Citation
A model for evaluating student participation on college policy committees

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Title:
A model for evaluating student participation on college policy committees
Creator:
Mitchell, James Stanley, 1939-
Publisher:
University of Florida
Publication Date:
Language:
English
Physical Description:
xiii, 145 leaves. : ; 28 cm.

Subjects

Subjects / Keywords:
College students ( jstor )
Colleges ( jstor )
Community colleges ( jstor )
Educational evaluation ( jstor )
Educational research ( jstor )
High school students ( jstor )
Junior colleges ( jstor )
Student evaluation ( jstor )
Students ( jstor )
Universities ( jstor )
College student government ( lcsh )
College students ( lcsh )
Dissertations, Academic -- Educational Administration and Supervision -- UF ( lcsh )
Educational Administration and Supervision thesis Ed. D ( lcsh )

Notes

Thesis:
Thesis -- University of Florida.
Bibliography:
Bibliography: leaves 140-144.
General Note:
Typescript.
General Note:
Vita.

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Full Text









A MODEL FOR EVALUATING STUDENT PARTICIPATION
ON COLLEGE POLICY COMMITTEES








By



JAMES STANLEY MITCHELL








A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF
THE UNIVERSITY OF FLORIDA IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF EDUCATION




UNIVERSITY OF FLORIDA 1973













ACKNOWL EDGEMENTS

The writer wishes to acknowledge the assistance and support of the many persons who played an active and supportive role in

completing this study.

The encouragement and counsel of Dr. James L. Wattenbarger, Chairman of the writer's Advisory Committee, are deeply appreciated. Sincere thanks are also extended to the members of the Committee, Dr. Dayton Y. Roberts and Dr. Marvin E. Shaw.

The writer wishes to express sincere appreciation for the cooperation and encouragement shown by the many persons at Santa Fe Community College who were involved in the2 study. A special word of thanks is expressed to Dr. Clifford L. LeBlanc and his staff who were extremely helpful in completing the research. Also, the personal advice and support of Dr. Lester R. Goidman was greatly appreciated.

Finally, the writer wishes to express a special note of thdrks to his wife, Barbara, who was also the typist, and to his children, Jim, Dave, and Debbie for their patience, understanding and love in supporting the completion of this study.













TABLE OF CONTENTS

Page
ACKNOWLEDGEMENTS. . . 1.ii

LIST OF TABLES. . . .vi

LIST OF FIGURES. . . . x

ABSTRACT. . . .xi

CHAPTER
I INTRODUCTION. . .1

The Problem. 3

Statement of the Problem. . . . . 3
Delimitations. . . 3
Limitations. . 3
Justification for the Study. . 4
Assumptions. . 5

Definition of Terms. . . . . . . . 6
Procedures . . . . . . . . . . 6

Participating Institution. . . . 7
The Sample. . . . 7
Data Collection. . 8
Treatment of Data. . . 9
Presentation of Results. . . . .10

II REVIEW OF THE LITERATURE. . . .11

Review of Research and Literature on Student
Activities. . . . .1
Review of Research and Literature on Identifying
Objectives of Student Activities Programs. . 12
Review of Research Relating to Follow-up Studies
of Community College Students. . . . . 18
Summary. . . . . . . . . . . 21

III DISCUSSION OF THE MODEL DEVELOPMENT AND APPLICATION. 25

Form and Content: A Rationale. . . 25
Aoplication and Modification. . .33
Interpretation: The Key to Success . . . . 35
Summary . . . . . . . . . . 38








CHAPTER Page
IV APPLICATION OF THE MODEL TO SANTA FE COMMUNITY
COLLEGE . . . . . . . . . . 39

Selection and Description of the Participating
College, the Activity to be Studied, and the
Participating Alumni. . . 41

Participating College. . . .41
Activity to be Studied. . . .42
Student Population . .43
Participating Alumni. . . .49
Comparison of the Participating Alumni with
the Santa Fe Population. . . 54

Identification of Objectives and the Evaluation
of the Objectives by the Participating Alumni. 71

Evaluation of the Validity of the Objectives 71
Evaluation of the Degree of Fulfillment of
the Objectives. . 89

Results of the interviews as Shown by Responses
to Questions Proposed by the Interview Guide 108

Responses to Question 1. . . . . . 108
Responses to Question 2. . . . . . 109
Responses to Question 5. . . . . . 110
Responses to Question 6. . . . . . 1P3
Responses to Question 7. . . . . . 114
Responses to Question 8. . . . . . 115

Summary of Results, and Conclusions Concerning
the Application of the Model to Santa Fe
Community College. . . . . . 117

Summary. . . . .117
Conclusions. . . . . .119

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . .123

Summary of the Development of the Model. . . . 123
Evaluation of the Application of the Model to
Santa Fe Community College. . . . 125
Conclusions. . . 126
Recommendations. . . . 126










iv







Page
APPENDICES. . . 127

APPENDIX
A LETTER TO THOSE SELECTED FOR STUDY . . . . . 129

B POSTCARD INCLUDED WITH FIRST LETTER TO THE
PARTICIPATING ALUMNI. . .131

C RETURN POSTCARD TO THOSE SELECTED FOR STUDY. . . 133

D INTERVIEW GUIDE. . . 135

E TABLE 43. . . .139

BIBLIOGRAPHY. . . . . . . .140

BIOGRAPHICAL SKETCH. . . 145






































v













LIST OF TABLES

Page
TABLE

1 STATISTICAL PROFILE OF SANTA FE STUDENTS. . . 44

2 FREQUENCY DISTRIBUTION AND PERCENTAGE OF FAMILY INCOME
RANGES FOR SANTA FE STUDENT POPULATION. 46

3 FREQUENCY DISTRIBUTION AND PERCENTAGE OF PERCENT OF
COST OF OBTAINING AN EDUCATION COMING FROM FAMILY
INCOME. . . .47

4 STATISTICAL PROFILE OF PARTICIPATING ALUMNI. . 50

4A MEAN AGE, MEAN GPA, AND MEAN FLORIDA TWELFTH GRADE
SCORES BY GROUPS. . . 51

43 FAMILY INCOME BY GROUPS. . . .52

4C PERCENT OF THE COST OF OBTAINING AN EDUCATION WHICH
CAME FROM FAMILY INCOME. . . . .53

3 MALE FEMALE COMPARISON OF PARTICIPATING ALUMNI GROUP
WITH SANTA FE SAMPLE. . . . .56

6 RACIAL COMPARISON OF PARTICIPATING ALUMNI WITH THE
SANTA FE SAMPLE. . . . .57

7 COMPARISON OF MARITAL STATUS OF PARTICIPATING ALUMNI
WITH THE SANTA FE SAMPLE. . . . .58

S COMPARISON OF TRANSFER NONTRANSFER PARTICIPATING
ALUMNI WITH THE SANTA FE SAMPLE. . 60

9 COMPARISON OF COLLEGE PARALLEL TERMINAL PARTICIPATING
ALUMNI WITH THE SANTA FE SAMPLE. . 61

10 PARTICIPATING ALUMNI COMPARED WITH SANTA FE SAMPLE BY AGE. . . .62









vi







TALE Page
11 GRADE POINT AVERAGE OF PARTICIPATING ALUMNI AS COMPARED WITH THE SANTA FE SAMPLE 63

12 TWELFTH GRADE TEST SCORES OF PARTICIPATING ALUMNI AS COMPARED WITH THE SANTA FE SAMPLE. . 65

13 COMPARISON OF FAMILY INCOME FOR PARTICIPATING ALUMNI AND SANTA FE SAMPLE. . .66

14 COMPARISON OF PARTICIPATING ALUMNI AND SANTA FE SAMPLE AS TO THE PERCENT OF THE COST OF OBTAINING AN
EDUCATION WHICH CAME FROM THE FAMILY INCOME . . . 68

15 PERCENT OF COST OF OBTAINING AN EDUCATION WHICH CAME FROM THE FAMILY INCOME: MALE-FEMALE COMPARISON . . 70

16 EVALUATION OF THE VALIDITY OF OBJECTIVES BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES. . . 74

17 EVALUATION OF THE VALIDITY OF OBJECTIVE 1 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 75

18 EVALUATION OF THE VALIDITY OF OBJECTIVE 2 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 76

19 EVALUATION OF THE VALIDITY OF OBJECTIVE 3 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 77

20 EVALUATION OF THE VALIDITY OF OBJECTIVE 4 BY THE
PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 78

21 EVALUATION OF THE VALIDITY OF OBJECTIVE 5 BY THE
PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 79

22 EVALUATION OF THE VALIDITY OF OBJECTIVE 6 BY THE
PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 80

23 EVALUATION OF THE VALIDITY OF OBJECTIVE 7 BY THE
PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 81








vii







TABLE Page
24 EVALUATION OF THE VALIDITY OF OBJECTIVE 8 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 82

25 EVALUATION OF THE VALIDITY OF OBJECTIVE 9 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 83

26 EVALUATION OF THE VALIDITY OF OBJECTIVE 10 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. 84

27 EVALUATION OF THE VALIDITY OF OBJECTIVE 11 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 85

28 EVALUATION OF THE VALIDITY OF OBJECTIVE 12 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND
PERCENTAGE OF YES-NO RESPONSES BY GROUPS. . 86

29 EVALUATION OF THE DEGREE OF FULFILLMENT OF OBJECTIVES BY THE PARTICIPATING ALUMNI. . 90

30 FREQUENCIES OF RESPONSES TO OBJECTIVE 1 AS TO DEGREE OF FULFILLMENT. . . . .92

31 FREQUENCIES OF RESPONSES TO OBJECTIVE 2 AS TO DEGREE OF FULFILLMENT. . . 93

32 FREQUENCIES OF RESPONSES TO OBJECTIVE 3 AS TO DEGREE OF FULFILLMENT. . . .95

33 FREQUENCIES OF RESPONSES TO OBJECTIVE 4 AS TO DEGREE OF FULFILLMENT. . . 96

34 FREQUENCIES OF RESPONSES TO OBJECTIVE 5 AS TO DEGREE OF FULFILLMENT. . . . .97

35 FREQUENCIES OF RESPONSES TO OBJECTIVE 6 AS TO DEGREE OF FULFILLMENT. 98

36 FREQUENCIES OF RESPONSES TO OBJECTIVE 7 AS TO DEGREE OF FULFILLMENT. . . . . .100

37 FREQUENCIES OF RESPONSES TO OBJECTIVE 8 AS TO DEGREE OF FULFILLMENT. . . 101

38 FREQUENCIES OF RESPONSES TO OBJECTIVE 9 AS TO DEGREE OF FULFILLMENT. . . 103






viii








TABLE Page
39 FREQUENCIES OF RESPONSES TO OBJECTIVE 10 AS TO DEGREE OF FULFILLMENT. . 105

40 FREQUENCIES OF RESPONSES TO OBJECTIVE 11 AS TO DEGREE OF FULFILLMENT. . . . .106

41 FREQUENCIES OF RESPONSES TO OBJECTIVE 12 AS TO DEGREE OF FULFILLMENT. . . . .107

42 REASONS FOR PARTICIPATING ON COLLEGE POLICY COMMITTEES GIVEN BY PARTICIPATING ALUMNI WITH NUMBER OF TIMES
MENTIONED BY GROUPS. . . .116

43 CHI SQUARE TEST OF INDEPENDENCE FOR TWO GROUPS: (1) THOSE ALUMNI WHO RESPONDED BY RETURNING THE
POSTCARD, AND (2) THOSE ALUMNI WHO DID NOT
RESPOND AND WERE TELEPHONED. . 139




































ix














LIST OF FIGURES
Page
FIGURES

1 Basic Research Model for Descriptive Survey Method. . 30 2 System Flow Chart for the Student Activities Model. . 31 3 PERT Summary Network for the Student Activities Model 32








































x







Abstract of Dissertation Presented to the Graduate Council of the University of Florida in Partial Fulfillment of the
Requirements for the Pogree of Doctor of Education


A MODEL FOR EVALUATING STUDENT PARTICIPAION ON COLLEGE POLICY COMMITTEES


By

James Stanley Mitchell

August, 1973


Chairman: Dr. James L. Wattenbarger Major Department: Educational Administration and Supervision The Problem

The purpose of this research was to develop a model for evaluating student participation in student activities. Specifically, for the development of the model, participation on college policy committees as a function of student government was selected as the activity to be studied.

This study established a method whereby administrators may view the activities program in terms of its influence on student development as perceived by former activities participants.

The need for an evaluative process for student activities

is reflected in the following questions which were used as guidelines for developing the model:

1. Do traditional objectives of student activities programs

adequately reflect the potential values of these activities?









Xi







2. Do students who participate in student activities programs

receive educational benefits beyond classroom experiences?

3. How can these educational benefits be identified and their

degree of attainment measured? Procedures

The development of the model was done in two phases. First, the procedural and operational aspects of the model were developed. Secondly, the model was utilized in a case study at a community college.

The model was developed which consisted of four main parts:

1. Procedures for identifying objectives for any student

activity.

2. Procedures for selecting, identifying, and contacting the

participants of the student activity for study.

3. An interview guide which was developed specifically to

obtain information in the following categories:

a. personal information which can be used to

describe the participants in relation to

the college population,

b. objective ratings as to the validity of the

stated objectives and the degree of fulfillment,

c. responses to questions pertaining to the

participant's perception as to the value of

the participation in the student activity, with

emphasis on benefits received, motivation for participation, and factors which limited or





xii







facilitated the participant's commitment to the activity.

4. Recommendations for application of the model for

institutional settings and guidelines for the

interpretation of the results.

The model was utilized in a study at a community college.

Objectives were identified for the specific activity and verified for the college. Former participants of college policy committees were contacted and data was gathered with the use of the interview guide. The results of this study are reported with emphasis on the operational and functional aspects of the model as applied to this activity.

Conclusions

It was concluded that the model which was developed could be used successfully to obtain useful information concerning a student activity at a community college, as shown by the actual case study. It was also concluded that other institutions could utilize the model for evaluation of student activities programs.




















X1Y













CHAPTER 1

INTRODUCTION

Community college administrators are increasingly being

challenged to provide an accounting of programs for which they

are responsible. One of the most controversial, at least

historically, is the student activities program. Koos, Hughes,

Hutson, and Reavis (35) have given a historical summary before

1940:

In former days extra-curriculum activities had no
recognition from school authorities; they were, in fact, suppressed. The concept of the school
as "an embryonic community life, active with
types of occupations that reflect the life of the
larger society," embodying "active, expressive,
and self-directing factors" in the educational
process, had not yet been popularized among
either theorists or practitioners. Rather, the
school was the place for absorption of the teachers' offerings. Extra-curriculum activities were useless play which stole the pupils' time from "education."

Despite opposition, however, the pupils persisted
in these activities in order to compensate for the
unral life of the school. Then came the policy of toleration on the part of the school authorities as
the concept of the pupil as an active and social being gained some acceptance. Extra-curriculum
activities were described as "outlets for surplus
physical energies" and "social sedatives."

The present tendency is to recognize positive educational values in the extra-curriculum, to
promote pupil-initiated projects, and to capitalize
for educational growth the natural social and
creative propensities of youth. (35:130)

Since 1940, the controversy continues. Graham (20) challenges





1





2

the overemphasis of social and school-spirit type of activities. Fordyce wrote, "If activities do not have educational value, their place in and around an educational institution is certainly subject to question." (14:20)

Trump (54) questioned the amount of money spent in student activities. In 1961, Jacob (26) wrote that campus social organizations and activities did not provide a basically satisfying outlet for many students.

On the other hand, student activities have been viewed as educationally rewarding experiences for students. Shannon (49) wrote that ethical character building can be accomplished through participation in student activities. Dressel (9) suggests that because of the fact that tomorrow's leaders will likely emerge from today's campuses, the schools must be engaged in activities which will foster the "democratic spirit."

Stripling (53) has predicted that by 1976, 75 percent of

freshmen and sophomore students will likely be in community colleges. The impact of this prediction for administrators in this area is two-fold in terms of student activities:

1. How can an environment be created on campus which will

enhance the educational opportunity for personal

development of students?

2. How can these activities be evaluated in terms of

educational objectives? (13).





3

The Problem

Statement of the Problem

The purpose of this research was to develop a model for evaluating student participation on college policy committees. This study established a method whereby administrators may view the activities program in terms of its influence on student development as perceived by former activities participants. Delimitations

The following confinements were observed in the conduct of the study:

1. The investigation was limited to former students

of a single selected community college.

2. The subjects selected for study were confined to

those alumni who participated on major policy making

committees of the community college. Limitations

1. The investigation was subject to the limitations of its

ex post facto character, namely:

A. The inability to manipulate independent variables,

B. The lack of power to randomize,

C. The risk of improper interpretation. (31)

2. The conclusions drawn were limited to the participating

college and its relationship to the development of the

model.





4

Justification for the Study

The value derived from participation in student activities

has been questioned. Traditionally, the student activities program in community colleges has been a replication of student activities programs in high schools and universities. This point of view was clarified by Graham:

The student activities programs operating in junior
colleges are for the most part exact replicas of
those found in four-year colleges. .Do these
activities, however, fit the needs of the junior
college students? Proponents of the two-year
college contend that it is a unique institution
which serves a different function from the senior college or university. Why then must the student
activity program copy that of the four year school?.

The junior college is the school of the future mainly
because it is an answer to the higher education problem in this expanding society. It should be kept
unique in all aspects by the establishment of student
activities programs which serve the needs of the
students rather than by parroting the programs of
the colleges and universities. (20:43)

Some of the factors which contribute to the uniqueness of the community college student in terms of his involvement in traditional student activities were shown by Fretwell and Doran (16). They were:

1. Less time to break in gradually, 2. Less time spent daily on campus,

3,. Extensive student employment,

i. Closeness to the public,

5. No deep seated traditions to hinder change.

In 1962, a task force of thirty-three community college faculty members interpreted the basic functions of Florida's community colleges, as defined in the State laws. These functions were





5

submitted to a selected sample of citizens who rated them in order of importance. Their rating -was reported by W4attenbarger (55):

1. The college or university parallel program,

2. A comprehensive program of guidance,

3. Technical, business, and semiprofessional programs,

4. Adult non-credit courses, seminars, and programs,

5. A program of student activities,

6. Occupationally oriented programs of vocational nature.

In 1964, the "Conference to Plan Research on Junior College Student Personnel Programs" was conducted at the University of Chicago, sponsored by the Kellogg Foundation and the United States Office of Education. One of the critical research needs implied from this conference was a need to evaluate the student activities in junior college in terms of their relatedness to the social and educational needs of students and in terms of their relationship to later participation in community life (46).,

O'Banion (39), reporting on the Second Annual Workshop for

Junior College Student Personnel Workers, recommended that research

be undertaken to assess the impact of student activities on the personal development of students. Assumptions

It was assumed that:

1. Personal and telephone interviews with former students

would adequately disclose their evaluation of their

participation in the student activities program,

2. Examination of policy making committee participation by





6

student government members as a personal developmental

activity could be made independent of any discussion of

student rights in community college governance.

Definition of Terms

Participating Alumni Those former students who participated

in policy making committees as representatives of student government.

Policy Making Committees Those committees within the community college which have decision making powers concerning policy recommendations and which have representation from faculty association, non-certificated staff, administration, and student government.

Student Activities Extra-curricular activities in the community college which are designed to enable the student to develop personal and social skills beyond that afforded by the academic curriculum. In the confinements of this study, student activity pertains to involvement in student government committee participation.

Procedures

The procedures for this investigation were developed in two general phases. The first phase was to develop the model which consisted of: determining the objectives for the activity to be studied; identifying the participating alumni to be included; development of the interview guide; and formulating questions to be used in interpreting the results. The second phase was the actual case study at a community college using the model.

Specifically, the procedures for this investigation may be

examined in four sections. In the first section the participating





7

institution is identified. In the second section the sample is described. In the third section the data collection procedures are described. In the fourth section procedures are presented for treatment of data.

Participating Institution

Santa Fe Community College was the institution selected for this research study on the basis of having the following characteristics:

1. A policy making committee structure which included

students as active members,

2. A student government association whose members were

involved on policy making committees,

3. A student activities program with stated objectives

consistent with those identified in the review of

the literature (37).

The Sample

Selected for study were alumni of Santa Fe Community College who participated on policy making committees as representatives of student government. The sample included all participating students for the years 1966 through 1972. This represented the total years of the college's existence. The participating students were identified frcm the official records of the four major committees of the college:

1) Central Coordinating Committee, 2) Academic Affairs Committee, 3) Business Affairs Committee, and 4) Student Affairs Committee. Those students who were assigned to a committee but never attended according to the official records were included in the sample.





8

Data Collection

The interview guide and personal data sheet were developed to obtain the following information:

1. Demographic data,

2. The individual's response as to the validity of the

stated objectives,

3. The individual's response as to his evaluation of the

fulfillment of each stated objective in terms of his

own personal development,

4. The individual's response to questions concerning his

participation in student activities while at the college

and his perception of the value of this participation.

Trial interviews were made using the interview guide to determine the usability of the form. Twenty alumni were chosen from the records indicating a local address. Each was then telephoned and asked to participate in the study. The interview guide sheets were used in these interviews and note was made of the ease and accuracy with which information could be obtained. It was found that each interview lasted approximately 20 minutes and the necessary information could be obtained using the guide as a reference point for questioning the respondents as to their perceptions of the extent and value of their committee participation.

Once the participating alumni were identified, they were located at their current addresses. Permanent records, original applications and financial aid records were searched to obtain these current addresses. Personal conversations with parents and former associates





9

were helpful in locating those alumni who had moved from the college district.

A letter from the Vice-President for Student Affairs at Santa Fe was sent to each participating alumnus (Appendix A). It included a return postcard (Appendix B).

A master schedule was constructed using the information from the returned postcards. Each respondent was then mailed a second postcard (Appendix C) containing the time and date to expect the telephone interview. A telephone call was made to the alumni who had not responded by returning the postcard in an attempt to ascertain the possibility of inclusion in the study. A date was entered in the master schedule for those persons to receive the interview call. In some cases, the interview was made at that time.

The telephone interview with each alumnus was conducted with the aid of the interview questionnaire (Appendix D). Also, the respondents' permanent records were examined to obtain information not obtainable through personal interview. Treatment of Data

The data were analyzed in two phases. First, the sample group was examined to determine if differences existed between that group and the population of Santa Fe students. Comparisons were made using the results of a study involving a random sample of Santa Fe students

(3) and also the results of the "Board of Regents Junior College Questionnaire" for the years 1966 through 1971 (12).

The information obtained from the interviews pertaining to the






10

perceptions of participating alumni was analyzed to ascertain

commonalities and differences between respondents. Analysis was made of the rating of the twelve objectives by the respondents. The results are reported in Chapter 1V. Presentation of Results

The results of this research are reported in Chapters III, IV, and V. A discussion of the development and application of the model is presented in Chapter III. The results of the study using the model are presented in narrative and graphic form in Chapter IV. Conclusions and recommendations concerning both the results of the study and the use of the model are reported in Chapter V. A review of the related literature is presented in Chapter II.












CHAPTER II

REVIEW OF THE LITERATURE

The review of related literature is presented in three sections. The first section is a review of research and literature relating to tL.he history and scope of student activities in the community college. The second section examines research and literature relating to identifying objectives of student activities. The third section is a review of research relating to follow-up studies of community college students.

Review of Research and Literature on Student Activities

Graham (20), Fretwell and Doran (16), Wattenbarger (55), and McKenna (43) have noted the importance of student activities in the community college from various points of view. Evaluating the student activities program in community colleges has been hampered by the lack of universally accepted evaluative standards of these programs in the unique framework of the community college (2).

Gilligan (17) studied the student activities programs in Florida community colleges in an effort to determine the objectives of student activities programs and to discern how well those objectives were being fulfilled. He concluded that educationally sound objectives were found in many student activity areas: athletics, drama, music, debate, social, political, publications, religious, service, and interest. It was recommended that faculty and





11







administration need to become aware of the potential contributions of various student activities in a community college.

Student activities was one important area of the total student personnel services of the public two-year institutions in the Southeastern region as reported by Chevalia (4). He concluded that, as part of the student personnel services of a college, an increased program of extra-curricular activities be instituted.

Student activities in community colleges appear to be of

primary importance to the teaching profession and to the citizens of the state (55:16).

In 1939 Parr and Cummins (45) surveyed sixty junior colleges, both public and private, throughout the United States. They concluded that:

On the basis of this study it seems that activities are definitely a very vital part of junior college education. Since this is true, it would seem that much more attention should be given to the development and organization of the field by all junior
colleges regardless of size, to best meet the needs
of their students individually and collectively.
More attention by junior colleges would aid in
developing standards for the whole field of student
activities, in contrast with the somewhat chaotic
state now existing. (45:241)

It would appear that student activities are an impcrtant function for the community college. On this basis an examination cf the specific objectives of student activities programs is needed. Review of Research and Literature on Identifying Objectives of Student ActivitiesPrograms
Many authors have expressed a number of specific objectives of a program of student activities. One of the most comprehensive studies





13

was undertaken by Koos (34) who analyzed the literature to identify benefits of student activities. He concluded that there was similarity between generally accepted goals of education and the values claimed for student activities. He stated:

The approach to coincidence noted should not be surprising; it is nothing less than logical and
natural. Not only should the more formal agency
of the school, the curriculum, be molded toward achieving these goals; this requirement should be placed no less upon the less formal agencies
as represented in the extra-curricular
activities. (34:12)

Clement (7) found a parallel between aims of student activities and the cardinal principles of secondary education. Stickler (52) identifies these principles for the community college as the goals of general education.

Kefauver and Bullard (30) reporting on a study conducted among 140 junior colleges in 1931, stated that the administrators of these institutions indicated the values they were attempting to realize by their program of student activities were:

The outstanding objective, presented by 24 of the 63 administrators who furnished this information,
was training for leadership. The social-civilmoral aims related to this objective also received
special emphasis. (30:445)

At a state meeting of the Council of Institutional Student Government Associations of New York State, twenty presidents of two-year colleges identified three areas of benefits from their programs of student government. These three areas are: gains to the

student, gains to the college, and benefits to society. Fretwell (16)





14

expresses the societal benefits as follows:

All above (gains to students and college) are gains to society, but the strengths which your presidents
identified most specifically as social gains were
that student activities foster interest in good government, good citizenship, and engagement in
democratic processes; and help to channel interests
into constructive areas of action. (16:420)

Koos (34), in reporting on 40 articles, listed objectives mentioned in the following frequencies:

21 or more times

Training in some civic-social-moral relationship

Recognition of adolescent nature

Socialization

Training for leadership

Improving discipline and school spirit.

7 to 20 times

Training for social cooperation Actual experience in group life

Training for citizenship in a democracy

Training for recreational and esthetic participation

Training for ethical living

Health

Recognition of interests and ambition

Improved scholarship

Intellectual development

Relation of school to community.

Clement (7), in a survey of 400 secondary schools, found these





15

objectives listed by frequency:

50 or more times

Development of leisure time for worthy use

Development of avocational interests

Social efficiency and development of wholesome social attitude

Promotion of citizenship and democratic ideals

Promotion of good health and maintenance of physical efficiency

Development of ethical character.

30 to 49 times

Development of leadership

Development of interests and aptitudes

Stimulation of school spirit

Development of aesthetic tastes

Development of special talents

Development of cooperative attitudes

Motivation of individual and group instruction

Enrichment of the curriculum.

15 to 29 times

Opportunity for self-expression

Development of personality

Development of responsibility

Promotion of mental development

Fostering school morale

Encouragement of choices in vocations

Motivation of students' work

Providing emotional outlets

Furnishing certain types of guidance.





16

Both Koos (34) and Clement (7) listed carry-over objectives

and citizenship and leadership experiences as high ranking objectives.

Quoting from General Education in a Free Society, Falvey (11) identifies activities as a means by which the abstract skills imparted in the classroom are made relevant to concrete choices and actions. She further states that the real test of the student's ability to appreciate the complexity of a free society comes only when the student faces the actual difficulties of governing by democracy.

Of all the possible experiences available to a student through a comprehensive program of student activities, the activity which offers the best opportunity for meaningful expression and involvement in citizenship activities appears to be active participation in policy making committees of a college. Klopf (33) remarked on student participation in administration:

The basic objectives of students participating
in the administration of an institution is to
help them gain skills of citizenship. David
Lilienthal once said that the core and essence
of democracy is the participation of citizens in public affairs. The college community is
the place where students must begin to
participate in the affairs of their community
and to assume some responsibility for it. (33:75)

Experience in governing gives students a chance not only to learn the democratic processes but
to experiment with them. Meaningful participation
will develop mature individuals who recognize and
respect their responsibilities for it. (33:79)

In a study of student participation in university governance at

the University of Utah, Kerr (32) concluded that student participation in governance activities may be personally educative and complementary






17

to the educational purposes of the university. These benefits assume a meaningful participation on the part of students. if institutional administration allows students to participate on a wide basis in policy formation, the objectives of the training for citizenship and potential involvement in leadership activities in the community will be satisfied. Lunn (38) further emphasizes that training will not necessarily have influences for good citizenship if the students recognize that their contribution is lightly regarded and viewed with paternalistic detachment.

