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8700534

W allac e, D onald R o b e rt

IMPACT OF THE MINORITY APPRENTICESHIP PROGRAM EXPERIENCE ON
SELECTION OF A MAJOR PREFERENCE IN THE COLLEGE OF
AGRICULTURE AND NATURAL RESOURCES BY MINORITY FRESHMEN AT
MICHIGAN STATE UNIVERSITY

M ichigan State University

University
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Ph.D.

1986

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IMPACT OF THE MINORITY APPRENTICESHIP PROGRAM
EXPERIENCE ON SELECTION OF A MAJOR PREFERENCE IN THE
COLLEGE OF AGRICULTURE AND NATURAL RESOURCES
BY MINORITY FRESHMEN AT MICHIGAN STATE
UNIVERSITY

by
Donald R obert Wallace

A DISSERTATION
Submitted to
Michigan S t a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t of the r e q u i r e m e n ts
f o r th e d e g re e of
DOCTOR OF PHILOSOPHY

Department of A g r i c u l t u r a l
1986

and E xtension Education

ABSTRACT
IMPACT OF THE MINORITY APPRENTICESHIP PROGRAM
EXPERIENCE ON SELECTION OF A MAJOR PREFERENCE IN THE
COLLEGE OF AGRICULTURE AND NATURAL RESOURCES
BY MINORITY FRESHMEN AT
MICHIGAN STATE UNIVERSITY
By
Donald Robert W allace

P u r p o s e . — To I d e n t i f y t h e

Impact t h a t p a r t i c i p a t i o n

I n t h e M i n o r i t y A p p r e n t i c e s h i p P r o g r a m CMAP> h a d on
m i n o r i t y youth and t h e i r c h o ic e of a m ajor p r e f e r e n c e
when e n r o l l i n g a t M i c h i g a n S t a t e U n i v e r s i t y ,
providing

Information to ou tsid e

facilitate

a s well

as

i n t e r e s t s t h a t might

development of s i m i l a r programs.

Emphasis

i s given t o th e s t u d e n t s '' c h o ic e of a m ajor p r i o r to
MAP p a r t i c i p a t i o n a n d t h e c h a n g e s i n t h e i r c h o i c e a f t e r
MAP p a r t i c i p a t i o n ,
were t o :

if any.

The o b j e c t i v e s o f t h e s t u d y

<i> d e v e l o p a n h i s t o r i c a l

m inority p a rtic ip a tio n

background of

in a g r i c u l t u r a l

education

o p p o r tu n itie s w ith in the post-secondary a g r i c u lt u r a l
system;

(2 ) d e t e r m i n e t h e Impact p a r t i c i p a t i o n

in th e

M i n o r i t y A p p r e n t i c e s h i p P r o g r a m h a d on t h e s e l e c t i o n o f
a m a j o r p r e f e r e n c e o f t h o s e MAP p a r t i c i p a n t s e n t e r i n g
c o lle g e during Fall
participation

1985;

a n d <3) d e t e r m i n e t h e

impact

i n MAP h a d on t h e s e l e c t i o n o f a m a j o r

p r e f e r e n c e o f t h o s e MAP p a r t i c i p a n t s who r e t u r n e d t o
high school

a n d would be e n t e r i n g c o l l e g e F a l l

1986.

M e t h o d — O v e r t wo h u n d r e d J u n i o r a n d s e n i o r , m a l e
and fem ale, m in o r ity hig h school

stu d en ts applied for

t h e 1 9 8 5 MAP P r o g r a m b y F e b r u a r y 1 ,
s e v e n t y - e i g h t were s e l e c t e d f o r
in c lu d e d in th e s tu d y .
groups:

1985.

One-hundred

i n t e r v i e w s and were

T h e y w e r e d i v i d e d i n t o t wo

<1> m i n o r i t y s t u d e n t s s e l e c t e d t o p a r t i c i p a t e

i n t h e 1985 MAP P r o g r a m ;

a n d <2> m i n o r i t y s t u d e n t s

s e l e c t e d t o s e r v e a s a l t e r n a t e s t o r e p l a c e any s t u d e n t
c h o s e n a s a p a r t i c i p a t e b u t who d i d n o t a c c e p t .
s t u d e n t s w e r e c l a s s l f l e d -as " P a r t i c i p a n t "

or

"A lternate"

the

experience.
Initial

b a s e d on a c t u a l

completion of

The

1985 MAP

D a t a f o r t h e s t u d y was g a t h e r e d d u r i n g t h e

i n t e r v i e w a n d p o s t - MA P s u r v e y .

The t wo g r o u p s

w e r e c o m p a r e d by u s e o f t h e c h i - s q u a r e t e c h n i q u e .
F i n d i n g s — Over f o r t y p e r c e n t o f t h e m i n o r i t y
s t u d e n t s who p a r t i c i p a t e d

in t h e

1985 M i n o r i t y

A p p re n tic e s h ip Program chose a m ajor p r e f e r e n c e
a g r i c u l t u r e and n a tu r a l

in

r e s o u r c e s by t h e e n d o f t h e i r

second term a t Michigan S t a t e U n i v e r s i t y o r s e l e c t e d a
major p r e fe r e n c e

in a g r i c u l t u r e

and n a t u r a l

when a p p l y i n g f o r a d m i s s i o n f o r F a l l
percentages are sim ila r fo r males,
Juniors,

or high school

seniors.

resources

Term 1986.

fem ales, high school
The MAP e x p e r i e n c e

a p p e a r s t o p r o v i d e an a w a r e n e s s o f a g r i c u l t u r a l
natural

The

and

r e s o u r c e c a r e e r s a n d g e n e r a t e an i n t e r e s t

p u rsu in g a major w ith in

the programs a v a i la b l e

in

in the

C o l le g e of A g r i c u l t u r e and N a tu ra l

R e s o u rc e s , Michigan

S tate U niversity.
S t u d e n t s In t h e
Interest
careers.

in p u r s u i n g

A l t e r n a t e Gr oup l n t l c a t e no
agricultural

and n a tu r a l re s o u rc e

Th e i n t e r e s t d o e s n o t v a r y

of sex or th e year

in e i t h e r

in s c h o o l .

S t u d e n t s In b o t h

t h e P a r t i c i p a n t Gr o u p a n d t h e

A l t e r n a t e Group h a v e s i m i l a r b a c k g r o u n d s .
achievement,

sex,

the case

year

in s c h o o l ,

background were not f a c t o r s

Academic

community, o r e t h n i c

in t h e s t u d e n t s s e l e c t i o n

in to the P a r t i c i p a n t

Gr oup n o r w e r e t h e y f a c t o r s i n

s t u d e n t s c h o ice of a

major p r e f e r e n c e .

the

ACKNOWLEDGEMENTS
The w r i t e r w i s h e s t o e x p r e s s h i s s i n c e r e
appreciation

to a l 1 those a s s i s t i n g

in th e c o m pletion

of t h is study.
Deep g r a t i t u d e

i s e x p r e s s e d t o Dr. H a r r i s o n

G a r d n e r , Chairman of h i s Guidance Committee,
constant support,
and g u id an c e

encouragement,

for h is

hours of a s s i s t a n c e ,

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

Appreciation

i s a l s o e x p r e s s e d t o Dr . F r e d

Peabody, Dr. C a r r o l l

Wamhof f , a n d D r . Mary l e e D a v i s who

s e r v e d a s me mb e r s o f t h e G u i d a n c e c o m m i t t e e .
Appreciation

i s e x p r e s s e d t o Dr. James J a y ,

A s s i s t a n t D i r e c t o r f o r Academic and S t u d e n t A f f a i r s ,
C ollege of A g r i c u l t u r e and N atural

R e s o u rc e s, Michigan

S t a t e U n i v e r s i t y a n d Mr. Bob L a P r a d ,
MAP P r o g r a m ,

for th eir

D i r e c t o r of t h e

f a i t h and encouragement

in the

development of t h i s s t u d y .
The w r i t e r
who p a r t i c i p a t e d

is

in d e b t e d t o the s t u d e n t s and p a r e n t s

in t h i s s t u d y .

To Mr. R o o s e v e l t

W i l s o n who p r o v i d e d e n c o u r a g e m e n t , s u p p o r t ,
valuable a ssista n c e
Finally,

in making t h i s s t u d y p o s s i b l e .

grateful

w r i t e r ' s fam ily.

appreciation

To h i s w i f e ,

d a u g h te r, Jayne; and f a t h e r ,
belief,

faith

and

is expressed to the

Linda; mother,

Doris;

D o n a l d , w i t h o u t whos e

and encouragement t h i s s t u d y c o u ld n ev er

have been co m p leted .
i1

TABLE OF CONTENTS

Page
ACKNOWLEDGEMENTS

ii

LI ST OF T A B L E S ....................................................................................

vi

LIST OF FIGURES....................................................................................... v l l l
LIST OF AP PE NDI CES..........................................................................

Ix

CHAPTER
I.

II.

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

1

S t a t e m e n t o f t h e P r o b l e m ..............................
S i g n i f i c a n c e o f t h e P r o b l e m .........................
O b j e c t i v e s .................................................................
R e l a t i o n s h i p s t o b e E x p l o r e d ....................
A s s u m p t i o n s .................................................................
R e s e a r c h Q u e s t i o n s .............................................
H y p o t h e s e s .................................................................
D e f i n i t i o n o f T e r m s .............................................
L i m i t a t i o n s o f t h e S t u d y ..............................

11
14
16
18
19
20
21
23
24

REVIEW OF RELATED LITERATURE..........................

26

I d e n t i f y i n g and D e f in in g the Land-Grant
S y s t e m ......................................................................
E s t a b l i s h i n g the H i s t o r i c a l Background
of M i n o r i t y P a r t i c i p a t i o n in
A g r i c u l t u r a l Programs a t Land-Grant
I n s t i t u t i o n s .......................................................
D e t e r m i n i n g t h e E f f o r t s Made t o R e c r u i t ,
R e t a i n , and G raduate M i n o r i t i e s
From t h e A g r i c u l t u r a l P r o g r a m s . . .
A s s e s s i n g t h e C u r r e n t Demand f o r
P r o f e s s i o n a l s Wi t h an A g r i c u l t u r a l
E d u c a t i o n by t h e A g r i c u l t u r a l I n d u s t r y
A s s e s s i n g t h e C u r r e n t A b i l i t y o f LandG r a n t I n s t i t u t i o n s t o Meet t h e Demand
f o r Employable M in o r ity P r o f e s s i o n a l s
by t h e A g r i c u l t u r a l I n d u s t r y . . . .
ill

26

33
41
45

49

CHAPTER
III.

Page
RESEARCH PROCEDURES.......................................

56

I n t r o d u c t i o n ............................................................
S e l e c t i o n o f t h e P o p u l a t i o n ..........................
Development and R e fine m e nt of t h e
I n s t r u m e n t ............................................................
E s t a b l i s h i n g P r o c e d u r e s of Data
Col 1e c t I o n . .......................................................
C o l l e c t i o n o f D a t a .............................................
P ro c e d u re s f o r Treatmentof the Data .
Summar y...........................................................................
IV.

V.

PRESENTATION AND ANALYSIS OF DATA.

. . .

56
56
60
61
64

72
74

75

MAP P a r t i c i p a n t Gr oup Compa r e d w i t h
MAP A l t e r n a t e G r o u p ........................................
Summary...........................................................................
A n a l y s i s o f D a t a ..................................................
C h a r a c t e r i s t i c s of th e S t u d e n t s S t u d i e d

76
81
81
81

SUMMARY, CONCLUSIONS, AND IMPLICATIONS .

88

Summary o f What Had Been t h e L e v e l o f
P a r t i c i p a t i o n of M i n o r i t i e s in th e
A g r i c u l t u r a l and N a tu ra l R e so u rce s
I n d u s t r y .................................................................
Summary o f What Had Been t h e L e v e l o f
M i n o r i t i e s in C o l le g e and U n i v e r s i t y
A g r i c u l t u r e and N atu ral Resource
P r o g r a m s .....................................................
90
Summary o f t h e E f f o r t s C o l l e g e s a n d
U n i v e r s i t i e s Had Made t o I n c r e a s e
t h e E n r o l l m e n t s o f M i n o r i t i e s Wi t h
a Major P r e f e r e n c e in A g r i c u l t u r e
and N atural R esources. .
....................
Summary o f C u r r e n t E f f o r t s o f C o l l e g e s
and U n i v e r s i t i e s t o I n c r e a s e M in o rity
E n r o l l m e n t s Wi t h a M a j o r P r e f e r e n c e
in A g r i c u l t u r e and N atu ral R e so u rc e s
Summary P e r s o n a l C h a r a c t e r i s t i c s . . .
Summary o f S e l e c t i o n o f a M a j o r
P r e f e r e n c e / C a r e e r ..................................
93
C o n c l u s i o n s ......................................................
94
Conclusions R e la tiv e to Hypothesis
Number O n e .................................................
95
Conclusions R e la tiv e to Hypothesis
Number T w o .................................................
95
Conclusions R e la tiv e to Hypothesis
Number T h r e e .......................................................
I m p l i c a t i o n s o f t h e S t u d y ...................
97
iv

89

92

91
92

96

Page
BIBLIOGRAPHY ..........................................................................................

102

AP PE NDI CES..................................................................................................... 107

v

C h a p t e r One
Introduction
As t h e t h e y e a r 2000 a p p r o a c h e s ,
p l a c e d on t h e a g r i c u l t u r a l
ever before.

A potential

t h e d e ma n d s

c o mmu n i t y a r e g r e a t e r t h a n
s e v e r e s h o r t a g e of

p r o f e s s i o n a l s w ith th e n e c e s s a r y s k i l l s and backgrounds
to enter a g ric u ltu ra l

careers currently e x ists.

t h e b e g i n n i n g of t h e American e x p e r i e n c e ,
been a s t r o n g a g r a r i a n community;

to feed i t s e l f .

For c e n t u r i e s ,

le d t h e s t r u g g l e o f mankind

T h i s was e v i d e n t

th e Land-Grant System, n a t i o n a l
experiment s t a t i o n s ,

there has

one t h a t d e v e l o p e d

i n t o t h e envy o f t h e e n t i r e w o r l d .
s c i e n t i s t s have c o n t i n u a l l y

Since

in th e development of

network of a g r i c u l t u r a l

and t h e c r e a t i o n of th e

Cooperative Extension S erv ice.
scene had changed d r a m a t i c a l l y .

But t h e a g r i c u l t u r a l
I t be c a me a n a t i o n a l

c o n c e r n In t h e 8 0 ' s .
The n a t i o n a l

ne ws s e r v i c e c o n s t a n t l y d e p i c t e d a

d e c l l n l n g f a r m economy a n d a n e r o d i n g o f t h e
traditional
national

f a r m c ommu n i t y a n d way o f

t r e n d s Impacted a g r i c u l t u r e

life.

T h e s e t wo

i n many w a y s ,

i n c l u d i n g the p r e p a r a t i o n and a v a i l a b i l i t y of
agricultural

professionals.

I n a b r o c h u r e p u b l i s h e d by

t h e USDA, " Human Sh o r t a g e s : A T h r e a t t o A m e r i c a n
A g r l c u l t u r e " . t h e m e s s a g e was c l e a r :

"American

A g r i c u l t u r e - s o m e 20 p e r c e n t o f o u r n a t i o n ' s g r o s s
1

2
national

product-Is seriously

t h r e a t e n e d by d e e p e n i n g

s h o r t a g e s of h i g h l y q u a l i f i e d s c i e n t i s t s , m anagers, and
technical

p r o f e s s i o n a l s . " ( 1 9 8 3 , p . 3)

Agricultural

Industry r e c r u ite r s

indicated that

they were i n t e r v i e w i n g n o n - a g r l c u l t u r a l m a jo r s t o f i l l
agricultural

Jo b s becau se of a lack of c o m p e t i t i v e

c a n d i d a t e s from m a j o r s in a g r i c u l t u r e .

D u r i n g an

interview ,

C r a i g R o b i n s o n , C o l l e g e R e c r u i t e r f o r PPG

Industries,

s t a t e d t h a t he was s e e i n g f e w e r and fe w e r

can d id ates capable of e n te rin g
ranks w ithin a g ric u ltu ra l

into the p ro fessio n al

chemical s a l e s .

(January,

1986)

David Ambrose, C o l l e g e R e c r u i t e r f o r Gen era l

M ills,

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

the needed s k i l l s and backgrounds e x i s t s
Industry.

i n t h e F ood

( F e b r u a r y 1986)

T h i s s h o r t a g e w a s q u i t e a p p a r e n t when e n r o l l m e n t s
in a g r i c u l t u r e s c h o o l s were s t u d i e d .

I n 11Human

S h o r t a g e s ; A T h r e a t t o American A g r i c u l t u r e " , t h e
problem was c l e a r l y s t a t e d a s f o l l o w s :

"Some 25 p e r c e n t

f e w e r i n d i v i d u a l s w i 11 c o n s t i t u t e t h e t r a d i t i o n a l
c o l l e g e - a g e p o p u l a t i o n d u r i n g t h e c o m i n g d e c a d e . 11
(1983, p.

4)

I n an a r t i c l e

Higher Education"

f o r "The C h r o n i c l e o f

Kim McDonal d w r o t e " . . .

c o u n try 's a g ric u ltu ral

the

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

t h r e a t e n e d i f c o l l e g e s and u n i v e r s i t i e s a r e n o t a b le t o
a t t r a c t mo r e h i g h l y q u a l i f i e d s t u d e n t s .

.

."

(1984, p.

3
15)
at

Dr . T. E, H a r t u n g ,

Dean o f t h e A g r i c u l t u r e C o l l e g e

the U n iv e rs ity of Nebraska s t a t e d

. .there

s h o r t a g e of Ph.D c a n d i d a t e s In t h e p i p e l i n e .

is a

. .

( 1 9 8 3 , p . 18)
With an o b v i o u s s h o r t a g e of f u t u r e
agriculturalists

In g e n e r a l ,

the tr a d i ti o n a l

s tr o n g r e p r e s e n ta t io n of m i n o r i t i e s

lack of a

i n a g r i c u l t u r e made

t h e s t a t u s o f m i n o r i t i e s e v e n mo r e p r e c a r i o u s .
m i n o r i t i e s s t r u g g l e d t o become an I n t e g r a l

As

p a r t of the

n a t i o n ' s p r o f e s s i o n a l wor k f o r c e ,

c o l l e g e s and

u n iv ersities offering agricultural

programs needed to

f i n d e f f e c t i v e ways t o a t t r a c t ,
com petitive m in o ritie s.

retain,

Yet, h is t o r y

such a t t e m p t s had been d i f f i c u l t

and g rad u a te

indicated that

and a s y e t had been

only minimally s u c c e s s f u l.
To a p p r e c i a t e t h e s i t u a t i o n

facing those

attem pting to increase m inority p a r tic ip a tio n
agricultural

experience,

in t h e

one must have a c l e a r

u n d e r s t a n d i n g a b o u t p a s t m i n o r i t y e x p e r i e n c e s in
agriculture.

U nfortunately,

i t can be s t a t e d t h a t

m i n o r l t e s had not been a c t i v e l y
a t any l e v e l ,

from owning f a r m s o r h o l d i n g p o s i t i o n s

the a g ric u ltu ra l
professional

in v o lv e d in a g r i c u l t u r e
in

l a b o r m arket t o p u r s u i n g c o l l e g e and

careers.

Mr. C r a i g R i c h a r d s o n , C o l l e g e

R e c r u i t e r f o r PPG I n d u s t r i e s ,

indicated that

m in o ritie s are often h ired at entry

" . . .

level p o s i t i o n s but

4

a r e r a r e l y a b l e t o move i n t o u p p e r l e v e l

positons,

o t h e r t h a n t h o s e In c o mm u n i t y a n d human r e l a t i o n s . "
(January,

1986)

Y e t , most a g r i c u l t u r a l

recruiters

w a n t e d t o I n t e r v i e w m i n o r i t y c a n d i d a t e s who p o s s e s s t h e
knowledge and p e rs o n a l

s k i l l s t o be come m a n a g e r s a n d

executives.

Where w e r e t h e y a n d why w e r e n ' t t h e

agricultural

c o l l e g e s p r e p a r i n g them f o r su c h

o p p o r t u n 11 i e s ?
College r e c r u i t e r s ,

counselors,

students,

and

p a r e n t s o f t e n d i d not u n d e r s t a n d a g r i c u l t u r e and t h u s
did not see

i t as a v iab le c a re e r choice fo r those

m i n o r i t y s t u d e n t s who w e r e h i g h l y m o t i v a t e d a n d
leadership o rien ted .

When a s k e d a b o u t m i n o r i t i e s a n d

th e lack of s t u d e n t s p u r s u i n g c a r e e r s in a g r i c u l t u r e ,
r e c r u i t e r s and c o u n s e l o r s d i s c u s s e d th e
interest,
meanlngtul

poor s a l a r i e s ,
Jobs,

the

lack of c h a l l e n g i n g and

low demand f o r e m p l o y e e s ,

o th er s i m il a r type remarks.
were m isin fo rm ed

lack of s t u d e n t

and

It appeared th at stu d e n ts

about a g r i c u l t u r e and the c a r e e r s

a v a i l a b l e and t h e i r p a r e n t s , c o u n s e lo rs ,

a n d some

c o l l e g e r e c r u i t e r s had a d i s t o r t e d view of a g r i c u l t u r e .
Dr . J a m e s J a y , A s s i s t a n t D i r e c t o r o f Ac a d e m i c a n d
S tu d e n t A f f a i r s f o r th e C o lle g e of A g r i c u l t u r e and
N a tu ra l R e so u rc e s a t Michigan S t a t e U n i v e r s i t y ,
indicated that

".

. . t h e t a s k of a t t r a c t i n g m i n o r i t i e s

i n t o a g r i c u l t u r e wa s c o mp o u n d e d by m i s u n d e r s t a n d i n g s

5
a n d m i s c o n c e p t i o n s by p a r e n t s ,
community.

.

<S e p t e m b e r ,

schools,

and the

1982)

C u r r e n t c a r e e r and employment I n f o r m a t i o n d e t a i l e d
a different story.

T h e r e w e r e t h o u s a n d s o f e mp l o y me n t

o p p o r tu n itie s for m in o r i t ie s throughout the e n ti r e
agricultural

community.

I t was t h i s d l s c r e p e n c y

between t r u t h and d i s t o r t i o n
obstacle

th a t poised the g re a te s t

in g a i n i n g t h e p a r t i c i p a t i o n o f dynamic and

h i g h l y c o m p e t i t i v e m i n o r i t i e s In t h e a g r i c u l t u r a l
experience.
I f a g r i c u l t u r e w a s g o i n g t o be come a t t r a c t i v e

to

h ig h ly m o tiv a te d and c o m p e titiv e m i n o r i t i e s and begin
i n f l u e n c i n g t hem t o s e l e c t o n e o f t h e many
o p p o r t u n i t i e s a f f o r d e d to those ed u ca te d and t r a i n e d
agriculture,

in

i t w o u l d n e e d t o b e g i n t o c r e a t e an image

that depicted i t s
beyond t o t e l l

true nature

In t h e 8 0 ' s ,

the a g r i c u lt u r a l

story

9 0 's,

and

In a c l e a r e r a nd

mo r e a c c u r a t e wa y.
The p r o b l e m s w i r l i n g a r o u n d t h e
lack of

Involvement or

Involvement of m i n o r i t i e s w i t h in a g r i c u l t u r e

c a n b e a p p r o a c h e d f i r s t by l o o k i n g b r i e f l y
h i s t o r y of a g r i c u l t u r e
of a g r i c u l t u r a l

a t the

in t h e U n i t e d S t a t e s .

The r o o t s

e d u c a ti o n and th e development of

E x t e n s i o n w e r e f i r m l y f o u n d i n a d i s c o n t e n t a n d demand
f o r some f o r m o f e d u c a t i o n f o r t h e a v e r a g e f a r m e r .
According to S co tt

<1 9 7 0 ) In The R e l u c t a n t F a r m e r .

6
. f a r m e r s r e a l i z e d t h a t e d u c a ti o n beyond the
elementary

l e v e l w a s n o t t o b e r i d i c u l e d b u t r a t h e r wa s

t o b e e m b r a c e d w i t h g r o w i n g e n t h u s i a s m . 11 a n d

" . . .

t h e G ran gers and o t h e r grou ps f o r c e d th e c o l l e g e s t o
s e e k m e a n s by w h i c h t h e y m i g h t i m p r o v e t h e i r s t a n d i n g
with farm ers",

(p 37)

The F e d e r a l

recognized the ro le a g ric u ltu ra l

G o v e r n me n t

e d u c a ti o n would p lay

i n t h e g r o w t h o f o u r c o u n t r y when t h e y p a s s e d t h e 1862
M orrill

Act t h a t e s t a b l i s h e d t h e L a n d - G r a n t Sy st em .

s t e a d i l y expanded and improved a g r i c u l t u r a l
by e s t a b l i s h i n g t h e A g r i c u l t u r a l

education

Experiment S t a ti o n

s y s t e m i n 1887 a n d t h e C o o p e r a t i v e E x t e n s i o n S e r v i c e
1914.

B o t h h a v e become i n t e g r a l

It

in

p a r t s of th e t o t a l

Land-Grant System and f i r m l y e s t a b l i s h e d th e v a lu e of
agriculture

t o th e h e a l t h y f u t u r e of America.

w h a t r o l e w a s p l a y e d by m i n o r i t i e s

Yet,

In t h i s p r o c e s s o f

a g r 1c u 1t u r a 1 g r o w t h ?
H i s t o r y t e l l s us t h a t m i n o r i t i e s have been a p a r t
of the a g r i c u l t u r a l

s c e n e from t h e b e g i n n i n g .

were th e I n d i a n s t h a t p r a c t i c e d a g r i c u l t u r e
the s e t t l e r s a rr iv e d ;

They

long b e fo re

t h e s l a v e s t h a t made t h e e a r l y

p l a n t a t i o n owners p ro d u c tiv e ;

t h e m i g r a n t w o r k e r s who

p i c k e d th e f r u i t s and v e g e t a b l e s of th e o r c h a r d s and
f i e l d s of v e g e t a b l e s ;

and th e small

fa rm e rs of o t h e r

c o u n t r i e s who h a d come t o A m e r i c a f o r r e f u g e .
Morrill

When t h e

Ac t o f 1862 e s t a b l i s h e d t h e L a n d - G r a n t S y s t e m

7
of a g r i c u l t u r a l

c o l l e g e s , m i n o r i t i e s were t o be a p a r t

of t h i s g r a s s r o o t s approach to a g r i c u l t u r a l
Yet,

t h e s y s t e m t o t a l l y n e g l e c t e d them.

education.

According to

J e n c k s and Relsman <1969):
"Thus,
country
allowed
exclude

in t h e m i d - n i n e t e e n t h c e n t u r y , t h e
m i s s e d a g r e a t o p p o r t u n i t y when i t
the land-grant i n s t i t u t i o n s to
b l a c k s a n d I n d i a n s . " <p. 4 2 2 )

The r e s u l t o f s u c h a c t i o n m e a n t t h a t m i n o r i t y A m e r i c a n s
had to a t t e n d the non-w hite, predom inately black
i n s t i t u t i o n s d e p r i v i n g t he m o f m o s t o f t h e p r o g r e s s
b e i n g made In a g r i c u l t u r a l

e ducation and r e s e a r c h .

The s i t u a t i o n be c a me s o s e v e r e t h a t a s e c o n d
Morrill

Ac t h a d t o b e p a s s e d t o e s t a b l i s h a s y s t e m

s o l e y f o r them,

t h e 1890 L a n d - G r a n t S y s t e m .

t h o u g h t h e two S y s t e m s w e r e t o b e e q u a l ,
practical

Even

i t was n o t

o r p o s s i b l e f o r t h e 1890 s c h o o l s t o c o m p e t e

with the o rig in a l
attend "lesser"

1862 s c h o o l s .

Although they had to

I n s t i t u t i o n s , many b l a c k s became

le a d e r s and g i a n t s w ith in the a g r i c u l t u r a l
The I n e q u a l i t y

community.

i n t h e t wo S y s t e m s d i d c o n t r i b u t e t o t h e

image o f a g r i c u l t u r e a s a h a r d l a b o r u n r e w a r d i n g c a r e e r
area

i n t h e m i n d s o f t h e m i n o r i t y c o mmu n i t y a n d ,

particular,

t h o s e o f t h e young m i n o r i t i e s .

When l o o k i n g b a c k ,
agricultural

It

is apparent that

the

c o mmu n i t y h a s n o t r e s p o n d e d t o t h e

e mp l o y m e n t a n d e d u c a t i o n a l

needs of our n a t i o n ' s

in

8
m inority youth.

Wi t h t h e y e a r 2000 f a s t a p p r o a c h i n g ,

o n ly a few h i g h l y c o m p e t i t i v e m i n o r i t y youth a r e
participating

In t h e a g r i c u l t u r a l

i t be r e s e a r c h e r ,

educator,

e x p erien c e, whether

Extension Agent, product

m a n a g e r , c o r p o r a t e e x e c u t i v e , o r a ny o f t h e o t h e r
m u ltitu d e of c a r e e r s .

A l tho ug h few have t a l k e d

about remedies f o r t h i s a ilm en t,

Samuel P r o c t o r <1976)

suggested the following:
In o r d e r t o s u c c e e d w i t h l a r g e r b l a c k
e n r o l l m e n t s , t h e L a n d - G r a n t s c h o o l s m u s t do
the follow ing:
<a) R e c r u i t b l a c k f a c u l t y a n d s t a f f i n
n u m b e r s a n d vol ume a p p o a c h l n g t h e p r o p o r t i o n
o f b l a c k s In t h e p o p u l a t i o n .
<b) D i s t r i b u t e b l a c k s up a n d down t h e e n t i r e
s t a f f i n g p a t t e r n , g i v in g c l e a r ev id en ce of
o pe n a n d f a i r e mp l o y m e n t a n d an e a g e r n e s s t o
c o rrect previous abuses.
( c ) D e v ise m ethods of d e t e r m i n i n g t h e
r e a d i n e s s of m i n o r i t y s t u d e n t s t o cope w ith
t h e c h a l l e n g e of c o l l e g e and g r a d u a t e s t u d y .
T h is I n v o lv e s g o in g beyond t r a d i t i o n a l
t e s t i n g programs t h a t have f a i l e d to d isc o v e r
p o t e n t i a l ly e x c e lle n t black s tu d e n ts because
t h e y r e v e a l mo r e a b o u t o n e ' s p a s t o p p o r t u n i t y
than about o n e 's p re s e n t p o t e n t i a l .
<d> E x p a n d t h e s c h o o l ' s p r o g r a m , f o r m a l a n d
Informal t o In clu d e o p p o r t u n i t i e s f o r b la c k
s t u d e n t s t o a u t h e n t i c a t e t h e i r own
i n t e l l e c t u a l grow th and t o s h a r e in t h e
knowledge and e x p e r i e n c e o f t h e b l a c k w o r ld
h e r e a n d In A f r i c a .
Ce) R e l a t e t h e r e s e a r c h a n d e x t e n s i o n
a c t i v i t i e s of t h e u n i v e r s i t y t o t h e n eed s of
the to ta l p o p u latio n of the s t a t e Including
the urban b la c k s , P uerto R icans, Chlcanos,
I n d i a n s , and poor w h i t e s .
Somehow t h e n o t i o n
t h a t t h i s p u b l i c b e n e f a c t i o n known a s a

9
u n i v e r s i t y must s e r v e a l l of th e p e o p le h a s
t o b e r e i n f o r c e d , ( p . 1963
A l t h o u g h we s h o u l d h a v e b e g u n t o a d d r e s s t h e s e
apparent needs,
problems.

finding so lu tio n s presented several

Without th e h i g h l y c o m p e t i t i v e m i n o r i t y

students enrolled
impractical

In a g r i c u l t u r a l

programs,

to expect a g ric u ltu ra l

i t would be

eduation,

research,

and in d u s try co n ce rn s to in c r e a s e t h e i r m in o rity
participation.

I t a l s o would be i m p r a c t i c a l

the Land-Grant I n s t i t u t i o n s to

to expect

increase m inority

e n r o l l m e n t s w i t h o u t an e f f e c t i v e m eth od o f a t t r a c t i n g ,
retaining,

and g r a d u a tin g c o m p e titiv e m in o rity

students.

U n le ss e f f e c t i v e e f f o r t s were d e v elo p ed

p r o g r e s s would be s e v e r e l y

lim ited.

co n tin u in g increase of m in o r itie s

Because of

the

in th e p o p u l a t i o n ,

a

g e n u i n e c o mm i t m e n t w a s n e e d e d t o u p g r a d e t h e r o l e
m in o r i t ie s play

in t h e e d u c a t i o n a l

ranks of a g r i c u l t u r e .

Otherwise,

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

t h a t a g r i c u l t u r e would c o n ti n u e t o be viewed a s a
second c l a s s

i n d u s t r y by m i n o r i t y g r o u p s .

p e r c e p t i o n of a g r i c u l t u r e ,

Suc h a

by t h e f a s t e s t g r o w i n g

segment of our p o p u l a t i o n , would f u r t h e r t h e r e c e n t
d e c lin e of a g r i c u l t u r e as our n a t i o n ' s
In t h e e y e s o f t h e common c i t i z e n .
would have a m ajor n e g a t i v e
the w o r ld 's leader

leading Industry

Suc h a s i t u a t i o n

i m p a c t on A m e r i c a ' s r o l e a s

in food p r o d u c t i o n .

10
A c c o r d i n g t o Dr. Overton John so n ( 1 9 7 7 ) L an d -G ran t
I n s i t u t i o n s c o u l d Improve m i n o r i t y r e p r e s e n t a t i o n

If

t h e y would:
(1 ) Develop programs which w i l l g iv e
continuous opportunity for m in o ritie s to
remain a c a d e m ic a lly in v o lv e d and
i d e n t i f i e d w i t h a g r i c u l t u r e from y e a r t o
y e a r , summer t o summer , a n d move t o w a r d
g a i n f u l employment.
( 2 ) Remove t h e common o b s t a c l e s ( s o c i a l ,
academic, f i n a n c i a l , p s y c h o lo g ic a l,
a s p i r a t i o n a l , and r a c i a l ) which te n d t o
s t o p o r p r e c l u d e academic programs of
m inority groups.
(3) Emphasize, t o th e n a t i o n , th e economic
i m p o r t a n c e of one of o u r g r e a t e s t n a t u r a l
resources (m inorities).
( 4 ) D e v e l o p an a w a r e n e s s a n d u n d e r s t a n d i n g
among a l l f a c u l t y a n d a d m i n i s t r a t o r s i n
a g r i c u l t u r a l s c h o o l s of th e c u l t u r a l
d i f f e r e n c e s i n v o l v e d when r e c r u i t i n g ,
e d u c a t i n g , a s s i s t i n g , and e n c o u r a g in g
m inority stu d e n ts.
(5) O ffer s tr o n g t u t o r i a l programs,
p r e f e r a b l y on a o n e - o n - o n e b a s i s .
(6) Provide o p p o r tu n itie s for m inority
s t u d e n t s t o be i n t e g r a t e d i n t o s o c i a l and
c u ltu ra l a c t i v i t i e s without c a llin g
s p e c i a l a t t e n t i o n t o them.
( 7 ) Develo p an a c t i v e and e f f e c t i v e
m in o rity r e c r u i t i n g program a t the
college level.
Develop a s t r o n g s u p p o r t
program f o r m in o r ity s t u d e n t s p r i o r to the
i n i t i a t i n g of the r e c r u i tm e n t e f f o r t .
(8) Develop a c a r e e r aw are n ess program f o r
m inority stu d en ts th at h ig h lig h ts career
o p p o r t u n i t i e s in a g r i c u l t u r e .
Special
a t t e n t i o n a l s o I s needed t o a q u a in t m in o rity
s tu d e n ts with the s e l e c t i o n of r e le v a n t
co u rses of stu d y .

11
<9> P r o v i d e g u i d a n c e t o m i n o r i t y s t u d e n t s t o
a c h i e v e a b e t t e r d i s t r i b u t i o n In a g r i c u l t u r a l
a r e a s o f s t u d y . <pp. 1 3 8 - 3 9 )
The l i t e r a t u r e ,

e x p e r t s on m i n o r i t y n e e d s i n

c o l l e g e , a n d m i n o r i t y s t u d e n t s seemed t o c o n f i r m Dr.
J o h n s o n 's p e r c e p t i o n s and o b s e r v a t i o n s .
I d e a s seemed s i m p l e t o

Although th e s e

implement, b a r r i e r s and

o b s t a c l e s e x i s t e d when i n s t i t u t i o n s b e g a n t h e
Implementation p ro c e s s .
In s u p p o r t of a s t r o n g a g r i c u l t u r a l
agricultural

Industry,

i n s t i t u t i o n s would need t o b egin t o seek

ways t o change th e p e r c e p t i o n t h a t a g r i c u l t u r e o f f e r s
m i n o r i t i e s few g e n u i n e o p p o r t u n i t i e s a n d t h a t m i n o r i t y
s t u d e n t s "won't" a c t i v e l y pursue a g r i c u l t u r e a s a
career choice.
S ta te m en t of th e Problem
This study

Involved the examination of the

M i n o r i t y A p p r e n t i c e s h i p P r o g r a m (MAP), an e x p e r i e n t i a l
p r o g r a m s p o n s o r e d by t h e M i c h i g a n S t a t e U n i v e r s i t y
C o lle g e of A g r i c u l t u r e and N atural R e so u rc e s.
s t u d y f o c u s e d on t h e
p re fe re n c e of a major
Natural

This

Impact of m i n o r i t y s t u d e n t
in t h e C o l le g e of A g r i c u l t u r e and

R e s o u r c e s p ro g ram s a f t e r b e i n g I n v o l v e d in

d irected experiences
r e s o u r c e s , MAP.

in a g r i c u l t u r e and n a t u r a l

12
For t h e p a s t

fo u r y e a r s , the r e s e a r c h e r had

f o c u s e d on p l a n n i n g ,

Implementing, and c o o r d in a tin g th e

MAP p r o g r a m f o r t h e C o l l e g e o f A g r i c u l t u r e a n d N a t u r a l
R e so u rc e s, Michigan S t a t e U n i v e r s i t y .
lndentlfylng,

recruiting,

MAP w a s a i m e d a t

and g i v i n g e x p e r i e n t i a l

l e a r n i n g e x p e r i e n c e s In a g r i c u l t u r e and n a t u r a l
r e s o u r c e s t o h ig h ly m o tiv a te d and l e a d e r s h ip o r i e n t e d
secondary J u n io r and s e n io r m in o rity s t u d e n t s .

Prior

t o b e i n g I n v o l v e d w i t h MAP, t h e r e s e a r c h e r h a d w o r k e d
f o r 14 y e a r s w i t h m i n o r i t y y o u t h
black high school
The h i s t o r i c a l
and n a tu r a l

in E a s t S t .

in a p r e d o m i n a t e l y

Louis,

Illinois.

review p o in te d out t h a t a g r i c u l t u r e

r e s o u r c e s had not attem p ted to a t t r a c t

m i n o r i t i e s by p r o v i d i n g a d d i t i o n a l

resources to c la r if y

t h e i r p e r c e p t i o n s o r make t h e m a w a r e o f t h e c a r e e r
opportunities

In a g r i c u l t u r e .

the educational

N either the

in d u s try nor

community h a d r e s p o n d e d t o t h e n e e d s of

A m erica's m in o rity youth.

A l t h o u g h many h i g h l y

c o m p e titiv e and m o tiv a te d m in o r i t y s t u d e n t s had
I n d i c a t e d an i n t e r e s t

in t h e c h a l l e n g e s and

o p p o r t u n i t i e s a f f o r d e d a p e r s o n w i t h an a g r i c u l t u r a l
e d u ca tio n and c a r e e r ,

they e x p re sse d the concerns of

t h e m i n o r i t y community a nd t h e m s e l v e s a b o u t "what"
agriculture

I s and where i t

From p e r s o n a l

can "ta k e "

interview s the resea rch er

r e g a r d le s s of background,

a m inority.
found t h a t

academic achievem ent,

ethnic

13
group,

y e a r in s c h o o l , o r sex m i n o r i t y s t u d e n t s

expressed d i f f ic u lty

in v i s u a l i z i n g a g r i c u l t u r e

in a

way t h a t w o u l d :
Cl)

I n s p i r e them t o a c t i v e l y p u r s u e c o l l e g e
c a r e e r s with a major p re fe re n c e

in

agriculture,
C2> e n c o u r a g e t h e d e v e l o p m e n t o f a new a n d mor e
modern p e r c e p t i o n o f a g r i c u l t u r e ,
<3> g e n e r a t e a n a c t i v e

interest

in s e e k i n g out

c h a l l e n g e s and rew ard s of a g r i c u l t u r e ,

or

C4> c r e a t e a s i n c e r e a n d l a s t i n g c o mm i t m e n t t o a
career

in a g r i c u l t u r e .

A f t e r t a l k i n g w i t h De a n s a n d R e c r u i t m e n t D i r e c t o r s
for a g ricu ltu ral

programs a t such

i n s t i t u t i o n s a s North

C a r o l i n a A & T, U n i v e r s i t y o f I l l i n o i s ,
U n i v e r s i t y and o t h e r s ,

Lincoln

i t was c l e a r t h a t

t h e r e wa s

c o n s i d e r a b l e d e b a t e among t h e L a n d - G r a n t I n s t i t u t i o n s
concerning the f e a s i b i l i t y of r e c r u i t i n g ,

retaining,

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

into

sc h o o ls with a major p re fe re n c e

The

in a g r i c u l t u r e .

p u r p o s e o f t h i s s t u d y wa s t o r e v i e w t h e h i s t o r i c a l
development of a g r i c u l t u r a l
e f f o r t s made by a g r i c u l t u r a l

education;

to review the

schools to address th is

problem; and i n v e s t i g a t e whether or not

t h e MAP

14
program would s i g n i f i c a n t l y

Influence m inority stu d e n ts

t o s e l e c t a m ajor p r e f e r e n c e and e n r o l l
of A g r i c u l t u r e and N atural

in th e C o lle g e

Resources a s freshmen.

In r e s p o n s e t o t h e n e e d t o I n c r e a s e t h e
participation

of h i g h l y c o m p e t i t i v e and m o t i v a t e d

m inority stu d en ts

i n t h e p r o g r a m s In t h e M i c h i g a n S t a t e

U n i v e r s i t y C o lle g e of A g r i c u l t u r e and N atu ral
R e s o u r c e s , t h e O f f i c e o f Ac a d e mi c a n d S t u d e n t A f f a i r s
d e v e l o p e d a n d i m p l e m e n t e d a summer p r o g r a m » t h e
M i n o r i t y A p p r e n t i c e s h i p P r o g r a m (MAP).
was i n i t i a t e d

i n t h e summer o f 1982 a n d h a d c o n t i n u e d

e a c h s u c c e e d i n g summer .
weeks.

The MAP p r o g r a m

The p r o g r a m o p e r a t e d f o r s e v e n

P r e - p r o f e s s i o n a l wor k e x p e r i e n c e ,

corporate

le a d e r s h ip workshops, g u est sp e a k e r s , and week-end
a c t i v i t i e s were a l l

a p a r t of the program.

The MAP

p r o g r a m w a s b a s e d on t h e t h e o r y t h a t when made a w a r e o f
a g r i c u l t u r e and n a tu r a l
enroll

resources, m in o ritie s will

a s freshmen w ith major p r e f e r e n c e s t h a t w ill

l e a d t o c a r e e r s In a g r i c u l t u r e a n d n a t u r a l

resources.

S i g n i f i c a n c e of t h e Problem
As t h e 1 9 8 0 ' s a n d 9 0 ' s a p p r o a c h e d ,
professional

t h e demand f o r

a g r l c u l t u r a l i s t s had In c re a s e d .

The

demand f o r h i g h l y m o t i v a t e d a n d c o m p e t i t i v e m i n o r i t i e s
w i t h a b a c k g r o u n d in a g r i c u l t u r e
positions

in a g r i - b u s i n e s s ,

to f i l l

professional

a g r i - e d u c a t i o n , and

IS
agri-research

f a r exceeded th a t fo r n o n -m ln o rltie s .

T h i s demand h a d n o t b e e n m e t .
agricultural

education

of a g r i c u l t u r a l

Throughout the

in s titu tio n s a severe shortage

c a r e e r m in d ed young m i n o r i t i e s e x i s t e d .

T h i s p r o b l e m was a p a r a d o x .

There were a

s i g n i f i c a n t n umbe r o f m i n o r i t y s t u d e n t s s e a r c h i n g f o r
c o l l e g e and c a r e e r o p p o r t u n i t i e s t h a t would p r o v i d e
them w i t h c h a l l e n g e s a n d o p p o r t u n i t i e s f o r e x c e l l e n c e .
Why w e r e c o l l e g e b o u n d m i n o r i t i e s b y p a s s i n g c a r e e r
o p p o r t u n i t i e s In a g r i c u l t u r e ?
m inority students?

Why d i d a g r i c u l t u r e n e e d

How c o u l d a s h o r t a g e o f m i n o r i t i e s

in a g r i c u l t u r e be l a b e l e d a c r i s i s ?
A s t u d y o f t h e p r o b l e m p r o v i d e d some a n s w e r s .

To

ta k e us i n t o th e 1 9 9 0 's and beyond, a g r i c u l t u r e would
r e q u i r e p e o p l e who w e r e i n n o v a t i v e ,
m otivated,

dynamic, h i g h ly

v i s i o n a r i e s who p o s s e s s e d a h i g h

le a d e r s h ip competence.

level

of

The c o u r s e s n e e d e d t o c o n q u e r

t h e s e c h a l l e n g e s would c e n t e r a round s c i e n c e , b u s i n e s s ,
com m unications, and a g r i c u l t u r e .

These f i e l d s would

have t o be in te r w o v e n t o p r o d u c e g r a d u a t e s w i t h t h e
s k i l l s n ecessary to deal w ith technology, p e o p le ,
an u n c e r t a i n f u t u r e .

and

I t would n o t have been p o s s i b l e

f o r t h e a g r i c u l t u r a l i s t s of tomorrow t o e f f e c t i v e l y
provide fo r the w o r ld 's needs w ithout t h i s unique
combination of s k i l l s .

16
Throughout the h i s t o r y of a g r i c u l t u r e

In t h e

United S t a t e s , m i n o r i t i e s have p ro v id ed v a lu a b le
c o n t r i b u t i o n s t o th e advancement of our n a t i o n a s a
world le a d e r.
agriculture

To c o n t i n u e a s t h e w o r l d ' s

leader

in

i t would be n e c e s s a r y t o once a g a in c a l l

m in o ritie s to p a rtic ip a te

on

In t h e c h a l l e n g e s of

agriculture.
Objectives
The p r i m a r y p u r p o s e o f t h i s s t u d y w a s t o
the

impact t h a t p a r t i c i p a t i o n

identify

In t h e M i n o r i t y

A p p r e n t i c e s h i p P r o g r a m w o u l d h a v e on m i n o r i t y y o u t h a n d
t h e i r c h o i c e o f a m a j o r p r e f e r e n c e when e n r o l l i n g a t
Michigan S t a t e U n i v e r s i t y .
provide

A s e c o n d p u r p o s e was t o

information to outside

facilitate

I n t e r e s t s t h a t would

the development of o t h e r s i m i l a r programs.

The m a j o r o b j e c t i v e s o f t h e s t u d y w e r e a s f o l l o w s !
1.

To d e v e l o p a n h i s t o r i c a l
m inority p a rtic ip a tio n

background of

in a g r i c u l t u r a l

education o p p o rtu n itie s w ithin
post-secondary a g ric u ltu ra l

the

education

system.
2.

To d e t e r m i n e t h e

Impact p a r t i c i p a t i o n

in

th e M in o r ity A p p r e n t i c e s h i p Program had
on t h e s e l e c t i o n o f a m a j o r p r e f e r e n c e o f
th o s e M in o rity A p p r e n t i c e s h i p Program

17
p a r t i c i p a n ts e n te rin g college during Fall
1985.
3.

To d e t e r m i n e t h e

Impact p a r t i c i p a t i o n

In

th e M in o r ity A p p r e n t i c e s h i p Program had
on t h e s e l e c t i o n o f a m a j o r p r e f e r e n c e o f
t h o s e MAP p a r t i c i p a n t s who r e t u r n e d t o
high school

and woul d be e n t e r i n g c o l l e g e

during Fall

1986.

The r e s u l t s o f t h i s s t u d y w o u l d :
1. R e v e a l

e m p iric a lly based information for

t h e O f f i c e o f Academic and S t u d e n t
A ffairs,

Dean a n d V i c e P r o v o s t f o r t h e

th e C olle g e of A g r i c u l t u r e and N atu ral
Resources, a g ric u ltu r a l

and n a tu ra l

r e s o u r c e s i n d u s t r y , Michigan S t a t e
U n i v e rs i ty p e rs o n n e l , o t h e r Land-Grant
Institutions,

and the general

public

r e g a r d i n g th e p o t e n t i a l m e r i t s of
t h e M i n o r i t y A p p r e n t i c e s h i p Program
as a m otivational

tool

resulting

In t h e

I n c r e a s e d e n r o l l m e n t of m i n o r i t y s t u d e n t s
with a major p re fe re n c e
Agricultural

In t h e C o l l e g e o f

and N a tu ra l R e so u rce s,

2. Provide e m p iric a lly based information
which th e a g r i c u l t u r a l

and n a t u r a l

18
resource

industry,

governmental

Federal

and s t a t e

a g e n c ie s , and Land-Grant

I n s t i t u t i o n s could use to plan for the
recruitm ent,

retention,

of m inority stu d e n ts
agricultural

and placem ent

into sim ilar

and n a tu ra l

resource

programs.
3, P r o v i d e e m p i r i c a l l y b a s e d i n f o r m a t i o n
w h i c h t h e O f f i c e o f Ac a d e m i c a n d S t u d e n t
A f f a i r s c o u l d u s e a s s u p p o r t when
s e e k i n g r e s o u r c e s f o r m o d i f i c a t i o n and
expansion of the M inority A pprenticeship
Program.
R e l a t i o n s h i p s t o be E x p lo r e d
T h i s s t u d y wa s d e s c r i p t i v e a n d e x p l o r a t o r y
n a tu re r a t h e r than p r e s c r i p t i v e .
determine the

impact p a r t i c i p a t i o n

in

The i n t e n t w a s t o
in an e x p e r i e n t i a l

l e a r n i n g program would have in t h e s e l e c t i o n of a m ajor
p r e f e r e n c e when t h e m i n o r i t y s t u d e n t a t t e n d e d c o l l e g e .
The s p e c i f i c d e s c r i p t i v e d a t a g a t h e r e d a n d a n a l y z e d
Included:
1.

Background i n fo r m a tio n about the
participants;

high school

attended,

G r a d e P o i n t A v e r a g e <GPA), y e a r

in

19
school,
2.

and l e a d e r s h i p a c t i v i t i e s .

Th e r e a s o n s t h e p a r t i c i p a n t s h a d w a n t e d
t o b e In t h e M i n o r i t y A p p r e n t i c e s h i p
Program.

3.

The p a r t l c l p a n t s "

pre-program major

p r e f e r e n c e c h o i c e when e n t e r i n g c o l l e g e .
T h is In c lu d e d the c h o ic e of c o l l e g e and
the d e sired fu tu re c a re e r.
4.

The p a r t i c i p a n t s "

post-program major

p r e f e r e n c e c h o i c e e i t h e r when e n t e r i n g
c o l l e g e d u r i n g t h e 1985 F a l l Term
o r when e n t e r i n g c o l l e g e t h e f o l l o w i n g
year. This Included the choice of co lleg e
and the d e s i r e d f u t u r e c a r e e r .
5.

The p a r t i c i p a n t s "

post-program

Im pressions of the M in ority
A p p r e n t i c e s h i p Program e x p e r i e n c e ,
I n c l u d i n g b o th th e p o s i t i v e and n e g a t i v e
a s p e c t s o f MAP a n d w h a t t h e s t u d e n t
w o u l d do d i f f e r e n t l y
programs.

i n f u t u r e MAP

20
A s s u m e t 1o n s
The b a s i c a s s u m p t i o n s u n d e r l y i n g t h i s r e s e a r c h
were

t
i

1.

Experiential

Learning theory

Is

a p p lic a b le to the M inority A pprenticeship
Program e x p e r i e n c e .
2.

The c o n c e p t o f I m p a c t i n g m a j o r
p r e f e r e n c e c h o i c e can be s t u d i e d and
analyzed.

3.

T h is a n a l y s i s can r e v e a l

trends

in t h e

c h o i c e o f a m a j o r p r e f e r e n c e by m i n o r i t y
s t u d e n t s a f t e r b e i n g g i v e n an I n n o v a t i v e
experiential

l e a r n i n g p r o g r a m In

a g r i c u l t u r e and n a tu ra l
4.

Nomi nal a n d o r d i n a l

resources.

d a t a form a b a s i s

from which d e s c r i p t i v e s t a t e m e n t s can be
made.
5.

This study

Is capable of

Inspiring

f u r th e r resea rch re g a rd in g the f a c t o r s
in the M in o rity A p p r e n t i c e s h i p Program
that

influence m inority stu d e n ts to

s e l e c t major p r e f e r e n c e s in a g r i c u l t u r e
and n a tu r a l

resources.

21
R e s e a r c h Q u e s t Lena
The p u r p o s e o f t h i s s t u d y w a s t o a n s w e r t h e
follow ing questions:
1. What

impact d i d th e Michigan S t a t e

U n i v e r s i ty C ollege of A g r i c u l t u r e and
Natural

Resources M inority A pprentlcehip

P r o g r a m CMAP) h a v e on 1985 p a r t i c i p a n t s
who e n t e r e d t h e u n i v e r s i t y d u r i n g F a l l
1985, and t h e i r s e l e c t i o n o f a m a jo r
preference

in a g r i c u l t u r e and n a t u r a l

resources?
2 . What I m p a c t d i d t h e M i c h i g a n S t a t e
U n i v e r s i t y C o l l e g e of A g r i c u l t u r e and
Natural

Resources Minority A pprenticeship

P r o g r a m h a v e on 1985 MAP p a r t i c i p a n t s who
returned to f in is h
high school

th e i r sen io r year

and t h e i r s e l e c t i o n of a

u n i v e r s i t y and a m ajor p r e f e r e n c e
a g r i c u l t u r e and n a tu r a l

in

resources?

Hypotheses
T h i s s t u d y was d e s i g n e d t o d e t e r m i n e i f h i g h
school

J u n i o r a n d s e n i o r s t u d e n t s who h a d an

opportunity to p a rtic ip a te

in th e M in o rity

A p p r e n t i c e s h i p P r o g r a m <MAP> h a d c h a n g e d t h e i r

in

22
p r e f e r e n c e f o r a c o l l e g e m a j o r from any m a jo r o u t s i d e
the C ollege of A g r i c u l t u r e and N atural

Resources to a

major w ith in the C ollege of A g r i c u l t u r e and N atural
R e s o u r c e s , and i f s o , w hether th e r e a s o n s were
a t t r i b u t e d t o t h e M in o r ity A p p r e n t i c e s h i p Program.
The f o l l o w i n g h y p o t h e s e s w e r e t e s t e d :
: For e i t h e r se co nd ary male o r female s e n i o r
students,

there

Is a s ig n ific a n t d ifferen c e

b e t w e e n t h e p e r c e n t a g e o f MAP p a r t i c i p a n t s
and th e p e r c e n t a g e of t h o s e i n t e r v i e w e d , but
who d i d n o t p a r t i c i p a t e

i n MAP,

in t h e i r

e n r o l l m e n t a t Michigan S t a t e U n i v e r s i t y w ith
a major p re fe re n c e

in the C o lle g e of

A g r i c u l t u r e and N atural
H2 :

Resources.

There i s a s i g n i f i c a n t d i f f e r e n c e between
th e p e r c e n t a g e of th e se c o n d a ry s e n i o r
s t u d e n t s who p a r t i c i p a t e d

i n t h e MAP P r o g r a m

and the p e r c e n t a g e of th o s e
who d i d n o t p a r t i c i p a t e

interview ed, but

i n MAP,

attendance at a post-secondary
H3 .*

in t h e i r
institution.

For e i t h e r secondary male o r female J u n i o r
students,

there

is a sig n ifican t difference

b e t w e e n t h e p e r c e n t a g e o f MAP p a r t i c i p a n t s
and the p e rc e n ta g e of those
who d i d n o t p a r t i c i p a t e

Interview ed, but

In MAP, i n t h e i r

23
c h o ic e of Michigan S t a t e U n i v e r s i t y a s th e
university

they would a t t e n d

1986 w i t h a m a j o r p r e f e r e n c e
of A g r i c u l t u r e and N atural

in th e P a ll

of

in t h e C o l le g e

Resources.

D e f i n i t i o n o f Terms
C ertain

terms r e l a t i n g to m i n o r i t i e s and

a g r i c u l t u r e and n a tu r a l

resources w ill

th is study.

t h e r e s e a r c h d e s i g n a n d make

To c l a r i f y

be u sed o f t e n

th e meanings c l e a r and c o n c is e to th e r e a d e r ,
follow ing d e fin itio n s w ill
1.

Experiential

In

the

be used:

Learning:

C o n s is ts of

learning

a t t a i n e d t h r o u g h s t r u c t u r e d work e x p e r i e n c e s
before or during,
an
2.

individual ' s

Experiential

b u t n o t a s a formal

academic c a r e e r .

Education:

environment,

learning

classroom

t h e o b j e c t i v e s of which a r e

p la n n e d and a r t i c u l a t e d p r i o r
the experience.
meaningful

(1977)

C o n s is ts of

a c t i v i t i e s o u t s i d e t h e normal

p a r t of

to undertaking

The i n v o l v i n g a c t i v i t y

and re a l

and the

is

le a rn e r has the

a s s i s t a n c e of a n o th e r p e rs o n (most o f t e n a
facu lty advisor)
taking place

in e x p a n d in g th e

learning

in n o n - c l a s s r o o m e n v ir o n m e n ts

<19775.
3.

M inority:

A student

from a b l a c k ,

hlspanlc,

Chlcano, N a tiv e American, o r Aslan background
(Michigan S t a t e U n i v e r s i t y a dm issio n s t a t u s ) .
M i n o r i t y A p p r e n t l c e h s l p P r o g r a m (MAP):

A

program f o r e t h n i c m in o r i t y high school

Junior

a n d s e n i o r s t u d e n t s o f f e r e d by t h e O f f i c e o f
Academic a n d S t u d e n t A f f a i r s o f t h e C o l l e g e
of A g r i c u l t u r e and N a tu ra l
Michigan S t a t e U n i v e r s i t y .

Resources at
It

Is used as a

vehicle to give m inority stu d e n ts professional
e x p e r i e n c e s In a g r i c u l t u r e a n d n a t u r a l
resource careers;

exposure to the e n t i r e

a g r i c u l t u r e and n a tu r a l
public,

private,

resource

industry—

and i n s t i t u t i o n a l ;

awareness

o f t h e n e e d s a n d d e ma n d s o f C o r p o r a t e A m e r i c a ;
a n d e x p e r i e n c e s w i t h c a mp u s l i f e .
L i m i t a t i o n s of t h e Study
The s t u d y w i l l

b e l i m i t e d t o t h e 1985 s t u d e n t

a p p l i c a n t s of the M inority A p p re n tic e s h ip
P r o g r a m who r e s p o n d t o t h e s u r v e y .
The f i n d i n g s o f t h i s s t u d y w i l l
o n l y t o s t u d e n t s who f i t

be g e n e r a l i z e d

the c r i t e r i a used for

selectIon.
The f i n d i n g s o f t h i s s t u d y w i l l
only to s tu d e n ts s e l e c t e d for
t h e 1985 MAP P r o g r a m .

be g e n e r a l i z e d

Interviews for

25
4.

The f i n d i n g s o f t h i s s t u d y w i l l

f o c u s o n l y on

the enrollm ent s t a t u s of s t u d e n ts du rin g t h e i r
freshman y e a r.

C h a p t e r Two
REVIEW OF RELATED LITERATURE
The l i t e r a t u r e r e l a t i n g t o m i n o r i t y p a r t i c i p a t i o n
in a g r i c u l t u r a l

programs a t Land-Grant I n s t i t u t i o n s h a s

been r e p o r t e d in th e f o l l o w i n g s e c t i o n s :
(1 ) I d e n t i f y i n g and D e f in i n g th e Land-Grant System;
<2) E s t a b l i s h i n g t h e H i s t o r i c a l
Participation
Institutions;

in A g r i c u l t u r a l

Programs a t Land-Grant

( 3 ) D e t e r m i n i n g t h e E f f o r t s Made t o

R ecruit, R etain,
A gricultural

Background of M in o rity

a n d G r a d u a t e M i n o r i t i e s From t h e

Programs;

(4) A ssessing the Current

Demand f o r P r o f e s s i o n a l s w i t h an A g r i c u l t u r a l
by t h e A g r i c u l t u r a l

Industry;

Education

a n d <5) A s s e s s i n g t h e

C u rren t E f f o r t s and A b i l i t y o f Land-Grant I n s t i t u t i o n s
t o m e e t t h e Demand f o r E m p l o y a b l e M i n o r i t y
P r o f e s s i o n a l s by t h e A g r i c u l t u r a l

Industry.

I d e n t i f y i n g and D e f i n i n g t h e Land-G ran t System
The L a n d - G r a n t S y s t e m w a s t h e r e s u l t o f a s t r u g g l e
by i n d i v i d u a l s a n d o r g a n i z a t i o n s t o b r i n g k n o w l e d g e t o
farm ers t o l l i n g t o produce food f o r America.

Men s u c h

a s G e o r g e W a s h i n g t o n a n d Thomas J e f f e r s o n w e r e e a r l y
American a g r i c u l t u r a l
1939)

Innovators.

<Br own, p p 1 7 3 - 1 8 7 ,

C. M. A1l mond <1 9 5 7 ) a n d Av e r y C r a v e n ( 1 9 2 8 )

d o c u m e n t t h e e f f o r t s o f s u c h men a s J o h n T a y l o r , Thomas
Randolph,

a n d Edmund R u f f i n .
26

Al l w e r e e a r l y

27
agricultural
both n atio n al

Innovators.

and l o c a l , were formed.

w r i t e s of th e s e s o c i e t i e s
Education

Many A g r i c u l t u r a l

Societies,

A l f r e d C. T r u e

In A H i s t o r y o f A g r i c u l t u r a l

In t h e U n i t e d S t a t e s .

1785-1923.

(19295

Such

o r g a n i z a t i o n s a s the South C a ro lin a S o c iety r e p r e s e n te d
w e a l t h y l a n d h o l d e r s , w h i l e t h e Ma d i s o n C o u n t y
Agricultural

S o c i e t y c o n s i s t e d of small

landowners.

eith er case,

a g r i c u l t u r e w a s on d i s p l a y .

In

Whether i t was i n d i v i d u a l s o r o r g a n i z a t i o n s
promoting a g r i c u l t u r e ,

e v e n t s were s e t

In to motion t h a t

would le a d t o th e e s t a b l i s h m e n t of th e Land-Grant
System.

I t s development would t a k e f o u r d i s t i n c t

phases:

<15 The o r i g i n a l

H atch Act o f 1887;
1 890;

<3>

M orrill

Ac t o f 186 2 ;

The s e c o n d M o r r i l l

<2) The

Ac t o f

a n d <45 The S m l t h - L e v e r Ac t o f 1914.
A gricultural

E d u c a t i o n w o u l d b e b a s e d on w h a t h a s

become known a s "The L a n d - G r a n t P h i l o s o p h y " .
A n d e r s o n <19765

G, L e s t e r

In L a n d - G r a n t U n i v e r s i t i e s a n d T h e i r

C o n J t i n u 1n g C h a 11e n o e s u m m a r i z e s t h e b a s i c L a n d - G r a n t
idea as:
. . . la n d - g r a n t idea: d e m o c r a tiz a tio n of e d u ca tio n
a p p lie d or m ission o r i e n t a t e d resea rch conducted
to b e n e f i t th e p e o p le of the s t a t e s ; and s e r v i c e
ren d ered d i r e c t l y to these people through
e x t e n s i o n a g e n t s , s h o r t c o u r s e s , and c o n t i n u i n g
e d u c a t i o n ( p . 15

28
C. A u s t i n V i n e s a n d M a r v i n A n d e r s o n ( 1 9 7 6 )
d e s c rib e the Land-Grant philosophy

In t h e f o l l o w i n g

way:
"Common Man" p h i l o s o p h y
th e p r a c t i c a l view t h a t
k n o w l e d g e s h o u l d b e a p p l i e d t o i m p r o v e t h e human
c o n d i t i o n , n o t a b l y in p r o d u c t i o n ; t h e g ro w i n g
b e l i e f t h a t man c o u l d I n f a c t b e t t e r h i s l o t a n d
make p r o g r e s s ; a n d t h e A m e r i c a n c o mmi t me n t t o
d e m o c r a t i c g o a l s o f o p p o r t u n i t y f o r t h e common
man, t h e i n d u s t r i a l c l a s s , a n d o p e n - m i n d e d u p w a r d
m o b i 1 i t y . ( p . 13)
The L a n d - G r a n t S y s t e m wa s e s t a b l l s h e d by t h e
.Federal

G o v e r n me n t t o o f f e r e d u c a t o n a l

common A m e r i c a n s , p r i m a r i l y
and mechanical

arts.

o f t h e 1862 M o r r i l l
and p r a c t i c a l
the several

in t h e a r e a s of a g r i c u l t u r e

Munsen <1976) d e f i n e d t h e p u r p o s e
Ac t a s " .

. .promoting the

e d u c a t i o n of th e

industrial

p u r s u i t s and p r o f e s s i o n s of

t o t h e 1862 M o r r i l l
prim arily

o p p o rtu n itie s to

liberal

classes

life."

In

Prior

Act p o s t - s e c o n d a r y e d u c a t i o n was

f o r t h o s e w i t h mo n e y .

L ittle

t h o u g h t was

given to e i t h e r the education of the everyday c i t i z e n
o r how t o d e l i v e r s u c h an e d u c a t i o n .
of

i n s t i t u t i o n s were

agriculturalist,

. .designed to fu rn ish the

the m anufacturer,

merchant with e d u ca tio n al
a n d Rudy,

L im i te d numbers

the mechanic, or the

opportunities."

(Brubacher

1968)

The M o r r i l l
of h i s t o r i c a l

Ac t o f 1862 wa s t h e f i r s t

mo v e s by t h e F e d e r a l

e d u c a t i o n an o p t i o n

in a s e r i e s

G o v e r n m e n t t o make

fo r the working c l a s s .

One m a j o r

29
f l a w I n t h e 1862 M o r r i l l

Ac t wa s t h e

loop-hole th at

a llo w e d m i n o r i t i e s t o be e x c lu d e d from the
o p p o r t u n i t i e s p r e s e n t e d by t h e A c t .

