduates said they would have attended if training had been available. About 3.0 percent said, "perhaps". 275 An analysis of the type of occupation in which these gradu­ ates were employed, the reasons they gave for not attending college, and the suggestions of courses they made for the junior college indicated that some had been interested in re­ ceiving training in beauty culture, auto-mechanics, radio and television, and printing, 11, The comparison of courses suggested by graduates for the junior college with the courses which are now of­ fered indicated that the 1946 graduates named business courses the greatest number of times (20,0 percent). The 1949 gradu­ ates suggested the technical courses the greatest number of times (17,8 percent). Except for a course in investments and a terminal course in business management, the suggested busi­ ness courses were offered by the junior college. the case for the technical courses. This was not Unless some form of ap­ prenticeship training program could be structured for the student, it was possible to receive only a modified training program of machine operation. suggested. Agricultural courses were also Except through the Institute Division, these courses were not available. 12. Further development of the guidance program was sug­ gested by the data which indicated that 37*2 percent of the 1946 respondents and 34.6 percent of the 1949 respondents did not desire the employment in which they were engaged. On the whole, a comparison of graduates* present occupations with their original choice of occupations suggested that their oc­ cupational desires were much greater than they had actually achieved• 2 13. % Approximately 6.6 percent of the graduates indica­ ted that either tuition or tuition and textbook costs did re­ strict them from attending the junior college. Another 3.0 percent said that finances, on the r/hole, were instrumental in barring them from attending the junior college. The re­ sults, plus the data obtained from the high school students relative to tuition or tuition and textbook costs, suggested that an attempt should be made to reduce tuition' or eliminate it entirely. A CHAPTER VTII GENERAL SUMMARY AND CONCLUSIONS Inasmuch as the evidence presented in this study has been summarized in detail at the conclusion of each chapter, it will not be duplicated here. Instead, the major conclu­ sions will be stressed with special attention being given to the implications which grew out of the findings. The writer realizes that every attempt at objectivity may be subject to bias because the study involved, mainly, an analysis of the data in reference to the vocational-termi nal aspect of the junior colleges located at Benton Harbor and Jackson, Michigan. Therefore, it is important that the writer indicate his belief that the future growth of the jun ior colleges depends upon the expansion of the vocationalterminal aspect of the curriculum in order that it may meet the needs of more individuals in the community. This view­ point does not preclude other functions of the junior col­ leges, but assumes that such other important functions will be continued in the future. The general summary and conclusions in reference to the data secured from the respondents of Benton Harbor and Jack­ son are presented separately. Then, a comparison of data se cured from the two communities was made to determine what similarities or disparities exist. Further, implications 278 of this study for further studies are also included in this chapter. SUMMARY OF DATA SECURED FROM BENTO IT HARBOR 1. The Benton Harbor High School students' educational expectations were well above the national average of high school graduates who actually attended college. The number of graduates of the Benton Harbor High School who continued their education was also greater than the national average. The location of an institution of higher learning in the city of Benton Harbor appeared to stimulate a demand for further edu­ cation after high school graduation. The data showed that a fairly large percentage of the high school students expected to attend the junior college. Others also stated they would attend if the junior college offered courses to train them for desired occupations. It also appeared that the junior col­ lege v/as now serving the needs of students interested in a twoyear educational program previous to attendance at a senior college. 2. Further, it seemed that, if the Benton Harbor Junior College offered additional vocational training, especially for the semi-professional and skilled occupations, more high school graduates could be expected to attend. Also, an in­ crease of curricula offered on a part-time, out-of-school basis could be expected to enhance the value of the institution to the community, and, incidentally, expand the enrollment. 3. It appeared that increased facilities for guidance 2V9 and counseling were necessary for the Benton Harbor High School students because: a large percentage of them as­ pired to professional occupations; former students of Ben­ ton Harbor High School had similar aspirations but were now engaged in occupations of another classification; on the whole, high school students were not v?ell informed about the possibilities of finding employment in the occupations they desired; high school students were not well informed regard­ ing occupational requirements; high school students were not certain where they intended to secure the necessary occupa­ tional training; more high school students did not know whether the Benton Harbor Junior College offered training for the oc­ cupations they desired than did know; the students1 pattern of intended occupations differed considerably from that re­ ported in the Sixteenth Census of the United States and the Benton Harbor Community Job Index; and some students who thought they knew v/hat training the Junior college offered actually did not Imow. 4. It seems that the Junior college should consider the possibility of reducing tuition or eliminating it, for many students and graduates of the Benton Harbor High School stated that tuition and textbook costs prevented them from attending the Junior College. If a reduction of tuition is impossible, the granting of additional scholarships to worthy students should be considered. 5. Another factor responsible for the non-attendance of many students who were planning to attend another institu­ tion or had done so was that training was not available in the junior college. Training for the desired occupations of many of these students and graduates actually was offered in the junior college. It appears that an intensified public relations program is necessary to enlighten the community in reference to the training the junior college now offers, 6, The circumstances which appeared to influence the high school graduates to attend the junior college were the reduced financial costs, the desirability of remaining at home, and the possibility of preparing for a vocation. It would seem that considerable stress should be placed upon local publication of the reasons high school graduates give for attending the junior college. The fact that reduced financial costs was mentioned as one of the main reasons for attending the junior college lends support to the conclusion already drawn that the economic factor was an important one, SUMMARY OF DATA SECURED FROM JACKSON 1, Approximately half the students of Jackson High School expected to continue their education after graduation. Although the percent who planned to do so was greater than the national average of those who actually do attend college, it appears that many of them may realize their ambitions, for a large percent of the graduates of Jackson High School do continue their educations. About half the students who planned to con­ tinue their education expected to attend the Jackson Junior 281 College. Many or the high school graduates also had attended the junior college. It appeared that a large number of the high school students who planned to enroll in the junior col­ lege were interested in the curricula preparatory for the senior college* An analysis of the curricula revealed that the needs of most of the students who planned to continue their educations after two years of junior college could be met. However, it appeared that prospective junior college students who were interested in securing occupational training in the semi-pro­ fessional and skilled occupations were limited in their selec­ tion of curricula. 2. A number of the high school students who were inter ested in preparing for the skilled occupations expected to attend the junior college. In addition, there were those who stated they would attend if they could secure training for the skilled occupations they desired. Although the junior college does offer training for agriculture and a number of trades in the Institute Division, it appeared that further explana­ tion was needed in the Announcement of the Junior College re­ lative to the specific skilled trade training offered in the Institute Division. The fact that the Institute was formerly an institution to facilitate the training of veterans makes it appear as an adjunct of the Jackson Junior College. Further, it seemed that more emphasis should be placed upon making linown to the Jackson High School students the vocational opportuni­ ties the junior college can offer, not only those opportuniti«» 282 available for professional occupational training, but for all occupations. 3. The high school students* and high school graduates* lack of knowledge of available courses taught in the junior college, and the high school students' lack of knowledge of occupational requirements and occupational opportunities in­ dicates that the guidance and counseling department could pro­ fit from an expanded program in order to facilitate their work with a greater number of students than can now be served. 4. The junior college expressed a willingness to pro­ vide courses at the adult center if enough requests were made for a specific course. A large percent of the high school stu­ dents stated they would attend school on a part-time basis in the future if they could secure training for the occupations they desired. However, the data were rather misleading be­ cause many of the high school students who said they would at­ tend junior college on a part-time basis were interested in the professions. Obviously they were not informed in regard to the training necessary for the professions. a problem for the guidance department. Here, too, is The junior college was also offering its prospective students a service which in­ volved on-the-job apprenticeship training. High school stu­ dents interested in clerical and retail occupations could se­ cure training in these areas on a part-time basis. It appears necessary to publicize more extensively the apprenticeship program. 5. A reduction or elimination of tuition apparently would permit a greater number of high school students to 283 attend the Jackson Junior College. Some of the high school students and the graduates stated that both tuition and text­ book costs were a factor in hindering their attendance at the institution. The possibility Of an increase in scholarships for worthy students should be investigated and acted upon. 6. Both the Jackson High School students and graduates appear to have insufficient knowledge in reference to the curriculum now offered in the junior college. Many gave ’’training not available in the junior college" as a reason for not attending the institution. A few of the graduates stated they did not attend the junior college because they thought they would suffer a loss of credit when they trans­ ferred to another college or university. Many basic college courses are available in the junior college, but, apparently, this fact v/as not known to students and graduates. The data suggested that a gain in enrollment in the junior college could be expected if prospective students were provided a better knowledge of the services of the institution. 7. Jackson High School graduates stated that the factors which influenced them, to attend the junior college were: the lower cost of attending the institution; they could remain at home; they could prepare for a vocation; they could prepare for further college in the future, and they could "try-out" for college. It seems that the above-mentioned factors are indices of some of the functions the junior college performs. Consequently, no effort should be spared in making known to prospective junior college students the functions which the college does perform. 284 COMPARISON OF DATA SECURED FROM BENTON HARBOR AND JACKSON The comparison of the data secured from Benton Harbor and Jackson, Michigan, indicated that there was a similarity in the educational plans of the high school students and the educational experience of high school graduates. The data reveal that the educational expectations of the Benton Harbor and Jackson High School students were well above the national average. Further, the number of graduates of the two high schools who continued their education was also greater than the national average. college. Of these, many had attended the junior In both communities a large percentage of the high school students also expected to attend the junior college. Still others stated they would attend if the junior college offered courses to train them for desired occupations. Another similarity in the data indicated that more high school students would attend the junior college if vocational training were offered in the semi-professional and skilled occupations, and even more would do so if more curricula were offered on a part-time, out-of-school basis. The comparison of data also showed that an improvement in the high school guidance program should be considered by those charged with the guidance functions because: a large percentage of high school graduates who had aspired to pro­ fessional occupations were now engaged in occupations of an­ other classification; a large percentage of high school stu­ dents also aspired to professional occupations; high school students were not well Informed about the possibilities of finding employment in the occupations they desired; they were not well informed regarding occupational requirements; they were not certain where theyintended to occupational training; more secure the necessary of them did not know whether the junior college offered training for occupations they desired than did know; the students* pattern of intended occupations differed considerably from that of the community occupational pattern; and some students who thought they knew what train­ ing the junior college offered A similarity was noted actually did not know. in the data secured from the stu­ dents and graduates of Benton Harbor and Jackson High School who stated that tuition and textbook costs prevented them from attending the junior college. The primary reason most graduates of the two high schools gave for not attending the junior college was that the train­ ing they desired was not available in the junior college. The data secured from the graduates of Benton Harbor and Jackson High School were in agreement in reference to the factors which influenced graduates to attend the junior college These factors were the low cost of attending the institution, the desirability of remaining home, and the possibility of preparing for a vocation. The comparison of the data secured from Benton Harbor and Jackson revealed that there was a difference in the on-the-job apprenticeship training program and adult education program of 236 the junior colleges in these communities. It appeared that the on-the-job apprenticeship training program at Jackson included more occupations for which individuals could secure training. Further, the facilities and possibilities for adult education seemed to be greater in Jackson than in Benton Harbor. IMPLICATIONS OF THIS STUD! FOR FUTURE STUDIES 1. It seems desirable that a study be made of the moti vatlng factors and family traditions with respect to educa­ tion beyond high school, specifically those related to re­ ligious, racial, and social status. 2. A comprehensive study should be made of the junior colleges which appear to offer a well-rounded program of vocational-terminal curricula in order to determine if these institutions are producing successful trainees. 3. What percentage of the junior college students who complete the vocational-terminal program transfer to senior colleges? How successful are these junior college transfer students? Answers to these questions should assist those students who have completed the terminal program, but desire to continue their education. 4. A comprehensive investigation of junior college stu dent personnel programs to ascertain whether these programs are used as nuclei for curriculum development. 5. A study concerned with prescribing criteria for es­ tablishing junior colleges in Michigan seems desirable. 6. What do parents recommend the junior college teach? What are the factors which are responsible for the recomraenda tions? A study involving these questions should produce r e ­ sults of value to those concerned with junior college curri­ culum development and public relations. 