volume WOMEN AND MINORITIES IN HEALTH FIELDS: A TREND ANALYSIS OF COLLEGE FRESHI'EN ' A Comparison of L. .. Minority Aspirants To Health Careers: III II W ”H I I II III “““““ I I" III I III] WII IIIIII I"‘"I::I"LI"' II‘I'II II I ““““ I II IIIIII IIl|.:I IIIII'IIIII' II I S i, II WI MIIII iiiiiiii "HIM”I “III" I'm“: III N I III “I. I III IIIIIIIIILIII III F .. II "" IIIIIIIIIIIIIII “H I ' I; I I! III“I II I I "W III I III ‘ III 11‘II‘IW I'M“ I IIIII { ”M I IHWW _ it?” $161 I "I IIIILIH‘ “Grin” I “I W IIIIIIIIII “II III ‘1 _! III III "III“ 31‘ I I WI‘I IIIIIIIIIIII IIIII "I III I II I I IIIIIII III I I ,II IIIIIIIIIIIII II I IIIIIIIIIIIIII III III WWW U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 0 Public Health Service 0 Health Resources Administration II ==: WOMEN AND MINORITIES IN HEALTH FIELDS: A TREND ANALYSIS OF COLLEGE FRESHMEN A Comparison of "I? H Minority Aspirants To Health Careers: volume Health Manpower References Prepared for the Manpower Analysis Branch, Bureau of Health Manpower, by the American Council on Education, under Contract Number 231—75-0020. US. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Public Health Service Health Resources Administration Bureau of Health Manpower DHEW Publication NO. (HRA) 77-47 February 1977 ~ "m. .-<, .u ..-,.., .‘ u. . .‘ . V, «A... ..—.-.m.¢l--‘ ..._- _—-—._ ____- C MZM/ ~ 4“. A__._-....».-_J.»~_4... .- ._. n...“ .4z.._ .~ 4,V.._H “L T) A l\ h 410 .7 H6 V.3 The study of women and Minorities in Health Eiglds; A Trend Analysis of College Freshmen was prepared by the American Council on Education under contract to the Bureau of Health Manpower. It was supported by the Bureau and the Office of Health Resources Opportunity to obtain information on the health career aspirations and plans of college students, particularly women and minorities. The study results were needed to help identify ways in which access to health careers could be expanded and improved, thus enabling the Bureau and OHRO to meet program goals of facilitating the entry of qualified applicants, particularly women and minorities, into health careers. The study results appear in five separate reports: volume I, "Freshmen Interested in the Health Professions," and a Summary of Volume I (Pub. No. (HRA) 77—43 and 44 respectively); Volume II, "Freshmen Interested in Nursing and Allied Health Professions," and a Summary of the Volume II (Pub. No. (HRA) 77—45 and 46 respectively); and Volume III, "A Comparison of Minority Aspirants to Health Careers," (Pub. No. (HRA) 77—47). Volume I (77—43) has been issued. The succeeding volumes, of which this is one, are scheduled to be issued shortly. The original Project Officer, Dr. Frederic D. Weinfeld, was succeeded by Anna Ruth Crocker, who assisted in guiding the Policy Analysis Section of ACE in completing the task and readying the study results for publication. The ACE Project Director, Dr. Engin I. Holmstrom, was assisted by Paula R. Knepper and Laura Kent. Howard V. Stambler Chief, Manpower Analysis Branch Office of Program Development Bureau of Health Manpower August 1977 iii 0 CONTENTS Foreword ................................................................ Ill Li’st 0f Tables and Figures .............................................. vn Preface ................................................................. xi Chapters l Representation of Minorities Among Health Career Aspirants ........ 1 Background Characteristics ........................................ 5 institutional Distribution ..................... V ................. . I6 Factors Influencing College Choice ................................ l7 College Finances .................................................. 19 ll Personality Characteristics ....................................... 25 Self-Ratings ...................................................... 26 Life Goals ........................................................ 36 Reasons for Career Choice ........ . ................................ #7 III Summary and Conclusions ........................................... 69 References ............................................. - .................. 77 Appendixes ............................................................... A Student Information Form, I966 .................................... 79 B Student Information Form, 1972 ............ . ........................ 83 C Student Information Form, 1974 ........................ . ........... 87 Table l-lO l-ll i-l2 LIST OF TABLES AND FIGURES Representation of Minorities in l970 U.S. Population, in l97h Entering Freshman Class, and Among 197“ Health-Career Aspirants .................................................. Number of White and of Minority Health-Career Aspirants in the 1974, l972, and l966 Freshman Classes, by Career Group ...................................................... Proportion of Women Among 197A, 1972, and l966 Health-Career Aspirants by Career Group and by Race/Ethnicity ............. Proportion of Health-Career Aspirants 18 Years or Younger, by Career Group and by Race/Ethnicity ...................... Proportion of Married 1974 Health-Career Aspirants, by Career Group and by Race/Ethnicity ......................... Proportion of l97h High School Graduates Among l97h Health- Career Aspirants, by Career Group and by Race/Ethnicity .... Median Parental Income (1973) of 197A Health—Career Aspirants, 3 6 7 8 9 by Career Group and by Race/Ethnicity ........................ lO Proportion of 197A Health—Career Aspirants Whose Fathers Had at Least a College Education, by Career Group and by Race/Ethnicity ........................................ ll Proportion of l97h Health—Career Aspirants Whose Mothers Had at Least a College Education, by Career Group and by Race/Ethnicity ........................................ ll Proportion of l97h Health-Career Aspirants Whose Fathers Were Employed in Health Fields, by Career Group and by Race/Ethnicity ............................................ ll Proportion of l97A Health—Career ASpirants Whose Fathers Were Employed in Other Professional Fields, by Career Group and by Race/Ethnicity .................................. l2 Proportion of Health-Career Aspirants Whose Fathers Were Businessmen, by Career Group and by Race/Ethnicity ........... l3 vii Table I-l3 l—lh l-lS l-l6 l-l7 l-l8 l-l9 ll-l II-2 viii Proportion of l97h Health—Career Aspirants Whose Fathers Worked in Blue-Collar or “Other Nonprofessional” Occupations, by Career Group and by Race/Ethnicity ........... l3 Proportion of l97h Health Career Aspirants Whose Fathers Were Unemployed, by Career Group and by Race/Ethnicity ....... l4 Factors Influencing College Choice of l974 Health Career Aspirants, by Career Group and by Race/Ethnicity ............. l8 Proportion of l97h Health-Career Aspirants Expressing Major Concern Over College Finances, by Career Group and by Race/Ethnicity ........................................ 20 Proportion of l97h Health-Career Aspirants Reporting “Self- Supporting“ Sources of College Finance, by Career Group and by Race/Ethnicity ........................................ 2| Proportion of l97h Health—Career Aspirants Reporting Federal/ State Sources of College Finance, by Career Group and by Race/Ethnicity ............................................... 22 Proportion of 197A Health—Career Aspirants Reporting Loans as a Source of College Finance, by Career Group and by Race/ Ethnicity .................................................... 23 The Five Top—Ranked Traits of Each Racial/Ethnic Group of l97h Health Career Aspirants and of All l974 Freshmen ............. 28 Rank-Order of Racial/Ethnic Groups on Self-Ratings of Basic Academic Skills, by Career Choice ............................ 33 Composite Scores of Racial/Ethnic Groups of Self-Ratings on Basic Academic Skills, by Career Groups ...................... 33 Rank—Order of Racial/Ethnic Groups on Self-Ratings of Three Most Common Traits, by Career Group .......................... 34 The Five Top-Ranked Life Goals of Each Racial/Ethnic Group of l97h Health-Career Aspirants and of All Freshmen ............. 39 Rank Order of Racial/Ethnic Groups on Four Types of Life Goals .... 45 Table II-7 ll-B II-C ll-E II-F lI-H Il-K ll-L The Five Top-Ranked Reasons for Career Choice of Each Racial/ Ethnic Group of I974 Health Career Aspirants and of All Freshmen ..................................................... 49 Rank Order of Racial/Ethnic Groups on Five Most Common Reasons for Career Choice .......................................... SO Self-Ratings of Whites Among I974 Health—Career Aspirants, by Career Group .............................................. 54 Self-Ratings of Blacks Among I974 Health-Career Aspirants, by Career Group .............................................. 55 Self-Ratings of American Indians Among I974 Health-Career Aspirants, by Career Group ................................... 56 Self-Ratings of Asian-Americans Among I974 Health-Career Aspirants, by Career Group ................................... S7 Self-Ratings of Hispanic-Americans Among I974 Health Career Aspirants, by Career Group ................................... 58 Life Goals of Whites Among I974 Health-Career Aspirants, by Career Group .............................................. 59 Life Goals of Blacks Among I974 Health-Career Aspirants, by Career Group .............................................. 60 Life Goals of American Indians Among I974 Health-Career Aspirants, by Career Group ................................... 6I Life Goals of Asian-Americans Among I974 Health—Career Aspirants, by Career Group ................................... 62 Life Goals of Hispanic—Americans Among I974 Health Career Aspirants, by Career Group ................................... 63 Career—Choice Reasons of Whites Among I974 Health—Career Aspirants, by Career Group ................................... 64 Career-Choice Reasons of Blacks Among I974 Health-Career Aspirants, by Career Group . .................................. 65 Career-Choice Reasons of American Indians Among 1974 Health-Career Aspirants, by Career Group ...................... 66 Table FIGURE 1-] Career-Choice Reasons of Asian-Americans Among I97h Health- Career Aspirants, by Career Group ............................ 67 Career-Choice Reasons of Hispanic-Americans Among 197“ HealthnCareer Aspirants, by Career Group ..................... 68 Health Career Choices, by Race/Ethnicity, I97h Freshmen ............ h PREFACE In I975, the Bureau of Health Manpower (BHM) contracted with the American Council on Education (ACE) to conduct a study examining recent changes in the pool of students interested in careers in health fields, with special emphasis on women and minority—group members in this pool. Speci- fically, the study was focused on first-time, full-time freshmen who named one of the health fields as their probable future career. The most recent group of health-career aspirants on whom data were available, those who entered college in fall I974, were the principal target of investigation. Where appropriate, they were compared with their counterparts in two earlier freshman classes (l966 and 1972) for the purpose of monitoring trends in the characteristics of health-career aspirants; in addition, they were compared with all 1974 freshmenl/ for the purpose of defining more precisely the character and quality of potential health practitioners. The data for this study came from the student files of ACE's Cooperative Institutional Research Program and represent weighted responses to the Stu- dent Information Form, a survey instrument containing standard demographic and socioeconomic items, as well as questions on college finances, self- ratings, life goals, and similar personal material. For more complete in— formation about the methodology of the study, the reader is referred to the two earlier volumes (Holmstrom, Knepper, and Kent, 1976a, l976b). The first volume to come out of the study dealt with those freshmen planning rareers in one of the medical professions: medicine, dentistry, pharmacy, optometry, and veterinary medicine. The second volume dealt with freshmen planning careers in nursing or the allied health professions: IAs reported in Astin et al., 1974. xi xii dietetics, health technology, and therapy (physical, occupational, speech); for convenience, this group of health fields is referred to as the NAH pro- fessions. The present volume, the third and last, focuses on the 31,207 minority students among 1974 entering freshmen who named one of the medical profes- sions or one of the NAH professions as their probable future career. The minority groups included are: blacks (i.e., all those who checked the cate- gory “Black/Negro/Afro-American” on the 1974 Freshman survey form);g/ Ameri- can Indians; Asian-Americans (i.e., all those who checked the category “Oriental"); and Hispanic-Americans (i.e., all those who checked either ”Mexican-American/Chicano'| or “Puerto Rican-American“). The freshman ques- tionnaire also listed a residual category, “Other,” but because of its ambi— guity-~and the probable heterogeneity of the group it represents, which numbered 4,504 students in 1974--this category of students is not discussed in this report. The unweighted numbers of minority students aspiring to specific careers were in some cases very small. Therefore, only four career groups are covered: (l) those interested in medicine (aspiring physicians), (2) those interested in other medical professions (aspiring dentists, pharmacists, optometrists, and veterinarians), (3) those interested in nursing (aspiring nurses), and (4) those interested in allied health professions (aspiring dietitians, health technicians, and therapists). Further,\no data are given by sex cate- gories. Where relevant, minority students are compared with the 233,454 white majority students aspiring to the same health careers. 2Readers are referred to Volumes I and II of this project for more de— tailed information on black health-career aspirants by sex (Holmstrom, Knepper and Kent, l976a, l976b). xiii The first chapter of this report discusses the representation of the different minority groups among health-career aspirants relative to their representation in the total freshman class and in the U.S. population, ex- amines trends in the number of minority—group members planning on health careers, describes their background characteristics (including socioeconomic status), and analyzes their college patterns. The second chapter looks more closely at their personal characteristics, including self—ratings, life goals, and reasons for career choice. The third and final chapter summarizes and discusses the findings and makes recommendations. fittsrfl .\ Chapter I Representation of Minorities Among Health Career Aspirants According to the I970 Census figures, over l6 percent of the population of the United States, or about one in six people, belonged to a racial/ethnic minor— ity group. In I974, I3 percent of the full-time freshmen entering the nation's colleges and universities, and I3.2 percent of those freshmen aspiring to health careers, identified themselves as belonging to a minority group. Table l-l shows the distribution of minorities in the nation, in the I97“ freshman class, and in the group of health-career aspirants. Relative to their proportions in the U.S. population, blacks and Hispanic- Americans were underrepresented both among I974 entering freshmen and among I974 health-career aspirants, whereas Asian-Americans and American Indians were over- represented. Relative to their proportions in the I97A entering freshman class, however, blacks and Asian—Americans were overrepresented among health-career as- pirants, Hispanic—Americans underrepresented, and American Indians were about equally represented. (Because the proportions of Asian-Americans and American Indians in all three groups are minute--generally under l percent--overrepresefl; ted and underrepresented are, of course, highly relative terms.) Table I-l Representation of Minorities in I970 U.S. Population, in l97h Entering Freshman Class, and Among l97h Health-Career Aspirants l974 Freshman l970 U.S. Populationa I97h Freshman Classb Health-Career Asplrants Blacks Il.I 7.“ 7.7 American Indians .9 .9 .8 Asian-Americans .6 .9 l.2 Hispanic-Americans “.5 2.] I.8 Other -- l.7 l.7 aSOurce: U.S- Bureau of Census, I973- bSource: Astin et 31., I975. In l966, about one in ten health-career aspirant was a member of a minority group; in 1974, the proportion had risen to l3.2 percent.l/ The increase in the absolute number of minority students planning on health careers was even more impressive: l05.8 percent, compared with only 55.5 percent for whites. The discrepancies between minority and white growth rates differed by career group, however, being much greater for the medical professions (122.5 percent for minorities versus 33 percent for whites) than for the NAH professions (94 percent for minorities versus 83.l percent for whites). More specifically, the career choices of physician, dentist, and nurse became much more popular with minorities than with whites; the growth in interest in optometry, health technology, and therapy among minorities did not keep pace with the growth among whites. Dietetics as a freshman career choice registered a decrease in the number of minority aspirants (-37.2 percent) but an ipcrease in the number of white aspirants (65.l per- cent). lncreases in the absolute number of each minority group naming a health field as their freshman career choice was substantial: the number of American Indians increased by l58.2 percent, the number of blacks by l04.3 percent, and the number of Asian-Americans by 90.2 percent between 1966 and 197A. No information on Hispanic-Americans was obtained in l966; between 1972 and l97h, however, their number increased by 8.9 percent, compared with a 7 percent in- IThe racial/ethnic item on the l97h and l972 freshman questionnaires in- structed the respondents to ”mark all [categories] that apply.“ Some students indicated membership in more than one racial/ethnic group and were thus double- counted. Therefore, the totals given in this chapter may be slightly higher than those reported in Volume I and II. In addition, the same item in l966 asked the student to “mark one“; therefore, increases over the eight-year period may be slightly inflated. crease for whites (see Table 1-2 for absolute numbers). ubu 12 Number of White and of Minority Health-Career Aspiranrs in the 197h, 1972, and 1966 Freshman Classes, by Career Group Other Medical Allied Health Total Physicians Professionals Nurses Professionals Whites 197k 233.A5“ 50,6“8 59,h17 65.596 57,793 1972 218,22” Sh,h69 51,137 52,800 59,818 1966 150.142 hh,367 38,399 31,307 36,069 Blacks 1974 20,722 5,101 2,633 8,u68 h,520 1972 19,518 4,22“ 2,225 8_h53 “,616 1966 10,1h5 2,521 1,31% 2,h28 3,882 American Indians 197A 2,2“1 592 “34 885 380 1972 2.715 969 527 563 656 1966 868 99 182 365 222 Asian-Americans 197k 3,319 l,h09 8h5 557 507 1972 3,810 1,123 1,01“ 800* 873 1966 1,7h5 507 hhl 212* 585 Hispanic-Americans 1971. 4,925 |.380 1,203 1.508 83‘i 1972 h,5zu 1,239 962 i,his 908 19663/ -- -~ -- —- -- Other 197A “,50h 1,367 1,123 1.294 720 1972 “.356 1,27h 983 [.135 96“ 1966 4,592 1,019 1,126 1,222 1,225 a . . Racial/ethnic Item on the 1966 freshman questionnaire did not include this category. The white majority in 1974 was fairly evenly distributed among the four career groups, with 21.7 percent naming medicine, 25.“ percent naming other medical professions, 28.1 percent naming nursing, and 2h.8 percent naming allied health professions as their probable future career. The total group of minority health-career aspirants was distributed in much the same way (Figure 1-1), but different racial/ethnic minorities were attracted to dif- 1. Figure l-l Health Career Choices, by Race/Ethnicity l97‘o Freshmen _ Physicians ""mn Other Medical Professions E Nurses 7‘ Allied Health Professionals Wins '7 (233.“5'4) 21.72 2%.“? 28,|X 214,532 7 Blacks (20,722) 214 6% l2 7% #0. 92 2| 8% American Indians (2.21.!) 2h. 2% l9 ’42 39 52 ‘v 0% Asian-Americans (3.316) 1:2 ’42 25. 52 l6 8% ‘ Hispanic-Americans ’ Z 28.02 210.42 30.62 l6.9X ferent health careers. Thus, about two in five Asian-Americans planned to become physicians, another one in four aspired to one of the other medical professions, and less than a third were interested in the NAH professions. Hi5panic-Americans too preferred the medical to the NAH professions (52.4 percent versus 47.5 percent). But two in five blacks and American Indians named nursing as their career choice, and one in four of these same minority grOups named medicine. The allied health professions were more popular among blacks than among other minorities, and the other medical professions less so. As mentioned in the earlier volumes, medicine and nursing attracted more minority students than did other health fields: About 16 percent of aspir- ing physicians and nurses were minority students, in contrast to about one in ten of those interested in other medical professions or in allied health professions. In fact, the allied health professions as a freshman career choice became even ”whiter” over the eight-year period studied, the propor- tion of white aspirants increasing from 86.2 percent of the total in l966 to 89.2 percent in l97h. Among aspirants to other medical professions the proportion of whites dropped slightly, from 92.6 percent in 1966 to 90.4 percent in l974. Background Characteristics This section describes the background characteristics--including sex, age, marital status, year of high school graduation, and socioeconomic status of minority students aspiring to health careers, comparing them with freshmen-in-general and with the white majority. EEK In 1974, h7.8 percent of entering freshmen were women (Table I-3). Women were underrepresented among students interested in medicine (32.8 per- cent) and other medical professions (39.4 percent) and overrepresented among those interested in nursing (97 percent) and allied health professions (85 percent). Thus, the NAH professions were “feminine'I career choices, whereas the medical professions were ”masculine.” Although the sex distri- bution patterns of minority health-career aspirants in l97h were similar to the overall patterns just reported, some differences emerged: 0 Among Asian-Americans, as among white students, the medical professions were masculine career choices in that women con- stituted only 30.h percent of the Asian-Americans interested in medicine and only 31.6 percent of those interested in other medical professions; the comparable figures for the Table i-3 Proportion of Women Among i97h, l972, and l966 Health-Career Aspirants by Career Group and by Race/Ethnicity Other Medical Allied Health Physicians Professionals Nurses Professionals Uhites '97“ 30.3 39.| 97.0 86.0 i972 22.5 26.8 97.0 83.l 1966 i6.“ l6.7 98.3 83.0 Blacks l97h 56.0 52.0 98.0 77.3 1972 “5.5 39.3 97.1 73.0 l966 33.5 25.3 96.5 73.6 American Indians i979 “9.6 50.9 93.9 76.3 i972 36.8 39.6 93.3 82.6 i966 19.2 l5.9 98.9 8h.2 Asian-Americans i9?“ 30.“ 3i.6 i00.0 82.2 i972 28.6 25.8 96.“ 79.2 i966 i7.“ 9.3 98.6 79.7 Hiseanic-Americans l9?“ 35.3 30.