P r o c t o r <1976)

p o in ts out t h a t :
. . . t h i s d e n i a l o f o p p o r t u n i t y t o b l a c k s by t h e
l a n d - g r a n t s c h o o l s i n t h e 1 8 6 0 " s a n d 1 8 7 0 ' s wa s
c o n s i s t e n t w ith th e a t t i t u d e s of th e m a j o r i t y
toward b l a c k s a t t h a t tim e . . . I t i s t h e r e f o r e ,
l i t t l e w o n d e r t h a t e d u c a t o r s , n e v e r known f o r
ic o n o c la s tic a c t i v i t y , allowed themselves to
be come p a r t y t o t h e s c h e me t h a t d e n i e d b l a c k
c i t i z e n s a r i g h t t o t h e t r a i n i n g o f f e r e d by t h e
a g r i c u l t u r a l , i n d u s t r i a l , and mechanical c o l l e g e s .
<p. 1 9 1 )
To a d d r e s s t h i s c o n c e r n ,
wa s i n a c t e d .

the M orrill

Ac t o f 1890

A n d e r s o n a n d V i n e s <1976) p o i n t o u t t h a t

t h e 1890 M o r r i l l

Act was t o p r o v i d e f o r :

. . . t h e a p p l i c a t i o n of a p o r t i o n of th e p r o c e e d s
from t h e p r e v i o u s p u b l i c l a n d g r a n t s t o each s t a t e
a n d t e r r i t o r y f o r t h e mo r e c o m p l e t e endowment a n d
m aintenance of c o l l e g e s f o r the b e n e f i t of
a g r i c u l t u r e a n d m e c h a n i c a r t s now e s t a b l i s h e d ,
w h i c h a r e h e r e i n a f t e r e s t a b l i s h e d . <p. 17)
S e a l s <1977)
additional
well

indicated that

funds fo r the F i r s t M orrill

a s f u n d s f o r t h e new c o l l e g e s . "

Ac t r e a d s a s f o l l o w s :
paid.

. . t h e Ac t p r o v i d e d

.

Act C o l l e g e s a s
The 1890 M o r r i l l

" T h a t no money s h a l l

.under the a c t .

be

. .where a d i s t i n c t i o n of r a c e

o r c o l o r i s made i n t h e a d m i s s i o n o f s t u d e n t s . "
1862 a n d 1890 M o r r i l l

The

Acts completed the classroom

phase of th e Land-Grant System.
The d i s p e n s i n g o f a g r i c u l t u r a l
mo r e t h a n a c l a s s r o o m e d u c a t i o n .

knowledge r e q u i r e d

Because of the

30
In te rd e p e n d e n c e of knowledge,
people,

Innovation,

research,

and

a network c a p a b le of h a n d l i n g th e u n i q u e n e s s of

a g r i c u l t u r e was n e c e s s i t a t e d .

The e s t a b l i s h m e n t o f

e x p e r i m e n t s t a t i o n s would r e p r e s e n t t h e r e s e a r c h arm of
the system.

Although they were s t a r t e d

s u p p o r t e d by l e g i s l a t i o n
become l aw u n t i l

1887.

. .the ag ricu ltu ral
federal

In 1875 a n d

in 1882, t h e Hatch Act d i d n o t
The H a t c h A c t w o u l d e s t a b l i s h

experiment s t a t i o n s and p ro v id ed

g ran ts to s t a t e s for a g ric u ltu ra l

research

In

c o - o p e r a t i o n w i t h c o l l e g e s e s t a b l i s h e d by t h e M o r r i l l
Ac t o f 1 8 6 2 . "

CF o r t ma n n , P a s t o ,

and King,

1976, p.

50)

A c c o r d i n g t o V i n e s a n d A n d e r s o n <1 9 7 6 ) w i t h t h e p a s s a g e
o f t h e H a t c h Ac t " R e s e a r c h was now f i r m l y e s t a b l i s h e d
a s a r e c o g n i z e d f u n c t i o n of th e l a n d - g r a n t c o l l e g e s and
universities."

Fortmann, P a s t o ,

and King (1976)

observed t h a t :
. . . s i n c e t h e p a s s a g e of t h e Hatch A c t, the
c o l l e g e s o f a g r i c u l t u r e In t h e l a n d - g r a n t
u n i v e r s i t i e s have a c h ie v e d t r i p a r t i t e i n t e r g r a t l o n
o f c u r r i c u l u m , r e s e a r c h , a n d e x t e n s i o n . " <p. 5 0 )
P e o p le were t h e one t r u e
a g r i c u l t u r e from a l l

Ingredient that separated

other d isc ip lin e s .

r e l a t i o n s h i p between p e o p le and th e

land,

would n o t ha ve been t h e dynamic f o r c e
and knowledge, e d u c a t i o n ,

Without the
agriculture

I t was.

Research

a l o n e w e r e n o t e n o u g h t o make

t h e L a n d - G r a n t S y s t e m t h e i n t e r n a t i o n a l model

for

development and d l s s l m l n a t i o n of knowledge t h a t

I t had

31

become.

I t was t h e t h r e e p r o n g e d a p p ro a c h o f

education,

r e s e a r c h , and e x te n s i o n ,

t h a t made t h e

Land-Grant System so u n iq u e .
E x te n s io n a g e n t s were in e x i s t e n c e
Federal

f u n d s were p r o v i d e d f o r them.

found e a r l y

in th e 1 9 0 0 's .

long b e fo r e
They c o u l d b e

V i n e s a n d A n d e r s o n <1976)

reported that:
A c c o r d i n g t o T r u e , Smith C o un ty, T e x a s , in 1906,
b e c a me t h e n a t i o n ' s f i r s t c o u n t y t o h i r e a
f u l l - t i m e county ag en t.
H i s name w a s V. C.
S tallings.
The f i r s t b l a c k a g e n t s a l s o w e r e h i r e d
i n t h a t same y e a r - J o h n B. P i e r c e a t t h e Hampton
I n s t i t u t e , V i r g i n i a ; Thomas M. C a mp b e l l a t t h e
T u s k e g e e I n s t i t u t e , . A1abama. ( p . 6 )
I t was n o t u n t i l

1914 t h a t

the Federal

re c o g n iz e d the need f o r a n a tio n a l
agents.

L i k e s o many t h i n g s ,

G o v e r n me n t

network of e x t e n s i o n

i t was compromise t h a t

b r o u g h t one u n i f i e d e x t e n s i o n s e r v i c e t o be d e v e l o p e d
within

the Land-Grant I n s t i t u t i o n s .

As l a t e a s 1 9 1 1 ,

some c o l l e g e o f f i c i a l s w e r e a d a m a n t l y o p p o s e d t o t h e
i d e a o f an e x t e n s i o n s e r v i c e .

LLoyd ( 1 9 2 4 ) q u o t e s Dean

Eugene D a v e n p o r t o f t h e U n i v e r s i t y of I l l i n o i s
111

do n o t a g r e e w i t h t h e p r o p o s i t i o n

that

the c o lle g e s

o r a ny o t h e r p u b l i c a g e n c y s h o u l d now, o r e v e r ,
the

message t o e v ery i n d i v i d u a l .

i t was.a s tr u g g le ,
1914.

the Smith-Lever

. . . " <p.

(1911)

1)

take
Although

Ac t w a s p a s s e d In

The A c t :
. . . a u t h o r i z e d e x t e n s i o n wo r k t o
" a i d in
d i f f u s i n g among t h e p e o p l e o f t h e U n i t e d S t a t e s
u s e f u l a n d p r a c t i c a l I n f o r m a t i o n on s u b j e c t s

32
r e l a t i n g t o a g r i c u l t u r e a n d home e c o n o m i c s , a n d
t o e n co u rag e th e a p p l i c a t i o n of th e same."
P a r t n e r s in t h i s v e n tu r e were t h e Department of
A g r i c u l t u r e and th e s t a t e a g r i c u l t u r a l c o l l e g e s .
( V i n e s and A n d e d rso n, 1976, p. 40)
The S m l t h - L e v e r Ac t p r o v i d e d f o r " .

.

.mutual

c o o p e r a t i o n o f USDA a n d l a n d - g r a n t c o l l e g e s
conducting a g ric u ltu r a l
Anderson,

1976)

E x te n sio n work."

In

(V in e s and

The Ac t a l s o s t a t e d t h a t :

. . .work s h a l l c o n s i s t o f t h e g i v i n g o f
i n s t r u c t i o n a n d p r a c t i c a l d e m o n s t r a t i o n s In
a g r i c u l t u r e a n d home e c o n o m i c s t o p e r s o n s
n o t a t t e n d i n g o r r e s i d e n t In s a i d c o l l e g e s
In t h e s e v e r a l c o m m u n i t i e s , and i m p a r t i n g
3 uch p e r s o n s
I n f o r m a t i o n on s a i d s u b j e c t s
through f i e l d d em o n stratio n s, p u b l ic a t i o n s
a n d o t h e r w i s e . . . ( p . 7)
These e le m e n t s ,
1890 M o r r i l l

Act,

1862 M o r r i l l

Act,

1887 H a t c h A c t ,

a n d t h e 1914 S m l t h - L e v e r A c t ,

composed t h e L a n d - G r a n t S y s t e m .
flaw s of the system ,

R egardless of the

i t had p ro v id e d o p p o r t u n i t i e s fo r

th e s o n s and d a u g h t e r s of th e a v e ra g e c i t i z e n
achieve educational

goals.

I t wa s w i t h t h e d e v e l o p m e n t

o f t h i s u n i q u e a n d dynamic s y s t e m t h a t
agricultural
the

t h e American

e d u c a t i o n s y s t e m h a d become t h e e n v y o f

International

Institutions,
research,

to

community.

through the

Th e L a n d - G r a n t

i n t e g r a t i o n of c la s s ro o m ,

a nd e x t e n s i o n , h a d b r o u g h t American

agriculture

to

i t s place as world leader.

a network of knowledge,

farms,

It

laboratories,

included
and people

33
all

w o r k i n g t o w a r d a common g o a l :

mor e e f f i c i e n t

a g r i c u l t u r e f o r America.
E s t a b l i s h i n g t h e H i s t o r i c a l Back g r o u n d o f M i n o r i t y
P a r t i c i p a t i o n i n A g r i c u l t u r a l P r ograms a t Land-Grant
Institutions
When t h e M o r r i l l

A c t o f 1862 b e c a me l a w , e d u c a t i o n

a n d t r a i n i n g o p p o r t u n i t i e s w e r e t o b e made a v a i l a b l e t o
all

of A m e ric a 's c i t i z e n s .

The s y s t e m o f s c h o o l s ,

the

Land-Grant I n s t i t u t i o n s , were e s t a b l i s h e d t o d e l i v e r
t h e s e s e r v i c e s t o t h e common man.
Included m i n o r i t i e s a s well
the

They w e r e t o h a v e

a s n o n - m i n o r i t i e s in t h e i r

enrollm ents.

Yet,

in te n t of the

c a rrie d out.

M i n o r i t i e s were

l aw w a s n o t

l e f t out of the p ro c e s s ,

thus prompting the second M orrill

Act o f 1890.

Because

of the need fo r a second a c t ,

i n 1986 t h e r e w e r e two

s e p a r a t e Land-Grant Systems.

Because of c o n c e rn s f o r

equality

in th e c la s s ro o m , r e s e a r c h

c a r e e r development,

laboratory,

and

t h e L a n d - G r a n t S y s t e m w a s t o be

held accountable.
Many b e l i e v e d t h a t b l a c k s w e r e

l e f t out of the

1862 L a n d - G r a n t I n s t i t u t i o n s by d e s i g n .
pointed out the co n d itio n s th at

P r o c t o r <1976>

lead to the d e lib e ra te

exclusion of blacks:
. . . n o t o n l y were b l a c k s b a r r e d from t h e s e
I n s t i t u t i o n s o f h i g h e r e d u c a t i o n , b u t i n 1878
t h e r e had begun a d e l i b e r a t e a t t e m p t t o d e f i n e t h e
b l a c k s a s i n f e r i o r a n d d e n y t he m t h e c i t i z e n s h i p
t h a t t h e C o n s t i t u t i o n g u a r a n t e e d t h e m. . . a

34
r a m p a g e o f v e n g e n a n c e a n d h a t r e d w a s r e l e a s e d on
blacks th a t v i r t u a l l y cancelled out a ll th e ir
g a i n s f r o m t h e p r e c e e d l n g d e c a d e . ( p . 191}
A f t e r d i s c o v e r i n g t h e f l a w In t h e 1862 M o r r i l l
A c t , C o n g r e s s p a s s e d t h e 1890 M o r r i l l
mechanism t o b r i n g m i n o r i t i e s ,
i n t o th e Land-Grant System.
.

.the

predominately b lack s,

I t wa s t o p r o v i d e

legal b a s i s for the seventeen s e p a ra te

land-grant c o lle g e s fo r negroes.
p . 122)

Act a s a

.

(Schor,

1982,

Schor (1982) a l s o s t a t e d t h a t :

The 1890 M o r r i l l Ac t w a s s o w r i t t e n t o a c c o m o d a t e
t h e p a r t i e s t o t h e s t r u g g l e by a c c e p t i n g
s e g r e g a t i o n w h i l e p r o v i d i n g a b a s i s upon which
d i s c r i m i n a t i o n In t h e d i s t r i b u t i o n o f f u n d s c o u l d
be l e g a l l y r e s i s t e d , (pp. 122-23)
S c h o r ( 1 9 8 2 ) c o n t i n u e d by s t a t i n g t h e f o l l o w i n g :
The M o r r i l l A c t s ( 1 8 6 2 / 1 8 9 0 ) , H a t c h A c t ( 1 8 8 7 ) ,
S m lth -L e v e r Act (1914) b r o u g h t b l a c k s o n ly token
s t a t e and f e d e r a l r e s o u r c e s , and in t h e c a s e of
Hatch, r e s e a r c h r e s o u r c e s , n o t h i n g in comparison
t o t h e n o n - m l n o r l t y 1862 s c h o o l s , ( p . 5 - 6 )
B r u b a c h e r a n d Ruby ( 1 9 6 8 ) s t a t e :
" I n 1 8 9 0 , t h e M o r r i l l Ac t wa s r e v i s e d t o p r o v i d e
p a l t r y s ums f o r b l a c k s c h o o l s , b u t t h e m a j o r
b e n e f i t s of l a n d - g r a n t c o l l e g e growth bypassed
b l a c k s . " ( p . 79)
J e n c k s a n d Riesman ( 1 9 6 9 ) p o i n t o u t t h a t :
. . .In the m id-nineteenth cen tu ry , the country
m i s s e d a g r e a t o p p o r t u n i t y when I t a l l o w e d t h e
l a n d - g r a n t I n s t i t u t i o n s t o e x clu d e b l a c k s and
Indians.
Today, a c e n t u r y l a t e r , a t t e m p t s a r e
b e i n g made t o c o r r e c t t h i s e r r o r a f t e r i t s e f f e c t s
have a c c u m u l a t e d f o r a h u n d r e d y e a r s , ( p . 422)
According to Joel
o b t a i n some M o r r i l l

Schor (1985)

funds,

little

. . b l a c k s would

o r none f o r r e s e a r c h ,

35
a n d t h e new f e d e r a l

extension se rv ic e .

.

He a l s o s t a t e d t h a t

" Wi t h m i n o r e x c e p t i o n s a n d c h a n g e s ,

t h i s system fu n ctio n ed Into the 1960's."
1890 i n s t i t u t i o n s w e r e e n t i t l e d t o f e d e r a l
the M orrill

( p . 5)

Although the
funds under

A c t , S c h o r <1982) p o i n t s o u t t h a t :

Although t h e s e s c h o o l s were b e n e f i c i a r i e s of
M o r r i l l f u n d s , u n d e r b o t h a c t s i n some c a s e s ,
t h e s u p p l e m e n t a l f e d e r a l b e q u e s t s In f u r t h e r i n g
l a n d - g r a n t e d u c a t i o n s h o u l d be tak e n I n t o
acco un t in a s s e s s i n g th e r e l a t i v e p r o g r e s s of
black versus white land-grant i n s t i t u t i o n s . . .as
l a t e a s 1930, n o t one o f t h e s t a t e s which
supported a segregated black land-grant college
p r o v i d e d i t w i t h an e x p e r i m e n t s t a t i o n p r o g r a m .
Hatch f u n d s were a lm o st n o n - e x i s t a i i t f o r th e b l a c k
c o l l e g e s . <p. 154)
As t h e c o u n t r y e n t e r e d t h e 2 0 t h c e n t u r y ,
adm inistrators

the

i n t h e 1890 L a n d - G r a n t S y s t e m h o p e d f o r

mo r e s u c c e s s i n i t s s t r u g g l e f o r " e q u a l i t y " .

According

t o Davis <1934), s e v e r a l

for the

poor educational

f a c t o r s were c r u c i a l

s t a t u s o f t h e e a r l y d a y s o f t h e 1890

schools:
F i r s t l y , t h e i n d i g n i t y o f h a v i n g t o p e r f o r m manual
l a b o r was communicated t o t h e f i r s t and s e c o n d
g e n e r a t i o n who g e n e r a l i z e d t h e a t t i t u d e t o
p ra c tic a l educations.
Secondly, fo r y e ars black
y o u t h s w e r e i mbue d w i t h t h e n o t i o n t h a t c o l l e g e
e d u c a t i o n wa s c u l t u r a l i n s t r u c t i o n i n t h e l i b e r a l
a r t s and s c i e n c e s , and th u s they d e velo ped a
p r e j u d i c e a g a i n s t th e p r a c t i c a l type of
a g r i c u l t u r a l e d u c a t i o n which was t h e p r i n c i p a l
o b j e c t i v e o f t h e newly e s t a b l i s h e d i n s t i t u t i o n s .
T h i r d l y , o l d e r b la c k p r i v a t e and de no m inational
c o l l e g e s . . . h a d won o v e r b l a c k s t o t h e i r c u l t u r a l
curricular offerings.
F o u r t h l y , t h e r e were not
enough h i g h s c h o o l s in t h e a r e a s o f t h e s e v e n t e e n
s c h o o l s t o p r e p a r e b l a c k s f o r a g r i c u l t u r a l and
o t h e r c u r r i c u l a o f t h e l a n d - g r a n t s c h o o l s . Cp.2 2 )

36

The s t a t e d p u r p o s e o f t h e 1890 M o r r i l l
p r o v i d e an equal e d u c a t i o n a l
In 1862.

The f a c t s

Act was t o

s y s t e m t o t h e one form ed

in d ic a te th a t as la te as the 1930's

t h e 1890 s c h o o l s w e r e w o e f u l l y u n d e r f u n d e d .
a n d T a b l e 2 ) The r e s u l t w a s t h e a b i l i t y
a small p o r t i o n of th e e d u c a t i o n a l

(Table 1

to p ro v id e only

and r e s e a r c h

o p p o r t u n i t i e s a v a i l a b l e t o s t u d e n t s a t t h e w h i t e 1862
schools.

Still

t h e 1890 i n s t i t u t i o n s w e r e a b l e t o make

s i g n i f i c a n t c o n t r i b u t i o n s to both
nation.

Davis (1934)

i t s s t u d e n t s and th e

indicated th at:

A new c h a l l e n g e w a s a c c e p t e d i n t h e f a c e o f t h e
o l d e r p e r s i s t e n t problem s of poor p u b l i c and
p r i v a t e h i g h s c hool f a c i l i t i e s in t h e S o u t h e r n
s t a t e s . . . these lan d -g ra n t sc h o o ls c o n tain ed 2,595
e l e m e n t a r y le v e l s t u d e n t s , 2 , 2 6 8 s e c o n d a r y and
t w e l v e c o l l e g e l e v e l s t u d e n t s in 1916.
Thus
l a n d - g r a n t c o l l e g e meant in r e a l i t y a l a n d - g r a n t
s c h o o l . <p. 2 3 )
Schor (1982) advanced th e

idea t h a t :

The g r e a t e s t c o n t r i b u t i o n o f t h e s y s t e m , t h e n l a y
in t h e d e v elo p m e n t of c a p a b l e l e a d e r s h i p which
f a m i l i a r i z e d th e Southern mind w ith the n o t io n of
f i r s t v o c a t io n a l and then h i g h e r e d u c a ti o n f o r
b l a c k s a n d f a c i l i t a t e d a s h i f t i n o p i n i o n away
from t h e i d e a t h a t Negro e d u c a t i o n was a
p h i l a n t h r o p i c and m is s i o n a r y e n t e r p r i s e and toward
o n e t h a t wa s a p u b l i c o b l i g a t i o n , ( p . 160)
He a l s o w r i t e s :
I n s p i t e of th ese enumerated h a n d ic ap s, the b lack
l a n d - g r a n t s y s t e m b e g a n t o move a h e a d , a f t e r 1 9 1 0 ,
from t e a c h e r - t r a i n i n g in a g r i c u l t u r e , t e a c h i n g in
a g r i c u l t u r e , t h e m e c h a n i c a r t s , home e c o n o m i c s ,
a n d t h e a p p l i e d s c i e n c e s , t o e x t e n s i o n wor k a n d
g e n e r a l u p l i f t o f t h e p e o p l e in th e r e g i o n .
Cp. 154)

37

TABLE 1
Total and percentage distribution of expenditures in
White and Negro Land-Grant Colleges In 17 States, by
purpose and by item, of expenditure, 1995-36.

Purpose and Item expenditure
Total expenditures
White
Total
Educational and general purposes
General actainlstratlon.......
Resident instruction..........
Organized research..............
Extension......................... ..........
Libraries.............................
Operation and maintenance..
Other purposes............................
Auxiliary enterprises.........
Noneducatlonal expense.......
Capital outlays..................

*46,907,146
32,958,626
1,825,970
11,809,228
4,055,098
12,435,320
634,296
2,198,714
13,948,520
5,116,356
948,463
7,883,701

Negro

Percentage
distribution of
expend!tures
White

Negro

*4,095,459 100.0

100.0

2,167,632
281.799
1,239,053
13,758
51,571
73,514
507,937
1,927,827
956,623
132,530
838,674

70.3
3.9
25.2
8.6
26.5
1.4
4.7
29.7
10.9
2.0
16.8

52.9
6.9
30.2
.3
1,3
1.8
12.4
47.1
23.4
3.2
20.5

Source: Vilkerson, Doxev. Special Problems in Negro Education. 1939, p. 84.

38
TABLE 2
Sources of Binds Alloted for Cooperative Extension Work in the States Where There are
Separate Land-Grant Colleges for Negroes for Fiscal Year Ending June 30, 1933, and
Estimate of the Division and Use of Such Funds for and in Behalf of Negroes in the States
Percentage of Negroes
in States for Census
of 1930 on Basis of

State

Alabama.............
Arkansas............

Grand
Total

Total
From
Federal
Funds

Estimate of
Amount of Honey
for Extension
Total Federal
Vork Which
From Funds to _______________________ Should Go
Total Total to Neyoe
State Negroes Total Total
Sources Yr. 31-32 Farm Rural No. of Pop. on Basis c
Rural k
Pop.
Pop.
Fanners

$ 661,898 $309,565 $352,333 $22,676 37.1k
522,654

263,137 259,517

35.6k 36.4k 35.7k

$235,635

16,136

29.0

26.5

32.8

25.8

138,503

10,650

14.6

15.2

8.3

13.7

9,261

Delaware............

60,929 46,714

14,215

Florida.............

366,405 152,640

213,765

27,368 27.4

31.2

18,7 29.4

114,318

Georgia.............

734,889 354,684

380,205

27,499 39.3

37.4

33.9

36.8

274,848

Kentucky............

538,105 297,800

240,305

11,005

4.0

6.0

3.6

8.6

32,286

Louisiana..........

513,290 232,445

280,845

23,265

45.0

40.8

45.7 36.9

209,322

Naryland............

388,620 139,283

249,337

10,000

18.7

17.8

12.2 16,9

69,174

Mississippi.......

564,391 286,050

278,341

43,953 56.0

52.4

58.5 50.2

295,740

Missouri............

491,360 266,780

224,580

2.6

3.1

North Carolina...

666,977 363,314

303,663

21,500 31.1

Oklahoma............

595,496 264,791

330,705

South Carolina,..

465,062 264,390

Tennessee........

6.2

15,232

28.4

27.5 29.0

169,421

7.8

6.6

11.3 7.2

39,302

218,672

64,364 54.3

47.8

49.0 45.6

221,299

541,719 296,364

245,355

19,690

13.5

13.B

14.3 18.3

74,757

Texas................

1,232,205 537,833

694,372

19,000

17.4

15.2

17.3 14.7

187,295

Virginia............

590,341 283,395

306,946

38,753 27.3

26.7

21.8 26.8

159,621

West Virginia....

405,269 199,314

205,955

11,419

Total

3,125

7,592

0.8

19,339,610 $4,558,499 $4,799,111

Source: Davis, John W., Land-Gmt Colleges for Negroes, p. 29, 1934.

6.8

0.2

0.6

6.6

27,558
$2,293,572

39
From t h e p r o c e e d i n g s o f t h e A m e r i c a n A s s o c i a t i o n o f
Land-Grant C o lle g e s and S t a t e U n i v e r s i t i e s (1927)
sta te d that

It

Is

" T h e s e c o l l e g e s a l s o e x t e n d e d on a f i r m e r

b a s i s t h e economic f o o t i n g of t h e Negro and f i n a l l y
these

i n s t i t u t i o n s a l s o s e r v e a s a p o s t l e s on

lnter-racial

goodwill."

I n s p i t e o f som e s u c c e s s e s , t h e 1890 s c h o o l s
continued to stru g g le for rec o g n itio n .
apparent

Other than the

l a c k o f f u n d s , o t h e r o b s t a c l e s f a c e d t h e 1890

institutions.

As i n d i c a t e d i n T a b l e 3', e n r o l l m e n t s

were one of t h e s e p r o b l e m s .

I t w a s p o i n t e d o u t by

Davis (1934):
. . . I n 1928 t h e r e w e r e o n l y 3 3 8 , o r 9 . 1 p e r c e n t ,
o f t h e t o t a l e n r o l l m e n t In t h e L a n d - G r a n t C o l l e g e s
f o r N e g ro es e n r o l l e d in a g r i c u l t u r e ;
225 o r 6
p e r c e n t In M e c h a n i c A r t s ;
4 5 7 o r 12 p e r c e n t i n
Home E c o n o m i c s . . . ( p p . 3 3 - 3 4 )
Schor (1982) s t a t e s t h a t :
The h i g h s c h o o l e n r o l l m e n t I n t h e l a n d - g r a n t
s c h o o l s b ecam e l e s s t h a n t h e c o l l e g e e n r o l l m e n t i n
1 9 2 9 - 3 0 , a n d h a d d e c r e a s e d y e a r l y s i n c e 1 9 2 3 -2 4 .
T he c o l l e g i a t e e n r o l l m e n t i n 1 9 3 0 - 3 1 , In t h e s e
s c h o o l s w a s mo r e t h a n o n e - f o u r t h o f t h e t o t a l
c o l l e g i a t e e n r o l l m e n t in a l l c o l l e g e s , ( p . 159)
I t w o u l d b e 1968 b e f o r e a ny s i g n i f i c a n t c h a n g e In
b l a c k e n ro l l m e n t would ta k e p l a c e .
Higher Education"

states

11

" The C h r o n i c l e o f

In 1968, b l a c k s r e p r e s e n t e d

about 4 p e rc en t of the c o lle g e -g o in g p o p u latio n ,
h a l f of which I s

In b l a c k c o l l e g e s . "

(1968, p.

1862 t h e F e d e r a l

Government a t t e m p t e d t o b r i n g

5)

one
In

40

TABLE 3

EARLY ENROLLMENT OF 1890 LAND-GRANT INSTITUTIONS
Year
Elementary Secondary College Agriculture Total
264
na
132
na
132
1913-14
na
1
na
na
na
1920
na
13
na
1911-12
na
na
Alcorn State
na
na
88
na
na
1927
na
306
225
60
21
Arkansas Pine 1926-27
Bluff
na
na
na
na
247(voc)
1927
Langston
na
na
na
na
na
na
Alabama A&H
28
na
na
na
na
Prarle View
1922-23
51
na
na
na
1926-27
na
12
na
na
na
107
1926-27
Southern
159
na
na
na
Maryland1905
na
Eastern Shore
7
na
na
na
na
Kentucky State 1901
na
22
na
na
1902
na
na
11
na
na
Florida A&H 1926-27
na
na
na
na
382
na
Hampton
1926-27
Virginia State
na
na
na
97
na
Tuskegee
1926-27
53
na
na
na
1927-28
na
Fort Valley
na
na
na
19
na
Delaware State 1926-27
na
na
na
na
101
North Carolina 1926-27
A&T
na
na
na
27
na
South Carolina 1927
State
71 (graduates)
na
na
1890-1935
na
1890 System
na
2595
2268
na
20
1916
School
Lincoln

Source: Schor, Joel, floriculture In the Black Land-Grant_System to 1930. pp. 176,
1982.

41
educational

o p p o r t u n i t y t o t h e "common" m an.

In 1890,

i t t r i e d t o p r o v i d e two " e q u a l " s y s t e m s s o t h e b l a c k
y o u t h c o u l d be co m e p a r t n e r s i n t h e o p p o r t u n i t i e s
a f f o r d e d by t h e 18 6 2 M o r r i l l A c t .

As l a t e a s 1 9 6 8 ,

It

was c l e a r l y a p p a r e n t t h a t m i n o r i t i e s w ere n o t a
s i g n i f i c a n t p a r t o f t h e 18 62 L a n d - G r a n t I n s t i t u t i o n s ,
esp ecially

the a g r ic u ltu r a l

D uring th e p a s t

program s.

125 y e a r s ,

( T a b le 4)

the r o le of m in o r itie s

i n e i t h e r t h e 18 6 2 L a n d - G r a n t s c h o o l s o r t h e
ag ric u ltu ral

i n d u s t r y h a s been m inim al a t b e s t .

A lthough a g r i c u l t u r e

l e a d s t h e n a t i o n a n d t h e w o r l d in

th e use and developm ent of h ig h te c h n o lo g y , h ig h ly
m o t i v a t e d a n d c o m p e t i t i v e m i n o r i t i e s c o n t i n u e t o be
h a r d t o f i n d in a g r i c u l t u r e .
D e t e r m i n i n g t h e E f f o r t s Made t o R e c r u i t . R e t a i n , a n d
G r a d u a t e M i n o r i t i e s From t h e Agr i c u l t u r a l P r o g r a m s
The c o n c e r n o v e r t h e

lack of s i g n i f i c a n t

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

program s i s

The 1862 L a n d - G r a n t I n s t i t u t i o n s h a v e

a tt e m p t e d t o a d d r e s s t h i s p roblem in r e c e n t y e a r s .
O v e r t o n J o h n s o n (1977> s t a t e d t h a t " T h e r e i s
doubt th a t

little

i n s t i t u t i o n s , b u s i n e s s and governm ent a r e

concerned about th e sh o rta g e of p r o f e s s io n a lly
m in o ritie s
(p.

121)

Dr.

in a g r i c u l t u r e and n a t u r a l

train ed

reso u rces."

In o r d e r t o have s i g n i f i c a n t numbers of

h i g h l y m o t i v a t e d a n d c o m p e t i t i v e g r a d u a t e s , an

42

Table 4
STUDENT ENROLLMENT AT THE BACCALUREATE AND HIGHER LEVELS
IN FOOD AND AGRICULTURAL SPECIALIZATIONS
BY MINORITY STATUS IN 1980
E n ro llm e n t by D eg ree L evel
Baccalaureate

Degree Specialization
Agriculture, general
Agriculture, business
Agriculture, econcaics
Agriculture, education
Agriculture, engineering
Ac?oncoy
Antal Science
Dairy Science
Fish and Wildlife
Food Science &Technology
Forestry
Horticulture, Fruit &Veg.
Horticulture, ornamental
Natural Resources Management
Parks and Recreation
Plant pathology
Plant physiology
Soil science

Master's

Minority Non-Minority Minority
Percent
Percent
Percent
5.2
4.4
2.8
1.5
2.6
2.8
2.3
2.8
1.3
4.1
1.7
2.4
3.2
2.6
0.7
1.2
0.0
5.8

94.8
95.6
97.2
98.5
97.4
97.2
97.7
97.2
98.3
95.9
98.3
97.6
96.8
97.4
99.3
98.8
100
94.2

4.4
12.1
0.0
4.8
5.1
6.7
2.0
7.5
1.9
5.4
3.3
4.1
0,9
1.5
0.0
2.9
0.0
3.0

Doctoral

Non-Minority Minority Non-Minor
Percent
Percent Percent
95.6
87.9
100
95.2
94.9
92.3
98,0
92.5
98,1
94.6
96.7
95.9
99.1
98.5
100
97.1
100
97.0

0.0
2.6
0.0
6.2
3.9
3.9
1.5
8.6
0.0
8.4
2.1
4.1
10.3
0.0
0.0
4.3
2.5
1.9

100
97.4
100
93.8
96.1
96.1
98.5
91.4
100
91.6
97.9
95.9
89,7
100
100
95.7
97.5
98.1

Based on the 1979/60 Cleason University Survey of U.S. Students and Faculty In Hi slier Education
in Food and Agriculture
Source: Graduates of Higher Education in the Food and Agricultural Sciences, USDA, 1980, p. 40

43
i n s t i t u t i o n must f i r s t g e t s t u d e n t s t o e n r o l l ,
th e y must r e t a i n

then

th o se s tu d e n ts through g ra d u a tio n .

As

l a t e a s 1 9 8 5 , b o t h t h e 1862 a n d 1890 L a n d - G r a n t
I n s t i t u t i o n s w e r e t r y i n g t o f i n d a way t o a t t r a c t
m i n o r i t y s t u d e n t s , who p o s s e s s e d t h e c r e d e n t i a l s ,
le a d e rs h ip s k i l l s , m o tiv a tio n , and p e r s o n a l i t i e s ,
p u r s u e m a j o r s in a g r i c u l t u r e and n a t u r a l

to

resources.

