INFORMATION TO USERS

This reproduction was made from a copy of a m anuscript sent to u s for publication
and microfilming. While the m ost advanced technology has been used to phoÂ
tograph and reproduce this m anuscript, the quality of the reproduction is heavily
dependent upon the quality of the material submitted. Pages in any m anuscript
may have indistinct print. In all cases the best available copy has been filmed.
The following explanation of techniques is provided to help clarify notations which
may appear on this reproduction.
1. M anuscripts may not always be complete. When it is not possible to obtain
missing pages, a note appears to indicate this.
2. When copyrighted materials are removed from the m anuscript, a note apÂ
pears to indicate this.
3. Oversize materials (maps, drawings, and charts) are photographed by secÂ
tioning the original, beginning at the upper left hand com er and continuÂ
ing from left to right in equal sections with small overlaps. Each oversize
page is also filmed as one exposure and is available, for an additional
charge, as a standard 35mm slide or in black and white paper format. *
4. Most photographs reproduce acceptably on positive microfilm or microÂ
fiche b u t lack clarity on xerographic copies made from the microfilm. For
an additional charge, all photographs are available in black and w hite
standard 35mm slide format.*
*For more information about black and white slides or enlarged paper reproductions,
please contact the Dissertations Customer Services Department.

T â€™ S A

ME

â€™IMMBTSify

Microfilms
, International

8607127

S a n d b e rg , S an d ra Lynne

ANALYSIS OF SELECTED VARIABLES RELATED TO PARTICIPATION IN
COOPERATIVE EDUCATION BY VOCATIONAL OFFICE OCCUPATIONS
PROGRAM COMPLETERS IN MICHIGAN FOR THE YEARS 1978 THROUGH
1981

Michigan State University

University
Microfilm s
International

300 N. Z eeb Road, Ann Arbor, Ml 48106

Ph.D.

1985

PLEASE NOTE:

In all cases this material has been filmed in the best possible way from the available copy.
Problems encountered with this docum ent have been identified here with a check mark V

1.

Glossy photographs or pages______

2.

Colored illustrations, paper or p rin t_______

3.

Photographs with dark background_____

4.

Illustrations are poor copy_______

5.

Pages with black marks, not original co py______

6.

Print shows through as there is text on both sides of p a g e _______

7.

Indistinct, broken or small print on several pages

8.

Print exceeds margin requirem ents______

9.

Tightly bound copy with print lost in spine_______

.

/

10.

Computer printout pages with indistinct print_______

11.

Page(s)____________ lacking when material received, and not available from school or
author.

12.

Page(s)____________ seem to be missing in numbering only as text follows.

13.

Two pages num bered

14.

Curling and wrinkled pages______

15.

Dissertation contains pages with print at a slant, filmed as received__________

16.

Other____________________________________________________________________________

. Text follows.

University
M icrofilm s
International

ANALYSIS OF SELECTED VARIABLES RELATED TO PARTICIPATION
IN COOPERATIVE EDUCATION BY VOCATIONAL OFFICE
OCCUPATIONS PROGRAM COMPLETERS IN MICHIGAN
FOR â– THE YEARS 1978 THROUGH 1981

By
S an dr a Lynne Sandberg

A DISSERTATION

S u b m it te d t o
Michigan S t a t e U n i v e r s i t y
1n p a r t i a l f u l f i l l m e n t o f t h e r e q u i r e m e n t s
f o r th e degree of
DOCTOR OF PHILOSOPHY

Dep art me nt o f T e a c h e r E d u c a t i o n

1985

ABSTRACT

ANALYSIS OF SELECTED VARIABLES RELATED TO PARTICIPATION
IN COOPERATIVE EDUCATION BY VOCATIONAL OFFICE
OCCUPATIONS PROGRAM COMPLETERS IN MICHIGAN
FOR THE YEARS 1978 THROUGH 1981
By
S an dr a Lynne Sandberg

The p u r p o s e o f t h i s s t u d y was t o d e m o n s t r a t e t h e r e l a t i o n s h i p
o f s e l e c t e d v a r i a b l e s o f r e l a t e d employment, j o b s a t i s f a c t i o n , and
wage r a t e f o r m a l e and f e m a l e c o m p l e t e r s o f v o c a t i o n a l o f f i c e oc cu pa Â
t i o n s t r a i n i n g t o p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs.
The f o l l o w - u p s u r v e y d e v e l o p e d by t h e Michigan E d u c a ti o n D ep ar tm en t,
V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e , p r o v i d e d I n f o r m a t i o n on comÂ
p l e t e r s o f v o c a t i o n a l e d u c a t i o n pr o gr am s c l a s s i f i e d a s O f f i c e OccupaÂ
t i o n s CIP 07.0601, d u r i n g t h e sch oo l y e a r s 1978 th ro ug h 1981.
The c h 1 - s q u a r e s t a t i s t i c ,

the t - t e s t ,

and t h e a n a l y s i s o f

v a r i a n c e w e r e s e l e c t e d t o e x am in e p e r c e n t a g e d i f f e r e n c e s , mean d i f f e r Â
e n c e s , and I n t e r a c t i o n ,

respectively,

S ev en t ee n h y p o t h e s e s w e r e t e s t e d .

fo r the selected variables.

The r e s u l t s o f t h e a n a l y s i s ( b e s t

I l l u s t r a t e d by t h e g r a p h s t h a t a p p e a r i n t h e t e x t ) showed t h a t of
t h o s e who w e r e employed,
r e l a t e d employment.

p a r t i c i p a n t s a p p e a r e d t o have a h i g h e r r a t e of

For f e m a l e r e s p o n d e n t s t h e r a t e re m a in ed w i t h i n a

few p e r c e n t a g e p o i n t s o v e r t h e y e a r s s t u d i e d .

C o n v e r s e ly , t h e r e l a t e d

S an dr a Lynne Sandberg

employment s t a t u s f o r ma le p a r t i c i p a n t s d e c l i n e d o v e r t h e same p er io d .
Both m a l e and f e m a l e p a r t i c i p a n t s showed p r o g r e s s i v e l y l e s s u n r e l a t e d
employment ov er t h e y e a r s s t u d i e d .
Jo b s a t i s f a c t i o n re m a in ed h i g h e r f o r p a r t i c i p a n t s t h a n non parÂ
t i c1 p a n t s , and when exam ine d f o r g en de r , t h e p a t t e r n was much t h e same,
w i t h an I n c r e a s e 1n j o b s a t i s f a c t i o n f o r c o o p e r a t i v e e d u c a t i o n p a r t i c i Â
pants.

Wage r a t e s d e c l i n e d f o r a l l c o m p l e t e r s o ve r t h e y e a r s s t u d i e d .

I t was found t h a t ma le p a r t i c i p a n t s r e c e i v e d h i g h e r wages t h a n f e m a l e
p a r t i c i p a n t s d e s p i t e t h e f a c t t h a t v o c a t i o n a l o f f i c e o c c u p a t i o n s 1s a
t r a d i t i o n a l l y female occupation.

In g e n e r a l , t h e c o n c l u s i o n s drawn

from t h i s s t u d y I n d i c a t e t h a t s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s
program c o m p l e t e r s In Mich ig an,

who had p a r t i c i p a t e d in c o o p e r a t i v e

e d u c a t i o n pr ograms o ve r t h e y e a r s o f t h i s s t u d y , f a r e d b e t t e r t h a n
n o n p a r t i c i p a n t s w i t h r e s p e c t t o r e l a t e d employment, j o b s a t i s f a c t i o n ,
and wages.

ACKNOWLEDGMENTS

My f i r s t ac k no w le d gm en t and s t a t e m e n t o f a p p r e c i a t i o n go es t o
my f a m i l y .

Carma Leora Smuln and M e r r i l l Sandberg, my p a r e n t s * have

a l w a y s e n c o u r a g e d ac a de m ic p u r s u i t s and have been s u p p o r t i v e o f t h i s
en d ea v o r 1n many ways.

I e x p r e s s a p p r e c i a t i o n t o my b r o t h e r , Sidney

M e r r i l l B l a k e Sandberg, who a c c o m p l i s h e d h i s J u r i s D o c t o r a t e 1n much
l e s s t i m e t h a n t h i s e n d e a v o r on my p a r t , and t o h i s w i f e , B a r b a r a , and
f a m i l y f o r t h e i r e n c o u r a g e m e n t and g r a c i o u s a s s i s t a n c e 1n p r o v i d i n g
h o u s in g and l o v i n g c h i l d c a r e d u r i n g d i f f e r e n t p h a s e s o f t h i s e f f o r t .
I wis h t o e x p r e s s a p p r e c i a t i o n t o my s i s t e r S e l e n e S. O a te s , who ha s
been c h e e r i n g me on f o r y e a r s from h e r f o r e i g n p o r t s o f c a l l .

I thank,

a s w e l l , E r n e s t and F l o r e n c e O at es f o r t h e i r l o v e and s u p p o r t .

To my

s i s t e r S h e r y l Ann S. C l a r k ,

who a l s o hoped I â€™d f i n d t h e end and c h e e r Â

f u l l y provided c h i l d care during th e f in a l

effort,

I express appreciaÂ

tion.
When a p r o j e c t e x t e n d s o v e r such a long p e r i o d o f o n e ' s l i f e ,
many p e o p l e become a p a r t o f t h e p r o c e s s .

To t h o s e p e o p l e I e x p r e s s my

d e e p - f e l t a p p r e c i a t i o n f o r t h e i r l o v e and f r i e n d s h i p o v e r t h e s e y e a r s
and th a n k them f o r t h e s h e l t e r , t r a n s p o r t a t i o n , and n o u r i s h m e n t o f more
t h a n one s o r t t h a t t h e y have pr o v id ed .

Dee Jo ch en , Carol I s l e l b ,

Newport, and V1ck1 Schmuts m o s t s p e c i f i c a l l y .
Marlon S c h a f f e r ,

Peg

My a p p r e c i a t i o n t o

who l i s t e n e d , enc our ag ed, and h e l p e d me remember t o

la u gh th r o u g h t h e l o n g p r o c e s s .

I wish t o th a n k Dr. Anna Creekmore f o r

he r words ( a t a t i m e when t h e f i r s t Ph.D. e f f o r t t e r m i n a t e d 1n a second
M a s t e r ' s d e g r e e ) t h a t h e l p e d me keep f a s t t o t h e g o a l , however lo n g I t
took.

Thanks t o Dr. P e t e r Nyberg a t D i x i e C o l l e g e ,

understood.

who,

I believe,

To Dr. J a n i c e K l e i n , I e x p r e s s a v a r i e t y o f a p p r e c i a t i o n s .

I wish t o t h a n k t h o s e who s e r v e d a s members o f my c o m m i t t e e
over t h e y e a r s :

Dr. Max R a i n e s f o r h i s c o n f i d e n c e ; Dr. E l l i s Thomas,

who was c a l l e d home b e f o r e t h e l a s t d i s s e r t a t i o n s t a g e ; Dr. Rex Ray f o r
h i s s u g g e s t i o n s and h i s c o n t i n u e d w i l l i n g n e s s t o t a k e t i m e and t o
a s s i s t 1n f i n d i n g a n s w e r s ; Dr. George F e r n s f o r h i s s p e c i a l c o n f i d e n c e
and high e x p e c t a t i o n s o f p e r f o r m a n c e ; Dr. Paul Slocum f o r h i s w i l l i n g Â
n e s s t o a s s i s t and h i s s u p e r p o s i t i v e and e n c o u r a g i n g a t t i t u d e ; and
Dr. Po la nd , my c h a i r m a n , f o r h i s v a l u a b l e I n p u t , f o r h i s a t t e n t i o n t o
and f o l l o w t h r o u g h 1n t a k i n g c a r e of d e t a i l s , and f o r l e t t i n g 1 t
f i n a l l y be my t u r n .
A d d i t i o n a l p e o p l e I wis h t o th a nk I n c l u d e Bruce Grow and o t h e r s
a t t h e Michigan D e p a r tm e n t o f E d u c a t i o n , V o c a t i o n a l - T e c h n i c a l E d uc a ti o n
S e r v i c e , f o r t h e i r s u g g e s t i o n s 1n t h e e a r l y s t a g e s and w i l l i n g n e s s t o
make t h e d a t a a v a i l a b l e , t h o s e who p r o v i d e d a s s i s t a n c e 1n p r o c e s s i n g
t h e d a t a , and my s u p e r b t y p i s t .

L a s t , and mos t, I th a n k my p a t i e n t and

l o v i n g son, who h a s added d i m e n s io n and s t a t u r e t o my l i f e d u r i n g h i s
six years.

TABLE OF CONTENTS

Page

LIST OF TABLES................................................................................................................
LIST OF F I G U R E S

vi
vi i i

Chapter
I.

II.

III.

THE PROBLEM..................................................................................................

1

I n t r o d u c t i o n .............................................................................................
S t a t e m e n t of t h e Problem....................................................................
Pu r p os e o f t h e S t u d y ...........................................................................
Resea rc h Q u e s t i o n s and Hy p ot h es es ..........................................
Need f o r t h e S t u d y ...............................................................................
Assumption . . . ....................................................................................
L i m i t a t i o n s .............................................................................................
D e f i n i t i o n o f T e r m s ...........................................................................
O v e r v i e w .......................................................................................................

1
4
4
5
7
10
10
11
15

RELATED LITERATURE....................................................................................

16

C o o p e r a t i v e V o c a t i o n a l E d u c a t i o n ...............................................
General A t t r i b u t e s and B e n e f i t s .............................................
C o o p e r a t i v e Employment-Related Employment ...................
J o b S a t i s f a c t i o n ...............................................................................
W a g e s .......................................................................................................
G e n d e r .......................................................................................................
S u m m a r y .......................................................................................................

16
16
22
24
28
29
31

RESEARCH PROCEDURES

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

32

I n t r o d u c t i o n .............................................................................................
I n s t r u m e n t Design ................................................................................
Survey P r o c e d u r e s ...............................................................................
P o p u l a t i o n ..................................................................................................
Res ear ch Design
...............................................................................
H y po th es es .
.........................................................................................
A n a l y s i s and P r e s e n t a t i o n o f D a t a .............................................
S u m m a r y .......................................................................................................

32
32
33
34
35
36
38
40

iv

Page

IV.

V.

FINDINGS............................................................................................................

42

I n t r o d u c t i o n .............................................................................................
R e s u l t s o f H y p o t h e s i s T e s t i n g ....................................................
Employment S t a t u s o f Res po nd en ts Nine Months
A f t e r Completion o f V o c a t i o n a l O f f i c e
.....................................
O c c u p a t i o n s T r a i n i n g Programs
Employed Comp le te r P a r t i c i p a n t s and N o n p a r t l d p a n t s o f C o o p e r a t i v e E d u c a ti o n Programs .......................
Employed Male and Female Com pleter P a r t i c i p a n t s
o f C o o p e r a t i v e E d u c a ti o n Programs ....................................
Male and Female Comp le te r P a r t i c i p a n t s o f
C o o p e r a t i v e E d u c a ti o n Programs Employed 1n
R e l a t e d J o b s ....................................................................................
Male and Female P a r t i c i p a n t s and N o n p a r t1 c 1 p a n ts
o f C o o p e r a t i v e E d u c a ti o n Programs Employed 1n
U n r e l a t e d J o b s ...............................................................................
J ob S a t i s f a c t i o n f o r P a r t i c i p a n t s and N o n p a r t l c i p a n t s o f C o o p e r a t i v e E d u c a ti o n Programs ......................
Wage R a t e f o r Male and Female P a r t i c i p a n t s and
N o n p a r t i c i p a n t s 1n C o o p e r a t i v e Ed u ca ti o n
P r o g r a m s .............................................................................................
C o n s i s t e n c y 1n L e v e l s o f R e l a t e d Employment Job
S a t i s f a c t i o n , and Mean Wage R a t e s f o r Male and
Female C o m p l e t e r s ......................................................................
S u m m a r y ......................................................................................................

42
44

80
108

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS FOR
FURTHER RESEARCH ....................................................................................

110

I n t r o d u c t i o n ...................................................................................................
The F i n d i n g s ..................................................................................................
...............................................................................
Conclusions
Ge neral Recommendations .................................................................
Recommendations f o r F u r t h e r Research ..............................................
R e f l e c t i o n s .......................................... ..................................................

44
45
46

50
58
64
72

110
Ill
120
122
123
124

APPENDIX...........................................................................................
BIBLIOGRAPHY....................................................................................................................

v

125
135

LIST OF TABLES

T a b le

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Page

Employment S t a t u s o f R esp on den ts Nine Months A f t e r
Co m p le ti on o f V o c a ti o n a l O f f i c e O c c u p a t io n s
T r a i n i n g P r o g r a m s ..........................................................................

44

Number and P e r c e n t a g e o f Employed Comp le te r
P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e
E d u c a t i o n P rograms, by Y e a r ........................................................

45

Number and P e r c e n t a g e o f Employed Male and Female
Co m p l et e r P a r t i c i p a n t s and N o n p a r t1 c 1 p a n ts of
C o o p e r a t i v e E d u c a t i o n Programs, by Year ............................

48

Number and P e r c e n t a g e o f Com pleter P a r t i c i p a n t s and
N o n p a r t i c i p a n t s o f C o o p e r a t i v e E d u c a ti o n Programs
Employed in R e l a t e d J o b s , by Y e a r ..........................................

51

Number and P e r c e n t a g e o f Male and Female Comp le te r
P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e
E d u c a t i o n Programs Employed in R e l a t e d J o b s , byYear .

54

Number and P e r c e n t a g e o f Com pleter P a r t i c i p a n t s and
N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e E d u c a ti o n Programs
Employed 1n U n r e l a t e d J o b s , by Y e a r ......................................

59

Number and P e r c e n t a g e o f Male and Female Com pleter
P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e
E d u c a t i o n Programs Employed 1n U n r e l a t e d J o b s ,
by Y e a r ......................................................................................................

61

Number and Mean J o b - S a t l s f a c t l o n Level o f Employed
C om pl et e r P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f
C o o p e r a t i v e E d u c a t i o n Programs, by Year ............................

65

Number and Mean J o b - S a t i s f a c t i o n Level of Employed
Male and Female Co mp le te r P a r t i c i p a n t s and
N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e E d u c a ti o n Programs,
by Y e a r .......................................................................................................

68

vi

P a ge

4.10

4.11

4.12

4.13

4.14

Number and Mean Wage R a t e o f Employed Male and Female
C om pl et e r P a r t i c i p a n t s and N o n p a r t i c i p a n t s o f
C o o p e r a t i v e E d u c a ti o n P rograms, by Year ............................

73

Number and Mean Wage R at e o f Employed Male and Female
Co mp le te r P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f
C o o p e r a t i v e E d u c a ti o n Programs ....................................................

76

Number and P e r c e n t a g e o f Male and Female C o m p l e te rs
Employed 1n R e l a t e d and U n r e l a t e d Jobs# by Year . . . .

81

Number# Mean# and S t a n d a r d D e v i a t i o n J o b - S a t i s f a c t 1 o n
Values f o r Employed Male and Female C o m p l e te rs . . . .

85

Number, Mean# and S t a n d a r d D e v i a t i o n o f Hourly Wage
R a t e s f o r Employed Male and Female Completers#
by Y e a r .......................................................................................................

88

vi i

LIST OF FIGURES

F ig u r e

4.1
4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

4.10

4.11

Page

P e r c e n t a g e o f Male and Female C om pl ete rs Employed
1n R e l a t e d and U n r e l a t e d J o b s , by Y e a r .................................

83

Number, Mean, and S t a n d a r d D e v i a t i o n J o b - S a t 1 s f a c t i o n
V alues f o r Employed Male and Female C o m p l e t e r s ,
by Y e a r .......................................................................................................

87

Number, Mean, and S t a n d a r d D e v i a t i o n o f Hou rly Wage
R a t e s f o r Employed Male and Female C o m p l e t e r s ,
by Y e a r .......................................................................................................

90

Employment S t a t u s o f Re s p on de nt s Nine Months A f t e r
Completion o f V o c a t i o n a l O f f i c e O c c u p a t i o n s T r a i n i n g
P r o g r a m s .......................................................................................................

91

Employed C om pl et e r P a r t i c i p a n t s and N o n p a r t i c i p a n t s
o f C o o p e r a t i v e E d u c a ti o n Programs ...........................................

93

Employed Male and Female Co mp le te r P a r t i c i p a n t s o f
C o o p e r a t i v e E d u c a ti o n Programs ....................................................

94

P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e
E d u c a ti o n Programs Employed 1n R e l a t e d J o b s ...................

96

Male and Female Co mp le te r P a r t i c i p a n t s and Nonpart 1 c 1 p a n t s o f C o o p e r a t i v e E d u c a ti o n Programs
Employed 1n R e l a t e d J o b s ..................................................................

98

P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e
E d u c a ti o n Programs Employed 1n U n r e l a t e d J o b s . . . .

99

Male and Female P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f
C o o p e r a t i v e E d u c a ti o n Programs Employed in
U n r e l a t e d J o b s .........................................................................................

101

Job S a t i s f a c t i o n f o r P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s
o f C o o p e r a t i v e E d u c a t i o n Programs ...........................................

102

v i i i

Page

4.12

4 .1 3

4.14

Job S a t i s f a c t i o n f o r Male and Female P a r t i c i p a n t s
and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e E d u c a ti o n
P r o g r a m s .......................................................................................................

104

Wage R a t e s f o r P a r t i c i p a n t s and N o n p a r t 1 c 1 p a n t s o f
C o o p e r a t i v e E d u c a t i o n Programs ...................................................

106

Wage R a t e s f o r Male and Female P a r t i c i p a n t s and
N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e E d u c a t i o n Programs

107

ix

. .

CHAPTER I

THE PROBLEM

Introduction
C o o p e r a t i v e e d u c a t i o n has been d e s c r i b e d a s an I n s t r u c t i o n a l
method 1n v o c a t i o n a l e d u c a t i o n and "has a s I t s p r i m a r y goal t h e d e v e l Â
opment o f o c c u p a t i o n a l competency" (Mason, H ai n es ,

& Furtado,

1981).

C o o p e r a t i v e e d u c a t i o n as an I n s t r u c t i o n a l method p r o v i d e s s t u d e n t s t h e
o p p o r t u n i t y t o p a r t i c i p a t e 1n r e q u i r e d ac a d em ic c o u r s e s a t s c h o o l ,
a l t e r n a t e l y w i t h employment 1n a r e l a t e d w a g e - e a r n i n g j o b (Wanat
Snell,

1980).

&

C o o p e r a t i v e e d u c a t i o n pro gr ams a t b ot h s e c o n d a r y and

p o s t s e c o n d a r y I n s t i t u t i o n s m u s t be p la n n e d and s u p e r v i s e d s o t h a t
sc hoo l and employment c o n t r i b u t e t o t h e s t u d e n t ' s e d u c a t i o n and employÂ
ability

(Humbert &Wo1oszyk,

1983).

The a p p r e n t i c e s h i p s y s t e m used 1n c o l o n i a l America, which
a l l o w e d I n d i v i d u a l s t o become m a s t e r s 1n a c r a f t ,
d e v el op m en t o f c o o p e r a t i v e e d u c a t i o n .

s e t the stage for

The f i r s t r e c o r d e d c o o p e r a t i v e

e d u c a t i o n program, however, was t h a t begun 1n 1906 when Herman
Schneider,

p ro fe s s o r of en g in e erin g a t t h e U n iv ersity of C in c in n a ti,

was g iv e n a u t h o r i z a t i o n t o I n s t i t u t e a c o o p e r a t i v e e d u c a t i o n program
for his engineering students.

The s t u d e n t s w er e r e q u i r e d t o p a r t i c i Â

p a t e 1n a p p l i c a b l e work e x p e r i e n c e 1n a l t e r n a t e s e s s i o n s w i t h c l a s s w o r k
(Knowles, 1971).

The f i r s t s e c o n d a r y - l e v e l c o o p e r a t i v e e d u c a t i o n

1

2

program began 1n 1909 a t F i t c h b u r g , M a s s a c h u s e t t s , In c o o p e r a t i o n
w i t h t h e General E l e c t r i c Company.

In 1911, an e x p e r i m e n t a l high

sc h o o l program was e s t a b l i s h e d a t York, P e n n s y l v a n i a , f o l l o w e d by t h e
e s t a b l i s h m e n t of s e v e r a l o t h e r pro gr ams in Ohio and New York.

In 1917,

t h e p a s s a g e o f t h e Smith-Hughes Act p r o v id e d f u n d i n g f o r v o c a t i o n a l
e d u c a t i o n 1n t h e a r e a s o f a g r i c u l t u r e , t r a d e s and I n d u s t r y , home ec oÂ
n o m i cs , and t e a c h e r t r a i n i n g .

S c h o o ls were e n c ou r a ge d by t h e F e d e r a l

Board f o r V o c a ti o n a l E d u c a ti o n t o e s t a b l i s h c o o p e r a t i v e e d u c a t i o n p r o Â
grams.

The program e s t a b l i s h e d by t h e N a t i o n a l Youth A d m i n i s t r a t i o n ,

which p r o v i d e d p a r t - t i m e work and p a r t - t i m e t r a i n i n g f o r young p e o p l e
1n 1935, and manpower s h o r t a g e s d u r i n g World War I I h e l p e d s p r e a d
I n t e r e s t in pro gr ams t h a t combined work e x p e r i e n c e w i t h scho ol ( T y l e r ,
1956).
In 1946, t h e George Barden Act a u t h o r i z e d a d d i t i o n a l

fu nd s f o r

v o c a t i o n a l e d u c a t i o n pr o gr am s , t h i s t i m e I n c l u d i n g s u p p o r t f o r c o o p e r a Â
t i v e education.

In 1955, t h e Rosenberg F ou n d at i o n gave a $50,000 g r a n t

in s u p p o r t o f a c o u n t r y - w i d e c o o p e r a t i v e e d u c a t i o n program.

In 1957,

e n c ou ra ge d by C h a r l e s F. K e t t e r i n g , t h e n d i r e c t o r of General Motors and
a s t r o n g a d v o c a t e o f c o o p e r a t i v e e d u c a t i o n , t h e Thomas Alva Edison
F o u n d a ti o n s p o n s o r e d a c o n f e r e n c e h e l d i n Dayton, Ohio, c a l l e d
" C o o p e r a t i v e E d u c a ti o n and t h e Impending E d u c a t i o n a l C r i s i s " (Knowles,
1971).

Wilson (1960) c o m p l e t e d a s tu d y t h a t p r o v i d e d t h e b a s i s f o r

t h e N a t i o n a l Commission f o r C o o p e r a t i v e E d u c a t i o n , which was e s t a b l i s h e d
in 1962.

T h i s co m m is s io n o b t a i n e d f i n a n c i a l s u p p o r t from t h e U n it e d

3

S t a t e s O f f i c e of E d u c a ti o n t o e s t a b l i s h c o o p e r a t i v e e d u c a t i o n pr og ram s
1n high s c h o o l s and c o l l e g e s a c r o s s t h e n a t i o n .
Under t h e d i r e c t i o n o f P r e s i d e n t John F. Kennedy,

a panel of

c o n s u l t a n t s met t o r e v ie w and e v a l u a t e v o c a t i o n a l e d u c a t i o n .

Their

r e c o m m e n d a t io n s w er e I n c o r p o r a t e d 1n t h e V o c a t i o n a l E d u c a t i o n Act of
1963, which a l s o r e c o g n i z e d b u s i n e s s and o f f i c e e d u c a t i o n f o r t h e f i r s t
t i m e a s t r a i n i n g a r e a s 1n v o c a t i o n a l e d u c a t i o n .

The V o c a t i o n a l EducaÂ

t i o n Amendments o f 1968 gave added v i s i b i l i t y and s u p p o r t t o c o o p e r a Â
t i v e e d u c a t i o n programs.
The Commission on Montrad1t1onal Study (1973) and t h e N a t i o n a l
Commission on t h e Reform o f Secondary E d u c a ti o n (1973) gave s u p p o r t t o
c o o p e r a t i v e e d u c a t i o n 1n t h e 1970s.

Both a s s e r t e d t h a t o f f e r i n g occupaÂ

t i o n a l e x p e r i e n c e s t o s e c o n d a r y sch ool s t u d e n t s was an I m p o r t a n t a s p e c t
of t h e e d u c a t i o n a l p r o c e s s t h a t had been Ig n o re d (Humbert & Woloszyk,
1983).

S u b s e q u e n t e d u c a t i o n a l amendments 1n 1976 r e c o g n i z e d t h e need

f o r c o o p e r a t i v e e d u c a t i o n programming a t t h e p o s t s e c o n d a r y l e v e l .

The

Carl P e r k i n s V o c a t i o n a l E d u c a ti o n Act o f 1984 c o n t i n u e d t h e r e c o g n i t i o n
o f c o o p e r a t i v e e d u c a t i o n a s a v i a b l e t r a i n i n g program (C o n g r e s s i o n a l
Q u a r t e r l y Almanac, 1984).
As d e m o n s t r a t e d by t h e r e l a t e d l i t e r a t u r e , 1 t has been
g e n e r a l l y assumed t h a t c o o p e r a t i v e e d u c a t i o n a s an I n s t r u c t i o n a l
d e l i v e r y s y st e m o f f e r s b e n e f i t s t o s t u d e n t s who p a r t i c i p a t e .

During

t h e y e a r s from 1978 t h r o u g h 1981, t h e Michigan E d u c a ti o n D e p a r tm e n t,
V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e , approved and funded c o o p e r a t i v e

4

e d u c a t i o n pr o gr am s 1n v o c a t i o n a l o f f i c e o c c u p a t i o n s t h r o u g h o u t t h e
state.

Public,

f e d e r a l , and s t a t e s u p p o r t ha ve made p o s s i b l e t h e

c o n t i n u e d gro wt h o f t h e c o o p e r a t i v e e d u c a t i o n e x p e r i e n c e f o r young
people.

S t a t e m e n t o f t h e Problem
The problem o f t h i s s t u d y was t o d e t e r m i n e w h e t h e r employed
ma le and f e m a l e v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ograms e x p e r i e n c e d more
r e l a t e d employment, g r e a t e r j o b s a t i s f a c t i o n , and r e c e i v e d h i g h e r
wages t h a n employed m a le and f e m a l e o f f i c e o c c u p a t i o n s c o m p l e t e r s who
had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n prog ram s.

An a d d i t i o n a l

a s p e c t o f t h i s s t u d y was t o d e t e r m i n e 1f d i s c e r n i b l e t r e n d s e x i s t e d
f o r each o f t h e v a r i a b l e s o v e r t h e f o u r y e a r s o f t h i s s t u d y :

1978,

1979, 1980, and 1981.

P u r p o s e o f t h e Study
The p u r p o s e of t h i s s t u d y was t o p r o v i d e i n f o r m a t i o n c o n c e r n i n g
t h e r e l a t i o n s h i p o f s e l e c t e d v a r i a b l e s t o p a r t i c i p a t i o n 1n c o o p e r a t i v e
e d u c a t i o n programs.

The v a r i a b l e s I n c l u d e d employment 1n a r e l a t e d j o b

n i n e months f o l l o w i n g c o m p l e t i o n o f a s e c o n d a r y v o c a t i o n a l o f f i c e
o c c u p a t i o n s pr ogram, s a t i s f a c t i o n w i t h t h e j o b h e l d , and wage r a t e
received.

The outcome f o r each v a r i a b l e 1n each y e a r s t u d i e d was

p l o t t e d t o a s c e r t a i n d i s c e r n i b l e t r e n d s o ve r t h e f o u r - y e a r p e r i o d from
1978 t h r o u g h 1981.

5

Research Q u e s t i o n s and Hy p ot h es es
Data p r o v id e d by t h e f o l l o w - u p o f v o c a t i o n a l o f f i c e o c c u p a t i o n s
program c o m p l e t e r s w e r e used t o a n s w e r t h e f o l l o w i n g r e s e a r c h q u e s t i o n s
regarding cooperative education.
1.

Did o f f i c e o c c u p a t i o n s c o m p l e t e r s who p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n pr o gr am s and who w er e employed one y e a r a f t e r
c o m p l e t i o n more o f t e n have j o b s r e l a t e d t o t h e i r t r a i n i n g t h a n t h o s e
who d i d n o t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs?
2.

Did employed o f f i c e o c c u p a t i o n s c o m p l e t e r s who p a r t i c i p a t e d

1n c o o p e r a t i v e e d u c a t i o n p r o g r a m s I n d i c a t e g r e a t e r j o b s a t i s f a c t i o n
t h a n t h o s e who d id n o t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs?
3.

Did employed o f f i c e o c c u p a t i o n s c o m p l e t e r s who p a r t i c i p a t e d

1n c o o p e r a t i v e e d u c a t i o n p r o g r a m s r e c e i v e h i g h e r mean wages t h a n
c o m p l e t e r s who d i d no t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs?
4.

Was t h e r e a d i f f e r e n c e b et we en m a l e and f e m a l e c o m p l e t e r s

w i t h r e s p e c t t o r e l a t e d employment* j o b s a t i s f a c t i o n , and mean wage
r a t e s f o r t h o s e who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams
and t h o s e who had not?
5.

Was t h e r e c o n s i s t e n c y b et w ee n employed m a l e and f e m a l e

c o m p l e t e r s w i t h r e s p e c t t o r e l a t e d employment, j o b s a t i s f a c t i o n , and
wage r a t e o v e r t h e f o u r y e a r s s t u d i e d ?

(Thi s q u e s t i o n does n o t have

the coo perative education d i s t i n c t i o n . )
6.

Were t h e r e d i s c e r n i b l e t r e n d s f o r each o f t h e s e v a r i a b l e s

o v er t h e f o u r - y e a r p e r i o d from 1978 t h r o u g h 1981?

6

The f o l l o w i n g n u l l h y p o t h e s e s w ere d e r i v e d from t h e p r e c e d i n g
research questions.
Ho 1:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e b et w ee n t h e number o f
s e c o n d a r y o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e employed and
have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n progr ams and
t h o s e who hav e no t.

Ho 2 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e
1n t h e p e r c e n t a g e of
employed m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e occ upa Â
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n programs and t h o s e who have no t.

Ho 3 :

T h e r e I s no s i g n i f i c a n t I n t e r a c t i o n b et we en p e r c e n t a g e of
p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n prog ram s and g e n d e r
o f se co n d ar y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s .

Ho 4:

T h er e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e
employed 1n r e l a t e d j o b s and have p a r t i c i p a t e d in c o o p e r a Â
t i v e e d u c a t i o n p r o g r a m s and t h o s e who have not.

Ho 5:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e
1n t h e p e r c e n t a g e o f m a l e
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed i n r e l a t e d j o b s and hav e p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who have not.

Ho 6:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n between r e l a t e d employÂ
ment and g en d er o f s e c o n d a r y v o c a t i o n a l o f f i c e e d u c a t i o n
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p r o g r am s and t h o s e who have not.

Ho 7:

Th ere 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
se c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s employed
1n u n r e l a t e d j o b s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e eduÂ
c a t i o n p ro gr am s and t h o s e who have not.

Ho 8:

T h er e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f m a le
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n u n r e l a t e d j o b s and have p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and t h o s e who have not.

Ho 9:

T h er e 1s no s i g n i f i c a n t I n t e r a c t i o n between u n r e l a t e d
employment and g e n d e r o f s e c o n d a r y v o c a t i o n a l o f f i c e occ upa Â
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e du ca Â
t i o n pr o gr am s and t h o s e who have not.

7

Ho 10 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e mean l e v e l o f j o b
s a t i s f a c t i o n between s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s
c o m p l e t e r s who have p a r t i c i p a t e d In c o o p e r a t i v e e d u c a t i o n
p ro gr am s and t h o s e who have not.

Ho 11 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e l e v e l of j o b
s a t i s f a c t i o n be tw ee n m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l
o f f i c e o c c u p a t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n coopÂ
e r a t i v e e d u c a t i o n pro gra ms and t h o s e who have not.

Ho 12 :

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n be tw ee n l e v e l s o f j o b
s a t i s f a c t i o n of secondary vocational o f f i c e occupations
c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
and t h o s e who hav e not.

Ho 13 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
between s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s
who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og r am s and
t h o s e who have not.

Ho 14 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
bet we en m a le and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e oc cu pa Â
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e ed uca Â
t i o n and t h o s e who have n ot .

Ho 15 :

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n be tw ee n mean wage r a t e
and g en d er o f s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s comÂ
p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o Â
grams and t h o s e who have no t.

Ho 16 :

T h e r e 1s no c o n s i s t e n c y 1n t h e l e v e l s o f r e l a t e d employment,
j o b s a t i s f a c t i o n , and mean wage r a t e f o r m a l e and f e m a l e
secondary vocational o f f i c e occupations com pleters.
(T hi s
h y p o t h e s i s does n o t I n c l u d e t h e c o o p e r a t i v e e d u c a t i o n d i s Â
tinction. )

Ho 17 :

T h e r e a r e no d i s c e r n i b l e t r e n d s f o r r e l a t e d employment, j o b
s a t i s f a c t i o n , o r mean wage r a t e f o r m a l e and f e m a l e
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who have
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ograms and t h o s e who
have n o t , o v e r t h e f o u r y e a r s I n c l u d e d 1n t h i s s tu d y .
Need f o r t h e Study

As s t a t e d 1n t h e 1976 amendments t o t h e 1963 V o c a ti o n a l EducaÂ
t i o n Act, t h e f e d e r a l gover nme nt d e s i r e s t o " a s s i s t t h e s t a t e s 1n
o p e r a t i n g t h e b e s t p o s s i b l e pro gr ams o f v o c a t i o n a l e d u c a t i o n " (A

8

V o c at io na l

Education L e g i s l a t i v e Reference,

1978).

Because t h e f e d e r a l

govern me nt does p r o v i d e a s s i s t a n c e , t h o s e who o f f e r programs a t t h e
s t a t e and l o c a l

l e v e l s a r e a c c o u n t a b l e t o t h e f e d e r a l govern me nt f o r

r e p o r t i n g t h e ou tc o m es of t h e s e programs.

Accountability re f e r s to

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

Therefore,

1 t 1s n e c e s s a r y t o make j u d g m e n t s c o n c e r n i n g t h e e f f e c t i v e n e s s o f
v o c a t i o n a l e d u c a t i o n by m e a s u r i n g I t s o b s e r v a b l e outcomes.

'T h e s u c Â

c e s s o f g r a d u a t e s , t h e wages t h e y e a r n , t h e number engaged 1n occ up aÂ
t i o n s f o r which th e y a r e t r a i n e d . . . a r e t y p e s o f d a t a which
I n f l u e n c e t h i s j u dg m en t" ( B r a n t n e r ,

1975, P- 2 6 ) .

The Michi gan E d u c a t i o n D ep a r tm e n t, V o c a t i o n a l - T e c h n i c a l EducaÂ
t i o n S e r v i c e annual f o l l o w - u p s u r v e y d a t a c o l l e c t e d on v o c a t i o n a l
program c o m p l e t e r s In M ich ig an p r o v i d e d t h e I n f o r m a t i o n , used i n t h i s
s t u d y , r e g a r d i n g employment, r e l a t e d employment, j o b s a t i s f a c t i o n , and
wage r a t e s .

These d a t a a r e r e p o r t e d t o t h e Un ited S t a t e s governme nt

each y e a r , b u t l i t t l e a n a l y s i s h as been done t o f i n d o u t 1n w ha t ways
th e r e p o r ts , over tim e, d i f f e r with re s p e c t t o s e le c te d v a ria b le s .

In

o r d e r t o make d e c i s i o n s a b o u t s p e n d i n g and program d e v el op m en t, 1 t i s
I m p o r t a n t t o e v a l u a t e wh at 1s hap pe ni ng t o s t u d e n t s who c o m p l e t e vocaÂ
tional

pr og ram s.
I t seems t i m e l y t o a n a l y z e t h e d a t a from t h e f o l l o w - u p s u r v e y

t o ex am in e w h e t h e r p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr ograms does
c o n t r i b u t e t o employment, r e l a t e d emp loym ent , j o b s a t i s f a c t i o n , and
wages r e c e i v e d f o r m a le and f e m a l e o f f i c e o c c u p a t i o n s program
com pleters.

9

The f o l l o w i n g p a r a g r a p h s p r o v i d e a d d i t i o n a l s u p p o r t t o t h e need
f o r f o l l o w - u p s u r v e y s and I d e n t i f y s p e c i f i c u s e s f o r s u r v e y d a t a w i t h i n
an e d u c a t i o n a l

framework.

V o c a ti o n a l e d u c a t i o n p l a n n e r s need a c c u r a t e d a t a t o s u p p o r t
d e c i s i o n s r e l a t e d t o program e f f e c t i v e n e s s and t o j u s t i f y t h e e x p a n s io n
or m od ificatio n of serv ice s to students.