“ 93.0 58.5 l972 29.8 l5.5 9i.5 65.h :9662/ -- —- -- -- aRacial/ethnic item on the I966 freshman questionnaire did not include this category. white majority were 30.3 percent and 39.l percent, respec- tively. in contrast, 56 percent of the blacks and 49.6 percent of the American Indians interested in medicine were female. Similarly, half of the blacks and American lndians interested in other medical professions were female. The differences in the sex distribution of minority and majority students interested in nursing were negligible, since this field is overwhelmingly female—dominated. Thus, IOO percent of the Asian Americans, 98 percent of the blacks, 97 percent of the whites, 93.“ percent of the American Indians, and 93 percent of the Hispanic-Ameri- cans interested in nursing were women. 0 Among aspirants to allied health professions, 86 percent of the whites and 82.2 percent of the Asian-Americans were female. Interest in the allied health professions was higher among men in the remaining minority groups. Over one-fifth of the blacks and the American lndians and two-fifths of the Hispanic-Americans who named these career choices were male. 1:93 The modal age at college entry is 18. For instance, 78.h percent of the 1974 entering freshmen were l8 or younger. Among health-career aspir- ants, those interested in the NAH professions tended to be somewhat older than those interested in the medical professions, and this difference held for minority students. In addition, minority students tended to be older than white students. In particular, larger proportions of blacks and of Hispanic-Americans than of other groups were over the modal age of l8 at college entry. Table I—h shows the the proportion of each group who were 18 or younger. Table I-h Pro men of Health-Career AI iranu l8 You: or You or Other Hodlcnl Allied Health Physician: Professional: Nurse: Professionals Unites (86.I) thtcl (83.1) whlccs (79.6) whites (8h.5) mrlcan Indian: (83.8) Hispanic-Annular“ (8|.S) Mrlcon lndians (72.0) Asian-Americans (FLO) Asian-Americans (30.2) Asian-Nutrient“ (79.” Asian-Americans (57.7) Blacks (6'05) Black: (79.3) American Indian: (76.5) Hispanic-Americans (56.2) American Indians (62.8) Hispanic-Nurlcunl (72.2) lllckl (75.9) Ilocks (55.0) Hispanic-Americans (6l.3) Marital Status Not surprisingly, very few students were married when they entered col- lege. Among freshmen planning on health careers, aspiring nurses (who also tended to be older) were more likely than were students in other career- interest groups to be married. Similarly, larger proportions of minority students interested in NAH professions than of those interested in medical professions were married (Table l-S). For instance, l7.6 percent of the American indians and about l0 percent of the blacks and Hispanic-Americans interested in nursing were married: one-tenth of the American Indians and about 8 percent of the Asian—Americans and blacks interested in allied health professions were married. In contrast, negligible proportions (under 3 per- cent) of any racial/ethnic group aspiring to the medical professions were married. Table l-S Proportion of Married i97‘i Health-Career Aspirants, by Career Group and by Race/Ethnicity .Other Medical Allied Health Physicians Professionals Nurses Professionals Hispanic Americans 2 ) Blacks (1J4) American Indians (i7.6) American Indians (i0.2) American Indians} .7 Whites (Ll) Blacks “0.5) Blacks (8.” Blacks (LS) Hispanic—Americans (LO) Hispanic-Americans (lOJi) Asian-Americans ( 7.8) Whites ( .li) Asian-Americans ( .9) Whites ( 5.“) Hispanic-Americans ( 3.6), Asian-Americans ( .0) American indians ( .0) Asian-Americans ( 10.3) whites ( l.i) Year of High School Graduation Consistent with age differences among l97h health—career aspirants, whites were more likely than were minority students, and aspiring physicians were more likely than were other career groups, to have graduated from high school in l974 (Table i-6). Blacks were somewhat more likely than were others to de- lay college entry, with three in ten of those aspiring to nursing having grad- uated prior to l97h. In addition. one-tenth of the Hispanic-Americans aspir- ing to medical professions, about l5 percent of those aspiring to nursing, and one-fifth of those aspiring allied health professions had graduated in l973 or earlier. American Indians planning to go into NAH professions or other medical professions were somewhat more likely to delay college entry, but lOO percent of those aspiring to medicine had graduated in l974. Table I—6 Proportion of 19716 High School Graduates Among l97‘4 Health‘career ASPJIBMSLQX Career G'OUD ind EX Riieflmfliiifil _ Other Medical Allied Health Physicians Professionals Nurses Professionals American Indians (i00.0) Asian-Americans (96.3) Asian-Americans- (9|.i) whites (95.i) Asian-Americans ( 97.6) Whites (95 3) Whites (89.7) American Indians (86.9) whites ( 97.2) American indians Hispanic-Americans (86.2) Asian-Americans (85.8) Blacks ( 92.8) Hispanic-Americar:i(9' .3) American indians (79.10) Hispanic-Americans (80.7) Hispanic-Americans ( 59.10) Blacks (90.2) Blacks (70.3) Blacks (80.1) Socioeconomic Status As mentioned in the two earlier volumes, students interested in medi- cine came from more affluent backgrounds than did other health-career aspir— ants or freshmen—in-general, and nurses were the least affluent group, with a median parental income below the level for all freshmen. Among minorities . 2 planning on health careers, the most affluent were Asian—AmerlcanS,—/ followed 2This finding is consistent with income figures for the general popula- tion. The-average family income of Asian-Americans is generally above the national average. According to Census figures, in l969, the average national family income was $9,h33, as compared with $i2,5]5 for Japanese-Americans, $l0,6l0 for Chinese-Americans, and $9,3l8 for Filipinos. The least affluent of all Asian-Americans (that is, Filipinos) still earned $3,l27 more, on the average, than did blacks and other racial/ethnic groups (U.S. Bureau of Census, i973, l976). l0 by American Indians and Hispanic-Americans (Table l-7). Blacks came from the lowest income backgrounds, reporting parental incomes that were only half those reported by the white majority; those aspiring to other medical pro- fessions were an exception, reporting a median parental income that was 70.7 percent of that reported by whites. All minority groups, however, reported lower median parental incomes than were reported by the white majority in each of the four career groups. Table l-7 Median Parental Income (l973) of 197% Health-Career Aspirants, by Career Group and by Race/Ethnicity Other Medical Allied Health Physicians Professionals Nurses Professionals Whites ($18,976) Whites ($16,230) whites ($13,578) Whites (Silo,599) Asian-Americans ($l5,521) American lndians (Slh,923) American Indians ($ll,l52) Asian-Americans ($l3,h09) American indians (Sl3,3ll) Asian-Americans ($13,3l0) Asian-Americans ($l0,26|) American Indians ($ll,999) Hispanic-Americans ($10,083) Hispanic-Americans ($l3,0l|) Hispanic—Americans (5 7,880) Hispanic—Americans (5 8,099) Blacks (S 9,565) Blacks ($ll,k7l) Blacks (5 5,660) Blacks (S 7,26l) Among health-career aspirants, those planning to become physicians were most likely to have college-educated parents, followed by those interested in other medical professions. Table I-8 and l—9 show that, of the racial/ ethnic groups, Asian-Americans came from the best-educated families, especially with respect to mother‘s education. Whites were next, then American Indians. Blacks and Hispanic-Americans were generally the least likely to report that their parents were college graduates; among blacks, mothers more frequently had a college education than fathers. Asian-Americans and American Indians resembled the white majority in the proportions reporting that their fathers worked in a health field; rela— tively few blacks and Hispanic-Americans said their fathers worked in these fields (Table l-lO). II Table l-8 Proportion of 197“ Health-Career Aspirants Whose Fathers Had at Least 3 College Education, by Career Group and by Race/Ethnicity Other Med icai Allied Health Physicians Professionals Nurses Professionals Asian-Americans (58.I) Whites (36.I) Asian—Americans (26.7) Whites (3|.3) Whites (50.3) Asian-Americans (35.5) Whites (25.2) Asian-Americans (28.5) American Indians (37.3) American Indians (34.8) American Indians (II.5) American indians (I6.5) Blacks (28.2) Blacks (l9,6) Blacks ( 6.I) Blacks ( 9.0) Hispanic-Americans (i6.8) Hispanic-Americans (I5.7) Hispanic-Americans ( .3) Hispanic-Americans ( 7.6) Table I-9 Proportion of l97b Health-Career Aspirants Whose Mothers Had at Least 3 College Education, by Career Group and by Rgc:(Ethnicity Other Medical Allied Health Physicians Professionals Nurses Professionals Asian—Americans (38.0) Asian-Americans (27.8) Asian-Americans (25.5) Whites (20-6) Whites (30.8) Blacks (22 8) Whites (16.3) Asian-Americans (i6 9) Blacks (26.l) Whites (2l.2) American Indians American Indians (l2.h) )(5,n American Indians (22.5) American indians (i6.7) Blacks Blacks (l0.9) Hispanic—Americans (l2.6) Hispanic-Americans ( 7.l) Hispanic-Americans ( i.l) Hispanic-Americans ( “.5) Table I—IO Proportion of I97“ Health-Career Aspirants Hhose Fathers Here Employed in Health Fields, by Career Group and by Race/Ethnicity Other Medical Alli“ "Mich Physicians Professionals Nurses Professionals Asian-Americans (Ih.2) American lndians (lh.i) American Indians (3.7) American Indians (6.0) Whites (Il.8) Asian-Americans ( 7.3) Asian-Americans (3.“) Whites (2.9) Blacks ( 7.2) Whites ( 6.h) whites (3.1) Biacks'_—""—‘_'—_:}\z 8) Hispanic-Americans ( 5.3) Hispanic-Americans ( 6.0) Blacks (I.7) Hispanic-Americans American Indians ( 3.“) Blacks ( “.8) Hispanic-Americans (l.3) Asian-Americans (2.5) About one in five health-career aspirants reported that their fathers worked in other (nonheaith) professions, including education. Those aspir- ing to the medical professions were more likely to have fathers in profes- sional fields than were those aspiring to NAH professions, except that two in five Asian-Americans planning to become nurses said their fathers were professionals (Table l-ll). Overall, Asian-Americans, whites, and American Indians were more likely to report that their fathers were professionals than were blacks and Hispanic—Americans. About A percent of the 1974 health- career aspirants said their fathers were in education (teaching, administra- tion); the proportions ranged from l0.8 percent of American indians planning to become physicians to none of the Asian—Americans and Hispanic—Americans interested in nursing. engineers. Physicians Other Medical Professionals Table l-li Proportion of i9?“ Health-Career As Other Professional Fields, Nurses pirants Hhose Fathers Were Employed in by Career Group and by Race/Ethnicity Most of the other fathers in the professions were Allied Health Professionals Asian-Americans (29.7) American Indians (27.7) Whites (25.2) Blacks (20.0) Hispanic-Americans (i9.i) American Indians Hispanic-Americans Hhites Asian-Americans Blacks in.“ USJ) (2h.0) Qlfi) HAJ) Asian-Americans Whites American Indians Blacks Hispanic-Americans 091) nus) 063) “All (83) Asian-Americans Whites Blacks Hispanic-Arerlcans American Indians U7J) 033) Hos) (83) (7J) Close to three in ten health-career aspirants had fathers in business, the range being from 36 percent of the Asian-Americans aspiring to other medical professions to only 2.6 percent of Hispanic-Americans in allied health ,.careers who reported that their fathers were businessmen (Table l-lZ) Overall, about one in three health-career aspirants said their fathers l3 Table l-l2 Proportion of Health—Career Aspirants whose Fathers Wtre Businessmen, by Career Group and by Race/Ethnicity Other Medical Allied Health Physicians Professionals Nurses Professional: Whites (30.8) Asian-Americans (36.0) whites (21m) Whites (27,8) Asian-Americans (23.8) Vhites (28.3) Hisyanic-Americans (lk.3) Asian-Americans (lfl,8) American Indians (I6.2) Blacks (l5.9) American indians (l3.3) American lndians ( 9.0) Blacks (II.7) American Indians (lh.h) Asian-Americans ( 7.5) Blacks ( 6.l Hispanic-Americans (iIVS) Hispanic-Americans (I2.7) Blacks ( 8.“) Hispanic-Americans ( 2.6) were employed in relatively low—level occupations (skilled, semiskilled, un- skilled jobs; ”other nonprofessional” jobs), the proportion being highest among aspiring nurses and lowest among aspiring physicians. Of the racial/ ethnic groups, Asian—Americans were least likely to have fathers who worked in such occupations, followed by whites and American Indians (Table l-I3). Blacks and Hispanic—Americans were most likely to report that their fathers were employed in low—level occupations; for instanCe, four in five of the Hispanic-Americans interested in allied health professions said their fathers worked in such jobs. Table 1"} Proportion of l97h Health-Career Aspirants Whose Fathers Worked in Blue-Collar or “Other Nonprofessional“ Occupations, by Career Group and by Race/Ethnicity Other Medical Alll°d H°‘Ith Physicians Professionals Nurses Professionals Hispanic-Americans (60.5) BIacks (59.2) Blacks (71,“) Hispanic-Americans (80.3) Blacks (56‘3) Hispanic—Americans (5h.2) American Indians (66.7) Blacks (7H,“) Amerirai ludinus (50.0) Ame“iuan lndians (h0.l) Hispanic-Americans (6h.0) American Indians (71.0) whites (5;.0) wiitcs (39.9) Whites (“9.5) Asian-Americans (50.9) Asian-Americans (29.2) Asian-Americans (26.l) Asian-Americans (“2.3) whites (hh.3) lh Overall, about 2 percent of health-career aspirants reported that their fathers were unemployed. Unemployment rates were highest among the fathers of blacks and Hispanic-Americans and lowest among the fathers of whites and American indians, but there was considerable variation among the racial/ethnic groups by career choice (Table l-lh), ranging from a high of l2.l percent of Hispanic-Americans aspiring to nursing to none of the American lndians aspir- ing to other medical professions. Asian—Americans came out less well on this economic characteristic than on others, in that 8.8 percent of those aspiring to other medical professions and 7.6 percent of those aspiring to nursing said their fathers were unemployed. Table l-lh Proportion of l97h Health Career Aspirant; Whose Fethers Vere Unemployed, by Career Group and by Riciliihnlilll Other Hedieel Allied Heelth Phytlciens ' Professionele Nurse: Profeulonels Blacks (h.8) Asian-Americans (8.8) Hispanic—Americans (i2.l) American indlens (6.3) Hispanic-Americans (3.6) Blacks (5.5) Blacks ( 8.3) Hispanic-Americans (6.0) Asian-Americans (3.0) Hispanic-Americans (l.8) Asian-Americans ( 7.6) Blacks (5.8) American lndians (2.7) White! (l.5) \vlhites ( 1.0) Whites (Ls) whites (|.2) American lndiens ( .0) American Indians ( .0) Aslen-Americans ( .7) Only on this last characteristic (i.e., having unemployed fathers), however, did Asian Americans among health-career aspirants more closely resemble blacks and Hispanic—Americans than whites. On other demographic and socioeconomic characteristics, they were highly similar to the white majority. in fact, their parents tended to be better educated than those of white health-career aspirants: Their fathers were equally or more likely to have the baccalaureate degree or better, and their mothers were substantially more likely to be college graduates (except among aspiring nurses). They l5 were less affluent than whites, however, with median parental incomes about $3,000 less than were reported by whites. Further, Asian—Americans were highly traditional in their career choices in that'fewer Asian-American women than women from other racial/ethnic minorities aspired to the male-typed medi- cal professions. Somewhat surprisingly, in view of their “disadvantaged” image, American Indians among health—career aspirants next most closely resembled the white majority in their demographic characteristics and socioeconomic status. Ex- cept among aspiring physicians, where the income differential was over $5,000, median parental incomes of American Indians were only about $2,000 less than those reported by whites in other career-interest groups. Their parents were much less likely to be college educated, however: For instance, only 5.2 percent of the American Indians interested in nursing said their mothers had a baccalaureate. Blacks and Hispanic-Americans tended to be-slightly older than others and came from more disadvantaged backgrounds. Blacks reported the lowest median parental income, though their parents-—especially their mothers--tended' to be somewhat better educated than did the parents of Hispanic-Americans. Slightly larger proportions of blacks than of Hispanic—Americans reported that their fathers were unemployed; about equal proportions of both groups said their fathers worked in low-level occupations. Very few of either group said their fathers were employed in health fields; however, blacks had a slight edge here.- Slightly more Hispanic-Americans than blacks said their fathers were (nonhealth) professionals. These small differences between the two minority groups can hardly acc0unt for the income difference, which ranged from $2,220 among aspiring nurses to $SI8 among aspiring physicians and which 16 in each case favored Hispanic-Americans- lnstitutional Distribution The institutional distribution of minority students differed partly be— cause of socioeconomic differences and partly because the different minority groups are concentrated in different parts of the country. Blacks were most likely to attend colleges and universities in the South, followed by those in the East. They were more likely than others to attend private four-year colleges--an institutional category that includes many pre- dominantly black institutions--and were least likely to attend public univer— sities. They also tended to be concentrated in low-selectivity institutions.§/ American Indians were overrepresented in institutions in the West. They ‘were most likely to attend public two-year colleges, although some enrolled in private black colleges. They were least often found in private universi— ties and Catholic four-year colleges. Asian-Americans were, not surprisingly, overrepresented in institutions i the West and East. jhey were most likely to attend highly selective private universities and medium or very highly selective private-nonsectarian four- year colleges. They were least often found in Catholic or Protestant four- year colleges. Hispanic-Americans were overrepresented in the West and East. They were most likely to attend public-two'year colleges and Catholic four-year colleges of low selectivity and least likely to attend Protestant four-year colleges and public universities. 3Selectivity is an estimate of the average academic ability of the enter— ing freshman class based on the median NMSQT score. For further details see Astin et al., 1974. l7 Minorities interested in health careers showed similar attendance patterns: I Blacks were more likely than others to attend four—year colleges and private institutions. 0 Asian-Americans were more likely than others to attend universities. o Hispanic-Americans were more likely than others to enroll in two—year colleges and in public institutions. 0 American Indians were similar to all freshmen in their enrollment patterns: Nearly two-fifths entered two-year colleges, over one-third entered four—year colleges, one- fourth entered universities. 0 Overall, aspirants to medical professions were more likely to enroll in universities than were aspirants to NAH pro- fessions. Factors Influencing College Choice Students were asked to indicate how important each of several factors was to them in their choice of a particular institution. Table l-l5 shows the proportion of each racial/ethnic category, by career group, who said that a given factor was very important to them. The institution’s having a very good academic reputation was regarded as very important by 50.h percent of the i974 entering freshmen. Of those interested in health careers, seven in ten aspiring physicians, three in five aspiring nurses, but somewhat smaller proportions of those aspiring to the medical professions and to allied health professions indicated that this reason was very important. 0f the racial/ ethnic groups, blacks and American Indians were most concerned with this l8 factor, although over half of almost all the subgroups regarded it as very important. The next most influential factor among freshmen-in-general was the in- stitution's offer of special programs, mentioned by 30.# percent. Students interested in nursing and allied health professions gave greater weight to this factor than did those aspiring to medical professions, an understandable difference in view of the differing educational requirements of these career Table I—l5 Factors influencing College Choice. of I97‘I Health Career Aspirants, by Career GrOup and by Race/Ethnicity Other Medical Allied Health Physicians Professionals Nurses Professionals Academic ReEu tat ion American Indians (710.9) Blacks (67.0) Blacks (65.5) Hispanic-Americans (6‘1.3) Blacks (70.9) American Indians (61.!) Asian-Americans (614.11) American Indians (57.7) Whites (70.2) Asian-Americans (59.3) whites (60.2) Blacks (57.2) Asian-Americans (6|.9) Whites (55.7) Hispanic-Americans (59.2) Whites (5‘43) Hispanic-Americans (55.8) Hispanic-Americans (107.6) American Indians (51‘!) Asian-Americans ((49.7) Special Programs American Indians (1110.6) Blacks (100.2) Hispanic-Americans (6L6) Hispanic-Americans (53.3) Blacks (ALB) Whites (37.1) Blacks (53.3) Blacks ((09.0) Hispanic—Americans (iii.6) Asian-Americans (36.8) Asian-Americans (52.5) American Indians (“5.10) Asian—Americans (3I.3) Hispanic-Americans (32.2) American Indians (5L7) \ilhites (‘42.l) Whites (29.0) American Indians (22.5) White ((45.6) Asian Americans (29.6) Offer of Financial Assistance Blacks (“5) American Indians (103.10 Blacks (iii.5) Hispanic-Americans (“L“) Hispanic—Americans (100.7) Blacks (39.2) American Indians (Ski) Blacks (‘02.7) American Indians (35.9) Hispanic-Americans (29.5) Hispanic-Americans (33.3) American Indians (28.9) Asian-Americans (210.7) Asian-Americans (“0.3) Asian-Americans (27.3) Asian-Americans (22.7) Whites (iB.h) whites (13.1) Whites (15.1) Whites (15.1) Low Tuition Asian-Americans (26.5) Hispanic-Americans (102.0) Hispanic-Americans (‘03.l) American Indians (33.5) Hispanic-Americans (25.!) American Indians (3l.6) American Indians (ALE) Hispanic-Americans (3i.8) Blacks (25.I) , Blacks (29.3) Blacks (30.7) Blacks (30.10) Hhites (19.3) Whites (2h.6) Whites (28.6) Whites (27.9) American Indians (No.8) Asian-Americans (2|.6) Aslan-Aniericans (l7.8) Asian—Americans (I2.I) a . . . Proportion Indicating that factor was "very important" In their choice of a particular institution. 