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661101s1966 xx ||| b ||| | eng d |
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|a ED010537 Microfiche
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|a CRP-2483
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|a ED010537 Microfiche
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|a Gurin, Patricia.
|0 http://id.loc.gov/authorities/names/n88179037
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| 245 |
1 |
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|a MOTIVATION AND ASPIRATION IN THE NEGRO COLLEGE /
|c PATRICIA GURIN and DANIEL KATZ.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1966.
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| 300 |
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|a 364 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
|b h
|2 rdamedia
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| 338 |
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|a microfiche
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|2 rdacarrier
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| 500 |
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|a Contract Number: OEC-4-10-095.
|5 ericd
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| 520 |
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|a THE FACTORS WHICH INFLUENCE CAREER CHOICES AND ASPIRATIONS OF STUDENTS ATTENDING SELECTED NEGRO COLLEGES IN THE SOUTH WERE STUDIED. OF MAJOR CONCERN WERE THE WAYS WHICH THE STUDENTS' SOCIAL AND FAMILY BACKGROUNDS, MOTIVATIONAL CHARACTERISTICS, INVOLVEMENTS IN CIVIL RIGHTS, AND EDUCATIONAL EXPERIENCES ENCOURAGE OR CONSTRAIN ALTERNATIVES IN MAKING CHOICES ABOUT THEIR FUTURES. THE INSTITUTIONS WERE SELECTED FOR PROVIDING WIDE DIVERSITIES IN PUBLIC-PRIVATE SPONSORSHIP, ACADEMIC STATUS, AND AMOUNT OF CONSTRAINT ON CIVIL RIGHTS ACTIVITIES. QUESTIONNAIRES WERE ADMINISTERED TO 4,000 STUDENTS AT 10 INSTITUTIONS. IN ADDITION, INTERVIEWS WERE CONDUCTED WITH 600 STUDENTS TO OBTAIN MORE INTENSIVE INFORMATION. DATA COLLECTED WERE ON SPECIFIC MEASURES OF OCCUPATIONAL ASPIRATION, CLASS BACKGROUND, FAMILY INFLUENCE, MOTIVATION, AND INSTITUTIONAL CHARACTERISTICS. THE RESULTS INDICATED THAT (1) ELEMENTARY AND SECONDARY TEACHING CAREERS WERE THE PREDOMINANT PROFESSIONAL CHOICE, (2) HIGH ACHIEVEMENT ORIENTATION AND SENSE OF PERSONAL CONTROL WERE POSITIVELY RELATED TO ASPIRATIONS FOR JOBS OF PRESTIGE, (3) REALISTIC ASPIRANTS (ABILITY MATCHED EQUALLY WITH LEVEL OF PERFORMANCE) WERE MORE LIKELY THAN UNDER- OR OVER-ASPIRANTS TO ATTRIBUTE THE FAILURE OF OTHER NEGROES TO PROBLEMS OF RACIAL DISCRIMINATION, AND (4) OVERALL DIFFERENCES EXISTED AMONG THE 10 SCHOOLS IN DEGREES OF STUDENT ASPIRATION. IMPLICATIONS WERE PRESENTED FOR EDUCATION, MOTIVATIONAL DYNAMICS (THE ROLE OF EXPECTANCIES AND VALUE-MOTIVE FACTORS), PERSONAL CONTROL DEVELOPMENT, EDUCATIONAL PROGRAMS, SUCCESS FEEDBACK, PROGRAMED MATERIALS, GRADES AND HONORS DISTRIBUTION, AND SCHOOL, TEACHER, AND STUDENT ROLES. (RS)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
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|a Academic Ability.
|2 ericd
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| 650 |
1 |
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|a Aspiration.
|2 ericd
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| 650 |
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|a Black Institutions.
|2 ericd
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| 650 |
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|a Black Students.
|2 ericd
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| 650 |
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|a Career Choice.
|2 ericd
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| 650 |
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|a Environmental Influences.
|2 ericd
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| 650 |
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|a Family Characteristics.
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|2 ericd
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| 650 |
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|2 ericd
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| 650 |
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|a Student Characteristics.
|2 ericd
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| 650 |
1 |
7 |
|a Student Motivation.
|2 ericd
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| 653 |
0 |
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|a MICHIGAN
|a Michigan (Ann Arbor)
|
| 700 |
1 |
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|a Katz, Daniel,
|d 1903-1998,
|e author.
|0 http://id.loc.gov/authorities/names/n80060596
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| 710 |
2 |
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|a University of Michigan. Survey Research Center.
|
| 907 |
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|b Michigan State University
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