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Ml 48106 18 BEDFORD ROW. LONDON WC1R 4E J, ENGLAND 8101120 J e f f r ie s -J a c k s o n , L o l a V iv ia n A COMPARATIVE ANALYSIS OF SECONDARY MALE A N D FEMALE GRADUATES O F VOCATIONAL EDUCATION PROGRAMS IN THE STATE OF MICHIGAN F R O M 1976 - 1978 Michigan State University University Microfilms International PH.D. 300 N. Zeeb Road, Ann Arbor. MI 48106 Copyright 1980 by Jeffries-Jackson, Lola Vivian Ail Rights Reserved 1980 PLEASE NOTE: In all cases this material has been filmed In the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark v'' . 1. Glossy photographs _ _ _ 2. Colored illustrations _ _ _ _ _ _ 3. Photographs with dark background _ _ _ _ 4. Illustrations are poor copy _ _ _ _ _ _ 5. °r1nt shows through as there 1s text on bothsides of page _ _ 6. Indistinct, broken or small print on severalpages 7. Tightly bound copy with print lost 1n spine _ _ _ _ _ _ 8. Computer printout pages with Indistinct print _ _ _ _ _ _ 9. Page(s) _ _ _ _ lacking when material received, and not available from school or author 10. Page(s) _ _ _ _ _ seem to be missing 1n numbering only as text follows 11. Poor carbon copy _ _ _ _ _ _ 12. Not original copy, several pages with blurred type . 13. Appendix pages are poor copy 14. Original copy with light type _ _ _ _ 15. Curling and wrinkled pages _ _ 16. Other_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . University Miadnims International 3 0 0 N Z 5 S 3 AO.. A NN ARBOfi Ml 4 8 1 0 6 1313) 761-4700 A COMPARATIVE ANALYSIS OF SECONDARY MALE AND FEMALE GRADUATES OF VOCATIONAL EDUCATION PROGRAMS IN THE STATE OF MICHIGAN FROM 1976 - 1978 By Lola V. Jeffries-Jackson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1980 ABSTRACT A COMPARATIVE ANALYSIS OF SECONDARY MALE AND FEMALE GRADUATES OF VOCATIONAL EDUCATION PROGRAMS IN THE STATE OF MICHIGAN FROM 1976 - 1978 By Lola V. Jeffries-Jackson Body of Abstract The purpose of this study was to compare the achievement of male students who graduated from vocational education programs with the achievements of female vocational education graduates from vocational programs during 1976, 1977 and 1978. The study was undertaken to compare (a) the extent to which males and females were gainfully employed; hourly earnings; (b) their (c) the satisfaction expressed toward their employment; and (d) the number of males and females continu­ ing their education. Data used in this study were collected by the Michigan Department of Education, Vocational-Technical Education Ser­ vice secondary follow-up. The survey questionnaire and data collection procedures represent methods used by the state agency to collect information. A ten percent random sample of 38,820 vocational gradu­ ates in 1976, 42,100 vocational graduates in 1977, and 54,439 Lola V. Jeffries-Jackson vocational graduates in 1978, who completed their vocational training and responded to the follow-up questionnaire. The vocational graduates were divided into two groups by sex to complete the analysis of Section X. The entire population of respondents was used to explore each occupational area for differences between males and females. Analysis of data produced the following findings: Employment Status Differences in the employment levels of male and female vocational graduates were minimal. Full & Part-Time Employment Differences in full and part-time employment of males and females were significant. The percentage of males em­ ployed full-time exceeded the number of females each year studied. The largest percentage of males were employed full and part-time in Trade & Industry occupations while the largest percentage of females were employed full and parttime in Business & Office occupations. Hourly Wages There were significant differences in the hourly wages of males and females. Males consistently earned higher wages than females in all occupations. Job Satisfaction There were significant differences in the degree of job satisfaction in 1976 and 1977. Males were more satisfied Lola V. Jeffries-Jackson with their employment than females. There were minimal dif­ ferences in job satisfaction levels of males and females in 1978. Continuing Education Differences in males and females continuing their educa­ tion full or part-time were minimal. Males continued their education more frequently in the areas of Health, Agriculture and Business & Office. Females continued their education more frequently in areas of Health, Agriculture and Home Economics. / This dissertation is dedicated to MY PARENTS for their guidance, understanding, and encouragement to continue my education. ii ACKNOWLEDGEMENTS I wish to express my sincere appreciation to Dr. Max Raines for his cheerful guidance and direction in the completion of this study. The expertise, interest and encouragement afforded by the members of my committee, Dr. Norma Bobbitt, Dr. Richard Featherstone, and Dr. George Ferns is especially acknowledged and appreciated. Additional thanks are expressed to my typist, Pamela Hodges, for her patience, expertise (speed), and sense of humor throughout the development of the study. A very special thanks to Mr. Arnold Loomis for the provision of work related experiences which provided exposure and motivated interest in the subject of investigation. Finally, to my husband, Richard, whose super patience, love, and flexibility kept me going through this entire experience, I can only say thanks and thanks again. iii TABLE OF CONTENTS Page List of T a b l e s .......................................... vi List of A p p e n d i c e s ..................................... viii CHAPTER I INTRODUCTION ........................... 1 Background of the S t u d y .......................... 1 Statement of the Problem.......................... 6 Hypotheses......................................... 8 Research Questions.................................9 Procedures........................................ 11 Definition of T e r m s ............................. 12 A s s u m p t i o n s ...................................... 12 Limitations of the Study......................... 13 Delinitations .................................. 13 Significance of Study .......................... 13 Organization of the S t u d y ....................... 16 CHAPTER II REVIEW OF THE RELATED LITERATURE . . . Socialization and Sex Role Stereotyping . . . . Vocational Education and Sex Role Stereotyping. Follow-Up Studies .............................. Occupational Achievement......................... S u m m a r y .......................................... CHAPTER III 18 23 27 32 35 METHODOLOGY............................. 37 Population........................................ Sample............................................ Instrument........................................ Data C o l l e c t i o n ..................... Statistical Methods ............................ Analysis Procedures -Section I ................ Analysis Procedures -Section I I ............... S u m m a r y .......................................... CHAPTER IV 17 37 38 38 39 41 43 45 46 ANALYSIS OF D A T A ...................... 48 Findings.......................................... 48 Section I - Survey of Sample Population . . . . 48 Hypothesis 1 ...................................... 48 Page Hypothesis 2 ...................................... 49 Hypothesis 3 ...................................... 52 Hypothesis 4 ...................................... 54 Hypothesis 5 ...................................... 57 Hypothesis 6 ...................................... 59 Summary Section I ................................62 Section I I ........................................ Question 1 ........................................ Question 2 ........................................ Question 3 ........................................ Question 4 ........................................ Question 5 ........................................ Question 6 ........................................ Question 7 ........................................ Summary Section I I ............................... CHAPTER V 64 64 65 69 72 75 77 78 82 FINDINGS, CONCLUSIONS AND RECOMMENDATIONS......................... 86 Statement of Problem............................. 86 Scope of the Study................................86 L i m i t a t i o n s ...................................... 87 M e t h o d o l o g y ...................................... 87 Findings from Survey ofGraduates - Section I . 88 Employment S t a t u s ............................... 88 Full and Part-Time E m p l o y m e n t ...................89 Hourly Wages...................................... 89 Job Satisfaction..................................89 Continuing Education............................. 89 Findings from Survey of Graduates by Occupational Area - Section I I ................ 89 Employment Full-Time............................. 90 Employment Part-Time............................. 90 Hourly W a ges...................................... 90 Job Satisfaction..................................90 Continuing Education Full-Time.................. 91 Continuing Education Part-Time.................. 91 Conclusions - SectionsI & I I .................... 91 Employment........................................ 91 Hourly Earnings . . ............................. 92 Continuing Education................. 94 R e c o m m e n d a t i o n s ..................................94 Appendix Appendix Appendix Appendix A B C D -Follow-Up Survey of 1976 Graduates.. . . 97 -Follow-Up Survey of 1977 Graduates. . . .101 -Follow-Up Survey of 1978 Graduates. . . .105 -Assurances Required to Obtain Access to Data....................................... 109 B i b l i o g r a p h y ........................................... 110 v LIST OF TABLES Table Page 1 Comparison of Employed Graduates by Sex and Y e a r ..............................................49 2 Comparison of Male & Female Vocational Graduates Employed Full-Time and Part-Time in 1976.......................................... 50 3 Comparison of Male 6e Female Vocational Graduates Employed Full-Time and Part-Time in 197-7........................................... 51 4 Comparison of Male & Female Vocational Graduates Employed Full-Time and Part-Time in 1978.......................................... 51 5 Comparison of Hourly Wage by Sex in 1976 . . . 53 6 Comparison of Hourly Wage by Sex in 1977 . . . 53 7 Comparison of Hourly Wage by Sex in 1978 . . . 53 8 Two-Way Anova 9 Mean Hourly Wage for Vocational Graduates by Sex and Y e a r ..................................... 56 10 Comparison of Job Satisfaction by Sex in 1976. 58 11 Comparison of Job Satisfaction by Sex in 1977. 58 12 Comparison of Job Satisfaction by Sex in 1978. 58 13 Comparison of Male 6c Female Vocational Graduates Continuing Education Full-Time and Part-Time in 1976.................. 60 Comparison of Male 6c Female Vocational Graduates Continuing Education Full-Time and Part-Time in 1977.............................. 60 Comparison of Male 6c Female Vocational Graduates Continuing Education Full-Time arid Part-Time in 1978............................. 61 14 15 Wages by Sex Across Years. . . . vi 55 Table Page 16 Summary - Male & Female Vocational Graduates 10% S a m p l e .......................................63 17 Male & Female Vocational Graduates Employed by Occupational Area and Year.................... 66 18 Male & Female Vocational Graduates Employed Full-Time by Occupational Area and Year. . . . 68 Male & Female Vocational Graduates Employed Part-Time by Occupational Area and Year. . . . 70 Hourly Wage of Male & Female Vocational Graduates by Occupational Area and Year. 74 19 20 ... 21 Job Satisfaction of Male & Female Vocational Education Graduates by Occupational Area and Y e a r ......................................... 76 22 Male & Female Vocational Graduates Continuing Education Full-Time by Occupational Area and Y e a r ......................................... 79 23 Male & Female Vocational Graduates Continuing Education Part-Time by Occupational Area and Y e a r .........................................81 24 Summary - Male & Female Vocational Graduates by Occupational A r e a ............................ 84 vii LIST OF APPENDICES Page Appendix A -Follow-Up Survey of 1976 Graduates ... Appendix B -Follow-Up Survey of 1977 Graduates . . . 101 Appendix C -Follow-Up Survey of 1978 Graduates , . . 105 Appendix D -Assurances Required to Obtain Access to Data. . .............................. 109 viii 97 CHAPTER I INTRODUCTION Background of the Study Congress mandated that a study be made to determine the extent of sex discrimination and sex stereotyping in vocational education with the passage of the Education Amendments of 1976. The Amendments further requested a report of progress being made toward reducing sex bias and sex-role stereotyping in both training programs themselves and the occupations to which they lead. Certain positive actions were also defined to reduce sex stereotyping and discrimination in vocational education. This study is intended to address Section 104.75(b) of the Rules and Regulations that states must gather, analyze and disseminate data on the status of men and women, students and employees in vocational programs of the State.^ The Education Amendments of 1976 were passed into law four years after the requirements of Title IX of the Education 1----------------- Department of Health, Education and Welfare, Office of Education, Vocational Education, State Programs and Commissioners Discretionary Programs. Federal Register, Volume 42, No. 191, Section 104.75(b), October 3, 1977. 1 2 Amendments of 1972. While the present provisions and Title IX are similar in basic intent (i.e., seeking to insure equal opportunities for males and females), there are some signifi­ cant differences. 1972 states: Title IX of the Education Amendments of "No person shall on the basis of sex, be excluded from.participation in, be denied the benefits of, or be sub­ jected to discrimination under any education program or 2 activity receiving Federal financial assistance." Discrimin­ ation is defined in the Act as actions which limit or deny opportunities on the basis of sex. The Education Amendments of 1976 include discrimination but also address "sex bias c?nd stereotyping; these factors are attitudinal in nature, much subtler, and perhaps more pervasive." While Title IX prohibits a variety of forms of discrimination, the current amendments mandate the development of programs to overcome sex stereotyping and discrimination in vocational education programs. Vocational education has been impacted by the requirement of providing equal opportunity for all persons at all levels. There is great demand that persons be admitted to vocational preparation on the basis of interest and ability rather than on the basis of gender and/or interests and abilities tradi­ tionally associated with being male or female. It is _2----------Department of Health, Education and Welfare, Office of the Secretary, Nondiscrimination on Basis of Sex. Federal Register, Volume 40, No. 108, page 24128, June 4, 1975. 3 reasonable Co assume Chat if there were no gender-based fac­ tors influencing career selection and preparation, males and females would be enrolled in proportion to their representa­ tion in the vocational education population. A study conducted by Steele in 1974 found that out of 128 Office of Education (0. E.) instructional wage earning programs, females were the majority in 15 of 17 health pro­ grams, 6 of 6 occupational home economics programs, and 8 of 10 office programs. Males were the majority in 8 of 8 agricultural, 14 of 20 distributive education, 22 of 22 technical, and 40 of 45 trade and industrial education pro3 grams. Despite the thrust of recent legislation aimed at eradicating discrimination in employment and education, fe­ males although comprising two-thirds of all secondary students in vocational education 4 are concentrated in three areas: home economics, health and office occupations.^ It is very apparent from these studies that males and females are enrolled in nearly all occupational areas of vocational education in numbers disproportionate to their 3----------------- Marilyn Steele, Women in Vocational Education. Project Baseline Supplemental Report, Washington, D.C.: Technical Education Research Center, October, 1974, page 154. 4 Women's Rights Project, How to Erase Sex Discrimination in Vocational Education. (American Civil Liberties Union Foundation, 1977), page 4. 5 Ibid, page 5. 4 representation in the total population. This skewed enroll­ ment among occupations is best explained by factors that influence students to limit the consideration of a career solely on the basis of gender. A variety of forces external and internal to vocational education encourages the stereotyping that results in a sexual division of occupational preparation. Vocational education itself cannot be held blameless, but to the extent that the institution of education is expected to reflect the values of society at large, it is unfair to assign total responsibility for defects in vocational education to vocational education alone.® The socialization process is probably the most impor­ tant influence of gender-based occupational selection. Career expectations have been so effectively expressed that large numbers of women seldom consider preparing for occupa­ tions in which men are the majority.^ From the earliest years of a female's development, the message of socialization 5 John Philip Schenck, Sex Fairness in Vocational Education. The ERIC Clearinghouse on Career Education, The Center for Vocational Education, The Ohio State Univer­ sity, Columbus, Ohio, 1977, page 8. 7 Mary L. Ellis, Women in Technical Education. Paper presented at National Education Clinic, Oklahoma City, Oklahoma, March 1971. 