19 groups. Of the racial/ethnic categories, Hispanic-Americans and blacks were most concerned with the special programs offered by the institution. For in- stance, three in five of the Hispanic—Americans interested in nursing said that this factor was very important to them. The institution's offer of financial assistance was cited as very impor- tant by l8.6 percent of the l974 entering freshmen. Among health-career aspir- ants, it was most likely to be an influential factor to aspiring physicians and least likely to make a difference to those interested in other medical professions. Racial/ethnic differences were marked, with about two in five blacks in each of the four career-interest groups, and slightly smaller over- all proportions of Hispanic-Americans and American Indians, saying that the offer of financial assistance was very important to them, in contrast to only about one in five Asian—Americans and about 15 percent of whites. Just over one in four entering freshmen cited low tuition as a factor strongly affecting their choice of an institution. The proportions were about the same among students interested in other medical professions and in allied health professions. But three in ten aspiring nurses, in contrast to only one in five aspiring physicians, cited this as a very important factor--again, an understandable difference in view of the income differential between these two career-interest groups. Among the racial/ethnic groups, Hispanic-Ameri- cans were most likely to cite this factor, followed by American Indians and blacks. Asian-Americans showed relatively little concern over low tuition. College Finances Approximately l7 percent of aspiring physicians and nurses expressed major concern over their ability to pay for college, compared with about is 20 percent of those interested in other medical professions and in allied health professions and of freshmen-in-general. Though the differences among career groups were very small, the racial/ethnic differences in expressed anxiety over college finances were considerable and were closely related to median parental income (Table l-l6). Thus, no more than lh percent of the whites (the most affluent group) in any career category said they felt major con- cern; Asian-Americans were next most likely to be relatively free of worry about paying for college, although one in five of those aspiring to other medi- cal professions felt major concern. But, overall, about one in three blacks and Hispanic—Americans (the least advantaged groups, socioeconomically) said that they felt major concern about being able to pay for college. Since His- panic-Americans reported median parental incomes that averaged about $l,200 more than those reported by blacks, it is not immediately clear why they were just as likely as blacks to express anxiety over finances; one possible explanation is that they were more apt to aspire to the medical professions than to the NAH professions (some of which required no more than an associ- ate degree) and thus anticipated a higher—cost college education than did blacks. Whites, Asian-Americans, and American Indians were more likely than were Table l-l6 Proportion of l97‘i Health-Career Aspirant: Expressing Major Concern Over College Finances, bv Career Group and by Race/Ethnicity Physicians 2:32:733; Nurses 2:112:33: Hispanic-Americans (ALB) Blacks (30.3) Hispanic—Americans (“5.9) American Indians (33.0) Blacks (32.6) Hispanic~Americans (210.8) Blacks (38.9) Blacks (30A) American Indians (3L9) Asian—Americans (Zl.2) American Indians (28.!) Hispanic-Americans (26.“ Asian-Americans (16.9) American lndlans (l‘i.9) Asian-Americans (No.0) unites (I3.8) Whites (NJ) Whites (l3.8) Vhltes (l3.l) Asian-Americans (l2.2) Zl Hispanic-Americans and blacks (the less affluent minorities) to be self- supporting: that is, to finance their college education through parental aid, earnings from part-time or summer employment, and their own savings (Table l-l7). Blacks and Hispanic—Americans, on the other hand, relied more heavily than did the other racial/ethnic groups on federal student aid programs (Basic Educational Opportunity Grants, Supplemental Educational Opportunity Physicians Table I-l7 Proportion of l97h Health-Career Aspirants Reporting “Self-Supporting” Sources of College FinanceI by Career Group and by Race/Ethnicity Other Medical Professionals Nurses Allied Health Professionals Whites American Indians Asian-Americans Blacks Hispanic-Americans Whites American Indians Asian—Americans Hispanic-Americans Blacks Whites Asian-Americans American Indians Blacks ‘ Hispanic'Americans (82. (79. (76. .8) (60. (66 (59. (56. Gk (A8. (ho. (A6. (A0 5) .n Us UL my D 3) Asian-Americans Whites Hispanic-Amerlcans American Indians Blacks Parents (80.1) 083) (69.2) M7J) w3J) Part-Time or Summer American Indians Whites Asian-Americans Hispanic-Americans Blacks Whites Asian-Americans American Indians Hispanic-Americans Blacks (69.1) (59.5) (58.5) 625) 073) Savings was) MSJ) 093) 055) usj) Whites Asian-Americans Hispanic-Americans American Indians Blacks Employment Whites American Indians Asian-Americans Hispanic-Americans Blacks Whites Asian-Americans American Indians Hispanic-Americans Blacks 03. mo. GM. (5L M2. 65. (39. (37. (27 (26 (hi 0;. 02. U7. U6. 5) N 9 .0) fl) Whites AsianlAmericans Hispanic-Americans American Indians Blacks Asian-Americans Whites Hispanic-Americans American Indians Blacks Whites Asian-Americans American Indians Hispanic-Americans Blacks Mo. “3. “2. 6L (6L 69. 66. (3h. 00. M7. Us. 02. he Grants, and College Work-Study) to help finance their (Table l-l8). receive state scholarships or grants, but the differences among the racial/ ethnic groups with respect to state aid were very slight. college education Hispanic-Americans were slightly more likely than others to Physicians 22 Table 1-18 Proportion of l97h Health-Career Aspirants Reporting Federal/State Sources of College Finance, by Career Group and by Race/Ethnicity Other Medical Professionals Nurses Allied Health Professionals Blacks Hispanic-Americans American Indians Asian-Americans Whites Hispanic-Americans Blacks Asian-Americans American Indians Whites Blacks Asian-Americans American Indians Hispanic-Americans Whites Asian-Americans Hispanic-Americans Blacks Whites American Indians an. M2. (24.. (I8. U1 06. U3. ( 6. (a. (3. an (n (H (11 (23 us. (18. He Uh. m n n n m U n n n n .m -M 1) .2) (a. 3) .8) U fl 9 U Basic Educational Qppprtunity Grants (BEOG) Hispanic-Americans (5h.8) Blacks (“8.6) Asian-Americans (2h.8) American Indians (19.6) Whites (Ih.3) Supplemental Educational gpportunity Grants (SEOG) Blacks (19.3) Hispanic-Americans (10.4) Whites ( 3.“) American Indians ( 2.3) Asian-Americans ( 2.1) Blacks Hispanic-Americans American indians Asian-Americans Whites American Indians Asian-Americans Blacks Hispanic-Americans Whites College Work-Study (CW5) Blacks (25-7) Hispanic-Americans ( 9.0) American Indians ( 8.5) Whites ( 7.3) Asian-Americans ( 2.0) Blacks American Indians Hispanic-Americans Asian-Americans Whites State Scholarship or Grant American Indians (23.3) Hispanic-Americans (18.3) Blacks (18.2) Asian-Americans (l6.h) Whites (15.i) American Indians Asian-Americans Whites Hispanic-Americans Blacks M3. us. 02. U8. U6. 06. 02. (8. (6. (3. 07. 02. (H. (6. (6. Us. 06. “6. (H. (9. Blacks (“9-3) Hispanic—Americans (#8.?) American Indians (27.9) Asian-Americans (21.1) Whites (16.2) Blacks (13.6) American Indians (10.8) Hispanic—Americans ( 8.9) Whites ( 3.9) Asian-Americans ( i.6) Blacks (25.0) Hispanic-Americans (20.5) American Indians (16.8) Asian-Americans (16.0) Whites ( 8.1) Hispanic-Americans (18.1) Whites (15.9) Blacks (13.2) American Indians (12.9) ( 5.7) Asian—Americans Overall, relatively small proportions of health-career aspirants bor- rowed from any source to finance their college education; those interested in careers in the medical professions were somewhat more likely to take loans I than were those interested in the NAH professions (Table l-l9). 0f the racial/ ethnic groups, blacks were most likely to go into debt to pay for college: For instance, 18.6 percent of the black aspiring physicians borrowed from the National Direct Student Loan program. Next most likely to borrow were American 23 indians, followed by whites and Hispanic-Americans. least likely to take loans. Asian-Americans were In general, attendance patterns, reasons for college choice,and sources of college finances seemed to follow the patterns of socioeconomic differences found among minorities interested in health careers. Physicians Table I-l9 Proportion of l97h Health-Career Aspirants Reporting Loans as a Source of College Finance, by Career Group and by Race/Ethnicity Other Medical Professionals Nurses Allied Health Professionals American Indians Hispanic-Americans Blacks Asian-Americans White Blacks Hispanic-Americans American Indians Asian—Americans Whites Blacks American Indians Asian-Americans Whites Hispanic-Americans U3. (H. ( 9 ( 9. ( 8. (I8. “1 (ll. Um ( 8. ( 5. ( 5. ( h. ( h. ( 3. u) 2) .8) 2) 6) 9) h) h) 6) Federal Guaranteed Student Loan (FGSL) Blacks (li.6) Whites Whites ( 7.5) Blacks Hispanic-Americans ( 6.8) Hispanic-Americans American Indians ( 5.l) American indians Asian-Americans ( 3.2) Asian-Americans National Direct Student Loan (NDSL) Blacks (i5.2) Blacks American Indians (l4.7) Whites Hispanic-Americans ( 6.7) American Indians Whites ( 5.5) Asian-Americans Asian-Americans ( h.9) Hispanic-Americans Other Loans Blacks ( 6.“) Hispanic-Americans Whites ( h.8) Whites Asian—Americans ( 3.9) American Indians Hispanic-Americans ( 2.5) Asian-Americans American Indians ( .9) Blacks AAAAA AAAAA AAAAA :U'IO‘O‘LD tVIV‘NN Nnrrw .n .M .9) .m .7) .2) .8) .7) .9) .0) .5) .6) .h) .k) .9) Blacks Whites American Indians Asian-Americans Hispanic-Americans Blacks Hispanic-Americans Asian—Americans Whites American lndians American indians Blacks Whites Hispanic-Americans Asian Americans ( 9. i 7. ( 6. ( S. ( ()5. (H. (9. ( 7. ( 3. (l0. ( h. (k (3. (2. h) 6) h) h) 3) 7) I) ‘M “fir *‘1 Chapter ll Personality Characteristics This chapter deals with the personality characteristics of minority students aspiring to health careers, comparing them with those of the white majority. Specifically, self-ratings, life goals, and reasons for career choice are discussed; responses to these items provide insight into personal- ity differences--inciuding differences in interests, attitudes, and values-- among different groups of students. These differences seem to parallel the differences in socioeconomic background; however, they also seem to differ- entiate between the sexes, among racial/ethnic categories, and among aspirants to different types of careers. Research evidence indicates that students who are, or who perceive them- selves to be, ”atypical“ in a field--that is, different in significant ways from the majority of students in the field——are more likely than are ”typical“ students to defect from that field. To take an obvious example, women who initially major in male-dominated fields such as engineering are more likely than are men to switch their majors to more ”feminine” choices during the undergraduate years. Overt or subtle pressures--from parents, faculty and peers--are often the cause of such defections. Not only such obvious char— acteristics as a student's sex and racial/ethnic background, however, but also abilities, values, interests, and so forth may be significant determi- nants of whether that student remains faithful to freshman plans (including career choice, degree aspirations, and probable major). For instance, a very altruistic but self-effacing person in a field where the majority of students are ambitious, materialistic, and aggressive may simply not be able to make good grades in the field and may, in addition, feel so uncomfortable and out-of-step as to make persistence in the field impossible. Thus, the 25 26 personal material covered in this chapter may furnish clues as to which minority groups are most likely to succeed in a given health career on the basis of the ”fit” between the characteristics of that group and the char- acteristics of the majority in the field-~which, racially, means the white majority. Self-Ratings Students were asked to rate themselves on each of 22 personal traits as ”compared with the average student of your own age.” The questionnaire item taps a variety of self-perceived strengths (or shortcomings), ranging from qualities associated with academic achievement (e.g., academic ability, mathematical ability, drive to achieve) to qualities associated with social success (e.g., understanding of others, popularity, leadership ability). Some of the traits listed represent nonintellective skills (e.g., artistic ability, athletic ability), some are aspects of temperament (e.g., cheerful- ness, stubbornness), some reflect political attitudes (e.g., liberalism, conservatism). Though most may be considered positive attributes, some have unfavorable connotations (e.g., defensiveness, sensitivity to criticism). The traits that students most commonly ascribe to themselves are under- standing of others, drive to achieve, cheerfuiness, and academic ability; at least half the entering freshmen in l966, l972, and 1974 saw themselves as “above average'I or in ”the highest 10 percent” on these four traits. Generally, freshmen aspiring to health careers were even more likely than were all fresh- men to rate themselves high on the first three of these traits, but self-per— ceptions of superior academic ability were more characteristic of students interested in the medical professions than of those interested in the NAH 27 professions. Overall, larger proportions of students planning on careers in the medical professions than of those planning on careers in the NAH profes~ tions saw themselves as outstanding on various traits related to academic performance. Aspiring physicians seemed to be the most self-confident of all health—career aspirants, being more inclined than the average freshman to rate themselves above average on all 22 listed traits (though they were very close to the national norms on defensiveness and sensitivity to criti- cism—-two traits that may be regarded as undesirable--and on artistic abilitfl. In contrast, aSpiring nurses seemed unsure of themselves, being markedly less inclined than average to rate themselves high on academically oriented traits.l/ 0n only three traits--understanding, cheerfulness, and drive to achieve——did larger proportions of aspiring nurses than of freshmen-in-general rate them— selves above average, and those three traits strongly characterized all aspir— ants to health careers The findings for minority students were similar: That is, minority stu- dents interested in health careers were more likely than was the average freshman to see themselves as understanding, cheerful, and motivated to achieve. Those planning to become physicians were the most assured, while those planning to become nurses were the most modest. Table ll-l shows the five traits that were top-ranked by each of the IThe differences in the self—ratings of aspiring physicians and of aspiring nurses are probably more attributable to socioeconomic factors than to sex. Women aspiring to become physicians were just as confident of their academic capabilities as their male counterparts (Holmstrom, Knepper, and Kent, l976a). Further, women in allied health fields, who generally came from higher socioeconomic backgrounds than nurses, were more confident in their self-descriptions (Holmstrom, Knepper, and Kent, l976b). 28 minority groups and by the white majority among health-career aspirants, as well as by all freshmen. Thus, understanding and drive to achieve were the “top two'l traits for all students interested in health careers (except Asian- Americans) and for freshmen-in-general. Whites, American lndians, and Asian— Americans were more apt than others to rate themselves high on academic abil- ity, whereas blacks and Hispanic—Americans were more apt to rate themselves high on cheerfulness. Intellectual self-confidence was among the top five traits for whites, blacks and Hispanic-Americans but not for American Indians, Asian-Americans, or all freshmen. In addition, several of the groups had a unique trait among their top five: stubbornness; and for Asian-Americans, mathematical ability. For blacks, it was social self-confidence; for American Indians, On the other hand, freshmen-in-general, but no group of health-career aspirants, ranked leadership ability among their top five qualities. Overall, in their self-ratings, minority students aspiring to health careers more closely resembled their white counterparts than they did all Hhites Understanding Drive to achieve Academic ability Cheerfulness intellectual self- confidence Table ll-l The Five Top-Ranked Traits. of Each Racial/Ethnic Group of l97h Health Career Aspirants and of All i97h Freshmen Blacks Drive to achieve Understanding Cheerfulness intellectual self- confidence Social self-con- fldence American lndians Understanding Drive to achieve Academic ability Stubbornnessb Cheerfulnessb Asian- Americans Understanding Academic ability Drive to achieve Cheerfulness Mathematical abil- lty Hispanic- Americans Understanding Drive to achieve Cheerfulness intellectual self- confidence Academlc ability a . Rank-ordered by proportions rating themselves as above average or In the top l0 percent on the trait. bA tie. Ail Freshmen Understanding Drive to achieve Academic ability Cheerfulness Leadership ability 29 freshmen, suggesting that a given career or related group of careers attracts similar personality types, whatever their racial/ethnic background. Some interesting differences among the minority groups emerged, however, as is indicated in the following ”self-image profiles. (For the self-ratings of the white majority and more detailed tables for each of the minority groups see Summary Tables il-A through ll-E at the end of the chapter.) Blacks Blacks planning on health careers tended to portray themselves as under- standing, cheerful, motivated to achieve, and intellectually and socially self—confident. Their considerable social self-confidence was consistent with their high self—ratings on popularity, popularity with the opposite sex, and physical attractiveness (though blacks planning to become nurses were less likely than were blacks aspiring to other health careers to manifest such as- surance in their social skills). On the other hand, their intellectual self— confidence may be unwarranted in view of the relatively low ratings they gave themselves on academic ability, mathematical ability, and writing ability-- three traits that would seem to be closely related to successful performance in college. Blacks planning to become physicians were an exception; they were more likely than were other black health-career aspirants to rate them- selves high on these three traits as well as on intellectual self-confidence. In addition, they were more likely than were other subgroups, or freshmen-in- general, to rate themselves high on leadership ability, public speaking abil— ity, originality” and political liberalism. Finally, blacks were less likely than average to see themselves as stubborn and athletically able but more likely to see themselves as defensive. 30 American Indians Except for those planning to become nurses, American Indians interested in health careers had a generally positive self-image, rating themselves high on academic ability, public speaking ability, understanding, popularity with the opposite sex, and intellectual and social self-confidence; they were also more inclined than was the average freshman to see themselves as stubborn. In addition, each subgroup was somewhat distinctive. Thus, American Indians planning to become physicians also rated themselves high on drive to achieve, leadership ability, mathematical ability, writing ability, political liberal— ism, and defensiveness. Those aspiring to other medical professions were also likely to rate themselves high on defensiveness, liberalism, writing ability, and drive to achieve; unlike aspiring physicians, however, they also saw themselves as cheerful. A rather unfavorable self-image was manifested by those planning to become nurses; on almost no traits except defensiveness and originality were they more inclined than was the average freshman to give themselves above-average ratings. American Indians planning to go into one of the allied health professions were a particularly interesting group in that they were more likely than other subgroups or freshmen-in—general to see themselves as artistically able, original, and sensitive to criticism; they also tended to give themselves high ratings on mathematical and mechani- cal ability, popularity, and cheerfulness. Asian-Americans Like American Indians, Asian-Americans were differentiated from other students by a strong belief in their academic skills, notably academic ability, mathematical ability, mechanical ability, and drive to achieve; those plan- 3i ning to become nurses were, as usual, an exception. Those aspiring to medi- cine and to allied health professions were inclined to see themselves as in- tellectually self-confident, whereas those interested in other medical professions matched the national norms on this trait. 0n the other hand, Asian-Americans were no more likely than was the average freshman to see themselves as cheerful, physically attractive, popular, popular with the opposite sex, and stubborn. Moreover, except for those planning to become physicians, they tended to give themselves rather low ratings on leadership, originality, public speaking ability, and writing ability. The impression that one gets of these students, then, is one of quiet and somewhat self— effacing competence. Those planning to become physicians were differentiated by high ratings on artistic ability, social self-confidence, and sensitivity to criticism; those aspiring to other medical professions, by political liberalism and sensitivity to criticism; and those interested in allied health professions, by defensiveness, understanding of others, and social self-con- fidence. Hispanic-Americans Hispanic-Americans aspiring to health careers tended to see themselves as cheerful, understanding, popular with the opposite sex, and motivated to achieve. In addition, those planning to become physicians or other medical professionals saw themselves as intellectually and socially self-confident leaders. 