Vocational Readiness Attitudes of Rural Disadvantaged Adolescents from Exemplary Vocational, and Nonvocational Educational Backgrounds.

Autor/in	Handley, Herbert M.
Institution	Mississippi State Dept. of Education, Jackson. Div. of Vocational and Technical Education.; Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
Titel	Vocational Readiness Attitudes of Rural Disadvantaged Adolescents from Exemplary Vocational, and Nonvocational Educational Backgrounds.
Quelle	(1975), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Altruism; Black Students; Comparative Analysis; Demonstration Programs; Disadvantaged Youth; Educationally Disadvantaged; High School Students; Negative Attitudes; Readiness; Rural Youth; Self Concept; Student Attitudes; Tables (Data); Vocational Education; Vocational Maturity; White Students; Work Attitudes; Mississippi + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Benachteiligter Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Negative Fixierung; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Selbstkonzept; Schülerverhalten; Tabelle; Ausbildung; Berufsbildung; Berufsreife; Work attitude; Arbeitshaltung
Abstract	The study determined whether rural students enrolled in vocational programs which were considered to be exemplary for training disadvantaged youth differed in attitudes related to school and work from similar disadvantaged youth not enrolled in vocational studies. Ranging in age from 15 to 19 years, 115 students from 4 on-going vocational programs recognized as exemplary by state level vocational educators and 93 students from schools not having special vocational programs for disadvantaged youth were administered the Survey of Pupil Opinion, the Career Maturity Inventory, and the Work Value Inventory. Although the majority of the youth in both samples were male and black, comparable proportions of females and whites were included. The instruments measured the students' attitudes toward themselves, school, teachers, and work. Value was measured in 15 areas: creativity, management, achievement, surroundings, supervisory relations, way of life, security, associates, esthetics, prestige, independence, variety, economic returns, altruism, and intellectual stimulation. Findings included: the disadvantaged vocational group expressed more positive attitudes about themselves as students, gave better opinions of their teachers, and saw themselves as more effective in school and social interactions; and the vocational group displayed attitudes characterized by more involvement with career choice processes, more positive orientations to work, and more independence in decision making. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC