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73-29,781
SHANAHAN, John J . , 1942A DESCRIPTIVE STUDY OF THE STUDENTS ENROLLS
IN OCCUPATIONAL EDUCATION IN MICHIGAN'S
PUBLIC CCmUNITY JUNIOR COLLEGES.
Michigan S t a te U n iv e rs ity , P h .D ., 1973
E ducation, v o c a tio n a l

U niversity M icrofilms, A XEROX C om pany , A n n A rbor. M lchl0 Ml

A DESCRIPTIVE STUDY OF THE STUDENTS ENROLLED
IN OCCUPATIONAL EDUCATION IN MICHIGAN'S
PUBLIC COMMUNITY JUNIOR COLLEGES
By
John J . Shanahan

A THESIS
S u b m i t te d t o
Michigan S t a t e U n i v e r s i t y
1n p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s
f o r th e degree o f
DOCTOR OF PHILOSOPHY
Department o f S e c o n d a r y E d u c a t i o n and C u r r i c u l u m
1973

ABSTRACT
A DESCRIPTIVE STUDY OF THE STUDENTS ENROLLED
IN OCCUPATIONAL EDUCATION IN MICHIGAN'S
PUBLIC COMMUNITY JUNIOR COLLEGES
By
John J . Shanahan
The p u r p o s e o f t h i s s t u d y was t o d e s c r i b e t h e s t u d e n t s '
e n r o l l e d 1n an o c c u p a t i o n a l e d u c a t i o n p ro g ram 1n M i c h i g a n ' s p u b l i c
community and j u n i o r c o l l e g e s .
S p e c i f i c a l l y , t h e s t u d y was d e s i g n e d t o :
1.

dem ographlcally d e s c rib e the o ccu p atio n al ed u catio n
s t u d e n t s e n r o l l e d i n M i c h i g a n ' s p u b l i c community and
ju n io r colleges.

2.

d e s c r i b e t h e s t u d e n t s ' h i g h s c h o o l and corrmunlty
c o lle g e education e x p erien c es.

3.

d e s c r i b e t h e i r p r a c t i c a l work e x p e r i e n c e s .

4.

a s c e r t a i n t h e i r r e a s o n s f o r a t t e n d i n g a community
c o l l e g e and e n r o l l i n g 1n an o c c u p a t i o n a l e d u c a t i o n
p rog ram .

M i c h i g a n ' s t w e n t y - n i n e p u b l i c c o n m u n lty and j u n i o r c o l l e g e s
a r e l o c a t e d g e o g r a p h i c a l l y 1n m e t r o p o l i t a n and n o n m e t r o p o l i t a n a r e a s

John J .

of the s t a t e .

Shanahan

F i f t e e n o f t h e s e c o l l e g e s a r e l o c a t e d in s t a n d a r d

m e t r o p o l i t a n s t a t i s t i c a l a r e a s , t h e r e m a i n i n g f o u r t e e n a r e l o c a t e d 1n
nonm etropol 1 t a n a r e a s .

The community c o l l e g e s f o r p u r p o s e s o f t h i s

s t u d y were I d e n t i f i e d a s a m e t r o p o l i t a n o r n o n m e t r o p o l i t a n c o l l e g e .
The number o f s t u d e n t s e n r o l l e d 1n e ac h community c o l l e g e s '
o c c u p a t i o n a l p r o g r a m , f o r t h e 1971-72 a c a d e m ic y e a r was o b t a i n e d .

For

e a c h o f t h e se ven p rogram a r e a s , e i g h t community c o l l e g e s w e re r a n ­
domly s e l e c t e d .

Four o f t h e e i g h t c o l l e g e s were l o c a t e d 1n m e t r o p o l i ­

t a n a r e a s and f o u r w e re l o c a t e d 1n n o n m e t r o p o l 1 t a n a r e a s o f t h e s t a t e .
A m o d i f i c a t i o n o f t h i s s e l e c t i o n p r o c e d u r e was r e q u i r e d b e c a u s e o f
t h e a b s e n c e o f r e p o r t e d s t u d e n t e n r o l l m e n t s in s e v e r a l p ro gram a r e a s
in some coimujnlty c o l l e g e s .
The minimum sample s i z e was d e t e r m i n e d by f o r m u l a .

Five

h u nd red and f o r t y n i n e m e t r o p o l i t a n and 542 n o n m e t r o p o l 1t a n o r 1,091
s t u d e n t s c o n s t i t u t e d t h e s a m p le s i z e .

The q u e s t i o n n a i r e s w e re p r o ­

p o r t i o n a t e l y d i s t r i b u t e d t o t h e randomly s e l e c t e d I n s t i t u t i o n s b a s e d
upon t h e number o f o c c u p a t i o n a l s t u d e n t s In e a c h p ro g ram a r e a .

The

s t u d e n t s who p a r t i c i p a t e d 1n t h e s t u d y w e r e a l s o randomly s e l e c t e d .
The dean r e s p o n s i b l e f o r o c c u p a t i o n a l e d u c a t i o n a t e a c h
c on m u nlty c o l l e g e s e r v e d a s t h e r e s e a r c h e r s ' c o n t a c t p e r s o n .

The

dean was r e s p o n s i b l e f o r t h e d i s t r i b u t i o n , a d m i n i s t r a t i o n , c o l l e c t i o n
and r e t u r n o f t h e r e s e a r c h m a t e r i a l s 1n a c c o r d a n c e w i t h t h e s t a t e d
d i r e c t i o n s f o r e ac h o f t h e a c t i v i t i e s .

J o h n J . Shanahan

Findings
Personal C h a r a c t e r i s t i c s
o f the Students
1.

Males a c c o u n t f o r 60 p e r c e n t o f t h e s t u d e n t s e n r o l l e d

1n m e t r o p o l i t a n co n m u n lty c o l l e g e o c c u p a t i o n a l p r o g r a m s .

In nonmet­

ropol 1 t a n community c o l l e g e s m a l e s a c c o u n t e d f o r 54 p e r c e n t o f th e
students.

Males c o n s t i t u t e t h e m a j o r i t y o f the s t u d e n t s e n r o l l e d 1n

the program areas o f a g r i c u l t u r a l , d i s t r i b u t i v e , t e c h n i c a l , and t r a d e
and I n d u s t r i a l e d u c a t i o n .

F e m ales, however, c o n s t i t u t e t h e m a j o r i t y

o f t h e s t u d e n t s e n r o l l e d in h e a l t h o c c u p a t i o n s , home e c o n o m ic s, and
o f f i c e e d u c a tio n programs.

O c c u p a t io n a l programs a r e d e s i g n e d t o

t r a i n e i t h e r male o r f e m a l e s f o r s p e c i f i c j o b s w h i c h a r e g e n e r a l l y
c o n s i d e r e d t o be male o r f e m a l e t y p e o c c u p a t i o n s .
High School E ducation
ExpeHence"
2.

O f t h e s t u d e n t s e n r o l l e d In community c o l l e g e occup a­

t i o n a l p r o g r a m s , 50 p e r c e n t o f t h e a g r i c u l t u r a l , 65 p e r c e n t o f the
d i s t r i b u t i v e , and 77 p e r c e n t o f t h e h e a l t h o c c u p a t i o n s s t u d e n t s have
had no p r e v i o u s h i g h sc h o o l v o c a t i o n a l e d u c a t i o n r e l a t e d t o t h e i r
c u r r e n t program o f s t u d y .

On t h e o t h e r ha n d , 17 p e r c e n t o f a g r i ­

c u l t u r a l , f o u r p e r c e n t o f t h e d i s t r i b u t i v e and l e s s than one p e r c e n t
o f t h e h e a l t h o c c u p a t i o n s have had f o u r o r more s e m e s t e r s o f r e l a t e d
h ig h s c h o o l v o c a t i o n a l e d u c a t i o n .
The high s c h o o l c o u r s e p r o f i l e f o r t h e s t u d e n t s e n r o l l e d
In home e co n om ic s, o f f i c e e d u c a t i o n , and t r a d e and I n d u s t r i a l e d u c a t i o n

John J . Shanahan

programs 1s q u i t e d i f f e r e n t t h a n t h e s t u d e n t s e n r o l l e d i n t h e p r e ­
v i o u s l y m en tio ned p r o g r a m s.

T h i r t y - t w o p e r c e n t o f t h e home e c o n o ­

m i c s , 11 p e r c e n t o f t h e o f f i c e and 19 p e r c e n t o f t h e t r a d e and
I n d u s t r i a l e d u c a t i o n s t u d e n t s have had no h i g h scho ol v o c a t i o n a l
e d u c a t i o n r e l a t e d t o t h e i r c u r r e n t prog ram.

However, 40 p e r c e n t o f

t h e t r a d e and I n d u s t r i a l , 52 p e r c e n t o f t h e o f f i c e and 25 p e r c e n t o f
t h e home eco nom ics o c c u p a t i o n a l s t u d e n t s had had f o u r o r more semes­
t e r s o f r e l a t e d h i g h sc hool v o c a t i o n a l t r a i n i n g .

M i c h i g a n 's h i g h

sc h o o l v o c a t i o n a l e d u c a t i o n programs a r e g e n e r a l l y f o u r or more
s e m e s t e r s 1n l e n g t h and a r e u s u a l l y a v a i l a b l e t o e l e v e n t h and
tw e lf th grade s tu d e n ts .

Les s t h a n o n e - f o u r t h o f t h e s t u d e n t s c u r ­

r e n t l y e n r o l l e d 1n an a g r i c u l t u r a l , d i s t r i b u t i v e , h e a l t h , o r home
econom ics programs have c o m p le te d a f o u r - s e m e s t e r h i g h school v o c a ­
t i o n a l program r e l a t e d t o t h e i r community c o l l e g e o c c u p a t i o n a l
pro g ram .

However, b e t t e r t h a n f i f t y p e r c e n t o f t h e o f f i c e e d u c a t i o n

and a p p r o x i m a t e l y f o r t y p e r c e n t o f t h e t r a d e and I n d u s t r i a l e d u c a t i o n
s t u d e n t s c o m p l e t e d a f o u r - s e m e s t e r h igh sc h o o l v o c a t i o n a l program
r e l a t e d t o t h e i r c u r r e n t program o f s t u d y .
Community C o l l e g e E d u c a ti o n
Experiences'
3.

C a r e e r c h o i c e , and t h e s e l e c t i o n o f a program t h a t p r e ­

p a r e s a p e r s o n f o r h i s c h o se n v o c a t i o n 1s one o f t h e most i m p o r t a n t
d e c i s i o n s t h a t a p e r s o n makes 1n h i s l i f e .

When t h e o c c u p a t i o n a l

s t u d e n t s were ask ed how t h e y found o u t a b o u t t h e c o l l e g e s ' o c c u p a ­
t i o n a l programs and what p e r s o n was most 1 n f l u e n c 1 a l 1n t h e s e l e c t i o n
o f t h e o c c u p a t i o n a l p r o g r a m , some v e r y d i s c o u r a g i n g f a c t s were

John J .

revealed.

Shanahan

The s t u d e n t s r e p o r t e d t h e y t h e m s e l v e s were r e s p o n s i b l e f o r

a c q u i r i n g I n f o r m a t i o n a b o u t t h e c o l l e g e s ' p ro g ram s.

Student r e c r u i t ­

ment a c t i v i t i e s o f t h e c o l l e g e , g u i d a n c e c o u n s e l o r s , p a r e n t s , t e a c h e r s ,
and f r i e n d s p l a y e d o n l y a minor r o l e 1n a i d i n g them i n making a
selectio n .

What 1s even more d i s c o u r a g i n g i s t h e f a c t t h a t n e a r l y

70 p e r c e n t o f t h e s t u d e n t s s e l e c t e d o c c u p a t i o n a l program s w i t h o u t
t h e h e l p o f t r a i n e d c a r e e r g u id a n c e c o u n s e l o r s .

The co n m un lty c o l l e g e

o c c u p a t i o n a l s t u d e n t 1s l e f t v i r t u a l l y a l o n e t o s e l e c t from a s many as
t h i r t y - f i v e o r f o r t y d i f f e r e n t p r e p a r a t i o n programs.

This p r o c e s s

sh o u l d be e l i m i n a t e d , e s p e c i a l l y 1n l i g h t o f t h e f a c t t h a t e v e r y one
o f M i c h i g a n ' s p u b l i c conm unlty and j u n i o r c o l l e g e s p r o f e s s e s t o p r o ­
v i d e su c h s e r v i c e s .
Conmunlty C o l l e g e and
O c c u p a t io n a l E d u c a t i o n
4.

The community c o l l e g e o c c u p a t i o n a l s t u d e n t i s w o rk -

o r i e n t e d , as o n e might e x p e c t .

T h e r e a r e some d i f f e r e n c e s , h o w e v e r ,

when you c o n s i d e r why s t u d e n t s a r e e n r o l l e d 1n o c c u p a t i o n a l p r o g r a m s .
The m a j o r i t y o f t h e male m e t r o p o l i t a n s t u d e n t s can be c a t e g o r i z e d a s
h a v in g as t h e i r most I m p o r t a n t go al t h a t o f u p g r a d i n g a n d / o r u p d a t i n g
t h e i r j o b s k i l l s so as t o a c h i e v e s t a b i l i t y o r a d v an c e 1n t h e i r
o c c u p a t i o n ; t o e a r n a h i g h e r Income; and b e c a u s e o f I n t e r e s t 1n t h e
su b je ct m atter.

The male n o n m e t r o p o l 1 t a n s t u d e n t s '

s l i g h t l y from t h e male m e t r o p o l i t a n s t u d e n t .

reasons v a ry

The m a j o r i t y I n d i c a t e d

t h a t t h e y were e n r o l l e d 1n o r d e r t o p r e p a r e f o r a new o r d i f f e r e n t
Jo b .

An e q u a l number were e n r o l l e d t o p r e p a r e f o r t h e i r f i r s t j o b ,

and u p d a t e o r upg rad e t h e i r j o b s k i l l s .

A lso o f i m p o r t a n c e t o t h e

John J . Shanahan

n o n m e t r o p o l 1 t a n s t u d e n t I s t h a t o f e a r n i n g a h i g h e r Income, and I n t e r e s t
1n t h e s u b j e c t m a t t e r a r e a .

When men a r e compared w ith women t h e r e a r e

some d i f f e r e n c e s as t o why t h e y a r e e n r o l l e d 1n an o c c u p a t i o n a l p r o ­
gram.

The f e m a le s a r e p r e p a r i n g f o r e i t h e r t h e i r f i r s t j o b o r a new

j o b , and a r e g e n e r a l l y u p g r a d i n g a n d / o r u p d a t i n g t h e i r s k i l l s .
f e m a l e , l i k e t h e male o c c u p a t i o n a l

The

s t u d e n t s a r e a l s o v e ry I n t e r e s t e d

in e a r n i n g a h i g h e r income, and a r e I n t e r e s t e d 1n t h e s u b j e c t m a t t e r
area.

A n o t h e r d i f f e r e n c e , h ow e v er, 1s n o t e d between t h e male and t h e

fe m a le s t u d e n t s .

The fem a le a p p e a r s to be more I n t e r e s t e d 1n d e v e l o p ­

i n g h e r mind and I n t e l l e c t t h a n d o e s the male o c c u p a t i o n a l s t u d e n t .
Reasons f o r E n r o l l i n g 1n
a Community C o l l e g e
5.

The o c c u p a t i o n a l s t u d e n t s w e r e a s k e d to s e l e c t from a

1 1 s t o f e i g h t p o s s i b l e c h o i c e s , t h e i r f i r s t and second m o s t I m p o r t a n t
r e a s o n f o r e n r o l l i n g 1n a community c o l l e g e .

C o n sis te n t w ith the

fundam enta l p r i n c i p l e s o f t h e community c o l l e g e , and t h e f i n d i n g s
and c o n c l u s i o n s made by o t h e r r e s e a r c h e r s such a s C r o s s , Garbln and
Vaughn, B a i r d , Knoell and Medsker, th e m o s t i m p o r t a n t r e a s o n s f o r
e n r o l l i n g 1n a community c o l l e g e were low c o s t , c l o s e t o home,
o p p o r t u n i t y work w h i l e 1n s c h o o l , t h e c o u r s e s w ere o f i n t e r e s t , and
t h e programs a r e r e l a t e d t o t h e s t u d e n t s ' j o b s .

ACKNOWLEDGMENTS

I wish t o e x p r e s s my g r a t i t u d e and a p p r e c i a t i o n to t h e many
p e o p l e who made t h e c o m p l e t i o n o f t h i s t h e s i s p o s s i b l e .
s i b l e to 11st a l l

I t 1s Impos­

t h o s e to whom t h e a u t h o r 1s d e e p l y I n d e b t e d .

However, s p e c i a l th an k s must go to Dr. H. Paul Sweany, Chairman
o f t h e D o c to ra l Committee, f o r h i s p a t i e n c e and e n co urage m en t t h r o u g h o u t
the s t u d y .
The w r i t e r w i s h e s to e x p r e s s h i s s i n c e r e a p p r e c i a t i o n t o t h e
members o f t h e Guidance Committee:

Dr. Lawrence B o r o s a g e , Dr. Daniel

K r u g e r , and Dr. R o b e rt P ola n d .
I am a l s o g r a t e f u l t o t h e community c o l l e g e p r e s i d e n t s and t h e
I n s t i t u t i o n a l c o n t a c t p e rs o n f o r t h e i r c o o p e r a t i o n and a s s i s t a n c e in
h e l p i n g me c o n d u c t t h e s u r v e y ; and t h e s t u d e n t s who gave o f tim e 1n t h e
completion o f th e q u e s tio n n a ir e .
To Mrs. Karen A n derson , a s p e c i a l t h a n k s f o r t h e p a t i e n c e and
u n d e r s t a n d i n g r e q u i r e d In t h e p r e p a r a t i o n and t y p i n g o f t h i s s t u d y .
F i n a l l y , t o t h e most I m p o r t a n t p e r s o n o f a l l , my l o v i n g w i f e ,
J o a n , f o r h e r p a t i e n c e and e n co u rag e m en t t o c o m p l e t e nyy d o c t o r a l
program ; and t o my d a u g h t e r , P a t t y , f o r t h e tim e I took from h e r .

11

TABLE OF CONTENTS

Chapter
I.

II.

Page

INTRODUCTION ..........................................................................................................

1

Need f o r t h e S t u d y ............................................................................................

2

Growth o f Conmunlty C o l l e g e s In t h e U nited S t a t e s
. . .
Growth o f Conmunlty J u n i o r C o l l e g e s in Michigan . . . .
R e l a t e d L i t e r a t u r e ...................................................................................

2
4
6

Problem ...................................................................................................................
P u r p o s e ...................................................................................................................
L i m i t a t i o n s o f t h e S t u d y ..............................................................................
D e f i n i t i o n o f T e r m s ........................................................................................
O r g a n i z a t i o n o f t h e S t u d y ..........................................................................

9
10
11
11
15

REVIEW OF RELATED LITERATURE RELATED TO THE CHARACTERISTICS
OF COMMUNITY COLLEGE OCCUPATIONAL STUDENTS .....................................

16

Introduction
. . . . .
P h i l o s o p h y and C h a r a c t e r i s t i c s o f t h e Community
J u n i o r C o l l e g e ...........................................................
F e d e r a l and S t a t e L e g i s l a t i o n A f f e c t i n g
Community C o l l e g e s .............................................
Student C h a r a c te r is tic s
..............................................................................

21
24

Academic A b i l i t y ........................................................................................
Soc ioeconom ic Background .
...........................
Reasons f o r A t t e n d i n g C o l l e g e ........................................................
Work and F i n a n c e
................................

24
30
32
34

Area V o c a t i o n a l and T e c h n i c a l S t u d i e s

16
17

..............................................

36

O r g a n i z a t i o n o f t h e S t u d i e s ............................................................
Scope o f t h e S t u d i e s ...............................................................................
C o n c l u s i o n s , Recommendations, and Sunmary
o f t h e S t u d i e s ...................................................................................

38
38

S u n m a r y ....................................................................................................................

41

111

39

Page

Chapter

III.

IV.

METHODOLOGY AND PROCEDURES ..............................................................................

45

I n t r o d u c t i o n .........................................................................
R e se a r c h D esig n .
...........................................................................................
Sampling P r o c e d u r e s ...........................................................................................
Sampling S i z e D e t e r m i n a t i o n
.........................................................................
Data G a t h e r i n g I n s t r u m e n t ..............................................................................
Q u e s t i o n n a i r e A d m i n i s t r a t i o n and Data P r o c e s s i n g ...........................
The S a m p l e ..................................................................................................................
S u m m a r y .......................................................................................................................

45
46
51
52
56
57
57

CHARACTERISTICS OF OCCUPATIONAL STUDENTS ENROLLED
IN MICHIGAN'S PUBLIC COMMUNITY COLLEGES:
ANALYSIS OF DATA.....................................................................................................

59

P e r s o n a l C h a r a c t e r i s t i c s o f S t u d e n t s ...................................................
60
High School E d u c a ti o n E x p e r i e n c e s
.......................................................
68
Community C o l l e g e E x p e r i e n c e s
....................... , .................................
70
Work and E d u c a t i o n a l G o a l s ..............................................................................
80
S u n v n a r y .......................................................................................................................
92
V.

SUMMARY AND IMPLICATIONS GERMANE TO THE CHARACTERISTICS
OF MICHIGAN'S COMMUNITY COLLEGE OCCUPATIONALSTUDENTS . . .

99

S u m m a r y ...................................................................................................................

99

P u rpo se o f t h e S t u d y .........................................
Methodology . . . . . . .
....................... . . .
F i n d i n g s and I m p l i c a t i o n s

. . . . .

.......................

99
99

......................................................

100

P e r s o n a l C h a r a c t e r i s t i c s o f t h e S t u d e n t s .......................................
High School E d u c a t i o n E x p e r i e n c e s .................................................
Community C o l l e g e E d u c a ti o n E x p e r i e n c e s .........................................
Community C o l l e g e and O c c u p a t i o n a l E d u c a t i o n ..........................
Reasons f o r E n r o l l i n g 1n a Community C o l l e g e ..........................
Work E x p e r i e n c e s o f t h e O c c u p a t i o n a l S t u d e n t ..........................

100
103
107
109
110
113

Recommendations f o r F u r t h e r R e s e a r c h ......................................................

114

BIBLIOGRAPHY ...........................................................................................................................

115

APPENDICES.................................................................................................................................. 118
Appendix
A.

C r i t e r i a Followed 1n E s t a b l i s h i n g S t a n d a r d
M e t r o p o l i t a n S t a t i s t i c a l Area ........................................................................

1v

118

A p p e n d ix

B.

Page

A Map Showing t h e L o c a t i o n o f M i c h i g a n ' s 29
P u b l i c Community and J u n i o r C o l l e g e s ........................................................

121

C.

Q u e s t i o n n a i r e ................................................................................................. 122

D.

L e t t e r t o Community C o l l e g e P r e s i d e n t R e q u e s t i n g
P a r t i c i p a t i o n 1n t h e S t u d y .....................................................................131

E.

L e t t e r D i r e c t e d t o t h e Q u e s t i o n n a i r e A d m i n i s t r a t o r .........................

133

F.

D ir e c tio n s f o r the D i s t r i b u t i o n o f th e Q u e stio n n aire . . . . .

134

G.

D irec tio n s fo r the A dm inistration of the Q uestionnaire

135

H.

. . . .

L e t t e r o f A p p r e c i a t i o n ...................................................................................

v

.

137

LIST OF TABLES

Table
1.

Page
Enrollments in v o c a tio n a l e d u c a tio n in th e
U nited S t a t e s .................................................................................................

3

2.

E n r o l l m e n t s 1n v o c a t i o n a l e d u c a t i o n 1n M ichig an ..................

6

3.

P e r c e n t o f s t u d e n t s e n r o l l e d in two- and f o u r - y e a r
c o l l e g e s by ran k i n h i g h s c h o o l c l a s s ..........................................

26

P e r c e n t a g e o f s t u d e n t s e n r o l l e d 1n two- and f o u r - y e a r
c o l l e g e s by a v e r a g e h i g h s c h o o l g r a d e s
.....................................

27

5.

M e t r o p o l i t a n and n o n m e t r o p o l 1 t a n conmunlty c o l l e g e s . . .

47

6.

The number o f s t u d e n t s e n r o l l e d 1n v o c a t i o n a l e d u c a t i o n
in m e t r o p o l i t a n community c o l l e g e s by program a r e a
. . .

49

The number o f s t u d e n t s e n r o l l e d 1n v o c a t i o n a l e d u c a t i o n
programs 1n n o n m e t r o p o l 1 t a n conm unlty c o l l e g e s by
program a r e a .................................................................................................

50

The number o f q u e s t i o n n a i r e s d i s t r i b u t e d t o each o f
t h e s e l e c t e d m e t r o p o l i t a n conmunlty c o l l e g e s by
program a r e a .................................................................................................

53

The number o f q u e s t i o n n a i r e s d i s t r i b u t e d t o e ac h o f t h e
s e l e c t e d n o n m e t r o p o l 1 t a n community c o l l e g e s by
program a r e a .................................................................................................

54

The p e r c e n t a g e o f m ale and f e m a l e s t u d e n t s by
community c o l l e g e o c c u p a t i o n a l program a r e a ............................

60

P e r c e n t a g e o f o c c u p a t i o n a l e d u c a t i o n s t u d e n t s by sex
f o r m e t r o p o l i t a n and n o n m e t r o p o l 1t a n community c o l l e g e s .

61

Age d i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l
e d u c a t i o n s t u d e n t s by s e x ...........................

62

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o program a r e a by a g e ............................

63

4.

7.

8.

9.

10.
11.
12.
13.

v1

Page

Table

14.
15.
16.
17.
18.
19.
20.

21.

22.
23.

24.

25.

26.

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s c l a s s i f i e d a c c o r d i n g t o r a c e by s e x ...............................

64

P e r c e n t a g e o f con m u nlty c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s by r a c e and a g e ........................................................................

64

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s by program a r e a by r a c e ......................................................

65

M a r i t a l s t a t u s d i s t r i b u t i o n o f community c o l l e g e
o c c u p a t i o n a l e d u c a t i o n s t u d e n t s bys e x ............................................

66

Age d i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l
s t u d e n t s by m a r i t a l s t a t u s ....................................................................

67

The p e r c e n t a g e o f conmunlty c o l l e g e o c c u p a t i o n a l
s t u d e n t s by program a r e a by m a r i t a l s t a t u s ................................

68

P e r c e n t a g e s o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o t h e number o f s e m e s t e r s o f h igh
sc h o ol v o c a t i o n a l e d u c a t i o n r e l a t e d t o t h e s t u d e n t s
p r e s e n t program o f s t u d y ..........................................................................

69

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o s e l f - r e p o r t e d h i g h sc h o o l g r a d e s
by program a r e a ............................................................................................

71

Type o f high s c h o o l 1n which t h e conm unlty c o l l e g e
occupational s tu d e n t received vocational education . . . .

72

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
by t h e way 1n which t h e s t u d e n t l e a r n e d a b o u t t h e
program 1n which he was e n r o l l e d .............................................

73

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a c c o r d i n g t o t h e most I n f l u e n t i a l p e r s o n 1n c h o o s i n g
t h e i r program o f s t u d y ...............................................................................

74

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
by t h e amount o f e d u c a t i o n t h e y hope t o o b t a i n d u r i n g
t h e i r p r e s e n t s t a y 1n c o l l e g e ............................................................

74

D i s t r i b u t i o n o f conmunlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d as t o w h e t h e r o r n o t t h e c o l l e g e g r a n t e d
c o u r s e c r e d i t o r waived t h e t o t a l number o f c r e d i t s
r e q u i r e d f o r a d e g r e e f o r p r e v i o u s work e x p e r i e n c e . . . .

75

v1i

Page

Table

27.

28.

29.

30.
31.

32.
33.
34.

35.

36.
37.

38.
39.

D i s t r i b u t i o n o f conm unlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d acco rd in g to f u t u r e p lan s a f t e r completing
t h e i r p resen t schooling
..........................................................................

76

D i s t r i b u t i o n o f conm unlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d as to w h e t h e r o r n o t t h e c o l l e g e g r a n t e d
c o u r s e c r e d i t o r waived t h e t o t a l number o f c r e d i t s
r e q u ire d fo r the degree f o r previous education
e x p e r i e n c e s ......................................................................................................

77

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
as t o t h e a c t i v i t y which consumed most o f t h e i r tim e
p r i o r t o e n r o l l i n g a t t h e c o l l e g e ...................................................

78

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o program a r e a by g r a d e l e v e l
. . .

79

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
as t o t h e most c o n v e n i e n t t i m e t o a t t e n d t h e
community c o l l e g e ........................................................................................

80

D i s t r i b u t i o n o f con m un lty c o l l e g e o c c u p a t i o n a l s t u d e n t s
by sex as to t h e h i g h e s t g r a d e c o m p l e t e d .....................................

81

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a s t o t h e i r p l a c e o f r e s i d e n c e ..................................................

81

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a s t o t h e i r main s o u r c e o f f i n a n c i a l s u p p o r t w h i l e
a t t e n d i n g c o l l e g e by s e x ..........................................................................

82

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a s t o w h e t h e r o r n o t t h e employer 1s
reim bursing the e d u c a tio n a l expenses o f the s t u d e n t . . .

83

D i s t r i b u t i o n as t o t h e t y p e o f o c c u p a t i o n t h e conmunity
c o l l e g e o c c u p a t i o n a l s t u d e n t 1s c u r r e n t l y employed
in . .

84

D i s t r i b u t i o n as t o t h e t y p e o f o c c u p a t i o n t h e community
c o l l e g e o c c u p a t i o n a l s t u d e n t was employed a t b e f o r e
e n r o l l i n g a t t h e I n s t i t u t i o n .................................................................

85

D i s t r i b u t i o n o f t h e f u l l - t i m e work e x p e r i e n c e f o r
community c o l l e g e o c c u p a t i o n a l e d u c a t i o n s t u d e n t s

. . . .

86

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
by t h e e x t e n t t o which p r e v i o u s work e x p e r i e n c e
I n f l u e n c e d t h e i r program s e l e c t i o n ...................................................

87

v 1 11

T a b le

40.

41.

42.

43.

44.

45.

Page

P e r c e n t a g e o f h o u r s p e r week worked by m e t r o p o l i t a n
and n o n m e tro p o l 1t a n conmunlty c o l l e g e o c c u p a t i o n a l
..........................................................................................................
students

87

P e r c e n t a g e o f t h e f i r s t and second most I m p o r t a n t
r e a s o n s why t h e community c o l l e g e s t u d e n t 1s e n r o l l e d
1n an o c c u p a t i o n a l p r o g r a m .................................................................

89

D i s t r i b u t i o n o f conmunlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
as t o t h e i r most I m p o r t a n t r e a s o n f o r e n r o l l i n g 1n an
o c c u p a t i o n a l program c l a s s i f i e d by pro gram a r e a .....................

90

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o program a re a and g e o g r a p h i c a l
a r e a by p a r t - t i m e , f u l l - t i m e and n o n c l a s s i f i e d ......................

91

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
by p ro g ram a r e a and work e x p e r i e n c e r e l a t i o n t o t h e
p ro gram a r e a .................................................................................................

92

P e rce n tag e o f occupational students reaso n s f o r
a t t e n d i n g a community c o l l e g e .............................................................

93

1x

CHAPTER I

INTRODUCTION
P r e s i d e n t Rich ard M. Nixon has been r e c e n t l y q u o t e d a s s a y ­
ing:

" . . .

n o t n e a r l y enough a t t e n t i o n 1s f o c u s e d on t h e two y e a r

community c o l l e g e which 1s so I m p o r t a n t t o c a r e e r s o f so many young
people.
T h i s N a t i o n ' s c on ce rn f o r t h e q u a l i t y o f l i f e and t h e w e l ­
f a r e o f I t s p e o p l e has always b een one o f o u r N a t i o n ' s p r i m a r y c o n c e r n s .
T h i s them e can be t r a c e d t h r o u g h o u t h i s t o r y , and i s r i c h l y e x p r e s s e d
i n t h e g row th and development o f o u r n a t i o n a l sy stem o f p u b l i c e d u c a ­
tio n .

The phenomenal growth and d e v e l o p m e n t o f t h e c o n m u n l t y j u n i o r

c o l l e g e 1 s , p e r h a p s , t h e most s i g n i f i c a n t and c e r t a i n l y t h e l i v e l i e s t
phenomenon 1n American e d u c a t i o n t o d a y .

W ithin t h e d e c a d e o f t h e

1 9 6 0 ' s , t h e s e c o l l e g e s t r i p l e d 1n e n r o l l m e n t .
b e t t e r t h a n 2 . 5 m i l l i o n p e o p le e n r o l l e d .

In 1972, t h e r e were

T h is u n p r e c e d e n t e d growth

i s e x p e c t e d t o c o n t i n u e and t o e x c e e d 3 . 3 m i l l i o n s t u d e n t s by 1975.
As t e c h n o l o g y and e co no m ic grow th have q u i c k e n e d t h e i r
p a c e , s o c i e t y has become I n c r e a s i n g l y u r b a n i z e d .

O p p o r t u n i t i e s 1n

p o s t s e c o n d a r y e d u c a t i o n w i l l c o n t i n u e t o p l a y a l a r g e r and l a r g e r
R i c h a r d M. Nixon, Toward U n i v e r s a l O p p o r t u n i t y - - T w o Year
C o l l e g e s ; Goals and P r i o r i t l e s T T o r F e d e r a l Programs ( W a s h i n g t o n ,
D . C . : American A s s o c i a t i o n o f C om m u ^ ty J u n i o r C o l l e g e s , M arch,
1 9 7 0 ) , p. 1.

1

2

r o l e 1n f u l f i l l i n g t h e a s p i r a t i o n s and c a r e e r e x p e c t a t i o n s of t h e
American p e o p l e .
Our go v e rnm e n t has res p o n d ed i n t h e l a s t decade w i t h b r o a d
f e d e r a l commitment t o e d u c a t i o n by p r o v i d i n g what c o u l d be r e f e r r e d
t o a s landmark l e g i s l a t i o n 1n t h e form o f t h e V o c a t i o n a l E d u c a ti o n
A ct o f 1963, a s amended In 1968, t h e E d u c a t i o n a l Amendments o f 1972,
H i g h e r E d u c a t i o n F a c i l i t i e s A c t , t h e E l e m e n t a r y and Secondary E d u ca ­
t i o n A c t , t h e H i g h e r E d u c a t i o n A c t , and t h e A l l i e d H e a l t h and Manpower
A c t s , among o t h e r s .
requires th a t a ll

In c re a s in g ly a n a tio n a l co n ce rn , education today

l e v e ls o f enduring f e d e r a l

i n t e r e s t be b a l a n c e d and

c o o r d i n a t e d , d r a w in g upon t h e programs o f e v e r y I n s t i t u t i o n 1n a
r e s p o n s i b l e m an ner.
Need f o r t h e S tu d y
Growth o f Community C o l l e g e s
1n t h e U n i t e d S t a t e s
In 1960, t h e r e were 217,572 s t u d e n t s e n r o l l e d 1n a p p r o x i ­
m a t e l y 597 p u b l i c community j u n i o r c o l l e g e s in t h e U n ite d S t a t e s .

In

1971, t h e r e were 2 , 2 1 3 , 9 2 7 s t u d e n t s , o f which 1 , 1 4 0 , 9 4 3 were o c c u p a ­
t i o n a l s t u d e n t s , e n r o l l e d 1n n e a r l y 1 , 0 0 0 t w o - y e a r c o l l e g e s .

T h i s 1s

an I n c r e a s e o f n e a r l y 2 , 0 0 0 , 0 0 0 s t u d e n t s a nd 400 I n s t i t u t i o n s 1n 20
years.

The U n i t e d S t a t e s O f f i c e o f E d u c a t i o n , N a t i o n a l C e n t e r f o r

E d u c a t i o n a l S t a t i s t i c s , s u g g e s t s t h a t by 1975, t h e r e w i l l be 3 , 0 0 0 , 0 0 0
p l u s p e o p le e n r o l l e d In p u b l i c community j u n i o r c o l l e g e s 1n t h e
United S t a t e s .

V o c a t i o n a l e d u c a t i o n p r o g r am s a r e an I n t e g r a l p a r t

o f community c o l l e g e c u r r i c u l u m .

3

The an nu al s t a t i s t i c a l r e p o r t s on v o c a t i o n a l e d u c a t i o n
s t u d e n t e n r o l l m e n t s o f the U nited S t a t e s O f f i c e o f E d u c a t i o n p r o v i d e
t h e s o u r c e o f d a t a f o r Table 1.
T able 1.

E n r o l l m e n t s 1n v o c a t i o n a l e d u c a t i o n i n t h e U n i t e d S t a t e s :
f i s c a l y e a r s 1965 and 1971.

FY 1965
T o ta l E n r o l l m e n t s
Secondary
Post Secondary
A d ult
S p e c i a l Needs

5,430,611
2,819,250
20 7 ,2 01
2,378,522
25,6382

FY 1971
10,495,411
5,111,273
1 ,1 4 0 ,9 4 3
2 ,8 58,823,,
1,993,0583

T a b le 1 s t a t e s t h e growth In t h e t o t a l number o f s t u d e n t s
e n r o l l e d 1n v o c a t i o n a l e d u c a t i o n i n t h e U n i t e d S t a t e s d u r i n g t h e y e a r s
1965 a nd 1971.
student type.

T a b le 1 I n d i c a t e s t o t a l e n r o l l m e n t w i t h a breakdown on
The t o t a l number e n r o l l e d 1n v o c a t i o n a l e d u c a t i o n s i n c e

1965 h a s I n c r e a s e d by 93 p e r c e n t .

The t o t a l number e n r o l l e d 1n s e c o n ­

d a ry s c h o o l s 1n 1965 was 2 , 8 1 9 , 2 5 0 , and 1n 1971, 5 , 1 1 1 , 2 7 3 , an I n c r e a s e
o f 70 p e r c e n t .

In 1965, t h e r e were 207 ,2 0 1 s t u d e n t s e n r o l l e d in p o s t

s e c o n d a r y o c c u p a t i o n a l e d u c a t i o n p r o g r a m s , which r e p r e s e n t e d 4 p e r c e n t
2

U.S. D e p artm en t o f H e a l t h , E d u c a t i o n , and W e l f a r e , O f f i c e o f
E d u c a t i o n , V o c a t i o n a l and T e c h n i c a l E d u c a t i o n Annual R e p o r t , F i s c a l
Year 1969 (W a sh in g to n : U.S. Government P r i n t i n g O f f i c e , 1 9 7 1 ) , p. 2.
3
U.S. D e p artm en t o f H e a l t h , E d u c a t i o n , and W e l f a r e , O f f i c e o f
E d u c a t i o n , Summary Data V o c a t i o n a l E d u c a t i o n . F i s c a l Year 1971
(W a sh in gto n! U.S. Government P r i n t i n g O f f J c e , 1 9 7 1 ) , p. 1,

4

o f t h e t o t a l number e n r o l l e d in v o c a t i o n a l e d u c a t i o n .

In 1971» t h e r e

were 1 ,1 4 0 ,9 4 3 p e r s o n s e n r o l l e d in v o c a t i o n a l e d u c a t i o n p r o g r a m s , o r
an i n c r e a s e o f 451 p e r c e n t .
T ab le 1 f u r t h e r i n d i c a t e s t h e number o f p e r s o n s w i t h s p e c i a l
need s who were e n r o l l e d in v o c a t i o n a l e d u c a t i o n pro gram s.

The number

o f p e r s o n s w i t h s p e c i a l n e e d s , i . e . , d i s a d v a n t a g e d and h a n d i c a p p e d ,
has grown q u i t e r a p i d l y s i n c e t h e e n a c t m e n t o f t h e V o c a t i o n a l E d u c a ­
t i o n Acts o f 1963 and t h e 1968 amendments.

In 1965, t h e r e were 2 5 , 6 3 8

s p e c i a l needs s t u d e n t s e n r o l l e d in v o c a t i o n a l e d u c a t i o n and in 197 1 ,
t h e r e were 1 , 9 9 3 , 0 5 8 e n r o l l e d - - a n i n c r e a s e o f 761 p e r c e n t .

These

s t u d e n t s were s e r v e d i n s e c o n d a r y and community c o l l e g e p r og ram s.
As p r e v i o u s l y s t a t e d , o f 2 , 2 1 3 , 9 2 7 s t u d e n t s e n r o l l e d 1n com­
m unity j u n i o r c o l l e g e s 1n t h e U n i t e d S t a t e s , 1 ,1 4 0 ,9 4 3 o f t h e s e
s t u d e n t s were e n r o l l e d In an o c c u p a t i o n a l e d u c a t i o n program In a l l
types of p o s t- s e c o n d a r y I n s t i t u t i o n s .

I t 1s c l e a r t h a t o c c u p a t i o n a l

programs a r e an i n t e g r a l p a r t o f community j u n i o r c o l l e g e s ' program
o fferin g s in the U nited S t a te s .
Growth o f Community J u n i o r
C o l l e g e s i n M ic h ig a n
In 19 57, t h e M ichig an l e g i s l a t u r e sp o n s o r e d a s t u d y t o d e t e r ­
mine t h e n eeds f o r h i g h e r e d u c a t i o n in M ichig an.

T h is s t u d y , i d e n t i ­

f i e d as t h e John D a l e R u s s e l l R e p o r t , s e r v e d a s t h e p r i m e r 1n d r a f t i n g
t h e c u r r e n t s t a t e s t a t u t e s r e l a t i v e t o community c o l l e g e s .

In 1 9 6 3 ,

t h e r e were e i g h t e e n p u b l i c community j u n i o r c o l l e g e s 1n M ic h ig a n — t h e
o l d e s t , Grand R a p id s J u n i o r C o l l e g e , which d a t e s back t o 1914.

The

Michigan L e g i s l a t u r e p a s s e d a b i l l e n t i t l e d , The Community C o l l e g e Act

5

o f 1 9 6 6 . which s e r v e d as a r e v i s i o n and a c o n s o l i d a t i o n o f e x i s t i n g
law s and p r o v i d e s f o r t h e c r e a t i o n o f conmunlty c o l l e g e d i s t r i c t s .
By 1969, 11 new p u b l i c community c o l l e g e s were c r e a t e d , i n c r e a s i n g
t h e number o f such I n s t i t u t i o n s 1n t h e s t a t e t o 2 9.

The growth and

d e v e l o p m e n t o f t h e community c o l l e g e 1n Michigan p a r a l l e l s t h a t which
h a s happened a c r o s s t h e n a t i o n .
With t h e I n c r e a s e o f p u b l i c community j u n i o r c o l l e g e s , an
accompanyin g i n c r e a s e In s t u d e n t e n r o l l m e n t was n o t e d .

In 1961,

t h e r e were 2 5 ,0 0 0^ s t u d e n t s e n r o l l e d 1n p u b l i c community j u n i o r c o l l e g e s 1n Michig an.

By 1971

1n t h e s e I n s t i t u t i o n s .

t h e r e were 1 3 2 ,0 5 8

students en rolled

As t h e I n s t i t u t i o n s have grown i n number, so

h as t h e number o f o c c u p a t i o n a l e d u c a t i o n s t u d e n t s .

Table 2 s t a t e s

t h a t o v e r a f i v e y e a r p e r i o d , t h e number o f p e r s o n s e n r o l l e d 1n p o s t ­
s e c o n d a r y v o c a t i o n a l e d u c a t i o n p r o g r am s 1n Michigan has more t h a n
doubled.

In 1971, community j u n i o r c o l l e g e s in M ichig an were p r o ­

v i d i n g o c c u p a t i o n a l e d u c a t i o n prog ram s f o r more t h a n 4 2 ,6 3 2 s t u d e n t s .
During t h e 1970-71 f i s c a l y e a r , 2 1 ,2 0 4 s t u d e n t s w i t h s p e c i a l
n e e d s were e n r o l l e d 1n o c c u p a t i o n a l e d u c a t i o n p r o g r a m s .

S p e c ific data

i s n o t a v a i l a b l e r e g a r d i n g t h e p e r c e n t o f t h i s g r o u p which was e n r o l l e d
1n community j u n i o r c o l l e g e s 1n M i c h ig a n .

^Michigan Department o f E d u c a t i o n , E n r o l l m e n t s In Michigan
C o l l e g e s and U n i v e r s i t i e s ( L a n s i n g . 1969).
c

General

U n i t e d S t a t e s O f f i c e o f E d u c a t i o n , H i g h e r E d u c a ti o n
I n f o r m a t i o n S u r v e y . Form 2 3 0 0 - 2 . 3 - 1 ( 1 ^ 6 / and 1 9 7 6 ) .

6

T a b l e 2.

E n r o l l m e n t s In v o c a t i o n a l e d u c a t i o n 1n Mic higan:
y e a r s 1965 and 1971.