'This self-confidence may be somewhat unwarranted in that they were no more likely than the average freshman (or, in some cases, less likely) to give themselves high ratings on academic ability, mathematical ability, writing ability, public speaking ability, or originality. Aspiring physicians 32 were, to some extent, an exception, being more confident than average of their academic and mathematical ability; on the other hand, they also rated themselves high on defensiveness, as did Hispanic—Americans aspiring to the allied health professions. Those interested in other medical professions seemed the most socially self-confident, tending to give themselves higher ratings on popularity and physical attractiveness. Summary and Discussion Table ll—2 summarizes the differences among the racial/ethnic groups in their self-ratings of three basic academic skills: academic ability, mathe- matical ability, and writing ability. If we then score each racial/ethnic category within each career group in terms of their rank—order from top (scored 5) to bottom (scored l) on each of these abilities, we obtain the scores shown in Table ll-3. Adding up the scores for each racial/ethnic category across career groups, we then arrive at a composite score for each: The possible range of this composite score is from l2 to 60. American Indians lead the others with a score of #8; next come whites (#5), and then Asian-Americans (M3). Blacks and Hispanic—Americans scored only 22 each, a considerable drop from the scores obtained by the other groups. Only on perceived writing ability were blacks more likely than Hispanic—Americans to rate themselves high. Considering only academic and mathematical ability, Hispanic—Americans score 15, and blacks score 9. Clearly, then, blacks had an unfavorable self— image with respect to those competencies that are most closely linked with success in college. The five racial/ethnic categories were similarly ranked and scored on 33 Table Ii-Z Rank-Order. of Racial/Ethnic Groups on Self-Ratings of Basic Academic Skills, by Career Choice Academic Ability (53.0)” Hathematlcaleblllty (33.18) Writing Ability (30.5)' Asian-Americans Whites American Indians Hispanic-Americans Blacks American Indians Whites Asian-Americans Hispanic-Americans Blacks American Indians Asian-Americans Whites Blacks Hispanic-Americans Whites Asian-Americans American Indians Hispanic—Americans Blacks (88. (87. (86. (67. (6A. (76. .I) (67. (54. (b8. (7) (60. (60. (56. (3h. (32. ((48. (b5. (82. (28. J.) (l9 7) 7) 5) 3) z) 5) 3) ‘8) 9) 6) o) 3) h) 9) 8) ‘0) o) 5) thsicians Asian-Americans Whites American Indians Hispanic-Americans Blacks Other Medical Professionals (‘09. (AM. (32. .8) .8) Asian-Americans Whites American Indians Hispanic-Americans Blacks Nurses Asian-Americans Whites American indians Hispanic-Americans Blacks Allied Health Professionals (#3. (In. (29. ()9. (i7. Asian-Americans American indians Whites Hispanic-Americans Blacks (77. (6s. (59. (in. (38. (27 (27 (36. (2h. (20. (i8. (IO. 8) 1) 7) 2) 3) 7) 9) l) I) 2) 7) l) 9) 5) 5) 7) 8) 2) Whites American indians Blacks Asian-Americans Hispanic-Americans American indians Blacks Hispanic-Americans Whites Asian-Americans American Indians Blacks Whites Hispanic-Americans Asian-Americans American indians Whites Asian-Americans Blacks Hispanic-Americans (A6. (M. (in (33 (38. (32. (30. (30. (26. (29. (26. (25. (21. (19. (29. .o) (25. (25. (22. (27 3) 7) .5) (36. .8) ‘0) l) 8) I) o) 7) i) la) .Rank-ordered by proportions rating themselves as above average or in the top l0 percent on the trait. bNational norm. Table li-J Coupoaite Scores of Racial/Ethnic Groups of Self-Ratings on Basic Academic Skiiis, by Career Groups Other hedlcal Allied Health Physicians Professionals Nurses Professionals Whites (I3) American Indians (I3) American Indians ()3) Whites Asian-Americans (i2) Whites (l0) Asian-Americans (I0) Asian-Americans (I2) American Indians (I0) Asian-Americans ( 9) Whites—:3 ( 7) American Indians Hispanic-Americans Hispanic-Americans ( 7) Blacks Hispanic-Americans ( 5) Iiacita 3(5) Ilacks ( 6) Hispanic-Americans ( 5) Blacks ( I) 34 the_three traits most characteristic of health-career aSpirants: ing, cheerfulness, and drive to achieve. Table ll-Q. The composite scores were as follows: understand- The rank-orders are shown in American indians, 42; blacks, kl; Hispanic- Americans, #0; whites, 36; Asian-Americans, 2i. Somewhat paradoxically, then, three of the minority groups were more out- standing on these “typical traits“ than were the ”typical" health-career aspirants: i.e1, the white majority. Table ll-h Rank-Order of Racial/Ethnic Groups on Self-Ratings of Three Most Common Traitsl Understanding “199 American Indians Blacks Hispanic-Americans Whites Asian-Americans American Indians Hispanic-Americans Blacks Whites Asian-Americans Hispanic-Americans Whites Blacks American indians Asian Americans Asian-Americans American indians Whites Blacks Hispanic-Americans Mk am We .m UL (7h (80. HA. “a my “L 02. 3) as “L .n (N (m 06 (n N H H H n m n n M m M N .n .n Um 0m (w. M m M Cheerfuiness 621) Physicians Blacks Hispanic-Americans Whites American indians Asian-Americans Other Medical Professionals “7. 66. GB. .m American Indians Hispanic-Americans Blacks Whites Asian-Americans Nurses Whites Blacks Hispanic-Americans Asian-Americans American Indians Allied Health Professionals “3. “2. 61 G6. 61 Hispanic-Americans American Indians Blacks Whites Asian-Americans “L (6L 67. GA. Gd (9 (3h. “2. “2. .M Ma. .m “9 08 M n m n U U U N U n m D 9 D M 0 M by Career Group Drive to Achieve 693) American Indians Hispanic-Americans Whites Asian-Americans Blacks American Indians Whites Blacks Hispanic-Americans Asian-Americans Blacks Hispanic-Americans Whites American Indians Asian-Americans Blacks Asian-Americans Whites American Indians Hispanic-Americans mmz) map) M2fi) (m.n woo) 05m) 00A) “17) mus) mzj) use) wsz) “19) was) USJ) 0mm man) “03) GL0) M51) 'Larger proportions of health-career aspirants and all freshmen rated themselves as bNational norm. above average or In the top I0 percent on these traits than on any others. 35 As was mentioned earlier, the fit between the characteristics of the individual student and those of the majority of students in a given field largely determines whether that individual student will survive in the field or will defect from it. Obviously, academic skills, along with drive to achieve, are much more closely related to Success in college than are such traits as understanding and cheerfulness, and this holds true whatever the student's major field of study, At the same time, some major fields are more demanding than others in the difficulty of the material covered, and the educational requirements of some careers are heavier than those of others in both their substantive difficulty and the amount of time they re- quire. From this standpoint, medicine is the most demanding of the health fields, whereas nursing and health technology may be the least demanding (insofar as they may require no more than an associate degree). It comes as no surprise, then, that students planning to go into medical professions tended to give themselves higher ratings on academic skills than did students planning to go into NAH professions, and that this difference between aspir— ants to the two groups of careers was found for all racial/ethnic categories. Nonetheless, Asian-Americans and American Indians in each career group were closer to whites in their self—ratings of academic skills than were blacks and Hispanic-Americans and thus would seem to have a better chance of stay- ing in these fields, and particularly in the medical professions. The self-perceived academic inferiority of blacks and Hispanic-Americans aspiring to NAH professions may not be so damaging to their chances. In par— ticular, nursing would seem to be one career choice where academic ability, mathematical ability, and writing ability are of less importance than are such character attributes as understanding, cheerfulness, and drive to 36 achieve; and on these traits, blacks and Hispanic-Americans planning to become nurses were clearly superior, each scoring l2 (as did whites), compared with a score of 5 for American Indians and a score of 4 for Asian— Americans. Thus, blacks and Hispanic-Americans seem more likely to persist in the career choice of nursing than in other health fields. Life Goals While the self-ratings of students interested in health careers differed from those of all freshmen in certain consistent ways, their life goals varied, to some degree, by career group, reflecting basic differences in the demands and emphases of the different health fields. Among all freshmen, the life goals most frequently endorsed as very important or essential were as follows (with sex differences as noted): _LL Men Women Becoming an authority in field 62.2 66.5 57.7 Helping others in difficulty 61.3 52.9 70.4 Developing a meaningful philoso— phy of life 6].] 57.4 65.] Raising a family 55.0 53.3 56.9 Being very well-off financially 45.8 54.4 36.4 Health—career aspirants gave top priority to the same five life goals, though in slightly different order. The following summary indicates the order (ranked in terms of the endorsements of the total career group, as reported in Volumes l and Ii; see Holmstrom, Knepper and Kent, l976a and l976b) and describes differences among the career groups: I. Helping others in difficulty: regarded as more important by 37 students interested in health careers that involve working directly with people (therapists, nurses, physicians) than by those interested in careers that involve working with animals and things (veterinarians, pharmacists, optometrists, lab technicians, dietitians). Those planning to become dentists (a career that does, of course, require working with people) were no more likely than average to value helping others in difficulty, but a closer look at the figures shows that men planning to become dentists were more likely than was the average male freshman to en- dorse this life goal; nonetheless, aspiring dentists were somewhat more concerned with material success than were other groups aspiring to health careers. Developing a meaningful philosophy of life: more likely to be endorsed by aspiring physicians and therapists than by other career groups. Becoming an authority in field: especially important to aspiring physicians and veterinarians but relatively un- important to aspiring nurses and health technicians. Raising a family; most likely to be given high priority by aspiring nurses, dietitians, therapists and least likely to be regarded as important by aspiring Veterinarians. Being very well-off financially: considered very important by higher-than—average proportions of aspiring dentists, pharmacists, and optometrists but by lower-than— 38 average proportions of aspiring nurses, dietitians, and therapists. In addition, health—career aspirants were less likely than freshmen-in— general to value influencing the political structure, keeping up-to—date with politics, and achieving in the arts, the only exceptions being that h3.l percent of aspiring physicians were interested in keeping up with poli- tics and that 23.6 percent of aspiring dietitians wanted to create artis- tic works. Occupational achievement goals (winning recognition from col- leagues, making a theoretical contribution to science) were more important to those interested in medical professions (especially aspiring physicians) than to those interested in the NAH professions. Finally, succeeding in their own business was more important to those planning on medical careers, especially aspiring veterinarians, dentists, optometrists, and pharmacists-- all of whom would anticipate building their own practice or business rather than working within a larger organizational structure. (See Holmstrom, Knepper, and Kent, l976a and l976b for fuller details.) As Table ll-5 shows, minority students tended to give preference to the same life goals as health-career aspirants generally. The top-ranked goal for all groups was helping others in difficulty. Developing a meaningful philosophy of life ranked second among whites and American lndians and third among the other minority groups. Becoming an authority in the field was the third most important to whites and American Indians and second most important to the others. Raising a family ranked fourth among whites and Hispanic- Americans, fifth among blacks and American Indians, and was not among the top five life goals of Asian-Americans. Being very well-off financially ranked fifth among whites and HiSpanic-Americans, fourth among blacks and The Five Top-Ranked Lm Goals. of Unites Blacks 39 labia ll-S Each Racial/Ethnic Group of l97k health-Career Aspirants and of All i97h Freshman American Indians Asian- Americans Hispanic— Americans All Freshmen Helping others in difficulty Developing a mean- ingfui philosophy of life Becoming an author- ity in my field Raising a family Being well-off financially Helping others in difficulty Becoming an author- ity in my field Developing a mean- ingful philosophy of life Being well—off financially Raising a family Helping others In difficulty Developing a mean- ingful philosophy of life Becoming an author- ity in my field Obtaining recogni- tion from my col- leagues Raising a family .Rank-ordered by proportions rating the goal essential or vary Important. Asian-Americans, and was not among the top five goals who instead gave precedence to obtai fourth). finally, by Asian—Americans. The following section profiles each minority group goals, aspirants. tables for each of the minority groups see Summary Tables Il- Neiping others in difficulty Becoming an author- ity In my field Developing a mean— ingful philosophy of life Being well-off financially Being successful in a business of my own Helping others In difficulty Becoming an author- ity in my field Developing a mean- ingful philosophy of life Raising a family Being well-off financially Becoming an author- ity in my field Helping others in difficulty Developing a mean- ingful philosophy of life Raising a family Being well-off financially of American Indians, ning recognition from colleagues (ranked succeeding in a business of their own was ranked fifth in terms of its life comparing the different racial/ethnic categories of health—career (For the life goals of the white majority and more detailed at the end of the chapter.) Blacks F through ll-J Blacks among health-career aspirants gave top priority to the same five goals norities or the white majority with becoming an authority and being ver American Indians or Hispanic-Americans with heipin philosophy of life. as others though they tended to be more concerned than were other mi- in their field y well-off financially and somewhat less concerned than were 9 others and developing a indeed, larger proportions (61 percent) of blacks #0 aspiring to other medical professions and to allied health professions than most of the other minority health aspirants gave high priority to making lots of money. Moreover, as was generally true of minority health-career aspirants, they were somewhat more concerned than were their white counter— parts with receiving recognition from colleagues, having administrative responsibility over others, influencing the political structure, influencing social values, and participating in community action programs. Blacks aspiring to different health fields had somewhat different life goals. Thus, aspirants to medical careers were more likely than aspirants to NAH professions to be concerned with the occupational achievement goals of becoming an authority in the field and obtaining recognition from col— leagues for contributions to the field. Those planning to become physicians were more likely than other career groups to emphasize making a theoretical contribution to science, keeping up with political affairs, and helping others and less likefly to emphasize being very well-off financially. Those interested in other medical professions gave high priority to succeeding in their own business. Like black aspiring physicians, black aspiring nurses were more concerned than aspirants to other medical professions and allied health professions with helping others in difficulty; they were also more likely than other groups of blacks to want administrative responsibility over others. But they were relatively unconcerned with influencing the political structure, making a theoretical contribution to science, being successful in their own business, participating in community action pro- grams, and keeping up-to-date with politics. Except for their emphasis on financial success, blacks aspiring to allied health professions were not particularly distinguished from blacks in other career groups. hi American Indians American Indians were distinguished from other minority health-career aspirants in their emphasis on developing a meaningful philosophy of life, influencing social values, cleaning up the environment, becoming accomplished in a performing art, and writing original works. Moreover, except for those interested in nursing (who constituted about two in five of the American Indians aspiring to health careers), they were more interested than other minorities in making a theoretical contribution to science and obtaining recognition from colleagues for contributions to their field. They gave less emphasis than did others to raising a family and to having administra- tive responsibility over others. Again, there were differences among the career groups, with aspiring physicians among American Indians having the most emphasis, and aspiring nurses the least, to influencing the political structure, influencing social values, and keeping up-to—date with politics. Indeed, larger proportions of American Indians planning to become physicians than of any other minority group aspiring to any other career endorsed these three goals as essential or very important. Those interested in other medical professions were much more likely than others to be concerned with succeeding in their own business but less concerned than any other group with raising a family and having administrative responsibility over others. Aspiring nurses were more likely than other subgroups of American Indians to endorse the life goal of raising a family as very important; they were much less interested in influencing the political structure, being very well-off financially, making a theoreti— cal contribution to science, writing original works, succeeding in their own #2 business, and cleaning up the environment. Moreover, only about half were concerned with developing a meaningful philosophy of life, in contrast with over four-fifths of American Indians interested in other health careers. Finally, American Indians who were interested in allied health professions (though they constituted only 17 percent of American Indians aspiring to health careers) were outstanding in that larger proportions than of any other minority subgroup gave high priority to developing a meaningful philos- ophy of life, having administrative responsibility over others, and cleaning up the environment. Moreover, about one in four were interested in artistic achievement: becoming accomplished in a performing art, writing original works, and creating artistic works. Asian-Americans Like American indians, Asian-Americans among health—career aspirants were particularly concerned with obtaining recognition from colleagues (though this was not true of the very small proportion of those aSpiring to allied health professions). Otherwise, generally smaller proportions of Asian—Americans than of other minorities endorsed most of the life goals, a tendency which aligns them with the white majority. For instance, they showed relatively little interest in social/political goals. Again, there were strong differences by career group, with Asian- Americans planning to become physicians and nurses giving strong emphasis to helping others. Moreover, three in four of the aspiring physicians (but only about half of other career groups) wanted to develop a meaningful philosophy of life. Half of the Asian-Americans aspiring to medicine (more than any minority group aspiring to any other health career) gave high pri- A3 ority to making a theoretical contribution to science. Those aspiring to other medical professions were more concerned than other Asian—Americans with status and material success (obtaining recognition, succeeding in their own business, and being very well—off financially) but less concerned than any minority subgroup with helping others and participating in community action programs. But they, along with Asian-Americans aspiring to allied health professions, were inclined to emphasize creating artistic works. Those planning to become nurses differed from others by their failure to emphasize certain goals: For instance, in sharp contrast to other racial/ ethnic groups interested in nursing, fewer than one in three was concerned with raising a family, and they were least likely of any subgroup to value keeping up-to-date with political affairs. Asian-Americans aspiring to the allied health professions seemed to be more social—minded than others in that larger proportions (Ah percent) than of any other racial/ethnic group aspiring to any other career endorsed participating in community action pro— grams and in programs to clean up the environment. Only one in five was concerned about receiving recognition from colleagues, and fewer than 1 percent wanted to influence the political structure. Hispanic-Americans The similarity between blacks and Hispanic-Americans noted earlier with respect to self-ratings was also apparent, though to a lesser extent, in their life goals. It may be that both racial/ethnic groups are a little more flamboyant in their response style--that is, more inclined to endorse a number of goals—~than are Asian-Americans, whites, and American Indians. For instance, larger proportions of Hispanic-Americans than of any other 44 group endorsed helping others and making a theoretical contribution to science; and they, along with blacks, led the others in giving high pri- ority to becoming an authority in their field, developing a meaningful philosophy, raising a family, having administrative responsibility over others, and influencing the political structure. 