5 is to be feminine. These studies would lead us to conclude that socialization promotes sex bias and sex role stereotyping in vocational education and education in general. A system of inherited occupational biases based on gender relegates many female vocational education graduates to the ranks of working poor. Wages and salaries are dif­ ferentially distributed among traditionally male and female occupations, with the least money going to occupations filled 9 by women. Increased education generally means that a woman will work, but the relationship between education, occupation, and earnings for women cannot be reconciled with the expected financial worth of education and training. Men earn high returns on education and training investments, both in status and income. Working women as a group are penalized both in earnings and job security.^ Vocational education is one of the major trainers of workers at less than the baccalaureate degree level. The decisions which students make and are assisted to make con­ cerning the type of vocational training they will pursue can s------------------ Marcia S. Kimmil, Educational Influences on Career Opportunities for W omen. Teacher Education Forum Series, Volume 2., No. l3, Washington, D. C., Bureau of Educational Personnel Development, Office of Education, March 1974. 9 Schenck, op. cit., page 5. 10 Ibid., page 7. 6 effect the remainder of their working lives. Vocational education has the opportunity to make a genuine impact on reducing sex discrimination. Statement of the Problem The purpose of this study was to compare the achievements of Michigan's male and female graduates of secondary voca­ tional education programs in 1976, 1977 and 1978. Specifi­ cally, it has undertaken to compare the extent to which recently graduated males and females after one year: gain employment, earn comparable hourly wages, report satisfaction with their employment and continue their education beyond high school. In this age of antidiscrimination and affirmative action programs, with interest in and pressures from special interest groups and recently enacted legislation, a look at the occupational patterns and achievements of males and females who are graduates of vocational education programs is in order. There has been considerable controversy in recent years concerning the role, the objectives, and the adequacy of vocational education programs. Many of these questions arise from changes in society and the need of the educational system to define responses to these changes. Vocational education emphasizes educational programs that will bridge the gap between student interests and needs and the demands of our rapidly changing labor market. 7 Andrew and Roberts in their study of vocational and non-vocational graduates contend that one of the best means of evaluating the results of vocational education is found in the follow-up studies of the students who have graduated 11 from various vocational programs. The findings from follow-up studies can be used to improve vocational educa­ tion programs. The Michigan Department of Education, VocationalTechnical Education Service, annually follows up all secon­ dary graduates of vocational programs. The follow-up survey has provided extensive data to those providing leadership to vocational programs at the local, state and federal levels by providing: 1. 2. 3. Recommendations from graduates for improving vocational education programs. Information from graduates on their guidance and placement needs. Detailed description of what happens to graduates after they leave vocational education programs. Title II, Section 112 of the 1976 Vocational Amendments requires that each state evaluate the effectiveness of each funded program within a five year period. These evaluations must be in terms of the planning and operational process, results of student achievement, results of employment success and results of additional services the State provides under n------Dean C. Andrew and Lawrence H. Roberts, A Comparative Study of the Occupational Achievements of Vocational and Mon-Vocational High School Graduates in the State of Arkansas, fiducational Planning and Evaluation Services, Magnolia, Arkansas, 1974. 8 12 the Act to special population groups. Although follow-up data are available for male and female graduates, there is no comparative data to show whether occu­ pational achievement in the world of work is better for male than for female vocational graduates. Hypotheses The following hypotheses were tested in this study. Hypothesis 1 There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the percent of graduates employed across 1976, 1977 and 1978. Hypothesis 2 There is no relationship between male vocational educa­ tion graduates and female vocational education graduates in the percentage of graduates employed full or parttime in 1976, 1977 and 1978. Hypothesis 3 There is no significant difference between male vocational education graduates and female vocational education graduates in the amount of hourly wages they earned in 1976, 1977 and 1978. 12 United States Congress, Education Amendments of 1976, Public Law 94-482, 94th Congress, 1976. 9 Hypothesis 4 There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the amount of hourly wages they earned across 1976, 1977 and 1978. Hypothesis 5 There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the degree of their job satisfaction in 1976, 1977 and 1978. Hypothesis 6 There is no relationship between male vocational educa­ tion graduates and female vocational education graduates in the percentage of graduates continuing their educa­ tion full or part-time in 1976, 1977 and 1978. Research Questions The following research questions were explored by occupational area in this study. Question 1 Is there a difference between male vocational graduates and female vocational graduates in the percentage em­ ployed by occupational area in 1976, 1977 and 1978? Question 2 Is there a difference in the percentage of male voca­ tional education graduates and female vocational 10 education graduates employed full-time by occupational area in 1976, 1977 and 1978? Question 3 Is there a difference between male vocational educa­ tion graduates and female vocational education graduates in the percentage employed part-time by occupational area in 1976, 1977 and 1978? Question 4 Is there a difference in the hourly wages earned by male vocational education graduates and female vocational education graduates by occupational area in 1976, 1977 and 1978? Question 5 Is there a difference in the degree of job satisfaction of male vocational education graduates and female voca­ tional education graduates by occupational area in 1976, 1977 and 1978? Question 6 Is there a difference between male vocational educa­ tion graduates and female vocational education graduates in the percentage continuing education full-time by occupational area in 1976, 1977 and 1978? Question 7 Is there a difference in the percentage of male voca­ tional education graduates and female vocational educa­ tion graduates continuing education part-time by 11 occupational area in 1976, 1977 and 1978? Procedures The population of this study consisted of 38,820 sec­ ondary vocational graduates in 1976; 42,100 secondary voca­ tional graduates in 1977; and 54,439 secondary vocational graduates in 1978, who responded to the Michigan Department of Education, Vocational-Technical Education Follow-Up Studies. The data were collected in the annual follow-up studies of secondary vocational graduates conducted by the Michigan Department of Education nine months after graduation. The 10 percent sample used in Section I of the study consisted of randomly selected male and female secondary vocational graduates who completed and returned the follow-up question­ naire in 1976, 1977 and 1978. The data in Section I were analyzed using a Chi-square, T-test and Analysis of Variance for differences between means and differences between percen­ tages . The entire male and female population who responded to the vocational education follow-up survey in 1976, 1977 and 1978 was used to explore questions related to the hypotheses for Section II of the study. The occupational areas used in Section II of this study were Agriculture, Distributive Educa­ tion, Health, Home Economics, Business and Office, and Trade and Industry. 12 Definition of Terms The following terms are defined for use in this study. 1. Continuing Education Graduates pursuing formal education beyond the secon­ dary level. 2. Job Satisfaction The graduate's perception of their degree of content­ ment with their present employment situation. 3. Occupational Involvement The extent to which graduates of vocational programs are employed, full or part-time. 4. Vocational Education Program Organized educational programs which are directly related to the preparation of individuals for employ­ ment , or for additional preparation for a career requiring other than a baccalaureate or advanced degree. Assumptions 1. The students completed programs that met the Michigan Department of Education's Program Standards of Quality for Approved Vocational-Technical Education Programs in Michigan. 2. Employment of students and/or continued education were considered to be valid indicators of occupational achievement of high school graduates. 13 3. Student response to the follow-up questionnaire was high enough to allow for generalization to all students enrolled in vocational education. 4. A normal population sample was drawn and the variances were homogeneous. Limitations of the Study This study is limited to the 1976, 1977 and 1978 voca­ tional graduates who responded to the follow-up questionnaire. There was a total of 71.3 percent (38,820 graduates) response rate for 1976, 76.5 percent (42,100 graduates) response rate for 1977, and 76.9 percent (54,439 graduates) response rate for 1978. The response rates for the three years was suf­ ficiently high to allow for generalization to the vocational population in Michigan. Delimitations This study compares males and females by the occupational areas of Agriculture, Distributive Education, Health, Home Economics, Business and Office, and Trade and Industry. It did not include a comparison of males and females by specific job titles within the occupational area. Significance of Study A statewide study of male and female secondary gradu­ ates in vocational education would provide needed information for vocational program efforts. 14 The results of this study should: 1. Determine if there is a difference between the employment rates of male and female graduates of vocational educa­ tion. The data should indicate if there are changes in the total employment for 1976, 1977 and 1978. Systematic differences could indicate trends of employment for males and females in the labor market. 2. Determine if there is a difference between male and female secondary vocational graduates employed parttime and full-time. Vocational education planners, administrators and educators would have comparative information on trends in male and female employment. This would assist them in measuring changing needs and circumstances of graduates as well as measuring the effectiveness of objectives in the education program. 3. Determine if there is a difference in the amount of hourly wages earned by male and female graduates of secondary vocational programs. This data should pro­ vide comparative data on the hourly wages males and females have earned over the three years of this 4. study. Determine if there is a difference between male and female vocational graduates of secondary programs in their level of reported job satisfaction. This data could be used by counselors and career resource per­ sonnel when discussing career options with students. 15 5. Determine if there is a difference between the percent of male and female secondary vocational graduates con­ tinuing their education. This data should provide trend information on what is happening to graduates of voca­ tional programs. It would provide educators with information on the placement patterns of graduates. The information from this study could provide state and local planners with an accurate data base for use in long range planning, expansion and modification of vocational programs. Data from this study could be used to develop strategies for increasing the distribution of males and females throughout vocational occupations. Data from this study could also be a contribution to future related studies at the state and national levels. * The findings of this study will focus on the graduates of vocational education programs in the State of Michigan. Generalizations from this study should not be made to vocational graduates of other states. This study will focus only on the graduates occupational achievement one year after graduation. The Secondary Follow-Up Survey instrument was not tested for validity and reliability, but was devised and piloted by a committee of researchers, vocational educators, coun­ selors and administrators. 16 Organization of the Study Chapter I provides an introduction with a statement of the problem together with its significant scope and limita­ tions. Chapter II is a review of the literature pertinent to the problems. Chapter III outlines the design and pro­ cedures of the study. the data. Chapter IV contains an analysis of Chapter V presents a general summary of the study, conclusions and recommendations for further study. CHAPTER II REVIEW OF THE RELATED LITERATURE All societies are confronted with the problem of improving the methods by which they bring youth into adult­ hood -- and particularly working productive adulthood. In our society, as opposed to one dominated by tradition, past approaches to bringing young people into adult participa­ tion in work are less likely to be appropriate or relevant to the present requirement of individuals. In our dynamic changing society, jobs change rapidly and what individuals 1 need to expect from jobs changes rapidly. No one is satisfied that youth know enough about the work world and young people frequently concur in this judgement, acknow­ ledging that they make important educational and occupational decisions on impulse or by chance. As signif­ icant as the gaps in knowledge are, the false and over glamorized images implanted by the media and the erroneous or limited ideas conveyed by peers, parents, and relatives x----------------- Dennis Gallagher, "Community Efforts to Link Education and Work." From School to Work. Washington, D . C . : The National Commission for Manpower Policy, 1976. 17 18 have a greater impact on the career choices students 2 make. The literature reviewed in this chapter is intended to examine: (1) the Socialization Process and Sex Role Stereotyping, (2) Vocational Education and Sex Role Stereotyping, (3) Follow-Up Studies, and (4) Criteria Suggested for Measuring Occupational Achievement. Socialization and Sex Role Stereotyping Socialization is defined as the process by which an individual learns the ways of a given society -- the behaviors, values, and expectations of others — so that he or she can take on particular roles in society and func3 tion within it. Elkin felt socialization includes both learning and internalizing appropriate patterns, values 4 and feelings. 2----------------- Beatrice G, Reubens, "Youth in the Work World". Bridges to Wo r k . International Comparisons of Transition Services (Monclair, New Jersey: Allanheld, Osmun and Company, Publishers, Inc., 1977) p. 51. 3 A. E. Guskin and S. L. Guskin, A Social Psychology of Education (Reading, Massachusetts: Adctison-Wesley, 1970) p. 98. 4 F. Elkin, The Child and Society (New York: Random House, 1961) p. 7"! 19 5 Socialization is a function of social interaction. The child's interaction with his or her family beginning from birth, determines his or her idea of themselves, an essential aspect of his or her personality. From the beginning, boys and girls grow up in different culturally determined emotional atmospheres. At this time there is no firm evidence that males and females are destined by nature for the arbitrary roles and characteristics 6 assigned to the two sexes in this or any other culture. Family childbearing practices reflect cultural expectations and in a sense provide a life style or "life 7 script" for children and adults. Sex role behaviors are among the first learnings of children and the evidence suggests that female/male distinctions are apparent to 8 children as early as age two. By the fourth grade, girl's perceptions of occupations open to them are limited to four: teacher, nurse, secretary or mother. Boys 5 Ibid., p. 5. 6 P. H. Mussen, J. J. Conger, and J. Kagon, Child Development and Personality (New York: Harper and Row, 1^74), p. 398. 7 National Education Association. "Education for Survival". Final Report: Sex Role Stereotypes Project. U.S.O.E.-0-72-2507. Washington, D. C . : N.E.A., Teacher's Rights, July 1973. 8 Jerome Kagen, "Check One: — Male — Female." Psychology Today 3 (July 1969), pgs 39-41. 20 of the same age perceive their occupational options to be 9 considerably less restricted. The basic values set in early grade school is a reflection of the female role in society. Women are expected to be cautious, rather than daring, and should always be ladylike and polite. Young women tend to confuse femininity with the notion of romance and glamour. A decline in career aspirations of high school women was related to their feelings that male classmates disapproved of a female who exhibited her 10 intelligence. Barnett found that the range of occupa­ tions considered by girls is not only restricted, but that girls of all ages between nine and seventeen select L1 occupations of lower status than those chosen by boys. A powerful part of the socialization process for 12 females is the "motherhood mandate". The main reason ----- 5--------------Robert O'Hara, "The Roots of Careers". Elementary School Journal 62 (February 1962), pgs 277-280. 10 Peggy Hawley, "What Women Think Men Think". Journal of Counseling Psychology 18 (Autumn 1971), pgs 193-194. 11 R. Barnett, Vicissitudes of Occupational Preferences and Aversion Among Boys and &irls Ages 9-l7. Paper presented before the American Psychological Association. Montreal: August 1973. 