This raises the question of adequacy of student activities programs in the community college. If the college provides meaningful participation in policy making committees for students as part of the student government activities, the problem of making the program attractive enough to achieve widespread participation would be lessened (5).

Gilligan (17) in identifying major objectives of student

activities, related that the highest ranked objectives chosen by students were training for citizenship in a democracy and developing leadership qualities. This was in relation to involvement in student government organizations. The utilization of student government as a channel for student participation in university decision making is a primary objective of the student activities program. Roark

(47) in a recent study of student participation in campus decision making, found that student government is the major channel for student participation in institutional decision making. One of the recommendations arising from a study by Hight (22) was that





1 8

more research needs to be done on the role of the student in administrative decision making.

Review of Research Relatina to Follow-Uo Studies of Community College Students

O'Conner (40) defines follow-up research as a process by which an educational institution seeks to determine how effectively it is meeting the needs of its students. Student personnel follow-up studies have been categorized by Johnson (29) as investigations of senior college transfers, full-time employed alumni, and alumni participation in non-vocational roles such as home-life and

citizenship.

Rosken (48) and Goldman (18) studied the relationship between leadership in college and later community leadership. In the study by Rosken (48) a panel of experts isolated fifty organizational positions in student activities and rated them in relation to their importance. The same method was used for leadership activities in the community. Questionnaires were sent to graduates of the College of Liberal Arts at the University of Iowa for the years 1922 to 1953. With a 66 percent return from 1,622 graduates he compared the degree of leadership they exhibited in their communities after graduation. Courrelation coefficients were substantial for all graduating groups. He concluded that it seemed reasonable that experiences of a leadership nature in college are at least in part responsible for a similar activity in which individuals engage subsequent to graduation. However, the idea of a general leader received no support. Post college leadership activities for graduates involved in the study





19

were grouped in the following areas of participation: 1) occupational and military, 2) political and civic, 3) fraternal and religious, and 4) social and recreational. We would expect to find a similar relationship for post community college activities (42).

Goldman (18) identified leadership activities in the community by involvement in the following areas: 1) political activities, 2) charitable activities, 3) religious activities, 4) social or fraternal activities, 5) professional activities, 6) civic activities, 7) recreational activities, and 8) volunteer work. Using executive officers of student government associations at three Florida public junior colleges and comparing them with a matched group of nonofficers, he concluded that officers were significantly more involved when taking total community activities into consideration. When each category score was examined separately, a significant difference was found in the social-fraternal category. He states:

Although the officers surpassed the non-officers
in total involvement scores (.05 level), one might expect a higher involvement of officers
in the areas of political and civic activities
than was demonstrated in the study. These elected
executive officers are assumed to be involved in
meaningful activities for personal growth while
serving in office. Are the experiences they
acquire as officers beneficial for later community
activities? Do the activities programs in junior colleges, as constituted at present, represent the
best means of training for citizenship or community
involvement?

Possibly the officers brought with them into office the
psychological patterns which prompted involvement in
later life perhaps they did not. Furhter studies
need to be conducted on the contribution which activities
programs in junior colleges make toward the inclination
of all campus leaders to become involved in later
community life. (18:64)





20

Other studies have been conducted of post college activities

with varying results. Mann and Lins (41) study seems to concur with Goldman (18). Eckert (10) concluded that students from different colleges revealed similar interests and activities after college. However, her study revealed a disappointing amount of participation in post college activities. This would indicate a further need to examine the experiences afforded students in the community college.

An early study of community activities of junior college

graduates was conducted by Aloyse (1). Part of her questionnaire dealt with an attempt to measure the fulfillment of one of the declared objectives of the junior college; ".the training for service in her milieu." Most of the respondents indicated that their experience in college had helped them form well established standards of religious, moral, social, and civic obligations. However, the researcher concluded that the effectiveness of extra-curricular student activities might be investigated.

In 1950 Kraft (36) in a study of 500 graduates of the College of Marin in California posed this question, "Do you believe this extra-curricular participation has helped you? Explain." Two hundred and twenty-nine graduates responded negatively. The most frequently mentioned explanations of benefits were in the areas of social relationships and personality development. Follow-up studies by D'Amico and Prah1 (8), as well as Kraft (36), report little if any significance between extra-curricular participation and later participation in civic and community activities.

Hutchinson (25) found that the "majority of students" in





21

Florida junior colleges did not participate in co-curricular activities or socials. Of those who did, 64 percent reported that the activity programs were good to superior and 36 percent reported them as fair to poor. Other findings were these:

1. Eighty-nine percent of the students indicated that

leadership potential was cultivated in activity

programs.

2. Fifty-seven percent of the deans felt that students'

needs were being met.

3. Ninety-six percent of the students expected to

participate in activities in the senior

institutions.

4. Seventy-five percent of the students indicated that

the objectives were realistic in college catalogs.

5. Major activities listed in order of importance to

students were student government, clubs and

organizations, publications, lyceum programs,

intercollegiate sports, intramural sports, interclub organizations, and fine arts.

She concluded that although the students and faculty seemed to be pleased with the programs, "there is a need for better planning of the programs with the possibility of looking more closely at the educational objectives of various activities." (25:7)


The review of the literature leaves some questions unanswered. In the first section, literature was presented which seemed to show





22

the importance of student activities in the junior college. However, it was noted that the evaluation of these programs has been hampered by lack of universally accepted evaluative standards.

In section two, the objectives of student activities were discussed by many authors. Perhaps the best known of these, Leonard V. Koos, presented a synopsis of data from several articles and listed many objectives, most of which were confirmed by Gilligan (17) in a study of Florida junior colleges. The primary task is to condense these many objectives into a workable number for further study and develop objectives which are consistent with the philosophical commitment of the junior college (27).

In the literature on follow-up studies, most authors attempted to form some conclusions regarding participation in student activities and activities in later life. Three basic questions concerning the value of student activities programs in a community college are posed by a review of the literature. They are:

1. Do traditional objectives of student activities

programs adequately reflect the potential values of

these activities?

2. Do students who participate in student activities

programs receive educational benefits beyond

classroom experiences?

3. How can these educational benefits be identified

and their degree of attainment measured?

In considering these questions, Smith (51) has proposed that

research be undertaken to assess the value of the activities programs.






23

He states:

There are many controversial issues concerning the
activity program movement. Some of these issues are
the meaning of the activity curriculum, the meaning
of activity, emphasis on the physical or mental aspects of activities, and the nature of the ends of objectives
sought.

There is much need for the evaluation of the activity
program. Before evaluations can be made, criteria
must be set up which can be used for such an evaluation.
There is a felt need at present for a more complete cooperation between specialists in measurements and
proponents of the activity movement if any valid
evaluation can be obtained.

In surveying the comments and criticisms of the activity
movement made by prominent educational leaders and
proponents of the movement, one finds wide variances
of opinions. As a result there is much needed research
in the activity program field--a comparatively new field,
in which facilities are as yet inadequate and policies
have not yet been fully determined. (51:63)

In summary, a review of the literature provides the following observations:

1. Student activities in the community college are a source

of controversy, especially regarding the value of the

activities.

2. A preponderance of educational objectives are propounded,

with little research being reported which attempts to

evaluate to what degree these objectives are fulfilled.

3. Follow-up studies have been done which attempted to show

the relationship of participation in student activities

with activities in later life. Very little research has

been reported which attempts to assess the impact of

student activities participation on the educational

development of students (24).





24

This review of the literature supports the thesis that a model for evaluating student activities would be useful in contributing to the knowledge in this field. Ely facilitating research in institutional settings, a workable model would provide answers to many questions posed by the literature.













CHAPTER III

DISCUSSION OF THE MODEL DEVELOPMENT AND APPLICATION

This research was undertaken to develop a process which could

be used to gather information concerning the objectives, availability, and effectiveness of student activity programs. Specifically, for this study, a process was developed whereby committee participation as a student activity could be examined for one college. The implications for further use of the model and its application for examining other college activities are discussed in this chapter.

In the first section, the development of the model and the rationale for its form and content are discussed. In the second section, applications and modifications for its use are discussed. In the third section, specific guidelines for interpretation of results are presented.

Form and Content; a Rationale

Behavioral objectives for education generally fall into three categories:

1. cognitive 2. affective

3. psychomotor.

The cognitive domain is most commonly associated with learning in an educational setting. This is true even though we know that a major portion of educational failure is actually due to negative attitudes,





25





26

lack of motivation, disinterest and boredom (28). These factors are associated with the affective domain. Affective objectives, those which deal with emotional, attitudinal, and social development, are sometimes difficult to incorporate into the total learning atmosphere of a college. The student activities programs are specifically designed to enable the student to afford himself the opportunity to engage in experiences which offer opportunities for personal growth in the affective domain. Gilligan (17) confirmed the existence of these affective type of objectives for student activities. As early as 1926, Koos (34) reported that many objectives of student activities could be identified, most of them dealing with non-cognitive learning.

It was apparent from the literature that the objectives of student activities, being mostly from the affective domain, could not be programmed for learning nor could they be evaluated with commonly used tests and other evaluative measures. As the review of the literature also revealed, there is disagreement among educators as to the educational value of these activities. What then were the steps necessary for creating a process to evaluate these activities in terms of educational objectives?

First, the specific objectives had to be identified. Many student activities offer unique types of experiences, such as athletics and intramurals, dealing with physical and recreational development. Other "interest" related activities like drama and music also have unique affective-objectives. Student government participation offers educational experiences which are consistent with the "leadership"





27

type of objectives listed frequently. (17)

In identifying specific objectives, the activity must be examined for potential experiences. School administrators and faculty should be able to place priority on objectives for specific activities. In developing this model, objectives listed frequently by Gilligan (17), Koos (34), and others were compiled which seemed to be consistent with the potential experiences available for the specific activity. These were discussed with faculty and student personnel staff and finally a group of twelve were selected. Ascertaining the validity of these objectives as perceived by students becomes a part of the evaluative process [model]. The twelve objectives were:

1. Training for better citizenship in a democracy

2. Developing individual responsibility

3. Developing leadership qualities

4. Developing followership qualities

5. Developing powers of self-expression

6. Providing a feeling of accomplishment

7. Providing a seriousness of purpose in life

S. Increasing respect for needs of others

9. Developing initiative

10. Providing opportunity to have a voice in the administration

of college affairs

11. Providing group experiences

12. Developing cooperative attitudes.

The chief student personnel officer at the college agreed that these





28

twelve objectives seemed to be consistent with those objectives of the college and of general education. (37)

The next step, after determining the students' view as to the validity of each objective, was to have the students give an evaluation of each objective in terms of fulfillment. The model utilizes an interview checksheet to gather this information (Appendix D). The student or former student should be given an opportunity to explore other possible benefits or objectives. This was incorporated into the interview by use of the interview guide.

The questions were designed to be used in a structured interview situation. They were designed to elicit responses which could be categorized and analyzed according to predetermined guidelines. Questions #1 and #2 were arranged to afford the interviewee an opportunity to offer some experiences which would hopefully include the committee participation. The alumni were not aware that they had been selected because of their committee participation. These questions were designed to keep any possible bias caused by a prior knowledge that they had been selected because of their committee participation from affecting the responses. This threat to validity, known as "reactive arrangements" is caused by the subjects being studied reacting to that fact and possibly giving responses which they feel the researcher wants to hear (15).

Questions #3 and #4, as previously discussed, are included at this point to enable the researcher to move into the area of objectives, with the interviewee having an opportunity to rate the objectives as to validity and degree of fulfillment.





29

Questions #5 and #6 were designed to afford the interviewee with an opportunity to relate his post-college activities to his college experiences and, more specifically, his student activity participation. In response to question #6, the interviewee may be expected to name some specific objectives or benefits received from his participation in student activities. Following this, the subject will be able to respond to question #7 which will relate the motivations for participating with the previously discussed objectives.

Question #8 was included to find any factors which limited the participation in any way.

An important part of the model is the personal data information on the participating students. This was included as a factor in

developing the evaluative process for student activities. Medsker and Knoell (44) found that junior college students, when compared with university students, generally are from lower socio-economic backgrounds, work more outside the college per week, and are less motivated and have lower ability as shown on standardized tests. It is important, then, to determine if the students who are

participating in a particular student activity are "typical" of the student population at the selected junior college. The personal items included in the model were chosen for their "universal" nature. They were: sex, age, grade point average, twelfth grade test score, race, marital status, and educational goals, whether transfer or vocationaltechnical. These are items which should be available from most any college and should be easily obtained from records and





30

from personal interviews. They form variables with which the participating students can be compared with the college population. Many questions regarding the effectiveness of any student activity can be answered by examination and interpretation of the findings available from these data. Schematic and operational aspects of the model are shown in Figures 1, 2, and 3.



Evaluation
Defining the Problem
Formulation Questions
Nonhypothesized General Questions
Statistical Hypotheses
as Needed Defining the Population jDescription


How Selected Selecting the Sample Reoresentativeness
Adequacy

Conditions
Data Collection
Methods

Classifying
Data Processing ---- --Analyzing

interpretation Research Decision inference
Evaluation


Figure 1

Basic Research Model for Descriptive Survey Method*


*Adapted from Hill, J. E. & Kerber, August. Models, Methods and
Analytical Procedures in Educational Research. Detroit:
Wayne State University Press, 1967.










PLANNING THE RESEARCH GATHERING DATA ANALYSIS AND EVALUATION


selecting the activity compile data on compare college
rF college population 4 population with
i-- participating alumnni
identifying objectives .
for the activity compile data on
participating alumni analyze the objectives
ye ,st lun'

select the sample of validity


prepare compile and analyze
interview interview participants alumni's subjective I
guide and rating of value of
personal data participation
sheet for locate participants
the activity --
[ theactivty conclusions and
examine records J-- ecommendations
review th institutional t
literature objectives a studied
-valpactivit lu
guide



Figure 2

System Flow Chart for the Student Activities Model
,s asto almni'
















161
4I- 11 133


12 16 /24
22





EVENT IDENTIFICATION

1. Start project 9. Start field study 18. Start statistical analysis
2. Complete objectives 10. Start final form 19. Complete analysis
3. Complete design 11. Start participant contacts 20. Complete interpretation
4. Complete questions and 12. Complete operating procedures 21. Complete tables
hypotheses 13. Complete interview schedules 22. Complete charts
5. Start interview guide 14. Start interviews 23. Start narrative
6. Start population definition 15. Start data processing 24. Complete narrative
7. Start sampling procedures 16. Complete follow-up
8. Start sample selection 17. Start tabulation

Figure 3

PERT Summary Network for the Student Activities Model





33

Application and Modification

The usefulness of any process of evaluation depends upon two factors:

1. How well it functions for the specific task for which it

was designed,

2. How well it can be adapted to fit other situations.

Validity and reliability are determined in many ways for evaluative instruments, usually through statistical evaluation and analysis. The process of model used in this study is basically subjective in nature and does not lend itself to statistical design for this purpose. However, valid information will be obtained by following accepted procedures for selecting the sample and for the statistical comparisons of student populations and samples.

Hill and Kerber (23) have described a universal model for

descriptive-survey research of this type. The model they describe forms the basis for this model and states principles concerning the conducting of survey research and how to insure the validity of these types of studies. This model is presented in Figure 1 as a

guide to adapting the student activities model to any particular institutional situation.

The researchers will need to be aware of the specific questions which must be answered for the specific activity to be examined if the process is to be reliable. The objectives to be measured and the student participants to be questioned must be selected carefully for each situation. The method will obtain reliable data only if the questions asked are relevant to the specific situation.





34

This is especially true when interpreting the personal data for a particular group of students or alumni from a specific college.

Some colleges will have complete information available on the students, such as statistics concerning percent of parental support and socio-economic status, making it relatively simple for the researcher to incorporate this information into the study. However, if information is not available, a design of this type could be incorporated which would consist of either a matched group as used by Goldman (18) or a random sampling of the student population to be compared with the sample of participating students. In any case, an accurate and valid determination of the exact nature of the students who are participating in any given student activity is important in evaluating the educational impact of the activity. This will be discussed in the following section of the chapter.

The method of contacting alumni who were student activities participants will vary from college to college. Basically, participants' names can be obtained from organization records, student government files, or school newspaper files. A large number of names can be obtained from interviews with faculty sponsors and past sponsors. Some additional names will be obtained when contacting former students.

For this particular study, the names of all students and

former students who had been assigned, through student government, to represent the students on the policy committees of the college appeared in the official records of each committee and the official records of the college. In reviewing these documents, many groups







of student names and individual nams were seen in respect to other -student activities such as sports teams, drama presentations, musical performances, and recognition of student government officers

and representatives. This source should be the primary one for identifying former participants.

After the participants have been identified, the next step is to locate them at their current residences. Community college alumni will be relatively easy to trace due to the local nature of their residences while at the college. It was found in this particular application that most of the alumni for the six-year period remained in the college district after leaving the college or at least maintained the local residence as their permanent one while attending a university. Out of the total group of names, only two alumni were never located, one had left the country and

two others never responded to either the letter or the telephone call.

The researcher wishing to utilize this method for evaluating an activity will have to work within the confines of his college. However, the methods used in this model were highly successful and

could be adapted easily to any college for any activity. Interpretation: The Key to Success

The usefulness of the model will depend greatly on the interpretation of the results by the researcher. The results should be compiled and analyzed in two phases. First, the participating alumni or students selected for study, because of their participation in a selected student activity, will have to





36

be categorized according to the personal data obtained from records and interviews. Secondly, the compilation and codification of the

interview results must be undertaken with these points in mind:

1. Examine closely the respondents' evaluation of the

validity of the objectives, remembering that this

evaluation is the final step in institutionalizing

these objectives. It is expected that these

objectives will be confirmed for the most part. Any deviations will indicate an objective which must be scrutinized closely to ascertain its rightful place

in the selected institution.

2. The respondents' rating of the degree of fulfillment

and the subjective narrative are indications of how well the program being studied is meeting the needs

of the students who are participating. For example, it is possible that because of the administrative or

organizational structure of the opportunity for

participation, the students who might wish to take part and who would benefit most are being excluded

from participation.

The statistical method used to compare the groups should be any type of non-parametric analysis which can be used to compare two independent groups or can be used to determine if the characteristics of two groups are independent. (21) One of the most useful of these procedures is Chi Square. Basically, Chi Square is used to determine the independence of two or more groups





37

using one or more variables. An excellent source for this statistic is Guilford (21), chapter 11. Any data which is in the form of frequencies or can be reduced to frequencies is suited for Chi Square. Another form of Chi Square which can be useful in analyzing this type of data is the Median Test, which can be used for comparison of two groups of variables, arranged in rank order, such as ages of the two groups, grade point averages and twelfth grade test scores.

Another test which is useful in these types of comparisons is the Mann-Whitney U-Test. (50) This test compares groups on the basis of composite ranking of a group of variables. This test is sometimes referred to as the non-parametric equivalent to the t-test.

All these tests were employed in the analysis of the data reported in Chapter IV. It is important that the researcher realize the importance of selecting the test which is designed to analyze the type of data which have been collected.

When the groups have been compared, it is necessary to isolate any differences and, based on the ratings of the objectives, attempt to analyze any factors which may cause any student to be denied the opportunity to participate in an activity. If, for example, committee meetings are always held in the late afternoon when most students who work part-time are usually working, and it is found that the students who participate on committees do not have to work as much as the

typical student, and educational objectives are identified which should be available to any student, then the administration should move to make the activity accessible to more students.






38

Summary

The model described in this chapter is designed to be used as a guide for evaluating any student activity. Inclusion of selected student activities in the program of a community college is usually based on traditional precedents and, more often than not, on the available finances., The school administration and faculty must decide on:

1. What will be available to the students in terms of

extra-curricular or co-curricular activities.

2. How much money should be allocated to these activities.

3. What students will benefit from any selected activity.

4. How student activities can be organized to facilitate

the participation of all students who want to participate

and will benefit from such participation.

5. How a decision can be made as to priorities of

opportunities.

The answers to these questions must be obtained in some systematic manner, consistent with acceptable educational research. This model will enable administrators or faculty to seek answers to those questions in a systematic way, utilizing basic guidelines for valid educational research (19).

In Chapter IV, the results of the study using this model will

be discussed. Selected for study were former committee participants of a selected community college. In Chapter IV the conclusions drawn from the study will be presented and recommendations made concerning the activities studied at the selected community college.













CHAPTER IV

APPLICATION OF THE MODEL TO SANTA FE COMMUNITY COLLEGE

The results of the study using the model described in Chapter III are reported in this chapter. Major sections have been established for reporting the results of the study which conform to the basic aspects of the model. They are:

1. Information concerning the selection of the activity,

the college, and the participating alumni.

2. The identification of objectives and the evaluation

of the objectives by the participating alumni.

3. The results of the interview using the interview

guide.

4. The summary of the findings of the study using the

model and the conclusions drawn from the study.

The results reported in this chapter are concerned with

answering these questions posed by the review of the literature:

1. Do traditional objectives of student activities

programs adequately reflect the potential values

of these activities?

2. Do students who participate in student activities

receive educational benefits beyond the scope of

classroom experiences?






39





40

3. How can these educational benefits be identified

and their degree of attainment measured?

More specifically, for the purpose of analyzing the data, the following questions are presented as the main concern of this chapter:

1. Who are the students who participate on policy committees?

2. Are the students who participate on policy committees

typical of the student population of the college?

3. Do the students who participate on policy committees

agree as to the validity of each stated objective?

4. How well are the stated objectives being fulfilled as

indicated by the participating students?

5. How do former committee participants feel towards their

experiences on the committee in terms of educational

benefits they may have received?

6. Are there any constraints to participating on policy

committees as perceived by former participants?

7. Can any benefits be identified from student participation

on policy committees other than those identified or implied

in the list of twelve selected for study?

Personal information obtained from the interviews was transferred into a data matrix and entered into a computer terminal using APL/360 system language. Also included in the matrix were the responses concerning the validity of the objectives and the degree of fulfillment ratings.

Information regarding characteristics of the student population





41

of the college was obtained from two sources. The Director of Institutional Research at the college furnished the results of a study which had been done involving a random sample of students from the college population. (3) Also utilized was the Florida Board of Regents Questionnaire. (12) The information from these studies was transferred into a data matrix and entered into the computer terminal along with the information obtained from the interviews. Using APL operators, it was possible to manipulate data from the matrices and perform various analyses and other functions such as setting up frequency distributions, descriptive

statistics and percentages. This specific information was compiled in Tables 1 through 42, contained in this chapter.

The responses to the interview guide questions were categorized

and reported in the narrative form.

Selection and Description of the Particioating Colleqe ,
the ActTty7Vtobe Studied, and the Participating Alumni

Participating College

Santa Fe Community College in Gainesville, Florida was selected as the institution at which to test the model. The college opened in the Fall of 1966 with an enrollment of approximately 700 and grew to an enrollment of approximately 4,000 by 1972. A two-county area is served by the college with a total population of approximately 90,000 in the two counties. Santa Fe is a public community junior college within the system of State junior colleges of Florida. Since the college opened, students have been involved in the committee structure of the college.





42

Permission from the President of the college was obtained to conduct the study at the school. The three administrative officers in charge of the three main areas: Vice President for Student Affairs, Vice President for Academic Affairs, and Vice President for Business Affairs all were agreeable to having the study take place and made the records available for the study. The Vice President for Student Affairs was involved in developing the objectives as were various faculty members and counselors. The Director of Institutional Research furnished the results of the two studies with which the group comparisons were made and from which the profiles of the Santa Fe students were drawn. Activity to be Studied

The student activity selected for testing the model was participation on college policy committees as a function of student government. The Student Government Association has representatives on the policy committees of the college: Student Affairs Committee, Academic Affairs Committee, Business Affairs Committee, and Coordinating Committee. Students are selected on the basis of interest shown for this type of participation. They may be elected representatives to the Student Government Association or be assigned by Student Government to serve on a committee as a representative of Student Government. The committee meetings are open to anyone and sometimes an interested student may be asked to serve on a committee without being selected through Student Government. However, the Student Government Association decides who the student representatives to





43

the committees will be and selects them on the basis of student interest and involvement in Student Government. Student Population

The sample of Santa Fe students was drawn randomly from the

college population in attendance in 1968. A sample of 210 students provided a statistical profile of the college population (Table 1). The numbers shown for the Florida Twelfth Grade Scores is less than the total N because of the absence of scores for out-of-state and some in-state students having no scores. The statistics for this group only contains 132 scores.

The Florida Board of Regents Questionnaire (12) was administered to Santa Fe students at the beginning of each school year as a part of a state-wide data gathering process. Only incoming students were questioned. From these studies, data were compiled on several student characteristics. For the purposes of this study, two items were chosen for inclusion. They were the socio-economic status of the student's family and the percent of the student's educational expenses which came from the family income (Tables 2 and 3). An interesting note concerning that survey is that the Santa Fe students, when compared with the public university students, were about equal in sex distributions (the male population in the universities being slightly higher, 56.6 percent compared with 53.3 percent) but in all other characteristics, the Santa Fe population was significantly different from the university population with the exception of race, which was difficult to compute due to the inclusion of Florida A and M University in the university sample





44

TA LE 1

STATISTICAL PROFILE OF SANTA FE STUDENTS N 210


Variables Percent of Total


I Sex
Male 56.0%
Female 44.0%


II Marital Status
Married 34.0%
Unmarried 66.0%


III Race
White 79.0%
Black 8.0%
Other 13.0%


IV Transfer or Non-Transfer
Transfer 44.0%
Native 56.0%


V Major
College Parallel 86.0%
Vocational-Technical 14.0%


VI Age (Mean Age = 22.8)
17 4.3%
18 13.8%
19 20.0%
20 13.3%
21 9.0%
22 5.2%
23 6.7%
24 2.8%
25-29 11.9%
30-39 7.6%
40-over 5.2%





45

TABLE 1 (Continued)

STATISTICAL PROFILE OF SANTA FE STUDENTS N = 210


Variables Percent of Total


VII Grade Point Average (Mean GPA =
2.94) (A = 4, B = 3, C = 2)*

0.00 4.0%
2.00-2.49 13.0%
2.50-2.99 28.0%
3.00-3.49 31.0%
3.50-4.00 24.0%

*No grade is recorded for D or E
and no credit is received.


VIII Florida Twelfth Grade Test Scores
(Mean = 238.63)

Less than 50 4.5%
50-99 9.1%
100-149 10.6%
150-199 12.9%
200-249 13.6%
250-299 18.9%
300-349 13.6%
350-399 9.1%
400-449 5.3%
450 and greater 2.3%





46

TABLE 2

FREQUENCY DISTRIB UTI ON AND PERCENTAGE OF FAMI LY INCOME
RANGES FOR SANTA FE STUDENT POPULATION* N ~1,997


Ranges (Annual Income) f Percent


Below $3,000 143 7.2

$3,000 $4,999 234 11.7

$5,000 $6,999 275 13.8

$7,000 $9,999 434 21.7

$10,000 $14,999 479 24.0

$15,000 $19,999 223 11.1

$20,000 and above 209 10.5


*These frequencies compiled from the Florida Board of Regents Questionnaire, Santa Fe Report for the years 1967-1971.





47

TABLE 3

FREQUENCY DISTRIBUTION AND PERCENTAGE OF PERCENT OF COST OF
OBTAINING AN EDUCATION COMING FROM FAMILY INCOME* N = 2,739


Quartiles f Percent


0% 793 28.9

1 25% 679 24.8

26 50% 252 9.2

51 75% 197 7.2

76 100% 818 29.9


*These frequencies compiled from the Florida Board of Regents Questionnaire, Santa Fe Report for the years 1967-1971.





48

and a large number of blank responses. The Board of Regents (12) report shows that there was a significant difference in the ages of Santa Fe students when compared to university students. This is to be expected due to the active effort to involve the total community in the educational experiences at the community college. Eighty-five percent of the public university students were 21 years of age or under, while at Santa Fe, 73 percent were 21 years of age or under. This item is particularly interesting when the fact is considered that university students who responded to the questionnaire ranged from freshmen to students in the fifth year of a five-year bachelor's program. For the community college, of course, the range is merely the first two years of higher education. The survey reported that the family income of junior college students is less than that of public university students. It was found that 16.3 percent of the junior college respondents estimated family income as below $5,000 annually as compared with 13.6 percent of those enrolled at the university. It was also found that considerably more students at the junior college level are not supported by their families as are those at the university. Comparable statistics show that 29 percent of those enrolled at Santa Fe receive no contribution from their families while only 14 percent of those enrolled at the public universities gave this indication. A look at Table 3 will show that 53.7 percent of the Santa Fe students finance at least three-fourths of the cost of obtaining their education through their own efforts. These findings were reported for the year 1970. However, an examination of the returns for the years 1966-1971 reveal that the percentages vary very little from year to year in all categories.