Dr. O v e rto n Jo h n so n (1 977 ) o b s e r v e s :
P r e s t i g i o u s w h ite c o lle g e s and u n i v e r s i t i e s a ll
over t h i s n a tio n a re d e v e lo p in g g r e a t Im p etus.w ith
t h e i r m in o rity r e c r u i t i n g program s.
M ajor e f f o r t s
h a v e b e e n made t o a s s i s t m i n o r i t i e s i n n o t o n l y
e n r o l l i n g b u t a l s o r e t e n t i o n p ro g ram s a r e becom ing
m o r e a n d m o r e i m p o r t a n t . <p. 133)
D r . R. G r a n t S e a l s ( 1 9 7 8 ) w r i t e s t h a t :
. . . t h e I d e a a d v a n c e d a few y e a r s a g o by t h e
A g r i c u l t u r e S c ie n c e C ouncil of t h e S o u th e rn
R egion E d u c a tio n Board c o n c e r n i n g a c o n c e n t r a t e d
e f f o r t t o a t t r a c t b l a c k s in l a r g e r num bers f o r
d o c t o r a l d e g r e e s in a g r i c u l t u r e s h o u ld be f u r t h e r
pursued, (p. 2 0 )
S ta tistic s

In d icated th a t

i n 1968 " .

.

.b lack s

re p re s e n te d about 4 p e rc e n t of the c o lle g e -g o in g
p o p ulation,
(P ro cto r,

one h a l f o f i t g o in g t o b l a c k c o l l e g e s . "

1976, p.

1 94)

P roctor a lso s ta te d th a t:

. . .l a n d - g r a n t i n s t i t u t i o n s t r i e d to rea ch such
i n c r e a s e s . . .by th e tim e scho ol opened in 1968,
th e numbers o f b l a c k s t u d e n t s had I n c r e a s e d
s i g n i f i c a n t l y on m o s t c a m p u s e s .
( p . 125 )
W ith a l l

the a c t i v i t y

to

in c r e a s e e n r o l l m e n t s of

m i n o r i t i e s i n t h e 1862 i n s t i t u t i o n s ,
ag ric u ltu rally sp e cific.

i t was no t

R a t h e r , m i n o r i t i e s were

44
r e c r u i t e d to a tte n d the
preferences

in stitu tio n ,

in a g r i c u l t u r e .

not p u rsu e m ajor

S p e c ific recru itm en t

e f f o r t s w e r e made f o r s u c h p r o g r a m s a s e n g i n e e r i n g ,
p re -m e d ic in e , and p re -la w .

An e x a m p l e o f s u c h a

p r o g r a m i s FAME CForum t o A d v a n c e M i n o r i t i e s
E n g in eerin g ).

in

FAME w a s a p r e - c o l l e g e e n g i n e e r i n g

p r o g r a m f o u n d in t h e W i l m i n g t o n , D e l a w a r e a r e a .
b a s i c e l e m e n t s o f FAME i n c l u d e d t u t o r i a l
a w a re n e s s, and c o l l e g e c o u r s e s .

program s,

little

test

(A ppendix I . )

I n r e v i e w i n g t h e l i t e r a t u r e on m i n o r i t i e s
a g ricu ltu re,

The

in

evidence of re c ru itm e n t e f f o r t s fo r

pro g ram s in a g r i c u l t u r e was fo u n d .
t r u e f o r t h e 1862 s c h o o l s .

T h is was e s p e c i a l l y

A ttem pts a t f in d in g

in fo rm a tio n about s p e c i f i c program s o r e f f o r t s
d e v e lo p e d t o a t t r a c t m i n o r i t i e s was f r u i t l e s s .

Such a

l i t e r a t u r e r e v i e w l e d t h e r e s e a r c h e r t o a g r e e w i t h D r.
O verton J o h n s o n 's (1977) o b s e r v a t i o n

th at:

. . . i t a p p e a rs t h a t th e Job of d e te rm in in g th e
I m p a c t o f m i n o r i t y e n r o l l m e n t on p r o g r a m s in
a g r ic u ltu r e w ill in e v ita b ly lead us to c o n sid er
new d e s i g n a n d d e l i v e r y s y s t e m s .
I t seem s t h a t
h e re i s a jo b of equal im portance of th e w h ite
c o l l e g e s w i t h a B la c k , Am erican I n d i a n , o r o t h e r
e th n i c m in o r ity e n ro llm e n t and th e p red o m in ate ly
black c o lle g e w ith a m a jo rity w hite e n ro llm e n t, or
a p r e d o m i n a t e l y S p a n i s h S u rn a m e c o l l e g e w i t h a
m a jo rity w hite e n ro llm e n t.
To t h i s e n d t h e n , I t
Is hoped t h a t th e fo llo w in g recom m endations w ill
a s s i s t w i t h ‘t h i s im portant e d u c a tio n a l ta s k .
( p . 137)
The s u c c e s s o f t h e 1862 s c h o o l s t o
p a rtic ip a tio n of m in o ritie s

In c re a s e the

in t h e i r a g r i c u l t u r a l

45
p r o g r a m s w a s c l e a r l y d e p i c t e d by D r . R. G r a n t S e a l s
< 1 9 7 8 ) when h e o b s e r v e d t h a t :
. . , l t w a s a c o n c e n t r a t e d e f f o r t when two b l a c k
g r a d u a t e s t u d e n t s a n d o n e b l a c k f a c u l t y member
w e r e In o n e a g r i c u l t u r a l d e p a r t m e n t i n t h e l a t e
s i x t i e s a t o n e 1862 i n s t i t u t i o n ,
( p . 19)
At M i c h i g a n S t a t e U n i v e r s i t y
m in o rities en ro lled

(F all

1985),

in a g r i c u l t u r e was l e s s th a n 190,

from fresh m a n t o d o c t o r a l

stu d en t,

a n d t h e num ber o f

b l a c k f a c u l t y numbered t h r e e f o r a l l
departm ents.

t h e n um b er o f

fourteen

(T able 5)

A l t h o u g h p r o g r e s s h a d b e e n made d u r i n g t h e p a s t
decade.

I t was m inim al a t b e s t .

The p r o b l e m o f how t o

recru it

th e h ig h ly m o tiv a te d and c o m p e titiv e m in o rity

s tu d e n t a p p e a re d to be J u s t a s d i f f i c u l t
years.

W ithout th e s t u d e n t ,

a s in p r i o r

t h e q u e s t i o n s : what

needed to r e t a i n m in o rity s tu d e n ts

is

in a g r i c u l t u r a l

p ro g ra m s and what must be done t o g r a d u a t e m i n o r i t y
s t u d e n t s who a r e e m p l o y a b l e i n t h e a g r i c u l t u r a l
i n d u s t r y ; were m ute.
A s s e s s i n g t h e C u r r e n t Demand f o r P r o f e s s i o n a l s w i t h
an A g r i c u l t u r a l E d u c a t i o n bv t h e A g r i c u l t u r a l I n d u s t r y
In c re a s e d e n ro llm e n ts of m in o rity s tu d e n ts w ith
m ajo r p r e f e r e n c e s in p ro g ram s in a g r i c u l t u r e and
n atu ral

r e s o u r c e s s e r v e no p u r p o s e u n l e s s t h e r e

de mand f o r t h e i r t a l e n t s .
n atio n al

D uring the 1 9 8 0 's ,

news m e d i a c o v e r e d t h e a g r i c u l t u r a l

is a

the
to p ic to

46

TABLE 5

Michigan S t a t e U n i v e rs i ty , College of
A griculture and Natural Resources Office
of Academic and Student A f f a i r s
Fall Term 1985 CANR Undergraduate Enrollments
Minority and Total
Dept/Hajor

Freshman*
Sophomore
Junior
Senior
Total
Hin Tot Win Hin Tot Win Hin Tot Win Hin Tot Win Hin Tot Win

Agr. Ed.

2 15 13*

Agr. Econ

2

Agr. tag

7 25 28*

Animal Science

2 27

Ag. Bio. Chen.

1 4 25*

Crop &Soils

2

7 28.6* 4

13 15*

2

32 6*

2 44 4.5* 8 104 7.7*
58 255 22.7*

27 14.8* 26

114 22.8* 26 107 24*

0

35 0.0* 6

91 6.6* 7 94 7.4* 20 245 8.2*

7.4* 0

40 0.0* 3

96 3.1* 4 69 5.8* 9 232 3.9*

0

1 0.0* 0

6

1 12

8.3* 0

8 0.0* 1

26 3.8* 3 38 7.9* 5 84 6.0*

Fish &Wildlife

0 20

0.0* 0

19 0.0* I

49 2.0* 2 60 3.3* 3 148 2.0*

Food Science

1 2 50.0* 0

0.0* 2

20 10.0* 7 29 24.1* 10 55 18.1*

Forestry

2 14

14.3* 3

13 23.1* 0

15 0.0* 2 22 9.1* 7 64 10.9*

Horticulture

0 8

0.0* 0 20

0.0* 2

54 3.7* 1 56 1.8* 3 138 2.2*

Packaging

2 21

9.5* 3 63

4.8* 22

176 12.5* 14 164 8.5* 41 424 9.7*

Parks &Rec,

0 6

0.0* 1 19

5.3* 5

31 16.1* 1 35 2.8* 7 93 7.5*

Resource Dev.

0 0

0.0* 1

4 25.0* 2

24 8.3* 0 27 0.0* 3 55 5.4*

Agr. Tech.

1 278

0.4* 5 147

3.4* 0

4 0.0* 0 0 0.0* 6 429 1.4*

Agr. No-Pref

6 38 15.8* 2 31

COLLEGE TOTAL

27 479

4

5.6* 21 444

6.4*
4.7* 72

0.0* 0 4 0.0* 1 15 6.7*

8 69 11.6*
738 9.8* 69 749 9.2* 189 2410 7.8*

*Freshman totals include first tern freshman as veil as students vlth less than 45 credits
Source: Dr. Rick Brandenberg, report prepared for Office of Academic and Student Affairs

47
such an e x t e n t t h a t
a g ricu ltu ral

i t was c l e a r t h a t a s h o r t a g e of

p r o f e s s i o n a l s e x i s t e d and would e x i s t

the fo re s e e a b le f u tu r e .
E ducation"

in to

"The C h r o n i c l e o f H i g h e r

<1983) s t a t e d t h a t !

To m e e t t h e f u t u r e n e e d s o f I n d u s t r y . . . c o l l e g e s
a n d u n i v e r s i t i e s m ust t r a i n more a g r i c u l t u r a l
s c i e n t i s t s w ith e x p e r t i s e in m o le c u la r b i o l o g y ,
p h y sio lo g y , b io c h e m is try , n u t r i t i o n , and
a g r i c u l t u r a l e n g i n e e r i n g , ( p . 15>
D a l e W o l f , V i c e - P r e s i d e n t o f t h e DuPon t Company,
C1 9 8 3 ) s t a t e d t o t h e N a t i o n a l Academy o f S c i e n c e s t h a t :
" T h e r e i s n ' t a c r i s i s now, b u t t h e r e c e r t a i n l y w i l l
a p r o b l e m in t h e f u t u r e .

. .".

The V i c e - P r e s i d e n t f o r A g r i c u l t u r a l
a t Ohio S t a t e U n i v e r s i t y ,

be

A d m inistratio n

D r . A. Max L en n on n < 1 983)

w arned:
I f we do n o t i n v e s t a n d i n v e s t q u i c k l y in p r o g r a m s
t h a t w i l l , I n f a c t t r a i n t h e k i n d o f p e o p l e who
w i l l be n eed ed , th en c o l l e g e s o f a g r i c u l t u r e and
a g r i c u l t u r e i n d u s t r i e s w l 1 1 e x p e r i e n c e t h e same
p r o b le m s t h a t h ave been e x p e r i e n c e d in th e
e n g i n e e r i n g c o m m u n i t y . <p. 15)
D r . R. G r a n t S e a l s <197 8 ) s t a t e d ;
When I f i r s t e n t e r e d a g r i c u l t u r a l a d m i n i s t r a t i o n
a s a Dean i n 1 9 6 9 , i t d i d n o t t a k e l o n g t o
d i s c e r n t h e t r e m e n d o u s demand by i n d u s t r y ,
governm ent, and e d u c a tio n f o r m in o r ity s t u d e n t s .
<p. 19)
D r . S e a l s < 19 7 8) c o n c l u d e d t h a t "T o d ay j o b
o p p o r t u n i t i e s f o r b l a c k s in a g r i c u l t u r e a r e g ood.
<p.

17)

. .".

48
The r e s e a r c h e r s p e n t a g r e a t d e a l
w ith a g r i c u l t u r a l

of tim e v i s i t i n g

r e c r u i t e r s when t h e y v i s i t e d t h e

M ichigan S t a t e U n i v e r s i t y campus.

D uring a v i s i t

in

J a n u a r y , 1 9 8 6 , Ms. S h a r o n M i l l s , c o l l e g e r e c r u i t e r f o r
L and O' L a k e s , s t a t e d " .

.

.it

is d if f ic u lt

to fin d

m i n o r i t i e s , w i t h an i n t e r e s t o r b a c k g r o u n d ,

to

In terv iew f o r m arketing o r s a l e s p o s i t io n s .

. .

Mr .

C r a i g R i c h a r d s o n < 1 9 8 6 ) o f PPG I n d u s t r i e s c l e a r l y
in d icated th a t

. .a co m p etitiv e m in o rity

in

a g r i c u l t u r e c a n nhme t h e company h e / s h e w a n t s t o work
for.

.

. 11

s t a te d ".

.

Dan D a v i s < 19 8 6) o f McDonald C o r p o r a t i o n
. .we w a n t t o g i v e m i n o r i t i e s m a n a g e m e n t

o p p o r t u n i t i e s , b u t we h a v e a d i f f i c u l t
w ith a foods background.

f i n d i n g them

. .

T he d e s i r e t o i n t e r v i e w m i n o r i t y c a n d i d a t e s f o r
i n t e r n s h i p a n d f u l l - t i m e employment p o s i t i o n s
m a j o r s in a g r i c u l t u r e a n d n a t u r a l

in a l l

re s o u rc e s had

i n c r e a s e d s i n c e t h e r e s e a r c h e r f i r s t had been employed
a t M ichigan S t a t e U n i v e r s i t y
a g ricu ltu re

in 1982.

W hile t h e

I n d u s t r y h a d gone th r o u g h h a r d t im e s in t h e

p a s t two y e a r s ,

t h e demand f o r h i g h l y m o t i v a t e d a n d

c o m p e t i t i v e m i n o r i t y g r a d u a t e s in a g r i c u l t u r e and
n atu ral

r e s o u r c e s was g r e a t e r

years.

C r a i g R i c h a r d s o n < 1 986) o f PPG I n d u s t r i e s

stated

i n 198 6 t h a n

in p r e v i o u s

i t b e s t when h e s a i d "The n e e d f o r m i n o r i t i e s

w ith a g r i c u lt u r e

t r a i n i n g , who p o s s e s s t h e a b i l i t i e s

49
and s k i l l s needed fo r prom otions, w ill

c o n ti n u e t o be

I n d em and i n t o t h e f o r e s e e a b l e f u t u r e . ”
An a s s e s s m e n t o f t h e demand in t h e 1 9 8 0 " s f o r
m in o rity s tu d e n ts w ith a g r ic u ltu r a l
prom otable s k i l l s ,

b ackgrounds and

c l e a r l y p o i n t e d o u t an o u t l o o k t h a t

h a d gro wn b r i g h t e r w i t h e a c h y e a r .

A s s e s s 1n g th.e_Cucc.ant A b l L l t v o f ^ a n d - G r a n t
I n s t L t u t I o n s t o Meet t h e Demand f o r Empl o y a b l e M i n o r i t y
P r o f e s s i o n a l s bv t h e A g r 1c u I t u r a i I n d u s t r y
In 1985, t h e s t a t u s o f m i n o r i t y e n r o l l m e n t
ag ricu ltu ral

in

p r o g r a m s a t b o t h t h e 1690 a n d 1862

Land-Grant I n s t i t u t i o n s w a s 'n o t very e n c o u ra g in g .
T able

6

c learly

ag ricu ltu ral

I n d i c a t e s .that e n r o l l m e n t s in

program s,

from a c r o s s - s e c t i o n of

U n i v e r s i t i e s f r o m 1982 t o 1 9 8 3 , w e r e on a d e c l i n e
throughout the c o u n try .
In stitu tio n s,
of I l l i n o i s ,

A fter the re se a rc h e r c o n tacted

s u c h a s Pe nn S t a t e U n i v e r s i t y , U n i v e r s i t y
and Ohio S t a t e U n i v e r s i t y and c o n f i r m e d

t h e f a c t t h a t m i n o r i t y e n r o l l m e n t was n o r m a l l y
t h a n on e o r two p e r c e n t o f t h e t o t a l
e n ro llm en t and d e c re a s in g ,
cu rren t trends

less

a g ric u ltu ral

i t was c o n c lu d e d t h a t th e

in d icated th at

i f de mand w a s i n f a c t

r i s i n g a t t h e same t i m e a s e n r o l l m e n t w a s d e c l i n i n g ,
then th e a b i l i t y

t o meet th e n eed was n o t p o s s i b l e .

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

of th e

i n s t i t u t i o n s t o meet

TABLE 6

UNDERGRADUATE ENROLLMENTS IN AGRICULTURE
U n iversity ____________________1962

1983______ S. Change.

970

1016

+ 4.7

Illinois

2315

2270

-

Iowa S t a te

2947

2832

- 3.9

Wisconsin

2577

2432

- 5.6

South Dakota S t a te

1371

1293

- 5.7

Kansas S t a te

1959

1822

- 7.0

Missouri

2354

2175

- 7.6

Nebraska

1864

1719

- 7.8

Purdue

2709

2476

-

Michigan S t a te

2695

2307

-14.0

Minnesota

1523

1293

-15.1

Ohio S t a te

2612

2181

-16.5

864

696

- 19 .4

North Dakota S t a t e

Southern I l l i n o i s

2 .0

8 .6

^Information p resen te d by Dr. James Jay, A s s i s t a n t Director of
Academic and Student A f f a i r s , Michigan S t a t e U n iv e rs ity , College
of A g riculture and Natural Resources to s t a f f meeting on d e c l in i n g
enrollments acro ss the n a tio n in a g r i c u l t u r e .

51
t h e n e e d w a s r e s e a r c h e d w i t h two m a j o r q u e s t i o n s
m ind:

In

<1) A r e t h e r e s u f f i c i e n t n u m b e r s o f m i n o r i t y

s t u d e n t s , who p o s s e s s t h e n e c e s s a r y c r e d e n t i a l s ,
s y s t e m t o m e e t t h e demand? a n d <2> Do t h e

in th e

In stitu tio n s

h a v e t h e p e r s o n n e l , p r o g r a m s , a n d co m m itm en t t h a t g i v e s
th e m t h e a b i l i t y

t o m e e t t h e de mand?

D r . A. Lee Colem an < 1 979) r a i s e d t h e f o l l o w i n g
q u estio n :
I s t h e r e a c hance t h a t Am erican b l a c k s w i l l t a k e a
renew ed i n t e r e s t in a g r i c u l t u r e and a g r i c u l t u r a l
o c c u p a tio n s and can b la c k g r a d u a te s i n f lu e n c e such
a m o vem en t? <p. 2 4 )
D r . J o a n W a l l a c e < 19 7 9) s t a t e d t h a t

. . .stu d en t

11

m o tiv a tio n and e n ro llm en t a re r e l a t e d to the r e a l i t i e s
of the m ark etp lace."

I t was c l e a r t h a t n e i t h e r t h e

numbers w ere p r e s e n t t o a d d r e s s th e n eed n o r t h e
k n o w l e d g e o f how t o r e c r u i t ,

reta in ,

and g rad u a te

m in o ritie s

in numbers t h a t would a p p ro a c h s a t i s f y i n g

the need.

The r e s e a r c h e r d i d d i s c o v e r some o f t h e k e y s

n e c e ssa ry to develop th e a b i l i t y
th e problem of r e c r u i t m e n t ,

to b egin a d d re s s in g

reten tio n ,

P r o c t o r (1976) su g g e s te d t h a t
I n s t i t u t i o n s w anted to
In t h e i r a g r i c u l t u r a l

and g r a d u a tio n .

i f Land-Grant

in crease m in o rity re p re s e n ta tio n
program s th e y would have t o :

( a ) R e c r u i t b l a c k f a c u l t y and s t a f f in numbers and
v o lu m e a p p r o a c h i n g t h e p r o p o r t i o n o f b l a c k s in t h e
population.
<b) D i s t r i b u t e b l a c k s up a n d down t h e e n t i r e
s t a f f i n g p a t t e r n , g i v i n g c l e a r e v id e n c e of open

52

a n d f a i r e m p l o y m e n t a n d an e a g e r n e s s t o c o r r e c t
previous abuses.
<c) D e v i s e m e t h o d s o f d e t e r m i n i n g t h e r e a d i n e s s o f
m in o rity s t u d e n t s to cope w ith th e c h a lle n g e of
c o lle g e and g ra d u a te s tu d y .
( d ) E xp an d t h e s c h o o l ' s p r o g r a m , f o r m a l a n d
in fo rm al, to Include o p p o r tu n itie s fo r b lack
s t u d e n t s t o a u t h e n t i c a t e t h e i r own i n t e l l e c t u a l
grow th.
<e> Somehow t h e n o t i o n t h a t t h i s p u b ! i c
b e n e f a c t i o n known a s a u n i v e r s i t y m u s t s e r v e a l l
t h e p e o p l e h a s t o b e r e i n f o r c e d . Cp. 197>
D r . J o h n s o n < 19 7 7 ) rec o m m e n d e d t h a t t h e y m u s t :
(a> P r o m o t e c a r e e r c o u n s e l i n g f r o m K t h r o u g h 12.
<b) E m p h a s i z e t h e e c o n o m i c i m p o r t a n c e t o t h e
n a t i o n o f o ne o f o u r g r e a t e s t n a t u r a l r e s o u r c e s —
m in o rltie s.
<c> D e v e l o p an a w a r e n e s s a n d u n d e r s t a n d i n g among
a l l f a c u l t y and a d m i n i s t r a t o r s in a g r i c u l t u r e
s c h o o ls of th e c u l t u r a l d i f f e r e n c e s t o r e c r u i t ,
e d u c a te , a s s i s t , and encourage m in o r ity s t u d e n t s .
<d> D e v e l o p an a c t i v e a n d e f f e c t i v e m i n o r i t y
r e c r u i t i n g program a t th e c o l l e g e l e v e l .
Develop
a s t r o n g s u p p o r t program f o r m in o r ity s t u d e n t s
p r i o r to launching r e c r u i t i n g .
<e) M i n o r i t y s t u d e n t s m u s t b e made a w a r e o f c a r e e r
o p p o r t u n i t i e s in a g r i c u l t u r e and n a t u r a l
resources.
S p ecial a t t e n t i o n i s needed to a ls o
a cq u a in t m in o rity s tu d e n ts w ith the s e le c tio n of
m ajor c o u rs e s of s tu d y .
<f) 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 ti o n p ro g ram s a s a
means o f e n h a n c i n g o p p o r t u n i t i e s f o r m i n o r i t i e s
a n d women,
(p p . 138-39)
Our 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 were m arket p l a c e s

a n d t h e c o l l e g e s a n d d e p a r t m e n t s w i t h i n th em h a d t o
s u c c e s s f u l l y com pete f o r t h e s t u d e n t o r t h e i r
e n r o l l m e n t s would s u f f e r .

A g r i c u l t u r e and n a tu r a l

53
r e s o u r c e s was no d i f f e r e n t th a n o t h e r c o l l e g e s .

F lske

< 1 980) made I t c l e a r t h a t m a r k e t i n g p r a c t i c e s w e r e k e y
t o f i l l i n g c l a s s r o o m s when h e c o m m e n t e d ,
“W i t h a d e c r e a s i n g s t u d e n t p o p u l a t i o n . . .
c o l l e g e s and u n i v e r s i t i e s must u se t h e p ro v en
te c h n iq u e s of m a rk e tin g and s a l e s to f i l l t h e i r
c l a s s r o o m s . " <p. 2 5 )
C a r e n a n d K e m e r e r < 1 9 7 9 ) r e p o r t e d t h a t Murphy a n d
M c G a r r l t y f o u n d t h a t " A l m o s t 90 p e r c e n t o f a l l
r e s p o n d e n t s b e l i e v e d m a r k e t i n g t o be synonymous w i t h
prom otion"

(p.

173).

A key f a c t o r / c o m p o n e n t o f t h e m a r k e t i n g was
com m unication.

C o m m u n i c a t i o n a n d t i m i n g made t h e

m arketing p ro c e ss e f f e c t i v e .

A s t u d y by I n h l a n f e l d t

< 19 75 ) a t N o r t h w e s t e r n U n i v e r s i t y d i s c o v e r e d t h a t t h e
b e s t tim e to d i s c u s s c o l l e g e o p p o r t u n i t i e s w ith hig h
school

s t u d e n t s a n d t h e i r p a r e n t s w a s d u r i n g t h e summer

m onths p r i o r t o t h e i r s e n i o r y e a r .
process

I s much m ore t h a n s i m p l y

But t h e m a r k e t i n g

Inform ing th e s tu d e n t

about the s c h o o l.
C a r e n a n d K e m e r e r < 1 979) c o n c l u d e d t h a t a
successful

r e c r u i t i n g program must h av e:

. . .a f u n c t i o n a l r e l a t i o n s h i p betw een such
o f f i c e s as adm issio n s, i n s t i t u t i o n a l re s e a rc h ,
p l a c e m e n t , f i n a n c i a l a i d s , alum ni o f f i c e , and
s t u d e n t s e r v i c e s . <p. 174)
A s t u d y d o n e by D o m i n ic k e t a l . < 1 980)
t h e nu m ber o n e a c t i v i t y
v isitin g

In d icated th at

In r e c r u i t i n g s t u d e n t s w a s

the high sc h o o l.

T h i s w a s f o l l o w e d by c am p u s

}

54
v i s i t s by s t u d e n t s a n d p a r e n t s .
was a n o t h e r

M ailing to s tu d e n ts

im portant a sp e c t of re c r u itm e n t.

M ailin g s

s h o u l d a d d r e s s s p e c i f i c c u r r i c u l a r n e e d s ; must be
d irec t,

thorough and c o l o r f u l ;

was p r e f e r a b l e ,

(pp.

and f i r s t c l a s s m a ilin g

19-24)

R e c r u i tm e n t was o n ly one p h a s e o f t h e m a r k e t i n g
system .

R e t e n t i o n was a n o t h e r .

I n s t i t u t i o n s had to

become m o r e c o n c e r n e d a n d e f f e c t i v e a t r e t a i n i n g
stu d e n ts alread y e n ro lle d .
trie d

P a c i f i c L uthern U n iv e r s ity

t o c o r r e c t t h e r e t e n t i o n p r o b l e m on i t s c a m p u s .

Some o f t h e k e y r e c o m m e n d a t i o n s a b o u t r e t e n t i o n
included: a d v is in g ,
ev alu atio n ,

fin an cial

a id s,

fac u lty /in stru ctio n al

r e s e a r c h and

Im provem ent, p o l i c i e s

and p r o c e d u r e s , and developm ental p e rs o n a l

concerns.

A f t e r i m p l e m e n t a t i o n o f c h a n g e s , PLU e x p e r i e n c e d an
in crease

in th e r e t e n t i o n r a t e

75% i n 1 9 7 7 - 7 8 .
in h i s s t u d y ,

f r o m 69% i n 1 9 7 6 - 7 7 t o

C B eal, 1979, pp . 9 -1 6 )

Muskat < 1979),

f o u n d t h a t a c a d e m i c c o u n s e l i n g was

p ro b a b ly th e s i n g l e most im p o rtan t f a c t o r

In r e t e n t i o n .

Cpp. 1 7 - 2 2 )
The r e s e a r c h e r f o u n d t h a t

in stitu tio n s,

and the

c o l l e g e s and d e p a r t m e n t s w i t h i n them , were c a p a b le o f
in creasin g en rollm ents.

A lthough a lack of

on r e c r u i t m e n t a n d r e t e n t i o n e f f o r t s
ex isted ,

key f a c t o r s

literatu re

in a g r i c u l t u r e

in r e c r u i t m e n t a n d r e t e n t i o n w e r e

e v i d e n t a n d t h e y make i t p r a c t i c a l

for a g ric u ltu ral

55

c o l l e g e s and program s to r e c r u i t and r e t a i n h ig h ly
m o tiv a te d and c o m p e titiv e m i n o r i t i e s .
In 1985, d i d t h e L a n d -G ra n t I n s t i t u t i o n s p o s s e s s
the a b i l i t y

t o m e e t t h e dem an d o f t h e a g r i c u l t u r a l

i n d u s t r y f o r m i n o r i t y c a n d i d a t e s f o r employment?
A c c o rd in g t o D r. Jo hn so n <1977), Dr. P r o c t o r ( 1 9 7 6 ) ,
a n d D r. S e a l s ( 1 9 7 8 ) ,
c u rre n t enrollm ent

t h e a n s w e r w a s "no" a t t h e i r

lev els.

Yet I t was e v i d e n t t h a t Dr.

J o h n s o n Cl9 7 7 ) , Dr. P r o c t o r Cl9 7 6 ) , a n d D r. S e a l s
(1 9 7 8 ) were c o n v in c e d t h a t t h e L and -G ran t I n s t i t u t i o n s
p o ssessed the a b i l i t y

to change th e e n ro llm e n t tr e n d s ,

I f t h e y w o u l d commit t h e m s e l v e s t o t h e d e v e l o p m e n t o f
p ro g ram s t h a t were w e ll
ex cellen ce

in m i n d .

d e s i g n e d and Im plem ented w ith

C hapter Three
. RESEARCH PROCEDURES
In tro d u ctio n
T h is s e c t i o n of t h e s tu d y was d e s ig n e d t o

Im part

t o t h e r e a d e r t h o s e t h i n g s t h a t w e r e a c c o m p l i s h e d in
p r e p a r a t i o n f o r th e im plem entation of d a ta c o l l e c t i o n ,
a l o n g w i t h an e x p l a n a t i o n o f t h e e s t a b l i s h e d p r o d e d u r e s
fo r d ata an aly ses.
of the p o p u la tio n ,
the

Instrum ent,

These s t e p s

Included:

Cl) S e l e c t i o n

( 2 ) Development a n d r e f i n e m e n t of

C3> E s t a b l i s h i n g p r o c e d u r e s f o r t h e

c o ll e c t io n of d a ta ,

(4) C o lle c tio n of d a ta ,

a n d C5>

P ro ced u res fo r the a n a ly se s of d a ta .
S e 1e c t 1on o f t h e P q p u 1a t 1on
The p o p u l a t i o n o f t h i s s t u d y c o n s i s t e d o f m i n o r i t y
s t u d e n t s s e l e c t e d t o be I n t e r v i e w e d a s c a n d i d a t e s f o r
t h e 1985 M i n o r i t y A p p r e n t i c e s h i p P r o g r a m CMAP)
s p o n s o r e d by t h e C o l l e g e o f A g r i c u l t u r e a n d N a t u r a l
R e s o u rc e s a t M ichigan S t a t e U n i v e r s i t y .
in t h e p o p u l a t i o n ,
ap p licatio n

To b e i n c l u d e d

t h e s t u d e n t m u s t h a v e s u b m i t t e d an

f o r MAP a n d t h e n h a v e b e e n p l a c e d on t h e

I n t e r v i e w i n g l i s t by t h e M i n o r i t y A d v i s o r y B o a r d
S u b c o m m i t t e e on S e l e c t i o n .

The S u b c o m m i t t e e on

56

5?
S e le c tio n used the fo llo w in g c r i t e r i a
the

fo r determ in in g

in terv iew in g l i s t :
1— A p p l i c a t i o n on f i l e p r i o r t o F e b r u a r y 1,
2 — Minimum o f a n o v e r a l l

1 9 85 .

G r a d e P o i n t A v e r a g e <GPA)

of 2 .50.
3 — Minimum o f two l e t t e r s o f r e c o m m e n d a t i o n .
4 — S t u d e n t p a p e r on why t h e s t u d e n t w a n t e d t o b e a

p a r t o f MAP.
5 — I n d i c a t i o n t h a t s t u d e n t was p l a n n i n g t o p u r s u e
a p o st-seco n d ary educatio nal
6

program .

— D em onstrated le a d e r s h ip a b i l i t i e s .

Members o f t h e

Subcom m ittee w e re :

C h a i r m a n — Mr. P a u l

L u dw ig, DOW C h e m i c a l

Mr. Tom B l a c k , W e y e r h a e u s e r Co.
Ms. C a r o l B o y l e s , P i l l s b u r y Co.
Mr. Ted M o r r i s , S c h o o l T e a c h e r
CSee A p p e n d i x I I f o r c o m p l e t e b i o g r a p h i e s . )
A l l a p p l i c a n t s w e r e c o n t a c t e d by p h o n e a n d m a i l
p r i o r t o t h e m e e t i n g o f t h e S u b c o m m i t t e e on S e l e c t i o n
to determ ine t h e i r

in terest

in p a r t i c i p a t i n g

i n MAP.

A f t e r t h e i n t e r v i e w i n g l i s t was d e t e r m i n e d , a l l
I n t e r v i e w e e s w e r e c o n t a c t e d by p h o n e a n d m a i l

to

d e t e r m i n e an a p p r o p r i a t e d a t e and tim e f o r t h e i r
in terv iew .

O n e-h u n d red s e v e n t y - e i g h t s t u d e n t s were

c o n ta c t e d and In te rv ie w e d e i t h e r on-campus,
local

h i g h s c h o o l s o r by p h o n e .

at th eir

They c o n s t l t i t u t e

the

58

a c c e ss ib le population

fo r th is study.

These s t u d e n t s

a r e c a t e g o r i z e d In T a b l e 7 .
TABLE 7
MAP SUBCOMMITTE ON SELECTION STUDENT POPULATION
SELECTED FOR INTERVIEWING FOR THE 1 9 8 5 MAP PROGRAM
S t u d e n t P o p u l a t i o n _________Number_____ % o f P o p u l a t i o n
S e x / Y e a r in School
M ale/S enior
F em ale/S enior
M ale/Junior
F em ale/Junior

29
72
21
56

16.3%
40.4%
11.8%
31 .5 %

E th n ic Background
B lack
H lspanlc/C hlcano
A s ia n A m erican
O ther

150
21
1

8 4 .7 %
11.8%
.6 %
3 .4 %

6

T h e n a m e s o f t h e H ig h S c h o o l s o f t h e

Interview ed

s t u d e n t s w ere o b t a i n e d from t h e a p p l i c a t i o n s o f th e
can d id ates.

