Literaturnachweis - Detailanzeige
| Autor/in | McCallum, Harry Neil |
|---|---|
| Institution | California Univ., Berkeley. School of Education. |
| Titel | A Comparative Study of Male Junior College Graduates Who Made Initial or Deferred Decisions to Major in Vocational/Technical Programs. |
| Quelle | (1968), (227 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Doctoral Dissertations; Paraprofessional Personnel; Questionnaires; Student Attitudes; Student Characteristics; Technical Education; Transfer Students; Two Year Colleges; Vocational Education |
| Abstract | To identify influences on students' selection and completion of vocational/technical majors, two groups of graduates (327) from six San Francisco area junior colleges were compared: (1) those who started in a vocational/technical program ("initial" group) and (2) those who began in a transfer program ("deferred" group). Data from school records and questionnaires were used. The study compared the groups by academic ability, educational achievement, and social and economic background. The initial and deferred groups could be differentiated by academic ability and educational achievement, but not by socioeconomic factors. The study also compared them by educational background, by who influenced their choice of major, and by satisfaction with their major. Initial students more often took majors begun in high school, deferred students were less influenced by teachers or counselors, but both were equally influenced by parents and college teachers. Only 10% of the students were dissatisfied with their major. The two groups were about equally willing to re-enter junior college. Last, the study compared their attitudes, interests, and plans for further education. They agreed generally on occupations held in high or low esteem, TV programs, magazines, and outside activities. More than 70% of both groups planned to transfer to 4-year institutions. (HH) |
| Anmerkungen | University Microfilms, Inc., P.O. Box 1346, Ann Arbor, Michigan 48106. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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