49

These findings also substantiate the report by Medsker and Knoell (44) which shows that, generally, junior college students' family income is much less than that of the public university students'. The amount of work required by the student to earn money for cost of obtaining an education is typically greater for the junior college student than for the university student. In support of these findings Clark (6), reporting a case study, states that significant differences were found between university students and junior college students with regard to economic status. The students at San Jose Junior College in California came from backgrounds significantly less affluent than those students attending Stanford University and the University of California during the same time period. He further states that as a result of thorough analysis a conclusion can be drawn that public junior colleges probably come closer to approximating the socio-economic distributions of the district population than do other types of higher education institutions.

In summary, it appears from the data that the Santa Fe student population is fairly typical of community junior college students in relation to their university counterparts. Participating Alumni

To define the characteristics of the participating alumni, the information obtained from the interview and from the students' permanent records at the college was compiled and is shown in Table 4. Because of the.varied types of data presented, descriptive statistics in the form of frequency distributions and means were





50

TABLE 4

STATISTICAL PROFILE OF PARTICIPATING ALUMNI N = 60


Total N

Male 44

Female 16

Married 2 8 10

Unmarried 14 36 50

Transfer 9 2 1 10 11

Native 41 8 15 34 49

College Parallel 47 11 48 10 14 44 48

Vocational-Technical 2 0 2 0 2 0 2

White 2 45 37 10 40 7. 15 32 47

Black 0 12 11 1 9 3 1 11 12

Oriental 0 1 1 0 1 0 0 1 1





51

TABLE 4A

MEAN AGE, MEAN GPA, AND MEAN FLORIDA TWELFTH GRADE SCORES BY GROUPS


Age GPA FTG


Male 21.6 2.9 232

Female 20.7 3.2 280

Married 22.9 3.0 243

Unmarried 21.0 2.9 245

Transfer 22.0 2.8 248

Native 21.0 2.9 242

College Parallel 20.7 2.9 236

White 21.4 3.0 255

Black 21.3 2.7 200

Oriental 20.0 2.8 275





52

TABLE 4B

FAMILY INCOME BY GROUPS


Annual Family Income by Groups
Groups _ _ _ _ _ _ _____ ______ _

$3,000- $5,000- $7,000- $10,000- $15,000- Totals
$4,999 $6,999 $9,999 $14,999 $20,000


Male 1 7 21 11 4 44

Female 0 0 3 10 3 16

Married 1 0 6 3 0 10

Unmarried 0 7 18 18 7 50

Transfer 0 2 4 5 0 11

Native 1 5 20 16 7 49

White 0 4 17 20 6 47

Black 1 3 7 1 0 12

Oriental 0 0 0 0 1 1


Totals 1 7 24 21 7 60





53

TABLE 4C

PERCENT OF THE COST OF OBTAINING AN EDUCATION WHICH CAME FROM FAMILY INCOME


Group Frequencies
Groups
0% 1-25% 26-50% 51-75% 76-100% Totals


Male 7 19 13 4 1 44

Female 3 0 1 1 11 16

Married 6 1 2 1 0 10

Unmarried 4 18 12 4 12 50

Native 9 14 10 4 12 49

Transfer 1 5 4 1 0 11

White 7 13 11 4 12 47

Black 3 6 3 0 0 12

Oriental 0 0 0 1 0 1


Totals 10 19 14 5 12 60






54

compiled which when viewed collectively provide a statistical profile of various groups within the participating alumni. The frequency matrix in Table 4 can be used to determine the characteristics of the total group as well as significant groups within the total. For example, the two respondents who indicated vocational-technical status as to educational goals can be identified by tracing the "vocationaltechnical" label across and down. It was found that those two alumni were "native," "unmarried," and "female." Similar group profiles may be obtained by utilizing Table 4 in this manner. Tables 4A, 4B, and 4C contain the breakdown by groups of the mean age, GPA, and Florida Twelfth Grade Scores, family income, and percent of the cost of obtaining an education which came from the family income, respectively.

The data contained in these tables were obtained from students' permanent records at the college and from the interviews. A researcher wishing to utilize this type of information in identifying and characterizing any particular group of students at a college could expect to find most of this information in the permanent record files. A researcher utilizing the student activities model would be able to make group comparisons without interviewing the participating students. However, accurately identifying the participating students becomes important in order to assure that only those students who actually participated in the activity are included in the sample.

Comparison of the Participating Alumni with the Santa Fe Population

The next step in executing the model was to compare the Santa Fe population (hereafter called the Santa Fe sample) with the





55

participating alumni. All personal data reported for the participating alumni pertain to the time when they were enrolled in Santa Fe and participating on policy committees. Subsequent achievements and present status were not considered.

When the male-female ratio was compared for both groups (Santa Fe sample and participating alumni), the participating alumni included a slightly higher percentage of males as did the college population (Table 5).

The racial percentages of the two groups are shown in Table 6. The Santa Fe sample reported no Oriental students and a percentage of Black students as 8.0 percent. The Santa Fe survey also reported a 13.0 percent unknown category, making this comparison difficult to assess accurately. However, the percentages of white students shown in both groups were almost identical. It can be assumed that from the data available, Black students appeared in greater proportions in the participating alumni group than in the student population. A Chi Square test of independence showed the difference to be barely significant at the .05 level. When the groups were analyzed in a contingency table using the categories white and non-white, no significant difference was found.

Married students were found in a significantly smaller percentage in the participating alumni group than in the Santa Fe sample (Table 7). This was especially true for the female participating alumni, only two of whom were married at the time of their enrollment in Santa Fe.

Transfer students made up 44 percent of the student population.





56

TABLE 5

MALE FEMALE COMPARISON OF PARTICIPATING ALUMNI GROUP WITH SANTA FE SAMPLE Santa Fe Sample Participating Alumni


N Percent N Percent


Male 118 43.0 44 73.3

Female 92 56.0 16 26.7





2
X2 = 5.022, df =1



X2 (df = 1) = 6.635]
2 05
[X 2.05 (df = 1) =3.840]





57

TABLE 6

RACIAL COMPARISON OF PARTICIPATING ALUMNI WITH THE SANTA FE SAMPLE Santa Fe Sample Participating Alumni


N Percent N Percent


White 165 79.0 47 78.3

Black 17 8.0 12 20.0

Other 28 13.0 1 1.7



2 = 3.903, df = 1*



[X2.05 (df = 1) = 3.840]


*The Chi Square was computed using only the "White" "Black" frequencies.





58

TABLE 7

COMPARISON OF MARITAL STATUS OF PARTICIPATING ALUMNI WITH THE SANTA FE SAMPLE Santa Fe Sample Participating Alumni


N Percent N Percent


Married 72 24.0 10 16.7

Unmarried 127 60.0 50 83.3

Unknown 7 3.0 0 0.0

Other 4 2.0 0 0.0



X = 7.237, df = 1*



X 201 (df = 1) = 6.635]


*Chi Square was computed for "Married" = "Unmarried" (compressed "unknown" and "other.")






59

When compared with the 18.3 percent of the participating alumni who are transfer students, this difference becomes significant at the .001 level (Table 8).

The educational major, indicated by transcripts and applications, was shown to be 86.0 percent college parallel as opposed to 14.0 percent vocational-technical. The vocational-technical programs in effect at Santa Fe during the years inclusive of the study were Health Related, Counselor Aide, Law Enforcement, Recreation Leadership, Auto Mechanics, and Air Pollution Technology. None of the students in the participating alumni group indicated involvement in any of these programs. Only two indicated a non-college parallel program and they were both female alumni, stating that they were each enrolled in a nontransfer type capacity and neither planned to attend a senior college. The small number of non-transfer alumni and the lack of vocationaltechnical alumni who participated on college policy committees is significantly smaller than the ratio of vocational-technical students in the student population (Table 9).

Table 10 contains the comparison data on the ages of the two

groups. It should be remembered that the ages for the participating alumni group represent the ages when enrolled at Santa Fe. There was no significant difference in the ages of the two groups when either the Median Test or the Mann-Whitney U-Test were applied.

The grade point averages at Santa Fe range between 2.00 and 4.00. Neither "F's" nor "D's" are reported and averaged into the grade record. However, there can be a GPA of 0.00 if a student has taken credit courses but failed to achieve a "C" or better. In Table 11,






60

TABLE 8

COMPARISON OF TRANSFER NONTRANSFER PAPRTICIPATING ALUMNI WITH THE SANTA FE SAMPLE Santa Fe Sample Participating Alumni


N Percent N Percent


Nontransfer
(Native) 119 56.0 49 81.7

Transfer 91 44.0 11 18.3



X = 11.367, df = 1



[X2.001 (df = 1) 10.827]





61

TABLE 9

COMPARISON OF COLLEGE PARALLEL VOCATI NAL-TECHNICAL
PARTICIPATING ALUMNI WITH THE SANTA FE SAMPLE


Santa Fe Sample Participating Alumni


N Percent N Percent


College Parallel 180 86.0 58 96.6

VocationalTechnical 30 14.0 2 3.4



2
x = 23.151, df = 1 (cell with< 5)


[X 2. 001 (df = 1) =10.827]





62

TABLE 10

PARTICIPATING ALUMNI COMPARED WITH SANTA FE SAMPLE BY AGE*


Santa Fe Sample Participating Alumni


Sample Size 210 60

Maximum 48 35

Minimum 17 18

Range 31 17

Mean 22.757 21.417

Standard Deviation 6.369 3.562

Median 20 20

Mode 19 20


Median Test -X = 1.531 (df = 1) [X .20 (df = 1) = 1.642]


U-Test Z = 0.263

[Z.05 = 1.96 (two-tailed test)]



*Participating alumni ages are shown for the time they were attending college and participating on policy committees.





63

TABLE 11

GRADE POINT AVERAGE OF PARTICIPATING ALUMNI* AS COMPARED WITH THE SANTA FE SAMPLE


Santa Fe Sample Participating Alumni


Sample Size 210 60

Maximum 3.75 4.00

Minimum 0.00** 2.10

Range 3.75 1.90

Mean 2.97 2.98

Median 3.29 2.99

Mode 3.25 3.00

Standard Deviation 0.76 0.43


Median Test X= 2.006 (df = 1) [X 2.05 (df = 1) = 3.840]


U-Test Z = 1.078

[Z05 = 1.96 (two-tailed test)]



*GPA computed only for credit earned at Santa Fe.

**GPA of 0.00 reported for 8 students.





64

GPA's are shown for both groups for comparison. The GPA for the Santa Fe sample included 8 students with GPA's of 0.00. There were no GPA's of 0.00 in the participating alumni group. An application of the U-Test and the Median Test failed to show a significant difference beyond the .10 level. [Note: In some cases, two statistical tests were used to test the significance of differences between some variables for some groups. Normally, only one test is chosen for testing the hypothesis that two groups are not different or, more technically in these cases, whether the two groups could have come from the same population or are not "independent." For the purposes of illustrating the model, two methods were selected to test the hypotheses for GPA, twelfth grade scores, and age. This was done in order to illustrate the use of more than one nonparametric statistical method which might be used by the researcher. The type of data to be tested and the power of the test desired are two considerations which determine the test used. (50)]

The Florida Twelfth Grade Test scores for the two groups are shown in Table 12. There was no significant difference between the two groups when the U-Test or the Median Test was applied.

The Florida Board of Regents Junior College Questionnaire for the years 1968-1970 (12) inclusive were used to obtain an indication of the socio-economic status of the Santa Fe student population. The family income ranges from which frequency distributions were made were consistent for those years. An examination of Table 13 reveals that no students who participated on policy committees reported family incomes of less than $3,000 per year. Only one out of the





65

TABLE 12

TWELFTH GRADE TEST SCORES OF PARTICIPATING ALUMNI AS COMPARED WITH THE SANTA FE SAMPLE


Santa Fe Sample Participating Alumni


Sample Size 132 60

Maximum 450 450

Minimum 40 100

Range 410 350

Mean 238.37 244.58

Median 225 250

Mode 275 250

Standard Deviation 109.78 67.19


Median Test X 3.515 (df = 1) [X205 (df = 1) = 3.840]


U-Test Z = -0.091

[Z05 = 1.96 (two-tailed test)]





6

TABLE 13

COMPARISON OF FAMILY INCOME FOR PARTICIPATING ALUMNI AND SANTA FE SAMPLE


Santa Fe Sample* Participating Alumni N = 1,556 N = 60
Range
(Annual Income)
f % f %


Below $3,000 143 7.2 0 0

$3,000 $4,999 234 11.7 1 1.6

$5,000 $6,999 275 13.8 7 11.7

$7,000 $9,999 434 21.7 24 40.0

$10,000 $14,999 479 24.0 21 35.0

$15,000 $19,999 223 11.1 7 11.7

$20,000 and above 209 10.5 0 0


*Compiled from the Florida Board of Regents Questionnaire, Santa Fe Refort, for the years 1967, 1968, 1969, and 1970.





67

60 participating alumni reported a family income of less than $5,000 per year, dnd 8 alumni reported a family yearly income of less than $7,00. This, compared with 35.5 percent of the Santa Fe sample reporting family incomes of less than $7,000 per year, indicates rather strongly that only a small percentage of lower socio-economic

status students participated on these policy committees. Out of tris 13.3 percent of the participating alumni with family incomes of lss than $7,000 per year, 4 of them, or 50 percent, were Black.

One other indicated he had been raised by his mother who worked as a store clerk and had been "independent" for a number of years and had supported himself through high school and college and received no support from either of his parents. The remaining alumnus indicating a family income of less than $7,000 also had been living with different relatives for a number of years and it was difficult for him to assess the family income because of the uncertain nature

of his "family."

At the high range of the distribution, no alumni reported a family income of more than $20,000 and up. Seven alumni reported an income of $15,000 to $19,999 per year, for a cumulative percentage of 11.7 percent as compared with the Santa Fe sample containing 21.6 percent of the students reporting I family income of $15,000 per year and above.

Forty-five participating alumni, or 75 percent, reported a

family inome, at the time they entered college, of between $7,000 and $15,000 annually.

Table i4 shows the frequency distributions for the quartile





68

TABLE 14

COMPARISON OF PARTICIPATING ALUMNIJ AND SANTA FE SAMPLE AS TO
THE PERCENT OF THE COST OF OBTAINING AN EDUCATION
WHICH CAME FROM THE FAMILY INCOME


Santa Fe Participating Sample* Alumni
N = 2,739 N = 60
Quartile Ranges

f % f %


0 percent of educational costs 793 28.9 10 16.7

1-25 percent of educational costs 679 24.8 19 31.7

26-50 percent of educational costs 252 9.2 14 23.3

51-76 percent of educational costs 197 7.2 5 8.3

75-100 percent of educational costs 818 29.9 12 20.0


X2 = 18.458 (df 3)



[X 2.001 (df = 3) 16.268]


*These figures compiled from the Florida Board of Regents Questionnaire, Santa Fe Reoort for the years 1967, 1968, 1969, 1970, and 1971.






69
ranges of the percent of the educational expenses which come from the family income. In the interview, it was explained that this item meant the parents and not the income of a husband or wife. Many of the alumni who indicated a small amount of family support were married and had income from a working spouse. That in itself might have the same effect as the student having to work, precluding a great deal of time available for committee work. The primary objective of this comparison was to determine if there were circumstances which made it difficult for the students to take part in student activities because of time demands outside of school for working or other self-supporting activities. A Chi Square of 18.458 with df = 3 was obtained for the frequencies of the two groups. This was significant at the .001 level (X 2.001 (df = 3) = 16.268). Further analysis revealed that the significant differences which existed between the groups in the 0 percent category indicated that the participating alumni were less self-supporting (16.7 percent versus 30.1 percent). Further examination revealed that of the 12 participating alumni indicating that 75-100 percent of their educational expenses came from the family income, 11 of them were women. On the other end of the extreme, the alumni reporting no family support were 3 women and 7 men, all of whom were married except one woman and one man. It was not surprising that a high percentage of women depended on the family income for more than 50 percent of their educational expenses. Table 15 shows the frequencies and percentages for male-female breakdown of support from parents. Once again, it can be inferred that the less amount of educational





70

TABLE 15

PERCENT OF COST OF OBTAINING AN EDUCATION WHICH CAME
FROM THE FAMILY INCOME: MALE-FEMALE COMPARISONS

15A Percent of the Total for Each Quartile Ran e Male-Female

Quartile Range Male Female Total


0 percent of educational costs 70.0 30.0 100

1-25 percent of educational costs 100.0 0.0 100

26-50 percent of educational costs 92.8 7.2 100

56-75 percent of educational costs 80.0 20.0 100

76-100 percent of educational costs 16.7 83.3 100



15B Frequencies and Percentages of Male-Female Distributions for
the Quartile Ranges

Male Female
N =44 N = 16
Quartile Range

f % f %


0 percent of educational costs 7 15.9 3 18.8

1-25 percent of educational costs 19 43.3 0 0.0

26-50 percent of educational costs 13 29.5 1 6.2

51-75 percent of educational costs 4 9.0 1 6.2

76-100 percent of educational costs 1 2.3 11 68.8






71

expenses obtained from parents, the more time must be spent outside

of the college in self-supporting activities. In summary, the significant differences in this category are found in the lower range of the income scale and in the male-female comparisons within

the participating alumni group.

Identification of Objectives and the Evaluation of the
Objectives by the Participating Alumni

As previously stated, a major function of the model is to

assist in formulating educational objectives for student activities and to assess the value of these objectives as perceived by students or former students who participated in these activities. For this application, those former students who had been participants on college policy committees were asked to evaluate objectives in terms of their own participation. In referring to the discussion in Chapter III concerning the rationale for defining objectives, it was shown how an evaluation of any educational activity must be made in the context of educational objectives, both stated and implied.

This section contains the results of the objective determination and evaluation aspect of the study using the model. Evaluation of the Validity of the Objectives

In this study using the student activities model developed for this purpose the validity of the objectives was determined by four distinct processes:

1. Review of the Literature In reviewing the literature,

many objectives were found which seemed to be consistent

with the activity under consideration. The major task





72

was to establish a workable group with which to further

pursue the study. This was done by exaninirng the

literature which dealt primarily with defining objectives

and listing those which appeared most frequently in connection with the type of student activity under

consideration.

2. Confirming the Objectives as Educational Objectives The

literature was examined further to determine to what degree the stated objectives were consistent with the philosophical

concept of the community college. Also, informal discussions

with community college faculty, counselors, and administrators

were held in which the validity of the specific objectives

was confirmed from the standpoint of stated and implied

educational objectives.

3. Confirming the Objectives as Those Consistent with the

Objectives of the Student Activities Program and Student

Personnel Services at the College This step was done

with the cooperation of the chief student personnel officer of the college. Each objective was discussed and evaluated

by the chief student personnel officer as to its validity

and proper inclusion in the study.

4. Evaluation of the Validity of the Objectives by the

Participating Alumni The respondents were asked to

evaluate the objective in terms of its rightful

inclusion in the activity. In this context, the alumnus was asked to report "yes" or "no" to the





73

objective being a valid one in tarms of:

a. his perception of the value of the activity in a "universal" context and,

b. his motivation for participating in the activity in regard to the benefits he expected to receive or the benefits he actually could conceptualize after the fact. The composite of all responses of this evaluation is shown in Table 16. It was evident that a large majority of alumni felt that on the whole, the objectives were valid and should be included as potential educational experiences in committee participation or a student activity. Three of the objectives were confirmed by 58 of the 60 respondents. No objective was rated valid by less than 50 percent of the alumni, the lowest frequency of "no" ratings being 24 out of the 60 for a comparison of 40 percent "no" to 60 percent "yes" for the same objective.

When the responses to each objective were broken down into groups the results were not radically different between groups. In the objectives which received "no" ratings of less than 10, group comparisons were difficult to make. Tables 17-28 show the frequency and percentage of "yes"-"no" responses for each objective by groups.

Objective 6, "Providing a Feeling of Accomplishment," was not accepted by 10 alumni. Table 22 shows that the percentages of responses for all groups were consistent throughout.

Objective 7, "Providing a Seriousness of Purpose of Life," was









TABLE 16

EVALUATION OF THE VALIDITY OF OBJECTIVES BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES
N = 60

Yes No
Objectives T
f %f%

Training for better citizenship in a democracy 58 96.6 2 3.4
Developing individual responsibility 56 93.3 4 6.7
Developing leadership qualities 55 91.7 5 8.3
Developing followership qualities 55 91.7 5 8.3
Developing powers of self-expression 58 96.6 2 3.4
Providing a feeling of accomplishment 50 83.3 10 16.7
Providing a seriousness of purpose in life 36 60.0 24 40.0
Increasing respect for needs of others 54 90.0 6 10.0
Developing initiative 43 71.7 17 28.3
Providing opportunity to have a voice in the
administration of college affairs 50 83.3 10 16.7
providing group experiences 58 96.6 2 3.4
Developing cooperative attitudes 48 80.0 12 20.0






75

TABLE 17

EVALUATION OF THE VALIDITY OF OBJECTIVE 1 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 1 TRAINING FOR BETTER CITIZENSHIP IN A DEMOCRACY

Yes No
Groups
f % f %


Male 42 95.6 2 4.6

Female 16 100.0 0 0.0

White 45 95.7 2 4.3

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 48 97.9 1 2.1

Transfer 10 90.9 1 9.1

Married 8 80.0 2 20.0

Unmarried 50 100.0 0 0.0






76

TABLE 18

EVALUATION OF THE VALIDITY OF OBJECTIVE 2 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 2 DEVELOPING INDIVIDUAL RESPONSIBILITY Yes No
Groups
f % f %


Male 42 95.4 2 4.6

Female 14 87.6 2 12.4

White 45 95.7 2 4.3

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 46 93.9 3 6.1

Transfer 10 90.9 1 9.1

Married 10 100.0 0 0.0

Unmarried 47 94.0 3 6.0





77

TABLE 19

EVALUATION OF THE VALIDITY OF OBjECTIVE 3 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 3 DEVELOPING LEADERSHIP QUALITIES

Yes No
Groups
f % f %


Male 41 93.2 3 6.8

Female 14 87.5 2 12.5

White 42 89.4 5 10.6

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 46 93.9 3 6.1

Transfer 9 81.8 2 18.2

Married 10 100.0 0 0.0

Unmarried 45 90.0 5 10.0





78

TABLE 20

EVALUATION OF THE VALIDITY OF OBJECTIVE 4 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 4 DEVELOPING FOLLOWERSHIP QUALITIES

Yes No
Groups
f % f %


Male 41 93.2 3 6.8

Female 14 87.5 2 12.5

White 42 89.4 5 10.6

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 45 91.8 4 8.2

Transfer 10 90.9 1 9.1

Married 8 80.0 2 20.0

Unmarried 47 94.0 3 6.0





79

TABLE 21

EVALUATION OF THE VALIDITY OF OBJECTIVE 5 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 5 DEVELOPING POWERS OF SELF-EXPRESSION

Yes No
Groups
f % f %


Male 42 95.4 2 4.6

Female 16 100.0 0 0.0

White 45 95.7 2 4.3

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 48 97.9 1 2.1

Transfer 10 90.9 1 9.1

Married 9 90.0 1 10.0

Unmarried 49 98.0 1 2.0





80

TABLE 22

EVALUATION OF THE VALIDITY OF OBJECTIVE 6 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 6 PROVIDING A FEELING OF ACCOMPLISHMENT

Yes No
Groups
f % f %


Male 36 81.8 8 18.2

Female 14 87.5 2 12.5

White 40 85.1 7 14.9

Black 9 75.0 3 25.0

Oriental 1 100.0 0 0.0

Native 41 83.7 8 16.3

Transfer 9 81.8 2 18.2

Married 8 80.0 2 20.0

Unmarried 42 84.0 8 16.0






81

TABLE 23

EVALUATION OF THE VALIDITY OF OBJECTIVE 7 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 7 PROVIDING A SERIOUSNESS OF PURPOSE IN LIFE

Yes No
Groups
f % f %


Male 30 68.1 14 31.9

Female 6 37.5 10 62.5

White 26 55.3 21 44.7

Black 9 75.0 3 25.0

Oriental 1 100.0 0 0.0

Native 29 59.2 20 40.8

Transfer 7 63.6 4 36.4

Married 8 80.0 2 20.0

Unmarried 28 58.0 22 42.0





82

TABLE 24

EVALUATION OF THE VALIDITY OF OBJECTIVE 8 BY THE PARFICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 8 INCREASING RESPECT FOR NEEDS OF OTHERS

Yes No
Groups
f % f %


Male 38 86.4 6 13.6

Female 16 100.0 0 0.0

White 42 89.4 5 10.6

Black 11 91.7 1 8.3

Oriental 0 0.0 1 100.0

Native 46 93.9 3 6.1

Transfer 8 72.7 3 27.3

Married 10 100.0 0 0.0

Unmarried 44 88.0 6 12.0





33

TABLE 25

EVALUATION OF THE VALIDITY O OBjECTIVE 9 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

03JECTIVE 9 DEVELOPING INITIATIVE

Yes No
Groups
f % f %


Male 34 77.2 10 22.8

Female 9 56.2 7 43.8

White 31 66.0 16 34.0

Black 11 91.7 1 8.3

Oriental 0 0.0 1 100.0

Native 35 71.4 14 28.6

Transfer 8 72.7 3 27.3

Married 7 70.0 3 30.0

Unmarried 36 72.0 14 28.0






84

TABLE 26

EVALUATION OF THE VALIDITY OF OBJECTIVE 10 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 10 PROVIDING OPPORTUNITY TO HAVE A VOICE IN THE
ADMINISTRATION OF COLLEGE AFFAIRS

Yes No
Groups
f % f %


Male 41 93.2 3 6.8

Female 9 56.2 7 43.8

White 37 78.8 10 21.2

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 42 85.7 7 14.3

Transfer 8 72.7 3 27.3

Married 10 100.0 0 0.0

Unmarried 40 80.0 10 20.0





85

TkBLE 27

EVALUATION OF THE VALIDITY OF BJECTIVE 11 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY iAND PERCENTAGE OF YES-NO RESPONSES BY GROUPS

OBJECTIVE 11 -_PROVIDING GROUP EXPERIENCES

Yes No
Groups

f % f %


Male 42 95.4 2 4.6

Female 16 100.0 0 0.0

White 45 95.7 2 4.3

Black 12 100.0 0 0.0

Oriental 1 100.0 0 0.0

Native 47 75.5 2 24.5

Transfer 11 100.0 0 0.0

Married 10 100.0 0 0.0

Unmarried 48 96.0 2 4.0





86

TABLE 28

EVALUATION OF THE VALIDITY OF OBJECTIVE 12 BY THE PARTICIPATING
ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-N0 RESPONSES BY GROUPS

OBJECTIVE 12 DEVELOPING COOPERATIVE ATTITUDES

Yes No
Groups
f % f %


Male 32 72.7 12 27.3

Female 16 100.0 0 0.0

White 40 85.1 7 14.9

Black 7 58.3 5 41.7

Oriental 1 100.0 0 0.0

Native 41 83.7 8 16.3

Transfer 8 72.7 3 27.3

Married 7 70.0 3 30.0

Unmarried 41 82.0 9 18.0






87

rated lower than any other, 40 percen-t. Concern was expressed by interviewees regarding this objective. Some felt that they already had this quality and that accounted for the fact that they were participating in such activities as policy committees and other developmental, non-classroom activities while in college. On the other hand, two of the respondents indicated that they were participating because it was fun and they felt that it had no relationship to any purpose in life. A greater proportion of Black alumni (75 percent) rated this objective favorably than did white alumni (55 percent). Some indicated that this was the first opportunity they had for participation in meaningful experiences with whites on an equal basis.

Objective 9, "Developing Initiative," received a similar

response to Objective 7. The alumni who rated this "no" generally felt that this type of personal attribute was more responsible for their decision to participate rather than it being developed by the activity itself. However, the Black alumni rated this objective much higher than did the white alumni, 91.7 percent "yes" for the Black alumni as opposed to 66.0 percent "yes" for the white alumni. The reasons for this rating were consistent with those given for Objective 7. These percentages should be viewed with caution due to the small number of cases involved (less than 100), but it appears that at least in terms of motivation and expected benefits, there is a difference with respect to race on Objectives 7 and 8.