0n the other hand, they were less concerned than were other minorities with receiving recognition, participating in community action programs, or achieving in the arts. Hispanic-Americans planning to become physicians were outstanding in several ways: Over nine in ten (more than any other racial/ethnic subgroup in any career choice) said that helping others in difficulty was very impor- tant to them; they were also more likely than any other group of Hispanic- American health-career aspirants to endorse keeping up-to-date with politi- cal affairs and making a theoretical contrlbution to science; and they (along with aspiring nurses) gave high precedence to raising a family. Hispanic-Americans interested in allied health professions were much more likely than their counterparts interested in other careers to value succeed- ing in their own business; in addition, about one in seven wanted to become accomplished in one of the performing arts. Aspiring nurses among Hispanic- Americans were less likely than others to be concerned with developing a meaningful philosophy, participating in community action programs, and be- coming an authority in their field, whereas those interested in the allied health professions were most likely of any group, across racial/ethnic and career categories, to value being an authority in their field, Summary and Discussion Table ll-6 indicates the rank-order of the different racial/ethnic groups 1+5 Table II-6 Rank Ordera of Racial/Ethnic Groups on Four Types of Life Goals EXPRESSIVE/ALTRUISTIC GOALS Helping Others in Difficulty Develop Meaningful Philosophy of Life Raising Family Hispanic-Americans American Indians Blacks Asian-Americans Whites ACHIEVEMENT-ORIENTED GOALS Becoming Authority in Field American Indians Hispanic-Americans Blacks Whites Asian-Americans Obtaining Recognition From Colleagues Whites Blacks Hispanic-Americans Asian-Americans American Indians Making Theoretical Contri- bution to Science Hispanic-Americans Blacks American Indians Whites Asian-Americans Blacks American Indians Asian-Americans Hispanic-Americans Whites Hispanic-Americans American Indians Blacks Asian—Americans Whites HATERIALISTIC LIFE GOALS Being Well- OFF Financially Being Successful in Own Business Blacks Asian—Americans Hispanic-Americans American Indians Whites Asian—Americans Hispanic—Americans American Indians Blacks Whites SOCIAL ACTION GOALE Working in Programs to Clean Up the Environment Participating inCmmwiw Action Programs Blacks American Indians Hispanic—Americans Asian-Americans Whites American Indians Blacks Asian-Americans Hispanic-Americans Whites aRank-ordered by proportions rating the goal essential or very important. on key categories of life goals (i.e., expressive/altruistic, achievement— oriented, materialistic, and social—action goals) that were frequently men- tioned by health-career aspirants. Using the same scoring scheme described earlier (5 for top rank and l for bottom rank), we see that Hispanic—Americans and American Indians lead others in two out of three expressive/altruistic life goals. When the life goal of raising a family is excluded from this category, Hispanic-Americans and American Indians both score 9, followed by blacks, who score 6; Asian— Americans and whites, on the other hand, score only 3. Hispanic-Americans and blacks lead others in achievement—oriented life #6 goals (scoring I2 each), followed by American Indians (ll), Asian-Americans (6) and whites (h). Asian-Americans lead others in materialistic life goals (9), followed by Hispanic-Americans and blacks (7 each), American Indians (5) and whites (2). Finally, blacks and American Indians lead others in social-action goals (scoring 9 each), followed by Hispanic-Americans and Asian-Americans (5 each), with whites scoring lowest (2). Looking at the composite scores obtained by totaling across all life-goal categories shown in table II-6, we see that blacks lead others with a total score of 38, followed by Hispanic-Americans (36) and American Indians (35). Asian— Americans have an overall score of 25 and whites only l6. Thus, Asian-Ameri- cans are the minority group that most closely resemble the white majority among health-career aspirants in that they tended to have a somewhat narrower range of life goals--or a more restrained response style-~than did blacks, Hispanic-Americans, and American Indians. They differed from whites only in giving somewhat greater emphasis to artistic goals and markedly less emphasis to developing a meaningful philosophy of life and raising a family-- a life goal that was more important to whites than to any of the minority groups. American Indians differed from whites more in their life goals than in their self-ratings, except that, like whites, they were less likely than were other minority groups to give high priority to being very well-off financially. Blacks resembled whites in giving relatively little emphasis to cleaning up the environment and succeeding in their own business. His— panic-Americans were closest to whites in being less likely than others to emphasize receiving recognition from colleagues. Blacks and Hispanic-Americans were farther apart in their life goals than in their self-ratings, although both racial/ethnic groups were some— 197 what similar in the frequency with which they endorsed a number of life goals as very important. They were more likely than were others to value having administrative responsibility and influencing the political structure. In addition, Hispanic-Americans were similar to American Indians in their concern with helping others, developing a meaningful philosophy of life, and succeeding in their own business. Overall, however, minority students interested in health careers endorsed the same life goals as did the white majority, and the differences described here are differences in degree rather than kind. Reasons for Career Choice Students were asked to indicate how important each of 12 reasons was in their choice of a particular career. The following highlights some of the differences between all freshmen and health-career aspirants and the differences among aspirants to various health careers in their responses to this question. l. Intrinsic interest: the top-ranked reason among freshmen- in-general, 67.h percent of whom said this was very impor- tant to them; larger proportions of aspiring physicians, veterinarians, nurses, dietitians, health technicians, and therapists than of all freshmen or aspiring dentists, phar- macists, and optometrists endorsed this reason. 2. Can be helpful to others: very important to 61.8 percent of all freshmen and to over 70 percent of all health-career aspirants except those interested in pharmacy. For instance, about nine in ten aspiring nurses, therapists, and physicians cited this reason . 48 3. Able to work with people: endorsed by 6l.3 percent of all freshmen, but by at least seven in ten aspiring physicians, dentists, optometrists, and dietitians, and nine in ten aspiring nurses and therapists. 0n the other hand, aSpiring health technicians, pharmacists, and veterinarians were at or below the national norm. h. Chance for steady progress: more frequently judged to be very important by all freshmen (h8.7 percent) than by health- career aspirants, except aspiring dentists. 5. Can make an important contribution to society: judged to be very important by 47.2 percent of all freshmen and by even larger proportions of health—career aspirants, with the exception of aspiring pharmacists and dietitians. But about three in four aspiring physicians, nurses, and therapists cited this factor. 6. Job openings generally available: very important to “6.8 percent of all freshmen and to at least three in five of the students interested in NAH professions and in phar— macy; only to aspiring physicians and veterinarians was job availability relatively unimportant. In addition, high anticipated earnings were more important to aspiring dentists, pharmacists, optometrists, and health technicians than to all freshmen or to other groups of health-career aspirants; rapid advancement was more important to aspiring dentists than to others; and the prestige of the profession was mentioned by larger proportions of aspiring medical pro— fessionals (except veterinarians) and nurses than of freshmen-in-general, but 49 by smaller proportions of students interested in allied health professions. Having a ”great deal of independence” was much more likely to be cited by those aspiring to medical professions (except pharmacists) than by those aspiring to NAH professions. Aspiring dietitians, dentists, and optometrists were more likely than others to regard avoiding pressure as an important factor. Finally, smaller proportions of health—Career aspirants than of all freshmen mentioned the chance to work with ideas, the single exception being aspiring dietitians. In summary, while freshmen—in—general tended to cite altruistic/social reasons (as well as intrinsic interest) for their career choice, this ten— dency was even more characteristic of students interested in health careers, with the exceptions noted. Table II-7 shows the five reasons most frequently cited as very important to their career choice by each racial/ethnic category of health-career aspirants and by all freshmen. Table ll-7 The Five log-Ranked Reasons for Career Choice. of Each Racial/Ethnic Group of l97‘1 Health Caraer Aspirants and of All Frauen-n \vlhites Blacks American Indians As ian~Americans Nispanic-Anerlcans Al | Freshmen Chance to be helpful to others Chance to be helpful to others Chance to be helpful to others Ability to work with Ability to work with Ability to work with people people people Intrinsic interest in the field Intrinsic interest In the field Intrinsic Interest in the field Chance to make an im- portant contribution to society Chance to make an im- portant contribution to society Chance to make an im- portant contribution to society Job openings generally aval Iable Job openings generally ava l lable Job openings general iy available Chance to be helpful to others Ability to work with people Intrinsic interest In the field Chance to make an im~ portant contribution to society Job openings generally available Chance to be helpful to others Ability to nor: with People Intrinsic interest in the field Chance to make an im- portant contribution to society Job openings generally available Intrinsic interest in the field Chance to be helpful- to o'hers Ability to work with people Chance to make an im- portant contribution to society Job openings generally aval labia IRank-ordered by proportions indicating reason was very important. What is most striking about this rank—ordering is the overwhelming con- sensus among health-career aspirants on their reasons for naming a particular career . All five racial/ethnic groups gave the same five reasons in virtually the same order, except, of c0urse, proportions endorsing each reason varied 50 somewhat. These relative differences are summarized in Table li-8 and dis- cussed in the following profiles. (Figures for whites and more detailed figures for each of the minority groups are shown in summary tables ll-K through li-O at the end of the chapter.) Blacks, American lndians, and Hispanic—Americans were very similar in their ranking of the five most im- portant reasons (obtaining composite scores of 20, 20, and l9, respectively), while Asian-Americans differed most with a composite score of 5. Whites earned a score of ii and fell somewhere between Asian-Americans and other minorities. Teble il-C Rank-Order of leciel/Ethnic Groups on Five Koet (union Reason: for Career ChoiceI Chence to be helpful Ability to work with people Intrinsic interest In the Chance to meke en inpor- Job openings generelly to others field tent contribution to evellebie Ioclety Hispanic-Americans Blacks Marleen indiens Americen indlens Ileclu Blecks Hispanic-Americans Nispenlc-Nnericem Blacks Anericen lndienl American Indians American lndlens whites lilwenlc-Amcrlcenl Hispanic-Americans whites white; lleclu Unite: mm; Asian-Amerinns Allan-Marian: Asien-Nnericens Asian~mrlcen1 Alien-Americans .Renk-ordered by proportions indiceting reeson we! very lnportent. Blacks Blacks led all other racial/ethnic groups in endorsing as very important to their career choice the ability to work with people and the availability of jobs (Table li-8). in addition, over four in five cited the chance to be helpful to others, though they trailed slightly behind Hispanic-Americans on this reason; and over seven in ten cited the chance to contribute to society, though they trailed behind American lndians on this reason. Blacks were more likely than all others to cite instrumental and prac- tical factors as very important to their choice of career. These factors were (in order of the proportion of blacks citing them): the availability SI of Jobs, the chance for steady progress, high anticipated earnings, the prest.-e of the profession, and the chance for rapid advancement. Finally, they were also more likely than were other racial/ethnic groups to cite the chance for independence and avoidance of pressure. American Indians As Table ll-8 indicates, intrinsic interest in the field was more fre- quently cited by American Indians than by any other racial/ethnic group (although the proportions were very close for each group except Asian-Ameri- cans). The chance to make an important contribution to society was also more important to American Indians (except those aspiring to allied health professions) than to others. The chance to be helpful to others and ability to work with people were cited by larger proportions of American Indians than of Asian—Americans and whites but by slightly smaller proportions than of blacks and Hispanic-Americans. American Indians were more likely than any other racial/ethnic group except blacks to cite job availability and high earnings as important to their career choice, but Jess likely than any group except whites to mention the prestige of the profession and the chance for steady progress. They were also more likely than all others except blacks to cite having a great deal of independence (which was especially important to those aspiring to other medical professions) and working with ideas. This last reason, how- ever, was endorsed by only one in four of the American Indians interested in nursing, compared with about half of those interested in other health careers and h4.l percent of all freshmen. Asian-Americans Although Asian-Americans gave top priority to the same five reasons 52 as were mentioned by other health-career aspirants, smaller proportions endorsed each (Table ll-8). Nonetheless, about three in four mentioned the chance to be helpful to others and the ability to work with people; and over half mentioned intrinsic interest, the opportunity to contribute to society, and the availability of jobs as very important. There was con- siderable variation among the four career groups of Asian-Americans in the proportions citing each reason; for instance, those interested in other medical professions were particularly likely to mention such altruistic reasons as making a contribution to society and being helpful to people. in addition, over three in four of Asian-Americans aspiring to medicine, but fewer than half of those aspiring to nursing, mentioned intrinsic inter— est. This variability among the career groups may partly explain why Asian— Americans trailed other minority groups and were generally closer to the white majority. Hispanic-Americans Close to nine in ten Hispanic-Americans--more than any other group-- cited the chance to be helpful to others as very important in their career choice (Table ll-8). They were also more likely than any group except blacks to cite their ability to work with people. Moreover, except for those in- terested in allied health professions, they were more concerned than others with making an important contribution to society. The instrumental reasons of rapid advancement, steady progress, and prestige were more important to Hispanic—Americans than to any other racial/ ethnic group except blacks, but except for those aspiring to other medical professions, Hispanic-Americans were relatively unconcerned with high anti- 53 cipated earnings. Those interested in medical professions were more likely than average, and those interested in NAH professions less likely, to cite the chance for independence as important in their career choice. Summary and Discussion There was considerable consensus among various racial/ethnic categories of health-career aspirants about their reasons for naming a particular career; though the proportions varied, the rank ordering of the different reasons was fairly stable from one group to another. Overall, minority students were more interested than white students in instrumental and practical factors such as job availability, high earnings, rapid advancement, and steady progress. Moreover, all except Asian—Americans were more apt than the white majority to cite altruistic reasons and ability to work with people. It is rather instructive, in comparing the different groups, to note the proportion of aspiring nurses in each who cited the pres- tige of the profession as a factor in their choice: Only one in three of the white aspiring nurses, but about half the American Indians, Asian-Americans and Hispanic—Americans and 5h.3 percent of the blacks, said this was a very important reason. Similar comparisons reveal differences not only in the values of the different groups but also in their perceptions of the different careers. To summarize: In their reasons for career choice, blacks and Hispanic- Americans were highly similar to one another; Asian-Americans and whites resembled one another; and American Indians were somewhere in between. 54 Table ll-A Self-Ratings. of Whites Among l97h Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Academic ability 87.7 7l.l 1.8.8 56.3 Athletic ability kl.3 “3.2 22.8 29.l Artistic ability 21.5 18.1 l3.3 l6.5 Cheerfulness 57.0 51.9 62.2 56.6 Defensiveness 27.6 28.3 20.7 25.2 Drive to achieve 82.8 70.“ 63.9 60.9 Leadership ability 60.2 45.“ No.2 36.8 Mathematical ability 65.6 “0.9 2h.2 29.7 flechanical ability 30.2 29.2 8.3 13.0 Originality 48.9 37-8 28.“ 32-6 Physical attractiveness 34.8 28.3 20,5 2l.9 Political conservatism l6.3 '1-8 7.3 7-5 Political liberalism 27.1i l8.6 l2.l IS.“ Popularity lloJi 32.8 25.0 26-8 Popularity with opposite sex h5.6 39.3 23,0 2h.6 Public speaking ability 3u.7 20-8 lli.3 '65 Intellectual self-confidence 68.2 “8-5 29.6 33-“ Social self-confidence illi.3 35-7 29.5 29-6 Sensitivity to criticism 28.0 2h-3 23.3 26-7 Stubbornness 42.3 “0'7 30.8 37-1 Understanding of others 7h.0 63-] 71.8 70-“ Writing-ability 196.3 30'] 25.0 27-0 aProportion rating themselves as above-average or in the top IO percent. 55 Table 11-8 Self-Ratings. of Blacks Among 197“ Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Academic ability 6“.2 “8.9 19-“ 3“.“ Athletic ability 36.7 33.5 17.2 31.11 Artistic ability 21.5 18.1 9.9 ll.6 Cheerfulness 61.“ 53.2 62.0 59.9 Defensiveness 3“.8 33.3 28.3 39.0 Drive to achieve 80.0 69.7 65.8 70.6 Leadership ability 5“.0 “2.8 32.3 39.7 Mathematical ability 38.3 27.8 10.9 17.2 Mechanical ability 20.“ 13.0 3.9 10.5 Originality 50.“ “1.9 2“.2 3l.7 Physical attractiveness 37.0 38.1 27.9 3“.9 Political conservatism 9.0 5.8 “.7 5.6 Political liberalism 29.“ 25.0 .8 13.6 Popularity “0.6 36.2 26.“ 29.7 Popularity with opposite sex “5.6 39.3 29.9 37.1 Public speaking ability 3“.“ 2“.0 15.1 20.8 Intellectual self-confidence 61.2 52.3 35.3 “3.2 Social self-confidence 52.2 “6.1 3“.6 “2.2 Sensitivity to criticism 22.“ 25.8 17.7 21.8 Stubbornness 35.6 27.2 22.8 2“.8 Understanding of others 80.1 65.1 65.5 70.0 Writing ability “1.5 32.2 26.0 25.1 aPrOportion rating themselves as above-average or in the top 10 percent. 56 Table ii-C Self-Ratingsa of American indians Among i97fi Health-Career Aspiriants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Academic ability 86.5 76.5 “2.0 60.6 Athletic ability “2,3 #0.] 29_2 30.9 Artistic ability l8.5 19.9 19.9 “2.6 Cheerfu'”°55 58.7 67.l 38.0 62.3 Defensiveness 38,0 35.4 30.9 28.6 Drive to achieve 88.3 75,0 56,8 57_o Leadership ability 59.5 li5.3 36.5 38.1. Mathematical ability 59.7 32.] 20.7 hi.5 Mechanical ability 28.3 19.7 l3.0 28.5 Originality “8.“ 47.l “0.5 65.5 Physical attractiveness 26.0 22.8 l5.3 2h.5 Political conservatism l3.0 il.6 5.3 l.8 Political liberalism 37.2 29.0 16.5 22 3 Popularity 31.3 35.7 20.3 37.3 Popularity with opposite sex 35.7 “8.7 28.9 39.0 Public speaking ability 37.6 #2.“ ll.3 38.3 Intellectual self-confidence 63.5 68.7 l9.5 5“ 8 Social self-confidence “3.0 50.0 i7.2 35.0 Sensitivity to criticism 35.9 28.3 i7.7 “3.2 Stubbornness 59.i 67.7 37.6 67.6 Understanding of others 38.9 80.2 62.7 7l.3 writing ability “8.7 38.l 29.| 29.0 a Proportion rating themselves as above-average or in the top I0 percent. 57 Table ll-D Self-Ratings. of Asian-Americans Among l97“ Health-Career Aspirantsl bngareer Group Other Medical Allied Health Physicians Professionals Nurses Professionals Academic ability 88.7 67.3 “5.“ 60.0 Athletic ability “1.3 “3.2 l“.7 “3.0 Artistic ability 33.5 22.8 l8.5 10.7 Cheerfuiness 50-1 3“-i “3.7 53.0 Defensiveness 27.7 16.1 l2.0 36.5 Drive to achieve 3"5 63-7 38-7 66-“ Leadership ability “8-5 29-2 ih-S 29.1 Mathematical ability 77.8 “9.7 36.i “3.5 Mechanical ability “0.0 30.3 l6.9 26.6 Originality “8.2 29.2 3l.3 “l.i Physical attractiveness 29.] 28.0 22.1 2“.S Political conservatism l3.9 ll.“ “.9 2.“ Political liberalism 27.6 3“,} 8.9 l7.3 Popularity 32.7 27.6 8.8 2“.7 Popularity with opposite sex 28.8 l7.0 l3.5 28.8 Public speaking ability 22.7 lO.| “.7 ll.9 Intellectual self-confidence 73.0 39.3 3l.0 “8.7 Social self-confidence “2.“ 32.2 22.9 “1.7 Sensitivity to criticism 3“.“ 3i.“ 18.7 22.9 Stubbornness 32.7 32.9 i0.2 35.7 Understanding of others 7i.2 62.6 5i.7 76.6 Writing ability 36.“ 26.9 i9.l 25.7 aProportion rating themselves as above-average or in the top i0 percent. Self-Ratingsa of Hispanic-Americans Among l97h Health-Career Aspirants, by Career Group 58 Table li-E Other Medical Allied Health Physicians Professionals Nurses Professionals Academic ability 67.3 5h.“ 28.5 32.9 Athletic ability 41.2 40.9 22.6 19.7 Artistic ability 16.5 22.5 15.6 |0.h Cheerfulness 6|.3 56.1 59.6 63.5 Defensiveness h2-7 22-“ 2“-ll 37.“ Drive to achieve 83-0 6“-6 55-2 “5-2 Leadership ability 55.0 S6.h l6.3 “3.0 Mathematical ability “1.2 27.8 l8.l l9.8 Mechanical ability 29.2 25.2 l2.8 18.0 Originality #2.9 43.3 28.8 27.l Physical attractiveness 26-9 33-0 17-8 30.3 Political conservatism 9-6 l|.9 6.l ll.8 Political liberalism 22.3 19.0 5.8 18.6 Popularity 3l.2 33.1 l2.5 36.5 Popularity with opposite sex 39-6 35-5 20.0 “5.8 Public speaking ability 27.0 22.3 13.6 24.4 Intellectual self-confidence 67.8 49.9 38.1 34.8 Social self-confidence 51.7 50.2 33.2 27.2 Sensitivity to criticism Zl.l 23.9 15.8 26.8 Stubbornness 40.3 “l.7 29.4 36.“ Understanding of others 76.2 75.0 72.0 68.0 Writing.ability 33.8 30.8 2l.0 22.b aProportion rating themselves as above-average or in the top l0 percent. 59 Table II-F Life Goalsa of Whites Among l97h Health-Career Aspirants, by Career Group ‘ Other Allied Health Physicaans Professionals Nurses Professionals Becoming accomplished in one of the performing arts 8.7 6.7 6.2 7.5 (acting, dancing, etc.) B ' th it i ecomlng an au or y n my 72.5 66.5 53.5 56.3 field Obtaining recognition from my colleagues for contrl— M6,} h0.h 30.1 3h.3 butions to my special field Influencing the political ll 8 9 9 5 3 5 h structure ' ‘ ' ‘ Influencing social values 25.7 19.9 26.4 23.6 Raising a family 52.8 5h.8 66.2 62.h Having administrative re- sponsibility for the work 19.5 20.7 25.“ 2l.2 of others Being very well-off financially “0-3 52.3 31-“ 36-0 Helping others who are in dif- 8l.l 59_3 87.7 7h.l ficulty Making a theoretical contribu- 39_1 2h.7 1g_2 ‘5‘3 tion to science Writing original works (poems 9_5 6.9 6.l 7'u novels, short stories, etc.) Creating artistic work (paint- ing, sculpture, decorating, 7'9 8'“ 7'8 '3'6 etc. Being successful in a business “5" 68.] lo.h 23.6 of my own Becoming involved in programs to 25.h 27.6 |3_2 22_2 clean up the environment Developing a meaningful philoso- phy of life 7l.0 59.0 63.“ 62.3 Participating in a comnunity action program 32-7 25'“ 29‘8 29'9 Keeping up to date with politi- cal affairs “3'8 32’8 28.5 30'8 aProportion indicating life goal was essential or very important. 60 Table ll-G Life Goals. of Blacks Among l97i health-Career Aspirents, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Becoming accomplished in one of the performing arts 9.2 i0.6 9.2 9.6 (acting. dancing, etc.) “$72139 "‘ “‘"‘°"" "‘ ”Y 76.0 72.0 60.0 66.0 Obtaining recognition from my colleagues for contri- 5i.2 50.9 62.6 63.2 butiona to my speclei fleld influencing the political I6 ‘ I6 0 9 l I} l structure ' ' ' ' influencing social values 35.5 25.7 30.l 32.5 Raising a family 55.9 56.8 58.5 5h.2 Having administrative re- sponsibility for the work 27.2 28.i 38.7 3l.7 of others Seing very Hell-off financially 56.6 6l.2 59.6 6l.| Helping others who are in difi- 85.0 69.5 80.8 72.6 ficuity Making a theoretical contribu— 68.2 33.9 23.i 28.0 tion to science Vriting original works (poems i2.) l2.8 7.“ 7.9 novels, short stories. etc.) 'Crnating artistic work (paint- ing, sculpture, decorating, 8.l 9.5 7.9 l0.“ etc. Using successful in a business 67.3 6l.0 22.6 35.2 of my cum Becoming involved in programs to clean up the environment 27" 30-8 26-7 2“.“ Developing a meaningful philoso- phy of m. 69.! 66.7 60.3 65.2 Participating in a community action program "-° 37-' 3|.5 60.2 Keeping up to date with poiiti- hi.0 ’5', 27.3 3|‘~ cal affairs .Proportlon indicating life goal was essential or very important. 