7. The general education classes should not be omitted in a vocational-terminal program. Therefore, a study should be made of the types of general education classes that have been successful in various junior colleges. BIBLIOGRAPHY BOOKS Bell, Howard M . , Youth Tell Their Story. American Council on Education, Washington, D.C . , 1938 . 273 PP* Bogue, on Jesse P., American Junior Colleges. American Council Education, Washington, D. C . , 1948. ix-537 PP* _______ 9 The Community College. New Company, Inc., 1950. 390 pp. York: McGraw-Hill Book Campbell, Doak S . , A Critical Study q T tfcie Stated Purposes the Junior College. Nashville, Tennessee: George Peabody College for Teachers, 1930. Ix-126 pp. Chamberlain, Dean, fit.al.. Did They Succeed in College? Adventure in American Education, New York: Harper and Brothers, 1942. (Volume IV). xiii-291 pp. Conant, James Bryant, Education in 3. Divided World. Cambridge: Cambridge Harvard University Press,1948• x-249 pp. Deming, William Edwards, Some Theory of Sampling. New York: John Wiley and Sons, Tno., I950. xvii-o'02 pp• B X s b i p m r y &JL Occupational Titles Supplement. (Third Edition). Washington, D. C.: United States Printing Office, 194?. ii-747 pp. DIxson, Henry Aldous, Organization and Development of Terminal Occupational An Selected JiffijLoj; Colleges. Ogden, U t a h : W e b e r College, 1 9 4 4 . 1 8 1 pp. Eells, Walter Crosby, The Junior College. Mifflin Company, 1931* xvII-o33 pp. Boston: Houghton- _______ , Present Status of Junior College Terminal Education. Washington, D. C . , American Association of Junior Colleges, 1941. 340 pp. , Why Junior College Terminal Education. Washington, D. C.. American Association of Junior Colleges, 1941. xii-3o5 PP* Erickson, Clifford E . , A Basic Text for Guidance Workers. New York: Prentice-Hall, Inc., 1 9 4 7 * v-566 pp. Fisher, R. A., Statistical Methods for Research Workers. Londons Oliver and Boyd, 1 9 3 8 . (Seventh Edition). 3 6 5 pp. Gallup, George and Rae, Saul F*, The Pulse of Demoeracv . Yorks Simon and Schuster, 1940. 335 pp. New Goetsch, Helen B* , Parental Income and Col3.ege Opportunities. New Yorks Teachers College, Columbia University, 1940. (Contributions to Education, No. 795). ix-157 PP* Higher Education in Minnesota, Minnesota Commission on Higher Education. Minneapoliss University of Minnesota Press, 1950. xv-419 pp* Kolzinger, Karl J., Statistical Methods for Students in Educa­ tion. Bostons Ginn and Company, 1928iv -3 72 pp. Jerome, Harry, Statistical Method. Brothers, 1924. xxiv-395 PP* ITew Yorks Harper and Koos, Leonard V., Integrating High School and College. Yorks Harper and Brothers, 194^7 v^203~ pp. New Lindquist, E. F . , Statistical Analysis in Educational Research. New Yorks Houghton Mifflin Company, 1940. 2o 6 pp. Lundberg, George A., Social Research. Green and Company, 1942. 426 pp. New Yorks Longmans, Monroe, '-Valter S., Encyclopedia of Educational Research. New Yorks MacMillan Company, 1941. xxiii-1344 pp. Polk* s Benton Harbor (Berrien County) including St . Joseph. City Directory. 1 9 ^ 0 . Detroits R. L. Po^k and Company, 431 Howard St., Detroit, Michigan. 1008 pp. Seashore, Carl E . , The Junior College Movement. New Yorks Henry Holt and Company, Inc., 1940~ iv-l 6 o pp. Sexson, John A., John 77. Harbeson and Leonard V. Koos, The New American CoIlege. New Yorks Harper and Brothers, 1946. v-312 pp. Sixteenth Census of the United S tates. Characteristics of the Population, Part 3* 1940. Washington, D. C . , United States Printing Office, 1942. 834 pp. Starrak, James, and Raymond M. Hughes, The New Junior College. Anes, Iowas The Iowa State College Press, 1 9 4 3 . v- 0 3 pp. Tead, Ordv/ay, The Inelis Lecture. Equalizing Educational Op­ portunities Beyond the Secondary School. Cambridges Cambridge Harvard University Press, 1947. 53 PP* Ward, Phebe, Terminal Education j[n the Junior College, York: Harpers and Brothers, 1947, 282 pp* New PERIODICALS Bailey, .Floyd P., "Does Our Junior College Meet Local Needs,11 JilDlsX College Journal, 7: 353-355, April, 1937. Beck, John K,, "Trends in Semi-Professional Curricula," Junior College Journal. 18: 374-378, March, 1948, Bonds, Alfred B, Jr., "Community Colleges— The Next Major Step in American Education," Junior College Journal. 