Total E nrollm ents
Post-Secondary
A dults
S p e c i a l Needs

fiscal

FY 1965

FY 1971

2 64 ,7 9 2
1 9,3 5 3
1 07,4 47
N .A .6

320,055
42 ,632
1 1 3 ,1 8 9 ,
21 ,2 0 4 7

Related L i t e r a t u r e
T here 1s a p a u c i t y o f r e s e a r c h r e l a t i n g t o t h e phenomenal
growth p a t t e r n s c h a r a c t e r i s t i c o f b o t h community c o l l e g e s and o c c u ­
p a tional education enrollm ents.

T h i s p a u c i t y o f d a t a s u g g e s t s and

u n d e r s c o r e s t h e need f o r r e s e a r c h on t h e community c o l l e g e o c c u p a ­
tio n a l education stu d e n t.

Some c i t a t i o n s from r e c e n t l i t e r a t u r e a r e

p resen te d here in su p p o rt of t h i s I n v e s t i g a t i o n .

P eterson surveyed

C a l i f o r n i a community c o l l e g e s and d i s c o v e r e d t h a t o f 26 recommended
research a re a s , adm inistrato rs f e l t th a t student c h a ra c te ris tic s
Q

ranked s i x t h in Im portance.
W hitfield s t a t e s , " . . .

gro w ing e m p h a sis on t h e two y e a r

I n s t i t u t i o n h a s n o t . . . been accompa nied by an a p p r o p r i a t e I n c r e a s e
^M ich igan Departm ent o f E d u c a t i o n , Annual D e s c r i p t i v e R e po rt
o f t h e D i v i s i o n o f V o c a t i o n a l E d u c a t i o n ( L a n s i n g , 19671) , p. 55.
^M ichigan Departm en t o f E d u c a t i o n , D e s c r i p t i v e R e p o r t o f
Program A c t i v i t i e s f o r V o c a t i o n a l E d u c a t i o n ( L a n s i n g , 1 9 7 1 ) , p . 15.
®Basil H. P e t e r s o n , C r i t i c a l Prob lem s and Needs o f C a l i ­
f o r n i a J u n i o r C o l l e g e s . C a l i f o r n i a J u n i o r C o l l e g e A s s o c i a t i o n , 1965.

i n r e s e a r c h p e r t a i n i n g t o t h e s t u d e n t s who choo se t o a t t e n d o n e . "
R eynold's w ro te, " . . .

9

th e re is a dearth o f a u th o r i ta t iv e inform a­

tio n about ju n io r c o lle g e s t u d e n t s . " ^

Bossone s t a t e d ,

" . . .

aside

from t h e u s u a l s t a t i s t i c s s e t f o r t h 1n t e x t b o o k s and a r t i c l e s a b o u t
th e s t u d e n t s ' ag e, s e x , m a rita l s t a t u s , socio-economic background,
and a ca d em ic a t t i t u d e s , v e r y l i t t l e seems t o be known a b o u t h 1 m . " ^
These s t a t e m e n t s a r e p a r t i c u l a r l y t r u e when one t r i e s t o examine
s e le c te d sub-groups o f s tu d e n ts , e . g . , occupational education s t u ­
d ents.
little

T h i s i s s u b s t a n t i a t e d by Cross when she c o n c l u d e s , " . . .

very

1s known a b o u t t h e conmunlty j u n i o r c o l l e g e s t u d e n t e n r o l l e d i n

v o c a tio n a l e d u c a tio n program s."

12

The J u n i o r C o l l e g e Rese arch Review which 1s p u b l i s h e d by
t h e American A s s o c i a t i o n o f J u n i o r C o l l e g e s , in c o o p e r a t i o n w i t h t h e
E ducational Research

I n f o r m a t i o n C e n t e r (ERIC), a t t h e

U n iversity of

C a l i f o r n i a , Los A n g e l e s , p u b l i s h e d wha t i t c o n s i d e r s t o be t h e t r e n d s
1n t h e s t u d y o f j u n i o r c o l l e g e s 1n t h e 1 9 7 0 ' s .

The c e n t e r i n one o f

t h e i r p u b l i c a t i o n s p r e s e n t s t h e r a t i o n a l e and recom mendations f o r
f if te e n e s s e n tia l research p ro jec ts.

One recommendation f o r r e s e a r c h

d e a l t w i t h s t u d e n t c h a r a c t e r i s t i c s 1n o c c u p a t i o n a l c e n t e r e d c u r r i c u l u m s

^EJwIn A. W h i t f i e l d , "The J u n i o r C o l l e g e S t u d e n t : A D e s c r i p
t 1 o n , " The School C o u n s e l o r . Vol. 16 (March, 1 9 6 9 ) , pp. 2 8 2 - 2 8 6 .
10James W.
f o r Applied Research

R e y n o ld s , The j u n i o r C o l l e g e (New York:
1n E d u c a t i o n , 1$65) .

C enter

^ R i c h a r d M. Bo sso ne, " U n d e r s t a n d i n g t h e J u n i o r C o l l e g e
S t u d e n t , " The J o u r n a l o f H i g h e r E d u c a ti o n (May, 1 9 6 5 ) , p p . 2 7 9 - 2 8 3 .
1?
K. P a t r i c i a C r o s s , The J u n i o r C o l l e g e S t u d e n t : A R e s e a r c h
D e s c rip tio n ( P r in c e to n : E ducational t e s t i n g S e r v ic e , 1968).

8

They recommended t h a t . . , " S t u d i e s s h o u l d be u n d e r t a k e n t o a p p r a i s e
th e c h a r a c t e r i s t i c s o f j u n i o r c o ll e g e s t u d e n ts r e c r u i t e d to occupatlo n a l-c e n te r e d currlculum s.

13

The r a t i o n a l e f o r making t h i s recommendation 1s a s f o l l o w s :
R e se arch on j u n i o r c o l l e g e s t u d e n t s has f o c u s e d p r i n c i p a l l y on two
to p ics.
T here i s a s u b s t a n t i a l body o f r e s e a r c h f i n d i n g s on t h e
c h a r a c t e r i s t i c s o f j u n i o r c o l l e g e s t u d e n t s — r e s e a r c h , however,
t h a t 1s b a s e d on p r e d i c t i v e m e a s u r e s and models o f i n q u i r y d e s i g n e d
t o c h a r a c t e r i z e s e n i o r c o l l e g e and u n i v e r s i t y s t u d e n t s . T h is r e ­
s e a r c h has been c a r e f u l l y r e v i e w e d by C r o s s . The u p s h o t o f t h a t
r e s e a r c h 1s t h a t j u n i o r c o l l e g e s t u d e n t s do n o t g e n e r a l l y compare
f a v o r a b l y w i t h t h e i r p e e r s e l s e w h e r e 1n h i g h e r e d u c a t i o n on t r a d i ­
t i o n a l p r e d i c t i v e m e a s u r e s , and i t s u s t a i n s t h e v a l i d i t y and
r e l i a b i l i t y o f t h e m e a su r e s u se d t o g a t h e r t h e d a t a .
Th ere a r e a l s o a number o f s t u d i e s o f j u n i o r c o l l e g e t r a n s f e r
s t u d e n t s c o n c e r n e d , in t h e m a i n , w i t h t h e im pact o f j u n i o r c o l l e g e
s c h o o l i n g on t r a n s f e r s t o s e n i o r I n s t i t u t i o n s .
The r e s e a r c h on
t h i s t o p i c was summarized a few y e a r s ago by H i l l s , and r e v e a l e d
t h a t j u n i o r c o l l e g e t r a n s f e r s do n o t , on t h e w h o le , p e rf o r m a s
w e l l a c a d e m i c a l l y as n a t i v e s t u d e n t s ; n o r do t r a n s f e r s g r a d u a t e
a s r e a d i l y . T hese c o n c l u s i o n s were c o n f i r m e d a g a i n In t h e r e c e n t
work o f T r e n t and Medsker.
But t h e f i e l d knows v e r y l i t t l e a b o u t s t u d e n t s r e c r u i t e d t o s u b ­
b a c c a l a u r e a t e o c c u p a t i o n - c e n t e r e d t r a i n i n g p ro g ram s. To d a t e ,
r e s e a r c h e f f o r t s have been l i m i t e d t o I d e n t i f y i n g s a l i e n t v a r i ­
ab les t h a t account fo r s tu d e n t s e l e c ti o n of "voc-tech" currlculum s,
b u t t h i s r e s e a r c h 1s n o t s u f f i c i e n t l y b r o a d In s c o p e t o w a r r a n t
any g e n e r a l i z a t i o n s . V i r t u a l l y a l l o f I t s subsumes t h e n o t i o n o f
r a t i o n a l i t y 1n s t u d e n t s e l e c t i o n o f o c c u p a t i o n - c e n t e r e d c u r r l c u ­
lums, a p r e m i s e s e r i o u s l y q u e s t i o n e d by T r e n t and Medsker, A
c o u p l e o f r e s e a r c h e r s have t o y e d w i t h H o l l a n d ' s e m p i r i c a l t h e o r y
o f v o c a t i o n a l c h o i c e , which 1s r o o t e d 1n p e r s o n a l i t y t h e o r y . T h e i r
e f f o r t s were u n d e r t a k e n t o v e r i f y t h e H o llan d framework and n o t t o
Implement 1 t 1n d e c i s i o n - m a k i n g , a l t h o u g h H o l l a n d ' s work was
d e s i g n e d f o r b o t h c o n c l u s i o n - o r i e n t e d and d e c i s i o n - o r i e n t e d
research.
In b r i e f , t h e f i e l d i s s i m p l y I g n o r a n t a b o u t t h e

13
A r t h u r M. Cohen and Edgar Qulmby, Tren ds In t h e Stud y o f
J u n io r C olleges:
197 0. R a t i o n a l e and RecommenBations f o r F i f t e e n
E s s e n t i a l R e s e a r c h P r o j e c t s ( W a s h i n g t o n , D .C .: J u n i o r C o l l e g e R e ­
s e a r c h Review, American A s s o c i a t i o n o f Community and J u n i o r C o l l e g e s ,
S e p t e m b e r , 1 9 7 0 ).

9

c h a r a c t e r i s t i c s o f stu d en ts r e c r u ite d to occupation-centered
pro gram s t h a t c o u l d g i v e meaning t o b o t h t h e s t u d e n t s and t h e
p r o g r a m s . '4
In c o n c l u s i o n , w i t h i n t h e l a s t s i x y e a r s 11 new community
c o l l e g e s have been e s t a b l i s h e d 1n Michig an.

E n r o l l m e n t s have

I n c r e a s e d from 2 5 , 0 0 0 1n 1961 t o 13 2 ,0 58 in 1971,

The number o f

s t u d e n t s e n r o l l e d in o c c u p a t i o n a l e d u c a t i o n programs 1n M i c h i g a n ' s
p u b l i c community and j u n i o r c o l l e g e s has I n c r e a s e d by more than 300
p e r c e n t s i n c e 1965,

R e s e a r c h r e g a r d i n g community c o l l e g e o c c u p a t i o n a l

e d u c a t i o n s t u d e n t s g e n e r a l l y does n o t e x i s t 1n t h e l i t e r a t u r e .
not suggested

I t 1s

t h a t I n s t i t u t i o n s have n o t c o n d u c t e d t h i s ty p e o f

r e s e a r c h ; i t I s , h ow ever, s t a t e d t h a t I t has n o t been r e p o r t e d in t h e
literatu re.
R e s e a r c h a b o u t t h e c h a r a c t e r i s t i c s o f community c o l l e g e
o c c u p a t i o n a l e d u c a t i o n s t u d e n t s 1s r e c o g n i z e d as e s s e n t i a l .

Program

and s t u d e n t g o a l s c a n n o t be e f f i c i e n t l y r e a l i z e d w i t h o u t f i r s t u n d e r ­
stan d in g the stu d e n t.
The Problem
I t 1s o b v i o u s t h a t o c c u p a t i o n a l e d u c a t i o n 1s i n c r e a s i n g l y
becoming one o f t h e p r i m a r y f u n c t i o n s o f M i c h i g a n ' s p u b l i c community
colleges.

The number o f s t u d e n t s e n r o l l i n g 1n t h i s a c t i v i t y has been

I n c r e a s i n g l y a t an e v e r - a c c e l e r a t i n g r a t e , and t h e r e 1s e v e r y I n d i c a «

t1 o n t h a t t h i s t r e n d w i l l c o n t i n u e .

I f fu tu re ed u catio n al planning

i s t o be r e a l i s t i c 1n t e r m s o f t h e s t u d e n t s 1 t 1s i n t e n d e d t o s e r v e ,

14Cohen and Qulmby, (Pages were n o t nu mbered).

10

t h e de velo p m e n t o f a d m i s s i o n p o l i c i e s , c o u n s e l i n g , programming, c u r ­
r i c u l u m and i n s t r u c t i o n must be p u r s u e d w i t h f u l l knowledge o f t h e
p e r t i n e n t c h a r a c t e r i s t i c s o f t h e s t u d e n t most l i k e l y t o be i n v o l v e d
in o c c u p a t i o n a l e d u c a t i o n .
I f t h e S t a t e L e g i s l a t u r e , Michigan Departm ent o f E d u c a t i o n ,
and t h e l o c a l community c o l l e g e a r e t o p r o v i d e h i g h q u a l i t y o c c u p a ­
t i o n a l e d u c a t i o n , 1t 1s e s s e n t i a l t h a t s t u d e n t d e s c r i p t i v e d a t a be
made a v a i l a b l e s o t h a t more e f f e c t i v e programs o f o c c u p a t i o n a l e d u c a ­
t i o n can be r e a l i z e d .
The f a c t t h a t s t u d e n t d e s c r i p t i v e d a t a 1s n o t c u r r e n t l y
a v a i l a b l e a t t h e s t a t e and l o c a l l e v e l 1s e s s e n t i a l l y t h e prob lem .
P urp ose
The p u r p o s e o f t h i s d e s c r i p t i v e s t u d y 1s t o :
1.

dem ographlcally d e s c r ib e th e o ccu pational education
s t u d e n t s e n r o l l e d 1n M i c h i g a n ' s p u b l i c community and
ju n io r colleges.

2.

d e s c r i b e t h e i r e d u c a t i o n a l e x p e r i e n c e s in s e c o n d a r y
and community c o l l e g e I n s t i t u t i o n s .

3.

d e s c r i b e t h e i r payed p r a c t i c a l work e x p e r i e n c e s .

4.

a s c e r t a i n t h e i r r e a s o n s f o r e n r o l l i n g 1n a community
c o l l e g e o c c u p a t i o n a l e d u c a t i o n program .

I t 1s e x p e c t e d t h a t t h e I n f o r m a t i o n g a t h e r e d from t h i s s t u d y
w i l l p e r m i t b o t h a d m i n i s t r a t o r s and i n s t r u c t i o n a l p e r s o n n e l a t t h e
community c o l l e g e l e v e l t o

e f f e c t i v e l y plan f o r p o st-secon dary

o c c u p a t i o n a l e d u c a t i o n p r o g r a m s.

11
l i m i t a t i o n s o f t h e Study
This s t u d y 1s l i m i t e d t o t h o s e s t u d e n t s who were e n r o l l e d
1n an o c c u p a t i o n a l e d u c a t i o n progr am 1n M i c h i g a n 's p u b l i c community
and j u n i o r c o l l e g e s d u r i n g t h e month o f F e b r u a r y , 1973.

The g e n e r a l

a p p l i c a t i o n o f t h e c o n c l u s i o n s o f t h i s s t u d y a r e e x t e n d e d by t h e f a c t
t h a t t h e s t u d e n t s and community c o l l e g e o c c u p a t i o n a l programs were
randomly s e l e c t e d .

The c o n c l u s i o n s a p p l y t o a l l o f t h e o c c u p a t i o n a l

s t u d e n t s e n r o l l e d 1n M i c h i g a n ' s p u b l i c conmunlty c o l l e g e s .
D e f i n i t i o n o f Terms
For p u r p o s e s o f t h i s s t u d y , t h e f o l l o w i n g d e f i n i t i o n s a r e
u se d :
Comnunlty C o l l e g e ."-An I n s t i t u t i o n t h a t 1s e s t a b l i s h e d u nder
t h e p r o v i s i o n s o f Act 33 1 , o f t h e P u b l i c A cts o f 1966 o f t h e
Michigan l e g i s l a t u r e .
A g r i c u l t u r a l E d u c a t i o n . — A g r i c u l t u r e 1s com p rised o f t h e group
o f r e l a t e d c o u r s e s o r u n i t s o f s u b j e c t m a t t e r which a r e o r g a n i z e d
f o r c a r r y i n g on l e a r n i n g e x p e r i e n c e s c o n c e r n e d w i t h p r e p a r a t i o n
f o r o r u p g r a d i n g 1n o c c u p a t i o n s r e q u i r i n g knowledge and s k i l l s
1n a g r i c u l t u r a l s u b j e c t s . The f u n c t i o n s o f a g r i c u l t u r a l p r o ­
d u c tio n , a g r i c u l t u r a l s u p p l i e s , a g r i c u l t u r a l m echanization,
a g r i c u l t u r a l p r o d u c t s ( p r o c e s s i n g ) , o r n a m e n ta l h o r t i c u l t u r e ,
f o r e s t r y , a g r i c u l t u r a l r e s o u r c e s , and t h e s e r v i c e s r e l a t e d
t h e r e t o , a r e empha sized In t h e I n s t r u c t i o n d e s i g n e d t o p r o v i d e
o p p o r t u n i t i e s f o r p u p i l s t o p r e p a r e f o r o r Improve t h e i r com­
p e t e n c i e s 1n a g r i c u l t u r a l o c c u p a t i o n s . An a g r i c u l t u r a l o c c u p a ­
t i o n may I n c l u d e one o r any c o m b i n a t i o n o f t h e s e f u n c t i o n s . 15
D i s t r i b u ti v e E ducation. —D i s t r i b u ti v e education Includes various
c o m b i n a t i o n s o^ s u b j e c t m a t t e r and l e a r n i n g e x p e r i e n c e s r e l a t e d

^ U n i t e d S t a t e s O f f i c e o f E d u c a t i o n , V o c a t i o n a l E d u c a tl o n
and O c c u p a t io n s (Washington: U n i t e d S t a t e s Government P r i n t i n g
O f f i c e , 0 . £ . 80061, 1 9 6 8 ) , p . 3.

12

t o t h e p e rf o r m a n c e o f a c t i v i t i e s t h a t d i r e c t t h e flow o f goods
and s e r v i c e s . I n c l u d i n g t h e i r a p p r o p r i a t e u t i l i z a t i o n , from t h e
p r o d u c e r t o t h e consumer o r u s e r . These a c t i v i t i e s i n c l u d e
s e l l i n g , and su ch s a l e s - s u p p o r t l n g f u n c t i o n s a s b u y i n g , t r a n s ­
p o r t i n g , s t o r i n g , p r o m o t i n g , f i n a n c i n g , m a r k e t i n g r e s e a r c h and
management. D i s t r i b u t i v e e d u c a t i o n 1s c o m p r i s e d o f programs o f
o c c u p a t i o n a l I n s t r u c t i o n 1n t h e f i e l d o f d i s t r i b u t i o n and
m a r k e t i n g . These programs a r e d e s i g n e d t o p r e p a r e I n d i v i d u a l s
t o e n t e r , o r p r o g r e s s o r improve c o m p e te n c i e s I n , d i s t r i b u t i v e
o c c u p a t i o n s . Emphasis 1s on t h e developm ent o f a t t i t u d e s ,
s k i l l s and u n d e r s t a n d i n g r e l a t e d t o m a r k e t i n g , m e r c h a n d i s i n g ,
and management.
I n s t r u c t i o n 1s o f f e r e d a t t h e s e c o n d a r y , p o s t ­
s e c o n d a r y , and a d u l t e d u c a t i o n l e v e l s and 1s s t r u c t u r e d t o meet
t h e r e q u i r e m e n t s f o r g a i n f u l employment and e n t r e p r e n e u r s h i p a t
s p e c if ie d occupational l e v e ls .
D i s t r i b u t i v e occupations are
found In such a r e a s o f economic a c t i v i t y as r e t a i l and w h o l e ­
s a l e t r a d e , f i n a n c e , I n s u r a n c e , r e a l e s t a t e , s e r v i c e s and s e r ­
v i c e t r a d e s , m a n u f a c t u r i n g , t r a n s p o r t a t i o n , u t i l i t i e s , and
c om m u n ica tion s. 16
H e a l t h O c c u p a t io n s E d u c a t i o n . — E d u c a t i o n f o r h e a l t h o c c u p a t i o n s
c o m p r i s e s trie body o f r e l a t e d s u b j e c t m a t t e r , o r t h e body o f
r e l a t e d c o u r s e s , and p l a n n e d e x p e r i e n c e s d e s i g n e d t o I m p a r t
knowledge and d e v e l o p u n d e r s t a n d i n g s and s k i l l s r e q u i r e d t o
support the health p ro fessio n s.
I n s tr u c tio n i s organized to
p re p a re p u p ils f o r o c cu p a tio n al o b j e c t i v e s concerned w ith
a s s i s t i n g q u a l i f i e d p e r s o n n e l In p r o v i d i n g d i a g n o s t i c , t h e r a p e u ­
t i c , p r e v e n t i v e , r e s t o r a t i v e , and r e h a b i l i t a t i v e s e r v i c e s t o
p e o p l e . I n c l u d i n g u n d e r s t a n d i n g s and s k i l l s e s s e n t i a l t o p r o v i d e
c a r e and h e a l t h s e r v i c e s t o p a t i e n t s .
E d u c a t i o n f o r h e a l t h w o r k e r s u s u a l l y 1s c o n d u c t e d by r e c o g n i z e d
e d u c a t i o n a g e n c i e s and a p p r o p r i a t e h e a l t h I n s t i t u t i o n s and s e r ­
v i c e s t h a t can make a v a i l a b l e t h e q u a l i t y and kind o f e x p e r i e n c e s
ne eded by t h e t r a i n e e 1n d e v e l o p i n g t h e c o m p e te n c ie s r e q u i r e d f o r
h is occupational goal.
I n s t r u c t i o n a l programs which p r e p a r e p e r s o n s f o r o c c u p a t i o n s t h a t
ren d e r h e a lth s e r v i c e s d i r e c t l y to p a t i e n t s provide planned
I n s t r u c t i o n and e x p e r i e n c e In a p p r o p r i a t e c l i n i c a l s i t u a t i o n s .
For o c c u p a t i o n s t h a t r e n d e r h e a l t h s e r v i c e s which do n o t I n v o l v e
d i r e c t s e r v i c e s t o p a t i e n t s , p l a n n e d I n s t r u c t i o n and e x p e r i e n c e
1n l a b o r a t o r i e s a n d / o r a p p r o p r i a t e work s i t u a t i o n s a r e p r o v i d e d
a s an I n t e g r a l p a r t o f t h e I n s t r u c t i o n a l p r o g r a m , 17

^ V o c a t i o n a l E d u c a ti o n and O c c u p a t i o n s , p . 19.
^ V o c a t i o n a l E d u c a t i o n and O c c u p a t i o n s , p. 39,

13

Home Economics. — Home economics c o m p r i s e s t h e group o f r e l a t e d
courese o r u n its o f I n s t r u c t i o n organized f o r purposes of
e n a b l i n g p u p i l s t o a c q u i r e knowledge and d e v e l o p u n d e r s t a n d i n g ,
a t t i t u d e s , and s k i l l s r e l e v a n t t o ( a ) p e r s o n a l , home, and
f a m i l y l i f e , and (b) o c c u p a t i o n a l p r e p a r a t i o n u s i n g t h e know­
l e d g e and s k i l l s o f home e c o n o m ic s. The s u b j e c t m a t t e r o f home
econom ics I n c l u d e s , 1n a d d i t i o n t o t h a t which 1s u n i q u e t o t h e
a r e a , c o n c e p t s drawn from t h e n a t u r a l and s o c i a l s c i e n c e s and
the h u m an ities.'®
O f f i c e E d u c a t i o n . — T h is body o f s u b j e c t m a t t e r , o r c o m b i n a t i o n
o f c o u r s e s amf p r a c t i c a l e x p e r i e n c e , 1s o r g a n i z e d i n t o programs
o f In s tr u c tio n to provide o p p o rtu n itie s fo r stu d e n ts to prepare
f o r an advance i n s e l e c t e d o f f i c e o c c u p a t i o n s .
In t h e I n s t r u c ­
t io n a l process v a rio u s a sp e c ts of s u b je c t m a tte r fre q u e n tly are
drawn from o t h e r s u b j e c t - m a t t e r a r e a s . L e a r n i n g e x p e r i e n c e s
a r e d e s i g n e d t o l e a d t o employment a n d / o r advancement o f I n d i ­
v i d u a l s In o c c u p a t i o n s 1n p u b l i c o r p r i v a t e e n t e r p r i s e s o r
o r g a n i z a t i o n s r e l a t e d to t h e f a c i l i t a t i o n f u n c t i o n o f t h e o f f i c e .
" F a c i l i t i e s f u n c t i o n " as use d h e r e r e f e r s t o t h e e x p e d i t i n g r o l e
p l a y e d by o f f i c e o c c u p a t i o n s a s t h e c o n n e c t i n g l i n k between t h e
p r o d u c t i o n and d i s t r i b u t i o n a c t i v i t i e s o f an o r g a n i z a t i o n .
In­
c l u d e d a r e a v a r i e t y o f a c t i v i t i e s , su ch as r e c o r d i n g and
r e t r i e v a l o f d a t a , s u p e r v i s i o n and c o o r d i n a t i o n o f o f f i c e
a c t i v i t i e s , I n t e r n a l and e x t e r n a l c o m n u n l c a t i o n , and t h e r e p o r t ­
in g o f I n f o r m a t i o n .
In t h i s a r e a a r e t h e Item s o f I n f o r m a t i o n
which I d e n t i f y c a t e g o r i e s o f c a r e e r o b j e c t i v e s 1n o f f i c e o c c u p a ­
t i o n s , and arou n d which c o u r s e s and p r a c t i c a l e x p e r i e n c e s a r e
d e v e l o p e d . 1^
T e c h n l c a l E d u c a t 1 o n . - - T e c h n 1c a 1 e d u c a t i o n 1s c o n c e r n e d w i t h t h a t
body o f knowledge o r g a n i z e d 1n a p l a n n e d se q u en c e o f c l a s s r o o m
and l a b o r a t o r y e x p e r i e n c e s , u s u a l l y a t t h e p o s t - s e c o n d a r y l e v e l ,
to p repare p u p ils f o r a c l u s t e r o f job o p p o rtu n itie s in a
s p e c i a l i z e d f i e l d o f t e c h n o l o g y . The program o f I n s t r u c t i o n
n o r m a l l y I n c l u d e s t h e s t u d y o f t h e u n d e r l y i n g s c i e n c e s and
s u p p o r t i n g m a t h e m a t i c s I n h e r e n t i n a t e c h n o l o g y , as w e l l a s
m e t h o d s , s k i l l s , m a t e r i a l s , and p r o c e s s e s commonly use d and s e r ­
v i c e s p e rfo rm ed 1n t h e t e c h n o l o g y . A p l a n n e d se q u en c e o f s t u d y
and e x t e n s i v e knowledge 1n a f i e l d o f s p e c i a l i z a t i o n 1s r e q u i r e d
1n t e c h n i c a l e d u c a t i o n . I n c l u d i n g competency 1n t h e b a s i c com­
m u n i c a t i o n s k i l l s and r e l a t e d g e n e r a l e d u c a t i o n . T e c h n i c a l
e d u c a t i o n p r e p a r e s f o r t h e o c c u p a t i o n a l a r e a between t h e s k i l l e d
c r a f t s m a n and t h e p r o f e s s i o n a l p e r s o n such a s t h e d o c t o r , t h e
e n g i n e e r , and t h e s c i e n t i s t .
18
19

V o c a t i o n a l E d u c a t i o n and O c c u p a t i o n s , p. 51.
V o c a t i o n a l E d u c a t i o n and O c c u p a t i o n s , p. 57.

14

The t e c h n i c a l e d u c a t i o n c u r r i c u l u m must be so s t r u c t u r e d t h a t i t
p r e p a r e s t h e g r a d u a t e t o e n t e r a j o b and be p r o d u c t i v e w i t h a
minimum o f a d d i t i o n a l t r a i n i n g a f t e r employment, p r o v i d e s a
backgro und o f knowledge and s k i l l s which w i l l e n a b l e him t o
advance w i t h t h e d e v elop m e n ts 1n t h e t e c h n o l o g y , and e n a b l e s
him, w i t h a r e a s o n a b l e amount o f e x p e r i e n c e and a d d i t i o n a l
e d u c a t i o n , t o advance I n t o p o s i t i o n s o f I n c r e a s e d r e s p o n s i b i l i t y .
The t e c h n i c i a n f r e q u e n t l y I s employed i n d i r e c t s u p p o r t o f t h e
p r o f e s s i o n a l employee.
For e x a m p le , t h e e n g i n e e r i n g t e c h n i c i a n
w i l l be c a p a b l e o f p e r f o r m i n g su ch d u t i e s a s a s s i s t i n g 1n t h e
follow ing e n g in eering f u n c tio n s : d e sig n in g , developing, t e s t ­
i n g , m o d if y i n g o f p r o d u c t s and p r o c e s s e s , p r o d u c t i o n p l a n n i n g ,
w r i t i n g r e p o r t s , and p r e p a r i n g e s t i m a t e s ; a n a l y z i n g and d i a g n o s ­
in g t e c h n i c a l problem s t h a t I n v o l v e i n d e p e n d e n t d e c i s i o n s ; and
s o l v i n g a wide range o f t e c h n i c a l problem s by a p p l y i n g h i s b a c k ­
ground 1n t h e t e c h n i c a l s p e c i a l t i e s — s c i e n c e , m a t h e m a t i c s , and
communicative and c i t i z e n s h i p s k i l l s . 20
Trade and I n d u s t r i a l E d u c a t i o n . - - T r a d e and i n d u s t r i a l o c c u p a t l o n s 1s t h e b r a n c h o f v o c a t i o n a l e d u c a t i o n which i s c o n c e rn e d
w i t h p r e p a r i n g p e r s o n s f o r I n i t i a l employm ent, o r f o r u p g r a d i n g
o r r e t r a i n i n g work ers 1n a wide r a n g e o f t r a d e and I n d u s t r i a l
occupations.
Such o c c u p a t i o n s a r e s k i l l e d o r s e m i - s k i l l e d and
a re concerned w ith la y o u t d e s ig n in g , p ro d u cin g , p r o c e s s in g ,
a s s e m b l i n g , t e s t i n g , m a i n t a i n i n g , s e r v i c i n g , o r r e p a i r i n g any
p r o d u c t o r commodity.
I n s t r u c t i o n 1s p r o v i d e d (1 ) 1n b a s i c
m a n i p u l a t i v e s k i l l s , s a f e t y j u d g m e n t , and r e l a t e d o c c u p a t i o n a l
I n f o r m a t i o n In m a t h e m a t i c s , f r a f t l n g , and s c i e n c e r e q u i r e d t o
p e r f o r m s u c c e s s f u l l y 1n t h e o c c u p a t i o n , and (2) t h r o u g h a com­
b i n a t i o n o f shop o r l a b o r a t o r y e x p e r i e n c e s s i m u l a t i n g t h o s e
found 1n I n d u s t r y and c l a s s r o o m l e a r n i n g .
Included Is I n s t r u c ­
t i o n f o r a p p r e n t i c e s In a p p r e n t l c e a b l e o c c u p a t i o n s o r f o r
journeymen a l r e a d y engaged 1n a t r a d e o r I n d u s t r i a l o c c u p a t i o n .
Also I n c l u d e d 1s t r a i n i n g f o r s e r v i c e and c e r t a i n se m ip r o f e s s i o n a l o c c u p a t i o n s c o n s i d e r e d t o be t r a d e and I n d u s t r i a l
In n a t u r e . 21
O c c u p a t i o n a l E d u c a ti o n S t u d e n t . —A s t u d e n t e n r o l l e d 1n a c o u r s e
whlcn I s i d e n t i f i e d 1n t h e community c o l l e g e c a t a l o g as one
c o u r s e i n a program t h a t 1s p r e p a r i n g a p e r s o n w i t h j o b s k i l l s .
M e t r o p o l i t a n Community C o l l e g e . —A community c o l l e g e l o c a t e d 1n
a standard m etropolitan s t a t i s t i c a l a rea.

20

21

V o c a t i o n a l E d u c a t i o n and O c c u p a t i o n s , p. 85,
V o c a t i o n a l E d u c a t i o n and O c c u p a t i o n s , p. 103.

15

Non- M etropol1 t a n Conmunlty Col l e g e . - - A comnunlty c o l l e g e which
1s n o t l o c a t e d i n a s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l a r e a .
(See Appendix A f o r d e f i n i t i o n o f a S t a n d a r d M e t r o p o l i t a n
S t a t i s t i c a l A rea.)
O r g a n i z a t i o n o f t h e Stu d y
Subsequent c h a p te rs w i l l c o n ta in a review o f r e l a t e d l i t e r a ­
t u r e r e l a t i v e t o t h e c h a r a c t e r i s t i c s o f community c o l l e g e and o c c u p a ­
t i o n a l s t u d e n t s ( C h a p t e r I I ) , Methodology and Study P r o c e d u r e s ( C h a p t e r
I I I ) ; C h a r a c t e r i s t i c s o f O c c u p a t i o n a l S t u d e n t s E n r o l l e d 1n M i c h i g a n ' s
P u b l i c Community C o l l e g e s :

A n a l y s i s o f Data ( C h a p t e r I V ) ; and Sumnary

and C o n c lu s io n s Germane t o t h e C h a r a c t e r i s t i c s o f Community C o l l e g e
o c c u p a t i o n a l s t u d e n t s ( C h a p t e r V).

CHAPTER II

REVIEW OF RELATED LITERATURE RELATIVE TO THE
CHARACTERISTICS OF COMMUNITY COLLEGE AND
OCCUPATIONAL STUDENTS
Introduction
One p u r p o s e o f t h i s I n v e s t i g a t i o n 1s t o d e s c r i b e d e m og ra p h lc a l l y t h e s t u d e n t s e n r o l l e d 1n o c c u p a t i o n a l e d u c a t i o n programs in
M i c h i g a n ' s p u b l i c community j u n i o r c o l l e g e s .

In a d d i t i o n , t h e s t u d e n t s '

e d u c a t i o n a l e x p e r i e n c e s . I . e . , h i g h sc h o o l and community c o l l e g e , h i s
p r a c t i c a l work e x p e r i e n c e s , r e a s o n s f o r e n r o l l i n g 1n an o c c u p a t i o n a l
e d u c a t i o n p r o g r a m , and f o r a t t e n d i n g a community c o l l e g e w i l l a l s o be
described.

T h u s , I t f o l l o w s t h a t t h e l i t e r a t u r e which 1s re v ie w e d In

t h i s c h a p t e r w i l l be r e l a t e d t o t h e p u r p o s e s o f t h e s t u d y .
This c h a p te r I s d iv id e d i n t o

four

sections:

(!) philosophi­

c a l f o u n d a t i o n , o p e r a t i n g p r i n c i p l e s o f M i c h i g a n ' s p u b l i c community and
j u n i o r c o l l e g e s , (2) f e d e r a l and s t a t e laws a f f e c t i n g t h e I n s t i t u t i o n s ;
(3) l i t e r a t u r e r e l a t e d t o t h e c h a r a c t e r i s t i c s o f t h e community c o l l e g e
s t u d e n t , and (4 ) a r e a v o c a t i o n a l s t u d i e s c o n d u c t e d 1n M ic h ig a n.
The c h a r a c t e r i s t i c s o f t h e s t u d e n t s e n r o l l e d In M i c h i g a n ' s
community c o l l e g e s a r e I n f l u e n c e d by t h e p h i l o s o p h y , p u r p o s e , Image,
and program s o f t h e i n s t i t u t i o n s .

G l e a z e r has p o i n t e d o u t t h a t t h e

p h i l o s o p h y o f t h e p r e s e n t day community c o l l e g e
16

17

has e v o l v e d o v e r a l i t t l e more t h a n a h a l f c e n t u r y t h a t t h e
j u n i o r c o l l e g e has e x i s t e d 1n t h i s c o u n t r y . Some o f I t s e a r l y
s u p p o r t e r s . . . saw t h e r o l e o f t h e j u n i o r c o l l e g e as l i m i t e d
t o p r o v i d i n g t h e f i r s t two y e a r s o f a b a c c a l a u r e a t e d e g r e e p r o ­
gram , t h u s r e l i e v i n g t h e u n i v e r s i t i e s o f t h e r e s p o n s i b i l i t y o f
o f f e r i n g t h e fres hm an and sophomore y e a r s . Many t h i n g s have
h a p p e n e d , however, t o a l t e r t h e n a t u r e and alms o f a m a j o r i t y
o f t h e c o u n t r y ' s j u n i o r c o l l e g e s . The p o p u l a t i o n has grown
r a p i d l y , and t h e demand f o r c o l l e g e o p p o r t u n i t y has I n c r e a s e d
in t h e f a c e o f new s o c i a l and economic n e e d s . A s p i r a t i o n s o f
Americans have r i s e n a s s o c i e t y has become more com plex, and a s
t h e a d v a n t a g e s o f e d u c a t i o n 1n term s o f employment and a d v a n c e ­
ment on t h e j o b have become more e v i d e n t . While t h e c o n v e n t i o n a l
l i b e r a l a r t s and g e n e r a l e d u c a t i o n program s l e a d i n g t o t r a n s f e r
programs a r e s t i l l a v i t a l p a r t o f t h e t w o - y e a r c o l l e g e e n d e a v o r ,
most o f t h e I n s t i t u t i o n s now a l s o emphasize c o u r s e s o f s t u d y
t h a t w i l l p r e p a r e men and women t o f i l l p o s i t i o n s i r m e d l a t e l y
1n b u s i n e s s , I n d u s t r y , g o v e rn m e n t, s o c i a l s e r v i c e s , and o t h e r
a r e a s e s s e n t i a l t o t h e develo p m e n t o f t h e n a t i o n . The Im p o r ta n c e
o f e d u c a t i o n t o f u l f i l l m e n t o f t h e I n d i v i d u a l h a s a l s o been
r e c o g n i z e d 1n t h e c h a n g i n g p a t t e r n o f j u n i o r c o l l e g e e d u c a t i o n .
P h i l o s o p h y and C h a r a c t e r i s t i c s o f t h e
Community "Junior' C o l l e g e
In 1947, t h e P r e s i d e n t ' s Commission on H i g h e r E d u c a ti o n
b r o u g h t t h e c o n c e p t o f community j u n i o r c o l l e g e s t o t h e a t t e n t i o n
o f t h e c i t i z e n r y and e d u c a t o r s when t h e Commission d e f i n e d t h e com­
m u n it y c o l l e g e a s :
Whatever form t h e community c o l l e g e t a k e s , I t s p u r p o s e 1s e d u c a ­
t i o n a l s e r v i c e t o t h e e n t i r e community, and t h i s p u r p o s e r e q u i r e s
a v a r i e t y o f f u n c t i o n s and p ro g ram s.
I t w ill provide c o lleg e
e d u c a t i o n f o r t h e y o u t h o f t h e community c i r c u i t , so a s t o remove
g e o g r a p h i c a l and economic b a r r i e r s t o e d u c a t i o n a l o p p o r t u n i t i e s
and d i s c o v e r I n d i v i d u a l t a l e n t s a t low c o s t and e a s y a c c e s s .
In
a d d i t i o n , t h e community c o l l e g e w i l l a t t e m p t t o meet t h e t o t a l
p o s t s e c o n d a r y sc h o ol n e e d s o f I t s com m unity .23

22

Edmund J . G l e a z e r , J r . , American J u n i o r C o l l e g e ( W a sh ing ton ,
American Co uncil on E d u c a t i o n , 1 9 6 ? ) , pp. 3 - 4 .
23
P r e s i d e n t ' s Commission on H i g h e r E d u c a t i o n , H i g h e r Educa­
t i o n f o r American Democracy. Volume 1, E s t a b l i s h i n g t h e Goals (New
York: H a r p e r and B r o t h e r s , 1 947).

D.C .:

18

F i v e fund am ental c h a r a c t e r i s t i c s o f t h e conmunity c o l l e g e
which c l e a r l y e s t a b l i s h t h e u n i q u e n e s s o f t h e i n s t i t u t i o n a r e a s
follow s.

I t 1 s:
1.

Dem ocratic:

Low t u i t i o n and o t h e r c o s t s .

a d m i s s io n p o l i c i e s .

Nonselected

G e o g r a p h i c a l l y and s o c i a l l y

a c c e s s ib le ; p opularized education fo r th e l a r g e s t
number o f p e o p l e .
2.

Comprehensive:

A wide range o f s t u d e n t s w i t h wide

v a r y i n g a b i l i t i e s , a p t i t u d e and i n t e r e s t ; a comprehen­
s i v e c u r r i c u l u m t o meet t h e n e e d s o f su ch s t u d e n t s .
3.

Community C e n t e r e d :

L o c a l l y s u p p o r t e d and c o n t r o l l e d ;

local reso u rce s u t i l i z e d fo r e d u catio n al purposes; a
community s e r v i c e Improving t h e g e n e r a l l e v e l o f t h e
community.
4.

D e d i c a te d t o L if e - L o n g E d u c a t i o n :

E d u c a t i o n programs

f o r I n d i v i d u a l s o f a l l ages and a l l e d u c a t i o n a l n e e d s .
5.

Adaptable:

To i n d i v i d u a l i z e d i f f e r e n c e s among s t u d e n t s ,

d i f f e r e n c e s 1n c o m m u n i ti e s , and t h e c h a n g in g n e e d s o f
society.

24

B l o c k e r s t a t e s t h a t t h e community c o l l e g e c o n c e p t 1s an o u t ­
growth o f a p h i l o s o p h y o f e d u c a t i o n t h a t embraces t h e c o n c e p t o f equal
o p p o r tu n ity . I n c l u s io n —n o t e x c lu s io n .

His b e l i e f s can be summarized

w i t h a s t a t e m e n t from h i s book:

24
McGraw H i l l ,

Ralph R. F i e l d s , The Community C o l l e g e Movement (New York:
I n c . , 1962), pp. 63-$5,

19

The American way o f l i f e h o l d s t h a t a l l human b e i n g s a r e su prem e,
hence o f e q u a l moral w o r th and a r e , t h e r e f o r e , e n t i t l e d t o equal
o p p o r t u n i t i e s to develop to t h e i r f u l l e s t c a p a c i t i e s .
The b a s i c
f u n c t i o n o f p u b l i c e d u c a t i o n t h e n s h o u l d be t o p r o v i d e e d u c a t i o n a l
o p p o r t u n i t y by t e a c h i n g w h a t e v e r needs t o be l e a r n e d t o whomever
n e ed s t o l e a r n i t , whenev er he n e e d s t o l e a r n i t . 25
Edmund G l e a z e r , P r e s i d e n t o f t h e American A s s o c i a t i o n o f
Community J u n i o r C o l l e g e s , e n u n c i a t e d t h i s c o n c e p t when he s t a t e d :
A good community c o l l e g e w i l l be h o n e s t l y , g l a d l y , and c l e a r l y a
community I n s t i t u t i o n .
I t i s i n and o f t h e community. The com­
m u nity 1s used as an e x t e n s i o n o f c l a s s r o o m and l a b o r a t o r y .
Drawing upon t h e h i s t o r y , t r a d i t i o n s , p e r s o n a l p r o b l e m s , a s s e t s
and l i a b i l i t i e s o f t h e community, i t d e c l a r e s i t s r o l e and f i n d s
t h i s a c c e p t e d and u n d e r s t o o d by f a c u l t y , a d m i n i s t r a t i o n , s t u d e n t s ,
and t h e c i t i z e n r y .
The f i v e commonly a c c e p t e d f u n c t i o n s o f t h e community j u n i o r
c o lleg e are:
1.

The T r a n s f e r F u n c t i o n :

P r o v i d i n g t h e f i r s t two y e a r s o f

a c o l l e g e program which i s t o be com p leted a t a f o u r y e a r
college or u n iv e rsity .
2.

The V o c a t i o n a l / T e c h n i c a l F u n c t i o n :

P r o v i d i n g programs o f

v a r y i n g l e n g t h s and forms t h r o u g h which s t u d e n t s may
develop o r upgrade v o c a tio n a l com petencies,
3.

The S t u d e n t P e r s o n n e l F u n c t i o n :

Provides e d u c a tio n a l,

o c c u p a t i o n a l , and p e r s o n a l c o u n s e l l i n g , as w e l l as
stu d e n t a c t i v i t y programs, f i n a n c i a l a id , h e a lth s e r v i c e s ,
foo d s e r v i c e , p l a c e m e n t , f o l l o w - u p and o t h e r s e r v i c e s .