The High S c h o o l s r e p r e s e n t e d

are categorized

in T a b l e

8

.

In t h i s s t u d y

59
TABLE 8
HIGH SCHOOLS REPRESENTED BY STUDENTS INTERVIEWED FOR
THE 1985 MAP PROGRAM
School____________ Ciii!________ Humber
Adrian High
Assumption High
Battle Creek Cen.
Benton Harbor H.S,
Cass Tech
Central High
Charlotte H14i
Cody High
Cooley High
Covert High
Denby High
E. Lansing High
E. St. Louis Sr.
Eastern High
Eaton Rapids High
Everett High
Finney Hl^i
Grant High
Highland Park High
Huron High
Lincoln High
Marshall High
Muskegon Senior
Muskegon Heights
Newago High
Oak Park High
Pontiac Catholic
Pontiac Central
Pontiac Northern
Portage Northern
Redford High
Renaissance High
Saginaw High
St. Hedwlg High
St Mary's
Sexton High
Vestern High
Vood River High
Ypsllanti High

Adrian, HI
E. St. Louis, III
Battle Creek, HI
Benton Harbor, HI
Detroit, HI
Detroit, HI
Charlotte, HI
Detroit, HI
Detroit, HI
Covert, HI
Detroit, HI
East Lansing, HI
East St. Louis, 111
Lansing, HI
Easton Rapids, MI
Lansing, HI
Detroit, HI
Grant, HI
Highland Park, HI
Ann Arbor, MI
East St. Louis, It!
Marshall, HI
Kuskegon, HI
Muskegon Heights, HI
Newago, HI
Oak Park, HI
Pontiac, HI
Pontiac, HI
Pontiac, HI
Portage, HI
Detroit, HI
Detroit, HI
Saginaw, HI
Detroit, HI
Detroit, HI
Lansing, Hi
Detroit, HI
Vood River, lil
Ypsllanti, Hi

4
1
7
2
12
1
1
1
2
1
2
6
22
2
1
2
3
3
1
13
1
1
12
3
1
1
1
3
3
1
2
47
1
1
1
3
5
1
3

* of Population
2.2*
.6*
3.9*
1.1*
6.7*
.6*
.6*
.6*
1.1*
.6*
1.1*
3.4*
12.4*
1.1*
.6*
1.1*
1.7*
1.7*
.6*
7.3*
.6*
.6*
6.7*
1.7*
.6*
.6*
.6*
1.7*
1.7*
.6*
1.1*
26.4*
.6*
.6*
.6*
1.7*
2.8*
.6*
1.7*

60

Developm ent and R e fin e m e n t o f th e _ Iin s tru m e n t
One s u r v e y I n s t r u m e n t w a s p r e p a r e d f o r t h e
stu d en ts

i n t e r v i e w e d f o r t h e 1985 M i n o r i t y

A p p re n tic e s h ip Program .

The i n s t r u m e n t w a s d e v e l o p e d

by a r e v i e w o f r e l e v a n t

l i t e r a t u r e a n d by c o n s u l t a t i o n

w i t h t h e r e s e a r c h e r ' ' s m a j o r p r o f e s s o r , m em b e r s o f t h e
staff

of t h e M ichigan S t a t e U n i v e r s i t y S u p p o r tiv e

S e r v i c e s C e n t e r , a n d m em b e r s o f t h e s t a f f
A gricu ltu ral

of the

and E x te n sio n E d u ca tio n D epartm ent a t

M ichigan S t a t e U n i v e r s i t y .
T h ere was a c o n s e n s u s t h a t
student p r o f ile

t o f o r m an a c c u r a t e

the fo llo w in g types of

inform ation

s h o u l d be c o l l e c t e d :
1. B a c k g r o u n d a n d p e r s o n a l
Ca>
Cb)
Cc>
<d>

in fo rm ation .

R esidence
High s c h o o l
Grade p o i n t a v e r a g e
Y ear in sc h o o l

2. P o st-se c o n d a ry p la n s
<a) I n t e r e s t in p u r s u i n g p o s t - s e c o n d a r y
ed u catio n or t r a in in g
Cb) I f a t t e n d i n g c o l l e g e , w h a t w e r e c h o i c e s
(c> M a j o r p r e f e r e n c e u p o n e n t e r i n g c o l l e g e
3. C areer p la n s
<a> S p e c i f i c c a r e e r i n t e r e s t s a n d p l a n s
Cb) S t u d e n t i n t e r e s t s
Cc) R e a s o n s f o r c a r e e r a n d i n t e r e s t c h o i c e s
S i n c e t h i s s t u d y was o f m i n o r i t y s t u d e n t s an d
t h e i r en ro llm en t/m ajo r p re fe re n c e s t a t u s as r e l a te d

to

61

A g r ic u ltu r e and N atu ral R eso u rces,
ad d itio n al

c a te g o rie s of

the fo llo w in g

in fo rm a tio n were needed:

4. A ttitu d e about a g r ic u ltu r e
5. Aw areness of c a r e e r o p p o r t u n i t i e s

in

a g ricu ltu re
6

. W illin g n e ss to ex plore c a r e e r s

in a g r i c u l t u r e

E s t a b l i s h i n g P r o d e d u re s of Data C o l l e c t i o n
In c o l l e c t i n g t h e d a t a f o r t h e s t u d y ,

i t was

d e t e r m i n e d t o u s e a s many o f t h e r e s e a r c h t e c h n i q u e s a s
were f e a s i b l e

in o r d e r t o e n s u r e a h i g h d e g r e e of

accuracy and m a in ta in o b j e c t i v i t y .

These te c h n iq u e s

included the fo llo w in g :
1. A p e r s o n a l l y a d d r e s s e d l e t t e r

to each

i n t e r v i e w e e w a s m a i l e d on F e b r u a r y 1 5 ,

1985

inform ing th e a p p lic a n t of h i s / h e r s e l e c t i o n
to the

I n t e r v i e w i n g l i s t and th e d a t e s and

tim es to conduct the

Interview s.

The

l e t t e r w a s w r i t t e n on a w o r d p r o c e s s o r w i t h
the c a p a b il i ty of p e rs o n a liz in g each l e t t e r .
The u s e o f a l e t t e r p e r f e c t p r i n t e r a l l o w e d
f o r each

letter

to appear p ro fe s s io n a lly

w r i t t e n and p e r s o n a l .

(S e e Appendix I I I . )

2 . E ach I n t e r v i e w e e w a s c a l l e d w i t h i n

two w e e k s t o

a s s u r e each s tu d e n t had re c e iv e d h i s / h e r
and u n d e rsto o d th e

interv iew in g p ro cess.

letter

62

3. A d a t e and tim e was s e t f o r each s t u d e n t
Interview .

Each s t u d e n t t h e n w e n t t h r o u g h

an i n t e r v i e w , u s i n g t h e same i n s t r u m e n t ,
w h e t h e r t h e i n t e r v i e w was o n -c a m p u s, a t t h e
high school

of the

in terv iew ee,

conducted v ia the phone.
w e r e c o m p l e t e d by A p r i l

All
15 ,

o r was

in terv iew s

1985.

(See

i n t e r v i e w i n s t r u m e n t , Appendix IV .)
4 . S t u d e n t s w e r e p l a c e d i n t o o n e o f two g r o u p s :
( G r o u p 1) 1985 M i n o r i t y A p p r e n t i c e s h i p P r o g r a m
P a r t i c i p a n t s a n d ( G r o u p 2 ) 1985 M i n o r i t y
A p p r e n ti c e s h ip Program A l t e r n a t e s .

(See t a b l e

15)
5. S t u d e n ts in th e M in o rity A p p r e n tlc e h s ip
P r o g r a m P a r t i c i p a n t Group w e r e s e n t a
personal

letter

I n f o r m i n g them o f t h e i r

s e l e c t i o n and r e q u e s t i n g they r e t u r n a
p re -p a id p o st card in d ic a tin g t h e i r acceptance
of th e o f f e r .

6

T hey w e r e g i v e n a d e a d l i n e o f

J u n e 1,

1985 t o r e t u r n

th e c a r d and a c c e p t th e

offer.

(See l e t t e r and c a r d in Appendix V .)

. S t u d e n t s in t h e M i n o r i t y A p p r e n t i c e s h i p
P r o g r a m A l t e r n a t e Group w e r e s e n t a p e r s o n a l
le tte r

i n f o r m i n g th em o f t h e i r s t a t u s a n d

r e q u e s t i n g th e m t o r e t u r n a p r e - p a i d p o s t
card In d ica tin g th e ir d e sire

t o h a v e t h e i r name

63
k e p t on f i l e

for c o n sid eratio n ,

i f any o f t h e

p a r t i c i p a n t group e i t h e r d e c l i n e d th e o f f e r o r
f a i l e d t o show-up f o r t h e p ro g ram .
g iv e n a d e a d l i n e o f June 1,
card.

T hey w e r e

19 85 t o r e t u r n

the

(S ee l e t t e r and c a r d in Appendix VI)

7 . E ach s t u d e n t ,
assure

In e a c h g r o u p , w a s c a l l e d t o

they r e c e i v e d th e

l e t t e r and u n d e rs to o d

th eir sta tu s.
8

. E ach M i n o r i t y A p p r e n t i c e s h i p P a r t i c i p a n t , who
r e tu r n e d to high school

for th e ir sen io r

y e a r a f t e r c o m p l e t i o n o f MAP 19 85 , was
re q u e ste d to send a l e t t e r s t a t i n g t h e i r
i n t e n t i o n s ab o u t c o l l e g e and e n r o l l m e n t /
m a j o r p r e f e r e n c e f o r F a l 1 Term 1 9 8 6 .
9 . Each M i n o r i t y A p p r e n t i c e s h i p P r o g r a m A l t e r n a t e ,
who s t i l l

was a h ig h s c h o o l

s t u d e n t , was

c o n t a c t e d i n S e p t e m b e r 1986 a n d a s k e d t o a p p l y
f o r 1986 M i n o r i t y A p p r e n t i c e s h i p P r o g r a m , a s
w ell

as in d icate th e ir

In te n tio n s fo r F all

Term 1 9 8 6 .
The c o l l e c t i o n

t e c h n i q u e s u s e d in t h i s s t u d y a l l o w e d

the re s e a rc h e r

t o f o l l o w e a c h s t u d e n t fr o m I n i t i a l

c o n ta ct to post-seco n d ary c a re e r c h o ice.

T h ey w e r e

c o n c is e and com plete and allo w e d the r e s e a r c h e r to
o b ta in d a ta t h a t allo w ed f o r a com plete a n a l y l s .

64
C o l l e c t i o n of th e Data
A f t e r t h e p o p u l a t i o n was c h o s e n , in s tr u m e n t
d eveloped, and the p ro ce d u res f i n a l i z e d fo r the
c o l l e c t i o n of th e d a t a , th e p o p u la tio n had t o be
refin ed .

The p o p u l a t i o n w a s r e f i n e d by d e t e r m i n i n g

which m i n o r i t y s t u d e n t s h ad e n r o l l e d o r were i n t e n d i n g
to en ro ll

a t M ichigan S t a t e U n i v e r s i t y w ith a m ajor

preference

in a g r i c u l t u r e and n a t u r a l

to th e ir p a rtic ip a tio n
Program .

resources p rio r

in t h e M i n o r i t y A p p r e n t i c e s h i p

The a d m i s s i o n r e c o r d s a t M i c h i g a n S t a t e

U n i v e r s i t y were u s e d t o v e r i f y th e s t a t u s of each
stu d en t.
I t w a s f u r t h e r r e f i n e d by d e t e r m i n i n g w h i c h
s tu d e n t p a r t i c i p a n t s changed t h e i r m ajor p r e f e r e n c e to
a g r i c u l t u r e and n a tu r a l

r e s o u r c e s a f t e r c o m p le tio n of

th e M in o rity A p p re n tic e s h ip Program .

I t was r e f i n e d

a g a i n by d e t e r m i n i n g w h i c h o f t h e h i g h s c h o o l

Juniors

sw itc h e d u n i v e r s i t i e s a n d /o r m ajor p r e f e r e n c e s a f t e r
th ey had co m p leted th e M in o rity A p p r e n tic e s h ip Program.
The a d m i s s i o n r e c o r d s a t M i c h i g a n S t a t e U n i v e r s i t y a n d
th e m ajor change r e c o r d s of th e C o lle g e of A g r ic u ltu r e
and N a tu ra l

R e s o u rc e s were u s e d t o v e r i f y t h e s t a t u s o f

each s tu d e n t.
The p o p u l a t i o n c o u l d n o t b e r e f i n e d a s t h o r o u g h l y
a s p la n n e d , due t o s e v e r a l u n e x p e c te d c i r c u m s t a n c e s .

65
S t u d e n t s t h o u g h t t h e y h a d c h o s e n a s p e c i f i c m a j o r when
a p p l y i n g f o r a d m is s io n t o M ichigan S t a t e U n i v e r s i t y b u t
h a d m isco d e d t h e a p p l i c a t i o n f o r a d m is s io n form and
were n o t in th e m ajo r th e y h a d w a n te d .
stu d en ts,

T h u s f o r some

i t w a s i m p o s s i b l e t o know t h e i r m a j o r

preference s ta tu s .

A nother problem c o n c e rn e d th e

p r o c e d u r e n e e d e d t o ch an g e m a j o r s o n ce a s t u d e n t was
o fficially

e n r o l l e d a t M ichigan S t a t e U n i v e r s i t y .

A n o t h e r p r o b l e m w a s c a u s e d by t h e c o n f u s i o n o v e r w h a t a
m ajor p r e f e r e n c e was.

Many s t u d e n t s t h o u g h t t h a t

a g r i - b u s i n e s s , a g ri-c o m m u n ica t1 ons, and
a g r i - e n g i n e e r i n g m a jo rs sim ply i n d i c a t e d b u s i n e s s ,
com m unication, o r e n g i n e e r i n g a s t h e i r m ajo r and th ey
t h e n w o u l d c o n c e n t r a t e on a g r i c u l t u r e .

C onsequently,

t h e s t a t u s o f many o f t h e s t u d e n t s c o u l d n o t b e
v e r i f i e d by t h e u s e o f M i c h i g a n S t a t e U n i v e r s i t y
records.

The r e s e a r c h e r w a s a b l e t o u s e o t h e r m e t h o d s

to secu re a c c u ra te re c o rd s of the enrolIm ent of
stu d e n ts.

I t was p o s s i b l e t o d e t e r m i n e , w i t h a c c u r a c y ,

t h a t 19 o f t h e f r e s h m e n e n t e r i n g d u r i n g F a l l Term 1985
d id in te n d to change t h e i r m ajor to a m ajor p r e f e r e n c e
in a g r i c u l t u r e and n a t u r a l

re s o u rc e s b e fo re th e end of

t h e W i n t e r Term o f t h e i r f r e s h m a n y e a r .
The v e r y a c c u r a t e a n d c o m p l e t e r e c o r d s o f t h e
D i r e c t o r of th e M in o rity A p p r e n ti c e s h ip Program a t
M ichigan S t a t e U n i v e r s i t y , C o lle g e o f A g r i c u l t u r e and

66
N a t u r a l R e s o u r c e s O f f i c e o f A c a d e m ic a n d S t u d e n t
A f f a i r s were u se d to o b t a i n a c u r r e n t m a i l i n g a d d r e s s
fo r nearly a ll

t h e MAP P a r t i c i p a n t s a n d A l t e r n a t e s ,

O th e r a d d r e s s e s w ere o b t a i n e d from c o u n s e l o r s a t th e
h i g h s c h o o l s a t t e n d e d by e a c h s t u d e n t .
Those s t u d e n t s r e t u r n i n g t o c o m p lete t h e i r s e n i o r
y e a r In h i g h s c h o o l w e r e a s k e d t o s e n d a l e t t e r

to the

D i r e c t o r of th e M in o rity A p p re n tic e s h ip Program ,
in d icatin g th e ir
school

in ten d ed ch o ice of a p o st-se c o n d a ry

and m ajor p r e f e r e n c e .

S t u d e n t s , who h a d

g r a d u a t e d from h i g h s c h o o l , w ere a s k e d t o s e n d a n o t e
in d ic a tin g the c o lle g e or u n iv e r s ity
atten d in g ,

if any,

t h e y w o u l d be

t h e i r m ajor p r e f e r e n c e , and i f

p la n n e d t o change m a jo rs and,

if so,

to w hat.

they

(See

A p p e n d i x VI I . >
I t was t h e n p o s s i b l e t o p r e p a r e T a b le 9 which
in d ic a te s the

s t a t u s o f t h e 48 s e n i o r s t u d e n t s .

T a b l e 10 t h a t

I n d i c a te s the s t a t u s of th e

46 j u n i o r

stu d en ts,

T a b l e 11 t h a t I n d i c a t e s t h e

combined

and

s t a t u s of J u n io r and s e n io r

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

i n t h e 1985 MAP P r o g r a m , a s o f March 1 ,

1986.

67

TABLE 9
E n r o l l m e n t / M a j o r P r e f e r e n c e (March 1, 1986) o f
1985 S e n i o r MAP P a r t i c i p a n t s
Participant
Group
Males
Fema1 es
Total

ANR# Major Preference
Non-ANR Major Preference
Number Percentage
Number
Percentage
( p a r t i c i p a n t group)
( p a r t i c i p a n t group)
46.7%
53.3%
7
8
13

39.4%

20

60.6%

20

41.7%

28

58.3%

tfANR—a g r i c u l t u r e and na tura l resources
TABLE 10
E n r o l l m e n t / M a j o r P r e f e r e n c e (March 1, 1986) of
1985 J u n i o r MAP P a r t i c i p a n t s
Participant
Group
Males

ANR# Major Preference
Non-ANR Major Preference
Number Percentage
Number
Percentage
( p a r t i c i p a n t group)
( p a r t i c i p a n t group)
33.3%
3
66.7%
6

Females

18

48.6%

19

51.4%

Total

21

45.6%

25

54.4%

#ANR—a g r i c u l t u r e and n atu ral re sou rces

68

TABLE 11
E n r o l l m e n t / M a j o r P r e f e r e n c e (March 1,
A l l 1985 MAP P a r t i c i p a n t s
Participant
Group

1986) o f

ANR# Major Preference
Non-ANR Major Preference
Number Percentage
Number
Percentage
( p a r t i c i p a n t group)
( p a r t i c i p a n t group)
10
41.7%
14
58.3%

Males
Females

31

44.3%

39

55.7%

Total

41

43.6%

53

56.4%

#ANR—A gricu ltu re and Natural Resources
T ables 9,

10* a n d 11 show t h e m a j o r e n r o l l m e n t

s t a t u s o f t h e s t u d e n t s who w e r e In t h e 1985 M i n o r i t y
A p p r e n t i c e s h i p P r o g r a m g r o u p * a s o f March 1* 1 9 8 6 .
F o r ty - s e v e n p e r c e n t of th e s e n i o r m ale p a r t i c i p a n t s ,
t h i r t y - t h r e e p e r c e n t s of th e J u n i o r m ale p a r t l c p a n t s *
and f o r t y - t w o p e r c e n t o f a l l m ale p a r t i c i p a n t s e i t h e r
w ere e n r o l l e d a t M ichigan S t a t e U n i v e r s i t y w ith a m ajo r
preference

In a g r i c u l t u r e a n d n a t u r a l

r e s o u r c e s o r were

g o in g t o e n t e r M ichigan S t a t e U n i v e r s i t y F a ll
w ith a m ajor p r e f e r e n c e
resources.

t e r m 1986

In a g r i c u l t u r e a n d n a t u r a l

S i m i l a r r e s u l t s were r e c o r d e d f o r fem ale

p artlclp a n ts.
T a b l e 1 2 , F i g u r e 1, a n d F i g u r e 2 I n d i c a t e t h e
s t a t u s o f t h e 178 19 85 M i n o r i t y A p p r e n t i c e s h i p P r o g r a m
P a r t i c i p a n t s and A l t e r n a t e s a s of F e b ru a ry 15,

1985.

Suc h s t a t u s w a s d e t e r m i n e d f o r 90 p e r c e n t o f t h e
p a r t i c i p a n t s a n d 85 p e r c e n t o f t h e a l t e r n a t e s .

Those

69

n o t a c c o u n te d f o r w ere random ly d i s t r i b u t e d

In t h e

p o p u l a t i o n by y e a r i n s c h o o l , s e x , a n d MAP g r o u p .
T a b l e 12
E n r o l I m e n t a n d M a j o r P r e f e r e n c e S t a t u s o f 1985 MAP
P a r t i c i p a n t s and A l t e r n a t e s a s of
F e b r u a r y 1 5, 1985
P articip an t
Group
Group 1««
Hates
Females
Combined
Group 2*«*
Hales
Females
Combined

Najor Preference
College Aspirations
Yes
Non-ANR
No
ANKft
Number % Number %
Number %
Number %
(group)
(group)
(group)
(group)
25 26.6%
0
0.0%
25 26.6% 0 0.0%
2
2.1%
68 72.3% 1 i.i%
67 71.3%
93 98.9% 1. 1.1%
92 97.9%
2
2.1%

31.0%
66.7%
97.7%

2
0
2

2.3%
0.0%
2.3%

0
1
1

0.0%
1.2%
1.2%

28
55
83

33.3%
65.5%
98.8%

Group*1 & Group 2*#**
51 28.6%
Hales
Females
124 69.7%
Combined
175 98.3%

2
1
3

1.1%
.6%
1.7%

0
3
3

0.0%
1.7%
1.7%

53
122
175

29.8%
68.5%
98.3%

26
56
82

* ANR-Agriculture and Natural Resources
Xtt Group 1-Those students selected as 1985 HAP P articip an ts
»** Group 2-Those students interviewed, but chosen as A lternates
«*«« All students Interviewed for 1985 HAP Program

T a b l e 1 2 , F i g u r e 1, a n d F i g u r e 2 show t h a t
n i n e t y - n i n e p e r c e n t o f t h e s t u d e n t s who w e r e

in t h e

P a r t i c i p a n t Group h a d c o l l e g e a s p i r a t i o n s a n d
n i n e t y - e i g h t p e r c e n t o f t h e A l t e r n a t e Group a l s o h a d
co lleg e a s p ira tio n s .

T h ey a l s o

in d icate th a t

l e s s than

two p e r c e n t o f e i t h e r g r o u p h a d c h o s e n a m a j o r
preference

in a g r i c u l t u r e a n d n a t u r a l

resources p rio r

t o t h e b e g i n n i n g o f t h e 1985 M i n o r i t y A p p r e n t i c e s h i p

70
Figure 1
C ollege A s p ir a tio n s of S tu d e n ts In te rv ie w e d fo r
t h e 1985 MAP P r o g r a m

Q. 01 L- U «H C -t«T] O' 0J Vi

100
30807060504*030-

98.95s

-

£

0

-

10

“

0

-

1.1%

Q " ? "7 V
-I* l . i ■*!

Q
O OV
■ 3 0 . •_»■*■

OOV
L.u rn .
L -.

1.75S
rrm

group 1 group £ grou p s 18c £
group 1 -1 9 8 5 MRP P a rticip a n t Group
group £ -1 3 8 5 MRP A lte r n a te Group
Hill s t u d e n t s with college a sp ir a tio n s
im s t u d e n t s without college a sp ir a tio n s

71
Figure 2
M ajor P r e f e r e n c e C h o ice of S t u d e n t s I n t e r v i e w e d f o r
t h e 1985 MAP P r o g r a m , a s o f March 1985

i/i iii «d cli h- n in n 1 hi ~u

q
p o v> ■
3 0 .
9S. 3‘:
100ri-+ 97.0“-;
908 0706050*
4 03 028oi^. -L*
I V■
1
±. ?
I v
*■
10H
J a i iL* m
rrm
.10X 1.,0
group 1 group 2 grou p s 1& 2
group 1 -1 9 9 5 MRP P a r tic ip a n t Group
group 2 -1 9 8 5 MRP A lte r n a te Group

ODDE s t u d e n t s with non-RNR major P r e f.
TTl s t u d e n t s RNFi major P r e f.

72
Program ,

F i g u r e s 1 & 2 g r a p h i c a l l y show t h a t b o t h t h e

P a r t i c i p a n t G roup a n d A l t e r n a t e G roup a r e s i m i l a r .
T h is co ntin ued refinem ent p ro ce ss r e s u lte d
I n d e n t 1f l c a t I o n o f 175 s t u d e n t s who:

(1)

in t h e

in terv iew ed

f o r t h e 1985 M i n o r i t y A p p r e n t i c e s h i p P r o g r a m ,

(2)

e i t h e r a tte n d e d a p o st-se co n d a ry school or had
I n t e n t i o n s o f a t t e n d i n g a p o s t - s e c o n d a r y s c h o o l u p on
com pletion of high school

In S e p t e m b e r 1985 o r 1 9 8 6 ,

a n d <3) d i d n o t h a v e a m a j o r p r e f e r e n c e
and n a tu ra l

in a g r i c u l t u r e

r e s o u r c e s p r i o r t o summer 1 9 8 5 .

(s e e T able

17)
Two f o l l o w - u p

l e t t e r s were s e n t a t

the b eg in n in g

o f S e p t e m b e r In t h e p r o c e s s o f r e f i n i n g t h e p o p u l a t i o n .
C opies of th e su rv e y

In stru m e n t and th e l e t t e r s a re

A ppendices V III-X of t h i s r e p o r t .

T elep h o n e c a l l s were

a ls o used a s a p a r t of the follow -up p ro c e d u re s .

T h is

was t o i n s u r e b e t t e r v a l i d i t y a n d more a c c u r a c y o f t h e
d ata.
P r o c e d u r e s f o r T re a tm e n t of t h e Data
The c l a s s i f i c a t i o n
four c a te g o rie s :

of re se a rc h d a ta f a l l s

nom inal, o r d i n a l .

In terv al,

The c a t e g o r y a n d p o p u l a t i o n V a r i a b l e s d i c t a t e
general

group of a n a l y t i c a l

the d a ta .

Into

and r a t i o .
the

t o o l s t o be u sed t o a n a ly z e

73
D ata in t h i s r e s e a r c h s t u d y a r e nom inal
o rdinal

in n a tu r e and, t h u s , c a l l

and

fo r th e use of

d escrip tiv e s t a ti s t i c s .
The p e r s o n a l
se x , high school

inform ation

In c lu d e d y e a r in s c h o o l ,

a tte n d e n c e , e t h n i c background, and

c ity of resid en ce.

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

included

c l a s s r a n k , Grade P o i n t A v e ra g e , m ajo r p r e f e r e n c e ,
c o lle g e /u n iv e r s ity c h o ice, p o st-seco nd ary a s p ir a tio n s ,
and c a r e e r

in te rest.

These ite m s were a n a ly z e d w ith

th e d e s c r i p t i v e s t a te m e n t s and th e c o rr e s p o n d in g
fre q u e n c ie s and p e rc e n ta g e s.
item c o u ld be:

An e x a m p l e o f o n e s u c h

"The m a j o r i t y o f 1985 S e n i o r MAP

p a r t i c i p a n t s d e f i n i t e l y d e c i d e d t o a t t e n d M ichigan
S t a t e U n i v e r s i t y F a l l Term a s 80 p e r c e n t o f t h e
r e s p o n d e n t s e n r o l l e d f o r t h e 1985 F a l l T e r m . "
C h i - s q u a r e a n a l y s i s was u s e d t o look i n t o t h e
r e l a t i o n s h i p s betw een th e b a c k g ro u n d s and e d u c a t i o n a l
h i s t o r y o f MAP a p p l i c a n t s c h o s e n t o p a r t i c i p a t e

in t h e

p r o g r a m a n d t h o s e o f MAP a p p l i c a n t s p l a c e d i n t h e
a lte rn a te

group.

Independent v a r i a b l e s such a s y e ar

s c h o o l, high s c h o o l,

s e x , and p o s t - s e c o n d a r y p l a n s were

em ployed in t h i s a n a l y s i s .
w ould d e te r m in e

in

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

i f an y r e l a t i o n s h i p e x i s t s b e t w e e n t h e

h ig h school a tt e n d e d and th e se x u al c o m p o sitio n of the
MAP p r o g r a m ;

th e academ ic p e rfo rm an c e of th e a p p l i c a n t s

and t h e i r p o st-s e c o n d a ry a m b itio n s ; and e th n i c

74
background c o m p o sitio n and high school
a n a l y s i s was n e c e s s a r y t o a s s u r e t h a t

atten d ed .

T his

t h e MAP

P a r t i c i p a n t G roup a n d t h e MAP A l t e r n a t e G roup w e r e
composed o f s t u d e n t s w i t h v e ry s i m i l a r b a c k g ro u n d s and
e x p e rie n c e s so a s not to b ia s the r e s u l t s of t h i s
stu d y .
Summary
T h is s e c tio n of the study s e t s f o r th
p r o c e d u r e s u s e d by t h e r e s e a r c h e r .
d iv id e d in to seven s u b - s e c ti o n s .
In tro d u ctio n ,

the re s e a rc h

The c h a p t e r
These a r e :

Cl)

C2) S e l e c t i o n o f t h e P o p u l a t i o n ,

Development a n d R e fin e m e n t o f t h e I n s t r u m e n t ,

Is

C3)
<4)

E s t a b l i s h i n g P ro c e d u re s f o r th e C o l le c t i o n of D ata,
<5) C o l l e c t i o n o f D a t a ,
of D ata,

C6) P r o c e d u r e s f o r t h e A n a l y s i s

a n d ( 7 ) Summary.

A s u rv e y was d e v e lo p e d and

u s e d which p r i m a r i l y s o u g h t t o g a t h e r p e r s o n a l ,
ed u catio n al,

and p o st-se c o n d a ry

en terin g a g ric u ltu re

i n t e r e s t s tow ards

i n c o l l e g e CSee A p p e n d i x X I ) .

These d a t a were c l a s s i f i e d a s p r i m a r i l y s e c o n d o r d e r or
o rd in al.

Thus,

d escrip tiv e.

the s t a t i s t i c a l

P ercentages,

were u s e d most o f t e n .

t o o l s u s e d were

frequencies,

and c h i- s q u a r e

C h ap ter Four
PRESENTATION AND ANALYSIS OF DATA
T h is c h a p te r p r e s e n ts the r e s u l t s of th e stu d y

In

te rm s of r e s p o n s e s t o q u e s t i o n s w hich w ere a s k e d th e
s t u d e n t s I n t h e s a m p l e , r e c o r d s on e n r o l l m e n t
M ichigan S t a t e U n i v e r s i t y A d m issio n s O f f i c e ,

from th e
and

r e c o r d s on m a j o r p r e f e r e n c e c h a n g e s f r o m t h e M i c h i g a n
S t a t e U n iv e r s ity C o lle g e of A g r ic u ltu r e and N a tu ral
R esources.

The r e s p o n s e s of M i n o r i t y A p p r e n t i c e s h i p

Program p a r t i c i p a n t s a r e a n a ly z e d and com pared t o th e
r e s p o n s e s o f M in o r ity A p p r e n ti c e s h ip Program a l t e r n a t e s
to d e te rm in e t h e i r p o s t-s e c o n d a ry e n ro llm e n t s t a t u s and
m ajor p r e f e r e n c e c h o ic e .
m ajor p r e f e r e n c e p r i o r

Em phasis i s g iv e n t o t h e i r

t o t h e summer o f 1 9 8 5 ;

m a jo r p r e f e r e n c e upon e n t e r i n g c o l l e g e
1985;

t h e i r m ajor p r e f e r e n c e p r i o r

th eir

in th e F a l l

to th e b e g in n in g of

S p r i n g t e r m 1 9 8 6 ; o r t h e i r m a j o r p r e f e r e n c e u p on
e n te rin g co lleg e
For c l a r i t y ,
sectio n s.

in t h e F a l l
the c h a p te r

of

1986.

I s d i v i d e d i n t o two

These a r e :

A. M i n o r i t y A p p r e n t i c e s h i p P r o g r a m P a r t i c i p a n t
G rou p C o m p a r e d W i t h M i n o r i t y A p p r e n t i c e s h i p
P r o g r a m A l t e r n a t e G roup
B. A n a l y s i s o f D a t a

75

of

76

T h o s e p e r s o n s who w e r e i n t e r v i e w e d a s p o s s i b l e
M in o rity A p p r e n tic e s h ip Program p a r t i c i p a n t s f o r th e
1985 Summer MAP P r o g r a m c o n s t i t u t e d t h e s o u r c e o f t h e
respondents.

T h o s e p e r s o n s who w e r e i n t h e g r o u p t o be

in te r v ie w e d b u t w ere g o in g t o s e l e c t a m ajo r p r e f e r e n c e
In A g r i c u l t u r e a n d N a t u r a l R e s o u r c e s p r i o r t o b e i n g
i n t e r v i e w e d w ere i n c l u d e d in th e s t u d y ,
those s tu d e n ts s e le c te d to p a r t i c i p a t e
not fin is h

th e program .

a s well
in

as

MAP a n d d i d

A r e s p o n s e w as o b t a i n e d from

95 p e r c e n t o f t h o s e q u a l i f i e d f o r t h e s t u d y .
MAP P a r t i c i p a n t Group C om pared W it h
MAP A l t e r n a t e Group
The p u r p o s e o f t h i s s e c t i o n

i s t o compare s t u d e n t s

i n t h e s a m p l e who w e r e s e l e c t e d a n d p a r t i c i p a t e d

in t h e

19 85 MAP p r o g r a m w i t h t h o s e s t u d e n t s

In t h e s a m p l e who

were p la c e d

The c o m p a r i s o n

w ill

in t h e A l t e r n a t e G r o u p .

b e made on t h e b a s i s o f G r a d e P o i n t A v e r a g e , High

School A tte n d e d , Sex, Y ear in S c h o o l, and E th n ic
Background.