12 Nancy F. Russo; "The Motherhood Mandate". Journal of Social Issues 32. No. 3 (Summer 1976), pgs. 143-133 21 for keeping women at home is to bear and rear children. Motherhood is a woman's reason for existing. For the pre­ school child, there is limited access to female role models other than mothers. In industrially sophisticated societies, advanced training, education or experience is needed to acquire jobs that are alternatives to motherhood. Many young females do not pursue these jobs primarily because they perceive their adult role to be that of mother only. The potentially irrevocable impact of such behavior is not apparent to many young women. Cultural trends affect all agencies. The special interest groups are proclaiming their concern about pro­ pagation of sexism in schools. There is a growing aware­ ness of the damage done to individual growth by channeling people into narrow roles according to sex. 13 The Michigan Women's Commission stated the following concerning sex stereotyping: "Sex stereotypes arise from the belief that certain abilities, traits, and interests usually occur only in men and boys and other abilities, traits, and interests occur only in women and girls. These stereotypes are grounded in ignorance and fear and unreason­ ably restrict the rights of individuals to make their own life choices. They are particularly destructive to children, because they profoundly influence their level n C. Jacobs and C. Eaton, "Sexism in the Elementary School," Today's Education, December, 1972, p. 20. 22 of self-esteem choice of occupation, and means of self-expression."14 Allport defines stereotype as "an exaggerated belief associated with a category." Its function is to justify or 15 rationalize our conduct in relation to that category. In another article sex role stereotypes were defined as "the beliefs we hold about the 'right' way for girls to act or the 'right' way for boys to act". Further it was stated that these beliefs are part of our basic value 16 sys tern. Howe defined sexual stereotypes as assumed differences, social conventions or norms, learned behavior, attitudes, 17 and expectations. The messages that children, adolescents, and adults get from their culture, however, do emphasize the differences between the sexes. Images on television, in newspapers, and magazines do, for the most part depict women as dependent adults, unable to make decisions or use their talents in a 15----------------- Sex Discrimination in an Elementary Reading Program (Lansing: Michigan Women's Commission), p. 1. 15 G. W. Allport, The Nature of Prejudice (New York: Doubleday, 1958), p. 187. 16 Decoding the Messages, "The Awareness Game 8' (1973): 8. 17 F. Howe, "Sexual Stereotypes Start Early," Saturday Review 54 (1971), pg. 76. --------- 23 variety of ways. is presented — In the same way a distorted picture of men tough as nails, violent, unable to express emotion, always needing to get ahead at the expense of others, and supremely successful in all they undertake. What is needed is a more balanced picture of what adults can do so that this can be reflected in the world of work for women * 18 and men. Patterns of socialization erect internalized barriers that limit men and women in their occupational choices. These barriers are the attitudes, values, prejudices and norms taught boys and girls about what are properly male and female behaviors and roles in society. The socialization both sexes receive limits their thinking openly and objec­ tively about preferences, interests, choices and decisions for their futures. Vocational Education and Sex Role Stereotyping Vocational education programs are designed to prepare young people and adults with knowledges and skills to success­ fully enter and progress in occupations that require less t h a n ‘a baccalaureate degree. Vocational education occurs at a critical juncture in the lives of students. a valuable linkage between school and work. It forms Vocational T5---------------- Marla Peterson and Louise Vitter, Sex Fairness in Career Education, The Center for Vocational Education, Columbus, Ohio, 1977, p. 2. 24 educators recruit students, provide them with skills and know­ ledge necessary for successful job entry and place students in their first jobs. Within education, its unique responsibility is to represent the utilitarian purposes of education and to meet our society's economic needs. The intractable problems of occupational and education segregation must be addressed at all levels. 19 Vocational education is being restricted by the pre­ vailing stereotypes as to the proper occupations for women. These are the same stereotypes that restrict the vocational self concepts of young girls. It has been established for some time that there are no basic differences in intelli­ gence between the sexes. When given the opportunity, women have proven that they can handle almost any job that a man can. 20 Enrollment in vocational education programs, however, is reflective of our cultural, social and economic pre­ disposition to favor males and masculine characteristics. National enrollment data for 1976 demonstrates the power of cultural and social norms to shape student choices into 33------ ---------- Corinne H. Reeder, Women, Work and Vocational Educa­ tion, Occasional Paper No. 2 6 , Ohio State University, Columbus Center for Vocational Education, April, 1977, p. 17. 20 Jacob J. Kaufman, Carl J. Shalfen, Morgan V. Lewis, David M. Stevens and Elaine W. House, The Role of Secondary Schools in the Preparation of Youth for Employment, Institute for Research on Human Resources, 1967, pg. 10-13. 25 traditional patterns- 21 Females predominate in the traditional areas of Health, Consumer Homemaking, Home Economics Related Occupations and Business and Office. Males predominate in the areas of Agriculture, Technical and Trade and Industry. Only in Distributive Education does the enrollment of males and females approach equity, with 40.7 percent representa23 tion by females and 59.3 percent males. Since vocational education is directly concerned with the educational goal of preparing individuals for work, they have a special responsibility to work toward the elim­ ination of the negative effects of sex role stereotyping. Their efforts should also extend into the work place policies and practices which overtly and covertly discriminate. A* rationale commonly cited for continuing sex stereo­ typed vocational education is that there is little likelihood that graduates of non-traditional programs will be able to find employment. There is reason to believe, however, that more and more employers and unions are at least officially willing to accept men and women into non-traditional occupa­ tions. Some employers continue to define jobs as suitable n Karla Atkinson, Eliminating Sex-Role Stereotyping in Vocational Education - National and State Perspective, Center for Moments Services, Western Michigan University, Kalamazoo, Michigan, March, 1979. 22 Summary Data Vocational Education, Fiscal Year 1976, Bureau of Adult Occupational Education, Division of Vocational and Technical Education, Washington, D. C. 26 or unsuitable for women and men based on stereotyped per­ ceptions . The Olympus Research Corporation found that sex designations appeared as late as 1972 in the want ads of two 23 metropolitan newspapers. A study by Gilbreath further emphasizes this point in describing defenses that employers use to justify sex discrimination. Included were occupa­ tion qualifications, seniority systems, business necessity and customer preference. 24 A study conducted in 1950 estimated that 90 percent of the sex differential in wages could be attributed to dif­ ferences in education, residence, occupations, job turnover, absentism and experience. 25 Host studies done more recently show disparities even after adjusting for such factors. F uchs' data showed that women earn only 66 percent of the male wage even after marital status, classification of job, length of work trip, schooling, age and city size are taken into account. 26 23---------------- John Walsh and Miriam Johnson, "Want Ads and the Job Market," Manpower 6 , (October, 1974), pg. 15-22. 24 Jerri D. Gilbreath, "Sex Discrimination and Title VII of the Civil Rights Act," Personnel Journal 56, (January, 1977), pg. 23-26. 25 Henry Sanborn, "Pay Differences Between Men and Women," Industrial and Labor Relations Review 17, No. 4 , 1964, pg. 534-50. 26 Victor R. Fuchs, "Differences in Hourly Earnings Between Men and Women," Monthly Labor Review 94, 1971, pg. 9-15. 27 Most research studies reflect agreement on occupational differentiation by sex. The process is the most important productivity characteristic in accounting for wage differen­ tials. Research that has managed to equate job classifica- tions for men and women generally shows much closer earnings. 27 Studies that control for census classification of jobs con­ tinue to demonstrate sex differentials in earnings. Hamilton found in her study of four occupations that 8 to 18 percent of the male wage is the discrimination figure. 28 Suter and Miller report that women teachers earn $2,800 less than men and women sales persons $3,800 less than men. 29 These studies support the fact that sex stereotyping and discrimination play a critical role in the economic status of women. Follow-Up Studies The importance of follow-up studies is emphasized in a report by Paul for the Urban Observatory of Metropolitan Nashville and University Centers. This reported stated: 17---------------- John E. Buckley, "Pay Differences Between Men and Women in the Same Job," Monthly Labor Review 9 4 , 1971, pg. 36-40. 28 Mary Hamilton, "A Study of Wage Discriminatory Sex: A Sample Survey in the Chicago Area," (Ph. D. Dissertation, University of Pennsylvania, 1969.) 29 Larry E. Suter and Herman P. Miller, "Income Differ­ ences Between Men and Career Women," American Journal of Sociology 78, No. 4 , 1973, pg. 962-975. 28 "There may not be an obvious or direct relation­ ship between economic development and follow-up of vocational graduates; but to the extent that vocational training produces skilled manpower, follow-up data will measure the success or failure of each endeavor. Follow-up data, therefore, are essential to plan and evaluate the development of human resources which are essential for industrial and economic develop­ ment. In addition to their usage as an evaluative measure of vocational education trainings' success, follow-up data provide an essential dimension to the information systems for human resources planning. The concepts of manpower supply and demand are highly related to place­ ment on jobs. Success or failure of program participants can be best verified by the kind of jobs on which they are placed. Verifying the placement is an important function of follow-up. Planning and implementation of vocational education will be incomplete without approriate follow-up d a t a . "30 Other studies have been conducted that compare the achievements of men and women students. Astin and Panos concluded from their research on students attending a national sample of colleges and universities that the sex of the student was more important than any other predictor in explaining the choice of major field and occupational 31 preference. 30---------------- K. K. Paul, "What Happens After Training: A Review of Follow-Up of Vocational Graduates," The Urban Observatory of Metropolitan Nashville and University Centers.Nashville. Tennessee, 19'76'. 31 Alexander W. Astin and Robert J. Panos, The Educational and Vocational Development of College Students, (Washington: American Council on Education, 1969.) 29 A critical area relating to employment is the wage dif­ ference between women and men. In 1971, an informal tele­ phone survey conducted by the United States Office of Education, Office of Legislation, found that in the District of Columbia, Baltimore, Maryland, New York City, and Boston there were separate vocational schools for men and women. In the Boston school system, which had two vocational schools for each sex, the school for boys provided courses in automobile mechanics, electronics, cabinet making, carpentry, drafting, machine shop, printing and welding. offered programs in clothing, mercial art. The trade school for girls foods, beauty culture and com­ An investigation of wage rates for occupations taught in the Boston schools found that the average expected wages for the trades taught at the schools for girls were 47 percent less than the average for the trades taught at the 32 b o y s ' schools. A 1972 national report concerning issues and problems in evaluating vocational education provides further justi­ fication that large wage rate differentials in favor of male vocational education graduates do exist. Male voca­ tional high school students earn about $.38 more per hour on their first job than females. While the differences J2--------------------U. S. Office of Education, Department of Health, Education and Welfare, "A Look at Women in Education: Issues and Answers for H.E.W.," Report of the Commissioners Task Force on the Impact of Office of Education Programs, 1972. 30 in pay varied from one program area to another, it was noted that even in office occupations where women are the predomin­ ate sex, men make $.34 more per hour than women on their first job.33 A study in Wisconsin in 1978 at Gateway Technical Institute in Wisconsin found that a comparison of male and female graduates showed that females averaged 25 percent less in wages than males and started at lower salaries. Respon­ dents tended to graduate from either male or female intensive fields.34 Pucel conducted a follow-up study on the success of women in traditionally male occupations in the State of Minnesota. The study included a random sample of males and females in traditionally male occupations. It was found that not only do proportionally fewer women obtain employ­ ment in traditionally male occupations, but they receive significantly less wages. Women were also found to be less 33---------------- U. S. Office of Education, Department of Health, Education and Welfare, Bureau of Adult, Vocational Techni­ cal, and Manpower Education, "Vocational and Technical Education Selected Statistical Tables, Fiscal Year 1972," Washington, Government Printing Office, 1973. 34 Lauren DeVuyst, Kenneth Mills, and Keith W. Stoehr, "Educating for Underemployment? A Comparison of Female and Male Respondents of Student Follow-Up Studies." 31 satisfied with their jobs and saw less potential for advance­ ment .^ The education aspirations of women have also been studied. Sewell and his associates found in a longitudinal follow-up study of the post-high school educational experiences of 9,000 students that the lower educational aspirations of women while in high school played an important role in accounting for sex differential in educational attainment in subsequent years. Women were further disadvantaged by having had less educational encouragement from teachers and parents while in high school. 36 Men at both the high school and college levels express aspirations for high paying and more prestigious jobs. Women predominately aspire to those,jobs that at the pre­ sent time are held mostly by women - teaching, nursing, social work and clerical jobs. 37 Crowley and his associates found that women attending college make their occupational decisions earlier than men, 35---------------- David J. Pucel, "The Success of Vocationally Trained Women in Traditionally Male Occupations." Paper presented at the American Vocational Association Conference, New Orleans, December 9, 1974. 36 William H. Sewell, "Inequality of Opportunity for Higher Education," American Sociological Review 36, October, 1971, pg. 793-809. 37 Ibid. 32 enter with lower aspirations, and when they shift during college, change to a lower rather than higher level of 10 aspiration. Occupational Achievement A review of related literature reveals that there is no single criterion that should be used to measure occupa­ tional achievement. Duncan and associates conducted a study to identify factors influencing occupational achievement. The outcomes of the study revealed that Income Earnings, Occupational Status, Job Satisfaction, Security (Economic Status) and Educational Attainments were the best indicators of occupational achievement. 39 To explain why teenagers accounted for over one-quarter of the unemployed in 1977, but represented only one-tenth of the State's labor force, the possibility that employers systematically avoid hiring younger workers must be con­ sidered. Indeed studies conducted at the national level show that two-thirds to four-fifths of all employers are reluctant to hire youth for regular full-time jobs. It is IS J. Crowley, Theresa Leviton, Robert Quinn, "The Seven Deadly Half-Truths About Women," Psychology Today, March, 1973, pg. 94. 39 Otis Dudley Duncan, David L. Featherman, and Beverly Duncan, Socioeconomic Background and Occupational Achieve­ ment: Extension's of a Basic Model, Final Report, Ann A r b o r , University of Michigan. 33 not surprising that many employers prefer to hire skilled and/or experienced workers, particularly where substantial on-the-job 40 training costs are involved. The effects of minimum wage laws on employment oppor­ tunities for youth is also a debatable issue. Teenage unemployment relative to adult unemployment generally rises with increases in the federal minimum w a g e . ^ In the summer of 1975, the National Commission for Manpower Policy, as part of its study of youth school-towork transition problems and work establishment processes, requested the cooperation of three major private sector employers to explore in some detail their experiences with young workers as well as the quality and quantity of employ­ ment and work experience opportunities available to youth in their organizations. The companies are among the largest in their industrial sector -- manufacturing, utilities and retail trade. Results of this study revealed that youths 16 to 21 constituted a surprisingly high proportion of total new hires in each of the surveyed companies. Between 33 percent and 47 percent were in this age group. 53 Michigan Employment Security Commission, "Youth in Michigan's Work Force," Detroit, Michigan, 1979, p. 16. 41 Ibid, p. 17. 