61 Table Ii-H Life Goals3 of American Indians Among i979 Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Becoming accomplished in one of the performing arts l5-3 ll.5 6.3 27.9 (acting, dancing, etc.) Becoming an authority in my 67.] 68.8 57.5 63.“ field Obtaining recognition fron my colleagues for contrl- “9-2 5h.0 2h.7 53.0 butions to my special field influencing the political 2u_g '2_g 5.0 7.3 structure influencing social values “5.6 31.9 2g.5 39_0 Raising a family 38.“ 31.7 58.0 hh.9 Having administrative re- sponsibility for the work 27_5 ]8_8 23.9 h3.o of others Being very well-off financially h2,7 h9.h 37_3 53.0 Helping others who are in dif- ficuity 86.7 7|.“ 8h.h 77,5 Making a theoretical contribu- tion to science “1'3 36'“ ‘7'5 hh.9 writing original works (poems novels, short stonies, etc.) ‘6'5 17‘6 3'5 2h'6 Creating artistic work (paint- ing, sculpture, decorating, l6.2 l7.“ lh.h 25.6 etc. Being successful in a business of my own h2.7 79.i lb.“ 36.2 Becoming involved in programs to h 6 ho 7 l h h“ 2 clean up the environment 3 ‘ ' 5’ ‘ Developing a meaningful philoso- ‘ phy of life 81.6 82.2 52.2 83.0 Participating in a community ' aCLion program hi.0 h2.5 29.2 38.3 Keeaing up to date with poiiti- 58 5 33 7 26 2 33 9 cal affairs aProportion indicating life goal was essential or very important. 62 Table lI-l Life Goals. of Asian-Americans Among i97h Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Becoming accomplished in one of the performing arts ll.“ l0.0 9.0 l0.8 (acting, dancing, etc.) Becoming an authority In my 6h.5 6“.“ 58.8 59.“ field Obtaining recognition from my colleagues for contrl— “3-9 54.5 “5.1 i9.9 butions to my special field influencing the political l2.5 7.6 3_3 _5 structure Influencing social values 28-6 2I-9 25-0 22-2 Raising a family 5l.2 59.0 32.9 hh.i Having administrative re- sponsibility for the work 28.“ 2h.8 33.2 22.2 of others Being very well-off financially 5|.l 6i.8 h7.h h6.0 Helping others who are in dif- Bl.“ 6h.| 83.7 7h.5 ficulty Making a theoretical contribu- 50.I 27.6 26.5 l9.0 tion to science writing original works (poems 12.] i6.8 9.i I“ 3 novels, short stories, etc.) ' ' Creating artistic work (paint- ing, sculpture, decorating. l6.“ 23.8 l|.9 22.9 etc. Being successful in a business “8 2 7' l 3“ 9 no 2 of my own ' ' ' ' Becoming involved in programs to 3“ 3 3o 9 ' 22 9 ha 2 clean up the environment ' ' ' . Developing a meaningful phlloso- 7g_3 a3_9 52 z 55_h phy of life . Participating in a community 33.h 25.7 26.7 “H.7 act i on program Keeping up to date with poiiti‘ 36.6 23.8 l8.5 4“.3 cal affairs 'Proportion indicating life goal was essential or very important. 63 Table il-J Life Goals. of Hispanic-Americans Among l97h Health Career Aspirants, by Career Group Other Medical Aiiied Health Physicians Professionals Nurses Professionals Becoming accomplished in one of the performing arts 9.6 l3.7 8.0 l.6 (acting, dancing, etc.) Becoming an authority In my field 68.6 57.5 53.“ 76.0 Obtaining recognition from my colleagues for contrl- 1.3,“ 1.7,] “,3 34,0 butions to my special field influencing the political structure 16-0 i3.6 9.2 I5.3 Influencing social values 29.7 30.5 3h.2 25.8 Raising a family 60.7 “5.6 60.8 50.2 Having administrative re- sponsibility for the work 30.5 33" 36'“ 27'2 of others Being very well-off financially “6.5 55.9 “7.3 51.2 Helping others who are in dif- 92 h 7] h 85 O 85 5 ficuity ' ' ' ' flaking a theoretical contribu-’ “7 7 “2 3 28 6 28 7 tion to science ' ' ' ' Writing original works (poems '1 8 7_3 5 0 i2 h novels, short stories, etc.) ' ' ' Creating artistic work (paint- ing, sculpture, decorating, 9.2 6.2 8.] [0.0 etc. Being successful in a business “6 0 72 6 2' i 3' 5 of my own ' ' ' ' Becoming involved in programs to 32 h “2 2 22 8 35 3 clean up the environment ' ' I I Developing a meaningful philoso- 7h 6 7o 5 Q9 5 68 2 phy of life ' ' ' ' Participating in a community 38 9 38.l 25 8 28 3 action program ' ' ' Keeping up to date with politi- “0.0 26.7 20.“ 32.9 cai affairs .Proportion indicating ilfe goal was essential or very important. 6“ Table ll-K Career-Choice Reasons. of Vhites Among l97k Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals‘ Nurses Professionals Job openings generally available 33.2 51.2 59.5 62.“ Rapid career advancement possible 25.0 3l.6 30.9 29.5 High anticipated earnings 33.2 “9.0 33.3 35.6 "3125,2333?“ or ”mm” 38.7 39.5 35.3 27.9 Great deal of independence Sl.3 53.2 28.0 29.8 Chance for steady progress “2.7 hh.l “2.2 h2.5 Can make an important contribu- 78.8 51.5 75.6 59.7 tion to society Can avoid pressure 8-6 13-2 9.2 15.2 Can work with ideas 38.0 25.9 23.7 35.10 Can be helpful to others 35-9 68.“ 93.0 79.9 Able to work with people 76.“ 53-“ 91.3 73.5 Intrinsic interest in the field 79.2 70.l 74.1 7lJ aProportion indicating reason was very Important in their career choice. 65 Table ll-L Career-Choice Reasonsa of Blacks Among l97h Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Job openings generally available 58.“ 66.9 67.“ 70.8 Rapid career advancement possible “0.0 “6.“ “8.1 52.“ High anticipated earnings “h.6 60.] 59.5 63.9 Veil-respected or prestigious “7.2 h“.9 5h.3 h8.9 occupation Great deal of independence 51.5 52-8 “7.8 03.3 Chance for steady progress 62-“ 6l-2 67.0 65.7 Can make an important contribu- 8h.2 6h.0 67.3 65.“ tlon'to society Can avoid pressure l2-9 Zl-l 2|.“ 23.0 Can work with ideas b8.8 39.8 39.6 h6.5 Can be helpful to others 92-l 75-9 90.0 85.“ Able to work with people 87-7 6“-3 89-l 92-5 Intrinsic interest in the field 77-“ 72-1 73-0 70-7 aProportion indicating reason was very important in their career choice. Career-Choice Reasons. 66 Table II-H Other Medical of American Indians Among 197h Health-Career Aspirants! by Career Group Allied Health Physicians Professionals Nurses Professionals Job openings generally available 47.9 51.7 71.6 59.7 Rapid career advancement possible 35.2 28.9 36.3 “7.“ High anticipated earnings “6.9 57.5 35.6 “6.7 Well-respected or prestigious occupation 35.1 ““.2 “8.7 “l.2 Great deal of independence 5“.“ 8“.l ““.l ““.l Chance for steady progress “9.0 “8.8 3l-2 “7.“ Can make an important contribu- tion to SOCIEty 82.l 70.9 78.0 56.l Can avoid pressure l3.9 23-6 9.2 27.3 Can work with ideas 51.“ “5-9 2“.“ Sl.“ Can be helpful to others 87.0 77.6 95.5 8|.8 Able to work with people 77.9 62.6 97.5 69.“ Intrinsic interest in the field 77.2 73-9 7“-0 69.l aProportion indicating reason was very important in their career choice. 67 Table ll-N Career-Choice Reasonsa of Asian—Americans Among l97h . Health-Career Aspirants, by Career Group . Other Medical Allied Health Physicians Professionals Nurses Professionals Job openings generally available “8.9 59,9 bu,1 57,9 Rapid career advancement possible 32.2 h7.9 31.8 25.2 High anticipated earnings 37.] 63.1 35.8 60.6 Hgllgggipgzted or prestigious “8.2 50.5 50.3 27.5 Great deal of independence 53.“ “9.3 2h.0 30.“ Chance for steady progress 5h.8 5%.? “0.1 37.7 C:?°:a:: :gcgzportant contribu- 80.5 51.6 55.2 56.2 Can avoid pressure 16.3 23.1 l7.2 22.8 Can work with ideas 39.3 26.2 2h.h 27.7 Can be helpful to others 86.7 68.5 79.0 79.6 Able to work with people 79.2 62.“ 67.7 76.7 Intrinsic interest in the field 76.7 65.l “6.1 63.0 aProportion indicating reason was very important in their career choice. 68 Table ll-O Career-Choice Reasonsa of Hispanic-Americans Among 197“ Health-Career Aspirants, by Career Group Other Medical Allied Health Physicians Professionals Nurses Professionals Job openings generally available “2.6 58_8 62_| 64,] Rapid career advancement possible 31.9 39.5 “8.3 3|.7 High anticipated earnings 38.8 5h.7 h2.8 38.5 W:;l;;::p::ted or prestigious “0.2 51.9 “9.2 “0.3 Great deal of independence h9.5 59.8 29.“ 25.3 Chance for steady progress Sh.7 6|.“ 5h.8 “3.8 Can make an important contribu- 78.3 7"} 67.3 50.0 tion to socnety Can avoid pressure lh.0 2M.9 25.7 |9.2 Can work with ideas kl.“ 3|.“ 32.7 3h.3 Can be helpful to others 87.9 86.8 9|.7 8“.9 Able to work with people 77.9 77.5 91.5 69.7 Intrinsic interest in the field 75.0 72.“ 82.7 67.6 aProportion indicating reason was very important in their career choice. Chapter III Summary and Conclusions Recent years have seen a rise in the participation rates of minorities in health fields. That rise has been apparent at every level: from those actually practicing in various health fields, through those college gradu- ates applying to and being accepted in health professional schools, to those freshmen aSpiring to health careers. ln I966, about one in ten health-career aspirant belonged to a racial/ethnic minority group; by l97h, the proportion had risen to l3.2 percent. The increase in the absolute num— ber of minority students interested in health careers was even more impres- sive: 105.8 percent, compared with a 55.5 percent increase in the number of white students expressing Such an interest. The difference in growth rates was much greater for the medical professions (122.5 percent for minori- ties versus 33 percent for whites) than for the NAH professions (94 percent for minorities versus 83.1 percent for whites). There were differences by separate career choice as well. Thus, the increase in minority interest was largest for the field of nursing (200.7 percent), which also became more popular with white freshmen (a l09.5 percent increase over the eight—year period). For the allied health professions——health technology, therapy, and dietetics--the increase in the number of whites was larger than the increase in the number of minority students; indeed, the last of these three career groups registered a decline in the number of minority students. The number of minority students interested in becoming physicians increased by 136.3 percent, compared with a 15.2 percent increase for whites. In addition, the growth rates of the various minority groups on whom data were available over the entire eight-year period differed. There were over one-and—one-half times more American Indians, twice as many blacks, and 69 70 almost twice as many Asian-Americans interested in health careers in l974 than in l966. Thus, by l97h, blacks and Asian-Americans were overrepresented among health-career aspirants, relative to their proportions in the entering freshman class; American lndians were about equally represented; and Hispanic- Americans were somewhat underrepresented. Just how do these “new” types of students interested in health careers measure up to their white counterparts, in demographic and socioeconomic characteristics, abilities, interests, and values? The answer to this ques— tion is not simple since, as our study makes clear, minority health—career aspirants do not constitute a homogeneous group, and it is a grave mistake to treat them as such. Nor are the various health fields covered in this. study homogeneous in their nature, rewards, and demands, ranging as they do from medicine (requiring four years of professional school and several more years of graduate training) through therapy (requiring at least a baccalau- reate) to nursing (which may require no more than an associate degree). In many ways, differences among students aspiring to different health fields more closely followed socioeconomic and, in some cases, sex differences than racial/ethnic differences. Still,certain generalizations may be made about the different minority groups covered in this study. Asian-Americans and, to a lesser extent, American Indians were more similar to the white majority than were Hispanic-Americans and blacks: They came from relatively affluent and well-educated backgrounds, they were highly achievement-oriented, and they had considerable confidence in their academic skills. Blacks and Hispanic-Americans, on the other hand, tended to come from disadvantaged backgrounds, both economically and educationally; conse- quently, they were more likely than others to express major concern over their 7i ability to pay for college, less likely to rely on “self-support“ (parental aid, part-time or summer employment, savings) to finance college, more likely to rely on federal programs (Basic Educational Opportunity Grants, Supple— mental Educational Opportunity Grants, College Work-Study), and somewhat more likely to borrow. In addition, they were less likely than others to give themselves high ratings on three basic skills that are closely related to success in college: academic ability, mathematical ability, and writing ability. 0n drive to achieve, however, blacks and American lndians ranked highest, followed by whites, Asian-Americans, and Hispanic—Americans. in their life goals and reasons for career choice, health-career aspir— ants as a group differed from all freshmen in manifesting greater altruism and a stronger orientation toward people, though again there were marked differences among career groups. Interestingly, Hispanic-Americans and blacks (along with American Indians) were more likely to manifest these qualities than were Asian-Americans and whites. Moreover, they were more concerned with achievement in their field, whereas Asian-Americans were more interested in the material and status rewards of their profession. Blacks and Hispanic-Americans were somewhat more likely than others to report in- strumental reasons--such as the availability of job openings, rapid advance- ment, steady progress, and the prestige of the occupation--for their career choice; blacks were also more likely than all others to cite high anticipated earnings. No doubt, this concern with the practical is partly attributable to their relatively low socioeconomic status: To students from disadvantaged backgrounds, health fields are particularly likely to represent respected, secure, and financially rewarding career options. As one would expect from these differences, the various racial/ethnic 72 groups tended to be concentrated in different health fields. About two in five Asian-Americans among health-career aspirants, compared with one in five whites and from 2A to 28 percent of the other groups, planned to be- come physicians; about one in four Asian-Americans, whites, and Hispanic- Americans, but one in five American lndians and only one in eight blacks were interested in other medical professions. Nursing was particularly pop- ular with blacks and American Indians, attracting about two in five of each group, compared with about 30 percent of Hispanic—Americans and whites but only l6.8 percent of Asian-Americans. Finally, one in four whites, one in five blacks, but 17 percent or fewer of the other groups named the allied health professions as their career choice. Thus, though most blacks and Hispanic-Americans seemed to have the necessary interests, goals, and values, their relatively precarious financial position casts some doubt on their ability to realize their freshman career goals, and this is especially true for those who aim at careers requiring protracted and often expensive training. Moreover, their self-ratings of academic abilities would seem to place them at a disadvantage relative to whites, Asian—Americans, and American lndians. Some independent confirmation of these racial/ethnic differences in measured academic ability is offered by the comparative standings of the various groups on their Medical College Admission Test scores and their undergraduate grade-point averages: 0f the l97h-75 medical school applicants, whites and Asian-Americans came out on top, American Indians scored ahead of Hispanic-Americans on MCAT scores though slightly below them on college grade-point average, and blacks were at the bottom on both (Johnson and DubE, l975, Table 18). Thus, blacks and Hispanic—Americans interested in medicine differed from others not only in 73 their lower self—ratings of academic skills ( an assessment substantiated by their undergraduate grade-point averages and MCAT scores) but also in their lack of financial resources. One would expect, then, that these stu— dents would be more likely than others to drop out or to change their career plans in favor of less demanding occupations during the college years. Clearly, counselors can help those students opt for less demanding health fields rather than for nonhealth fields. Actually, among people employed in less demand- ing health fields,minorities are overrepresented. In l970, blacks consti- tuted about l2 percent of those employed in nursing, medical technology, and administration (about equal to their proportion in the U.S. population), and other minorities around 2 percent. Minorities were particularly likely to work in rather menial jobs in these fields, as nurses aides, orderlies, and attendants (Altenderfer, l975). Thus, it may be that many minority students, when they enter college, have an unfavorable image of the allied health pro- fessions--an image that is erroneous as well, based on knowledge limited to jobs held by the noncollege-educated--and simply lack knowledge about the more attractive options in these fields. More complete career information—- with special emphasis on the academic requirements of particular occupations-- would seem to be required, both at the high school and the freshman level. This study offers suggestive evidence that many freshmen, white as well as minority, have an imperfect understanding of what is involved when they check a particular career option. For instance, disturbingly large proportions of the women-—nonblack and black--aspiring to dentistry and optometry had degree aspirations and major field plans that were inconsis- tent with their stated career goals, raising the suspicion that many of them had in mind the position of assistant or technician. Tue regrettable conclu— 7h sion is that, despite the emphasis in recent years on guidance and counsel- ing, these services apparently are not doing an adequate job of informing students about health careers. The sixties saw a rise in minority expectations, given impetus by expli- cit official commitment to equal educational opportunity for all, regardless of race/ethnicity or socioeconomic background. Massive student aid pro- grams were initiated, directed primarily at those young people who previously might never have considered going to college at all, let alone aiming at high-level professions. Academic institutions at all levels--with some of the most prestigious in the vanguard—-engaged in vigorous recruitment pro- grams to attract low-income minority students, especially blacks, into their gates. Some institutions were foresighted enough to provide, at the same time, ample supportive services--academic counseling, tutoring, financial aid--to make up for the educational deficiencies often suffered by these students and to mitigate the psychological stress that many felt as they found themselves isolated in a competitive and alien world. In many cases, however, no such services were provided. Nonetheless, low-income students of all races were suddenly confronted with what seemed to be a rich opportunity to improve their lot and move into prestigious, well-paying occupations. Their response to this apparent opportunity was reflected in the heavy in- creases in the number of minorities entering college and in their high degree and career aspirations. Under pressure of economic crisis, the optimism, idealism,and generosity of the sixties has given way to conservatism, even cynicism, about how much this society can or should promise to all its citizens. Just at a time when higher education had apparently become more accessible to many of the young 75 people previously excluded, the value, economic and otherwise, of a college education is being questioned. As college costs continue to mount, and as the job market for college graduates tightens, parents have come to doubt the wisdom of investing scarce family resources in so uncertain a credential as a baccalaureate degree. Financial exigencies have forced some institutions to cut back on those student services and programs designed to meet directly the needs of dis- advantaged students. At the federal level, the aid programs initiated in the sixties have never been fully funded, and individual grants have some- times fallen far short of the individual student's needs, particularly if that student attends a private institution and continues beyond college into professional school. Many disadvantaged students, unable to make ends meet through grants, must borrow heavily and may accumulate heavy debts; the impact of insecure financial status on career choice and on scholastic concentration has yet to be estimated. After a few bright years when the gates of higher learning seemed to be opening to all young people, the prospects look much dimmer now; in a few years, the medical professions may once again become the exclusive domain of whites from affluent backgrounds. As needs reiteration, the problem is not primarily one of racial/ethnic background but one of socio- economic level: The minority group closest to the white majority with respect to income level (that is, Asian-Americans) are not now, and have not beer, inderrepresented in the medical professions. But blacks and Hispanic- Americans, who tend to come from lower-income levels, are now finding that their opportunities to enter prestigious and high-level occupations--occupa- tions that would put them in the mainstream of American society and would 76 at the same time allow them to gratify their desire to contribute to that society--are narrowing. The nation's chance to achieve a mix of health pro- fessionals to meet the demands of Society for a better-and more flexible system of health-care delivery is ill—served by the narrowing of these opportunities for significant segments of the population. References Altenderfer, Marion. Minorities and Women in the Health Fields: Appli— cantslgStudents, and Workers. Manpower References, DHEW Publication No. (HRA) 76-22, Washington: U.S. Government Printing Office, 1975. Astin, Alexander W.; King, Margo R.; Light, John M.; and Richardson, Gerald T. The American Freshman: National Norms for Fall l97h. Los Angeles: University of California at Los Angeles and the American Council on Education, I974. Holmstrom, Engin lnel; Knepper, Paula R.; and Kent, Laura. Women and Minorities in Health Fields: A Trend Analysis of College Freshmen-- Volume I: Freshmen Interested in the Health Professions. Washington: Policy Analysis Service, American Council on Education, l976a. Holmstrom, Engin Inel; Knepper, Paula R.; and Kent, Laura. Women and Minorities in Health Fields: A Trend Analysis of College Freshmen-- Volume ll: Freshmen Interested in Nursing and Allied Health Profes- sions. Washington: Policy Analysis Service, American Council on Education, 1976b. Johnson, Davis G., and Dube, W.F. Descriptive Study of Medical School Aspir- ants, l974-75. Health Manpower References, DHEW Publication No. (HRA) 76-95. Washington: U.S. Government Printing Office, I975. U.S. Bureau of the Census. Census of Population: 1970, ”Final Report PC(2)-lG, Japanese, Chinese, and Filipinos in the United States.“ Washington: U.S. Government Printing Office, I973. U.S. Bureau of the Census. Census of Population, l970, ”Final Report PC(2)-SA, School Enrollment.“' Washington: U.S. Government Printing Office, l973. U.S. Bureau of the Census. Census of Population: l970, I‘Volume I: Characteristics of the Population, Part I: United States Summary-- Section l.” Washington: U.S. Government Printing Office, l973. 