Evidence t h a t d e m o n s t r a t e s

t h e o utc om es of s p e c i f i c pro gr ams w i l l h e l p make t h o s e pro gr ams b e t t e r
a b l e t o p r e p a r e t h e q u a l i f i e d e m p lo y e e s demanded by t h e work community.
"The c o l l e c t i o n of d a t a r e l e v a n t t o s t u d e n t j o b s u c c e s s 1s v i t a l *

and

1s an e x t r e m e l y e f f e c t i v e means o f m e a s u r i n g t h e s u c c e s s o f one p r o Â
gram, o r t h e s t a t e - w i d e v o c a t i o n a l s y st em " ( S c o t t & Chapman, 1981,
p. 2 ) .
The f i n a l

r e p o r t of t h e B u s i n e s s and O f f i c e and M a r k e t i n g and

D i s t r i b u t i v e E d u c a ti o n Follow-Up c o n d u c t e d by t h e Kentucky D ep ar tm en t
o f E d u c a t i o n ( S c o t t & Chapman,

1981) I n c l u d e d (1) p u r p o s e s f o r c o n d u c t Â

in g a f o l l o w - u p and (2) how d a t a c o l l e c t e d m i g h t be used e f f e c t i v e l y by
c e r t a i n groups.
The r e p o r t s t a t e d t h a t s u r v e y I n f o r m a t i o n can p r o v i d e
j u s t i f i c a t i o n f o r m o d i f i c a t i o n o f e x i s t i n g pro gr ams o r I m p l e m e n t a t i o n
o f new ones.

School a d m i n i s t r a t o r s , p l a n n i n g p e r s o n n e l , g u id a n c e

c o u n s e l o r s , t e a c h e r e d u c a t o r s , t e a c h e r s , and s t u d e n t s can a l l b e n e f i t
from t h e use of s ur vey I n f o r m a t i o n .

D e t e c t i n g t r e n d s t h a t may a f f e c t

p o l i c y o r management, c u r r i c u l u m p l a n n i n g , j o b p l a c e m e n t , and a d v i s e Â
ment, as w e l l as d e t e r m i n i n g needs o f t h e l a b o r f o r c e , a r e ways t h a t

10

s u r v e y d a t a can be used by t h e s e p e o p l e t o a s s i s t 1n u p d a t i n g and mainÂ
t a i n i n g r e l e v a n t v o c a t i o n a l t r a i n i n g pro gr ams ( S c o t t & Chapman,

1981).

The s t u d e n t , p a r t l c u l a r y , p l a y s an I m p o r t a n t r o l e 1n t h e
f o l l o w - u p d es ign .

C u r r e n t s t u d e n t s g a i n from knowledge a b o u t f o r m e r

s t u d e n t s â€” p r a c t i c a l kno wledge t h a t may I n f l u e n c e e d u c a t i o n a l a l t e r n a Â
t i v e s and o c c u p a t i o n a l d i r e c t i o n s .

The s t u d e n t a l s o h a s t h e o p p o r t u Â

n i t y l a t e r t o p r o v i d e I n p u t I n t o t h e f u t u r e r o l e and f u n c t i o n o f t h e
e d u c a t i o n a l I n s t i t u t i o n and progr ams o f f e r e d by t h a t I n s t i t u t i o n
( W e n t l i n g , 1980).
Through t h e us e o f f o l l o w - u p d a t a , t h e r e 1s an o p p o r t u n i t y t o
pr omo te c o o p e r a t i v e e d u c a t i o n 1n v o c a t i o n a l o f f i c e o c c u p a t i o n s programs
(Fry,

1983).

At a t i m e when e q u i t y 1s an I s s u e ,

1 t 1s p a r t i c u l a r l y

r e l e v a n t t o s e e what h a s o c c u r r e d f o r m al e c o m p l e t e r s 1n a t r a d i t i o n Â
ally

female occupation.

Assumption
In c o n d u c t i n g t h i s s t u d y , t h e r e s e a r c h e r made t h e f o l l o w i n g
assumption:

The s t u d e n t f o l l o w - u p s u r v e y d a t a c o l l e c t e d by t h e MichiÂ

gan D ep ar tm en t o f E d u c a t i o n w ere v a l i d and r e l i a b l e .

JJml tatlpns
The s t u d y was l i m i t e d t o employed s e c o n d a ry v o c a t i o n a l o f f i c e
o c c u p a t i o n s c o m p l e t e r s 1n Michi gan who res p on de d t o t h e annual f o l l o w up s u r v e y from 1978 t h r o u g h 1981.

11

D e f i n i t i o n o f Terms
The f o l l o w i n g terms* a r r a n g e d 1n a l p h a b e t i c a l order * a r e
d e f i n e d a s t h e y were used 1n t h i s s t u d y .
B u s i n e s s and o f f i c e o c c u p a t i o n s p r o g r a m s :

Instructional

p ro g ram s I n c l u d e d 1n C l a s s i f i c a t i o n o f I n s t r u c t i o n a l P ro gr am s (CIP)
c l a s s i f i c a t i o n 07.0601 t h a t p r e p a r e I n d i v i d u a l s t o r e c o r d and t r a n Â
s c r i b e c o m m u n ic a ti o n s , p r o v i d e a d m i n i s t r a t i v e su p p or t* and a b s t r a c t *
classify,

and f i l e I n f o r m a t i o n .

Completer:

A s t u d e n t who f i n i s h e s a p la n n e d s e q u e n c e o f

c o u r s e s , s e r v i c e s , o r a c t i v i t i e s d e s ig n e d t o m e e t an o c c u p a t i o n a l
o b j e c t i v e and t h a t p u r p o r t s t o t e a c h e n t r y - l e v e l j o b s k i l l s .

For t h e

y e a r s I n c l u d e d 1n t h i s s t u d y , a c o m p l e t e r a l s o r e c e i v e d a high s c h o o l
dipl oma .

A c o m p l e t e r may o r may n o t have p a r t i c i p a t e d In a c o o p e r a t i v e

e d u c a t i o n program (U.S. D ep ar tm en t o f H e a l t h ,

Education,

& Welfare,

1978).
Co mp re h en siv e v o c a t i o n a l - t e c h n i c a l c e n t e r :

The c o n c e p t a s p r o Â

moted by t h e Michigan S t a t e Board o f E d u c a t i o n 1s, an ap pr oac h t o
p r o v i d i n g v o c a t i o n a l and t e c h n i c a l e d u c a t i o n t h a t w i l l a t t e m p t t o
p r o v i d e a c o m p re h e n s iv e e d u c a t i o n a l program w i t h i n r e a c h o f a l l c i t i Â
ze n s .

The c e n t e r 1s a f a c i l i t y ,

where a v o c a t i o n a l program 1s o f f e r e d

and open t o a l l s t u d e n t s In a d e f i n e d a r e a .

The a r e a v o c a t i o n a l

proÂ

gram s e r v e s a s an e x t e n s i o n o f e x i s t i n g p ro g r am s a t t h e p a r t i c i p a t i n g
hig h s c h o o l s.
C onsistency;

Agreement o r harmony among t h e p a r t s ; k e e p i n g t o

t h e same p r i n c i p l e s o r h a b i t s ( World Book D i c t i o n a r y ,

1976).

In t h i s

12

s t u d y , c o n s i s t e n c y was d e f i n e d t h i s way, and 1n a s t a t i s t i c a l s e n s e â€”
a l l r e a s o n a b l e men would say.
Cooperative ed u ca tio n ;

A technique of vocational education fo r

p e r s o n s who, th r o u g h a c o o p e r a t i v e a r r a n g e m e n t be tw ee n t h e s c h o o l and
employers,

r e c e i v e I n s t r u c t i o n I n c l u d i n g r e q u i r e d a ca d em i c c o u r s e s and

r e l a t e d v o c a t i o n a l I n s t r u c t i o n by a l t e r n a t i o n of s t u d y in s c h o o l w i t h a
job.
D escriptive trend a n a ly s is ;
differences.

D e s c r i b i n g r e s u l t s and l o o k i n g f o r

In t h i s s t u d y , a d e s c r i p t i v e t r e n d a n a l y s i s was used t o

d e s c r i b e d i f f e r e n c e s f o r each y e a r â€” t h a t i s , o v e r t i m e , t h e movement o f
some v a l u e becoming s u c c e s s i v e l y g r e a t e r o r s u c c e s s i v e l y s m a l l e r .
D iscernible;

Som et hin g t h a t can be d i s c e r n e d ; p e r c e p t i b l e

( World Book D i c t i o n a r y , 1976).

For t h e p u r p o s e o f t h i s s t u d y ,

d i s c e r n i b l e was d e f i n e d a s a s u c c e s s i v e l y g r e a t e r o r s u c c e s s i v e l y
s m a l l e r movement o f a g iv e n v a l u e i n t h e same d i r e c t i o n o v e r t i m e .
D iscernible tren d s:

T ren ds t h a t a r e d i s c e r n i b l e ,

i.e.,

that

can be s ee n o r d i s c e r n e d by t h e p r o g r e s s i o n of p l o t t e d p o i n t s on a
graph in a s u c c e s s i v e l y g r e a t e r o r s m a l l e r movement 1n t h e same d i r e c Â
t i o n over tim e.
Employment s t a t u s :

The c o n d i t i o n o f employment.

For t h e

p u r p o s e of t h i s s t u d y , employment s t a t u s r e f e r r e d t o be i n g employed,
b ei ng employed i n a r e l a t e d j o b ,

o r b ei ng employed i n an u n r e l a t e d j o b

a s r e p o r t e d by t h e r e s p o n d e n t s a t t h e ti m e o f t h e s t u d y .
Follow-Up s u r v e y :

A s u r v e y o f t h e e x p e r i e n c e s and s t a t u s o f

f o r m e r p u p i l s , e i t h e r t o h e l p them i n f u r t h e r a d j u s t m e n t o r t o s e c u r e

13

I n f o r m a t i o n t o h e l p im pro ve I n s t r u c t i o n o r g u i d a n c e f o r t h o s e s t i l l
school.

in

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

i t y d e s i g n e d t o d e t e r m i n e w h a t o c c u p a t i o n s a r e p u r s ue d by g r a d u a t e s
a n d / o r f o r m e r s t u d e n t s i n o c c u p a t i o n a l pr og ram s and t h e e f f e c t i v e n e s s
o f t h e i r p r e p a r a t i o n 1n r e l a t i o n s h i p t o j o b r e q u i r e m e n t s .
Ed u c a ti o n D ep ar tm en t,

The Michigan

V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e ' s annual

v o c a t i o n a l e d u c a t i o n f o l l o w - u p s u r v e y was used f o r t h i s s tu d y.
Interaction:

A ct i o n upon o r I n f l u e n c e on each o t h e r ( World

Book D i c t i o n a r y , 1976).

For t h e p u r po s e o f t h i s s t u d y ,

d e f i n e d 1n I t s t r u e s e n s e â€” I n f l u e n c e on each o t h e r ,

I n t e r a c t i o n was

o f be i n g m a le o r

f e m a l e and t h e p a r t i c u l a r v a r i a b l e in q u e s t i o n .
Job s a t i s f a c t i o n :
F e e l i n g s o r a f f e c t i v e r e s p o n s e s t o f a c e t s o f t h e s i t u a t i o n which
a r e a s s o c i a t e d w i t h a p e r c e i v e d d i f f e r e n c e betwe en wh at 1s e x p e c t e d
a s a f a i r and r e a s o n a b l e r e t u r n ( o r , when t h e e v a l u a t i o n o f f u t u r e
p r o s p e c t s 1s I n v o l v e d , w h a t 1s a s p i r e d t o ) and wh at i s e x p e r i e n c e d ,
1n r e l a t i o n t o t h e a l t e r n a t i v e s a v a i l a b l e 1n a g i v e n s i t u a t i o n .
T h e i r r e l a t i o n t o b e h a v i o r depends upon t h e way 1n which t h e I n d i Â
v i d u a l e x p e c t s t h a t fo rm o f b e h a v i o r t o h e l p him a c h i e v e t h e g o a l s
he h a s a c c e p t e d . (S m it h , Kendal, & Hul 1 n, 1969, p. 6)
Leaver:

A s t u d e n t who ha s been e n r o l l e d in , and has a t t e n d e d ,

a program o f v o c a t i o n a l e d u c a t i o n , h a s l e f t t h e program w i t h o u t comÂ
p l e t i n g 1 t , and 1s n o t e n r o l l e d 1n a n o t h e r v o c a t i o n a l program.
N onparticipant:

A c o m p l e t e r who d i d n o t p a r t i c i p a t e i n a

c o o p e r a t i v e e d u c a t i o n program a s p a r t o f h i s / h e r v o c a t i o n a l o f f i c e
occupations tr a i n i n g .

14

P articipant:

A c o m p l e t e r who p a r t i c i p a t e d 1n a c o o p e r a t i v e

e d u c a t i o n program as p a r t o f h i s / h e r v o c a t i o n a l o f f i c e o c c u p a t i o n s
tralnlng.
R e l a t e d e m p lo ym en t:

Employment t h a t r e l a t e s t o t r a i n i n g .

For

t h e p u r p o s e o f t h i s s t u d y , r e l a t e d employment r e f e r r e d t o employment 1n
t h e o c c u p a t i o n a l a r e a f o r which t h e c o m p l e t e r was t r a i n e d .
Respondents:
In t h i s s t u d y ,

I n d i v i d u a l s who a n s w e r q u e s t i o n s on a su rv ey .

r e s p o n d e n t s w e r e I d e n t i f i e d program c o m p l e t e r s ,

s p e c i f i c a l l y 1n o f f i c e o c c u p a t i o n s from 1978 th r o u g h 1981, who a n s w er ed
and r e t u r n e d t h e Michi gan E d u c a t i o n D e pa r tm en t, V o c a t i o n a l - T e c h n i c a l
E d u c a ti o n S e r v i c e ' s an nua l v o c a t i o n a l e d u c a t i o n f o l l o w - u p s u r v e y ,
Trend:

"A g e n e r a l d i r e c t i o n o r te n d e n c y ; d r i f t .

H n e or o th e r s t a t i s t i c a l curve,

A straight

showing t h e te n d e n c y o f some f u n c t i o n

t o grow o r d e c l i n e o v e r a p e r i o d o f t i m e " ( W e b s te r 's D i c t i o n a r y . 1979).
For t h e p u r p o s e o f t h i s s t u d y , a t r e n d a l s o r e f e r r e d t o and was
â– M;

" d i s c e r n i b l e " by a s u c c e s s i v e l y g r e a t e r o r s m a l l e r movement 1n t h e same
d i r e c t i o n over time.
Vocational o f f i c e occupations c o m p le te rs :

S t u d e n t s who have

co m p l e t e d an o f f i c e o c c u p a t i o n s t r a i n i n g program a t a Michigan compreÂ
h e n s i v e high scho ol o r v o c a t i o n a l - t e c h n i c a l c e n t e r .
V o c a t i o n a l - T e c h n i c a l E d u c a ti o n S e r v i c e (V-TES):

The s e r v i c e

a r e a w i t h i n t h e Michi gan E d u c a t i o n D ep ar tm en t c h a r g e d w i t h t h e a d m i n i s Â
t r a t i o n o f v o c a t i o n a l - t e c h n i c a l e d u c a t i o n 1n Michigan.

15

Wage r a t e :

The amount o f pay r e c e i v e d p e r hour.

For t h i s

study# wage r a t e was t h e h o u r l y amount r e c e iv e d # a s I n d i c a t e d by
employed c o m p l e t e r s a t t h e t i m e o f t h e f o l l o w - u p s u r v e y .

Overview
C h a p t e r I c o n t a i n e d an I n t r o d u c t i o n t o t h e study# a s t a t e m e n t
o f t h e problem# t h e p u r p o s e o f and need f o r t h e study# r e s e a r c h q u e s Â
t i o n s and hyp othe ses# a s s u m p t i o n s and l i m i t a t i o n s , and d e f i n i t i o n s o f
key t e r m s .

In C h ap t er II# r e l a t e d l i t e r a t u r e h i g h l i g h t i n g r e l e v a n t

o utc om es from o t h e r s t u d i e s r e l a t e d t o c o o p e r a t i v e v o c a t i o n a l e d u c a t i o n
1s r e v ie w e d .

The r e s e a r c h d e s i g n and method olog y a r e d i s c u s s e d 1n

C h a p t e r I I I # and r e s u l t s o f t h e s t a t i s t i c a l
c o l l e c t e d a r e I n c l u d e d 1n C h a p t e r IV.

a n a ly s is of th e data

Chapter V co n ta in s th e fin d in g s

and c o n c l u s i o n s o f t h i s I n v e s t i g a t i o n and re co m m e n d a t io n s f o r f u r t h e r
study.

CHAPTER I I

RELATED LITERATURE

C o o p e r a t i v e . V o c a t i o n a l E du ca tio n
General A t t r i b u t e s and B e n e f i t s
From I t s b e g i n n i n g s in 1906# and p a r t i c u l a r l y s i n c e i t s r a p i d
growth i n t h e 1960s and 1970s, c o o p e r a t i v e v o c a t i o n a l e d u c a t i o n has
been documented f o r t h e b e n e f i t s 1 t can p r o v i d e t o s t u d e n t s who p a r Â
t i c i p a t e , t o s c h o o l s t h a t p r o v i d e p ro g ra m s , t o t h e b u s i n e s s community,
and t o t h e g e n e r a l community as w e l l (Wanat & S n e l l ,

1980).

C o o p e r a t i v e e d u c a t i o n pr ograms p r o v i d e s t u d e n t s w i t h o n - t h e - j o b
e x p e r i e n c e s t h a t r e l a t e t o a ch os en o c c u p a t i o n and a s s i s t them 1n
making t h e t r a n s i t i o n from s ch oo l t o work (Humbert & Woloszyk, 1983).
C o o p e r a t i v e e d u c a t i o n o f f e r s young p e o p l e an o p p o r t u n i t y t o ga i n
sk ills,

knowledge, a t t i t u d e s , and p e r c e p t i o n s a s w e ll a s e x p e r i e n c e

needed t o e s t a b l i s h a " v o c a t i o n a l

i d e n t i t y " ( E g g l e s t o n , 198 2) .

C o o p e r a t i v e e d u c a t i o n e n h an c es employment p o t e n t i a l (Gess,
1979) and can c o n t r i b u t e t o Im proving j o b s e l e c t i o n o r j o b " f i t "
( S to d d a r d ,

1978).

The e d u c a t i o n a l v a l u e o f p a r t i c i p a t i o n 1n c o o p e r a Â

t i v e e d u c a t i o n pro gr ams i n c l u d e s l e a r n i n g t o a c c e p t r e s p o n s i b i l i t y , t o
work w i t h a d u l t s , and f o r many, t o e x p e r i e n c e a s e n s e o f a c h i e v e m e n t
and s u c c e s s .

G r e a t e r p e r s o n a l g ro w th , s o c i a l m a t u r i t y , and d e v e l o p m e n t

o f d e s i r a b l e a t t i t u d e s and s k i l l s a l s o can t a k e p l a c e f o r t h o s e who

16

17

p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n pr og r am s ( M a t o s - B e t a n c o u r t ,
Tyler,

1956; W o l f s b e r g e r ,

1983).

1980;

Wilms (1984) r e p o r t e d t h a t e m p lo y e rs

f e l t s t u d e n t s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ograms
m o s t l i k e l y had b e t t e r work h a b i t s and a more p o s i t i v e a t t i t u d e
(H elH w ell,

1981).

A s t u d y c o m p l e t e d by T y l e r (1961),

under t h e a u s Â

p i c e s o f t h e Thomas Alva Edison F o u n d a t i o n , found s e v e r a l a d v a n t a g e s 1n
c o o p e r a t i v e e d u c a t i o n pr og ra m s .

Those a d v a n t a g e s a r e :

(1) Theory and p r a c t i c e a r e more c l o s e l y r e l a t e d ; (2) s t u d e n t
m o t i v a t i o n t o w a r d s t u d i e s 1s s t r o n g e r ; (3) t h e r e 1s a g r e a t e r
d e v e l o p m e n t o f human r e l a t i o n s s k i l l s ; (4) t h e r e 1s b e t t e r o r i e n Â
t a t i o n t o t h e wo rld o f work; (5) s t u d e n t s a r e b e t t e r m o t i v a t e d f o r
g r a d u a t e s t u d i e s ; (6) g r e a t e r m a t u r i t y , r e s p o n s i b i l i t y , and In de Â
pendence a r e de v e l o p e d ; and (7) b e t t e r c o n t a c t s a r e made f o r l a t e r
o c c u p a t i o n a l p la c e m e n t. Also l i s t e d were c e r t a i n a d v a n t a g e s t o
e m p l o y e r s . ( T y l e r , 1961; 1n Lupton, 1969, p. 1x)
That p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pro gr ams makes a
s t r o n g c o n t r i b u t i o n t o t h e I n d i v i d u a l s t u d e n t ' s c a r e e r d ev el op m en t has
been s u p p o r t e d by f i n d i n g s fr o m s e v e r a l s t u d i e s .

Wilson and Lyons

(1961) showed t h a t 88% o f t h e c o o p e r a t i v e e d u c a t i o n s t u d e n t s th e y
s t u d i e d s a i d t h e i r work e x p e r i e n c e had c l a r i f i e d e d u c a t i o n a l and c a r e e r
g o a l s (C r os s,

1973).

Osun (1980),

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

p r o g r a m s 1n s o u t h e r n I l l i n o i s h ig h s c h o o l s , r e p o r t e d t h a t c o o p e r a t i v e
ed u ca tio n "helps a s s i m i l a t e youths I n to t h e m ainstream of a d u l t
s o c i e t y , . . . o r i e n t s t u d e n t s t o t h e w o r l d o f work and p r o v i d e c a r e e r
e x p l o r a t i o n " (p. 3549A).

Cooperative education provides s tu d e n ts th e

o p p o r t u n i t y t o i n v e s t i g a t e c a r e e r c h o i c e s and j o b o p t i o n s (Will 1s,
1981), as w e l l a s t o g a i n e x p o s u r e t o a v a r i e t y o f s o c i a l c l a s s e s and
age gr o up s (Dawson,

1980).

S t u d e n t s who p a r t i c i p a t e 1n c o o p e r a t i v e

e d u c a t i o n pr og ram s have a ch a n c e t o " e x p e r i e n c e ,

firs t-h a n d , the

18

co n s e q u e n c e s o f t a r d i n e s s and a b s e n t e e i s m , t h e b e n e f i t s o f good working
r e l a t i o n s h i p s among em plo yee s, t h e need f o r co m mu nic at ion between
d e p a r t m e n t s and t h e e x p e r i e n c e o f r e c e i v i n g a p r o f e s s i o n a l work e v a l u a Â
t i o n " ( P o o l e , 1985, p. 9 ) .
C o o p e r a t i v e e d u c a t i o n progr ams o f f e r t h e f o l l o w i n g m a jo r
advantages to to d a y â€™s s tu d e n t:
1.
2.
3.
4.
5.
6.
7.

C o o r d i n a t i o n o f work and s t u d y I n c r e a s e s s t u d e n t m o t i v a t i o n .
Theory and p r a c t i c e a r e more c l o s e l y I n t e g r a t e d , and t h e
s t u d e n t f i n d s g r e a t e r meaning 1n h i s / h e r s t u d i e s .
The s t u d e n t in c o o p e r a t i v e e d u c a t i o n d e v e l o p s g r e a t e r s k i l l s
in human r e l a t i o n s .
Work e x p e r i e n c e c o n t r i b u t e s t o a g r e a t e r s e n s e of r e s p o n s i Â
b ility .
Cooperative education helps to o r ie n t th e s tu d en t to th e
world o f work.
The s t u d e n t â€™s e a r n i n g s c o n t r i b u t e t o f i n a n c i n g h i s / h e r own
education.
The s t u d e n t u s u a l l y e x p e r i e n c e s a smooth t r a n s i t i o n i n t o
f u l l - t i m e employment b e c a u s e o f t h e u n d e r g r a d u a t e e x p e r i e n c e .
(Dewar, 1981, p. 150)

C o o p e r a t i v e e d u c a t i o n programs p r o v i d e a b r i d g e between 1n-school
t r a i n i n g and t h e world o f work (Dewar, 1981).
C r os s (1973) r e v ie w e d l i t e r a t u r e c o n c e r n i n g ways t o m e asu re t h e
e f f e c t o f p a r t i c i p a t i o n in c o o p e r a t i v e e d u c a t i o n prog ram s on t h e
intellectual

d e v e l o p m e n t of s t u d e n t s .

She note d t h a t Wilson and Lyons

(1961) and Gore (1972) found t h a t s t u d e n t s who had p a r t i c i p a t e d in
c o o p e r a t i v e e d u c a t i o n pro gra ms had b e t t e r s c o r e s on t h e G ra d u a te Record
Ex am in at io n .

C r o s s a l s o i n d i c a t e d t h a t Yencso (1971) found c o o p e r a t i v e

e d u c a t i o n alumni had h i g h e r g r a d e s t h a n n o n c o o p e r a t i v e e d u c a t i o n
al u m n i.

Some r e s e a r c h e r s have s p e c u l a t e d t h a t b e t t e r s t u d e n t s a r e

a t t r a c t e d t o c o o p e r a t i v e e d u c a t i o n pr og r am s ; o t h e r s have r e p o r t e d mixed

19

results.

Adams and S t e p h e n s (1970), a l s o c i t e d by C ro s s (1973), I n d i Â

c a t e d t h a t s t u d e n t s who a r e wor king o r g a n i z e t h e i r s t u d y t i m e b e t t e r
and t h e r e f o r e o b t a i n h i g h e r g r a d e s .

Smith (1971) r e p o r t e d t h a t p a r Â

t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pro gr ams had a s i g n i f i c a n t
I n f l u e n c e on a ca d em i c p e r f o r m a n c e ,

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

C ooperative ed u ca tio n ex p e rie n c e s c o n t r i b u t e t o th e developing
s e n s e o f I d e n t i t y and s e n s e of wo rth o f t h e s t u d e n t , b e c a u s e f o r
p e r h a p s t h e f i r s t t i m e 1n h i s l i f e h e r e l a t e s t o a d u l t s a s an a d u l t
and b e c a u s e h e l e a r n s I m p o r t a n t l e s s o n s a b o u t r e l a t i n g t o o t h e r
p e r s o n s from many d i f f e r e n t ba ck gr o un ds ; t h a t he t y p i c a l l y a c h i e v e s
b e t t e r 1n h i s ac a d em ic program bec a us eâ€” among o t h e r r e a s o n s â€” he
ch ang es h i s a t t i t u d e s t o w a r d h i m s e l f ; o r g a n i z e s h i s t i m e and work
b e t t e r , and a s a r e s u l t o f m e e ti n g work o b l i g a t i o n s f i n d s g r e a t e r
r e l e v a n c y and h en ce g r e a t e r m o t i v a t i o n f o r h i s s t u d i e s ; i s a b l e
p e r i o d i c a l l y t o have a change o f pace from t h e l o c k s t e p o f aca dem ic
p u r s u i t s ; and w o r r i e s l e s s a b o u t f i n a n c e s . . . . C o o p e r a t i v e
e d u c a t i o n makes a s t r o n g c o n t r i b u t i o n t o gr ow th o f t h e I n d i v i d u a l
s t u d e n t i n h i s p e r s o n a l d e v e l o p m e n t , h i s s o d a ! d ev el op m en t, and
h i s c a r e e r de vel opm ent . (Wi ls on, 1971, p. 5)
Not a l l r e s e a r c h f i n d i n g s have shown p o s i t i v e o ut c o m es f o r
p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n pr ograms.

P a r t i c i p a t i o n 1n

c o o p e r a t i v e e d u c a t i o n i s n o t r e l a t e d t o s e l f - e s t e e m nor d i r e c t l y t o
c a r e e r m a t u r i t y was t h e f i n d i n g o f Weinberg (1983), who compared
community c o l l e g e p a r t i c i p a n t s 1n c o o p e r a t i v e e d u c a t i o n pro gra ms t o
nonparticipants.

Mulcahy (1982) r e p o r t e d t h a t community c o l l e g e

p a r t i c i p a n t s s a id they g ot l i t t l e o u t of t h e i r co o p e ra tiv e education
pro gr ams b u t s u g g e s t e d t h e d e s i g n o f t h e program may have been a t l e a s t
p a r t i a l l y r e s p o n s i b l e f o r t h i s outcome.

W i l l e t t (1981) used a p r e t e s t -

p o s t t e s t e v a lu a tio n over a three-m onth period.

He r e p o r t e d no

s i g n i f i c a n t d i f f e r e n c e s be tw ee n a c o n t r o l group and s t u d e n t s who had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n progr ams.

W i l l e t t â€™s e f f o r t was

t o exam ine t h e e f f e c t e x p e r i e n c e - b a s e d p ro g ram s m i g h t h av e 1n p r o v i d i n g

20

s e c o n d a r y c a r e e r and v o c a t i o n a l e d u c a t i o n s t u d e n t s w i t h o p p o r t u n i t i e s
" t h a t a s s i s t 1n a c q u i r i n g and d e v e l o p i n g
for

vocational m a tu rity d e sira b le

e f f e c t i v e l y e n t e r i n g and s u c c e e d i n g 1n t h e w o r ld o f

work" (p. x i i ) .

In some c a s e s , t h e t r a n s i t i o n from sch oo l t o work was n o t s i g n i f i c a n t l y
e a s e d by p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n p r o g ra m s ( H e r r n s t a d t ,
Erwin, M o r r i s , & Sum, 1979).
In a n a t i o n a l a s s e s s m e n t o f c o o p e r a t i v e v o c a t i o n a l prog ram s,
Lloyd

(1981) r e p o r t e d t h a t s t u d e n t s , a s a r e s u l t o f t h e c o o p e r a t i v e

vocational experience,
a.
b.

a r e much b e t t e r p r e p a r e d t o
a p p r e c i a t e s ch oo l much more
c o o p e r a t i v e program.
c . b e l i e v e t h a t th e y w i l l f i n d
a r e a where p r e s e n t t r a i n i n g

make
than

an o c c u p a t i o n a l d e c i s i o n .
b e f o r e becoming a p a r t o f t h e

f u l l - t i m e employment 1n t h e same
1s t a k i n g p l a c e , ( p . 7)

F ra n ke l (1973) r e p o r t e d t h a t c o o p e r a t i v e e d u c a t i o n pro gr ams
p r o v i d e v a l u a b l e j o b t r a i n i n g , t r a i n i n g t h a t m i g h t n o t o t h e r w i s e be
available.

S ch o ol s as w e l l as s t u d e n t s can b e n e f i t from c o o p e r a t i v e

e d u c a t i o n pro gr ams bec a us e o f t h e v a r i e t y o f e d u c a t i o n a l o p p o r t u n i t i e s
such pr o gr am s a l l o w them t o o f f e r t h e i r s t u d e n t s .

S c h o o ls b e n e f i t from

c o n t a c t w i t h I n d i v i d u a l s who m i g h t s e r v e a s a d v i s o r y c o m m i t t e e members
o r p r o v i d e t r a d e j o u r n a l s and o t h e r m a t e r i a l s and e q u i p m e n t f o r use 1n
t h e classroom.

When members o f t h e b u s i n e s s community s h a r e t h e i r

c o n c e r n s w i t h t h e s c h o o l s , t h e s c h o o l s have a b e t t e r o p p o r t u n i t y t o
keep c u r r e n t and modify t h e i r c u r r i c u l a t o m e e t t h o s e c o n c e r n s (Wanat &
S n e l l , 1980 ).
Employers f e e l th e y a r e g e t t i n g t h e i r money's w o r th from
c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s and t h a t t h e y a r e c o n t r i b u t i n g t o

21

th e s tu d e n ts' occupational education.

Additional

advantages cooperaÂ

t i v e e d u c a t i o n can p r o v i d e t h e em p lo y e r I n c l u d e c o m m u ni ca tio n w i t h t h e
schools,

redu ce d r e c r u i t i n g c o s t s , s h o r t e n e d o r i e n t a t i o n t i m e , r e d u c Â

t i o n 1n employee t u r n o v e r ,

and good p u b l i c r e l a t i o n s (Lewis,

1976).

Fr an k el (1973) r e p o r t e d c h a r a c t e r i s t i c s he t h o u g h t would mo st
l i k e l y be a p a r t o f a c o o p e r a t i v e e d u c a t i o n program:
1.

an a d v i s o r y co m m it te e

2.

j o b - r e l a t e d I n s t r u c t i o n 1n s ch ool

3.

j o b s t h a t p r o v i d e formal o n - t h e - j o b t r a i n i n g

4.

occupational-declslon assistan ce

5.

jobs t h a t f i t I n to s tu d e n t c a r e e r plans

6.

j o b s t h a t hav e a h ig h l e v e l o f r e s p o n s i b i l i t y

7.

j o b s t h a t a f f o r d a high d e g r e e of s a t i s f a c t i o n

8.

job-placem ent se rv ic e s

9.

a high r a t e o f j o b - r e l a t e d p la c e m e n ts

10.

a f o l l o w - u p program f o r I t s g r a d u a t e s

Such c h a r a c t e r i s t i c s and b e n e f i t s a s t h e s e ,

and o t h e r s

summa riz ed 1n t h i s r e v ie w o f l i t e r a t u r e , h e l p s t u d e n t s move more e a s i l y
and q u i c k l y from sch ool t o a f u l l - t i m e work e n v i r o n m e n t ( S and ers ,
1967)â€” a work e n v i r o n m e n t t h a t 1s chang ing .

In h i s book M eg a tr e n d s ,

N a l s b e t t (1982) w r o t e t h a t one o f t h e eme rg ing d e v e l o p m e n t s 1s t h e need
f o r l i f e l o n g e d u c a t i o n and t r a i n i n g f o r p e o p l e and t o t r a i n them t o
work 1n t h e new I n f o r m a t i o n - o r i e n t e d s o c i e t y .

Cooperative education,

w i t h I t s f o r m a t o f a l t e r n a t i n g c l a s s r o o m s tu d y and work p l a c e m e n t s , 1s
Idea l t o h e l p p r e p a r e I n d i v i d u a l s f o r a working e n v i r o n m e n t t h a t l i k e l y

22

w i l l r e q u i r e p e r i o d i c w o r k - r e l a t e d t r a i n i n g and r e t r a i n i n g .

'By p l a c Â

in g s t u d e n t s 1n a b r o a d e r r a n g e o f work e x p e r i e n c e s , I n c l u d i n g a s s i g n Â
ments w i t h 1 n f o r m a t 1 o n - o r 1 e n t e d c o m p an ie s , . . . c o o p e r a t i v e e d u c a t i o n
p ro g ram s can o f f e r a m e a n in g f u l r e s p o n s e t o s e v e r a l o f t h e eme rg ing
ne ed s o f ou r n a t i o n s " ,

a c c o r d i n g t o N a l s b e t t (quoted 1n Lendo,

1984,

p. 100).

C o o p e r a t i v e EmploymentR e l a t e d Employment
Two o f t h e f a c t o r s f r e q u e n t l y s t u d i e d 1n r e s e a r c h a b o u t
co o p e ra tiv e e d u ca tio n a r e whether th e p a r t i c i p a n t s of c o o p e ra tiv e
e d u c a t i o n a r e employed and w h e t h e r t h e employment r e l a t e s t o t h e
t r a i n i n g p a r t i c i p a n t s r e c e i v e d w h i l e 1n s c h o o l .

As s t a t e d 1n t h e

p r e c e d i n g s e c t i o n o f t h i s c h a p t e r , much o f t h e r e s e a r c h h as s u p p o r t e d
t h e i d e a t h a t t h e t r a n s i t i o n from sc h o o l t o work 1s enhanc ed o r ea s ed
by p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr ograms.

P a rtic ip a n ts often

r em a in I n, o r a r e employed by, t h e company t h a t p r o v i d e d t h e c o o p e r a Â
t i v e education experience.

In some a r e a s t h i s ha s c o n t r i b u t e d t o

r e l a t e d j o b - p l a c e m e n t r a t e s o f 80% o r more (Evans & Her r,

1978).

The f i n d i n g s o f S H c k and Welch (1974) and t h o s e o f Lewis
(1976) showed t h a t g r a d u a t e s o f v o c a t i o n a l c o o p e r a t i v e e d u c a t i o n
p ro gr am s had a much l o w e r unemployment r a t e t h a n t h e n a t i o n a l a v e r a g e
o f a l l high s c h o o l g r a d u a t e s .

Welch (1980) found t h a t r e l a t e d

p l a c e m e n t among c o o p e r a t i v e e d u c a t i o n s t u d e n t s was a l m o s t t w i c e
t h a t f o r a l l v o c a t i o n a l g r a d u a t e s 1n h i s s tu d y .

P a r t i c i p a t i o n 1n

c o o p e r a t i v e e d u c a t i o n pr o gr am s r e p o r t e d l y has had a g r e a t e r e f f e c t on

23

employment th a n o t h e r f a c t o r s (Freeman,

1978).

I t ha s " c o n t r i b u t e d t o

o c c u p a t i o n a l a c q u i s i t i o n , m a i n t e n a n c e , and m o b i l i t y " f o r many s t u d e n t s
( C h 1 t 1 , 19 8 0 , p. 4690).
When c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s a r e compared t o
n o n p a r t i c i p a n t s , p a r t i c i p a n t s more o f t e n a r e employed and a g r e a t e r
p e r c e n t a g e have j o b s r e l a t e d t o t h e i r t r a i n i n g .

K i n g s to n (1970)

reported t h a t off1ce-occupat1ons cooperative education p a r t i c i p a n t s
found j o b s more q u i c k l y and t h a t t h e i r j o b t i t l e s w e re s i g n i f i c a n t l y
d i f f e r e n t from t h o s e o f n o n p a r t i c i p a n t s .

Hamlin (1978) found t h a t

t h o s e who had p a r t i c i p a t e d In c o o p e r a t i v e e d u c a t i o n p ro g r am s g a i n e d
more p r o m o t i o n s and were g r a n t e d I n c r e a s e d r e s p o n s i b i l i t y e a r l i e r th a n
nonparticipants.

Laney (1981) found t h a t g r a d u a t e s who had p a r t i c i p a t e d

1n c o o p e r a t i v e e d u c a t i o n pr o gr am s w er e 1n a b e t t e r p o s i t i o n t o a c h i e v e
t h e i r o c c u p a t i o n a l g o a l s t h a n w e re t h e i r c o u n t e r p a r t s who had n o t
p a r t i c i p a t e d 1n such programs.
A s tu d y t o d e t e r m i n e w h e t h e r c o o p e r a t i v e e d u c a t i o n pr ograms
w er e more e f f e c t i v e 1n t e a c h i n g c l e r i c a l s k i l l s showed t h a t c o o p e r a t i v e
e d u c a t i o n p a r t i c i p a n t s a c h i e v e d a much h i g h e r p e r c e n t a g e o f employment
and a h i g h e r r a t e o f r e l a t e d employment,

I .e ., j o b s 1n c l e r i c a l

and

o f f i c e p o s i t i o n s , t h a n d i d n o n p a r t i c i p a n t s (Anderson, 197 3) .
Brockman (1972) f o l l o w e d up c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s
26 t o 40 y e a r s a f t e r g r a d u a t i o n and found t h a t a p p r o x i m a t e l y 60% were
work ing 1n t h e f i e l d s f o r which t h e y had been t r a i n e d .

H ain es (1967)

found t h a t 50% o f t h e c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s h e s t u d i e d
w e r e employed 1n r e l a t e d j o b s t e n months a f t e r g r a d u a t i o n .

Sim ilar

2h

outcomes w e r e r e p o r t e d by Freeman (1978), who s t u d i e d women 1n In d u s Â
t r i a l c o o p e r a t i v e e d u c a t i o n programs.

T u t t l e (1965),

who I n v e s t i g a t e d

t r a d e s and I n d u s t r i a l c o o p e r a t i v e e d u c a t i o n t r a i n i n g p r o g r a m s , found
t h a t 60% o f t h e program g r a d u a t e s h e l d r e l a t e d j o b s .

Workman (1969)

found t h a t 73% o f t h e I n d u s t r i a l c o o p e r a t i v e t r a i n i n g program p a r t i c i Â
p a n t s a t James Wood High School 1n Blacksburg* V i r g i n i a , w ere employed
in r e l a t e d j o b s t h r e e t o s i x y e a r s a f t e r g r a d u a t i o n .
The V o c a t i o n a l - T e c h n i c a l D i v i s i o n of t h e M in ne so ta D ep ar tm en t
o f E d u c a ti o n c o n d u c t e d an e i g h t - y e a r (1970-1979) f o l l o w - u p o f f u l l Â
t i m e day p ro gr am s o f M in n e s o ta Area V o c a t i o n a l - T e c h n i c a l I n s t i t u t e s f o r
t h e pur po se o f I d e n t i f y i n g t r e n d s (Murphy,

1980).

T h i s s tu d y showed

t h a t , o ve r t h e e i g h t - y e a r p e r i o d , t h e r e was a s t e a d y I n c r e a s e o f 17%
(from 74% t o 91%) 1n t h e number o f s t u d e n t s employed i n t r a i n i n g r e l a t e d j o b s one y e a r a f t e r g r a d u a t i o n .