18: 425-533, April, 1948. Brumbaugh, A. J., "Student Personnel Work in Universities," IgJ’.t.h Central Association Quarterly. 13: 518-528, April, 1939. Campbell, Doak S., "The Junior College Curriculum," Collgfiq Journal. 3* 416-419, May, 1933. Junior . "Necessity for Critical Evaluation and Appraisal," Junior College Journal. 6: 109-110, December, 1935. Carpenter, Werrett W , , "Recent Development in Junior College Administration," N. jg. .A, Bulletin. 523-524, 1933* Cloud, A. J±, "The Junior College and the Curriculum," ior College Journal. 8: 453-458, May, 1938. Jun­ Colvert, C. C., "Curriculum Trends in Junior College," ior College Journal. 9s 12-17, November, 1938. Jun­ Conant, James Bryant, "Public Education and the Structure of American Society," Teachers College Record. 47: 185186, December, 1945. Conroe, Irwin A., "An Ideal Junior College Curriculum," ior College Journal. 6: 383-393, May, 1936. Jun­ Davis, Jesse B . , "Challenge to the Public Junior College," Junior College Journal. 7s 225-235. Dowse, Eunice Marion, "New England Meets Terminal Needs of Woman,” Junior College Journal. 7: 444-447, April, 1942. Dykstra, C. A., "Organizing Higher Education," The Journal £f Higher Education. 19s 191-198, April, 194B. Eells, Walter Crosby, "Public Junior College as Agency for Democracy— The Financial Aspect," N. g. Bulletin. 586-588, 1931» _______ . "Junior College Terminal Education.” Tournal. 10 J 244-250, January, 1940. Junior College ---- .. . j *'The Junior College in the United States," 3 5 %faza Journal. 13« 390-393, April, 1943. Junior ^ Eubanks, Leo, "Terminal Education Again," Junior College Journal, 12: 257-260, January, 1942. Farner, E. F . , "Kansas Looks at its Terminal Offerings," aLafogJ College Journal, 12: 523-526, May, 1942. Fredenburgh, Alva F . , "Experimental Role of the Junior College," Junior College Journal. 19* 151-155, November, 1948. Goddard, Roy W . , "Junior College Serves Community Needs," Jufllar. College Jourhal. 9: 308-31 1 , March, 1934. Haggard, W. W . , "A Demand on the Junior College," College Journal. 12: 1-2, October, 1936. Junior Hill, Merton E . , "History of Terminal Courses in California," Junior College Journal. 12: 311-314, February, 1942. Hitch, A. M., "Opportunity of the Junior College," College Journal. 4: 1-2, October, 1933* Junior Hollinshead, Byron S., "Integration with Community Needs," Junior College Journal. 8: 475-479, May, 1937. Ingalls, Rosco C., "Evaluation of Semi-professional Courses," £UAi-Q£ CpJJLgfifi 7s 480-48 7 , May, 1937. Johnson, Lamar B . , "Junior College Trends," 52: 606-610, December, 1944. School Review. Lincoln, Robert L . , "A Developmental Program with Industry Cooperating," Jufltex College Journal. 18: 446-449, April, 1948. Martorana, S. V., "Status of Adult Education in Junior Colleges," Junior Cdliege Journal. 18: 322-32 3 , November, 1947• McGrath, Earl J., "General Education, A Review," The Journal of General Education. 2: 267-277, July, 1948. Morgan, Roy E . , and Walter R. Hibbard. Jr., "Building a Cur­ riculum to Meet Industrial Needs," Junior College Journal, 17* 92-100, November, 1946 Peterson, Basil H., and James W* Thornton* Jr.* "Building a Functional Program for a Junior College," Junior Oollege Journal. 19* 119-124, November, 1948* Richards, Cyril F,, "What Will the Colleges Teach?" The jIpJaiAfll Kttfifrgp 19* 131-1:6, March,* 1948. Ricciardi, Nicholas, "Curriculum Building Meets Expanding Needs," Junior College JournalT 8: 444-448, May, 1937 Schmidtke, P. H . , "Trends in Terminal Offerings," S pJU-.SJJournal* 81 22-25, October, 1937* Junior Stoddard, George D * , "New York's Plan for New Institutes," JuataJ College Journal* 15* 60-64, October, 1944. Students and Graduates of Grand Rapids Junior College, "What the Junior College Means to Me," Junior College Journal* 9* 513-517, May, 1939. Thaden, J. F., "We Need 13th and 14th Years," The Nation's Schools * 37* 45-46, (Mo. 4), April, 1946. Tracy, H. H . , "Junior College Course in Family Relations," JjflniPX College Journal. 10: 127-135, November, 1939. Walker, Kirby P., "Curricular Offerings in Mississippi," Junior College Journal* 5* 179-180, January, 1935. Wellemeyer, J. F . , "A Study in Curriculum Trends," College Journal. 8: 459-467, May, 1938. Junior Wriston, Henry M . , "The Brown University Curriculum," The Journal of Higher Education. 