published_or_final_version / Business Administration / Master / Master of Business Administration

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The data for this study were taken from the survey titled Monitoring the Future (MtF), an annual cross-section of high school seniors across the nation, using the 1976 and 1981 cohorts. Log-linear analysis was the primary analytic technique, supplemented by factor analysis where appropriate. The topic is not new. With graduation approaching, high school seniors must consider four major decision areas: further education, employment, marriage, and/or parenthood. Yet, each of these is increasingly problematic within the context of a Post-Industrial society. These decision areas are in fact inextricably bound together in a dynamic and complex fashion. That is, goals are eminently lifestyle choices. What is new, then, is this study's perspective and the central role of gender in shaping such choices. Given these two premises, this study primarily critiques conventional Status Attainment models of youths' aspirations drawing upon Bernard (1981), Gilligan (1982), Baruch, Barnett, and Rivers (1983), and Gerson (1985). As lifestyle choices, seniors were confronted with such issues as employed wives/mothers, division of housework and child care labor between spouses, and househusbands. The majority of young women and men alike considered both a job and homelife central to their futures. Yet, occupational aspirations reflected the sex-segregation of the labor market. In general, homelife scenarios found that either wife's full-time or half-time employment was favored in contrast to full-time homemaking when no preschool children were involved. Once children were involved, however, most seniors preferred the wife remain home. With respect to child care and housework, equal responsibility was strongly preferred by virtually all seniors. Many seniors also preferred arrangements in which the wife was primarily responsible for these tasks, regardless of her employment status. Shifts in husband's roles were generally unacceptable, particularly full-time househusbands. Overall, more young men supported traditional arrangements, while more young women supported change. Seniors' aspirations, thus, found evidence for both a diversity of future lifestyles, as well as areas of potential conflict.

Most school reforms require the implementation of policies and procedures; therefore, staff development has flourished as a means to introduce and reinforce required school, classroom, and teacher changes (Shroyer, 1990). The scant and inconclusive research regarding the impact of staff development on teacher change (Fullan, 1985; Griffin, 1983b; Guskey, 1986) has shifted from a focus on institutional factors impacting change to individual characteristics of the teachers involved in implementing change and the complex ecology in which these changes take place (McLaughlin, 1990). Recently, researchers have focused on the differences in teachers' beliefs and those implicit in the design of innovations to be implemented (Au, 1988; Johnston, 1988; Olson, 1980, 1981). Further, evidence exists that a teacher's beliefs can change throughout the staff development process (Richardson, Anders, Tidwell, and Lloyd, in press). These researchers, like Hollingsworth (1989), examined questions about the process of changing (Fullan, 1985); their research agendas focus on how new knowledge is used and how change occurs throughout the staff development process. Similarly, this case study was designed to identify changes in the subject's beliefs after she participated in a particular staff development project and to trace these changes throughout the process. The subject, Debbie, a veteran science teacher, enrolled in an inservice class to develop her questioning skills, to learn about thinking skills, and to implement the Taba Teaching Strategies in her classroom. In this case, changes in Debbie's beliefs were examined by comparing and analyzing the semantic maps of Debbie's responses in structured interviews (Spradley, 1970), including questions based on the Kelly Repertory Grid (Kelly, 1955) and the Heuristic Elicitation Method (Eisenhardt, Shrum, Harding, and Cuthbert, 1988). By reviewing and analyzing field notes, taped class sessions, and interviews with Debbie and other teachers at the site throughout the project, how this change in beliefs was exhibited throughout the process of changing was reconstructed in narrative form. Debbie described her beliefs privately and reconstructed them publically (Fenstermacher and Richardson, 1991) throughout the process of changing, struggling with her what beliefs about how students learn and her how beliefs as she practiced new teaching strategies (Sigel, 1985).

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This study used a questionnaire to assess counselors' awareness of and opinions on issues related to the legislated regulation of their profession. The subjects (N = 159) were members of the Arizona Counselors Association. Statistical procedures used included numerical frequencies, percentages, chi-square and Pearson's product-moment correlation coefficient. The results indicated that the subjects were moderately informed about the consequences of legislated regulation. There was a tendency of subjects to be aware of, agree with and value those positions which represent professionally and personally beneficial consequences of regulation, and to be unaware of, disagree with and consider less important positions representing the negative consequences of regulation. Subjects supported legislated regulation, and supported traditional forms of regulation. The majority thought there was a need for more information and dialogue about the consequences of legislated regulation.

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