Murphy a l s o r e p o r t e d t h a t an

i n c r e a s i n g number o f f e m a l e s t u d e n t s w e re p a r t i c i p a t i n g in a broad
s pe ct r um o f v o c a t i o n a l prog ram s.
Meyer, Cr aw fo rd , and K l a u r e n s (1975) su m m a riz ed and s u p p o r t e d
t h e p r e c e d i n g f i n d i n g s 1n t h e i r s t a t e m e n t , "Research shows t h a t coopÂ
e r a t i v e v o c a t i o n a l e d u c a t i o n program g r a d u a t e s have t h e l o w e s t youth
unemployment r a t e " (p.

13).

Job S a t i s f a c t i o n
E x t e n s i v e r e s e a r c h h a s been c o n d u c t e d on j o b s a t i s f a c t i o n .
The methods used t o m e as u r e s a t i s f a c t i o n a r e a l s o numerous.

Th is

rev iew o f l i t e r a t u r e r e l a t e d t o j o b s a t i s f a c t i o n I n c l u d e s a p p r o p r i a t e
d e f i n i t i o n s and t h e r e s u l t s o f I n v e s t i g a t i o n s u n d e r t a k e n t o d e t e r m i n e

25

j o b s a t i s f a c t i o n r e l a t e d t o p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n
programs.
Job s a t i s f a c t i o n was d e f i n e d 1n t h e d e f i n i t i o n o f t e r m s f o r t h e
p resen t research as follow s:
F e e l i n g s o r a f f e c t i v e r e s p o n s e s t o f a c e t s o f t h e s i t u a t i o n which
a r e a s s o c i a t e d w i t h a p e r c e i v e d d i f f e r e n c e betwe en wh at 1s e x p e c t e d
as a f a i r and r e a s o n a b l e r e t u r n ( o r , when t h e e v a l u a t i o n o f f u t u r e
p r o s p e c t s 1s Involved* w h at 1s a s p i r e d t o ) and wh at 1s e x p e r i e n c e d ,
1n r e l a t i o n t o t h e a l t e r n a t i v e s a v a i l a b l e 1n a g i v e n s i t u a t i o n .
T h e i r r e l a t i o n t o b e h a v i o r depends upon t h e way 1n which t h e I n d i Â
v i d u a l e x p e c t s t h a t form o f b e h a v i o r t o h e l p him ac hi e ve t h e g o a l s
h e h a s a c c e p t e d . ( S m i t h e t al .Â» 196 9, p. 6)
Another d e f i n i t i o n p o r t r a y e d j o b s a t i s f a c t i o n a s "a f u n c t i o n of
t h e p e r c e i v e d c h a r a c t e r i s t i c s of a j o b 1n r e l a t i o n t o an i n d i v i d u a l ' s
f r a m e o f r e f e r e n c e " (House & Wlgdor,
p. 33).

1976; q u o t e d 1n Belmont,

1978,

Hoppock (1935) v ie w e d j o b s a t i s f a c t i o n as "any c o m b i n a t i o n o f

p h y s i o l o g i c a l , p s y c h o l o g i c a l , and e n v i r o n m e n t a l c i r c u m s t a n c e s t h a t
c a u s e s a p e r s o n t r u t h f u l l y t o s a y , ' I am s a t i s f i e d w i t h my j o b ' "
(p. 21).

Job s a t i s f a c t i o n ha s o f t e n been d e f i n e d 1n t e r m s o f needs.

I t may r e s u l t from t h e " f i t between I n d i v i d u a l ne ed s and t h e j o b and
I t s e n v i r o n m e n t , " an I n d i v i d u a l ' s r e s p o n s e t o t h e w o r k p l a c e (Hopkins,
1983,

p. 22).

1s c r i t i c a l
tion.

As p r e v i o u s l y s t a t e d ,

t h e f i t be tw ee n I n d i v i d u a l and j o b

and c o n t r i b u t e s s i g n i f i c a n t l y t o f e e l i n g s o f j o b s a t i s f a c Â

Rowe (1972) c o n d u c t e d an e v a l u a t i o n o f work e x p e r i e n c e 1n t e r m s

o f m o t i v a t i o n and j o b s a t i s f a c t i o n based on Maslow's h i e r a r c h y of
needs.

Rowe compared c o o r d i n a t o r s ' e x p e c t a t i o n s t o s t u d e n t s ' r e s p o n s e s

and c o n c l u d e d t h a t c o o r d i n a t o r s may n o t pay enough a t t e n t i o n t o t h e

26

a b i l i t y o f a p a r t i c u l a r j o b t o s a t i s f y t h e s e needs and t h a t s o m e t im e s
t h e y f a l l t o " s e e t h e j o b s a s s t u d e n t s s e e them" (p. 14).
The s t u d i e s r e v i e w e d n e x t w i l l a s s i s t 1n d e m o n s t r a t i n g t h e
I m p o r t a n t c o n t r i b u t i o n c o o p e r a t i v e e d u c a t i o n progr ams can make t o j o b
f i t and s a t i s f a c t i o n .

M i d d l e t o n (1975) found t h a t 84% o f t h e c o o p e r a Â

t i v e e d u c a t i o n program p a r t i c i p a n t s from f i v e s e c o n d a r y s c h o o l s 1n
Vancouver# Canada# e x p r e s s e d s a t i s f a c t i o n w i t h t h e i r j o b s .

The 1978-79

s e n i o r s t u d e n t s a t Bayonne High School 1n New J e r s e y who had p a r t i c i Â
p a t e d In c o o p e r a t i v e v o c a t i o n a l e d u c a t i o n prog ram s, e x h i b i t e d an o v e r Â
a l l more p o s i t i v e work a t t i t u d e compared t o n o n p a r t i c i p a n t ac ad em ic
s tu d e n ts (H elllwell#

1981).

E p t in g (1980) found no s i g n i f i c a n t d i f f e r Â

e n c e betwe en j o b - s a t l s f a c t l o n l e v e l s of e n g i n e e r i n g g r a d u a t e s who had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who had n o t
p a r t i c i p a t e d 1n such p ro g ra m s .

Webber (1981)# who h y p o t h e s i z e d t h a t

s t u d e n t s w i t h r e l a t e d t r a i n i n g would s c o r e h i g h e r on t h e Minne sota
S a t i s f a c t i o n Q u e s t i o n n a i r e and on t h e M in ne s ot a S a t 1 s f a c t o r 1 n e s s Scale#
found no s i g n i f i c a n t d i f f e r e n c e 1n t h e r e l a t i o n s h i p betwe en l o c u s of
c o n t r o l and j o b s a t i s f a c t i o n f o r high sc h o o l c o o p e r a t i v e v o c a t i o n a l
ed u ca tio n students.
B r y a n t (1981) c o n d u c t e d a l o n g i t u d i n a l s t u d y o f high school
students.

He d id n o t I d e n t i f y c o o p e r a t i v e e d u c a t i o n b u t a t t e m p t e d t o

determ ine f a c t o r s r e l a t i n g t o job s a t i s f a c t i o n .

One of t h e few

v a r i a b l e s t h a t had a s i g n i f i c a n t r a t i n g was r e l a t i o n s h i p o f p a r t - t i m e
work t o f u t u r e work.

P a r t i c i p a n t s 1n c o o p e r a t i v e e d u c a t i o n progr ams

27

were more c o n t e n t w i t h t h e i r j o b s 1n a t l e a s t t h e f i r s t s e v e r a l y e a r s
a f t e r high sc h o o l# a c c o r d i n g t o S t o r m s d o r f e r ( 1 9 7 3 ) .
Fr ank el

(1973) found t h a t t h e l e v e l o f j o b s a t i s f a c t i o n was

g r e a t e r 1n r u r a l a r e a s and t h a t j o b s a t i s f a c t i o n was g r e a t e r I f t h e
em p lo y er r a t i n g was good and t h e s t u d e n t was g iv e n r e s p o n s i b i l i t y on
t h e job.

C o o p e r a t i v e e d u c a t i o n s t u d e n t s u n d e r s t o o d t h e n a t u r e o f work

and t h e wor king e n v i r o n m e n t b e t t e r t h a n d id a ca d em i c s t u d e n t s , a c c o r d Â
ing t o an a r t i c l e by H e l l l w e l l (1981).

His r e s e a r c h f i n d i n g s s u g g e s t e d

t h a t c o o p e r a t i v e e d u c a t i o n s t u d e n t s a t t a c h e d more i m p o r t a n c e t o a c t u a l
work I t s e l f and d e r i v e d j o b s a t i s f a c t i o n th r o u g h r e c o g n i t i o n , r e s p o n s i Â
bility,
ronment.

and a c h i e v e m e n t on t h e j o b r a t h e r t h a n from t h e wor king e n v i Â
The more I n t r i n s i c t h e w o r k - v a l u e o r i e n t a t i o n , t h e g r e a t e r

th e level of job s a t i s f a c t i o n .

H errnstadt e t al.

(1979),

who s t u d i e d

c o o p e r a t i v e e d u c a t i o n and t h e t r a n s i t i o n from sc h oo l t o work, found no
s i g n i f i c a n t d i f f e r e n c e 1n j o b s a t i s f a c t i o n between t h o s e who p a r t i c i Â
p at ed 1n c o o p e r a t i v e e d u c a t i o n pro gra ms and t h o s e who d id not.

They

di d f i n d , however, t h a t p a r t i c i p a n t s t e n d e d t o v a l u e t h e j o b s h e l d 1n
high sc h oo l more, and w ere more s a t i s f i e d when t h e y were employed 1n
j o b s r e l a t e d t o high sch oo l t r a i n i n g .

S U c k and Welch (1974) r e p o r t e d

t h a t g r a d u a t e s w i t h a c o o p e r a t i v e e d u c a t i o n background found r e l a t e d
j o b s more o f t e n and had a g r e a t e r d e g r e e o f j o b s a t i s f a c t i o n t h a n t h e i r
c o u n t e r p a r t s w i t h o u t such a background.
Jo b s a t i s f a c t i o n , a c c o r d i n g t o Lewis (1976), 1s a m u l t i d i m e n Â
s i o n a l c o n c e p t.

C o o p e r a t i v e e d u c a t i o n s t u d e n t s may " p l a c e a d i f f e r e n t

v a l u e on t h e v a r i o u s components t h a t o v e r a l l s a t i s f a c t i o n c o m p r i s e s ;

28

t h u s c o m p a r a b l e m e a su r e s may o cc ur 1n t h e f a c e of d i f f e r e n t j o b c o n d i Â
t i o n s â€ (p . 8 7 ) .

.W.aaes

Breen and Freeman (1978) s t u d i e d I n d u s t r i a l c o o p e r a t i v e educaÂ
t i o n ou tc o m es a t Macomb County Community C o l l e g e 1n Michigan.

They

found t h a t a g r e a t e r p e r c e n t a g e o f c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s
g r a d u a t e d , and 65% of t h e c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s had f u l l Â
tim e r e l a t e d jo b s , but n o n p a r tic ip a n t respondents re p o rte d h ig h er
wages.

Employers p e r c e i v e d t h o s e w i t h c o o p e r a t i v e e d u c a t i o n e x p e r i e n c e

as more e f f i c i e n t and q u i c k e r t o l e a r n .

Hamlin (1978) found t h a t

b u s 1 n e s s - d 1 v 1 s i o n c o o p e r a t i v e e d u c a t i o n s t u d e n t s g o t wage I n c r e a s e s
e a r l i e r t h a n s t u d e n t s 1n o t h e r s u b j e c t a r e a s and u s u a l l y e a r n e d h i g h e r
I n i t i a l annual s a l a r i e s .

S eve nt y p e r c e n t o f b u s i n e s s e d u c a t i o n s t u Â

d e n t s s u r v e y e d w e r e employed i n r e l a t e d j o b s s i x months a f t e r g r a d u a Â
t i o n , and s t u d e n t s 1n r e l a t e d o c c u p a t i o n s e a r n e d s l i g h t l y h i g h e r
s a l a r i e s t h a n t h o s e 1n u n r e l a t e d j o b s .

The d i f f e r e n c e d i m i n i s h e d ov er

t i m e , and wages r o s e f o r b u s i n e s s e d u c a t i o n r e s p o n d e n t s .
K in g s to n (1970) found t h a t c o o p e r a t i v e e d u c a t i o n s t u d e n t s 1n
o f f ic e occupations received higher earnings.

Th is was n o t e v i d e n c e d by

b e g i n n i n g s a l a r y b u t by wage I n c r e a s e s r e c e i v e d by b e g i n n i n g w or k er s.
B r a l l s f o r d (1982) r e p o r t e d t h a t c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s
r e c e i v e d wage I n c r e a s e s more q u i c k l y t h a n n o n p a r t i c i p a n t s .

Molnar

(1975) a l s o found c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s r e c e i v e d more
r a p i d wage I n c r e a s e s .

S U c k (1974) r e p o r t e d t h a t c o o p e r a t i v e e d u c a t i o n

p a r t i c i p a n t s r e c e i v e d h i g h e r weekly wages.

Lewis and Hamlin (1978)

29

found no wage a d v a n t a g e a s a r e s u l t of p a r t i c i p a t i o n 1n c o o p e r a t i v e
e d u c a t i o n progr ams .

C r o s s (1973) su mm ar ize d t h e f i n d i n g s o f Fager

(1969),

WHson-Lyons (1961),

Gore (1972)*

and Yencso (1971).

N either

W1lson-Lyons no r Yencso found s i g n i f i c a n t d i f f e r e n c e s b et w e e n c o o p e r a Â
t i v e e d u c a t i o n p a r t i c i p a n t s and n o n p a r t i c i p a n t s 1n t e r m s o f f i r s t j o b
salary.

Fa ge r and Gore, however, d id r e p o r t s a l a r y a d v a n t a g e s , and

o v e r lo n g p e r i o d s o f t i m e ,

I .e .,

t h r e e and f i v e y e a r s a f t e r g r a d u a t i o n ,

c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s w ere ahead o f o t h e r s 1n b o th s a l a r y
and p o s i t i o n .

C r o s s c o n c l u d e d t h a t t h e a d v a n t a g e s of c o o p e r a t i v e

e d u c a t i o n f o r s t u d e n t s r e g a r d i n g wage and p o s i t i o n a p p e a r e d t o be subÂ
stantial

and s i g n i f i c a n t .

Gender
Gender, an I n d e p e n d e n t v a r i a b l e f o r t h i s s t u d y , was a n a l y z e d in
r e l a t i o n t o t h e d e p e n d e n t v a r i a b l e s o f r e l a t e d / u n r e l a t e d employment,
job s a tis f a c tio n ,

and wages.

T h i s s e c t i o n I n c l u d e s a r e v ie w o f f i n d Â

i n g s o f s t u d i e s t h a t h av e I d e n t i f i e d d i f f e r e n t o u tc o m e s f o r m a l e and
fem ale cooperative education p a rtic ip a n ts.
F r a n k e l (1973) r e p o r t e d t h a t some g en d er s e g r e g a t i o n may t a k e
p l a c e 1n j o b p l a c e m e n t a t t h e se co n d ar y l e v e l w i t h s p e c i f i c e m p lo y e r s .
Lewis (1976) exa m in ed j o b s a t i s f a c t i o n o f m a l e and f e m a l e g r a d u a t e s who
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and found t h e r e was
no s i g n i f i c a n t d i f f e r e n c e f o r m al e p a r t i c i p a n t s .

Female p a r t i c i p a n t s ,

however. I n d i c a t e d s l i g h t l y more s a t i s f a c t i o n w i t h t h e i r j o b s .
B r e g l l o (1976) found t h a t t h e r e w ere n o t many d i f f e r e n c e s , b u t m a le

30

p a r t i c i p a n t s â€™ j o b s a t i s f a c t i o n was s l i g h t l y l e s s t h a n f e m a l e s ; t h i s
d i f f e r e n c e * however* was n o t s i g n i f i c a n t ,

f e m a l e g r a d u a t e s who

p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams a r e p ai d more t h a n t h e i r
n o n p a r tic ip a n t c o u n te rp a rts (Frankel,

1973) and* 1n o f f i c e o c c u p a t i o n s ,

have more r e l a t e d j o b s (Lew is, 1976).
In a l o n g i t u d i n a l s t u d y con du ct ed by B r e g l l o (1976),

male

c o o p e r a t i v e e d u c a t i o n g r a d u a t e s r e p o r t e d ha v i n g j o b s more f r e q u e n t l y
t h a n d id f e m a l e g r a d u a t e s .

Male s t u d e n t s a l s o e a r n e d more t h a n f e m a l e

s t u d e n t s , and m a r r i e d p e r s o n s ea rn e d more th a n s i n g l e I n d i v i d u a l s .

A

s i g n i f i c a n t p o r t i o n o f women who p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n
a t N o r t h e a s t e r n U n i v e r s i t y i n Boston, M a s s a c h u s e t t s , r e p o r t e d l y m a r r i e d
l a t e r , had c h i l d r e n l a t e r , p u r s u e d c a r e e r s f o r l o n g e r p e r i o d s o f t i m e
b e f o r e s t a r t i n g a f a m i l y , and were employed t e n y e a r s a f t e r g r a d u a t i o n
in more n o n t r a d l t l o n a l j o b s t h a n n o n c o o p e r a t i v e e d u c a t i o n alumn ae
(Brown,

19 7 6) .
C o o p e r a t i v e e d u c a t i o n has s p e c i a l v a l u e f o r m i n o r i t y gr oup s,

both e t h n i c and women.

McKinney (1971) and Van S i c k l e (1970),

as

r e p o r t e d i n C ro s s (1973), a s s e r t e d t h a t c o o p e r a t i v e e d u c a t i o n 1s a way
t o broaden c o n t a c t s and t o e n l a r g e t h e v i s i o n o f d i s a d v a n t a g e d
students.

I t 1s a l s o an o p p o r t u n i t y t o g i v e em p lo y e r s a ch anc e t o s e e

t h e s e p e o p l e 1n j o b s t h e y had n o t e n v i s i o n e d such p e r s o n s h av i n g o r In
j o b s t h a t had p r e v i o u s l y been c l o s e d t o t h e d i s a d v a n t a g e d .

Cooperative

e d u c a t i o n e n h a n c e s ge nd er e q u a l i t y 1n e n r o l l m e n t 1n mo st program a r e a s
(Frazier,

1981).

Brown (1976) s t u d i e d f e m a l e c o l l e g e g r a d u a t e s o f

c o o p e r a t i v e and n o n c o o p e r a t i v e programs and co n cl u d ed t h a t c o o p e r a t i v e

31

e d u c a t i o n had a p o s i t i v e e f f e c t on t h e womenâ€™s c a r e e r dev elopm ent.
Rowe (1980) e n d e a v o re d t o d e t e r m i n e w h e t h e r c o o p e r a t i v e e d u c a t i o n p r o Â
grams w e r e more b e n e f i c i a l t o women t h a n t o men; no e v i d e n c e was found
t o support t h i s theory.

However, hav in g p a r t i c i p a t e d 1n c o o p e r a t i v e

e d u c a t i o n pro gr ams b r o u g h t t h e womenâ€™s b e g i n n i n g s a l a r i e s c l o s e r t o
t h o s e of ma le g r a d u a t e s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e
education.

.Summary
Much r e s e a r c h has been done t o d e t e r m i n e t h e r e s u l t s o f coopÂ
e r a t i v e e d u c a t i o n p ro gr am s a t t h e s e c o n d a r y and p o s t s e c o n d a r y l e v e l s .
Also, a number o f s t u d i e s have been c o m p l e t e d 1n t h e a r e a o f b u s i n e s s
and o f f i c e o c c u p a t i o n s .

However, s t u d i e s o f s p e c i f i c a r e a s a p p e a r t o

have been c o n d u c t e d more f r e q u e n t l y a t p o s t s e c o n d a r y I n s t i t u t i o n s .
As t h e l i t e r a t u r e shows, d a t a ga i n e d t h r o u g h f o l l o w - u p s u r v e y s
can p r o v i d e I n f o r m a t i o n c r i t i c a l t o I m pr o vi ng t h e s e r v i c e s t h a t
schools provide.

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

h e l p make room f o r an a n a l y s i s o f f o l l o w - u p d a t a c o l l e c t e d on c o m p l e t e r
p a r t i c i p a n t s and n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n pr ograms a s a
p a r t of t h e v o cational o f f i c e occupations I d e n t i f i c a t i o n .

CHAPTER I I I

RESEARCH PROCEDURES
Introduction
The p u r p o s e o f t h i s s t u d y was t o d e m o n s t r a t e t h e r e l a t i o n s h i p
o f s e l e c t e d v a r i a b l e s o f r e l a t e d employment* j o b s a t i s f a c t i o n ,

and wage

r a t e f o r ma le and f e m a l e c o m p l e t e r s o f v o c a t i o n a l o f f i c e o c c u p a t i o n s
t r a i n i n g t o p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs.

The

f o l l o w - u p s u r v e y dev el op ed by t h e Michigan E d u c a t i o n D ep ar tm en t,
V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e , p r o v i d e d I n f o r m a t i o n on
I n d i v i d u a l o f f i c e o c c u p a t i o n s program c o m p l e t e r s d u r i n g t h e sch oo l
y e a r s 1978 th r o u g h 1981.

T h a t f o l l o w - u p s u r v e y was t h e p r i m a r y s o u r c e

o f d a t a f o r t h e p r e s e n t s t u d y ( s e e Appendix A).

I n s t r u m e n t Design
The annual Michigan E d u c a t i o n D e p a r tm e n t s u r v e y and t h e s u r v e y
p r o c e s s i t s e l f w ere e s t a b l i s h e d 1n 1973 by t h e Michi gan E d u c a ti o n
D epa rtm ent , V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e .

The s u r v e y was

s e n t t o a l l program c o m p l e t e r s and l e a v e r s who had c o m p l e t e d more t h a n
50% o f a program and had l e f t h ig h s c h o o l .
Program c o m p l e t e r s from e v e r y v o c a t i o n a l e d u c a t i o n program were
I d e n t i f i e d on V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e e n r o l l m e n t
reports,

which w ere c o m p l e t e d by l o c a l e d u c a t i o n a l a g e n c i e s 1n J u l y of

32

33

each y e a r .

On t h e s u rv ey f o r each y e a r from 1978 th r o u g h 1981> a s pa ce

was p r o v i d e d f o r t h e sc h o o l d i s t r i c t t o I n d i c a t e w h e t h e r o r n o t t h e
r e s p o n d e n t had p a r t i c i p a t e d 1n a c o o p e r a t i v e e d u c a t i o n program as a
p a r t o f h i s / h e r v o c a t i o n a l t r a i n i n g program.

Survey P r o c e d u r e s
The f o l l o w - u p s u r v e y s c o n d u c t e d from 1978 t h r o u g h 1981 w er e
I n i t i a t e d t o g a t h e r d a t a a b o u t a l l approved v o c a t i o n a l e d u c a t i o n
prog ram s o p e r a t e d by l o c a l e d u c a t i o n a l a g e n c i e s w i t h i n Michigan.

The

f o l l o w - u p s u r v e y i n s t r u m e n t was based on I n f o r m a t i o n t o meet f e d e r a l
r e q u i r e m e n t s and s t a t e d e p a r t m e n t n ee ds .
The f o l l o w - u p s u r v e y s w e r e a d m i n i s t e r e d t o c o m p l e t e r s o f
v o c a t i o n a l e d u c a t i o n p ro g ram s a p p r o x i m a t e l y n i n e months a f t e r high
school g r a d u a t i o n .

The M ich ig an E d u c a ti o n D e p a r t m e n t V o c a t i o n a l -

T e c h n ic a l E d u c a ti o n S e r v i c e , d i s t r i b u t e d I n s t r u c t i o n s and s u r v e y f o r m s
1n F eb r ua r y o f each y e a r .

Each s u rv e y form was coded by a s 1 x - d i g 1 t

Unite d S t a t e s D e p a r tm e n t o f E d u c a t i o n v o c a t i o n a l program code and
was I d e n t i f i e d by name and program s e r i a l number.

Local school

d i s t r i c t s provided th e p u b li c r e l a t i o n s e f f o r t re q u ire d t o achieve a
high r e s p o n s e r a t e .
th e fo llo w -u p survey.
pleter.

A c o v e r l e t t e r e x p l a i n e d t h e p u r p o s e and u s e s o f
The c o v e r l e t t e r was s e n t t o each program comÂ

The f o l l o w - u p s u r v e y s w er e c o m p l e t e d d u r i n g March and A p r i l of

each y e a r and r e t u r n e d t o l o c a l e d u c a t i o n a l a g e n c i e s .
N o n r es p o n d en ts t o t h e s u r v e y w er e I d e n t i f i e d , and s u b s e q u e n t
f o l l o w - u p l e t t e r s and a d d i t i o n a l f o r m s w ere s e n t t o them.
d i s t r i c t s t a f f t h a n c o m p i l e d l o c a l s u rv e y r e s u l t s .

Local school

The l o c a l s u rv e y

34

r e s u l t s I n d i c a t e d t h e t o t a l number o f program c o m p l e t e r s s u r v e y e d and
t h e number o f s u r v e y s r e t u r n e d .

The r e s u l t s w ere t h e n f o r w a r d e d t o t h e

G en es se e I n t e r m e d i a t e School D i s t r i c t f o r keypunching.

A f t e r keyÂ

p u nc hi ng , t h e f o l l o w - u p d a t a w ere f o r w a r d e d t o t h e Michi gan E d uc a ti o n
D e p a r tm e n t, V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e , in May o f each
year.

The Michigan E d u c a t i o n D e p a r tm e n t was, 1n t u r n , r e q u i r e d t o

t r a n s m i t t h e d a t a t o t h e U ni te d S t a t e s D e p a r tm e n t o f E du ca tio n.
The d a t a f o r t h i s s t u d y were o b t a i n e d t h r o u g h s p e c i a l p e r m i s Â
s i o n from t h e Michi gan E d u c a t i o n D e p a r t m e n t ' s c o m p u te r c e n t e r .

Population
The p o p u l a t i o n f o r t h i s s t u d y I n c l u d e d c o m p l e t e r s o f v o c a t i o n a l
e d u c a t i o n o f f i c e o c c u p a t i o n s pr o gr am s l o c a t e d 1n c o m p r e h e n s i v e high
s c h o o l s and a r e a v o c a t i o n a l c e n t e r s t h r o u g h o u t Michigan.

I n c l u d e d were

c o m p l e t e r s who re s p o n d ed t o t h e Michigan E d u c a t i o n D ep ar tm en t,
Vocational-Technical

E d u c a ti o n S e r v i c e ' s annual f o l l o w - u p s u r v e y d u r i n g

t h e y e a r s 1978 t h r o u g h 1981.

O c c u p a t i o n a l program a r e a d e s c r i p t o r s 1n

t h i s population included:
14.1703
14.0797
14. 0798
14.0901
14 .9700
14.9800

Stenographer
Medical S e c r e t a r y
Legal S e c r e t a r y
Clerk T y p is t
C l e r i c a l Lab
S t e n o / C l e r i c a ! Lab

35

These d e s c r i p t o r s have now been c l a s s i f i e d a s O f f i c e O c c u p a t i o n s un der
t h e 07.0601 CIP c l a s s i f i c a t i o n . ^
The d a t a g a t h e r e d f o r t h i s s t u d y I n c l u d e d t h e 1979 f o l l o w - u p o f
1978 c o m p l e t e r s , t h e 1980 f o l l o w - u p o f 1979 c o m p l e t e r s , t h e 1981
f o l l o w - u p o f 1980 c o m p l e t e r s , and t h e 1982 f o l l o w - u p o f 1981 c o m p l e t Â
ers.

The r e s p o n s e r a t e f o r t h e s u r v e y 1n v o c a t i o n a l o f f i c e o c c u p a t i o n s

a r e a s was r e p o r t e d by t h e Michigan E d u c a ti o n De pa rtm en t, V o c a t i o n a l T e c h n i c a l E d u c a t i o n S e r v i c e , t o be 1n t h e h ig h 70% t o low 80% r a n g e f o r
both 1978 and 1979.

In 1980, t h e s u rv ey r e t u r n was 80%, and 1n 1981,

81.3% o f t h e o f f i c e o c c u p a t i o n s c o m p l e t e r s res po nde d t o t h e su rv ey .
Resea rc h Design
The I n d e p e n d e n t v a r i a b l e s f o r t h i s s t u d y were p a r t i c i p a t i o n In
c o o p e r a t i v e e d u c a t i o n p ro g ram s and ge n d er o f t h e r e s p o n d e n t .

The

d e p e n d e n t v a r i a b l e s w e r e r e l a t e d and u n r e l a t e d employment, j o b s a t i s Â
faction,

and wage r a t e .
The S t a t i s t i c a l Package f o r t h e S o c i a l S c i e n c e s was used t o

perform t h r e e ty p e s of a n a ly se s t h a t t e s t e d t h e hypotheses t o provide
answers f o r th e research questions.

The c h 1 - s q u a r e s t a t i s t i c was

s e l e c t e d (1) t o e x a m in e t h e p e r c e n t a g e d i f f e r e n c e between employed
c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og r am s and
t h o s e who had n o t , (2) t o exa m ine t h e p e r c e n t a g e d i f f e r e n c e between
ma le and f e m a l e employed c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e

V h e CIP c l a s s i f i c a t i o n went I n t o e f f e c t t h r o u g h o u t t h e Un ited
S t a t e s 1n S ep te m be r 1982 f o r a l l pro gr ams r e c e i v i n g f u n d s un d er PL 9 4 4 82 , t h e V o c a t i o n a l E d u c a t i o n Amendments o f 1976.

36

e d u c a t i o n pr og ram s and t h o s e who had n o t , and (3) t o ex am in e t h e p e r Â
c e n t a g e d i f f e r e n c e betwe en m a l e and f e m a l e c o m p l e t e r s employed 1n
re la te d or unrelated jobs.
The t - t e s t s t a t i s t i c a l

p r o c e d u r e was s e l e c t e d (1) t o e v a l u a t e

t h e d i f f e r e n c e s 1n mean l e v e l o f j o b s a t i s f a c t i o n f o r employed ma le
and f e m a l e c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p r o gr am s and t h o s e who had n o t and (2) t o e v a l u a t e t h e d i f f e r e n c e s 1n
mean wage r a t e f o r employed m al e and f e m a l e c o m p l e t e r s who had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro g ram s and t h o s e who had not.
A n a l y s i s o f v a r i a n c e was s e l e c t e d t o a s s e s s t h e i n t e r a c t i o n o f g en d er
(I.e.,

b e i n g m a le o r f e m a l e ) and c o o p e r a t i v e e d u c a t i o n w i t h de p en d e n t

v a r i a b l e s o f r e l a t e d o r u n r e l a t e d em ployment, j o b s a t i s f a c t i o n , and
wage r a t e .

Each o f t h e t h r e e s t a t i s t i c a l a n a l y s e s was c o m p l e t e d f o r

each o f t h e f o u r y e a r s I n c l u d e d i n t h e s tu d y .

Hyp.<?th.e.s.e.s
The n u l l h y p o t h e s e s t e s t e d 1n t h i s r e s e a r c h w ere d e r i v e d from
t h e r e s e a r c h q u e s t i o n s p r e s e n t e d i n C h a p t e r I.

The a n a l y s e s o f t h e s e

n u l l h y p o t h e s e s a r e e x p l a i n e d 1n C h a p t e r IV.
Ho 1:

T he r e 1s no s i g n i f i c a n t d i f f e r e n c e betwe en t h e number o f
s e c o n d a r y o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e employed and
have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og r am s and
t h o s e who have not.

Ho 2 :

T h e r e i s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
employed m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e oc cu pa Â
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n p ro gr am s and t h o s e who hav e n o t.

37

Ho 3 :

T h e r e i s no s i g n i f i c a n t I n t e r a c t i o n b et w ee n p e r c e n t a g e of
p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s and g e n d e r
o f s e c o n d a ry v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s .

Ho 4 :

T he r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
se c o n d a ry v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e
employed i n r e l a t e d j o b s and have p a r t i c i p a t e d 1n c o o p e r a Â
t i v e e d u c a t i o n pr og r am s and t h o s e who have not.

Ho 5 :

Th ere 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f m a l e
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n r e l a t e d j o b s and have p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who have not.

Ho 6

T he r e 1s no s i g n i f i c a n t I n t e r a c t i o n betwe en r e l a t e d employÂ
ment and g e n d e r o f s e c o n d a r y v o c a t i o n a l o f f i c e e d u c a t i o n
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p r o g r am s and t h o s e who have not.

Ho 7

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s employed
in u n r e l a t e d j o b s who have p a r t i c i p a t e d 1n c o o p e r a t i v e eduÂ
c a t i o n pr ogr am s and t h o s e who have not.

Ho 8

T he r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f m a l e
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n u n r e l a t e d j o b s and have p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who have not.

Ho 9

Th ere 1s no s i g n i f i c a n t I n t e r a c t i o n between u n r e l a t e d
em ployment and g e n d e r o f s e c o n d a r y v o c a t i o n a l o f f i c e occ up aÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d In c o o p e r a t i v e e d u c a Â
t i o n pr o gr am s and t h o s e who have not.

Ho 10:

T he r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e mean l e v e l o f j o b
s a t i s f a c t i o n b et we en s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p ro g r am s and t h o s e who have not.

Ho 11:

Th ere 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e l e v e l o f j o b
s a t i s f a c t i o n be tw ee n m al e and f e m a l e s e c o n d a r y v o c a t i o n a l
o f f i c e o c c u p a t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n coopÂ
e r a t i v e e d u c a t i o n pr og r am s and t h o s e who hav e not.

Ho 12:

Th ere 1s no s i g n i f i c a n t i n t e r a c t i o n be tw ee n l e v e l s o f j o b
s a t i s f a c t i o n o f secondary v o catio n al o f f i c e occu p atio n s
c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
and t h o s e who hav e not.

38

Ho 13:

Th ere 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
b et w ee n s e co n da r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s
who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs and
t h o s e who have not.

Ho 14:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
b et w ee n m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e occupaÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n and t h o s e who have n o t.

Ho 15:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n b et we en mean wage r a t e
and g e n d e r o f s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s comÂ
p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r oÂ
grams and t h o s e who have n ot .

Ho 16:

T h e r e 1s no c o n s i s t e n c y 1n t h e l e v e l s o f r e l a t e d employment,
j o b s a t i s f a c t i o n , and mean wage r a t e f o r m a l e and f e m a l e
secondary v o cational o f f i c e occupations com pleters.
(This
h y p o t h e s i s does n o t i n c l u d e t h e c o o p e r a t i v e e d u c a t i o n d i s Â
tinction. )

Ho 17:

T h e r e a r e no d i s c e r n i b l e t r e n d s f o r r e l a t e d employment, j o b
s a t i s f a c t i o n , o r mean wage r a t e f o r m a l e and f e m a l e
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who have
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro g ram s and t h o s e who
have n o t, o v e r t h e f o u r y e a r s I n c l u d e d 1n t h i s stu dy .

A n a l y s i s and P r e s e n t a t i o n o f Data
In t e s t i n g t h e h y p o t h e s e s ,
t i c a l p r o c e d u r e s w ere used.
t h e p < .05 a l p h a l e v e l .

Inferential

and d e s c r i p t i v e s t a t i s Â

I n f e r e n t i a l a n a l y s e s were p e r fo r m e d u s in g

Specifically,

t e s t e d using a ch1-square s t a t i s t i c .

Hy p ot h es es 1 th r o u g h 9 were

H y po th es es 10 t h r o u g h 15 were

a n a l y z e d u s i n g a two-way a n a l y s i s o f v a r i a n c e .

The I n d e p e n d e n t v a r i Â

a b l e s f o r t h e s e h y p o t h e s e s w e r e g e n d e r o f s t u d e n t and p a r t i c i p a t i o n o r
n o n p a r t i c i p a t i o n In a c o o p e r a t i v e e d u c a t i o n component o f a v o c a t i o n a l
o f f i c e o c c u p a t i o n s program.

The d e p e n d e n t v a r i a b l e f o r Hypotheses 10

t h r o u g h 12 was l e v e l o f j o b s a t i s f a c t i o n .

The d e p e n d e n t v a r i a b l e f o r

Hy p ot h ese s 13 t h r o u g h 15 was a v e r a g e h o u r l y wage.

H y p o t h e s i s 16 was

39

a n a l y z e d by e x am in in g t h e c o n s i s t e n c y o f r e l a t e d employment* j o b s a t i s Â
f a c t i o n * and wages betwe en m a l e and f e m a l e c o m p l e t e r s .
I l l u s t r a t e d t h r o u g h t h e us e o f l i n e g r ap h s .

C o n s i s t e n c y was

P a r t i c i p a t i o n 1n c o o p e r a Â

t i v e e d u c a t i o n was n o t a v a r i a b l e of t h i s a n a l y s i s .
analyzed using a d e s c r i p t i v e tre n d a n a l y s i s .

H y p o t h e s i s 17 was

Trends w e r e d i s c e r n e d

t h r o u g h t h e us e o f l i n e g r a p h s I l l u s t r a t i n g t h e movement o f t h e v a r i a Â
b le s over th e four years studied.
T h i s r e s e a r c h s t u d y d e a l t w i t h s e l e c t e d q u e s t i o n s on t h e
f o l l o w - u p s u r v e y f o r each o f t h e y e a r s s t u d i e d ( s e e Appendix A).

The

f i r s t i t e m o f I n f o r m a t i o n used was t h e I n d i c a t i o n o f w h e t h e r o r n o t t h e
c o m p l e t e r s had p a r t i c i p a t e d In a c o o p e r a t i v e e d u c a t i o n component o f
t h e i r v o c a t i o n a l o f f i c e o c c u p a t i o n s progr ams.

T h i s I n f o r m a t i o n was

p r o v i d e d by t h e sc h o o l d i s t r i c t and d id n o t a p p e a r a s a q u e s t i o n on t h e
s u r v e y form.

The r e m a i n d e r o f t h e d a t a f o r t h i s s t u d y came from

co m p le te rs1 responses to th e follow ing survey q u e s tio n s:
. Employed
Are you working f o r pay?

Yes

No

About how many HOURS PER WEEK do you work?

_____

. R e l a t e d / U n r e l a t e d Employment
On y o u r p r e s e n t job* how much do you use t h e v o c a t i o n a l
t r a i n i n g you r e c e i v e d 1n y o u r high s c h o o l o r a r e a
v o c a t i o n a l e d u c a t i o n c e n t e r ? (Check ONLY ONE)
A lo t
Some

____ Hardly any
____ None

40

. Jo b S a t i s f a c t i o n
Answer ONLY 1f you a r e working f o r pay. O v e r a l l # how
s a t i s f i e d a r e you w i t h y our p r e s e n t j o b ?
(Check ONLY ONE)
Very S a t i s f i e d
Somewhat S a t i s f i e d
Not Very S a t i s f i e d
Not At All S a t i s f i e d
. Wages
On my p r e s e n t j o b I am p a i d a b o u t $___________ p e r ho ur .
. Sex
What 1s yo ur sex ?

Male

Female

S t a t i s t i c s f o r each d e p e n d e n t v a r i a b l e w ere p l o t t e d on a graph
t o determ ine consistency over th e four years studied.

P e r c e n t a g e s w ere

p l o t t e d on g r a p h s t o I l l u s t r a t e t r e n d s found t h r o u g h t h e s t a t i s t i c a l
analyses.

Summary
T h i s I n v e s t i g a t i o n was a d e s c r i p t i v e a n a l y s i s t h a t examined
s e l e c t e d v a r i a b l e s o f b e i n g employed# hav in g r e l a t e d employment# j o b
s a t i s f a c t i o n # and r a t e o f pay f o r m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l
o f f i c e o c c u p a t i o n s program c o m p l e t e r s 1n Michigan.

The Michi gan

E d u c a ti o n Department# V o c a t i o n a l - T e c h n i c a l E d u c a ti o n S e r v i c e â€™s annual
follo w -u p survey served as t h e b a s is f o r th e data.

To t e s t t h e 17

h y p o t h e s e s posed# t h e c h 1 - s q u a r e s t a t i s t i c #

and a n a l y s i s o f

v a r i a n c e were u s ed .

t-test>

S i g n i f i c a n c e was r a t e d a t t h e p < .0 5 a l p h a l e v e l .

41

The f i n d i n g s o f t h e d a t a a n a l y s e s a r e d i s c u s s e d 1n C h a p t e r IV.
C o n c l u s i o n s and r e c o m m e n d a t i o n s f o r f u r t h e r r e s e a r c h may be found 1n
C h a p t e r V.