19: 109-115, March, 1948. Zook, George F . , "Changing Patterns of Junior College Educa­ tion," Junior College Journal. 16: 411-417, May, 1946 . "Junior Colleges and Adult Education," College Journalf 4: 279-280, March, 1934. Junior . "Relative Merits of the 6-4-4 Plan of Organization, £. £• A* Proceedings. 516-558, 1933. PAMPHLETS, BULLETINS AND GOVERNMENTAL PUBLICATIONS AmqaRCflaent 2£ Shs. Jackson Junior College. 1951-52. Jackson, M i c h i g a n / 56 pp. Ualifprnia1s Public Junior Colleges. Prepared by a Committee of the California Department of Education, 1947. 4-22 pp. Greater Jackson Association News. Vol. 4 # Chamber of Commerce, Center Building, Jackson, Michigan.2 pp. Griffith, Coleman R., and Hortense Blackstone, "The Junior College in Illinois,” 1945. A Joint Publication of the SftP9rlftteftfleftt & £ Public Instruction o f t h e State Illinois and the University of Illinois. Urbana, Illinois: University of Illinois Press, 1 9 4 5 . x-252 pp. "Higher Education for American Democracy," A Report of the gKQSl.denkVg Commission os Higher Education. Vol. I, Establishing the Goals. Washington, D. C . , U. S. Govern­ ment Printing Office, December, 1947. vii-103 pp. "Higher Education for American Democracy," A Report of &r.3?.lfl9ft1? g .gp.mlgs.lPft on Higher Education. Vol. II, Equalizing and Expanding Individual Opportunity. Washing­ ton. D. C.s U. S. Government Printing Office, December, 1947* vii-69 pp. "Higher Education for American Democracy," A Report of th 11th Grade No. i 12th Grade i!o. i Protective Service Occupations Firemen, fire department Policemen, C: detectives Soldiers, sailors, marines * * * 1 2 1 — 1 x ' ' _ __ 4.3 Religion Total 1 1 o Sociology Modern Social Problems The home c: Family Living Problems of hev/ly Married Total 1 2 1 4 Public Speaking Public Speaking Fundamentals of Soeech Total 3 1 4 Advanced Survevine Total 1 1 ■Tome Economics Total 1 1 * — — * * * . ...3.4 - — 3.4 * * — .9 * — ... ...ti? . — A 317 (COITTI'RJED) ITo. of times suggested Other Technical Electronics Electric Wiring <7 Repair Welding Air-conditioning 6: refrig eration Pattern making Tool & die making Trade Courses General Carnentrv Total ITote: -- ---- .. — — 1 1 2 — — — — — CO 1 1 2 1 1 10 Others R.O.T.C. Logic Engineering, electrical £: civil Engineering courses Evening courses in Interior Decorating, Husic Apprecia­ tion, and Landscaping Markets and Marketing Industrial Arts Adult Education course in Shorthand Total Grand Total sf ■ Courses TTow offered by Junior College cji TABLE C — 1 1 1 2 - 1 1 1 * — - * * — 1 9 7.7 117 100.0 — - indicates courses not offered. * indicates courses offered in the junior college curriculum. APPENDIX B TABLE D COURSES '.THICK GRADUATES OF TEE CLASS OF 1949 SUGGESTED THE JUNIOR COLLEGE COULD OFFER *7111CH 7/DULD AID THEM IN THEIR PRESENT OCCUPATIONS, COIIPARED Y7ITH THE PRESENT CURRICULUM OF THE JUNIOR COLLEGE BENTON HARBOR , MI ail GAN Courses No, of times suggested Agriculture Horticulture Farm Management Total 2 2 4 Now offered by Junior jO_ College — — 7.4 _ Art — Drawing and Design Art &. Sign Lettering Total 1 1 2 * * Biological Science Zoology Botany Anatomy Physiology Bacteriology Total 1 1 1 1 4 * * * * — Business Training Accounting Bookkeening Salesmanship Shorthand Typewriting Business Machines Secretarial Science Advanced Training on I.B.M. machines Banking Teach how to use calculators, Total Chemistry Inorganic chemistry Qualitative analysis More advanced science Total - _ 7.4 ... 1 3 1 1 1 1 3 * * * * * * * 1 1 - 1 14 1 1 1 ..3. * 2^.9 £.6 . * * * - 319 TABLED ( C O iT T I'U E D ) Courses No* of times sussested 3 Nov; offered by Junior Collese Economics Economic Problems Agricultural Economics Total 1 1 2 Education Courses Total 1 1 Mechanical £ I.Iachine Dr aw ins Total 1 1 1 ^9 — Business Communication Tota 1 1 1 1.9 — German Total 1 1.9 — I.Iachine Shop Machine Shop Operation Production Machinery I.Iach line Tool Ins nee tion Total 1 2 1 4 1 _ . ^ .7 _ 1^ 3 _ * 7.4 — — — 5.6' * * — 7.4 * * — 3.7 * — — I.Iathemo tics Business Mathematics Calculus Total 2 1 Music Music Theory Music Appreciation String instruments-training Literature of music £ accoustics Total 1 1 1 1 4 Physical Education Total 2 2 Personal Adjustment 1 * Religion Total 2 2 - J 320 TABLE D (CONTINUED) No. of times suggested Courses Others Electric wiring and repair Geology Assembly of TV sets Radio Engineering V/ood workins Total Grand Total Notes 1 1 1 1 1 — — _ 7.4 _ ___________ % 7?ow offeree by Junior College i±.. 