C ly d e E, B l o c k e r , R o b e r t H. Plummer and R i c h a r d C. R i c h a r d s o n ,
The Two Year C o l l e g e . A S o c i a l S y n t h e s i s (New J e r s e y : P r e n t i c e - H a l l ,
I n c . , 1 9 6 5 ) , p . 32.
pc
G l e a z e r , p. 33.

20

4.

The Ge neral E d u c a ti o n F u n c t i o n :

Providing courses

which f a c i l i t a t e t h e develo p m e n t o f t h e s t u d e n t ' s
academic, v o c a t io n a l , o r a v o c a tlo n a l s k i l l s through
making him aw are o f t h e wo rld aro und him and h i s r o l e
1n i t .
5.

The Cormunity S e r v i c e F u n c t i o n :

P ro viding programs,

c o u r s e s , and a c t i v i t i e s t o s e r v e t h o s e i n d i v i d u a l and
community n e e d s n o t b e s t s e r v e d by t h e c o l l e g e d e g re e
o r c e r t i f i c a t e program .

27

The Michigan C ouncil o f Corimunlty C o l l e g e A d m i n i s t r a t o r s
have d e s c r i b e d t h e community c o l l e g e a s :
a l o c a l l y c o n tr o l le d p u b l ic , two-year i n s t i t u t i o n of h ig h er
e d u c a t i o n which o f f e r s b r o a d , c o m p r e h e n s iv e programs o f
i n s t r u c t i o n f o r p e r s o n s o f p o s t - h i g h sc hool a g e . A community
c o l l e g e expands o p p o r t u n i t i e s f o r e d u c a t i o n beyond t h e h igh
sc h o o l by (1) o f f e r i n g programs in o c c u p a t i o n a l , t e c h n i c a l ,
and s e m i - p r o f e s s i o n a l t r a i n i n g f o r s t u d e n t s p l a n n i n g t o e n t e r
a v o c a t i o n a s w e l l a s t h e f i r s t and se con d y e a r c o l l e g e
academ ic c o u r s e s f o r s t u d e n t s p l a n n i n g t o t r a n s f e r t o a f o u r y e a r c o l l e g e o r u n i v e r s i t y , ( 2 ) a d h e r i n g t o an "open d o o r , "
g e n e r a l a d m i s s i o n s p o l i c y , b u t b e in g s e l e c t i v e i n t h o s e whom
I t r e t a i n s , g r a d u a t e s , and recommends f o r p l a c e m e n t , (3)
r e s p o n d i n g t o t h e p a r t i c u l a r e d u c a t i o n a l needs o f t h e community
i t s e r v e s , (4) d raw in g upon i t s c om m u n ity 's t o t a l r e s o u r c e s 1n
o r g a n i z i n g I t s i n s t r u c t i o n a l p r o g r a m , (5) e n r o l l i n g s t u d e n t s
on a f u l l o r p a r t - t i m e b a s i s , and (6 ) o f f e r i n g day and e v e n i n g
c l a s s e s and programs o f I n s t r u c t i o n , a n d , 1f e c o n o m i c a l l y
f e a s i b l e , on a y e a r - r o u n d b a s i s . 28

27

Gender A. Myran, Community S e r v i c e s 1n t h e Conmunity
Col l e g e ( W a s h i n g t o n , D.C..* American A s s o c i a t i o n o f J u n i o r C o l l e g e s ,
1 9 6 9 ) , pp. 9 - 1 0 .
28

Michigan Co uncil of Community C o l l e g e A d m i n i s t r a t o r s ,
The Role and C h a r a c t e r i s t i c s o f Michlqan Community C o l l e g e s ( L a n s i n g ,
M ic h ig a n : ' " T O 5 J , p . 13.--------- ----------- -------------------- ------------

21

F e d e r a l and S t a t e L e g i s l a t i o n A f f e c t i n g
Community Col l e g e s '
S t a t e and f e d e r a l l e g i s l a t i o n a f f e c t i n g community c o l l e g e s
in Michigan c o n s t i t u t e an i n t e g r a l p a r t o f t h e r a t i o n a l e s u p p o r t i n g
th is research p ro jec t.

A su m m ariza tio n o f t h e s a l i e n t p a r t s o f t h r e e

laws which a p p e a r t o have had t h e g r e a t e s t im pact on v o c a t i o n a l e d u c a ­
t i o n in M i c h i g a n ' s community c o l l e g e s i s t h u s p r e s e n t e d .
are:

These laws

The V o c a t i o n a l E d u c a ti o n Act o f 1963 ( P u b l i c Law 8 8 - 2 1 0 ) , t h e

Amendments o f t h e V o c a t i o n a l E d u c a tio n Act o f 1963 ( P u b l i c Law 9 0 - 5 7 6 ) ,
and The Community C o l l e g e Act o f 1966 ( S t a t e o f M i c h i g a n ) .
P u b l i c Law 88-210 and P u b l i c Law 90-576 a r e t r u l y t h e m o st
s i g n i f i c a n t p i e c e s o f n a t i o n a l l e g i s l a t i o n a f f e c t i n g s t a t e and l o c a l
programs o f v o c a t i o n a l e d u c a t i o n .

These Acts were d e s i g n e d t o p r o ­

vide v o c atio n a l edu catio n
. . . so t h a t a l l p e r s o n s o f a l l a g e s in a l l communities o f t h e
s t a t e . . . w i l l have r e a d y a c c e s s t o v o c a t i o n a l t r a i n i n g o r
r e t r a i n i n g which 1s o f high q u a l i t y , which i s r e a l i s t i c i n t h e
l i g h t o f a c t u a l o r a n t i c i p a t e d o p p o r t u n i t i e s f o r g a i n f u l e m plo y­
m e n t , and which 1s s u i t e d t o t h e i r Dgeds, i n t e r e s t s , and a b i l i ­
t i e s t o b e n e f i t from such t r a i n i n g . 29
The l e g i s l a t i o n s e r v e d t o bro ad en t h e s c o p e o f v o c a t i o n a l e d u c a t i o n
1n two r e s p e c t s :

first,

1n t h e k i n d o f p e o p l e s e r v e d , and s e c o n d ,

t h e t y p e o f i n s t i t u t i o n s which c o u l d r e c e i v e f e d e r a l v o c a t i o n a l
education funds.
P u b l i c Law 88-210 a u t h o r i z e d t h e use o f funds f o r v o c a t i o n a l
e d u c a tio n in p o st-se co n d a ry i n s t i t u t i o n s f o r th e f i r s t time.
29

I t was,

U.S. C o n g r e s s , Amendments t o t h e V o c a t i o n a l E d u c a t i o n Act
o f 1963, P u b l i c Law 9 0 - 5 7 6 , 90 C o n g r e s s , O c t o b e r 16, 1968.

22

ho wever, t h e 1968 Amendments, P u b l i c Law 9 0 - 5 7 6 , which earm arked 15
p e r c e n t o f the funds f o r p o s t- s e c o n d a r y v o c a tio n a l e d u c a tio n .
The E d u c a t i o n Amendments o f 1972, P u b l i c Law 9 2 - 3 1 8 , i s
a n o t h e r p i e c e o f n a t i o n a l l e g i s l a t i o n t h a t w i l l have a p r o f o u n d im­
p a c t on community c o l l e g e o c c u p a t i o n a l e d u c a t i o n p ro g ram s.

T i t l e X—

Community C o l l e g e s and O c c u p a t i o n a l E d u c a t i o n , c a l l s f o r e a c h s t a t e
d e s i r o u s o f funds t o e s t a b l i s h a s t a t e commission t h a t s h a l l d e v e l o p
a s t a t e w i d e p l a n f o r t h e e x p a n s i o n o r Improvement o f p o s t - s e c o n d a r y
e d u c a t i o n p ro g ram s.

P a r t B o f T i t l e X - - 0 c c u p a t 1 o n a l E d u c a t i o n , has

as i t s p u r p o s e t h a t o f I n i t i a t i n g and c o n d u c t i n g a s t a t e w i d e compre­
hensive plan fo r occupational e d u ca tio n .
(1)

The p l a n s h a l l

include:

a s s e s s i n g t h e e x i s t i n g c a p a b i l i t i e s , e x i s t i n g n e e d s , and p r o ­

j e c t e d n e e d s ; (2) d e t e r m i n e t h e most e f f e c t i v e means f o r t h e d e l i v e r y
o f such s e r v i c e s ;

( 3 ) p r o v i d e f o r r e s o l v i n g t h e d i f f e r e n c e s between

v o c a t i o n a l e d u c a t o r s , community c o l l e g e e d u c a t o r s , and u n i v e r s i t y
e d u c a t o r s , e l e m e n t a r y and s e c o n d a r y e d u c a t o r s , and o t h e r I n t e r e s t e d
p arties;

(4) t h e d e v e l o p m e n t o f l o n g - r a n g e s t r a t e g y f o r i n f u s i n g

o c c u p a t i o n a l e d u c a t i o n I n t o e l e m e n t a r y and s e c o n d a r y s c h o o l s on an
e q u a l f o o t i n g w i t h t r a d i t i o n a l a cadem ic e d u c a t i o n s o t h a t e ac h c h i l d
who l e a v e s a s e c o n d a r y sc hool

i s p r e p a r e d t o e n t e r p r o d u c t i v e em ploy­

ment o r t o u n d e r t a k e a d d i t i o n a l p o s t - s e c o n d a r y s c h o o l i n g .

The Act

a u t h o r i z e s $100 m i l l i o n f o r F i s c a l 1973, $250 m i l l i o n f o r F i s c a l
and $500 m i l l i o n f o r F i s c a l

1974,

1975 t o Implement t h e s t a t e w i d e p l a n .

P a r t C - - E s t a b l 1 s h m e n t o f A g e n c i e s , e s t a b l i s h e s a Bureau o f
O c c u p a t i o n a l and A d u l t E d u c a t i o n w i t h i n t h e U n i t e d S t a t e s O f f i c e o f
Education.

The Bureau s h a l l be r e s p o n s i b l e f o r T i t l e X, t h e V o c a t i o n a l

23

E d u c a ti o n Act o f 1963, t h e A d u l t E d u c a t i o n A c t , f u n c t i o n s o f t h e
O f f i c e o f E d u c a ti o n r e l a t e d t o manpower t r a i n i n g and d e v e l o p m e n t ,
and v o c a t i o n a l , t e c h n i c a l and o c c u p a t i o n a l t r a i n i n g in corrniunity
junior colleges.

The Bureau w i l l a l s o be r e s p o n s i b l e f o r any

le g i s l a t i o n fo r c a re e r education.

30

E a r l i e r r e f e r e n c e s ha ve s t a t e d t h a t 1n f i s c a l

1965, t h e r e

were 1 9 ,3 5 3 s t u d e n t s e n r o l l e d i n p o s t - s e c o n d a r y v o c a t i o n a l programs
1n M ic h ig a n .

In f i s c a l

1971, t h e r e were 42 ,6 3 2 s t u d e n t s e n r o l l e d in

t h e s e p r o g r a m s , an i n c r e a s e o f 110 p e r c e n t In s i x y e a r s .

I t should

be n o t e d t h a t t h e g r o w th In numbers o f p e r s o n s b e in g s e r v e d in p o s t ­
s e c o n d a r y v o c a t i o n a l e d u c a t i o n programs c o i n c i d e d w i t h t h e e n a c t m e n t
o f fed e ral l e g i s l a t i o n supporting vocational edu catio n .
In 1966 t h e Michigan L e g i s l a t u r e c o n s o l i d a t e d and r e v i s e d
t h o s e s t a t e laws a f f e c t i n g p u b l i c community c o l l e g e s .

The r e s u l t

o f t h i s c o n s o l i d a t i o n and r e v i s i o n 1s a law r e f e r r e d t o a s The Com­
m u nity C o l l e g e Act o f 1966.

The Act d e f i n e s corwnunity c o l l e g e

programs a s :
(1)

A community c o l l e g e means an e d u c a t i o n a l i n s t i t u t i o n p r o ­
v i d i n g p r i m a r i l y f o r a l l p e r s o n s above t h e 1 2 th g r a d e age
l e v e l and p r i m a r i l y f o r t h o s e w i t h i n commuting d i s t a n c e ,
c o l l e g i a t e and n o n c o l l e g l a t e l e v e l e d u c a t i o n i n c l u d i n g
a r e a v o c a t i o n a l - t e c h n i c a l e d u c a t i o n pro gram s which may
r e s u l t i n g r a n t i n g o f d i p lo m a s and c e r t i f i c a t e s I n c l u d i n g
t h o s e known as a s s o c i a t e d e g r e e s , b u t n o t i n c l u d i n g
b a c c a la u re a te or h ig h e r d egrees.

(2)

An a r e a v o c a t i o n a l e d u c a t i o n prog ram means a program o r
organized sy stem atic I n s tr u c tio n designed to prepare the
f o l l o w i n g I n d i v i d u a l s f o r u s e f u l employment In r e c o g n i z e d
occupations.
30

U.S. C o n g r e s s , E d u c a t i o n Amendments o f 1972. P u b l i c Law
9 2 - 3 1 8 , 92nd C o n g r e s s , June 2 3 , 1972.

24

(a)

P e r s o n s who have co m p lete d o r l e f t h i g h sc hool and who
a r e a v a i l a b l e f o r f u l l - t i m e s t u d y In p r e p a r a t i o n f o r
e n te r in g the la b o r m arket.

(b)

P e r s o n s who have a l r e a d y e n t e r e d t h e l a b o r m a r k e t and
who need t r a i n i n g t o a c h i e v e s t a b i l i t y or advancement
1n employment.

(c)

P e r s o n s e n r o l l e d in h i g h s c h o o l .

(3)

When program s o r c o u r s e s a r e p r o v i d e d f o r p e r s o n s e n r o l l e d
1n high s c h o o l , t h e p r o v i s i o n s o f t h e programs o r c o u r s e s
s h a l l be r e q u e s t e d f o r e ac h o f t h e I n d i v i d u a l s by t h e
S uperintendent o r h is d esig n ated r e p r e s e n ta tiv e of the
sc hool d i s t r i c t i n which t h e p e r s o n i s e n r o l l e d ,

(4)

The word " a r e a , " 1n t h e p h r a s e " a r e a v o c a t i o n a l - t e c h n i c a l
ed u ca tio n program," r e f e r s to the geographical t e r r i t o r y
o f t h e d i s t r i c t , and w h a t e v e r t e r r i t o r y w i t h o u t t h e d i s t r i c t
a s 1s d e s i g n a t e d as t h e s e r v i c e a r e a o f t h e d i s t r i c t by
t h e S t a t e Board o f E d u c a t i o n . A community c o l l e g e i s
e l i g i b l e t o r e c e i v e such s t a t e a i d and a s s i s t a n c e a s may
be a p p r o p r i a t e d by t h e l e g i s l a t u r e f o r t h e a i d and s u p p o r t
o f j u n i o r c o l l e g e s o r com n un lty c o l l e g e s . 31
T h is f u n c t i o n a l d e f i n i t i o n o f a community c o l l e g e program

has p r o v i d e d t h e o p e r a t i o n a l framework upon which v o c a t i o n a l e d u c a t i o n
programs in Michigan have been d e s i g n e d and I n i t i a t e d .
The n e x t s e c t i o n o f t h e r e v i e w o f l i t e r a t u r e d e a l s w i t h
student c h a r a c te r is tic s .

This s e c t i o n i s d iv id e d in to fo u r p a r t s :

aca dem ic a b i l i t y , s o c i o e c o n o m i c b a c k g r o u n d , r e a s o n s f o r a t t e n d i n g
c o l l e g e , work and f i n a n c e .
Student C h a r a c te r is ti c s
Academic A b i l i t i e s
The a cadem ic a b i l i t y o f c o l l e g e s t u d e n t s 1s one o f t h e b e s t
r e s e a r c h e d a r e a s 1n h i g h e r e d u c a t i o n .
31

The c o n c l u s i o n which can be

S t a t e o f M ic h ig a n , Community C o l l e g e Act o f 1 9 6 6 , Ge neral
School Laws, S e c t i o n 3 8 9 . 1 0 5 , 1 9 7 0 ) , p . 711.

25

s t a t e d w i t h c o n s i d e r a b l e c o n f i d e n c e 1s t h a t t h e

. . mean s c o r e s o f

s t u d e n t s e n t e r i n g f o u r y e a r c o l l e g e s e x c e e d s t h a t o f s t u d e n t s 1n twoy e a r c o l l e g e s , and t h a t t w o - y e a r c o l l e g e s t u d e n t s s c o r e h i g h e r a s a
gr oup t h a n h i g h sc h oo l g r a d u a t e s who do n o t go t o c o l l e g e . "
r e s e a r c h s u p p o r t i n g t h e s e f i n d i n g s 1s n a t i o n a l

32

The

1n s c o p e , and 1s

unanimous In I t s f i n d i n g s .
P e r h a p s t h e s e f i n d i n g s a r e b e s t i l l u s t r a t e d by t h e c o n c l u ­
s i o n drawn by S c h o e n d f e l d t .

In h i s s t u d y he u t i l i z e d a 5 p e r c e n t

n a t i o n w i d e sample c o n s i s t i n g o f some 40 0,00 0 s t u d e n t s and c o n c lu d e d
t h a t t h e r e were h i g h l y s i g n i f i c a n t d i f f e r e n c e s in a b i l i t i e s o f high
sc h o ol g r a d u a t e s who d i d n o t go t o c o l l e g e , t h o s e who e n t e r e d j u n i o r
c o l l e g e , and t h o s e who e n t e r e d f o u r - y e a r c o l l e g e s .

On e v e r y one o f

t h e 14 m ea sure s o f a b i l i t y , r a n g i n g from m ath em a tic a b i l i t y , r e a d i n g
c o m p r e h e n s io n , b i o l o g y t o v o c a b u l a r y , t o c r e a t i v e t h i n k i n g and
a b s t r a c t r e a s o n i n g , t h e j u n i o r c o l l e g e s t u d e n t p o p u l a t i o n f e l l between
f o u r - y e a r c o l l e g e s and n o n c o l l e g e g r o u p s .

The j u n i o r c o l l e g e s t u d e n t

a p p e a r e d somewhat more a c a d e m i c a l l y a b l e t h a n s t u d e n t s who d i d n o t go
t o c o l l e g e , b u t d i s t i n c t l y l e s s a b l e t h a n t h e f o u r y e a r c o l l e g e popu­
l a t i o n . 33
O t h e r n a t i o n w i d e s t u d i e s s u p p o r t an d v e r i f y S c h o e n f e l d t ' s
f i n d i n g s as r e p o r t e d in P r o j e c t T a l e n t .

32

The academ ic a b i l i t y o f t h e

K. P a t r i c i a C r o s s , The J u n i o r C o l l e g e S t u d e n t : R e se a r c h
D e s c r i p t i o n (Washington: American A s s o c i a t i o n o f Community J u n i o r
C o l l e g e s ) , p. 11.
33
L. F, S c h o e n d f e l d t , P r o j e c t T a l e n t : One Year Follow Up
S t u d i e s , P o s t - H i g h School E d u c a t i o n ( P i t t s b u r g h , U n i v e r s i t y o f
P i t t s b u r g , 1^66), pp. 91-129.

26

s t u d e n t e n t e r i n g a f o u r - y e a r c o l l e g e 1s f a r s u p e r i o r t o t h a t o f t h e
s tu d e n t e n te r i n g the tw o-year c o l l e g e .

The American C ouncil o f Educa­

t i o n 1n t h e i r s t u d y o f e n t e r i n g c o l l e g e fres hmen in t h e F a l l o f 1969
r e p o r t e d t h a t 5 , 6 p e r c e n t o f a l l e n t e r i n g fres hm en 1n f o u r - y e a r
c o l l e g e s were 1n t h e t o p 1 p e r c e n t o f t h e i r h i g h sc h o ol c l a s s , w h i l e
only 1 .4 p e r c e n t of a l l

freshmen e n t e r i n g t h e t w o - y e a r c o l l e g e were

1n t h e to p 1 p e r c e n t o f t h e i r h i g h sc h oo l c l a s s ( T a b l e 3 ) .

Of f r e s h ­

men e n t e r i n g f o u r - y e a r c o l l e g e s , 25.1 p e r c e n t were in t h e t o p 10
p e r c e n t o f t h e i r high sc h o ol c l a s s , w h i l e o n l y 7 . 8 p e r c e n t o f a l l
t w o - y e a r c o l l e g e freshmen were 1n t h e t o p 10 p e r c e n t o f t h e i r h ig h
*3

A

sc ho o l c l a s s .
Table 3.

P e r c e n t o f s t u d e n t s e n r o l l e d 1n tw o - and f o u r - y e a r c o l l e g e s
by ran k In h i g h sc h o o l c l a s s .

Rank 1n High
School C l a s s

Two-Year
C o l le g e

Top 1 p e r c e n t

1.4

5.6

Top 10

7.8

25.1

Top Q u a r t e r

17.1

3 0 .6

Second Q u a r t e r

31.4

24.7

Third Q u a rte r

32.8

11.7

9.5

2.4

Fourth Q u a rte r

34

Fou r-Y ea r
C o lle g e

J . A. C r e a g e r , e t a l . , N a t i o n a l Norms f o r E n t e r i n g C o l l e g e
F r e s h m e n - - F a 1 1 . 1 9 6 9 . A.C.E" R e s e a r c h R e p o r t , Vol. 4 , No. 7 (Washing­
ton:
American Counci 1 on E d u c a t i o n , 1 9 6 9 ) , p. 35.

27

C l e a r l y t h e s t u d e n t s e n t e r i n g f o u r - y e a r c o l l e g e s tend t o
r e p r e s e n t t h e t o p q u a r t e r o f t h e i r h i g h sc h oo l c l a s s , w h ereas t h e
tw o - y e a r c o l l e g e s t u d e n t s r e p r e s e n t t h e to p t h r e e - q u a r t e r s o f t h e i r
h igh sc h oo l c l a s s .
The a v e r a g e g r a d e s e a r n e d 1n high sc h o o l by t h e two- and
f o u r - y e a r c o l l e g e e n t e r i n g freshman s t u d e n t s s u p p o r t t h e s u p p o s i t i o n
t h a t t h e f o u r - y e a r c o l l e g e s t u d e n t has g r e a t e r academ ic a b i l i t y t h a n
the tw o-year c o lle g e s t u d e n t.

Of freshmen e n t e r i n g f o u r - y e a r c o l ­

l e g e s , 6 3 . 2 p e r c e n t had r e c e i v e d h igh school g r a d e s o f B o r b e t t e r ,
w h i l e 2 9 . 7 p e r c e n t o f t h e freshmen e n t e r i n g t w o - y e a r c o l l e g e s had a
35
B o r b e t t e r high s c h o o l g r a d e a v e r a g e
(Table 4).
Table 4,

P e r c e n t a g e o f s t u d e n t s e n r o l l e d 1n two- and f o u r - y e a r
c o l l e g e s by a v e r a g e h i g h sc h o o l g r a d e s .

Average High School
Grades

Two-Year
College

A o r A+

0.9

5.3

A-

2.3

10.7

B+

7.1

20.4

B

1 9 .4

26 .B

B-

1 6 ,5

15.3

C+

25.2

12.7

C

26.9

8.4

D

1.7

0.4

35

C r e a g e r , e t a l . , p . 35.

Fo u r-Y ea r
Col l e g e

28

Community c o l l e g e e d u c a t o r s f r e q u e n t l y wonder how s t u d e n t s
1n t h e c o l l e g e t r a n s f e r program d i f f e r from t h e s t u d e n t e n r o l l e d 1n
an o c c u p a t i o n a l c u r r i c u l a .

I f one group has a l o w e r aca demic a b i l i t y

t h a n t h e o t h e r , a p p r o p r i a t e c u r r i c u l u m s h o u l d be p r o v i d e d as well a s
any o t h e r t y p e o f progr am t o meet t h e i r p a r t i c u l a r n e e d s .

On t h e

o t h e r hand , 1 f t h e r e a r e no d i f f e r e n c e s 1n t h e a cad em ic a b i l i t y o f
t h e two g r o u p s , 1 t makes s e n s e t o s t r u c t u r e c u r r i c u l u m a c c o r d i n g l y .
Munday examined and found t h a t t h e d i f f e r e n c e s 1n t h e
academic a b i l i t y o f t h e t r a n s f e r and o c c u p a t i o n a l s t u d e n t s v a r i e d
only s l i g h t l y .

His s t u d y , h o w e v er. I n d i c a t e d t h a t t h e r e 1s a d i f f e r ­

ence between t h e male and fem a le s t u d e n t .

He c o n c l u d e d t h a t fem ale

s t u d e n t s have g r e a t e r academ ic a b i l i t y t h a n t h e m a l e .

However, t h e r e

1s no d i f f e r e n c e betw een t h e f e m a le o c c u p a t i o n a l s t u d e n t and t h e
3fi
conm unlty c o l l e g e fem a le 1n g e n e r a l ,
A s t l n , P a n o s , and C r e a g e r found t h a t t h e community c o l l e g e
o c c u p a t i o n a l e d u c a t i o n s t u d e n t d i d n o t d i f f e r g r e a t l y 1n h i s academic
a b i l i t y from t h e community c o l l e g e s t u d e n t 1n g e n e r a l .

37

Garbln and

Vaughn, 1n t h e i r n a t i o n w i d e s t u d y o f 5 ,1 2 5 community c o l l e g e o c c u p a ­
t i o n a l s t u d e n t s found t h a t o v e r o n e - f o u r t h o f t h e t o t a l sample a r e
"B" o r b e t t e r h i g h sc h o o l s t u d e n t s ; o v e r 90 p e r c e n t o f t h e r e s p o n d e n t s
36

Leo A, Munday, A Comparison o f J u n i o r C o l l e g e S t u d e n t s 1n
T r a n s f e r and T erm in al C u r r 1 c u l a - - t h e Two Year C o l l e g e and I t s S t u d e n t s :
An E m p i r i c a l R e p o r t Oowa C i t y . Iowa: American C o l l e g e T e s t i n g F*rogram-. 1 9 6 8 ) , PP. 1 2 2-1 29 ,
37
A. W. A s t i n , R. J . P a n o s , and J . A. C r e a g e r , N a t i o n a l
Norms o f E n t e r l n q C o l l e q e Fre sh m e n. F a l l . 1966 ( W a s h i n g t o n , D . C . :
Bmerl c'aTT ’Counc 1TonHTtfuc atTon",

29
a r e "C" o r b e t t e r s t u d e n t s .

At t h e same t i m e , however, v e r y few

s t u d e n t s w i t h "A" were e n r o l l e d In community c o l l e g e o c c u p a t i o n a l
e d u c a tio n programs.

They a l s o c o n c l u d e d t h a t t h e fem ale o c c u p a ­

t i o n a l e d u c a t i o n s t u d e n t r e c e i v e d h i g h e r g r a d e s 1n h i g h sc h o ol t h a n
t h e male s t u d e n t s .

Of t h e m a l e s , 18 p e r c e n t , and 40 p e r c e n t o f t h e

f e m a le s r e p o r t e d t h a t t h e y had r e c e i v e d m o s t l y " A ,” "A and B" and
"B" f o r high s c h o o l grad es."*8
I t can be c o n c l u d e d t h a t t h e r e 1s v e r y l i t t l e d i f f e r e n c e
1n t h e academic a b i l i t y o f the c o l l e g e t r a n s f e r s t u d e n t and t h e
occupational education stu d e n t,

T h e r e 1s a d i f f e r e n c e , h o w e v er, 1n

t h a t t h e fem ale o c c u p a t i o n a l e d u c a t i o n s t u d e n t has g e n e r a l l y r e c e i v e d
h i g h e r h i g h sc h o o l g r a d e s than t h e male o c c u p a t i o n a l e d u c a t i o n s t u d e n t .
A n o t h e r c a t e g o r y o f s t u d e n t s , new t o h i g h e r e d u c a t i o n o f
which l i t t l e
student.

1s known r e l a t i v e t o aca dem ic a b i l i t y , 1s t h e o l d e r

While 96,1 p e r c e n t o f a l l

19 y e a r s o f age and y o u n g e r ,

39

four-year college stu d en ts are

8 4 . 7 p e r c e n t o f conmunlty c o l l e g e

o c c u p a t i o n a l e d u c a t i o n s t u d e n t s a r e 19 y e a r s o f age and o l d e r .

38

40

A, P. G a r b ln and O e r r a l d Vaughn, Community J u n i o r C o l ­
l e g e S t u d e n t s E n r o l l e d 1n O c c u p a t i o n a l P r o g r a m s : S e l e c t e d C h a r a c t e r ­
i s t i c s . E x p e r i e n c e s and P e r c e p t i o n s tColumous, 6 h l o : The C e n t e r f o r
V o c a t i o n a l and T e c h n i c a l E d u c a t i o n , The Ohio S t a t e U n i v e r s i t y , 1 9 7 1 ) ,
pp. 5 5 - 6 0 .
39

J . A. C r e a g e r , e t a l . ,

^8Garb1n, p. 30.

p. 35.

30

Socioeconomic Background
A person Is e s s e n t i a l l y a pro d u ct o f h is environm ent.
P a s t and p r e s e n t e x p e r i e n c e s shape t h e I n t e r e s t s and a t t i t u d e s , and
t o some e x t e n t , h i s a b i l i t i e s and t a l e n t s .

T h u s , i t 1s a p p r o p r i a t e

t o r e v i e w some r e s e a r c h a b o u t t h e homes from which t h e s t u d e n t s come
I f we a r e t o b e t t e r u n d e r s t a n d t h e s t u d e n t .
A v i r t u a l l y unbro ken and t o t a l l y c o n s i s t e n t h l e r a t l c a l
p a t t e r n o f so c i o e c o n o m i c and a b i l i t i e s i n d i c e s e x i s t a c r o s s a l l
le v e ls of higher education.

The u n i v e r s i t i e s s e r v e t h e w e a l t h i e s t

and t h e most a c a d e m i c a l l y a b l e s t u d e n t s .

The n e x t 1n l i n e a r e t h e

p r i v a t e l i b e r a l a r t s c o l l e g e s , f o l l o w e d by t h e p u b l i c c o l l e g e s ,
f o l l o w e d by t h e t w o - y e a r c o l l e g e s , f o l l o w e d by t e c h n i c a l and s p e ­
c i a l t y sc h oo l s . ^

F i g u r e s from t h e American Co uncil on E d u c a t i o n ' s

s t u d y o f 2 4 0 ,0 0 0 c o l l e g e fres hmen 1n 350 I n s t i t u t i o n s I l l u s t r a t e t h e
point.

S i x t y p e r c e n t o f t h e s t u d e n t s 1n p r i v a t e u n i v e r s i t i e s have

f a t h e r s who have had some c o l l e g e e d u c a t i o n .

At s t a t e c o l l e g e s , t h e

p e r c e n t a g e d e c r e a s e s t o a b o u t o n e - h a l f a n d , f o r t h e community J u n i o r
c o l l e g e s t u d e n t , I t d e c r e a s e s a g a i n t o a b o u t 30 p e r c e n t .

42

G a rb ln and V aug h n's s t u d y o f community c o l l e g e o c c u p a t i o n a l
students support th is p ro p o sitio n .

They c o n c l u d e t h a t s l i g h t l y more

t h a n o n e - t h 1 r d o f t h e m o th e r s and t w o - f 1 f t h s o f t h e f a t h e r s d i d n o t

^ K . P a t r i c i a C ross, O ccupationally O riented Students
( W a s h i n g t o n , D,C,: J u n i o r C o l l e g e R e se a r c h Review, American A s s o c l a t l o n o f Community J u n i o r C o l l e g e s , November, 1970).
42

J . A. C r e a g e r , e t a l . . p p . 1-92.

31

g r a d u a t e from high s c h o o l .

The number o f women who a r e a t l e a s t h igh

sc ho o l g r a d u a t e s i s more t h a n 10 p e r c e n t g r e a t e r t h a n t h e number o f
men a c h i e v i n g t h e same e d u c a t i o n a l l e v e l .

Minor v a r i a t i o n s e x i s t

between t h e number o f m o t h e r s and f a t h e r s who have had some c o l l e g e
training .
R e g a r d l e s s o f t h e e d u c a t i o n a l background v a r i a b l e s c on­
s i d e r e d , t h e o c c u p a t i o n a l e d u c a t i o n s t u d e n t s , a s a g r o u p , have p a r e n t s
who have a l e s s e r amount o f e d u c a t i o n t h a n t h e s t u d e n t s i n f o u r - y e a r
c o l l e g e s and u n i v e r s i t i e s .
C losely r e l a t e d t o the f a t h e r ' s ed u catio n i s th e f a t h e r ' s
occupation.

While o n l y o n e - t h 1 r d o f t h e c o i m u n l t y c o l l e g e t r a n s f e r

s t u d e n t s came from homes o f w o r k e r s - u n s k l l l e d , s e m i - s k i l l e d o r
s k i l l e d , o v e r o n e - h a l f t h e o c c u p a t i o n a l s t u d e n t s do.

44

The p o i n t i s t h a t young p e o p le a r e expose d a t home t o d i f f e r e n t
s t i m u l i , d i f f e r e n t i n t e r e s t s , and d i f f e r e n t reward s y s t e m s .
While t h e c h i l d o f a d o c t o r o r la w y e r o r t e a c h e r f e e l s q u i t e
a t home w i t h books and t h e e m p h a sis on v e r b a l l e a r n i n g t h a t he
f i n d s In s c h o o l , t h e c h i l d o f a l a b o r e r o r cook f i n d s h i m s e l f
1n a f o r e i g n c u l t u r e , A c h i l d ' s a b i l i t y t o s u c c e e d 1n sc h o o l
1s I n t r i c a t e l y I n t e r w o v e n w i t h h i s f a m i l y b a ck g r o u n d . Alth ou g h
i t 1s u n d o u b t e d l y s i m p l i s t i c t o m a i n t a i n t h a t p o v e r t y c a u s e s
low a b i l i t y o r t h a t low a b i l i t y c a u s e s p o v e r t y , we do know t h a t
s o c i o e c o n o m i c s t a t u s and academ ic a b i l i t y a r e r e l a t e d , and t h a t
b o t h i n f l u e n c e who g o e s t o c o l l e g e , where he g o e s , w h at h i s
m a j o r 1 s , and how l o ng he s t a y s .
P r o j e c t TALENT, a 2 0 - y e a r l o n g i t u d i n a l s t u d y o f n e a r l y h a l f a
m i l l i o n s tu d e n ts as th e y p r o g r e s s through th e e d u c a tio n a l system .

^ 3G a r b in , p . 75,
44

C o l le g e E n t r a n c e E x a m in a tio n Board, C o m p ara tiv e Guidance
and P l a c e m e n t Proqram ( P r i n c e t o n : E d u c a t i o n a l T e s t i n g S e r v i c e ,
m

45

---------- --------

C r o s s , p. 2.

32

fou nd t h a t I n d i c e s o f s o c i o e c o n o m i c l e v e l , such a s t h e p r e s e n c e
o f t e l e v i s i o n and r a d i o in t h e home, t h e number o f books owned
by t h e f a m i l y , and t h e s t u d e n t ’ s a c c e s s t o a room, d e s k , and
t y p e w r i t e r o f h i s own were s i g n i f i c a n t l y r e l a t e d t o m easu res
o f a b i l i t y — e s p e c i a l l y t o t e s t s o f i n f o r m a t i o n and r e a d i n g com­
p r e h e n s i o n . 4°
Keeping 1n mind t h e i n t e r a c t i o n o f e n v i r o n m e n t and a b i l i t y , 1 t
1s s t i l l p o s s i b l e t o look a t t h e e f f e c t s o f each on c o l l e g e
attendance.
Chances f o r s e n i o r c o l l e g e a r e p o o r f o r t h o s e who
f a l l in t h e l o w e s t q u a r t e r on e i t h e r a b i l i t y o r so c i o e c o n o m i c
l e v e l . The m a j o r i t y o f l o w - a b 1 l i t y ( b o t t o m q u a r t e r ) s t u d e n t s
do n o t go t o c o l l e g e r e g a r d l e s s o f how p r i v i l e g e d t h e y a r e
s o c i o e c o n o m i c a l l y and t h e m a j o r i t y o f low so c io e c o n o m ic l e v e l
( b o t to m q u a r t e r ) s t u d e n t s do n o t go t o c o l l e g e no m a t t e r how
a b l e . However, h i g h a b i l i t y 1s more l i k e l y t o com pensate f o r
low so c io e c o n o m ic s t a t u s t h a n v i c e v e r s a .
S pecifically, a
h 1 g h - a b 1 l 1 t y ( t o p q u a r t e r ) male from a b e l o w - a v e r a g e s o c i o ­
economic b a c k g r o u n d i s a l m o s t t w i c e a s l i k e l y t o e n t e r c o l l e g e
a s a l o w - a b l l l t y ( b o t t o m q u a r t e r ) male o f above a v e r a g e s o c i o ­
econom ic s t a t u s . 4 /
Reasons f o r A t t e n d i n g C o l l e g e
The s t u d e n t who c h o o s e s t h e community c o l l e g e b a se s h i s
s e l e c t i o n on a s e t o f v a r i a b l e s q u i t e d i f f e r e n t from t h o s e s t u d e n t s
en terin g four-year I n s titu tio n s .

I t 1s g e n e r a l l y a g r e e d t h a t t h e

s t u d e n t e n t e r i n g a community c o l l e g e i s I n f l u e n c e d by v e ry p r a c t i c a l
c o n s i d e r a t i o n s and l e s s by i n t e l l e c t u a l
In f o u r - y e a r c o l l e g e s .

i n t e r e s t s than t h e i r peers

Academic r e p u t a t i o n 1s t h e m o st common r e a ­

son f o r t h e s e l e c t i o n o f a u n i v e r s i t y , w h e r e a s low c o s t and c l o s e n e s s
t o home, and t h e o p p o r t u n i t y t o work w h i l e a t t e n d i n g c o l l e g e a r e o f
t e n g i v e n r e a s o n s f o r s e l e c t i n g and a t t e n d i n g t h e community c o l l e g e

46S c h o e n d f e l d t , pp. 9 1 -1 2 9.
^ S c h o e n d f e l d t , pp. 9 1 -1 29 .

33

( R i c h a r d s and Braskamp,^® B a i r d , ^ Knoell and Medsker,®^ and Garbln
and Vaughn.

51

).

Data r e p o r t e d by t h e C o l l e g e Guidance and P la ce m e n t P r o ­
gram (CGP), i n d i c a t e t h a t t h e :
O c c u p a t i o n a l s t u d e n t s were tw ic e a s l i k e l y a s t h e c o l l e g e p a r a l l e l gro up t o se e t h e o b j e c t o f e d u c a t i o n a s m o s t l y o r
e n t i r e l y j o b t r a i n i n g ; t h e g r e a t m a j o r i t y o f them s a i d t h a t ,
1n t h e i r fres hman c o u r s e s , t h e y p l a n n e d t o c o n c e n t r a t e m a in ly
on l e a r n i n g t h i n g s t h a t would be u s e f u l t o them 1n t h e i r f u t u r e
work. H a p p i l y , t h e C o l l e g e S a t i s f a c t i o n S c a l e o f t h e CGP
showed t h e v o c a t i o n a l s t u d e n t s most l i k e l y t o f e e l t h a t t h e i r
conrnunity c o l l e g e c o u r s e s d i d r e l a t e t o t h e i r f u t u r e p l a n s ,
and t h e y were a l s o more I n c l i n e d t h a n t h e a v e r a g e s t u d e n t to
f e e l t h a t t h e y would be happy 1n t h e work f o r which t h e y were
p r e p a r i n g . 52
The r e s p o n s e s t h a t o c c u p a t i o n a l l y o r i e n t e d s t u d e n t s g i v e on
q u e s t i o n n a i r e s p r e s e n t a p i c t u r e o f young p e o p l e who know what
t h e y want and a r e p u r s u i n g an o b v i o u s pathway t o t h e i r g o a l .
T h at may be more a r t i f a c t than f a c t , however, s i n c e 1 t I s
e a s i e r f o r a l i b e r a l a r t s s t u d e n t t h a n f o r one t a k i n g a u t o
m e c h a n ic s t o e x p r e s s vague c a r e e r g o a l s and t o a c c e p t more
t r a d i t i o n a l g e n e r a l e d u c a t i o n as r e a s o n a b l e p r e p a r a t i o n f o r
h i s immediate f u t u r e . With t h e e x c e p t i o n o f w a n tin g h e l p in
f i n d i n g a j o b , o c c u p a t i o n a l s t u d e n t s e x p r e s s no more d e s i r e
f o r c o u n s e l i n g o r g u i d a n c e o r t u t o r i n g t h a n o t h e r community
college stu d en ts.
In f a c t , t h e y a r e l e s s l i k e l y t o I n d i c a t e
48

J . M. R i c h a r d s , J r . , and L. A. Braskamp, Who Goes Where
t o C o l l e q e (Iowa C 1 t v . Iowa: American C o l l e q e T e s t i n g Program , J u l y ,
1 9 6 7 ) , p? 120.
49

L. L. B a i r d , Fa mily Income and t h e C h a r a c t e r i s t i c s o f
C o l l e g e Bound S t u d e n t s (Iowa C i t y , Iowa: American C o l l e g e T e s t i n g
Program , F e b r u a r y , 1 9 6 7 ) , pp. 1 - 1 7 .
®®D. M. Knoell and L. L. M edsker, F a c t o r s A f f e c t i n g P e r ­
form ance o f T r a n s f e r S t u d e n t s from Two t o Four- Year C o l l e g e s . w i t h
I m p l i c a t i o n s f o r C o o r d i n a t i o n and A r t i c u l a t i o n ( B e r k e l e y : C e n t e r f o r
R e s e a r c h and Development In H ig h e r E d u c a t i o n , U n i v e r s i t y o f C a l i f o r n i a ,
1964).
51
G ra b in and Vaughn, pp. 133-142.
^ C o l l e g e E n t r a n c e E x am in a tio n Board [Summary S t a t e m e n t s ] .

34

t h a t they want h elp r e g a r d i n g e d u c a ti o n a l and v o c a tio n a l plans
t h a n a r e t r a n s f e r s t u d e n t s . 53 While t h e r e a r e no m a j o r d i f f e r ­
e n c e s between c u r r i c u l a r g r o u p s 1n t h e i r d e s i r e f o r a s s i s t a n c e ,
1 t sh o u l d be p o i n t e d o u t t h a t community c o l l e g e s t u d e n t s as a
g r o u p a r e r e c e p t i v e and e a g e r f o r c o u n s e l i n g a s s 1 s t a n c e . 54
A lth o u g h t h e r e 1s a d e a r t h o f s o l i d , c o m p a r a t i v e r e s e a r c h s t u d i e s
on t h e m o t i v a t i o n s and v a l u e s o f o c c u p a t i o n a l l y o r i e n t e d s t u d e n t s ,
e v i d e n c e I n d i c a t e s t h a t t h e o c c u p a t i o n a l s t u d e n t 1s more l i k e l y
t o be m o t i v a t e d by e x t r i n s i c r e w a r d s , w h i l e t h e more a c a d e m i c a l l y
o r i e n t e d s t u d e n t f i n d s g r e a t e r s a t i s f a c t i o n 1n I n t r i n s i c r e w a r d s .
F o r e xam p le , o c c u p a t i o n a l s t u d e n t s a r e more l i k e l y t o p l a c e v a l u e
on g r a d e s 1n s c h o o l and on money 1n j o b s t h a n t h e a ca dem ic s t u ­
d e n t s who a r e more p ro ne t o v a l u e l e a r n i n g f o r I t s own sa k e and
f o r t h e o p p o r t u n i t y t o be c r e a t i v e In a j o b . 55
The r e a s o n s t u d e n t s a t t e n d a community c o l l e g e 1s t h a t o f
f a c i l i t a t i n g his c a re e r g o als.

C o l l e g e a d m i n i s t r a t o r s s h o u l d be a b l e

t o b e t t e r p l a n i f t h e y were k n o w l e d g e a b l e a s t o w h a t p r o p o r t i o n o f
t h e s t u d e n t body p l a n t o t r a n s f e r t o f o u r - y e a r c o l l e g e s , f i n d a j o b ,
e n t e r t h e armed s e r v i c e s o r t o m a r r y .
able as to

They s h o u l d a l s o be k now ledge­

t h e s t e p s a l r e a d y t a k e n by t h e s t u d e n t t o w a r d s h i s g o a l s .