CHAPTER IV

FINDINGS

Introduction
T h i s c h a p t e r c o n t a i n s t h e r e s u l t s o f an a n a l y s i s o f t h e d a t a
c o l l e c t e d t o exa m ine t h e r e l a t i o n s h i p o f p a r t i c i p a t i o n 1n c o o p e r a t i v e
e d u c a t i o n prog ram s t o r e l a t e d e m p l o y m e n t j o b s a t i s f a c t i o n , and wages
f o r employed m al e and f e m a l e c o m p l e t e r s o f v o c a t i o n a l o f f i c e occupaÂ
t i o n s t r a i n i n g programs.
1978 th r o u g h

The a n a l y s i s c ov er e d a f o u r - y e a r p e r i o d from

1981.

The number o f r e s p o n d e n t s may n o t be t h e same f o r each v a r i a b l e
b e c a u s e some r e s p o n d e n t s d i d n o t c o m p l e t e a l l a p p l i c a b l e q u e s t i o n s on
t h e survey.

The c h i - s q u a r e s t a t i s t i c was chos en t o d e t e r m i n e t h e

s i g n i f i c a n c e of p a r t i c i p a t i o n o r n o n p a r t i c i p a t i o n 1n c o o p e r a t i v e e d uc aÂ
t i o n pr o gr am s f o r t h e s e l e c t e d v a r i a b l e s .

A ch1-square t e s t value

equal t o o r g r e a t e r t h a n 3.84 was t h e v a l u e used t o i n d i c a t e s i g n i f i Â
c a n c e a t an a l p h a l e v e l o f p < .0 5 .
The r e s e a r c h q u e s t i o n s a r e p r e s e n t e d f i r s t ,
n u l l h y p o t h e s e s w ere d e r i v e d from which q u e s t i o n .

I n d i c a t i n g which
The r e s e a r c h q u e s Â

t i o n s a r e an s w er ed w i t h c o r r e s p o n d i n g h y p o t h e s e s 1n C h a p t e r V.

The

r e s u l t s o f h y p o t h e s i s t e s t i n g a r e r e p o r t e d below w i t h d e s c r i p t i o n s and
ta b le s to I l l u s t r a t e th e findings.

42

43

1.

Did o f f i c e o c c u p a t i o n s c o m p l e t e r s who p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n p ro g ram s and who w ere employed one y e a r a f t e r
c o m p l e t i o n more o f t e n have j o b s r e l a t e d t o t h e i r t r a i n i n g t h a n t h o s e
who d i d n o t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs?
H y po th es es 1, 2, 4 , 5 , 7 , and 8 were d e r i v e d from t h i s r e s e a r c h
question.
2.

Did employed o f f i c e o c c u p a t i o n s c o m p l e t e r s who p a r t i c i p a t e d

1n c o o p e r a t i v e e d u c a t i o n pr o gr am s I n d i c a t e g r e a t e r j o b s a t i s f a c t i o n
t h a n t h o s e who d id n o t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs?
Hy po the se s 10 and 11 were d e r i v e d from t h i s r e s e a r c h q u e s t i o n .
3.

Did employed o f f i c e o c c u p a t i o n s c o m p l e t e r s who p a r t i c i p a t e d

1n c o o p e r a t i v e e d u c a t i o n p ro g ram s r e c e i v e h i g h e r mean wages t h a n
c o m p l e t e r s who did n o t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs?
Hy po the se s 13 and 14 were d e r i v e d from t h i s r e s e a r c h q u e s t i o n .
4.

Was t h e r e a d i f f e r e n c e be tw ee n m a le and f e m a l e c o m p l e t e r s

w i t h r e s p e c t t o p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr o g r am s ,
r e l a t e d emp loym ent , j o b s a t i s f a c t i o n , and mean wage r a t e s f o r t h o s e who
had p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who had no t?
H y po th es es 3, 6, 9 , 12, and 15 were d e r i v e d from t h i s r e s e a r c h
question.
5.

Was t h e r e c o n s i s t e n c y betwe en employed m a le and f e m a l e

c o m p l e t e r s w i t h r e s p e c t t o r e l a t e d employment, j o b s a t i s f a c t i o n , and
wage r a t e o v e r t h e f o u r y e a r s s t u d i e d ?

(This q u e s t i o n does n o t have

th e cooperative education d i s t i n c t i o n . )
H y p o t h e s i s 16 was d e r i v e d from t h i s r e s e a r c h q u e s t i o n .

44
6.

Were t h e r e d i s c e r n i b l e t r e n d s f o r each o f t h e s e v a r i a b l e s

o v e r t h e f o u r - y e a r p e r i o d from 1978 t h r o u g h 1981?
H y p o t h e s i s 17 was d e r i v e d from t h i s r e s e a r c h q u e s t i o n .

R e s u lts o f Hypothesis T esting
Employment S t a t u s o f R es po nd en ts Nine
Months A f t e r Compl eti on o f V o c a t i o n a l
O f f i c e O c c u p a t i o n s T r a i n i n g Programs
Res p on de nt s w er e c o n s i d e r e d t o be employed 1f t h e y ans we red t h e
s u r v e y q u e s t i o n s r e g a r d i n g wages and number o f h o u r s worked.

Ta bl e 4.1

shows t h e number and p e r c e n t a g e o f r e s p o n d e n t s who w ere employed n i n e
months a f t e r c o m p l e t i n g v o c a t i o n a l o f f i c e o c c u p a t i o n s t r a i n i n g pr ograms
f o r 1978, 1979, 1980, and 1981.

A p p r o x im a t e ly 56% were employed f o r

1978, 55% f o r 1979, 50% f o r 1980, and 48% f o r 1981.

T a b l e 4 . 1 . â€” Employment s t a t u s o f r e s p o n d e n t s n i n e months a f t e r compleÂ
t i o n o f v o c a t i o n a l o f f i c e o c c u p a t i o n s t r a i n i n g programs.

Year

1981
1980
1979
1978

Number o f
R es p on de nt s
Employed

4, 3 4 3
4,136
5,926
5,200

%

47.9
50.2
55 .1
55.5

Number o f
Respo nd ent s
Not Employed
4, 71 7
4,099
4,838
4,162

%

T ot al

52.1
49.8
44.9
44.5

9,0 60
8, 23 5
10,764
8,362

45

Employed Co mp le te r P a r t i c i p a n t s
and N o n p a r t 1 c 1 p a n t s o f C o o p e r a t i v e
E d u c a t i o n Programs
Ho 1:

T h e re 1s no s i g n i f i c a n t d i f f e r e n c e b et we en t h e number of
s e c o n d a r y o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e employed and
have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s and
t h o s e who have not.
T a b l e 4 2 . c o n t a i n s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 1.

As

shown 1n t h e t a b l e , t h e r e w e r e 4,970 employed r e s p o n d e n t s In 1978.

Of

these,

2,667 o r 53.7% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n

pr o g r am s , and 2,303 o r 46.3% had n o t p a r t i c i p a t e d in such programs.
The c h 1 - s q u a r e a n a l y s i s I n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t
d i f f e r e n c e between p a r t i c i p a n t s and n o n p a r t i c i p a n t s 1n c o o p e r a t i v e
e d u c a t i o n pr ograms.

The n u l l h y p o t h e s i s was r e j e c t e d f o r 1978.

T a b l e 4 . 2 . â€” Number and p e r c e n t a g e o f employed c o m p l e t e r p a r t i c i p a n t s
and n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n prog ram s,
by y e a r .
P artic1pants
Year

1981
1980
1979
1978

Nonpartic1pants

Tota l
N

Number

%

Number

%

4,336
4,048
5,72 3
4,970

1,880
1,96 9
2, 6 3 7
2,667

43 .4
48 . 6
46.1
53.7

2,456
2,079
3,086
2,30 3

56 .6
51.4
53.9
46. 3

n
D ifference

Ch1-Square
Val ue

-666

76.52*
2.09
35.23*
26.66*

-no
- 449
-364

â™¦ S ig n i f ic a n t a t p < .05.

T he r e w ere 5,723 r e s p o n d e n t s who w er e employed 1n 1979.

Of

t h e s e , 2,637 o r 46.1% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o Â
grams a s p a r t o f t h e i r v o c a t i o n a l o f f i c e o c c u p a t i o n s t r a i n i n g , and

46

3 , 0 8 6 o r 53.9% had n o t p a r t i c i p a t e d 1n such a program.
square analysis,

By t h e c h i -

t h e n u l l h y p o t h e s i s was r e j e c t e d .

In 1980 t h e r e w ere 4,04 8 employed r e s p o n d e n t s .

Of t h e s e ,

o r 48.6% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s,
o r 51.4% had n o t p a r t i c i p a t e d 1n such programs.

1,969

and 2,079

The c h 1 - s q u a r e a n a l y Â

s i s d e m o n s t r a t e d t h a t t h e r e was no a p p a r e n t r e l a t i o n s h i p between b ei ng
employed and p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs.

The n u l l

h y p o t h e s i s was n o t r e j e c t e d f o r 1980.
The 1981 r e s p o n d e n t s c o n s i s t e d o f 4,336 employed c o m p l e t e r s .
T h e re w ere 1,880 o r 43.4% who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
programs,

and 2,456 o r 56.6% who had n o t p a r t i c i p a t e d 1n such programs.

The h y p o t h e s i s was r e j e c t e d , a s t h e c h 1 - s q u a r e t e s t showed t h a t t h e r e
was a s i g n i f i c a n t r e l a t i o n s h i p .
To s um m a r iz e, t h e r e w e r e more c o o p e r a t i v e e d u c a t i o n program
p a r t i c i p a n t s t h a n n o n p a r t l c l p a n t s 1n 1978.

Th ere w er e f e w e r c o o p e r a Â

t i v e e d u c a t i o n program p a r t i c i p a n t s t h a n n o n p a r t i c i p a n t s 1n 1979, 1980,
and 1981.

T h er e was a s i g n i f i c a n t r e l a t i o n s h i p between employment and

p a r t i c i p a t i o n i n c o o p e r a t i v e e d u c a t i o n pro gr ams f o r 1978, 1979, and
1981.

Th ere was no s i g n i f i c a n t r e l a t i o n s h i p 1n 1980.

Employed Male and Female Co mp le te r
P a r t i c i p a n t s and N o n p a r t l c j p a n t s
o f C o o p e r a t i v e E d u c a ti o n Programs
Ho 2 :

T h e re 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
employed m a l e and f e m a l e s e c o n d a ry v o c a t i o n a l o f f i c e occupaÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n pr o gr am s and t h o s e who have no t.

47

Table 4 3

d i s p l a y s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 2.

Th ere

w e r e 109 employed m a l e and 4,822 employed f e m a l e r e s p o n d e n t s 1n 1978.
Seventy o r 643% o f t h e employed m al e r e s p o n d e n t s had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n p ro gr am s , and 39 o r 35.8% had n o t p a r t i c i p a t e d 1n
such programs.

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

d i f f e r e n c e betwee n m a le p a r t i c i p a n t s and n o n p a r t i c i p a n t s .
t h e null

Therefore,

h y p o t h e s i s was r e j e c t e d .

The same y e a r , 2,581 o r 53.5% o f t h e employed f e m a l e r e s p o n d e n t s
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o gr am s , and 2,241 o r 45.5%
had n o t p a r t i c i p a t e d 1n such pr o gr am s a s p a r t o f t h e i r v o c a t i o n a l o f f i c e
occupations tra in in g .
cant difference.

The c h 1 - s q u a r e a n a l y s i s r e s u l t e d 1n a s i g n i f i Â

Therefore,

t h e n u l l h y p o t h e s i s was r e j e c t e d .

The 1979 d a t a showed t h a t 62 o r 53.9% o f t h e employed m a l e
r e s p o n d e n t s had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o g r a m s , and 53
o r 46.1% had n o t p a r t i c i p a t e d 1n such programs.

The c h 1 - s q u a r e a n a l y Â

s i s I n d i c a t e d t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e b et w ee n ma le
p a r t i c i p a n t s and n o n p a r t i c i p a n t s f o r 1979.

Thus t h e n u l l

hypothesis

was n o t r e j e c t e d .
For employed f e m a l e r e s p o n d e n t s 1n 1979, 2,5 44 o r 45.8% had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s , and 3, 0 0 6 o r 54.2% had
n o t c o m p l e t e d such programs.

The c h 1 - s q u a r e a n a l y s i s r e v e a l e d t h a t

t h e h y p o t h e s i s c o u l d n o t be r e j e c t e d .
In 1980, t h e r e w er e 80 employed m a le and 3,955 employed f e m a l e
respondents.

F o r t y - o n e o r 51.3% w ere employed m a le c o m p l e t e r s who had

p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n progr ams .

T h 1 r t y - n 1 n e o r 48.8%

Table 4.3.â€” Number and percentage of employed male and female completer participants and nonparticipants of cooperative education
programs, by year.
Females

Hales
Year
Total
n

Participants
n

%

Nonparticipants
n

%

â– 

n
Diff.

ChiSquare
Value

Total
n

4.17*

4,204

1,829

43.5

2,375

Participants
n

1

_
n
Diff.

56.5

-546

70.91*

0.30*

Nonparticipants
n

Interaction
Chi-Square
Val ue

ChiSquare
Value

1

1981

116

47

40.5

69

59.5

-2 2

1980

80

41

51.3

39

48.8

2

0.05

3,955

1,919

48.5

2,036

51.5

-117

3.46

0.14*

1979

115

62

53.9

53

46.1

9

0.70

5,550

2,544

45.8

3 ,0 0 6

54.2

-462

35.46

2.64*

1978

109

70

64.2

39

35.8

31

8 .8 2 *

4,822

2,581

53.5

2,241

46.5

350

23.77*

4.48*

â™¦Significant at p < .05.

49
had n o t I n c l u d e d c o o p e r a t i v e e d u c a t i o n pr o gr am s 1n t h e i r v o c a t i o n a l
o f f i c e occupations tra in in g .

The c h 1 - s q u a r e a n a l y s i s f o r t h e s e d a t a

I n d i c a t e d t h a t t h e d i f f e r e n c e be tw ee n p a r t i c i p a n t s and n o n p a r t i c i p a n t s
o f c o o p e r a t i v e e d u c a t i o n was n o t s i g n i f i c a n t .

T h e r e f o r e , t h e n u ll

h y p o t h e s i s was n o t r e j e c t e d .
The employed f e m a l e c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a Â
t i v e e d u c a t i o n pro gr ams 1n 1980 numbered 1,919 o r 48.5%, and t h e nonp a r t i c l p a n t s numbered 2,036 o r 51.5%.

R esults of th e ch1-square analyÂ

s i s d e m o n s t r a t e d t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e between t h e
two g r o u p s .

T h e r e f o r e , t h e h y p o t h e s i s was n o t r e j e c t e d f o r 1980.

The s u r v e y d a t a f o r 1981 r e v e a l e d t h a t o f a t o t a l o f 116
employed m a le r e s p o n d e n t s , 47 o r 40.5% had p a r t i c i p a t e d 1n c o o p e r a t i v e
educa tion programs,
grams.

and 69 o r 59.5% had n o t p a r t i c i p a t e d 1n such proÂ

The c h 1 - s q u a r e a n a l y s i s i n d i c a t e d t h a t t h e d i f f e r e n c e was

significant.

Hence t h e n u l l h y p o t h e s i s was r e j e c t e d f o r 1981.

Employed f e m a l e r e s p o n d e n t s 1n t h e same y e a r t o t a l e d 4,204.

Of

these,

1,829 o r 43.5% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r oÂ

gram s,

and 2,375 o r 56.5% had n o t p a r t i c i p a t e d 1n such pro gr ams as p a r t

of t h e i r vocational o ffic e occupations tra in in g .

The c h 1 - s q u a r e a n a l y Â

s i s f o r t h e s e c o m p l e t e r s I n d i c a t e d t h a t t h e h y p o t h e s i s mu st be r e j e c t e d
f o r 1981 a s a s i g n i f i c a n t r e l a t i o n s h i p was d e m o n s t r a t e d .
In summary, t h e p e r c e n t a g e o f m al e p a r t i c i p a n t s was g r e a t e r th a n
t h a t of non p a r t i c i p a n t s 1n c o o p e r a t i v e e d u c a t i o n pro gr ams f o r 1978,
1979, and 1980.

The d i f f e r e n c e was s i g n i f i c a n t f o r 1978 and 1981.

p e r c e n t a g e o f f e m a l e r e s p o n d e n t s who had p a r t i c i p a t e d 1n c o o p e r a t i v e

The

50

e d u c a t i o n pr o gr am s was s i g n i f i c a n t l y g r e a t e r t h a n t h e p e r c e n t a g e o f
n o n p a r t i c i p a n t s 1n 1978.

A lo w e r p e r c e n t a g e o f f e m a l e r e s p o n d e n t s had

p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams 1n 1979,
The d i f f e r e n c e was s i g n i f i c a n t f o r 1979 and 1981.

1980, and 1981.

No s i g n i f i c a n t

d i f f e r e n c e was d e m o n s t r a t e d f o r 1980.
Ho 3 :

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n b et w ee n p e r c e n t a g e o f
p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and g e n d e r
of secondary v o cational o f f i c e occu p atio n s co m p leters.

In 1978, a s i g n i f i c a n t d i f f e r e n c e , d e m o n s t r a t e d by t h e c h i square an alysis,

e x i s t e d be tw ee n t h e p e r c e n t a g e o f ma le and t h e

p e r c e n t a g e o f f e m a l e c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n prog ram s.

The l e v e l o f I n t e r a c t i o n ,

or th e p r e d ic ta b i lit y

o f p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pro gr ams by g e n d e r o f t h e
c o m p l e t e r , was n o t s i g n i f i c a n t f o r 1979, 1980, o r 1981, a s t h e c h i s q u a r e v a l u e s w ere below t h e d e s i g n a t e d l e v e l f o r s i g n i f i c a n c e .

The

n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d f o r t h e s e y e a r s b e c a u s e no
r e l a t i o n s h i p between g en d er o f t h e r e s p o n d e n t and p a r t i c i p a t i o n o r
n o n p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs was d e m o n s t r a t e d .

Male and Female Com pl ete r P a r t i c i p a n t s
o f C o o p e r a t i v e E d u c a ti o n Programs
Employed 1n R e l a t e d Jo b s
Ho 4 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e
employed 1n r e l a t e d j o b s and have p a r t i c i p a t e d 1n c o o p e r a Â
t i v e e d u c a t i o n pr o gr am s and t h o s e who have not.

T a b l e 4.4 d i s p l a y s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 4.

On

t h e s u r v e y fo r m , r e s p o n d e n t s w er e asked t o I n d i c a t e w h e t h e r t h e y w ere
employed 1n r e l a t e d o r u n r e l a t e d j o b s by r e f e r r i n g t o t h e f r e q u e n c y

51

w i t h which t h e y used t h e v o c a t i o n a l o f f i c e o c c u p a t i o n s t r a i n i n g t h e y
received.
None.

Ch oic es on t h e s u r v e y we re:

A Lot, Some, Hard ly Any, o r

I f r e s p o n d e n t s i n d i c a t e d A Lo t o r Some, th e y w ere r e c o r d e d a s

h a v i n g r e l a t e d employment.

I f t h e y I n d i c a t e d Hard ly Any o r None, t h e y

w e r e r e c o r d e d a s ha v i n g u n r e l a t e d employment ( s e e Appendix A).

T a b l e 4 . 4 . â€” Number and p e r c e n t a g e o f c o m p l e t e r p a r t i c i p a n t s and nonp a r t l c l p a n t s o f c o o p e r a t i v e e d u c a t i o n programs employed
In r e l a t e d j o b s , by y e a r .

Partic1pants
Year

1981
1980
1979
1978

Nonpartic1pants

Tota l
N

Number

%

Number

%

2,83 3
2,743
4,182
3,608

1,431
1,506
2,076
2,064

5 0 .5
54.9
49.6
57.2

1,402
1,237
2,106
1,544

49.5
45.1
50.4
42.8

n
D ifference

Ch1-Square
Val ue

29
269
-30
520

0.30
26.38*
0.22
74.94*

^ S ig n ific a n t a t p < .05.

The 1978 r e s p o n d e n t s c o n s i s t e d o f 3, 60 8 c o m p l e t e r s , o f whom
2,064 o r 57.2% had p a r t i c i p a t e d In c o o p e r a t i v e e d u c a t i o n pr og ram s and
w ere employed 1n r e l a t e d j o b s .

T h e re were 1,544 o r 42.8% o f t h o s e

employed i n r e l a t e d j o b s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n programs.

The c h i - s q u a r e v a l u e f o r t h e s e d a t a I n d i c a t e d t h a t

t h e r e was an a p p a r e n t r e l a t i o n s h i p between r e l a t e d j o b p l a c e m e n t and
p a r t i c i p a t i o n In c o o p e r a t i v e e d u c a t i o n programs.
h y p o t h e s i s was r e j e c t e d .

Therefore, th e null

52

For 1979, 4,182 c o m p l e t e r s r es po nd ed t o t h e s ur v ey q u e s t i o n
c o n c e r n i n g r e l a t e d employment.

Of t h e s e , 2,07 6 o r 49.6% h e l d r e l a t e d

j o b s and had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs a s p a r t of
t h e i r o f f i c e occupations t r a i n in g .

T h e r e w er e 2,10 6 o r 50.4% who had

n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s but h e l d r e l a t e d
jobs.

The c h 1 - s q u a r e a n a l y s i s o f t h e s e d a t a I n d i c a t e d t h a t t h e

h y p o t h e s i s c o u l d n o t be r e j e c t e d .

No a p p a r e n t r e l a t i o n s h i p was

d e m o n s t r a t e d between p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr ograms
and r e l a t e d employment f o r 1979.
T he r e w er e 2,743 c o m p l e t e r s who r es po nd ed t o t h e r e l a t e d employÂ
me nt q u e s t i o n 1n 1980.

Of t h o s e ,

c o o p e r a tiv e ed u ca tio n programs,

1,506 o r 54.9% had p a r t i c i p a t e d 1n
and 1,237 o r 45.1% had not.

The c h i -

s q u a r e a n a l y s i s I n d i c a t e d t h e r e was a s i g n i f i c a n t r e l a t i o n s h i p between
r e l a t e d em ploy men t and p a r t i c i p a t i o n in c o o p e r a t i v e e d u c a t i o n programs.
As a r e s u l t ,

t h e n u l l h y p o t h e s i s was r e j e c t e d .

For 1981, t h e r e w e r e 2,833 r e s p o n d e n t s ,

o f whom 1,431 o r 50.5%

w e r e employed 1n r e l a t e d j o b s and had p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n pr ogr am s.

In c o n t r a s t ,

1,402 o r 49.5% o f t h o s e 1n r e l a t e d

j o b s had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

The c h i -

s q u a r e a n a l y s i s o f t h e s e d a t a I n d i c a t e d t h e r e was no s i g n i f i c a n t
d i f f e r e n c e f o r 1981 c o m p l e t e r s .

The n u l l h y p o t h e s i s was n o t r e j e c t e d

a s no a p p a r e n t r e l a t i o n s h i p was d e m o n s t r a t e d betwee n havi ng p a r t i c i Â
p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams and r e l a t e d employment.
In 1978, 1980, and 1981 a g r e a t e r p e r c e n t a g e o f t h o s e employed
1n r e l a t e d o c c u p a t i o n s had a l s o p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n

53

pr ograms as p a r t o f t h e i r o f f i c e o c c u p a t i o n s t r a i n i n g .

In 1979, a

g r e a t e r p e r c e n t a g e o f c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n c o o p e r a Â
t i v e e d u c a t i o n program h e l d r e l a t e d j o b s .
seemed t o o c c u r 1n a l t e r n a t e y e a r s ,

The s i g n i f i c a n t d i f f e r e n c e s

which r e s u l t e d 1n t h e r e j e c t i o n o f

t h e n u l l h y p o t h e s i s f o r 1978 and 1980.

Even th oug h a g r e a t e r p e r c e n t Â

age o f r e s p o n d e n t s p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s 1n
1981, t h e r e was no s i g n i f i c a n t d i f f e r e n c e .

The n u l l h y p o t h e s i s was n o t

r e j e c t e d f o r 1979 and 1981.

Ho 5 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e in t h e p e r c e n t a g e o f male
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n r e l a t e d j o b s and hav e p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who have no t.

T a b l e 4.5 c o n t a i n s t h e d a t a used i n t e s t i n g H y p o t h e s i s 5.
1978, t h e r e w er e 53 m a l e r e s p o n d e n t s .

For

Of t h e s e , 36 o r 67.9% had

p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

S e v e n t e e n o r 32.1% o f

t h e m a le r e s p o n d e n t s employed 1n r e l a t e d j o b s had n o t p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr og ram s.

The c h 1 - s q u a r e a n a l y s i s f o r t h e s e

c o m p l e t e r s showed t h a t f o r m a l e r e s p o n d e n t s t h e r e was an a p p a r e n t
r e l a t i o n s h i p b et we en r e l a t e d employment and p a r t i c i p a t i o n 1n coopÂ
e r a t i v e e d u c a t i o n progr ams .

T h e r e f o r e , t h e n u l l h y p o t h e s i s was

rejected.
For t h e same y e a r , 3,531 f e m a l e c o m p l e t e r s employed 1n r e l a t e d
j o b s res po nd ed t o t h e s u r v e y .

Of t h e s e ,

p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s,
p a r t i c i p a t e d 1n such prog ram s.

2,01 7 o r 57.1% had p a r t i c i Â
and 1,514 o r 42.9% had n o t

The c h 1 - s q u a r e a n a l y s i s f o r t h e s e

f e m a l e r e s p o n d e n t s i n d i c a t e d t h a t t h e r e was an a p p a r e n t r e l a t i o n s h i p

Table ft.5.â€” Number and percentage of male and female completer participants and nonparticipants of cooperative education programs
employed in related jobs, by year.

Males
Year

Total
n

Part icipants
n

%

Females

%

n
Diff.

Chi Square
Value

Total
n

1.63

2,757

1,398

50.7

1,359

ftq 3

39

Nonpart icipants
n

Part ic ipants
n

%

Nonparticipants
n

%

Chin
Square
Diff. Value

1981

66

30

ft5.5

36

5ft.5

- 6

1980

ftl

25

61.0

16

39.0

9

3.95*

2,695

1 ,ft7ft

5ft.7

1,221

ft5.3

253

1979

61

35

57.ft

26

ft2 . 6

9

2.70

ft,138

2,019

ft9.5

2 ,0 5 8

50.5

-39

1978

53

36

67.9

17

32.1

19

1 3 .6 2 *

3,531

2,017

57.1

1,51ft

ft2.9

503

*Significant at p < .05.

Interaction
Ch i-Square
Val ue

1 .1 0

.51

ft7.50*

.ftl

.75

fto.oo*

1 .1 8

2.06

55

bet wee n r e l a t e d em ploy men t and p a r t i c i p a t i o n 1n c o o p e r a t i v e eduÂ
c a t i o n p r o g r am s 1n 1978.

T h e r e f o r e , t h e n u l l h y p o t h e s i s was

rejected.
For 1979, o f 61 ma le r e s p o n d e n t s employed 1n r e l a t e d j o b s , 35 o r
57.4% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ogr am s;

26 o r 42.6%

had n o t e n r o l l e d 1n such p r o g ra m s as p a r t o f t h e i r v o c a t i o n a l o f f i c e
occupations tr a in in g .

For m a l e r e s p o n d e n t s 1n 1979, no a p p a r e n t r e l a Â

t i o n s h i p was d e m o n s t r a t e d b et w ee n havi ng r e l a t e d employment and p a r Â
t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs.
h y p o t h e s i s c o u l d n o t be r e j e c t e d ,

Therefore, the nu ll

based on t h e r e s u l t s o f t h e c h i -

square a n a ly s is .
The 1979 f e m a l e r e s p o n d e n t s employed 1n r e l a t e d j o b s I n c l u d e d
4,138 c o m p l e t e r s .

Of t h a t number, 2,019 o r 49.5% had p a r t i c i p a t e d in

c o o p e r a t i v e e d u c a t i o n pr og ram s.

Th ere w ere 2, 05 8 o r 50.5% o f t h e

f e m a l e r e s p o n d e n t s employed 1n r e l a t e d j o b s who had n o t p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n p ro g ra m s.

The c h i - s q u a r e a n a l y s i s f o r t h e s e d a t a

d e m o n s t r a t e d t h a t t h e r e was no a p p a r e n t r e l a t i o n s h i p between p a r t i c i p a Â
t i o n 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s and ha v i n g r e l a t e d employment.
As a r e s u l t ,

t h e n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d .

The m a le r e s p o n d e n t s f o r 1980 c o n s i s t e d o f 41 c o m p l e t e r s , 25 or
61% o f whom had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams and h e l d
r e l a t e d j o b s a t t h e t i m e o f t h e su rv ey .

S i x t e e n m a le c o m p l e t e r s o r

39% had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ograms b u t h e l d
r e l a t e d j o b s n i n e months a f t e r c o m p l e t i o n .

The c h i - s q u a r e a n a l y s i s

f o r t h e s e d a t a showed t h a t t h e n u l l h y p o t h e s i s was r e j e c t e d a s a

56

s i g n i f i c a n t r e l a t i o n s h i p was d e m o n s t r a t e d between p a r t i c i p a t i o n 1n
c o o p e r a t i v e e d u c a t i o n programs and r e l a t e d employment.
The f e m a l e r e s p o n d e n t s f o r 1980 c o n s i s t e d o f 2,69 5 c o m p l e t e r s ,
o f whom 1,474 o r 54.7% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
pr og ram s and h e l d r e l a t e d j o b s a t t h e t i m e o f t h e s u r v e y .

T her e were

1,221 o r 45.3% who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o Â
grams b u t h e l d r e l a t e d j o b s n i n e months a f t e r c o m p l e t i o n .

The c h i -

sq u are t e s t of t h e data f o r fem ale respondents In d ic a te d t h a t t h e null
h y p o t h e s i s was r e j e c t e d , a s a s i g n i f i c a n t r e l a t i o n s h i p was d e m o n s t r a t e d
betwee n p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s and h av in g
r e l a t e d employment.
For 1981, t h e r e w ere 66 male r e s p o n d e n t s who w e r e employed 1n
r e l a t e d jobs.

T h i r t y o r 45.5% had p a r t i c i p a t e d 1n c o o p e r a t i v e

e d u c a t i o n p r o g ra m s as p a r t of t h e i r v o c a t i o n a l o f f i c e o c c u p a t i o n s
training.

T h 1 r t y - s 1 x o r 54.5% o f t h e m a le r e s p o n d e n t s employed 1n

r e l a t e d j o b s had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n prog ram s.

The

c h 1 - s q u a r e a n a l y s i s f o r t h e s e r e s p o n d e n t s I n d i c a t e d t h a t t h e r e was no
s i g n i f i c a n t d i f f e r e n c e be tw ee n h a v i n g p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n p ro g ram s o r n o t, 1n t e r m s o f b e i n g employed 1n r e l a t e d j o b s .
T h e r e f o r e , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d .
For t h e same y e a r , t h e r e w e re 2,757 f e m a l e r e s p o n d e n t s employed
1n r e l a t e d j o b s .

Of t h e s e c o m p l e t e r s ,

1n c o o p e r a t i v e e d u c a t i o n prog ram s.

1,398 o r 50.7% had p a r t i c i p a t e d

Female c o m p l e t e r s who had n o t

p a r t i c i p a t e d 1n such p ro g ram s numbered 1,359 o r 493%.

The c h 1 - s q u a r e

a n a l y s i s showed t h a t , f o r t h i s group o f f e m a l e r e s p o n d e n t s ,

no

57

s i g n i f i c a n t r e l a t i o n s h i p e x i s t e d between h a v i n g p a r t i c i p a t e d in
c o o p e r a t i v e e d u c a t i o n pr og r am s and b e i n g employed 1n r e l a t e d j o b s .
T h e r e f o r e , t h e n u l l h y p o t h e s i s c o u l d not be r e j e c t e d .
In summary, s i g n i f i c a n t l y more ma le and more f e m a l e r e s p o n d e n t s
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams 1n 1978.
were s t i l l

In 1979, t h e r e

more ma le p a r t i c i p a n t s t h a n m a le n o n p a r t i c i p a n t s ,

but th e r e

were s e v e r a l more f e m a l e n o n p a r t i c i p a n t s t h a n t h e r e w er e f e m a l e p a r Â
ticipants.

The d i f f e r e n c e ,

however, was n o t s i g n i f i c a n t f o r e i t h e r

m a le o r f e m a l e r e s p o n d e n t s 1n 1979.

In 1980, t h e c i r c u m s t a n c e s w e re

s i m i l a r t o 1978; t h a t 1s, s i g n i f i c a n t l y more m a le and more f e m a l e
r e s p o n d e n t s p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

In 1981,

t h e r e w er e s l i g h t l y f e w e r m a l e p a r t i c i p a n t s and s l i g h t l y more f e m a l e
p a r t i c i p a n t s than n o n p a rtic ip a n ts .
was s i g n i f i c a n t .

The d i f f e r e n c e f o r n e i t h e r o f t h e s e

T h e r e f o r e , t h e n u l l h y p o t h e s i s was r e j e c t e d f o r ma le

and f e m a l e r e s p o n d e n t s 1n 1978.
o r f e m a l e s 1n 1979.

I t was n o t r e j e c t e d f o r e i t h e r m a l e s

The n u l l h y p o t h e s i s was r e j e c t e d f o r both m a l e s

and f e m a l e s 1n 1980 b u t was n o t r e j e c t e d f o r e i t h e r group i n 1981.

Ho 6:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n betwe en r e l a t e d employÂ
ment and g e n d e r o f s e c o n d a r y v o c a t i o n a l o f f i c e e d u c a t i o n
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
pr og ram s and t h o s e who have no t.

The p u r po s e o f H y p o t h e s i s 6 was t o ex am in e w h e t h e r g e n d e r
was s i g n i f i c a n t w i t h r e s p e c t t o p a r t i c i p a n t s and n o n p a r t i c i Â
p a n t s b ei ng employed 1n r e l a t e d j o b s .

The ch 1 - s q u a r e a n a l y s i s f o r

I n t e r a c t i o n d e m o n s t r a t e d t h a t t h e I n d e p e n d e n t v a r i a b l e o f g e n d e r was

58

n o t s i g n i f i c a n t 1n d e t e r m i n i n g r e l a t e d employment s t a t u s o f c o m p l e t e r s
o r 1n d e t e r m i n i n g p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr ograms f o r
any o f t h e y e a r s s t u d i e d .

Th er e f o re *

t h e n u l l h y p o t h e s i s c o u l d n o t be

rejected.

Male and Female P a r t i c i p a n t s and Nonp a r t l d p a n t s o f C o o p e r a t i v e E d u c a ti o n
.P.rogr.ams...Emp1 QyM_.i n, Unrela t ed J-ab.s
Ho 7:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e of
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s employed
1n u n r e l a t e d j o b s who have p a r t i c i p a t e d In c o o p e r a t i v e eduÂ
c a t i o n progr ams and t h o s e who have not.

T a b l e 4.6 c o n t a i n s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 7.

Of

*

the

1*302 o f f i c e o c c u p a t i o n s c o m p l e t e r s employed in u n r e l a t e d j o b s

the

t i m e o f t h e 1978 s u r v e y , 575 o r 44.2% had p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n programs.

at

T h er e w ere 727 o r 55.8% who had no t

I n c l u d e d c o o p e r a t i v e e d u c a t i o n p r o g r a m s 1n t h e i r v o c a t i o n a l o f f i c e
occupations tra in in g .

The c h 1 - s q u a r e a n a l y s i s f o r t h e 1978 r e s p o n d e n t s

i n d i c a t e d t h a t t h e d i f f e r e n c e was s i g n i f i c a n t .

As a r e s u l t * t h e n u l l

h y p o t h e s i s was r e j e c t e d .
The 1979 r e s p o n d e n t s c o n s i s t e d o f 1,493 c o m p l e t e r s * o f whom 539
o r 36.1% w e r e employed 1n u n r e l a t e d j o b s and had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n programs.

T h e r e w er e 954 o r 63.9 p e r c e n t

employed i n u n r e l a t e d j o b s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n prog ram s.

The d i f f e r e n c e was s i g n i f i c a n t a c c o r d i n g t o t h e

r e s u l t s of the ch1-square an aly sis.
r e j e c t e d f o r 1979.

T h e r e f o r e , t h e n u l l h y p o t h e s i s was

59

T a b l e 4 . 6 . â€” Number and p e r c e n t a g e o f c o m p l e t e r p a r t i c i p a n t s and nonp a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n programs employed
i n u n r e l a t e d j o b s , by y e a r .
P a r t i c i pants
Year

1981
1980
1979
1978

Tot al
N

1,494
1,26 8
1,493
1,30 2

Number
445
441
539
575

Nonparticipants

%

Number

%

29.8
34.8
36. 1
4 4 .2

1,049
827
954
727

70.2
6 5. 2
63.9
55.8

n
D ifference

Ch1-Square
Val ue

-604
-386
-415
- 152

2 44 . 1 9 *
117.50*
115.35*
17.75*

*S ign1fleant a t p < .05.

For 1980, o f 1,268 r e s p o n d e n t s employed i n u n r e l a t e d j o b s , 441
o r 34.8% had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and 827 o r
65.2% had not.

The c h i - s q u a r e a n a l y s i s f o r t h e s e c o m p l e t e r s showed

t h a t t h e d i f f e r e n c e was s i g n i f i c a n t a t t h e p < .05 a l p h a l e v e l .
fore,

ThereÂ

t h e n u l l h y p o t h e s i s was r e j e c t e d .
Th ere w ere 1,494 c o m p l e t e r s f o r 1981.

Of t h e s e , 445 o r 29.8%

w e r e employed 1n u n r e l a t e d j o b s and had p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n programs.

The o t h e r 1,049 o r 70.2% employed i n u n r e l a t e d

j o b s had n o t p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n prog ram s.

The c h i -

s q u a r e a n a l y s i s I n d i c a t e d t h a t t h e r e was a s i g n i f i c a n t d i f f e r e n c e
between t h e two gro ups.

As a r e s u l t , t h e n u l l h y p o t h e s i s was r e j e c t e d

f o r 1981.
For each of t h e f o u r y e a r s s t u d i e d , t h e p e r c e n t a g e o f o f f i c e
o c c u p a t i o n s c o m p l e t e r s i n u n r e l a t e d j o b s was s i g n i f i c a n t l y g r e a t e r
among t h o s e who had n o t p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n pr ograms.

60

Hence t h e n u l l h y p o t h e s i s o f no s i g n i f i c a n t d i f f e r e n c e was r e j e c t e d f o r
all four years.

Ho 8:

T h e r e i s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e of male
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n u n r e l a t e d j o b s and have p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and t h o s e who hav e not.

T a b l e 4.7 c o n t a i n s t h e d a t a used i n t e s t i n g H y p o t h e s i s 8.

For

1978 t h e r e w e r e 55 ma le program c o m p l e t e r s , o f whom 33 o r 60.0% had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

T w en ty - tw o o r 40.0%

o f t h e m a l e r e s p o n d e n t s employed in u n r e l a t e d j o b s had n o t p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pr o gr am s a s p a r t o f t h e i r v o c a t i o n a l o f f i c e
occupations tra in in g .
showed t h a t ,

The c h 1 - s q u a r e a n a l y s i s f o r t h e s e c o m p l e t e r s

f o r m a l e c o m p l e t e r s 1n 1978, t h e r e was an a p p a r e n t

r e l a t i o n s h i p be tw ee n t h e v a r i a b l e s , r e s u l t i n g 1n t h e r e j e c t i o n o f t h e
null hypothesis.
For t h i s same y e a r , 1,233 f e m a l e c o m p l e t e r s w e r e employed 1n
u n rela ted jobs.

Of t h e s e r e s p o n d e n t s , 538 o r 43.6% had p a r t i c i p a t e d 1n

c o o p e r a tiv e e d u c a tio n programs,
such p ro gr am s.

and 695 o r 56.4% had n o t t a k e n p a r t 1n

The c h 1 - s q u a r e a n a l y s i s i n d i c a t e d t h a t , f o r f e m a l e

r e s p o n d e n t s i n 1978, an a p p a r e n t r e l a t i o n s h i p e x i s t e d b et w ee n n o t
h a v i n g p a r t i c i p a t e d 1n a c o o p e r a t i v e e d u c a t i o n program and b e i n g
employed 1n u n r e l a t e d j o b s .

T h e r e f o r e , t h e n u l l h y p o t h e s i s was

rejected.
Re s p o n d en t s f o r 1979 I n c l u d e d 50 m al e and 1,429 f e m a l e
c o m p l e t e r s employed 1n u n r e l a t e d j o b s .

T w e n t y - t h r e e o r 46.0% o f t h e

m a l e c o m p l e t e r s had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o g r a m s , and

Table *1.7.â€” Number and percentage of male and female completer participants and nonparticipants of cooperative education programs
employed in unrelated jobs, by year.
Hales
Participants
n

%

Nonparticipants
n

%

Diff.

Total
n

n

Part ici pants

Nonpart ic ipants

n

%

n

%

n
Diff.