77 78 U.S. Bureau of the Census. Current Population Reports, Series P-60, No. ID] I ”Money Income in 197h of Families and Persons in the United States.“ Washington: U.S. Government Printing Office, i976. APPENDIX A: STUDENT.INFORMATION STUDENT INFORMATiON FORM YOUR NAMEwtease print) FORM, 1966 First Middle or Maiden HOME STREET ADDRESS CITY STATE ZIP CODE lIl known) ®®®®©®®®®®®® OOGOOOGQOOQQ ®®®®®®®®®®©® @©®@®®@@®®®® ®®®®®®G®®®®® ©®©®®®®®®®®® ®®®®©®©®®©®© ®®®®®®®®®®®® ®®®®®®®®®®® ©®®®®®®®®®® Note: The information in this report is being collected through the American Council on Education as part 0' a study 0' this year's entering class. Please complete all items. Your home and address has been requested in order to locilitate mail lollow-up stud.es. Your responses will be used only in group summaries lot research purposes, and will Qo_t be identified with you individually. Sacral Security Number (it known) IIIIIIJIIIIJ. Date of Birth Mann Day Year I: you recently took any at the national achievement tests and happen to remember your score. (it: in the aupiooraate rrilorrriation: SAT Verbal SAT Math [:1 MISC Selection Score ACT Composite Score C: DIRECTIONS: Your responses Will be read by on automatic scanning deuce. Your corelul observance of these low simple rules will be most appreciated. Use only black lead pencil lNo. 2‘0 or softer) . Malie heavy black marks that fill the circle. Erase cleanly any answer you wish to change. Make no stray markings of 61y kind. Ves No Eaample: Wilt marks made with ball pen or O . tountarn pen be properly read? I. Your Sex: Mateo Femaleo 2. From what irmd at secondary school did you graduate? (Mani one) Public .................... 0 Private (denominational) ....... 0 Private (nondenomrnational) ..... O Other .................... O 3. What was your average grade in secondary schocl? (Mara and) u.a4..O 3—...0 A- ..... O c+uO u ..... O c.HO o ...... O o.UO I. What is the highest academic degree that you intend to oblarn’ (More one! None ........................ 0 Associate (or CQl-IVJieflll .......... O Bachelor's degree (on . 3.5.. etc.) . . O Master‘s degree tM.A.. [5. slot . . .. Ph.D.or can .................. 0 no . 0.0.5.. or one. .......... O LLB. or 1.0 .................. O 3.0. ........................ O Other ........................ O 5. The (allowing questions deal with accomplishments that might possibly apply to your 79 high school years. Do not be discouraged by this list; it covers many areas of interest and tew students will be able to say "yes“ to many items. (Mark all that apply‘, Vlas elected president at one or more student organizations (recognized by the school) ............................................ 0 Received a high rating (Good, E-celrentt in a st__a_t_o or lllloflll music contest 0 Participated in a st_at_e or regional speechoi debate contest ............. Natl a mayor part in a play ..................................... 0 Ion a varsity letter (sports) ................................... 0 Watt a bun or award in an art competition ......................... 0 Edited the school paper, yearbook. or literary magume ---------------- 0 Had poems. stories. essays, or articles published .................... O Participated in a National Science Foundation summer program ---------- O Placed (hut, second, or third) in a sl_a_te or regional science contest ------ O In a member at a scholastic honor society ........................ 0 ion a Certrtieate of ”out or Letter or Coma-matron in the National shill Prepare ............................................ O 6. Do you have any concern about your ability to tinance your college education? (Mair. one) None (I am confident that I all! have sullicient lunds). . . . . . . . . ...... 0 Some concern (but I will probably have enough funds) .......... . . . . . . . Major concern (not sure i Will be able to complete college). . . . . . . .. . . . .O 7. Through what source do you intend to Ce 80 tinance the lir__sl ye_ar at your under- gray: graduate education? eh 4:? [Mark one tor each Item) §¢5§$T Employment during college . . . . . . 000 Employment during summer ..... . OO 0 Scholarship OOO cr.airr...... ............. 000 Personal sayings ..... . ....... OO 0 Tuition delerment loan lrom college 00 0 Parental are . . . .............. 000 Federal government . .......... OOO Commerclat loan ........ ...... 000 B. What Is your racial background’ (Marti onei Caucasian ......... . .O Negro .............. 0 American Indian ....... 0 Oriental . . . . ......... O Other. . . . . . ......... O 9. What is the highest level of formal education obtained our oarents? (Marlr one in each column) Y Father Mother Grammar school or less . . O ...... 0 Some high school ....... O 0 High school graduate. . . . O . . . . . . O Somecollege .......... 0......0 College degree ........ O . . . . . . 0 Postgraduate degree . . . . O ...... O 12. In deciding where to 13. To what extent do you go to college, through think each of the what source am "1.5 toltowing describes the a: college y”_sy come yo psychological climate 3 {:8 your attention? or atmosphere at this 5‘ <37 college? 9 g? $ ("Mk one) (Mark one answer :i‘? Relative . . . ......... . ....... 0 '°‘ each "”0 3' s $2 Friend ..... . ................ O intellectual. . . . . . 000 High school counseror or teacher. . O Snoobrsh . . . . . . . OO O Professional counseling or college Social , . . . . . . . . OOO placement servrce . . . ......... 0 WWW“ ....... OO O This college or a representative P'ICNCII'MIMN. . OOO lrom this college ............. O WWII .......... 000 Other source ................ O Realistic ....... 000 I cannot recall ................ 0 Liberal ......... 000 ll. Answer each of the tollowing as you mine it applies to this college: Yes No The students are under a great deal ot pressure to get high grades ..... O O The student body is apattietac and has little "school snrrrt". . ........ O 0 Most 01 the students are at a very high Clhbtl academreally, . . , O 0 There rs a keen competition among most at the students tor high gades . . O O Freshmen have to taue orders tron. upperclassmen tor a period at time . . . O 0 There isn't much to do exceot to go to class and study . . ........... O O I tell “lost" when l lrrst came to the campus . . . ............. . . . . O 0 Being in thrs college builds poise and maturity . . . . ....... . . . . . . . O 0 Athletics are oveiemohasrzed ............... . ............... O O The classes are usually run in a very rnlormal manner ........... . . . O 0 Most students are more l:lre "numbers in a book" ............. . . . . . O O 10. What is your best estimate ol the total income last year at your parental tarnily (not your own tamrly if you are warned)" Consider annual income train all sources belore taxes. Less than srooo, .0 sis,ooo—sis.999. noon—sues. . . .0 mono—mesa. . .0 . .O mono-smog. .. .0 mom—$29,999. . .8 awe—39.999. . . .0 90,000 or more . $10.000—Stl.999. .0 It. llarli one in each Religion in Your Present column below: Which You Religious VIeie Reared Preterence Protestant ..... WOO RomanCatholic...” O......... 0 Jewish........... 0...... O 0 None ....... ......... O IIIIIIIIIIIIIII 16. How many brothers and sisters now 15. Are you: Iivrng do you have? (Mark onei An only child (Mark and slim to number 20) O "on. With and “ill The trrst~born (but not an only chrltll . . . . to number 20) ........ . The second-born ................... Thethrrd-born ......... . ....... ...0 l2 3 4 5 G 7 Immor- rouirnroriar-rroan....... ..... 0 0000000 0 17. Mark one circle tor each ol your brothers and sisters between the ages 01 13 and 23 I! N ‘ IS 16 17 ll 15 20 2t 12 23 mnmsOOOOOOOOOOO SistersOOOOOOOOOOO 18. Are you a twin? (Main one) is. is your twin attending college? No, (MarksndslrlptonumberZOl.. O No. Yes. ldentlcal... 0 Yes. the same college.....o Yes, fraternal same sex . . ...... 0 Yes, a ditlerent college . . . 0 Yes, 'lraternal opposite sea .....0 IIIIIIIIIIIIIIIIIII um one in l : each co um i a .. t / Aleoeele ....... O Aleelu ........ Antone ........ Arlreneu ...... O Celllornle ...... 0 Colorado. . . .0 Connecticut .0 Delewere. . .O om. .O Flaide ..... O Georele ........ O Haw-n ......... (D ldeho .......... ttlinoll ........ O Indlenl ........ O rm ........... 0 Renee: ........ 0 Kentucky ....... O Lou-mm ...... O III-M .......... O Mmm ....... O wssuhuum . . 0 Michigan ....... O Minnesotl ...... O wee-urn» ..... O lieeum ....... O MIMI. . . momn ....... Nevedl ........ 0 New Hernpehlle..o New Jersey ..... O m- Muico .. . .0 New York ...... 0 North Ceroline . . North Detroie Ohio ........... arteholnl ...... Oregon ......... Plnneytvune . . . em llllnd V. .. sum: Caroline . . South Delete . . . Tennessee ..... Tone ......... he! Vireime . . . Visconern ...... mourn. Let-n Anon“ .. Emm.....;... Ah'ree...‘ ...... ooooobbbbooooooooooo -ooooooooooooooooooooooooooooooooooooooooo 'OOOOOOOOOOOOOOOOOOOOO '? I F -obo 0;, 15, a: I' . ”a "'OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO n, OOOOOOOOOOOr OOOOOOOOOOOOOOO r.» 0000 OOOOOOOOOOOOOOOOOOOO 81 21 Below rs e lrsl ol 66 alllerenl undergraduate major lrelds grouped mto general categories Marlr m [hie ol the 66 holds as lallows: (9 First chorce (your probable m‘or lield or study). (I) Second chance. © The held of study which is leest eopeelin; to you. Arts and Hummrtres Architecture ---------- ®®® English \litclatulol . - - - 0 939 Fine art: ............. ®®® History .............. ®®© Joutnelrsm (writing) - - . O®® Language (modern) . . . . O (99 Lin|ul§¢ rather) ...... C‘) (be Most: ................ O (36 Philosophy ........... O (99 Speech end meme ..... (D @G Theology ............. (D @G other ................ 0 @® Blological Scrence Biology rgenezel) ...... 0 @® Brochermsuy .......... O @G Biophysics .........~..®©® Botany ............... G (99 Zoolou .............. O ®® Other ................ ®®® Busnness Accounting ........... O ®® Business edrnm_ ...... ®®© Electronic dete ploclslm' ......... O @@ Secreleriel studies - - - . o ®© Other ................ O®® Engrneerin; Aeronautrcel ......... G ®® Crvrl ................ (D ®© Chem-cal ............. G (De Eloctrlcel ............ G @G inauslrrel ------------ 0 ®® Mechenicel ----------- O ®© Other ................ O (99 Physrcal Science Chemrstry ..®®® Earth science u®®® Mathematics . ...®®® Physics .............. O ®® Statistics ............ O @G om. ................ 0 G39 Prolessronal Health Technology lmedrcel. dental, l'boulay)...' ..... ®®® Nulerng ........... 0 ® ® Pharmacy ......... Ge 9 Predentmiy ....... ®®© Prelew ............ CG) 9 Premedical ........ @GQ Prevelermery ...... ®® (9 Therapy \occupet., pnysrcel, speech). . CG 9 ®®® Other . ............. Sacral Scrence Anthropology ....... ®® G Economrcs ......... ®® G Educelron ......... (DE) (9 - History ........... 0 ® ® Pollhcll science (government. rnl. retetrone] ..... O G) G Psychology ........ G G Socrel work ........ ®® G Socmlog ......... ®® 9 other ............. Ge) 9 Other Frelds AgriCullure ........ O ®® Communications (radio. T. v.. etc). (D Q) (9 Electronics (lechnolou) ....... (D G) O Forestry ........... O G O 60 © Nome economics. . . . lnaustr rel all: ------ Library science Mrlitery scrence . . . . 000 O @669 (9G6 @660 006) Phyeicel educetion end recreation ..... Other (techmcell O Other lnonlcchnicll). O Undecided ......... G) Please be sure thet o_n_|y three circles hove been marked in the INN IiII. 22. Probable Career Occupation Natl: Metre only LN}: { (D First Choice reeponsee. one (9 Second Choice in each column (9 Least Appeelin. Accountant or actuary ........... G (99 Actor or entertainer ............. ®®© Architect ...................... ©®© mm ......................... (D ®© Business (clerical) ............. ®®® Busrness executive (management. admmrstulor) . . . . 0 @© Business owner or proprietor ..... ®®© Busmess salesmen or buyei ...... ®®© Clergyman (minister, priest) ...... ®®© C'ergy (othel rclrpousl .......... ®®© Cl-mcel psychologist ........... ®©© College leecher ................ ®®© Computer programmer ............ O ®© Conservil-onrsl or loiesler ....... G (99 Dental (Including orthodontrst) . .. 0 @© Dietitian or none economist ...... ®®© Engineer ........... m®®© Former or teacher FNII'H scrvrce worke (IMIID‘I'II diplomt) ............ ®®© Housewife ..................... O ®® Inter IU UICflIlOl (including desrgnerl ........... ®®© lnterprelor (trenslator) ........... ®®© Lab tCCHMCIIn or hygrenist ...... ® ®© Lew enforcement ollrcer .......... (D ® (9 Lawyer (attorney) ............... (D ®© Mrlrtery servrce (cereerl ......... ®®® Mrsucnn (pellorrner, composer) m®®© Nurse ......................... ®®© Optometrist .................... CD 639 Pherrnecret ..................... ®®© Physrcien ...................... O @G School counselor ................ ®®© School principal or superintendent ®®© SCIGMi'IC reseercher ...®®© ....®®© Socrel worker .......... Statistician ............. Therapist (physical, ' accuwlronet, speech) .......... (D (99 Teacher (elemntery) ............ O (99 Teacher (secondary) ............. ®®© Velerineuen .................... (D 639 writer 0' journellsl .............. ®®© sumo no“ ................... O ®© om- .......................... ®®© umaoee ..................... (D @(9 82 3 n Betow Is a general lrst or thmgs that stucents somehow: do. 24. Indicate the Important: to you personally at each 0‘ the tollowinx: i 3 .f Irrdrcate whlch at these thrrlgs you old durlng the last year lll (Mark one ror each mm) 5 g at; school. It you engageo rrl all actrvrty frequently. Mark T" 5 f f \ I! you engaged rn an actiVIty one at more tlmes, but not 3‘ Becamrrlg accompnshed in one at the perlornling arts (utmg, '5 $7 a; 3."? trequentty. Mark "o"toccaswnallyl. Mark "n"lnol at am 5‘ g s cancing. etc.) ......... . ........... ............... ....©®@® if you have "0! ”donned the Emmy am“! the 9351”“ 3! j 5 Becornrng an authorrty on a specral subyect in my aubyect Held. ..©®@® (Mari one for each Item) r: d’ g , ‘ ‘ , Obtalnrng recogmtrm horn my colleagues tor contrrbutrona in my Votedinaatudentalactron........ ..... .......... ©©® gpeclllhgld .............................. . ........ mm©®©® Came Illa to clan . . . . . . . .......................... ©© ® Becomlnz an accomhtrshed musicran lpertormer or composer) ..... ®® ©® Llstened to New Orlean‘s (Oixleland) yau ............. ®©® Becommg an expert rh trainee and commerce ...... .. .......... ®®®® Gambled with cards or dice .. ........................ ®@ ® Hawng admrnlstmrve responsibrllty tor the work of others .. . . .©® ®® Played a musrcal instrument .......... . .............. (9 © ® Be-lng very well-o" lrnancrally .......................... . . .©® ©® Took I up or rest durmg the any ..................... ®© (9 Helping others who are In ddhcutty .......................... ©®©® Drove a car ©©® Parllcrpatrng rn an organizatrm llke the Peace Corps or Vista ..©®©® Stayed up III night - - ----------------- - ------------- ®® ® Becomrng an outstandrng athlete ............. ©® @® Studled In the llbury ......................... . . ..... ®©® Becommg a community leader ................... . . ®®®® Attended a oallat pertormance ........................ ®© ® Makrng a theoretrcal contrznutron to sclence ...... . ............ ©®©® Putlcrpated on the speech or debate turn ............. ©©® ertlng orlgrnal wor ks (pee-ts, novels. short stories, etc.) ........ ©® ®® Aztec rrl play: -------------------- - ---------------- ®© 6 Never berng outrgueu to people .............................. ©® ®® Sang ln a than or glee Club .......................... 609 ® Crullzrq artrstrc work (pa ntrng, sculpture, decoratrng, etc.) ...... ©®®® _ Argued wrlh other students ...... . .................... ©©® Keep,“ up [0 um um, Dom“. ma", ,,,,,,,,,,,,,,,,,,,,,,, ©®©® Called a teacher by h‘s or her lrlat name .............. @696 3...; “cum... m . bum“; .y my ow... ..................... ©®®® wrote an artrcte tor the school paper or lrtelary magatrne ©© ® Naoablznddate .................................... ®©® Wrote I short story or poem (not (or a class’. ........... ®© ® PM“ In I schoo' bind ----------------------------- ©®® 25. Rate yoursell or. each ot the lollowrng tlarts as m willy thunk you are when' Played m a school orchestra ......................... O® ® compared with the average student at your own age. we “Effie—505T accurate Smoked crprerru ............... .. ................. ©©® eslrmate cl ’2‘ m §_e_e youfl. (Mark one la each item) Attended Sunday school ............................. O© ® hrghut 10 Above Below Lowest m Checked out a hook or lournal horn the school lrbrary -- -©©® Yrarl Percent Average Average Average Percent want to [he may-es ................................. ®© (9 Academy; ulmy ............. O. .. .. O ............. O ..... Drsrussed how [1) nuke rnorley mlh other students ...... ®® ® Athletrc anullty ............... Said grace belore neals .............................. ®©® Arum: Inlllty ............... Frayed {not includrng grace belure meals! .............. ©©® Cheertulnes: ................. Lralem to tour muarc ............................... ®® G Detensweneu ............... Attended I publrc recrtal or concert ................... ©©® Drrve to Ichreve .............. Ms msacracka rn cl.rsa ........................... ®© ® Leadershrp abrtrly ............ Arranger: a note tor another stuaent ................... ®©® mlhematrcal Ibllrly .......... Iron: to an rmr-mght o- week-end party ................ ©©® Machamcal aurlrly ........ Took weightvreducma m dretary .'orrnuta ............... ©©® Orrgrnalrty ............... Drank beer ......................................... ©® ® Polillcal comely-tram .. . “fluent and In and a class or appointment ........... ©©® Polltrczt Irberalrsn ..... Typed a homework asxlgnment ........................ ®© ® Pooutarrty ............. . Parlrcrpated m an rntor mat group srng ................. ®©® Pnpuiarrty mm the cuposrte an O . Drank mne ..... . .......... . ..... . ..... . ........... ©©® Publrc spealung abillty ........ . Cribbed on an examrutlon ....... I .................... ® ©® Sell-confidence (Intellectual) ...O . ..... O ..... Turned rm 3 panel or them late ....................... ®©® Seltconhdence (sacral) ....... Trred on (runes rn i am: mthoul buying Inylhlng ..... ®®® Sensltlwty to crltrcrsm ........ “no qwstrons in class ............................ ®©® Stube-‘eu ................. Attended church .................................... ®@® Understand-M or other: ....... Plticrpaten In orgamzed demonstrations .............. ®© (9 WW"! 10"”! ---------------- I 26.Mo~ old wrll you he or. Decemoel 3! o‘ thrs year? 27 it! you are named. omit the todowrng questron) mark one) What ls your best guess as to the chances that you will marry re 9. you"... ....... O 20 ............... 0 White in College? mm a You mar College? I] ...... _.........:O 2] ............... O Velygoodchance ............ O ............. .......... 0 ll... .......... ....0 01mm...“ ,,,,, O Somchance.... 0...... ..... ......... .O I Pun-red hr Amie-an Con-en on “will Vary Irttlc chem: Madmen... ...::O ............. ..... ...0 I1” “lend-«mu Ave” N.“ . APPENDIX B: STUDENT INFORMATION FORM, 1972 P. '7 ‘3“.‘j'ffi‘ m 4 6 7 0 4 YOUR NAME (Plane wlnt) Flrlt meal- or Mela-rt L." . When were HOME srnazr aooaese lorlmi J I you bum? - Month Day Year CITY (print) STATE Zip Code (01-12) (01-31) Dear Student: 00 NOT MARK Mien: ONLY IF or nac‘rzo one. The information In this report it being collected as part 0! a continuing ©©©©Ido @©@©©©@©® ©© atudy o hidler education by the American Council on Education. The ’ Council, which is a non-governmental association 01 colleges and educational 888888 ggggggggg 88 organlzationt, encourages and lolicita your cooperation in this research in . . ‘ order to achieve a better underttanding of how students are allected by their ©® GQQO ® ®®® ®®®®® @® college experiencee. Detailed inlorrnation on the goalt and design of this @GGQ O OGQGGOGOQ @G research program are lurniahed in research reports available from the Council. @@©©. Q @@@@®®©®® ©® Identifying information he: been requested in order to make subsequent mail @®®®f©® ©©©©©©©®© @© lollowup studies pouible. Your response will be held in the strictest prolea- ’ Iionaloonlidence. ®®®ad® ®®®®®®®®® (DO Sincerelyyoure, a 000l©®16300®®®®@00©0 4- . 9 Rogem.Heynt,Pres.dent ®O®®j ® ®®®®®®®®® ®® DIRECTIONS: Your reaponaea will be read 5. How many miles is this college from your 11. From what kind of secondary school did by an optical mark reader. Your carelul parenta' home? (Mere one) you graduate? (Merit one) obtervance at these few aimple rules will he 5 or Ieea . .0 51-100 ...... 0 Public ....................... 0 most appreciated. ero ........ 0 101-500 , . _ 0 Private (demmineticnall ......... 0 Use only Neel lead pencil (No. 2* or lean). "'50 ------- 0 More then 600 O Prrvete (nor-denominational) ...... 0 Melt. heavy bleclr menu that rill the circle. Other ........................ O Erase cleanly any arrawer you rulah to thin“. 9- To how many collegea other then till! one M. M m" mm". o, my kind. did you actually apply for admieaion? 12_ Mm was your average grede in aeoondery From how many did you receive achool? (Man: onel EXAMPLE: Yet No aoceptancu? (Merit one in each column) A or A0 . . . O l- . . 0 Will marlta made with ball pen or Apolloationa Aoceptancee A« ....... O CO . O lountalnpenbeproperlyread)....o . . Noother ......... R ....... O C...8 a ....... O o . .. 1. Your Sex: 2. Are you a U.S. Otizan? 13. Where did you rank academically ln you Male ..... 0 (Mark anal high achool graduating class? reliant one) Finale . ..O Vea,netive born .0 Too Quarter. ..0 erOuerter . ..O Yn, neturallxed. ..0 2nd Charm ..0 Love-t Quarter 0 No ............. O 1. Are you enrolled u: were one) 1‘. How many atudents were In your hiya 3. How old will you be on December 31 or . rewllr. lull-time mum: ...... O achool graduating class? this year? Want one) a part—time prudent! ........... 0 [Mark one] 15 or younger .O 20 ....... o e menial or conditional etudent? ..o 25 or le- . . 0 101-249 . . . 0 l1 .......... O 11 ....... 0 new msoo...O 1' .......... O 33-“ ----- O I. Prior to thin term, have you ever taken 5‘-1W....O Over 600 .. O 1. .......... 0 as or older. 0 course: lor credit at mil innitution? yet No 15. What percentage of ttudente in your hi¢a 4. What it the higheet academic i if! echool graduating clan went on to collep? degree that you Intend to 4’ 1‘ E 9. Since leaving high achool, have you ever (Merl: one) obtain? (Mark one in each 1 {‘7 taken couraea for credit at a_ny other Under 10 percent. 0 50-14 percent. .0 column! 1- ; institution? (Marital! thateDD‘vI um nae-m ... O 75 pore-m None ..................... 0.0 No .............................. 25-49mmt....0 ormore ..... O A-ociete (AA. or equivalent! . .0 .. 0 Yea, er a junior or commumty college . . . O Bachelor's degree (a.A,.as..m.l O .. 0 Ver. It a rour-yw college or university . . 0 1e. Where did you live tor m_m._t g! t_h_e 11M Muter't deveelM.A..M.S..etc.I O . . 0 Yet. at some other poetteconderv wheel while you were rowing up? (Mark one) "L0. or E10 ............... O . . O le.g. technreal, vocational, buaineeei . . 