The e x t e n t and r e a l i s m o f t h e s e s t e p s

can s u g g e s t ways In which c a r e e r

c o u n s e l i n g m ig ht t a k e p l a c e .
Work and Fin a n ce
P r e v i o u s r e s e a r c h h a s i n d i c a t e d t h a t p r o p o r t i o n a t e l y more
community c o l l e g e s t u d e n t s come from l o w e r s o c i o e c o n o m i c b a ck g r o u n d s
t h a n t h e i r c o u n t e r p a r t s In f o u r - y e a r c o l l e g e s .

They s t a t e t h a t low

^ C o l l e g e E n t r a n c e E x a m i n a t i o n Bo a rd [Summary S t a t e m e n t s ] .
54
K. P a t r i c i a C r o s s , The J u n i o r C o l l e g e S t u d e n t : A R e s e a r c h
D e s c r i p t i o n ( P r i n c e t o n : E d u c a t i o n a l T e s t i n g S e r v i c e , 1 9 6 8 ) , pp. 4Y-T<T.
55

K. P a t r i c i a C r o s s , O c c u p a t i o n a l l y O r i e n t e d S t u d e n t s , p. 4 .

35

c o s t and a c c e s s i b i l i t y a r e i m p o r t a n t r e a s o n s f o r t h e i r a t t e n d i n g t h e
community c o l l e g e .
A s t i n has a l r e a d y shown t h a t t h e t w o - y e a r c o l l e g e s t u d e n t
d i f f e r s fro m t h e s t u d e n t s 1n f o u r - y e a r c o l l e g e s as t o t h e i r p r i m a r y
source o f fin a n c ia l

support.

Two-year c o l l e g e s t u d e n t s o b t a i n a

g r e a t e r p r o p o r t i o n o f t h e i r s u p p o r t t h r o u g h sumner employment and
employment w hile a t t e n d i n g c o l l e g e .

A stin f u r t h e r noted a d if f e r e n c e

1n t h e f i n a n c i a l p a t t e r n s o f s u p p o r t between men and women.

Women

were g e n e r a l l y more d e p e n d e n t on t h e i r p a r e n t s f o r t h e m a j o r p o r t i o n
o f t h e i r s u p p o r t , w h i l e . 1n c o n t r a s t , men depended upon work w h i l e
e n r o l l e d i n c o l l e g e and summer j o b s .
t h a t 32 p e r c e n t o f a l l

56

G a r b ln and Vaughn r e p o r t e d

o c c u p a t i o n a l s t u d e n t s were s e l f - s u p p o r t i n g

and 38 p e r c e n t o f t h e s t u d e n t s r e l i e d upon t h e i r p a r e n t s as t h e
major s o u r c e o f t h e i r s u p p o r t .

Of t h e 32 p e r c e n t who were s e l f -

s u p p o r t i n g , t h e m a j o r i t y were m a l e s .

Of t h e 38 p e r c e n t who r e l i e d

on t h e i r p a r e n t s , 3 3 . 9 p e r c e n t were male and 66 .1 p e r c e n t were
f e m a l e s . 57
I t I s g e n e r a l l y assumed t h a t a l a r g e number o f comnunlty
c o l l e g e o c c u p a t i o n a l s t u d e n t s work a t l e a s t p a r t - t i m e w h i l e a t t e n d i n g
college.

Garbln a n d Vaughn r e p o r t e d t h a t 6 6 . 5 p e r c e n t o f t h e n a t i o n ­

wide s a m p l e o f some 5 ,0 0 0 community c o l l e g e o c c u p a t i o n a l s t u d e n t s were
working a t l e a s t p a r t - t i m e .

However, t h e p e r c e n t a g e o f males wo rking

amounts t o 75.2 p e r c e n t , w h i l e o n l y 54 p e r c e n t o f t h e f em a le s were

56
57

A s t i n , e t a l . , p . 19.
Garbln and Vaughn, pp. 155-1 60 .

36

employed.

Of t h e 5 6 . 5 p e r c e n t who were w o r k i n g , 5 0 . 5 p e r c e n t were

w o rkin g l e s s t h a n 30 h o urs p e r week.

58

The a v a i l a b i l i t y o f t h e c o l l e g e 1n t h e community seems t o
have had an Im p ac t on t h e l o w e r s o c i o e c o n o m i c gro up In t h a t more o f
t h i s g roup a r e e n r o l l i n g In h i g h e r e d u c a t i o n p r o g r a m s .

The community

c o l l e g e 1s d e m o n s t r a t i n g c o n s i d e r a b l e e f f e c t i v e n e s s 1n d e m o c r a t i z i n g
higher education.

One c o u l d a r g u e t h a t t h e e x l s t a n c e o f a c o l l e g e 1n

a community a t t r a c t s new s t u d e n t s t o h i g h e r e d u c a t i o n b e c a u s e o f
r e d u c e d c o s t s , b e c a u s e o f t h e e d u c a t i o n a l a w a r e n e s s b r o u g h t 1n t h e
community by t h e c o l l e g e , o r b e c a u s e o f t h e l e s s i n t e n s i v e m o t i v a t i o n
r e q u i r e d f o r e n r o l l i n g In a c o l l e g e 1n t h e same community i n which
one l i v e s .

Perhaps a l l o f th ese f a c t o r s a re involved.

The c o r m u n l t y

c o l l e g e , h owever, 1s making I t s g r e a t e s t Im pact on y o u t h and a d u l t s
from t h e m i d d l e and low er s o c i o e c o n o m i c l e v e l s b e c a u s e o f u n u s u a l l y
low t u i t i o n c o s t s , and b e c a u s e o f I t s Image, g o a l s , and p r a g m a t i c
approach to e d u c a ti o n .

As a r e s u l t o f a l l

th e s e f a c t o r s , the c o lle g e

has b r o u g h t a g r e a t e r r e l e v a n c e t o e d u c a t i o n f o r t h e y o u t h and a d u l t s
t h a t would n o t o t h e r w i s e be a b l e t o a t t e n d an I n s t i t u t i o n o f h i g h e r
education.
Are a V o c a t i o n a l and T e c h n i c a l S t u d i e s
The t h i r d and c o n c l u d i n g s e c t i o n o f t h e r e v i e w o f l i t e r a t u r e
f o c u s e s upon t h e a r e a v o c a t i o n a l and t e c h n i c a l n e e d s s t u d i e s which
have been c o n d u c t e d 1n M ich ig an d u r i n g t h e l a s t f i v e y e a r s .

CO

G a r b l n and Vaughn, p. 160.

These

37

s t u d i e s s e r v e d a s t h e f o u n d a t i o n f o r t h e d ev elo p m e n t o f s e c o n d a r y a r e a
s k i l l c e n t e r s and c o nriun lty c o l l e g e v o c a t i o n a l and t e c h n i c a l e d u c a t i o n
p r o gram s.
The s t u d i e s g e n e r a l l y a c c e p t e d t h e o b j e c t i v e s s e t f o r t h 1n
t h e V o c a t i o n a l E d u c a t i o n Act o f 1963 and u s e d t h e o b j e c t i v e s t o d e f i n e
t h e scope o f t h e s t u d y .
The o b j e c t i v e s o f v o c a t i o n a l and t e c h n i c a l e d u c a t i o n which
were g e n e r a l l y a c c e p t e d w ere:
1.

t o p r e p a r e i n d i v i d u a l s f o r e n t r y I n t o employment by p r o ­
v i d i n g p r e p a r a t o r y v o c a t i o n a l e d u c a t i o n needed by y o u t h
a t t h e s e c o n d a r y l e v e l and by p r o v i d i n g s p e c i a l i z e d
v o c a t i o n a l and t e c h n i c a l p r e p a r a t o r y e d u c a t i o n a t t h e
post-secondary le v e l.

2.

t o u p g r a d e o r p r e p a r e t h o s e a l r e a d y e n g a g e d 1n an occupa
t1on f o r advancem ent 1n employment o r r e t r a i n i n g 1n
another occupation.

3.

t o p r o v i d e s p e c i a l programs o f v o c a t i o n a l e d u c a t i o n f o r
p e r s o n s who have a ca d em ic , s o c i o e c o n o m i c o r o t h e r h a n d i ­
c a p s t h a t p r e v e n t them from s u c c e e d i n g in t h e r e g u l a r
v o c a t i o n a l e d u c a t i o n program.

4.

t o p r o v i d e a v o c a t i o n a l p l a c e m e n t and g u i d a n c e program
t h a t w i l l match p e r s o n n e l s u p p l y w i t h j o b demands.

38

O rganizational S tru c tu re
o f the Studies
The o r g a n i z a t i o n a l s t r u c t u r e o f t h e s t u d i e s g e n e r a l l y f o l l o w e d
t h e g u i d e l i n e s as s e t f o r t h by t h e S t a t e D e p a r t m e n t o f E d u c a t i o n ,
D i v i s i o n o f V o c a t i o n a l E d u c a t i o n , B u l l e t i n No. 215 3 .
In e ac h a r e a o f t h e s t a t e , a l o c a l e d u c a t i o n a l ag en c y was
the sponsoring agency.

G e n e r a l l y , 1 t was an I n t e r m e d i a t e s c h o o l d i s ­

t r i c t o r a community c o l l e g e .

The a r e a s s u r v e y e d th en f o l l o w e d t h e

community c o l l e g e s e r v i c e a r e a s , I n t e r m e d i a t e s c h o o l d i s t r i c t bound­
a r i e s , county bo u n d aries o r a combination o f t h e in te r m e d ia te o r
community c o l l e g e b o u n d a r i e s .

A s t u d y c o m m itte e c o n s i s t i n g o f sc h o o l

a d m i n i s t r a t o r s from each o f t h e p a r t i c i p a t i n g s c h o o l d i s t r i c t s s e r v e d
as t h e o v e r a l l p o l i c y c o m m i t t e e .

The c o n t r a c t i n g agency employed a

s t u d y d i r e c t o r who, in t u r n , e s t a b l i s h e d a d v i s o r y c o m m i tt e e s .

The

s t r u c t u r e o f t h e coTrmlttees v a r i e d a s w e l l as t h e c o m p o s it i o n and
assignm ent, but g e n e ra lly a l l

s t u d i e s a d d r e s s e d th e m s e lv e s t o t h e

same m a j o r a r e a s .
Scope o f t h e S t u d i e s
The o b j e c t i v e s o f t h e s e s t u d i e s a r e summed up by Max Sm ith.
1.

What v o c a t i o n a l and t e c h n i c a l e d u c a t i o n programs a r e
n e e d e d a t b o t h t h e h i g h s c h o o l and p o s t - h i g h s c h o o l
l e v e l s t o meet t h e a s p i r a t i o n s o f i n d i v i d u a l s and t h e
req u irem en ts o f employers?

2.

To w h a t e x t e n t a r e t h e o c c u p a t i o n a l e d u c a t i o n n e e d s
b e i n g met t h r o u g h e x i s t i n g v o c a t i o n a l programs i n l o c a l
s c h o o l s o r by o t h e r a g e n c i e s ?

39

3.

How can t h e a p p r o p r i a t e v o c a t i o n a l e d u c a t i o n needs be
p r o p e r l y and a d e q u a t e l y p r o v i d e d ?

T h is I n c l u d e s such

c o n s i d e r a t i o n s as t h e f o l l o w i n g :
a.

program l e v e l s and p r i o r i t i e s .

b.

t h e a d m i n i s t r a t i v e s t r u c t u r e t o o p e r a t e t h e program .

c.

where t h e s e programs s h o u l d be l o c a t e d .

d.

how t h e program can be f i n a n c e d .

e.

t h e p r o c e d u r e s t o implement t h e reconmended program .

The scope o f t h e s t u d i e s d e a l t w i t h t h e e x i s t i n g and ne eded
pro gr am s o f v o c a t i o n a l e d u c a t i o n s u r v e y s o f s t u d e n t s and p a r e n t s c o n ­
c e r n i n g t h e i r e d u c a t i o n a l p l a n s and a s p i r a t i o n s , s u r v e y s o f e m p lo y e r s
t o a s s e s s c u r r e n t and a n t i c i p a t e d j o b r e q u i r e m e n t s and l e v e l o f s k i l l
t r a i n i n g r e q u i r e d , i n v e n t o r i e s o f e x i s t i n g p r o g r a m s, e n r o l l m e n t s and
f a c i l i t i e s ; f i n a n c e and a d m i n i s t r a t i o n were a l s o c o n s i d e r e d t o be
w i t h i n t h e sc o p e o f t h e s e s t u d i e s .
C o n c l u s i o n s . Recommendations, and
Summary o f t h e S t u d i e s
Based upon t h e e v i d e n c e

: o l l c c t t v ‘ » p«jvt n

s e t o f recommend ations were s t a t e * b . - r . i
were made.

*i

Jit

»ach s t u d y , a

or,*. ; i.Mons which

An example o f t h e t y ica I c r v i j:- -cxs J ;*: u n ?

ade a r e

as follow s:

Max S. S m i t h , F i n a l R e p c -t . f t h e W,;st S h o r e Community
C o l l e g e Area V o c a t i o n a l and T e c h n l c a ; '.:iucatTc'.i S t u d y . P r e p a r e d by
t h e O f f i c e o f Community C o l l e g e £oopt~ i f i o T a t M ic h iga n S t a t e U n i ­
v e r s i t y ( E a s t L a n s i n g , M i c h i g a n , 1 9 6 7 ),
3.

59

40

1.

By and l a r g e , s e c o n d a r y s t u d e n t s o f t h e s t u d y a re a
a r e n o t a d e q u a t e l y b e in g s e r v e d w i t h comprehensive
v o c a t i o n a l program o f f e r i n g s .

2.

More v o c a t i o n a l c o u n s e l i n g 1s n e e d e d .

3.

T here 1s a v i t a l need t o c o n t i n u e e x p a n d i n g t h e o c c u p a ­
t i o n a l o f f e r i n g s a t t h e community c o l l e g e l e v e l as
demand f o r t h i s l e v e l o f t r a i n i n g I s growing a t a r a p i d
rate,

4.

T here s h o u l d be c o n t i n u i t y betw een t h e s e c o n d a r y o f f e r ­
i n g s and community c o l l e g e o f f e r i n g s f o r t h o s e who w i s h
t o t a k e t r a i n i n g beyond h i g h s c h o o l .

5.

P r e s e n t and p r o j e c t e d j o b o p e n i n g s a r e a v a i l a b l e 1n
s u f f i c i e n t numbers t o w a r r a n t I n c r e a s e d t r a i n i n g
fac ilitie s,

6.

I n d i c a t i o n s p o i n t t o t h e I n c r e a s e d need f o r t r a i n i n g
in o r d e r f o r p e o p l e t o e n t e r and a d vance 1n to m o r r o w 's
j o b . 60

The recom mendations g e n e r a l l y d e a l t w i t h t h e p h i l o s o p h i c a l
b e l i e f t h a t v o c a t i o n a l and t e c h n i c a l e d u c a t i o n s h o u l d be a v a i l a b l e t o
a l l y o u t h and a d u l t s c o n s i s t e n t w i t h t h e i r a b i l i t y t o p r o f i t from i t
and c o n s i s t e n t w i t h t h e i r c a r e e r a s p i r a t i o n s and s o c i a l n e e d s .
The rec om mendations g e n e r a l l y d e a l t w i t h t h e need f o r t h e
develo p m e n t o f s p e c i f i c t y p e s o f p r o g r a m s , i n s t i t u t i o n s n e c e s s a r y f o r

E d u c a t i o n and Employment, an Area V o c a t i o n a l Study Con­
d u c t e d by t h e Ingham I n t e r m e c f l a t e Board o f E d u c a t i o n (Mason, M i c h i g a n ,
J a n u a r y , 1 9 6 7 ) , p. 11.

41

t h e d e l i v e r y o f t h e p r o g r a m s , a d m i n i s t r a t i o n and f i n a n c e s r e q u i r e d t o
Implement t h e I d e n t i f i e d n e e d s .
SuiTm ary

The l i t e r a t u r e re v ie w e d 1n t h i s c h a p t e r was d i v i d e d I n t o
three p arts:

(1) the p h ilo s o p h ic a l fo u n d a tio n , o p e r a t in g p r i n c i p l e s

o f t h e community c o l l e g e ;

(2 ) t h e f e d e r a l and s t a t e laws a f f e c t i n g

M i c h i g a n ' s p u b l i c community j u n i o r c o l l e g e s ; (3) l i t e r a t u r e c o n ­
c e r n e d w i t h t h e c h a r a c t e r i s t i c s o f t h e comnunlty c o l l e g e o c c u p a t i o n a l
e d u c a t i o n s t u d e n t ; a n d , ( 4 ) a r e a v o c a t i o n a l and t e c h n i c a l s t u d i e s .
The r e v i e w o f t h e l i t e r a t u r e and r e s e a r c h I n d i c a t e s :
1.

The c h a r a c t e r i s t i c s o f t h e s t u d e n t s e n r o l l e d 1n o c c u p a ­
t i o n a l e d u c a t i o n p r og ram s 1n M i c h i g a n ' s community j u n i o r
c o l l e g e s a r e I n f l u e n c e d by t h e I n s t i t u t i o n s , p h i l o s o p h y ,
and o p e r a t i n g p r i n c i p l e s .

2.

The community c o l l e g e h a s , as i t s p r i m a r y p u r p o s e , t h a t
o f s e r v i n g t h e e d u c a t i o n a l needs o f t h e e n t i r e community.

3.

The f i v e fu n d am e n ta l c h a r a c t e r i s t i c s which c l e a r l y
e s t a b l i s h t h e u n i q u e n e s s o f t h e community c o l l e g e a r e :
( a ) d e m o c r a t i c , (b ) c o m p r e h e n s i v e , ( c ) community
centered,

(d) d e d ic a te d to 11 fe-lo n g e d u c a tio n , (e)

adaptable.
4.

The community j u n i o r c o l l e g e has f i v e b a s i c f u n c t i o n s :
( a ) t r a n s f e r f u n c t i o n , ( b ) v o c a t i o n a l and t e c h n i c a l
function,

(c) th e s t u d e n t personnel f u n c t i o n , {d) the

42

g e n e r a l e d u c a t i o n f u n c t i o n , ( e ) t h e coronunity s e r v i c e
function,
5.

F e d e r a l a i d t o v o c a t i o n a l e d u c a t i o n h a s , as i t s p u r p o s e ,
t h a t o f p r o v i d i n g v o c a t i o n a l e d u c a t i o n so t h a t a l l p e r ­
sons o f a l l a g e s 1n a l l c o m m u nities o f t h e s t a t e s w i l l
have r e a d y a c c e s s t o v o c a t i o n a l t r a i n i n g o r r e t r a i n i n g
which i s o f h i g h q u a l i t y and r e a l i s t i c 1n te r m s o f
actual and/or a n tic ip a te d o p p o rtu n itie s fo r gainful
emoloyment, c o n s i s t e n t w i t h t h e n e e d s , i n t e r e s t s and
a b i l i t i e s of the student.

6.

The Michigan Community C o l l e g e Act o f 1966 d e f i n e s a
community c o l l e g e program as a p ro g ram f o r a l l p e r s o n s
above t h e 12th g r a d e l e v e l and p r i m a r i l y f o r t h o s e
w i t h i n commuting d i s t a n c e , c o l l e g i a t e and n o n c o l l e g l a t e
e d u c a t i o n I n c l u d i n g a r e a v o c a t i o n a l and t e c h n i c a l e d u a t l o n pro gr am s f o r p e r s o n s who have c o m p lete d o r l e f t
h i g h s c h o o l , and who a r e a v a i l a b l e f o r s t u d y 1n p r e p a r a ­
t i o n f o r e n t e r i n g t h e l a b o r m a r k e t , and f o r p e r s o n s who
a r e a l r e a d y in t h e l a b o r m a r k e t and who a r e 1n n eed o f
t r a i n i n g o r r e t r a i n i n g t o a c h i e v e s t a b i l i t y o r a d v an c e
In employment.

7.

The community c o l l e g e s s h o u l d s e r v e h i g h s c h o o l s t u d e n t s
a t the r e q u e s t o f the high school d i s t r i c t s u p e r i n te n d e n t .

8.

The community c o l l e g e w i l l s e r v e a s t h e p o s t - s e c o n d a r y
a r e a v o c a t i o n a l and t e c h n i c a l e d u c a t i o n c e n t e r .

43

9.

The mean s c o r e s o f s t u d e n t s e n t e r i n g f o u r - y e a r c o l l e g e s
exceeds t h a t o f the s tu d e n ts e n te r in g the two-year c o l ­
l e g e , and t h e t w o - y e a r c o l l e g e s t u d e n t s c o r e s h i g h e r a s
a gro u p t h a n t h e h i g h s c h o o l group who does n o t go t o
col leg e .

10.

The a cad em ic a b i l i t y o f t h e t r a n s f e r and o c c u p a t i o n a l
s tu d e n t v a rie s only s l i g h t l y .

11.

P a r e n t s o f community c o l l e g e s t u d e n t s , as a g r o u p , t e n d
t o have a l e s s e r amount o f e d u c a t i o n t h a n t h e i r p e e r s
1n t h e f o u r - y e a r c o l l e g e s .

12.

0 n e - t h 1 r d o f community c o l l e g e t r a n s f e r s t u d e n t s come
from homes o f u n s k i l l e d , s e m i - s k i l l e d , and s k i l l e d
workers w hile o v e r o n e -h a lf o f the o c cupatio nal s tu d e n ts
come from t h e s e homes.

13.

S t u d e n t s c hoose t o e n r o l l

1n t h e l o c a l community c o l l e g e

b e c a u s e o f I t s c l o s e n e s s t o home, 1 t t e n d s t o be i n e x ­
p e n s i v e , i t p r o v i d e s f o r an o p p o r t u n i t y t o work w h i l e
e n r o l l e d 1n s c h o o l , and b e c a u s e o f I t s p r a g m a t i c
approach to e d u c a tio n a l s e r v i c e s .
14.

The c o i m u n l t y c o l l e g e o c c u p a t i o n a l e d u c a t i o n s t u d e n t s ,
a s a g r o u p , s e e t h e o b j e c t i v e o f t h e i r e d u c a t i o n as
m ostly or e n t i r e l y job t r a i n i n g .

They p l a n t o c o n c e n ­

t r a t e m a i n l y on l e a r n i n g t h a t which would be u s e f u l t o
them 1n t h e i r f u t u r e work.

44

15.

The m a j o r i t y o f community c o l l e g e s t u d e n t s work p a r t t i m e w h i l e a t t e n d i n g c o l l e g e , and t h e y t e n d t o be
s e l f - s u p p o r t i n g as w e ll.

16.

The a r e a v o c a t i o n a l and t e c h n i c a l e d u c a t i o n s t u d i e s
c o n d u c t e d 1n Michigan emphasized t h e need f o r more
v o c a t i o n a l e d u c a t i o n c o n s i s t e n t w i t h t h e needs and
a s p i r a t i o n s o f s t u d e n t s and I n d u s t r y .

CHAPTER I I I

METHODOLOGY AND PROCEDURES
Introduction
T h i s c h a p t e r d e s c r i b e s t h e p r o c e d u r e s which were d e s i g n e d
and u t i l i z e d t o d e t e r m i n e t h e p e r s o n a l c h a r a c t e r i s t i c s o f t h e com­
m u n ity c o l l e g e o c c u p a t i o n a l s t u d e n t s , t h e i r e d u c a t i o n and work
e x p e r i e n c e s , and t h e i r r e a s o n f o r e n r o l l i n g 1n an o c c u p a t i o n a l p r o ­
gram.

T his c h a p t e r c o n s i s t s o f s i x s e c t i o n s .

(1) Research d e s ig n ,

(2) sa m p lin g p r o c e d u r e s , (3 ) sample s i z e d e t e r m i n a t i o n , ( 4 ) d e v e l o p ­
ment o f t h e d a t a - g a t h e r l n g I n s t r u m e n t , (5) q u e s t i o n n a i r e a d m i n i s t r a ­
t i o n and d a t a p r o c e s s i n g , and (6 ) summary a r e t h e p r i n c i p a l problem s
t h a t a r e a d d r e s s e d 1n t h i s c h a p t e r .
R e s e a r c h Design
S u c c in c tly s t a t e d , the major purposes o f t h i s I n v e s t ig a ti o n
were t o (1) d e m o g r a p h l c a l l y d e s c r i b e t h e s t u d e n t s e n r o l l e d 1n v o c a ­
t i o n a l e d u c a t i o n programs 1n M i c h i g a n ' s p u b l i c community j u n i o r
c o l l e g e s , ( 2 ) d e s c r i b e h i s e d u c a t i o n a l e x p e r i e n c e s , (3) d e s c r i b e h i s
work e x p e r i e n c e s , and ( 4 ) a s c e r t a i n h i s r e a s o n s f o r a t t e n d i n g and
e n r o l l i n g In a community c o l l e g e v o c a t i o n a l e d u c a t i o n program .
The m a jo r c o n s i d e r a t i o n u n d e r l y i n g t h e s e l e c t i o n o f t h e
r e s e a r c h d e s i g n 1s t h a t o f d e s c r i p t i v e a c c u r a c y .
45

This stu d y Is not

46

Intended t o t e s t casual hypotheses.
maximized v a l i d i t y .
than a n a l y t i c a l .

T h i s d e s i g n m inim ized b i a s and

Thus* t h e I n v e s t i g a t i o n 1s d e s c r i p t i v e r a t h e r

This d esig n provided f o r th e a c c u r a te co n clu sio n s

which have been drawn r e l a t i v e t o t h e r e l a t i o n s h i p s which a p p e a r 1n
C h a p t e r IV.
Sampling P r o c e d u r e s
M i c h i g a n ’ s 29 p u b l i c community j u n i o r c o l l e g e s were d i v i d e d
i n t o two g r o u p s , m e t r o p o l i t a n and n o n m e t r o p o l i t a n .

A m etropolitan

community c o l l e g e i s d e f i n e d as an I n s t i t u t i o n which 1s l o c a t e d 1n a
S t a n d a r d M e t r o p o l i t a n S t a t i s t i c a l Area (SMSA).*^

A community c o l l e g e

which 1s n o t l o c a t e d 1n an SMSA 1s c l a s s i f i e d a s a n o n m e t r o p o l 1 t a n
community c o l l e g e .
The SMSA c o n c e p t was d e v e l o p e d t o meet t h e need f o r t h e
p r e s e n t a t i o n o f g e n e r a l p u r p o s e s t a t i s t i c s by a g e n c i e s o f t h e F e d e ra l
g overn m ent.

The p r i m a r y o b j e c t i v e 1n e s t a b l i s h i n g s t a n d a r d d e f i n i ­

t i o n s o f m e t r o p o l i t a n a r e a s was th u s t o make 1 t p o s s i b l e f o r a l l
Federal s t a t i s t i c a l

a g e n c i e s t o u t i l i z e t h e same b o u n d a r i e s 1n pub­

lishing s t a t i s t i c a l

d a ta u se fu l f o r a n a ly z in g m e tro p o lita n problems.

The t e r m " s t a n d a r d m e t r o p o l i t a n a r e a " h a s been changed t o " s t a n d a r d
m e t r o p o l i t a n s t a t i s t i c a l a r e a " in o r d e r t o d e s c r i b e more a c c u r a t e l y
the o b je c tiv e of the d e f in itio n s .

^ B u r e a u o f t h e B u d g e t, S t a n d a r d M e t r o p o l i t a n S t a t i s t i c a l
A r e a s . 1967 ( W a s h i n g t o n . D .C .:
U.S. Government P r i n t i n g O f f i c e ,
T 5 S 7 T -----------

47

The g e n e r a l c o n c e p t o f a SMSA 1s one o f an I n t e g r a t e d
economic and s o c i a l u n i t w i t h a r e c o g n i z e d l a r g e p o p u l a t i o n n u c l e u s .
To s e r v e t h e s t a t i s t i c a l p u r p o s e s f o r which m e t r o p o l i t a n a r e a s a r e
d e f i n e d , t h e i r p a r t s must t h e m s e l v e s be a r e a s f o r which s t a t i s t i c s
are u su a lly or o fte n c o lle c te d .

T h u s, SMSA must c o n t a i n a t l e a s t

one c i t y o f a t l e a s t 50,000 I n h a b i t a n t s .

The SMSA w i l l t h e n i n c l u d e

t h e c o u n t y o f such a c e n t r a l c i t y , and a d j a c e n t c o u n t i e s t h a t a r e
found t o be m e t r o p o l i t a n In c h a r a c t e r and e c o n o m i c a l l y and s o c i a l l y
I n t e g r a t e d w i t h t h e co unty o f t h e c e n t r a l c i t y ( T a b l e 5 ) .
T able 5.

M e t r o p o l i t a n and n o n m e t r o p o l 1 t a n

community c o l l e g e s .

M etropolitan

No nm etropol1 t a n

Delta

Alpena

Genesee

Bay de Noc

Grand Rapids

Glen Oaks

Henry Ford

Gogebic

H i g h la n d Park

K1rtland

Jackson

K e llog g

Kalamazoo

Lake Michigan

L a n s in g

M1d-M1ch1gan

Macomb

Montcalm

Monroe

North C entral

Muskegon

Northwestern

Oakland

Southwestern

Schoolcraft

S t . C l a i r County

Wastenaw

West Shore

Wayne

48

The n e x t s t e p 1n t h e s a m p li n g p r o c e d u r e was t h a t o f i d e n ­
t i f y i n g t h e number o f s t u d e n t s e n r o l l e d 1n o c c u p a t i o n a l e d u c a t i o n
programs by m e t r o p o l i t a n and n o n m e t r o p o l 1 t a n community c o l l e g e s .
T able 6 l i s t s t h e m e t r o p o l i t a n c o w nu n ity c o l l e g e s and t h e
number o f s t u d e n t s e n r o l l e d 1n e ac h o c c u p a t i o n a l program by prog ram
area.

Table 7 l i s t s

t h e n o n - m e t r o p o 1 1 t a n community c o l l e g e s and t h e

number o f s t u d e n t s e n r o l l e d 1n e ac h o c c u p a t i o n a l program by program
area.
For e ac h o f t h e o c c u p a t i o n a l program a r e a s , e i g h t community
c o l l e g e s were r and o m ly s e l e c t e d .

Four o f t h e e i g h t s e l e c t e d were

m e t r o p o l i t a n and f o u r were n o n m e t r o p o l 1 t a n .

Due t o t h e l i m i t e d

number o f I n s t i t u t i o n s r e p o r t i n g s t u d e n t e n r o l l m e n t s 1n a g r i c u l t u r a l
e d u c a t i o n and home eco nom ics p r o g r a m s , an e x c e p t i o n t o t h e random
sample s e l e c t i o n p r o c e d u r e was made.

In t h e c a s e o f m e t r o p o l i t a n

c o r m u n l t y c o l l e g e s , 1 t was d e t e r m i n e d t h a t t h e f o u r I n s t i t u t i o n s
o f f e r i n g home econom ic s p ro gram s would be I n c l u d e d In t h e 1 1 s t o f
I n s t i t u t i o n s t o be s a m p l e d , and t h e two I n s t i t u t i o n s o f f e r i n g a g r i ­
c u l t u r e e d u c a t i o n p rogra m s would a l s o be I n c l u d e d .

In t h e c a s e o f

n o n m e t r o p o l 1t a n community c o l l e g e s , 1 t was d e c i d e d t h a t t h e two
I n s t i t u t i o n s o f f e r i n g home e c o n o m ic s would be I n c l u d e d .

Three of

t h e se v e n c o l l e g e s o f f e r i n g a g r i c u l t u r a l e d u c a t i o n program s would
be I n c l u d e d In t h e 1 1 s t o f I n s t i t u t i o n s from which t h e s t u d e n t sample
would be t a k e n .

T h i s p r o c e d u r e p r o v i d e d a l i s t o f m e t r o p o l i t a n and

non m etro po l 1 t a n convnunlty c o l l e g e s and t h e program a r e a from which
t h e s t u d y sample would be t a k e n .

The a s t e r i s k s c o n t a i n e d on T a b l e s 6

T able 6 .

The mmber o f s t u d e n t s e n r o l l e d In v o c a t io n a l e d u c a tio n programs in m e tr o p o lita n community
c o l l e g e s by program a r e a , 1 9 7 1 -7 2 ,

Ag.
Ed.

D1st.
Ed.

Health
Ed.

Home
Ec.

O ffice
Ed.

Tech.
Ed.

Trade A
Ind. Ed.

1Ota 1

0
0
0
0

567
390
45
28

953
654
459
244*

418*
74*
0
0

2,003*
948
500
505

2,230
401
343
2,853*

594
2,121
108
4,201*

6,765
4.588
1.455
7,831

0
0
14*
0

90*
0
58
794

916*
130
238*
330

412*
0
0
0

1,316
258*
727
1,417*

182
267
518
716

1.450*
715
329
1,900

4,366
1,370
1,884
5,161

0
0
0
0

544
716*
90*
232*

0
500
0
382

0
0
0
0

3,749
417
192
436*

3,681
750*
207*
693

3,379
85
380
464

11,353
2,468
869
2,207

Oakland
Schoolcraft
Washtenaw
Wayne

104*
0
0
0

222
463
0
71

2,931
1,705*
1,220
1,473

7,101
3,969
3,043
7,022

Total

118

4,314

6,841

1,036

20,330

15,758

23,055

71,452

.165%

6.03%

9.57%

1.45%

28.45%

22.05%

32.26%

99.97%

Delta
Genesee
Grand Rapids
Henry Ford
Highland Park
Jackson
Kalamazoo Valley
Lansing
Macomb South
Macomb Center
Monroe
Muskegon

Percentage
o f Total

1,003*
246
369
417

132*
0
0
0

1,767
1,236
787
4,072

942
319*
667
989

•Randomly s e l e c t e d i n s t i t u t i o n s , by program a r e a .
Source o f d a ta : Annual en rollm e n t r e p o r t s f o r 1971-72 submitted t o th e Vocational Education and
Career Development S e r v i c e , Michigan Department o f Educa tion, Lansing, Michigan by Michigan
p u b l i c community and j u n i o r c o l l e g e s .

Table 7.

The number o f s t u d e n t s e n r o l l e d in v o c a t io n a l e d u c a tio n programs in n on m etro p o lita n community
c o l l e g e s by program a r e a , 1 97 1-1 9 7 2 ,

Ag.
Ed.

Conrnunity
College

Dist.
Ed.

Health
Ed,

Home
Ec.

Offi ce
Ed.

Tech.
Ed.

Trade &
Ind. Ed.

Total

Alpena
Bay de Noc
Glen Oaks
Gogebic

52
0
0
0

0
0
23*
1

0
65
30
43

0
0
0
33*

172
105
68
149*

105
90
0
73

262
120
286
165*

591
380
407
464

Kellogg
K ir tla n d
Lake Michigan
Mid-Michigan

0
89*
0
38

0
100*
65
4

349
0
136
207*

0
0
0
0

547**
136*
406*
137

247*
0
105
0

407
274*
359
352*

1,550
599
1,071
738

Montcalm
North Central
Northwestern
St. C lair

18
0
85

105*

18*
169*
0
53

67*
68
187
294*

0
0
9
47*

239
144
210
929

0
95
0
362*

232
30
313*
478

574
506
804
2,268

Southwestern
West Shore

__ 0

88
28

151
58*

0
_0

221*
138

78
27*

227
318

853
569

Total

425

549

3.731

4,82%

Percentage
o f Total

38*

1,655
14.5%

89
,78%

3,601

1,182

3,873

11,374

31.65%

10.39%

34,05%

99.61%

♦Randomly s e l e c t e d i n s t i t u t i o n s , by program a r e a .
♦♦Substitute.
Source o f d a ta : Annual e n ro llm e n t r e p o r t s f o r 1971-72 submitted t o the Vocational Education and
Career Development S ervice o f th e Michigan Department o f Education by Michigan's p u b l ic
conrnunity j u n i o r c o l l e g e s .

51
and 7 s e r v e t o I d e n t i f y t h e I n s t i t u t i o n s by pro gr am a r e a from which t h e
sample was drawn.
Sampling S i z e D e t e r m i n a t i o n
To d e t e r m i n e t h e sample s i z e f o r m e t r o p o l i t a n and n o n m etro­
pol 1t a n community c o l l e g e s , a f o r m u la was u s e d .

The f o r m u la was

d e v elop ed by t h e R e s e a r c h D i v i s i o n o f t h e N a t i o n a l E d u c a t i o n A s s o c i a ­
t i o n f o r d e t e r m i n i n g sample s i z e f o r r e s e a r c h p u r p o s e s .

The form ula

r e a d s as f o l l o w s :
s » X2 NP ( 1 - P ) -f [ d 2 { N - l ) + X2 P ( 1 - P ) ]
s n r e q u i r e d sample s i z e .
2
X ■ t h e t a b l e v a l u e o f c h 1 - s q u a r e f o r one d e g r e e o f f r e e ­
doma t t h e d e s i r e d c o n f i d e n c e l e v e l

(3.841).

N ■ the p o p u la tio n s i z e
P ■ t h e p o p u l a t i o n p r o p o r t i o n (assumed t o be . 5 0 s i n c e
t h i s would p r o v i d e t h e maximum sample s i z e ) .
d ■ the deg ree of accu racy ex p re ssed as a p r o p o rtio n
( . 0 5 ) . 62
The fo rm ula was a p p l i e d t o t h e two p o p u l a t i o n s ; m e t r o p o l i t a n
71 ,453 and n o n m e t r o p o l i t a n 1 1 , 3 7 4 .

When c o m puted, t h e minimum sample

s i z e f o r m e t r o p o l i t a n community c o l l e g e s was d e t e r m i n e d t o be 384 and
n o n m e t r o p o l 1 t a n 375.

®2R o b e r t V. K r e j c l e and D a r y l e W. Morgan, " D e te r m in i n g
Sample S i z e f o r R e s e a r c h A c t i v i t i e s , "
E d u c a t i o n a l and P s y c h o l o g i c a l
Measurement. No. 3 (Autumn, 1 9 7 0 ) , p. 6(571

52

In o r d e r t o d e t e r m i n e t h e number o f q u e s t i o n n a i r e s t h a t
e ac h o f t h e randomly s e l e c t e d I n s t i t u t i o n s would r e c e i v e , 1 t was
d e c i d e d t h a t t h e q u e s t i o n n a i r e s would be p r o p o r t i o n a t e l y d i s t r i b u t e d
among t h e I n s t i t u t i o n s b a s e d upon t h e number o f s t u d e n t s e n r o l l e d 1n
e ac h program a r e a .

In o t h e r w o r d s , t r a d e and I n d u s t r i a l e d u c a t i o n

r e p r e s e n t e d 3 2 . 2 6 p e r c e n t o f t h e t o t a l number o f s t u d e n t s e n r o l l e d
1n o c c u p a t i o n a l e d u c a t i o n 1n m e t r o p o l i t a n community c o l l e g e s .

Of

t h e 384 q u e s t i o n n a i r e s f o r m e t r o p o l i t a n community c o l l e g e s , 161
would be d i s t r i b u t e d t o t h e f o u r randomly s e l e c t e d I n s t i t u t i o n s .
The 161 q u e s t i o n n a i r e s were p r o p o r t i o n a t e l y d i s t r i b u t e d among t h e
f o u r I n s t i t u t i o n s b a s e d upon t h e number o f s t u d e n t s r e p o r t e d l y
e n r o l l e d In e a c h o f t h e I n s t i t u t i o n s ' t r a d e and i n d u s t r i a l e d u c a t i o n
p rog ram s.
I t was d e t e r m i n e d a t t h e o u t s e t o f t h e s a m p l i n g p r o c e d u r e
t h a t no p r o g r a m a r e a would be r e p r e s e n t e d by a sample s i z e o f l e s s
t h a n 30.

T a b l e s 8 and 9 I d e n t i f y t h e names o f t h e randomly s e l e c t e d

I n s t i t u t i o n s , t h e number o f v o c a t i o n a l e d u c a t i o n s t u d e n t s e n r o l l e d
by program a r e a s , and t h e p e r c e n t a g e t h a t e a c h o f t h e randomly
s e l e c t e d I n s t i t u t i o n a l progr am a r e a i s o f t h e t o t a l

o f t h e randomly

s e l e c t e d I n s t i t u t i o n s , and a l s o t h e number o f q u e s t i o n n a i r e s t h a t
e ach I n s t i t u t i o n r e c e i v e d .
Data G a t h e r i n g I n s t r u m e n t
A s t u d e n t q u e s t i o n n a i r e was t h e I n s t r u m e n t use d t o c o l l e c t
the re se a rc h d a ta .

T h i s t e c h n i q u e was u t i l i z e d b e c a u s e o f t h e s c o p e

53

T able 8.

The number o f q u e s t i o n n a i r e s d i s t r i b u t e d t o each o f t h e
s e l e c t e d m e t r o p o l i t a n community c o l l e g e s by program a r e a .

Number o f
Students

Percentage
o f T o ta l

Number o f
Q uestion­
n aires

Program Area

Name o f C o l le g e

A gricultural
E d u c a ti o n

Kalamazoo V a l l e y
Oakland

14
104

12
88

4
26
30

D istributive
E d u c a ti o n

H i g h la n d Park
Macomb
Monroe
Muskegon

89
716
90
232

8
63.5
8
2 0,5

2
19
2
6
2?

Health

Henry Ford
H i g h l a n d Park
Kalamazoo V a l l e y
Oakland

244
916
238
1,003

9 .6
10.1
38.1
41.7

4
18
5
20
47

Home Economics

Del t a
Genesee
H i g h l a n d Park
Oakland

418
74
412
132

4 0 .3
7.1
39.7
12.7

12
2
12
4
30

Office
Education

D elta
Jackson
Lansing
Muskegon

2 ,0 03
258
1,417
436

4 8.6
6 .2
34.4
10.5

69
9
49
15
W

Technical
Education

Henry Ford
Macomb
Schoolcraft
Monroe

2,8 52
750
319
207

69
18
7
5

76
20
8
6
rnr

T rad e and
Industrial

Henry Ford
H i g h l a n d Park
L a n s in g
Schoolcraft

4,201
1,4 50
1,9 00
1,705

45.3
15.6
20.5
18.4

73
25
33
30
T5T

T o ta l Sample S iz e

549

54

T a b l e 9.

The number o f q u e s t i o n n a i r e s d i s t r i b u t e d t o e ac h o f t h e
s e l e c t e d n o n m e t r o p o l 1 t a n community c o l l e g e s by program a r e a .

Number o f
Q uestion­
naires

Number o f
S tudents

Percentage
o f T o ta l

K irtland
St. C lair
Southwestern

89
105
38

38.3
45.2
14.3

12
13
5
30

D istributive
Education

N o rth C e n t r a l
Montcalm
K irtland
Glen Oaks

169
18
100
73

46.9
5
27.7
20.2

14
1
8
6
Iff

H ealth

West Shore
St. C lair
Montcalm
M1d-M1ch1gan

58
294
67
207

9.2
46.9
1 0 .7
33.0

7
34

33
47

41.2
58.7

12
18
30

Program Area

Name o f C o lle g e

A gricultural
Education

7

24
71

Home Economics

Gogebic
St. C lair

O ffice

Gogebic
K irtland
Lake Michigan
Southwestern

149
136
406
221

16.3
14.9
44,5
24.2

26
24
70
38
T5ff

Technical

Alpena
K e llo g g
St. C lair
West Shore

105
247
363
27

14.1
32.2
48.9
4.0

7
18
26
2
53

T r a d e and
Industrial

Gogebic
K irtland
M1d-M1ch1gan
Northwestern

165
274
363
313

14.9
24.8
3 1 .9
28.2

25
42
54
48
m

T o t a l Sample S i z e

542

55

and m ag n itu d e o f t h e I n v e s t i g a t i o n and b e c a u s e 1 t 1s an e f f i c i e n t and
e con o m ic al way t o c o l l e c t r e s e a r c h d a t a .
T h ere were a number o f f a c t o r s t h a t were c o n s i d e r e d d u r i n g
t h e d e v elo p m e n t o f t h e q u e s t i o n n a i r e .

Of f o r e m o s t I m p o r ta n c e was t h a t

the q u e s tio n n a ir e o b ta in the d e s i r e d In fo rm a tio n .
c r i t e r i a were a p p l i e d t o e ac h q u e s t i o n :
resea rch purposes?

The f o l l o w i n g

( 1 ) 1s I t r e l e v a n t t o t h e

( 2 ) does 1 t s o l i c i t from t h e r e s p o n d e n t t h e

e s s e n t i a l I n f o r m a t i o n ? and (3) 1s t h e q u e s t i o n s t a t e d 1n a manner
t h a t the s tu d e n t Is a b le to understand?
The I n s t r u m e n t d e v e l o p m e n t was I n i t i a t e d w i t h a s h o r t 1 1 s t
o f b r o a d g e n e r a l a r e a s germane t o t h e p u r p o s e s o f t h e s t u d y , I . e . ,
s t u d e n t demographic d a t a , sc h o o l e x p e r i e n c e s , work e x p e r i e n c e s , and
r e a s o n s f o r e n r o l l i n g 1n an o c c u p a t i o n a l pro g ram and a t t e n d i n g a
community c o l l e g e .