ChiSquare
Val ue

Interaction
Chi-Square
Value

1981

50

17

3^-0

33

6 6 .0

-16

1 0 .2*1

l,ii38

*t27

29.7

1 ,011

70.3

-551*

^7^-35

.2*1

1980

37

lit

37.8

23

6 2 .2

- 9

*t.37

1,227

iÂ»27

3it.8

800

65.2

-373

2 2 6 .8 0

.0*1

1979

50

23

I16.O

27

5*1.0

- <t

0 .6*1

1 ,ii29

507

35.5

922

6*1.5

-ill 5

2ill , 0 k

1 .89

1978

55

33

60.0

22

itO.O

-10

it.ltO

1,233

CO

Total
n

VJ1

Year

Females
ChiSquare
Value

ii3.6

695

56.it

-157

itO.O

5.07*

*Significant at p < .05.

62

27 o r 54.0% had n o t p a r t i c i p a t e d in such programs.

The c h i - s q u a r e

a n a l y s i s o f t h e d a t a f o r t h e s e r e s p o n d e n t s I n d i c a t e d t h a t * f o r male
c o m p l e t e r s 1n 1979, no a p p a r e n t r e l a t i o n s h i p e x i s t e d betwe en h av i n g
u n r e l a t e d j o b s and p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs.
T h e r e f o r e , t h e n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d .
Of t h e f e m a l e r e s p o n d e n t s f o r t h e same y e a r , 507 o r 35.5% had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

T h e r e w e re 922 o r

64.5% o f t h e f e m a l e r e s p o n d e n t s employed in u n r e l a t e d j o b s who had n o t
p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n programs.

The c h i - s q u a r e

a n a l y s i s f o r t h e s e f e m a l e c o m p l e t e r s showed t h a t t h e r e l a t i o n s h i p
betwee n t h e v a r i a b l e s was s i g n i f i c a n t .

Therefore, th e null hypothesis

was r e j e c t e d f o r f e m a le r e s p o n d e n t s i n 1979.
For 1980, t h e r e w e r e 37 m a le r e s p o n d e n t s .

F o u r t e e n o r 37.8%

o f them had p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n pr o gr am s and h e l d
u n r e l a t e d j o b s a t t h e t i m e o f t h e s u rv e y .

T w e n t y - t h r e e o r 62.2% o f t h e

m a l e r e s p o n d e n t s who h e l d u n r e l a t e d j o b s n i n e months a f t e r c o m p l e t i o n
had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

The c h 1 - s q u a r e

a n a l y s i s d e m o n s t r a t e d t h a t t h e r e l a t i o n s h i p betwe en h a v i n g p a r t i c i p a t e d
in c o o p e r a t i v e e d u c a t i o n pr og r am s and be in g employed 1n r e l a t e d j o b s
was s i g n i f i c a n t .

This fin d in g r e s u lt e d in th e r e j e c t i o n of th e null

hypothesis.
The f e m a l e r e s p o n d e n t s f o r 1980 I n c l u d e d 1,227 c o m p l e t e r s .

Of

t h e s e i n d i v i d u a l s , 427 o r 34.8% had p a r t i c i p a t e d 1n c o o p e r a t i v e e du ca Â
t i o n p r ogr am s and h e l d u n r e l a t e d j o b s n i n e months a f t e r c o m p l e t i o n .
E i g h t hu ndred o r 65.2% o f t h e 1980 f e m a l e c o m p l e t e r s who h e l d u n r e l a t e d

63

j o b s n i n e months a f t e r c o m p l e t i o n had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n programs.

The n u l l h y p o t h e s i s was r e j e c t e d b e c a u s e t h e c h i -

square a n a ly s is for these com pleters Indicated t h a t the re la tio n s h ip
was s i g n i f i c a n t .
For 1981, t h e r e s p o n d e n t s who w e r e employed 1n u n r e l a t e d j o b s
c o n s i s t e d o f 50 m al e c o m p l e t e r s and 1,438 f e m a l e c o m p l e t e r s .

Sev ent een

o r 34.0% o f t h e m a l e r e s p o n d e n t s w ere employed 1n u n r e l a t e d j o b s and
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n progr ams a s p a r t o f t h e i r
vocational

o f f ic e occupations tra in in g .

T h i r t y - t h r e e o r 66% o f t h e

male c o m p l e t e r s employed 1n u n r e l a t e d j o b s had n o t p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n programs.

The c h 1 - s q u a r e a n a l y s i s f o r t h e s e d a t a

I n d i c a t e d t h a t t h e d i f f e r e n c e was s i g n i f i c a n t .

Therefore, th e null

h y p o t h e s i s was r e j e c t e d .
T he r e w ere 427 o r 29.7% o f t h e f e m a l e c o m p l e t e r s employed 1n
u n r e l a t e d j o b s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.
Fe male c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n such pr og ram s and w er e
employed 1n u n r e l a t e d j o b s numbered 1,011 o r 70.3%.

The c h 1 - s q u a r e

a n a l y s i s showed t h a t a s i g n i f i c a n t r e l a t i o n s h i p e x i s t e d be tw ee n n o t
h a v i n g p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n progr ams and u n r e l a t e d
employment.

As a r e s u l t , t h e n u l l h y p o t h e s i s was r e j e c t e d .

Except 1n

1979, when t h e d i f f e r e n c e f o r male n o n p a r t i c i p a n t s was n o t s i g n i f i c a n t ,
both m al e and f e m a l e n o n p a r t i c i p a n t s showed h i g h e r u n r e l a t e d employment
th a n p a r t i c i p a n t s f o r each o f t h e f o u r y e a r s s t u d i e d .
Ho 9:

T h e r e 1s no s i g n i f i c a n t i n t e r a c t i o n between u n r e l a t e d
employment and g en d er of s e c o n d a r y v o c a t i o n a l o f f i c e oc cu p aÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n pr o gr am s and t h o s e who have n o t.

64

T a b l e 4.7 c o n t a i n s t h e d a t a f o r t h i s h y p o t h e s i s .

The pur pose

o f H y p o t h e s i s 9 was t o e x a m in e w h e t h e r g e n d e r was s i g n i f i c a n t w it h
r e s p e c t t o p a r t i c i p a n t s and n o n p a r t i c i p a n t s b ei ng employed 1n u n r e l a t e d
jobs.

The I n t e r a c t i o n was me asured by t h e c h 1 - s q u a r e s t a t i s t i c .

The

n u l l h y p o t h e s i s was r e j e c t e d f o r 1978 b e c a u s e a s i g n i f i c a n t I n t e r a c t i o n
was d e m o n s t r a t e d by t h e c h 1 - s q u a r e a n a l y s i s .
values,

Based on t h e c h 1 - s q u a r e

t h e n u l l h y p o t h e s i s was n o t r e j e c t e d f o r 1979, 1980, and 1981.

No a p p a r e n t r e l a t i o n s h i p was d e m o n s t r a t e d between g en de r and u n r e l a t e d
employment w i t h r e s p e c t t o p a r t i c i p a t i o n o r n o n p a r t i c i p a t i o n 1n coopÂ
e r a t i v e e d u c a t i o n pr o gr am s.

Job S a t i s f a c t i o n f o r P a r t i c i p a n t s
and N o n p a r t l c l p a n t s o f C o o p e r a t i v e
E d u c a ti o n Programs
Ho 10:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e mean l e v e l o f j o b
s a t i s f a c t i o n betwe en se co n d ar y v o c a t i o n a l o f f i c e o c c u p a t i o n s
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
pr o gr am s and t h o s e who have no t.

T a b l e 4.8 d i s p l a y s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 10.

On

t h e s u r v e y form, c o m p l e t e r s made t h e i r r e s p o n s e t o t h e q u e s t i o n :
O verall,

how s a t i s f i e d a r e you w i t h yo ur p r e s e n t j o b ?

Re s p o n d en t s w ere

t o c h o o s e Very S a t i s f i e d , Somewhat S a t i s f i e d , Not Very S a t i s f i e d ,
Not At All S a t i s f i e d .

or

All r e s p o n s e s t o t h i s q u e s t i o n w e re I n c l u d e d 1n

the analysis.
The t - t e s t s t a t i s t i c was chos en t o d e t e r m i n e mean j o b s a tls fa c tlo n level.

A l o w e r mean j o b - s a t 1 s f a c t 1 o n v a l u e I n d i c a t e d a

higher level of job s a t i s f a c t i o n .

Ta bl e 4 . 8 . â€” Number and mean j o b - s a t i s f a c t i o n l e v e l o f employed c o m p l e t e r p a r t i c i p a n t s and
n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n pr o gr am s , by y e a r .
Participants

N onparticipants

Tot al
N

n

Mean

S.D.

n

Mean

1981

4,307

1,869

1.65

0 .8 0

2,1*38

1980

*t, 009

1,950

1.70

0.81

1979

5,616

2,62 6

1.63

1978

4,919

2,642

1.61

Year

Note:

S.D.

Mean
Difference

t
Val ue

1.89

0.91

-0.2*1

-9 . 1 0 *

2,05 9

1 .84

0 .8 7

-0.14

- 5 .3 4 *

0.75

3,070

1 .71

0 .7 8

-0.08

-4 .2 0 *

0 .7 6

2,277

1.69

0 .8 0

-0.08

-3 .3 8 *

Lower j o b - s a t i s f a c t i o n mean v a l u e s i n d i c a t e h i g h e r l e v e l s o f j o b s a t i s f a c t i o n .
* S i g n i f i c a n t a t p < .0 5 .

66

In 1978, t h e r e w er e 4,919 employed c o m p l e t e r s , o f whom 2,642
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.
satisfactio n
pants.

The t - t e s t f o r j o b

produced a mean o f 1.61 (S.D. = 0.76) f o r t h e s e p a r t i c i Â

For 2,277 non p a r t i c1 p a n t s , t h e mean j o b - s a t 1 s f a c t 1 o n l e v e l was

1.69 (S.D. = 0.80).
significant.

The mean d i f f e r e n c e f o r j o b s a t i s f a c t i o n was

The n u l l h y p o t h e s i s was r e j e c t e d as an a p p a r e n t r e l a t i o n Â

s h i p was d e m o n s t r a t e d betwe en h a vi ng p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n pr og r am s and j o b s a t i s f a c t i o n .
In 1979, t h e r e w er e 5,616 employed c o m p l e t e r s , 2,626 o f whom
had p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n programs.

The t - t e s t

p r o d u c e d a mean o f 1.63 (S.D. = 0 . 7 5 ) f o r t h e s e p a r t i c i p a n t s .

For

3.0 70 n o n p a r t i c i p a n t c o m p l e t e r s , t h e mean j o b - s a t i s f a c t 1 o n l e v e l was
1.71 (S.D. = 0.78).

This f in d in g In d ic a te d t h a t t h e null

hypothesis

m u st be r e j e c t e d a s a s i g n i f i c a n t d i f f e r e n c e was d e m o n s t r a t e d between
mean l e v e l s o f j o b s a t i s f a c t i o n f o r c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s
and n o n p a r t i c i p a n t s .
For 1980,

of 4, 0 0 9 r e s p o n d e n t s ,

c o o p e r a t i v e e d u c a t i o n programs.

1,950 had p a r t i c i p a t e d 1n

The t - t e s t produced a mean o f 1.70

(S.D. = 0 . 8 1 ) f o r t h e s e p a r t i c i p a n t s .

On t h e o t h e r h a n d , 2 , 0 5 9

non p a r t i c1 p a n t c o m p l e t e r s showed a mean j o b - s a t 1 s f a c t 1 o n l e v e l o f 1.84
(S.D. = 0.87).

C o m p l e te r p a r t i c i p a n t s

demonstrated s i g n i f i c a n t l y

h i g h e r l e v e l s o f j o b s a t i s f a c t i o n t h a n d i d non p a r t i c i p a n t s .

Therefore,

t h e n u l l h y p o t h e s i s was r e j e c t e d .
S i m i l a r r e s u l t s o c c u r r e d f o r t h e d a t a c o l l e c t e d from 4,307
r e s p o n d e n t s 1n 1981.

The mean j o b - s a t 1 s f a c t 1 o n l e v e l f o r 1,869

67

p a r t i c i p a n t c o m p l e t e r s w as 1.65 (S.D. = 0 . 8 0 ) ; 1 t was 1.89 (S.D. =
0.91) f o r 2*438 n o n p a r t i c i p a n t c o m p l e t e r s .

The n u l l h y p o t h e s i s was

r e j e c t e d b e c a u s e t h e r e s u l t s o f t h e t - t e s t showed t h e r e was a s i g n i f i Â
c a n t d i f f e r e n c e 1n j o b s a t i s f a c t i o n be tw ee n p a r t i c i p a n t and n o n p a r t l c l pant com pleters.
For each y e a r s tu d ie d # t h e v o c a t i o n a l o f f i c e o c c u p a t i o n s comÂ
p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og r am s showed a
mean j o b - s a t 1 s f a c t i o n v a l u e s i g n i f i c a n t l y lo w er t h a n t h o s e who had n o t
p a r t i c i p a t e d 1n such programs.
analysis*

T h e r e f o r e , a s I n d i c a t e d by t h e t - t e s t

an a p p a r e n t r e l a t i o n s h i p was d e m o n s t r a t e d betwe en j o b s a t i s Â

f a c t i o n and h a v i n g p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

The

n u l l h y p o t h e s i s s t a t i n g t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e was
t h e r e b y r e j e c t e d f o r e ac h y e a r .
Ho 1 1 s

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e l e v e l o f j o b
s a t i s f a c t i o n be tw ee n m al e and f e m a l e s ec o n d a r y v o c a t i o n a l
o f f i c e o c c u p a t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n coopÂ
e r a t i v e e d u c a t i o n progr ams and t h o s e who have n o t.

T a b l e 4.9 c o n t a i n s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 11.

In

1978* t h e r e w e r e 107 employed m a le r e s p o n d e n t s , o f whom 69 had p a r t i c i Â
p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams a s p a r t o f t h e i r v o c a t i o n a l
o f f i c e occupations tra in in g .

The t - t e s t a n a l y s i s produced a mean j o b -

s a t l s f a c t l o n v a l u e o f 1.71 (S.D. = 0.88) f o r t h e s e p a r t i c i p a n t s .
38 m a le n o n p a r t i c i p a n t s ,
= 0.76).

For

t h e mean j o b - s a t 1 s f a c t 1 o n l e v e l was 1.53 (S.D.

As a l o w e r mean l e v e l

Indicated g re a te r job s a t i s f a c t i o n ,

n o n p a r t i c i p a n t s 1n 1978 w e r e more s a t i s f i e d w i t h t h e i r j o b s t h a n were
participants.
however.

The d i f f e r e n c e by t h e t - t e s t v a l u e was n o t s i g n i f i c a n t ,

Therefore,

t h e n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d .

Table *1.9.â€” Number and mean job-satisfaction level of employed male and female completer participants and nonparticipants of
cooperative education programs, by year.
Females

Hales
Year

Total
N

Participants

Nonpart ici pants

n

Hean

S.D.

n

Hean

S.D.

Mean
Diff.

tValue

Total
N

Participants

Nonpart ic ipants

n

Mean

S.D.

n

Mean

S.D.

Mean
Diff.

tValue

F-Value
for
Interaction

1981

113

1*7

1.66

0 .7 9

66

1.95

0 .9 7

-0 .2 9

-1.78

, 178

1 ,818

1.6 5

0 .8 0

2 ,3 6 0

1.8 8

0.91

-0 .2 3

-8 .9 2 *

0 .1 2

1980

77

38

1 .7 9

o.su

39

2.21

1.06

-0 .A 2

- 1 .8 3

3,921

1,905

1.70

0.81

2 ,0 )6

1.8 3

0 .8 7

-0 .1 3

-5 .0 5 *

2.11

1979

m

62

l-7*Â»

0 .8 7

52

1.81

0 .7 9

-0 .0 7

-0 .ii2

5 ,25*t

2 ,5 33

1.62

0 .7 5

2,991

1.71

0 .7 8

-0 .0 9

- i t . 21*

0 .0 2

1978

107

69

1.71

0 .8 8

38

1.53

0 .7 6

0 .1 8

1.13

it ,77*t

2,5 5 7

1.61

0 .7 6

2 ,2 1 7

1.6 9

0.80

- 0.08

- 3 .6*t*

2.81

*Significant at p < .05.

69

In 1978, t h e r e w ere 4,774 employed f e m a l e r e s p o n d e n t s , o f whom
2,557 had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams a s p a r t of
t h e i r vocational o f f ic e occupations tr a i n in g .
mean J o b - s a t 1 s f a c t 1 o n v a l u e o f 1.61 (S.D.
pants.

The t - t e s t produ ced a

= 0.76) f o r t h e s e p a r t i c i Â

The mean l e v e l o f j o b s a t i s f a c t i o n f o r 2,217 f e m a l e n o n p a r t i c l -

p a n t s was 1.69 (S.D. = 0.80).

The d i f f e r e n c e was s i g n i f i c a n t ,

I n d i c a t i n g t h a t t h e n u l l h y p o t h e s i s mu st be r e j e c t e d .
For 1979, t h e r e w e r e 114 employed m al e c o m p l e t e r s , 62 o f whom
had p a r t i c i p a t e d In c o o p e r a t i v e e d u c a t i o n programs.

The t - t e s t

a n a l y s i s produced a mean j o b - s a t 1 s f a c t 1 o n v a l u e o f 1.74 (S.D. = 0.87)
for these p a rtic ip a n ts .

The mean j o b - s a t 1 s f a c t i o n l e v e l

n o n p a r t i c i p a n t s was 1.81 (S.D. = 0.79).

f o r 52 male

Although t h e mean l e v e l

of job

s a t i s f a c t i o n f o r t h e c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s was l o w e r by
t h e t - t e s t (a l o w e r mean r e p r e s e n t s a h i g h e r l e v e l o f j o b s a t i s f a c Â
tion),

t h e d i f f e r e n c e was n o t s i g n i f i c a n t .

Therefore, th e hypothesis

c o u l d n o t be r e j e c t e d .
Of 5,52 4 f e m a l e r e s p o n d e n t s 1n 1979, 2,533 had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n p ro g ra m s as p a r t o f t h e i r v o c a t i o n a l o f f i c e
occupations tra in in g .

The t - t e s t a n a l y s i s produced a mean j o b -

s a t l s f a c t l o n v a l u e o f 1.62 (S.D. = 0.75) f o r t h e s e p a r t i c i p a n t s .
2,991

female n o n p a r tic ip a n ts ,

For

1.71 (S.D. = 0.78) was t h e mean j o b -

s a t l s f a c t l o n v a l u e produced by t h e t - t e s t .
t h e s e mean v a l u e s was s i g n i f i c a n t ,

The d i f f e r e n c e between

In d ic a tin g t h a t female com pleters

who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams w e r e more
s a t i s f i e d w i t h t h e i r j o b s t h a n w e re t h o s e who had n o t p a r t i c i p a t e d .
Thus t h e n u l l h y p o t h e s i s was r e j e c t e d .

70

In 1980, t h e r e w ere 77 male r e s p o n d e n t s , o f whom 38 had
participated

1n c o o p e r a t i v e e d u c a t i o n programs.

The mean l e v e l o f j o b

s a t i s f a c t i o n f o r t h e s e p a r t i c i p a n t s was 1.79 (S.D. = 0.94).
m a le n o n p a r t i c i p a n t s ,

For t h e 39

t h e mean by t h e t - t e s t was 2.21 (S.D. = 1.06).

Male c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ograms
had a c o n s i d e r a b l y h i g h e r l e v e l o f j o b s a t i s f a c t i o n t h a n d i d m a le
c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n such programs.

However, t h e

d i f f e r e n c e was n o t s i g n i f i c a n t ; t h e r e f o r e , t h e n u l l h y p o t h e s i s was
not rejected .
Also f o r 1980, f e m a l e r e s p o n d e n t s who had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr og ra m s a l s o d e m o n s t r a t e d a s l i g h t l y h i g h e r
level of job

satisfaction.

Of 3,921 f e m a l e r e s p o n d e n t s ,

1,905

participants

s c o r e d a mean j o b - s a t 1 s f a c t i o n v a l u e o f 1.70 (S.D. = 0.81)

by t h e t - t e s t ; 2,016 n o n p a r t i c i p a n t s s c o r e d a mean j o b - s a t 1 s f a c t i o n
v a l u e o f 1.83 (S.D. = 0.87).

The d i f f e r e n c e was s i g n i f i c a n t ;

thus the

n u l l h y p o t h e s i s was r e j e c t e d .
In 1981, o f 113 ma le r e s p o n d e n t s , 47 had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n p ro gr am s.

The t - t e s t a n a l y s i s produced a mean

j o b - s a t 1 s f a c t i o n v a l u e o f 1.66 (S.D.

= 0.79).

The 66 n o n p a r t i c i p a n t s

s c o r e d a mean j o b - s a t i s f a c t l o n v a l u e o f 1.95 (S.D. = 0.97).

Although

t h e c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gra ms
I n d i c a t e d a h i g h e r mean l e v e l o f j o b s a t i s f a c t i o n , t h e d i f f e r e n c e a s
shown by t h e t - t e s t was n o t s i g n i f i c a n t .
s i s c o u l d n o t be r e j e c t e d .

T h e r e f o r e , t h e n u l l hy pot heÂ

71

Of 4, 1 7 8 f e m a l e c o m p l e t e r s In 1981, 1,818 had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n progr ams .
satisfaction

The t - t e s t v a l u e f o r mean j o b

was 1.65 (S.D. = 0.80).

For t h e f e m a l e r e s p o n d e n t s who

had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro g ra m s , t h e t - t e s t
v a l u e f o r mean j o b - s a t l s f a c t i o n l e v e l

was 1.88 (S.D. = 0.91).

r e s u l t s show t h a t t h e r e was a s i g n i f i c a n t d i f f e r e n c e ,

These

which I n d i c a t e d

an a p p a r e n t r e l a t i o n s h i p b et we en j o b s a t i s f a c t i o n and p a r t i c i p a t i o n 1n
c o o p e r a t i v e e d u c a t i o n p r og r am s f o r f e m a l e r e s p o n d e n t s 1n 1981.
T h e r e f o r e , t h e n u l l h y p o t h e s i s was r e j e c t e d .
Male c o m p l e t e r s in a l l b u t one y e a r (1978) d e m o n s t r a t e d g r e a t e r
j o b s a t i s f a c t i o n when t h e y had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
prog ram s.

The d i f f e r e n c e s , however, w ere n o t s i g n i f i c a n t f o r any of

t h e years studied.

Female c o m p l e t e r s who had p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n p r og ra m s a l s o e x p r e s s e d a g r e a t e r l e v e l o f j o b
s a t i s f a c t i o n t h a n t h o s e who had n o t p a r t i c i p a t e d .

The d i f f e r e n c e f o r

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

Therefore,

t h e n u l l h y p o t h e s i s o f no s i g n i f i c a n t d i f f e r e n c e was n o t r e j e c t e d f o r
male p a r t i c i p a n t s , b u t 1 t was r e j e c t e d f o r f em a le p a r t i c i p a n t s .

Ho 12:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n b et we en l e v e l s o f j o b
s a t i s f a c t i o n of secondary v o catio n al o f f i c e occupations
c o m p l e t e r s who have p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n
and t h o s e who hav e no t.

T a b l e 4.9 c o n t a i n s t h e d a t a f o r H y p o t h e s i s 12.

For t h i s h yp oth Â

e s i s , t h e F - v a l u e s t a t i s t i c was used t o d e m o n s t r a t e t h e I n t e r a c t i o n
be tw ee n l e v e l s o f j o b s a t i s f a c t i o n and g en d er o f p a r t i c i p a n t s and nonÂ
p a r t i c1 p a n t s .

When t h e d a t a f o r m a l e and f e m a l e r e s p o n d e n t s were

72

combined t o I d e n t i f y t h e s i g n i f i c a n c e o f g e n d e r a s an i n d i c a t o r o f j o b
s a t i s f a c t i o n t h e v a l u e s produced by t h e F - t e s t d e m o n s t r a t e d t h a t t h e r e
was no s i g n i f i c a n t I n t e r a c t i o n betwe en g e n d e r o f t h e c o m p l e t e r and j o b
s a t i s f a c t i o n f o r any o f t h e y e a r s s t u d i e d . T h e r e f o r e , t h e h y p o t h e s i s was
n o t r e j e c t e d b ec a u se no a p p a r e n t r e l a t i o n s h i p b et we en g en d er o f t h e
c o m p l e t e r and j o b s a t i s f a c t i o n was d e m o n s t r a t e d .

Wage Ra te f o r Male and Female
P a r t i c i p a n t s and N o n p a r t i c i p a n t s
1n C o o p e r a t i v e E d u c a ti o n Programs
Ho 13:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
between s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s
who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og ram s and
t h o s e who hav e n ot .

T a b l e 4.10 c o n t a i n s t h e d a t a used i n t e s t i n g H y p o t h e s i s 13.
The s u r v e y q u e s t i o n r e l a t i n g t o wages was:
p a i d a b o u t $______ an hour.
1n t h e a n a l y s e s .

On my p r e s e n t j o b ,

I am

All r e s p o n s e s t o t h i s q u e s t i o n w e r e used

The t - t e s t s t a t i s t i c was s e l e c t e d t o pro d uc e t h e mean

wage r a t e s f o r r e s p o n d e n t s who had p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n p r o g r am s and t h o s e who had n o t , f o r each y e a r s t u d i e d .
For 1978, o f 4 ,9 7 0 r e s p o n d e n t s , 2,667 who had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr o gr am s e a r n e d a mean wage o f $4.41 p e r hour
(S.D.

= 531).

Those 2,303 r e s p o n d e n t s who had n o t p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n p r o g r a m s r e c e i v e d a mean wage o f $4.45 p e r hour
(S.D. = 5.72).

Although t h e mean wage r a t e f o r n o n p a r t l c l p a n t s was

s l i g h t l y higher than t h a t f o r p a r t i c i p a n t s ,

th e r e s u l t s of th e t - t e s t

d e m o n s t r a t e d no s i g n i f i c a n t d i f f e r e n c e a t t h e .05 a l p h a l e v e l .
fore,

t h e n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d .

ThereÂ

Ta bl e I f . 1 0 . â€” Number and mean wage r a t e o f employed male and fema le c o m p l e t e r p a r t i c i p a n t s and
n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n p r og r am s , by y e a r .
P a r tic i pants
Year

T ot al
N

1981

N onparticipants

n

Mean
($)

S.D.

4,33 6

1,880

4. 14

1980

4,048

1,969

1979

5,723

1978

*â™¦,970

Mean
Di f f e r e n c e

t
Val ue

n

Mean
($)

S.D.

1.86

2,45 6

3 .8 8

1.7**

0 .2 8

5.76*

4.0 4

1.39

2,07 9

3. 86

1.68

0 .1 8

3.76*

2,63 7

3. 90

0 .9 6

3,086

3.5 9

0. 93

0.31

12.40*

2,66 7

4.41

5.31

2,303

4 .4 5

5. 72

-o.o4

* S i g n i f i c a n t a t p < .05 .

-0.27

74

Of t h e 4,723 r e s p o n d e n t s 1n 1979, 2,637 had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr o gr am s a s p a r t o f t h e i r v o c a t i o n a l o f f i c e
occupations tra in in g .

The t - t e s t a n a l y s i s produced a mean wage of

$3 .9 0 p e r h o u r (S.D. = 0 . 9 6 ) .
hour (S.D. = 0.93).

Non p a r t i c1 p a n t s ' mean w age was $3.59 p e r

As shown by t h e t - t e s t ,

t h e s e mean wage r a t e s was s i g n i f i c a n t .

t h e d i f f e r e n c e between

An a p p a r e n t r e l a t i o n s h i p was

d e m o n s t r a t e d between p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pro gra ms
and wage r a t e .

Thus t h e n u l l h y p o t h e s i s was r e j e c t e d f o r 1979.

In 1980,

o f 4, 04 8 r e s p o n d e n t s ,

1,969 c o o p e r a t i v e e d u c a t i o n

program p a r t i c i p a n t s had a mean wage o f $4.04 p e r hour (S.D. = 1.39),
and 2,07 9 n o n p a r t i c i p a n t s had a mean wage o f $3.86 p e r hour (S.D. =
1.68).

As ev i d e n c e d by t h e r e s u l t s o f t h e t - t e s t ,

significant.

t h e d i f f e r e n c e was

As 1n t h e p r e v i o u s y e a r , an a p p a r e n t r e l a t i o n s h i p was

d e m o n s t r a t e d between wage r a t e and p a r t i c i p a t i o n 1n c o o p e r a t i v e ed uca Â
t i o n programs.

Therefore,

t h e n u l l h y p o t h e s i s was r e j e c t e d .

For 1981, o f 4,336 r e s p o n d e n t s , t h e mean wage r a t e f o r 1,880
who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s was $4.14 p e r
hour (S.D. = 1.86); t h e mean wage f o r n o n p a r t i c i p a n t s was $3.88 p e r
hour (S.D. = 1.74).

The r e s u l t s o f t h e t - t e s t d e m o n s t r a t e d a s i g n i f i Â

c a n t r e l a t i o n s h i p between wage r a t e and p a r t i c i p a t i o n 1n c o o p e r a t i v e
e d u c a t i o n programs.

Hence t h e n u l l h y p o t h e s i s was r e j e c t e d .

The n u l l h y p o t h e s i s o f no s i g n i f i c a n t d i f f e r e n c e was n o t
r e j e c t e d f o r 1978 b e c a u s e no s i g n i f i c a n t d i f f e r e n c e was o b s e r v e d f o r
t h a t year.

For 1979, 1980, and 1981, how eve r, a s i g n i f i c a n t d i f f e r e n c e

75

1n wage r a t e was r e v e a l e d be tw ee n t h o s e who had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n p r o g r am s and t h o s e who had n ot .

Therefore.

H y p o t h e s i s 13 was r e j e c t e d f o r t h o s e t h r e e y e a r s .

Ho 14:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
betwee n m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e occupaÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n and t h o s e who have n ot .

T a b l e 4.11 c o n t a i n s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 14.
The t - t e s t s t a t i s t i c was s e l e c t e d t o produce t h e mean wage r a t e s f o r
m a le and f e m a l e r e s p o n d e n t s who had p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n prog ram s and t h o s e who had n o t p a r t i c i p a t e d , f o r each o f t h e
years studied.
For 1978. t h e r e w e r e 109 employed ma le r e s p o n d e n t s , o f whom 70
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.

The t - t e s t a n a l y Â

s i s p r o d u c e d a mean wage r a t e o f $4.90 p e r h o u r (S.D. = 3 . 3 8 ) f o r t h e s e
participants.

For 39 m a le n o n p a r t i c i p a n t s 1n 1978, t h e mean wage r a t e

was $5.40 p e r hour (S.D. = 5.54).

The n u l l h y p o t h e s i s was n o t r e j e c t e d

a s no s i g n i f i c a n t d i f f e r e n c e was d e m o n s t r a t e d between p a r t i c i p a n t s and
n o n p a r t i c i p a n t s 1n t e r m s o f wage r a t e s .
For t h e same y e a r ,

o f 4,822 f e m a l e r e s p o n d e n t s , 2,581 had

p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n prog ram s.

The t - t e s t showed a

mean wage r a t e o f $4.40 p e r ho ur (S.D. = 5.36) f o r t h e s e p a r t i c i p a n t s .
The mean wage r a t e f o r 2,241 f e m a l e n o n p a r t i c i p a n t s was $4.41 p e r
hour (S.D. = 5 . 6 4 ) .

As sh own by t h e t - t e s t r e s u l t ,

t h e r e was no

s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s b et we en f e m a l e p a r t i c i p a n t s

Table b.II.â€” Number and mean wage rate of employed male and female completer participants and nonparticipants of cooperative
education programs.
Hales
Year

Participants

Females

Nonparticipants

Participants

Nonparticipants

F-Value
for
Interaction

Total
N

n

Hean
($)

S.D.

n

Hean
($)

S.D.

Hean
Diff.

tValue

Total
N

n

Hean
($)

S.D.

n

Hean
($)

S.D.

Hean
Diff.

1981

116

'â€¢7

it.22

1.29

69

b. 10

1.17

0.12

0.50

b ,20b

1 ,829

b. lb

1 .18

2,375

3.8b

1.21

0.30

8.22*

0.23

1980

80

itl

It.2b

0.96

39

b.36

l.b5

-0.12

-0.b3

b,055

1,919

b.Ob

1.39

2,306

3.85

1.68

0.19

3.93*

0.b2

1979

115

62

b.bb

1.65

53

b. 19

1.59

0.25

0.83

5,550

2,5bb

3.89

0.93

3,006

3-58

0.91

0.31

12.36*

0.0b

1978

109

70

b.90

3.38

39

5.bo

5.5b

-0.50

-0.52

b,822

2,581

b ,b0

5.36

2 ,2bl

b.bl

5.6b

-0.01

-0 . 0 8

0.16

*Significant at p < .05.

tVaiue

77

and n o n p a r t i c i p a n t s .

Therefore,

t h e n u l l h y p o t h e s i s c o u l d n o t be

rejected.
For 1979, t h e r e w e r e 115 employed m a le c o m p l e t e r s , 62 o f whom
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n progr ams .

The t - t e s t a n a l y Â

s i s p r o d u c e d a mean wage r a t e o f $4.44 p e r h o u r (S.D. = 1.65) f o r t h e s e
participants.

The mean wage r a t e f o r 53 n o n p a r t i c i p a n t s was $4.19 per

hour (S.D. = 1.59).

The t - t e s t r e s u l t d e m o n s t r a t e d t h a t t h e r e was no

s i g n i f i c a n t d i f f e r e n c e In wage r a t e s be tw ee n m a l e p a r t i c i p a n t s and
n o n p a r t i c i p a n t s 1n 1979.

As a r e s u l t ,

t h e n u l l h y p o t h e s i s c o u l d n o t be

rejected.
Of 5,55 0 f e m a l e r e s p o n d e n t s 1n 1979, 2, 5 44 had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n prog ram s.

The t - t e s t a n a l y s i s produced a mean

wage r a t e o f $3.89 p e r h o u r (S.D. = 0 . 9 3 ) f o r t h e s e p a r t i c i p a n t s .

For

3, 00 6 f e m a l e n o n p a r t i c i p a n t s , t h e mean wage r a t e was $3.58 p e r hour
(S.D. = 0.91).

According t o t h e r e s u l t s o f t h e t - t e s t ,

1 t was demonÂ

s t r a t e d t h a t f o r t h e s e f e m a l e c o m p l e t e r s t h e r e was a s i g n i f i c a n t d i f Â
f e r e n c e i n mean wage r a t e s b et we en p a r t i c i p a n t s and n o n p a r t i c i p a n t s 1n
c o o p e r a t i v e e d u c a t i o n prog ram s.

T h e r e f o r e , t h e n u l l h y p o t h e s i s was

rejected.
Of 80 ma le r e s p o n d e n t s 1n 1980, 41 had p a r t i c i p a t e d 1n c o o p e r a Â
t i v e e d u c a t i o n prog ram s.

The mean wage r a t e f o r t h e s e p a r t i c i p a n t s was

$4.24 p e r h o u r (S.D. = 0 . 9 6 ) .

T h e 3 9 m a l e r e s p o n d e n t s who had n o t

p a r t i c i p a t e d 1n such p ro g ram s r e c e i v e d a mean wage r a t e o f $4.36 p e r
h ou r (S.D. = 1.45).

The t - t e s t f o r t h e s e d a t a showed t h a t t h e r e was no

78

s i g n i f i c a n t d i f f e r e n c e 1n wage r a t e s betwe en m a le p a r t i c i p a n t s and
nonparticipants.

T h er e f o re * t h e n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d .

For 4*055 f e m a l e r e s p o n d e n t s 1n 1980* 1*919 had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr ograms.

The mean wage r a t e f o r t h e s e p a r t i c i Â

p a n t s was $4.04 p e r hour (S.D. = 1 3 9 ) .

For 2*306 f e m a l e n o n p a r t l c l -

p a n t s , t h e mean wage r a t e by t h e t - t e s t a n a l y s i s was $3.85 p e r hour
(S.D. = 1.68).

The t - t e s t a n a l y s i s f o r t h e s e d a t a I n d i c a t e d t h a t t h e r e

was an a p p a r e n t r e l a t i o n s h i p b et we en wage r a t e and p a r t i c i p a t i o n 1n
c o o p e r a t i v e e d u c a t i o n p r o g r am s f o r f e m a l e c o m p l e t e r s 1n 1980.

Hence

t h e n u l l h y p o t h e s i s was r e j e c t e d .
In 1981* o f 116 m a le re s p o n d e n ts * 47 had p a r t i c i p a t e d In
c o o p e r a t i v e e d u c a t i o n progr ams .

The mean wage r a t e produced by t h e t -

t e s t a n a l y s i s was $4.22 p e r h o u r (S.D. = 1 . 2 9 ) .

The mean wage r a t e f o r

69 m a le n o n p a r t i c i p a n t s was $4.10 p e r h our (S.D. = 1.17).

The t - t e s t

a n a l y s i s showed t h e r e was no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
b et we en m a le p a r t i c i p a n t s and n o n p a r t i c 1 p a n t s 1n 1981.
null

Th ere fo re* t h e

h y p o t h e s i s c o u l d n o t be r e j e c t e d .
Of 4*204 f e m a l e r e s p o n d e n t s 1n 1981* 1*829 had p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n prog ram s.
p a n t s was $4.14 (S.D.

= 1.18).

The mean wage r a t e f o r t h e s e p a r t i c i Â
For 2,375 f e m a l e n o n p a r t i c i p a n t s ,

mean wage r a t e was $3.84 (S.D. = 1.21).
results,

the

As d e m o n s t r a t e d by t h e t - t e s t

t h e r e was an a p p a r e n t r e l a t i o n s h i p betwe en wage r a t e and

p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n prog ram s.
n i f i c a n t difference*

As t h e r e was a s i g Â

t h e n u l l h y p o t h e s i s was r e j e c t e d .

79

For 1978 and 1980, t h e mean wage r a t e s f o r m a le n o n p a r t i c i p a n t s
w ere s l i g h t l y h i g h e r t h a n f o r m al e c o m p l e t e r s who had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n programs.

For 1979 and 1981, ma le p a r t i c i p a n t s

had s l i g h t l y h i g h e r mean wage r a t e s t h a n d id n o n p a r t i c i p a n t s .

The

r e s u l t s o f t h e t - t e s t a n a l y s i s , which was used t o d e t e r m i n e t h e mean
d i f f e r e n c e , d e m o n s t r a t e d t h a t t h e r e was no s i g n i f i c a n t d i f f e r e n c e 1n
mean wage r a t e s betwe en m a le c o m p l e t e r s who had p a r t i c i p a t e d in
c o o p e r a t i v e e d u c a t i o n p r ogr am s and t h o s e who had n o t p a r t i c i p a t e d ,
each y e a r o f t h e s tu d y .

for

Thus t h e n u l l h y p o t h e s i s f o r m a le c o m p l e t e r s

was n o t r e j e c t e d f o r any o f t h e f o u r y e a r s i n c l u d e d 1n t h e s tu d y .
In 1978, t h e mean wage l e v e l f o r f e m a l e r e s p o n d e n t s who had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o g r am s was j u s t l o w e r t h a n t h a t
fo r nonparticipants.

The d i f f e r e n c e b et w ee n t h e mean wage r a t e s f o r

t h e s e c o m p l e t e r s was n o t s i g n i f i c a n t .

In 1979, 1980, and 1981 t h e mean

wage r a t e s f o r f e m a l e s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
pr og r am s w e r e h i g h e r t h a n t h o s e f o r n o n p a r t i c i p a n t s .
f o r each y e a r was s i g n i f i c a n t ,

The d i f f e r e n c e

according t o th e t - t e s t r e s u l t s .

Based

on t h e r e s u l t s o f t h e s e a n a l y s e s , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d
f o r f e m a l e c o m p l e t e r s 1n 1978, b u t was r e j e c t e d f o r f e m a l e c o m p l e t e r s
1 n 1 9 7 9 , 1 9 8 0 , an d 1981.
Ho 15:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n b et w ee n mean wage r a t e
and ge n d er o f s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s comÂ
p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o Â
grams and t h o s e who have not.

T a b l e 4.11 c o n t a i n s t h e d a t a used 1n t e s t i n g H y p o t h e s i s 15.
The F - t e s t was used t o d e t e r m i n e I n t e r a c t i o n b et we en mean wage r a t e and

80

g e n d e r o f c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p r o g r a m s and t h o s e who had n o t p a r t i c i p a t e d .
The I n t e r a c t i o n b et we en mean wage r a t e and g e n d e r was n o t
s i g n i f i c a n t f o r any o f t h e f o u r y e a r s s t u d i e d .

Gender o f c o m p l e t e r s

d i d n o t a f f e c t mean wage r a t e s f o r p a r t i c i p a n t s o r n o n p a r t i c i p a n t s .
T h e r e f o r e * t h e n u l l h y p o t h e s i s c o u l d n o t be r e j e c t e d .