I t w ill

p r o v i d e some i n d i c a t i o n o f t h e

s i m i l a r i t y o r d i f f e r e n c e s b e t w e e n t h e MAP P a r t i c i p a n t s
a n d t h e MAP A l t e r n a t e s f o r t h e 1985 MAP P r o g r a m .

The

r e s u l t s o f t h e s e l e c t i o n c o m m itte e a r e fo u n d in
Appendix X I I .
The r e s u l t s a r e p r e s e n t e d s t a t i s t i c a l l y

in te r m s

of w hether or not the d i f f e r e n c e s a re s i g n i f i c a n t .

The

77
C h i - S q u a r e S t a t i s t i c was u s e d t o d e t e r m i n e
sig n ifican ce.
T a b l e 13 s h o w s s t u d e n t s t a t u s on High S c h o o l
P o in t Average.
b a s e d on o v e r a l l
all

Grade

The High S c h o o l G r a d e P o i n t A v e r a g e i s
Grade P o i n t A verage o f t h e s t u d e n t

in

s u b j e c t s taken d u rin g t h e i r e n t i r e high school

career.

It

i s u s e d a s an i n d i c a t o r o f t h e s t u d e n t ' s

academ ic e f f o r t s w h ile
d iffe re n c e s a t the

in h i g h s c h o o l .

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

. 0 5 l e v e l w e r e f o u n d b e t w e e n t h e MAP

P a r t i c i p a n t G roup a n d t h e MAP A l t e r n a t e G r o u p .
The MAP P a r t i c i p a n t Group a n d MAP A l t e r n a t e Group
w e r e c o m p a r e d on t h e b a s i s o f s c h o o l b a c k g r o u n d .
T a b l e 13
High S c h o o l G r a d e P o i n t A v e r a g e s o f MAP A p p l 1c a n t s
I n t e r v i e w e d f o r t h e 1985 MAP P r o g r a m a s o f
F e b r u a r y 1 5 , 1985
P articip an t
Group
G roup 1*
3 . 50>
3 .2 5 -3 .4 9
3 .0 0 -3 .2 4
2 .7 5 -2 .9 9
<2.75
Grou p 1 T o t a l
G roup 2##
3.50>
3 .2 5 -3 .4 9
3 .0 0 -3 .2 4
2 .7 5 -2 .9 9
<2.75
G roup 2 T o t a l

Number

Percentage
Group T o t a l

16
11
28
24
15
94

17.0%
11.7%
29.8%
25 .5 %
16.0%

9.0%
6 .2%
15.7%
13.5%
8.4%

10
17
16
20
21
84

11.9%
2 0 .2%
19.0%
23.8 %
25.0 %

5.6%
9.6%
9.0%
1 1 .2%
1 1 .8%

1 - 1 9 8 5 MAP P a r t i c i p a n t Group
## Group 2-1985 MAP Alternate Group

78
T a b l e 14 I n d i c a t e s t h a t t h e p r o p o r t i o n o f MAP
P a r t i c i p a n t s a n d t h e p r o p o r t i o n o f MAP A l t e r n a t e s w i t h
s i m i l a r h ig h sc h o o l b a c k g ro u n d s was r e l a t i v e l y
co n stan t.
T a b l e 14
Hi gh S c h o o l B a c k g r o u n d s o f t h e MAP P a r t i c i p a n t s
a n d MAP A l t e r n a t e s f o r t h e 1985
MAP P r o g r a m
Participants
Communi ty
Adrian, MI
Ann Arbor, MI
B a tt l e Creek, MI
Benton Harbor, MI
C h a r l o t t e , MI
Covert, MI
D e t r o i t , MI
East Lansing, MI
East S t . Louis, ILL
Eaton Rapids, MI
Grant, MI
Highland Park, MI
Lansing, MI
Marshall, MI
Muskegon, MI
Muskegon Heights, MI
Newago, MI
Oak Park, MI
Po ntiac, MI
Portage, MI
Saginaw, MI
Wood River, ILL
Y p s i l a n t l , MI

P a r t i c i p a n t Group
A l t e r n a te Group
Number
Frequency
Frequency
Number
Group
Total
Group# Total ##
.01
3
.02
1
.01
.03
.02
.11
.05
4
9
.04
.05
.02
5
.03
2
.01
0
.00
.02
.01
.00
2
.01
0
.00
1
.01
.00
.01
.00
1
.01
0
.00
.49
.26
30
.17
46
.36
.05
.03
1
.01
.01
5
.09
.08
.04
16
.19
8
0
.00
.01
.00
1
.01
.01
1
.01
.02
.01
2
.01
1
.01
1
.01
.01
4
.05
.02
.04
.02
4
.00
.00
0
.01
.01
1
.05
.03
7
.04
5
.08
3
.02
.00
.03
0
.00
.00
.00
1
0
.01
.01
.00
.01
0
.00
1
.01
.05
5
.03
.02
2
.01
.00
.00
1
.01
0
.01
.00
.00
0
1
.01
.01
.01
.01
.00
1
0
.00
.01
.01
.02
1
2
.01

# Group—Frequency of stu d e n ts from each community within e i t h e r
the 1985 MAP P a r t i c i p a n t Group or the A ltern a te Group compared to
t o t a l group population
## T o ta l —Frequency of s t u d e n t s from each community within e i t h e r
the 1985 MAP P a r t i c i p a n t Group or the A l t e r n a te Group compared to
t o t a l population of s t u d e n ts interviewed
The p e r c e n t a g e o f m a l e a n d f e m a l e s s t u d e n t s
MAP Participant Group and

in th e

MAP Alternate Group is shown

79
in T a b l e 15.

The p e r c e n t a g e o f m a l e s t o f e m a l e s w a s

r e l a t i v e l y c o n s ta n t f o r both gro u p s.

T a b l e 15
Sex o f MAP A p p l i c a n t s I n t e r v i e w e d f o r t h e 1985 MAP
Program
P a rtic ip an t
G ro up
Group 1###
M ales
Fem ales

Number

G roup 2 # # # #
M ales
Fem ales

P ercentage
G ro u p# T o t a l # #

25
69

26 .6 %
73 .4 %

14.0%
38.8%

28
56

3 3.3%
6 7.7 %

15.7%
31.5%

# G roup-P ercentage of m ales and fem ales w ith in e i t h e r
t h e 1985 MAP P a r t i c i p a n t o r A l t e r n a t e Group
## T o t a l - P e r c e n t a g e o f m a l e s a n d f e m a l e s w i t h i n e i t h e r
t h e 1985 MAP P a r t i c i p a n t o r A l t e r n a t e G roup a s c o m p a r e d
to to ta l p o p u la tio n of s tu d e n ts s e l e c t in terv iew ed
# ## Group 1 - 1 9 8 5 MAP P a r t i c i p a n t Group
# # # # Group 2 - 1 9 8 5 MAP A l t e r n a t e Group
The p e r c e n t a g e o f b l a c k a n d n o n - b l a c k m i n o r i t y
g r o u p s In t h e MAP P a r t i c i p a n t G roup a n d MAP A l t e r n a t e
Grou p i s shown i n T a b l e 1 6 .

The p e r c e n t a g e o f b l a c k t o

n o n - b l a c k m i n o r i t y g r o u p s was r e l a t i v e l y
both gro u p s.

constant for

80

T a b l e 16

E t h n i c B a c k g r o u n d o f t h e MAP A p p l i c a n t s I n t e r v i e w e d
f o r t h e 198S MAP P r o g r a m
P a rtlc lp an t
Group
G rou p 1#**
Black
H i s p a n 1c / C h 1c a n o
A merican A sla n
O ther
G rou p 2 * # * *
B1 a c k
H1s p a n i c / C h i c a n o
Am erican A sla n
O ther

Number

P ercentage
G rou p # T o t a l ##

80
9
1
4

85.1%
9.7%
1 .1%
4.3%

44.9 %
5.0%
.6%
2 .2%

69
13
0
2

82.1 %
15.4%
0 .0%
2.4%

38.8%
7.3%
0 .0%
1 .1%

# G r o u p - P e r c e n ta g e o f s t u d e n t s from eac h e t h n i c gro u p
w i t h i n e i t h e r t h e P a r t i c i p a n t o r A l t e r n a t e Group
compared t o t h e grou p t o t a l
## T o t a l - P e r c e n t a g e o f s t u d e n t s f r o m e a c h e t h n i c g r o u p
w i t h i n e i t h e r t h e P a r t i c i p a n t o r A l t e r n a t e Group
com pared t o th e t o t a l p o p u l a t i o n of s t u d e n t s
1n t e r v l e w e d
### Group 1 - 1 9 8 5 MAP P a r t i c i p a n t Grou p
* * # # G roup 2 - 1 9 8 5 MAP A L t e r n a t e Group
SUMMARY
T his se c tio n

i n d i c a t e s t h a t t h e r e w a s no

s i g n i f i c a n t d i f f e r e n c e b e t w e e n t h e MAP P a r t i c i p a n t
Gro up a n d c o m p a r a b l e s t u d e n t s

i n t h e MAP A l t e r n a t e

G roup when t h e y w e r e c o m p a r e d on t h e b a s i s o f G r a d e
P o i n t A v e r a g e , High S c h o o l b a c k g r o u n d , s e x , a n d e t h n i c
background.

T h i s i n d i c a t e s t h a t t h e two g r o u p s a r e

s i m i l a r and any d i f f e r e n c e s in m ajo r p r e f e r e n c e and

ei

e n r o l l m e n t was n o t due t o t h e c o m p o s it i o n o f e i t h e r th e
MAP P a r t i c i p a n t G roup o r t h e MAP A l t e r n a t e G r o u p .

ANALYSIS OF DATA
T h is s e c tio n p r e s e n ts the r e s u l t s of the study

in

te rm s of r e s p o n s e s t o q u e s t i o n s which w ere a s k e d th e
stu d en ts

in t h e s a m p l e ; e n r o l l m e n t

i n f o r m a t i o n from

M ichigan S t a t e U n i v e r s i t y ; and m ajo r change i n f o r m a ti o n
from t h e C o l l e g e of A g r i c u l t u r e and N a t u r a l R e s o u r c e s .
The d a t a o f MAP P a r t i c i p a n t s was a n a l y z e d a n d c o m p a r e d
t o t h e d a t a o f MAP A l t e r n a t e s t o

id e n tify the

e n ro lIm e n t and m ajor p r e f e r e n c e s t a t u s of th e s t u d e n t s
stu d ied .

Em phasis i s g iv e n t o t h e i r c h o ic e of a m ajor

upo n t h e i r e n r o l l m e n t a t M i c h i g a n S t a t e U n i v e r s i t y f o r
F all

Term 1986 o r t h e i r m a j o r c h o i c e a s o f March 1,

1 98 6 .
R e s p o n s e s w e r e r e c e i v e d f r o m 95 p e r c e n t o f t h e
stu d e n ts co n tacted .

One h u n d r e d p e r c e n t o f t h e 94

s t u d e n t s c l a s s i f i e d a s MAP P a r t i c i p a n t s r e s p o n d e d a s
c o m p a r e d t o 98 p e r c e n t o f t h e s t u d e n t s c l a s s i f i e d a s
MAP A l t e r n a t e s .
C h a r a c t e r 1s t 1c s o f t h e S t u d e n t s S t u d i e d
T a b l e 17 i n d i c a t e s t h e m a j o r p r e f e r e n c e / c a r e e r
c h o i c e o f t h e MAP a p p l 1c a n t s a t

th e tim e of th e f i r s t

82
in terv iew

in F e b r u a r y a n d A p r i l

o f t h e MAP a p p l i c a n t s

of 1985.

Two p e r c e n t

i n t h e MAP P a r t i c i p a n t Group

i n d i c a t e d they p la n n e d to m ajor o r have a c a r e e r
a g r i c u l t u r e and n a tu r a l

In

r e s o u r c e s a s com pared t o one

p e r c e n t o f t h e MAP A l t e r n a t e G r o u p .

The d i f f e r e n c e was

n ot s i g n f l e a n t , however.
T a b l e 17 i n d i c a t e s t h a t m a l e s i n t h e MAP
P a r t i c i p a n t Group w e r e n o t s i g n i f i c a n t l y d i f f e r e n t

from

m a l e s i n t h e MAP A l t e r n a t e G roup when c o m p a r e d on t h e i r
m a j o r p r e f e r e n c e / c a r e e r c h o i c e p r i o r t o t h e MAP p r o g r a m
experience.

Fem ales in b o th g ro u p s r e p o r t e d

c o n s i d e r a b l y m o re I n t e r e s t

in a m a j o r / c a r e e r

in

*

a g r i c u l t u r e and n a tu r a l

r e s o u r c e s a s compared w ith

m a l e s from t h e i r r e s p e c t i v e g r o u p , d u r i n g t h e

in itial

in terv iew .
The e t h n i c b a c k g r o u n d s o f t h e s t u d e n t s

in b o th t h e

MAP P a r t i c i p a n t Group a n d t h e MAP A l t e r n a t e Group a n d
t h e i r m ajo r p r e f e r e n c e / c a r e e r c h o ic e a t th e tim e of th e
first

Interview

reported

in F e b ru a ry and A p ril

in T a b l e 17 .

o f 1985 w e r e

When b l a c k s w e r e c o m p a r e d w i t h

o t h e r e t h n i c g r o u p s 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 t h e s e l e c t i o n o f a m a j o r / c a r e e r c h o i c e in e i t h e r t h e
MAP P a r t i c i p a n t G roup o r t h e MAP A l t e r n a t e G r o u p .

83
Table 17
M a j o r / C a r e e r P r e f e r e n c e o f 1985 MAP A p p l i c a n t s
a s o f F e b r u a r y 1 5 , 1985
Participant
ANR# Major/Career
Non-ANR Major/Career
Group
Number
Percentage
Number
Percentage
Group
Total
Group i n *
Group
Total
Males
9.0*
16
17.0*
Black
0
0 .0*
0 .0*
7.4*
7.4*
0
0 .0*
0 .0*
7
Hlspanlc/Chlcano
0
0 .0*
0 .0*
0
0 .0*
0 .0*
American Asian
1.1*
0 .0*
0 .0*
2
2 .1*
Other
0
Fema1es
Black
H1span1c/Ch1cano
American Asian
Other

2
0
0
0

2 .1*
0 .0*
0 .0*
0 .0*

1.1*
0 .0*
0 .0*
0 .0*

62
2
1
2

70.0%
2 .1*
1.1*
2 .1%

34.8*
1.1*
.6*
1.1*

Males & Females

2

2 .1*

1.1*

94

97.9*

52.8*

Group 2###
Hales
Black
H1span 1c/Ch icano
American Asian
Other

0
0
0
0

0 .0*
0 .0*
0 .0*
0 .0*

0 .0*
0 .0*
0 .0*
0 .0*

17
9
0
2

20.2*
10.7%
0 .0*
2.4*

9.6%
5.0%
0 .0*
1.1%

Females
Black
Hlspanic/Chicano
American Aslan
Other

1
0
0
0

1.2*
0 .0*
0 .0*
0 .0*

.6*
0 .0*
0 .0*
0 .0*

51
4
0
0

60.7*
4.8*
0 .0*
0 .0*

28.6*
2 .2*
0 .0*
0 .0*

Males Si Females

1

1.2*

.6*

83

98.8*

46.6*

Group 1 Si Group 2

3

1.7%

175

98.3*

* ANR-Agriculture and Natural Resources
## Group 1-1985 MAP P a r t i c i p a n t Group
*** Group 2-1985 MAP ALternate Group
D uring th e 1 9 8 0 's ,

t h e r e had been a g r e a t deal

concern about the d e crea se
atten d in g c o lleg e .

of

In m i n o r i t y s t u d e n t s

Some p e o p l e b e l i e v e d t h a t m i n o r i t y

s t u d e n ts lacked th e funds o r had so l i t t l e

h o p e in

84
a c h i e v i n g s u c c e s s , even w ith a c o l l e g e e d u c a t i o n ,
t h e y s i m p ly d i d n o t go t o c o l l e g e .

th at

F u r t h e r , many

p e o p le q u e s t i o n e d t h e ty p e of s t u d e n t t h a t c o u ld be
a t t r a c t e d t o an a g r i c u l t u r a l

program .

S tu d en ts

I n t e r v i e w e d f o r t h e 1985 M i n o r i t y A p p r e n t i c e s h i p
Program were a sk e d about t h e i r p o s t- s e c o n d a r y
am bitions.

B o t h t h e MAP P a r t i c i p a n t Group a n d t h e MAP

A l t e r n a t e G roup i n d i c a t e d a s t r o n g co m m itm en t t o a t t e n d
c o l l e g e a f t e r g r a d u a t i o n from h ig h s c h o o l .

T a b l e 18

r e p r e s e n t s th e re sp o n se of each group.
T a b l e 18
P o st-S e c o n d a ry A m bitions of th e S tu d e n ts S e l e c t e d f o r
I n t e r v i e w i n g f o r t h e 1985 MAP P r o g r a m
P articip an t
G rou p
G roup 1#
A t t e n d Col l e g e
N on-C ollege

Number

P ercentage
Grou p T o t a l

93
1

98 .9 %
1.1%

52 .2%
.6%

Grou p 2#
A t t e n d Col l e g e
N on-C ollege

82
2

97.7%
2.3%

46.1%
1.1%

G roup 1 & G roup 2
A t t e n d Col l e g e
N on-C ollege

175
3

98.3%
1.7%

# G ro up 1 - 1 9 8 5 MAP P a r t i c i p a n t Group
#* Group 2 - 1 9 8 5 MAP A l t e r n a t e Group
Two o f t h e h y p o t h e s e s t e s t e d

In t h i s s t u d y w e r e

t h a t m i n o r i t y s t u d e n t s who p a r t i c i p a t e d

in th e M in o r ity

A p p r e n t i c e s h i p P r o g r a m w e r e m ore l i k e l y

to a tte n d

M ichigan S t a t e U n i v e r s i t y and e n r o l l

w ith a m ajor

85
preference

In a g r i c u l t u r e a n d n a t u r a l

r e s o u r c e s than

m i n o r i t y s t u d e n t s w i t h s i m i l a r b a c k g r o u n d s b u t do n o t
p a rticip a te

In t h e M i n o r i t y A p p r e n t i c e s h i p P r o g r a m .

T a b l e s 19 a n d 20 show t h e m a j o r p r e f e r e n c e s o f t h e
J u n i o r a n d s e n i o r s t u d e n t s i n b o t h t h e MAP P a r t i c i p a n t
a n d MAP A l t e r n a t e g r o u p s f o r t h e 1985 p r o g r a m .
in d icated

As

i n t h e s e two t a b l e s t h e r e w a s a m a j o r

d i f f e r e n c e b e t w e e n t h e two g r o u p s o f J u n i o r a n d s e n i o r
stu d en ts.
T a b l e 19
E n r o l l m e n t / M a j o r P r e f e r e n c e o f t h e S e n i o r s In t h e 1985
MAP P a r t i c i p a n t G roup a n d t h e MAP A l t e r n a t e G r o u p ,
a s o f Ma rch 1, 1986*
P articip a n t
Grou p
Grou p 1**
ANR M a j o r * * *
Non-ANR M a j o r * * * *
G rou p 2 * * * * *
ANR M a j o r
Non-ANR M a j o r

Number

P ercentage
Group

18
28

39.1%
60.9%

0
52

0.0%
100.0%

* I n f o r m a t i o n b a s e d on t h e 175 MAP P a r t i c i p a n t a n d
A l t e r n a t e G roup m em b ers who h a d i n d i c a t e d a m a j o r
ch o ic e o th e r than a g r i c u l t u r e and n a tu r a l r e s o u r c e s a t
t h e t i m e MAP I n t e r v i e w s ( F e b r u a r y 1 9 8 5 ) . S e e T a b l e 12
** G ro up 1 - 1 9 8 5 MAP P a r t i c i p a n t Group
* ** ANR M a j o r - a n y o f t h e s i x t e e n m a j o r s o f f e r e d by t h e
C o lle g e of A g r i c u l t u r e and N a tu ra l R e so u rc e s, P re -V e t,
or A g ric u ltu ra l E ng in eerin g
* * * * Non-ANR M a j o r - a n y m a j o r o u t s i d e t h e C o l l e g e o f
A g r i c u l t u r e and N a tu ra l R eso u rces
***** Group 2-1985 MAP Alternate Group

66
T h i r t y - n i n e p e r c e n t o f t h e s e n i o r s i n t h e MAP
P a r t i c i p a n t Group e i t h e r e n r o l l e d

in one o f t h e m a j o r s

In t h e C o l l e g e o f A g r i c u l t u r e a n d N a t u r a l

R esources

p r i o r t o t h e b e g i n n i n g o f F a l l Term 19 85 o r c h a n g e d
t h e i r m a j o r b e f o r e March 1 ,

1986 a f t e r c o m p l e t i n g t h e

1985 MAP P r o g r a m a s c o m p a r e d t o z e r o p e r c e n t o f t h e
sen io rs

i n t h e MAP A l t e r n a t e G r o u p .

the enrollm ent

in fo rm ation .

T a b l e 19 p r e s e n t s

T h is com parison

in d ic ate s

a m a j o r d i f f e r e n c e b e t w e e n t h e two g r o u p s .
T a b l e 20
E n r o l l m e n t / M a j o r P r e f e r e n c e o f t h e J u n i o r s i n t h e 1985
MAP P a r t i c i p a n t G roup a n d t h e MAP A l t e r n a t e G r o u p ,
a s o f March 1, 1986
P a rticip a n t
Group
G roup 1#
ANR M a j o r * #
Non-ANR M a j o r * * *

Number

Group 2 #* * *
ANR M a j o r
Non-ANR M a j o r

Percentage
Group

21
25

45.6%
54.4%

0
31

0 .0 %
100 . 0 %

* G r o u p 1 - 1 9 8 5 MAP P a r t i c i p a n t

Group

*# ANR M a j o r - a n y o f t h e s i x t e e n m a j o r s o f f e r e d by t h e
C o lle g e of A g r ic u lt u r e and N a tu ra l R e so u rc e s, P re -V e t,
or A g ric u ltu ra l E ng in eerin g
** * Non-ANR M a j o r - a n y m a j o r o u t s i d e t h e t h e C o l l e g e o f
A g ric u ltu re and N atural R esources
# #* * G roup 2 - 1 9 8 5 MAP A l t e r n a t e Group
F o r ty - s ix p e rc e n t of the
P a r t i c i p a n t Group e n r o l l e d

in

Ju n io rs

in t h e MAP

a m ajor

in t h e C o l le g e of

A g r i c u l t u r e a n d N a t u r a l R e s o u r c e s when a p p l y i n g f o r

87
ad m issio n s fo r F all

Term,

19 8 6 a f t e r c o m p l e t i n g t h e

1 98 5 MAP p r o g r a m c o m p a r e d t o z e r o p e r c e n t o f t h e
Jun io rs

i n t h e MAP A l t e r n a t e G r o u p .

a r e shown i n T a b l e 2 0 .

T he p e r c e n t a g e s

T h is com parison

m a j o r d i f f e r e n c e b e t w e e n t h e tw o g r o u p s .

in d icates a

C h ap ter Five
SUMMARY, CONCLUSIONS, AND IMPLICATIONS
T h is h a s been a stu d y to d e te rm in e th e p o t e n t i a l
I m p a c t o f t h e M i n o r i t y A p p r e n t i c e s h i p P r o g r a m <MAP) on
th e e n ro llm e n t and ch o ic e of a m ajor p r e f e r e n c e
a g r i c u l t u r e and n a tu r a l

In

r e s o u r c e s o f s t u d e n t s who w e r e

i n t e r v i e w e d f o r t h e 19 85 M i n o r i t y A p p r e n t i c e s h i p
ProgramCMAP).
had been th e

The r e v i e w o f l i t e r a t u r e
level

the a g r ic u ltu r a l
level

r e v e a l e d what

of p a r t i c i p a t i o n o f ‘m i n o r ! t i e s in

and n a tu ra l

of p a r t i c i p a t i o n

u n iv ersity ag ric u ltu ral

reso u rces Industry;

of m in o r i t ie s
and n a tu ra l

the

in c o l l e g e and
re s o u rc e program s;

w h a t h a d b e e n d o n e by t h e c o l l e g e s a n d u n i v e r s i t i e s t o
In c re a s e e n ro llm e n ts of m i n o r i t i e s w ith a m ajor
preference

in a g r i c u l t u r e and n a t u r a l

resources;

and

w h a t w a s c u r r e n t l y b e i n g d o n e by c o l l e g e s a n d
u n i v e r s i t i e s to In c re a se m in o rity e n ro llm e n ts w ith a
m ajor p r e f e r e n c e

In a g r i c u l t u r e a n d n a t u r a l

resources.

S p e c i f i c p u r p o s e s o f t h e s t u d y w ere t o compare m i n o r i t y
s t u d e n t s who w e r e 1985 MAP P a r t i c i p a n t s w i t h m i n o r i t y
s t u d e n t s who w e r e 1985 MAP A l t e r n a t e s ,
Cl) p e r s o n a l

ch aracteristics,

on t h e b a s i s o f :

i n c l u d i n g Ca) t h e i r

a c a d e m i c a c h i e v e m e n t s CGrade P o i n t A v e r a g e s ) ;
t h e i r c o m m u n ity b a c k g r o u n d s ;
asp iratio n s;

Cc) t h e i r p o s t - s e c o n d a r y

Cd) t h e i r e t h n i c b a c k g r o u n d ;
88

(b)

Ce) t h e i r

89
s e x ; a n d <f> t h e i r y e a r i n s c h o o l

a n d <2> t h e i r

s e l e c t i o n o f a m a jo r p r e f e r e n c e / c a r e e r upon e n t e r i n g
co lleg e.

The c o m p a r i s o n s w e r e made t o d e t e r m i n e

w h e t h e r any s i g n i f i c a n t d i f f e r e n c e s e x i s t e d b e tw ee n t h e
m e m b e r s o f t h e 1985 MAP P a r t i c i p a n t G roup a n d m em b ers
o f t h e 1985 MAP A l t e r n a t e G r o u p .
T h is c h a p te r w ill
co llected ,

a s w ell

p r o v i d e a summary o f t h e d a t a

a s th e c o n c l u s i o n s and i m p l i c a t i o n s .

Summary o f What Had Been t h e L e v e l o f P a r t i c i p a t i o n o f
M i n o r i t i e s in t h e A g r i c u l t u r a l a n d - N a tu r a l R e s o u r c e s
Industry
The f o l l o w i n g s t a t e m e n t s s u m m a r i z e t h e
p a rtic ip a tio n of m in o ritie s
n atu ral

resources

level

in th e a g r i c u l t u r a l

of

and

Industry:

Cl) H i s t o r i c a l l y , m i n o r i t i e s h ad a lw a y s b een a
p a r t of the a g r i c u l t u r a l

and n a tu r a l

i n d u s t r y , b u t on a low l e v e l .

resources

B lacks,

H l s p a n i c s , an d Am erican I n d i a n s t r a d i t i o n a l l y
worked w ith th e

la n d , b u t had alw ays been

u n d e r r e p r e s e n t e d in c o l l e g e a g r i c u l t u r a l
program s r e s u l t i n g
p ro fessio n al
Industry.

i n low r e p r e s e n t a t i o n

p o sitio n s

in t h e a g r i c u l t u r a l

T h is t r e n d had been n a t i o n a l

a c ro ss the e n t i r e a g r ic u ltu r a l

(2)

In t h e e a r l y

in

and

Industry.

1 9 8 0 's , m i n o r i t i e s composed l e s s

90
than f i v e p e rc e n t of th e t o t a l

p rofessional

w ork f o r c e I n a g r i c u l t u r e a n d n a t u r a l
resources.
( 3 ) Few m i n o r i t y a g r i c u l t u r a l

and n a t u r a l

resource

p r o f e s s o r s w e r e i n t h e L a n d - G r a n t S y s t e m in
th e 1 9 8 0 's .
( 4 ) I n 1 9 8 5 , o n l y t h r e e m em bers o f t h e M i c h i g a n
S ta te U n iv ersity ,

C olleg e of A g r ic u ltu r e and

N a tu ra l R e s o u rc e s s t a f f were b l a c k .
Summary. o f _ Wh a t __Had..Been__the_Lev_e_l_of _P_ar t i c i p a t i o n o f
M1n o r i 1 1e s i n__ Co 1_l ege__and_Un i_ver.s i tv__Aar 1cu 1 t u r e a n d
N a tu ra 1 Resource_Program 3
The f o l l o w i n g s t a t e m e n t s s u m m a r i z e t h e
p a r t i c i p a ti o n of m in o r itie s
a g r i c u l t u r e and n a tu ra l

level

of

in c o l l e g e and u n i v e r s i t y

re s o u rc e program s:

C l ) From 1862 t o 1 8 9 0 , m i n o r i t i e s w e r e n o t a c t i v e
p a rticip a n ts

in t h e 1862 c o l l e g e a n d

u n i v e r s i t y a g r i c u l t u r e and n a tu ra l
program s, ex cep t
(2)

resource

in r a r e c a s e s .

I n 1890 t h e s e c o n d Mori 11 A c t w a s p a s s e d ,

thus

a ll o w i n g a sm all p e r c e n t a g e o f m i n o r i t i e s to
b ecom e a p a r t o f c o l l e g e a g r i c u l t u r e a n d
n atu ral

re s o u rc e program s.

(3) M in o rity e n ro llm e n t

i n t h e 1862 L a n d - G r a n t

S y s t e m w a s l e s s t h a n two p e r c e n t o f t h e

91
a g ricu ltu ral

and n a tu r a l

resource stu d e n ts,

a s o f 1980.
<4> T o t a l

e n r o llm e n t of m i n o r i t i e s in a g r i c u l t u r a l

and n a tu ra l

r e s o u r c e program s in a l l

co lleg e s

i n 1980 w a s l e s s t h a n t h r e e p e r c e n t .
Summary o f t h e E f f o r t s C o l l e g e s a n d U n i v e r s i t i e s Had
Made t o I n c r e a s e t h e E n r o l l m e n t s o f M i n o r i t i e s W ith a
Ma.lor P r e f e r e n c e i n A g r i c u l t u r e a n d N a t u r a l R e s o u r c e s
The f o l l o w i n g s t a t e m e n t s s u m m a r i z e t h e e f f o r t s
c o l l e g e s a n d u n i v e r s i t i e s h a d made t o i n c r e a s e t h e
e n ro llm e n ts of m i n o r i t i e s w ith a m ajor p r e f e r e n c e
a g r i c u l t u r e and n a tu ra l

in

resources:

The l i t e r a t u r e r e v i e w f o u n d no e f f o r t s
d i r e c t l y aim ed a t

i n c r e a s i n g e n r o l l m e n t s of

m i n o r i t i e s w i t h m a jo r p r e f e r e n c e s in
a g r i c u l t u r e and n a tu ra l

r e s o u r c e s had been

made, a s o f 1985.
S u m m a r y ,o f C u r r e n t E f f o r t s o f C o l l e g e s a n d U n i v e r s i t i e s
t o I n c r e a s e M i n o r i t y E n r o l l m e n t s W ith a MaJor
P r e f e r e n c e .I n A g r ic u ltu r e and N atu ral R eso u rces
The f o l l o w i n g s t a t e m e n t s s u m m a r i z e t h e c u r r e n t
e f f o r t s <19 85 ) o f c o l l e g e s a n d u n i v e r s i t i e s

in

i n c r e a s in g m in o rity e n ro llm e n ts w ith a m ajor p r e f e r e n c e
in a g r i c u l t u r e and n a t u r a l

resources:

Cl) M ic h ig a n S t a t e U n i v e r s i t y had d e v e l o p e d th e
M i n o r i t y A p p r e n t i c e s h i p P r o g r a m <MAP> i n 1982

92
and I t was s t i l l

b e i n g s p o n s o r e d by t h e

C ollege of A g r ic u ltu r e and N atu ral

R esources

In 1 9 8 5 .
( 2 ) The l i t e r a t u r e

review d id not rev eal

sig n ifican t e ffo rts

to r e c r u i t m in o r i tie s

a g r i c u l t u r e and n a tu r a l
Summary o f P e r s o n a l

any o t h e r
in to

resources.

C h a rac te ristic s

The f o l l o w i n g s t a t e m e n t s s u m m a r i z e t h e p e r s o n a l
c h a r a c t e r i s t i c s of the s tu d e n ts

In t h e s a m p le :

( 1 ) MAP P a r t i c i p a n t G ro u p m e m b e r s d i d n o t d i f f e r
sig n ific an tly
w ith re s p e c t

f r o m MAP A l t e r n a t e G r o u p m e m b e r s
t o t h e i r academ ic p e rfo rm a n c e

(G rade P o i n t A v e ra g e ).
( 2 ) MAP P a r t i c i p a n t G r o u p m e m b e r s d i d n o t d i f f e r
sig n ific an tly
w ith r e s p e c t

f r o m MAP A l t e r n a t e G r o u p m e m b e r s
t o t h e i r comm unity b a c k g r o u n d s .

( 3 ) MAP P a r t i c i p a n t G r o u p m e m b e r s d i d n o t d i f f e r
sig n ific an tly

f r o m MAP A l t e r n a t e G ro u p m e m b e r s

w ith r e s p e c t to t h e i r p o st-s e c o n d a ry g o a ls .
( 4 ) MAP P a r t i c i p a n t G ro up m e m b e r s d i d n o t d i f f e r
sig n ific an tly

f r o m MAP A l t e r n a t e G r o u p m e m b e r s

w ith re s p e c t to t h e i r e th n ic backgrounds.
( 5 ) MAP P a r t i c i p a n t G r o u p m e m b e r s d i d n o t d i f f e r
sig n ific an tly
w ith r e s p e c t

f r o m MAP A l t e r n a t e G ro up m e m b e r s
to th e ir sex.

<6> MAP P a r t i c i p a n t Group m em bers d i d n o t d i f f e r
sig n ific an tly

f r o m MAP A l t e r n a t e G roup m em b ers

w ith r e s p e c t to t h e i r year

in s c h o o l .