Objective 10, "Providing an Opportunity to have a Voice in the Administration of College Affairs" implies educational benefits




Full Text

PAGE 2

ACK NOWLEDGEMENTS The writer wishes to acknowledge the assistance and support of the many persons who played an active and supportive role in complet ing this study. The encouragement and counsel of Dr. James L. Wattenbarger, Chairman of the writer's Advisory Committee, are deeply appreciated. Sincere thanks are also extended to the members of the Committee, Dr. Dayton Y. Roberts and Dr. Marvin E. Shaw. T h e writer wishes to e x pr e ss sincere appreciation for the cooperation and encouragement shown by the m a n y persons at Sant a Fe Ccmmunity Co 11 ege who were i nvo 1 ved in th2 study. A special word of thanks is expressed to Dr. Clifford L. l.eBlanc and h i s staff who were extremely h elpfu l in completing the resear ch. Also, the person a l advice and s upport of Dr. Lester R Goldman was greatly appreciated. Finally, the write r wishes to e x pr e ss a specia l note of t harks to his wife, Barbara, v,ho was also the typist, and to h i s c h ildren Jim, Dave, and Debbie for th eir patience, und erstandi n g and love in supoorting the completion of this C t c'y -~ u J

PAGE 3

TABLE OF CONTENTS ACKNOWLEDGEMENTS. LIST OF TABLES. LIST OF FIGURES ABSTRACT. . CHAPTER .I INTRODUCTION II The Problem. Statement of the Problem ... Delimitations ..... Limitations. . . . . ... Justification for the Study ..... Assumptions ........ Definition of Terms .... Procedures ........ Participating Institution ..... The Sample .......... Data Collection ............. Treatment of Data ......... Presentation of Results. REVIEW OF THE LITERATURE .. Review of Research and Literature on Student Page ii vi X xi l 3 3 3 3 4 5 6 6 7 7 8 9 10 11 Activities . . . . . . . . 11 I II Review of Research and Literature on Identifying Objectives of Student Activities Programs. . 12 Review of Research Relating to Follow-up Studies of Comm unity Co"llege Students ........ \ 18 Summary. . . . . . . . . . . 21 DISCUSSION OF THE MODEL -DEVELOPMENT AND APPLICATION. Form and Content: A Rationale .. Aoplication and Modificdtion .. Interpretc::tion: The Key to Success Summary. . . . . . iii 25 25 33 35 38

PAGE 4

CHAPTER IV APPLICATION OF THE MODEL TO SANTA FE COMMUNITY COLLEGE. . . . . . . . . . S election and Des cription of the Participating College, the Activity to be Studied and the Participating Alumni . . ... Participating Coll ege .. Activity to b e Studied ........ Student Population . P articipating A lumni .... Comparison of the Participating Alumni with the Santa Fe Population ...... Identification of Objectives and the Evaluation of th e Objectives by the Participating Alumni .. Evaluation of the Validity of the Objectives Evaluation of the Degree of Fulfillment of the Objectives ........... ... Results of the Interviews as Shown by Responses to Questions Proposed by the Interview Guide . Responses to Question l. . . Responses t o Question 2. Responses to Quest ion 5. Responses to Question 6. Responses to Questio n 7. Responses to Question 8 . Summary of Results, and Conclusions Conrerning the Application of the Mod~ 1 to S a nta F e Page 39 41 41 42 43 49 54 71 71 89 108 108 109 110 113 114 11 S Community College. 117 V Summary .... C onclusions . S UMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary of the D eve 1 opmen t of the Mode Evaluation of the Application of the Model to Santa Fe Community College . ..... Conclusions ... Recommendations. iv 117 119 123 'i23 125 126 126

PAGE 5

f,,PPENDIC ES. . . . . . . . . !\FPENDIX A LETTER TO THOSE SELECTED FOR STUDY B C D E POSTCARD I NCLUDED W ITH FIRST LETTER TO THE PARTICIPATIN G ALUMNI .......... RETUR N POSTCARD TO lHOSE SELECTED FOR STUDY. I NTERVInJ GUIDE. TABLE 43 B I BLIOGRAPHY .... BIOGRAPHICA L SKETCH V Pag e 127 129 131 133 135 139 140 145

PAGE 6

LIST OF TABLES Page TABLE 1 STATISTICAL PROFILE OF SANTA FE STUDENTS. 44 2 FREQUENCY DISTRIBUTION AND PERCENTAGE OF FAMILY INCOME RANGES FOR SANTA FE STUDENT POPULATION. . 46 3 FREQUENCY DISTRIBUTION AND PERCENTAGE OF PERCENT OF C OST OF OBTAINING AN EDUCATION COMING FROM FAMILY I N COME. . . . . . . . . . . 47 4 STATISTICAL PROFILE OF PARTICIPATING ALUMNI . . 50 4A MEAN AGE, MEAN GPA, AND MEAN FLORIDA HJELFTH GRADE SCORES BY GROUPS ... 4B FAMILY INCOME BY GROUPS ............. 4C PERCENT OF THE COST OF OBTAINING AN EDUCATION WHICH CAME FROM FAMILY INCOME ............ 5 MALE -FEMALE COMPARISON OF PARTICIPATING ALUMNI GROUP 51 52 53 WITH SANTA FE SAMPLE. . . . . . . . 56 6 RACIAL C OMPARISON OF PARTICIPATING ALUMNI WITH THE SANTA FE SAMPLE . . . . . . . . . 57 7 COMPARISON OF MARITAL STATUS OF P/l,RTICIPATING ALUMNI WITH THE SANTA FE SAMPLE. . . . . . . 58 8 COMPARISON OF TRANSFER -NONTRANSFER PARTICIPATING ALUMNI WITH THE SANTA FE SAMPLE . . . . 60 9 COMPARISON OF COLLEGE PARALLEL -TERMINAL PARTICIPATING A L U MNI WITH THE SANTA FE SAMPLE . . . . 61 10 PARTICIPATING ALUMNI COMPARED WITH SANTA FE SAMPLE BY AGE. . . . . . . . . . . . 62 Vi

PAGE 7

TABLE Page 11 GRADE POINT AVERAGE O F PARTICIPATING ALUMNI AS COMPARED vHTH THE S ANTJ\ FE SAMPLE . . 63 12 TWELFTH GRADE TEST SCORES OF PARTICIPATING ALUMNI AS COMPARED WITH THE SANTA F E SAMPLE . . . . 65 13 COMPARISON OF FAMILY INCOME FOR PARTICIPATING ALUMNI A N D SANTA FE SAMPLE . . . . . . . . 66 14 COMPARISON OF PARTICIPATING ALUMNI AND SANTA FE SAMPLE AS TO THE PERCEN T OF THE COST OF OBTAINING AN EDU CATION WHICH CAME FROM THE FAMILY INCOME . . 68 15 PERCENT OF COST OF OBTAINING AN EDUCATION WHICH CAME FROM THE FAMILY INCOME: MALE-FEMALE COMP,O.RISON 70 16 17 1 8 1 9 20 21 22 23 EVALUATION OF THE VALIDITY OF OBJECTIVES BY THE PARTICIPATIN G ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES ........ EVALUATION OF THE VALIDITY OF OBJECTIVE l BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... EVALUP,TION OF THE VALIDITY OF OBJECTIVE 2 BY THE P ARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... EVALUATION OF THE VALIDITY OF OBJECTIVE 3 BY THE P ARTICIPAT ING ALUMN I S H OWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... EVALUATION OF THE VALIDITY OF OBJECTIVE 4 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... EVALUATION OF THE VALIDITY OF OBJECTIVE 5 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... EVALUATION OF THE VALIDITY OF OBJECTIVE 6 BY THE PARTICIPATING ALUMNI S H O WING FREQUENCY ANO PERCENTAGE OF Y ES-NO RESPONSES BY GROUPS .... EVALUATION OF THE VALIDITY OF OBJECTIVE 7 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... vii 74 75 76 77 78 79 80 81

PAGE 8

TABLE 24 2 5 2 6 27 EVALUATION OF THE VALIDITY OF O BJECTIVE 8 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS .... EVALUATION OF T H E VALIDITY O F O BJECTIVE 9 BY THE P ARTICIPATING ALUMNI SHOWING F REQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY G ROUPS .... EVALU A T I O N OF T H E VALIDIT Y OF OBJECTIVE 10 BY THE PARTI CIPAT ING ALUMNI SHO W I N G FREQUENCY AND PERCENTAGE OF YES-N O RESPONSES BY GROUPS .... E VALUATION OF T H E VALIDITY OF OBJECTIVE 11 BY THE P ARTICIPATING A L UMNI SHOWIN G FREQUENCY AND PERCEN TAGE OF YES-N O RESPONSES BY GROUPS ... 2 8 EVALUATION OF THE VALIDITY OF OBJECTIVE 12 BY THE PARTICIPATIN G ALUMNI SHOW I N G FREQUENCY AND Page 82 83 84 85 PERCENTAGE OF YES-N O RESPONSES BY GROUPS. . 86 29 EVALUATIO N OF THE DEG REE OF FULFILLMEN T OF OBJECTIVES DY THE PARTICIPATING ALUMNI . . . . . . 90 30 FREQUENCIES OF R ESPONSES TO O BJECTIVE 1 AS TO DEGREE O F FULFILLMENT. . . . . . . . . . 92 31 FREQUENCIE S OF RESPONSES TO OBJECTIVE 2 AS TO DEGREE O F FULFILLMENT. . . . . . . . . . 93 32 F REQUENCIES OF RESPONSES TO OBJECTIVE 3 AS TO DEGREE O F FULFILLMENT. . . . . . . . . 95 33 FREQUENCIES OF RESPONSES TO OBJECTIVE 4 AS TO DEGREE O F FULFILLMENT. . . . . . . . . . 96 34 F R EQUE NCIES OF RESPON S E S TO OBJECTIVE 5 AS TO DEGREE O F F ULFILLMENT. . . . . . . . . 97 35 F R E QUENCIE S OF RESPONSES TO OBJECTIVE 6 AS TO DEGREE OF FULFILLMENT. . . . . . . . . . 98 36 FREQUENCIES OF RESPONSES TO O BJECTIVE 7 A S T O DEGREE O F FULFILLMENT. . . . . . . . . 100 37 FREQUENCIES OF RESPONSES TO OBJECTIVE 8 AS TO DEGREE OF FU~FILLMENT. . . . . . . . . 101 38 FREQUENCIES OF RESPONSES TO OBJECTIVE 9 A S TO DEGREE OF FULFILLMENT. . . . . . . . . 103 viii

PAGE 9

TABLE 39 FREQUENCIES OF RESPONSES TO OBJECTIVE 10 AS TO DEGREE 40 41 42 43 O F FULFILLMENT ..... ............ FREQUENCIES OF RESPONSES TO OBJECTIVE 11 AS TO DEGREE OF FULFILLMENT ..... ............. FREQUENCIES OF RESPONSES TO OBJECTIVE 12 AS TO DEGREE OF FULFILLMENT .................. REASONS FOR PARTICIPATING ON COLLEGE POLICY COMMITTEES GIVEN BY PARTICIPATING ALUMNI WITH NUMBER OF TIMES MENTIONED BY GROUPS ................ CHI SQUARE TEST OF I NDEPENDENCE FOR TWO GROUPS: (1) THOSE ALUMN I WHO RESPONDED BY RETURNING THE POSTCARD, AND (2) THOSE ALU MNI WHO DID NOT RESPOND AND WERE TELEPHONED ........ ix Page 105 106 107 116 139

PAGE 10

FIGURES 1 2 3 LIST OF FIGURES Basic Research Model for Descriptive Survey Method .. Syste m Flow Chart for the Student Activities Model. PERT Summary NetvJork for the Student Activities Mode 1 X Page 30 31 32

PAGE 11

Abstract of Dissertation Presented to the Grad:.Ei.te Council of the University of Florida in Partia'l r:ulfilhnent of the Requirement s for the 0egree of Doctor of Education A MODEL FOR EVALUfiTING STUDENT PARTICIPATION ON COLLEGE POLICY COMMITTEES By James Stanley Mitchell August, 1973 Chairman: Dr. James L. Wattenbarger M ajo r Department : Educational Administr ation and Surervision The Prob 1 em i The p urpos e of this research was to develop a mode1 for evaluating stud ent participation in student activities. Spe:ifically, for the development of the model~ articipJtion on college policy committees as a function of student government was selected as the activity to be studied. This study established a method whereby administrators may view the activities program in terms of its influence on student development as per ceived by former activ'ities participants. The need for an evaluative process for student activities is reflected in the following questions which were used as guidelines for devel oping the model: 1. Do traditional objectives of student activities programs adequately reflect the pote nti a 1 va 1 ues of these activities? x i

PAGE 12

2. Do stud ent s who participate in student activities programs receive educ ational br:rnefits beyond classroom experiences? 3. How can these educational benefits be identified and their degree of attainment measured? Procedures V The develop m ent of the model was done in t w o phases. First, the procedural and opera t ional aspect s of the model w e r e d e veloped. Secondly, the model was utilized in a case study at a corrnnunity college, The model was developed which consisted of four main parts: 1. Procedures for identifying objectives for any student activity. 2. Procedures for selecting, identifying, and contacting the participants of the student activity for study. 3. An in terview guide which was developed specifically to obta in inform ation in the following categories: a. personal i n f ormation which can be used to describe the participants in relation to the college population, b. objective ratings as t o th0 validity of the stated objectives and the d egree of fulfillment, c. responses to questions pertaining to the participant' s perception as to the value of the participation i n the student activity, with emphasis on benefits received, motivation for participation, and factors which limited or xii

PAGE 13

facilitated the participant's commitment to the activity. 4 Recorr~endations for application of the model for institutional settings and guidelines for the interpretation of the results. The model \'ias utilized in a study at a community college. Obje:tives were identified for the specific activity and verified f.:ir the co1;ege. Former participants of college pol"icy committees were contacted a~d data was gathered with the use of the interview guide. The results of this study are reported with emphasis on the operat1onal and functional aspects of the model as applied to this activity. Conclusions ,/ It was concluded that the model which was developed cou ld be used successfully to obtain useful inform:r:ion : oncer ning a student activity at a community col 1ege, as shcvm by the actual case study. It was also concluded that other institutions could utilize the model for evaluation of student activities programs. Xiii

PAGE 14

CHAPTER 1 INTRODUCTION Community college administrators are increasingly being challenged to provide an accounting of programs for which they are responsible. One of the most controversial, at least historically, is the student activities program. Koos, Hughes, Hutson, and Reavis (35) have given a historical summary before 1940: In former days extra-curriculum activities had no recognition from school authorities; they were, in fact, suppressed. The concept of the school as 11an embryonic community life, active with types of occupations that reflect the life of the larger society,11 embodying 11active, expressive, and self-directing factors11 in the educational process, had not yet been popularized a mong either theorists or practitioners. Rather, the school was the place for absorpt ion of the teachers' offerings. Extra-curriculum activities were useless play which stole the pupils' time from 11education.11 Despite opposition, however, the pupils persisted in these activities in order to compensate for the unr2al life of the school. Then came the policy of toleration on the p3rt of the school authorities as the concept of the pupil as an active and social being gained some acceptance. Extra curriculum e.ctivities were described as 11out1ets for surplus physical energies" and 11soc ia l sedatives." The present tendency is to recognize positive educational values in the extra-curriculum, to promote pupil-initiated projects, and to capitalize for educational growth the natural social and creative propensities of youth. (35:130) Sinc e 1940, the cont roversy continues. Graham (20) challenges l

PAGE 15

the over emphasis of social a n d school-spirit type of activities. Fordyce wrote, 11If activitie s do not have educational value, their p l ace in and around an education al institution i s certainly subject to question.11 (14:20) Trump (54 ) questioned the amount of money spent in student activities. In 1961, Jacob (26) wrote that campus soc'ial organizations and activities did not provide a basically satisfying outlet for many students. On t h e other hand, student activities have been viewed as educationally rewarding experiences for students. Shannon (49) wrote that ethical character building can be accomplished through participation in student activities. Dressel (9) suggests that because of the fact that tomorrow's leaders will likely emerge from today's campuses, the schools must be engaged in activities which will foster the "democratic spirit." Stripling (53) has predicted that by 1976, 75 percent of freshmen and sophomore students will likely be in comm unity colleges. The impact of this prediction for administrators in this area is two-f old in terms of student activities: 1. How can an environment be created on campus which will enhance the educational opportunity for personal development of students? 2 . How can these activities be evalua ted in terms of educational objectives? (13). 2

PAGE 16

The Problem Statement of the Problem The purpose of this rese a rch v-1as to develop a model for evaluating student participation on college policy committees. This study established a method whereby administrators may view the activ ities program in terms of its influence on student development as perceived by former activities participants. De 1 imitations The following confinements were observed in the conduct of the study: 1. The investigation was limited to former students of a single selected community college. 2. The subjects selected for study were confined to those alumni who participated on major policy making committ ees of the community co 11 ege. Limitations 1. The inves t i gatio n was subject to the lim itations of its ex post facto character, namely: A. The inability to manipulate in dependent variables, B. The lack of power to randomize, C. The risk of improper interpretation. (31) 2. The conclusions drawn were limited to the participating college and its relationship to the devel opment of the model. 3

PAGE 17

~ustificat'ion for the Study The value derived from participation in student activities has been questioned Traditionally, the studen t activities program 'in community colleges has been a replication of student acti vit"ies progra m s i n high schools and universities. This point o f view was clarified by Graham: The student activities programs operating in junior colleges are for the most part exact replicas o f those found in four-year colleges .... D o these activities, however, fit the needs of the junio r college students? Proponents of the two-year college contend that it is a unique institutio n which serves a different function from the senior college or university. \/hy then must the stud e nt activity program copy that of the four year school? ... The junior college is the school of the future mai nly because it is an answer to the higher education pro ble m in this expanding s ociety. It should be kept unique in all aspects by the establishment of s tudent activities programs which serve the needs of the students rather than by parroting the programs of the colleges and universities. (20:43 ) Som e of the factors which contribute to the uniqueness of the community college student in terms of his involv ement in traditional student activities w e re shown by Fretwell and Doran (16) They were: 1. L e ss time to break in gradually, 2. Less time spent daily on campus, 3 Extensive student employment, 4 Closeness to the public, 5 N o deep seated traditions to h inder change. In 1962, a task force of thirty-three community col 1 ege faculty members i nterp reted the basic functions of Florida's community colleges, as defined in the State laws. These functions were 4

PAGE 18

submitted to a selected sample of citizens who rated them in order of i m portance Their rating 1:ias re p orted by \
PAGE 19

stu d e nt governm ent members as a person a l developmental activity could be made ind e p endent o f any d i s cussion of student rights in community college governa nce. Definition of Tenns Par t i cipating Alumni -Those former students who participated in poli c y making committees as representatives of student government. Po 1 ic~ki ng Committees -Those committees within the corrununity college w h ich have decision making pow ers concerning policy recommend ations and which have representation from faculty association, non-certificated staff, administration, and student government. Student Activities Extra-curricular activities in the com m unit y college which are designed to enable the student to develop per sonal a n d social skills beyond that afforded by the academic curriculum. In t h e confi nements of t his s tudy, s tud e n t a ctivity pertains to involvement in student gov ernment committee particip ation. Procedures T h e procedures for this investigation w e r e d e ie loped in two gener al p h ases. The first phase was to devel o p the model which cons i sted of : det ermin ing the objec t ives for t h t ~ ucti vity to be st1.idie d; i denti fyi ng t h e p articipat ing alumni t o be included; development of the interview guid e; a n d for m u l ating questions to be use d i n inte rpreting the results. The s econ d phase was the actua l case study at a community college using the model. Speci f ica lly, the p r ocedures for this i n v e s t ig a tion may be exami ned i n f our section s In th e first s e c t ion t h e parti ci p ating 6

PAGE 20

institution is identified. In the second section the sample is d e scribed. In the third se ction the data collection p rocedures are described. In the fourth section procedures are presented for treatment of data. Par ~i~J2-ating Institution Santa Fe Community College was the institution selected for this research study on the basis of having the following characteristics: 1. A policy making committee structure wh"ich included students as active members, 2. A student government association whose members were involved on policy making committees, 3. A student activities program with stated objectives consistent with those identified in the review of the literature (3?). The Sample Selected for study were alumni of Santa Fe Community College who participated on policy making committees as representatives of student government. The sample included all participating students for the years 1966 through 1972. This represented the t otal years of the college's existence. The participating students were identified from the official records of the four major committees of the college: 1 ) Central Coordinating Committee 2) Academic Affairs Committee, 3) 8usi ness Affairs Committee, and 4) Stu dent Affairs Committee. Those students who were assigned to a committee but never att2nded according to the official records were included in the sample. 7

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Data Collection The interview guide and personal data sheet were developed to obtain the following information: 1. Demographic data, 2. The individual's response as to the validity of the stated objectives, 3. The individual's response as to his evaluation of the fulfillment of each stated objective in terms of his own personal development, 4. The individual's response to questions concerning his participation in student activities while at the college and his perception of the value of this participation. Trial interviews were made using the interview guide to determine the usability of the form. Twenty alumni were chosen from the records indicating a local address. Each was then telephoned and asked to participate in the study. The interview guide sheets were used in these interviews and note was made of the ease and accuracy with which informatio n could be obtained. It was found that each interview lasted approximately 20 minutes and the necessary information could be obtained using the guide as a reference point for questioning the respondent s as to their perceptions of the extent and value of their committee participation. Once the participating alumni were identified, they were located at thei r current addresses. Permanent records, original applications and financial aid r e cords were searched to obtain these current addresses. Personal conversations with parents and former associates 8

PAGE 22

were helpful in locating tho se alumni who had moved from the c o l leg e district. A letter from the Vice-Presi dent for Student Affairs at Sant a Fe was sent to each participating alumnus (Appendix A). It included a return postcard (Appendix B). A master schedule was constructed using the information from the returned postcards. Each respondent was then mailed a second postcard (Appendix C) cont aining the time and date to expect the telephone interview A telephone call was made to th e alumni who had not responded by returning the postcard in a n attempt to ascertain the possibility of inclusion in the study. A date was entered in the master schedule for those p ersons to receive the interview call. In some cases, the i nt erview was made at that time. The telephone interview with each alumnus w a s con ducted with the aid of the interview questionnaire (Appendix D). Also, the respondents' perma nent records were examined to obt ai n inform ation not o btainable through personal interview. Treatment of Data The dat a were analyzed in two phases. First, the sample group was exam ined t o determine if differences exis ted between that group and the population of Santa Fe students. Comparisons w ere made using the results of a study involving a random sample of Santa Fe students (3) and also the results of the B oard of Regents Junior College Questionnaire11 for t h e y e ars 1966 through 1971 (12) . The information obtained fro m the i nterviews pertaining to the 9

PAGE 23

perc ept io n s of participating a lumni was analyz e d to ascertain commonalities and differences between respondents. Analysis was made o f the rating of the twelve objectives by th e res p ondents. The results are reported in Chapter IV. Presentation of Results The results of this research are reported in Chapters III, IV, and V. A discussion of the development and application of the model is presented in Chapter III. The results o f the study using the model a re presented in narrative and graphic f or m in Chapter IV. Conclusions and recommendations concerning bot h the results of the study and the use of the model are reported in Chapter V. A review of the related literature is presented in Chapter iI. 10

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CHAPTER I I REVIEW OF THE LITERATURE The review of related literature is presented in three sections. The first section is a review of research and literature relating to the history and scope of student activities in the community college. The second section examines research and literature relating to identifying objectives of student activities. The third section is a review of research relating to follow-up studies of community college students. Review of Research and Literature on Student Activities Graham (20), Fretwell and Doran (16), Wattenbarger (55), and McKenna (43) have noted the importance of student activities in the comm unity college from various points of view. Evaluating the student activities program in community colleges has been hampered by the lack of universally accepted evaluative standards of these programs in the unique framework of the community college (2). Gillig~n (17) studied the s tuden t activitie s programs in Florida community co 11 eges in an effort to determi rie the objectives of student activities progra m s and to d~scer n how well th ose objectives were being fulfilled. He concluded that educationally sound chjectives were found in many student activity areas: athletics, drama, musk, debate, social, political, publications, religious, service, and j nterest. It was recommended that faculty and 11

PAGE 25

administration need to become aware of the p o ten tial contribution s of various stu d ent activities in a c ommunity college. S tude nt activities was one important area of the total student person nel services of the public t w o-year insti tutions in the S outheastern region as reported by Chevalia ( 4). He con cluded that, as part of the student personnel services of a college, an increased program of extra-curricular activities be instituted. Student activities in community colleges appear to be of primary importance to the teaching profession and to the citizens of the state (55:16). In 1939 Parr and Cummins (45) surveyed sixty j unio r colleges, both public and private, throughout the United States. They concluded that: On the basis of this study it seems that activiti es are definitely a ver y vital part of junior college education. Since this is true, it would seem th a t much more attention s hould be given to the development and orga n ization of the field by all junior colleges regardless of size, to best m eet the needs of their s tudents in dividually and collectively. M ore attention by junior colleges would a id in devel o p in g s tandards f or the whole f ield of student activities, in contrast with the somewhat chaotic state now existing. ( 4 5:241) It would appear that student activities are an importa nt function for the c ommunity college. O n this basis an examination of the specific objectives of stude nt activities progra m s is needed. Revie w of Research and Literature on Identifying Objectives of Student !i_~J i vi ti c-:s Progra m s Many authors have expressed a number of specific objectives of a p rogram of s tudent activities. One of the most compre hensive studies

PAGE 26

was undertaken by Koos (34 ) who analyze d the literature to identify benefits of student activities. He concluded that there was s im'il arity between generally accepted goals of e ducation and the values claimed for student activities. He stated: The approach to coincidence noted should not be surprising ; it is nothing less th a n logical and natural. Not only should the more formal agency of the sc hool, the curriculum, be m olded toward achieving these goals ; this requirement should be placed no less upon the less formal agencies as represented in the extra-curricular activities. (34:12) Clement (7) found a parallel between aims of stud ent activities and the cardinal principles of secondary education. Stickler (52) identifies these principles for the community college as the goals of general education. Kefauver and Bullard (30) re porting on a study conducted among 140 junior colleges in 1931, stated that the administrators of these institutions indicated the values they were attempting to realize by their p rogram of student activities were: The outstanding objective, presented by 24 of the 68 administrators who furni shed this i nformat ion, was training for leadership. The social-civilmoral aims related to this o bjective also received special emphasis. (30:445) 13 At a state meeting of th e Council of Institutional Student Governmen t A ssociations of New York State, twent y p res idents of two-year colleges identi fied three areas of benefits from their pr ograms of student government. These three areas are: gains to the student, gains to the college, and benefits to society. Fret well (16)

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expresses the societal benefits as follows: All above {gains to stud ent s and college) are gains to society, but th e strengths which your pr esidents identified most specifically as social gain s were that student activities foster interest in good government, good citizenship, and engagement in democratic process es; and help to channel interests into constructive areas of action. (16:420) Koos (34), in reporting on 40 articles, listed objectives mentione d in the following frequencies: 21 or more times Training in some civic-social-moral relationship Recognition of adolescent nature Socialization Training for leadership Improving discipline and school spirit. 7 to 20 times Training for social cooperation Actual experience in group life Training for citizenship in a democracy Training for recreational and esthetic participation T raining for ethical living Health Recognition of interests and ambition Improved scholarship Intellectual development Relation of school to communit y. Clement (7), in a survey of 400 s8condary schools, found these 14

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object ives listed by frequency: 50 or m o re times Development of leisure time for worthy use Development of avocational interests 15 Social efficiency and development of wholesome social attitude Promotion of citizenship and democratic ideals Promotion of good health and maintenance of physical efficiency Development of ethical character. 30 to 49 times Development of leadership Development of interests and aptitudes Stimulation of school spirit Developm ent of aesthetic tastes D evelopment of special talents Development of cooperative attitudes Motivation of individual and group E nrichment of the curriculum. 15 to 29 times Opportunity for se lf-expression Development of personality Development of responsibility P r omotion of mental development F ostering school morale instruction Encouragement of choices in vocations Motivation of students' work Providing emotional outlets Furnishing cer t ain types of guidance.