A number o f s u r v e y I n s t r u m e n t s were re v ie w e d

which had been used t o c o l l e c t s i m i l a r d a t a , and a f t e r d i s c u s s i o n s
w i t h Dr. H. Paul Sweany, members o f t h e g u i d a n c e c o m m i t t e e , community
c o l l e g e p r e s i d e n t s , d e an s o f o c c u p a t i o n a l e d u c a t i o n , and s t u d e n t s
e n r o l l e d 1n conrnunity c o l l e g e s , t h e I n i t i a l

I n s t r u m e n t was d e v e l o p e d .

The I n s t r u m e n t was p i l o t e d w i t h 46 s t u d e n t s a t L a n s in g Community
College.
The comments, c r i t i c i s m s , and r e a c t i o n s o f t h e s t u d e n t s were
n o t e d and u se d as a b a s i s f o r r e v i s i n g t h e I n s t r u m e n t .
was a n a l y z e d and t h e r e s u l t s o f t h e I n i t i a l

The I n s t r u m e n t

a n a l y s i s , t h e o r i g i n a l and

r e v i s e d q u e s t i o n n a i r e were d i s c u s s e d w i t h e a c h member o f t h e g u i d a n c e
c o m m i tt e e .

This p ro cedure p ro v id ed f o r a g r e a t deal o f v a lu a b le in p u t

I n t o t h e d e v e lo p m e n t o f t h e f i n a l q u e s t i o n n a i r e .

The q u e s t i o n n a i r e

56
u nderw ent l i m i t e d p r e - t e s t 1 n g on a number o f s t u d e n t s a t L a n s in g Com­
m u n it y C o l l e g e b e f o r e 1 t was f i n a l l y d i s t r i b u t e d (Appendix C).
Q u e s t i o n n a i r e A d m i n i s t r a t i o n and Data P r o c e s s i n g
A l e t t e r was s e n t t o t h e p r e s i d e n t o f e a c h o f t h e s e l e c t e d
community c o l l e g e s f o r t h e p u r p o s e o f I n t r o d u c i n g them t o t h e s t u d y ,
s e c u r i n g t h e i r a p p r o v a l t o s u r v e y s t u d e n t s , and r e q u e s t i n g t h a t t h e
a d m i n i s t r a t o r r e s p o n s i b l e f o r o c c u p a t i o n a l e d u c a t i o n programs be
d e s i g n a t e d as t h e c o n t a c t p e r s o n f o r a l l
to the study.

fu tu re correspondence re la te d

All o f t h e community c o l l e g e s t h a t were c o n t a c t e d

a g r e e d t o p a r t i c i p a t e in t h e s t u d y as o u t l i n e d .

Subsequently, a ll

q u e s t i o n n a i r e m a t e r i a l s were s e n t t o an i n s t i t u t i o n ’ s c o n t a c t p e rs o n
1n t h e c o o p e r a t i n g c o l l e g e (Appendix D),
The c o n t a c t p e r s o n was p r o v i d e d w i t h a l e t t e r o f I n t r o d u c ­
t i o n (Appendix E ) , two I n f o r m a t i o n s h e e t s , t h e f i r s t t i t l e d D i s t r i b u ­
t i o n o f t h e Q u e s t i o n n a i r e (Appendix F) and t h e s e c o n d t i t l e d Adminis­
t r a t i o n o f t h e Q u e s t i o n n a i r e (Append ix G ) , and t h e a p p r o p r i a t e number
o f q u e s t i o n n a i r e s w i t h s p e c i a l m ark in g p e n c i l s .
I t was t h e r e s p o n s i b i l i t y o f t h e c o n t a c t p e r s o n t o f o l l o w
t h e d i r e c t i o n s f o r t h e d i s t r i b u t i o n o f t h e q u e s t i o n n a i r e s , and 1 t
was t h e r e s p o n s i b i l i t y o f t h e c l a s s r o o m t e a c h e r t o a d m i n i s t e r t h e
q u e s tio n n a ir e according to the d i r e c t i o n s f o r th e a d m in is tr a tio n of
the q u estio n n aire.
Following th e a d m i n i s t r a t io n o f the q u e s t i o n n a i r e , th e con­
t a c t p e r s o n p l a c e d t h e answ er s h e e t s and p e n c i l s i n t h e s e l f - a d d r e s s e d ,
p r e p a i d p a c k e t s and r e t u r n e d them by mall t o t h e r e s e a r c h e r .

57
A f t e r t h e c o m p l e t e d q u e s t i o n n a i r e s were r e t u r n e d , t h e
an sw er s h e e t s were a u t o m a t i c a l l y p r o c e s s e d and t r a n s f e r e d t o d a t a
c a r d s and f i n a l l y t o d a t a t a p e s f o r c o m p u ter a n a l y s i s .

The Nucro ss

co m pu ter progr am was used t o d e r i v e t h e f r e q u e n c i e s and p e r c e n t a g e s .
T h is s e r v i c e was p r o v i d e d by t h e Michigan S t a t e U n i v e r s i t y Computer
Center.
The Sample
Nine h u n dred and s 1 x t y - o n e o f t h e 1091 q u e s t i o n n a i r e s which
were d i s t r i b u t e d o r 8 8 . 0 8 p e r c e n t were r e t u r n e d ,

Twenty-four o f the

25 community c o l l e g e s t h a t a g r e e d t o p a r t i c i p a t e 1n t h e s t u d y d i d s o .
One I n s t i t u t i o n ' s I n s t r u c t i o n a l s t a f f went on s t r i k e f o r c o n t r a c t u a l
r e a s o n s a f t e r t h e q u e s t i o n n a i r e s had been r e c e i v e d .

The q u e s t i o n n a i r e s

were r e t u r n e d and a n o t h e r community c o l l e g e was s e l e c t e d 1n I t s p l a c e .
Some o f t h e community c o l l e g e s d i d n o t r e t u r n a l l o f t h e q u e s t i o n n a i r e s
which t h e y had r e c e i v e d .
o f r e t u r n s were a c q u i r e d .

T h i s f a c t e x p l a i n s why o n l y 8 8 . 0 8 p e r c e n t
Some o f t h e r e s p o n d e n t s d i d n o t p r o v i d e

a n sw e r s t o a l l o f t h e q u e s t i o n s .

T h i s a c c o u n t s f o r t h e l o w e r number

o f f r e q u e n c i e s 1n some t a b l e s .
Summary
M i c h i g a n ' s 29 p u b l i c community and j u n i o r c o l l e g e s were
d i v i d e d I n t o two g r o u p s , m e t r o p o l i t a n and n o n m e t r o p o l 1t a n .

The P r o ­

gram a r e a s f o r t h e 1971-72 a cadem ic s c h o o l y e a r were o b t a i n e d .

From

t h i s 1 1 s t f o u r m e t r o p o l i t a n and f o u r n o n m e t r o p o l i t a n community c o l ­
l e g e s were randomly s e l e c t e d by program a r e a .

Thus e i g h t community

58
c o l l e g e s were s e l e c t e d f o r e ac h pro gr am a r e a .

A s l i g h t m odification

in t h i s p r o c e d u r e was r e q u i r e d f o r t h e program a r e a s o f a g r i c u l t u r e
and home econom ics b e c a u s e o f a l a c k o f s t u d e n t s e n r o l l e d i n t h e s e
two pro g ram a r e a s .

The s t u d e n t r e s p o n d e n t s were randomly s e l e c t e d

in t h e f o l l o w i n g m anner.

The I n s t i t u t i o n ' s c o n t a c t p e r s o n s e l e c t e d

a s many d i f f e r e n t c o u r s e s e c t i o n s from t h e p r e - s e l e c t e d program a r e a
as p o s s i b l e .

The q u e s t i o n n a i r e , and d i r e c t i o n s f o r randomly s e l e c t ­

in g t h e s t u d e n t s and a d m i n i s t e r i n g t h e q u e s t i o n n a i r e were p r o v i d e d t o
e ac h t e a c h e r whose s t u d e n t s were s e l e c t e d .

CHAPTER IV

CHARACTERISTICS OF OCCUPATIONAL STUDENTS ENROLLED
IN MICHIGAN'S PUBLIC COMMUNITY COLLEGES:
ANALYSIS OF DATA
A d e s c r i p t i o n o f t h e s t u d e n t e n r o l l e d 1n an o c c u p a t i o n a l
p ro gram 1n Michigan p u b l i c community j u n i o r c o l l e g e s i s p r e s e n t e d
In t h i s c h a p t e r .

The s t u d e n t ' s r e a s o n f o r e n r o l l i n g 1n a p o s t ­

s e c o n d a r y o c c u p a t i o n a l e d u c a t i o n pr o g r a m , h i s p r a c t i c a l work e x p e r i ­
e n c e s , h i s e d u c a t i o n a l e x p e r i e n c e s 1n s e c o n d a r y and p o s t - s e c o n d a r y
I n s t i t u t i o n s , and t h e p e r s o n a l d em ographic c h a r a c t e r i s t i c s o f t h e
s t u d e n t a r e germane t o t h i s d e s c r i p t i o n .
Boards o f T r u s t e e s , a d m i n i s t r a t o r s , c o u n s e l o r s , c u r r i c u l u m
p l a n n e r s , t e a c h e r s , and t h e o c c u p a t i o n a l a d v i s o r y comm ittee members
s h o u l d f i n d t h i s d e s c r i p t i o n t o be o f v a l u e .

The d e s c r i p t i o n sh o u l d

p r o v i d e a b a s i s upon which sound d e c i s i o n s r e l a t i v e t o g u i d a n c e ,
c o u n s e l i n g , s t u d e n t r e c r u i t m e n t , program d ev elop m en t and o p e r a t i o n
can be made.
The d e s c r i p t i o n c o n s i s t s o f f o u r p a r t s a n d , t h u s , c o n s t i t u t e s
the major s e c t i o n s o f t h i s c h a p t e r .

The f o u r s e c t i o n s a r e :

Personal

C h a r a c t e r i s t i c s o f t h e S t u d e n t s , High School E d u c a t i o n E x p e r i e n c e s ,
Community C o l l e g e E x p e r i e n c e s , Work and E d u c a t i o n a l G o a ls.

59

60
Personal C h a r a c t e r i s t i c s o f Students
Male s t u d e n t s c o n s t i t u t e t h e m a j o r i t y o f t h e s t u d e n t body
e n r o l l e d 1n a g r i c u l t u r a l e d u c a t i o n , d i s t r i b u t i v e e d u c a t i o n , t e c h n i c a l
e d u c a t i o n , and t r a d e and i n d u s t r i a l e d u c a t i o n p r o g r a m s .

The fem a le

s t u d e n t s d o m in a te h e a l t h o c c u p a t i o n s , home e c o n o m i c s , and o f f i c e
e d u c a t i o n p r o gram s.
O c c u p a t i o n a l programs a r e d e s i g n e d f o r s p e c i f i c o c c u p a t i o n s
which a r e g e n e r a l l y c o n s i d e r e d t o be male o r fe m a le t y p e o c c u p a t i o n s .
For t h i s r e a s o n , t h e d i s t r i b u t i o n o f male and fe m a le s t u d e n t s . T a b l e
10, among t h e se v en o c c u p a t i o n a l program a r e a s i s e a s i l y u n d e r s t o o d .
Table 10,

The p e r c e n t a g e o f m ale and fem a le s t u d e n t s by community
c o l l e g e o c c u p a t i o n a l program a r e a .

Sex
Program Areas
Male

Female

A g r ic u ltu r a l Education

85.41

14.58

D i s t r i b u t i v e Education

81.63

18.7 5

H e a l t h O c c u p a t io n s

1 5 .8 8

84.11

Home Economics

14.28

85.71

O ffice Education

1 3 .1 6

86.83

Technical Education

87.58

12.41

Trade and I n d u s t r i a l E d u c a t i o n

9 0 .9 7

9.02

(530)

(3 86)

(Number o f S t u d e n t s )

61

Male o c c u p a t i o n a l e d u c a t i o n s t u d e n t s outnumber f e m a le
o c c u p a t i o n a l e d u c a t i o n s t u d e n t s in both m e t r o p o l i t a n and n onm e t r o p o l l t a n community c o l l e g e s .

Males a c c o u n t f o r 60.82 p e r c e n t

o f t h e o c c u p a t i o n a l e d u c a t i o n s t u d e n t s e n r o l l e d 1n m e t r o p o l i t a n
community c o l l e g e s , and 5 4 . 2 0 p e r c e n t 1n t h e n o n m e t r o p o l l t a n com­
m u n it y c o l l e g e s .

A l s o , p r o p o r t i o n a t e l y more m ales t h a n f e m a l e s a r e

b e i n g s e r v e d 1n corrniunity c o l l e g e o c c u p a t i o n a l e d u c a t i o n programs
(Table 11).
T a b l e 11.

P e r c e n t a g e o f o c c u p a t i o n a l e d u c a t i o n s t u d e n t s by s e x f o r
m e t r o p o l i t a n and n o n m e t r o p o l i t a n community c o l l e g e s .

Sex
G e o g r a p h i c a l Area
Male

Female

T o ta l

M etropolitan

60.82

3 9 .1 7

9 9 .9 9

Nonmetropolitan

54.20

45.79

99 .9 9

(914)

(527)

(Number o f S t u d e n t s )

The s t u d e n t 19 y e a r s o f age and u n der c o n s t i t u t e s t h e
m a j o r i t y o f t h o s e s t u d e n t s e n r o l l e d 1n o c c u p a t i o n a l p r o g r a m s .

The

20 t o 24 y e a r o l d o c c u p a t i o n a l s t u d e n t r e p r e s e n t s t h e se cond l a r g e s t
age r a n g e g r o u p .

A n o t h e r 2 9 . 1 9 p e r c e n t o f a l l t h e male r e s p o n d e n t s

e n r o l l e d 1n o c c u p a t i o n a l p r o g ram s a r e i n t h i s age r a n g e , and 39.14
p e r c e n t o f a l l f e m a l e r e s p o n d e n t s e n r o l l e d 1n o c c u p a t i o n a l program s
a r e a l s o 1n t h i s ag e r a n g e .

The 25 t o 29 y e a r o l d age r a n g e c o n s t i ­

t u t e s th e t h i r d l a r g e s t age range group.

S t u d e n t s 30 y e a r s o f age

62

and o v e r make up what c o u l d be c o n s i d e r e d t h e f o u r t h l a r g e s t age r a n g e
g r o u p , and t h e s m a l l e s t .
T a b l e 12.

Age d i s t r i b u t i o n o f corrmunlty c o l l e g e o c c u p a t i o n a l educa
t i o n s t u d e n t s by s e x .

Females

Males
Age
Number

Percent

Number

Percent

19 and Under

211

39.76

195

50.25

20-24

155

29.1 9

94

2 4 .2 2

25 -29

82

15.44

34

8.76

30-34

37

6 .9 2

24

6.18

35 and Over

46

8.66

41

10.56

Number o f S t u d e n t s

(531)

(388)

V a r i a t i o n s i n age r ang e g r o u p i n g among program a r e a s do
e x i s t a n d a r e n o t t o t a l l y c o n s i s t e n t w i t h t h e p a t t e r n o f age range
g r o u p i n g s d e s c r i b e d on t h e p r e c e d i n g page.

The p a t t e r n 1s a p p l i c a b l e

t o t h e pro gram a r e a s o f a g r i c u l t u r a l e d u c a t i o n , o f f i c e e d u c a t i o n ,
t e c h n i c a l e d u c a t i o n , and t r a d e and i n d u s t r i a l e d u c a t i o n .

However,

t h e p a t t e r n 1s n o t a p p l i c a b l e t o t h e o t h e r o c c u p a t i o n a l program a r e a s .
Of t h e s t u d e n t s , 2 8 ,5 7 p e r c e n t e n r o l l e d i n d i s t r i b u t i v e e d u c a t i o n and
2 3 . 3 5 p e r c e n t o f t h e h e a l t h o c c u p a t i o n s t u d e n t s were 30 y e a r s o f age
and o v e r .

The home e con o m ic s age r a n g e p a t t e r n 1s u n i q u e un to I t s e l f .

Of t h e s t u d e n t s , 7 8 .5 6 p e r c e n t w ere 25 y e a r s o f age and o v e r .
2 1 . 4 2 p e r c e n t were 24 y e a r s o f age and u n d e r ( T a b l e 1 3 ) .

Only

63
Table 13.

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o progr am a r e a by a g e .

Age
rrogr am « r e a
19 and
Under

20-2 4

25-29

30-34

35 and
Over

A gricultural

43.75

29.16

10.41

6.25

10.41

D istributive

36.73

2 8 .5 7

6.12

12.24

16.32

H ealth

31.77

28.97

1 5 .8 8

5.60

17.75

Home
Economics

10.71

10.71

32 .1 4

28.57

17 .8 5

Office

62.55

21.39

7.40

.82

5.76

T e c h n ic a l

47.05

2 5 .4 9

14.37

8.49

4.57

Trade and
Industrial

36.80

32.63

14 .5 8

6.59

9 .7 2

(Number o f
Students)

(4 06 )

(249)

(116)

(60)

(85)

C a u c a s i a n s c o n s t i t u t e 8 8 , 8 9 p e r c e n t o f t h e community c o l l e g e
occupational e d u catio n stu d e n ts .
the t h r e e o t h e r r a c i a l

Ne groes made up 6 , 4 4 p e r c e n t , and

sub-groups r e p r e s e n t 4 .6 7 p e r c e n t .

A slig h tly

h i g h e r p r o p o r t i o n a t e number o f m a l e s o f m i n o r i t y r a c i a l g rou p s a r e
e n r o l l e d th an fem ales o f th ese r a c i a l groups (Table 14).
When r a c e and age 1s c o n s i d e r e d between t h e two m ajor
r a c i a l s u b - g r o u p s , an i n t e r e s t i n g f a c t i s r e v e a l e d .

The n e g r o e s 1n

t h e age r a n g e g ro u p o f 25 t o 29 r e p r e s e n t 9 . 5 6 p e r c e n t o f t h a t g r o u p .
The p a t t e r n o f age r a n g e g r o u p i n g among t h e Negro o c c u p a t i o n a l s t u d e n t s
when j u x t a p o s e d t o t h e C a u c a s i a n a l s o p r e s e n t s an I n t e r e s t i n g f a c t .
th e age r a n g e 25 t o 2 9 , t h e p e r c e n t o f C a u c a s i a n d e c r e a s e s t o I t s

In

64

T ab le 14.

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s c l a s s i f i e d a c c o r d i n g t o r a c e by s e x .

Sex
Male

Race

Female
Number

Number

Percent

456

86.20

349

9 0.18

42

7.93

19

4.90

O riental

3

.5 6

1

.25

Mexican American

4

.7 5

6

1.55

24

4.53

12

3 .1 0

Caucasian
Negro

O th e r
(Number o f
Students)

T a b l e 15.

(529)

Percent

(387)

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s by r a c e and a g e .

Race
Age
Mexican
American

O th e r

.49

1.48

2.9 7

8.43

.4 0

.80

4.81

84.34

9.56

.85

.85

4.34

30-34

90.16

3.27

-0-

1.63

4.91

35 and Over

91.95

3.44

-0-

-0-

4.59

(Number o f
S tu d en ts)

(805)

(61)

(4)

(10)

(36)

Caucasian

Negro

19 and Under

89.10

5.94

2 0 -2 4

85.54

25-29

O riental

65

l o w e s t p e r c e n t a g e , w h i l e t h i s i s t h e age r a n g e when t h e p e r c e n t a g e o f
N e g r o e s e n r o l l e d i n o c c u p a t i o n a l e d u c a t i o n i s t h e h i g h e s t (T able 1 5 ) .
Some v a r i a t i o n s e x i s t when r a c e and e n r o l l m e n t s by program
areas are considered.

H e a l t h o c c u p a t i o n s and t r a d e and i n d u s t r i a l

e d u c a t i o n pro gr am s have t h e g r e a t e s t p r o p o r t i o n a l s h a r e o f ne g ro
stu d en ts.

I t 1s a l s o i n t e r e s t i n g t o n o t e t h a t no m i n o r i t i e s were

r e p r e s e n t e d in t h e sample o f home economics s t u d e n t s .

A ll o f t h e

v a r i o u s r a c i a l s u b g r o u p s were r e p r e s e n t e d 1n o f f i c e e d u c a t i o n , t e c h ­
n i c a l e d u c a t i o n , and t r a d e and i n d u s t r i a l e d u c a t i o n p r o g r a m s ( T a b l e 1 6 ) .
T a b l e 16.

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s by program a r e a by r a c e .

Race
Program
Area

Caucasian

Negro

O riental

Mexican
American

Other

A gricultural

91.48

4 ,2 5

-0-

-0-

4.25

D istrib u tiv e

91.83

2.04

-0-

-0-

6 .1 2

H ealth

7 9 .2 4

1 2 .2 0

.94

-0-

6.60

1 0 0 .0 0

-0-

-0-

-0-

-0-

O f f i c e Education

88.47

5.34

.41

2.80

2 .8 8

Technical

96.10

.65

.65

1.30

1.30

T rade and
Industrial

83.62

10 .4 5

.3 4

.34

5.22

(6 1)

(4)

(1 0)

(36)

Home Economics

(Number o f
S tudents)

(802)

66

The m a r i t a l s t a t u s o f t h e co n m u n lty c o l l e g e o c c u p a t i o n a l
e d u c a t i o n s t u d e n t p r e s e n t s y e t a n o t h e r v a r i a b l e t h a t 1s h e l p f u l when
d e s c r i b i n g him.

The m a j o r i t y , 6 2 .7 2 p e r c e n t o f t h e m ales and 6 5 .4 6

p e rc en t of the fem ales, a re s in g le .

A n o t h e r 25 .0 4 p e r c e n t o f t h e m ales

and 19 ,3 2 p e r c e n t o f t h e f e m a le s a r e m a r r i e d w i t h c h i l d r e n .

Propor­

t i o n a t e l y more m a r r i e d men t h a n women w i t h c h i l d r e n a r e e n r o l l e d in
o c c u p a tio n al programs.

D iv o rce d o r widowed women outnumber t h e men

1n t h e same m a r i t a l c a t e g o r y who a r e e n r o l l e d i n o c c u p a t i o n a l programs
(Table 17).
T ab le 17.

M a r i t a l s t a t u s d i s t r i b u t i o n o f conm unlty c o l l e g e o c c u p a ­
t i o n a l e d u c a t i o n s t u d e n t s by s e x .
1 11 H

1 . 1 1 I 1 ------

Sex
M arital S tatu s

Female

Male
Percent

Number

Percent

333

62.72

254

65.46

54

1 0 .1 6

32

8.24

133

25.04

75

1 9.32

D iv o rce d o r Widowed

11

2.07

27

6.95

(Number o f S t u d e n t s )

(531)

Number
Single
Marr1ed/No C h i l d r e n
M a r r ie d With C h i l d r e n

(388)

The a g e o f t h e o c c u p a t i o n a l e d u c a t i o n s t u d e n t a n d h i s m a r i t a l
s t a tu s p resen ts another d e s c r ip tiv e v a ria b le .
m arital s ta tu s category th e re Is a trend.

For e ac h a g e r a n g e and

The m a j o r i t y o f o c c u p a ­

t i o n a l s t u d e n t s u n d e r 25 y e a r s o f a g e a r e s i n g l e .

Occupational s tu d e n ts

w i t h c h i l d r e n r e p r e s e n t t h e m a j o r i t y o f t h e s t u d e n t s who a r e 25 y e a r s
o f a g e and o v e r .

The d i v o r c e d o r widowed women s t u d e n t s 30- 34 y e a r s

67

T a b le 18.

Age d i s t r i b u t i o n o f coirmunlty c o l l e g e o c c u p a t i o n a l
s t u d e n t s by m a r i t a l s t a t u s .
111

V—
T J--

' ■

M arital S ta tu s
Age
Single

M a r r ie d
No
C h 1 ld ren

M a rrie d
with
C hildren

19 and Under

9 6 ,3 0

2.46

1 .2 3

-0-

20-24

6 9 .0 7

18 .4 7

11.24

1 .2 0

25-2 9

16.37

18 .1 0

56.89

8.62

30-34

4.91

4.91

6 8 .8 5

21.31

35 and Over

2.29

6.89

77.01

1 3 .7 9

(587)

(8 6)

(208)

(36 )

(Number o f
S tudents)

D iv o r ce d
or
Widowed

o f a g e r e p r e s e n t s t h e l a r g e s t number o f o c c u p a t i o n a l s t u d e n t s o f t h a t
m a r i ta l s t a t u s group (Table 18).
The q u e s t i o n a r i s e s as t o w h e t h e r o r n o t c e r t a i n o c c u p a t i o n a l
pro gram a r e a s a r e more r e p r e s e n t a t i v e o f c e r t a i n m a r i t a l s t a t u s g r o u p ­
ings.

The s i n g l e p e rs o n r e p r e s e n t s t h e m a j o r i t y o f t h e s t u d e n t s

e n r o l l e d 1n a l l o f t h e o c c u p a t i o n a l p r o g r a m s , e x c e p t home e c o n o m i c s ,
where 67 .8 5 p e r c e n t a r e m a r r i e d w i t h c h i l d r e n .

S t u d e n t s who a r e

m a r r i e d w ith c h i l d r e n r e p r e s e n t t h e n e x t l a r g e s t m a r i t a l s t a t u s
grouping.

In t h i s c a t e g o r y , o f f i c e e d u c a t i o n 1s t h e l o w e s t w i t h

1 0 .2 5 p e r c e n t f o l l o w e d by t e c h n i c a l e d u c a t i o n w i t h 18,9 5 p e r c e n t .
The p e r c e n t a g e s v a r y among t h e o t h e r f i v e o c c u p a t i o n a l prog ram a r e a s
b etw een a ra n g e o f 25 .34 1n t r a d e and I n d u s t r i a l e d u c a t i o n t o 32.65
1n d i s t r i b u t i v e e d u c a t i o n ( T a b l e 1 9 ) .

68
T a b l e 19.

The p e r c e n t a g e o f c o n m u n l t y c o l l e g e o c c u p a t i o n a l
b y program a r e a by m a r i t a l s t a t u s .

students

M arital Status
Program
Area

Single

M a rrie d
No
Children

M a r r ie d
with
Children

01v o r c e d
or
Widowed

A gricultural

62.50

8 .3 3

29.16

-0-

D 1stribut1ve

55.10

12.24

3 2 .6 5

-0-

Health

5 1 .4 0

11.21

28.03

9.34

Home Economics

17 .85

7.14

67,85

7.14

O ffice

7 6 .1 3

5.99

1 0 .2 5

6.58

T echnical

67.97

10.45

1 8 .9 5

2 .6 1

T rade and
Industrial

62.50

10.05

25.34

2.08

(Number o f
Students)

(586)

(86)

(206)

(38)

High School E d u c a t i o n E x p e r i e n c e s
P e r t i n e n t Inform ation about the stu d e n ts' p re v io u s e d u ca tio n al
experiences Is e s s e n tia l
1s t o be r e a l i s t i c .

1 f c u r r i c u l u m d e v e lo p m e n t and program p l a n n i n g

The s t u d e n t s ' h igh s c h o o l v o c a t i o n a l e d u c a t i o n

e x p e r i e n c e s , h i s g r a d e s , and t h e t y p e o f h i g h school w h ic h he a t t e n d e d
w i l l be d i s c u s s e d .
How much r e l a t e d h i g h sc h o ol v o c a t i o n a l e d u c a t i o n has t h e
s t u d e n t e n r o l l i n g In a community c o l l e g e o c c u p a t i o n a l e d u c a t i o n p r o ­
gram had?

The q u e s t i o n 1s o f t e n a s k e d , " d o e s t h e c o l l e g e r e c o g n i z e

th e s t u d e n t's previous tr a in in g ? "

69
The m a j o r i t y o f community c o l l e g e o c c u p a t i o n a l e d u c a t i o n
s t u d e n t s have had l e s s t h a n f o u r s e m e s t e r s o f high s c h o o l v o c a t i o n a l
e d u c a t i o n r e l a t e d t o t h e i r c u r r e n t prog ram o f s t u d y w i t h one e x c e p ­
t i o n — o f f i c e e d u c a t l o n —where 5 3 . 4 9 p e r c e n t have had f o u r o r more
sem esters o f r e l a te d t r a i n i n g .

F i f t y p e r c e n t o r more o f t h e s t u d e n t s

e n r o l l e d 1n a g r i c u l t u r a l e d u c a t i o n , home e c o n o m ic s , o f f i c e e d u c a t i o n ,
and t r a d e and I n d u s t r i a l e d u c a t i o n have had one o r more s e m e s t e r s o f
r e l a t e d h i g h s c h o o l v o c a t i o n a l e d u c a t i o n , whereas s t u d e n t s 1n h e a l t h
o c c u p a t i o n s and d i s t r i b u t i v e e d u c a t i o n have n o t ( T a b l e 2 0 ) .

Only 16.53

p e r c e n t o f a l l o f t h e r e s p o n d e n t s o r 159 s t u d e n t s d i d n o t r e c e i v e
any h i g h sc h oo l v o c a t i o n a l e d u c a t i o n .
T able 2 0 .

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o t h e number o f s e m e s t e r s o f h i g h
sc h o ol v o c a t i o n a l e d u c a t i o n r e l a t e d t o t h e s t u d e n t s '
p r e s e n t program o f s t u d y .

Program
Area

Number o f S e m e s t e r s o f High School R e l a t e d
Vocational Training
Number
of
Students

None

One

Two

Three

Four
or
More

A gricultural

50.00

4.34

1 3 .0 4

15.21

1 7.39

(46)

D istributive

65.30

1 2 .2 4

1 6 .3 2

2.04

4.08

(49)

Health

77 .57

1 0 .2 8

7.47

3 .7 3

.9 3

(107)

Home Economics

32.14

10.71

28.57

3.57

25.00

(28)

O ffice

11.52

8.23

18.93

8.23

53.49

(243)

Trade and
Industrial

1 9.44

9.72

19.79

11.11

3 9 .9 3

(288)

70

When s e l f - r e p o r t e d h i g h sc h o o l g r a d e s a r e shown f o r t h e p r o ­
gram a r e a i n which t h e r e s p o n d e n t 1s c u r r e n t l y e n r o l l e d , 1 t q u i c k l y
becomes e v i d e n t t h a t c e r t a i n d i f f e r e n c e s between t h e program a r e a s
ex ist.

The program a r e a s o f h e a l t h o c c u p a t i o n s , home e c o n o m i c s , and

o f f i c e e d u c a t i o n have a p r o p o r t i o n a t e l y g r e a t e r number o f s t u d e n t s
e n r o l l e d 1n t h e h i g h e r g r a d e c l a s s i f i c a t i o n , I . e . ,

" A 's and B ' s . "

I t I s I n t e r e s t i n g t o n o t e t h a t t h e s e t h r e e g r o u p s a r e composed m a i n l y
o f women:

84.11 p e r c e n t h e a l t h o c c u p a t i o n s , 85.71 p e r c e n t home

e c o n o m i c s , and 8 6 . 8 3 p e r c e n t o f f i c e e d u c a t i o n .

The

four o th e r pro­

gram a r e a s , a g r i c u l t u r a l e d u c a t i o n , d i s t r i b u t i v e e d u c a t i o n , t e c h n i c a l
e d u c a t i o n , and t r a d e and I n d u s t r i a l e d u c a t i o n a r e made up o f m a l e s .
These f o u r g roups have a t e n d e n c y t o h a v e lower g r a d e s , I . e . ,

" B 's

and C ' s " when compared w i t h t h e o c c u p a t i o n a l pro gram s d o m in a t e d by
f e m a le s ( T a b l e 2 1 ) .
The m a j o r i t y 1n 7 2 . 7 7 p e r c e n t o f t h e community c o l l e g e o c c u ­
p a t i o n a l s t u d e n t s who r e s p o n d e d t o t h e q u e s t i o n n a i r e r e c e i v e d v o c a t i o n a l
e d u c a t i o n in p u b l i c h i g h s c h o o l s , 18 o r 1 .8 7 p e r c e n t 1n a r e a s k i l l
c e n t e r s , 72 o r 7 . 4 8 p e r c e n t 1n p a r o c h i a l

s c h o o l s , and 10 o r 1 .0 4

p e r c e n t 1n o t h e r t y p e s o f h i g h s c h o o l s ( T a b l e 2 2 ) .
Community C o l l e g e E x p e r i e n c e s
Program s e l e c t i o n , e x p e c t e d e d u c a t i o n a l o u t c o m e s , s t u d e n t
c l a s s i f i c a t i o n , c r e d i t f o r work e x p e r i e n c e and p r e v i o u s v o c a t i o n a l
t r a i n i n g , main s o u r c e o f f i n a n c i a l s u p p o r t , h i g h e s t g r a d e c o m p l e t e d ,
most c o n v e n i e n t t i m e t o a t t e n d c o l l e g e , and t h e s t u d e n t s ' p l a c e o f

Table 21.

Percentage o f comnunity c o l l e g e occupational s t u d e n t s c l a s s i f i e d accord ing to s e l f
r e p o r t e d high school grades by program a r e a .

Self-R epo rted
High School
Grades

Program Area
A gricultural

D istri­
b u t iv e

Health

Home
Economics

Mostly A's

-0-

2,04

5.60

17.85

4.93

2.61

1.73

Mostly A's and B's

8.16

16,32

24.29

32.14

34.56

13.72

10.76

Mostly B's

12.24

6.12

16.82

7.14

14.40

9.15

10.41

Mostly B 's and C 's

32.65

36.73

35.51

17.85

34.15

44.44

36.45

Mostly C s

16.32

20.40

10.28

14.28

9.05

19.60

29.51

Mostly C ' s , D's
and Below

30.61

18.36

5.60

10.71

2.88

9,80

10.41

Other Grading
System

-0-

-0-

1.86

-0-

-0-

.65

.69

(Number o f
Students)

(49)

(49)

(28)

(243)

(153)

(288)

(107)

O ffice

Technical

Trade and
Industrial

72

T able 22.

Type o f h i g h sc h o o l 1n which t h e conm unlty c o l l e g e
occupational stu d e n t received vocational tr a in in g .

Number

Type o f High School
P u b l i c High School

Percent

700

72.77

Area V o c a t i o n a l S k i l l C e n t e r

18

1 .8 7

P a r o c h i a l School

72

7.48

O th e r

10

1.04

159

16.53

Did Not R e c e iv e High School
Vocational T rain in g

r e s i d e n c e c o n s t i t u t e s u b j e c t s t o be d i s c u s s e d 1n t h i s s e c t i o n o f
C h a p te r IV.
I t 1s I m p o r t a n t t o be c o g n i z a n t o f how s t u d e n t s l e a r n
a b o u t community c o l l e g e o c c u p a t i o n a l p ro g r a m s .
credited t h e i r

self-1n 1 t1 at1 ve

as

being

The

students

responsible

f o r a c q u ir in g Inform ation ab o u t the c o l l e g e o c c u p a tio n a l program.
O t h e rs who were I n f l u e n t i a l were t h e h i g h sc ho o l g u i d a n c e c o u n s e l o r *
11 .7 5 p e r c e n t ; f r i e n d s , 1 0 .4 0 p e r c e n t ; h i g h sc h o o l v o c a t i o n a l
t e a c h e r , 6 . 1 3 p e r c e n t ; p a r e n t s , 5 . 9 3 p e r c e n t ; and e m p l o y e r s , 5 , 8 2
percent.

There w ere o t h e r I n f l u e n t i a l s o u r c e s o f v a r y i n g d e g r e e s

w i t h a l e s s e r d e g r e e o f i m p o r t a n c e {Tab le 2 3 ) .
When t h e sample o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
were a s k e d "who would you sa y I n f l u e n c e d you t h e m ost 1n t h e c h o i c e
o f y o u r program o f s t u d y 1n o c c u p a t i o n a l e d u c a t i o n ? " once a g a i n t h e
s t u d e n t s - - 6 7 . 7 8 p e r c e n t - - c r e d 1 t e d t h e i r s e l f - 1 n 1 t 1 a t 1 v e as b e i n g
most i n f l u e n t i a l

i n s e l e c t i n g t h e i r program o f s t u d y .

Only 4 , 9 9

73

Table 23.

D i s t r i b u t i o n o f c o n m un lty c o l l e g e o c c u p a t i o n a l s t u d e n t s
by t h e man ner 1n which t h e s t u d e n t l e a r n e d a b o u t t h e
program In which he was e n r o l l e d .

" S e l e c t t h e r e s p o n s e below which comes c l o s e s t
t o s u g g e s t i n g how y ou l e a r n e d a b o u t t h e p a r t i c u ­
l a r program o f s t u d y 1n which you a r e p r e s e n t l y
e n ro lled ."

Number

Percent

113

11.75

High School V o c a t i o n a l E d u c a t i o n T e a c h e r

59

6.13

Parents

57

5.9 3

Other R e l a t i v e s

27

2.81

100

1 0.40

56

5 .8 2

436

4 5.32

Radio , T e l e v i s i o n , Newspaper Announcement

35

3.6 4

High School C a r e e r Day

12

1.25

O ther

67

6 .9 6

High School V o c a t i o n a l o r Guidance C o u n s e l o r

Friends
Employer
S elf-In1t1at1ve

(Number o f S t u d e n t s )

(962)

1 0 0 .0 0

p e r c e n t w e r e I n f l u e n c e d by g u i d a n c e c o u n s e l o r s , w h i l e 8 . 6 3 p e r c e n t
by p a r e n t s ; 6 . 0 3 p e r c e n t by f r i e n d s ; and 5 . 2 0 p e r c e n t e m p l o y e r s .
O th ers w e r e I n f l u e n t i a l , b u t t o a l e s s e r d e g r e e {Table 2 4 ) .
Only 3 7 . 6 3 p e r c e n t o f t h e community c o l l e g e o c c u p a t i o n a l
s tu d e n ts surveyed have as t h e i r e d u c a tio n a l goal t h a t o f com pleting
t h e t w o - y e a r pro gram o f s t u d y .

A n o t h e r 3 5 .9 7 p e r c e n t o f t h e s t u d e n t s

I n d i c a t e d t h e y would l i k e t o c o m p l e t e t h e t w o - y e a r program a nd c o n ­
tinue t h e i r ed u catio n elsew here.

Only 8 .1 1 p e r c e n t have a s t h e i r

goal t h a t o f c o m p l e t i n g a o n e - y e a r program o f s t u d y and a n o t h e r 11.64
p e r c e n t I n d i c a t e d t h e y were n o t s e e k i n g a d e g r e e ( T ab le 2 5 ) .

74

T able 24.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a c c o r d i n g t o t h e most I n f l u e n t i a l p e r s o n 1n c h o o s i n g
t h e i r program o f s t u d y .

"Of t h e f o l l o w i n g , who would you s a y I n f l u e n c e d
you t h e most 1n t h e c h o i c e o f y o u r prog ram o f
s t u d y In o c c u p a t i o n a l e d u c a t i o n ? "

Number

Percent

Parents

83

8.63

B r o t h e r s and S i s t e r s

16

1 .6 6

F e llo w S t u d e n t s

14

1.46

Guidance C o u n s e l o r

48

4.99

652

67.78

High School V o c a t i o n a l E d u c a t i o n Teacher

24

2.49

O t h e r High School T e a c h e r

11

1.14

6

.62

Friends o r R e la ti v e s { o th er than b r o t h e r / s i s t e r )

58

6.03

Employer

50

5.20

S elf-In itiativ e

P o s t - H ig h School T e a c h e r

(Number o f S t u d e n t s )

T a b le 2 5 .

(962)

1 0 0 .0 0

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
by t h e amount o f e d u c a t i o n t h e y hope t o o b t a i n d u r i n g
t h e i r p r e s e n t s t a y 1n c o l l e g e .

"Which o f t h e f o l l o w i n g b e s t d e s c r i b e s t h e
amount o f e d u c a t i o n you hope t o o b t a i n d u r i n g
y o u r p r e s e n t s t a y 1n s c h o o l ? "

Number

Percent

Complete Two-Year Program o f S tudy

362

3 7.63

Complete Two-Year Program and C o n t in u e
E d u c a t i o n E ls e w h e r e

346

35.97

78

8.11

112

11.64

64

6.65

Complete One Year o f Study
Taking C o u r s e s , b u t Not S e e k in g a Degree
O th e r
(Number o f S t u d e n t s )

(962)

1 0 0 .0 0

75

Work e x p e r i e n c e i s an i n t e g r a l p a r t o f many community c o l ­
leg e o c c u p a t i o n a l program s.

These e x p e r i e n c e s a r e g e n e r a l l y i n t h e

form o f a c o u r s e o r c o u r s e s , which a r e r e f e r r e d t o by s e v e r a l d i f ­
f e r e n t names, some o f which a r e I n t e r n s h i p s , p r a c t l c u m s , and c o o p e r a ­
tiv e education.

I n s t i t u t i o n s r e c o g n i z e t h e v a lu e o f work e x p e r i e n c e

as a p a r t o f t h e s t u d e n t s ' f o r m a l e d u c a t i o n a l p r o gram .
Thus, 1 t 1s a p p r o p r i a t e t o d e t e r m i n e 1 f t h e c o l l e g e has
r e c o g n i z e d p r e v i o u s work e x p e r i e n c e 1n m e e t i n g t h e r e q u i r e m e n t s f o r
a degree.

Only 4 0 . 2 0 p e r c e n t o f t h e s t u d e n t s d i d n o t have work

e x p e r i e n c e r e l a t e d t o t h e i r o c c u p a t i o n a l program.

Another 11.56 p e r ­

c e n t I n d i c a t e d t h a t t h e c o l l e g e d i d r e c o g n i z e p r e v i o u s work e x p e r i e n c e ,
w h i l e 4 8 . 2 2 p e r c e n t I n d i c a t e d t h e c o l l e g e d i d n o t ( T a b l e 2 6).
Table 2 6 .

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d as t o w h e t h e r o r n o t t h e c o l l e g e g r a n t e d c o u r s e
c r e d i t o r waived t h e t o t a l number o f c r e d i t s r e q u i r e d f o r
a d e g r e e f o r p r e v i o u s work e x p e r i e n c e .

"Did t h e c o l l e g e g r a n t you c o u r s e c r e d i t o r
waive t h e t o t a l number o f c r e d i t s r e q u i r e d
f o r a d e g r e e f o r p r e v i o u s work e x p e r i e n c e ? "

Number

Percent

Yes

111

11 .5 6

No

463

4 3 .2 2

Do Not Have Work E x p e r i e n c e R e l a t e d t o t h e
T r a i n i n g Program

386

40.20

(96 0 )

99.98

(Number o f S t u d e n t s )

76

The o c c u p a t i o n a l s t u d e n t was a sked what he e x p e c t e d t o do
when he f i n i s h e d h i s p r e s e n t s t a y 1n s c h o o l .

Only 3 5 .0 3 p e r c e n t s t a t e d

t h e y would look f o r a j o b f o r which t h e y had been t r a i n e d , and 14 .4 5
p e r c e n t o f t h e s t u d e n t s I n d i c a t e d t h e y had a j o b l i n e d up f o r which
t h e y were b e in g t r a i n e d .

What 1s a l s o o f i n t e r e s t 1s t h e f a c t t h a t

4 3 . 2 ? p e rc en t o f the respondents plan to continue t h e i r ed u catio n
when t h e y f i n i s h t h e i r p r e s e n t s c h o o l i n g .

Only 2 . 0 8 p e r c e n t I n d i c a t e d

t h e y would be a h o u s e w i f e , and 3 .9 5 p e r c e n t I n d i c a t e d t h e y would look
f o r some t y p e o f work ( T a b l e 2 7 ) .
T a b le 27.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d according to fu tu re plans a f t e r completing
t h e i r p re se n t schooling.

"What do you e x p e c t t o do a f t e r you f i n i s h
your p re s e n t schooling?"
Take f u r t h e r j o b t r a i n i n g
E nter f o u r - y e a r c o lle g e to o b ta in a degree
E nter th e m i l i t a r y s e r v i c e

Number

Percent

45

4 .6 8*

147

15.28*

9

.94

139

14.45

10

1 .0 4

337

35.03

Look f o r some k i n d o f work

28

2.91

Be a h o u s e w i f e

20

2.08

225

2 3.39 *

Have a j o b l i n e d up f o r which I am b e i n g
trained
Have a j o b l i n e d up f o r which I am n o t
train ed
Look f o r work i n a f i e l d f o r which I
have t r a i n i n g

C o n t in u e n\y e d u c a t i o n and work
(Number o f S t u d e n t s )

(960)

1 0 0 .0 0

77

S e c o n d a r y and p o s t - s e c o n d a r y v o c a t i o n a l program o f f e r i n g s
have been r a p i d l y I n c r e a s i n g d u r i n g t h e p a s t s e v e r a l y e a r s .