Summary o f S e l e c t i o n o f a Ma.lor P r e f e r e n c e / C a r e e r
The s t u d e n t s w ere m o n i t o r e d t o d e t e r m i n e t h e i r
m a j o r p r e f e r e n c e / c a r e e r on March I S ,

1986.

S ig n ifican t

d i f f e r e n c e s w e r e f o u n d b e t w e e n t h e m em b ers o f t h e MAP
P a r t i c i p a n t G roup a n d m em b e r s o f t h e MAP A l t e r n a t e
Gro up w i t h r e s p e c t t o t h e i r m a j o r p r e f e r e n c e / c a r e e r
ch o ice.

The f o l l o w i n g s t a t e m e n t s s u m m a r i z e t h e m a j o r

p r e f e r e n c e /c a r e e r choice of the s tu d e n ts .
<1) MAP P a r t i c i p a n t Group m em bers d i d n o t d i f f e r
sig n ific an tly

f r o m MAP A l t e r n a t e Group m em bers

w ith r e s p e c t to t h e i r m ajor p r e f e r e n c e ch o ice
p r i o r to the

in terv iew

<2) A f t e r p a r t i c i p a t i o n

in F e b r u a r y - A p r i 1 190 5 .

i n t h e 198S MAP P r o g r a m ,

t h e m em b ers o f t h e MAP P a r t i c i p a n t Group
d iffered sig n ific a n tly

f r o m m em b ers o f t h e MAP

A l t e r n a t e Group i n t h e f o l l o w i n g w a y s :
<a) F o r t y - t w o p e r c e n t o f t h e m a l e s i n t h e
MAP P a r t i c i p a n t G roup e n r o l l e d w i t h a
m ajor p r e f e r e n c e
n atu ral

in a g r i c u l t u r e and

r e s o u r c e s com pared t o 0 % of

t h e m a l e s i n t h e MAP A l t e r n a t e G r o u p ;
(b> F o r t y - f o u r p e r c e n t o f t h e f e m a l e s i n t h e

94
MAP P a r t i c i p a n t Group e n r o l l e d w i t h a
m ajor p r e f e r e n c e
n atu ral

in a g r i c u l t u r e and

r e s o u r c e s com pared t o 0 % of th e

f e m a l e s i n t h e MAP A l t e r n a t e G r o u p ;
<c) F o r t y - t w o p e r c e n t o f t h e s e n i o r s

in t h e

MAP P a r t i c i p a n t Group e n r o l l e d w i t h a
m ajor p r e f e r e n c e

in a g r i c u l t u r e and

n atu ral

r e s o u r c e s com pared t o 0 % of th e

sen io rs

in t h e MAP A l t e r n a t e G r o u p ;

<d> F o r t y - s i x p e r c e n t o f t h e j u n i o r s i n t h e
MAP P a r t i c i p a n t G roup e n r o l l e d w i t h a
m ajor p r e f e r e n c e

in a g r i c u l t u r e and

n atu ral

r e s o u r c e s compared t o 0 % of th e

Juniors

i n t h e MAP A l t e r n a t e G r o u p ;

(e> F o r t y - f o u r p e r c e n t o f a l l

g r o u p s in t h e

MAP P a r t i c i p a n t Grou p e n r o l l e d w i t h a
m ajor p re f e r e n c e
n atu ral
to tal

in a g r i c u l t u r e a n d

r e s o u r c e s compared t o 0 % o f th e

MAP A l t e r n a t e G r o u p .
CONCLUSIONS

T h r e e h y p o t h e s e s , a s s t a t e d on p a g e s 22 a n d 2 3 ,
p ro v id ed the b a s i s fo r t h i s stu d y .

The c o n c l u s i o n s

w e r e draw n f r o m t h e f i n d i n g s a s t h e y r e l a t e d t o t h e
hypotheses.

95

C o n c l u s i o n s R e l a t i v e t o H v p o t h e s l s _ N u m b e r One
H y p o t h e s i s Number 1 s t a t e d t h a t

“F o r e i t h e r

secon dary male o r fem ale s e n i o r s t u d e n t s ,

there

is a

s i g n i f i c a n t d i f f e r e n c e b e t w e e n t h e p e r c e n t a g e o f MAP
p a r t i c i p a n t s and p e rc e n ta g e of th o s e
who d i d n o t p a r t i c i p a t e

i n MAP,

interview ed, but

in t h e i r e n r o l l m e n t a t

Michigan S t a t e U n i v e r s i t y w ith a m ajor p r e f e r e n c e
th e C o lle g e of A g r l c u l t u e and N atural

in

Resources."

T h i s h y p o t h e s i s was t o b e a c c e p t e d a n d r e g a r d e d a s
true

if

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

p a r t i c i p a n t s who e n r o l l e d a t M i c h i g a n S t a t e U n i v e r s i t y
with a major p re fe re n c e
and Natural
those

in t h e C o l l e g e o f A g r i c u l t u r e

R e s o u r c e s was s i g n i f i c a n t l y g r e a t e r th an

in te rv ie w e d but not s e l e c t e d ( A l t e r n a t e Group).

In b o t h t h e male and f e m a l e g r o u p s ,
p articip an ts enrolled

s e n i o r MAP

in s i g n i f i c a n t l y g r e a t e r numbers

than se n io r s tu d e n ts interview ed but not s e l e c te d .
Therefore,

H y p o t h e s i s Number One w a s a c c e p t e d .

C o n c l u s i o n s R e l a t i v e t o H y p o t h e s i s Number Two
H y p o t h e s i s Number Two s t a t e d t h a t

"Senior stu d e n ts

I n t e r v i e w e d f o r MAP a n d s e l e c t e d a t t e n d a
post-secondary

I n s t i t u t i o n mo r e f r e q u e n t l y

than those

in te rv ie w e d but not s e l e c t e d ( A l t e r n a te Group)."
Data t o t e s t

t h i s h y p o t h e s i s was t a k e n from

Michigan S t a t e U n i v e r s i t y r e c o r d s ,

C o l l e g e of

96

A g r i c u l t u r e a n d N a t u r a l R e s o u r c e s O f f i c e o f Academic
and S t u d e n t A f f a i r s ,

and p e rs o n a l

co ntact with

students.
No s i g n i f i c a n t d i f f e r e n c e s w e r e f o u n d b e t w e e n t h e
two g r o u p s o f s t u d e n t s .
r e j e c t e d and t h e n u ll

T h e r e f o r e t h e h y p o t h e s i s was

accepted.

C o n c l u s i o n s R e l a t i v e t o H y p o t h e s i s Numb_er_JThr_ee
H y p o t h e s i s Number T h r e e s t a t e d t h a t
se c o n d a ry male or female s t u d e n t s ,

"For e i t h e r

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 b e t w e e n t h e p e r c e n t a g e o f MAP
p a r t i c i p a n t s and the percentage of those
b u t who d i d n o t p a r t i c i p a t e

interview ed,

i n MAP ( A l t e r n a t e G r o u p ) ,

In t h e i r c h o i c e o f M i c h i g a n S t a t e U n i v e r s i t y a s t h e
university

they w ill

major p re fe re n c e

attend

in th e F a ll

of

1986 w i t h a

in t h e C o l l e g e of A g r i c u l t u r e and

N a t u r a 1 R e s o u r c e s . 11
The h y p o t h e s i s wa s t o b e a c c e p t e d a n d r e g a r d e d a s
true

if

t h e p e r c e n t a g e of J u n i o r male and female

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

i n t h e 1985 MAP p r o g r a m ,

e n r o l l e d in Michigan S t a t e U n i v e r s i t y w ith a major
preference

in a g r i c u l t u r e and n a t u r a l

significantly

r e s o u r c e was

la r g e r than the percen tag e of those

s t u d e n t s who i n t e r v i e w e d b u t w e r e n o t s e l e c t e d f o r t h e
1985 MAP.

For both J u n i o r m ales and J u n i o r f e m a le s ,

who w e r e p a r t i c i p a n t s I n t h e 1985 MAP P r o g r a m ,

97

e n r o l l m e n t s were s i g n i f i c a n t l y h i g h e r than e n r o l l m e n t s
f o r J u n i o r m a l e s a n d J u n i o r f e m a l e s , who w e r e
Interviewed but not se le c te d .

Therefore,

Hypothesis

Number T h r e e wa s a c c e p t e d .
IMPLICATIONS OF THE STUDY

■

Several

I m p l i c a t i o n s r e s u l t e d from t h e s t u d y and

are l i s t e d as follow s:
1.

H i s t o r i c a l l y , m i n o r i t i e s have never

p a r t i c i p a t e d in e i t h e r
re s o u rc e s in dustry or
acceptable

level.

agricultural

the a g r i c u l t u r e and n a tu ra l
in e d u c a t i o n a l

Therefore,

and n a t u r a l

i t w o u l d s e em t h a t

made t o a t t r a c t ,
m in o rities at all

programs,

retain,

If

r e s o u r c e concerns wish to

increase m inority p a rtic ip a tio n
and the e d u c a tio n a l

p r o g r a m s on an

in b o t h t h e I n d u s t r y

t h e r e s h o u l d be e f f o r t s

and p l a c e h i g h l y c o m p e ti t iv e

le v e ls of the a g r i c u lt u a l

and n a t u r a l

res o u rce system.
T h i s m i g h t b e a c c o m p l i s h e d by m a k i n g a c o n c e r t e d
effort

t o make y o u n g m i n o r i t y s t u d e n t s a w a r e o f

opportunities

in a g r i c u l t u r e and n a t u r a l

resources;

c h a n g e t h e i mage o f a g r i c u l t u r e a n d n a t u r a l

resources

i n t h e m i n o r i t y c o m m u n i t y ; a n d t o make o p p o r t u n i t i e s
a v a i l a b l e t o young, h i g h l y c o m p e t i t i v e m i n o r i t i e s to
e x p e r i e n c e modern a g r i c u l t u r e and n a t u r a l

to

resources.

98

2.

In 1985, m i n o r i t y s t u d e n t s were n o t e n r o l l e d

agricultural

and n a t u r a l

c o l l e g e s and u n i v e r s i t i e s

re so u rc e programs a t our
In r e p r e s e n t a t i v e n u m b e r s .

The L a n d - G r a n t S y s t e m h a d l e s s t h a n f i v e p e r c e n t o f
agricultural

and n a tu r a l

from m i n o r i t i e s .
not

Interested

natural

In

its

r e s o u r c e e n r o l l m e n t coming

T h i s w o u l d I mpl y t h a t m i n o r i t i e s w e r e

In p u r s u i n g c a r e e r s

resources.

In a g r i c u l t u r e a n d

I t a l s o w o u l d I mpl y t h a t f e w

m in o ritie s could e n te r the a g ric u ltu ra l

and n a t u r a l

re s o u r c e s in d u stry simply because the t r a i n e d
p r o f e s s i o n a l s were not p r e s e n t a t th e c o l l e g e s and
universities.
agricultural

Therefore,
and n a tu r a l

i t wou ld seem t h a t
resource

if

the

i n d u s t r y were

d e s i r o u s of h i g h l y c o m p e t i t i v e m i n o r i t y employees,

the

c o l l e g e s and u n i v e r s i t i e s s h o u ld d ev elo p e f f e c t i v e
programs to r e c r u i t ,

retain,

and p la c e m in o rity

s t u d e n t s w ith a major p re fe re n c e
natural

in a g r i c u l t u r e and

resources.

T h i s c o u l d b e a c c o m p l i s h e d by b e g i n n i n g t o
institute

I n n o v a tiv e and c r e a t i v e program s a t c o l l e g e s

and u n i v e r s i t i e s .

The M i c h i g a n S t a t e U n i v e r s i t y ,

M i n o r i t y A p p r e n t i c e s h i p P r o g r a m m i g h t s e r v e a s a model
to begin t h i s p ro c e ss .
3 . The l a c k o f p u b l i s h e d d a t a s u g g e s t s t h a t

in

1985 c o l l e g e s a n d u n i v e r s i t i e s w e r e n o t a c t i v e l y
Involved in th e r e c r u i t m e n t of m i n o r i t y s t u d e n t s f o r

99

a g r i c u l t u r e and n a tu r a l
th is finding,

re s o u rc e s programs.

In view of

i t would a p p ea r t h a t e i t h e r t h e c o l l e g e s

and u n i v e r s i t i e s t r u l y were not

interested

in

a t t r a c t i n g m i n o r i t i e s in a g r i c u l t u r e and n a t u r a l
r e s o u r c e s o r t h e y d i d n o t hav e an e f f e c t i v e means o f
doing so.

In o r d e r t o change th e e n r o l l m e n t p a t t e r n s

o f m i n o r i t y s t u d e n t s in a g r i c u l t u r e and n a t u r a l
r e s o u r c e s , c o l l e g e s and u n i v e r s i t i e s would need t o
b e g i n t o d e v e l o p and implement e f f e c t i v e r e c r u i t m e n t
e f f o r t s using the industry to a s s i s t
p e r c e p t i o n s of a g r i c u l t u r a l

in c h an g in g th e

and n a tu ra l

resources

careers.
4 . The f i n d i n g s o f t h i s s t u d y s u g g e s t s t h a t h i g h l y
c o m p e t i t i v e m i n o r i t y s t u d e n t s , when g i v e n a c h a n c e ,
w ill

participate

programs.

in a g r i c u l t u r a l

resource

T he y a r e w i l l i n g t o t a k e a l o n g h a r d l o o k a t

t h e c a r e e r s a v a i l a b l e and l i s t e n
both the

and n a t u r a l

t o s p o k e s p e r s o n s from

in d u stry and the e d u c a tio n a l

a s wor k a t p r e - p r o f e s s i o n a l

system, a s well

Jobs.

5 . The f i n d i n g s o f t h i s s t u d y s u g g e s t t h a t

the

M i n o r i t y A p p r e n t i c e s h i p P r o g r a m (MAP) i s a p o s s i b l e
model

f o r u se in t h e r e c r u i t m e n t of h i g h l y c o m p e t i t i v e

m i n o r i t i e s i n t o a g r i c u l t u r e and n a t u r a l

resources.

In

1 9 8 5 - 8 6 o v e r f o r t y p e r c e n t o f MAP p a r t i c i p a n t s e n r o l l e d
a t Michigan S t a t e U n i v e r s i t y , w ith a m ajor p r e f e r e n c e
in a g r i c u l t u r e and n a t u r a l

resources.

These r e s u l t s

100
i n d i c a t e t h a t MAP c o u l d s e r v e a s a b l u e p r i n t
c o l l e g e s of a g r i c u l t u r e and n a tu r a l
they begin to develop
6.

their

Additional

for other

t o draw upon a s

individual

programs.

s t u d i e s need t o be c o n d u c te d t o

d e t e r m i n e <a ) The l o n g r a n g e i m p a c t o f MAP on i t s
participants.

The s t u d y c o u l d p r o v i d e

information

c o n c e r n i n g r e t e n t i o n a n d p l a c e m e n t o f MAP p a r t i c i p a n t s
after

they have e n t e r e d th e a g r i c u l t u r a l

resources educational

system.

and n a tu ra l

I t could a ffirm the

concept t h a t making c o m p e t i t i v e m i n o r i t i e s aware of
agricultural

and the c a r e e r o p p o r t u n i t i e s s h o u l d be th e

initial

in a t h r e e pronged program d e s ig n e d to

step

recruit,

retain,

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

g r a u d a t l o n from a g r i c u l t u r a l
programs.

and n a tu r a l

resources

(b> Which c o m p o n e n t s o f t h e M i n o r i t y

A p p r e n t i c e s h i p Program I n f l u e n c e the s t u d e n t s t o p u rsu e
agricultural

and n a t u r a l

resource careers.

This study

c o u l d i n d e n t ! f y t h e s p e c i f i c c o m p o n e n t s t h a t m i g h t be
i n c l u d e d i n a n y p r o g r a m d e v e l o p e d by o t h e r
institutions.
t h e model

I t would a f f i r m th e b a s i c s t r u c t u r e of

a s well

a s c l a r i f y w h a t i s u n i q u e t o t h e MAP

program a t Michigan S t a t e U n i v e r s i t y .

<c ) The i m p a c t

MAP h a d on e n r o l l m e n t a t M i c h i g a n S t a t e U n i v e r s i t y a n d
the College of A g r i c u l t u r e and N atural
study could v a lid a te

Resources.

The

the M inority A pprenticeship

Program a s an e f f e c t i v e r e c r u i t m e n t t o o l

f o r both the

101

C ollege of A g r i c u l t u r e and N atural

R e so u rc e s and

Michigan S t a t e U n i v e r s i t y .

I t could id e n tify asp ec ts

o f MAP t h a t w e r e b e n e f i c i a l

t o th e c o l l e g e and

university.
and n a t u r a l
provide

<d> The i m p a c t MAP h a d on t h e a g r i c u l t u r a l
resource

industry.

Suc h a s t u d y w o u l d

inform ation to the industry concerning the

development of c o m p e t i t i v e , p r o f e s s i o n a l m i n o r i t i e s and
the r o le

they could play

industry;

in th e v a r i o u s f i e l d s of the

valuable information

t h a t would a s s i s t

in

t h e de v e lo p m e n t o f f u t u r e p r o f e s s i o n a l s from p r o g r a m s
acro ss the natio n ;
available

and i d e n t i f y e f f e c t i v e means

to the a g ric u ltu r a l

and n a tu ra l

resources

industry to secure m in o r itie s with a g r ic u ltu r a l
natural

r e s o u r c e s k i l l s and i n t e r e s t s ,

s k i l l s and a b i l i t i e s
professional s.

a s well

t o be come p r o m o t a b l e

and
as the

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102
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A d m i s s i o n s P r a c t i c e s : A N a t i o n a l S u r v e y . " The
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A d m i s s i o n s C o u n s e l o r s 24 ( J a n u a r y 1 9 8 0 ) :
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Edwar d B . . " M a r k e t i n g o f t h e C o l l e g e s " . The
J o u r n a l o f t h e N a t i o n a l A s s o c i a t i o n o f Co_l_lege
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B . . " C o l l e g e s o f A g r i c u l t u r e R e v i s i t e d . " In
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P r e s s , 1976.
H a r t u n g , T. E . . "The Ol d Gr ay ' A g / S c h o o l A i n ' t What I t
Us e d t o B e . " The. C h r o n i c a l o f H i g h e r E d u c a t i o n
O c t o b e r 19, 1 9 8 3 , p . 18.
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J a y , J a m e s . E n r o l l m e n t R e p o r t on N a t i o n a l A g r i c u l t u r a l
Enrollm ents at S elected U n iv e rs itie s Presented
a t S e p t e m b e r 1983 S t a f f M e e t i n g o f t h e O f f i c e o f
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and N a tu ra l R e so u rc e s, Michigan S t a t e U n i v e r s i t y .
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Johnson, 0 . . " M i n o r i t i e s in A g r i c u l t u r e and N atural
R e s o u r c e s : a RIC0P r e p o r t , " I m p a c t o f E n r o l l m e n t s
a n d S t u d e n t Body C o m p o s i t i o n on A c a d e m i c
Program s, D esign, and D e l i v e r y . East L ansin g,
M i c h i g a n : M i c h i g a n S t a t e U n i v e r s i t y , 1977.
L l o y d , A . . " C o u n t y A g r i c u l t u r a l Ag e n t Work Un d e r t h e
S m i t h - L e v e r A c t 1 9 1 4 - 1 9 2 4 . " 1 9 2 4 , p . 1.

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O c t o b e r 19, 1 9 8 3 , p . 1 5 .
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R e a l i t y . ' ' In Land-G rant U n i v e r s i t i e s and T h e i r
C o n t i n u i n g C h a l l e n g e , e d i t e d by G. L e s t e r
Anderson. East Lansing, Michigan: Michigan S t a t e
U n i v e r s i t y P r e s s , 1976.
M uskat, Hermine. "E d u ca tio n a l E x p e c t a t i o n s and C o lle g e
A t t r i b u t i o n s . " NASPA J o u r n a l 17 ( Summer , 1979>:
17-22.
P r o c t o r , Samuel. "Land-Grant U n i v e r s i t i e s and t h e Black
P r e s e n c e . " In Land-G rant U n i v e r s i t i e s and T h e i r
C o n t i n u i n g C h a l l e n g e , e d i t e d by G. L e s t e r
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U n i v e r s i t y P r e s s , 1 976.
S e a l s , R. G . . " Vi ew o f t h e 1890 I n s t i t u t i o n s . " I m p a c t
o f E n r o l l m e n t s a n d S t u d e n t Body C o m p o s i t i o n on
Academic Pr o g r a m De sig n a n d D e l i v e r y . E a s t
L an s in g , M ichigan: Michigan S t a t e U n i v e r s i t y
P r e s s , 1977.
S e a l s , R. G . . " E d u c a t i o n a l S t a t u s o f B l a c k s i n U. S .
A g r i c u l t u r e . " NACTA J o u r n a l ( Ma r c h 1 9 7 8 ) ,
pp. 17-20.
S c h o r , J o e l . " A n a c h r o n i s m s o r R i s i n g S t a r s : The B l a c k
Land-Grant C o lle g e System." A g r i c u l t u r e and
Human V a l u e s (Summer 1 9 8 5 ) , p p . 7 6 - 7 9 .
T r u e , A l f r e d C . . " U n i v e r s i t y E x t e n s i o n in A g r i c u l t u r e . "
Forum XXVIII ( F e b r u a r y 1 9 0 0 ) , p p . 7 0 1 - 7 0 7 .
W alla c e , Joan S . . " M i n o r i ti e s '' S ta k e in A g r i c u l t u r e . "
1979 Summer Work C o n f e r e n c e o f D e a n s a n d
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INTERVIEWS
Ambrose, D a vid. Gener al M i l l s I n c . , S o u t h f i e l d ,
M i c h ig a n . I n t e r v i e w , 9 F e b r u a r y 1986.
D a v i s , Dan. M c D o n a l d ' s C o r p o r a t i o n , C h i c a g o ,
I n t e r v i e w , 4 F e b r u a r y 1986.
Jay,

Illinois.

James. C o lle g e of A g r i c u l t u r e and N a tu ra l
R e s o u r c e s , Michigan S t a t e U n i v e r s i t y , E ast
L a n s i n g , M i c h i g a n . I n t e r v i e w , 24 S e p t e m b e r 1 9 8 2 .

Mi l l s ,

Sharon. Land' 0 Lakes, M in n e a p o lis , M innesota.
I n t e r v i e w , 22 J a n u a r y 1 9 8 6 .

R i c h a r d s o n , C r a i g . PPG I n d u s t r i e s , P i t t s b u r g ,
P e n n s y l v a n i a , 13 J a n u a r y 1986.

APPENDICES

APPENDIX

FA CT SH EE T

FORUM TO ADVANCE
MINORITIES IN ENGINEERING
ROO M N -13426-A
TENTH S, ORA N G E STREETS
WILMINGTON. DE 19898
(3 0 2 ) 7 7 4 -9 2 7 0

107

APPENDIX I
OVERVIEW OF THE FAME PROGRAM

FAME, a s a pre-college engineering program,
continues to p rep are and motivate minority stu­
dents in the Wilmington, Delaware area to enter
and com plete a baccalaureate of scien ce pro­
gram in engineering. Since its inception, over
100 students have graduated from the program
with 75 percent entering colleges to pursue a
technical career.
FAME has grown considerably since 1977. At that
time it was a 6-week program with 69 middle
school students participating. Today FAME
involves 300 plus students in the 7th through 12th
grades, 100 plus college students, 15 instructors,
20 sponsoring industries and 6 technical and
community groups.
Along with the increasing numbers of people
involved, there has been constant program
enhancement. FAME provides an extremely
comprehensive program that now includes not
only school year activities but summer enrich­
ment as welt.

SCHOOL YEAR PROGRAMS
Saturday Science Club — an educational
maintenance, extension and enrichment program
offered the first and third Saturdays. October
through May. This activity fo c u se s on
mathematics, science, computer science and
communication skills. Participants are generally
7th through 11th grade students.
Saturday Calculus Club — a Saturday Calculus
Program sponsored by the University of Del­
aware. This program is available every Saturday,
October through May, for twelfth grade students.
Test Awareness Program — is offered on Satur­
days for all students and aims to familiarize stu­
dents with test taking techniques and procedures
associated with standardized testing instruments
such as the Scholastic Apptitude Test.
Special Events and Programs — Special events
and programs are also offered throughout the
year. The Job Readiness Training Program is an
evening seminar designed to ease the transition
from school to the working world for senior high
school students who will be entering the summer
employment phase. Older students are used as
peer counselors and role models to prepare
younger students for more demanding phases of
the program, i.e.. the on-cam pus programs at the
University of Delaware.

Tutorial Programs — with the corps of tutors
being engineers and professionals from the
supporting corporations who have an interest in
working with minority students. The academ ic
areas that they are most often requested for
include chemistry, physics, algebra, trigonometry
and calculus.

SUMMER ENRICHMENT PROGRAMS
7th-10th Grade Summer Engineering Enrich­
ment Program — is modeled closely after the first
six week summer program administered by FAME
in June, 1977. The first half of the day is devoted to
mathematics, science, computer science and
communication skills. The second half of the day
focuses on industrial and cultural tours for seventh
and eighth graders. For ninth and tenth graders the
afternoon consists of working on engineering
projects.

11th Grade On-Campus Program, University
of Delaware — offers participants their first op­
portunity to experience cam pus life. This six week
program offers coursework in Algebra II/PreCalculus/Geometry and Chemistry.

12th Grade Residential Program, University of
Delaware — provides students with the oppor­
tunity to enroll in two college level courses — one
in precalculus or calculus and one in physics. The
program is six w eeks in length.
Pre-Freshman Summer Employment — Those
FAME students who have graduated from high
school and have been accepted into college move
info the final phase of the program: summer
employment. Pre-freshmen students are offered
the opportunity to work at one of the supporting
corporations for a 6-8 week period,
Off-To-College Nights — for those pre­
freshmen students who learn about graduate
education, insurance, personal finance and
budgeting, study skills and assertiveness training.
The series of meetings takes place one evening a
week during the summer.
FAME looks forward to continued su ccess in its
effort to increase the number of minorities repre­
sented in the engineering professions.

APPENDIX

108
APPENDIX II
BIOGRAPHIES OF MEMBERS OF 1985
MINORITY APPRENTICESHIP BOARD OF DIRECTORS
MINORITY APPRENTICESHIP PROGRAM
BOARD OF DIRECTORS
President
Ben F. Walraven
PPG I n d u s t r i e s , I n c .
One Gateway C e n t e r
P i t t s b u r g , PA 15272
V ice-President
Rod Braye
Manager
B e a t r i c e Foods
55 E a s t Monroe
Chic ago , ILL 60603

Claude Davjs
Farm C r e d i t S e r v i c e s
375 J ac k s o n S t r e e t
S t . P a u l , MN 55101
Ms Bronwen K elly
Manager, Pe rs o nn e l
American Cyanamid Co.
A g ric u ltu ra l Division
One Cyanamid P l a z a
Wayne, NJ 07470

Gene Ayton
Mead C o r p o r a t i o n
World H e a d q u a te rs
Cou rth ouse P l a z a N o r t h e a s t
Dayton, Ohio 45463

Tom Black#
Human Resourc e Manager
Weyerhaeuser Co.
P.O. Box 1064
Warren, MI 48090

R i c h a r d D. Locke
Regional M ar k et in g Manager
E . I . DuPont De Nemours & Co.
A g r i c u l t u r a l Chem ica ls Dept
5725 E a s t R i v e r Road
Ch ic ago , 111 60631

Ms Carol Boyles#
Human R eso urc e Manager
P l l l s b u r y , E d i b l e Bean Div.
Saginaw, MI

David C. Ambrose
F i e l d S a l e s Manager
General M i l l s , Inc
30600 T e l e g r a p h Road
S u i t e 2250
Birmingham, MI 46010

Ms Becky Carden
M a n a g e r/ Q u a l it y C ont rol
K ra ft, Inc.
K r a f t Court
Glenview, ILL 60025

Mr. Paul Ludwig#
D i r e c t o r Ed u c a ti o n
DOW Chemical
Midland, MI

Ted M orri s#
Te a ch e r
School D i s t r i c t #189
E a s t S t . L o u i s , 1 11

#members of 1985 MAP S e le c t i o n Committee

APPENDIX I I I

109
MICHIGAN STATE UNIVERSITY

APPENDIX III

COLLEGE OF AGRICULTURE A N D NATURAL RESOURCES

EAST LANSING • M ICHIGAN • 48824-1039

OFFICE OF ACADEMIC A N D STUDENT AFFAIRS • AGRICULTURE HALL

LETTER SENT TO STUDENTS SELECTED FOR
INTERVIEWS FOR THE 1985 MAP PROGRAM

February 18, 1985

John Doe
121 Farm Lane
East L ansing, MI 118823
Dear John :
I want to f i r s t l e t you know how e x c ite d we are about th e Summer o f "85"
MAP Program. At t h is tim e , we are a n t ic ip a t in g 100 stu d en ts coming to MSU and
being a part o f t h is y e a rs program. Some o f th e f i n e s t young people in th e
Mid-West have ap p lied fo r the program. I am proud to say th a t you are one o f
t h is s e l e c t group o f h igh sc h o o l ju n io r s and s e n io r s .
I want to l e t you know th a t the s e le c t io n p rocess w i l l begin March 1 s t.
At th a t tim e, our s e le c t io n committee w i l l be c o n ta c tin g you. Between now and
then I w i l l be c a llin g and w r itin g to you in an attem pt to answer any
q u estio n s you might have.
P lease f e e l fr e e to w r ite or c a l l me a t any tim e. Once a g a in , I am
e x c ite d about you and your in t e r e s t in our program. I b e lie v e th a t i t tak es
dents li k e you to make MAP a s u c c e s s .
n e e r e ly ,
Don W allace
M inority Programs

MSU is an Affirm ative A ction/E qual Opportunity Institution

APPENDIX

110

APPENDIX IV
FORM USED WHEN CONDUCTING
Date__________________ INTERVIEWS FOR THE 1985 MAP PROGRAM
STUDENT INFORMATION SHEET
Student b ein g In terv iew ed
A ttend ing C o lle g e Yes
No

________________________________ __
ANR Major Yes
No___

P lea se check a l l o f the fo llo w in g th a t you would f e e l co m fo rta b le doing:
work in doors
_work w ith anim als
_work on w r itte n r e p o r ts
jfo rk w ith a p r o fe s so r
_do o f f i c e ty p e work
d r e s s a s a p r o fe s s io n a l

_work outdoors
_work w ith p la n ts
_work in a la b o r a to r y
J tr a v e l
_work on a computer
jd r e ss c a su a l
e x p lo r e th e unknown

P le a se check a l l c a r e e r s or majors th a t i n t e r e s t you:
e n g in e e rin g
^ b u s in e s s
_ d e c is io n m aker

governm ent
_ C h e m is try
_ a g r i c u ltu r e
_ p la n t s c ie n c e

_mediclne
joanagement
_ sa le s
jje n e tic s
_computer s c ie n c e
“f o r e s t r y
d o n 't know

_communications
_lawyer
_ a d v e r tiz in g
_research
e x e c u tiv e
anim al s c ie n c e

Do you have any lim it a t io n s th a t would h in d er s tu d e n t from d o in g c e r t a in ty p es
o f jo b s? (such a s a l l e r g i e s , g l a s s e s , p h y s ic a l h an d icap , e t c . )

jre s

no

P le a se d e t a i l any s p e c i f i c typ e o f e x p e rie n c e stu d en t would l i k e to r e c e iv e in
th e sp ace below :

I n d ic a te stu d e n t le a d e r s h ip a c t i v i t i e s and s k i l l s :

APPENDIX V

Ill
MICHIGAN STATE UNIVERSITY

APPENDIX V

COLLEGE O F AGRICULTURE A N D NATURAL RESOURCES

EAST LAN SIN G • M ICHIG A N ■ 4S824-10J9

OFFICE O F ACADEM IC A N D ST U D E N T AFFAIRS • AGRICULTURE HALL

LETTER SENT OFFERING POSITION TO STUDENTS
SELECTED AS 1985 MAP PARTICIPANTS

May 19, 1985
John Doe
121 Farm Lane
East L ansing, MI 48823
Dear John:
C o n g r a tu la tio n s on b ein g s e le c t e d a s a p a r tic ip a n t fo r th e 1985 M inority
A p p ren ticesh ip Program. As the D ir e c to r o f th e MAP program, I am o f f i c i a l l y
e x te n d in g you an i n v i t a t i o n to p a r t ic ip a t e in th e 1985 MAP program. As a MAP
member you w i l l be p a rt o f one th e n a t io n 's most o u tsta n d in g programs f o r h ig h
s c h o o l s tu d e n ts .
During th e n e x t two weeks our s t a f f w i l l be o b ta in in g d e t a ile d job
d e s c r ip t io n s and w i l l c o n ta c t you co n cern in g th e type o f p o s it io n s th a t w i l l
be a v a ila b le to you. You w i l l a ls o b eg in r e c e iv in g a d d it io n a l in fo rm a tio n
co n cern in g the e n t i r e program, as w e ll as forms to be f i l l e d out and r etu rn ed .
P le a s e s ig n th e e n c lo se d card and retu rn i t to my o f f i c e no l a t e r than
May 30th , I f you do not retu rn th e ca rd , I w i l l assume you can n o t
p a r t ic ip a t e in th e program and w i l l r e p la c e you w ith an o th er s tu d e n t.
Once a g a in c o n g r a tu la tio n s and I hope you are a s e x c it e d about t h is
summer as we a r e .

Sod LaPrad
D ir e c to r , MAP Program

CARD TO BE RETURNED BY THE STUDENTS
SELECTED AS 1985 MAP PARTICIPANTS

NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES

BUSINESS REPLY CARD
FIRST CLASS

PERMIT N O .M l

EAST LANSING. Ml.