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16 Both Koos (34) and Clem e nt (7) listed c tlrry ovcr objectives and citizenship and leadership experiences as high ranking objectives. Quoting from General _EducatiQ_Q_ j_.Q_ Free Society, Falvey (11) identH'ies activities as a means by which the abstract skills imparted in the classroom are made relevant to concrete choices and actions. She further states that the real test of the student's ability to appreciate the complexity of a free society comes only when the student faces the actual difficulties of governing by democracy. Of all the possible experiences available to a student through a com prehensive program of student activities, the activity which offers the best opportunity for meaningful expression and involvement in citizenship activities appears to be active participation in policy making committees of a college. Klopf (33) remarked on student participation in administration: The basic objectives of students participating in the administration of an institution is to help them gain skills of citizenship. David Lilienthal once said that the core and essence of democracy is the participation of citizens i n public affairs. The college community is the place where students must begin to participate in the affairs of their com munity and to assume some responsibility for it. (33:75) Experience in governing gives students a chance not only to learn the democratic processes but to experiment with them. Meaningful participation w ill develop mature individuals who recognize and re spect their responsibilities for it. (33:79) In a study of student participation in university governance at the U niversity of Utah, Kerr (32) concluded that student participation in governance activities may be personally educative and complenentary

PAGE 30

to th e educational purposes of the university. These benefits assume a meaningful participation on the part of students. If institutional administration allows students to participate on a wide basis in policy formation, the objectives of the training for citizenship and potential involvement in leadership activities in the community will be satisfied. Lunn (38) further emphasizes that training will not necessarily have influences for good citizenship if the students recognize that their contribution is lightly regarded and viewed with paternalistic detachment. This raises the question of adequacy of student activities programs in the community college. If the college provides meaningful participation in policy making committees for students as part of the student government activities, the problem of making the program attractive enoug h to achieve widespread participation w ould be lessened (5}. Gilligan (17) in ide ntifying major objectives of student activities, related that the highest ranked objectives chosen by students were training for citizenship in a democracy and developing leade rship qualities. This was in relation to involvement in student government organizations. The utilization of student government as a channel for stude nt p articipation in university decision making is a p rimary objective of the stud ent activities pro gram. Roark (47) in a recent study of student participation in campus d ecision making, found that student government is the major channel for s tud e nt participation in institutional decision making. One of the recommendat ions arising from a study by Hight (22) was that 17

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more research needs to be done on the role of the student in administrative decision making. Reviev-1 of Research Relating to FollOl"i-Uo Studi e s of Communj_!X College Students 18 O'Conner (40) defines follo1t1-up research as a process by which an educational institution seeks to determine how effectively it is meeting the needs of its students. Student personnel follow-up studies have been categorized by Johnson (29) as investigations of senior college transfers, full-time employed alumni, and alumni participation in non-vocational roles such as home-life and citizenship. Rosken (48) and Goldman (18) studied the relationship between leadership in college and later community leadership. In the study by Rosken (48) a panel of experts isolated fifty organizational posi tions in student activities and rated them in relation to their importance. The same method was used for leadership activities in the community. Questionnaires w ere sent to graduates of the College of Liberal Arts at the University of Iowa for the years 1922 to 1953. With a 66 percent return from 1,622 graduates he compared the degree of leadership they exhibited in their communities after graduation. C orrelation coefficients were substantial for all graduating groups. He concluded that it seemed reasonable that experiences of a leader ship nature in college are at least in part responsible for a similar activity in which individuals engage subsequent to graduation. However, the idea of a general leader received no support. Post college leadership activities for graduates involved in the study

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were grouped in the following areas of participation: 1) occupational and military, 2) political and civic, 3) fraternal and religious, and 4) social and recreational. We would expect to find a similar relationship for post community college activities (42). Goldman (18) identified leadership activities in the community by involvement in the following areas: l) political activities, 2) charitable activities, 3} religious activities, 4) social or 19 fraternal activities, 5) professional activities, 6) civic activities, 7) recreational activities, and 8) volunteer work. Using executive officers of student government associations at three Florida public junior colleges and comparing them with a matched group of nonofficers, he concluded that officers were significantly more involved when taking total community activities into consideration. When each category score was examined separately, a significant difference was found in the social-fraternal category. He states: Although the officers surpassed the non-officers in total involvement scores (.05 level), one mig ht expect a higher involvement of officers in the areas of political and civic activities th a n was demonstrated in the study. These elected executive officers are assumed to be involved in m eaningful activities for personal growth while serving in office. Are the experiences they acquire as officers beneficial for later community activities? Do the activities programs in junior colleges, as constituted at present, represent the best means of training for citizenship or community involvement? Possibly the officers brought with them into office the psychological patterns which prompted involvement in later life perhaps they did not. Furhter studies need to be conducted on the contribution which activities programs in junior colleges make toward the inclination of all campus leaders to become involved in later community life. (18:64)

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Other studies have been conducted of post college activities with varying results. Mann and Lins ( 41) study seems to concur ~Ii th Goldman (18). Eckert (10) concluded that stu dents from different colleges revealed similar interests and activities after college. However, her study revealed a disappointing amount of participation in post college activities. This would indicate a further need to examine the experiences afforded students in the community college. An early study of community activities of junior college graduates was conducted by Aloyse (1). Part of her questionnaire dealt with an attempt to measure the fulfillment of one of the declared objectives of the junior college; 11 the training for service in her milieu." Most of the respondents indicated that their experience in college had helped them form well established standards of religious, moral, social, and civic obligations. However, the researcher concluded that the effectiveness of extra-curricular student activities might be investigated. In 1950 Kraft (36) in a study of 500 graduates of the College of Marin in California posed this question, "Do you believe this extra-curricular participation has helped you? Explain.11 Two hundred and twenty-nine graduates responded negatively. The most frequently mentioned explanations of benefits were in the areas of social relationships and personality development. Follow-up studies .by D'Amico and Prahl (8), as well as Kraft (36), report little if any significance between extra-curricular participation and later participation in civic and community activities. Hutchinson (25) found that the "majority of students" in 20

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Florid a junior colleges did not participate i n co-cu rricular act iv ities or socials. Of t h o se who did, 64 p e rcent reported that the activity programs were g ood to superior and 36 percent reported them as fair to poor. Other findings w ere these: 1. Eighty-nine percent of the students indicated that leadership potential was cultivated in activity programs. 2. Fifty-seven percent of the deans felt that students needs were being met. 3. Ninety-six percent of the students expected to participate in activities in the senior institutions. 4. Seventy-five percent of the students indicated that the objectives were realistic in college catalogs. 5. Major activities listed in order of importance to students were student government, clubs and organizations, publications, lyceum programs, intercollegiate sports, intramural sports, interclub organizations, and fine arts. S h e concluded that although the students and faculty seemed t o b e pleased with the programs, "there is a need for better p lanning of the programs with the possibility of looking more closely at t h e educational obje ctives of various activities.11 (25:7) Summary The review of the literature leaves some questions unanswered. In the first section, literature was presented which see med to show 21

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the importance of student activities in the junior college. How ever, it was noted that the eva luation of these programs has been hampered by lack of universally accepted evaluative standards. In section two, the objectives of student activities were discussed by many authors. Perhaps the best known of these, Leonard V. Koos, presented a synopsis of data from several articles and listed many objectives, most of which were confirmed b y Gilligan (17) in a study of Florida junior colleges. The p rimary task is to condense these many objectives into a workable number for further study and develop objectives which are consistent with the philosophical commitment of the junior college (27). In the literature on follow-up studies, most authors attempted to form some conclusions regarding participation in student activities and activities in later life. Three basic questions concerning the value of student activities programs in a community college are posed by a review of the literature. They are: 1. Do traditional objectives of student activities programs adequately reflect the potential values of these activities? 2. Do students who participate in student activities programs receive educational benefits beyond classroom experiences? 3 . How can these educational benefits be identified and their degree of attainment measured? 22 In considering these questions, Smith (51) has proposed that research be undertaken to assess the value of the activities programs.

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He states: There are many controversial issue s concerning the activity program movement. Some of th e se issues are the meaning of the activity curriculum, the meaning of activity, emphasis on the physical or mental aspects of activities, and the nat ure of the ends of objectives sought. There is much need for the evaluation of the activity program. Bef ore evaluations can be made, criteria must be set up which can be used for such an evaluation. There is a f elt need at present for a more complete cooperation between specialists in measurements and pr o ponents of the activity movement if any valid evaluation can be obtained. In surveying the comments and criticisms of the activity movement made by prominent educational leaders and p roponents of the movement, one finds wide variances of opinions. As a resul t there is much n eeded research i n the activity program field--a comparatively new field, in which facilities are as yet ina dequat e and policies have not yet been fully det ermined. (51 :63) In summ ary, a review of the literature provides the following observations: 1. Student activities in the community college are a source of controversy, especially regarding the value of the activities. 2. A pre p onderance of educational objectives are propounded, with little research being reported which attempts to evaluate to what degree these objectives are fulfilled. 3. Follow-up studies have been done which attempted to show the relationship of participation in student activities with activities i n later life Very little research has been reported which attempts to assess the impact of student activities participatio n on the educational development of students (24). 23

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This r eview of the literatu r e supports the thesis that a model for evaluating s tudent activities would be u seful in contributing to the knowledge in this field By facilitating re s e arch in institutional settings, a workable m odel would provide answers to many questions posed by the literature. 24

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CHAPTER III DISCUSSION OF THE MODEL -DEVELOPMENT AND APPLICATION This research was undertaken to develop a process which could be used to g ather information concerning the objectives, availability, and effectiveness of student activity programs. Specifically, for this study, a process was developed whereby committee participation as a student activity could be examined for one college. The implications for further use of the model and its application for examining o ther college activities are discussed in this chapter. In the first section, the development of the m odel and the rationale for its form and content are discussed. In the second section, applications and modifications for its use are discussed. In the third section, specific guidelines for interpretation of results are presented. Form_and Content; a Rationale Behavioral objectives for education generally fall into three c ategories: 1. cognitive 2. affective 3 . psychomotor. The cognit iv e domain is most commonly associated wit h learning in an educat ional setting. This is true even though we know that a major portion o f educational failur e is actually due t o negative attitudes, 25

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lack of motivation, disinterest and bor edom (23). These fa cto r s are associated with the affective domain. Affe ctiv e objectives, those which deal with emotion&1 attitudinal, and social d e velopment~ are sometimes difficult to incorpo rate into the t ot a l learning atmosphere of a college~ The student activities programs a re specifically designed to enable the student to afford himself the opportunity to engage in experiences which offe r opportunities for personal growth in the affective domain. Gilliga n (17) confirmed the existence of these affective type of objectives for student activities. As early as 1926, Koos (34) reported that many objectives of student activities could be identified, most of them dealing with non-cognitive learning. It was apparent from the literature t hat the objectives of student activities, being mostly from the affective domain, could not be programmed for learning nor could they be evaluated with commonly used tests and other evaluative measures. As the review of the literature also revealed, there is disagre ement among educators as to the educational value of these activities. What then were the steps necessary for creating a process to evaluate thes e activities in terms of educational objectives? First, the specific objectives had to be identified. Many s tu dent activities offer unique types of experiences, such as 26 athletics and intramurals, dealing with physical and recreational development. Other 11interest11 related activities like drama and music also have unique affective_objectives. Student g overn m ent participation offe rs educational experiences w hich are consistent with the 11leadership11

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type of object"ives listed frequently. (17) In identifying specific objectives, the activity must be examine d for potential experiences School administrators and faculty should be able to place or ior'ity on objectives for specific activities. In developing this model, objectives listed frequently by Gilligan (17), Koos (34), and others w2re compiled which seemed to be consistent with the potential experiences available for the specific activity. These were discussed with faculty and student personnel staff and finally a group of twelve were selected. Ascertaining the validity of these objectives as perceived by students becomes a part of the evaluative process [model]. The twelve objectives were: 1. Training for better citizenship in a democracy 2. 3. 4. ,-0. 6. 7. 8. Developing Developing Developing Developing Providing a Providing a Increasing individual responsibility leadership qualities followership qualities powers of self-expression feeling of acco m plishment seriousness of purpose in respect for needs of others 9 Developing initiative life 10. Providing opportunity to have a voice in the administration of college affairs 11. Providing group experiences 12. Developing cooperative attitudes. The chief student personnel officer at the college agreed that these 27

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twelve obj e ctives seemed to be consistent with those objectives of th e colleg2 and of general e d ucation. (37) The next step, after det ermining the stud ents' view as to the validity of each objective, was to have the students give an evaluation of each objective in terms of fulfillment. The model utilizes an interview checksheet to gather this information (Appendix D). The student or former student should be given an opportunity to explore other possible benefits or objectives. This was incorporated into the interview by use of the interview guide. The questions were designed to be used in a structured interview situation. They \'Jere designed to elicit responses which could be categorized and analyzed according to predetermined guidelines. Questions # 1 and # 2 were arranged to afford the interviewee an opportunity to offer some experiences which would hopefully include the committee participation. The alumni were not aware that they had been selected because of their committee participation. These questions were designed to keep any possible bias caused by a prior knowledge that they had been selected because of their committee participation from affecting the responses. This threat to validity, known as 11reactive arrangements11 is caused by the subjects being studied reacting to that fact and possibly giving responses \'1hi ch they feel the researcher wants to hear ( 15). Queition s # 3 and # 4, as previously discussed, are included at this point to enable the researcher to move into the area of objectives, with the interviewee having an opportunity to rate the objectives as to validity and degree of fulfillment. 28

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Questi ons # 5 and # 6 were d esi gned to afford the i nte rviewee with an opportunity to relate his post-college activities to his college exper iences and, more specifically, his s t u dent activity participation. In response to question # 6, the i nte rviewee may be expected to name some specific objectives or benefits received from his participation in student activities. Following this, the subject will be able to respond to question # 7 which will relate the motivations for participating with the pre viously discussed objectives. Question # 8 was included to find any factors which limited the participation in any way. An important part of the model is the personal data information on the participating students. This was included as a factor in developing the evaluative process for student activities. Medsker and K noell (44 ) found that junior college students, when compared with university students, generally are from lower socio-economic backgrounds work more outside the college per week, and are less motivated and have lower ability as shown on standa r dized tests. It is important, then, to determine if the students who are participating in a particular student activity are 11typical11 of the s tuden t population at the sel e cted junior college. The personal items included in the model were chosen for their 11universal11 nature. They were: sex, age, grade point average, t~ve lfth grad e test score, 29 race, marital status, and educational goals whether transfer or vocational techni cal. These are items which should be available ftom most any college and sho uld be easily o b tained from records and

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f r o m p ersonal in t ervie ws. They form variables v rlth which the partici p a ting students c a n b e compared with the college population. Many questions r egarding the eff ectiven e ss of a n y s t u d e nt activity c a n be answ ered by examination and i, 1ter pre t a t io n o f the findings available from these data. Schemati c and ope rational aspects of th e model are shown in Figures 1, 2, and 3. Eva i u ation Defining the Problem Formulation Questions 30 I No~hypothesized General Qu~stions:] S tatistical Hypotheses a s Needed ~1ing the Population I I S~1...=.:ting the Sample ~Data Processing I -~~Research Decision j ---------Figure 1 [:5escription How S e lected Representativ eness A dequacy Conditions M ethods Classifying ---r nterp re t ation I nf erence Evaluation Basic Research Model for Descriptive Survey M ethod* *Adaoted from Hill, J. E. & K erbe r August Models, M ethods and Anal ytical Procedur e s i n Educational Resear c h Detroit~:~ Wayne State U n iversity P r e ss, 1 9 6 7

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PLANNING THE RESEARCH GATHERING DATA ANALYSIS AND EVALUATION I "I 1' -J selecting the activity 1 data on compare college comp1 ,e r--; college population population with l J,. I r ,---participating alumn; _j ide ntifying objectives I I / .J .... i for the activity -:--, compile data o n I l participating alumni -I analyze th e objective s J., t I L / I as to a lumni s select the sample --. '--~----------------_ .,. _____ '---perception of validity I I J., '---' I J., ______ _. ____ ______ .,. ________ .J pr e pare compile and analy ze \ intervie w inte rview participants I alumni 's subjective I guide and rating of value of personal data 1' participation s hee t for \. locate participants the activity r -.I, ~-------1 I conclusions and I I d examine records recommendation s I review the institutional f concerni n g the E' literature objectives I a ctivity studied I evaluate interview I ~ ----guide Figure 2 S ystem F low Chart for th e Student Act i viti es Model w ......

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EVENT IDENTIFICATION 1. Start project 9. Start field stud y 18. Start statistical analysis 2. Complete objectives 10. Start final form 19. Complete analysis 3. Complete design 11. Start participant contacts 20. Complete interpretation 4. Complete questions and 12. Complete operat i n g procedures 21. Complete tables hypotheses 13. Complete interview schedules 22. Complete charts 5. Start interview guide 14. Start interviews 23. Start narrative 6. Start population definition 15. Start data processing 24. Complete narrative 7. Start sampling procedures 16. Complete follow-up 8. Start sample selection 17. Start tabulation Figure 3 PERT Summary Network for the Student Activities Model w N

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Application and Modification ~ The usefulness of any process of evaluation depends upon two factors: 1. How well it functions for the specific task for which it was designed, 2. How well it can be adapted to fit other situations. Validity and reliability are determined in many ways for evaluative instruments, usually through statistical evaluation and analysis. The process of model used in this study is basically subjective in nature and does not lend itself to statistical design for this purpose. However, valid information will be obtained by foilowing accepted procedures for selecting the sample and for the statistical comparisons of student populations and samples. Hill and Kerber (23) have described a universal model for descriptive-survey research of this type. The model they describe forms the basis for this model and states principles concerning the conducting of survey research and how to insure the validity of these types of studies. This model is presented in Figure l as a guide t o adapt ing the student activities model to any particular institut ional situation. T h e re sear chers will need to be aware of the specific questions which must be answered for the specific activity to be examined if the process is to be reliable. The objectives to be measured and the s tu dent participants to be questioned must be selected carefully for each situation. The method will obtain reliable data o nly if th e questions asked are relevant to the specific situation. 33

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This is especially true when interpreting the personal data for a particular group of s tudents or alumni from a specific college. Some colleges will have complete information available on the students, such as statistics concerning percent of parental support and socio-economic status, m aking it relatively simple for the researcher to incorporate this information into the study. However, if information is not available, a design of this type could be incorporated which would consist of either a matched group as used by Goldman (18) or a random sampling of the student population to be compared with the sample of participating students. In any case, an accurate and valid determination of the exact nature of the students v,iho are participating in any given student activity is important in evaluating the educational impact of the activity. This will be discussed in the following section of the chapter. The method of contacting alu mni who were student activities participants will vary from college to college. Basically, participants' names can be obtained from organization records, student government files, or school newspaper files. A large number of names can be obtained from interview s with faculty sponsors and past sponsors. Some additional names will be obtained when contacting former students. For this particular study, the names of all students and former students who had been assigned, through student government, to represent the students on the policy committees of the college appeared in the official records of each committee and the official reco rds of the college. In reviewing these documents, many groups 34

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c f student names and individual names were seen in respect to oth e r ~tudent activities such ctS sports teams, drama presentations, musical performances, and reco gnition of student government officers a n d representatives. This source should be the primary one for id enti f ying former participants. After th e participants have been identified, the next step is to locate them at their current residences. Community college alumni will be relatively easy to trace due to the local nature of their residences while at the college. It was found in this particular application that most of the alumni for the six-year period remained in the college district after leaving the college or at least maintained the local residence as their permanent one while attending a university. Out of the total group of names, only two alumni were never located, one had left the country and two oth ers never responded to either the letter or the telephone ca 11 The r e searcher wishing to utilize this method for evaluating an activity will have to work within the confines of his college. However, t h e methods used in this model were highly successful and could be adapted easily to any college for any activity. I.Q.te'Cpretation: The Key to Success T h e usefulness of the model will depend greatly on the interpretation of the results by the researcher. The results should be compiled and analyzed in two phases. First, the participating alumni or s t udents selected for study, because of their participation in a selected studen t activity, will have to

PAGE 49

be c ategorized according to the pers onal data o btained from records and interviews. Secondly, th e compi lation and codification of the in terview results must be undertaken wit h thes e point s in m ind: 1. Examine closely the resp o ndents' evaluation of the validity of the objectiv es, remembering that this evaluation is the final step in institutionalizing these objectives. It is expected that these objectives will be confirmed for the most part. Any deviations will indicate an objective which must be scrutinized closely to ascertain its rightful place in the selected institution. 2. The respondents' rating of the degree of fulfillment a n d the subjective narrative are indications of how well the program being studied is meeting the needs of the students who are participating. For example, it is possible that because of the administrative or organizational structure of the opportunity for participation, the students who might wish to take par t and who would benefit most are being excluded from participation. The statistical method used to compare the groups should be any type of non-parametric analysis which can be used to com pare two independ ent groups or can be used to determine if the characteristics of two g roups are independent. (21) One of the most useful of these procedures is Chi Square. Basically, Chi Square is used to determine the independence of t w o or more groups 36

PAGE 50

using one or more variab l e s An excellent source for t his statistic is Guilford (21), chapter 11. Any data which is in the form of frequencies or can be reduced to frequencies is suited for Chi 37 Square. Another for m of Chi Square w hich can be useful in analyzing this type of dat a is the Medi a n Test, which can be used for comparison of two groups of variables, arranged in rank order, such as ages of the two groups, grade point averages and twelfth grade test scores. Another test which is useful in these types of comparisons is the Mann-l~hitney U-Test. ( 50) This test compares groups on the basis of composite ranking of a group of variables. This test is sometimes referred to as the non-parametric equivalent to the t-test. All these tests were employed in the analysis of the data reported in Chapter IV. I t is i m portant that the researcher realize the importance of selecting the test w h ich is designed to analyze the type of data 'llhich have been collected. ~1hen the groups have been compared, it is necessary to isolate any differences and, based on the ratings of the objectives, attempt to analy z e any factors w hich may cause any s t udent to be denied the opportunity to participate in an activity. If, for example, com mittee meetings are always held in the late afternoon when most students who work part-time are usual l y working, and it is found that the students v1ho participate on committees do not have to work as much as the typical _student, and educational objectives are identified which should be avai)ab l e to any student, then the administration should move to make the activity accessible to more students.

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Summary The model described in this chapter is designed to be used as a guide for eva 1 uati ng any student activity. Inclusion of selected student activities in the program of a community college is usually based on traditional precedents and, more often than not, on the available finances. The school administration and faculty must decide on: 1 What will be available to the students in terms of extra-curricular or co-curricular activities. 2. How much money should be allocated to these activities. 3. What students will benefit from any selected activity. 4. How student activities can be organized to facilitate the participation of all students who want to participate and will benefit from such participation. 5. How a decision can be made as to priorities of opportunities. The answers to these questions must be obtained in some systematic manner, consistent with acceptable educational research. This model will enable administrators or faculty to seek answers to those questions in a systematic way, utilizing basic guidelines for valid educational research (19). In Chapter IV, the results of the study using this model will be discussed. Selected for study were former committee participants of a selected community college. In Chapter IV the conclusions drawn from the study will be presented and reconmendations made concerning the activities studied at the selected community college. 38

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CHAPTER IV APPLICATION OF THE MODEL TO SANTA FE COMMUNITY COLLEGE The results of the study using the model described in Chapter III are reported in this chapter. Major sections have been established for reporting the results of the study which conform to the basic aspects of the model. They are: l. Information concerning the selection of the activity, the college, and the participating alumni. 2. The identification of objectives and the evaluation of the objectives by the participating alumni. 3. The results of the interview using the interview guide. 4. The summary of the findings of the study using the model and the conclusions drawn from the study. The results reported in this chapter are concerned with answering these questions posed by the review of the literature: 1. Do traditional objectives of student activities programs adequately reflect the potential values of these activities? 2. Do students who participate in student activities receive educational benefits beyond the scope of classroom experiences? 39

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3. How can these educationa l benefits be identified and their degree of attainment meas u r ed? More specifically, for t h e purpose of analyzing the data, the following questions are pres e nted a s the main concern of this chapter: 1. Who are the students who participate on policy committees? 2. Are the students v.1ho participate on policy committees typical of the student population of the college? 3. Do the students who participate on policy corrunittees agree as to the validity of each stated objective? 4. How well are the stated objectives being fulfilled as indicated by the participating students? 5. How do former com mittee participants feel tov1 ards their experiences on the committee in terms of educational benefits they may have received? 6. Are there any constraints to participating on policy committees as perceived by former participants? 7. Can any benefits be identified from student participation on policy committees other than those identified or implied in the list of twelve selected for study? 40 Personal information obtained from the interviews was transferred into a data matrix and entered into a computer terminal using APL/360 syste m language. Also incl uded in t h e matrix w ere the responses concerning the validity of the objectives and the degree of fulfillment ratings. Information regarding characteristics of the student population

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of the coll ege v1as obta"ine d fro m tv10 sources The Director of Institutional Rese arc h at the college f u rnished the results of a study which had been done involving a random sample of students from the college population. (3) Also utilized was the Florida B oard of Regents Questionnaire. (12) The information from these studies was transferred into a data matrix and entered into the computer terminal along with the information obtained from the interviews. Using APL operators, it was possible to manipulate data from the matrices and perform various analyses and other functions such as setting up frequency distributions, descriptive statistics and percentages. This specific information was compiled in Tables l through 42, contained in this chapter. The res p onses to the interview guide questions were categorized and rep orted in the narrative form. Selection and Description of the Partic~ting Colleg~, th e Activ1tv to be S tudied, and the Participating Alumni Participating College Santa Fe Community College in Gainesville, Florida was selected as the institution at which to test the model. The college opened in the Fall of 1 966 with an enrollment of a ppr o ximatel y 700 and 11 grew to an enrol'lment of approximately 4,000 by 1972. A two-county area is served by the college with a to t al population of a pproximately 90,000 in the two counties. Santa Fe is a public community junior college within the system of State junior colleges of Florida. Since the college opened, students have been involved in the committee structure of the college.

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Permiss ion from the P r esident o f the co 11 ege was obtained to c o n duct th e study at the school. The th ree administrative o fficers in char g e of the t h ree main areas : Vice Presiden t for Student Affairs, Vice President for A cademic Affairs, and Vice President for Business Affa"irs all w ere agreeable to having the study take place and made the records available for the study. The Vice President for Student Affairs was involved in developing the objectives as were various faculty members and counselors. The Director of Institutional Research furnished the results of the t w o studies with which the group comparisons were made and from which the profiles of the Santa Fe students were drawn. A ctivity to be Studied The student activity selected for testing the model was participation on college policy committees as a function of student gov ernment. The Student Government Association has representatives on the policy committees of the college: Student Affairs Committee, Academic Affairs Committee, Business Affairs Committee, and Coordinating Committee. Students are selected on the basis of interest shown for this type of participation. They may be elected representatives to the Student Government Association or be assigned by Student Government to serve on a committee as a representative of Student Government. T h e com~ittee meetings are open to anyone and sometimes a~ interested student may be asked to serve on a committee without being selected through Student Government. However, the S tudent Government Association decides who the stu dent representatives to 42

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the committees will be and sel ects them on the basis of student interest and involvement in Stud e nt Government. S tude nt Population The sample of Santa Fe stud ents was drawn ran d omly from the college population in attendance in 1968. A sample of 210 students provided a statistical profile of the college population (Table 1). The numbers shown for the Florida Twelfth Grade Scores is less than the total N because of the absence of scores for out-of-state and some in-state students having no scores. The statistics for this group only contains 132 scores. The Florida Board of Regents Questionnaire (12) was administered to Santa Fe students at the beginning of each school year as a part of a state-wide data gathering process Only incoming students were questioned. From these studies, data were com piled on several student characteristics. For the purposes of this study, two items were chosen for inclusion. T hey w e re the socio-economic status of the student1s family and the percent of the student1s educational expenses which came from the family inco m e (Tables 2 and 3). An interesting note concerning that survey is that the Santa Fe s t u dents, when compared with the public university students, were about equal in sex distributions (the male population in the universities being slightly higher, 56.6 percent compared with 53.3 percent) but in all other characteristics, the Santa Fe population w a s significan~ly different from the university p opulation with the exception of race, which was difficult to compute due to the inclusion of Florida A and M University in the univ ersity sample 43

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T1~GLE l STATISTICAL PROFILE OF S/\lfrA FE STUDENTS N = 210 --~---Variables Percent of Total ----I Sex Male 56.0% Female 44.0 % II Mari ta l Status M arried 34.0% Unmarried 66.0% I II Race White 79.0% Black 8.0% Other 13.0% IV T ransfer or Non-Transfer Transfer 44.0% Native 56.0% V Major College Parallel 86.0% Vocational-Techn ical 14.0% ------------VI Age (Mea n Age= 22.8) 17 4.3% 18 13.8 % 19 20.0% 20 13.3 % 21 9.0 % 22 5.2 % 23 6.7% 24 2.8 % 25-29 11. 9% 30-39 7.6 % 40-over 5.2 % 44

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TABLE 1 (Continued) STATISTICAL P R OFILE OF SANTA FE STUDENTS N = 210 -------------------+------Variables VII Grade Point Average (Mean GPA= 2.9 4 ) (A= 4, B = 3, C = 2)* 0.00 2 00-2.49 2.50-2.99 3.00-3.49 3.50-4.00 N o g rade is recorded for Dor E and no credit is received. ---------------------+VIII Florida Twelfth Grade Test Scores (Mean= 238.63) Less than 50 50-99 100-149 150-199 200-249 250-299 300-349 350-399 400-449 450 and greater Percent of Total 4.0 % 13.0 % 28.0 % 31.0% 24.0% 4.5 % 9 .1 % 10.6% 12.9% 13.6 % 18.9 % 13.6 % 9.1% 5.3 % 2.3 % --------------------45

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TABLE 2 FREQUENCY DISTRIBUTION AND PERCENTAGE OF FAMILY INCOME RANGES FOR SANT A FE STUDENT POPULATION* N .:: l ,99 7 Range s (Annual Income) ---------l---f --r Percent Below $3,000 143 7.2 $ 3,000 $4,999 234 11. 7 $5,000 $6,999 275 13.8 $ 7,000 $9i999 434 21. 7 $10,000 $14,999 479 24.0 $15,000 $19,999 223 11. 1 $ 20,000 and above 209 10.5 *These frequencies compiled from the Florida Board of Regents Questionnaire ? a nta Fe Report for the year s 1967-1971. 46

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TABLE 3 FREQUENCY DISTRIBUTION A N D PERCENTAGE OF PERCENT OF COST OF OBTAINING AN EDUCATIO~J C OMrnG FROM FAi lILY INCOME* N = 2,739 -----_..__ __ ___ Quartiles f Percent ---0% 793 28.9 25% 679 24.8 I 26 -50% 252 9.2 51 -75% 197 7.2 76 -100% 818 29.9 *These frequencies compiled from the Florida Boa rd of Regents ~estionnaire, Santa Fe Report for the years 1967-1971. 4 7

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and a l arge number of blank r esponses. The B oard of Regents (12) r e p or t shms t hat t h ere V /as a s ignif i c ant diffe rence in the ages of Santa F e students whe n compared to universi t y s tud ents This is to b e expecte d due to the active effort to involve the total community i n the educati o nal e x periences at the community college. Eighty-five percent of the public university students were 21 years of age or under, while at Santa Fe, 73 percent were 21 years of age 48 or under. This item is particularly interesting when the fact is con sidered that university students who responded to the questionnaire ranged from freshmen to students in the fifth year of a five-year b achelor's program. For the community cbllege, of course, the range is merely the first two years of higher education. The survey reported that the family income of junior college students is less than that of public university students. It was found that 16.3 percent of the junior colleg e respondents estimated family income as below $5,000 annually as compared with 13.6 percent of those enrolled at the university. It was also found that considerably more students at the jLrnior college level are not supported by their families as are those at the university. Comparable statistics show that 29 percent of those enrolled at Santa Fe receive no contribution from their fa milies while o n ly 14 percent of those enrolled at the public universities gave this indication. A look at Table 3 will show that 53.7 percent of the Santa Fe students finance at least three-fourths of the cost of obtaining their education through their own efforts. These findings were reported for the year 1970. However, an examination of the returns for the years 1966-1971 reveal that the percentages vary very little fro m year to year in all categories.