34 The male/female composition for the overall sample was nearly evenly divided, but there were substantial differences between companies with females representing 20 percent of new youth hires in the manufacturing company and 80 percent of new hires in the utility company. The high school diploma seems to be a highly valuable asset in obtaining employment in a large compa n y . ^ In Eninger's studies of trade and industrial graduates, higher degrees of job satisfaction were reported by voca­ tional graduates than graduates of other curricula. Only 15 percent of the graduates indicated job dissatisfaction as the reason for leaving the first job. 43 Educators have frequently disagreed as to the merits and demerits of vocational training as it relates to con­ tinuing education. A 1976 study by the National Academy of Sciences found that researchers often expect secondary voca­ tional training to lead directly to employment upon graduation; desire for further education suggests failure of the 52---------------- "Corporate Hiring Practices," Staff Report on Data Furnished by Three Large Companies, From School to W o r k , Washington, D. C., National Commission for Manpower Policy, 1976. 43 M. V. Eninger, The Process and Products of Trade and Industry Higher School Level Vocational Education in the United States, Pittsburgh, Pennsylvania: Educational Systerns Research Institute, 1968. 35 vocational program. 44 In contrast, some look upon subsequent enrollment in postsecondary education as proof that secondary vocational training delivers alternatives rather than saddles the / C able student with possibly undesirable, low-paying jobs. Project Metro reports that approximately 30 percent of the vocational graduates studied were subsequently enrolled as full or part-time college students. percent were attending other schools. An additional seven 46 Summary The educational system contributes to and continues the powerful socialization process of males and females. The effect of this process on both females and males is to limit their career options and mobility. The socialization process provides a strong set of cues regarding what is male/female appropriate behavior. Appropriate behavior for women is to think of childbearing and motherhood in deference to working. The educational system is a powerful socialization force u ---------------- Committee on Vocational Education Research and Develop- — . ment, Assessing Vocational Research and Development, National — Academy of Sciences --National Research Council, Washington, D. C . , 1976, p. 108. 45 Beatrice G. Reubens,"Vocational Education: Performance and Potential," Manpower, July, 1974, p. 26. 46 M. V. Eninger, Effectiveness Evaluation Data for Major City Secondary Education Systems In the tJnited States. Volume Tj Pittsburgh, Pennsylvania: Educational Systems Research Institute, 1972, pg. 1-17. 36 Chat reinforces affective behaviors provided at home and also adds some of its own. Vocational education perpetuates sex role stereotyping and sex bias. The very fact that occupations are predominantly male and female reflects the sustaining of a system of virtually inherited occupations. It is a system that discour­ ages students from training for occupations for which they have aptitude and ability. While vocational education is not solely at fault for the sex bias and sex role stereotyping that exists, it must assume major responsibility for elimina­ ting such b i a s . A review of the literature shows that various factors have been used as criteria for occupational achievement. The criteria selected for this study are representative of previous studies conducted. CHAPTER III METHODOLOGY In this chapter, the description of the population, the sample, the instruments, the data collection procedures, the statistical treatments and the procedures for analysis used to evaluate the Hypotheses in Chapter I will be discussed. The instrument and data collection procedures used in this study were acquired from the Michigan Department of Education, Vocational-Technical Education Service. Population The population of this study consisted of 38,820 voca­ tional graduates in 1976, 42,100 vocational graduates in 1977, and 54,439 vocational graduates in 1978. These numbers represent the number of Michigan secondary vocational gradu­ ates of approved vocational programs who responded to the follow-up survey during their first year after graduation. The graduates were divided into two groups- based on their sex. The respondents to this question consisted of 20,944 females and 17,560 males in 1976, 22,206 females and 19,294 males in 19 77, and 22,001 females and 18,946 males in 1978. The two groups were further stratified by occupational program area. The numbers and percentages are reflected beginning in Table 16. 37 38 Sample The sample of students used in Section I of this study consisted of a random sample of 1976, 1977 and 1978 secondary vocational graduates who responded to the follow-up survey. The graduates were divided into two groups based on their sex. From each group an a priori 10 percent sample was chosen. The entire male and female population who responded to the vocational education follow-up survey in 1976, 1977 and 1978 were used to explore questions related to the hypotheses for Section II of the study. The occupational areas used in Section II of this study were Agriculture, Distributive Education, Health, Home Economics, Business and Office and Trade and Industry. Instrument The instruments used in this study were the Michigan Department of Education's follow-up survey forms of 1976, 1977 and 1978 graduates (See Appendix A, Form VE-4045-A). This form, with revisions, has been used annually in follow­ ing up secondary vocational graduates since 1973. The response rate using this form has risen from 45 percent in 1973 to 76.9 percent in 1978. The follow-up survey has provided extensive data to those providing leadership to vocational programs at the local, state and federal levels on what happens to graduates of vocational education programs. 39 The Michigan Department: of Education, with the assis­ tance of an ad hoc committee on follow-up studies, has developed and/or modified the survey instrument annually. The primary purpose was to gather data on the employment status of voca­ tional graduates one year after graduation. The employment status question was further subdivided into categories of: (1) Employed (Full vs. Part-Time), or Part-Time Student, (2) Unemployed, (3) Full (4) Homemaker, and (5) Military Service. The survey asks further information on whether employment is full or part-time, what the job is, how satisifed the graduate is with his/her employment and what salary are they making. Job satisfaction is determined on the basis of question number 8 on the follow-up questionnaire. The stu­ dent responses of very satisfied and somewhat satisfied were used to denote job satisfaction in the study. This data provides vocational education information on the entry level occupations of graduates. Data Collection The follow-up data is collected using a 10 step process throughout the state. A brief explanation of that process follows: 1. November - A set of instructions on conducting the follow-up is provided the Technical Specialist of each Career Education Planning District. 40 2. December - Forms are distributed to each Career Education Planning District. The packets of information include instructions, survey forms, and transmittal sheets. 3. January - The Technical Specialist of each Career Educa­ tion Planning District conducts an inservice session for the local education agencies in his/her school district. 4. January - Local educational agencies code the survey forms from their graduate files. These files usually contain the graduate's name, address, telephone number, vocational or non-vocational status, occupational area of training and a code number to identify respondents and non-respondents. 5. January - Survey forms are mailed to graduates by a designated date. 6. January - Press releases are distributed to the media to coincide with the local mailing to graduates. 7. February - The returned surveys are processed by each local educational agency. Each district completes the "School Use Only" section of the form. This section of the follow-up form also requests information as to whether the student was a vocational or non-vocational student, occupational area of training, participation in a cooperative education program, and whether the student was Disadvantaged and/or Handicapped. 41 8. February - Local educational agencies identify non­ respondents to the survey. A follow-up letter is sent to each of the non-respondents. If a response to the second mailing is not received within two w e e k s , non­ respondents are telephoned and interviewed via a prepared telephone script. 9. February - Local educational agencies complete proces­ sing of survey forms and return forms to their Career Education Planning District Specialist by a designated date. The Career Education Planning District Special­ ist checks to see if all information is completed in "School Use Only" section, verifies the respondent count and sends data as a Career Education Planning District packet to the Follow-Up Support Center, where-forms are reviewed and keypunched. 10. March - All survey forms are logged in at the Support Center and checked for completion and accuracy prior to data processing. Data Processing Procedures All follow-up survey forms are keypunched onto magnetic tape and verified at the Survey Support Center. The tape is sent to the Michigan Department of Education for the genera­ tion of various printouts of the data. A test run of the data is done to assure that frequency counts and data are in the proper format. Three reports 42 were generated on vocational graduates, non-vocational gradu­ ates , and all graduates. These reports are distributed to all educational agencies statewide. These reports were: T 1608 - Item Analysis that reflects response to all ques­ tions, X 0607 - Job Placement Summary, and X 0608 - Continu­ ing Education Summary. The aforementioned procedures, are used by the Michigan Department of Education when conducting the annual follow-up. This researcher obtained the master tapes for 1976, 1977 and 1978 for use in this study. The data was further processed using Michigan State's Statistical Package for the Social Sciences (SPSS) for analysis of data.* Statistical Methods The data analysis techniques employed in this study were Chi-square, T-test, and Analysis of Variance. Means and standard deviations were calculated for certain ordinal and interval variables. The Chi-square statistic was used to determine if sig­ nificant differences existed between variables for Hypotheses 1, 2 and 6. A significant difference was said to exist at the .05 level of confidence. 1----------Norman H. Nie, C. Hadlai Hull, Jan 6. Jenkins, Karin Steinbrenner, Dale H. Bent, SPSS, Statistical Package for the Social Sciences, McGraw-Hill Book Company, 1 9 7 5 7 43 A two-tailed T-test was used to determine the differ­ ences between the means and percentages for Hypotheses 3 and 5. A significant difference was said to exist at the .05 level of confidence. The aforementioned analyses were employed for 1976, 1977 and 1978 data. An Analysis of Variance was employed to test fo^j significant differences between the years on Hypothesis 4. Significance was said to exist at the .05 level of con­ fidence . Analysis Procedures - Section I The specific Hypotheses examined in this study are stated descriptively in the null form. Significance was said to exist at the .05 level of confidence. Chi-square Tests of Homogeniety: Hypothesis 1 There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the percentage of graduates employed across 1976, 1977 and 1978. Hypothesis 2 There is no relationship between male vocational educa­ tion graduates and female vocational education graduates in the percentage of graduates employed full or parttime in 1976, 1977 and 1978. This hypothesis was tested 44 using 30 hours or more per week as the criterion for full­ time employment and 29 hours or less of work per week as the criterion for part-time employment. Hypothesis 6 There is no relationship between male vocational educa­ tion graduates and female vocational education graduates in the percentage of graduates continuing their education full or part-time in 1976, 1977 and 1978. The following hypotheses were tested for significance using a two-tailed T-test: Hypothesis 3 There is no significant difference between male voca­ tional education graduates and female vocational education graduates in the amount of hourly wage they earned in 1976, 1977 and 1978. Hypothesis 5 There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the degree of their job satisfaction in 1976, 1977 and 1978. Hypothesis 4 was tested using an Analysis of Variance to compare differences across 1976, 1977 and 1978. Hypothesis 4 There is no significant difference between male voca­ tional education graduates and female vocational 45 education graduates in the amount of hourly wage they earned across 1976, 1977 and 1978. Analysis Procedures - Section II This section will explore questions underlying the hypotheses. The entire population of male and female 1976, 1977 and 1978 secondary vocational graduates stratified by occupational arba will be used for this section of the study. A descriptive analysis will be used for this section. Question 1 Is there a difference between male vocational graduates and female vocational graduates in the percentage employed by occupational area in 1976, 1977 and 1978? Question 2 Is there a difference in the percentage of male voca­ tional education graduates and female vocational education graduates employed full-time by occupational area in 1976, 1977 and 1978? Question 3 Is there a difference between male vocational education graduates and female vocational education graduates in the percentage employed part-time by occupational area in 1976, 1977 and 1978? Question 4 Is there a difference in the hourly wages earned by male vocational education graduates and female vocational 46 education graduates by occupational area in 1976, 1977 and 1978? Question 5 Is there a difference in the degree of job satisfaction of male vocational education graduates and female voca­ tional education graduates by occupational area in 1976, 1977 and 1978? Question 6 Is there a difference between male vocational education graduates and female vocational education graduates in the percentage continuing education full-time by occupational area in 1976, 1977 and 1978? Question 7 Is there a difference in the percentage of male voca­ tional education graduates and female vocational educa­ tion graduates continuing education part-time by occupational area in 1976, 1977 and 1978? Summary The population of this study consisted of 38,820 voca­ tional graduates of 1976; 42,100 vocational graduates of 1977; and 54,439 vocational graduates of 1978 who responded to the Michigan Department of Education Vocational-Technical Education Follow-Up Studies. The ten percent sample used in the study consisted of randomly selected male and female graduates who completed the follow-up questionnaire. 47 The data were analyzed using a Chi-square, T-test, and Analysis of Variance for differences between means and dif­ ferences between percentages. Research questions were analyzed descriptively by occupational area. 48 CHAPTER IV ANALYSIS OF DATA In this chapter, a report of the analysis of data and a discussion of the results are presented. The procedures followed for analysis were in accordance with the methodology outlined in Chapter III. The findings reported in this chap­ ter are divided into basic parts. Section I will discuss the findings of the ten percent sample. Section II will discuss the vocational education population by occupational area. Each hypothesis is stated in the null form, followed by a narrative description of the findings. Tables suxnmar- izing the results for each hypothesis follow the discussion. FINDINGS Section I - Survey of Sample Population Hypothesis I HO: There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the percentage of graduates employed across 1976, 1977 and 1978. This hypothesis was tested for statistical significance at the .05 level and was not significant. The totals repre­ sent the number of males and females who responded to the question on the follow-up questionnaire. The percentage of male and female graduates employed is similar for each of • 49 the years, with females slightly higher in 1976 and 1977. However, in 1978, the percentage of males was higher (see Table 1). TABLE 1 Comparison of Employed Graduates by Sex and Year 1977 1976 1978 No. % No. 7, No. 7» Male 1,312 49.6 1,492 49.0 1,529 50.2 Female 1,322 50.4 1,550 51.0 1,516 49.8 TOTAL 2,6-34 100.0 3,042 100.0 3,045 100.0 Sex Chi-Square = .8525 Not significant at .05 level. Hypothesis 2 HO: There is no relationship between male vocational education graduates and female vocational education graduates in the percentage employed full or part-time across 1976, 1977 and 1978. The relationship between sex and type of employment was tested using the Chi-square test for significance. This .. hypothesis was rejected for all three years with p values of .0000 which showed probability below the .05 level of signi­ ficance. When looking within full-time employment for males and females in Tables 2, 3 and 4 in 1976, there do not appear to be large differences. Males are employed full-time at 53.8 percent while female full-time employment was 46.2 50 percent. The percentage of males employed full-time dropped to 52.5 percent in 1977, but returned to 54.0 in 1978. The percentage of females rose to 47.5 percent in 1977, but dropped back to 46.0 percent in 1978. When looking at Tables 2, 3 and 4, the majority of males, 85.6 percent in 1976, 86.9 percent in 1977, and 88.5 percent in 1978, work full time. The percentage seems to be stable with slight increases across 1977 and 1978. When looking at the female work force, there were 74.0 percent working full-time in 1976, 75.1 percent in 1977, and 75.2 percent in 1978. The female full-time work force has increased over the three years, but not as rapidly as the increase for males. TABLE 2 Comparison of Male & Female