I t 1s

a p p r o p r i a t e t o I n q u i r e and d e t e r m i n e 1 f t h e c o l l e g e s a r e g r a n t i n g
c r e d i t o r r e d u c i n g t h e number o f c r e d i t s r e q u i r e d o f t h e o c c u p a t i o n a l
stu d e n t f o r a degree because o f prev io u s t r a i n i n g .

Only 3 0 . 5 4 p e r c e n t o f

t h e r e s p o n d e n t s I n d i c a t e d t h a t t h e y d i d n o t have v o c a t i o n a l t r a i n i n g
r e l a t e d t o t h e t r c u r r e n t pr o g r a m .
t h a t theI n s t i t u t i o n did
periences,

The m a j o r i t y o r 50.31 p e r c e n t s t a t e d

not g ra n t c r e d i t for previous educational

ex­

b u t , h o w e v e r , 1 9 .1 4 p e r c e n t o f t h e r e s p o n d e n t s d i d r e c e i v e

c o lle g e c r e d i t f o r p rev io u s e d u c a tio n e x p e rie n c e s (Table 28).
T a b l e 2 8.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d as t o w hether or n o t the c o ll e g e g ran te d
c o u r s e c r e d i t o r w a i v e s t h e t o t a l number o f c r e d i t s
req u ire d f o r the degree f o r previous education e x p e rie n c e s.

"Did t h e c o l l e g e g r a n t c o u r s e c r e d i t o r waive
t h e t o t a l number o f c r e d i t s r e q u i r e d f o r a
degree f o r previous e d u c a tio n a l e x p e rie n c e s ? "

Number

Percent

Yes

183

1 9.14

No

481

50.13

I have no v o c a t i o n a l t r a i n i n g r e l a t e d t o t h e
program I am c u r r e n t l y e n r o l l e d 1n

292

30 .5 4

(956)

9 9 .9 9

(Number o f S t u d e n t s )

The r e s p o n d e n t s were a s k e d , " I n which o f t h e f o l l o w i n g a c t i ­
v i t i e s d i d you sp e n d m o st o f y o u r tim e l a s t y e a r p r i o r t o e n r o l l i n g a t
t h e community c o l l e g e ? "

The m a j o r i t y o r 4 3 , 0 2 p e r c e n t I n d i c a t e d t h a t

t h e y were employed p r i o r t o e n r o l l i n g 1n t h e c o n m u n lty c o l l e g e , 3 7 .6 0 p e r ­
c e n t w ere g o i n g t o s c h o o l , w h i l e t h e r e m a i n d e r , 1 9 .3 7 p e r c e n t , were n o t

78

e n r o l l e d 1n s c h o o l , b u t were i n m i l i t a r y , unemployed, h o u se w if e and
other.

What 1s

im portant

1s t h a t o n l y 3 7 .6 0 p e r c e n t o f t h e com­

m un ity c o l l e g e o c c u p a t i o n a l s t u d e n t s were e n r o l l e d i n sc h o o l p r i o r
t o e n r o l l i n g a t t h e community c o l l e g e ( T a b l e 2 9 ) .
T able 29.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a s t o t h e a c t i v i t y which consumed most o f t h e i r tim e
p r i o r to e n ro llin g a t the c o lle g e .

" In which o f t h e f o l l o w i n g a c t i v i t i e s d i d
you spend most o f y o u r tim e l a s t y e a r p r i o r
t o e n r o l l i n g a t t h e community c o l l e g e ? "

Number

Percent

Employed

413

43.02

Going t o sc h o o l

361

3 7 .6 0

M ilitary service

36

3.7 5

Unemployed, l o o k i n g f o r work

44

4.58

Housewlfe

70

7 .2 9

Other

36

3.7 5

(Number o f S t u d e n t s )

(960)

99.99

The s a m p l i n g p r o c e d u r e d i d n o t s i n g l e o u t community c o l l e g e
o c c u p a t i o n a l s t u d e n t s by g r a d e l e v e l , I . e . , f r e s h m a n , sophom ore, and
non classlfied .

I t 1s I n t e r e s t i n g t o n o t e i n T a b l e 30 t h a t 1n a l l b u t

two program a r e a s — h e a l t h and home e c o n o m i c s - - t h e p r o p o r t i o n a t e
m a j o r i t y o f s t u d e n t s were f r e s h m e n .

Only 2 7 . 7 5 p e r c e n t o f t h o s e e n r o l l e d

In t r a d e and I n d u s t r i a l e d u c a t i o n and 7 6 . 6 6 p e r c e n t 1n home economics
d i d n o t c o n s i d e r t h e m s e l v e s f r es h m e n o r so p h o m o re s, b u t were n o n­
classified .

79

T able 30.

P e r c e n t a g e o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o program a r e a by g r a d e l e v e l .
Grade Level

T

Sophomore

Freshman
Number

Percent

Number

Percent

N onclassified
Number

Percent

A gricultural

28

5 7 .1 4

15

30.61

6

12.24

D istributive

27

5 5 ,1 0

17

34.69

5

1 0 .2 0

Health

49

4 6.22

51

48.11

6

5 .6 6

4

14.28

3

10.71

21

75.00

144

59 .2 5

82

33 .74

17

5.76

T e c h n ic a l

92

6 0 .1 3

51

33 .3 3

10

6.53

Trade and
Industrial

127

4 4 .0 9

83

28.81

78

27.08

Home Economics
O ffice

When t h e r e s p o n d e n t s were a s k e d "What h o urs o f t h e day a r e
most c o n v e n i e n t f o r you t o a t t e n d a c l a s s a t t h e community c o l l e g e ? " ,
t h e f o l l o w i n g r e s u l t s were o b t a i n e d .

Four hun dred and e i g h t y - e i g h t o f

t h e 961, o r 5 0 . 7 3 p e r c e n t i n d i c a t e d t h a t t h e h o u r s o f 8 a .m . t o 1 2 :0 0
noon were t h e most c o n v e n i e n t .

Only 1 9 . 9 6 p e r c e n t o f t h e r e s p o n d e n t s s a i d

"any time d u r i n g t h e day o r e v e n i n g would be t h e most c o n v e n i e n t tim e
to attend c o lle g e ."

9 . 4 6 p e r c e n t and 4 . 9 9 p e r c e n t I n d i c a t e d t h a t

1 2:00 Noon t o 5 : 0 0 p.m. and 5 : 0 0 p.m. t o 7 : 0 0 p . m . , r e s p e c t i v e l y , was
t h e most c o n v e n i e n t t i m e .

A n o th e r 14,76 p e r c e n t o f t h e r e s p o n d e n t s I n d i c a t e d

t h a t 7 : 0 0 p.m. t o 1 0 : 0 0 p.m. was t h e most f a v o r a b l e t i m e f o r them t o
a tte n d a c o lle g e c l a s s (Table 31).

80

T able 31.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a s t o t h e most c o n v e n i e n t t im e t o a t t e n d t h e community
c ol l e g e .

"What h o u r s o f t h e day a r e m ost c o n v e n i e n t f o r
you t o a t t e n d a c l a s s a t t h e community c o l l e g e ? "

Number

Percent

8 : 0 0 a .m . - 1 2 :0 0 Noon

488

50 .7 3

1 2:00 Noon - 5 : 0 0 p.m.

91

9 .4 6

5 : 0 0 p.m. - 7 : 0 0 p.m.

48

4.99

7 :00 p.m. - 1 0 : 0 0 p.m.

142

14.76

Any Time During t h e Day o r E vening

192

19.96

(961)

99.90

(Number o f S t u d e n t s )

The community c o l l e g e o c c u p a t i o n a l s t u d e n t s were a s k e d t o
res p o n d t o t h e q u e s t i o n , "What 1s t h e h i g h e s t e d u c a t i o n a l g r a d e t h a t
you have c o m p l e t e d . "

As e x p e c t e d , t h e m a j o r i t y o f b o t h m ales and

f e m a le s had c o m p l e t e d hig h s c h o o l .

Only 4 . 9 0 p e r c e n t o f t h e m ales

e n r o l l e d and 1.81 p e r c e n t o f t h e f e m a le s e n r o l l e d d i d n o t c o m p l e t e
the tw e lfth grade.

More t h a n t w o - t h 1 r d s o f t h e male s t u d e n t s had

c o m p lete d 13 g r a d e s , b u t l e s s t h a n 16, and more t h a n o n e - t h 1 r d o f
t h e f e m a l e s had c o m p l e t e d t h e same amount o f e d u c a t i o n ( T a b l e 3 2 ).
Work and E d u c a t i o n a l Goals
Reasons f o r a t t e n d i n g a community c o l l e g e and e n r o l l i n g 1n
an o c c u p a t i o n a l p r o g r a m , r e l a t i o n s h i p s betw een work and p r o g r a m o f
s t u d y , t h e s t u d e n t s ' main s o u r c e o f f i n a n c i a l s u p p o r t , and p l a c e o f
r e s i d e n c e w i l l be c o n s i d e r e d 1n t h i s s e c t i o n o f C h a p t e r IV.

81

Table 32.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s

by sex as t o t h e h i g h e s t g r a d e co m p lete d

•

Sex

"What 1s t h e h i g h e s t
e d u ca tio n al grade
t h a t you have
completed?"

Females

Males
Number

1 1 t h Grade and Below

Percent

Number

Percent

26

4.90

7

1.81

1 2 th Grade

295

5 5 .6 6

219

5 6 .7 3

13th Grade

118

3 7 .3 5

80

2 0 .7 2

1 4th Grade

65

2 1 .3 2

48

1 2.43

1 5 t h Grade

16

5 .8 4

15

3.88

1 6 t h Grade

10

5.09

17

4.40

(Number o f S t u d e n t s )

(530)

(386)

The p l a c e o f r e s i d e n c e I s a n o t h e r d e s c r i p t i v e v a r i a b l e t h a t
s h o u l d be t a k e n I n t o c o n s i d e r a t i o n when d e s c r i b i n g t h e community c o l ­
lege occupational stu d e n t.

Of t h e o c c u p a t i o n a l s t u d e n t s . 6 8 . 6 4 p e r ­

c e n t liv e d w ith in the c o ll e g e d i s t r i c t .

Of t h e r e s p o n d e n t s , 3 1 .3 5

p e r c e n t d i d n o t l i v e w i t h i n t h e d i s t r i c t , and 2 . 5 0 p e r c e n t a r e n o n­
r e s i d e n t s o f Michigan
T a b l e 33.

(Table 33).

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s a s
to t h e i r place of resid en ce.
Number

Percent

W it h i n t h e C o l l e g e D i s t r i c t

659

6 8 .6 4

O u t s i d e t h e C o l l e g e D i s t r i c t , b u t W it h i n
the S tate

277

28.85

24

2 .5 0

Place o f Residence

Not a R e s i d e n t o f M ichiga n
(Number o f S t u d e n t s )

(960)

9 9 .9 9

82

S e l f - s u p p o r t i n g i s t h e b e s t way t o d e s c r i b e 39.35 p e r c e n t
o f t h e male o c c u p a t i o n a l s t u d e n t s , and 2 9 . 8 9 p e r c e n t o f t h e f e m a le
stud en ts.

The fem a le o c c u p a t i o n a l s t u d e n t s tend t o depend more upon

t h e i r p a r e n t s t h a n t h e male o c c u p a t i o n a l s t u d e n t s .
Government a s s i s t a n c e , o t h e r t h a n l o a n s , s e r v e as t h e main
s o u r c e o f f i n a n c i a l s u p p o r t f o r 19.96 p e r c e n t o f t h e men, and 1 5 . 7 2
p e r c e n t o f t h e women.
t h a n among men.

S c h o l a r s h i p s a r e more p r e v a l e n t among women

E m p lo y ers , however, s e r v e as t h e main so u r c e o f

f i n a n c i a l s u p p o r t f o r o n l y 9 . 2 2 p e r c e n t o f the m ale s t u d e n t s , and
o n l y 2 . 5 7 p e r c e n t o f t h e fe m a le s t u d e n t s .

Females ten d to r e l y more

on p e r s o n a l s a v i n g s t h a n t h e male s t u d e n t s (T able 3 4 ) .
T able 34.

D i s t r i b u t i o n o f conmunlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
a s t o t h e i r main so urc e o f f i n a n c i a l s u p p o r t w h i l e a t t e n d ­
i n g c o l l e g e by s e x .

Sex
Main Source o f

Male
Number

Self-Support1ng

Female
Percent

Number

Percent

209

39.35

116

2 9 .8 9

90

15.94

110

2 8.35

4

.75

12

3.0 9

Personal Savings

32

6.02

38

9.79

Loan

15

2.82

11

2.83

106

19.96

61

15.72

Scholarship

15

2.82

20

5 .1 5

Employer

49

9.22

10

2.57

Other

11

2 ,0 7

20

5.1 5

Parents
Other R e la tiv e s

Governmental A s s i s t a n c e
( O t h e r than l o a n s )

(Number o f S t u d e n t s )

(531)

(388)

83

An e m p lo yer's p r o f i t s and p r o d u c t i v i t y a r e d i r e c t l y r e l a t e d
to a w e l l - t r a i n e d employee.

I t 1s a p p r o p r i a t e to d e t e r m i n e 1f em­

p l o y e r s a r e r e i m b u r s i n g t h e employee f o r t h e e x p e n s e s I n c u r r e d w h i l e
he was e n r o l l e d In c o u r s e s r e l a t e d t o h i s j o b .
5 2 .8 8 p e r c e n t s a i d " n o . "
expenses.

Of t h e r e s p o n d e n t s ,

T h eir employers were not re im b u rsin g t h e i r

However, 1 1 . 7 5 p e r c e n t s a i d " y e s , "

A no the r 35 .3 6 p e r c e n t

s t a t e d t h e y were n o t employed {T able 3 5 ) .
Table 35.

D i s t r i b u t i o n o f co m n u n lty c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a s t o w h e t h e r o r n o t t h e e m p loy er 1s r e i m b u r s ­
in g t h e e d u c a t i o n a l e x p e n s e s o f t h e s t u d e n t .

" I s y o u r em ploy er r e i m b u r s i n g you f o r any
p o r t i o n o f y o u r e x p e n s e s w h i l e you a r e
e n r o l l e d 1n c o u r s e s r e l a t e d t o y o u r j o b ? "

Number

Percent

Not employed

337

3 5.36

Yes

112

11 .75

No

504

52.88

(953)

99.99

(Number o f S t u d e n t s )

Of t h e male s t u d e n t s , 2 5 . 8 9 p e r c e n t c a t e g o r i z e d t h e m s e l v e s
as u n s k i l l e d l a b o r e r s b e f o r e e n r o l l i n g 1n a community c o l l e g e o c c u p a ­
t i o n a l p r o g r a m , a s d i d 9.61 p e r c e n t o f t h e fe m a le s t u d e n t s ( T a b l e 3 6 ) .
The o c c u p a t i o n a l s t u d e n t s were a l s o a s k e d t o c a t e g o r i z e t h e i r c u r r e n t
employment s t a t u s .

The u n s k i l l e d l a b o r c a t e g o r y d e c l i n e d f o r b o t h

men and women who w e r e e n r o l l e d 1n community c o l l e g e s ( T a b l e 3 7 ) .

The

p e r c e n t a g e o f males who had c a t e g o r i z e d t h e m s e l v e s a s s e m i - s k i l l e d
w o r k e r s b e f o r e e n r o l l i n g a l s o d e c l i n e d from 16 .6 3 p e r c e n t t o 12.24
percent.

A s i m i l a r d e c l i n e 1s n o t e d f o r women 1n t h e same c a t e g o r y ,

84

T able 36.

D i s t r i b u t i o n a s t o t h e t y p e o f o c c u p a t i o n t h e coimiunlty
c o l l e g e o c c u p a t i o n a l s t u d e n t 1s c u r r e n t l y employed 1n.

Sex

"What t y p e o f o c c u p a t i o n
best describes your
statu s?

Female

Male
Number

Percent

Number

Percent

P rofessional:
Doctor,
d e n t i s t , law yer, te a c h e r

25

4.70

13

3.3 5

M anagerial, O f f i c i a l ,
P ro prietor

30

5.64

3

.77

C le r k o r S a l e s Worker

37

6,96

34

8.76

7

1.31

109

28.09

S k i l l e d Worker; p l u m b e r ,
carpenter, m illw right,
m achinist

89

16.76

9

2.31

S e m i - S k i l l e d ; machine
operator

65

12.24

9

2.31

U n s k i l l e d Labor

65

12.24

16

4.12

A g r i c u l t u r a l ; f ar m work

18

3.38

5

1 .2 8

Unable t o c a t e g o r i z e

74

1 3 .9 3

40

1 0 .3 0

121

22.78

150

3 8 .6 5

C le ric a l o r R elated
O f f i c e Work

Not c u r r e n t l y employed
(Number o f S t u d e n t s )

(388)

(531)

3 . 6 3 p e r c e n t t o 2.31 p e r c e n t .

The c l e r k and s a l e s w o r k e r fe m a le c a t e ­

gory d e c l i n e d from 15 ,3 2 p e r c e n t t o 8 . 7 6 p e r c e n t f o r t h o s e who were
c u r r e n t l y e n r o l l e d i n a community c o l l e g e o c c u p a t i o n a l p r o gram .
The f u l l - t i m e work e x p e r i e n c e o f t h e o c c u p a t i o n a l s t u d e n t
1s y e t a n o t h e r v a r i a b l e which d e s c r i b e s t h e s t u d e n t .

C ertain d i f f e r ­

e n c e s a r e e v i d e n t when c o m p a r i s o n s a r e made between male and fem ale
stud en ts.

Fewer women worked f u l l - t i m e w h i l e n e a r l y 30 p e r c e n t o f t h e

men worked f i v e y e a r s o r more a t f u l l - t i m e employment ( T a b l e 3 8 ) .

85

Table 37.

D i s t r i b u t i o n a s t o t h e t y p e o f o c c u p a t i o n t h e co m n u n lty
c o l l e g e o c c u p a t i o n a l s t u d e n t was employed a t b e f o r e e n ­
r o l l i n g a t the I n s t i t u t i o n .

"What t y p e o f o c c u p a t i o n
b e s t d e s c r i b e s y o u r em­
ployment s t a t u s b e f o r e
Male
you e n r o l l e d a t t h e
community c o l l e g e ? "
Number

Sex
Female
Percent

Number

Percent

P ro fessio n al; d octor,
d e n t i s t , lawyer, te a c h e r

25

4.72

21

3.4 5

M anagerial, o f f i c i a l ,
proprietor

33

6.23

2

.51

C lerk o r S a l e s Worker

40

7.56

59

15.32

C le ric a l o r R elated
O f f i c e Work

14

2.64

101

2 6 .2 3

S k ille d worker; plumber,
carpenter, m illw rig h t,
m achinist

78

14.74

13

3.37

S e m i - S k i l l e d ; machine
operator

88

1 6.63

14

3.63

137

2 5 .8 9

37

9.61

A g r i c u l t u r a l ; farm
worker

21

3.96

7

1.81

Unable t o C a t e g o r i z e

80

15.12

90

23 .3 7

I have n e v e r been em­
pl oyed o u t s i d e o f t h e
home f o r money

13

2.45

41

10.64

U n s k i l l e d Labor

{Number o f S t u d e n t s )

(385)

(529)

In an a t t e m p t t o d e t e r m i n e i f p r e v i o u s work e x p e r i e n c e s
have i n f l u e n c e d t h e program s e l e c t i o n o f t h e community c o l l e g e o c c u p a t 1 t . , . l s t u d e n t * t h e f o l l o w i n g q u e s t i o n was a s k e d :

"To w h at e x t e n t has

y o u r p r e v i o u s work e x p e r i e n c e I n f l u e n c e d you t o e n t e r t h e o c c u p a t i o n a l
f i e l d f o r which you a r e p r e p a r i n g ? "

Females t e n d n o t t o be i n f l u e n c e d

86

Table 38.

D i s t r i b u t i o n o f t h e f u l l - t i m e work e x p e r i e n c e f o r com­
m u n ity c o l l e g e o c c u p a t i o n a l e d u c a t i o n s t u d e n t s .

" I f you worked f u l l - t i m e
before e n te r in g c o ll e g e ,
how many y e a r s d i d
you work?"

Sex

Number
Worked l e s s t h a n one y e a r

Female

Male
Percent

Number

Percent

126

23.77

83

21 .5 5

One Year

42

7.92

28

7.27

Two Years

46

8.67

31

8.05

Three Years

25

4 .7 1

18

4.6 7

Four Years

29

5.47

11

2 ,8 5

Five Years o r More

158

29 .8 1

45

11,68

Did Not Work F u l l - T i m e

104

19.62

169

4 3 ,8 9

(Number o f S t u d e n t s )

(530)

(385)

by p r e v i o u s work e x p e r i e n c e , w h e r e a s men a r e more l i k e l y t o be i n ­
f l u e n c e d by t h e i r p r e v i o u s work e x p e r i e n c e {T able 3 9 ) .

The work

e x p e r i e n c e o f t h e male s t u d e n t p l a y s a l a r g e r r o l e i n pro gram s e l e c ­
t i o n than I t do es f o r t h e f e m a le s t u d e n t .
The m a j o r i t y o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
work w h i l e a t t e n d i n g c o l l e g e .

When com parin g t h e two s e x e s , male

o c c u p a t i o n a l s t u d e n t s t e n d t o work l o n g e r h o u r s than t h e fe m a le
s t u d e n t s , e s p e c i a l l y t h e m ale m e t r o p o l i t a n s t u d e n t .

The m a j o r i t y

o f t h e fe m a le s t u d e n t s t e n d t o be e i t h e r employed p a r t - t i m e o r a r e
n o t employed ( T a b l e 4 0 ) .
From n i n e p o s s i b l e c h o i c e s , t h e s t u d e n t s were a s k e d t o
choose t h e i r f i r s t and s e co n d most I m p o r t a n t r e a s o n f o r e n r o l l i n g
1n an o c c u p a t i o n a l e d u c a t i o n pro g ram .

S i n c e t h e s t u d e n t s were

87

T able 39.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
by t h e e x t e n t t o which p r e v i o u s work e x p e r i e n c e I n f l u e n c e d
t h e i r program s e l e c t i o n .

"To what e x t e n t has y o u r
p r e v i o u s work e x p e r i e n c e i n ­
f l u e n c e d you t o e n t e r t h e
o c c u p a t i o n a l f i e l d f o r which
you a r e p r e p a r i n g ? "

Sex
Male

Female
Number

Number

Percent

Very Large E x t e n t

131

24.76

67

17.31

Large E x t e n t

101

19.09

67

17.31

Uncertain

87

16.44

53

13.69

Small E x t e n t

59

11.15

45

11.62

151

28.54

155

4 0 .0 5

Very Small E x t e n t
(Number o f S t u d e n t s )

T able 40.

(5 29 )

Percent

(387)

P e r c e n t a g e o f h ou rs p e r week worked by m e t r o p o l i t a n and
n o n m e t r o p o l i t a n c on m u nlty c o l l e g e o c c u p a t i o n a l s t u d e n t s .
G e o g r a p h i c a l Area

Hours P e r Week Worked

M e t r o p o l 1t a n

N onm etropolitan

Males

Females

Males

Females

16.94

3 5.26

29.31

4 4 .8 9

1 t o 10 Hours

4.74

5.78

11.6 3

11.7 3

11 t o 20 Hours

11.18

30.52

15.9 4

18.36

21 t o 30 Hours

1 2 .2 0

1 5 .7 8

1 2 .5 0

11.2 2

31 t o 40 Hours

20.33

8.94

15.51

9.69

More t h a n 40 Hours

34 .5 7

3.68

15.08

4.08

(Number o f S t u d e n t s )

(295)

(190)

(232)

096)

None

88
e n r o l l e d 1n an o c c u p a t i o n a l p r o g r a m , one would e x p e c t t h a t the m a j o r i t y
were o r i e n t e d to ward s work.

T h ere a r e some d i f f e r e n c e s , however, when

one compares t h e m e t r o p o l i t a n and n o n m e t r o p o l 1 t a n s t u d e n t , and when a
comparison between t h e s e x e s 1s made.

A p r o p o r t i o n a t e number o f m ale

m e t r o p o l i t a n s t u d e n t s h a v e , as t h e i r f i r s t g o a l , t h a t o f u p g r a d i n g o r
u p d a ti n g t h e i r j o b s k i l l s so as t o a c h i e v e j o b s t a b i l i t y o r a d v a n c e ­
ment,

w h i l e t h e male n o n m e t r o p o l 1 t a n s t u d e n t

d ifferen t job.

A h i g h p e r c e n t a g e o f f e m a le s

1s p r e p a r i n g f o r a new o r
1n b oth g e o g r a p h i c a l

areas

h a v e , a s t h e i r g o a l , t h a t o f p r e p a r i n g f o r a new o r d i f f e r e n t

job.

I n t e r e s t 1n t h e s u b j e c t m a t t e r a r e a was a r e s p o n s e t h a t male

and fem a le s t u d e n t s 1n b oth g e o g r a p h i c a l a r e a s I d e n t i f i e d as b e i n g
im portant.

To e a r n a h i g h e r Income 1s a n o t h e r r e s p o n s e t h a t a l l

s t u d e n t s i d e n t i f i e d a s b e in g I m p o r t a n t .

the

Female s t u d e n t s seemed t o

be more c o n c e r n e d w i t h t h e d e v elo p m e n t o f t h e mind and I n t e l l e c t t h a n
t h e male s t u d e n t ( T a b l e 4 1 ) .
A n o t h e r way o f v iew in g t h e most I m p o r t a n t r e a s o n f o r e n r o l l ­
in g 1n an o c c u p a t i o n a l program 1s by program a r e a .

A proportionate

number o f s t u d e n t s 1n a l l seven program a r e a s I d e n t i f i e d t h a t o f
p r e p a r i n g f o r a new o r d i f f e r e n t j o b as b e i n g I m p o r t a n t .

Upgrading

and u p d a t i n g j o b s k i l l s a p p e a r s t o be o f more I m p o r ta n c e t o th e
s t u d e n t s e n r o l l e d 1n a g r i c u l t u r a l
other stu d e n ts.

and d i s t r i b u t i v e e d u c a t i o n t h a n

A n o t h e r c a t e g o r y - - 1 n t e r e s t 1n t h e s u b j e c t —was

I d e n t i f i e d by a l a r g e p r o p o r t i o n o f t h e s t u d e n t s as b e i n g i m p o r t a n t ,
e s p e c i a l l y t h e home econo mics s t u d e n t s ,

To e a r n a h i g h e r Income was

I d e n t i f i e d a s b e in g more I m p o r t a n t t o t h e h e a l t h o c c u p a t i o n s and

Table 41.

Percentage of th e f i r s t and second most Important reasons why th e community c o l l e g e
s t u d e n t i s e n r o l l e d in an occu pational program.

Reasons f o r E n r o ll i n g
in an Occupational
Program

M etropolitan

Nonmetropolitan

Degree o f Importance

Degree o f Importance

Second

First
Male

Female

Male

Second

First

Female

Male

Female

Male

Female

F i r s t Job

5.76

10.52

6 .1 0

9.47

10.34

13.40

6.89

7.65

New Job

2.84

33.68

11.86

12.63

29.31

30.92

14.65

9.69

22.37

6.84

9,49

3,72

11.63

9,27

8.62

7.14

Update-Upgrade Job
Develop P e r s o n a l i t y

1.10

-0-

2.03

2.37

.43

1.54

.43

3.06

Develop Hind

5.76

9.47

1,69

14.57

7.75

10.30

18.53

23.46

Higher Income

15.25

14.73

30,50

18.40

12.50

10.30

21.98

18.87

3.75

2.63

2.03

3,38

3.44

1.54

6.89

5.61

16.27

16.84

17,28

14.21

21.55

21.64

19.82

21.93

1.35

5.26

3.39

7.89

3.01

.86

2.15

2.55

(295)

(190)

(295)

(190)

(232)

(194)

(232)

(196)

Explore Programs
I n t e r e s t in Su bject
Undecided
(Number o f S tudents )

90
t e c h n i c a l e d u c a t i o n s t u d e n t s t h a n t o t h e s t u d e n t s e n r o l l e d 1n t h e
o t h e r f i v e program a r e a s ( T a b l e 4 2 ) .
P r o p o r t i o n a t e l y , more m e t r o p o l i t a n t h a n n o n m e t r o p o l 1t a n
s t u d e n t s 1n e v e r y pro gram a r e a a r e e n r o l l e d on a p a r t - t i m e b a s i s .
The number o f f u l l - and p a r t - t i m e m e t r o p o l i t a n s t u d e n t s v a r i e s c o n ­
s i d e r a b l y from program a r e a t o program a r e a .

A g ric u ltu ra l education

has 2 6 . 9 2 p e r c e n t o f I t s s t u d e n t s e n r o l l e d on a f u l l - t i m e b a s i s
w h i l e 7 6 .7 4 p e r c e n t o f t h e h e a l t h o c c u p a t i o n s a r e e n r o l l e d f u l l ­
tim e .

The m a j o r i t y o f home econom ic s t u d e n t s a r e c o n s i d e r e d t o be

n o n c l a s s l f l e d and s i m p l y t a k i n g c o u r s e s .
The m a j o r i t y o f t h e n o n m e t r o p o l i t a n conmunlty c o l l e g e
o c c u p a t i o n a l s t u d e n t s 1n e v e r y c a s e e x c e p t home economics a r e
e n r o l l e d on a f u l l - t i m e b a s i s ( T a b l e 4 3 ) .
T able 42.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
a s t o t h e i r most I m p o r t a n t r e a s o n f o r e n r o l l i n g 1n an
o c c u p a t i o n a l pro g ram c l a s s i f i e d by program a r e a ,

TT

What I s t h e most 1mp o r t a n t r e a s o n f o r y o u _________________ Program Area

d ii u i i iny

in

ovi

uluu

”

Health

Home
Ec.

Off.

8.16

6.60

7 .1 4

30.61

26.53

32.07

Update-Upgra de Job

3 4 .6 9

2 2 .4 4

Develop P e r s o n a l i t y

-0-

Develop M1nd

p a tto n al education
proqram?"

Ag.

F i r s t Job

4.08

New Job

Tech.

T & I

14.46

8.49

8.33

10.71

35 ,9 5

24.18

3 0 .9 0

5.66

3.5 7

7 .0 2

1 1.15

1 5 .9 7

-0-

-0-

7.14

.82

.82

.3 4

2.04

1 4.20

17 .92

7 .1 4

7.43

2.89

7 .8 5

H i g h e r Income

6 .1 2

1 0 .2 0

26.41

5 3 .5 7

1 0.74

13.63

19.44

E x p lo r e Programs

-0-

2.04

1 .8 8

3 .5 7

1.65

4.13

3.12

2 0 .4 0

1 0 .2 0

26.41

5 3 .5 7

1 0 .7 4

13 .6 3

19.44

Undecided

2.04

6 .1 2

2.83

3.5 7

3.30

1.23

1.38

(Number o f S t u d e n t s )

(49)

(49)

(106)

(28)

(243)

(153)

(288)

I n t e r e s t 1n S u b j e c t

D 1 s t.

91

T able 43.

P e r c e n t a g e o f conmunlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
c l a s s i f i e d a c c o r d i n g t o program a r e a and g e o g r a p h i c a l
a r e a by p a r t - t i m e , f u l l - t i m e and n o n c l a s s i f i e d .

M etropolitan
Program Area

Nonmetropolitan

F ullTime

PartTime

NonClass.

F ullTime

PartTime

A gricultural

26 .9 2

53.84

19 .2

95.61

4.34

-0-

D istributive

5 4 ,1 6

45.83

-0-

8 8 .0 0

4.00

8 .0 0

Health

7 6 .7 4

2 3 .2 5

-0-

90.62

9.37

-0-

Home Economics

2 3 .5 9

1 1.76

64.70

-0-

-0-

10 0 .0 0

O ffice

71 ,7 5

22.90

5 .3 4

87.50

9.82

2.67

Technical

67.32

29.70

2.97

82.00

16.00

2 .0 0

T rad e and I n d u s t r i a l

53.47

36.11

10.41

7 6.22

1 0 .4 8

13,26

NonC lass.

The s t u d e n t s were a s k e d 1 f t h e i r work e x p e r i e n c e 1s r e l a t e d
t o t h e i r c u r r e n t program o f s t u d y .

The m a j o r i t y o f a l l s t u d e n t s

e x c e p t t h o s e 1n h e a l t h o c c u p a t i o n s and home econom ic s i n d i c a t e d t h a t
t h e i r j o b was n o t r e l a t e d t o t h e i r progra m o f s t u d y ( T a b l e 4 4 ) .
From e i g h t p o s s i b l e r e s p o n s e s , t h e community c o l l e g e o c c u p a ­
t i o n a l s t u d e n t s were a s k e d t o I d e n t i f y t h e i r f i r s t and s e co nd most
I m p o r t a n t r e a s o n s f o r a t t e n d i n g a community c o l l e g e .

As one m ig ht

e x p e c t, a l a r g e p ro p o rtio n o f the s tu d e n ts I d e n t i f i e d th e follow ing
a s b e in g I m p o r t a n t :

" c l o s e t o home," "low c o s t , " " o p p o r t u n i t y t o

work w h i l e 1n s c h o o l , " and t h e "program s and c o u r s e s a r e o f i n t e r e s t . "
"Programs and c o u r s e s r e l a t e d t o n\y j o b " was i d e n t i f i e d by o n e - f o u r t h
o f t h e male m e t r o p o l i t a n s t u d e n t s a s b e i n g I m p o r t a n t ( T a b l e 4 4 ) .

92
T able 44.

D i s t r i b u t i o n o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
o f program a r e a s and work e x p e r i e n c e r e l a t i o n t o t h e
program a r e a .

R e l a t i o n s h i p between Job and Program o f S tud y
Program A r e a s

Yes
Number

No

Percent

Number

Not Working
Percent

Number

Percent

A gricultural

8

16,32

26

5 3 .0 6

15

30.61

D istributive

12

24.48

22

44.89

15

30.61

H e alth

51

47,56

28

2 6 .1 6

28

26.16

9

32.14

5

17 .8 5

14

50.00

O ffice

69

28.39

95

3 9.09

79

32.51

T e c h n ic a l

35

22.87

57

37 .2 7

61

39.86

Trade and
Industrial

57

19.79

128

4 4 .4 4

103

35.76

Home Ec.

Of t h e n o n m e t r o p o l 1 tan m ale s t u d e n t s , 30.01 p e r c e n t s t a t e d t h a t
t h e i r m o st I m p o r t a n t r e a s o n was t h a t o f " e x p l o r i n g d i f f e r e n t o c c u p a ­
tio n a l program s."
Summary
The c h a r a c t e r i s t i c s o f t h e s t u d e n t s e n r o l l e d In o c c u p a t i o n a l
programs 1n M i c h i g a n 's p u b l i c community c o l l e g e s a r e d i v i d e d I n t o
four p a rts :

personal c h a r a c t e r i s t i c s o f the s t u d e n ts ; t h e i r high

school e d u c a t i o n a l e x p e r i e n c e s , t h e i r community c o l l e g e e x p e r i e n c e s ;
and work a n d e d u c a t i o n a l g o a l s .
The a n a l y s i s o f t h e d a t a c o l l e c t e d I n d i c a t e s :
1.

Male s t u d e n t s outnumber t h e fe m a le s t u d e n t s e n r o l l e d 1n
o ccu p atio n al e d ucation programs.

Table 45.

Percentage o f occupa tional s t u d e n t s rea sons f o r a t t e n d i n g a conmunity c o l l e g e .

M etropolitan
Degrees o f Importance
Reasons f o r Attending
a Conmunity College

Nonmetropolitan
Degrees o f Importance

Second

First

Second

First

Male

Female

Male

Female

Male

Female

Male

Female

Low Cost

13.22

17.98

20.67

25.78

13.36

15.89

20.68

18.87

Oppor tunity to Work
While in School

15.25

17.46

18.30

18.42

10.77

7.69

17.24

9.18

Programs and Courses
are of In te re st

20.00

22,75

18,64

13.68

26.72

27.17

13.79

20.40

-0-

1.01

2.10

2.58

1.02

3.44

1.56

4.07

4.76

2.37

7.36

3.44

5.64

3.87

6.63

Programs and Courses
Related t o My Job

25.08

5.82

8.47

2,63

7.75

4.61

7.32

6.63

Explore D i f f e r e n t
Occupational Programs

2.71

2,11

3.72

3.68

30.01

2.56

8.62

5.10

(Number o f S tudents )

(295)

(189)

(295)

(190)

(232)

(195)

(232)

(196)

Close t o Home

Friends Attending
the School
Advice o f P a r e n t s ,
R elatives, e tc .

.67

94

2.

A g ricu ltu ral education, d i s t r ib u t i v e education, te c h n i­
cal e d u c a t i o n and t r a d e and I n d u s t r i a l e d u c a t i o n p r o ­
grams a r e do m in ated by m a l e s .

Females dom in a te h e a l t h

o c c u p a t i o n s , home econom ics and o f f i c e e u d c a t l o n p r og ram s.
3.

The m a j o r i t y o f corrmunlty c o l l e g e o c c u p a t i o n a l s t u d e n t s
a r e 19 y e a r s o f a g e and y o u n g e r .

S t u d e n t s 20 t o 24

y e a r s o f age r e p r e s e n t a b o u t 30 p e r c e n t o f t h e community
c o l l e g e o ccu p atio n al s t u d e n ts w hile the rem ainder are
o v e r 24 y e a r s o f a g e ,
4.

D i s t r i b u t i v e , h e a l t h o c c u p a t i o n s , and home e c o n o m i c 's
pro g ram s have p r o p o r t i o n a t e l y t h e l a r g e s t number o f
s t u d e n t s e n r o l l e d who a r e 30 y e a r s o f age and o v e r .

5.

M inority r a c ia l

subgroups c o n s t i t u t e l e s s than f i f t e e n

p e r c e n t o f t h e o c c u p a t i o n a l s t u d e n t s who r e s p o n d e d t o
the survey.
6.

Negroes t e n d t o e n r o l l

In t r a d e and I n d u s t r i a l and

h e a l t h o c c u p a t i o n p ro g ram s.

P r o p o r t i o n a t e l y more

n e g r o e s 25 t o 29 y e a r s o f age were e n r o l l e d t h a n w i t h i n
any o t h e r age r a n g e g r o u p .
7.

N e a r l y t w o - t h 1 r d s o f t h e o c c u p a t i o n a l s t u d e n t s who were
25 y e a r s o f age o r below were s i n g l e .

The m a j o r i t y o f

t h e o c c u p a t i o n a l s t u d e n t s who were 25 y e a r s o f age and
o l d e r were m a r r i e d and had c h i l d r e n .

95

Educational Experiences

8.

More t h a n o n e - h a l f o f t h e s t u d e n t s e n r o l l e d 1n a g r i c u l ­
t u r a l , home e c o n o m i c s , o f f i c e , and t r a d e and I n d u s t r i a l
e d u c a t i o n program s have had one o r more s e m e s t e r s o f
h i g h sc h o o l v o c a t i o n a l e d u c a t i o n r e l a t e d t o t h e i r c u r ­
r e n t program o f s t u d y .

On t h e o t h e r h a n d , however,

50 p e r c e n t o f t h e o f f i c e , 40 p e r c e n t o f t h e t r a d e and
i n d u s t r i a l , 25 p e r c e n t o f t h e home e c o n o m i c s , and 18
p e r c e n t o f t h e a g r i c u l t u r a l s t u d e n t s had f o u r o r more
s e m e s t e r s o f h i g h school v o c a t i o n a l e d u c a t i o n r e l a t e d
t o t h e i r c u r r e n t program o f s t u d y .
9.

Female o c c u p a t i o n a l s t u d e n t s ten d t o have had h i g h e r
h i g h sc ho o l g r a d e s t h a n t h e i r male c o u n t e r p a r t s ,

If

h i g h sc ho o l g r a d e s a r e an I n d i c a t i o n o f academic a b i l i t y ,
t h e f e m a le 1s c l e a r l y more a c a d e m i c a l l y a b l e t h a n t h e
m ale.
10,

Les s t h a n f i v e p e r c e n t o f t h e c o r m u n l ty c o l l e g e o c c u p a ­
tional

s t u d e n t had n o t c o m pleted t h e t w e l f t h g r a d e .
Prog ram S e l e c t i o n

11.

The o c c u p a t i o n a l s t u d e n t ' s s e l f - i n 1 t 1 a t 1 v e can be
c r e d i t e d f o r f i n d i n g o u t a b o u t t h e community c o l l e g e ' s
o c c u p a t i o n a l p r o g r a m and s e l e c t i n g t h e program.

96

12.

About o n e - h a l f o f t h e o c c u p a t i o n a l s t u d e n t s i n d i c a t e d
t h a t t h e hours between 8 a .m . and 12 noon were t h e most
c o n v e n i e n t tim e t o a t t e n d s c h o o l .

O n e - f i f t h s a i d any

t i m e d u r i n g t h e day o r e v e n i n g , and t h e r e m a in in g o n e t h i r d s a i d t h a t t h e hours from 12 noon t o 10 p.m. were
t h e m o st c o n v e n i e n t time t o a t t e n d s c h o o l .
13.

Male s t u d e n t s a r e i n f l u e n c e d 1n t h e i r program s e l e c t i o n
by t h e i r p r e v i o u s work e x p e r i e n c e s .
Reasons f o r A t t e n d i n g a Community C o l l e g e and
E n r o l l i n g i n an O c c u p a t i o n a l Program

14.

0 n e - t h 1 r d o f t h e community c o l l e g e o c c u p a t i o n a l s t u d e n t s
have as t h e i r e d u c a tio n a l goal t h a t o f com pleting th e
t w o - y e a r community c o l l e g e pro g ram and c o n t i n u i n g t h e i r
e d u ca tio n elsew here.

0 n e -th 1 r d o f the s tu d e n ts wish to

c o m p l e t e t h e t w o - y e a r program o f s t u d y , and t h e r e m a i n ­
i n g o n e - t h 1 r d h a v e as t h e i r g oa l t h a t o f c o m p l e t i n g a
l e s s e r amount o f e d u c a t i o n .
15.

The l a r g e s t number o f male m e t r o p o l i t a n s t u d e n t s s e l e c t e d
a s t h e i r most i m p o r t a n t g o a l t h a t o f u p d a t i n g and u p ­
g r a d i n g t h e i r j o b s k i l l s , w h i l e m e t r o p o l i t a n f e m a le s
a nd n o n m e t r o p o l i t a n s t u d e n t s were p r e p a r i n g f o r t h e i r
f i r s t j o b o r a new j o b .

A l s o o f I m p o r ta n c e t o t h e

s t u d e n t s 1s t h a t o f e a r n i n g a h i g h e r Income, and i n t e r e s t
in th e s u b je c t m a tte r a r e a .

97

16.

The f a c t t h a t comnunlty c o l l e g e s a r e c l o s e t o home, t h e
t u i t i o n 1s g e n e r a l l y low, t h e y p r o v i d e an o p p o r t u n i t y
t o work w h i l e a t t e n d i n g s c h o o l , and t h e programs a r e
o f I n t e r e s t t o t h e s t u d e n t s , a r e t h e most I m p o r t a n t
r e a s o n s f o r a t t e n d i n g a community c o l l e g e .

17.

About o n e - t h 1 r d o f t h e o c c u p a t i o n a l s t u d e n t s do n o t
l i v e In t h e c o l l e g e d i s t r i c t , a l l o f t h e o t h e r s do
l i v e 1n t h e d i s t r i c t , e x c e p t f o r a p p r o x i m a t e l y t h r e e
p e r c e n t who a r e n o n r e s i d e n t s o f M ichig an.
Work E x p e r i e n c e

18.

S e l f - s u p p o r t i n g 1s t h e b e s t way t o d e s c r i b e a b o u t o n e t h ir d o f the occupational s tu d e n ts .

About o n e - f i f t h

r e p o r t e d t h a t government l o a n s were t h e i r main s o u r c e
of fin a n c ia l support.

The r e m a i n i n g number depended

upon p a r e n t s , l o a n s , p e r s o n a l s a v i n g s , r e l a t i v e s and
o t h e r ways t o s u p p o r t t h e m s e l v e s w h i l e 1n c o l l e g e .
19.

Employees do n o t g e n e r a l l y r e i m b u r s e t h e e d u c a t i o n a l
e x p e n s e s o f t h e employee w h i l e e n r o l l e d 1n r e l a t e d
o c c u p a t i o n a l p ro g ram s.

2 0.

The m a j o r i t y o f community c o l l e g e o c c u p a t i o n a l s t u d e n t s
work f u l l - and p a r t - t i m e w h i l e a t t e n d i n g sc ho o l and
m ales t e n d t o work l o n g e r h o u r s t h a n f e m a l e s .