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These findings also substantiate the report by Medsker and Knoell (44) which shows thct~ generally, junior college students' family income is much less than that of the public university students. The amount of work required by the student to earn money for cost of obtaining an education is typically greater for the junior college student than for the university student. In support of these findings Clark (6), reporting a case study, states that significant differences were found between university students and junior college students with regard to economic status. The students at San Jose Junior College in California came from backgrounds significantly less affluent than those students attending Stanford University and the University of California during the same time period. He further states that as a result of thorough analysis a conclusion can be drawn that public junior colleges probably come closer to approximating the socio-economic distributions of the district population than do other types of higher education institutions. In summary, it appears from the data that the Santa Fe student population is fairly typical of community junior college students in relation to their university counterparts. Participating Alumni To define the characteristics of the participating alumni, the information obtained from the interview and from the students' permanent records at the college was compiled and is shown in Table 4. Because of the.varied types of data presented, descriptive statistics in the form of frequency distributions and means were . 49

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TA.BLE 4 STATISTICAL PROFILE OF PARTICIPAT I N G ALUMNI N"' 60 -------------------Co 11 eg Voc ational-Te e i J h i te Black Orie ntal e Parallel h nicai 2 45 I 0 12 I 0 1 Female Married 2 Unmarried 14 Transfer 9 2 l Native 41 8 15 --47 11 48 rn 14 2 0 2 0 2 37 10 40 7 15 11 1 9 3 l l 0 1 0 0 50 Total N Male 44 16 8 10 36 50 10 11 34 49 44 48 0 2 32 47 11 12 1 1

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TA.BU: 4A MEAN AGE, MEAN GPA, AND MEAN FLORIDA TWELFTH G RADE SCORES B'/ GROUPS ----le .male Ma F e Ma Un Tr Na Co W h Bl rried m arried ansfer tive lleg e P arallel ite ack Or iental ----------:..-----.Age GPA 21.6 2.9 20.7 3.2 22.9 3.0 21.0 2.9 22 .o 2.8 21.0 2.9 20.7 2.9 21.4 3.0 21.3 2.7 20.0 2.8 51 FTG 232 280 243 245 248 242 236 255 200 275

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Group s e Male Femal Marri Unmar Trans ed Nativ White Black Orien Total ried fer e tal s $ 3,000$ 4,999 1 0 1 0 0 1 0 1 0 1 52 TABLE 4B FAMILY INCOME B Y GROUPS Annual Family Income by Groups $5,000$ 7,000 $10,000$15,000-Totals $ 6,999 $9,9 9 9 $14,999 $20,000 7 21 11 4 44 0 3 10 3 16 0 6 3 0 10 7 18 18 7 50 2 4 5 0 11 5 20 16 7 49 4 17 20 6 47 3 7 1 0 12 0 0 0 l 1 7 24 21 7 60

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TABLE 4C PERCEN T OF THE COST OF OBTAI NING AN E D UCATION WHICH CAME FROM FAMILY I NCOM E ------Group Frequencies Groups 0 % 1-25 % 26-50% 51-75 % 76-100% Male 7 19 13 4 l Female 3 0 l l 11 Married 6 l 2 l o Unmarried 4 18 12 4 12 Native 9 14 10 4 12 Transfer l 5 4 l 0 White 7 13 11 4 12 Black 3 6 3 0 0 O r iental o 0 o 1 0 Totals 10 19 14 5 12 53 Totals 44 16 10 50 49 11 47 12 1 60

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54 compiled which when viewed collectively provide a statistical profile of various groups within the participating alumni. The frequency matrix in Table 4 can be used to determine the characteristics of the total group as well as significant groups within the total. For example, the two respondents who indicated vocational-technical status as to educational goals can be identified by tracing the 11vocational technical11 label across and down. It was found that those two alumni were "native," "unmarried," and "female." Slmilar group profiles may be obtained by utilizing Table 4 in this manner. Tables 4A, 48, and 4C contain the breakdown by groups of the mean age, GPA, and Florida Twelfth Grade Scores, family income, and percent of the cost of obtaining an education which came from the family income, respectively. The data contained in these tables were obtained from students' permanent records at the co 11 ege and from the interviews. A researcher wishing to utilize this type of information in identifying and characterizing any particular group of students at a college could expect to find most of this information in the permanent record files. A researcher utilizing the student activities model would be able to make group comparisons without interviewing the participating students. However, accurately identifying the participating students becomes important in order to assure that only those students who actually participated in the activity are included in the sample. Comparison of the Participating Alumni with the Santa Fe Population The next step in executing the model was to compare the Santa Fe population (hereafter called the Santa Fe sample) with the

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participating alumni. All p e rson a l d uta reported for the particip a ting alu mni pertain to the t i m e when they were enrolled in Santa Fe and participating on polic y com:nittees. Subse q uent achievements and present status were not considered. When the male-female ratio was compared for both groups (Santa Fe sample and participating alumni), the participating alumni included a slightly higher percentage of males as did the college population (Table 5). The racial percentages of the two groups are shown in Table 6. The Santa Fe sample reported no Oriental students and a percentage of Black students as 8.0 percent. The Santa Fe survey also reported a 13.0 percent unknown category, making this comparison difficult to assess accurately. However, the percentages of white students shown in both groups were almost identical. It can be assumed that from the data available, Black students appeared in greater proportions in the participating alu mni group than in the student population. A Chi Square test of independence showed the difference to be barely significant at the .05 level. When the groups were analyzed in a con tingency table using the categories white and non-white, no significant difference was found. 55 Married students were found in a significantly s maller percentage in the participating alumni group than in the Santa Fe sample (Table 7 ) This was especially true for the fe m ale participating alumni, only two of who m were married at the time of t heir enrollment in Santa Fe. Transfer students made up 44 percent of the student population ...

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TA.BLE 5 MALE FEMALE COMPARISON OF PARTICIPATING ALUMNI GROUP W ITH SANTA FE SAMPLE a nta Fe Sample -------Ls-Male Female x2 = s.022, df = 1 N 118 92 [X2 .02 (df = 1) = 6.635] [x2 .05 (df = 1) = 3.840] Percent 43.0 56.0 Participating Alumni N Percent 44 73.3 16 26.7 -56

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TABLE 6 RACIAL C O M P ARIS O N OF PARTICIPATIN G ALUMNI WITH THE S A NTA F E SAM P L E Santa Fe Sample Part i c i pating Alumni N Percent N Percent W h Bl Ot ite ack her 2 X = 3.903, df = l* 165 17 28 [X2 Oh (df = 1) = 3.840] ::> 79.0 47 8.0 12 13.0 1 The Chi Square was com puted u sing only the 11White11 -11Black11 f requencies. 78.3 20.0 1.7 57

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TABLE l COMPARISON O F MARITA L S T ATUS O F PARTICIPATING ALUMNI W I T H THE SANTA FE SAMPLE ------------Santa Fe Sample Participa t ing Alumni N Percent N Percent Married 72 24.0 10 16.7 Unmarried 127 60.0 50 83.3 Unknown 7 3.0 0 0.0 Other 4 2.0 0 0.0 2 X = 7 237, df = l* 2 [ X .Ol (df = 1) = 6.635] *Chi Squar e was com puted for 11M arried11 = 11Unmarried11 (com pressed 11unknow n11 and 11other.11) 58

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When compared with the 18.3 percent of the participating alumni who are transfer students, this difference becomes significant at the .001 level (Table 8). 59 The educational major, indicated by transcripts and applications, was shown to be 86.0 percent college parallel as opposed to 14.0 percent vocational-technical. The vocational-technical programs in effect at Santa Fe during the years inclusive of the study were Health Related, Counseior Aide, Law Enforcement, Recreation Leadership, Auto Mechanics, and Air Pollution Technology. None of the students in the participating alumni group indicated involvement in any of these programs. Only two indicated a non-college parallel program and they were both female alumni, stating that they were each enrolled in a nontransfer type capacity and neither planned to attend a senior college. The small number of non-transfer alumni and the lack of vocational technical alumni who participated on college policy committees is significantly smaller than the ratio of vocational-technical students in the student population (Table 9). Table 1 0 contains the comparison data on the ages of the two groups. It should be remembered that the ages for the participating alumni group represent the ages when enrolled at Santa Fe. There was no significant difference in the ages of the two groups when either the Median Test or the Mann-Whitney U-Test were applied. The grade point averages at Santa Fe range between 2.00 and 4.00. Neither 11F's11 nor 11D1s11 are reported and averaged into the grade record. However, there can be a GPA of 0.00 if a student has taken credit courses but failed to achieve a 11C11 or better. In Table 11,

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TABLE 8 COM PARISON OF TRANSFER NONTRANSFER PARTICIPATIN G ALUMNI WITH THE SANTA FE SAMPLE Santa Fe Sample p articipa ting Alumni 60 ---___ ..,. _____ N Nontransfer (Native) 119 Transfer 91 x2 = 11.367, df = 1 2 [ X .OOl (df = l) = 10.827] Percent 56.0 44.0 N 4 9 11 Percent 81.7 18.3

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TABLE 9 COMPARISON OF COLLEGE PARI\ LLEL VOCATION/\LTECHNICAL PARTICIPATING ALUMN I WITH THE SANTA FE SAMPLE Santa re Sample P articipating Alumni N Percent N Percent College Para'llel 180 86.0 58 96.6 VocationalTechnical 30 14.0 2 3.4 x2 = 23. 1 51 t df = 1 ( ce 11 with < 5) [X2 .OOl (df = 1) = 10.827] 61

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TABLE 10 PARTICIPATIN G ALUMNI COMPARED ~ /ITH SANTA FE S A MPLE BY AGE* Santa Fe Sample Participating Alumni Sample Size 210 60 Maximum 48 35 Minimum 17 18 Range 31 17 Mean 22.757 21.417 Standard Deviation 6.369 3.562 Median 20 20 Mode 19 20 2 Median Test -X = l .531 (df = 1) cx2 .20 (ctf = 1) = 1.642] U-Test -Z = 0.263 [z.05 = 1.96 (two-tailed test)] P ar ticipating alumni ages are shown for the time they were a t t ending college and participating on policy committees. 62

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T,\BLE 11 GRADE POIN T A V ERAGE OF PART ICIPATI N G ALUMNI* AS COMPARED WITH THE SANTA FE SAMPLE ------Santa Fe Sample Participating Alumni Sampie Size 210 Maximum 3.75 Mi n imum 0.00** Range 3.75 Mean 2.97 Median 3.29 Mode 3.25 Standard Deviation 0.76 Median Test -x2 = 2.006 (df = l) [x2 .05 (df = 1) 3.840] U-Test -Z = 1 .078 [z.05 = 1.96 (two-tailed test)] *GPA computed only for credit ear ned at Santa Fe. **GPA of 0.00 reported for 8 students. 60 4.00 2. l 0 l.90 2.98 2.99 3.00 0.43 63

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G P A's are show n for both groups f o r comparison The GPA f or the Santa Fe sa m ple included 8 stu dents w i th GPA' s o f 0. 0 0. T here were no GPA's of 0.00 in the participating a lumni group. An application of the U-Test and the Median Test faile d to sho w a significant difference beyond the .10 level. [ Note: In s o m e cases, two statistical tests were used to t est t h e significance of differences between some variables for some groups. Normally, only one test is chosen for testing the hypothesis that t w o groups are not different or, more technically in these cases, whether the two groups could have come from the same population or are not "independent." For the purposes of illustrating the model, two methods were selected 64 to test the hypotheses for GPA, twelfth grade scores, and age. This was done in order to illustrate the use of more than one nonparametric statistical method which might be used by the researcher. The type of data to be tested and the power of the test desired are two considerations which determine the test used. (50)] The Florida Twelfth Grade Test scores for the two groups are shown in Table 12. There was no significant difference between the two groups when the U-Test or the Median Test was applied. The Florida Board of Regents Junior Colle g e Questionnaire for the years 1968-1970 (12) inclusive were used to obtain an indication of the socio-economic status of the Santa Fe student population. The fa mily income ranges from which frequency distributions were made w ere consistent for those years. An examination of Table 13 reveals that no stu dents who participated on policy com mittees reported f a mily incomes of less than $3,000 per year. Only one out of the

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T/\BLE 12 T WELFTH GRADE TEST SCORES O F PARTICIPATIN G ALUMNI AS COMPARED WITH THE SANTA FE SAMPLE Santa F e Sample Sample Size 132 Maximum 450 Minimum 40 Range 410 Mean 238.37 Median 225 Mode 275 Standard Deviation 109.78 Median Test x2 = 3.515 {df = 1) [x2 .05 (df = 1) = 3.840] U-Test -Z = -0.091 [z.05 = 1 .96 (two-tailed test)] Parti cipating Alumni 60 450 100 350 244.58 250 250 67 .19 65

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TABLE 13 COMPARISON OF FAMILY I N COME FOR PARTICIPATIN G ALUMNI A N D SANTA FE SAMPLE Santa Fe S ample* Participating A lu mni N = l ,556 N = 60 Range (Annual Income) f % f Below $3,000 143 7.2 0 $ 3,000 $4,999 234 11.7 1 $ 5,000 $6,999 275 13.8 7 $7,000 $9,999 434 21. 7 24 $10,000 $14,999 479 24.0 21 $ 15,000 $19,999 223 11. l 7 $ 20,000 and above 209 10.5 0 *Compiled from the Florida Board of Regents Questionnaire, Santa fQ-:~J___?rt., fo r th e years 1967, i 968, 1969, and 1970. % 0 1.6 11. 7 40.0 35.0 11. 7 0 6 6

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60 participati~g alumni reported a family income of less than $5,000 per year and 8 alumni reported a family yearly income of less than 1--0"" .;> / J l \,);.,) & This, c ompare d 1r1ith 35. 5 percent of the Santa Fe sample reporting family incomes of less than $7,000 per year, indicates rath er s t rongly that only a small percentage of lower socio-economic status students participated on these policy committees. Out of t nis 13. 3 percent of the participating alumni with family incomes of less than $ 7,000 per year, 4 of them, or 50 percent, were Black. One o the r in dicated he had been raised by his mother who worked as a store clerk and had been 11independent11 for a number of y ears a n d had supported himself through high school and college and rece ived no support fro m either of his parents. The remaining alumnus indi c ating a family income of less than $7,000 also had been living with different relatives for a number of years and it was difficult for him to assess the family income beca use of the uncertain nat ure of his 11family.11 At the high range of the distribution, no alumni reported a family inco m e of more than $20,000 and up. Seven alumni reported an income o f $ 15,000 to $19,999 per year, for a cumulative per centage of 11 .7 perce n t as compared with the S a nta Fe sample containing 21.6 percent of the students reporting a family inco m e of $15,000 per year and above. Forty-five participating alumni, or 75 percent, n~ported a fzi.mily inco:ne a t the time they entered colle,;ie, o f between $7,000 and $15,000 annually. Tabl(:' l4 sho\.'ts the frequenc y distributions for the quartile 67

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TM3LE 14 COMPARISON OF PARTICIPATING ALUt,iNJ MID SANTA FE SAMPLE AS TO THE PERCENT OF THE COST OF OBTAINING AN EDUCATION ~.JHICH CAME FROM THE FAMILY I NCOME --I Participating Santa F e Sample* Alumni N = 2,739 N = 60 Quartile Ranges f % f % 0 percent of educational costs 793 28.9 iO 16.7 1-25 percent of educational costs 679 24.8 19 31. 7 26-50 percent of educational costs 252 9.2 14 23.3 51-76 percent of educational costs 197 7.2 5 8.3 75-100 percent of educational costs 818 29.9 12 20.0 x2 = 18.458 (df = 3) 2 [X .OOl (df == 3) = 16.268] 68 *These figure s compiled from the Florida Board of Regents Questionnaire, Santa Fe 8~ort for the years 1967, 1968, 1969, 1 9 70, and 1971.

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69 r anges of the percent of the edu c a t ional expenses whi c h come from t h e family income. In the interv i ew, it was e x plained that this item meant the parents and not the inco m e of a husband or wife. Many of the alumni who indicated a small amount o f family support were married and had income from a working spouse. That in itself might have the same effect as the student having to work, precluding a great deal of time available for committee work. The primary objective of this comparison was to determine if there were circumstances which made it difficult for the students to take part in student activities because of time demands outside of school for working or other self-supporting activities. A Chi Square of 18.458 with df = 3 was obtained for the frequencies of the two groups. This was significant at the .001 level ( x2 _001 (df = 3) = 16.268). Further analysis revealed that the significant differences which existed between the groups in the O percent category indicated that the participating alumni were less self-supporting (16.7 percent versus 30.l percent). Further examination revealed that of the 12 participating alumni indicating that 75-100 percent of their educational expenses came from the family income, 11 of them were women. On the other end of the extreme, the alumni reporting no family support were 3 women and 7 men, all of whom were married except one woman and one man. It was not surprising that a high percentage of women depende d on the family income for more than 50 percent o f their educational expenses. Table 15 show s the frequencies and percentages for male-female breakdown of support from parents. Once again, it can be inferred that t h e less amount of educational

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TABLE 15 PERCENT OF COST OF OBTAH!ING AN EDUCATION ~ ll-lICH CAME FROM THE FAMILY INCOME: MALE-FEMALE COMPARISONS 15A Percent of the T ota 1 for Each Quart i 1 e Ran~ Ma 1 e-Fe m a 1 e r Quarti l e Range Male Female Total --0 percent of educational costs 70.0 30.0 100 1 -25 percent of educational costs 100.0 0.0 100 26-50 percent of educational costs 92.8 7.2 100 56-75 percent of educational costs 80.0 20.0 100 76-100 percent of educational costs 16. 7 83.3 100 158 Frequencies and Percentages of Male-Female Distributions for th 1 R e uart, e anqes Male Female N = 44 N = 16 70 Quartile Range --1 26 51 76 0 -25 -50 -75 -100 perce n t of educational percent of educational percent of educational percent of educational percent of educational f costs 7 costs 19 costs 13 costs 4 costs l % f % 15. 9 3 18.8 43.3 0 0.0 29.5 l 6.2 9.0 1 6.2 2.3 11 68.8

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expenses obtained from parents, the more time must be spent outside of the college in self-supporting activities. I n summary, the significant differences in this category are found in the lower range of the income scale and in the male-female compdrisons within the participating alumni group. Identification of Objectives and the Evaluation of the Objectives b y the Participating Alumni As previously stated, a major function of the model is to assist in formulating educational objectives for student activities and to assess the value of these objectives as perceived by students or former students who participated in these activities. For this application, those former students who had been participants on college policy committees were asked to evaluate objectives in terms of their own participation. In referring to the discussion in Chapter III concerning the rationale for defining objectives, 71 it was shown how an evaluation of any educational activity must be made in the context of educational objectives, both stated and implied. This section contains the results of the objective determination and evaluation aspect of the study using the model. Evaluation of the Validity of the Objectives In this study using the student activities model developed for this purpose the validity of the objectives was determined by four distinct processes: 1. Review of the Literature In reviewing the literature, many objectives were found which seemed to be consistent with the activity under consideration. The major task

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was to establish a workable group with which to f urther pur sue the study. This \Jas done by e xamining the literature which dealt pr imarily with d efinin g objectives and listing those which a p p eared most frequently in c onnection with the type of student activity under consideration. 72 2. Confirming the Objectives as Educational Objectives -The literature was examined further to determ ine to w hat degree the stated objectives were consistent with t h e phi loso p hical concept of the community college. Also, inform al d iscussions with community college faculty, counselors, and administrators were held in which the validity of t h e specific objectives was conf irmed from the standpoint of s tate d and i m plied e d ucational objectives. 3. Confirming the Objectives as Those Consist e nt with the Objectives of the Stud e nt Activities Program and St u dent Personnel Services at the College -T his s tep was done wit h the cooperation of the chief student p ersonn e l officer of t h e college. Each objective was discussed and evaluated by the chief student personnel officer as to its validity and pr oper inclusion in the study. 4 Evaluation of the Validity of t h e Objectives by the Part i cipating Alumni -The re s pondents were asked to evalu ate the objective in terms of its rightful i nclusion in the activity. In this context, the alumnus was asked to re p or t 11yes11 or 11no11 to the

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objective being a valid one i n term s of : a. his perc e ption of the val u e of t h e activity in a 11uni versa l II contex t and, b. his motivation for participati n g in the activity in re g ard to the benefits he expected to re c eive or the benefits he actually could conceptualize after the fact. The com posite of all responses of this evaluation is shown in Table 16. It was evident that a large majority of alumni felt that on t h e whole, the objectives were valid and should be included as potential educational experiences in com mittee participation or a student activity. Three of the objectives were confirmed by 58 of the 60 respondents. No objective was rated valid by less than 50 p ercent of the alumni, the lowest frequency of 11no11 ratings being 24 out of the 60 for a comparison of 40 percent 11no11 to 60 percent 11yes11 for the sa m e objective. When the responses to each objective were broken down into groups the results were not radically different between groups. In the objectives which received "no" ratings of less than 10, g roup com parisons were difficult to make. Tables 17-28 show the frequ ency and percentage of "yes11-11no11 respo n ses for each objective by groups. Objective 6, "Providing a Feeling of Accomplishment," was not a c c epted by 10 alumni. Table 22 shows that the percentages of r e sponses for all groups were consiste nt throughout. O bjective 7, "Providing a Seriousness of Purpose of Life," was 73

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TABLE 16 EVALUATION OF THE VALIDITY OF OBJECTIVES BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES N = 6 0 Yes Objectives I f % f Trainin g for better citizenship in a demo cracy 58 96. 6 2 Developing ind i vidual responsibility 56 93. 3 4 Developing leadership qualities 55 91. 7 5 Developing followership qualities 55 91. 7 5 Developing powers of selfexpression 58 I 96. 6 2 Providing a feel ing of accomplishment 50 83. 3 10 Providing a seriousn e ss of purpose in life 36 60.0 24 Increasing respec t for needs of others 54 90.0 6 Developing initiative 43 i 71. 7 17 Providing opportu nity to have a voice in the administration of college affairs 50 83.3 10 providing group experiences 58 96.6 2 Developing cooperative attitudes 48 80.0 12 No % 3.4 6.7 8 3 8.3 3.4 16.7 40. 0 10.0 28. 3 16. 7 3.4 20.0

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T ABLE 1 7 EVALUAT I O N OF THE V A L IDITY O F OBJECT IVE 1 BY THE P ARTICIPATIN G ALUMNI SHOW I N G F R EQUENCY A N D PERCENT AGE OF Y E S-NO R E SPONSES BY GROUPS O B J E C TIVE 1 -TRAIN I N G FOR BETTER C ITIZENSHI P IN A DEMOCRACY Groups Male Femaie White Black Oriental N ative Transfer M arried Unm arried f 42 16 4 5 12 1 4 8 10 8 50 Y e s % 9 5.6 100. 0 95.7 100.0 100.0 97.9 90.9 80.0 100.0 f 2 0 2 0 0 l l 2 0 No % 4.6 0.0 4.3 0.0 0.0 2. 1 9. l 20.0 0.0 75

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T/1.BLE 18 EVALUATIO N OF THE VALIDITY OF OBJECTIVE 2 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY A N D PERCE NTAGE OF YES-NO RESPONSES BY GROUPS OBJECTIVE 2 -DEVELOPING INDIVIDUAL RESPONSIBILITY G r Male Female White Black Orient Native Transf Marrie Unmarr oups -al er d ied Yes f % 42 95.4 14 87. 6 45 95.7 12 100.0 l 1 0 0.0 46 93.9 10 90.9 10 100.0 47 94.0 No f 2 2 2 0 0 3 1 0 3 76 % 4.6 12 .4 4.3 0.0 0 0 6. l 9. l 0.0 6.0 -

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TABLE 19 EVALUATION OF THE VALIDITY OF OBJ E C TIVE 3 B Y THE PARTICIPATING ALUM N I SHOW ING FREQUENCY AND P E RCENTAGE OF YES-NO RESPONSES BY GROUPS O B J ECTIVE 3 DEVELOPING LEADERSHIP ( UALITIES -------Yes No Groups f % f --Male 41 93.2 3 Female 14 87.5 2 White 42 89.4 5 Black 12 100.0 0 Oriental 1 100.0 0 Native 46 93.9 3 Transfer 9 81.8 2 Married 10 100.0 0 Unmarried 45 90.0 5 77 -% 6.8 12. 5 10.6 0.0 0.0 6. l 18.2 0.0 10.0

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TAl3!..E 2 0 EVALUATION OF THE VALIDITY O F 08,JCCTIVE 4 BY THE P.L\RTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS OB,1ECTIVE 4 -DEVELOPING FOLLmffR_SHI P QUl\LITI E S -----Groups -------Male Fema' l e White Black Oriental Native Transfer Married Unmarried Yes -f --41 14 42 12 1 45 10 8 47 No % f 93.2 3 87.5 2 89.4 5 100.0 a 100.0 0 91.8 4 90.9 l 80.0 2 94.0 3 I 78 -% 6.8 12. 5 l O .6 0.0 a.a 8.2 9. l 20.0 6.0

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TABLE 21 EVALUATION OF THE VALIDITY OF OBJECTIVE 5 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS OBJECTIVE 5 DEVELOPING POWERS OF SELF-EXPRESSION Groups le male ite ack Ma Fe Wh Bl Qy "i enta 1 Na Tr Ma Un tive ansfer rried married -Yes No f % f 42 95.4 2 16 100.0 0 45 95.7 2 12 100.0 0 1 100.0 0 48 97.9 1 'JO 90.9 1 9 90.0 1 49 98.0 1 79 % 4.6 0.0 4.3 0.0 0.0 2. 1 9. l 10 .0 2.0

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TABLE 22 EVALUATION OF THE VALIDITY O F OBJE CTIVE 6 BY THE PARTICIPATING ALUMNI SHOWIN G FREQUENCY AND PERCENTAGE OF YES-NO RESPON SES B Y GROUPS OBJECTIVE 6 -PROVIDING A FEELING OF ACCOMPLISHMENT Groups Male Female White Black Oriental Native Transfer Married Unmarried ------f 36 14 40 9 1 41 9 8 42 Yes % 81.8 87.5 85. 1 75.0 100.0 83.7 81.8 80.0 84.0 No f 8 2 7 3 0 8 2 2 8 80 % 18. 2 12.5 14.9 25.0 0.0 16.3 18.2 20.0 16.0

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TABLE 23 EVALUATION OF THE VALIDITY OF OBJECTIVE 7 BY THE PARTICIPATING ALUM N I SHOvJING FREQUENCY A i m PERCE NTAGE OF YES-NO RESPONSES BY GROUPS OBJE~TIVE 7 PROVIDING A SERIOUSNES~ 0~ PURPOSE IN LIFE J --~~~---'-Yes No. Groups f % f Male 30 68. l 14 Female 6 37.5 10 White 26 55.3 21 Black 9 75.0 3 Oriental l 100.0 0 Native 29 59.2 20 Transfer 7 63.6 4 Married 8 80.0 2 Unmarried 28 58.0 22 81 % 31.9 62.5 44.7 25.0 0.0 40.8 36.4 20.0 42.0