Vocational Graduates Employed Full-Time and Part-Time in 1976 Sex Female' Male n % Full-Time 1,029 85.6 884 74.0 Part-Time 173 14.4 311 26.0 1,202 100.0 1,195 100.0 Employment TOTAL Chi-square = 49.3984 p value < .0000 n % 51 TABLE 3 Comparison of Male & Female Vocational Graduates Employed Full-Time and Part-Time in 1977 Sex Male Employment n Female % n % Full-Time 1,165 86.9 1,055 75.1 Part-Time 176 13.1 350 24.9 1,341 100.0 1,405 100.0 TOTAL Chi-square * 60.7924 p value < .0000 a TABLE 4 Comparison of Male & Female Vocational Graduates Employed Full-Time and Part-Time in 1978 Sex Male Female n % n Full-Time 1,227 88.5 1,047 75.2 Part-Time 160 11.5 345 24.8 1,387 100.0 1,392 100.0 Employment TOTAL Chi-square * 81.1230 p value < .0000 % 52 Hypothesis 3 HO: There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the amount of hourly wages they earned in 1976, 1977 and 1978. This hypothesis was not retained for any of the three years on the basis of a computed probability of .000 that the t-test ratios could be obtained by chance. This indi­ cated that there was a significant difference between the hourly wage rates of males and females. The researcher's analysis of the data in Tables 5, 6 and 7 show that in 1976, the hourly wage for males was $3.66 compared to $2.83 for females. There was a difference of $.83 per hour. The difference between the hourly wages increased to $1.05 in 1977 with males earning $4.15 per hour while females earned $3.10 per hour. There was a slight decrease in the hourly wage difference in 1978 to $.99 with males earning $.4.56 and females earning $3.57. It is worth noting the differences in the Standard Deviation. For all three years, the Standard Deviation of wages for females is much lower than for males. wages is greater. This indicates that .the spread of males' 53 TABLE 5 Comparison of Hourly Wage by Sex in 1976 Sex N Male 938 Female 1,026 M 3.66 SD SE 1.44 .047 2.83 .79 t df 15.93 1962 P .000 .025 Significant at < .05 level TABLE 6 Comparison of Hourly Wage by Sex in 1977 Sex N Male 1,047 Female 1,259 M 4.15 SD SE 1.59 .049 3.10 .83 t df 20.27 2304 P .000 .23 Significant at < .05 level TABLE 7 Comparison of Hourly Wage by Sex in 1978 Sex N Male 1,031 Female 1,168 M 4.56 SD SE 1.64 .051 3.57 .98 t df 19.11 2197 P .000 .029 Significant at < .05 level N ** number of subjects, M * mean, SE « Standard Deviation, SE ■ Standard Error, t - t-ratio, df * Degrees of Freedom, p * level of significance 54 Hypothesis 4 HO: There is no significant difference between male voca­ tional education graduates and female vocational educa­ tion graduates in the amount of hourly wages they earned across 1976, 1977 and 1978. An analysis of variance was used to test hypothesis 4 across the three years. The alpha level for the univariate analysis was set at alpha ■ .05. The two-way univariate Anova reveals that the sex by year interaction effect was signifi­ cant (p <.002). The null hypothesis was not retained. There is significant sex year interaction as measured by wages. Examination of the table of means indicates that the grand mean for male and female wages over the three year period was $3.61. Male respondents to this question had wages that were $.53 higher than the mean across the years. Female respondents had wages that were $.46 lower than the mean. The average wage for males and females was $.39 lower than the mean in 1976 and $.03 lower in 1977. However, in 1978, the average for males and females was $.37 higher than the mean. The two-way Anova on Wages by Sex and Year is presented in Table 8. Hourly wage for males and females is graphically shown in Table 9 over the three years. A trend can be seen of increasing wages across the three years for both male and female vocational graduates. However, the overall effect is that male vocational graduates earn a significantly higher hourly wage than female vocational graduates. Two-Way Anova Wages by Sex Across Years TABLE 8 Sources SS Significance p level 727.501 471.480 .001 1585.046 1 1585.046 1027.240 .001 609.453 2 304.727 197.488 .001 20.010 2 10.005 6.484 .002 9972.506 6463 1.543 12175.020 6468 1.882 Year Sex & Year Interaction Within Error = = = = = F 3 Sex SS DF MS F P MS 2182.504 Main effects TOTAL DF Sum of the Squares Degrees of Freedom Mean Square F-ratio Level of Significance 56 TABLE 9 Wages Mean Hourly Wage for Vocational Graduates by Sex and Year 1976 1977 1978 4.70 4.60 4. 56 4.50 4.40 4.30 4.20 4.15 4.10 4.00 Males 3.90 3.80 3.70 3.66 3.60 3.57 3.50 3.40 3.30 3.20 .10 3.10 3.00 Females 2.90 2.80 57 Hypothesis 5 HO: There is no significant difference between male voca­ tional graduates and female vocational graduates in the degree of their job satisfaction in 1976, 1977 and 1978. This hypothesis was not retained in 1976 and 1977 on the basis of a computed t-value at .005 and .002. There is a significant difference in the degree of job satisfaction of male and female vocational graduates during 1976 and 1977. However, in 1978, the hypothesis is retained based on a computed t-value at .931. The computed probability of .931 was above the a priori .05 level which signified retention. (See Tables 10, 11 and 12.) The mean job satisfaction for males was reported at 1.88 in 1976 and 1.80 in 1977. Females reported job satis­ faction at 1.78 in 1976 and 1.70 in 1977. Males reported higher job satisfaction with their employment than females during 1976 and 1977. There was minimal difference in job satisfaction for males and females in 1978. Males reported a mean of 1.71 while the mean for females was 1.70. 58 TABLE 10 Sex Male Female Comparison of Job Satisfaction by Sex in 1976 N 1,180 1,253 Significant; at TABLE 11 Sex Male Female M 1.88 1.78 SD SE .855 .025 .844 t df p 2.84 2431 .005 .024 < 05 level Comparison of Job Satisfaction by Sex in 1977 N 1,356 1,467 M 1.80 1.70 SD SE .852 .023 .806 t df p 3.04 2821 .002 .021 Significant at < .05 level TABLE 12 Sex Male Comparison of Job Satisfaction by Sex in 1978 N 1,367 M 1.71 SD SE .775 .021 t .09 Female 1,420 1.70 .776 df p 2785 .931 .021 N *» number, 11 = mean, SD = Standard Deviation, SE 85 Standard Error, t * t-ratio, df * Degrees of Freedom, p * level of significance. 59 Hypothesis 6 HO: There is no relationship between male vocational educa­ tion graduates and female vocational education graduates continuing education full or part-time in 1976, 1977 and 1978. The relationship between sex and continuing education was tested using the Chi-square test for significance. This hypothesis was retained based on p < .8951 in 1976, p < .8662 in 1977, and p < .1189 in 1978. Tables 13, 14 and 15 compare continuing education full and part-time. centages. There are minimal differences in the per­ The percentage for males was 77.6 percent in 1976, 75.5 percent in 1977, and 72.3 percent in 19 78 continuing education full-time. The percentage of males Continuing Education decreased across the three year period. The fe­ male graduates Continuing Education were 77.1 percent in 1976, 76.0 percent in 1977, and 76.1 percent in 1978. The female percentage appears to be stable over the three years with a slight decrease between 1976 and 1977. The percentage of males continuing education part-time was 22.4 percent in 1976, 24.5 percent in 1977, and 27.7 percent in 1978. Female percentages were 22.9 percent in 1976, 24.0 percent in 1977, and 23.9 percent in 1978. 60 TABLE 13 Comparison of Male & Female Vocational Graduates Continuing Education Full-Time and Part-Time in 1976 Sex Male Employment n Female % n % Full-Time 398 77.6 569 77.1 Part-Time 115 22.4 169 22.9 TOTAL 513 100.0 738 100.0 Chi-square - 0.1737 p value < .8951 TABLE 14 Comparison of Male & Female Vocational Graduates Continuing Education Full-Time and Part-Time in 1977 Sex Female Male Employment n % n % Full-Time 419 75.5 619 76.0 Part-Time 136 24.5 195 24.0 TOTAL 555 100.0 814 100.0 Chi-square = .02840 p value < .8662 61 TABLE 15 Comparison of Male & Female Vocational Graduates Continuing Education Full-Time and Part-Time in 1978 Sex Male Employment n Female % n % Full-Time 428 72.3 600 76.1 Part-Time 164 27.7 188 23.9 TOTAL 592 100.0 788 100.0 Chi-Square ■ 2.43149 p value < .1189 SUMMARY SECTION I An analysis of data shown in Table 1 indicates there is not a significant difference in the percentage of male and female vocational education graduates employed. There is a relationship between the variable sex and em­ ployment. The difference between the percentages of male graduates employed full-time and part-time and female gradu­ ates employed full-time and part-time is significant in 1976, 1977, and 1978. The hourly wage rate of male vocational graduates was significantly higher than the hourly wage rate of female vocational graduates. The difference in hourly wages was significant in each of the three years. The analysis of variance further supports the sex by year interaction. Al­ though wages increased for males and females over the three years, the hourly wage for males was consistently higher. In the area of job satisfaction, there were significant differences in 1976 and 1977 between male vocational graduates and female vocational graduates. However, in 1978 there was no significant difference in the degree of job satis­ faction of male and female vocational graduates. There was no relationship between the variables sex and continuing education. The difference between the percentage of male graduates continuing education full and part-time and 62 63 female vocational graduates continuing education full and part-time was not significant in 1976, 1977 and 1978. SUMMARY TABLE 16 MALE & FEMALE VOCATIONAL GRADUATES 10% SAMPLE Male Percentages 1976 1977 1978 Female Percentages 1976 1977 1978 49.6 49.0 50.2 50.4 51.0 49.8 Full-Time 85.6 86.9 88.5 74.0 75.1 75.2 Part-Time 14.4 13.1 11.5 26.0 24.9 24.8 Hourly Wages 3.66 (Dollars) 4.15 4.56 2.83 3.10 3.57 Job Satisfaction 1.88 (Mean) 1.80 1.71 1.78 1.70 1.70 Employment Continuing Education Full-Time 77.6 75.5 72.3 77.1 76.0 76.1 Part-Time 22.4 24.5 27.7 22.9 24.0 23.9 SECTION II This section will explore questions underlying the hypo­ theses stated in Chapter III. The questions underlying each hypothesis were explored using all vocational education res­ pondents for 1976, 1977 and 1978. Conclusions drawn from these analyses uphold the results of the ten percent sample. In addition, differences across occupational areas were examined. Occupational areas were not explored with the ten percent sample due to small cell sizes for certain occupa­ tions. A description of the findings relative to these questions follows. Question 1 Is there a difference between male vocational graduates and female vocational graduates in the percentage employed by occupational area in 1976, 1977 and 1978? An analysis of Table 17 shows that the largest numbers of males and females are employed in traditional occupations of Trade and Industry (male) and Business and Office (female). The percentage of males in Trade and Industry has been stable with a slight increase over the three year period. The percentage of females in Business and Office decreased slightly between 1976 and 1977 but showed a small increase in 1978. The increase in 1978 was still less than the 1976 64 65 percentage. Distributive Education appears to be the occupational field that comes closest to an equal proportion of males and females. The percentage of females employed in this area was 19 percent in 1976 while the male percentage was 17.5 percent. The percentage of both males and females in Distributive Education decreased each year of the study. However, the percentage between males and females increased with two percent more females employed in this occupation. The non-traditional occupations for males of Health and Home Economics show the percentage of males in Health occupations remained steady at 9 percent for all three years and showed a slight increase in Home Economics from 3.4 percent in 1976 to 3.9 percent in 1978. The non-traditional occupations for females of Agri­ culture and Trade and Industry show that females increased in Agriculture from 2.0 percent in 1976 to 2.2 percent in 1978. There was also a slight increase in Trade and Industry from 7.0 percent in 1976 to 8.4 percent in 1978. Question 2 Is there a difference in the percentage of male voca­ tional education graduates and female vocational education graduates employed full-time by occupational area in 1976, 1977 and 1978? TABLE 17 Male & Female Vocational Graduates Employed by Occupational Area & Year 1976 Occupational Area Sex 1977 1978 n % n % n % Agriculture M F 853 215 6.7 2.0 994 317 6.7 2.1 948 325 6.4 2.2 Distributive Education M F 2,229 2,510 17.5 19.0 2,399 2,779 16.2 18.5 2,329 2,655 15.7 17.6 Health M F 113 1.629 ' .9 12.0 129 1,880 .9 12.5 147 1,873 .9 12.4 Home Economics M F 434 1,286 3.4 9.0 534 1,414 3.6 9.4 572 1,456 3.9 9.6 Business & Office M F 468 6,518 3.7 50.0 665 7,403 4.5 49.2 622 7,516 4.2 49.8 Trade & Industry M F 8,605 913 67.7 7.0 10,079 1,255 68.1 8.3 10,182 1,271 68.8 8.4 M F 12,702 13,071 99.0* 99.0* 14,800 15,048 100.0 100.0 14,800 15,096 99.9* 100.0 TOTAL *Does not equal 100% due to rounding. 67 Initial analysis of Table 18 indicates that the number of males employed full-time exceeds the number of females employed full-time. The highest percentage of males, 69.6 percent in 1976, 69.7 percent in 1977, and 70.7 percent in 1978 are employed full-time in Trade and Industry occupa­ tions. Distributive Education has the second highest per­ centages of 16.6 percent in 1976, 15.8 percent in 1977, and 15.1 percent in 1978. The majority of males, 86.2 per­ cent in 1976; 85.5 percent in 1977; and 85.8 percent in 1978, are employed in the two occupational areas of Trade and Industry and Distributive Education. The highest percentage of females, 51.2 percent in 1976, 51.0 perceht in 1977, and 51.6 percent in 1978, are employed full-time in the occupational area of Business and Office. Distributive Education is second with 18.7 percent in 1976, 18.5 percent in 1977, and 17.4 percent in 1978. Health occupations with percentages of 11.9 in 1976, 11.2 in 1977, and 10.8 in 1978 represented the third highest full-time occupational area for women. The majority of females, 81.8 percent in 1976; 80.7 percent in 1977; and 79.8 percent in 1978, are employed full-time in the occupational areas of Business and Office, Distributive Education and Health. Non-traditional occupations for males employed full­ time showed small increases between 1976 and 1978. The percentage of males employed full-time in Home Economics was TABLE 18 Male & Female Vocational Graduates Employed Full-Time by Occupational Area and Year 1976 1978 1977 n % n % n % M F 647 153 6.5 1.7 761 217 6.5 743 234 6.3 2.1 Distributive Education M F 1,631 1,650 16.6 18.7 1,847 1,940 15.8 18.5 1,777 1,821 15.1 17.4 Health M F 72 1,054 .7 11.9 65 1,176 .5 102 .9 11.2 1,136 10.8 Home Economics M F 336 827 3.4 9.4 418 954 3.6 9.0 448 991 3.8 9.5 Business & Office M F 304 4,509 3.1 51.2 436 5,357 3.7 51.0 384 5,406 3.2 51.6 Trade & Industry M F 6,845 615 69.6 6.9 8,129 858 69.7 8,340 889 70.7 8.5 M F 9,835 8,808 99.9* 99.8* 11,794 10,477 100.0 100.0 Occupational Area Agriculture TOTAL Sex *Does not equal 100% due to rounding. 11,656 10,502 8.2 99.8* 100.0 2.2 69 3.4 percent in 1976, 3.6 percent in 1977, and 3.8 percent in 1978. This represented a .2 percent increase each year. Business and Office showed a gain from 3.1 percent in 1976 to 3.7 percent in 1977. The percentage dropped to 3.2 in 1978. Non-traditional occupations for females employed full­ time also showed small increases between 1976 and 1978. The percentage of females employed full-time in Trade and Industry was 6.9 percent in 1976, 8.2 percent in 1977, and 8.5 percent in 1978. There were also small increases in the number of females employed full-time in Agriculture with 1.7 percent in 1976, 2.1 percent in 1977, and 2.2 per­ cent in 1978. Question 3 Is there a difference between male vocational education graduates and female vocational education graduates in the percentage employed part-time by occupational area in 1976, 1977 and 1978? An analysis of Part-Time employment for male and female vocational graduates is shown in Table 19. The number of female vocational graduates employed part-time exceeds the number of males employed part-time. The highest percentage of males, 58.7 percent in 1976, 57.6 percent in 1977; and 56.5 percent in 1978, are employed in Trade and Industry occupations. Distributive Education TABLE 19 Male & Female Vocational Graduates Employed Part-Time by Occupational Area and Year 1976 Occupational Area Sex n 1977 % n 1978 % % n M F 76 47 4.7 1.5 87 5.2 68 2.2 75 49 4.6 1.5 Distributive Education M F 386 613 23.8 19.7 358 570 21.4 18.1 375 620 23.0 18.6 Health M F 27 427 1.6 13.7 39 492 2.3 15.6 30 545 1.9 16.3 Home Economics M F 56 322 3.5 10.3 65 286 3.9 9.1 56 299 3.5 8.9 Business & Office M F 125 1,515 7.7 48.7 160 1,511 9.6 48.0 168 1,596 10.4 47.8 Trade & Industry M F 951 188 58.7 964 6.0 221 57.6 7.0 916 231 56.5 6.9 M F 1,621 3,112 100.0 1,673 3,148 100.0 100.0 1,620 3,340 100.0 Agriculture TOTAL *Does not equal 100% due to rounding. 99.9* 99.9 71 was second with 23.8 percent in 1976,. 21.4 percent in 1977, and 23.0 percent in 1978. The majority of males, 82.2 percent in 1976; 79.0 percent in 1977; and 79.5 percent in 1978, are employed part-time in the occupations of Trade and Industry and Distributive Education. The highest percentage of females, 48.7 percent in 1976; 48.0 percent in 1977; and 47.8 percent in 1978, are employed part-time in Business and Office occupations. Distributive Education is second with 19.7 percent in 1976, 18.1 percent in 1977, and 18.6 percent in 1978. Health occupations with 13.7 percent in 1976, 15.6 percent in 1977, and 16.3 percent in 1978 represented the third highest part-time occupational area for women. Part-time employment in non-traditional occupations for males showed small increases in Business and Office occupations from 7.7 percent in 1976, 9.6 percent in 1977, and 10.4 percent in 1978. There were slight increases in Health and Home Economics from 1976 to 1977. However, the percentage dropped in both areas in 1978. Part-time employment in non-traditional occupations for females increased in the area of Trade and Industry from 6.0 percent in 1976 to 7,0 percent in 1977, and dropped slightly to 6.9 percent in 1978. Part-time employment in Agriculture increased from 1.5 percent in 1976 to 2.2 per­ cent in 1977. 