A group of 188 undergraduate students at the University of Arizona read three vignettes depicting a lawyer's performance at trial. The types of cases presented at trial were rape, sex discrimination, family law (divorce and child support), murder, narcotics, contracts, paternity, prostitution, and insanity. Some of the subjects read a case presented by lawyer John McKay, while others read the same case presented by lawyer Joan McKay. A multivariate analysis of variance revealed no significant differences in the perceived effectiveness and credibility of the trial lawyers, with male and female attorneys rated equally competent. The results were most encouraging for women entering the profession of law, and showed that bright undergraduate college freshmen now perceive women attorneys without sexism and with credibility.

This study identified factors contributing to Mexican-American student persistence in higher education. Tinto's model of student withdrawal was blended with Astin's theory of involvement in a theoretical framework that also gave special focus to hispanic and Mexican-American student concerns. The data consisted of unstructured interviews with a small sample of Mexican-American students at the University of Arizona. Content analysis was used to categorize the data and symbolic interaction theory was used for its interpretation. Findings about personal and institutional factors, were combined to understand persistence in the context of person/environment interaction. The personal factors influencing student persistence were "self," human support, financial adversity, commitment, acculturation, and gender differences; none of these factors stood alone, and each was present to some degree in each of the successful students. Commitment was the most important overriding theme in these personal factors. The institutional factors influencing persistence were academic preparation, use of student services, student/instructor interaction, and academic experiences. Symbolic interaction theory was the analytic framework used to interpret these factors of student persistence in the light of the meanings students attached to events in their college experiences. Empowering students to succeed is proposed as the organizing model for institutions to influence persistence.

According to the five functions of academic advising as outlined by Morris (1973), this study investigates the specific academic advising needs of elementary education majors as perceived by elementary education students and faculty advisors at The University of Arizona. In addition, the unique advising needs of elementary education majors, those advising needs which are currently being met, and those advising needs which are not being met, are identified. Lastly, suggestions for improving the quality of academic advising for elementary education majors are examined. Twenty-five elementary education majors of senior standing admitted to the College of Education and twelve elementary education faculty advisors are individually administered an oral semi-structured questionnaire. Interview responses are categorized according to the five functions of academic advising, the unique advising needs of elementary education majors, advising needs which are currently being met, advising needs which are not being met, and suggestions for improving the quality of academic advising. The findings indicate that those advising needs which are specific to elementary education majors are contained within the functions of providing accurate information and long-range program planning. The advising needs identified within the functions of discerning the purpose of the institution, short-term course selection, and facilitating student development are generic in nature with no specific referent to teacher education. The unique advising needs of elementary education majors are identified as: (1) helping students to determine their suitability to the profession, (2) developing interpersonal skills, (3) developing communicative competence, (4) making decisions concerning program options, and (5) facilitating professional development. Advising needs which are being met are those related to program planning. Advising needs which are not being met are those related to determining suitability to the profession and facilitating professional development. Suggestions for improving the quality of academic advising for elementary education majors include the recognition of advising as a faculty priority and facilitating students' professional development needs. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

The purpose of this study was to examine the influence of demographic variables on the career maturity of high school students. The study intended to determine the influence of race and socioeconomic status on career maturity. Multiple intercorrelations and regressions among the dependent variable, Career Maturity Inventory Scores (CMI), and the independent variables of socio-economic status, students' career aspirations, students' career expectations, students' post-high school plans, parents' career expectations, parents' career aspirations, parents' post-high school plans, and race were computed. Regression weights for each independent variable were also computed. The Career Maturity Inventory (CMI) and a Demographic Information Inventory (DII) were administered to two hundred and eighty high school students enrolled in a high school located in the southwestern section of the United States. Instrument administration was conducted within their regular classroom by the main investigator. The final sample consisted of seventy students from each grade (9th, 10th, 11th, and 12th) and Mexican-American students and Anglo-American students were proportionally represented at each grade. A factorial analysis of variance was computed to determine the influence of SES and race on career maturity. Multiple regression analyses were utilized to examine multiple correlations among the dependent and independent variables and to establish the regression weights for each independent variable. Results demonstrated that race and SES have a statistically significant impact on career maturity. The multiple regression analysis revealed that the best predictor of career maturity for the entire sample were the students' post-high school plans, race, and the students' career expectations. The sample was divided into two ethnic groups to determine the best predictors of career maturity for each ethnic group. The multiple regression for the Anglo-American sample revealed that the students' post-high school plans was the only statistically significant predictor of career maturity. In contrast, the students' post-high school plans and parents' career expectations were the two factors found to be of significant importance for the Mexican-American group. The salient feature of these analyses is that socio-economic status is a poor predictor of career maturity for both ethnic groups. Implications of the findings are discussed and future trends regarding the assessment of career maturity are outlined.

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This study assesses the concerns of Jewish youth in Tucson, Arizona and reports their demographic characteristics and those of their families. Other issues explored are Jewish identity, family and peer relations, use of community resources, and program interests. The 382 Jewish youth surveyed in grades 4-12 were essentially an affiliated population with over 96% belonging to a Jewish religious institution, education program, or youth organization. The relationship was examined between Jewish youth concerns and family changes of single-parent and stepfamily living, dual careers, and interfaith marriage. Differences in concerns were also identified by gender, educational level, and affiliation. Results are also presented of a survey of 59 Jewish community resources concerning their utilization by parents and youth and their perception of youth concerns. Based on findings, recommendations are made to encourage Jewish community awareness and responsiveness to concerns and needs of Jewish youth and their families.

The purpose of this study was to identify the needs of returning adult students at community colleges in Arizona through the application of adult developmental theory. To differentiate adult students' needs from those of traditional-age students, samples of prospective freshmen and returning adults were surveyed. Participants in the study were 108 graduated high school seniors, and 104 community college students who were 25 years or older and had a break of three years or more in their education. Participants completed a questionnaire requesting demographic information, reasons for attending college, fears, expectations and needed services. Results showed that traditional-age college students enter higher education to expand their social world, to prepare for a career, and fearing the stresses of college life. Adult students' reasons for entering higher education relate to life transitions and personal growth. They are highly motivated yet hampered by multiple role responsibilities and fear of failing.

No description available.