C o n s i s t e n c y 1n L e v e l s o f Related__Emplo^ine.nt. 2.
Job S a t i s f a c t i o n * and Mean Wage R a t e s f o r
Male and Female C o m p l e te rs
Ho 16:

T h e r e 1s no c o n s i s t e n c y 1n t h e l e v e l s o f r e l a t e d employment*
j o b s a t i s f a c t i o n , and mean wage r a t e f o r m a l e and f e m a l e
secondary vocatio n al o f f i c e occupations com pleters.
(T h is
h y p o t h e s i s does n o t I n c l u d e t h e c o o p e r a t i v e e d u c a t i o n d 1 s t1 nctlon.)

T a b l e s 4.12* 4 . 1 3 , and 4 . 1 4 , a s w e l l a s F i g u r e s 4 . 1 , 4 . 2 , and
4 . 3 c o n t a i n t h e d a t a us ed 1n t e s t i n g H y p o t h e s i s 16.
R e l a t e d and u n r e l a t e d unemployment.

C o n s i s t e n c y was

d e m o n s t r a t e d by t h e p e r c e n t a g e o f m a l e and f e m a l e r e s p o n d e n t s employed
1n r e l a t e d and u n r e l a t e d j o b s f o r each o f t h e f o u r y e a r s s t u d i e d ( s e e
T a b l e 4.12).
Technical

On t h e Michi gan D ep ar tm en t o f E d u c a t i o n ,

Vocational-

E d u c a t i o n S e r v i c e â€™s annual v o c a t i o n a l e d u c a t i o n f o l l o w - u p

s u r v e y f or m , r e s p o n d e n t s w e r e as k ed t o I n d i c a t e w h e t h e r t h e y w er e
employed 1n r e l a t e d o r u n r e l a t e d j o b s by r e f e r r i n g t o t h e f r e q u e n c y
w i t h which t h e y used t h e v o c a t i o n a l o f f i c e o c c u p a t i o n s t r a i n i n g t h e y
had r e c e i v e d .

C h o ic e s on t h e s u r v e y were:

A Lot , Some, H ard ly Any,

Table 1*.12.â€”Number and p erc en ta g e o f male and female com pleters employed in r e l a t e d and u n r e la te d j o b s , by y e a r .
1978 Completers
Gender

Hale

Female

Total
n

Related
n

%

1979 Completers

Unrelated
n

%

Total
n

Related
n

%

1980 Completers

Unrelated
n

%

Total
n

Related
n

%

1981 Completers

Unrelated
n

%

Total
n

Related
n

%

Unrelated
n

%

116

56 1*8.3

60 51.7

1)1*

63 55.3

51 1*1*.7

81*

1*6 51*.8

38 1*5.2

116

66 56.9

50 1*3.1

'â€¢,978

3,679 73.9

1 , 2 9 9 26.1

5,702

ft,221 71*.0

1,1*81 26.0

1*,003

2,71*9 68.7

1,251* 31.3

1*,201

2,758 65.7

1 ,*Â»*t3 34.3

82

and None.

I f t h e r e s p o n d e n t s I n d i c a t e d A Lot o r Some, th e y w ere

r e c o r d e d a s h a vi n g r e l a t e d employment.

I f t h e y I n d i c a t e d Hard ly Any o r

None, th e y w e re r e c o r d e d a s h a v i n g u n r e l a t e d employment.

All r e s p o n s e s

w ere I n c l u d e d 1n t h e p e r c e n t a g e d i s t r i b u t i o n .
In 1978, 48.3% o f t h e ma le c o m p l e t e r s h e l d r e l a t e d j o b s and
51.7% h el d u n r e l a t e d j o b s .

For t h e same y e a r , 73.9% o f t h e f e m a l e

c o m p l e t e r s h e l d r e l a t e d j o b s and 26.1% h e l d u n r e l a t e d j o b s .
In 1979, 553% o f t h e m a le c o m p l e t e r s w er e employed 1n r e l a t e d
j o b s and 44.7 p e r c e n t h e l d u n r e l a t e d j o b s .

The same y e a r ,

74.0% o f t h e

f e m a l e c o m p l e t e r s w er e employed 1n r e l a t e d j o b s and 26.0% h e l d u n r e Â
lated jo b s.
For 1980, 54.8% o f t h e m a le c o m p l e t e r s w er e employed 1n
r e l a t e d j o b s and 45.2% h e l d u n r e l a t e d j o b s .

T he re w e r e 68.7% o f t h e

f e m a l e c o m p l e t e r s who h e l d r e l a t e d j o b s and 31.3% who had u n r e l a t e d
employment 1n 1980.
For t h e 1981 m al e c o m p l e t e r s , 56.9% had r e l a t e d employment and
43.1 p e r c e n t h e l d u n r e l a t e d j o b s .

T h e r e w e r e 65.7% o f t h e f e m a l e

r e s p o n d e n t s employed 1n r e l a t e d j o b s and 34.3% h e l d u n r e l a t e d j o b s .
The c o n s i s t e n c y 1n t h e l e v e l s o f r e l a t e d and u n r e l a t e d
employment f o r m a le and f e m a l e c o m p l e t e r s can be s e e n 1n F i g u r e 4.1,
which shows t h e movement of t h e p e r c e n t a g e o f employed c o m p l e t e r s o v e r
th e four years studied.

The p e r c e n t a g e o f m a le c o m p l e t e r s employed 1n

r e l a t e d j o b s , e x c e p t f o r a .5% drop 1n 1980,
1978 t o 56.9% 1n 1981.

I n c r e a s e d fr om 48.3% 1n

For f e m a l e r e s p o n d e n t s ,

t h e p e r c e n t a g e employed

1n r e l a t e d j o b s was n e a r l y t h e same f o r 1978 and 1979; t h a t 1s , 73.9%

83

Male r e l a t e d
Female r e l a t e d
Male u n r e l a t e d
Female u n r e l a t e d
75 â– 
VV

70 â– 
Percentage of Completers in
Re l at ed / U n r e la te d Employment

65 â– 
60

â– 

55 â– 
50 45
40 35
30
25 -I

o l

+
1978

1979

1980

1981

Year o f Follow-Up

Figure 4 .1 :

P e r c e n t a g e o f male and fem a le c o m p l e t e r s
employed in r e l a t e d and u n r e l a t e d j o b s ,
by y e a r .

84

and 74.0%, r e s p e c t i v e l y .

In 1980, t h i s f i g u r e d e c r e a s e d t o 68.7%, and

t o 65.7% 1n 1981.
The p e r c e n t a g e o f f e m a l e c o m p l e t e r s employed In r e l a t e d j o b s
d e c l i n e d , and t h e p e r c e n t a g e o f ma le c o m p l e t e r s employed 1n r e l a t e d
j o b s showed an upward movement.

T h e r e f o r e , t h e n u l l h y p o t h e s i s f o r no

c o n s i s t e n c y In r e l a t e d employment was n o t r e j e c t e d .

No c o n s i s t e n c y was

d e m o n s t r a t e d between ma le c o m p l e t e r s and f e m a l e c o m p l e t e r s w i t h r e s p e c t
t o b e i n g employed 1n r e l a t e d j o b s .
Job s a t i s f a c t i o n .

C o n s i s t e n c y f o r j o b s a t i s f a c t i o n betwe en

m a le and f e m a l e r e s p o n d e n t s was d e t e r m i n e d by t h e mean j o b - s a t 1 s f a c t l o n
l e v e l s o v e r t h e f o u r y e a r s s t u d i e d ( s e e T a b l e 4.13).
For 1978, t h e mean j o b - s a t 1 s f a c t l o n s c o r e was 1.65 f o r m a l e
com pleters.

In 1979, t h e mean l e v e l o f j o b s a t i s f a c t i o n f o r m al e

c o m p l e t e r s was 1.78.

In 1980, t h e mean was 1.99.

From 1978 th r o u g h

1980, t h e mean l e v e l o f j o b s a t i s f a c t i o n f o r ma le c o m p l e t e r s d e c r e a s e d .
In 1981, t h e mean l e v e l o f j o b s a t i s f a c t i o n f o r m a l e v o c a t i o n a l o f f i c e
o c c u p a t i o n s c o m p l e t e r s was 1.83, which d e m o n s t r a t e d a movement t o w a r d
g r e a t e r j o b s a t i s f a c t i o n 1n 1981.
For f e m a l e r e s p o n d e n t s , t h e mean l e v e l o f j o b s a t i s f a c t i o n f o r
1978 was 1.65.

In 1979,

1.67 was t h e mean j o b - s a t 1 s f a c t i o n l e v e l

f e m a l e c o m p l e t e r s 1n o f f i c e o c c u p a t i o n s .

for

For 1980, a mean o f 1.77

d e m o n s t r a t e d a d e c r e a s e 1n j o b s a t i s f a c t i o n ,

as d id t h e mean v a l u e o f

1 . 7 8 1n 1981.
For m a le c o m p l e t e r s , t h e mean j o b - s a t 1 s f a c t l o n l e v e l s showed a
s t e a d y d e c l i n e f o r t h e f i r s t t h r e e y e a r s s t u d i e d and t h e n moved upward

T a b l e ^ . 1 3 . â€” Number, mean, and s t a n d a r d d e v i a t i o n j o b - s a t i s f a c t i o n v a l u e s f o r e m p l o y e d m a l e and
female com pleters.
3

Gender

Male

Fema1e

Job S a t i s f a c t i o n :
1978 Completers

Job S a t i s f a c t i o n :
1979 Completers

Job S a t i s f a c t i o n :
1980 Completers

Job S a t i s f a c t i o n :
1981 Completers

Total
n

u
Mean

S.D.

T ot al
n

..
Mean

S.D.

T ot al
n

Mean

S.D.

Tota 1
n

Mean

S.D.

115

1.65

0.8 3

117

1.78

0.83

83

1 .99

0.98

113

1.83

0.91

4,9 93

1.65

0. 78

5.720

1.67

0 .7 6

4 ,002

1 .77

0.8A

1.78

0.8 7

a Higher j o b - s a t i s f a c t i o n v a l u e s i n d i c a t e lower j o b s a t i s f a c t i o n .

k ,m

86

( s e e F i g u r e 4.2).

For f e m a l e c o m p l e t e r s ,

t h e mean l e v e l , o f j o b s a t i s Â

f a c t i o n moved t o an I n c r e a s i n g l y l o w e r l e v e l 1n each o f t h e f o u r y e a r s
studied.

In 1981, t h e mean j o b - s a t 1 s f a c t l o n l e v e l

fo r fem ale com pletÂ

e r s did n o t r e t u r n t o a h i g h e r l e v e l a s 1 t d i d f o r m a le c o m p l e t e r s 1n
o f f i c e occupations.

The mean j o b - s a t 1 s f a c t l o n l e v e l s f o r m a le and

f e m a l e r e s p o n d e n t s g e n e r a l l y moved 1n t h e same d i r e c t i o n f o r 1978,
1979, and 1980 a s j o b s a t i s f a c t i o n d e c r e a s e d f o r both gr oups.

However,

no c o n s i s t e n c y was d e m o n s t r a t e d be tw ee n l e v e l s o f j o b s a t i s f a c t i o n f o r
m a l e and f e m a l e c o m p l e t e r s o f v o c a t i o n a l o f f i c e o c c u p a t i o n s p ro g ram s
over t h e fo u r y e a rs s tu d ie d .

T h e r e f o r e , t h e n u l l h y p o t h e s i s was n o t

rejected.
Wage r a t e .

The c o n s i s t e n c y f o r mean wage r a t e s o f ma le and

f e m a l e c o m p l e t e r s was d e m o n s t r a t e d by t h e mean r a t e o f pay f o r a l l
r e s p o n s e s t o t h e w a g e - l e v e l q u e s t i o n f o r each y e a r s t u d i e d ( s e e Ta b l e
4.14).
Male c o m p l e t e r s 1n 1978 had a mean wage r a t e o f $5.07 p e r
hour.

In 1979, t h e mean wage r a t e d e c r e a s e d t o $4 31 p e r h o u r , and 1n

1980 1 t d e c l i n e d s l i g h t l y t o $4.29 and c o n t i n u e d t o drop t o $4.15 p e r
ho u r 1n 1981.
For f e m a l e c o m p l e t e r s , t h e mean wage r a t e 1n 1978 was $ 4 3 7 p e r
hour.

In 1979, t h e mean wage r a t e f o r f e m a l e c o m p l e t e r s d e c r e a s e d t o

$3.72 p e r hour.

In 1980 t h e r e was an I n c r e a s e t o $3.94 p e r ho ur ,

1n 1981, $3.97 was t h e mean wage r a t e f o r f e m a l e c o m p l e t e r s .

and

The mean

wage r a t e I n c r e a s e d in 1980 and 1n 1981, b u t t h e I n c r e a s e was s t i l l
below t h e 1978 mean wage r a t e f o r fe m a le c o m p l e t e r s .

87

Male
Fema1e
1.96

1.90

Value

1.88
1.86

Mean

Job-Satisfaction

1. 82
1.80
1.78
1.76

.70

.68

1.60

1978

1979

1980

1981

Year o f Follow-Up

F i g u r e A.2:

Number, mean, and s t a n d a r d d e v i a t i o n j o b s a t i s f a c t i o n v a l u e s f o r employed male and
f em a le c o m p l e t e r s , by y e a r .
(Note: A h i g h e r
v a l u e i n d i c a t e s a lower (more n e g a t i v e ) jo b
satisfaction.)

T a b l e 4 . 1 4 . â€” Number, mean, and s t a n d a r d d e v i a t i o n o f h o u r l y wage r a t e s f o r e m p l oy ed m a l e and f e m a l e
c o m p l e t e r s , by y e a r .

1978 Completers
Gender

Male

Fema1e

Tot al
N

Hourly Wage
($)
Mean

S.D.

117

5. 07

4 .1 2

5,042

4 .3 7

5.40

1979 Co mpleters
T ot al
N

Hourly Wage
($)
Mean

S.D.

118

4.31

1.61

5,748

3.7 2

0 .9 4

1980 Completers
Tota 1
N

Hourly Wage
($)
Mean

S.D.

86

4.29

1.20

4,03 6

3 .9 4

1.54

1981 Completers
Tot al
N

Hourly Wage
($)
Mean

S.D.

116

4.15

1.21

4,21 0

3 .9 7

1.21

89

The mean wage r a t e f o r ma le c o m p l e t e r s d e c r e a s e d each y e a r .
The g r e a t e s t d e c r e a s e o c c u r r e d between 1978 and 1979.
decrease continued,

Although t h e

i t was much l e s s from 1979 t o 1981.

F i g u r e A3

I l l u s t r a t e s t h e movement o f t h e mean wage r a t e s f o r m a le and f e m a l e
com pleters.

Although some i n c r e a s e was e v i d e n t 1n 1980 and 1981, t h e

mean wage r a t e f o r f e m a l e c o m p l e t e r s was l o w e r t h a n f o r m a le c o m p l e t e r s
of vocational

o f f i c e o c c u p a t i o n s pr o gr am s f o r each y e a r s t u d i e d .

T h e r e f o r e , t h e n u l l h y p o t h e s i s was n o t r e j e c t e d b e c a u s e no c o n s i s t e n c y
was d e m o n s t r a t e d b et w e e n wage r a t e s f o r male and f e m a l e v o c a t i o n a l
o f f i c e occupations com pleters.

Ho 17:

T h e r e a r e no d i s c e r n i b l e t r e n d s f o r r e l a t e d employment, jo b
s a t i s f a c t i o n , o r mean wage r a t e f o r ma le and f e m a l e
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who have
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who
have n o t , o v e r t h e f o u r y e a r s I n c l u d e d 1n t h i s s tu d y.

F i g u r e s 4.4 t h r o u g h 4.14 i l l u s t r a t e t h e d a t a f o r H y p o t h e s i s 17.
These g r a p h s d e m o n s t r a t e t h e movement o f t h e v a r i a b l e s f o r v o c a t i o n a l
o f f i c e o c c u p a t i o n s c o m p l e t e r s from 1978 t h r o u g h 1981.

These g r a p h s ,

p r e s e n t e d 1n o r d e r o f t h e n u l l h y p o t h e s e s examined t h u s f a r , I l l u s t r a t e
t r e n d s t h a t may hav e e x i s t e d f o r t h e v a r i a b l e s r e s e a r c h e d .

The

d e s c r i p t i v e t r e n d a n a l y s i s was used t o ex am in e t h e d i f f e r e n c e s f o r each
year.

A t r e n d was I d e n t i f i e d by a s u c c e s s i v e l y g r e a t e r o r s u c c e s s i v e l y

s m a l l e r movement in t h e same d i r e c t i o n o v e r t i m e .
Employment s t a t u s o f r e s p o n d e n t s n i n e months a f t e r c o m p l e t i o n o f
v o cational o f f i c e occupations t r a i n i n g programs.

F i g u r e 4.4 I l l u s Â

t r a t e s t h e movement o f t h e p l o t t e d p e r c e n t a g e p o i n t s f o r r e s p o n d e n t s
employed n i n e months a f t e r c o m p l e t i o n .

The graph i l l u s t r a t e s a

90

$

M
ale

5.10

â– 

5.00

â– 

Fema1e

Completers

A . 90 â– 
*Â».80 â– 

A.70 â€¢
A . 60 â– 

k.bQ -

iÂ».10

iÂ».30 â€¢
A.20 â– 
â– 

k. 00 -

Hourly

3.90 â– 
3.80

Mean

Rate

Employed

â– 

for

k . S O

3.60

â– 

3-70 â– 

3.50 â– 

ol

__l---------------------- 1---------------------- 1---------------------- 1 -

1978

1979

1980

1981

Year o f Follow-Up

F i g u r e **.3:

Number, mean, and s t a n d a r d d e v i a t i o n o f h o u r l y
wage r a t e s f o r employed male and f em a le comÂ
p l e t e r s , by y e a r .

91

Percentage

Employed
Not employed

>

1978

1979

1980

1981

Year o f Follow-Up

F i g u r e A . k:

Employment s t a t u s o f r e s p o n d e n t s n i n e months
a f t e r completion of vocatio n al o f f i c e occupaÂ
t i o n s t r a i n i n g p ro gr am s .

92

s u c c e s s i v e d e c l i n e o f 7.6% o v e r t h e f o u r y e a r s s t u d i e d .

This su c c e ss iv e

movement downward f o r employed c o m p l e t e r s , and c o r r e s p o n d i n g s u c c e s s i v e
movement upward f o r unemployed c o m p l e t e r s , met t h e c r i t e r i a f o r a
trend.

The d a t a d e m o n s t r a t e d a d i s c e r n i b l e t r e n d downward 1n t h e

number employed n i n e months a f t e r c o m p l e t i o n .
Employed c o m p l e t e r p a r t i c i p a n t s and nonpartlc jpa ntS- -p JL co.P Jje.r.a.t l v e education programs.

F i g u r e 4.5 I l l u s t r a t e s t h e movement o f t h e

p l o t t e d p e r c e n t a g e p o i n t s f o r employed r e s p o n d e n t s who had p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n prog ram s.

The d i f f e r e n c e d e m o n s t r a t e d between

t h e p e r c e n t a g e of c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d uc aÂ
t i o n pr ogr am s and t h o s e who had n o t p a r t i c i p a t e d was s i g n i f i c a n t f o r
1978, 1979, and 1981.

However, 1n 1978, s i g n i f i c a n t l y more c o m p l e t e r s

p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og ra m s , and 1n 1981, s i g n i f i Â
c a n tly fewer.

As t h e p e r c e n t a g e s f l u c t u a t e d o v e r t h e f o u r - y e a r p e r i o d ,

no d i s c e r n i b l e t r e n d was d e m o n s t r a t e d .
Employed male and f e m a l e c o m p l e t e r p a r t i c i p a n t s and n o n p a r t l c l p a n t s o f c o o p e r a t i v e e d u c a t i o n p r o g r am s .

F i g u r e 4.6 I l l u s t r a t e s t h e

movement o f t h e p l o t t e d p e r c e n t a g e p o i n t s f o r employed m a le and f e m a l e
r e s p o n d e n t s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og r am s and
t h o s e who had n o t p a r t i c i p a t e d .

The p e r c e n t a g e o f ma le c o m p l e t e r s who

had p a r t i c i p a t e d 1n such p ro gr am s d e c r e a s e d by 23.7% from 1978 th r o u g h
1981.

The p e r c e n t a g e o f m al e c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n p ro g r a m s I n c r e a s e d .

T h i s change can be s e e n 1n

F i g u r e 4.6 as a s u c c e s s i v e movement i n one d i r e c t i o n , which a p p r o p r i Â
a te ly defines a trend.

93

Percentage

â€” â€” Participants
........ N onparticipants

1978

1979

1981

Year o f Follow-Up

F i g u r e k . 5:

Employed c o m p l e t e r p a r t i c i p a n t s and n o n p a r t i c i Â
p a n t s o f c o o p e r a t i v e e d u c a t i o n p r o gr am s .

Sb

â€” Male p a r t ic i p a n t
â€” Female p a r t i c i p a n t

Percentage

Hale n o n p a r t i c i p a n t
Female nonpar t i c i pa nt

1978

1979

1980

1980

Year o f Follow-Up

F i g u r e b . 6:

Employed male and fema le c o m p l e t e r p a r t i c i p a n t s
o f c o o p e r a t i v e e d u c a t i o n p rog ram s.

95

The movement o f p e r c e n t a g e p o i n t s f o r f e m a l e c o m p l e t e r s who had
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who had n o t
p a r t i c i p a t e d was I r r e g u l a r .

No t r e n d was d i s c e r n i b l e f o r t h e s e d a t a .

P a r t i c i p a n t s and n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n
programs, employed 1n r e l a t e d j o b s .

F i g u r e 4.7 I l l u s t r a t e s t h e movement

o f t h e p l o t t e d p e r c e n t a g e p o i n t s f o r c o m p l e t e r s employed 1n r e l a t e d
j o b s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og r am s and t h o s e
who had n o t p a r t i c i p a t e d .

The movement o f t h e p e r c e n t a g e p o i n t s showed

c o n s i d e r a b l e f l u c t u a t i o n f o r each y e a r o f t h e s tu d y .

The gap betwee n

r e s p o n d e n t s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s and
t h o s e who had n o t p a r t i c i p a t e d decr ea se d* I n c r e a s e d , and d e c r e a s e d
again.

No d i s c e r n i b l e t r e n d s w ere d e m o n s t r a t e d f o r t h o s e c o m p l e t e r s

who had p a r t i c i p a t e d In a c o o p e r a t i v e e d u c a t i o n program and t h o s e who
h a d not.
Male and f e m a le c o m p l e t e r p a r t i c i p a n t s and n o n p a r t l c l p a n t s o f
c o o p e r a t i v e e d u c a t i o n p r o g r am s employed.J.n r e ! a t e d J_ob_s.

F i g u r e 4.8

shows t h e d a t a from F i g u r e 4.7 p l o t t e d w i t h t h e d i s t r i b u t i o n f o r ma le
and f e m a l e c o m p l e t e r s .

The p a t t e r n o f movement f o r m a le c o m p l e t e r s who

had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s was I r r e g u l a r o v e r
th e four years studied.

In 1981, 22.4% f e w e r m a le c o m p l e t e r s employed

1n r e l a t e d o c c u p a t i o n s had c o m p l e t e d c o o p e r a t i v e e d u c a t i o n p ro g ram s
t h a n 1n 1978.

The movement o f t h e p l o t t e d p e r c e n t a g e s f o r f e m a l e

c o m p l e t e r s was I r r e g u l a r .

No t r e n d was o b s e r v e d f o r e i t h e r m al e o r

f e m a l e c o m p l e t e r s h a v i n g p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s
and be i n g employed 1n r e l a t e d j o b s .

96

Percentage

P articipants
Nonpart i c i p a n t s

1978

1979

1981

Year o f Follow-Up

F i g u r e **.7:

P a r t i c i p a n t s and n o n p a r t i c i p a n t s o f c o o p e r a t i v e
e d u c a t i o n programs employed in r e l a t e d j o b s .

9?

â€”â€” Male p a r t i c i p a n t s
â€” Female p a r t i c i p a n t s
n

75 â€¢

Male n o n p a r t i c i p a n t s
Female n o n p a r t i c i p a n t s

70 â– 
65 â€¢
60

â– 

Percentage

55 â– 
50 A5 â– 

ko

-

35 â– 
30 â€¢
25 â– 

ol

1

1978

1

1979

1

1980

1--------

1981

Year o f Follow-Up

F i g u r e k.

:

Male and f em a le c o m p l e t e r p a r t i c i p a n t s and nonÂ
p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n programs
employed in r e l a t e d j o b s .

98

F i g u r e 4.8 shows t h a t a g r e a t e r p e r c e n t a g e o f ma le t h a n f e m a l e
c o m p l e t e r s who h e l d r e l a t e d j o b s had p a r t i c i p a t e d In c o o p e r a t i v e
e d u c a t i o n programs.

The t o t a l number o f male c o m p l e t e r s was s m a l l

compared t o t h e number o f f e m a l e c o m p l e t e r s .

Th er e fo re # a s s e e n In

F i g u r e 4.7# when t h e p e r c e n t a g e s f o r m a le and f e m a l e c o m p l e t e r s w er e
p l o t t e d t o g e t h e r # t h e movement of t h e p l o t t e d p e r c e n t a g e p o i n t s showed
l i t t l e change from t h e p l o t t e d p e r c e n t a g e s f o r f e m a l e p a r t i c i p a n t s
shown 1n F i g u r e 4 . 8 .
Eanjj-C-i.pan_ts_.and n o n p a r t l d p a n t s o f c o o p e r a t i v e e d u c a t i o n
p r o grams employed 1n u n r e l a t e d j o b s .

F i g u r e 4.9 I l l u s t r a t e s t h e

movement o f t h e p l o t t e d p e r c e n t a g e p o i n t s f o r c o m p l e t e r s employed 1n
u n rela ted jobs.

From 1978 t h r o u g h 1981# t h e r e was a s u c c e s s i v e d e c l i n e

1n t h e p e r c e n t a g e o f c o o p e r a t i v e e d u c a t i o n program p a r t i c i p a n t s 1n
u n rela ted jobs.

On t h e o t h e r hand# a s u c c e s s i v e l y l a r g e r p e r c e n t a g e o f

c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams
w e r e employed 1n u n r e l a t e d j o b s .

From t h e p l o t t e d p o i n t s # two

d i s c e r n i b l e t r e n d s w e re d e m o n s t r a t e d .

Of t h e number o f c o m p l e t e r s who

had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs# f e w e r w ere employed
1n u n r e l a t e d j o b s .

Of t h e c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n

c o o p e r a t i v e e d u c a t i o n programs# s u c c e s s i v e l y more w er e employed 1n
unrelated jobs.
Male and f e m a le p a r t i c i p a n t s and n o n p a r t l d p a n t s o f c o o p e r a t i v e
e d u c a t i o n p ro gr am s employed In u n r e l a t e d â€”1ob s .

F i g u r e 4.10 I l l u s t r a t e s

t h e movement o f t h e p l o t t e d p e r c e n t a g e p o i n t s f o r m al e and f e m a l e
c o m p l e t e r s employed 1n u n r e l a t e d j o b s .

T h er e w ere two d i s c e r n i b l e

99

Percentage

â€” Participants
â€” Nonparticipants

1978

1979

1980

1981

Year o f Follow-Up

Figure 4 .9 :

P a r t i c i p a n t s and n o n p a r t i c i p a n t s o f c o o p e r a t i v e
e d u c a t i o n programs employed in u n r e l a t e d j o b s .

100

Ma l e p a r t i c i p a n t s
F e m al e p a r t i c i p a n t s

Percentage

Male n o n p a r t i c i p a n t s
Female n o n p a r t i c i p a n t s

1978

1979

1980

1981

Year o f Follow-Up

F i g u r e I*. 10:

Male and f em a le p a r t i c i p a n t s and n o n p a r t i c i p a n t s
o f c o o p e r a t i v e e d u c a t i o n programs employed in
unrelated jobs.

101

trends.

One showed s u c c e s s i v e l y l e s s u n r e l a t e d em ployment f o r m a l e

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

The o t h e r showed s u c c e s Â

s i v e l y g r e a t e r u n r e l a t e d employment f o r m a le c o m p l e t e r s who had n o t
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.
A t r e n d c o u l d a l s o be d i s c e r n e d f o r f e m a l e r e s p o n d e n t s .

A

s u c c e s s i v e l y l a r g e r p e r c e n t a g e who had n o t p a r t i c i p a t e d i n c o o p e r a t i v e
e d u c a t i o n programs was employed i n u n r e l a t e d j o b s .
Job s a t i s f a c t i o n f o r p a r t i c i p a n t s and n o n p a r t i c i p a n t s o f coopÂ
e r a t i v e e d u c a t i o n p r o g r am s .

F i g u r e 4.11 I l l u s t r a t e s t h e movement o f

t h e p l o t t e d percentage p o in ts f o r th e le v e l of job s a t i s f a c t i o n f o r
c o m p l e t e r s who had p a r t i c i p a t e d i n c o o p e r a t i v e e d u c a t i o n pr o gr am s and
t h o s e who had n o t p a r t i c i p a t e d .
For each y e a r s t u d i e d # c o m p l e t e r s who had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr o gr am s had a l o w e r mean and t h u s a h i g h e r l e v e l
o f j o b s a t i s f a c t i o n t h a n c o m p l e t e r s who had n o t p a r t i c i p a t e d i n such
pr ogr am s.

As shown on t h e graph# t h e r e w ere some f l u c t u a t i o n s i n t h e

movement o f t h e mean v a l u e s f o r c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s .

No

t r e n d was I d e n t i f i e d f o r j o b s a t i s f a c t i o n and p a r t i c i p a t i o n 1n c o o p e r a Â
t i v e e d u c a t i o n programs.
C o m p l e t e r s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
showed a s u c c e s s i v e l y g r e a t e r mean ( l o w e r l e v e l o f j o b s a t i s f a c t i o n )
over th e four years studied.

T h i s f i n d i n g shows t h a t t h e r e was a

d i s c e r n i b l e t r e n d t o w a r d l e s s j o b s a t i s f a c t i o n f o r c o m p l e t e r s who had
n o t p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n programs.

102

P a r t ic Tpant
Nonpart i c i p a n t

2.30
2.25

2.20
2.15

2.05

2 .0 0

Mean

Level

of

Job

S atisfaction

2.10

1978

1979

1980

Year o f Follow-Up

Figure A . l l :

Job s a t i s f a c t i o n f o r p a r t i c i p a n t s and nonp ar
t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n pr og ra m s .

103

J-Q-b_..satls.factlon f o r male and f em a le p a r t i c i p a n t s and no np ar Â
t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n pr o gr am s .

F i g u r e 4.12 I l l u s t r a t e s

t h e movement o f t h e mean l e v e l o f j o b s a t i s f a c t i o n f o r m a le and f e m a l e
c o m p l e t e r s who had p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n pr og ram s and
t h o s e who had n o t p a r t i c i p a t e d , f o r each y e a r s t u d i e d .
From 1978 t h r o u g h 1980, p a r t i c i p a t i o n in c o o p e r a t i v e e d u c a t i o n
p r o g r am s f o r m a le r e s p o n d e n t s showed movement to w a r d l e s s s a t i s f a c t i o n
and th e n back t o g r e a t e r s a t i s f a c t i o n In 1981.

From 1978 t h r o u g h 1980,

m a l e c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n a c o o p e r a t i v e e d u c a t i o n
program showed a marked movement t o w a r d l e s s s a t i s f a c t i o n b u t a l s o
r e t u r n e d t o a g r e a t e r l e v e l o f j o b s a t i s f a c t i o n i n 1981.
Female c o m p l e t e r s who had p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n
p r o g r a m s showed movement t o w a r d l e s s s a t i s f a c t i o n from 1978 t h r o u g h
1980 and t h e n t o w a r d a g r e a t e r l e v e l o f j o b s a t i s f a c t i o n i n 1981.

The

mean j o b - s a t 1 s f a c t l o n l e v e l s p l o t t e d f o r t h e f e m a l e r e s p o n d e n t s who had
n o t p a r t i c i p a t e d in c o o p e r a t i v e e d u c a t i o n pro gr ams moved s u c c e s s i v e l y
upward.

A d i s c e r n i b l e t r e n d was i d e n t i f i e d ,

which d e m o n s t r a t e d t h a t

f e m a l e c o m p l e t e r s o f v o c a t i o n a l o f f i c e o c c u p a t i o n s prog ram s s c o r e d
l o w e r l e v e l s o f j o b s a t i s f a c t i o n when t h e y had n o t p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n prog ram s.
Mean wage r a t e s f o r p a r t i c i p a n t s and n o n p a r t i c i p a n t s o f c o o p e r a Â
t i v e e d u c a t i o n p r og ra m s .

F i g u r e 4.13 I l l u s t r a t e s t h e movement o f t h e

mean wage r a t e s f o r c o m p l e t e r s who had p a r t i c i p a t e d i n c o o p e r a t i v e
e d u c a t i o n pr o gr am s and t h o s e who had n o t p a r t i c i p a t e d .

For c o m p l e t e r s

who had p a r t i c i p a t e d i n such p r o g r a m s , t h e mean wage r a t e d e c r e a s e d $.50

104
â€”â€” â€” Mal e p a r t i c i p a n t s
.......... Fema le p a r t i c i p a n t s

â–  â–  ^ " M a le nonparticfpants
â€”â€” Female n o n p a r t i c i p a n t s
2.30 â– 
2.25 â€¢
2.20

â– 

2.15 â€¢

Mean

Level

of

Job

S atisfaction

2.10

â– 

2.05 â– 
2.00

â€¢

1.95 â– 
1.90 1.85 â– 
1.80

â€¢

1.75 1.70 â– 
1.65 â– 
1.60

-

1.55 â– 
1.50

â– 

1978

1979

1980

1981

Year o f Follow-Up

F i g u r e A . 12:

Job s a t i s f a c t i o n f o r male and fem a le p a r t i c i p a n t s and n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n
programs.

105

Participants
Nonpart ic i p a n t s

$k.ko

**.35

A.30
*â™¦.25

4. 20
A . 15
A. 10

Mean Wage

Rate

Per

Hour

k. 05
A. 00
3 .9 5
3-90
3 .8 5
3.80

3 .7 5
3.70
3. 65
3.60

3 .5 5
3 .5 0

3.30

â– 

1978

1979

1980

1981

Year o f Follow-Up

F i g u r e A . 13:

Wage r a t e s f o r p a r t i c i p a n t s and n o n p a r t i c i p a n t s
o f c o o p e r a tiv e ed u ca tio n programs.

106

p e r hour from 1978 t o 1979.

For t h e same year* t h e r a t e d e c r e a s e d $.86

p e r h o u r f o r c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e du ca Â
t i o n pr o gr am s .

In 1980* t h e wage r a t e w en t up a g a i n by $.64 and $.24*

r e s p e c t i v e l y , f o r c o m p l e t e r s who had p a r t i c i p a t e d i n c o o p e r a t i v e ed uca Â
t i o n p r o g ra m s and t h o s e who had no t.
I n c r e a s e 1n t h e mean h o u r l y wage:

In 1981* t h e r e was a n o t h e r

$.10 and $.02* r e s p e c t i v e l y ,

for

c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og ram s and
t h o s e who had not.

Although t h e mean wage r a t e a p p e a r e d t o I n c r e a s e

from 1980 t o 1981 f o r both p a r t i c i p a n t s and n o n p a r t i c i p a n t s , t h e moveÂ
ment o f wages o v e r t h e f o u r y e a r s s t u d i e d was n o t s u c c e s s i v e , and no
t r e n d s w e r e ob s e r v e d .
Meari-waqe. r a t e s for, male and f em a le p a r t i c i p a n t s and n on par Â
t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n pr og r am s .

F i g u r e 4.14 I l l u s t r a t e s

t h e movement o f t h e mean wage r a t e s f o r m a le and f e m a l e c o m p l e t e r s who
had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro g ram s and t h o s e who had
n o t.

Mean wage r a t e s f o r m a l e c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s

d e c r e a s e d c o n s i d e r a b l y 1n 1979 and t h e n c o n t i n u e d t o d e c r e a s e 1n 1980
and a g a i n 1n 1981.
s i v e l y downward.

The movement o f t h e p l o t t e d wage p o i n t s was s u c c e s Â
T h e re was a d i s c e r n i b l e t r e n d f o r wages o f m a l e

c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs.
Wages f o r m a le c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n p r og ra m s d e c r e a s e d ,

I n c r e a s e d , and t h e n d e c r e a s e d a g a i n .

No

t r e n d was o b s e r v e d f o r t h e s e r e s p o n d e n t s .
Wages f o r f e m a l e p a r t i c i p a n t s 1n c o o p e r a t i v e e d u c a t i o n p r ogr am s
d e c r e a s e d 1n 1979; t h e y I n c r e a s e d 1n 1980 and a g a i n 1n 1981.

For

107
Male p a r t i c i p a n t
Fe ma le p a r t i c i p a n t

$5.7 0

â€¢
Male n o n p a r t i c i p a n t
â€¢

5.50

â– 

5.40

â€¢

5.20

â– 

5.10

â€¢

3.70

â– 

3.20

-

3.00

â€¢

Female n o n p a r t i c i p a n t

Mean Wage

Rate

Per

Hour

5.60

1978

1979

1980

Year o f Follow-Up
Figure 4.14:

Wage r a t e s f o r male and fem a le p a r t i c i p a n t s and
n o n p a r t i c i p a n t s o f c o o p e r a t i v e e d u c a t i o n p ro gr am s.

10 8

f e m a l e c o m p l e t e r s who had n o t p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
programs*

wages d e c r e a s e d 1n 1979, r e c o v e r e d so mewhat 1n 1980, and t h e n

l e v e l e d o f f w i t h a s l i g h t d e c r e a s e In 1981.

No t r e n d s w ere o b s e r v e d

f o r f e m a l e c o m p l e t e r s and wage r a t e s o v e r t h e f o u r y e a r s s t u d i e d .

Summary
The p u r p o s e o f t h i s c h a p t e r was t o r e p o r t t h e f i n d i n g s o f t h e
a n a l y s e s o f t h e r e l a t i o n s h i p o f s e l e c t e d v a r i a b l e s o f r e l a t e d employÂ
ment, j o b s a t i s f a c t i o n ,

and mean wage r a t e f o r m al e and f e m a l e

c o m p lete rs of secondary v o catio n al o f f i c e o ccu p atio ns t r a i n i n g t o parÂ
t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n programs.

The r e s u l t s o f t h e

a n a l y s i s can mo st c o n v e n i e n t l y be o b s e r v e d by e x a m in in g t h e g r a p h s f o r
H y p o t h e s i s 17.

(See pages 91 t h r o u g h 107.)

The number o f p a r t i c i p a n t s

employed a t t h e t i m e of t h e s u r v e y d e c r e a s e d o v e r t h e y e a r s s t u d i e d .
T h i s d id n o t cha nge when employed r e s p o n d e n t s w ere d e s i g n a t e d by genÂ
der.

Of t h o s e who were employed, p a r t i c i p a n t s a p p e a r e d t o h av e a

h i g h e r r a t e o f r e l a t e d em ployment e x c e p t 1n 1979, when 1 t was a b o u t t h e
same a s f o r n o n p a r t i c i p a n t s .

When d e s i g n a t e d by g e n d e r , r e l a t e d

em ployment f o r f e m a l e r e s p o n d e n t s f l u c t u a t e d b u t r e m a in e d w i t h i n a few
p ercentage p o in t s over t h e y e a rs stu d ie d .

Conversely, t h e r e l a t e d

em ployment s t a t u s f o r ma le p a r t i c i p a n t s d e c l i n e d o v e r t h e same p e r i o d .
Both m a le and f e m a l e p a r t i c i p a n t s showed p r o g r e s s i v e l y l e s s u n r e l a t e d
employment o v e r t h e y e a r s s t u d i e d .
Job s a t i s f a c t i o n re m a in ed h i g h e r f o r p a r t i c i p a n t s t h a n n o n p a r t l c l p a n t s , and when examined f o r ge n d e r , t h e p a t t e r n was much t h e same,

109

w i t h an I n c r e a s e In J ob s a t i s f a c t i o n f o r c o o p e r a t i v e e d u c a t i o n p a r t i c i Â
pants over t h e y ears stu d ied .
Wage r a t e s d e c l i n e d f o r a l l c o m p l e t e r s o v e r t h e y e a r s s t u d i e d .
Wages f o r f e m a l e p a r t i c i p a n t s r e m a in e d above t h o s e o f f e m a l e n o n p a r t1c1 p a n t s .

Wages f o r m a le p a r t i c i p a n t s , however, w ere a l t e r n a t e l y

h i g h e r and l o w e r t h a n t h o s e o f m a l e n o n p a r t i c i p a n t s .