1978. This percentage dropped to 1.5 percent in 72 Question 4 Is there a difference in the hourly wages earned by male vocational graduates and female vocational graduates by occupational area in 1976, 1977 and 1978? The hourly wages of males and females by occupational field reveals large differences for males and females. The mean hourly wage for male graduates was $3.64 in 1976, $4.10 in 1977, and $4.56 in 1978. The mean hourly wage for females was $2.85 in 1976, $3.11 in 1977, and $3.44 in 1978.' was a difference of $.79 an hour in 1976. This The gap widened to $.99 per hour difference in 1977 and increased further to $1.12 per hour in 1978. Looking at hourly wages for males in 1976 by occupational field, the highest hourly wage of $3.71 was earned in Trade and Industry occupations. Distributive Education and Home Economics had identical wage rates of $3.55 per hour. Trade and Industry paid the highest hourly wage again in 1977 with a $4.19 rate. Distributive Education was second with $4.00 per hour and Agriculture third with $3.95 per hour. In 1978, the occupations ranked the same with Trade and Industry at $4.66, Distributive Education at $4.40 and Agriculture at $4.38. Traditional occupations for males paid the highest hourly salaries in 1977 and 1978. Home Economics which tied for second in 1976 was the only traditionally female occupa­ tion that was competitive. 1978. It ranked fourth in 1977 and 73 The results £or females reveals that the traditional occupation of Business and Office paid the highest hourly wage of $2.93 in 1976. $2.85 per hour. Health occupations were second at Distributive Education and Trade and Industry ranked third at $2.77 per hour; 1977 showed a similar picture by occupation. Business and Office was first at $3.20 per hour, Trade and Industry was second with $3.11 and Distribu­ tive Education and Health were tied at $3.04. The 1978 picture again showed Business and Office first at $3.51 per hour, Trade and Industry second at $3.48 per hour, and Health occupations third at $3.39 per hour. The traditional occupation of Business and Office paid the highest salaries to females for each of the three years. However, the non-traditional occupation of Trade and Industry, while third in 1976, emerged second in 1977, and remained second in 1978. Health occupations and Distributive Educa­ tion were tied in 1977 with Health third in 1978. When looking at rankings in Table 20 of males and females, the difference in wages within the occupation is quite dramatic. With the exception of Health occupations, the gap in hourly ' wages has widened every year. Males consistently earn a higher hourly wage than females. By multiplying the hourly difference in Distributive Education where employment rates are similar (see Table 17), females over a one-year period earn about $ 2 , 0 0 0 less than males. TABLE 20 Hourly Wage of Male & Female Vocational Graduates by Occupational Area, Year & Rank 4 5 .83 3.95 3.01 3 5 3.55 2.77 2.5 3.5 .78 4.00 3.04 3.5 M F 3.19 2.85 2 .34 3.79 3.04 5 3.5 M F 3.55 2.69 2.5 .86 3.89 2.94 4 M F 3.29 2.93 6 1 .36 3.68 3.20 M F 3.71 2.77 1 .94 4.19 3.11 M F 3.64 2.85 .79 4.10 3.11 Agriculture M F 3.44 2.61 Distributive Education M F Home Economics Business & Office Trade & Industry MEAN W = Wages R = Ranking D = Difference 1977 R W W Health 1976 R D Sex Occupational Area 5 6 3.5 1978 R D W .94 4.38 3.31 3 5 .96 4.40 3.36 4 .75 4.02 3.39 6 .95 4.27 3.28 4 6 1 .48 4.13 3.51 5 1 2 1.08 4.66 3.48 1 2 .99 4.56 3.44 2 6 2 3 6 1 D 1.07 1.04 .63 .99 .62 1.18 1.12 75 Question 5 Is there a difference in the degree of job satisfaction of male vocational education graduates and female vocational education graduates by occupational area in 1976, 1977 and 1978? Job satisfaction for males and females for each of the three years reveals high percentages of job satisfaction in all occupations. 88.1 percent. The range for males was 79.7 percent to The range for females was 80.3 percent to 8 8.2 percent. Occupations with the highest percentage of job satis­ faction for males in 1976 were Health at 87.4 percent, Agriculture at 84.5 percent, and Home Economics at 82.5 percent. The rankings changed in 1977 to Agriculture and Home Economics tied for first with 85.4 percent satisfaction, Health was second at 84.7 percent, and Distributive Education third at 84.3 percent. Agriculture remained the occupation with highest job satisfaction in 1978 at 88.1 percent for males. However, Trade and Industry emerged second at 85.8 percent and Health occupations dropped to third. It should be noted that in 1976 and 1977, males reported two non-traditional occupations -- Health and Home Economics as offering the highest levels of job satisfaction. retained high percentages for all three years. Health In 1978, the TABLE 21 Job Satisfaction of Male & Female Vocational Education Graduates by Occupational Area and Year Agriculture Distributive Education Health Home Economics Business & Office Trade & Industry Sex n 1978 1977 1976 Occupational Area % n % n % M F 648 160 84.5 80.3 773 244 85.4 81.3 746 247 M F 1,649 1,937 80.1 81.2 1,874 2,187 84.3 83.0 1,799 2,100 85.3 84.1 M F 90 1,305 87.4 85.5 100 1,530 84,7 85.9 113 1,507 86.1 M F 325 992 82.5 81.4 411 1,084 85.4 81.8 1,102 M F 342 5,342 79.7 85.7 511 6,134 7,884 6,317 85.8 86.6 M F 6,305 700 81.1 82.9 7,701 945 83.9 81.4 7,884 968 85.8 83.9 81.9 423 88.1 82.6 85.6 85.3 84.3 88.2 77 highest job satisfaction was in traditional male occupations. High percentages of job satisfaction for females followed traditional patterns. Business and Office was first in 1976, with 85.7 percent, followed by Health with 85.5 percent, and Trade and Industry at 82.9 percent. the same in 1977. The results were much Business and Office was first with 86.6 percent, Health was second at 85.9 percent and Distributive Education third at 83.0 percent. In 1978, the occupations with high percentages were all traditionally female. Busi­ ness and Office was first with 88.2 percent, Health second at 86.1 percent, and Home Economics third at 84.3 percent. Question 6 Is there a difference between male vocational graduates and female vocational graduates in the percentage continuing education full-time by occupational areas in 1976, 1977 and 1978? The percentage of male and female graduates continuing education full-time ranged from 67.6 percent to 84.9 percent. In 1976, the occupation with the highest number of males cont tinuing education was Health at 83.7 percent. Agriculture was second at 83.2 percent, and Business and Office third at 81.5 percent. The same occupations remained high but ranked differently in 1977. Agriculture was first at 84.9 percent, Business and Office and Health occupations were tied at 81.4 percent. In 1978, Agriculture and Business and 78 Office were tied at 84.2 percent. at 76.0 percent. Health occupations followed A high percentage of males are continuing education in non-traditional occupations. Health occupa­ tions and Business and Office show high percentages of males continuing education full-time in 1976, 1977 and 1978. The highest percentage of females continuing education full-time in 1976 were in the occupational areas of Health at 80.6 percent, Agriculture at 77.4 percent, and Home Econo­ mics at 77.3 percent. In 1977, Agriculture had the highest percentage of 89.1, Health was second at 81.9, and Home Economics was third at 75.7. The highest occupations in 1978 were Health at 80.4 percent, Agriculture at 76.5, and Trade and Industry at 76.0 percent. Occupations with high percentages of females continuing education were consistent in 1976 and 1977. Agriculture was the only non-traditional occupational area for females in 1976, 1977 and 1978. Trade and Industry emerged in 1978 with a high percentage of females continuing education in that area. Question 7 Is there a difference in the percentage of male voca­ tional graduates and female vocational graduates continuing education part-time by occupational area in 1976, 1977 and 1978? TABLE 22 Male & Female Vocational Graduates Continuing Education Full-Time by Occupational Area and Year 1976 Occupational Area Sex n 1978 1977 % n % % n Agriculture M F 253 89 83.2 77 A 237 115 84.9 89.1 240 130 84.2 76.5 Distributive Education M F 874 951 77.7 74.6 908 1,026 76.0 74.8 888 1,016 74.8 72.9 M F 87 1,032 83.7 80.6 92 1,144 81.4 81.9 1,121 76.0 80.4 Home Economics M F 109 470 70.3 77.3 126 437 70.4 75.7 115 448 67.6 75.5 Business & Office M F 321 2,730 81.5 76.4 494 2,985 81.4 74.7 463 3,004 84.2 73.5 Trade & Industry M F 2,165 265 73.5 75.9 2,353 329 73.1 70.6 2,259 384 70.3 76.0 Health 79 80 Occupations with the highest percentage of males con­ tinuing education part-time were Health, Trade and Industry, and Distributive Education in 1976, 1977 and 1978. Health occupations were first at 29.7 percent in 1976, 28.5 percent in 1977, and 31.8 percent in 1978. Trade and Industry was second with 26.5 percent in 1976, 26.8 percent in 1977, and 29.6 percent in 1978. Distributive Education ranked third with 22.2 percent in 1976, 23.8 percent in 1977, and 24.9 percent in 1978. Health occupations were the only non-tra­ ditional occupational area where a high percentage of males continued education part-time. Occupations with high percentages of females continuing education part-time did not vary significantly in 1976 and 1977. In 1976, Distributive Education was first at 25.3 percent, Trade and Industry was second at 24.1 percent and Business and Office third at 23.5 percent. The same occu­ pations were high in 1977; however, Trade and Industry was highest with 29.2 percent, followed by Business and Office at 25.2 percent, and Distributive Education at 27.0 percent. Occupations high in 1978 were Distributive Education at 27.0 percent, Business and Office at 26.3 percent and Home Econo­ mics at 24.5 percent. Trade and Industry was the non-traditional occupational area with a large percentage of women continuing education part-time. TABLE 23 Male & Female Vocational Graduates Continuing Education Part-Time by Occupational Area and Year 1976 Occupational Area Agriculture Sex 1977 % n M F 49 26 22.6 M F 250 322 25.3 M F 16 247 15.4 19.3 Home Economics M F 46 138 Business & Office M F M F Distributive Education Health Trade & Industry 16.1 1978 % n % n 39 14 14.0 10.9 43 39 15.1 22.9 284 343 23,8 25.0 296 376 22.0 21 251 18.6 18.0 25 271 24.0 19.4 29.7 22.7 51 140 28.5 24.3 54 145 31.8 24.5 72 840 18.3 23.5 109 1,007 18.0 25.2 86 1,076 15.6 26.3 780 84 26.5 24.1 861 136 26.8 29.2 22.2 950 120 24.9 29.6 23.8 82 SUMMARY SECTION II There are differences between male and female graduates in the percentages employed by occupational areas. Males have high employment in the Trade and Industry area and females have high employment in Business and Office. These occupations have traditionally been high for males and fe­ males. Distributive Education came closest to an equal pro­ portion of males and females. Health and Home Economics showed increases for males in non-traditional occupations. Agriculture and Trade and Industry showed increases for females in non-traditional occupations. The hourly wage rate varied for males and females by occupation. Wages were highest for males in Trade and Industry with Distributive Education and Home Economics second and third. Wages were highest for females in Busi­ ness and Office and Trade and Industry. In the area of job satisfaction, males were more satis­ fied with their jobs in the occupations of Health, Agricul­ ture and Home Economics. Females were more satisifed in Business and Office and Health occupations. 83 Occupations with high percentages of males continuing education were Health, Agriculture and Business and Office. The highest percentages for females were the occupations of Health and Agriculture. TABLE 24 SUMMARY - MALE & FEMALE VOCATIONAL GRADUATES BY OCCUPATIONAL AREA SEX Employed AGRICULTURE 1976 1977 1978 % 1 % DISTRIBUTIVE EDUCATION 1976 1977 1978 % % % 1976 % 17.5 19.0 16.2 18.5 15.7 17.6 HEALTH 1977 % 1978 % 12.0 .9 12.5 .9 12.4 .5 .9 11.2 10.8 M F' 6.7 6.7 6.4 2.0 2.1 2.2 Full-Time Employment M F 6.5 1.7 6.5 6.3 2.1 2.2 16.6 18.7 15.8 18.5 15.1 17.4 .7 11.9 Part-Time Employment M F 4.7 1.5 5.2 2.2 4.6 .15 23.8 19.7 21.4 18.1 23.0 18.6 13.7 2.3 15.6 1.9 16.3 Hourly Wage (Dollars) M F 3.44 2.61 3.95 3.01 4.38 3.31 3.55 2.77 4.00 3.04 4.40 3.36 3.19 2.85 3.79 3.04 4.02 3.39 Job Satisfaction M F 84.5 80.3 85.4 81.3 88.1 82.6 80.1 81.2 84.3 83.0 85.3 84.1 87.4 85.5 84.7 85.9 86.1 Full-Time Continuing Education M F 83.2 77.4 84.9 89.1 84.2 76.5 77.7 74.6 76.0 74.8 74.8 72.9 83.7 80.6 81.4 81.9 76.0 80.4 Part-Time Continuing Education M F 16.1 14.0 10.9 15.1 22.9 22.2 23.8 25.0 24.9 22.6 22.0 15.4 19.3 18.6 18.0 24.0 19.4 25.3 .9 1.6 85.6 TABLE 24 SUMMARY - MALE & FEMALE VOCATIONAL GRADUATES BY OCCUPATIONAL AREA CONTINUED SEX HOME ECONOMICS 1976 1977 1978 % % % BUSINESS & OFFICE 1976 1977 1978 % % 1 TRADE & INDUSTRY 1976 1977 1978 % 7. 7. M F 3.4 9.0 3.6 9.4 3.9 9.6 3.7 50.0 4.5 49.2 4.2 49.8 67.7 7.0 68.1 68.8 8.3 8.4 Full-Time Employment M F 3.4 9.4 3.6 9.0 3.8 9.5 3.1 51.2 3.7 51.0 3.2 51.6 69.6 6.9 69.7 8.2 70.7 8.5 Part-Time Employment M F 3.5 10.3 3.9 9.1 3.5 8.9 7.7 48.7 9.6 48.0 10.4 47.8 58.7 6.0 57.6 7.0 56.5 6.9 Hourly Wage (Dollars) M F 3.55 2.69 3.89 2.94 4.27 3.28 3.29 2.93 3.68 3.20 4.13 3.51 3.71 2.77 4.19 3.11 4.66 3.48 Job Satisfaction M F 82.5 81.4 85.4 81.8 85.3 84.3 79.7 85.7 81.9 85.8 86.6 88.2 81.1 82.9 83.9 81.4 85.8 83.9 Full-Time Continuing Education M F 70.3 77.3 70.4 75.7 67.6 75.5 81.5 76.4 81.4 74.7 84.2 73.5 73.5 75.9 73.1 70.6 70.3 76.0 Part-Time Continuing Education M F 29.7 22.7 28.5 24.3 31.8 24.5 18.3 23.5 18.0 25.2 15.6 26.3 26.5 24.1 26.8 29.2 29.6 23.8 Employed CHAPTER V FINDINGS. CONCLUSIONS AND RECOMMENDATIONS Statement of the Problem The purpose of this study was to compare the achieve­ ment of male students who graduated from vocational educa­ tion programs with the achievement of female vocational education graduates from vocational programs during 1976, 1977 and 1978. compare: Specifically, the study was undertaken to (a) the extent to which males and females were gainfully employed, (b) their hourly earnings, (c) the satisfaction expressed toward their employment, and (d) the number of males and females continuing their education. One purpose of the study was to exmamine a ten percent sample of males and females who graduated from vocational education programs in 1976, 1977 and 1978, who responded to the Follow-Up Survey. The second purpose of the study was to examine all male and female vocational graduates who responded to the follow-up survey by occupational area. Scope of the Study The population of this study consisted of 38,820 voca­ tional graduates in 1976, 42,100 vocational graduates in 1977, and 54,439 vocational graduates in 1978. 86 These numbers 87 represent the number of Michigan secondary vocational gradu­ ates of approved vocational programs who responded to the follow-up survey during their first year after graduation. The graduates were divided into two groups based on their sex. The respondents to this question consisted of 20,944 females and 17,560 males in 1976, 22,206 females and 19,294 males in 1977, and 22,001 females and 18,946 males in 1978. The two groups were further stratified by occupational program area. Limitations This study is limited to the 1976, 1977 and 1978 voca­ tional graduates who responded to the follow-up questionnaire. There was a total of 71.3 percent (38,820 graduates) response rate for 1976, 76.5 percent (42,100 graduates) response rate for 1977, and 76.9 percent (54,439 graduates) response rate for 1978. The response rates for the three years were suf­ ficiently high to allow for generalization to the vocational population in Michigan. The findings in Section II of this study compared males and females by the occupational areas of Agriculture, Dis­ tributive Education, Health, Home Economics, Business and Office, and Trade and Industry. Methodology Data used in this study were collected by the Michigan Department of Education, Vocational-Technical Education 88 Service, in a statewide follow-up of secondary graduates. The survey questionnaire and data collection procedures pre­ sented in Chapter III delineate the process used by the state agency to gather information. A ten percent random sample of 38,820 secondary voca­ tional graduates in 1976, 42,100 secondary vocational graduates in 1977, and 54,439 secondary vocational graduates in 1978, who completed their vocational training and responded to the follow-up questionnaire, was used to complete this study. The vocational graduates were divided into two groups by sex to complete Section I of the analysis. The entire population of males and females who responded to the followup survey for 1976, 1977 and 1978 were compared by occupa­ tional area in Section II of the study. Findings from Survey of Graduates - Section I Males and females were compared in this study by the following criteria: (1 ) employment, employment, (3) hourly wages, (2 ) full or part-time (4) job satisfaction, continuing education (full or part-time). (5) Important find­ ings derived from analysis of the criteria are presented and discussed by section. Employment Status Differences in the employment levels of male and female vocational graduates were minimal. 89 Full and Part-Time Employment Differences in full and part-time employment of males and females were significant. The percentage of males employed full-time exceeded the number of females each year studied. The percentage of females employed part-time exceeded the number of males each year. Hourly Wages There were significant differences in the hourly wages of males and females. Males consistently earned higher wages than females. Job Satisfaction There were significant differences in the degree of job satisfaction in 1976 and 1977. with their employment than females. Males were more satisfied There were minimal differences in job satisfaction levels of males and females in 1978. Continuing Education Differences in males and females continuing their educa­ tion full or part-time were minimal. Findings from Survey of Graduates by Occupational Area Section II Males and females in Agriculture, Distributive Educa­ tion, Health, Home Economics, Business and Office and Trade 90 and Industry were compared in this section by the criteria of: (I) employment, hourly wages, (2) full or part-time employment, (3) (4) job satisfaction, and (5) continuing education (full or part-time). Employment Full-Time The largest percentage of males were employed full-time in Trade and Industry occupations in 1976, 1977 and 1978. The largest percentage of females were employed full-time in Business and Office in 1976, 1977 and 1978. Employment Part-Time The largest percentage of males were employed part-time in Trade and Industry occupations in 1976, 1977 and 1978. The largest percentage of females were employed part-time in Business and Office occupations in 1976, 1977 and 1978. Hourly Wages Trade and Industry occupations paid the highest hourly wages to males of $3.71 in 1976, $4.19 in 1977, and $4.66 in 1978. Business and Office occupations paid the highest hourly wages to females of $2.83 in 1976, $3.11 in 1977 and $3.48 in 1978. Job Satisfaction The occupation with the highest percentage of job satis­ faction for males was Health occupations in 1976, Home 91 Economics and Agriculture in 1977, and Agriculture in 1978. The occupation with the highest percentage of job satisfac­ tion for females was Business and Office in 1976, 1977 and • 1978. Continuing Education Full-Time The occupation with the highest percentage of males continuing education full-time was Health in 1976, Agricul­ ture in 1977, Agriculture and Business and Office in 1978. The occupation with the highest percentage of females continu­ ing education full-time was Health in 1976, Agriculture in 1977, and Health in 1978. Continuing Education Part-Time The occupation with the highest percentage of males continuing education part-time was Home Economics in 1976, 1977 and 1978. The occupation with the highest percentage of females continuing education part-time was Distributive Education in 1976, Trade and Industry in 1977, and Distri­ butive Education in 1978. Conclusions - Sections I & II Employment The data indicate that differences in employment rates of males and females are minimal. successful in obtaining employment. Both sexes have been Differences in full­ time and part-time employment, however, were significant. 92 Males were more often employed full-time, while females were more often employed part-ime. The largest percentages of males were employed full and part-time in Trade and Indus­ try, while females were employed in Business and Office. Findings related to traditional employment patterns of voca­ tional education students in Michigan are consistent with national studies. The national job market shows females clustered in clerical and service occupations while males are more heavily distributed in craft and technical areas. Distributive Education is the only occupational area in Michigan where the percentage of male and female employment is close to equal. Hourly Earnings There were significant differences in the hourly wages earned by males and females for each year of this study. There are large wage differentials in the State of Michigan that favor m a l e s . The differences between hourly wages of males and females in all occupations ranged from $.33 per hour in 1976, to $1.05'f'ih 1977, to $.99 in 1978. When look­ ing within occupations, the figures were more dramatic. Males consistently earned higher wages in traditionally females occupations than females. In the Business and Office occupations field in 1976, males earned $.36 per hour more than females. hour in 1978. The figure increased to $.62 per This discrimination in hourly wages was 93 previously confirmed by a 1972 national report concerning issues and problems in evaluating vocational education. The study found that large wage differentials m male vocational graduates did exist. favor of Male vocational high school students earned about $.38 more per hour on their first job than females, While the differences in pay varied from one program area to another, it was noted that even in office occupations where women are the predominant sex, men made $.34 more per hour than women on their first job. A study in Wisconsin in 1978 at Gateway Technical Institute further confirms data in this study. Researchers found that a comparison of male and female graduates showed that females averaged 25 percent less in wages than males and started at lower salaries. Respondents tended to gradu­ ate from either male or female intensive fields. Differences in hourly earnings reported by Michigan graduates confirm national patterns of earning differentials of males and females. This study concludes that sex bias has an immediate impact on the lives of young women who enter the labor market. > The data would indicate that females employed in trai ditionally male occupations are not guaranteed equal wages following graduation. However, the potential for females to earn more in traditionally male occupations does exist. 94 Continuing Education Differences in males and females continuing education full or part-time was minimal. Males continued their education more frequently in the areas of Health, Agricul­ ture, and Business and Office. Females continued their education more frequently in areas of Health, Agriculture and Home Economics. Trade and Industry was reported as an area where females were continuing education in greater numbers. Males and females in Michigan tend to continue their education in the same proportion. When reviewing data over the three year period, the researcher can conclude: 1. Male and female graduates are employed in the same proportions. 2. Increases in males and females employed- in nontraditional occupations were not significant. 3. The hourly wages of males were significantly higher than females in every occupation each of the three years studied. 4. Males were significantly more satisfied with their jobs in 1976 and 1977. There was no significant difference in job satisfaction between males and females in 1978. Recommendations The findings of this study will provide meaningful facts about the occupational achievement of male and female 95 graduates of vocational education during 1976, 1977 and 1978 for policy makers, vocational educators and students. The following recommendations will provide direction in some aspects: 1. It is recommended that the Michigan Department of Educa­ tion and local school districts should provide recruit­ ment and career information to males and females on the wages and employment opportunities in traditionally male or female occupations. 2. It is recommended that model recruitment programs be developed to increase enrollments of males and females in non-traditional vocational training programs. 3. It is recommended that inservice training programs be developed and provided to all counselors, teachers and administrators in eliminating bias and sex role stereo­ typing. 4. It is recommended that support systems be developed to assist females enrolled in traditionally male occupations or males in traditionally female occupa­ tions adjust and complete occupational program objec­ tives . 5. It is recommended that placement services be provided to assist completers of non-traditional occupations find employment. 6. It is recommended that business and industry be encouraged to allow trial periods of work in 96 non-traditional areas for males and females. 7. It is recommended that bonuses be provided as incentive to employees who recruit and assist persons seeking non-traditional jobs. 8 . • It is recommended that counter-socialization activities be initiated by the Vocational-Technical Education Service and local school districts in Child Care Pro­ grams to provide awareness of non-traditional occupations. Future Studies 1. It is recommended that future studies be conducted to determine the method and extent to which districts recruit and place students in non-traditional programs. 2. It is recommended that future studies be conducted to assess the effectiveness of support services provided students in non-traditional programs. 3. It is recommended that future studies assess and com­ pare males and females by United States Office of Education six digit codes (job titles) to determine differences in hourly w ages. APPENDICES APPENDIX A FOLLOW-UP SURVEY OF 1976 GRADUATES v e * 4 0 4 S -A M ichigan Departm ent o f E ducation 4/74 P l e a s e re tu rn s u r v e y fo n n Co:_______________________________ SCHOOL DISTRICT LABEL FOLLOW-UP SURVEY OF I97S GRADUATES 3 y answ ering th e fo llo w in g q u e s tio n s you c a n Help u s to plan better aducacional programs for p resen t high sc h o o l scud onts. The inform ation you return w ill too u sad for ed u ca tio n a l p u rp o ses o n ly . Thanh you for your co o p era tio n and a s s is t a n c e in com p letin g th is su rvey. Your name w ilt not be r e le a s e d or o th e r w ise c o n n e c ted w ith the infom iation you p rovide. P L E A S E ANSW ER T H E ITEM S IN T H IS Q U E S T IO N N A IR E BY P L A C IN G AN " X " IN T H E BOX N E X T TO T H E R E S P O N S E O F Y OUR C H O IC E . PART I \ D IR E C T IO N S : I. E V E R Y O N E S H O U LO C O M P L E T E P A R T \. R acial-E th n ic Group: '* Q Am erican Indian g ] S la c k fT| O riental f* l S p an ish Surnamed A m erican 0 White m Other 1. Sea: i s Q Male 0 P am ela 3. Chech th e WORO th at b e s t d e s c r ib e s how w elt your high sc h o o l (or area v o c a tio n a l ed u cation cen ter) c o u r se s prepared you to do what you are d oin g now. (Chech ONE only.) '* Q 4. E x c ellen t 0 Q Good Pair 0 Poor Which of Che follo w in g sta tem en ts d e sc r ib e your p resen t sta tu s? (Chech ALL that app ly.) A. tr I am now em ployed. I work about ho it s per w eek . I• B. 10 0 I am not now em ployed. C. *i Q 1 am looking for a job. ( am not looking far a job. 0. i « " a full time stu d en t. 44 0 fTI I am a part tim e stu d en t. E. i s p. is 0 I am a homemaker. 0 I am in (or w ill b e by April 1977) the m ilitary s e r v ic e . 97 98 Vt*d045>A (P a g e 2) PART 2 - EMPLOYED D IR E C T IO N S F O R P A R T 2 IF YOU A R E E M P L O Y E D F U L L OR P A R T TIM E NOW. OR IF YOU A R E IN T H E M IL IT A R Y . P L E A S E C O M P L E T E TH IS P A R T O F T H E Q U E S T IO N N A IR E . O T H E R W IS E GO O IR E C T L Y TO P A R T 3. U N E M P L O Y E D - S E E K IN G W O RK . Name o f Company or Branch o f M ilitary jCicy State Tour Job T itle S. In A ddition to training y ou, what d id your HIGH SCHOOL or AREA VOCATIONAL EDUCATION CEN TER d o to H E L P you PINO a job? (Chock ALL th a t a p p ly .) A. is 0 T old mo about job o p e n in g s *• Q *t 0 Sen t mo for an intarview Taught mo to fill o u t a job a p p lic a tio n a* Q C a v e inform ation about mo to my am ployor ** 0 O ther (p le a s e sp e c ify ! m 0 Mono of the ab ove Who h e lp e d you to find a job? (C hock ALL th at ap p ly.) ! ' 0 High sc h o o l or area v o c a tio n a l e d u cation cen ter co u n selo r *a 0 T ea ch er or co-op coordinator ** 0 P aren t, other r e la tiv e or friend 3A 0 High sc h o o l or area v o c a tio n a l e d u c a tio n cen ter p la cem en t o ffic e ss 0 P u b lic em ploym ent a g e n c y so 0 P r iv a te em ploym ent a g e n c y sr 0 C o lle g e p la cem en t o ffic e * • 0 Other ( P le a s e s p e c ify ) i s 0 No o n e but m y se lf _________________________________________ 7, On your p r e se n t job, how much do you u s e th e v o c a tio n a l training you r ec eiv e d in high sc h o o l or area v ocation al ed u ca tio n cen ter? (C h eck ONE o n ly .) so 0 A lot m 0 Som e H ardly any 0 None 3 . O verall, how s a t i s f i e d a re y o u w ith your p r e s e n t job? (C heck ONE o n ly.) •*' 0 0 3. Very s a t is f ie d Som ew hat s a t is fie d 0 Not very s a tis f ie d 0 Not a t a ll s a tis f ie d On my p r e se n t job I am paid about 1 «a oer hour. 99 VC-404S-A P A S T 3 - UNEMPLOYED - SEEKING WORK (Pag* 3) D IR E C T IO N S F O R P A R T 3. IF YOU A R E P R E S E N T L Y U N E M P L O Y E D A ND A R E L O O K IN G F O R A J O B , C O M P L E T E THIS P A R T O F T H E Q U E S T IO N N A IR E . O T H E R W IS E . G O D IR E C T L Y TO P A R T 4 - F U R T H E R E D U C A T IO N . 10. Whom h ave you u l t i d for holp in finding a job? (C hock ALU Chat app ly.) *i 0 47 0 High sc h o o l or area v o c a tio n a l e d u c a tio n cantor co u n selo r T eacher or c o-op coordinator 4* 0 P arent, other r e la tiv e or friend 40 0 so 0 High sc h o o l or a r ea voca tio n a l ed u ca tio n eantar p lacem en t o f f ic e P u b lic em ploym ent agen cy »t 0 P f i v t n •m p loynw fit a g tn c y 33 0 C o lle g e p la cem en t o ffic e 5* 0 Other ( P le a s e sp e c ify ) '* 0 None o f the a b o v e PART 4 - FURTHER EDUCATION D IR E C T IO N S F O R P A R T 4. IF YOU A R E NOW A T T E N D IN G S C H O O L OR A R E E N R O L L E D IN A T R A IN IN G OR A P P R E N T I C E S H IP P R O G R A M , P L E A S E C O M P L E T E T H IS P A R T O F T H E Q U E S T IO N N A IR E . O T H E R W IS E . GO D IR E C T L Y T O P A R T 5 - CO M M EN TS. Name o f S ch ool, T raining or A pprentice Program I I. State City C hech th e typ e of sc h o o l or program you are now atten d in g. (C hech ss 0 ONE only) 1 year c o lle g e (v o c a tio n a l-te c h n ic a l train in g program) 0 Z year c o lle g e (lib eral art* program) |T[ 4 year c o lle g e or u n iv er sity iVl H...ji^.. 12. —.j» «^^ml 0 A pprentice Program 0 a * - ( ' " • « « s p e c ify .) ■■ Hy major area of study (or training) is 13. In your major a r ea o f stu dy (or train in g), how much do you u s e th e voca tio n a l train in g you r e c e iv e d in high sch o o l or area voca tio n a l e d u cation center? (C h ech O N e on ly.) ” 0 A lot 0 0 Some Hardly any 0 Nona 14. C hech all who a s s is t e d you in finding a n d /o r g e ttin g into your p resen t ed u ca tio n a l program. (C hech ALL that apply) 17 0 H igh sc h o o l or area vocation al ed u ca tio n c en te r cou n selor s* 0 ss 0 T each er or co-op coordinator Parent, other r e la tiv e or friend 40 0 High sc h o o l or a r e s v ocation al e d u c a tio n c e n te r p lacem en t o ffic e *' 0 si 0 T raining or app rentice program recruiter Other ( P le a s e sp e c ify ) > i ■■ ..................- as 0 NO one but m yself i i 100 VC-4045* A (Pa«e ■*) PART 5 - COMMENTS D IR E C T IO N S F O R P A R T 5 ANY COM M ENTS OR S U G G E S T IO N S YOU MAY H A V E CAN B E W R IT T E N IN T H E S P A C E BELO W . (IN C L U D E ANY T Y P E O F A S S IS T A N C E YOU M IG H T N E E D NOW O R T H IN G S YOU W OULD H A V E L IK E D TO H A V E HAO IN YOUR HIGH SC H O O L PR O G R A M .) C o m m en ts a n d / or S u g g e s tio n s : r nr n L j j l SCHOOL USE ONLY l. •* [7 ] If a n AREA CENTER, r e p o r t (3 stu d e n t's hom e d istr ic t Id an tification . c o o | | coot I ! I 73 Inform ation obcam«d Oy 2. 0 . E . C o d e _____________ «s N am e o f P ro g ram 3. T,d] a H3 te le p h o n e c o n ta c t [_ ] APPENDIX B FOLLOW-UP SURVEY OF 1977 GRADUATES VC-I044-A NMcMfift D tp a rtm « ftt of E d u catio n V77 P te a s e re tu m s u r v t y fo rm to : S C H O O L D IS T R IC T LAS EL FOLLOW-UP SURVEY OF 19 77 GRADUATES 3 y a n a w a rin g t h e Follow ing q u e s t io n s y o u c a n h e lp u s to p la n b e tt e r e d u c a t io n a l p r o g r a m s . T h e in f o rm a tio n y o u re tu r n will b e used* fo r e d u c a tio n a l p u r p o s e s o n ly . T h a n k y o u Far y o u r c o o p e r a tio n a n d a s s i s t a n c e in c o m p le tin g th is su rv e y . P L E A S E A N SW E R T H E IT E M S IN TH IS SU RV EY BY PL A C IN G AN “ X " IN THE BOX NEXT TO THE R E S P O N S E O P YOUR C H O IC E . PART 1 C h eck ALL A 15 CD am n o w em ployed, w ork a b o u t. i« 8 . 14 C. 19 D. a E. » CD 03 CD CD 03 am am am am am h o u rs p e r w eek u n em p lo y ed a n d looking For a jo b . a Full tim e s tu d e n t a p a rt tim e s tu d e n t a h o m em ak er. in (o r will b e by April 1973) th e military service. C h eck th e WORO th a t b e s t d e s c n b e s h o w well y o u r high sch o o l (or a re a vocational e d u c a tio n center) c o u rs e s p re p a re d y o u to d o w hat you a te d o in g now . (C heck O NE only.) ,Ti H icsltefi; 3 G ood 3 ] Fair 3 Poor Sex: a 3 GB 4. Male Fem ale R acial-Ethnic G roup: 2* 3 3 3 3 3 A m erican Indian o r A laskan Native o r Native A m erican Black, n o t of Latino o r H ispanic origin Asian o r Pacific islander Latino o r H ispanic White, n o t of Latino o r H ispanic origin IF YOU A R E EM PLOY ED FULL O R P A R T TIM E N OW , OR IF YOU A RE IN T H E M ILITARY, P L E A S E C O M P L E T E P A R T 2 O F THE SURVEY. O T H E R W ISE G O DIRECTLY TO P A R T 3, U N EM PLO Y ED — S E E X IN G W O RK . 101 102 Vf-UJiS-A l*»S»J] PART 2 — EMPLOYED Mam# a t d a m o a n y or Srartcn o 1 M ilitary City SI9C9 Y our jo b Title S. in a d d itio n to tr a in in g y o u , w h a t d id y o u r HIGH S C H O O L o r AREA V OCATIONAL EDUCATION C EN TER d o to H EL P y o u FIND a j a b ? (C h e c k ALL th a t a p p ly .) u E :s 31 r 2] T o ld m e a b o u t jo b o p e n in g s S e n t m e fo r a n in te rv ie w T a u g h t m e to fill o u t a jo b a p p lic a tio n 29 jTJ G a v e in fo rm a tio n a b o u t m e to m y e m p lo y e r » E O th e r ( p le a s e s p e c i f y ) _________________________________________ _ so 3 j N o n e o f th e a b o v e S. ____ _ ---------- — ------- -------— W ho h e lp e d y o u to find a jo b ? (C h e c k ALL t h a t a p p ly .) 