POSTAGE W ILL BE PAID BY ADDRESSEE

Bob LaPrad, Placem ent Coordinator
College of Agriculture and Natural Resources
121 Agriculture Hall
Michigan S tate University
East Lansing, Michigan 48824-1039

If ___________________ accept the
position offered in the 1985 MAP
Program.

APPENDIX VI

113
MICHIGAN STATE UNIVERSITY

APPENDIX VI

COLLEGE OF AGRICULTURE A N D NATURAL RESOURCES

EAST LANSING • M ICHIGAN ■ 48S24-I0J9

OFFICE OF ACADEMIC A N D STU DEN T AFFAIRS • AGRICULTURE HALL

LETTER SENT TO STUDENTS
SELECTED AS 1985 MAP ALTERNATES

May 2 , 1985
John Doe
121 Farm Lane
East L ansing, MI 48823
Dear John:
I would l i k e to commend you on your o u tsta n d in g h ig h s c h o o l r ec o r d , both
a s a le a d e r in th e cla ssro o m a s w e ll a3 in th e s c h o o l. I t has been a most
d i f f i c u l t ta sk to make th e f i n a l c h o ic e s fo r th e 1985 MAP program. With over
150 a p p lic a n ts l i k e y o u r s e lf , i t has been d i f f i c u l t I d e n t if y in g o n ly 100
stu d e n ts fo r t h i s summers program.
Because o f th e lim it a t io n s o f funds and overwhelm ing in t e r e s t i t i s not
p o s s ib le to o f f e r each stu d e n t a chance to be In the MAP program. I r e g r e t
th a t we w i l l n o t be a b le to o f f e r you a p o s itio n a t t h is tim e . We would li k e
to keep your name on f i l e and c o n ta c t you p r io r to June 15th , i f more
p o s it io n s open up.
P lea se retu rn th e ca rd , I f you are in t e r e s t e d in being co n ta c te d should a
p o s it io n become a v a ila b le . I want you to know th a t you a re th e kind o f
s tu d e n t we are lo o k in g fo r and th a t t h i s i s in no way a r e f l e c t i o n on your
a b ilitie s ,
Thank you fo r your in t e r e s t and we w ish you co n tin u ed s u c c e s s In s c h o o l.
S in c e r e ly ,

Bob LaPrad
D ir e c to r , MAP Program

114
CARD TO BE RETURNED BY THE STUDENTS
SELECTED AS 1985 MAP ALTERNATES

NO POSTAGE
NECESSARY
IF MAILED
IN THE
UNITED STATES

BUSINESS REPLY CARD
FIRST CLASS

PERMIT NO. 941

EAST LANSING. M l.

POSTAGE W IL L BE PAID BY ADDRESSEE

Bob LaPrad, Placem ent Coordinator
College of Agriculture and Natural Resources
121 Agriculture Hall
Michigan State University
East Lansing, Michigan 48824*1039

I,

_______________________ w o u l d l i k e

t o be c o n s id e r e d a s an A l t e r n a t e
f o r t h e 1985 MAP P r o g r a m .

APPENDIX VII

115
APPENDIX V I I

COPY OF ONE OF THE JUNIOR MAP STUDENT PARTICIPANT
LETTERS SENT TO VARIFY 1986 COLLEGE AND MAJOR
PREFERENCE

September 1 7 , 1985

Mr. Donald W allace
M inority A p p ren ticesh ip Program
C o lle g e o f A g r ic u ltu r e and N atural
R esources
121 A g r ic u ltu r e H a ll
Campus
Dear Mr. W allace:
My p la n s are to app ly fo r ad m ission s to M ichigan S ta te U n iv e r s ity t h i s f a l l .
I plan to major in Crop and S o il S c ie n c e s w ith a minor in Entomology.
A d d itio n a lly , I am I n te r e s te d in employment during th e summer o f 1986. The
jo b s in f o r e s t r y in t e r e s t e d me th a t Mrs. Prutnam had to o f f e r , but I would be
w i l l i n g to do any kind o f work.
S in c e r e ly y o u r s,

D elb ert Richburg

APPENDIX V I I I

APPENDIX V I I I
SURVEY GIVEN STUDENTS PRIOR TO PARTICIPATING IN THE
MINORITY APPRENTICESHIP PROGRAM
Name___________________________________

3.

S o c i a l S e c . _________

B i r t h d a t e ________________________ '

4.

Age___________________

What a r e / h a v e y o u p r e s e n t l y a t t e n d i n g ? ________________________
What y e a r g r a d u a t e d i f n o t e x p e c t e d d a t e o f g r a d u a t i o n ?
Have y o u a p p l i e d t o c o l l e g e / u n i v e r s i t y / j u n i o r c o l l e g e / t e c h n i c a l
school?
yes
n o ______
I f p lan n in g to a tte n d th e forem entioned i n s t i t u t i o n s p le a s e l i s t
t h e s c h o o l s you have a p p l i e d t o .

L is t th e c o lle g e s /ju n io r c o lle g e s /te c h n ic a l s c h o o ls/u n iv e rsitie s
you have been a c c e p te d t o .

I f n o t a tte n d in g th e forem entioned i n s t i t u t i o n s , what a re your
c a re e r plans?

What i s t h e h i g h e s t l e v e l o f e d u c a t i o n a t t a i n e d b y p a r e n t s ?
a.
b.
c.
d.
e.

grammar s c h o o l
high sch o o l
v o c a tio n a l school
ju n io r co lleg e
u n iv ersity

What o c c u p a t i o n d o y o u r p a r e n t / p a r e n t s p r e v i o u s l y h o l d ? ___

117

2

For Q u estio n s 11-15, c i r c l e th e m ost a p p r o p r ia te re s p o n s e s .
11.

When d i d y o u make t h e d e c i s i o n t o a t t e n d c o l l e g e ?
1.
2.
3.
4.
5.
6.

12.

What i s t h e h i g h e s t d e g r e e y o u p l a n t o o b t a i n ?
1.
2.
3.
4.
5.
6.
7.
8.

13.

4 .0 -3 .5
3 .0 -2 .5
2 .0-1.5*
1 .0 -0 .0

How l o n g d o y o u t h i n k i t w i l l t a k e y o u t o c o m p l e t e t h e e d u c a t i o n
you d e s i r e ?
1.
2.
3.
4.
5.

15.

A s s o c i a t e D e g r e e (2 y e a r c o l l e g e )
T echnical C e r ti f ic a te
B a c h e l o r *s
M asters
D octoral
P r o f e s s i o n a l (Lawyer, D o c t o r , D e n t i s t )
I do n o t p l a n o n g e t t i n g a d e g r e e o r c e r t i f i c a t e
o ther

What i s y o u r GPA y o u w i s h t o o b t a i n d u r i n g y o u r a t t e n d a n c e a t
an e d u c a tio n a l i n s t i t u t i o n ?
1.
2.
3.
4.

14.

I have alw ays p la n n e d t o a t t e n d c o l l e g e
B efore th e seventh grade
E ig h th or n in th grade
T enth o r e le v e n th
T w elfth
D o n ' t re m e m b e r when I made t h e d e c i s i o n

Less th a n 4 y e a rs
Four y e a r s
Five to s ix y e a rs
Seven t o e i g h t y e a r s
N i n e y e a r s o r m ore

Were y o u e x p o s e d t o c o l l e g e i n f o r m a t i o n i n s c h o o l ?

Y e s ______

No______
I f y e s, what grade?
a.
B e fo re e i g h t h and s e v e n th g ra d e
b.
N in th and t e n t h g ra d e
c.
E le v e n th and t w e l f t h g ra d e
d.
No e x p o s u r e
16.

I f e x p o s e d t o c a r e e r i n f o r m a t i o n , who p r e s e n t e d i t
more t h a n one r e s p o n s e .)
1.
2.
3.
4.
5.
6.
7.

G uidance c o u n s e l o r
P arents
Teacher
M edia
F riends
M edia
O th e rs , such as u n i v e r s i t y r e p r e s e n t a t i v e

t o you

(circle

118

3

U sing t h e key below f o r q u e s t i o n s 1 6 - 4 7 , p l e a s e c i r c l e
ap p ro p riate response.

th e m ost

How i m p o r t a n t w e r e t h e f o l l o w i n g f a c t o r s i n i n f l u e n c i n g y o u r d e c i s i o n
to atten d co lleg e?
(P lease c i r c l e a p p ro p ria te r e s p o n s e s ) .
-

Very
Im p o rtan t

Im p o rtan t

S lig h tly
Im p o rtan t

Not
Im portant

17.

G uidance c o u n s e lo r

1

2

3

4

18,

F riends

1

2

3

4

19.

P aren ts

1

2

3

4

20.

T eachers

1

2

3

4

21.

A dult a cq u a in ta n c e s

1

2

3

4

22.

C ollege r e c r u i t e r s

1

2

3

4

23.

M in o rity A pprentice
A g r i c u l t u r e Program

1

2

3

4

24.

F in a n c ia l aid

1

2

3

4

Of t h e f o l l o w i n g ' f a c t o r s w h i c h i n f l u e n c e d y o u t h e m o s t i n m a k i n g a
c a re e r d ecision?
(Please rank a p p ro p ria te r e s p o n s e s ) .
Very
Im p o rtan t

Im p o rtan t

S lig h tly
Im p o rtan t

Not
Im portant

25.

G uidance c o u n s e l o r s

1

2

3

4

26.

P aren ts

1

2

3

4

27.

F riends

1

2

3

4

28.

M in o rity A g ric u ltu re
Program

1

2

3

4

29.

T eachers

1

2

3

4

30.

C ounselors

1

2

3

4

31.

Ofcher

k

2

3

4

119

4

Of t h e f o l l o w i n g f a c t o r s w h i c h w e r e t h e m o s t h e l p f u l t o y o u i n
e x p o sin g you t o a g r i c u l t u r e ?
(P lease rank th e a p p ro p ria te re s p o n s e ).
Very
Im p o rtan t

Im p ortant

S lig h tly
Im portant

Not
Im p o rtan t

32.

W o rk s h o p s

1

2

3

4

33.

Tours

1

2

3

4

34.

Work s i t e

1

2

3

4

35.

Animal farm t o u r s

1

2

3

4

36.

P resen tatio n s
by sp e a k e rs

1

2

3

4

What i s y o u r b e s t g u e s s a s t o t h e c h a n c e y o u w i l l d o t h e f o l l o w i n g
a f t e r p a r t i c i p a t i n g i n t h e A g r i c u l t u r e Summer P r o g r a m ?
(P lease rank
your responses a p p ro p ria te ly ).
Good
Chance
37.

38.
39.
40.

Some
Chance

L ittle
C h a n ce

NO
Chance

Change y o u r i n t e n d e d
f i e l d o f stgdy to
ag ricu ltu re.

1

2

3

4

Change y o u r c a r e e r
c h o ice.

1

2

3

4

E ncourage you t o
come t o MSU.

1

2

3

4

1

2

3

4

E n c o u ra g e you t o
e n ro ll in a higher
ed u catio n i n s t i t u t i o n

■

How i m p o r t a n t a r e e a c h o f t h e f o l l o w i n g c a r e e r c h a r a c t e r i s t i c s t o y o u ?
(P lease rank th e a p p ro p ria te re s p o n s e s ).
Very
Im po rtan t

Im p o rtan t

S lig h tly
Im p ortant

Not
Im p o rtan t

41.

H igh incom e

1

2

3

4

42.

O p p o rtu n ity to
h elp o th e rs

1

2

3

4

120

Very
Im p o rtan t

5

Im p o rtan t

S lig h tly
Im portant

Not
Im portant

1

2

3

4

43.

O p p o rtu n ity to use
sp ecial ta le n ts .

44.

B e i n g r e s p e c t e d on
the- j o b .

1

2

3

4

45.

H aving jo b s e c u r i t y .

1

2

3

4

46.

H aving power t o
in flu e n ce .

1

2

3

4

47.

E n jo y in g t h e work.

1

2

3

4

(Please f i l l

in as accu rately as p o ssib le .)

48.

Are t h e r e o t h e r f a c t o r s o f i m p o r t a n c e t o you t h a t i n f l u e n c e
your c a r e e r choice?'

49.

What i s y o u r i n t e n d e d c a r e e r g o a l ?

50.

How d i d y o u come t o l e a r n a b o u t t h e Summer A g r i c u l t u r a l P r o g r a m
a t M ichigan S t a t e ?

APPENDIX

121
MICHIGAN STATE UNIVERSITY

APPENDIX IX

COLLEGE OF AGRICULTURE A N D NATURAL RESOURCES

EAST LANSING ■ M IC H IG A N ■ 48824-1039

OFFICE O F ACADEMIC A N D STU D EN T AFFAIRS - AGRICULTURE HALL

LETTER SENT TO 198S MAP SENIOR PARTICIPANTS AFTER
COMPLETION OF THE PROGRAM
August 26, 1985
John Doe
121 Farm Lane

East Lansing, MI 48823
Dear John:
C o n g r a tu la tio n s on an o u tsta n d in g summer!!! W ithout doubt you rep re sen t
th e very b e s t t h i s n a tio n has to o f f e r in fu tu r e le a d e r s . I hope you found
th e summer to be a s e x c it in g and rew arding a s I d id . B eing surrounded by such
dynamic young p eop le makes an "old" man lik e me grow youn ger.
I know th a t you are concerned about $ 1 ,0 0 0 s tip e n d . As prom ised I have
made arrangem ents to take c a re o f th a t "sm all" i s s u e . I need to know th e
fo llo w in g :
Are you a tte n d in g M ichigan S ta te
Do you want to p ick up your check a t r e g is t r a t io n or in my o f f i c e
What I s your major p r e fe re n c e
I f i t i s n o t a g r ic u lt u r e , w i l l you be changing
I am q u ite su re you have q u e s tio n s about each o f th e s e and a s u su a l I w i l l
g la d ly "talk" w ith you about them. I have sch ed uled a m eeting fo r th e
Wednesday b e fo r e c l a s s e s fo r a l l MAP s tu d e n ts to a tte n d . At th a t tim e we w i l l
d is c u s s such th in g s a s summer employment, a d v is in g , and o th e r m a tters o f
im portance.
I w i l l be c o n ta c tin g you b efore September 10th about th e e x a c t way you
want your money and how to go about r e c e iv in g i t . B ecause I am concerned about
you, I want to meet w ith you and ta lk about th e fu tu r e . Have a good year and
again thanks fo r making th e MAP program th e b e s t in th e co u n try .
S in c e r e ly

Don W allace
C oordinator, MAP

APPENDIX X

122
MICHIGAN STATE UNIVERSITY

APPENDIX X

COLLEGE OF AGRICULTURE A N D NATURAL RESOURCES

EAST LANSING - M IC H IG A N • 4B824-10S3

OFFICE O f ACADEMIC A N D STU D EN T AFFAIRS • AGRICULTURE HALL

LETTER SENT TO 1985 MAP JUNIOR PARTICIPANTS AFTER
COMPLETION OF THE PROGRAM
August 2 6, 1985
John Doe
121 Farm Lane

East Lansing, MI 48823
Dear John:
C o n g r a tu la tio n s on an o u tsta n d in g summer!I! W ithout doubt you r e p r e se n t
th e v ery b e s t t h i s n a tio n has t o o f f e r in fu tu r e le a d e r s , I hope you found he
summer to be a s e x c i t i n g and rew arding a s I d id . B eing surrounded by such
dynamic young p e o p le makes an " o ld 11 man lik e me grow younger.
I r e a l i z e th a t t h is i s a l i t t l e e a r ly to be a sk in g you to maked e c is io n s
about th e summer o f 86, but tim e i s one th in g th a t n ever w a its fo r anyone.
I
am a lr ea d y making c o n ta c ts about placem ent o p p o r tu n itie s fo r MAP g ra d u a tes and
I need to know what your p la n s a r e . I need to know th r e e th in g s :
Are you a p p ly in g to M ichigan S ta te
Are you w i l l i n g to in d ic a te a major c h o ic e in e it h e r A g r icu ltu r e or
N atural R esources
Do you want to

work in th e summer, i f so where and d oin g what

I am q u ite su re you have q u e s tio n s about each o f th e s e and a s u su a l I w i l l
g la d ly " ta lk ” w ith you about them. I have e n c lo se d a copy o f a l e t t e r I
r e c e iv e d from one o f you. I f you w i l l u se i t to p ro v id e you w ith a form at,
p le a s e send me your own l e t t e r so I can begin to prepare th e co rp o ra te world
fo r you.
I w i l l be c o n ta c tin g you b efo re September 15th about a v i s i t to campus.
I want to meet w ith you and t a lk about th e fu tu r e . Have a good y e a r and again
thanks fo r making th e MAP program th e b est in th e c o u n try .

Don W allace
C oord in ator, MAP

APPENDIX XI

APPENDIX XI
SURVEY TAKEN AFTER THE MAP EXPERIENCE
"THE E F F E C T I V E N E S S

OF MAP"

What is your sex?
A. male

B. female

Please indicate the size of your community.
A. less than 10,000 population
B. 10,000 to 50,000 population
C. 50,000 to 100,000 population
D. 100,000 to 500,000 population
E. more than 500,000 population

Do you live or have you ever lived on a farm?
A. yes

B. no

How many members of your family are in agriculture
or natural resources related jobs?
A. none

B. one

C. two

D. three

E. more than three

Had you considered a career in agriculture or natural
resources prior to the MAP program?

A. yes

B. no

124

6.

Are you now considering a career in agriculture or
natural resources after participating in the MAP
program?

A, yes

B. no

7.

What were your career plans prior

8.

What type of work

to MAP?

experiences did you receive?

( select all appropriate answers )
B. laboratory

C. field

D. computer

A. research
E. clerical

P. others

9.

Did you have a choice of selecting your MAP job?
A. yes

10.

Would you like tohave a career related to
MAP job?

11.

B. no

A. yes

your

B. no

What did you like best about the MAP program?

1.
2.
3.
12.

What did you like least about the MAP program?
1

.

2.
3.

125

13. Would you recommend MAP to .your peers?
A. yes

E. no

14. How did you learn about MAP?
B. Mr. Wallace

C. friends

A. school counselor
D. others

15. If you could change one thing about the MAP pro­
gram, what would it be?

16. Of the various experiences received, which one(s)
do you think will have a direct effect on your
future?
D.

A. job

B, seminars

creating your future

C. campus life

E. video sessions

17. What did you learn about yourself that you didn't
know as a result of the MAP program?

18. If given the same opportunity again, would you
enroll in the MAP program?
( if no, why )

A. yes

B. no

APPENDIX X I I

126
APPENDIX X I I

SELECTION COMMITTEE REPORT PRESENTED TO ADVISORY
BOARD AT THE FEBRUARY, 1985 MEETING
REPORT PRESENTED BY MR. TOM BLACK TO ADVISORY BOARD
CONCERNING THE STUDENTS SELECTED FOR INTERVIEWING FOR
THE 1985 MINORITY APPRENTICESHIP PROGRAM
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25,
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36
37
38.
39.

Student
Consnunity
Andrea Agultar
Grant, MI
Serena Alderson Oak Park, MI
Daryl Allen
D e t r o i t , MI
Tamarah Anderson D e t r o i t , MI
Keith Arnold
Po ntiac, MI
Nicole Banks
Ann Arbor, MI
Rachel Banks
D e t r o i t , MI
D e t r o i t , MI
Kellnda Barber
Donella Baskin
Ann Arbor, MI
Vickie Beene
Ann Arbor, MI
Kimberly Bel 1
D e t r o i t , MI
Erik Belk
E. S t . Louis, III
Matilda Bennett E. S t . Louis, 111
Tracy Blakemore Po ntiac, MI
Davinci Bledsoe Highland Park , MI
Tina Banamy
D e t r o i t , MI
Lisa Bradham
D e t r o i t , MI
Sharon Brookins D e t r o i t , MI
Nicole Brown
D e t r o i t , MI
Augustine Burciaga Adrian, MI
S h eila Bu rr ies
E. S t . Louis, 111
Mark Bush
E. S t . Louis, 111
Carmen Butler
Muskegon, MI
Francis Cabrera East Lansing, MI
A1b e r t Ca1v i11o D e t r o i t , MI
Lisa Carte r
Saginaw, Ml
P a t r i c a Cena
Eaton Rapids, MI
B a tt l e Creek, MI
Kim Chandler
Dora Cisneros
Adrian, MI
Andre Cheatham
D e t r o i t , MI
A l i c i a Clayborne E. S t. Louis, 111
Theresa Clayton D e t r o i t , MI
Stacey Coleman
D e t ro i t , MI
Chert C o llin s
D e t ro i t , MI
Tina Cooper
D e t ro i t , MI
J i l l Crenshaw
D e t r o i t , MI
Angela Dae
E. S t . Louis, 111
K r i s t i n Davis
East Lansing, MI
Tisha Dease
Muskegon, MI

GPA
2.50
3.17
2.70
2.50
2.80
3.20
2.80
3.40
2.90
3.07
3.00
2.88
3.00
2.69
2.83
2.63
3.60
3.60
3.00
2.70
3.26
2.72
3.75
3.76
3.20
3.40
4.00
3.29
2.00
2.20
2.56
2.60
3.40
3.74
3.20
2.90
3.00
2.60
3.32

Year in School
Junior
Junior
Jun ior
Junior
Junior
Junior
Senior
Junior
Junior
Junior
Junior
Ju nior
Senior
Senior
Junior
Junior
Ju nior
Senior
Junior
Senior
Sen i or
Senior
Senior
Junior
Junior
Junior
Senior
Senior
Senior
Senior
Senior
Senior
Senior
Junior
Junior
Senior
Senior
Junior
Senior

127

40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85
86.
87.
88.
89.
90.

3.20
Robert Dobbs
Benton Harbor, MI
2.80
Muskegon, MI
Debra Draper
2.73
Martin Duarte
Lansing, MI
Danielle Duvernay East Lansing, MI 3.00
4.00
D e t r o i t , MI
Bobbi Edwards
3.54
D e t r o i t , MI
Elaine Edwards
D e t r o i t , MI
3.67
A1len E ze l1
3.10
Ann Arbor, MI
Muhammad Farha
2.91
Amer Farran
Portage, MI
2.77
E. S t . Louis, 111
Tammi Flowers
2.86
Heriberto Franco D e t ro i t , MI
4.00
Metynda Foster
E. St. l o u is , 111
3.18
Y p s i l a n t i , MI
Emerald F u l l e r
2.89
Carol Gaddis
E. St. Louis, 111
2.89
Kim Garnett
Ann Arbor, MI
D e t r o i t , MI
3.00
Monique Gee
2.80
G ilb ert Gerardo D e t r o i t , Ml
D e t r o i t , MI
3.30
Renita Geter
D e t r o i t , MI
2.50
Carla Gibson
2.50
E. S t. Louis, 111
Marjorie Gi11
D e t r o i t , MI
3.27
Lynda Glass
D e t r o i t , MI
2.70
Jeunae Godwin
Rosa Gonzalez
3.36
Newago, MI
D e t r o i t , MI
2.43
Chenee Gooden
C h r i s t in a Goodrich E. S t. Louis, 1112.75
3.29
Pontiac, MI
Sonja Gray
2.50
Mar Ice la Guerra Grant, MI
3.95
D e t r o i t , MI
Deanna Hale
2.10
Lansing, MI
Delon Hal 1
2.60
Ann Arbor, MI
Kevin Harrison
D e t r o i t , MI
2.75
I n grid Hawkins
2.74
D e t r o i t , MI
Debra Hence
3.80
Keith Hernandez D e t r o i t , MI
2.50
Leone 1 Hinojosa Lansing, MI
D e t r o i t , MI
2.73
Tracey Hodge
2.90
D e t r o i t , MI
Beverly Hogan
3.06
Kim Hood
Benton Harbor, MI
B r i g e t t e Horne
Muskegon, MI
3.41
3.30
Y
p
s
i
l
a
n
t
i
,
M
I
Eric Hugan
2.50
Betrlna Hughes
E. S t. Louis, 111
Lisa Hughes
D e t r o i t , MI
3.21
D e t r o i t , MI
3.30
Carla Hunter
D e t r o i t , MI
3.50
Theresa Hutson
Dorlnda Jackson D e t r o i t , MI
3.00
Jacque line Jackson E. S t. Louis, 11 1. 4.00
J e n n if e r Jackson D e t r o i t , MI
2.67
Kathy Jackson
D e t r o i t , MI
3.10
D e t r o i t , MI
3.50
Nicole J e f f e r s
D e t ro i t , MI
2.80
Karyn Johnson
Marlene Johnson D e t r o i t , MI
3.35
D e t r o i t , MI
3.25
Heather Jones

Sen i or
Sen i or
Senior
Junior
Junior
Senior
Senior
Junior
Senior
Junior
Senior
Senior
Junior
Junior
Junior
Ju nior
Jun i or
Senior
Senior
Junior
Junior
Senior
Junior
Senior
Senior
Senior
Junior
Junior
Senior
Junior
Senior
Senior
Soph
Senior
Senior
Senior
Senior
Junior
Junior
Senior
Senior
Senior
Junior
Senior
Sen i or
Senior
Senior
Junior
Senior
Senior
Junior

128

91.
92.
93.
94.
95.
96.
97.
98.
99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
118.
119.
120.
121.
122.
123.
124.
125.
126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.

Michael Jones
P a t r i c i a Jones
Benat Katar
Raja t Katar
Khayya Kelly
Charise Kelley
Don ice Knight
Shannon Knight
Shavaun Langston
Kevin Lartig ue
Thuy-Trang Le
David Lee
Ronald Lee
LaTrelle Leonard
Eva Lewis
Laura Lewis
Kyle Marsh
Dawn Martin
Albert McClendon
Stacy McClendon
Marvelle McGee
Kirk Megglnson
P r l c i 1 la Ml ley
S h e r i t a MitchelI
John Noone
Andre Outlaw
J e f f Pennington
J e su s Perez
Marcelius Perez
Annie Perry
Tyra Peterson
Keisha P r i c e
Tomena Rawls
Donna Redd
Delbert Richburg
Myron Richardson
Donita Robinson
Kim Robinson
Leah Robinson
Lisa Robinson
Renlta Robinson
Tracey Robinson
Mark Robles
Lisa Rocquemore
John Rodgers
Sarah Rodriquez
Rosalyn Ross
Kim Sanford
Armene S a t t e r f i e l

E. S t . Louis, 111
D e t r o i t , MI
East Lansing, Ml
East Lansing, MI
D e t r o i t , MI
Muskegon, MI
D e t r o i t , MI
D e t r o i t , MI
Muskegon, MI
Lansing, MI
Lansing, MI
E. S t . Louis, 111
D e t r o i t , MI
D e t r o i t , MI
Muskegon, MI
D e t r o i t , MI
Wood River, 111
D e t r o i t , MI
E. S t . Louis, III
B a t t l e Creek, MI
B a t t l e Creek, MI
Lansing, MI
D e t r o i t , MI
Muskegon H g ts., MI
Ann Arbor, MI
P o n tia c , MI
P o n t i a c , MI
Ann Arbor, MI
Ann Arbor, MI
D e t r o i t , MI
P o n t i a c , MI
D e t r o i t , MI
D e t r o i t , MI
D e t r o i t , MI
East Lansing, MI
Ann Arbor, MI
Muskegon, MI
B a t t l e Creek, MI
D e t r o i t , MI
D e t r o i t , MI
Muskegon, MI
D e t r o i t , MI
C h a r l o t t e , MI
D e t r o i t , MI
Muskegon, MI
Adrian, MI
E. S t . Louis, l i t
E. S t . Louis, 111
d E, S t . Louis, 111

2.90
3.95
2.91
2.90
3.20
3.42
3.30
3.04
2.85
2.90
3.00
3.11
2.50
2.50
3.86
3.20
2.20
2.80
2.84
2.82
2.80
3.00
3.00
3.30
3.00
3.08
2.93
2.98
3.07
2.50
2.83
3.05
2.60
3.50
2.95
2.78
2.95
2.70
3.60
3.14
2.80
3.00
2.80
3.38
3.25
2.50
2.88
3.75
3.25

Sen i or
Ju nior
Senior
Senior
Ju n ior
Senior
Senior
Senior
Ju n io r
Senior
Senior
Ju nio r
Ju nio r
Ju nio r
Senior
Ju nio r
Ju nior
Senior
Senior
Senior
Senior
Sen i or
Senior
Ju nior
Ju nior
Senior
Sen i or
Senior
Juni or
Junior
Senior
Senior
Junior
Sen i or
Ju nior
Senior
Senior
Sen i or
Senior
Senior
Junior
Ju nior
Sen i or
Ju nior
Ju nio r
Senior
Ju nior
Ju nior
Senior

129
3.30
3.60
3.21
2.71
4.00
3.11
2.80
2.30
4.00
3.02
3.40
3.50
2.41
2.78
2.63
2.90
3.73
2.30
2.60
3.00
3.28
3.05
2.77
3.35
3.74
2.75
2.82
3.26
3.00
3.45
3.04
3.25
3.10
3.00
3.10
2.90
3.20
2.89
3.22

Senior
Sen 1or
Junior
Junior
Junior
Sen i or
Junior
Junior
Junior
Sen 1or
Junior
Senior
Senior
Junior
Junior
Senior
Junior
Senior
Senior
Junior
Junior
Junior
Senior
Junior
Sen 1or
Senior
Senior
Senior
Senior
Senior
Senior
Senior
Junior
Senior
Senior
Junior
Senior
Junior
Junior

T h isi i s t h e S e l e c t i o n C om mittee R e p o r t .

Tom B1a c k ,

140.
141.
142.
143.
144.
145.
146.
147.
148.
149.
150.
151.
152.
153.
154.
155.
156.
157.
158.
159.
160.
161.
162.
163.
164.
165.
166.
167.
168.
169.
170.
171.
172.
173,
174.
175.
176.
177.
178.

D e t r o i t , MI
Monica Sherman
Lisa Simmons
D e t r o i t , MI
Michael Simmons Y p s i l a n t i , MI
Colleen Simpson Ann Arbor, MI
D e t r o i t , MI
Dionne Smal1
D
e t r o i t , MI
Marilyn Smith
D
e t r o i t , MI
Monica Smith
Adrian, MI
P a t r i c i a Sol is
Yolanda Spraggins D e t r o i t , MI
B a t t l e Creek, MI
T ahlrih Steen
Muskegon,
MI
Monica Stedman
Charles Stewart D e t r o i t , MI
Edwardo Sunlga
Lansing, MI
P a t r i c k Tate
Marshal 1, MI
Sharon Taylor
E. St. Loui3, H I
Covert, MI
John Tuck
Delsa Turner
Muskegon Hgts. , MI
Adrian, MI
Ernest Vargas
Klmberle Vaughn D e t r o i t , MI
Krystal Vincent D e t r o i t , MI
D e t r o i t , MI
Gia Walker
Muskegon Hgts. , MI
Willy Warren
Erane Washington Ann Arbor, MI
D e t r o i t , MI
Wendl Waters
D e t r o i t , MI
Andre West
Reginald White
Pontiac, MI
D e t r o i t , MI
Rozelle White
Rochelle Whiting B a tt l e Creek, MI
Alesia W111 lams Lansing, MI
Angelita Williams D e t r o i t , MI
B r ig e tte Williams B a ttle Creek, MI
Deide Will lams
D e t r o i t , MI
Muskegon, Ml
Kenneth WiIson
D e t r o i t , MI
Norvena WiIson
D e t r o i t , MI
Litonya WiIson
Jan Wimberly
Ann Arbor, MI
Donna Wood
E. St. Louis, 111
Lashawanda Wooten E. S t . Louis, III
Mechelle Wright E. S t. Louis, 111

Carol

B o y le s , Paul

L u d w ig , Ted M o r r i s , a n d Don W a l 1.

al 1 exam ined and e v a l u a t e d a l l

the a p p l i c a t i o n s fo r

1985 M i n o r i t y A p p r e n t i c e s h i p P r o g r a m .
r*•

o f a p p l i c a t i o n s was 2 2 0 .

The t o t a l

number

From t h o s e a p p l i c a t i o n s 178

s t u d e n t s w ere s e l e c t e d to be i n t e r v i e w e d

APPENDIX X I I I

APPENDIX X I I I
CHI SQUARE FORMULA

Chi S q u a r e F o r m u l a U s e d F o r D e t e r m i n i n g
D i f f e r e n c e s B e tw ee n S a m p le G r o u p s

X2 = E < f - f e > 2
fe
f e i i = c i Rl

d .f.

f i i = c iRi

= <R-1XC-1>
1 x 1

=

1

22 x 1 = 22
x 2 l , . 0 5 = 3 *8 4

X2 1 , . 0 1 = 6 - 63
X2 4 . . 0 5

= 9 -49

XZ4 , . 0 1

= I 3 - 33

x22

2 , .05 = 3 3 .92

X2 2 2 , . 0 1

-

36.78

f = o b s e r v e d number
f e = e x p e c t e d number

APPENDIX XIV

131
APPENDIX XIV

T a b l e o f Chi S q u a r e s
G roup R e s p o n s e s
R e la tiv e to Personal C h a r a c te r is tic s
of S tu d e n ts In terv iew ed fo r the
1985 MAP P r o g r a m
C h a r a c t e r i s t 1c

Sex
GPA
E th n ic Background
Communi t y
Y e a r in S c h o o l

X2 V a l u e

1 .516
7.3 0 6
.846
27.612
3.080

D egrees of
F re edo m
1
4
1
22
1

L eve l o f
S ig n ifican ce
none
none
non e
none
none

APPENDIX XV

132
APPENDIX XV

T a b l e o f Chi S q u a r e s
Group R e s p o n s e s
R e l a t i v e t o C o l l e g e A s p i r a t i o n s and
M ajor P r e f e r e n c e / C a r e e r C hoice
of S tu d e n ts In terv iew ed fo r
t h e 1985 MAP P r o g r a m
C h aracteristic

X2 V a l u e

Degrees of
Freedom

Level of
S ig n ifican ce

C o lleg e A s p i r a t i o n s 1.026

1

none

Major P r e f e r e n c e /
C a ree r Choice

1

non e

.796