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T ABLE 2 4 EVALUAT I O N O F THE V ALIDIT Y O F OBJECTIVE 8 B Y THE P A R TICIPATIN G ALUMNI SHOW I N G F R E Q UENCY AND PERCENTAGE OF Y ES-NO RESP O N SES B Y GROUPS OBJEC TIVE 8 -I NCREASIN G R ESPECT FOR N E EDS OF OTHERS Groups M ale Female White Black Oriental N ative Transfer Married Unmarried f 38 16 42 11 0 46 8 10 4 4 Yes % 86.4 l 00.0 89.4 91. 7 0.0 93.9 72.7 100.0 88. 0 No f 6 0 5 l l 3 3 0 6 82 % 13. 6 0.0 10.6 8.3 100.0 6 l 27.3 0.0 12 .0

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TABLE 25 EVALUATION OF THE VALIDITY O F OBJECTIVE 9 B Y THE PARTICIPATING ALUMNI SHOWIN G FREQUENCY AND PERCENTAGE OF YES-NO RESPONSE S BY GROUPS O BJECTIVE 9 DEVELOPING INITIATIVE Mal Fem Whi B1a Ori Nat Tra Mar Unm --Groups e ale te ck ental ive nsfe r ried arried Yes No f % f 34 77.2 10 9 56.2 7 31 66.0 16 11 91.7 1 0 0.0 1 35 71.4 14 8 72.7 3 7 70.0 3 36 72.0 14 83 % 22.8 43.8 34.0 8.3 100 .o 28.6 27.3 30.0 28.0

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TABLE 26 EVALUATION OF THE VALIDIT Y O F OBJE CTIVE 10 B Y THE PARTICIPATIN G ALUMNI SHOWING FREQUENCY AND PERCENTAGE OF YES-NO RESPONSES BY GROUPS OBJECTIVE 10 PROVIDING OPPORTUNITY TO HAVE A VOICE IN THE ADM I NISTRATION O F COLLEGE AFFAIRS Groups Male Female White Black Oriental Native Transfer Married Unmarried --Yes f 41 9 37 12 l 42 8 10 40 % f 93.2 3 56.2 7 78.8 10 100.0 0 100.0 0 85.7 7 72.7 3 100.0 0 80.0 10 No 8 4 % 6.8 43.8 21.2 0.0 0.0 14.3 27.3 0.0 20.0 ---

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T/\BLE 2 7 EVALUATION O F THE VJ'\LIDITY OF iJ[!JECTIVE 1 1 BY THE PARTICIPATIN G ALUMNI SHOWING FREQUEN C Y AND PERCENTAGE Of Y E S-NO RESPONSES BY GROUPS OBJECTIVE 11 -PROV I D ING GROUP EXPERIENCES Gro ups 1 r Male Female v/hi te B1ack Orienta Native Transfe M arried U nmarr ied ----f 42 16 45 12 l 47 11 10 48 Yes No % f 95.4 2 100.0 0 95.7 2 100.0 0 100.0 0 75.5 2 100.0 0 100.0 0 96.0 2 85 % 4.6 0.0 4.3 0.0 0.0 24.5 0.0 0.0 4.0

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TABLE 2 8 EVALUATION OF THE VALIDITY OF OBJECTIVE 1 2 BY THE PARTICIPATING ALUMNI SHOWING FREQUENCY A N D PERCEN TAGE OF YESN O RESPONSES B Y GROUPS OBJECTIVE 12 -DEVELOPING C O OPERATIV E ATTITUDE S Yes No G roup s f % f M ale 32 72.7 12 F e m ale 16 100.0 0 l Jhite 4 0 85.1 7 B l ack 7 58.3 5 O riental 1 100.0 0 Native 41 83.7 8 T ransfer 8 72.7 3 Married 7 70.0 3 Unmarried 41 82.0 9 86 % 27.3 0.0 14.9 41.7 0.0 16.3 27.3 30.0 18.0

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r ated 1 Oi'ler than any ot her, 4 0 pi:rcent. Concern was expressed by interv iewees regarding this objecti v e. Som e felt that they already had th i s quality and that acc ounte d for the f act tha.t they were participating in such activit'ies as policy com mittees and other developmental, non-classroom activities while in college. On the other hand, two of the respond e nts indicated that they were participating because it was fun and they felt that it had no relat"ionship to any purpose in life. A greater proportion of Black alumni (75 percent) rated this objective favorably than did white alumni (55 percent). Some indicated that this was the first opportunity they had for participation in meaningful experiences with whites on an equal basis. Objective 9, 11Developing Initiative,11 received a similar response to Objective 7. The alumni who rated this 11no11 generally felt that this type of personal attribute was more responsible for their decision to participate rather than it being developed by the activity itself. However, the Black alumni rated this objective much higher than did the white alumni, 91 .7 percent 11yes11 for the Black alumni as opposed to 66.0 percent 11yes11 for the white alumni. 87 The reasons for this rating were consistent with those given for Objective 7. These percentages should be viewed with caution due to the s mall number of cases involved (less than 100), but it appears that a t least in term s of motivation and expected benefits, there is a difference with respect to race on Objectives 7 and 8. Objective 10, 11Providing an Opportunity to have a Voice in the Administration of College Affairs11 implies educational benefits

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which were in fe rred and i mplied rather than specific. Except for those tangible benefits whi c h cou ld be identified for some student who intended to pursue a career in some type of adminis tration or other decision making capacity, the value to each individual of this objective was difficult to define in the context of the other tyoe of objectives. However, assuming the respondents felt that this was at least partially responsible for their decision to participate, the fact that the experiences on policy committees was a real experience, making real decisions and participating in real college governance makes the value of the activity as represented by the other objectives potentially more meaningful for the student. Once again, the Black alumni expressed favorable attitudes toward this objective and in three cases, stated that this 't'Jas the primary reason for participation. {Note: These observations do not violate the assumption stated in Chapter I that this study could be made independent of any discussion of student rights and freedoms. The developmental benefits to students and the potentially motivating factors implied in t his objective pertain to the student's individual benefits and not to a universal student benefit from having a voice in college administration.) In summary, the expected confirmation of the objectives was~ on the whole, received. There were som e areas, particularly O bjectives 7, 9, and 12, where questions were raised as to the validity of the objectives for student activities, specifically, c ommi ttee participation. 88

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~valuation of th e Degree of Fulfillment of the Objectives In this section the data analysis of the particip ating alu mni ratings of their degree of ful f i l l m ent of the twelve o bjectives are presented. The frequency distribution of the responses for all the alumni is found in Table 29. The mean percents represent the percentage of the total group (N = 60) responding for each degree of fulfillment: Very Little, Little, Some, Much, and Very Much. Respondents were asked to rate the degree of fulfillment for all of the objectives, including the ones which were rated 11no11 as to validity. It is interesting to note that the number of alumni rating objectives as 11no11 as to validity was considerably 89 more than the number who rated the "Degree of Fulfillment" category "Very Little" or 11Little.11 This fact might be accounted for by the fact that some of the participating group felt that they had received at least some benefits fro m their experiences on the policy committees in an area categorized by an objective even though they rate d the validity as 11no.11 In effect, the rating of the val-idity was indep e ndent of the rating of the benefits due to the personal motivation of each individual respondent as to his reasons for participating in student government r elated activities. There was little correlation between the respondents r atings of the validity and the degree of fulfillment with the exception of Objectives 7 and 9. Jhese two objectives w e re rated as not valid by 24 and 17 respondents, respectively. They were rated as to degree of fulfillment as 11Little11 or 11Very Little" by 38 and 17 respondents, respectively. When compare d using the 11no11 rating and the 11Some,11

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TABLE 29 EVALUATION O F THE DEGREE O F FULFILLMENT OF OBJECTIVES BY THE PARTICIPATING ALUMNI Very I Little Little Some Much f % f % f % f % 1. Training for better citizenship in a democracv 2 3.3 17 28.3 2. Developing individual responsibility 11 18.3 25 41. 7 3. Developing lea dership qualities 1 1. 7 8 13.3 33 55.0 4. Developing followership qualities 1 1. 7 6 l O .0 29 48.3 l 5. Developing powers of self-expression I 26 43 3 I 6. Providing a feeling of accomplishment 7 11. 7 20 33.3 29 48.3 I 7. Providing a seriousness of purpose in 1 ife 8 13.3 30 50.Q 20 33.3 2 3. 3 8. Increasing respect for needs of others 8 13.3 22 36 7 I 9. Developing initiative 3 I 5.0 14 23.3 15 25.0 15 i 25.0 i 10. Providing opportunity to have a voice in the administration of colleqe affairs 1 1. 7 5 8 .3 14 23 3 I 1 l. Providing group experiences 1 1. 7 22 36.7 12. Developing cooperative attitudes I 16 26. 7 27 45.0 Mean Percent 1.s I 7.7 I 15, 5 I 36.2 Very Much ;: % I 41 6 8 .3 24 40.0 18t 3'.::_~ 24 40. 0 --3 4 l 56. i I I 41 6.7 I I I 3 0 50.0 4---13 I 21. 7 I I 40 66.7 37 61. 7 17 28.3 39.2 ID 0

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"Little/' and "Very Little" categories for each objective, the correlation was .29 for each of the 12 groups. For Objective 7, 14 of the respondents rating the validity as "no" also rated the degree of fulfillment "Little" or "Very Little." On the other hand, Objective 12 ratings show 12 "no" responses as to validity but no "Little" or "Very Little" responses for degree of fulfillment. Objective 1, "Training for Better Citizenship in a Democracy," represents a traditional objective commonly associated with the role of the school in American society. Fifty-eight of the alumni felt that this was a valid objective for the particular activity and even the 2 alumni who responded in the negative rated the degree of fulfillment as risome." Forty-one (68.3 percent) rated this objective as having been fulfilled "Very Much." This percentage is the largest "Very Much" response for all of the 12 objectives. Table 30 shows the responses by groups within the participating alumni. The proportion of each group rating this objective as "Very Much" is very near the total for all alumni. Objective 2, "Developing Individual Responsibility," is another traditional objective of student activities. Table 31 shows the responses as to degree of fulfillment for groups. The group responses are similar to the total responses with similar per centages in the three categories which received ratings, all alumni reporting a degree of fulfillment of at least "Some." Objective 3, "Developing Leadership Qualities," appears frequently in the literature as a goal of extra-curricular . 91

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TABLE 30 F R E Q UENCIES OF RESPO N S E S TO O BJECTIVE 1 AS TO DEGREE or F ULFILLMENT O OJECTI V E 1 -TRAININ G FOR BETTE R CITIZENSHIP IN A DEMOCRACY -------,---------Very Very Little Little Some Much Much f % f % f % f % f % Male 1 2.3 13 29.5 30 68.2 Female 1 6.3 4 25.0 11 68.7 White 2 4.2 15 32.0 30 63.8 Black 2 16.7 10 83.3 Oriental l 100.0 Native 2 4.2 13 26.5 34 69.4 Transfer 4 36.4 7 63.6 Married 10 100.0 Unmarried 2 4.0 17 34.0 31 162.0 92

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TABLE 31 FREQUENCIES OF RESPONSES TO OBJECTIVE 2 AS TO DEGREE OF FULFILLMENT OBJECTIVE 2 -DEVELOPING INDIVIDUAL RESPONSIBILITY Very Little Little Some Much f % f % f % f % Male 6 13.6 19 43.2 Female 5 31.2 6 37.6 White 7 14.8 20 42.6 Black 4 33.3 5 41.7 Oriental Native 8 16.3 22 44.9 Transfer 3 37.3 3 37.3 Married 4 40.0 4 40.0 Unmarr ied 7 14.0 21 42.0 93 Very Much f % 19 43.2 5 31.2 20 42.6 3 25.0 1 100.0 19 38.8 5 45.4 2 20.0 22 44.0

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activities (Table 32). Of the 5 alumni who reported disagreement with the validity of the objective for their participation, 4 rated the objective as "Little" and 1 rated the objective as "Some." The basic disagreement with this objective arises from a philosophical argument concerning the definition of "leadership" and the premise that these qualities are already present when a student opts to become involved in student government. This may be true, but the argument which takes the position that participation in student activities, especially student government related activities, is beneficial in developing those qualities in the student has some merit. Table 33 shows the group responses for Objective 4, "Developing Followership Qualities." There was some confusion on the part of the interviewed alumni about the definition of 11fol1owership.11 However, the rankings and percentages for this objective are consistent with those for Objective 3. Surprisingly, out of 5 alumni who ranked Objective 3 ("Leadership") non-valid, only 3 rated Objective 4 as non-valid. Table 34 contains the responses by groups for Objective 5, "Developing Powers of Self-Expression." No one ranked this objective less than "Much," indicating that, as would be expected, committee participation is an experience which can be beneficial to tl,e student in development of communication skills. Table 35 shows the frequencies of responses by group to Objective 6, "Providing a Feeling of Accomplishment." Ten alumni who rated this objective as non-valid for their participation 94

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TABLE 32 FREQUENCIES OF RESPOtJSES TO OBJECTIVE 3 AS TO DEGREE OF FULFILLMENT 0Bv 1.f:C.JlY~ 3 _:_DEVELOPING L EADE~~~ l P QUA LI TI ES --le Ma Fe1 ~lh Bl Or Na T r na1e i te ack i enta l tive ansfer rried Ma Unm arried I Very Little Little f O;,'. ,a f % 1 6.3 l 2. l l 2.0 l 10.0 Some Much f % f % 7 15. 9 23 52.3 l 6.3 10 62.4 5 10.6 26 55.3 3 25.0 7 58.3 r 12. 2 29 59.2 0 2 18.2 4 36.4 6 60.0 8 16.0 27 54.0 I 95 Very Much f % 14 31.8 4 25.0 15 31.8 2 16.7 l 100.0 13 26.6 5 45.4 3 30.0 15 30.0

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TABLE 33 FREQUENCIES OF RESPONSES TO OBJECTIVE 4 AS TO DEGREE O F FULFILLMENT OBJECTIVE 4 -DEVELOPIN G FOLLO'I-H:RSHIP OUALITIES Male Female White B lack Orienta N ative Transfe M arried Unmarri 1 r ed Very Little L ittl f % f l l 1 l l 1---~-,-e Some M uch % -~F f % 4 9. 1 22 50.0 6 3 2 12.5 7 43.7 2. 1 5 1 0 6 24 51. 1 1 8.3 5 41. 7 2.0 5 10.2 24 49.0 1 9.0 5 45.5 0 0 5 50.0 6 12. 0 24 48. 0 __ ..___ 96 Ver y Muc h f % 1 8 40. 9 6 3 7. 5 17 3 6 2 6 50.0 1 1 0 0 .0 19 38. 8 5 4 5.5 5 40. 0 2 0 40. 0

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T ABLE 34 FREQUENCIES OF RESPOtlSES TO O B JECTIVE 5 AS TO DEGREE O F FULFILLMENT OBJECTIVE 5 -DEVELOPIN G POWERS O F SELF E XPRESSI O N ---------Very Little Little Som e Much f % f % f % f % M ale I 20 45.5 Fernale 6 37.5 l ~ hi t e 20 42.6 B lack 6 50.0 Oriental N a t ive 2 1 4 2.9 Transf e r 5 45.5 Married 5 50. 0 Unmarried 2 1 4 2.0 -.__ 97 V e ry Much f % 24 54.5 10 62.5 27 57.4 6 50.0 l 100.0 28 57.l 6 54.5 5 50.0 29 58.0

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T.ABLE 35 FREQUENCIES OF RESPONSES TO OBJECTIVE 6 A S TO DEGREE OF FULFILLMENT OBJECTIVE 6 -PROVIDING A FEELING OF ACCOMPLISHMENT Very --r--Little Little Some Much f % f % f % f % M ale 5 11 .4 16 36.4 20 45.4 Female 2 12.5 4 25.0 9 56.3 \~hi te 6 12.8 13 27.7 25 53.2 Black 1 8.3 6 50.0 4 33.4 Oriental 1 100.0 Native 6 12.2 14 28.6 25 51.0 Transfer 1 9. 1 6 54.5 4 36.4 M arr-i ed 1 10.0 4 49.0 5 50.0 Unmarried 6 12.0 16 32.0 24 48.0 98 Very Much f % 3 6.8 1 6.2 3 6.3 1 8.3 4 8.2 4 8.0

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also r a ted the degree of fulfillment as "Little" or 11Some.11 It is i nte resting that this objective was given the lowest 1!Very Much11 rating of any of the objectives. Objective 7, "Providing a Seriousness of Purpose in Life,11 w a s the lowest rated objective both on validity and degree of fulfillment. Many alumni responded by asserting that they already had a seriousness of purpose in life and participating on college committees did nothing to enhance this. In some cases, the suggestion was made that participating on committees and the type of motivation implied by this objective were unrelated. Hov,ever, some alumni expressed the opinion that the participation itself did nothing to create a positive attitude toward a ''purpose11 in life, it (the participation) v,as most surely the result of a type of serious purpose. Table 36 shows the responses by groups. Table 29 shows the responses to this objective as compared to the total group. The lack of support for this objective is shown by 63.3 percent ratings being in the "Little" and "Very Little" categories. Objective 8, "Increasing Respect for Needs of O th ers11 received a substantial number of "Very Much11 responses and no one rated it less than 11Some.11 The frequencies and percentages by groups are shown in Table 37. One comparison that is significant is the difference in the married and unmarried groups. Even though the numbers in the married group are small, it is apparent that this differ ence exists. Objective 9, "Developing Initiative," ranks as the second 99

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TABLE 36 FREQUENCIES O F RESPONSES TO O BJECTIVE 7 A S TO DEGREE O F FULFILL MENT OBJECTIVE 7 P ROVIDIN G A SERIOUSNESS O F PURPO S E IN LIFE Male Fema v!hit Blac Orie Nati Tran Marr Unma le e k ntal Ve sfer ied rried Very Little f % 5 11 .3 3 18.8 6 12.8 2 16.7 7 1 4 3 1 9. 1 1 10.0 7 14.0 Little f % 22 50.0 8 50.0 26 55.3 4 33.3 24 49.0 6 54.5 7 70.0 23 46.0 f 16 4 13 6 1 16 4 2 18 Some Much 3 2 2 5 10 3 3 2 3 % 6.4 5.0 7.7 0.0 0.0 2.7 6.4 0.0 6.0 f 1 1 2 2 2 % 2.3 6.2 4.2 4. 1 4.0 100 Very Much f %

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H\BLE 37 FREQUENCIES OF RESPONSES TO OBJECTIVE 8 A S TO DEGREE OF FULFILL MENT OBJECTIVE 8 I NCREASING RESPECT FOR NEEDS OF OTHERS Very Little Little Some Much f % f % f % f % l 01 Very Much f ~ ~-----Male Fernal White Black Orien Nativ Trans Marri Unmar e tal e fer ed r ied 5 3 5 3 7 l 8 11 .4 15 18.8 7 l O .6 18 25.0 3 1 14.3 20 9. 1 2 3 16.0 19 34. l 24 54.5 43 .I 6 37.4 38.: 24 51. l 25. C 6 50.0 l 00. C 4-0. t 22 44.9 18.; 8 72.7 30. ( 7 70.0 38. C 23 46.0

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102 lo west r ated objective. The reasons for this low rating as compared with the other objectives are similar to thos e discussed concerning Objective 7. One marked difference when the r esp onses a re compared by group is the high comparative rating given this objective by B lack alwnni. Over 58 percent of th2 Blacks felt that the objective w a s fulfilled 11Very Much.11 In discu:;sing the reasoning for these ratings, some of the Black alumni felt that this was a valuable way for these types of qualities to develop. Also, the motivation factor as compared with the background of these individuals contributed to their perception of the value of the activity (Table 38).. Objective 10, 11Providing Opportunity to have a Voice in the Administration of College Affairs11 was unique among the objectives in that it dealt with a broader context of values than did the o t hers. The concept of student representation is not always practiced, even where the college has the organization for it. Many complications may arise from attempting to assess the value of student participation as it pertains to educational objectives. For this study, an attempt was made to limit the discussion to those educational objectives. It is obvious that all student activities will not have this as an objective. However, the activity under study was concerned directly with this concept. It became important to assess the importance of this objective in order to lend perspective to the type of experiences which were being offered by the committee participation. If the participants have little commitment to this governance concept, then the committee participation becomes an exercise in group experience without meaningful

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TABLE 38 FRE Q UENCIES O F RESPONSES T O O BJECTIVE 9 AS TO DEGREE OF FULFILLMENT O B J ECTIVE 9 -DEVELOPIN G INITIATIVE Male Fema Whit Blac Orie Na. t 1 Tran Marr Unrna le e k ntal ve sfer ied rried Very Little f % 3 6.8 2 4.2 1 8.3 2 4 1 1 9 .1 3 6.0 Little f % 11 25.0 3 18.8 13 27.7 1 8.3 11 22. 5 3 27.3 2 20. 0 12 24.0 So:i-:ch f % f % 9 20.5 11 25.0 6 37.5 4 25.0 13 27.7 14 29.8 2 16.7 1 8.3 10 20.4 14 28.6 5 45.4 1 9. l 3 30.0 4 40.0 12 24.0 11 22.0 l 03 Very Much f % 10 22.7 3 18. 7 5 10.6 7 58.4 1 100.0 12 24.4 1 9 .1 1 10.0 12 24.0

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communi cation and interaction with faculty and other students. The positive evaluation of Objective 10 (Table 29) indicates that the students who were participating on the committees during the time of this study were substantially committed to a serious attempt at meaningful participation. This implies that the perceptions of value received and potential value of the activity was based on a meaningful experience on the part of the students. Table 39 shows that only the married group deviated from the norm by any substantial margin and only in the 11Very Much11 category. Objective 11, 11Providing Group Experiences11 was rated substantially for degree of fulfillment with a total of 98.4 percent of the alumni rating it 11Much11 and 11Very Much.11 Table 40 indicates no differences between groups of any significance. Objective 12, 11Developing Cooperative Attitudes11 was rated by the total group as being primarily in the 11Much11 category, with 45 percent rating the degree of fu lfi 11 ment as 11Much II and 28. 3 percent rating it as 11Very Much.11 The frequencies in Table 41 show a consistent rating by all groups. The rating is rather surprising in light of the fact that 12 alumni (20 percent) indicated that they thought it was not a valid objective. In summary, the mean percents of all the five categories: 11Little,11 11Much,11 11Some,11 11Much,11 and "Very Much11 indicate a genera l perception on the part of the participating alumni as to the degree of fulfillment for their participation on the college policy committees. Less.than 2 percent felt that there was very little fulfillment of the objectives; less than 10 percent 104

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TAP.LE 3 9 FREQUENCIES OF RESPONSES TO OBJECTIVE 10 AS TO DEGREE OF FULFILL MENT OBJECTIVE 10 -PROVIDING OPPORTUNITY TO HAVE A VOICE I N THE ADMINISTRATION OF COLLEGE AFFAIRS Very Litt 1 e Little Some Much f % f 0/' ,o f % f % f Male 2 4.5 9 20.5 33 Female 1 6.3 3 18. 7 5 31.3 7 White l 2 .1 3 6.4 13 27.7 30 Black 2 16. 7 1 8 .3 9 Oriental 1 Native 1 2.0 5 10.2 11 22.5 32 Transfer 3 27.3 8 Married 1 10.0 5 50.0 4 Unmarried 1 2.0 4 8.0 9 18.0 36 --105 Very Much % 75.0 43.7 63.8 75.0 100.0 65.3 72. 7 40.0 72.0

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T1-'\BLE 4 0 FREQUENCIES OF RESPONSES TO OBJECTIVE 11 AS TO DEGREE OF FULFILL MENT OBJECTIVE 1 1 -PROVIDING GROUP EXPERIENCES Very Little Little Some Much f % f % f % f % --Male 17 38.6 Female 1 6.3 5 31.2 White 1 2 .1 17 36.2 Black 5 41. 7 Oriental 1 100.0 Native 1 2.0 1 9 38.8 Transfer 3 27.3 Married 2 20.0 Unmarried l 2.0 20 40.0 105 Very Much f % 27 61.4 10 62.5 29 61. 7 7 58.3 29 59.2 8 72.7 8 80.0 29 58.0

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TI\BLE 4 1 FREQUENCIES OF RESPONSES TO OBJECTIVE 12 AS TO DEGREE OF FULFILLMENT OBJECTIVE 12 -DEVELOPING COOPERATIVE ATTITUDES --------+--Very Litt 1 e Little Some Much f % f % f % f % Male 12 27.3 20 45. 4 Female 4 25.0 7 43.8 White 12 25.5 21 44.7 Black 4 33.3 6 50.0 Oriental Native 11 22.4 23 46. 9 Transfer 5 45.5 4 36.4 Married 2 20.0 6 60.0 Unmarried 14 28.0 21 42.0 107 Very Much f % 12 27.3 5 31.2 14 29.8 2 16.7 l 100.0 15 30.7 2 18. l 2 20.0 15 30.0

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indicated a degree of fulfilltnc:nt o f less than 11Sorr,e11; 15.5 percent ind icated at least 11Som e11 d egree of fulfillment; over 75 percent of those interviewed felt that the degree of fulfillment was more than adequate; and almost 40 percent indicated a very high degree of fulfillment (Table 29). Results of the Interv_j e1.'ls as Shown by Responses to Questions Proposed by the Interview Guide 108 A major aspect of the model is to provide a structured interview situation in which responses to specific questions are elicited. The interview guide (Appendix D) was designed for this purpose. In Chapter III, a rationale was presented for the inclusion of and rank ordering of the specific questions developed for this application. Presented in this section are the results of the interviews with the former college policy committee participants. The compilation will entail summarizing the responses to the general questfon format as shown in the interview guide (Appendix D). ~es o onses to Question 1 In response to the first question, 11~Jhat experiences at Santa Fe do you feel were most valuable to you in terms of your current activities? (Possible experiences -classes, e xtra-curricular activities, stude n t activities, recreational opportunities, etc.)11 c lass exp eriences were named 21 times, interaction with a specific group of f aculty or one particular faculty member 17 times and e xtra-curricular activities 12 times as the first response. Student Student activities was mentioned second 23 times in some form: drama 2 times; Afro-student union 3 times; student government

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activities 15 times; and sports and intramurals 3 times. Twelve alumni mentioned student activities in some form a s a third experience. Three failed to respond with any type of student activity as a valuable experience. However, all persons interviewed were ab 1 e to rec a 11 that they had been involved on college policy committees when asked if they recalled any such activity. The interview was then guided into a discussion of the objectives and an evaluation of them. ResQQ._nses to Question 2 In response to this question, "Did you participate in any student government activities, such as committees, college pol icy committee s etc.? Which ones?," very few could recall exactly the number of terms of active participation. Some stated that they had been on one or more committees at sometime or another and not always continuously. A large majority recalled that the committee participation was und ertaken as part of a more intensive student activities involvement. One alumnus, now residing in another state, failed to recall any specific instances in which he was assigned to or volunteered for committee work. However, he recalled that he had been active in student government and could possibly have been assigned and never attended. When informed that his name appeared in the minutes of a particular committee as having been a member and upon the mentioning of a name of another student who had appeared with him, he recalled that he had attended some meetings of 11sorne committee with ,11 but could not remember the name of the committee. He did recall the subject 109

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110 matt e r d iscussed and agreed that the expe rience had b een 11w orthwhile.11 His r e s p onses were included in t h e particip ating Rlumni group. 3~0ses to Question 5 The responses to question # 5, "Do you feel that your experiences while participating on policy making com mittees have had an impact on your success or failure after leaving Santa Fe? Comment. ,11 w ere categorized into four general areas: 1. Those who indicated no specific impact on their success, 2. Those who indicated that the impact was primarily concerned with group interaction and communication and interaction skills, 3 Those who indicated that the impact concerned development of self-confidence and carry-over of self-development experiences, 4. Those who indicated that the impact involved interaction wit h specific individuals who are still at Santa Fe. Cate g ory One Eighteen alumni could not nam e a specific benefit they received which had an impact on their success (or lack of success) after leaving Santa Fe. Of these, two were in the military service and both responded similarly; they had not had an opportunity t o be aware of any successes which could be analyzed in this context. Eleven alu mni responded with a negative answer for this question. Further discussion with each one failed to elicit responses whi c h would indica t e any impact on successes after leaving Santa Fe. From all those who reported no impact or no specific impact, there was the assurance that no impact did not

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mean there were no benefits fro m th eir participati o n At no time during any interview was it flatly stated that committee participation specifically nor stu dent activities generally were not beneficial according to the perceptions of the alumni. Also in the first category were those alumni who felt that t heir college experiences outside of classroom work had been influential on their achievements after leaving school but could not specifically name committee participation as having had an impact. However, they felt that this was but one activity which had been important to them in their total school activities which had a collective effect on their success after leaving Santa Fe. The f ive alumni who responded in this manner had all attended a university for at least some time and were relatively recent graduates of Santa Fe. One alumnus commented, 11I was involved in so many activities ... I don't think I could name any one which was more important than any other .... just know I'm a better (sic) student at the University of Florida." Category Two -In this category, those who indicated that the impact concerned group and interpersonal types of carry-over benefits mad e up the largest number of the interviewees, 34. In this group were placed all those who indicated that they had learned to 11w ork with people.11 It was stated in different ~'lays but it was the most predominant factor m e ntioned as benefits from committee participation . Twenty-nine alumni mentioned this type of impact. There is no way within the scope of this study to determine if the characteristics of those students who became involved in these 111