31 Q] 32 31 33 E 34 E os 33 2« □ 3r E 39 0 39 E H igh s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n t e r c o u n s e l o r T a a c h e r o r c o - o p c o o r d i n a to r P a r e n t, o t h e r re la tiv e o r frie n d H igh s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n te r p la c e m e n t o ffic e P u b lic e m p lo y m e n t a g e n c y P riv a te e m p lo y m e n t a g e n c y C o lle g e p la c e m e n t o ffic e O th e r ( p le a s e s p e c i f y ) _________________________________________________ __— N o o n e b u t m y se lf ------ — --------------- 7. O n y o u r p r e s e n t jo b . h a w m u c h d o y o u u s e th e v o c a tio n a l tr a in in g y o u re c e iv e d in h ig h s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n te r ? (C h e c k O NE only.) 40 E E A lo t Som e E N one Linj ''“*>-■/ ““j 8. O v erall, h o w s a tis f ie d a re y o u w ith y o u r p r e s e n t jo b ? (C h e c k O N E on ly .) 4' E Tj jj E V e r/ sa tis fie d S o m e w h a t s a tis f ie d N ot very s a tis fie d N ot a t ail s a tis f ie d 9. O n my p r e s e n t jo b I am p a id a b o u t S ________ p e r h o u r. IF YOU A RE PR E S E N T L Y U N E M PL O Y E D AND A R E LO O K IN G FO R A J O B , C O M P L E T E P A R T 3 O F TH E SU RV EY. O T H E R W ISE , GO DIRECTLY TO P A R T 4 — FU R T H ER EDU C A TIO N . __________ __________________________ 103 V1-404S-A PART 3 — UNEMPLOYED — SEEKING WORK 10. W h a m h a v e y o u a s k e d fo r h e lp in fin d in g a jo b ? (C h e c k ALL th a t a p p ly .) 49 0 47 0 « 0 49 0 so 0 st 0 ss 0 S3 0 i4 0 H ig h s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n t e r c o u n s e l o r T e a c h e r o r c o - o p c o o r d i n a to r P a r e n t, o t h e r re la tiv e o r frie n d H ig h s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n t e r p la c e m e n t o ffic e P u b lic e m p lo y m e n t a g e n c y P riv a te e m p lo y m e n t a g e n c y C o lle g e p la c e m e n t o ffic e O th e r ( p l e a s e sp e c ify ) N o n e of th e ab o v e IF YOU A R E NOW A TTEN D IN G S C H O O L OR A R E E N R O LL E D IN A T R A IN IN G O R A P P R E N T IC E S H IP P R O G R A M , P L E A S E C O M P L E T E PA R T 4 O F T H E SU RV EY. O TH E R W ISE , G O DIRECTLY TO P A R T S — C O M M E N T S . PART 4 — N am a of School. Training o r A oorannca Program 11. ss FURTHER E D U C A T IO N suit C ity C h e c k th e ty p e o f s c h o o l o r p r o g r a m y o u a r e n o w a tte n d in g . (C h e c k O NE o n ly .) 0 0 0 0 0 0 2y e a r 2y e a r c o lle g e ( v o c a tio n a l- te c h n ic a l tr a in in g p ro g r a m ) c o lle g e (lib e ra l a r t s p ro g ra m ) 4 y e a r c o ll e g e o r u n iv e rsity B u s in e s s o r tr a d e s c h o o l A p p r e n tic e P ro g r a m O th e r ( p le a s e s p e c i f y . ) _______________________________________ 12. My m a jo r a r e a o f s tu d y (o r tr a in in g ) is _____________________ i_s------ . ------------------------------ 13. In y o u r m a jo r a r e a o f s tu d y (o r tra in in g ), h o w m u c h d o y o u u s e th e v o c a tio n a l tra in in g y o u r e c e iv e d in h ig h s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n te r ? (C h e c k O N E o n ly .) 99 0 0 0 [Ti 14. A lOt Som e H ardly an y N one C h e c k all w h o a s s is te d y o u in fin d in g a n d / o r g e ttin g in to y o u r p r e s e n t e d u c a tio n a l o r tr a in in g p ro g ra m . (C h e c k ALL th a t ap p ly .) 37 0 ]• 0 39 0 » 0 3i 0 « 0 93 0 H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n te r c o u n s e l o r T e a c h e r o r c o -o p c o o r d in a to r P a re n t, o t h e r re la tiv e o r frie n d H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n te r p la c e m e n t o ffic e T ra in in g o r a p p r e n tic e p ro g r a m r e c r u ite r O th e r ( p le a s e sp e c ify ) ____________________________________________ _____ ___ ________________ No o n e b u t m y self ANY C O M M E N T S OR S U G G E S T IO N S YOU MAY HAVE C A N B E W R IT TE N IN P A R T 5. (IN C LU D E ANY TY PE O F A S S IS T A N C E YOU M IGHT N EED NOW ANO LIST THE T Y P E S O F A S S IS T A N C E OR P R O G R A M S YOU HAD IN Y O U R ’S C H O O L THA T W E R E M O ST B E N E F IC IA L TO YOU.) 104 Vl>404«-A PART 5 — COM M ENTS C o m m e n ts a n d / o r S u g g e s t io n s : r nr n _J — I L_ SCHOOL USE ONLY 1. W 0 23 2. 0 . £ . C o d e It a n A REA C E N T E R , re p o r t s t u d e n t 's H o m e d is tr ic t Id e n tific a tio n . ___ N a m e o f P ro g r a m . ,-2Z2_--------£221. TT In fo rm a tio n o O ta m e d by te l e p h o n e c o n ta c t _________________________________________________________________________ __ 3. n QJ S3 4. ra (TJ CD '. C^j APPENDIX C FOLLOW-UP SURVEY OF 1978 GRADUATES Vg-*04S-* ti 4/ Please M ichigan D ep artm en t o f E ducation f turn s u r v e y fo r m to : ________________________ 6 SCHOOL D IS T R IC T LABEL FOLLOW-UP SURVEY OF 197 8 GRADUATES By a n s w e rin g th e fo llo w in g q u e s t io n s y o u c a n h e lp u s to p la n b e tt e r e d u c a t io n a l p r o g r a m s . T h e in fo rm a tio n y o u re tu rn will b e u se c f fo r e d u c a tio n a l p u r p o s e s o n ly . T h a n k y o u fo r y o u r c o o p e r a t io n a n d a s s i s t a n c e in c o m p le tin g th is su rv e y . P L E A S E A N SW E R THE ITEM S IN THIS SU RV EY BY P L A C IN G A N " X " IN THE BOX N EX T TO THE R E S P O N S E O F YOUR C H O IC E . PART 1 C h eck ALL th at apply. a. is □ am now em ployed, w ork a b o u t ________ h o u rs p e r w eek □ □ 0. 2D E. v 2. 1am Ia m 23 ia m □ 'am CD 'a m 8. is C. unem p lo y ed a n d looking fo r a job. a full tim e stu d en t, a p a rt tim e s t u d e n t a ho m em ak er. in (or will b e by April 1979) th e military service. C heck the WORD th a t b e st d e sc rib e s h o w well y o u r high sc h o o l (or a re a vocational e d u ca tio n center) c o u rs e s p re p a re d you to d o w h a t you a re d o in g now. (C heck ONE only.) a Qj 33 3] 0 3. Excellent G ood Fair Poor Sex: a CD Mala 33 Fem ale 4. Racial-Ethnic G roup: 24 0 (T] fTj 0 0 A m erican Indian o r Alaskan Native Slack, n o t of Latino o r H ispanic origin Asian o r Pacific Islander Latino o r H ispanic White, not of Latino o r H ispanic origin IF YOU A RE EM PLOY ED FULL OR PA HT TIM E NOW , OR IF YOU A R E IN THE M ILITARY, P L E A S E C O M P L E T E P A R T 2 O F THE SURVEY. O T H E R W ISE G O DIRECTLY TO P A R T 3, U N E M PLO Y ED — S E E K IN G W O RK . 105 106 V|"*04S-A (Pag* 2) PART 2 — Nam a of Com pany or a ra n c n of Military EM PLOYED City S tata Your JoO Tttta 5. !n a d d itio n to tr a in in g y o u , w h a t d id y o u r HIGH S C H O O L o r A REA VOCATIONAL EDUCATION C E N T E R d o to H E L P y o u FIND a jo b ? (C h e c k ALL t h a t ap p ly .) a □ j» 0 it 0 it 0 if 0 10 0 6. T o ld m e a b o u t jo b o p e n in g s S e n t m e fo r a n in te rv ie w T a u g h t m e to fill o u t a jo b a p p lic a tio n G a v e in f o rm a tio n a b o u t m e to m y e m p lo y e r O th e r ( p l e a s e sp e c ify ) _ _ _ ______________________________________________________________________ N o n e o f th e a b o v e W h o h e lp e d y o u to find a jo b ? (C h e c k ALL th a t a p p ly .) 11 0 si 0 33 0 31 0 39 0 3« 0 it 0 3« 0 s 0 H ig h s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n t e r c o u n s e l o r T e a c h e r u . c o - o p c o o r d i n a to r P a re n t, o t h e r re la tiv e o r frie n d H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n t e r p la c e m e n t o ffic e P u b lic e m p lo y m e n t a g e n c y P riv a te e m p lo y m e n t a g e n c y C o lle g e p la c e m e n t o ffic e O th e r ( p le a s e s p e c i f y ) _______________________________________________________________________ __ N o o n e b u t m y s e lf 7. O n y o u r p r e s e n t jo b . h o w m u c h d o y o u u s e th e v o c a tio n a l tr a in in g y o u re c e iv e d in h ig h s c h o o l o r a r e a v o c a tio n a l e d u c a t io n c e n te r ? (C h e c k O N E on ly .) <0 0 0 0 A lo t Som e H ardly a n y 1 Nona 3. O v e ra ll, h o w s a tis f ie d a r e y o u w ith y o u r p r e s e n t jo b ? (C h e c k O N E only.) ji 0 0 0 0 9. V ery s a tis f ie d S o m e w h a t s a tis f ie d N o t v ery s a tis f ie d N o t a t all s a tis f ie d O n m y p r e s e n t jo b I a m p a id a b o u t S ________ p e r h o u r. *a IF YOU A RE PR E SE N T L Y U N E M PLO Y ED ANO A R E LO O K IN G FO R A J O B , C O M PL E T E P A R T 3 O F THE SU RV EY. O TH E H W ISE . G O DIRECTLY TO P A R T 4 — FU RTH ER ED U C A TIO N . _______________ 107 V*-tO*S-A IPK* fl PART 3 — UNEMPLOYED — SEEKING WORK 10. W h o m h a v e y o u a s k e d fo r h e lp in fin d in g a jo b ? (C h e c k ALL th a t a p p ly ) « 0 H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n t e r c o u n s e l o r T e a c h e r o r c o - o p c o o r d i n a to r a 0 P a re n t, o t h e r re la tiv e o r frie n d 4* 0 H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n t e r p l a c e m e n t o ffic e so 0 P u b lic e m p lo y m e n t a g e n c y 5t 0 P riv a te e m p lo y m e n t a g e n c y a CO C o lle g e p la c e m e n t o ffic e sa 0 O th e r ( p le a s e s p e c i f y ) _________________________________________________ 5« 0 N o n e o f th e a b o v e 47 Q] IF YOU A R E NOW A TT EN D IN G S C H O O L O R A R E E N R O LL E D IN A T R A IN IN G O R A P P R E N T IC E S H IP P R O G R A M , P L E A S E C O M P L E T E PA R T 4 O F THE SU RV EY. O T H E R W IS E , G O D IR EC TLY TO P A R T S — C O M M E N T S . PART 4 — FURTHER Nam* at S cnaol, Training o r Appr*nne* Program E D U C A T IO N City Slat* 11. C h e c k th e ty p e o f s c h o o l o r p ro g r a m y o u a r e n o w a tte n d in g . (C h e c k O N E o n ly .) s* 0 2 0 2 0 0 0 0 y e a r c o lle g e ( v o c a tio n a l- te c h n ic a l tr a in in g p ro g r a m ) y e a r c o lle g e (lib e ra l a r ts p ro g r a m ) 4 y e a r c o lle g e o r u n iv e rsity B u s in e s s o r tr a d e s c h o o l A p p r e n tic e P ro g r a m O th e r ( p le a s e s p e c ify .) _________________________________ 12. My m a jo r a r e a o f s tu d y (o r tra in in g ) is ______________________ I _ ________________________________ 13. In y o u r m a jo r a r e a o f s tu d y (o r tra in in g ), h o w m u c h d o y o u u s e th e v o c a tio n a l tr a in in g y o u re c e iv e d in h ig h s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n tu r ? (C h e c k O N E on ly .) 55 0 0 0 0 A lo t Som e H ard ly a n y N one 14. C h e c k all w h o a s s is te d y o u in fin d in g a n d / o r g e ttin g in to y o u r p r e s e n t e d u c a tio n a l o r tr a in in g p ro g r a m . (C h e c k ALL th a t ap p ly .) 17 0 5« 0 is 0 k 0 «i 0 « 0 m 0 H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n t e r c o u n s e l o r T e a c h e r o r c o - o p c o o r d in a to r P a r e n t, o t h e r re la tiv e o r frien d H igh s c h o o l o r a r e a v o c a tio n a l e d u c a tio n c e n te r p la c e m e n t o ffic e T ra in in g o r a p p r e n t ic e p ro g r a m r e c r u ite r O th e r (p le a s e ’s p e c i f y ) _________________________________________________________________________ No o n e b u t m y se lf ANY C O M M E N T S OR S U G G E S T IO N S YOU MAY HAVE CAN B E W R IT TE N IN P A R T 5. (IN C LU D E ANY, T Y PE O F A S S IS T A N C E YOU M IGH T N EED NOW ANO LIST THE T Y P E S O F A S S IS T A N C E OR P R O G R A M S YOU HAD IN YOUR S C H O O L THAT W E R E M O S T B E N E FIC IA L TO YOU.) 108 VC^44f»A *\ PART 5 — COM M ENTS Comments and/or Suggestions: r n r ! n 1_ SCH O O L U SE ONLY 1. m 2. CD 'Tj 0 . £. C o d e If a n AREA C E N T E R , r e p o r t s t u d e n t 's h o m e d is tr ic t Id e n tific a tio n . __ N a m e o f P ro g r a m 3. r. Q] in 4. rt a HI . - csoe- ra In fo rm a tio n o b ta in e d by te l e p h o n e c o n ta c t CU 50 APPENDIX D ASSURANCES REQUIRED TO OBTAIN ACCESS TO DATA M ichigan D ep artm en t o f E d u c a tio n Rp-2n* 8 71 R ESEA RCH . EVALUATION AND ASSESSMENT SER V IC ES I s i 420 L a n s in g . M ich ig an 48*02 ASSURANCES REQUIRED TO OBTAIN ACCESS TO DATA MAILING INSTRUCTIONS: 1. R etu rn TWO c o p ie s to th e S T A T E a d d re s s in d ic a te d a b o v e . ID EN TIFIC A TIO N O F DATA S U P P L IE D BY THE MICHIGAN D EPA RTM EN T O F EDUCATION Edited Master of the Vocational Techntgal Ffinnarinn S a w H r a Tni •im.t-np 1976 II. ,1977, and 1978 G r a d u a t e s ________________________________________ DESCRIBE A N T IC IPA T E D USE O F T H E DATA Ph.D. Thesis on the comparison o f Qccunarlnnfll Arhimrpnant- n f M a Vocational Education Graduates________________________ _____________________________ III. ASSURANCES T h e follow ing a s s u r a n c e s a r e g iv en to th e M ichigan D epartm ent o f E d u c a tio n in re tu rn for a c c e s s to d a ta for e d u c a tio n a l re s e a rc h p u rp o s e s: 1. T h e d a ta s u p p lie d w ill b e u s e d e x c lu s iv e ly u n d er th e d ire c tio n o f th e r e s e a r c h e r w h o se nam e ap p e a r s b elow , an d w ill n o t be s u p p lie d to any o th e r in d iv id u a l, a g e n c y , o r o rg a n iz a tio n . 2. No sc h o o l or sc h o o l d is tr i c t, n or any in d iv id u a l s ta f f m em ber o f any s c h o o l o r sc h o o l d is tr i c t w ill be id e n tifie d in any re p o rt o f thi re s e a rc h co n d u c te d w ith th e s e d a ta . 3. T h e e x p e n s e o f o b ta in in g a copy o f th e re q u ire d a s s e s s m e n t d a ta w ilt b e b o rn e by th e r e s e a rc h e r. 4 . T h e r e s e v c h e r w ill su p p ly a t le a s t o n e copy o f all c o m p lete d r e s e a r c h re p o r ts b a a e d upon t h e s e d a ta to th e D irecto r, R e se a rc h , E v a lu a tio n an d A s s e s s m e n t S e rv ic e . M ichigan D ep artm en t o f E d u c a tio n . IV. C E R T IFIC A T IO N : I certify th e above assurances will be followed while using data provided by the nichiiAH CwpwitiTiwut of E d u c a tio n . • —/ O a ts S/7Q/7Q P e rs o n R e q u e stin g D a ta '"TY a- L t- T ^ •y i i P o s itio n Vocational Education Specialist: A d d re ss Box 30009 C ity Lansing ______________________________________ T e le p h o n e 517/ 373—OAQ2 f- — -y Zip 4 3 qoq A rea C o d e /L o c a l No. STATE USE ONLY ADDITIONAL CONDITIONS ( P l e a s e d e s c rib e ) 109 S erv ice D irecto r A pproval (S ign atu re) BIBLIOGRAPHY BIBLIOGRAPHY Allport, G. W. , The Nature of Prejudice, Doubleday, New York, 1958, p. 187': Andrew, Dean C., and Lawrence H. Roberts, "A Comparative Study of the Occupational Achievements of Vocational and Non-Vocational High School Graduates in the State of Arkansas," Educational Planning and Evaluation Services, Magnolia, Arkansas,1974. As tin, Alexander W . , and Robert J. Panos, The Educational and Vocational Development of College Students, American Council on Education, Washington, 1969. Atkinson, Karla, Eliminating Sex-Role Stereotyping in Vocational Education - A National and StatePerspective, Center for Women's Services, Wes tern Michigan University, Kalamazoo, Michigan, March, 1979. Barnett, R . , Vicissitudes of Occupational Preferences and Aversion Among Boys and Girls Ages 9-17. Paper presented before the American Psychological Association, Montreal, August, 1973. Buckley, John E . , "Pay Differences Between Men and Women in the Same Job," Monthly Labor Review 94, 1971, pp. 36-40. Committee on Vocational Education Research and Development, Assessing Vocational Research and Development, National Academy of Sciences, National Research Council, Washington, D.C., 1976, p. 103. "Corporate Hiring Practices," Staff Report on Data Furnished by Three Large Companies, From School to Work, Washington, D.C., National Commission for Manpower Policy, 1976. Crowley, J., Thresa Leviton, Robert Quinn, "The Sevenly Deadly Half-Truths About Women," Psychology Today, March, 1973, p. 94. Decoding the Messages, "The Awareness Game 6", 1973, 8. 110 Ill Department of Health, Education and Welfare, Office of Education, Vocational Education, State Programs and Commissioners Discretionary Programs, Federal Register, Volume 42, No. 191, Section 104.75(b), October 37 1977. DeVuyst, Lauren, Kenneth Mills, and Keith W. Stoehr, Educating for Underemployment? A comparison of Female and Male Respondents of Student Follow-Up Studies. Duncan, Otis Dudley, David L. Featherman and Beverly Duncan, Socioeconomic Background and Occupational Achievement: Extensions of a Basic Model, Final Report, University of Michigan, Ann Arbor. Elkin, F . , The Child and Society, Random House, New York, 1961, P-“ ^ Ellis, Mary L . , Women in Technical Education. Paper presented at National Education Clinic, Oklahoma City, Oklahoma, March, 1971. Eninger, M. V . , Effectiveness Evaluation Data for Major City Secondary Education Systems in the United States, Volume I, Educational Systems Research Institute, Pittsburgh, Pennsylvania, 1972, pp. 1-17. ----- , The Process and Products of Trade and Industry Higher School Level Vocational Education in the United States, Educational Systems Research Institute, Pittsburgh, Pennsylvania, 1968. Fuchs, Victor R . , "Differences in Hourly Earnings Between Men and Women," Monthly Labor Review 94, 1971, pp. 9-15. Gallagher, "Community Efforts to Link Education and Work," From School to Work, The National Commission for Manpower Policy, Washington, D.C., 1976. Gilbreath, Jerri D., "Sex Discrimination and Title VII of the Civil Rights Act," Personnel Journal 56, January, 1977, pp. 23-26. Guskin, A. E. and S. L. Guskin, A Social Psychology of Education, Addison-Wesley, Reading"! Massachusetts, 19 70, pH 98. Hamilton, Mary, "A Study of Wage Discriminatory Sex: A Sample Survey in the Chicago Area," doctoral dissertation, University of Pennsylvania, Philedelphia, Pennsylvania, 1969. Hawley, Peggy, "What Women Think Men Think," Journal of Counseling Psychology 18, Autumn 197IH p p . 193-194. 112 Howe, F . , "Sexual Stereotypes Start Early," Saturday Review 54, 1971, p. 76. Jacobs, C., and C. Eaton, "Sexism in the Elementary School," Today's Education, December, 1972, p. 20. Kagen, Jerome, "Check One: -- Male -- Female," Psychology Today 3 , July, 1969, pp. 39-41. Kaufman, Jacob J., Carl J. Shalfen, Morgan V. Lewis, David M. Stevens and Elaine W. House, The Role of Secondary Schools in the Preparation of Youth for Employment, Institute for Research on Human Resources, 1967, pp. 10-13. Kimmil, Marcia S., Educational Influences on Career Opportunities for Women,~Teacher Education Forum Series. Volume 2, N o . T3~ Bureau of Educational Personnel Development, Office of Education, Washington, D. 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