2 1.

Male s t u d e n t s g e n e r a l l y h ave had l o n g e r p e r i o d s o f work
e x p e r i e n c e p r i o r t o a t t e n d i n g a community c o l l e g e t h a n
fe m a le s t u d e n t s .

98
22,

The m a j o r i t y o f a l l b u t t h e h e a l t h o c c u p a t i o n s ' s t u d e n t s
i n d i c a t e d t h a t t h e i r j o b was n o t r e l a t e d t o program o f
study.

23.

Community c o l l e g e s g e n e r a l l y do n o t r e c o g n i z e p r e v i o u s
work e x p e r i e n c e a s m e e ti n g t h e c o u r s e r e q u i r e m e n t s f o r
a d e g r e e , o r do t h e y waive r e q u i r e d c o u r s e s .

CHAPTER V

SUMMARY AND IMPLICATIONS GERMANE TO THE
CHARACTERISTICS OF MICHIGAN'S COMMUNITY
COLLEGE OCCUPATIONAL STUDENTS
Sunmary
Purpose o f t h e Study
The p u r p o s e o f t h i s s t u d y was t o d e s c r i b e t h e s t u d e n t s '
e n r o l l e d In an o c c u p a t i o n a l e d u c a t i o n program 1n M i c h i g a n ' s p u b l i c
community and j u n i o r c o l l e g e s .
S p e c i f i c a l l y , t h e s t u d y was d e s i g n e d t o :
1

dem ographlcally d e s c r ib e the o c cu p a tio n al educatio n s tu d e n ts
e n r o l l e d In M i c h i g a n ' s p u b l i c community and j u n i o r c o l l e g e s .

2

d e s c r i b e t h e s t u d e n t s ' high sc h o o l and community c o l l e g e
education ex p erien ces.

3

d e s c r i b e t h e i r p r a c t i c a l work e x p e r i e n c e s .

4

a s c e r t a i n t h e i r r e a s o n s f o r a t t e n d i n g a community c o l l e g e and
e n r o l l i n g 1n an o c c u p a t i o n a l e d u c a t i o n program.

Methodology
M i c h i g a n ' s t w e n t y - n i n e p u b l i c community and j u n i o r c o l l e g e s
a r e l o c a t e d g e o g r a p h i c a l l y 1n m e t r o p o l i t a n and n o n m e t r o p o l i t a n a r e a s
of the s t a t e .

F i f t e e n o f t h e s e c o l l e g e s a r e l o c a t e d In s t a n d a r d
99

100
m e t r o p o l i t a n s t a t i s t i c a l a r e a s , t h e r e m a i n i n g f o u r t e e n a r e l o c a t e d 1n
n o n m e tr o p o l1 t a n a r e a s .

The conrounlty c o l l e g e s f o r p u rp o se s o f t h i s

stud y w ere I d e n t i f i e d as a m e t r o p o l i t a n o r n o n m e t r o p o l i t a n c o l l e g e .
The number o f s t u d e n t s e n r o l l e d 1n e ac h community c o l l e g e s '
o c c u p a t i o n a l program , f o r t h e 197i-72 academic year was obtained.

Ter

each o f t h e seven program a r e a s , e i g h t conm unlty c o l l e g e s were randomly
selected.

Four o f t h e e i g h t c o l l e g e s w ere l o c a t e d in m e t r o p o l i t a n

a r e a s and f o u r w ere l o c a t e d 1n n o n m e t r o p o l 1 t a n a r e a s o f t h e s t a t e .

A

m o d i f i c a t i o n t o t h i s s e l e c t i o n p r o c e d u r e was r e q u i r e d b e c a u s e o f t h e
a bsence o f r e p o r t e d s t u d e n t e n r o l l m e n t s 1n s e v e r a l program a r e a s 1n
some community c o l l e g e s .
The minimum sample s i z e was d e t e r m i n e d by f o r m u l a .

Five hun­

dred and f o r t y n i n e m e t r o p o l i t a n and 542 n o n m e t r o p o l i t a n o r 1,091
s t u d e n t s c o n s t i t u t e d t h e sam p le s i z e .

The q u e s t i o n n a i r e s were p r o p o r ­

t i o n a t e l y d i s t r i b u t e d t o t h e randomly s e l e c t e d I n s t i t u t i o n s based upon
the number o f o c c u p a t i o n a l s t u d e n t s 1n each program a r e a .

The s t u d e n t s

who p a r t i c i p a t e d In t h e s t u d y were a l s o randomly s e l e c t e d .
The dean r e s p o n s i b l e f o r o c c u p a t i o n a l e d u c a t i o n a t each
community c o l l e g e s e r v e d a s t h e r e s e a r c h e r s ' c o n t a c t p e r s o n .

The dean

was r e s p o n s i b l e f o r t h e d i s t r i b u t i o n , a d m i n i s t r a t i o n , c o l l e c t i o n and
r e t u r n o f t h e r e s e a r c h m a t e r i a l s In a c c o r d a n c e w i t h t h e s t a t e d d i r e c ­
t i o n s f o r each o f t h e a c t i v i t i e s .
F i n d i n g s and I m p l i c a t i o n s
P e rson a l C h a r a c t e r i s t i c s o f t h e S t u d e n t s
1.

Males a c c o u n t f o r 60 p e r c e n t o f t h e s t u d e n t s e n r o l l e d 1n
m etropolitan

conmunl ty c o l l e g e o c c u p a t i o n a l p ro g ram s.

In

101
n o n m e t r o p o l 1t a n community c o l l e g e s males a c c o u n t e d f o r 54 p e r ­
cent o f the s tu d e n ts .

H ales c o n s t i t u t e t h e m a j o r i t y o f t h e

s t u d e n t s e n r o l l e d 1n t h e program a r e a s o f a g r i c u l t u r a l , d i s ­
t r i b u t i v e , t e c h n i c a l and t r a d e and i n d u s t r i a l e d u c a t i o n .
Fem ales, however, c o n s t i t u t e t h e m a j o r i t y o f t h e s t u d e n t s
e n r o l l e d In h e a l t h o c c u p a t i o n s , home e c o n o m ic s, and o f f i c e
e d u c a t i o n programs.

O c c u p a t i o n a l programs a r e d e s i g n e d t o

t r a i n e i t h e r male o r f e m a le s f o r s p e c i f i c j o b s which a r e
g e n e r a l l y c o n s i d e r e d t o be male o r fem ale t y p e o c c u p a t i o n s .
Community c o l l e g e s s h o u l d Implement a d d i t i o n a l program o f f e r i n g s
s u i t e d t o t h e needs o f t h e women and t h u s r e d u c e t h e p r e s e n t
Imbalance.

Guidance c o u n s e l o r s c o u l d a l s o h e l p reduce t h e

p r e s e n t Imbalance by p r o v i d i n g t h e fem ale s t u d e n t w i t h I n f o r ­
mation a b o u t c a r e e r o p p o r t u n i t i e s In o c c u p a t i o n a l f i e l d s t h a t
p r e v i o u s l y were s t e r o t y p e d a s male t y p e o c c u p a t i o n s .
2.

More t h a n o n e - t h 1 r d o f t h e male conmunlty c o l l e g e o c c u p a t i o n a l
s t u d e n t s a r e n i n e t e e n y e a r s o f age and y o u n g e r .

A pp ro xim ately

o n e - f o u r t h a r e 20 t o 24 y e a r s o f age and t h e r e m a in d e r a r e 25
y e a r s o f age and o v e r .

The age d i s t r i b u t i o n o f t h e f e m a le 1s

n o t c o m p a r a b le t o t h e age d i s t r i b u t i o n o f t h e m ale.

One-half

o f t h e f e m a le s a r e 19 y e a r s o f ag e and y o u n g e r , o n e - f o u r t h
a r e 20 t o 24 y e a r s o f a g e and t h e r e m a i n d e r a r e 25 y e a r s o f
age and o l d e r .
The conmunity c o l l e g e s have been c h a r g e d w i t h t h e r e s p o n ­
s i b i l i t y o f p ro v id in g o ccu p a tio n al e d u c a tio n f o r persons o f
a ll ages.

O b v io u sly p e r s o n s o f d i f f e r e n t a g e s have d i f f e r e n t

102

r e a s o n s f o r e n r o l l i n g in an o c c u p a t i o n a l program .

Job p r e p a r ­

a t i o n u p d a t i n g and u p g r a d i n g j o b s k i l l s a r e g e n e r a l l y a c c e p t e d
as t h e r e a s o n s why most p e o p l e e n r o l l in o c c u p a t i o n a l p r o g ram s.
When t h e age d i s t r i b u t i o n o f t h e s t u d e n t s i s j u x t a p o s e d t o t h e
r e a s o n s why

students enroll

i n o c c u p a t i o n a l programs i t can

be c o n c l u d e d t h a t M i c h i g a n 's community c o l l e g e s a r e s e r v i n g
t h e o c c u p a t i o n a l n eeds o f p e r s o n s of a l l a g e s c o n s i s t e n t w i t h
t h e two g e n e r a l l y a c c e p t e d r e a s o n s why s t u d e n t s e n r o l l in
o c c u p a t i o n a l p r og ram s.

M i c h i g a n ' s community c o l l e g e s s h o u l d

c o n t i n u e t o p r o v i d e o c c u p a t i o n a l programs t h a t meet t h e needs
of persons o f a ll a g e s .

They s h o u l d a l s o d e t e r m i n e i f t h e r e

a r e p e r s o n s whose needs a r e n o t b e in g p r o v i d e d f o r by e x i s t i n g
programs.

I f t h e r e a r e , t h e i n s t i t u t i o n s s h o u l d d e s i g n and

implement a p p r o p r i a t e c o u r s e s an d c l a s s s c h e d u l e s t o meet t h e i r
occupational n e ed s.
3.

Members o f m i n o r i t y r a c i a l s u b g r o u p s c o n s t i t u t e l e s s t h a n
f i f t e e n p e r c e n t o f t h e c o nm u n lty c o l l e g e o c c u p a t i o n a l s t u d e n t s
who r e s p o n d e d t o t h e s u r v e y .

Negroes amounted t o l e s s t h a n

e i g h t p e rc e n t of th e occu p atio n al stu d e n ts surveyed.

When r a c e

and age a r e c o n s i d e r e d an i n t e r e s t i n g f a c t becomes o b v i o u s .
Negroes a g e s 25 t o 29 r e p r e s e n t t h e l a r g e s t p e r c e n t a g e o f
b l a c k s e n r o l l e d i n o c c u p a t i o n a l programs o f any a g e g roup.

In

c o n s i d e r a t i o n o f r a c e and p ro g ram a re a* t h e n e g r o e s t e n d t o
enroll

i n t h e h e a l t h o c c u p a t i o n s and t r a d e and i n d u s t r i a l

e d u c a t i o n p r o g r a m s , n o t in t h e t e c h n i c a l , o f f i c e , o r d i s t r i b u ­
t i v e e d u c a t i o n p ro gram s.

I t c a n be c o n c l u d e d t h a t community

103
c o l l e g e s a r e n o t a t t r a c t i n g members o f m i n o r i t y r a c i a l s u b ­
g r o u p s , e s p e c i a l l y n e g r o e s , I n t o o c c u p a t i o n a l p r og ram s.
F u rth e r, th e m a jo rity o f the negroes e n ro ll

i n o n l y two

program a r e a s , w h i l e a p p a r e n t l y l i t t l e c o n s i d e r a t i o n 1s g iven
t o t h e o t h e r f i v e o c c u p a t i o n a l program a r e a s .

I f community

c o l l e g e s a r e t o s e r v e t h e o c c u p a t i o n a l need s o f a l l members
o f t h e community, t h e y must i n c l u d e a l a r g e r p e r c e n t a g e o f
m i n o r i t y su bg rou p s and a l s o implement a p p r o p r i a t e s t u d e n t
r e c r u i t m e n t and g u i d a n c e and c o u n s e l i n g a c t i v i t i e s t o accom­
modate t h e n eeds and i n t e r e s t s o f t h e s e p e o p l e .
High School E d u c a t i o n E x p e r i e n c e
4.

Of t h e s t u d e n t s e n r o l l e d in community c o l l e g e o c c u p a t i o n a l
p r o g r a m s , 50 p e r c e n t o f t h e a g r i c u l t u r a l , 65 p e r c e n t o f t h e
d i s t r i b u t i v e , and 77 p e r c e n t o f t h e h e a l t h o c c u p a t i o n s
s t u d e n t s have had no p r e v i o u s h i g h school v o c a t i o n a l e d u c a t i o n
r e l a t e d t o t h e i r c u r r e n t program o f s t u d y .

On t h e o t h e r h a n d ,

17 p e r c e n t o f a g r i c u l t u r a l , f o u r p e r c e n t o f t h e d i s t r i b u t i v e
and l e s s t h a n one p e r c e n t o f t h e h e a l t h o c c u p a t i o n s have had
f o u r o r more s e m e s t e r s o f r e l a t e d h i g h s c h o o l v o c a t i o n a l
education.
The h i g h sc ho o l c o u r s e p r o f i l e f o r t h e s t u d e n t s e n r o l l e d
i n home e c o n o m ic s, o f f i c e e d u c a t i o n , and t r a d e and i n d u s t r i a l
e d u c a t i o n programs 1s q u i t e d i f f e r e n t t h a n t h e s t u d e n t s e n r o l l e d
in t h e p r e v i o u s l y m en tio n ed p ro g ram s.

T hirty-tw o percent of

t h e home e c o n o m ic s , 11 p e r c e n t o f t h e o f f i c e and 19 p e r c e n t o f

104
t h e t r a d e and I n d u s t r i a l e d u c a t i o n s t u d e n t s have had no h i g h
sc h o o l v o c a t i o n a l e d u c a t i o n r e l a t e d t o t h e i r c u r r e n t progra m .
However, 40 p e r c e n t o f t h e t r a d e and i n d u s t r i a l , 52 p e r c e n t
o f t h e o f f i c e and 25 p e r c e n t o f t h e home eco nom ics o c c u p a t i o n a l
s t u d e n t s have had f o u r o r more s e m e s t e r s o f r e l a t e d h i g h s c h o o l
vocational

train in g .

M ic h ig a n 's high school v o c a tio n a l educa­

t i o n p ro gram s a r e g e n e r a l l y f o u r o r more s e m e s t e r s 1n l e n g t h
and a r e u s u a l l y a v a i l a b l e t o e l e v e n t h and t w e l t h g r a d e s t u d e n t s .
Less t h a n o n e - f o u r t h o f t h e s t u d e n t s c u r r e n t l y e n r o l l e d 1n an
a g r i c u l t u r a l , d i s t r i b u t i v e , h e a l t h , o r home eco nom ics programs
have c o m p l e t e d a f o u r s e m e s t e r h i g h s c h o o l v o c a t i o n a l program
r e l a t e d t o t h e i r community c o l l e g e o c c u p a t i o n a l pro gram .

How­

e v e r , b e t t e r t h a n f i f t y p e r c e n t o f t h e o f f i c e e d u c a t i o n and
a p p r o x i m a t e l y f o r t y p e r c e n t o f t h e t r a d e and i n d u s t r i a l e d u c a ­
t i o n s t u d e n t s com pleted a f o u r se m este r high school v o c a tio n a l
program r e l a t e d t o t h e i r c u r r e n t program o f s t u d y .

I t c a n be

c o n c l u d e d t h a t f o r a p p r o x i m a t e l y o n e - h a l f o f t h e o f f i c e and
t r a d e and I n d u s t r i a l e d u c a t i o n s t u d e n t s t h e community c o l l e g e
o c c u p a t i o n a l p ro gram 1s a c o n t i n u a t i o n o f a v o c a t i o n a l program
s t a r t e d 1n h i g h s c h o o l .

T h i s 1s n o t t h e c a s e however f o r t h e

s t u d e n t s e n r o l l e d 1n t h e o t h e r v o c a t i o n a l p rogram a r e a s .
Conmunlty c o l l e g e s an d s e c o n d a r y s c h o o l s s h o u l d work t o g e t h e r
t o Im ple m ent t h e c o n c e p t o f a c o n t i n u o u s o c c u p a t i o n a l c u r r i c u l u m
b etw een t h e I n s t i t u t i o n s , t h u s e l i m i n a t i n g d u p l i c a t i o n o f
subject m atter.

105

5.

The c o n c e p t o f a c o n t i n u o u s o c c u p a t i o n a l c u r r i c u l u m betw een
t h e conmun ity c o l l e g e and t h e s e c o n d a r y sc hool and t h e p r o ­
m o tio n o f i t ,

i s s u p p o r t e d by t h e f a c t t h a t o n l y 27 p e r c e n t o f

t h e .*tudents who had h i g h school v o c a t i o n a l e d u c a t i o n r e l a t e d
t o t h e i r community c o l l e g e o c c u p a t i o n a l program were g r a n t e d
c o u r s e c r e d i t o r had c o u r s e r e q u i r e m e n t s waived f o r t h e i r
previous vocational t r a i n i n g .

The s e c o n d a r y s c h o o l s and

t h e community c o l l e g e s s h o u l d d e v i s e and p r o v i d e f o r a
continuous

occupational

e d u c a t i o n , s e r v i c e -<of

curriculum .
the

Michigan

The v o c a t i o n a l
Departm ent

of

E d u c a t i o n i s r e s p o n s i b l e f o r a p p r o v i n g each new o c c u p a t i o n a l
program t h a t t h e I n s t i t u t i o n s wish t o implement and a l s o 1s
r e s p o n s i b l e f o r d e v elo p m e n t o f g u i d e l i n e s f o r t h e d i s t r i b u t i o n
o f s t a t e and f e d e r a l f un d s which s u p p o r t t h e s e p ro g ram s.

That

agency s h o u l d a c c e p t t h e r e s p o n s i b i l i t y f o r t h e p ro m o ti o n o f
c o n t i n u o u s o c c u p a t i o n a l c u r r i c u l u m between s e c o n d a r y s c h o o l s
and community c o l l e g e s .

F u rth er, th e vocational education

s e r v i c e s h o u l d r e v i s e t h e c u r r e n t program a p p r o v a l p r o c e s s t o
I n c o r p o r a te th e continuous o ccu p atio n al cu rric u lu m c o n c e p t .

It

s h o u l d a l s o promote and fu n d p r o j e c t s which d e m o n s t r a t e how
s e c o n d a r y sc h o o l and community c o l l e g e s can p r o v i d e a c o n t i n u o u s
occupational c u rric u lu m .
6.

O c c u p a t io n a l s t u d e n t s have o f t e n been t h o u g h t o f as b e i n g
a cadem ically l e s s a b le than t h e i r p e e rs .

If self-rep o rted

sc h o o l g r a d e s a r e an I n d i c a t i o n o f t h e s t u d e n t s academ ic
a b i l i t y , t h e n t h e o c c u p a t i o n a l s t u d e n t s must be c o n s i d e r e d as

b e i n g a v e r a g e o r above in academ ic a b i l i t y .

T hree-fourths

o f t h e s t u d e n t s in e v e r y program a r e a r e p o r t e d m o s t l y " C 's and
B ' s " o r b e t t e r f o r h i g h sc h o o l g r a d e s .

Only o n e - f o u r t h o f

t h e s t u d e n t s r e p o r t e d " C ' s " o r below f o r t h e i r h i g h sc hool
grades.

When male and fe m a le s t u d e n t s a r e compared however*

t h e f e m a le o c c u p a t i o n a l s t u d e n t s t e n d t o have had h i g h e r h i g h
sc h o o l g r a d e s t h a n t h e m ale.

T hes e f a c t s c l e a r l y i n d i c a t e

t h a t t h e m a j o r i t y o f t h e community c o l l e g e o c c u p a t i o n a l
s t u d e n t s a r e n o t t h e "C" s t u d e n t , b u t g e n e r a l l y have r e c e i v e d
" C ' s " and " B ' s " o r b e t t e r f o r h i g h sc h o o l g r a d e s .

The

conmunity c o l l e g e a d m i n i s t r a t o r s h o u l d r e j e c t t h e n o t i o n o f
h a v in g s p e c i a l c o u r s e s f o r o c c u p a t i o n a l s t u d e n t s b e c a u s e t h e y
a r e l e s s a b l e a c a d e m i c a l l y t h a n t h e s t u d e n t s e n r o l l e d in t h e
c o l l e g e t r a n s f e r program.

T h i s i s s u p p o r t e d by t h e f i n d i n g s

o f Munday.*
Conmunity c o l l e g e o c c u p a t i o n a l programs a r e a t t r a c t i n g o n l y a
sm a ll p e r c e n t a g e o f t h o s e s t u d e n t s who d r o pp ed o u t o f sc h o o l
b e f o r e c o m p l e t i n g t h e 12th g r a d e .

Less t h a n f i v e p e r c e n t o f

t h e community c o l l e g e o c c u p a t i o n a l s t u d e n t s s u r v e y e d had n o t
c o m p l e t e d t h e 12th g r a d e and a p p r o x i m a t e l y t e n p e r c e n t had
c o m p l e t e d more t h a n 14 g r a d e s .

M i c h i g a n ' s community c o l l e g e s

have lo n g e s p o u s e d t h e "open d o o r " a d m i s s i o n s p o l i c y .

I t 1s a

w e l l known f a c t t h a t n e a r l y 3 6 ,0 0 0 s t u d e n t s d r o p o u t o f
M ichigan's p u b lic schools every y e a r b e f o r e completing th e

* S ee page

28.

107

12t h g r a d e .

I f t h e community c o l l e g e s a r e t o s e r v e t h e

e d u c a t i o n a l needs o f t h e community, c o n s i s t e n t w i t h t h e i r
m i s s i o n , a l a r g e r number o f t h o s e s t u d e n t s who have n o t
c o m p le te d h i g h sc ho ol must be p r o v i d e d f o r .
Community C o l l e g e E d u c a t i o n E x p e r i e n c e s
8.

C a r e e r c h o i c e , and t h e s e l e c t i o n o f a program t h a t p r e p a r e s
a p e r s o n f o r h i s c h o s e n v o c a t i o n 1s one o f t h e most I m p o r t a n t
d e c i s i o n s t h a t a p e r s o n makes 1n h i s l i f e .

When t h e o c c u p a ­

t i o n a l s t u d e n t s were a s k e d how t h e y found o u t a b o u t t h e
c o l l e g e s ' o c c u p a t i o n a l programs and what p e r s o n was most
influenclal

1n t h e s e l e c t i o n o f t h e o c c u p a t i o n a l pro g ram , some

v e ry d i s c o u r a g i n g f a c t s were r e v e a l e d .

The s t u d e n t s r e p o r t e d

t h e y t h e m s e l v e s were r e s p o n s i b l e f o r a c q u i r i n g I n f o r m a t i o n
a b o u t t h e c o l l e g e s ' p ro g ram s.

Student recru itm en t a c t i v i t i e s

o f t h e c o l l e g e , g u i d a n c e c o u n s e l o r s , p a r e n t s , t e a c h e r s , and
f r i e n d s p l a y e d o n l y a m in o r r o l e 1n a i d i n g them 1n making a
selectio n .

What 1s ev en more d i s c o u r a g i n g 1s t h e f a c t t h a t

n e a r l y 70 p e r c e n t o f t h e s t u d e n t s s e l e c t e d o c c u p a t i o n a l programs
w itho ut th e help of t r a i n e d c a r e e r guidance c o u n se lo rs.

The

f a c t t h a t a community c o l l e g e o c c u p a t i o n a l s t u d e n t i s l e f t
v i r t u a l l y a l o n e t o s e l e c t from a s many as t h i r t y - f i v e o r f o r t y
d i f f e r e n t p r e p a r a t i o n programs 1s a t r a v e s t y .

T h is p r o c e s s

c o u l d be v a s t l y Im proved, e s p e c i a l l y in t h e l i g h t o f t h e f a c t
t h a t e v e r y one o f M i c h i g a n ' s p u b l i c community and j u n i o r
c o lle g e s p r o f e s s e s to provide such s e r v i c e s .

M i c h i g a n 1s

108
conmunlty c o l l e g e s h o u l d I m m e d ia tely Implement an e f f e c t i v e
program o f c a r e e r g u i d a n c e t o a s s i s t t h e s t u d e n t In t h e s e l e c ­
t io n o f a r e a l i s t i c o c c u p a tio n a l program.

Career education

s h o u l d a l s o be promoted 1n e v e r y sc h o o l d i s t r i c t in M i c h i g a n .
9.

Work e x p e r i e n c e p l a y e d a s i g n i f i c a n t r o l e 1n t h e o c c u p a t i o n a l
program s e l e c t i o n d e c i s i o n f o r a b o u t 43 p e r c e n t o f t h e male
and 35 p e r c e n t o f t h e f e m a le o c c u p a t i o n a l s t u d e n t s .

The

r e m a i n d e r o f t h e o c c u p a t i o n a l s t u d e n t s w ere u n c e r t a i n as t o
t h e amount o f I n f l u e n c e t h a t work e x p e r i e n c e had r e l a t i v e t o
program s e l e c t i o n .

Work e x p e r i e n c e s h o u l d be an I n t e g r a l

component o f t h e s e c o n d a r y sc ho o l and community c o l l e g e
curriculum .
10.

More t h a n o n e - t h i r d o f t h e o c c u p a t i o n a l s t u d e n t s have as t h e i r
e d u c a t i o n a l goal t h a t o f c o n t i n u i n g t h e i r e d u c a t i o n e l s e w h e r e
beyond t h e community c o l l e g e .

A n o t h e r o n e - t h i r d wish t o com­

p l e t e t h e two y e a r program in which t h e y a r e c u r r e n t l y e n r o l l e d .
The r e m a i n d e r have as t h e i r goal t h a t o f o n l y c o m p l e t i n g t h e
one y e a r program o f s t u d y , o r s i m p ly c o m p le te t h e c o u r s e s in
which t h e y a r e e n r o l l e d .
A p p r o x i m a t e l y o n e - h a l f o f t h e o c c u p a t i o n a l s t u d e n t s were
f r e s h m e n , one t h i r d sophmores and t h e r e m a i n d e r were n o t
classified .

Some e x c e p t i o n s t o t h i s d i s t r i b u t i o n a r e n o t e d .

The m a j o r i t y o r 75 p e r c e n t o f t h e home economics s t u d e n t s were
n o n c l a s s i f l e d , b u t s i m p ly e n r o l l e d 1n c o u r s e s .

In t r a d e and

I n d u s t r i a l e d u c a t i o n , o n e - f o u r t h o f t h e s t u d e n t s were no n ­
classified .

T his d i s t r i b u t i o n 1s e a s i l y u n d e r s t o o d when one

109

c o n s i d e r s t h a t t h e community c o l l e g e has been charged w i t h t h e
r e s p o n s i b i l i t y o f s e r v i n g t h e e d u c a t i o n a l n e ed s of t h e commu­
n i t y ' s c i t i z e n s , and t o meet t h e s e needs t h e e d u c a t i o n a l
a c t i v i t i e s s h o u l d n o t b e r e s t r i c t e d t o one and two y e a r d e g re e
g r a n t i n g prog ram s o n l y .

The c o l l e g e should be e n c o u r a g e d to

p r o v i d e c o u r s e s which m e e t t h e n e e d s o f t h e s t u d e n t .
Community C o l l e g e and O c c u p a t i o n a l E d u c a t i o n
11.

The community c o l l e g e o c c u p a t i o n a l s t u d e n t 1s work o r i e n t e d ,
a s one m igh t e x p e c t .

T h e r e a r e some d i f f e r e n c e s h o w e v er, when

y ou c o n s i d e r why s t u d e n t s a r e e n r o l l e d 1n o c c u p a t i o n a l p r o ­
gram s.

The m a j o r i t y o f t h e m ale m e t r o p o l i t a n s t u d e n t s can be

c a t e g o r i z e d a s h a ving a s t h e i r m o st I m p o r t a n t goal t h a t o f
u p g r a d i n g a n d / o r u p d a t i n g t h e i r j o b s k i l l s s o as to a c h i e v e
s t a b i l i t y o r advan ce 1n t h e i r o c c u p a t i o n ; t o e a r n a h i g h e r
Income; and b e c a u s e o f I n t e r e s t 1n t h e s u b j e c t m a t t e r .

The

m ale n o n m e t r o p o l i t a n s t u d e n t s ' r e a s o n s v a r y s l i g h t l y fro m th e
m ale m e t r o p o l i t a n s t u d e n t .

The m a j o r i t y i n d i c a t e d t h a t they

w e r e e n r o l l e d 1n o r d e r t o p r e p a r e f o r a new o r d i f f e r e n t j o b .
An e q ual number were e n r o l l e d t o p r e p a r e f o r t h e i r f i r s t j o b ,
and u p d a te o r u p g rad e t h e i r j o b s k i l l s .

Also of importance to

t h e n o n m e t r o p o l i t a n s t u d e n t 1s t h a t o f e a r n i n g a h i g h e r Income,
and I n t e r e s t 1n t h e s u b j e c t m a t t e r a r e a .

When men a r e compared

w i t h women t h e r e a r e some d i f f e r e n c e s as t o why t h e y a r e e n r o l l e d
1n an o c c u p a t i o n a l program .

The f e m a le s a r e p r e p a r i n g f o r

e i t h e r t h e i r f i r s t j o b o r a new j o b , and a r e g e n e r a l l y u p g r a d in g

110

a n d /o r updating t h e i r s k i l l s .

The f e m a le l i k e t h e male o c c u p a ­

t i o n a l s t u d e n t s a r e a l s o v e r y i n t e r e s t e d 1n e a r n i n g a h i g h e r
income, and a r e I n t e r e s t e d 1n t h e s u b j e c t m a t t e r a r e a .

A nother

d i f f e r e n c e however i s n o t e d betw een t h e m ale and t h e f e m a l e
students.

The f e m a l e a p p e a r s t o be more i n t e r e s t e d in d e v e l ­

o p in g h e r mind and I n t e l l e c t than do es t h e male o c c u p a t i o n a l
stu den t.

I t can be c o n c l u d e d t h a t M i c h i g a n ' s community c o l l e g e s

a r e o f f e r i n g program s c o n s i s t e n t w i t h M ichig an s t a t u t e s which
d e f i n e t h e community c o l l e g e p r o g r a m .

F u r t h e r , i t can be

concluded t h a t th e s e f i n d in g s a re c o n s i s t e n t w ith the p revious
r e s e a r c h o f C r o s s , B a i r d , G a r b in and Vaughn.*
Reasons f o r E n r o l l i n g in a Community C o l l e g e
12.

The o c c u p a t i o n a l s t u d e n t s w ere a s k e d to s e l e c t from a 1 1 s t o f
e i g h t p o s s i b l e c h o i c e s , t h e i r f i r s t and s e con d most I m p o r t a n t
r e a s o n f o r e n r o l l i n g 1n a community c o l l e g e .

C o n s is te n t with

t h e fu n dam e n ta l p r i n c i p l e s o f t h e community c o l l e g e , and t h e
f i n d i n g s and c o n c l u s i o n s made by o t h e r r e s e a r c h e r s such as
C r o s s , Garbin and Vaughn, B a i r d , Knoell and M e d sk e r,* * t h e most
I m p o r t a n t r e a s o n s f o r e n r o l l i n g 1n a community c o l l e g e w ere low
c o s t , c l o s e t o home, o p p o r t u n i t y t o work w h i l e i n s c h o o l ,

the

c o u r s e s were o f i n t e r e s t , and t h e program s a r e r e l a t e d t o

the

stu d e n ts jobs.

*See Page 33.
**See Page 33.

Ill
12a.

C lose t o Home - A p p r o x i m a t e l y 70 p e r c e n t o f t h e o c c u p a t i o n a l
s t u d e n t s l i v e w i t h i n t h e c o n ri u n l ty c o l l e g e s d i s t r i c t ; a b o u t
30 p e r c e n t r e s i d e o u t s i d e o f t h e d i s t r i c t ; and a b o u t 3 p e r ­
c e n t a r e n o n r e s i d e n t s o f M i c h ig a n .

I t 1s a w e ll- k n o w n f a c t

t h a t M i c h i g a n 's 29 p u b l i c community and j u n i o r c o l l e g e d i s t r i c t s
g e o g r a p h i c a l l y encompass 50 p e r c e n t o f t h e l a n d and 80 p e r c e n t
o f t h e p e o p le r e s i d i n g in M i c h i g a n .

The o u t - o f - d i s t r 1 c t and

o u t - o f - s t a t e s t u d e n t s a re c o n fro n te d with h ig h e r t u i t i o n r a t e s
than the re s id e n ts o f the d i s t r i c t .

For 30 p e r c e n t o f t h e

o c c u p a t i o n a l s t u d e n t s t h e s e f a c t o r s do n o t p r e v e n t them from
e n r o l l i n g 1n c o u m un ity c o l l e g e o c c u p a t i o n a l p r o g r a m s .

I t 1s

r e a s o n a b l e t o c o n c l u d e t h a t a l l o f M i c h i g a n 's c i t i z e n s s h o u l d
r e s i d e w i t h i n a community c o l l e g e d i s t r i c t and have a c c e s s t o
h i g h q u a l i t y o c c u p a t i o n a l program s t h a t a r e r e l a t i v e l y I n e x p e n ­
siv e.

The s t a t e l e g i s l a t u r e s h o u l d r e d i s t r i c t t h e M i c h i g a n ' s

community c o l l e g e s so t h a t a l l o f M i c h i g a n 's c i t i z e n s w i l l have
a c c e s s t o q u a l i t y programs w hic h a r e c l o s e t o home and a r e
r e l a ti v e ly inexpensive.

High c o s t , low employment demand

o c c u p a t i o n a l pro g ram s s h o u l d be l o c a t e d i n a s e l e c t few
c o lle g e s across th e s t a t e .
12b.

Hours worked by t h e O c c u p a t i o n a l S t u d e n t s - N e a r l y 85 p e r c e n t
o f t h e male and 65 p e r c e n t o f t h e fem ale m e t r o p o l i t a n o c c u p a ­
t i o n a l s t u d e n t s a r e employed I n f u l l o r p a r t - t i m e j o b s .

The

m ale o c c u p a t i o n a l s t u d e n t t e n d s t o work more h o u r s p e r week
t h a n t h e female s t u d e n t .

T h 1 r t y - f 1 v e p e r c e n t o f t h e m ales a r e

w o r k i n g 40 h o urs p e r week o r more w h i l e o n l y f o u r p e r c e n t o f

112

t h e f e m a l e s a r e w o rking f u l l - t i m e .

The employment p a t t e r n o f

t h e s t u d e n t e n r o l l e d 1n t h e n o n m e t r o p o l i t a n community c o l l e g e
1s n o t t h e same a s t h e m e t r o p o l i t a n o c c u p a t i o n a l s t u d e n t .
S e v e n ty p e r c e n t o f t h e male and 55 p e r c e n t o f t h e f e m a l e
o c c u p a t i o n a l s t u d e n t s a r e employed f u l l o r p a r t - t i m e .

Only

15 p e r c e n t o f t h e m ale and f o u r p e r c e n t o f t h e f e m a l e o c c u p a ­
t i o n a l s t u d e n t s a r e employed f u l l - t i m e , t h e r e m a i n d e r a r e
employed on a p a r t - t i m e b a s i s .

Nonm etropolitan l i k e the

m e t r o p o l i t a n m ale o c c u p a t i o n a l s t u d e n t t e n d s t o work more h o urs
p e r week t h a n t h e f e m a le o c c u p a t i o n a l s t u d e n t .
T hes e p a t t e r n s o f work e x p e r i e n c e a r e c o m p a t i b l e w i t h t h e
e n r o l l m e n t p a t t e r n s o f t h e m e t r o p o l i t a n and n o n m e t r o p o l i t a n
occupational s tu d e n t.

T h ere a r e more p a r t - t i m e o c c u p a t i o n a l

s t u d e n t s e n r o l l e d 1n m e t r o p o l i t a n community c o l l e g e s t h a n
t h e r e a r e 1n t h e n o n m e t r o p o l i t a n t y p e I n s t i t u t i o n s .

The non-

m e t r o p o l l t a n o c c u p a t i o n a l s t u d e n t c o u l d g e n e r a l l y be c l a s s i f i e d
as a f u l l - t i m e s t u d e n t , w h i l e t h i s g e n e r a l i z a t i o n 1s n o t t r u e
with re s p e c t to th e enrollm ent p a tte rn s o f th e m etro p o litan
occupational s tu d e n ts .

When d e s i g n i n g c o u r s e s c h e d u l e s , t h e

o c c u p a t i o n a l s t u d e n t s employment p a t t e r n must be t a k e n i n t o
con sid eratio n .
12c.

C o u r se s a r e o f I n t e r e s t - The o c c u p a t i o n a l s t u d e n t s were a s k e d
t o i d e n t i f y t h e i r r e a s o n s f o r e n r o l l i n g i n a community c o l l e g e
o c c u p a t i o n a l progra m .

One o f t h e r e s p o n s e s which was n o t e d

by l a r g e numbers o f s t u d e n t s as b e i n g I m p o r t a n t was t h a t t h e

113

o c c u p a t i o n a l s u b j e c t was o f I n t e r e s t .

T h is f i n d i n g I s c o n s i s ­

t e n t w i t h t h e f i n d i n g s o f t h e p r e v i o u s r e s e a r c h done by C r o s s .
B a i r d . Knoell and M edsker. and G a rb in and Vaughn.*
12d.

Job and Program R e l a t i o n s h i p - In e v e r y c a s e e x c e p t home
economics and h e a l t h o c c u p a t i o n s t h e m a j o r i t y o f t h o s e s t u d e n t s
who were w ork ing saw no r e l a t i o n s h i p betw een t h e i r j o b and
t h e i r program o f s t u d y .

Work E x p e r i e n c e s o f t h e
O c c u p a t io n a l S t u d e n t
13.

T h i r t y p e r c e n t o f t h e male and 12 p e r c e n t o f t h e female o c c u ­
p a t i o n a l s t u d e n t s were employed f i v e o r more y e a r s on a f u l l ­
tim e b a s i s p r i o r t o e n r o l l i n g 1n t h e o c c u p a t i o n a l program.
Twenty-two p e r c e n t o f t h e m ales and 24 p e r c e n t o f t h e f e m a le s
have worked f u l l - t i m e from one t o f o u r y e a r s .

A n o th e r 23

p e r c e n t o f t h e m a l e s and 21 p e r c e n t o f t h e f e m a le s worked
f u l l - t i m e l e s s t h a n one y e a r p r i o r t o e n t e r i n g t h e o c c u p a ­
t i o n a l program and 23 p e r c e n t o f t h e males and 43 p e r c e n t o f
t h e f e m a l e s have n e v e r worked f u l l - t i m e .
When you c o n s i d e r t h e f a c t t h a t t h e m a j o r i t y o f t h e working
o c c u p a t i o n a l s t u d e n t s saw no r e l a t i o n s h i p betw een t h e i r j o b and
t h e i r program o f s t u d y , 1 t does n o t come a s a s u r p r i s e t h a t t h e
community c o l l e g e g e n e r a l l y d i d n o t r e c o g n i z e t h e s t u d e n t s '

*See Page 33.

114

p a s t work e x p e r i e n c e f o r c o l l e g e c r e d i t , n o r t h a t t h e employer
1s r e i m b u r s i n g t h e s t u d e n t f o r t h e ex p en se he I n c u r r e d w h i l e
e n r o l l e d i n an o c c u p a t i o n a l pro g ram .

The community c o l l e g e

s h o u l d assume a s o n e o f I t s r e s p o n s i b i l i t i e s t h a t o f f i n d i n g
employment r e l a t e d t o t h e s t u d e n t s * program o f s t u d y w h i l e he
1s e n r o l l e d 1n an o c c u p a t i o n a l program.
Recommendations f o r F u r t h e r R e s e a r c h
1.

A s t u d y o f t h e c h a r a c t e r i s t i c s o f M i c h i g a n ' s p u b l i c community
and j u n i o r c o l l e g e o c c u p a t i o n a l s t u d e n t s s h o u l d be c o n d u c t e d
in a p p r o x i m a t e l y f i v e y e a r s f o r the p u r p o s e o f d e t e r m i n i n g
t h e ch an g es t h a t h a v e o c c u r r e d .

2.

F u r t h e r r e s e a r c h c o u l d be u n d e r t a k e n t o i n v e s t i g a t e t h e
s o c i o e c o n o m i c c h a r a c t e r i s t i c s o f M i c h i g a n 's p u b l i c conm unlty
and j u n i o r c o l l e g e o c c u p a t i o n a l s t u d e n t s and t h e i r p a r e n t s .
T his would p r o v i d e a n o t h e r s e t o f d e s c r i p t i v e v a r i a b l e s t h a t
would a s s i s t community c o l l e g e a d m i n i s t r a t o r s 1n p r o v i d i n g
a p p r o p r i a t e programs.

3.

A s t a t e d ir e c te d follow -up stu d y of the o c cu patio nal stu d en ts
who l e a v e Michigan p u b l i c community and j u n i o r c o l l e g e s sh o u ld
be c o n d u c t e d Im m e d ia t e l y 1n a n e f f o r t t o d e t e r m i n e t h e o v e r a l l
e f f e c t i v e n e s s o f o c c u p a t i o n a l e d u c a t i o n p ro g ram s.

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mr,—

B a i r d , L. L.
Family Income and t h e C h a r a c t e r i s t i c s o f C o l l e g e Bound
Students^
Iowa C i t y . Iowa American C o l l e q e T e s t l n q Program,
1W T .

Cohen, A r t h u r M. and Qul m ley, E d g a r . Trends 1n t h e Study o f J u n i o r
C o l l e g e s : 1970. R a t i o n a l and Recommendations f o r F i f t e e n
E s s e n t i a l R e s e a r c h P r o j e c t s . Washington D.C .: J u n i o r C o l le g e
R e s e a r c h Review. American A s s o c i a t i o n Community and J u n i o r
C o l l e g e s , S e p t e m b e r , 1970.
C o l l e g e E n t r a n c e E x a m in a t io n Bo ard. C om para tiv e Guidance and P l a c e ­
ment P r o g r a m s. P r i n c e t o n :
E d u c a t i o n a l t e s t i n g S e r v i c e , 19<>8.
C r e a g e r , J . A. e t a l . N a t i o n a l Norms f o r E n t e r i n g Col l e g e FreshmenF a l l 1969. A .C7T R e s e a r c h R e p o r t , Vol. 4 , No. 7. Washington
b . C . : American Council on E d u c a t i o n , 1969.
C r o s s , K. P a t r i c i a .
The J u n i o r C o l l e g e S t u d e n t : A R e s e a r c h D e s c r i p t i o n .
P r i n c e t o n ; E d u c a t i o n a l T e s t i n g S e r v i c e s , 1968.
G a r b i n , A. P. e t a l . Community J u n i o r C o l l e q e S t u d e n t s E n r o l l e d 1n
O c c u p a t i o n a l P ro gram s: S e l e c t e d C h a r a c t e r i s t i c s . E x p e r i e n c e s
and p e r c e p t i o n s . Columbus. Ohio: The t e n t e r f o r V o c a t i o n a l
and T e c h n ic a l E d u c a t i o n , The Ohio S t a t e U n i v e r s i t y , 1971.
Ingham I n t e r m e d i a t e Board o f E d u c a t i o n .
E d u c a t i o n and Employment.
An Are a V o c a t i o n a l Study c o n d u c t e d by t h e Ingham I n t e r m e d i a t e
Bo a rd o f E d u c a t i o n . Mason, M i c h ig a n , 1967.

117
K n o e l l , S. M. e t a l . F a c t o r s A f f e c t i n g P e r f o r m a n c e o f T r a n s f e r
S t u d e n t s from T w o - t o - F o u r Y e a r C o l l e g e s : w i t h I m p l i c a t i o n s f o r
C o o r d i n a t i o n and A r t i c u l a t i o n . B e r k e l e y : C e n te r f o r Rese arch
and Development 1n H i g h e r E d u c a t i o n . U n i v e r s i t y o f C a l i f o r n i a *
1964.
Michigan D ep artm en t o f E d u c a t i o n . E n r o l l m e n t s 1n M1ch1gan Col 1eges
and U n i v e r s i t i e s .
L a n s i n g , M i c h ig a n , 196^.
Munday, Leo A. A Comparison o f J u n i o r C o l l e g e S t u d e n t s In T r a n s f e r
and T e n n ln a l C u r r i c u l a , t h e Two Year C o l l e g e and I t s S t u d e n t s :
An E m p i r i c a l R e p o r t .
Iowa C i t y , Iowa: American C o l l e g e
T e s t i n g Program, 1968.
Nixon, R i c h a r d M. Toward U n i v e r s a l O p p o r t u n i t y . Two Year C o l l e g e s :
Goals and P r i o r i t i e s f o r F e d e r a l P ro g ra m s. Wash ington D.C.
Am erican A s s o c i a t i o n o f Community J u n i o r C o l l e g e s , M arch , 1970.
P e t e r s o n , B a s i l H. C r i t i c a l Problems and Needs o f C a l i f o r n i a J u n i o r
Col l e g e s . C a l i f o r n i a J u n i o r C o l l e g e A s s o c i a t i o n , 19 6?.
R i c h a r d s , J . M. e t a l . Who Goes Where t o C o l l e q e .
American C o l l e g e T e s t i n g Prog ra m , 1967.