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112 committe e s or other types of group activities are in fact molded by participat"ion in the activities or whether they participated in the activity because of their characte r and personality types. For the purpose of this study, that determination is unimportant. The significant point is the fact that the alumni per ceive that they participated in an activity which they felt to have been an experience which was beneficial to them in terms of group and interpersonal relationships. Ten of the twelve Black alumni were placed in this category. Their responses were, as a group, very positive concerning the social and interpersonal skills they felt were acquired in this activity. It is i m portant to note that this study makes no attempt to interject a causal effect into the develop m ent of students, but rather to get student perceptions of the value of their experiences. Five prople in this group felt that they had met people whom they considered as friends at the present and had met them during their participation in student activities. A typical comment was, "Have you talked to yet? We used to go to meetings together and work on various projects for student government together. We are still friends and see a lot of each other ... 11 This last group consisted of 4 females and l male. Categor y Three The third category contained 5 respondents, all of whom were connected with education in some way when interviewed. One was Assistant Financial Aid Director at a Flor ida university. He stated t hat he had got ten this position through contacts he had made with people while at Sant a Fe. He indicated that he had come

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113 fro m a B l a ck, lo wer socio-eco n o mic b a c kground and t hat he was posit ive that his e x p e riences in student activities and e speci ally working with f aculty and most especially 'v'lhite faculty had been a prime factor in his developing the self-confidence and initiative needed to move out of the lower economic and social expectancies he had been 11raised to take for granted." This was one of the most positive res p o n ses toward the perceived value of the activity being studied. Four other alumni indicated some degree of self-confidence and selfa ssurance which could be traced at least partially to participation in student activities and more specifically to participation on policy committees. (It was in this context that the discussion of the importance of the experiences being real experiences and not some sort of artificial environment created in hope of affording students some 11group11 experiences was introduced.) ~ ategory_Fou~ The final category made from the responses to quest ion # 5 involved a small group of three alumni who all were still at Santa Fe in some capacity other than stu dents. Although e ach described his student activity in different terms, it was obvious that each had been influenced by his interaction with specific individuals at the college and in two instances, was w orking with the individual, in e ach case a faculty member. Participation on policy com mittees was indicated as one of many influencial e x p eriences at Santa Fe. ReJJ?.Onses to Question__ Question # 6, 11\ 1 hat benefits did you receive, if any, other than t h e t w e lve specific objectives previously identified?" was used as

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a reference to obtain alumni evaluation as to educ ationa l objectives other than the twelve specified ones. The response to this line of questioning was not particular ly enlightening b eyond t hat discussed in question # 5. However, an examination of the stated benefits in question # 6 shows some areas of benefits as objectives which were not stated specifically in the list of twelve, but were indicated a s possible objectives by the participating alumni. These are listed with the number of alumni who indicated either directly or indirectly that it was a benefit received from participation on policy committees: 1. Becoming familiar with the internal workings of the college, N:: 3, 2. Meeting new people, N = 17, 3. Developing a positive self-im age, N = 5, 4. Learning to work with people of different races and be 1 i efs N = 7, 5. M eeting and getting to know and be know n by a number of faculty members and administrators, N = 6, 6 Participating in an activity for the enjoyment of participating, N = 16. Resoonses to Question 7 114 Question # 7, "l~hy did you participate in this activity while attending Santa Fe?" obtained respons e s in more specific forms than did the preceeding two. For that reason, the responses are presented in tabl e form with the number of responses for the two dichotomous groups, male-female, shown and the number of r e sponses by race shown

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f or th e c apsula ted responses. The5e are presented in Table 42. There is no substantial differen c e other than that f o und for rac e This difference is accounted for by th e fact that the majority of Black alu mni stated that the p rimary reason for thei r participation was r acially oriented, meaning that a feeling of responsibility for repres e nting Black students was a pri m e motivation. Respon.2_~2..__ to Question 8 Question # 8, 11Was your participation in student activities l'imited in any i.:1ay? (For example, course load, outside employment, etc.)11 was included to find any factors which limited the participation in any way. It was not within the confines of this study to ascertain if there were factors which would pr e clude participation by a broa der repr e se ntation o f students. Bec ause of the n atu re of th e typical ju nior colleg e student as identified earlier in this chapter, it can be assumed that the nature o f an activity and the time frame in w hich the student s operated who participated can be used to make infe ren c e s concerning possible obstacles to m ore w ide-spread participation. 115 The most frequently stated limitations to committee participation are listed here in rank order from most frequently mentioned to less frequently mentioned or second choice factors: 1. m ore time needed for outside work (17 times), 2. more tim e needed for school work and studies (13 times), 3. family responsibilit ies (6 times), 4. not enough committee positions to go around (4 times). In many cases the alumni indicated that not only were these

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1. 2. 3 4 5. r o. 7. 8. 9. TABLE 42 REA SONS FOR PARTICIPATIN G O N COLLEGE POLICY COMMITTEE S GIVEN BY PARTICIPATING ALUMNI WITH NUMBER OF TIMES MENTIONED B Y GROUPS ( W = WHITE, B = BLACK, M = MALE, F = FEMALE) Groups (f)* Reasons w B M W anted to bring Black representation to school 8 8 Interested in politics and governance 15 3 17 W anted to h a v e a voice in college affairs 12 4 16 Wanted to 11get involved11 25 3 21 Had friends on committee 7 6 Wanted to get involved in something 11meaningful11 besides classroom experiences 9 1 7 Assigned from student government without requesting it (officer or elected representative) 9 3 10 Encouraged by a faculty member or a dministrator 2 2 4 No particular reason 4 l *Some alumni named more than one reason. 116 F l 2 7 1 3 2 1 3

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factors limitings b ut in some cases were responsible for a complete abandonment of participation at some poi nt i n their college career. Sumrnar.l'_of Results and_ Cone 1 u s i ans Conc. ern i t~~~ppl i cation of the Model t o Santa F~ Cornmu n ity Co 11 e ~ As the final step in executing the m odel for this particular study, conclusions and recommendations for the particular activity u nder consideration are presented Summ arizing the results of this study, it was found that the students who participated in college policy committees at Santa Fe Community College for the years 1966-1972 inclusive were significantly different from the Santa Fe student population in the areas of sex distribution, racial distribution, marital status, transfer status, and college parallel-terminal distribution. Differences were found in family income level between the participating alumni and the Santa Fe student population, primarily due to the excl u sion of any p articipating alumni in the extreme limits of the scale (less than $ 3,000 annually and above $20,000 annually). When compared to the parental support of th e college expenses, the two groups s h o wed little difference except for the malefemale comparison within the participating group. The female students were much more dependent upon parental support than their male counterparts 117

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Mos t alumni perceived the obj ectives to be valid and most indic a ted at least some degree of fulfillment for eac h objective, with a high percentage rating degree of fu'lfi11ment as 11Much11 or "Very Much. 11 Student activities was mentioned by 95 percP.nt of the subjects when asked to name valuable educational experiences at the college. When asked to recall the extent of committee participation a majority could not specify accurately the specific commitment to policy committees but could recall experiences in committee work related to a total involvement in student activities and especially student government. A varied response was g iven on the subject of carry-over benefits in the form of the impact of committee participation on the successes of the student after leaving Santa Fe. Eighteen alumni indicated that they could not name a specific instance in which committee participation had made an impact after leaving college, although five indicated that possibly committee participation had an indirect impact as part of a total involvement in stud ent activities. Thirty-four alumni identified group and interpersonal relati onship experiences as those which had an impace on their post-college (Santa Fe) activities. The Black alu mni were very positive in their perceptions of the value to their later activities of these group and interpersonal experiences. Also i ncluded in this group are those who indicated social benefits beyond the actual participation. 118

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F i v e alumni indicated that they f elt they h a d undergone p e rso n al development of a positive nature conce r n iny selfc onfidence, ambition, initiative and self-awaren ess. Three alumni remained at Santa Fe in a non-stud e nt capacity and indicated that participating in non-curricular activities while at the college was at least partially responsible for their desires to be associated with the college after graduating. None of the objectives were rejected by the alu mni, although one obtained a 40 percent rejection response. Som e additional objectives were suggested as possible areas for motivation for stu dents to participate on committees and as potential benefits from such participation. The two most frequently mentioned were: "meeting new people,11 and "participating for the enjoyment of participating.11 The reasons for participating on the committees were varied. The most frequent reason given was a desire to 11do something11 or 11get involved.11 Also, a desire to get involved in activities \'lhich offered political or government type of experiences was frequently given as a reason for participating. A majority of the Black alumni (67 percent) stated that they were motivated by a desire to bring Black representation to the sc hool policy system. Conclusions The students who participated on policy committees represented typical junior. college students in terms of personal characteristics such as grade point average, twelfth grade test scores, age, and socio-economic status. How ever, the distribution of representative 119

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group s was significantly different fro m the stud ent population. Two are a s which \'/ere not repres e nted by the p a rticipating students were the vocational-technical p rograms and the lowest socio-economic level. The structure of the student activity program 120 in a traditional setting could be responsible for the lack of participation by students from these categories. One explanation might be that the curriculum structure or the isolated nature of vocational-technical programs prohibits participation by these students. Traditionally, a case is made t hat vocational-te c hnical students have a different kind of commitment to their education process and might not be motivated towards this type of participation. Although this study cannot prove that the students from vocational technical programs do not participate because of i nstitutional factors rather than lack of motivation, it must be considered a possibility. Recalling the factors proposed by Fretwell and Doran {16) which might affect the student activities program in a community cbllege, some conclusion s can be drawn from the study of the partidpating alumni of Santa Fe Community College: 1. T h e factor of 11less time to break in gradually11 does not seem to be a hinderance to committee participation. Some al umni indic a ted they were participating on committees and in other areas of student government before the end of their freshman year. It would seem a natural conclusion that the stud ent s who participate i n these activities early in their college careers were motivated from high school experiences or must be

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recruited by an active drive for student participation in these types of activities. 2. 11Less time spent on carnpus11 is the second f a ctor. The results do not confirm that the less time spent on campus probably inhibits the participation of students with little parental support. In fact, the participating alumni were receiving less support from the family income t han the Santa Fe sample. 3. The study bears out the suggestion that community co 11 ege students are involved in "extensive e m plo y ment. 11 Over 70 percent of the participating alumni w ere receiving less than half of their cost of college from parents as compared with 63 perc e nt for the Santa Fe student population. When considering t his fac to r in context with "less time spend on campus,11 it becomes apparent that the students who were participating on policy committees were less dependent on the fa mily income and, therefore, more sel f-supporting, necessitating time s pent on outside employment. Furthermore, when these factors w ere discu ssed with the participating alumni in the in terviews, "time s pent on outside work" was named as the fore most limiting factor to their participation. This would seem to indicate a high degree of motiv ation for this type of student activity participat ion on the part of s t udents who actually participate. 121

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4 The factors 11c losenes s to the public11 and 1 1n o deepseated traditions t o hinder change11 do not seem to apply to this particular activity, except poss ibly a s they rel ate to the community and non -academic traditional n ature of some vocational-technical programs. 122 Frrnn the data obtained using the m odel, the conclu sion can be mad e that participation on college policy committees can be a re1t1arding experience for a community college stude n t in terms of affe ctive educational objectives. The se objectives can be formulated and verified by administration~ faculty, and students. As i ndicated by interviews with former participants, committe e participation can provide a meanin gful experience supplementary to t h ose afforded by cl a ssroom activities.

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CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS T h e purpose of this research was to develop a model for e valuating student activities in a community college. In the p recee d ing chapters, the model was discussed in terms of its d e velop m ent and application. In this chapter, a summary of t hat development is presented. Also, the results of the case s tudy at Santa Fe Community College are presented in relation to the application of the model and the evaluation o f its usefulness. In the final section, conclusions are pr e s e nted concerning the use of the model and recommendations made regarding the value of the model to student activities research. SurnmR_CL_9f the Qeve 1 opment of the Mode! Two questions are posed in this section: 1. What was the rationale for the development of the model? 2. What procedures were used in developing the model? In response to the first question, a need for an evaluative process for student activities was shown by a review of the literature. Many writers suggested that res~arch be undertaken to develop a process whereby student activities could be evaluated i ~ terms of educational values to students. Factors which contribu t e to t h e need for an evaluative process for student activities are: 123

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124 1. An a.1'1areness of the need for accountability for educational programs. 2. Incr eas ing costs of educati onal programs. 3. The need to establish priorities based on relative values of educ a tional activities and programs. 4. Providing for increasing enrollments in community colleges in numbers as well as diversity of student populations. In response to the second question as to the process of developing the m odel, the following steps are enumerated. These steps become the essence of the model for application to other institutional settings: 1. The activity to be studied was selected. 2. Questions were posed which could be used as guidelines for the inquiry concerning the specific activity. 3. Objectives were identified from the literature and verified as objectives of the specific activity by officials of the college. 4. The participating students were selected, identified, and located. 5. An interview guide was developed which would enable the re s e a rcher to obtain the participants' evaluation of the specific objectives and also to gather information regarding the participants' subjective reactions to questions relating to the specific activity. 6. Data were gathered from two sources: a. the student recor d s at the college, b. th e interviews with participating students using the structured interview guide.

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7. Conclusions were d ra w n b a sed on the i nf orma t ion obtaine~ from the study regar d in ~ J answering t h e questions posed for the activity unde r s tudy 125 Evaluation of t h e Applicatio n o f t h e M odel to S a nt a F e Community Colleg e This section will presen t an evaluation of the usefulness and success of the model as it was applied to Santa Fe Community College. The success of the model in this application is illustrated by the following factors: 1. Cooperation of the institution was obtained which enabled the researcher to complete the study and be permitted access to the student and institutional records. Cooperation of various personnel at the college facilitated the completion of t h e study. 2. Former participants of the activity selected for study were successfully contacted. Sixty interviews were made out of 65 original participants sel e c ted for study. Of the 60 participants who were interviewed, 13 failed to resoond to the letter contact (Appendix A). These 13 p articipants were successfully contacted by telephone and their interviews scheduled accordingly. Hill and Kerber (23) warn that the responses from respond e nts obt a ined with different methods might possibly bias the results. It was possible that the fact that th e alumni did not respond the same had meaning in itse l f In order to ascertain whether this was indeed the c a se it was n e cessary to test for the independence of th e t w o groups ( r esponded and called).

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The hypothesis that these two groups came from the same population was not rejected (Table 43). 126 3. Objectives were iden t i fied from the literature for the activity under study and were verified by administrators, faculty, and students. Consistent ratings of the objectives were given by the respondents. 4. An abundance of data was obtained by the processes described for the model from which conclusions concerning the value of the activity could be drawn. Other objectives and benefits were identified from interviews with the participating alumni in addition to t hose specified for the activity. Conclusions I t was concluded from the results of this research that the model which was developed could be used successfully to gather information concerning the value of a selected student activity in a community college. The process for developing objectives and evaluating their educational value to stud ents could be an effective method for use by other institutions. Recom m endat ions I t is recommended that research be undertaken to determine the educational values of student activity programs. It is further recommended that the model developed in this study be utilized in resea rch of this type.

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APPENDICES

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APPENDIX A LETTER TO THOSE SELECTED FOR STUDY

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Dear ----------You have been selected to par ticipate in a study involving former students of Santa Fe Community College. Taking just a fe w minutes of y our valuabl e tim e wil1 contribute signi ficantly to our study. Would you, on t h e enclos e d post card, enter times and days of the week when it w o u ld be most convenien t for our representative to telephone and discuss with you your participation in student activities while at Santa Fe? Studies of this nature assist us in evaluating our progr a m at the community colleg e and in adjusting existing programs t o realistically meet the needs of our current students. Thank you for your much needed cooperation in this research. You will be sent a summary of the results of the study just as soon as it is completed. Sincerely yours, (Signed by Santa Fe Dean) 129

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APPENDIX B POSTCARD INCLUDED WITH FIRST LETTER TO THE PARTICIPATIN G ALUMNI

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Name Address Telephone No. ---Convenient times to receive telephone calls during the week are: {List several times which might be convenient for you.) If a particular week within the next two months is undesirable please indicate below: ----------------------

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APPENDIX C RETURN POSTCARD TO THOSE SELECTED FOR STUDY

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Dear Thank you for agreeing to participate in our study. You can expect to receive the telephone call for the in t erview on Your effort and willingness to participate in this study are greatly appr eciated. Sincerely yours, Stan Mitchell Santa Fe Community College 133

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APPENDIX D INTERVI Hi GUIDE

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INTERVIEW GUIDE Part I Personal Data Sex Race --Marital Status --Name Phone Transfer or Native ----Educational Goals: Transfer No. Highest Degree ----Term inal ---Age___ 12th Grade __ Family Income (Annual): Below $3,000 __ $3~000-$4,999 --$5,000-$6,999 --$7,000-$9,999 --$10,000-$14 ,999 --$15,000-$19 ,999 --$20,000 and above --Part II Interview GPA Percent of Educational Cost by Parents: 0 1-25 --26-50 --51-75 --76-100 1. What experiences at Santa Fe do you feel were most valuable to you in terms of your current activities? (Possible experiences classes, extra-curricular activities, student activities, recreational opportunities, etc.). 2. Did you participate in any student government activities, such as committees, college policy committees, etc.? Hhich ones ? 135

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136 3. The follow in g is a list of t w el v e objectiv es id e ntifie d as tho s e most fre quently associ a t e d w ith participation in stu d e nt activities progra ms, esp ecially tho se w h ich i nvolv e s tud e nt govern ment. Please answer yes or no as to y our opi n ion of the val idity of each o bjecti v e (See obj ective c heck shee t ) 4. P l e a se r espond to th e sa m e t w elve object ives as to the degr e e of f ulfillrae nt you exp erienced while participating on college com mittees. Respon d according to the follov1ing scale: very little, little, some, much, ver y m uch. (See objective checksh eet) 5. Do y o u feel that your e x periences while participating on policy making committee s have had a n i m pact on your success or failure after leaving Santa Fe? Comment. 6. What benefits did you receive, if any, othe r than the twelve spe ci fic objectives previously identified? 7. Why d i d you participate in this activity while attending Sant a Fe? 8. vias your participation in student activities lir.iited in any w a y ? (For example, course load, outside employment, etc.).

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OBJECTIVE CHECKSHEET --Is it a Va"lue I Objective Degree of Fulfillment I Object ives I I r ---! Very l Very Yes l No Litt. le Little Some Much Much 1. Training for better citizenship in a democracy 2. Developing individu al responsibility 3. Developing leadership qualities -4---4 Developing followership qualities i----5. Developing powers of self-expression i i r 6. Providing a feeling of accomplishment 7. Providing a seriousness of purpose in life 8. Increas ing respect for needs of o th ers I I i I -.---9. Developing i niti ati ve .. l I 1 0. Providing opportunity to have a voice in the administration of col lege affairs I l 1. Providing group experiences I I 2. Developing cooperative attitudes t I I I I

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APPENDIX E TABLE 43

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TABLE 43 CHI SQUARE TEST OF I NDEPENDENCE FOR TWO GROUPS: (1) THOSE ALUMNI W H O RESPONDED BY RETURNING THE POS T CARD, A N D (2) THOSE ALUMNI WHO DID NOT RESPOND AND WERE TELEPHONED Group (Post Group (Tele 1 card Response) 2 phoned) x2 = 1 .6 8 3 (df = 3)* Very Little 8 2 2 [X .OS (df = 3) = 5.101] Frequency of Responses Little Some Much 39 90 206 15 22 55 *X2 compute d with compressed 11Little11 11Very Little.11 139 Very Much 227 55

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BIBLIOGRAPHY 1. Aloyse, Sister Teresa. "A Catholic Junior College Checks up on Outcomes." Catholic Education Review, LII (October, 1954), 446-450. 2. Berg, Rodney K. "A Follow-up Study of Students Leaving the Everett Washington Junior College Between 1948 and 1953." Doctoral Dissertation, University of Washington, 1958. 3. Bromley, Ann. "Attrition Study of Santa Fe Co111munity College Students." A paper presented to the AAPW National Convention, Chicago, 1969. 4. Cheva 1 i a, Don E. "A Survey of Selected Student Personne 1 Services Offered in Two-Year Public Institutions in the Southeastern Region of the United States." Doctoral Dissertation, Memphis State University, 1970. 5. Christensen, Alfred. "Student Activities in Public Junior Co 11 eges. 11 Junior Co 11 ege Journal, I I I (February, 1933), 251-254. 6. Clark, Burton R. Ib~ Open-Door College. Washington, D. C.: American Council on Education, 1958. 7. Clement, J. S. "Purposes and Practices of Student Activities.11 North Central Association Quarterly, 14 (1939), 280-288. 8. D'Amico, Louis A., and Prahl, Marie R. "A Follow-up of the Educational, Vocational, and Activity Pursuits of Students Graduat e d fro m Flint Junior College, 1953-1956.11 Junior Coll e ge Journal, XXIX (April, 1959), 474-477. 9. Dressel, F. B. St udent." 920-924. "Logic, Research, and the Married College Personnel Guidance Journal, 48 (1965), 10. Eckert, Ruth E. Outcomes of Gen eral Education. Minneapolis: University of ~Vi nnesota Press, 1943. 11. Falvey, Fran ces E. Student ?articipation in_ Colle g e [\dministration. N e w Y ork: Bureau of Publications, Teachers College, Columbia University, 1952. 140

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141 12. Florida Board of Regents Questionnaire, Santa Fe Report. Florida Board of Regents, Tallahassee, Florida, 1971. 13. Florida State Department of E d ucation. Student P ersonnel Services j_Q_ Florida's Commun ity ~unior Co1leges-:-fallahassee: __ Division of Corm,unity Junior Colleges, 1965. 14. Fordyce, J. W. "Creating a Good Climate." Junior College Journal, 35 (1965), 17-20. 15. Fox, David J. Research Process in Education. New York: Holt, Rinehart and Winston, 1969.~ 16. Fretwell, E. K., Jr., and Doran, K. T. "What Do They Think of Us?11 Juni..9I_ College Journal, I (April, 1931), 418-426. 17. Gilligan, James F. "Student Activities Programs in Corrmunity JLmior Colleges." Doctoral Dissertation, University of Florida, 1967. 18. Goldman, L. R. 11A Study of the Post-Junior College Com munity Activities of Elected Student Government Executive Officers Compared to Those of a Similar Group of Non-Officers.11 Doctoral Dissertation, Flor ida Stat~ University, 1969. 19. Good, Carter V. Introduction to Educational Research. New York: Appleton-Century-Crofts, 1963. 20. Graham, William R. 11A Look at Student Activities in the Junior Colleges." Junior College Journal, XXXIII (September, 1962), 43-45. 21. Guilford, J. D. Fundamental Statistics i!!. Psychology and Education. New York: McGraw-Hill, 1965. 22. Hight, M. E. "Evaluation of the Effectiveness of Student Personnel Services of Small Junior Colleges in California.11 Doctoral Dissertation, University of Southern California, 1970. 23. H ill, J. E., and Kerber, August. Models, Methods and Analytical P ro c e dur es in Educational Research. Detroit, Michigan: Wayne-State-University Press, 1967. 24. H u m phreys, J. Anthony. 11Fo l lo\.11-up Study of Graduates. 11 Junior follege Journaj_, XI (May, 1941), 375-380. 25. Hutchi nson, Nan. "Co-Curricular Activities in Florida Junior Colleges. Doctoral Dissertation, Florida State University, 1964. .

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26. Jacob, P. E. Education fo~ Social Responsibility. Washington, D. C.: American National Red Cross, 1961. 27. Johnson, B. Lamar. General Education in Action. Washington, D. C.: American Couri1 or, Education, 1952. 28. Johnson, R. B. Formulating Outcomes. A Report Presented to the "Regional Education Laboratory for the Carolinas and Virginia, Junior and Community College Division,11 1969. 29. Johnson, Theodore D. 11A Twenty-Year Follow-up Investigation of Graduates of North Park Junior College.11 Doctoral Dissertation, Northwestern University, 1957. 142 30. Kefauver, Grayson N., and Bullard, Catherine. 11Student Activities in Junior Colleges.11 Teachers College Record, XXXII (February, 1931), 445-456. 31. Kerlinger, Fred N. Foundations of Behavioral Research. New York: Holt, Rinehart and Winston, Inc., 1964. 32. Kerr, W. R. 11Student Participation in University Governance and Academic Decision-Making.11 Doctoral Dissertation, University of Utah, 1970. 33. Klopf, Gordon. College Student Government. New York: Harper and Brothers, 1957. 34. Koos, L. V. Analysis of the General Literature on Extra Curricular Activities. Yearbook of the Nati ona. 1 Society to Study Education, 25 (1926), Part II. 35. Koos, L. V., Hughes, J.M., Hutson, P. W., and Reavis, W. C. Administering the Secondary School. New York: American Book Company, 1940. 36. Kraft, Jack A. 11A Ten Year Follow-up Study of Graduates of a California Junior College.11 Doctoral Dissertation, Stanford University, 1951. 37. LeB1anc, Clifford R. Private interview held at Santa Fe Corrununity College, Gainesville, Florida, February 16, 1973. 38. Lunn, Harry H. The Student's Role .:!D_ College Policy Making. Washington, D. C.: ACE, 1956. 39. O'Banion, Terry U. (Ed.), Junior College Student Personnel Services, (Washington, D. C.: American Association of Junior Colleges, I, June, 1968).

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40. O'Conner, Thomas J. Follo w -up Studies ~~unior Colle~: A Tool for Institutional Improvement. Washington, D. C.: American Association of Junior Colleges, 1965. 41. Mann, Sister M. J., and Lins, L. J. "Activities and Success of University of Wisconsin Graduates Within Eight Years After Graduation. 11 College and University, XXXVI (Fal 1, 1960), 57-67. 42. McDonald, John. "Citizenship Activities of Graduates from Nineteen Ca 1 i forni a Pub 1 i c Junior Co 11 eges." Doctora 1 Dissertation, University of California at Los Angeles, 1961 43. McKenna, David L. "Developing Student Leadership in the TwoYear College.11 Junior College Journal, XXX (April, 1960), 437-441. 44. Medsker, Leland and Knoell, Dorothy M. From Junior to Senior College. Washington, D. C.: American Council on Education, 1965. 45. Parr, Thad C., and Cummins, Lulu E. "Student Activities in Junior Colleges." Junior College Journal, IX (February, 1939), 241-242. 46. Raines, M ax. Appraisal ani!_ Development of Junior Colleae Student Personnel Programs. Washington, D. C.: U.S. Office of Education, 1964. 47. Roark, E. D. "The Nature of Student Participation in University Decision-Making on Campuses Experiencing Various Degrees of Organized Student Protest, and the Extent to Which Student Governments are Utilized as Channels for These Activities." Doctoral Dissertation, Syracuse University, 1971. 143 48. Rosken, Ronald W. "Relationship Between Leadership Participation In College and After College 11 Personnel and Guidance Journal, XXXIX (October, 1960), 110-114. 49. Sharnon, J. R. "School .A.ctivities and Personality Development." S choo l Activiti~, 20 (1949), 275-277. 50. S iegel, S. Nonpara metri~ Statistics for the Behavioral Sciences. New York: M cGraw-Hill, 1956. 51. Smith, H. L. Educational Research, Principles and Practices. B1o cm1ngton, Illinois: Educational Publications, 1944. 52. Stickler, W. Hugh. Building and Curriculum for the New Community College." The Junior Col}~ Journal, IIXX (April, 1959), 421-428. .

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53. Stripling, R. 0. 11Can Counselors Cope with the Dynamics of Co 11 ege Choice. 11 Co 11 ege Boa rd Review, 61 ( 1966), 27-29. 54. Trump, L. J. High School E xtra-Curricular Activities. Chicago: University of Chicago Press, 1944. 55. Wattenbarger, James L. "Five Years of Progress in Florida." Junior College Journal, XXXIV (October, 1963), 16-18. 144

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BIOGR APHICAL SKETCH ,James Sta nley Mitchell was born April 18, 1939 in Lincoln County, Tennessee. In June, 1956, he \
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I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. %y---'---, -::::'lt-7"-:-..::.......a'->'i"'""""'=<--'i-""--:----,,.,,.........,_..t:;.....Z::;..__.,.~-I certify that I have read this study and that in my opinion it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Doctor of Education. /)~) ) ; Y ~ I ) /, -.,:;c',,:.,c,,-7 -C:-,, 1'i:2.c'.v Marvin E. Shaw Professor of Psychology This dissertation was submitted to the Dean of the College of Education and to the Graduate Council, and was accepted as partial fulfillment of the requirements for the degree of Doctor of Education. August, 1973 Dean, Graduate School


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