Over t h e f o u r

y e a r s s t u d i e d , m a le p a r t i c i p a n t s and n o n p a r t i c i p a n t s r e c e i v e d h i g h e r
wages t h a n f e m a l e p a r t i c i p a n t s o r n o n p a r t i c i p a n t s .

An e x c e p t i o n was

1981, when f e m a l e p a r t i c i p a n t s r e c e i v e d a mean wage p e r hour j u s t
s l i g h t l y h ig h e r than t h a t o f male n o n p a r ti c ip a n t com pleters.
C h a p t e r V c o n t a i n s a r e s t a t e m e n t o f t h e r e s e a r c h q u e s t i o n s and
h y p o t h e s e s , a summary o f t h e f i n d i n g s , c o n c l u s i o n s , and rec om m en da ti o ns
fo r fu rth e r research.

CHAPTER V

FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
FOR FURTHER RESEARCH

Introduction
The p u r p o s e o f t h i s s tu d y was t o I n v e s t i g a t e t h e r e l a t i o n s h i p
o f p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr ograms and t h e v a r i a b l e s o f
r e l a t e d employment, j o b s a t i s f a c t i o n , and wages f o r employed m a le and
f e m a l e c o m p l e t e r s o f s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s programs.
An a d d i t i o n a l a s p e c t o f t h i s s t u d y was t o exam ine c o n s i s t e n c y between
m a le and f e m a l e c o m p l e t e r s f o r t h e v a r i a b l e s s t u d i e d .

Through t h e use

of l i n e graphs, d i s c e r n i b l e tre n d s t h a t might e x i s t f o r p a r t i c i p a t i o n
1n c o o p e r a t i v e e d u c a t i o n and t h e v a r i a b l e s s t u d i e d were d e s c r i b e d .
A r ev ie w o f r e l a t e d l i t e r a t u r e I n c l u d e d r e p o r t e d f i n d i n g s of
s t u d i e s c o n c e r n i n g a t t r i b u t e s and b e n e f i t s o f c o o p e r a t i v e e d u c a t i o n ,
and t h e v a r i a b l e s o f r e l a t e d em ployment, j o b s a t i s f a c t i o n ,

and wage

rates.
The d a t a f o r t h i s s t u d y w ere c o l l e c t e d a s p a r t o f t h e Michigan
E d u c a ti o n D e p a r t m e n t ' s a nn ua l f o l l o w - u p s u r v e y co n d u ct ed by t h e
V o c a t i o n a l - T e c h n i c a l E d u c a t i o n S e r v i c e from 1978 th r o u g h 1981.

Survey

p r o c e d u r e s w ere d i r e c t e d and s u p e r v i s e d by t h e V o c a t i o n a l - T e c h n i c a l
Education Service.

The s u r v e y I s s u e and r e t u r n w e r e a d m i n i s t e r e d by

t h e l o c a l sc h oo l d i s t r i c t s .

The d a t a t a p e s c o n t a i n i n g t h e o ut c o m es o f

110

Ill
t h e annual f o l l o w - u p s u r v e y s w ere t r a n s f e r r e d by s p e c i a l p e r m i s s i o n t o
an ap pro ved agenc y, which r e v i e w e d t h e t a p e s t o r e v e a l t h e d a t a f o r
t h i s research.

The S t a t i s t i c a l Package f o r t h e S o c i a l S c i e n c e s was

used t o a n a l y z e t h e s e d a t a .

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

t h a t r e p r e s e n t e d t h e s i g n i f i c a n t r e l a t i o n s h i p s o b s e r v e d f o r each n u l l
hypothesis.

Chapter V c o n ta in s a re s ta te m e n t of th e research q u e s tio n s

and h y p o t h e s e s , a summary o f t h e f i n d i n g s , c o n c l u s i o n s , recommendaÂ
t i o n s , and r e c o m m e n d a t io n s f o r f u r t h e r r e s e a r c h .

A r e p o r t o f t h e f i n d i n g s o f t h e p r e s e n t s t u d y 1s p r e s e n t e d 1n
th i s section.

These f i n d i n g s a r e r e p o r t e d 1n o r d e r o f t h e r e s e a r c h

q u e s t i o n s and t h e c o r r e s p o n d i n g n u l l h y p o t h e s e s .
R es ear ch Q u e s t i o n 1.

Did o f f i c e o c c u p a t i o n s c o m p l e t e r s who

p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n programs and who w ere employed
one y e a r a f t e r c o m p l e t i o n more o f t e n have j o b s r e l a t e d t o t h e i r t r a i n Â
in g t h a n t h o s e who d i d n o t p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n p r o Â
grams?
Null h y p o t h e s e s d e r i v e d from t h i s q u e s t i o n were:
Ho 1:

T he re 1s no s i g n i f i c a n t d i f f e r e n c e between t h e number o f
s e c o n d a r y o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e employed and
have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro g ram s and
t h o s e who have not.

Ho 2 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
employed m a l e and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o cc u p aÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a Â
t i o n pr o gr am s and t h o s e who have not.

112

Ho 4 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who a r e
employed 1n r e l a t e d j o b s and have p a r t i c i p a t e d 1n c o o p e r a Â
t i v e e d u c a t i o n pr o gr am s and t h o s e who have not.

Ho 5 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f male
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n r e l a t e d j o b s and have p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who have no t.

Ho 7 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s employed
1n u n r e l a t e d j o b s who have p a r t i c i p a t e d 1n c o o p e r a t i v e eduÂ
c a t i o n p r o g r am s and t h o s e who have not.

Ho 8 :

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e p e r c e n t a g e o f male
and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t Â
e r s who a r e employed 1n u n r e l a t e d j o b s and have p a r t i c i p a t e d
1n c o o p e r a t i v e e d u c a t i o n pro gr ams and t h o s e who have not.

The r e l a t i o n s h i p be tw ee n p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n
and em ployment was s i g n i f i c a n t f o r 1978 c o m p l e t e r s .

For 1979* t h e r e

w er e f e w e r p a r t i c i p a n t s employed 1n r e l a t e d j o b s t h a n n o n p a r t i c i p a n t s ;
however* t h e d i f f e r e n c e was n o t s i g n i f i c a n t .

For 1980 and 1981*

s i g n i f i c a n t l y more p a r t i c i p a n t s h e l d r e l a t e d j o b s t h a n n o n p a r t i c i p a n t s .
The number o f m a l e p a r t i c i p a n t s i n c o o p e r a t i v e e d u c a t i o n pro gr ams
d e c r e a s e d by a p p r o x i m a t e l y 13% o v e r t h e f o u r y e a r s s t u d i e d .

Female

p a r t i c i p a t i o n d e c r e a s e d a p p r o x i m a t e l y 10%.
The number o f c o o p e r a t i v e e d u c a t i o n p a r t i c i p a n t s employed In
r e l a t e d j o b s d e c r e a se d * I n c r e a s e d * and d e c r e a s e d a g a i n , b u t 1 t re m a in ed
above t h e number o f p a r t i c i p a n t s employed 1n u n r e l a t e d j o b s i n a l l
y e a r s e x c e p t 1979.

The d i f f e r e n c e was s i g n i f i c a n t f o r 1978 and 1980.

The number o f m al e p a r t i c i p a n t s 1n r e l a t e d j o b s I n c r e a s e d a p p r o x i m a t e l y
22% o v e r t h e f o u r - y e a r peri od * and t h e number o f f e m a l e p a r t i c i p a n t s
d e c r e a s e d by a p p r o x i m a t e l y 6%.

D i f f e r e n c e s w e r e s i g n i f i c a n t f o r 1978

113

and 1980 on ly .

In each o f t h e y e a r s s t u d i e d * t h e number o f c o m p l e t e r s

employed 1n u n r e l a t e d j o b s who had p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n pr o gr am s d e c r e a s e d and was s i g n i f i c a n t l y l e s s t h a n t h e number
of n o n p a r t i c i p a n t s f o r ea ch y e a r s t u d i e d .
Re s ea r c h Q u e s t i o n 2.

Did employed o f f i c e o c c u p a t i o n s c o m p l e t Â

e r s who p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro g ram s I n d i c a t e g r e a t e r
j o b s a t i s f a c t i o n t h a n t h o s e who d id n o t p a r t i c i p a t e 1n c o o p e r a t i v e
e d u c a t i o n p r og r am s ?
The n u l l h y p o t h e s e s f o r t h i s r e s e a r c h q u e s t i o n were:
Ho 10:

T h e re 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e mean l e v e l o f j o b
s a t i s f a c t i o n b et w e e n s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s
c o m p l e t e r s who h av e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p r o g r a m s and t h o s e who have not.

Ho 11:

There 1s no s i g n i f i c a n t d i f f e r e n c e 1n t h e l e v e l o f j o b
s a t i s f a c t i o n b et w e e n m a le and f e m a l e s e c o n d a r y v o c a t i o n a l
o f f i c e o c c u p a t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n coopÂ
e r a t i v e e d u c a t i o n pr og r am s and t h o s e who have not.

Both m a l e and f e m a l e p a r t i c i p a n t s showed a d e c r e a s e 1n l e v e l o f
j o b s a t i s f a c t i o n f o r 1979 and 1980* and an I n c r e a s e 1n 1981.

NonparÂ

t i c 1 p a n t s showed a g r e a t e r d e c r e a s e 1n l e v e l o f j o b s a t i s f a c t i o n t h a n
p a r t i c i p a n t s 1n 1979 and 1980.

Although m al e n o n p a r t i c i p a n t s demonÂ

s t r a t e d some I n c r e a s e 1n l e v e l o f j o b s a t i s f a c t i o n 1n 1981* f e m a l e
n o n p a r t i c i p a n t s r a t e d j o b s a t i s f a c t i o n l o w e r 1n 1981 t h a n f o r any y e a r
studied.

Female p a r t i c i p a n t s showed g r e a t e r j o b s a t i s f a c t i o n t h a n m a le

p a r t i c i p a n t s f o r each y e a r s t u d i e d .

The outcome o f t h e j o b -

s a t l s f a c t l o n v a r i a b l e f o r t h i s s t u d y was s i m i l a r t o ou tc om es r e p o r t e d
by M i d d l e t o n (1975)* S t o r m s d o r f e r (1973)* and S U c k and Welch (1974),
t h a t 1s, t h a t t h e r e was a s i g n i f i c a n t and p o s i t i v e r e l a t i o n s h i p between

114

p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s and l e v e l o f j o b s a t i s Â
faction.
Re s ea r c h Q u e s t i o n 3.

Did employed o f f i c e o c c u p a t i o n s c o m p l e t Â

e r s who p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr ograms r e c e i v e h i g h e r
mean wages t h a n c o m p l e t e r s who d id n o t p a r t i c i p a t e 1n c o o p e r a t i v e
e d u c a t i o n p ro gr am s ?
The n u l l h y p o t h e s e s f o r t h i s q u e s t i o n were:
Ho 13:

T h e re 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
be tw ee n s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s
who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pro gr ams and
t h o s e who have not.

Ho 14:

T h e r e 1s no s i g n i f i c a n t d i f f e r e n c e 1n mean wage r a t e s
b et we en m al e and f e m a l e s e c o n d a r y v o c a t i o n a l o f f i c e occupaÂ
t i o n s c o m p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e ed uca Â
t i o n and t h o s e who have n o t.

E xc e pt 1n 1978, when t h e d i f f e r e n c e was n o t s i g n i f i c a n t ,
c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n had h i g h e r
mean wage r a t e s t h a n n o n p a r t i c 1 p a n t s .

Although t h e mean wage r a t e f o r

m a le p a r t i c i p a n t s d e c l i n e d , a s was found by Rowe (1980) and B r e g l l o
(1976), m a l e c o o p e r a t i v e e d u c a t i o n program p a r t i c i p a n t s e a r n e d more
than fem ale p a r ti c i p a n ts .

Male n o n p a r t i c i p a n t s e a r n e d more t h a n f e m a l e

p a r t i c i p a n t s and n o n p a r t i c i p a n t s e x c e p t 1n 1981, when, as Rowe (1980)
fo und , wages f o r f e m a l e p a r t i c i p a n t s w ere c l o s e r t o t h o s e o f m a le
nonparticipants.

Although wages f o r m a le p a r t i c i p a n t s re m a in ed h i g h e r

t h a n t h o s e f o r f e m a l e p a r t i c i p a n t s 1n each y e a r s t u d i e d , t h e d i f f e r e n c e
was n o t s i g n i f i c a n t f o r any o f t h e y e a r s s t u d i e d .

Female p a r t i c i p a n t s

d i d r e c e i v e s l g n l f I c a n t l y h i g h e r wages t h a n f e m a l e n o n p a r t i c i p a n t s ,

115

e x c e p t 1n 1978 when wages f o r p a r t i c i p a n t s and n o n p a r t i c i p a n t s w er e
n e a r l y t h e same.
R es ear ch Q u e s t i o n 4.

Was t h e r e a d i f f e r e n c e betwe en m a le and

f e m a l e c o m p l e t e r s w i t h r e s p e c t t o r e l a t e d employment, j o b s a t i s f a c t i o n ,
and mean wage r a t e s f o r t h o s e who had p a r t i c i p a t e d 1n c o o p e r a t i v e
e d u c a t i o n pro gr ams and t h o s e who had n o t?
The h y p o t h e s e s f o r t h i s q u e s t i o n we re:
Ho 3 :

Th ere 1s no s i g n i f i c a n t I n t e r a c t i o n between p e r c e n t a g e o f
p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and g e n d e r
of secondary v o c a tio n a l o f f i c e occu p a tio n s co m p lete rs.

Ho 6:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n be tw ee n r e l a t e d employÂ
ment and g en d er o f s e c o n d a r y v o c a t i o n a l o f f i c e e d u c a t i o n
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
pro gr ams and t h o s e who have not.

Ho 9 :

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n be tw ee n u n r e l a t e d
employment and g e n d e r o f s e c o n d a r y v o c a t i o n a l o f f i c e occ up aÂ
t i o n s c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e educaÂ
t i o n pr ograms and t h o s e who hav e no t.

Ho 12:

T h e r e I s no s i g n i f i c a n t I n t e r a c t i o n be tw ee n l e v e l s o f j o b
s a t i s f a c t i o n of secondary v o c atio n al o f f i c e occupations
c o m p l e t e r s who hav e p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
and t h o s e who h av e no t.

Ho 15:

T h e r e 1s no s i g n i f i c a n t I n t e r a c t i o n be tw ee n mean wage r a t e
and g en d er o f s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s comÂ
p l e t e r s who have p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p r o Â
grams and t h o s e who hav e not.

The I n t e r a c t i o n b et w e e n m a l e and f e m a l e c o m p l e t e r s was examined
t o d e t e r m i n e w h e th e r g e n d e r was s i g n i f i c a n t l y r e l a t e d t o t h e d ep en d e n t
variables.

The I n t e r a c t i o n was me as ur e d by t h e c h 1 - s q u a r e v a l u e f o r

p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n and r e l a t e d employment, and by
t h e F - v a l u e f o r j o b s a t i s f a c t i o n and wage r a t e .

116

The I n t e r a c t i o n f o r p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n
pr o gr am s was s i g n i f i c a n t f o r 1978/ I n d i c a t i n g t h a t g e n d e r was p r o b a b l y
a good I n d i c a t o r of w h e t h e r o r n o t r e s p o n d e n t s had p a r t i c i p a t e d 1n
c o o p e r a t i v e e d u c a t i o n pr ograms.

T h a t 1s/ t h e p e r c e n t a g e o f c o m p l e t e r s

who had p a r t i c i p a t e d was more t h a n 50% 1n 1978; t h e r e f o r e / t h e chanc e
t h a t a m a le o r f e m a l e c o m p l e t e r had p a r t i c i p a t e d 1n c o o p e r a t i v e e d uc aÂ
t i o n pr og r am s was g r e a t e r t h a n t h e chan ce t h a t a ma le or f e m a l e had n o t
p a r t i c i p a t e d 1n such programs.

Th ere was no s i g n i f i c a n t d i f f e r e n c e f o r

1979/ 1980/ o r 1981/ which d e m o n s t r a t e d t h a t g e n d e r was n o t s i g n i f i c a n t
w i t h r e s p e c t t o p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n .
The I n t e r a c t i o n f o r r e l a t e d employment was n o t s i g n i f i c a n t by
t h e c h 1 - s q u a r e v a l u e f o r any o f t h e y e a r s s t u d i e d .
di d n o t r e l a t e t o h a v in g o b t a i n e d a r e l a t e d j o b .

Therefore/

g en d er

The outcome f o r

u n r e l a t e d j o b s showed t h a t a s i g n i f i c a n t d i f f e r e n c e did o c c u r 1n 1978/
b u t f o r 1979/ 1980/ and 1981/ b e i n g m a l e o r f e m a l e and h a v i n g p a r t i c i Â
p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s made no d i f f e r e n c e 1n bei ng
employed In an u n r e l a t e d j o b .
The I n t e r a c t i o n 1n l e v e l s o f j o b s a t i s f a c t i o n showed t h a t even
though f e m a l e p a r t i c i p a n t s I n d i c a t e d g r e a t e r j o b s a t i s f a c t i o n / ge nd er
was n o t a s i g n i f i c a n t f a c t o r 1n j o b s a t i s f a c t i o n .
Although ma le c o m p l e t e r s r e c e i v e d h i g h e r wages 1n each o f t h e
y e a r s s t u d i e d / t h e I n t e r a c t i o n a s measu red by t h e F - v a l u e was n o t
significant.
rate.

T h e r e f o r e / g e n d e r was n o t a d e t e r m i n i n g f a c t o r o f wage

117

Re s ea rc h Q u e s t i o n 5.

Was t h e r e c o n s i s t e n c y between employed

m a le and f e m a l e c o m p l e t e r s w i t h r e s p e c t t o r e l a t e d employment, j o b
s a t i s f a c t i o n , and wage r a t e o v e r t h e f o u r y e a r s s t u d i e d ?

(This

q u e s t i o n does n o t have t h e c o o p e r a t i v e e d u c a t i o n d i s t i n c t i o n . )
H y p o t h e s i s 16 was d e r i v e d from t h i s q u e s t i o n .
Ho 16:

I t stated:

T he r e 1s no c o n s i s t e n c y 1n t h e l e v e l s o f r e l a t e d employment,
j o b s a t i s f a c t i o n , and mean wage r a t e f o r ma le and f e m a l e
secondary v o c a tio n a l o f f i c e occupations com pleters.
(T hi s
h y p o t h e s i s does n o t I n c l u d e t h e c o o p e r a t i v e e d u c a t i o n d i s Â
tinction. )

C o n s i s t e n c y 1s b e s t s e e n by e x a m i n i n g F i g u r e s 4.1 t h r o u g h 4 3 ,
which show t h e movement o f t h e v a r i a b l e s f o r c o n s i s t e n c y between m a le
and f e m a l e c o m p l e t e r s .
1n 1981 t h a n 1n 1978.

Fewer r e s p o n d e n t s w e r e employed 1n r e l a t e d j o b s
Fewer f e m a l e c o m p l e t e r s w e r e employed 1n r e l a t e d

j o b s 1n 1981 t h a n 1n 1978, b u t t h e r e w ere more f e m a l e t h a n ma le comÂ
p l e t e r s 1n r e l a t e d j o b s 1n 1981.

No c o n s i s t e n c y was d e m o n s t r a t e d f o r

t h i s variable.
The mean l e v e l o f j o b s a t i s f a c t i o n f o r m a le c o m p l e t e r s
d e c r e a s e d fr om 1978 t o 1980 and t h e n I n c r e a s e d 1n 1981.

Female

c o m p l e t e r s d e m o n s t r a t e d a c o n t i n u a l d e c r e a s e 1n j o b s a t i s f a c t i o n o v e r
the years studied.

Female c o m p l e t e r s had a h i g h e r l e v e l o f j o b

s a t i s f a c t i o n t h a n m a l e c o m p l e t e r s f o r each y e a r s t u d i e d .

No

c o n s i s t e n c y was d e m o n s t r a t e d 1n t h e d e v i a t i o n s from t h e mean f o r j o b
satisfaction.
Wage r a t e s f o r m a l e p a r t i c i p a n t s d e c r e a s e d c o n s i d e r a b l y from
1978 t o 1979, and c o n t i n u e d t o d e c r e a s e t h r o u g h 1981.

Wage r a t e s f o r

f e m a l e c o m p l e t e r s a l s o d e c r e a s e d 1n 1979, b u t I n c r e a s e d a g a i n 1n 1980

118

and 1981.

For a l l y e a r s , m al e c o m p l e t e r s r e c e i v e d h i g h e r wages t h a n

female com pleters.

The mean d e v i a t i o n s , ho w eve r, were n o t s i g n i f i c a n t

fo r a condition of consistency.
Resea rc h Q u e s t i o n 6.

Were t h e r e d i s c e r n i b l e t r e n d s f o r each of

t h e s e v a r i a b l e s o v e r t h e f o u r - y e a r p e r i o d from 1978 t h r o u g h 1981?
The h y p o t h e s i s r e l a t e d t o t h i s q u e s t i o n was:
Ho 17:

T h er e a r e no d i s c e r n i b l e t r e n d s f o r r e l a t e d em ployment, j o b
s a t i s f a c t i o n , o r mean wage r a t e f o r m a le and f e m a l e
s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s c o m p l e t e r s who have
p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n p ro gr am s and t h o s e who
have n o t, o v e r t h e f o u r y e a r s I n c l u d e d 1n t h i s s tu d y .

The t r e n d s t h a t may be d i s c e r n e d from t h i s s t u d y can b e s t be
o b s e r v e d by r e f e r r i n g t o F i g u r e s 4.4 t h r o u g h 4.14,
t h e t e s t i n g o f H y p o t h e s i s 16 in C h a p t e r IV.

p r o v i d e d a s p a r t of

However, t h e f o l l o w i n g

p a r a g r a p h s p r o v i d e a r e v ie w o f t h e v a r i a b l e s and t h e t r e n d s t h a t were
demonstrated.
The number o f c o m p l e t e r s who w ere employed was s u c c e s s i v e l y
l e s s from 1978 t h r o u g h 1981.

Beca use o f t h i s movement, a t r e n d t o w a r d

I n c r e a s i n g unemployment was d i s c e r n e d .
For c o m p l e t e r s who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n , a
s i m i l a r p a t t e r n to o k p l a c e , w i t h t h e e x c e p t i o n o f 1980, when t h e number
employed I n c r e a s e d .

No t r e n d was d i s c o v e r e d f o r employment and p a r Â

t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n .
Male c o m p l e t e r p a r t i c i p a n t s e x p e r i e n c e d a c o n t i n u e d d e c r e a s e 1n
employment.

Each y e a r showed s u c c e s s i v e l y l e s s employment; however,

t h e p e r c e n t a g e of t h e d e c r e a s e v a r i e d each y e a r .

A t r e n d to w a r d

d e c r e a s e d employment f o r m a le c o o p e r a t i v e e d u c a t i o n program

119

p a r t i c i p a n t s was d i s c e r n e d .

An other t r e n d was e v i d e n t a s w e l l .

There

was a s u c c e s s i v e I n c r e a s e 1n employment f o r n o n p a r t i c i p a n t m a l e comÂ
pleters.

The p a t t e r n f o r f e m a l e c o m p l e t e r s d id n o t d e v i a t e much from

t h e m a le p a t t e r n s b u t f l u c t u a t e d 1n a n o n s u c c e s s l v e manner.

This

movement d i d n o t d e m o n s t r a t e a t r e n d .
A s i m i l a r f l u c t u a t i o n was d e m o n s t r a t e d f o r c o m p l e t e r s employed
1n r e l a t e d j o b s ,

and no t r e n d c o u l d be d i s c e r n e d .

The p a t t e r n f o r

r e l a t e d employment d id n o t cha nge v e r y much when examined a c c o r d i n g t o
male and f em a le c o m p l e t e r s .

No t r e n d c o u l d be d i s c e r n e d .

The movement o f p a r t i c i p a n t s 1n u n r e l a t e d j o b s was s u c c e s s i v e l y
downward.

A dual t r e n d was I d e n t i f i e d a s p a r t i c i p a n t s had f e w e r

u n r e l a t e d j o b s and n o n p a r t i c i p a n t s more o f t e n had u n r e l a t e d j o b s .

The

d i r e c t i o n and sh a p e o f t h e t r e n d l i n e d id n o t cha nge a p p r e c i a b l y when
c o m p l e t e r s 1n u n r e l a t e d em ploy men t w ere I d e n t i f i e d a s ma le and f em a le .
Both m a l e and f e m a l e n o n p a r t i c i p a n t c o m p l e t e r s showed I n c r e a s e d
u n r e l a t e d employment o ve r t h e f o u r y e a r s s t u d i e d .
N o n p a r t1 c 1 p a n t c o m p l e t e r s showed a d e c r e a s i n g l e v e l o f j o b
satisfaction.

The movement, a l t h o u g h v a r i e d ,

f o r e , a t r e n d c o u l d be d i s c e r n e d .
s a t l s f a c t i o n le v e l of p a r t i c i p a n t s .

was s u c c e s s i v e ; t h e r e Â

No t r e n d was e v i d e n t f o r t h e j o b When j o b s a t i s f a c t i o n was

I d e n t i f i e d by m a l e and f e m a l e p a r t i c i p a n t s and n o n p a r t i c i p a n t s ,

1 t was

dem onstrated t h a t job s a t i s f a c t i o n decreased s u c c e s s iv e ly f o r female
nonpartic1pants.
No t r e n d c o u l d be d i s c e r n e d f o r mean wage r a t e s o f p a r t i c i p a n t
and n o n p a r t i c i p a n t c o m p l e t e r s b e c a u s e t h e movement o v e r t h e f o u r y e a r s

120

was v er y I r r e g u l a r .

When wage r a t e s w ere I d e n t i f i e d by m a l e and

f e m a l e , o n ly male p a r t i c i p a n t s showed t h e s u c c e s s i v e movement n e c e s s a r y
t o d e t e r m i n e a t r e n d ; 1n t h i s I n s t a n c e , t h e t r e n d was downward.
and f e m a l e n o n p a r t l c l p a n t s ' mean wage r a t e s w e r e e r r a t i c .

Male

Although no

t r e n d coul d be d i s c e r n e d , m a l e and f e m a l e p a r t i c i p a n t s ' wages a p p e a r e d
t o be moving upward.

Conclusions
The f i n d i n g s o f t h i s s t u d y l e d t o t h e f o l l o w i n g c o n c l u s i o n s
w ith r e s p e c t t o t h e s p e c i f i c v a r i a b l e s c o n s i d e r e d .
Although t h e number of p a r t i c i p a n t s d e c r e a s e d from 53.7% 1n
1978 t o 43.4% 1n 1981, s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s program
c o m p l e t e r s 1n Michigan, who had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n
p ro gr am s o v e r t h e y e a r s o f t h i s s t u d y , f a r e d b e t t e r t h a n n o n p a r t l c l p a n t s w i t h r e s p e c t t o r e l a t e d employment, j o b s a t i s f a c t i o n , and wages.
T h e r e f o r e , p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr o gr am s a p p e a r s t o
have c o n t r i b u t e d t o v o c a t i o n a l o f f i c e o c c u p a t i o n s p a r t i c i p a n t s f i n d i n g
related jobs,

being s a t i s f i e d w ith t h e jo b ,

and r e c e i v i n g h i g h e r wages.

For s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s program c o m p l e t e r s
1n Michigan, t h e number employed d e c r e a s e d o v e r t h e y e a r s s t u d i e d .
Based on t h e s e d a t a , p a r t i c i p a t i o n in c o o p e r a t i v e e d u c a t i o n progr ams
may n o t have c o n t r i b u t e d t o employment, as more n o n p a r t i c i p a n t s h e l d
jobs.

However, p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr og ram s may

have c o n t r i b u t e d t o r e l a t e d emp loym ent , a s , o f t h o s e p a r t i c i p a n t s who
w ere employed, a g r e a t e r p e r c e n t a g e had r e l a t e d j o b s t h a n n o n p a r t i c i Â
p a n t s who w ere employed.

When econom ic c o n d i t i o n s w e r e poor, 1n o r d e r

121

t o be employed* n o n p a r t i c i p a n t s may have been more w i l l i n g t o t a k e j o b s
n o t r e l a t e d t o t h e t r a i n i n g t h e y had r e c e i v e d .
For s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s program c o m p l e t e r s
1n Michigan* when a g r e a t e r number o f c o m p l e t e r s w er e employed* ma le
p a r t i c i p a n t s , o v e r t h e y e a r s s t u d i e d , h e l d r e l a t e d j o b s more o f t e n t h a n
female p a r tic ip a n ts .

However* when f e w e r c o m p l e t e r s w ere employed,

m a l e p a r t i c i p a n t s w e r e l e s s l i k e l y t o be employed 1n r e l a t e d j o b s t h a n
female p a r t i c i p a n t s .

I t a p p e a r s t h a t ma le p a r t i c i p a n t s more f r e q u e n t l y

t h a n f e m a l e p a r t i c i p a n t s w e r e w i l l i n g t o work 1n u n r e l a t e d j o b s , o r
t h a t e m p l o y e r s w e re more w i l l i n g t o h i r e m a l e s 1n j o b s u n r e l a t e d t o
training.
For s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s program c o m p l e t e r s
1n Mich ig an, p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr og ram s, o v e r t h e
y e a r s s t u d i e d , c o n t r i b u t e d t o more p o s i t i v e j o b - s a t 1 s f a c t 1 o n r a t i n g s
f o r p a r t i c i p a n t s than f o r n o n p a rtic ip a n ts .

Fema le p a r t i c i p a n t s

r e p o r t e d h i g h e r l e v e l s o f j o b s a t i s f a c t i o n t h a n m al e p a r t i c i p a n t s .
P a r t i c i p a n t s r e p o r t e d a h i g h e r r a t e o f j o b s a t i s f a c t i o n t h a n d id
nonparticipants.

Based on t h e above,

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

c o o p e r a t i v e e d u c a t i o n progr ams c o n t r i b u t e d t o a h i g h e r l e v e l o f j o b
satisfaction.
For s e c o n d a r y v o c a t i o n a l o f f i c e o c c u p a t i o n s program c o m p l e t e r s
In Mich ig an, p a r t i c i p a n t s 1n c o o p e r a t i v e e d u c a t i o n p ro gra ms , o v e r t h e
years studied,

r e c e i v e d h i g h e r wages t h a n n o n p a r t i c i p a n t s .

Based on

t h e s e d a t a , p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n progr ams a p p e a r s t o
hav e c o n t r i b u t e d t o p a r t i c i p a n t s r e c e i v i n g h i g h e r wages t h a n

122

nonparticipants.

I t was a l s o found t h a t m al e p a r t i c i p a n t s r e c e i v e d

h i g h e r wages t h a n f e m a l e p a r t i c i p a n t s d e s p i t e t h e f a c t t h a t v o c a t i o n a l
o f f i c e o c c u p a t i o n s 1s a t r a d i t i o n a l l y f e m a l e o c c u p a t i o n .

I t ca n be

c o n cl u d ed t h a t an I n e q u i t y e x i s t s f o r f e m a l e c o m p l e t e r s even 1n a
t r a d i t i o n a l occupation.

G ene ral Recommendations
From t h e f i n d i n g s o f t h e d a t a a n a l y s e s f o r t h i s s t u d y and from
t h e e v i d e n c e p r o v i d e d 1n t h e r e l a t e d l i t e r a t u r e *

1 t a p p e a r s t h a t some

a d v a n t a g e s may a c c r u e t o s t u d e n t s who p a r t i c i p a t e 1n c o o p e r a t i v e e d u ca Â
t i o n p r og r am s a s p a r t o f t h e i r v o c a t i o n a l o f f i c e o c c u p a t i o n s t r a i n i n g .
Based on t h e f i n d i n g s of t h i s r e s e a r c h s t u d y and t h e r e s u l t i n g conÂ
c l u s i o n s , t h e f o l l o w i n g re c o m m e n d a t io n s seem a p p r o p r i a t e f o r v o c a t i o n a l
o f f i c e occupations s tu d en ts,

program d i r e c t o r s , and p r o s p e c t i v e

em p lo y e r s .
1.

V o c a t i o n a l o f f i c e o c c u p a t i o n s s t u d e n t s s h o u l d be en co u ra ge d

t o p a r t i c i p a t e 1n c o o p e r a t i v e e d u c a t i o n programs.
evident.

The b e n e f i t s a r e

S t u d e n t s s h o u ld have t h e o p p o r t u n i t y t o o b t a i n j o b s f o r which

th e y a r e t r a i n e d ; t h e y s h o u ld be a b l e t o d e v el op p o t e n t i a l f o r g r e a t e r
j o b s a t i s f a c t i o n and an e q u i t a b l e wage.
2.

V o c a t i o n a l o f f i c e o c c u p a t i o n s program d i r e c t o r s s h o u l d make

e f f o r t s t o have c o o p e r a t i v e e d u c a t i o n pr ograms a v a i l a b l e t o t h o s e
wishing t o p a r t i c i p a t e .
3.

P o t e n t i a l e m p l o y e r s s h o u ld be en co ur ag ed t o p a r t i c i p a t e 1n

c o o p e r a t i v e e d u c a t i o n programs.

B e n e f i t s f o r b u s i n e s s and community

123

have been documented by Wanat and S n e l l (1980), Murphy (1980), and
others.

Recommendations f o r F u r t h e r Resea rc h
Trend a n a l y s i s and f o l l o w - u p s t u d i e s s h o u ld be a c o n t i n u i n g
e f f o r t 1n t h e p r o c e s s o f b u i l d i n g and Impr ovi ng v o c a t i o n a l programs.
As t h e d a t a f o r t h i s s t u d y w e r e p l o t t e d on g r a p h s t o show movement o f
th e v a r ia b le s over tim e,

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

during th e fo u r y ears studied.

Changes 1n numbers o f c o m p l e t e r s who

had p a r t i c i p a t e d 1n c o o p e r a t i v e e d u c a t i o n pr og ram s, t h e number employed
1n r e l a t e d j o b s ,

f l u c t u a t i o n s 1n j o b s a t i s f a c t i o n , and wage r a t e s a l l

I n d i c a t e d t h a t t h e r e may be I n t e r v e n i n g v a r i a b l e s t h a t m i g h t be w or th
e xa m in in g .
1.

The f o l l o w i n g a r e a s a r e recommended f o r f u r t h e r r e s e a r c h .
The a n a l y s i s o f t h i s s t u d y s h o u ld be e x t e n d e d a s a d d i t i o n a l

d a t a become a v a i l a b l e ,

1n o r d e r t o d i s c e r n t h e c o n t i n u a t i o n o r t e r m i n a Â

t i o n o f t r e n d s t h a t w e r e I d e n t i f i e d 1n t h i s s tu d y.
2.

S im ila r a n a ly s is of follow-up data f o r vocational o f f ic e

o c c u p a t i o n s c o m p l e t e r s s h o u l d be done f o r f o l l o w - u p d a t a from o t h e r
s t a t e s 1n o r d e r t o compare s i m i l a r i t i e s and d i f f e r e n c e s 1n wage r a t e s ,
job s a tis f a c tio n ,

or o th e r s e l e c t e d v a r i a b l e s r e la te d t o p a r t i c i p a t i o n

1n c o o p e r a t i v e e d u c a t i o n progr ams .
3.

S t a t e and n a t i o n a l econom ic e f f e c t s on v o c a t i o n a l o f f i c e

o c c u p a t i o n s c o o p e r a t i v e e d u c a t i o n progr ams d u r i n g t h e y e a r s s t u d i e d , a s
w e l l as o t h e r y e a r s , s h o u l d be examined.
4.

The r e l a t i o n s h i p b et w ee n l e g i s l a t i o n and s t a t e f u n d in g

support fo r vocational o f f i c e occupations cooperativ e education

124

p ro gr am s and t h e v a r i a t i o n s 1n o ut c o m es r e v e a l e d 1n t h i s s t u d y s ho u ld
be I n v e s t i g a t e d .
5.

C o o r d i n a t o r l o a d s h o u l d be e v a l u a t e d a s a f a c t o r r e l a t i n g

t o p a r t i c i p a t i o n 1n c o o p e r a t i v e e d u c a t i o n pr og ram s.

C o o r d i n a t o r lo a d

m i g h t a l s o be e v a l u a t e d r e l e v a n t t o j o b - s a t 1 s f a c t i o n r a t i n g s o f p a r Â
ticipants.
6.

Being a b l e t o d e t e r m i n e how many s t u d e n t s have r e l a t e d j o b s

1s a r e l e v a n t f i n d i n g * b u t 1 t would a l s o be o f v a l u e t o know how many
p a r t i c i p a n t s re m a in ed 1n t h e i r c o o p e r a t i v e j o b a f t e r t h e y c o m p le te d
t h e i r vocational tra in in g .

Evans (1978) r e p o r t e d t h a t t h i s f a c t o r

h e l p e d b r i n g r e l a t e d employment o f one group s t u d i e d t o a s high as 80%.

Reflections
For t h o s e who have d i r e c t e d t h e i r t i m e and e f f o r t s t o w a r d t h e
o p e r a t i o n and s u c c e s s of c o o p e r a t i v e e d u c a t i o n programs* t h e f i n d i n g s
o f t h i s s t u d y s h o u ld be g e n e r a l l y e n c o u r a g i n g .

Although t h e r e 1s much

t h a t can and s h ou ld be done t o Improve p r o g r am s and outcomes* c o o p e r a Â
t i v e e d u c a t i o n pr og ram s p r o v i d e w o r t h w h i l e b e n e f i t s t o t h o s e who p a r Â
t i c i p a t e 1n them.

APPENDIX

126

VE-404S-*
PsflF 31

PART 3 â€” UNEMPLOYED â€” SEEKING WORK
*0. W h o m h a v e y o u a s k e d to r h e lp In fin d in g a J o b i
(C h e c k ALL th a t ap p ly .)
Â« [T] 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
i t (7) T e a c h e r o r c o -o p c o o r d in a to r
Â« [T| P a re n t, o th e r re la tiv e o r frie n d
[T ] 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
Â» â–¡ P u b lic e m p lo y m e n t a g e n c y
n Q P riv a te e m p lo y m e n t a g e n c y
u [T] C o lle g e p la c e m e n t o llic e
u [ 3 O th e r (p le a s e sp e c ify ) _._____ __________________________________________________________
v Q] N o n e o f th e a b o v e

IF YOU ARE NOW A TTENDING SC H O O L O R A RE EN R O LLE 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 LEA SE
CO M PLETE PA R T 4 O F THE SURVEY. O T H E R W IS E . G O D IRECTLY TO P A R T S â€” C O M M E N T S .

PART 4 â€” FURTHER EDUCATION
N a m e o f S c h o o l. T ra in in g o r A p p r e n tic e P r o g r a m

C ity

11. 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 ONE only.)
Â» 0
(3

|T)
[3
[TJ
(3

! 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 )
2 y e a r c o lle g e (lib eral a r t s p ro g ra 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 re n tic e P ro g ra m
O th e r (p le a s e s p e c i f y . ) _______________________________________

12. M y m a jo r a r e a o f s tu d y (o r tr a in in g ) I s ________________________
13.

In y o u r m a jo r a r e a of 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 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 t e r ?
(C h e c k ONE o nly.)

Â« 0 A lo t
Â£|) S o m e
[ 3 H ardly any
Â£3 N o n e
14.

C h e c k all w h o a s s is te d y o u In f in 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 r o g r a m
(C h e c k ALL th a t a p p ly .)

â€¢ r Q]
m Â£3
Â« Â£3
â€¢o [ 3
at Â£3
a> [ 3
si [3

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 r e n t, o th 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 ) . . . .
. .
- .
.........................................................
N o o n e b u t m yself

ANY C O M M EN TS O R S U G G E S T IO N S YOU MAY HAVE C A N B E W RITTEN IN P A R T S. (IN CLU DE ANY TY PE OF A SS IS T A N C E
YOU M IGHT N EED NOW AND LIS T TH E T Y P E S O F A S S IS T A N C E O R P R O G R A M S YOU HAD IN YOUR S C H O O L THAT W ERE
M O ST BEN EFIC IA L TO YOU.)

127

M i c h i g a n D c p j r â€™ u 'n i

in ! â€¢ U u i . a n u n

SCHOOL DISTRICT LABEL

1 9 7 9 FOLLOW -UP SURVEY
By a n s w e r i n g I h e f o ll o w i n g q u e s t i o n s y o u t a n h e l p u s p la n b e t t e r e d u c a t i o n a l p r o g r a m s . W e w ill u s e t h e i n f o r m a t i o n
y o u g iv e u s fo r e d u c a t i o n a l p u r p o s e s o n l y . T h a n k y o u f o r y o u r c o o p e r a t i o n a n d a s s i s t a n c e in c o m p l e t i n g th i s s u r v e y .

Please answer the items in this survey by placing an â€œ X" in the box next to the response OF YOUR CHOICE.

P
A
R
T1
Q U E S T IO N S
1

C h e c k ALL a n s w e r s t h a t a p p l y t o y o u .