Iowa C i t y , Iowa:

Sm ith, Max S. F i n a l R e p o r t o f t h e West S ho re Community C o l l e g e Area
V o c a t i o n a l and T e c h n i c a l E d u c a t i o n Study" P r e p a r e d by t h e
O f f i c e Comnunlty C o l l e g e C o o p e r a t i o n a t Michigan S t a t e
U niversity.
E a s t L a n s i n g , M i c h ig a n , 1967.
S c h o e n d f e l d t , L. F. P r o j e c t T a l e n t : One Year Follo w Up S t u d i e s ,
P o s t - h i g h School E d u c a t i o n . P i t t s b u r g h : U n i v e r s i t y o f
P i t t s b u r g h , 1969.

APPENDICES

APPENDIX A
CRITERIA FOLLOWED IN ESTABLISHING STANDARD
METROPOLITAN STATISTICAL AREAS

118

APPENDIX A

C r i t e r i a Followe d 1n E s t a b l i s h i n g S t a n d a r d
M e t r o p o l i t a n S t a t i s t i c a l A re as
The d e f i n i t i o n o f an I n d i v i d u a l s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l
a r e a I n v o l v e s two c o n s i d e r a t i o n s ; f i r s t , a c i t y o r c i t i e s o f s p e c i f i e d
p o p u l a t i o n t o c o n s t i t u t e t h e c e n t r a l c i t y and t o I d e n t i f y t h e c o u n t y i n
which 1 t 1s l o c a t e d a s t h e c e n t r a l c o u n t y ; a n d , s e c o n d , econom ic and
s o c i a l r e l a t i o n s h i p s w i t h c o n t i g u o u s c o u n t i e s w h ich a r e m e t r o p o l i t a n In
c h a r a c t e r , so t h a t t h e p e r i p h e r y o f t h e s p e c i f i c m e t r o p o l i t a n a r e a may be
d e t e r m i n e d . S t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l a r e a s may c r o s s S t a t e l i n e s .
I f t h i s 1s n e c e s s a r y In o r d e r t o I n c l u d e q u a l i f i e d c o n t i g u o u s c o u n t i e s .
Population C r i t e r i a
1.

E a s t s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l a r e a must I n c l u d e a t l e a s t :
(a)
(b)

2.

One c i t y w i t h 5 0 , 0 0 0 o r more I n h a b i t a n t s , o r
Two c i t i e s h a v in g c o n t i g u o u s b o u n d a r i e s and c o n s t i t u t i n g ,
f o r g e n e r a l econom ic and s o c i a l p u r p o s e s , a s i n g l e c o m n u n lty
w i t h a combined p o p u l a t i o n o f a t l e a s t 5 0 , 0 0 0 , t h e s m a l l e r
o f which must have a p o p u l a t i o n o f a t l e a s t 1 5 , 0 0 0 .

I f two o r more a d j a c e n t c o u n t i e s e a c h h av e a c i t y o f 5 0 , 0 0 0 I n ­
h a b i t a n t s o r more ( o r tw i n c i t i e s u n d e r 1 ( b ) ) and t h e c i t i e s a r e
w i t h i n 20 m i l e s o f e a c h o t h e r ( c i t y l i m i t s t o c i t y l i m i t s ) , t h e y
w i l l be I n c l u d e d 1n t h e same a r e a u n l e s s t h e r e 1s d e f i n i t e
e v i d e n c e t h a t t h e two c i t i e s a r e n o t e c o n o m i c a l l y and s o c i a l l y
Integrated.

C r i t e r i a of M etropolitan C haracter
The c r i t e r i a o f m e t r o p o l i t a n c h a r a c t e r r e l a t e p r i m a r i l y t o t h e
a t t r i b u t e s o f t h e c o u n t y a s a p l a c e o f work o r a s a home f o r a c o n c e n t r a ­
tio n o f n o n -ag r1 cu ltu ral workers.
S p e c if ic a lly , these c r i t e r i a are:
3.

At l e a s t 75* o f t h e l a b o r f o r c e o f t h e c o u n t y m u s t be In t h e
n o n -ag rlc u ltu ral labor fo rce.

119

4.

5.

In a d d i t i o n t o c r i t e r i o n 3, t h e c o u n t y must m eet a t l e a s t
one o f t h e f o l l o w i n g c o n d i t i o n s :
(a)

I t must have 50% o r more o f I t s p o p u l a t i o n l i v i n g
1n c o n t i g u o u s m in o r c i v i l d i v i s i o n s w i t h a d e n s i t y
o f a t l e a s t 150 p e r s o n s p e r s o u a r e m i l e , 1n an
unbroken c h a i n o f m in o r c i v i l d i v i s i o n s w i t h such
d e n s i t y r a d i a t i n g from a c e n t r a l c i t y 1n t h e a r e a .

(b)

The number o f n o n a g r i c u l t u r a l w o r k e r s employed 1n
t h e c o u n t y must e q u a l a t l e a s t 10% o f t h e number o f
n o n a g r i c u l t u r a l w o r k e r s employed 1n t h e c o u n t y c o n t a i n ­
i n g t h e l a r g e s t c i t y In t h e a r e a , o r be t h e p l a c e o f
employment o f 1 0 ,0 0 0 n o n - a g r l c u l t u r a l w o r k e r s .

(c)

The n o n a g r i c u l t u r a l l a b o r f o r c e l i v i n g 1n t h e c o u n ty
must e q u a l a t l e a s t 10% o f t h e number o f t h e non­
a g r i c u l t u r a l la b o r fo rc e liv in g in the county c o n ta in ­
i n g t h e l a r g e s t c i t y 1n t h e a r e a , o r be t h e p l a c e o f
r e s i d e n c e o f a n o n a g r i c u l t u r a l l a b o r f o r c e o f 1 0 ,0 0 0 .

In New E n g l a n d , t h e c i t y a nd town a r e a d m i n i s t r a t i v e l y more
I m p o r t a n t t h a n t h e c o u n t y , and d a t a a r e c o m p ile d l o c a l l y f o r
su c h m in o r c i v i l d i v i s i o n s .
H e r e , to w n s and c i t i e s a r e t h e
u n i t s u se d 1n d e f i n i n g s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l a r e a s .
In New E n g l a n d , b e c a u s e s m a l l e r u n i t s a r e u s e d , and more r e s t r i c t e d
a r e a s r e s u l t , a p o p u l a t i o n d e n s i t y c r i t e r i o n o f a t l e a s t 100 p e r s o n s
p e r s q u a r e m i l e 1s u se d a s t h e m ea su re o f m e t r o p o l i t a n c h a r a c t e r .
C rite ria o f Integration

The c r i t e r i a o f I n t e g r a t i o n r e l a t e p r i m a r i l y t o t h e e x t e n t o f economic
and s o c i a l c o m m u n ica tio n be tw een t h e o u t l y i n g c o u n t i e s and c e n t r a l c o u n t y .
6.

A c o u n t y 1s r e g a r d e d a s i n t e g r a t e d w i t h t h e c o u n t y o r c o u n t i e s
containing the c e n tra l c i t i e s of the area I f e i t h e r of the
f o l l o w i n g c r i t e r i a I s met:
(a)

I f 15% o f t h e w o r k e r s l i v i n g i n t h e c o u n t y work 1n t h e
county or c o u n tie s c o n ta in in g c e n t r a l c i t i e s c f th e a r e a , o r

(b)

I f 25% o f t h o s e w o r k i n g in t h e c o u n t y l i v e 1n t h e c o u n t y o r
counties containing cen tral c i t i e s of the area.

120
Area T i t l e s
7.

The f o l l o w i n g g e n e r a l g u i d e l i n e s a r e use d f o r d e t e r m i n i n g t i t l e s
fo r standard m etro p o litan s t a t i s t i c a l a re a s :
(a)

The name o f t h e s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l a r e a 1s
th a t of the l a r g e s t c i t y .

(b)

The a d d i t i o n o f up t o two c i t y names may be made 1n t h e
a r e a t i t l e , on t h e b a s i s and in t h e o r d e r o f t h e f o l l o w i n g
criteria:

(c)

(1)

The a d d i t i o n a l c i t y o r c i t i e s have a t l e a s t 2 5 0,00 0
Inhabitants.

(2)

The a d d i t i o n a l c i t y o r c i t i e s have a p o p u l a t i o n o f onet h i r d o r more o f t h a t o f t h e l a r g e s t c i t y and a minimum
p o p u l a t i o n o f 2 5 , 0 0 0 , e x c e p t t h a t b o t h c i t y names a r e
u s e d 1n t h o s e i n s t a n c e s where c i t i e s q u a l i f y u n d e r
c r i t e r i o n 1 (b).

In a d d i t i o n t o c i t y names, t h e a r e a t i t l e s w i l l c o n t a i n t h e
name o f t h e S t a t e o r S t a t e s I n c l u d e d 1n t h e a r e a .
Data So urces

The d e f i n i t i o n s and t i t l e s o f s t a n d a r d m e t r o p o l i t a n s t a t i s t i c a l a r e a s
a r e e s t a b l i s h e d by t h e Bureau o f t h e Budget w i t h t h e a d v i c e o f t h e
F e d e r a l Committee on S t a n d a r d M e t r o p o l i t a n S t a t i s t i c a l A r e a s . T h i s
C o m n ltte e 1s composed o f r e p r e s e n t a t i v e s o f t h e m a j o r s t a t i s t i c a l
a g e n c i e s o f t h e F e d e r a l Government.
In a p p l y i n g t h e f o r e g o i n g c r i t e r i a ,
d a t a from t h e f o l l o w i n g s o u r c e s a r e u s e d by t h e Committee:
P o p u l a t i o n , l a b o r f o r c e , d e n s i t y , and o c c u p a t i o n a l d a t a :
Bureau o f t h e Census and Bureau o f Employment S e c u r i t y
Employment by p l a c e o f work: Bureau o f Old-Age and S u r v i v o r s
I n s u r a n c e , D epartm en t o f L a b o r , D ep artm ent o f D e f e n s e , and
C1v1l S e r v i c e Comn1ss1on.
Volume o f commuting: Bureau o f t h e Census and B ureau o f
Employment S e c u r i t y

APPENDIX B
A HAP SHOWING THE LOCATION OF MICHIGAN'S
29 PUBLIC COMMUNITY AND JUNIOR COLLEGES

121
APPENDIX B

O M R A T I N O C O M M U N I T Y COL1KGI DISTRICTS IN M IC H IGAN
S * p l* m b * r, 1969

r

r 'v
• -

j

C o m m u n ity C ollogo Districts

7

e
9
to

11
17

IJ
'9
>6
111

I7
IB

<9

:o

21
2i

27
IB

29

AI pert a C o m mu n i t y C o l l e g e
0 a y d e hoc C o mmu n i t y C o l l e g e
0 * 1 1 6 Col Iffge
M i n t Co mmu n i t y J u n i o r C o l l e g e
G l e n Oa k s C o mmu n i t y C o l l e g e
G o g e b i c Co mmu n i t y C o l l e g e
Gr a n d Rapi d* J u n i o r C o l l e g e
H e n r y f o r d C o mmu n i t y C o l l e g e
J a c k s o n Co mmu n i t y C o l l e g e
K a l a m a z o o V a l l e y Comm. C o l l e g e
K e l l o g g Co n r n o n l t y C o l l e g e
K l r t l a n d Co mmu n i t y C o l l e g e
Lake Mi c hi gan C o l l e g e
L a n s i n g Co mmu n i t y C o l l e g e
Ma comb C o u n t y C o m m u n i t y C o l l e g e
H i d M i c h i g a n Communi t y C o l l e g e
Mo n r o e Co u n t y Communi t y C o l l e g e
Mo n I c a 1m Co mmu n I t y C o l l c g e
Mu s k e g o n C o u n t y C o n m u h i t y C o l l e g e
Nort h Ce ntral Michigan Col lege
N o r t hw e s t e r n Michigan Co l le g e
O a k l a n d Co mmu n i t y C o l l e g e
St
C l a i r Co. Cow*. C o l l e g e
Scho ol cr aft College
S out hwest ern Michigan Col lege
W a s h t e n a w C o mmu n i t y C o l l e g e
Wi y n c C o u n t y C o mmu n i t y C o l l e g e
We s t S h o r e Co mmu n i t y C o l l e g e
H i gh la n d Park C o l l eg e
/////,

Intermediate

District

County D i s t r i c t
K-IJ D i s t r i c t or
Combi nat ion Thereof

ii

APPENDIX C
QUESTIONNAIRE:

CHARACTERISTICS OF MICHIGAN'S

COMMUNITY COLLEGE OCCUPATIONAL EDUCATION STUDENTS

122

APPENDIX C

QUESTIONNAIRE

CHARACTERISTICS OF MICHIGAN
COMMUNITY COLLEGE OCCUPATIONAL
EDUCATION STUDENTS

Michigan S t a t e U n i v e r s i t y
C o l le g e o f E d u c a ti o n
E a s t L a n s i n g , Michigan

F e b r u a r y , 1973

DIRECTIONS

T h i s 1s a r e s e a r c h q u e s t i o n n a i r e , n o t a n e x a m i n a t i o n . You w i l l
be ask ed f o r a v a r i e t y o f I n f o r m a t i o n a b o u t y o u r background*
a t t i t u d e s , and p l a n s . The r e s p o n s e s w i l l be u se d t o d e s c r i b e
s t u d e n t s e n r o l l e d In o c c u p a t i o n a l e d u c a t i o n program s In M i c h i g a n ' s
p u b l i c community c o l l e g e s .
By r e s p o n d i n g t o t h i s q u e s t i o n n a i r e ,
s tu d e n ts thro u g h o u t the S t a t e a re being given th e o p p o r tu n ity to
p r o v i d e I n f o r m a t i o n which w i l l be c o n s i d e r e d In p l a n n i n g f o r f u t u r e
generations o f students.
P l e a s e remember, t h i s I s n o t a t e s t .
The o n l y r i g h t a n sw e rs a r e
t h o s e which r e f l e c t your own t h o u g h t s , f e e l i n g s , and p l a n s . The
a n s w e r s w i l l b e used f o r r e s e a r c h p u r p o s e s o n l y , and In no c a s e
w i l l the answers o f In d iv id u a l s t u d e n t s , o r groups o f I n d i v i d u a ls
f r o m an I n s t i t u t i o n , be s i n g l e d o u t .
Do n o t w r i t e y o u r name on
t h e q u e s t i o n n a i r e o r a n sw e r s h e e t .
P l e a s e read e a c h q u e s t i o n c a r e f u l l y .
Be s u r e t o a n sw e r a l l 38
q u e s t i o n s . P l a c e your a n s w e r s on t h e answ er s h e e t - - n o t on t h e
q uestionnaire.
Choices "0" t h r u "9" on t h e a n sw e r s h e e t a r e
p la c e d h o r i z o n t a l l y ( l e f t to r i g h t ) r a t h e r than v e r t i c a l l y .
Use
t h e s c o r i n g p e n c i l p r o v i d e d by y o u r t e a c h e r when c o m p l e t i n g t h e
answer sheet.
P l e a s e work r a p i d l y and c a r e f u l l y .
When you have com plete d t h e q u e s t i o n n a i r e , p l e a s e r e t u r n t h e
q u e s t i o n n a i r e , answer s h e e t , and p e n c i l t o y o u r t e a c h e r .
BEGIN by p l a c i n g t h e name o f t h e c o l l e g e and t h e c o u r s e name 1n
t h e space p r o v i d e d on t h e a n sw e r s h e e t .

124
1

REMEMBER:

CHECK ONLY ONE BOX FOR EACH ANSWER. 00 NOT MARK ON THE QUESTI0NNA1R.
USE THE ANSWER SHEET AND PENCIL PROVIDED.

BACKGROUND INFORMATION
1.

Sex:
0.
1.

2.

Race:
0.
1.
2.

3.

Caucasian
Negro
Oriental

3. Mai1can American
4 . O th e r

How o l d were you on y o u r l a s t b i r t h d a y ?

0.
1.

2.
3.
4.
4.

male
fem ale

19 and u n d e r
20-24
25 -2 9
30-34
35 -3 9

5.
6.
7.
8.
9.

40 -44
45-49
50-59
60-64
65 o r o v e r

2.
3.

m arried , w ith c h ild re n
d i v o r c e d o r widowed

M arital s t a t u s :
0.
1.

single
m a r r i e d , no c h i l d r e n

HIGH SCHOOL EDUCATION EXPERIENCES
5.

While you were 1n h i g h s c h o o l , d i d you g e t m o s t l y :
0.
1.
2.
3.

6.

A 's
A 's and B 's
B 's
B ' s and C 's

4.
5.
6.
7.
8.

C 's
C 's and O's
0 's
D 's and below
O t h e r t y p e o f g r a d i n g s y s te m

On t h e h i g h school l e v e l , how many s e m e s t e r s were you e n r o l l e d
e ac h o f t h e f o l l o w i n g a r e a s o f v o c a t i o n a l - t e c h n i c a l e d u c a t i o n ?
fo r next 6 , d i f f e r e n t areas o n ly )
A g r llc u ltu r a l education?
0.
1.
2.

0 sem esters
1 sem ester
2 sem esters

(CONTINUE ON TO PAGE 2)

3.
4.

3 sem esters
4+ s e m e s t e r s

In c o u r s e s In
(Same q u e s t i o n

125
2

7.

D is trib u tiv e education (merchandising, a d v e r t is in g , salesm anship, p r o j e c t s ,
co-op, e t c .}
0.
1.
2.

8.

2

sem esters
sem ester
sem esters

3. 3 s e m e s t e r s
4 . 4+ s e m e s t e r s

0
1
2

sem esters
sem ester
sem esters

3. 3 s e m e s t e r s
4 . 4+ s e m e s t e r s

0
1
2

sem esters
sem ester
sem esters

3. 3 s e m e s t e r s
4 . 4+ s e m e s t e r s

Trade and I n d u s t r y ( a u t o m e c h a n i c s , m ach in e s h o p , c a r p e n t r y , d r a f t i n g , e t c . )
0.
1.
2.

12.

0
1

O ffice ed u catio n ( t y p i n g , s h o rth a n d , bookkeeping, block t im e , c o -o p , e t c . )
0.
1.
2.

11.

3. 3 s e m e s t e r s
4 . 4+ s e m e s t e r s

Home economics ( f o o d p l a n n i n g and p r e p a r a t i o n , se w in g , c h i l d c a r e , e t c . )
0.
1.
2.

10.

sem esters
sem ester
sem esters

H e alth o c c u p a t i o n s ( p r a c t i c a l n u r s i n g , ward s e c r e t a r i e s , h o s p i t a l o r d e r l i e s ,
e tc .)
0.
1.
2.

9.

0
1
2

0
1
2

sem esters
sem ester
sem esters

3. 3 s e m e s t e r s
4 . 4+ s e m e s t e r s

Which o f t h e s e c a t e g o r i e s b e s t d e s c r i b e s t h e h i g h sc hool 1n which you r e c e i v e d
vocational tr a i n in g ?
0.
1.
2.

p u b l i c h ig h sc h o o l
are a vocational s k ill c e n te r
p r i v a t e (church r e l a te d )

3. o t h e r
4. I did not re c e iv e vocational
t r a i n i n g 1n h i g h sc h o o l

POST SECONDARY EDUCATION EXPERIENCES
13.

S e l e c t t h e r e s p o n s e below which comes c l o s e s t t o s u g g e s t i n g bow you l e a r n e d
a b o u t t h e p a r t i c u l a r program o f s t u d y In which you a r e p r e s e n t l y e n r o l l e d .

0.
1.
2.
3.
4.

high school vocational or guidance
counselor
high school vocational education
teacher
parents
other r e la t iv e s
friends

(CONTIHUE ON TO PAGE 3)

5.
6.
7.
8.
9.

employer
se lf-ln ltla tlv e
radio, t e l e v i s i o n , newspaper
announcement
high school career day
other

126

3

14.

Which o f t h e f o l l o w i n g b e s t d e s c r i b e s t h e amount o f e d u c a t i o n you hope t o
o b t a i n d u r i n g y o u r p r e s e n t s t a y 1n s c h o o l ?
0.
1.
2.

15.

co m p lete two
c o m p l e t e two
and c o n t i n u e
c o m p l e t e one

y e a r program o f s t u d y
y e a r program o f s t u d y
e d u ca tio n elsew here
y e a r o f study

3.
4.

takingco u rses,
degree
other

but not seeking a

What do you e x p e c t t o do a f t e r you f i n i s h y o u r p r e s e n t s c h o o l i n g ?
0.
1.
2.
3.
4.

take f u r t h e r job t r a i n in g
e n t e r a fo u r y e a r c o ll e g e to
o b ta in a degree
en ter m ilita ry service
have a J o b l i n e d up f o r which I
am b e i n g t r a i n e d
have a j o b l i n e d up f o r which I
am n o t t r a i n e d

5.
6.
7.
8.

lo o k f o r work In a f i e l d f o r which
I have t r a i n i n g
lo o k f o r some k i n d o f work
be a h o u s e w i f e
c o n t i n u e my e d u c a t i o n and work

Of t h e f o l l o w i n g , who would you s a y I n f l u e n c e d y ou t h e m o st 1n t h e c h o i c e o f
y our progra m o f s t u d y 1n o c c u p a t i o n a l e d u c a t i o n ?
0.
1.
2.
3.
4.

parents
brothers or s is te r s
fellow students
guidance counselor
self-in itiativ e

5.
6.
7.
8.
9.

17.

Old t h e c o l l e g e g r a n t
required f o r a degree
0.
1.

16.

Did t h e c o l l e g e g r a n t
required f o r a degree
0.
1.

19.

yes
no

yes
no

high school v o c atio n a l e d u ca tio n
teacher
o th e r high school te a c h e r
p o s t h i g h sc h o o l t e a c h e r
frie n d s o r r e l a t i v e s (o th er than
p aren ts, brothers o r s is te r s )
e m plo yer

you co u rse c r e d i t
o r w a i v e t h e t o t a l number o f c r e d i t s
f o r p r e v i o u s work e x p e r i e n c e .
2.

I have no work e x p e r i e n c e s r e l a t e d
t o t h e t r a i n i n g prog ram

yo u c o u r s e c r e d i t o r w a i v e t h e t o t a l number o f c r e d i t s
f o r previous educational ex perience.
2.

1 have no v o c a t i o n a l t r a i n i n g
r e l a t e d t o t h e pro g ram I am
c u r r e n t l y e n r o l l e d 1n

Hark on y o u r answ er s h e e t t h e number c o r r e s p o n d i n g t o t h e c l a s s i f i c a t i o n b e lo w
which a p p l i e s t o you.
0.
1.

fu ll-tim e student
p art-tim e student

(CONTINUE OH TO PAGE 41

2.

n o n -c la s$ 1 fle d ; only tak in g courses

127
4

20.

Hark on y o u r answ er s h e e t t h e number c o r r e s p o n d i n g t o t h e c l a s s i f i c a t i o n below
which a p p l i e s t o you.
0.
1.

21.

13th
14th
15th
16th

grade
grade
grade
grade

8 : 0 0 a.m . - 1 2:0 0 Noon
1 2 : 0 0 noon - 5 p.m.
5 p.m. * 7 p.m.

3.
4.

7 p.m. - 10 p.m.
Any t i m e d u r i n g t h e d a y

self-supporting
parents
other rela tiv e s
personal savings

4.
5.
6.
7.
8.

loan
g o v e rn m e n ta l a s s i s t a n c e
loans
scholarship
em p lo y er
other

n o t employed
yes
no

In which o f t h e f o l l o w i n g a c t i v i t i e s d i d you spend most o f y o u r tim e l a s t y e a r
p r i o r t o e n r o l l i n g a t t h e community c o l l e g e ?
0.
1.
2.

26.

5.
6.
7.
8.

I s y o u r e m p l o y e r r e i m b u r s i n g you f o r any p o r t i o n o f y o u r e x p e n s e s w h i l e you
a r e e n r o l l e d 1n c o u r s e s r e l a t e d t o y o u r j o b ?
0.
1.
2.

25.

8th grade o r le s s
9th grade
10th grade
11th g r a d e
1 2 th g r a d e

What 1s y o u r main s o u r c e o f f i n a n c i a l s u p p o r t w h i l e a t t e n d i n g c o l l e g e ?
0.
1.
2.
3.

24.

non-c1as$1f1ed; ta k in g courses

What h o u r s In t h e day a r e most c o n v e n i e n t f o r you t o a t t e n d a c l a s s a t t h e
community c o l l e g e ?
0.
1.
2.

23.

2.

What I s t h e h i g h e s t e d u c a t i o n a l g r a d e t h a t yo u have c o m p le te d ?
0.
1.
2.
3.
4.

22.

fresh m an
sophomore

employed
g o i n g t o sc h o o l
m ilitary

3. Unemployed, l o o k i n g f o r work
4. housewife
5. o t h e r

Place o f residence?
0.
1.
2.

W ith in t h e c o l l e g e d i s t r i c t
O utside th e c o lle g e d i s t r i c t , but w i t h i n t h e S t a t e
Not a r e s i d e n t o f Michigan

{CONTINUE TO PAGE 51

7, What type o f occupation Pest describes your current employment status?
0.
1.
2.
3.
4.
5.
6.
7.
8.
9.
f8.

P rofessional; doctor, d e n t is t , lawyer, teach er, e tc .
managerial, o f f i c i a l , proprietor
clerk or s a le s worker
c le r ic a l or related o f f i c e work
s k ille d worker? plumber, carpenter, m illw rig h t, m achinist, e t c .
se m i-sk ille d : machine operator, e t c .
unskilled labor
a g r ic u ltu r a l; farm work
unable to categorize
not curren tly employed

What type of occupation b est describes your employment sta tu s before you
e n r o l l e d at the c o m n l t v co lleg e?

0.
1.
2.
3.
4.
5.
6.
7.
8.
9.

P rofessional; doctor, d e n t is t , lawyer, teach er, e t c .
managerial, o f f i c i a l , proprietor
clerk or s a le s worker
c le r ic a l or related o f f i c e work
s k ille d worker? plumber, carpenter, m illw rig h t, m achinist, e t c .
sem i-sk illed ? machine operator, e t c .
unskilled labor
a g r ic u ltu r a l; farm work
unable to categorize
I have never been employed ou tsid e o f the home for money
WORK EXPERIENCES

29.

During t h e p r e s e n t sc h o o l y e a r , what 1s t h e a v e r a g e number o f h o u r s p e r
week you work f o r money o u t s i d e t h e home? ( e x c l u d e p a r t i c i p a t i o n 1n
c o o p e r a t i v e p rog ram s)
0.
1.
2.

30.

3.
4.
5.

21 t o 30 h o u r s
31-40 h o u r s
more t h a n 40 h o u r s

I f you worked f u l l - t i m e b e f o r e e n t e r i n g c o l l e g e , how many y e a r s d i d y ou work?
0.
1.
2.
3.

31.

none
1 t o 10 h o u r s
11 t o 20 h o urs

worked l e s s t h a n on e y e a r
one y e a r
two y e a r s
three years

4.
5.
6.

four years
f i v e y e a r s o r more
d i d n o t work f u l l - t i m e

To what e x t e n t has y o u r p r e v i o u s work e x p e r i e n c e I n f l u e n c e d you t o e n t e r t h e
o c c u p a t i o n a l f i e l d f o r which you a r e p r e p a r i n g ?
0.
1.
2.

v e ry l a r g e e x t e n t
large e x te n t
uncertain

(CONTINUE TO PAGE 6 1

3.
4.

sm all e x t e n t
v e r y s m a ll e x t e n t

32.

Does y o u r j o b r e l a t e t o t h e p ro g ram o f s t u d y you a r e t a k i n g and y o u r f u t u r e
work p l a n s ?
0.
1.
2.

33.

Why a r e you a t t e n d i n g t h i s p a r t i c u l a r c o l l e g e ?
0.
1.
2.
3.
4.
5.
6.
7.

34.

atten d in g t h i s p a r tic u la r co llege?

S elect

t h e second m ost

im portant

S elect

t h e t h i r d mostIm portant

c l o s e t o home
low c o s t
o p p o r t u n i t y t o work w h i l e 1n s c h o o l
program s and c o u r s e s a r e o f I n t e r e s t
frie n d s a tte n d in g here
advice o f p a r e n t s , r e l a t i v e s o r f r ie n d s
pro gram s and c o u r s e s r e l a t e d t o my j o b
e x p l o r e d i f f e r e n t o c c u p a t i o n a l program s

Why a r e you
reason.
0.
1.
2.
3.
4.
5.
6.
7.

S e l e c t t h e most I m p o r t a n t r e a s o n .

c l o s e t o home
low c o s t
o p p o r t u n i t y t o work w h i l e In s c h o o l
progr am s and c o u r s e s a r e o f i n t e r e s t
frien d s a tte n d in g here
advice o f p a r e n t s , r e l a t i v e s o r f r ie n d s
pro g ram s and c o u r s e s r e l a t e d t o my j o b
e x p l o r e d i f f e r e n t o c c u p a t i o n a l progr am s

Why a r e you
reason.
0.
1.
2.
3.
4.
5.
6.
7.

35.

not working
yes
no

a tten d in g t h i s p a r tic u la r college?

c l o s e t o home
low c o s t
o p p o r t u n i t y t o work w h i l e 1n s c h o o l
p r o gram s and c o u r s e s a r e o f I n t e r e s t
frie n d s a tte n d in g here
advice o f p a r e n t s , r e l a t i v e s o r f r ie n d s
pro g ram s and c o u r s e s r e l a t e d t o my J o b
e x p l o r e d i f f e r e n t o c c u p a t i o n a l programs

(CONTINUE TO PAGE 7)

REASONS FOR ENROLLING
36.

What 1s t h e most I m p o r t a n t r e a s o n f o r y o u r e n r o l l i n g 1n an o c c u p a t i o n a l
e d u c a t i o n program?
0.
1.
2.
3.
4.
5.
6.
7.
8.

37.

What 1s t h e s e c o n d most I m p o r t a n t r e a s o n f o r y o u r e n r o l l i n g 1n an o c c u p a t i o n a l
e d u c a t i o n program?

0.
1.
2.
3.
4.
5.
6.
7.
8.

38.

t o p r e p a r e f o r my f i r s t j o b
t o p r e p a r e f o r a new a n d / o r d i f f e r e n t j o b
t o u p d a te o r upg rade my j o b s k i l l s s o a s t o a c h i e v e s t a b i l i t y o r advancement
In my c u r r e n t Job
t o d e v e l o p my p e r s o n a l i t y
t o d e v e l o p my mind and I n t e l l e c t u a l a b i l i t i e s
t o e a r n a h i g h e r Income
e x p l o r e d i f f e r e n t o c c u p a t i o n a l programs
I n t e r e s t In the s u b je c t
u n d e c id e d

t o p r e p a r e f o r my f i r s t j o b
t o p r e p a r e f o r a new a n d / o r d i f f e r e n t j o b
t o u p d a t e o r upg rade my J o b s k i l l s so a s t o a c h i e v e s t a b i l i t y o r advancement
I n my c u r r e n t j o b
t o d e v e l o p my p e r s o n a l i t y
t o d e v e l o p my mind and i n t e l l e c t u a l a b i l i t i e s
t o e a r n a h i g h e r Income
e x p l o r e d i f f e r e n t o c c u p a t i o n a l programs
I n t e r e s t 1n t h e s u b j e c t
undecided

What 1s t h e t h i r d most I m p o r t a n t r e a s o n f o r y o u r e n r o l l i n g In an o c c u p a t i o n a l
e d u c a t i o n program?

0. t o p r e p a r e f o r my f i r s t j o b
1.
2.
3.
4.
5.
6.
7.
6.

t o p r e p a r e f o r a new a n d / o r d i f f e r e n t j o b
t o u p d a t e o r u p g r a d e my j o b s k i l l s so a s t o a c h i e v e s t a b i l i t y o r advanc em ent
In my c u r r e n t J o b
t o d e v e l o p my p e r s o n a l i t y
t o d e v e l o p my n 1nd a nd I n t e l l e c t u a l a b i l i t i e s
t o e a r n a h i g h e r Income
e x p l o r e d i f f e r e n t o c c u p a t i o n a l program s
I n t e r e s t In th e s u b j e c t
undecided

STOP
You have ju s t completed the questionnaire.
and pencil to your teacher.
THANK

Return the q u estion n a ire, answer sheet
YOU

APPENDIX D
LETTER TO COMMUNITY COLLEGE PRESIDENT
REQUESTING PARTICIPATION OF THE COLLEGE
IN THE STUDY
SURVEY PERMISSION POST CARD

APPENDIX D

I am conducting a statewide study to determine the c h a r a c te r is tic s o f students
enrolled in occupational education courses 1n Michigan's public comnunlty
junior c o lle g e s . The purpose o f the study i s to describe the occupational
education student 1n terms o f h is past and present work exp erien ces, educa­
tional ex p erien ces, and reasons for attending c o lle g e . The study w ill have
Important I n d ic a t io n s for vocational education adm inistrators, program
planners, guidance and counseling personnel, and In stru cto rs.
I have randomly se le c te d your c o l le g e , and I am requesting your permission to
survey students. This w ill Involve a classroom administered pencll-paper
questionnaire which w ill take the student about 15 minutes to complete. The
number o f questionnaires to be completed w ill vary from c o lle g e to c o l l e g e ,
depending upon the number o f students en ro lled 1n occupational education courses.
Approximately 10 to 150 respondents w ill represent the c o lle g e . The design of
the study has been discussed with several comnunlty c o lle g e p resid en ts and deans
of occupational education programs. The questionnaire has been p i l o t te s te d 1n
a comnunlty c o lle g e .
It Is necessary that you Id en tify a person at your I n s t itu t io n who w ill serve as
the I n s t it u t io n 's contact person for a ll further correspondence. Because o f the
nature o f the questionn aire, and the students to be surveyed, may 1 request that
you s e le c t
The names o f the cooperating c o lle g e s w ill be treated as co n fid e n tia l Informa­
tion. The questionnaire 1s anonymous; an Impersonal s t a t i s t i c a l a n a ly s is w ill
be performed.
I urgently need your cooperation and support. This study Is being conducted 1n
order that I f u l f i l l the requirements o f the Doctor o f Philosophy degree o f the
College o f Education, Michigan State U n iv ersity , East Lansing, Michigan. Please
complete the enclosed se lf-a d d r e sse d , stamped post card and return I t to me as
soon as p o ssib le.
Thank you very much.

3323 Aragon Drive
Lansing, Michigan
JJS/kja

48906

132

APPENDIX D
POST CARD SENT TO COMMUNITY COLLEGE PRESIDENTS

1.

Would you p l e a s e g r a n t me p e r m i s s i o n t o s u r v e y
t h e o c c u p a t i o n a l e d u c a t i o n s t u d e n t s 1n y o u r
N o ____
conmunlty c o l l e g e ?
Yes __

2.

I a g r e e t h a t t h e c o l l e g e c o n t a c t p e r s o n 1s:
__________________________________ Yes____

3.

N o ___

I f t h e answ er t o No. 2 I s NO, s t a t e t h e name o f
your appointee

T itle

APPENDIX E
LETTER DIRECTED TO THE
QUESTIONNAIRE ADMINISTRATOR

APPENDIX E
3323 Aragon Drive
L a n s i n g , Michigan 48**06
Febru ary 1 2 , 1973

As you p r o b a b l y a l r e a d y know, I h a v e r e q u e s t e d , and y o u r P r e s i d e n t h a s a g r e e d ,
t h a t you s e r v e as t h e c o l l e g e c o n t a c t p e r s o n f o r a l l f u r t h e r c o r r e s p o n d e n c e
re la tiv e to th is research p ro je c t.
The p u r p o s e o f n\y I n v e s t i g a t i o n 1s t o a c q u i r e d a t a which w i l l be use d t o d e s c r i b e
the c h a r a c t e r i s t i c s o f s t u d e n t s e n r o l l e d In o c c u p a t i o n a l e d u c a t i o n c o u r s e s .
Of
p a r t i c u l a r I n t e r e s t a r e t h e s t u d e n t s ' p a s t and p r e s e n t work e x p e r i e n c e s , e d u c a ­
t i o n a l e x p e r i e n c e s , and t h e i r r e a s o n s f o r a t t e n d i n g c o l l e g e .
In r e s e a r c h , t h e c o l l e c t i o n o f d a t a 1s done by I n d i v i d u a l s 1n v a r i o u s l o c a t i o n s .
From c o n c e p t i o n t o c o m p l e t i o n o f t h i s p r o j e c t , t h e r e 1s no more I m p o r t a n t l i n k
than t h e r e s e a r c h I n s t r u m e n t a d m i n i s t r a t o r .
In r e c o g n i t i o n o f t h i s f a c t , I
would l i k e t o e x p r e s s , a t t h i s t i m e , my a p p r e c i a t i o n f o r t h e c o o p e r a t i o n which
you and y o u r c o l l e g e have e x t e n d e d me.
Accompanying t h i s l e t t e r , p l e a s e f i n d two I n f o r m a t i o n s h e e t s :
D i s t r i b u t i o n of
the Q u e s t i o n n a i r e and A d m 1 n l s t r a t i on o f t h e Q u e s t l o n n a i r e ; and a l s o t h e q u e s t i o n ­
n a i r e , answ er s h e e t s , and No. i p e n c i l s .
Please read th e inform ation sh eet
t i t l e d , D i s t r i b u t i o n o f t h e Q u e s t i o n n a i r e s b e f o r e you randomly d i s t r i b u t e t h e
other m aterials' to th e tea ch e rs.
I have a t t e m p t e d t o p r o v i d e t h e s p e c i f i c I n f o r m a t i o n t o h e l p e a s e t h e a d m i n i s t r a ­
t i v e p r o b l e m s . I hope t h a t t h e problems you e n c o u n t e r w i l l n o t be I n s u r m o u n t a b l e .
Would you p l e a s e r e t u r n t h e c o m p l e t e d answer s h e e t s and p e n c i l s t o me on o r
b e f o r e March ? , 1973. P l e a s e do n o t r e t u r n t h e q u e s t i o n n a i r e s . D i s p o s e o f them
at your I n s t i t u t i o n .
Your immediate a t t e n t i o n t o t h i s r e q u e s t would be v e r y much a p p r e c i a t e d .
Thank y o u , 1n a d v a n c e , f o r y o u r c o o p e r a t i o n .
Sincerely,
John J . Shanahan
JOS/ka

APPENDIX F
DIRECTIONS FOR THE DISTRIBUTION OF
THE QUESTIONNAIRE

134

APPENDIX F
DISTRIBUTION OF THE QUESTIONNAIRE
contribution to the statewide sample 1s
stu d en ts. The questionnaire should be d istrib u ted to the students
en rolled 1n the follow ing program areas:
PROGRAM AREA

NUMBER OF STUDENTS

Within reason, p lease s e l e c t as maqy d if f e r e n t course se ctio n s which
are currently 1n operation from the program areas lis t e d above.
Determine the number o f questionnaires that each course se c tio n w ill
re ce iv e by d ivid in g the number o f program area questionnaires by the
s e le c te d number o f courses.
The student sample should Include day, evening, as well as f u l l and
part-tim e stu d en ts. D istrib u te to the teacher whose course you have
se le c te d the Information sheet t i t l e d . Administration o f the
Questionnaire along with the appropriate number o f q uestion n aires,
answer s h e e t s , and p e n c ils . P lease d ir e c t your teacher to administer
the questionnaire anytime before the deadline date o f February 28, 1973.
Please return the completed answer sh eets and p en cils in the s e l f addressed pre-stamped envelope(s) on or before March 2, 1973. Please
DO NOT return the questionnaire. Dispose o f them a t your I n s t it u t io n .
Thank you.

J

APPENDIX G
DIRECTIONS FOR THE ADMINISTRATION OF
THE QUESTIONNAIRE

135

APPENDIX G
A dm inistration of the Q uestionnaire
The s u c c e s s o f t h i s s t u d y depends t o a c o n s i d e r a b l e e x t e n t on t e a c h e r s who w i l l
be a d m i n i s t e r i n g t h e q u e s t i o n n a i r e .
I t 1s e s s e n t i a l t h a t t h e p r o c e d u r e , as
o u t l i n e d b e lo w t be adhered t o when you a d m i n i s t e r t h e q u e s t i o n n a i r e .
S e le c tio n o f th e Students
Randomly s e l e c t from y o u r c l a s s t h e number o f s t u d e n t s eq u al t o t h e number o f
q u e s t i o n n a i r e s you have been p r o v i d e d w i t h . The s t e p s t o c o m p le te t h e random
s e l e c t i o n o f s t u d e n t s a r e as f o l l o w s :
1)

Assign a number t o each s t u d e n t 1n t h e c l a s s , s t a r t i n g w i t h t h e
number "1".

2)

R e f e r t o t h e t a b l e o f random numbers as l i s t e d below.

3)

The f i r s t s t u d e n t t o be s e l e c t e d 1s t h e s t u d e n t who
10. The s e c o n d , number 22. C on tin ue t h e s e l e c t i o n
you have t h e number o f s t u d e n t s equal t o t h e number

1s a s s i g n e d number
o f students u n til
of questionnaires.

TABLE OF RANDOM NUMBERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

10
22
24
28
09
07
02
01
29
17

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

14
08
15
06
12
21
27
20
04
18

21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

25
11
16
03
26
30
23
13
19
15

T able o f 105,000 Random Decimal D i g i t s , S t a t e m e n t No. 4 9 1 4 , F i l e No. 26 1 -A -1 ,
I n t e r s t a t e Convnerce Commission, W ashin gton , D. C . , May, 1949, Page 1.

136
2
The Q u e s t i o n n a i r e
The q u e s t i o n n a i r e w i l l t a k e t h e s t u d e n t a p p r o x i m a t e l y 15 m in u t e s t o
c o m p l e t e . Responses t o t h e q u e s t i o n s a r e t o be made d i r e c t l y on t h e
I . 6 . M . answer s h e e t , u s i n g t h e No. 2 p e n c i l which you have been
p r o v i d e d . P l e a s e t a k e g r e a t c a r e w i t h t h e answ er s h e e t ; w r i n k l e s o r
s t r a y marks may I n v a l i d a t e t h e answ er s h e e t .
D irections fo r A dm inistration
The f o l l o w i n g s e q u e n t i a l s t e p s s h o u l d be t a k e n when you a d m i n i s t e r
the q u e stio n n a ire .
1.

Randomly s e l e c t t h e s t u d e n t s .

2.

D i s t r i b u t e t h e q u e s t i o n n a i r e , answ er s h e e t , and p e n c i l t o each
s t u d e n t t h a t you have randomly s e l e c t e d .

3.

O l r e c t t h e s t u d e n t t o r e a d t h e I n s t r u c t i o n s on Page 1 o f t h e
q u e s t i o n n a i r e b e f o r e a t t e m p t i n g t o res p o n d t o t h e q u e s t i o n n a i r e .

4.

When t h e s t u d e n t has co m p lete d t h e q u e s t i o n n a i r e , he w i l l r e t u r n
t h e q u e s t i o n n a i r e , p e n c i l , and an sw er s h e e t t o you.

5.

P l e a s e c heck t h e answ er s h e e t and make s u r e t h a t t h e s t u d e n t h a s :
a)
b)

w r i t t e n i n t h e name o f t h e c o l l e g e , and
t h e name o f t h e c o u r s e 1n t h e s p a c e p r o v i d e d on t h e answ er
sheet.

6.

Review t h e answer s h e e t t o make s u r e t h e s t u d e n t has res p o n d ed t o
a l l 38 q u e s t i o n s .

7.

R e turn t h e q u e s t i o n n a i r e s , co m p lete d answ er s h e e t s , and p e n c i l s t o
t h e a d m i n i s t r a t o r who p r o v i d e d you w i t h t h e s e i te m s on o r b e f o r e
F e b r u a r y 28 , 1973.

Thank you f o r y o u r c o o p e r a t i o n .

APPENDIX H
LETTER OF APPRECIATION

137
APPENDIX H

3323 Aragon Dr.
Lansing, Michigan 48906
April 2, 1973

I wish to acknowledge my appreciation for your help and Indulgence
in the administration and c o l le c t io n o f the "C haracteristics o f
Michigan Comnunlty College Occupational Education Student"
questionnaires.
Also I wish to thank your s t a f f and students for p a r tic ip a tin g
1n the study.
Thank you very much.
Sincerely yours,

John J. Shanahan