100.c - indicates courses not offered, * indicates courses offered in the junior college curriculum. APPENDIX B TABLE E DESIRED OCCUPATIONS OF 10th, 11th AND 12th GRADE STUDENTS OF JACKSON HIGH SCHOOL, JACKSON, MICHIGAN Classified Occupations 10th Grade Ho. i 11th Grade No. t 12th Grade No, t Professional Occupations Accountants and Auditors Authors, Editors and Reporters Chemists, assayers £ metallurgists Clergymen Dentists Engineers, chemical Engineers, civil Engineers, electrical Engineers, mechanical Lawyers Musicians £ teachers of music Pharmacists Physicians £ Surgeons Social G: Welfare workers Teachers, primary school £ kindergarten Teachers, secondary school £ principals Teachers £ instructors Trained nurses Veterinarians Other professional Total 3 2 1 - 1 1 3 1 2 4 2 2 3 2 1 1 2 8 1 11 ft 5.9 3.9 2.0 mm 2.0 2.0 J5*oy 2.0 3.9 7.3 3.9 3.9 5.9 3.9 2.0 2.0 3.9 15.7 2.0 21.6 100.0 - 1 - 3.1 mm - mm - - - — - - - - 1 3 1 2.8 3.3 2.8 — — - — 4 12.5 - — - mm J 9.4 6.2 6.2 1 3 1 1 2.8 3.3 2.8 2.8 - - 2 2 mm - - - 1 3.1 8 25.0 5 15.6 l 3.1 5 15.6 3? 100.0 3 3.3 3 3.3 l 2.8 1 2.8 5 13.9 7 19.4 • 5 ___13.9 ^0 100.0 TAELE E Classified Occupations (CO"TI'iI'ED) 1C th Grade Ho • /J rl Aviators Decorators C- v/indov/ dressers Commercial Artists Designers Draftsmen Laboratory teclmicians £ assistants Healers i medical service occupat^’on Radio oaerators Surveyors Technicians, excent laboratory Other semi-professional occupations Total 1 1 7.1 7.1 — - 1 4 o c. — 7.1 2316 14.3 - - - — - _ _ _ _ _ 5. 14 .75.7 100.0 lltFi Grade ?v'o No, 4 1 6.2 — _ 4 2 3 1 1 2 - 1 H.i _ 25.0 12.5 9.4 6.2 6.2 12.5 - 1 6.2 1 __ 6.2 .. 16 12th Grade No. % 100.0 — 2 1 2 22.2 11.1 22.2 - - 1 11.1 - - 1 11.1 - - 1 11.1 9 100.C Retail Nanayors Other managerial £ official occimat: i,r.s Total 75.0 25.0 .. 4 100.0 • 3 1 o 2 2 ^nvn. .0 •0 O 0 Nans^erial C: Official Occupations 4 100.0 1 1 1 12 .3 1 7 <. 0 2 100. C 100.0 Clerical C: Kindred Occupations 5 0 12.8 7.7 3 3.1 - 25 6 64.1 15.4 21 0 / - - - - - 4 . . . . . . .J59.. 100.0 37 56.3 24.3 - 10.3 100.0 26 3.8 3.3 42.2 11.5 3.3 .7.3 100.0 . . „ 322 Bookkeepers & cashiers Clerks, general File clerks Secretaries Stenographers 0 typists Telephone onera tors Other clerical occupations Total TABLE E Classified Occupations (COK'TI'USD) 10 th Grade Ko *_ rl P 11th Grade Ko. i 12th Grade rrn d fi ±<0. Sales 11th Grade iO ITo, j 12th Grade ITo, - jd* ___ Semi-skilled Occupations Unskill 3d Oc c ’ ji 1 5o.o — - - - 33.3 33.3 . 33.3 100.0 — — - - - - 1 2 1 1 100.0 100.0 1 1 100.0 100.0 — — o O n O - 50.0 5o.c 3 1 1 10 80.0 10.0 10.0 100.0 1 25.0 3 75.0 4 100.0 — i o 1 1 1 a — o . Tr uck driver Attendants filling station parking lot Trade apprentices Other sen:-skilled occupations Total 100.0 a ti..-ns Laborer Total — - Hiscellaneous Have not decided Ho response Earriaoe Total - 16 100.0 - APPENDIX B TABLE F COURSES OFFERED AT JACKSON JUNIOR COLLEGE SUBJECT CREDIT HOURS Accounting 21. 41. 42. General Principles Principles 4 4 4 Drawing and Design History of Art, Design 8: Composition Elementary Design and Crafts Art Education 3 3 3 3 Microbiology Medical-Secretory Laboratory General Biology " « Elements of Botany Hygiene-Personal, Family and Community Living Zoology-Anatomy i. Physiology Principles of Animal Biology Anatomy 8z Physiology » " *» 3 4 3 3 4 Art 21. 22. 23. 24. Biology 11. 12. 21. 22 21. 21. 11. 21. 43. 44. 3 4 4 2 2 Business and Secretarial Science Courses 11. Advertising 11. Salesmanship 11,12. Business Law Business Mathematics--see I.'athema tics 11. 11. Shorthand 12. " 11. Ty pev/r it ing 12. " Business Machines 31“Applied Typewriting Cooperative Office Training 11,12. Related Instruction Coonerative Office Training 117/, 12W Work Experience Cooperative Office Train:’ng-3IN, 32 W. T7ork Exnerience 3 3 3 4 4 2 2 2 2 2 2 327 TABLE F (CONTINUED) SUBJECT CREDIT HOURS 2 2 2 2 2 CMvOvO mm Cooperative Retailing II-Related Instruction Cooperative Retailing 12-Related Instruction-2nd Semester Coonerat5ve Retailing 11W, 12W- 7/ork Experience Cooperative Retailing 3^* Merchandise Information: Textiles Cooperative Retailing 32-Merchandise Information: ITon-textiles Cooperative Retailing 31'