Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Ohio State University. / Includes bibliographical references (leaves 69-71). Available online via OhioLINK's ETD Center.

The purposes of this study were to identify and analyze stated occupational goal orientations of female Mexican-American and Anglo high-school seniors of the classes of 1972 and 1980. Data utilized in this study were obtained from The National Longitudinal Study of the High School Class of 1972 and High School and Beyond: A National Longitudinal Study for the 1980s. Data from both surveys were weighted appropriately to adjust for the oversampling of minority students. The weighted data for the NLS (1972) Anglo group produced a sample size of 992,139, while the concomitant Mexican-American group was 22,482. The weighted data for the HSB (1980) Anglo group consisted of a sample of 1,032,953, and the corresponding Mexican-American group was comprised of a sample of 20,579. Stated occupational goals were clustered to form four types of occupations, professional, clerical, non-traditional, and homemaker. Seven research questions were formulated to explore possible associations of ethnicity, socioeconomic status, scholastic aptitude, and survey year with types of occupational goal orientations. Statistical procedures utilized in this study included frequency counts, percentages, odds ratios, log-linear analyses, and confidence intervals. Stated occupational goal orientations were statistically related to students' ethnicity, aptitude level, socioeconomic status, and year of graduation from high school. Recommendations for further research include examination of educational aspirations and educational completion rates. Stated aspirations should be compared with actual vocational achievement. Barriers to educational and vocational achievement warrant investigation, especially for the Mexican-American female. Formulation of contemporary models of vocational choice for women requires a thorough consideration of the effects of ethnicity, aptitude, SES, and other major life roles, such as marriage and parenthood, upon labor force participation.

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This study tests the validity of Holland's (1985a) principles regarding the parent-offspring vocational type agreement in immigrant families. Moreover, it examines and compares the influence of parental ethnicity, SES and level of education on the parental-offspring type agreement in immigrant and non-immigrant families. Finally, it explores the role of child's gender on the parent-offspring type agreement. / Data were collected through the administration of (1) The Vocational Preference Inventory (VPI, revised) (Holland, 1985b), and (2) The Personal Data Questionnaire (PDQ) (developed by the researcher) to high school and college students. The immigrant sample consisted of 100 Canadian-born children of Greek-born immigrants to Canada. The non-immigrant sample consisted of 80 children of Canadian-born, Anglophone parents. / The results revealed: (a) no significantly high agreement between Parental and Offspring Typology in either ethnic group; (b) no significant influence of parental ethnicity, SES or level of education on the Parent-Offspring Type agreement in either ethnic group; (c) significant influence of offspring's gender on the Parent-Offspring Type agreement, which is higher for the male than the female offspring, in both ethnic groups. / The above results do not validate Holland's (1985a) propositions that parental types produce similar vocational types of offspring in immigrant or non-immigrant families. Yet, it was found that parents do influence offspring's vocational choices, in ways that need to be further studied with larger samples of different ethnic populations.

The purpose of the study was to discover the attitudes toward work held by children in grades four, five and six. The instrument used was written by the researcher and based upon six factors found previously by other researchers to be important for job satisfaction among adult workers. The six factors included money, self-expression, leadership, working conditions, independence on the job, and status and prestige.The Instrument, the Kuldau Occupational Development Inventory (KODI), was administered to students enrolled in grades four, five and six in three community settings, the professional-white-collar (PWC), the working-blue-collar (WEC), and the inner city (IC). Each item on KODI was projected by an overhead projector and also read orally by the researcher. A total of five hundred eighty-six subjects were sampled. All children enrolled in each room selected was included in the study regardless of race, creed., and length of residence in the city.Statistical analysis of the data consisted of a three way analysis of variance computed between grade and sex, grade and community setting, and sex and community setting. A trend analysis was computed for grades. The statistical analysis for sex and community setting required the calculation of a t-test. Review of the data led to the following conclusions.Children have developed attitudes which they can recognize by the time they enter the fourth grade. The attitudes developed were toward money, self-expression, status and prestige, working conditions and leadership.When the data were considered by grades, the results indicated attitudes had been developed toward money, leadership and status and prestige. The results of a trend analysis indicated a greater attitude toward status and prestige in grade four than in grade six (p= <.01). No trend existed for the factors money and leadership.The attitudes held by boys and by girls were found to be related to self-expression and leadership. The results of the t-test for the group means of boys and girls indicated a significant difference existed between the attitudes toward leadership. The results of the trend analysis indicated a downward trend from grade four to grade six among girls toward the factors self-expression and status and prestige. The conclusion was drawn that as girls matured the attitudes toward self-expression and status and prestige became less important. Since no trend was found among boys sampled, the conclusion was drawn that no trend occurred in the development of attitudes toward work.When community setting was considered, working conditions, money and leadership were found to be significant. The results of a t-test computed on group means indicated a significant difference existed between the group means of the PWC and the WBC settings on the factors working conditions, and leadership; WBC and IC settings on leadership and money; and PWC and IC settings on working conditions, leadership and money.To discover if a sequential development of attitudes toward work occurred, a trend analysis was computed for grades four, five and six within each community setting. A downward trend was evident for status and prestige when the PWC community setting was considered. The conclusion was drawn that as these children matured, factors other than status and prestige gained importance when attitudes toward work were considered.An upward trend in the development of attitudes toward money was found to exist among children reared in the WBC community. The conclusion was drawn that as these children matured, money becomes a more important factor when work was considered.No trend was found to exist among IC subjects sampled. The conclusion was drawn that the attitudes held by these subjects had not developed in a sequential pattern.

Thesis (Ed.D.)--University of Tulsa, 1983. / Bibliography: leaves 53-57.