Y O U R A NSW ERS

is 0 1 am now employed.
I work a b o u t --------0 1 am
0 I am
0 I am
0 1 am
0 1 am
0 I am
(Not
0 I am

Check the word that best describes how well your
high school courses (and any area center vocational
courses that you took) prepared you to do what
you are doing now.
(Check only ONE.)
3. Sex:

4. Please identify yourself as a member of one of the
groups of people listed to the right.
(Check only ONE.)

5.

During the 1978-79 school year, were you a
member of any of the following student organizations?
Business Office Education Clubs (BOEC)
Distributive Education Clubs of America (DECA)
Future Farmers of America (FFA)
Future Homemakers of America (FHA)
Home Economics Related Occupations (HERO)
Vocational Industrial Clubs of America (VICA)

u 0
0
0
0

.hours per week.

unemployed.
looking for a job.
not looking for a job.
a full-time student.
a part-time student.
a homemaker.
working for wages.)
in the military service.

Excellent
Good
Fair
Poor

* 0 Male
0 Female
0
0
0
0
0

American Indian or Alaskan Native
Asian or Pacific Islander
Black, not of Hispanic Origin
Hispanic
White, not of Hispanic Origin

Â» 0Y es
0 No

If youare employed full-time or part-time now, or if you are In the military, please answer all the questions in Part 2.
If you are not working and are looking for a job, go directly to Part 3.
If youare a parf-time or full-time student who is not working or looking for a job, go directly to Part 4.

128

HART 2 EMPLOYED
Answer then 1 questions ONLY if you are working full-time or part-time.
IV tm -

hll id O n 1n j m r

u> MU' l o n i p j n )

w l u - f r y o u w o r k â€” 01 b r a n c h

L u t n p j n y y biri'ci AUUres

P Jl'JU â€™ nil in i h r n a m e

Piease

It si t h e

o l t h e m ilitary

C ity

L l A V t B LA N K

o> y o u r j o b

th re e m o ti

im portant

things you

do on

.- k . L

yo u r |o b

YOUR ANSWERS

Q U E S T IO N S
6 . 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 t i o n a l t r a i n i n g y o u r e c e i v e d in y o u r h ig h
s c h o o l o r a re 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 ly O N E .)

7 . O v e r a l l , h o w s a t i s f i e 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 l y O N E .)

8.

O n m y p r e s e n t jo b I a m
$

Â» 0
0
0
0

A lot
Some
Hardly any
None

i> 0
0
0
0

Very satisfied
Somewhat satisfied
Not very satisfied
Not at all satisfied

p a id a b o u t

p e r h o u r.

9 . In a d d i t i o n t o t r a i n i n g y o u , w h a t d i d y o u r H ig h
S c h o o l o r A r e a V o c a t io n a l C e n t e r d o t o h e l p y o u
f in d a jo b ?
( C h e c k ALL t h a t a p p l y .)

u 0 Told me about job openings
4i 0 Sent me for an interview
44 0 Taught me to fill out a job
application
4s 0 Gave information about me to
my employer
4t 0 Other (Please specify)

47 0 N o n e of the above

10 .

W h o h e lp e d
a p p l y .)

you

f in d

a jo b ?

(C h e c k

ALL t h a t

44 0 H i g h

s c h o o l o r a r e a v o c a tio n a l
c e n te r c o u n s e lo r

Â« 0 Teacher or co-op coordinator
10 0 Parent, other relative or friend
>t 0 High school or area vocational
education center placement office
u 0 Public employment agency (For example,
MESC-Michigan Employment Security
Commission & CETA Youth Services.)
u 0 Private employment agency
m 0 College placement office
u 0 Other (Please specify)

14 0 No one but myself
If you are now attending a school or college, or are enrolled in a training program, please answer the questions in Part 4 . If
you are not attending a school or college, and are not enrolled in a training or apprenticeship program, please tum to
Part 5.

129

PART 3 UNEM PLOYEDâ€” LOOKING FOR WORK
Amwer this question ONLY if you are not working and are looking for a job.
QUESTION

11 Whom nasi' sou asked lor help in linding a job!
iCheck ALL thai apply.)

YOUR ANSWER
%: 0 High school or area vocational
education center counselor
u 0 Teacher or co-op coordinator
'.v 0 Parent, other relative or friend
w 0 High school or area vocational
education center placement office
n 0 Public employment agency (For example,
MESC-Michigan Employment Security
Commission & CETA Youth Services.)
u 0 Private employment agency
si 0 College placement office
ss 0 Other (Please specify)
u 0 None of the above

If you are now attending a school or college, or are enrolled in a training or apprenticeship program, please answer the
questions in Part 4 on this page. If you are nol working and not attending a school or college, or enrolled in a training or
apprenticeship program, please turn to Part S.
PART 4 EDUCATION
Complete Part 4 ONLY if you are now attending a school or college, or are enrolled in a training or apprenticeship
program.
Hietu' nil *n (hr name o' >ou? School College framing oÂ» Apprentice Program

City

YOUR ANSWERS

QUESTIONS
t2 Check the type of school or program you are now
attending.
(Check only ONE.)

s0

High school

0 1-year college vocationaltechnical program

0 2-year college vocationaltechnical program

0 2-year college liberal arts program
0 4-year college or university
0 Business or trade school
0 Apprentice Program
0 Other (Please specify)

13. My major area of study (or training)
is -----------------------------------------------

14. In your major area of study (or training), how
much do you use the vocational training you
received in your high school or area vocational
education center?
(Check only ONE.)

n 0 A lot
0 Some
0 Hardly any
0 None

15. Check all who assisted you in finding and/or
getting into your present educational or training
program.
(Check ALL that apply.)

m0

High school or area vocational
education center counselor
m 0 Teacher or co-op coordinator
ro 0 Parent, other relative or friend
n 0 High school or area vocational
education center placement office
n 0 Training or apprentice program recruiter
n 0 Other (Please specify)

74 0 No one but myself
Please turn to Part 5

130

D tâ€˜paNrm*ni o< ld u ia .> o ;.

SCHOOL DISTRICT LABEL

FOLLOW -UP SURVEY O F FORMER STUDENTS
We are writing you, as a former high school student, to ask your help in improving some of
the courses you took in school. By answering a few questions about what you are doing now
and giving us your opinions, you can help us plan to make the courses better for students in
the future.
Please take a few minutes to answer the questions and mail back your answers and opinions.
We re counting on your help.
Thank you very much.
Please answer the questions by putting an "x" in the box
next to the answer of YOUR CHOICE or by filling in the
blank.
1. Are you now attending a school or college, or
enrolled in a training program, or working as an
apprentice?
(Check ON LY O N E .)
.
* If you answered "no".
Yes is 0
No
is 0
please turn the page
and go to Question 4.

. . . I ? 1. ,

I -

-|U;S;

r\

'

-

V

LVis

. If you answered "yes",
â€˜ please go on to QuesÂ
tion 2 beluw.

'C

I

â–  ______

i

i

2. In your major area of study (or training), how
much do you use the vocational training you
received in your high school or area vocational
education center?

Â»0
0
0
0

A lot
Some
Hardly any
None

(Check ONLY O N E .)

3. Check the type of school or program you are
now attending.
(Check ON LY O N E . )
ir 0
0
0
0
0
0
0
0

High school
1-year college vocational-technical program
2-year college vocational-technical program
2-year college liberal arts program
4-year college or university
Business or trade school
Apprentice Program
Other _________________________________

please
o
Question 4Â°on the
next page.
----- ------------------

*
*
i

. ;

131

4. If you are working for pay, about how many
HOURS PER WEEK do you work? Write Ihe
number of hours per week in ihe box,

I
f.t

If you arc not working tors

pay, pleat* *suM>

. lion 10 on the next pate

*â– 

r

If

1( you

a re w orking (or
pay, p le ase go to Q u e s Â
tion 5 below .

â€˜ i.

V________,
5. On your present job, how much do you use the
vocational training you received in your high
school or area vocational education center?
(Check ONLY ONE.)

â– 0

6. Overall, how satisfied are you with your present
job?
(Check ONLY ONE.)

ii 0
E
E
E

lot
Some
Hardly any
None
A

E
E
El

ft

Very satisfied
Somewhat satisfied
Not very satisfied
Not at all satisfied

7. On my present job I am paid about
n $ _______________ per hour.
e.

P le a s e fill in t h e n a m e o f t h e c o m p a n y w h e r e y o u w o r k

M-

C o m p a n y s S tr e e t A d d r e s s

C ity

S ta te

Z ip C o d e

P le a s e fill in t h e n a m e o f y o u r jo b

P le a s e list I h e t h r e e m o s i i m p o r t a n t t h i n g s y o u d o o n y o u r jo b

LEAVE B U N K

1.

3.
P le a s e fill in t h e n a m e o f y o u r j o b s u p e r v is o r

9. The high school job training that you and
other former students received usually gets
good ratings when we ask supervisors. We
may need to ask your supervisor about the
training you received in high school. Is that
OK with you?
Yes Â» 0
Please fill in your supervisor's work
phone number (
r

No 0

t u t Coat

)

Please ( o on to

â€œ I'

132

15. COMMENTS

10. Are you looking for a job?
(Check ONLY ONE.,
Yes

I, Q

No

Please make any comments and/or suggestions you
believe are needed to improve some of Ihe courses
you took or services you received while in high
school. Also, add any general comments or suggesÂ
tions you have about your school experience.

0

11. Are you in ihe military service?
(Check ONLY ONE.)
Yes

m0

No

[3

12. Are you a homemaker?
(Check ONLY ONE.)
Yes

Â« [T|

No

0

400

13. What is your sex?

0

Male
Female

14. Please identify yourself as a member of
one of the groups of people listed below.
(Check ONLY ONE.)
4i 0
0
0
0
0

American Indian or Alaskan Native
Asian or Pacific Islander
;
Black, not of Hispanic Origin
Hispanic
.
White, not of Hispanic Origin
\

â€¢.

. ,

' Picate fo to Question 15.

-

. /

(SC H O O L U SE O N L Y )
1. Yes

41

No

0

C 4) 0

or L 4i 0

41 0

2. Yes

44

0 f

4. Yes â€¢ 0
No
m
S. Yes W 0
No * 0

ID.

6. OEI

7. PSN

Name of Program
6. If an AREA CENTER or
CIK>
SHARED TIME program,
report respondent's home u
district identification.
9. Telephone n>0
Mail n 0

CODI

i t ' '

*

133

VI Â«M S-A

i/u

M i c h i g a n D e p a r t m e n t u ( E d u c a tio n

SCHOOL DISTRICT LABEL

1 9 8 2 FO LLO W -UP SURVEY O F 1981 STUDENTS
We are writing you, as a former high school student, to ask your help in improving some of
the courses you took in school. By answering a few questions about what you are doing now
and giving us your opinions, you can help us plan to make the courses better for students in
the future.
The courses we are writing you about are those that you took in "vocational education" in
order to get ready for a job after high school. The courses you took might have been in auto
mechanics, office work, marketing and selling, agricultural production, welding and cutting,
data processing, child care, small engine repair, electronics, food management,
cosmotology, or one of many others possible.
Please take a few minutes to answer the questions and mail back your answers and opinions.
We're counting on your help.
Please answer the questions by putting an "a" in the boa
Thank you very much
neat to the answer of YOUR CHOICE or by filling in the
blank.
Are you now attending a school or college, or
enrolled in a training program, or working as an
apprentice?
(Check ONLY ONE.)
BT/ lf you answered â€œno";j
Yes ii â–¡
No ii E
H f please : turn'the'-page
F
If you answ ered â€œ y e iâ€ ,
please go on to Q uealion 2 below .

and go to Question 4.

r - iL U .V -L

.
Kâ€™-.i
_

................M

2. In your major area of study (or training), how
much do you use the vocational training you
received in your high school or area vocational
education center?
(Check ONLY ONE.)

A lot
Some
Hardly any
None

E
E
E

3. Check the type of school or program you are
now attending.
(Check ONLY ONE.) &
CQ 1-year college vocational-technical program
0Q 2-year college vocational-technical program
â–¡ 2-year college liberal arts program
E 4-year college or university
E
Business or trade school
E
Apprentice Program
E Other ________________________________

Jf**
Plcaie

* /. Â» Â° v

Question
lion 4 on th e.jS VrffV: - j i j
nexT-pagtjgiffcd
--Â»k

â– 

ja a a U M s ^

â€¢:

â€¢â€¢

134

Are you working for payf

4.

\
No

Yes Â» 0

it 0

If you arc not working for-; .
pay, please go to Question 9. "4- i t ' 'â€™4''^

â€œ

M - â– 
; If you are working
for pay, please
, answer questions
75, 6, 7, 8.

---------S-,-

9.

Are you looking for
(Check ONLY ONE.)
Yes v 0

5. About how many HOURS PER WEEK do you
work? Write the number of hours per week in
the box.

10.

c

at 0
0
0
0

I

.

r 0

No

as 0

11. Are you a full-time homemaker?
(Check ONLY ONE.)
Yes ,a Â» 0

No

a*0

12. What is your sex?

A lot
Some
Hardly any
None

ao 0
0

7. Overall, how satisfied are you with your present
job?
(Check ONLY ONE.)
aa 0
0
0
0

job?

Are you in the military service?
(Check ONLY ONE.)
Yes as 0

6. On your present job, how much do you use the
vocational training you received in your high
school or area vocational education center?
(Check ONLY ONE.)

No

a

Male
Female

13. Please identify yourself as a member of
one of the groups of people listed below.
(Check ONLY ONE.)

Very satisfied
Somewhat satisfied
Not very satisfied
Not at all satisfied

ai 0

0
0
0
0

American Indian or Alaskan Native
Asian or Pacific Islander
Black, not of Hispanic Origin
Hispanic
White, not of Hispanic Origin

6. On my present job I am paid about
a i$ _______________ per hour.

Please go on to
Question 9.

P ieasego to Question; 14.'.'

A

iu_
( S C H O O L USE O N L Y )

1.

C

2.

Â» 0

or L

0

6.
6.

Yes

ii 0

No

0

1. Yes

M0

No

0

4. Yes

15 0

No

0

H

* 0

a n d /o r

5. Yes

H

0

H Â« 0

No
or

LEP

S. N.?
9.

LEP
0
0

or D

0

OE Â«,

__________

m .l 1 I

11

If an AREA CENTER or
SHARED TIME program,
report respondent's home
district identification.
Telephone
Mail

Â» 0
0

.-v;
________

7. PSN e l I 1 I

_L

Proxy Â» 0

i i I i

BIBLIOGRAPHY

BIBLIOGRAPHY

Anderson# B a r b a r a Swanson. "A Comparison o f Two Methods o f I n s t r u c Â
t i o n in O f f i c e S k i l l s : C l a s s r o o m - L a b o r a t o r y and C la ssr oo mL a b o r a t o r y With C o o p e r a t i v e Work E x p e r i e n c e . " 1973.
(ERIC
Document No. ED 082 049)
Belmont# Mitc hel R o b e r t .
" I n v e s t i g a t i o n o f Job S a t i s f a c t i o n Among
C o r r e s p o n d e n c e S e c r e t a r i e s . " D.B.A. d i s s e r t a t i o n , L o u i s i a n a
S t a t e U n i v e r s i t y , 1978.
( M i c r o f i l m AC 801 , M6826)
B r a l l s f o r d , Amelia T. "The E f f e c t i v e n e s s o f C o o p e r a t i v e E d u c a t i o n . "
1982.
(ERIC Document No. ED 215 139)
B r a t n e r , S. T.
"Follow-Up S t u d i e s : Who B e n e f i t s . "
t i o n a l J o u r n a l 5 0 ( 3 ) ( 19 75 ) : 2 6 - 2 7 .

American VocaÂ

Br een , E. F . , and Freeman, N. "An A p p r a i s a l o f t h e I n d u s t r i a l CooperÂ
a t i v e E d u c a t i o n Program Based on R esp on se s From S t u d e n t s and
E m p lo y e r s ." Warren, M ic h .: Macomb County Community C o l l e g e ,
1978.
B r e g l i o , V i n c e n t J . , and o t h e r s .
"An A ss es sm ent o f School S u p e r v i s e d
Work E d u c a t i o n Programs. P a r t I I :
Urban C o o p e r a t i v e Work EducaÂ
t i o n Programs and Follow-Up S tu d y .
F i n a l R e p o r t Volume 2 : Work
E d u c a t i o n Program Outcomesâ€” A Twenty-Four Month Follow-Up S t u d y . "
1976.
(ERIC Document No. ED 133 430)
Brockmann, L. 0.
" C o o p e r a t i v e Work E x p e r i e n c e E d u c a t i o n â€” A Study i n
S u c c e s s T w ent y- Si x t o F o r t y Years L a t e r . " 1972.
(ERIC Document
No. ED 079 555)
Brown, S y l v i a J .
" C o o p e r a t i v e E d u c a t i o n and C a r e e r Development:
C o m p a r at iv e Study o f A lum ni ." 1976.
(ERIC Document No.
ED 141 503)

A

B r y a n t , Raymond E a r l .
"Job S a t i s f a c t i o n : A Study o f E d u c a t i o n a l and
Demographic V a r i a b l e s Among High School G r a d u a t e s 1n 1 9 72 ."
U n i v e r s i t y o f C o n n e c t i c u t , 1981. D i s s e r t a t i o n A b s t r a c t s
I n t e r n a t i o n a l 43 (November 198 2) .

136

137

C h it f , Robert Atlvo.
" P e r s p e c t i v e s and P r a c t i c e s o f C o o p e r a t i v e
V o c a t i o n a l E d u c a t i o n T e a c h e r / C o o r d i n a t o r s R e l a t i n g t o t h e TeachÂ
ing o f O c c u p a t io n a l S u r v i v a l S k i l l s t o C o o p e r a t i v e V o ca ti on al
E d u c a ti o n S t u d e n t s . " Ed.D. d i s s e r t a t i o n , U n i v e r s i t y o f I l l i n o i s
a t Urbana Champaign, 1980.
C o n g r e s s i o n a l Q u a r t e r l y Almanac 40 ( 1 9 8 4 ) : 457.
Cross, P a t r i c i a .
"The I n t e g r a t i o n o f L e a r n i n g and E a r n i n g : CooperaÂ
t i v e E d u c a t i o n and N o n t r a d l t l o n a l S t u d y . " ERIC/H1gher E d u c a ti o n
Rese arc h R e p o r t No. 4 .
1973.
Dawson, J . Dudley.
"The B r e a d t h o f L e a r n i n g 1n C o o p e r a t i v e Work
Experience."
(Adapted from a p a p e r p r e s e n t e d a t t h e 16th I n t e r Â
n atio n al Conference f o r C ooperative Education, L o u i s v i l l e ,
Kentucky, A pr il 2 3 , 19 8 0. ) J o u r n a l o f C o o p e r a t i v e E d uc a ti o n
17(1) ( 1 9 8 0 - 8 1 ) : 7 2 - 7 3 .
Dewar, Thadys.
"Choosing V a r i o u s I n s t r u c t i o n a l Methods t o Teach
S k i l l s , Knowledges and A t t i t u d e s . " NBEA Yearbook #9. Re s to n ,
V a .: 1981.
E g g l e s t o n , Jo hn.
Work E x p e r i e n c e 1n Secondary S c h o o l s .
Ro ut !e dg e & Kegan P a u l , 1982.

London:

E p t i n g , L u t h e r Broo ks .
"A C om p a r a ti v e A n a l y s i s o f t h e Job S a t i s f a c Â
t i o n o f 1973-78 M i s s i s s i p p i S t a t e U n i v e r s i t y E n g i n e e r i n g GraduÂ
a t e s From C o o p e r a t i v e and N o n - C o o p e r a ti v e P r o g r a m s . " Ed.D.
d i s s e r t a t i o n , M i s s i s s i p p i S t a t e U n i v e r s i t y , 1980.
Evans, R u p e r t N . , and H e r r , Edwin L. F o u n d a t i o n s o f V o c a ti o n a l
E d u c a t i o n . 2nd e d . Columbus, Ohio: C h a r l e s E. M e r r i l l
P u b l i s h i n g C o . , 1978.
F r a n k e l , S. M. "An Asse ss men t o f School S u p e r v i s e d Work E d u c a ti o n
P r o g r a m s . " E x e c u t i v e Summary. S a n t a Monica, C a l i f . : Systems
Development C o r p . , 1973.
(ERIC Document No. ED 081 998)
F r a z i e r , W il li am D . , and H a r r i s , James L. "A Comparison o f Two
Follow-Up Methods t o Survey O c c u p a t io n a l T r a i n i n g G r a d u a t e s . "
S t i l l w a t e r , Oklahoma: R es ea r c h C o o r d i n a t i n g U n i t , S t a t e
Department o f V o c a t i o n a l E d u c a t i o n , 1970.
Freeman, Nancy S.
"An A p p r a i s a l o f t h e I n d u s t r i a l C o o p e r a t i v e
E d u c a t i o n Program Based on S e l e c t e d C h a r a c t e r i s t i c s o f t h e
S t u d e n t s and T h e i r Academic P e r f o r m a n c e . " 1978.
(ERIC Document
No. ED 161 497)

138

_________ . "An A p p r a i s a l o f t h e I n d u s t r i a l C o o p e r a t i v e E d u c a t i o n
Program Based on Re sp on se s From S t u d e n t s and Employers. S u p p le Â
mental R e p o r t No. 3 : The Women S t u d e n t s . â€ 1978.
(ERIC Document
No. ED 161 498)
Fry* B e t ty C. "Pro mo tin g B u s i n e s s E d u c a t i o n Through Use o f F ol lo w Up I n f o r m a t i o n . " In B u s i n e s s E d u c a t i o n f o r u m Yearbook*
(Aprll-May 1983): C h a p t e r 2 2 .
G ess, La r ry R. "A N a t i o n a l P o l i c y f o r Job C r e a t i o n and Youth DevelÂ
o p m e n t ." VocEd ( J o u r n a l o f t h e American V o c a t i o n a l A s s o c i a Â
t i o n ) 53 (6) ( 1 9 7 8 ) : 4 3 - 4 7 .
H a in e s , P e t e r G . , and O z e l l o , Lawrence.
"How High School C o o p e r a t i v e
T r a i n e e s F a r e 1n t h e Labor M ark et.
Phase C* A Follow-Up Study
o f 1964 G r a d u a t e s Ten Months A f t e r G r a d u a t i o n . " E a s t L a n s i n g :
Michigan S t a t e U n i v e r s i t y , J u l y 1967.
Hamlin, Michael A. "A G r a d u a t e E v a l u a t i o n o f t h e C o o p e r a t i v e EducaÂ
t i o n Program, Annandale Campus, and a Com pa rat ive A sse s s m en t o f
Two-Year C o o p e r a t i v e E d u c a t i o n and N o n - C o o p e r a ti v e E d u c a ti o n
G rad uat es * C a r e e r Development f o r t h e Years 1974, 1975, and
1 9 7 6 . " Annandale: N o r t h e r n V i r g i n i a Community C o l l e g e , 1978.
H e l l l w e l l , Michael George.
"The Meaning and Value o f Work o f S e n i o r
C o o p e r a t i v e V o c a t i o n a l and S e n i o r N o n c o o p e r a t i v e Academic S t u Â
d e n t s a t Bayonne High S c h o o l . " Ed.D. d i s s e r t a t i o n , R u t g e r s
U n i v e r s i t y , 1981. D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l 42
( O ct o b er 1981).
H e r r n s t a d t , Erwin; H o r o w i tz , M o r r i s A .; and Sum, Andrew. " T r a n s i Â
t i o n From School t o Work: The C o n t r i b u t i o n o f C o o p e r a t i v e
E d u c a t i o n Programs a t t h e S econdary L e v e l . " F in a l R e p o r t .
B os to n, M as s.: D ep art m ent o f Economics, N o r t h e a s t e r n U n iv e r Â
s i t y , August 1979.
(ERIC Document No. ED 183 721)
Hopkins, Anne H.
New J e r s e y :

Work m d
S a t i s f a c t i o n I n Jttie P u b l i c S e c t o r .
Rowman and A l l a n h e l d , 1983.

Hoppock, R o b e r t . Job S a t i s f a c t i o n . New York: H arp er and Row,
1935. C i t e d 1n H op kin s, Anne H. Work and Job S a t i s f a c t i o n 1n
t h e P u b l i c S e c t o r . New J e r s e y : Rowman and A l l a n h e l d , 1983.
Humbert, J a c k T . , and Woloszyk, Carl A. " C o o p e r a t i v e E d u c a t i o n . "
Columbus: The N a t i o n a l C e n t e r f o r R es e a r c h 1n V o c a t i o n a l
E d u c a t i o n , Ohio S t a t e U n i v e r s i t y , 1983.
(ERIC Document No.
ED 212 910)

139

K in g s to n , Carmel a C. "A Study o f t h e S t a t u s and E f f e c t i v e n e s s o f
C o o p e r a t i v e O f f i c e E d u c a t i o n 1n New J e r s e y , 1 9 6 8 - 6 9 . â€ 1970.
(ERIC Document No. ED 060 182)
Knowles, A. S . , ed. Handbook o f C o o p e r a t i v e E d u c a t i o n .
J o s s e y - B a s s , 1971.

San F r a n c i s c o :

Laney, Anna H a r r i s .
"A Study o f Key F a c t o r s o f C o o p e r a t i v e EducaÂ
t i o n and T h e i r R e l a t i o n s h i p t o Academic-Major R e l a t e d Employment
o f G r a d u a t e s . â€ Ed.D. d i s s e r t a t i o n , The C a t h o l i c U n i v e r s i t y o f
America, 1981.
Lewis, Morgan V . ; Cl yde , G e r a l d P . ; McKee, Duane E . ; and Kozak, Lee Ann.
J ac o b J . Kaufman, P r o j e c t D i r e c t o r .
â€C o s t - E f f e c t 1 v e n e s s Study
o f Work E x p e r i e n c e P r o g r a m s . â€ A R es ear ch P r o j e c t 1n V o c a t i o n a l
Ed u c a ti o n Conducted Under P a r t C of P u b l i c Law 90-576.
U n iv e r Â
s i t y P a r k : I n s t i t u t e f o r Resea rc h on Human R e s o u r c e s , P e n n s y l Â
v a n i a S t a t e U n i v e r s i t y , November 1976.
Lendo, A r t h u r J .
â€œReviews o f t h e L i t e r a t u r e . â€ The J o u r n a l o f
C o o p e r a t i v e E d u c a ti o n 20 ( S p r i n g 1984 ): 99 .
Lupton, D. K e i t h , ed. The S t u d e n t 1n S o c i e t y .
L i t t l e f i e l d , Adams, & C o . , 1969.

Totowa, New J e r s e y :

Lloyd, Gary M. â€An A ss ess me nt o f C o o p e r a t i v e V o c a t i o n a l E d u c a t i o n
Programs S i n c e t h e E d u c a t i o n a l Amendments o f 1 9 7 6 . â€ A N a t i o n a l
Study Conducted a t t h e N a t i o n a l C e n t e r f o r R es ear ch 1n V o c a t i o n a l
E d u c a t i o n , The Ohio S t a t e U n i v e r s i t y .
Utah S t a t e O f f i c e o f
E d u c a t i o n , August 1981.
Mason, Ralph E . ; H a i n e s , P e t e r G . ; and F u r t a d o , L o r r a i n e T. CooperaÂ
t i v e O c c u p a t io n a l E d u c a t i o n And ..Work Ex p e r i e n c e I d Â± h s C u r r i c u l u m .
3 r d ed.
D a n v i l l e , 1 1 1 . : The I n t e r s t a t e P r i n t e r s & P u b l i s h e r s ,
1981.
M a t o s - B e t a n c o u r t , Minerva.
â€An Assessment o f t h e C o o p e r a t i v e O f f i c e
E d u c a t i o n Program In P u b l i c High S c h o o l s o f P u e r t o R 1 co . â€ Ed.D.
d i s s e r t a t i o n , U n i v e r s i t y o f Kentucky, 1980.
Meyer, Warren G . ; Cr awford, Lucy; and K l a u r e n s , Mary K. C o o r d i n a t i o n
1n C o o p e r a t i v e V o c a t i o n a l E d u c a t i o n . S p r i n g f i e l d , 1 1 1 . :
C h a r l e s C. Thomas P u b l i s h e r , 1975.
M id d le to n , M. A. "An E v a l u a t i o n o f t h e Work E x p e r i e n c e E d u c a t i o n
Program 1n F iv e Vancouver Secondary S c h o o l s . " Re s ea r c h R e p o r t
7 5 - 1 9 , Vancouver ( B r i t i s h Columbia) Board o f T r u s t e e s E d u c a t i o n
S e r v i c e s Group, O c t o b e r 1975.
(ERIC Document No. ED 128 424)

1A0

Molnar, D. E. " C o s t E f f e c t i v e n e s s o f S e l e c t e d C o o p e r a t i v e V o c a ti o n a l
E d u c a t i o n Programs a s Compared With V o c a ti o n a l Programs Wi thout
a C o o p e r a t i v e Component, F in a l R e p o r t . " Columbus, Ohio: B a t t e l l e
Memorial I n s t i t u t e , 1973.
Mulcahy, Kevin F r a n c i s .
" C o o p e r a t i v e E d u c a ti o n 1n t h e Community
C o l l e g e : The Gap Between Theory and P r a c t i c e . " Ed.D. d i s s e r t a Â
t i o n , U n i v e r s i t y o f C a l i f o r n i a , Los A n g e le s , 1982.
Murphy, Herb.
" E n r o l l m e n t and Follow-Up Trend s o f S t u d e n t s o f F u l l Time Day Programs o f M in ne so ta Area V o c a t i o n a l - T e c h n i c a l I n s t i t u t e s
from 1 9 7 0 - 1 9 7 9 ." V o c a t i o n a l Follow-Up System, V o c a t i o n a l T e c h n i c a l D i v i s i o n , Min nes ota Department o f E d u c a t i o n , 1980.
Oregon.
1976 High School Follow-Up System.
"Summary o f F i n d i n g s o f
a Follow-Up Study o f O r e g o n ' s High School C l a s s o f 1 9 7 6 . " 1976.
(ERIC Document No. ED 150 400)
Osun, Samuel OluFeml.
"A Study o f t h e C o o p e r a t i v e Work E x p e r i e n c e
E d u c a t i o n 1n S e l e c t e d High S c h o o l s 1n S o u th e r n I l l i n o i s With
I m p l i c a t i o n s f o r D ev el op in g C o o p e r a t i v e E d u c a t i o n 1n N i g e r i a n
Second ary S c h o o l s . " Ph.D. d i s s e r t a t i o n , S o u t h e r n I l l i n o i s
U n i v e r s i t y a t C a r b o n d a l e , 1980.
P o o l e , V1ck1 A. "Work E x p e r i e n c e Programs Can Help Develop Human
R e l a t i o n s S k i l l s . " B u s i n e s s E d u c a ti o n Forum 3 9 ( 4 ) , pp. 9 - 1 0 .
R i c h a r d s o n , W i ll i am B . , and McFadden, J o an R."Employment
Patterns
and E a r n i n g s o f Secondary
School V o c a ti o n a l E d u c a t i o n G r a d u a t e s . "
Dep art me nt o f E d u c a t i o n , I n d i a n a S t a t e Board o f E d u c a t i o n , Purdue
U n i v e r s i t y , March 1977. (ERIC Document No. ED 146 348)
Rowe, P a t r i c i a M. " C o o p e r a t i v e Programs: E s p e c i a l l y B e n e f i c i a l f o r
Women." ,J o u r Dal M C o o p e r a t i v e E d u c a ti o n 16 ( S p r i n g 1 9 8 0 ) .
(ERIC Document No. ED 239 844)
Sanders, L e s te r.
A Comparison o f Two Methods o f P r e p a r i n g Youth f o r
Employment: C o o p e r a t i v e O c c u p a t i o n a l E d u c a t i o n V e r s u s t h e P r e p a r a Â
t o r y V o c a t i o n a l - T e c h n i c a l S c h o o l . " 1967.
(ERIC Document No.
ED 050 226)
S c o t t , Gary D . , and Chapman, A l b e r t a .
"Follow-Up o f S t u d e n t s , ImproveÂ
ment o f Pr og ram s 1n B u s i n e s s and O f f i c e and M a r k e t i n g and
D i s t r i b u t i v e E d u c a ti o n . " F in a l R e p o r t of Bureau o f V o c a t i o n a l
E d u c a t i o n . P r o j e c t No. A1880053 F. Murray: Kentucky Dep art me nt
o f E d u c a t i o n , 1981.
S U b e r m a n , H. F . , and G ln s b u r g , M. B . , e d s .
Ea si ng t h e T r a n s i t i o n
From School1ng t o Work. San F r a n c i s c o : J o s s e y - B a s s , 1976.

1^1

SUck# James M.# and Welch# F r e d e r i c k G. An E v a l u a t i o n o f Coop erai t v g If lCfltlonal f d u c a t l o n Programs J n P e n n s y l v a n i a . CVE Monograph
No. 3 , 1974. (ERIC Document No. ED 113 452)
Smith# H. S t u a r t # J r .
"The I n f l u e n c e o f P a r t i c i p a t i o n 1n t h e
C o o p e r a t i v e Program on Academic P e r f o r m a n c e . " J o u r n a l o f
C o o p e r a t i v e E d uc a ti o n 8 (November 1971): 7 - 2 0 .
Smith# P a t r i c i a C ai n ; Kendall# Lorne M.; and Hulln* C h a r l e s L.
I h fi Measurement jaf S a t i s f a c t i o n I n Work a n d R e t i r e m e n t . Ch ic ag o:
Rand McNally & C o . , 1969. In Belmont# M i t c h e l l R o b e r t .
"InvestiÂ
g a t i o n o f Job S a t i s f a c t i o n Among C o r r e s p o n d e n c e S e c r e t a r i e s . "
1978.
Stoddard# L u c l l e .
"Employer A c c o u n t a b i l i t y . "
IdUfi&tifln Yearbook 1978# p. 63.

In National Business

S t o r m s d o r f e r # E . # and F a c k l e r # J .
An Economic and I n s t i t u t i o n a l
Analysis J2f ih e C o o p e r a t i v e E d u c a ti o n P r o gr am s . Dayton, Ohio:
1973.
(ERIC Document No. ED 083 563)
T u t t l e # David C h e s t e r .
"A Follow-Up Study o f G r a d u a t e s ' and
E m p lo y er s ' O pi n io n s o f a C o o p e r a t i v e T r a i n i n g P r o g r a m . " Ed.D.
d i s s e r t a t i o n , U n i v e r s i t y o f N o rt h e rn Colorado# 1965.
(ERIC
Document No. ED 024 012)
T yl er# Henry T.
" R e p o r t o f t h e Study o f Work E x p e r i e n c e Programs 1n
C a l i f o r n i a High S c h o o l s and J u n i o r C o l l e g e s . " B u l l e t i n o f t h e
C a l i f o r n i a S t a t e D ep art m ent o f E d u c a ti o n 2 5 ( 3 ) ( 1 9 5 6 ) .
T y l e r , R. W.# and M ills# A. L. R e p o r t on C o o p e r a t i v e E d u c a t i o n :
Summary J2 f t h e N a t i o n a l S t u d y . D e t r o i t : Thomas Alva Edison
Fo undation# 1961.
In Lupton# D. Keith# e d . The S t u d e n t 1n
S o c i e t y . Totowa# N . J . : L i t t l e f i e l d # Adams# & C o . # 1969.
U n ite d S t a t e s Department o f Health# E d u c a ti o n and Welfare# O f f i c e
o f E d u c a t i o n , Bureau o f O c c u p a t io n a l and A d u l t E d u c a t i o n .
I h e Handbook; A lo cat i onal E d u c a ti o n L e g i s l a t i v e R e f e r e n c e .
Washington# D . C . : Government P r i n t i n g O f f i c e # 1978.
Van S i c k l e # H. P.
" P r o f e s s i o n a l Development o f Women." In Handbook
o f C o o p e r a t i v e E d u c a t i o n . E d i t e d by A. S. Knowles and A s s o c i a t e s .
San F r a n c i s c o : J o s s e y - B a s s # 1971.
V ocational-T echnical Education Service .
Follow-Up S u rv ey s o f 1977#
1978# 1979# and 1980 C o m p l e t e r s . L a n s i n g : V o c a t i o n a l - T e c h n i c a l
E d u c a t i o n Service#. Michigan Department o f Educa tion# 1981.

\kl

Walsh, J o h n , and B r e g l l o , V i n c e n t J .
"An A sse ss me nt o f School S u pe rÂ
v i s e d Work E d u c a t i o n P rograms. P a r t I I : Urban C o o p e r a t i v e
E d u c a t i o n Programs and Follow-Up Stud y.
E x e c u t i v e Summary."
1976.
(ERIC Document No. ED 133 423)
Wanat, John A., and S n e l l , M a r g a r e t A. C o o p e r a t i v e V o c a ti o n a l EducaÂ
t i o n . S p r i n g f i e l d , 1 1 1 . : C h a r l e s C. Thomas, P u b l i s h e r , 1980.
Webber, Kenneth G e t h i n g .
" R e l a t i o n s h i p Between Locus of C o n tr o l and
C a r e e r M a t u r i t y o f High School V o c a ti o n a l C o o p e r a t i v e E d u c a t i o n
S t u d e n t s and J ob S a t i s f a c t i o n , Jo b P e r f o r m a n c e , and Employer
S a t 1 s f a c t o r 1 n e s s . " Ph.D. d i s s e r t a t i o n , Boston U n i v e r s i t y School
o f E d u c a t i o n , 1981.
Weinberg, Ronald W i ll i a m .
"The E f f e c t s o f C o o p e r a t i v e E d u c a ti o n on
S e l f - E s t e e m and C a r e e r M a t u r i t y 1n Community C o l l e g e S t u d e n t s . "
Ed.D. d i s s e r t a t i o n , R u t g e r s U n i v e r s i t y , 1983. D i s s e r t a t i o n
A b s t r a c t s Inle.rnatj_Q.D-a] 44 (Sep tem ber 19 83 ).
W i l l e t t , George Guy. "The E f f e c t o f E x p e r i e n c e - B a s e d E d u c a t i o n on
t h e V o c a t i o n a l M a t u r i t y o f Secondary C a r e e r and V o c a ti o n a l
E d u c a t i o n S t u d e n t s . " Ph.D. d i s s e r t a t i o n , Washington S t a t e
U n i v e r s i t y , 1981.
W i l l i s , C o n s ta n c e A. " C o o p e r a t i v e E d u c a t i o n : Some P l u s e s and
M i n u s e s . " J o u r n a l o f C o o p e r a t i v e E d u c a ti o n 17 (W int er
1980-81): 39-45.
(ERIC Document No. EJ 239 895)
Wilms, W. W. " V o c a t i o n a l E d u c a t i o n and J ob S u c c e s s : The Em p lo y er 's
View ." Ph1 D e l t a Kappan 65 ( J a n u a r y 1984): 3 47 -5 0.
Wi lso n, James W. .h U .S .tp n lQ H ] P e .y e l & p m e n. t f Handbook M C o o p e r a t i v e
Education.
Jo sep h Ax elrod and Mervln B. Freedman, c o n s u l t Â
in g e d i t o r s .
J o s s e y - B a s s S e r i e s 1n H ig h e r E d u c a t i o n .
San
F r a n c i s c o : J o s s e y - B a s s , 1971.
W i ls o n , James W., and Lyons, Edward H. Work Study C o l l e g e P r o g r a m s .
New York: H a r p e r and B r o t h e r s , 1961. C i t e d 1n Lupton, D. K e i t h ,
ed . The S t u d e n t 1n S o c i e t y . Totowa, N . J . : L i t t l e f i e l d ,
Adams, & C o . , 1969.
W o l f s b e r g e r , James D a v i s . "A Study t o Dete rm ine t h e E f f e c t i v e n e s s of
t h e C o o p e r a t i v e Work E x p e r i e n c e Program a t G a v ll a n C o l l e g e 1n
A c h ie v i n g I t s S t a t e d G o a l s and O b j e c t i v e s , a s P e r c e i v e d by
S t u d e n t s . " Ed.D. d i s s e r t a t i o n , U n i v e r s i t y o f S o u th e r n C a l i Â
f o r n i a , 1983. D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l 44 (November
1983).
Went Ung , T. L . , and Lawson, T. E. E v a l u a t i n g O c c u p a t io n a l E d u c a ti o n
and T r a i n i n g P ro g ra m s. B o s to n : Allyn and Bacon, 1975.

143

Workman, Glenn 0.
"A Follow-Up Study o f t h e 1962-1966 James Wood
High School I n d u s t r i a l C o o p e r a t i v e T r a i n i n g P r o g r a m . " 1969.
(ERIC Document No. ED 072 247)
W e b s t e r ' s T h i r d I n t e r n a t i o n a l Unabridged D i c t i o n a r y .
World Book D i c t i o n a r y .
1976.

1971.

F ie ld E n t e r p r is e s Educational C orporation,