0 On a Iarm ...................... O u.o..o,o..o.os..or o.v. ...O .. O lnanell rm .................. LLI. or J0. (Law) .......... O . . O 10. Did you graduate lrom secondary achool In e moderate-rind toavn or city ..... O I.D. or now. (Divinityl. ..O .. O in the clan oi 1971? In a euburti or a large city ......... O ore- ..................... OUO V-O Moo lnahrpc‘rty ............ ..o IIIIIIIIIIIIIIIIIIIIIll’lllIlllllllllllllllllll], 83 17. Which applies to you? (Mark onal Prountly man-ad .................. O 'ralantly moan-d ................. 0 Han boon acting on panon uclur-valy . 0 Han boon dating but no on naadlly . . . 0 Plan riot bun dating in racant I'nonlha . 0 ‘II. Do you hava any concarn about your ability to finance your collage aducation? (Mark ona) Nona ll am confidant that I wlll hava auflicianl luhdal ........... 0 80m connrn (but! will probably haua anough lundal ............ 0 Major comm (not aura lwlll hm anough hunt to complata collagal O 19. For aach item balow, indi- cala it: importanca II a aourca lor financing your aducatiort. ammr lor E mm] “91:; fawe . 000 String lrom lull-limo amploymant ........... OOO Spouaa‘l amo|oymonl ....... OOO ruinin- or lamily aid in .m- .000 Fad-val lanolin lrom parant'a military saw-ca .......... O O 0 6A. bandits horn fl military mica ............... ooo Scholarship: and gang ______ OOO NDEA loom, lad-rally inmrd Ioarra. or collap loam. . . . . 000 on». ropayabla loam ....... O 00 (Mark in: Part-limo or aurnmar work . . 20. What is your 3153 outimata ol the tow lncoma last year at your parlnB (not your own family, it you ara manual) 7 Con- Iidar annual incoma lrom all sources Mora taxaa. Lo- than $3,000 0 nowsams . O anemones . . 0 8.0009399 . . 0 9.00053” . . O woman-2,499 O Stigmata,” 0 (Mark on.) 511000519399 0 szo.moszi,999 O s75.m0529,999 O 330.000534999 O 535.000539999 O sw,ooosc9.999 0 $50,000 or mora O 21. Mat is tha highait lava! ol lormal eduu tlorl obuinod by your parents and (il marriad) by your ipousa? (Mm cm In "5" “mm", Fathar Moth-r Spou- Gramrriarichoolorla- .O.. O..O swinimxiimi ....O O...O High school graduata . . O . . O. . .O Soma collw ........ O ..O . O Collmmyn........o .OHO Somaaraouauschool ..O. ..OHO Glacial- dawn ..... O . . 0.. O (Notmnndl ................ 0 l I l lllllllllll up 8h 22. Mark on. 23. 2‘. 25. in aach VOW! y i a! £513 Ralioion in which m__olhar MI r_aarad ............... OOOOO Raligion in which lathar wliw ............... OOOOO Raligiari in which you wanton—ad ............. 00000 Your pinant raligioul prolaranca .............. OOOOO Which ol the following is currantly trua about your parents? (Mark aha) Both aliva and mart-ad Io aach othar . ,. . 0 Both alivo and divorcad or aeoaratld . . . . O Oria or both parants oacaasad ......... 0 An your parent; employed at present? (Mark ona iii aach column) Path-r Moth-r Vu, lull-limo .............. O ...... O Yll, part-limo ............. O ...... o No. but wan in ma pant ....... O ...... O No, and navar wu .......... O ...... O For lalt ......... O Lao-ii ......... O Middla-ol-tho-roao . O Comm-tin ...... Far rimt ........ 0 How would you charactarill your political views? (Mark and . Balow is a list of slatamanu on a wida rang of topica that may or may not apply to you. Mark all items to which you ara abla to antwar “y-". Yu I hm ooari amployad lor at laan a yaar ‘- i~hila IE in mhool .................. O l have won a pma or award In an an compatitiori ....................... O l hava had poama, storin, ass-ya. or anicl- publiahd ................. 0 During tho pan yaar I: playad a mmical instrument ............ O anandad ralrgioua mic. ............. O pfltkipltld in an org-mud damonrtration 0 visual: an art gall-Iv or mus-urn ......... O amokad Cigar-nos raoularlv ............ O drank boar ......................... 0 had VOCIIIOMI counsalm' ............. O workad in a local, atatl, or national OOIIDCI' campaign ................. o Whila in “lo” school I: wax a mambor oi a scholastic honor soc-Qty 0 won a vanity lurar iri baakatball or lootballo ooh I varsity lottar iri anothar port ...... aoitad tho high achool papar ya.- book or lirarary rnaguiria ......... 27. What la: (Mark o_ria in aach column) Your orobabla luiuro occupation? Your latha/a currant occupation? Your mothar'a ourranl occupation? l r Your anuaa'a :urrant occupation. Q ® 9 ® il mam-d7 NOYE: ll your lathar or mothar h dacanad or ratirad, plaau Indicata hit or har Int occupation. Accountant or actuary ........ ®®®© Actor or antartainar. , . . . . . .. . ®®®® Architact .................. ®®®© Arrilt ..................... Q 6 9 Q Burma" ltlancall ......... 10M 8min": CIKUNV‘ (mam-r, administrator) . . .. But-nan own" or proprialor . . . . But-nan ialaiman or buyar Clergy (rabbi, ministanpriut) . Clargy lothar religious) ...... Clinical mychologist .......... ® ® (‘3 © Collag- taachar .............. ®®®© Computar programmor ........ ®®®© Con-awaiioriiit or lorairar ...... ®®®© Dantiit lincluaing orthodontirtl .®® 9 © Dietitian or home economnt . . . . ®®®© Enninaar ................... ® ® 9 © Farm-r or ranchar ........... ®®®® Foraign “fVICI wor'iiar (Including diplomat) ......... ®®®© Homarnaliar (lull-tuna). ....... ®®®© lntar-or dacorator lincludmo oat-gnarl ......... ®®®© lntarpralar ("anal-tor) ........ ® 6 @© Lao tachnic-an or hygroriin ..... ®® ® @ O®®© Lawarilorcarnoril olliear .. . .. . Laviiyar lauomayl ........... ®®®© Military samca (caraorl ........ ®®®® Muaiciln loavlormrr, comm) ,9 ® ® (9 School counnlor .......... School principal lwcannlaridanl 0 ® 0 Q Scianlili: rmarchar .......... @699 Social workar ............... ® ® 9 ® Statistic-an ...........®®®® Tharapm lohyiical, occupational, waachl ........ ®®®® Taachar (alarnantaryi ........ ®®®® Taachar (taoonary) .......... ®®®© Vatarinariari .. . .. ........... ®®®® Writar or lournaliat ........... ®®®© Skillao trad- ....... G) G 8 ® Olhar ..................... 0 Undocmbd ................. Labour (unskilladl ............. ®®© Somi-akillad workar ........... 4 ®®© Olhar occupation .............. ®®@ Unorroloyad .®®© 85 Manic-n Amman/Chianti .. 2|. An you a "man? mm on) 32 M‘rk on. , Mm monolv m uch ) Ar" perv-0M"! ‘ No . ..... . . ............... O ‘ Dlugultumawfiu ‘_ t I VII, I mud m Southuu Au- . . .. .. ... .. .. ..0 row. I D-nyu Ilvongly ’ 5 Va, um I dld no! at“ m Soulhuu All. ..... . . . . O s I. , . ,1 29. An you: lM-rk nu um £99le (Lon-g. orhmu My. we “on: w raw-u slumnl Y ° Milo/Cwuuion. . . . . . .. .................. .. O bvhmu: u" campu: ............................. O . . . . .O. . . llocklNugvo/A'ro-Amcnun ............. . ... . 0 Thu cnul bun-m cl 1 (allege ouucumn u mu It Amlnzln lndlln ............................ lncrenu 001'; u. u-ng pom! ...................... O . .0. . O'iInul ......................... F|.vlllvpl01fi0l0ri v and be mmd n out an O .O. . Comp: 91m“ nhumu h. momma ,. . .. ............. O . . O ..O O lludlnlivllulllbnl ,, ........... .O O I r‘ o O. O ..O.. . O ..O .O hum: Rlcan-Amnncm ............... ..O. . O 0"“! ............ . . . ........... Dallty‘h mum m ”fly-Oiled II org-mud wort: I weII dc amahnluua, ...... ., O. ..O O . . O 30. Thu followmg It a list of mural ethnic grown. Th. 51...): u pom-u: om mould b. clulua by coll-9a cum.” _ O, o . .Q, 0 ll" in not inundnd lo be all-incluilva; if no ruponu College olhmi. uni m I gm m ban omen; mm norm nppropriau, mark ”noun a! abou apply." e-lumz mm ham speak mg on cunpul .,.. .. ...... O . . O. . .O. . . O [Mull on. m '-m',' “0"”... You! Smue: u hum can. ‘uged Hmlll bag-ground! would Inch column) 5mm: 5”,“: 5mm: Idnnnw be u \e' menu-mm [runnent m college admluvom. ... O. ..O . .O . . 0 Group Clo-:9 (I' my] Mum cull-y: ultra . nu: bun lot) In In dealing Cunndmn ...... . O . .. ,. . wui. lluoel'll v'mnu on cumpu; ... ............. O . . ..O. .O . . O EnollmIScmch/Wllm 0.. ...... O . ., ., 00¢ l .d-nln-um lmhmllmq anyone who menu) Gllik .............. O ...... .0 ..... Humid be .uuuuu u. .n uubl-cly “open-acorn”. . ,. O . O . .O . . O lull-n ......... O ........ O ..... Ev!" .l u ammo-,1 Laitumiu'1n0rls a COO‘IF mould 0 all In ume puller-nuance Hand-Ids m Hard-up Lum Am-ncanISpan-h O ...... O . . germ no an uuuwu ........................... O . . .O . .0. . . 0 run...” ..... 00 Rush" an em. Slav': . O ........ O .. Scindinwlnn ......... O ......O. ”on. 0' .m wolv . . _ _ O .. O ‘ ____ 33 Mg! I: you: beu we»: as lo the chances that You I 1 MI]: ”Add on: My um um) ’0 0 CK lg”. no. 31. MIR on. -Agvu INDMV 0 0o...“ 0000000000 M: q. u L x 3 g .. .... .... {31:23:23. 2 f a j i j 3 Own "wow i 3 7h. Fad")! gouunmonl u no! I I ! Ch...” In”... (any ... ................... O. . . O H O . O 603w mouw IO control 5 i 5 Change care-v mom-I .. . ................. O. . O . O. O Imivonmunul pollution ....... O ,. O. 0 Full 0le o: Mora Louisa, .. . .......... . O. . .O .. O. . O “I. Flduul poummom .1 n0! coma Gum...” v ..l- m- -().|' . ., ......... O. . .0 . . 0.. O lnovphlc praucnhn consumer Baulamo |ul1|wdl .:umul . 0.0 .0” 0 Iron: lullv good! and sow-cal ... O O ..O .. 0 Jam: m...“ I-uem-I». smumv. on club? ............ O. . .O .O. . O m Peder-l gonmmum b not B. Mould w an audnvmc hum)! socmlvl .............. 0.. . O .. O. . O doinganouohlo promolc Hanan-n1 ."B"u¢.mg:! .. .. .............. O. 0.. O. O chool dawowlkm ..... , . O. . .O ..O .. 0 Nu: can. hm: la :umplul your acorn rIquirlmonu? . .. O. . .O ..O . . 0 Thu- n loo much cone-m In (M Hwy m and at m Duuldo job dunng cannon? . O , O ._O _ , O coon. '01 [M right] of :nmmnl; OH O ..O ..O Sock vac-hand cwnwl-rui ., ..................... O. . .O ..O. . O A: long in they wad: ham, wool! s-u mammal commune on mum-u! p'oblnmll ....... , O . O ,. o . _ 0 would b. paid Iqullly regardleu Enroll ”1 bonus cows“? . ......................... O. . . O .. O . . O O'lblhlyolqui‘lly olwovk. O .O. OWO GIqulmu-‘sdeweeluA 5.5.,uc.” ............ O..O .O. O The gamma 0! manna women no but Dvnu am 0' [ms Lollgge \emporanly ("cloak "anion-no)? O _ O . , O ,, O confined lo m. ham: and lam-h . . 0.. O _ . O Drou OI.“ umn-munly (excluut "mulch-no)? .......... .O . . O . . O Wunhy magi: [houlu gov . lalw Tum flu no anuIl-n college belur: waduuing? .......... O . .O ..O . . O m." on mm mm m" do now. _ O ,O O _ O Emu mm duly m the armed nmcn bola" camel-1mg Munuunashouldbclmluod ...... O .O .O .O Lulu-90? . . .,....OO O From: uhould bl d-ncouuold B- ulvs'iod Mm yum college? .... .................. O. .. O . . 0.. O hum hw-ng law: larmhn . . O O. . O .0 Be «not: mucti'lll Ilm gunmanun than mo" “mum. Wm'nln would Ion-vi the urn: nluv “(mama this collwe' ............ . .O. . . O 4. O. 0 mo oooonun. u lot adv-Burma: Fmo 0 Nb um woduauon m m. hula for wh-ch you wt- Al man In combat-bl! Dounom . . O O . O O lvnncdl . ..... . . ................... . . o . . 0.. O lulmuully, In indIv-dull clfl Gm manna whul. m cullagfl (um ll mlnadl ........... O_ . o .. O , ‘ -0 do liull lo bung About chino" Gu mmmd wuhm I yuv alur cullegu mun i! "union! ..0. . O .. O. O In our Iot-oly ..... "I” 0.0. O. O Adoula auhllldlaorric dl‘dfil I ..I I .|. .l. .l I . I I. ?. I .C') .l ? .l ? IIIIIIIII IIIIIIIIIIIII u tho lollowing subjects? [Mark all rim apply I Emu-ii ......... 0 loading ........ O Mllhtmlflfl ..... 0 Social Slud'lll .. . . O Sciorco ......... O For-i9" unguogo . O indicato your proboblo field of study. ARTS AND HUMANITIES Archilaclurl ........ Englith (Iilorotu'll . . . . Fino am ........... Hillary ............ Journalilm (writing! .. Languago (moornl . , . O O O O O Languago lothorl . . . . , O O O O O Humanitloo ....... O BIOLOGICAL SCIENCE Iiology (gonoroll ..... O Iiochominry ........ O Iiophyliel ......... O louny ............ O Zoology ............ 0 00m Biolooid Sci-nu ......... 0 BUSINESS Accounting ......... O Iulino- Admin. ..... O Burronic Doll Drona-in. ......... O lacrotarial Studi- . . . . O Othor lush- ...... ENGINEERING Aororloulicol ........ 0 Civil .............. O . Chormcal .......... O (loo-vial ........... O lrldlntrlol .......... O Mochanieal ......... 0 Omar Erwin-aria. .. . . 0 PHYSICAL SCIENCE Chomiury .......... Eulh Scioneo ........ O Mothomollu ........ O hwslca I . . O Slat-mu .. .. ..O Othor Physical Scionoo. O D: W— ol loo-fl, w IIIIIIII'I“? PROF ESSIONA L Hoollh Tochnolofiy (manual, dontal, loborolo'yI ....... Nursing ........... Frodonlutry ..... Prol-w ............ Pramdicol ........ Pramorinary ...... Thor-Dy loccupol.. physio-I, much) . . 34. Do you Ieol that you will mod any special holp in any ol 35. Below is I list 0' 68 difforont undorgradualo major fiold woupod into general categories. Mark only gn_o circlo to O O O O O .0 01h. moi-ion .. . . O SOCIAL SCIENCE Anthropology ...... Economics ......... Education ......... I-lluory . Pom-col Scranoo (gov-"Imam. mt, rout-anal ..... Psychology ........ Social Work ........ Soon-plow ......... .O Oth- Sociol Sci-non OTHE R FIE LDS Agrrcullulo ........ Commumullonl (radio, T.V.. ole.) Curricular Sciona . . O O O O O O O O ..o 0 Emma nmontol Scioncoo Eloclroma Ilochnologyl ...... Foraltrv .......... Norm Econom-co I . I Indualnal Anl ...... Library Scion“ .. . . Military Scoonoo ..,. Phyi-ul Educollon and flocroouon .... Othor ltochmcall OIMr Inonlochnmoll ..... Undocudod ......... Como" CO 00000 O O 0 II anon. “Mania"! 3B. 37. 86 Indian tho impomnoo to you pononolly of oath of the lollowing: (Mork ono lol loch imnl 3‘ Eocomino accompluhd in one 0! Iho porlorming orta ”II—‘5‘" if loclinu. dancing, ate.) ................... - .......... ®®©® Bocoming an oulhorily in my hold .................... ®®®® Obtaining rocong-on Item my collooguos Ior mnlribut-onl In my Ipocnol hold ..................... ©®©® lnlluoncmg tho comical Itructuro ..................... ©®©® Influlncing socml yoluoo ..................... . . . . ®®©® Roiunnolomlly .................................. ©®®® Hovrng on act-ya sacral lilo .......................... ® @® ® Having lrionds wiIh d-Horonl backgrounds and Int-Ions lrom mint ................... . .......... ®®©® Bocommg on upon in lmonco and commoroa ........... ©®© 6‘) Hanna odrmnnlrotivc responsibility lor tho work 0' oIhorI .®®@® Bomo vory won-o" I-noncrolly ........................ ©®©® Helping olhon who an m dilliculty ................... ©®©® Ian-cloning in an organism“ lilu rho Po-co Corp- or Vista (9 ®© ® Broom-nu a community loadar, v ..................... ©®© ® Molt-n9 o lhoorolical contribution to sci-nu ............. ©®®® Writing original worlu (Dooml, novoll, short nonn.llc.) . . . . ®® ©® Novor bonny obligated la pooplo ..................... © ® (9 ® Clo-ting artistic work (pointing, Iculalurl, daeorotingmtc.) . . © ® © ® Koooing up to dato wrlh political ollom ................ ©®© ® Boing suczulul in o bulinou o! my own .............. ©®© ® Bocomirig Involyod in progro'rrl In cloon up lhl onvironmqru . © ® (9 ® Dnolopinq o moaninflul philosophy 0' Mo ............. © ®® ® Ponlcipolinn m o community action pro'am ........... © ®© ® Gotting momod within "in no" llvo yous (III-o il Hun-MI. ®®® 8’ Below oro somo ol lilo rouonl that might havo influonced your decision to attond this particular collogo. How important was ooch loo-son in deciding to oorno Mo? lMark ono ommr lor oocll sratomonll My rolaliyu worn-d mo Io como hm .................. ® ©® I wonlod to Iivo any Irorn homo ...................... ®©® This collooo hn o vory good ocadomic roomotlorl ......... ®®® This collag- no: a good othlotic prworn ................ ® ©® l woa oflorod linonciol o-iollnco ...................... ® © ® Mon of my lriondu an going to mi collop ....... Booms. of low tuition ....................... . . Somoonowho hadboon haro boloro adyiaodmoto'o ...... ®©® locouao ol tho Ipocial educational oregan- oflond ....... ® ©® I was not accoplod orrywharo oI- ..................... ®®® My gudanco coon-lot odnoad no to p ................ ®©® I wound to llvo ot homo ........................... ®®® n A? l‘ J I®®©®© l®0©©© u®®©©© n®©©©© u®0©©© u®®©©© n6®©®© wO®©®© w®®©©© "®®©®©' DIRECTIONS: TM run-min. circloo on pro- vidoo lor ilorru Ipocilically do- nqnod by your collage, ralhor than by Iho Amalia” Council on Education. ll your coll... h- ehooon In an tho ciroln, obaorvo cordially Iho unpla- mtol div-mono [iron you. D.C..m‘ bylaw“- “In. 77.8! In“. Ilium-I- \5 nkihm ”ll-a 1 APPENDIX C: STUDENT INFORMATION FORM, 1974 voun NAM: (Pleele print) Hm Mladle or Meloen but 4 8 2 7 g 8 When were HOME "our Aoonzss (print) / you born? CD CD CD A Month Dev Veer cr‘rv (print) STATE le Code (01-17) (01-31) but Student: Do NOT MARK MARK m THIS AREA one. The informetion in this form it being collected In pert oh continuing eludy of m TH“ AREA OM" IF DIRECTED COD higher educetion conducted jomtly by the American Council on Education Ind the @©@©©O @©@©®©©©@ ©@ University of Cehfomu Ill bot Angelee, Your volunluy participation in this re- @QQQQO ®®®®©®®®o QQ tench n being solicned tn order to when I better undertunding of how studentt ®®®® (30 ® ®®®© (36% Q0 ere effected by their college expenencu. Detailed informetton on the gaelr end desipt of this rue-rah prop-m ere furnithed in runroh reports anillble from the ©®©®|®O ©®©©©®®©© @Q Higher Educelion Leborelory et UCM. Identifying information he: been requerted ®®® @l O ©®®® Q G @®@ @@ in order to nuke lubuquent mail follow-up studies pouible. Your ruponee will be 5 held it the rtrlcleet profenionel confidence. ggggag 888888888 88 ”WW-6wfiwéxadflfla @@@@ . 0© ®®®®®®®®® (3Q Alexander V. Allin, Direetor ®®@.:i® © .®®® ®®©® @® Coopeulive lnelilutionel Rue-tell Program (9 © (9 @|®® © @ 6) (9 © 6) (2) (9 Q (9 0 DIRECTIONS: Your respontee will be reed 8. Wet your high school progrern: (Merit one) 12.Where do you plen to live during the tell by en optical merit reeder. Yo'ur careful College preperetorvl ............ term? ll you had I choiu, where would observence of there few Iimple rules will Other? (For ex,,voulionlli ....... 0 you heve preferred to live? he meet epprecieted. _ or. one 7. What wet your A o, ”,0 5_O “M" °"' "‘ “9' "Mm” To L3. To L:- I I bled Iced I (N . 2 l . U" ony pm“ ,o or _"i "'"9' 9"". A-O C+O With parenu or rel-three ..... O . . . . O 0 Make h-vy block rnerlu thet ltll the otrele. i h' h ch 7 . n tg I not 3.0 c O Other orivetl home. 0 true cleanly eny er-wer you wall to chem m.“ one) I O D O epertment or room 0 O Oflehenonreyrnerltinuofeny ltind. ‘ Gallon do . """ O ' ' 0 e rmttory ......... . . . . EXAMPLE: 8. Are you enrolled (or enrolling) at e: Fraternity or eorority houee . . .O. . . .0 Will neuh nude with Bell pen or taunt-in pen (Merlt onei Full-time studentl. . O Other umpue trudent homing. . O . . . . O horoperly rad? You . . No . . PIN-Iii". "UM". ~ 0 Other ................ - O 9. Prior to thin term, heve you ever token 1.Vouruir: Mole. .O Femue..O 1A" you e veteren? No. .0 v". .0 1 How old will you be on December 31 (Merlt one) of EM! yeer? (Merit one) I. or young- . O 21 ........ O 11 ........ O 22 ........ 0 re ........ 0 23-25 ...... O to ........ O zen ...... 0 no ........ O Lln whet year did you greduete lrom high echool? lMerlt one) ”74 ...... 0 Did not greduete but ten ...... O pelted Goo. mt O 1972 1911 or eorliu. 0 Never completed mgnxnoot . . . .O 5. Pleese print within the box: New of you high echoul fl 10. oounee for credit et til! institution? v«..O No..o Since leeving high rchool, heve you ever token courier et e_n_y other inetitution? (Marl ell the! epply For Not for in eech alumni Credit w" No ................... O . . . . O Yee.eteiunrororcmty. college. .0. . . .O Yee. et e tour-veer college or unrverlity ............. O . . . . 0 Yes. et tome other oomecondery whool (For ex, technical, youtionel, busineu) ....... O . . i . 11. What is the highest endemic degree thet you intend to ‘ ‘ obtain? 3i ‘3 (Merit one in eeeh oolumnl P i. i?; None ................. O . . 0 Alone" (AA. or Nuivelentl . .O . . O Bechelor't degree IB.A.. 35.. etc.)O . . O Meeter'e degree (M.A., M.S.. no). 0 . . 0 no. or Ego ........... O. .0 no, 0.0.. 0.0.3.. or D.V.M. . .O. .O LLB. or .io. (Lew) ........ -O. .O e.o. or mow. [Oivmitvl ...... O. .O -1- 87 .Below ere eome reuom that might hue influenced your decision to attend thie pertiouler college. How importent wee eech reeeon in your decision to come here? lMerk one emwot lor eech non-ole roe-on) ® Not Important _| © Somewhet Imoortont ® Vc-y Import-m —1 My rehtivee mnted me to come here®®® I seemed to live ewey lrom home . . ®®® My teeeher edv-eed me ...... . . ®®® This college he: I very good economic reputetion ........ ®©® ..®®® Someone who hed been here before I wee oliered linenciel eerietence edvieed me to go .......... ®®® Thie mllege omit IDOciel Mutational program ....... ®®® Thin college he: low tuition ...... ®®® My guidenoe awneelor edvieed ml . ®©® I wanted to live et home ....... ®©® lcould not geteiob ........ ®®® 1‘. I: this college your: [Merit onel First choice? . . . .0 Leu then second Second ehorcel . . o creme? . . . . 0 (Note: Pleeee check thet your Mill. markin- ere oerrvlelly derltening the eirelu. Do not un pen a r'nehe ,/ 'e I X 'e. Yhenlt You.) lllllllllllllllllf ISJNhat is your 92!! my ol your poronta' toul Inoomo Int you? Contidol annual Ineorno from all Iourcoo boioro tun. (Mark onal Lo- than $3.0“! .............. O ”mo—33.999 .............. O “mo—$5.999 .............. O “poo—$7.999 .............. O mono-$9,993 .............. O memo—312,499 ............. O sumo—£14999 ............ ‘. O aspen-muse ............. O mono-sum. . ........... O mono—529.999 ............. O mono—334,999 ............. O sumo—mm ............. O «mono-mm. , ........... 0 50.000 or morn ............. O 16.Whlt in tho high-n lovol of Iormal oduation obtalnod by your portals? (Muir ono ln Inch oolulnnl Fathar Moth: Gromrhoolorlon.. .O. . . .O Somohighathool ....... O....O Hl'h achooloraduato ..... O. . . .O Pomocondary Ichool on». Iran mu..- ........ O. . . .O Somo eon-p .......... O. . . .O eon-g- our-o ......... O. . . . O SomradiutaachooL....O....O amount- door-o ........ O . . . . O 17. An you: (Mark all that apply] Mill/Count“ ............ Ibolquro/Alro—Amorlun ..... 0 Airman Indian ............ O Oriontol. . ............... O Mn'aniall/Chiuno ..... 0 Min Klan-Amulet! ........ O on. .................. O IlCurront rallniouo ~ “ autumn. .1131! Work ono ln ouch column) v v , lama ............. OOO Convo'tionol iU. CC.)- ”008 Eutorn Orthodo- ....... OO Epiloopl ............ 008 JMNI .............. OOO Lanlr Day Saint: (Mormon) OOO Luth-In ............ OO O Mothodllt ............ OOO Muslim ............. OOO human-I .......... OOO Ouolior (Socioty ol Fri-not). 000 Roman Catholic ........ 000 Mm Day Adwnrin. OOO UnitoriarvUnivor-liu ..... OOO Orr-r Praia-wit. ....... 000 on. Holiion ......... 808 88 1.. How much 0' your Vim yoar'a duo-timid oxpom- (room, board, tuition, and In!) do you upoct to oovor horn MD of tho noun-a llttod bolow? 4': Ch"; I Imrlt on. army. lor J air. 93ml- ioumal {{gg Porontolmrlarnlly Iid,orui'ta.. 000000 Grant: or Schnlonhipu: ‘1 N y ‘: Bun: Eduatlonal i 5 {M Opportunlly Grant . . . .OOOOOO Supplornonul Eduutionol : x E" Opportunity Grant . . . .OOOOOO coll-9o Work-Study grant. . . OOOOOO Sun icholarihip or grant. . O 00 000 LoIzl or privato uholauhio or .mu ........... OOOOOQ Lanna: Foo. ouarantnoo uudlrll Icon. 000000 N.“ dkoct Itudont Ioon . . . OOOOOO om. loan ........... 000000 Full- tint-work ........... 000000 Port- -tinia or surnmor wort (ethor than abovol ...... OOOOOO Samoa ............... OOOOOO spa... ............... 000000 Your m. bondill ........ 000000 Your plrlm'l GJ. bonolm . . . 000000 Social-0:1.dtolndmi'l bin-"n 000000 on. ................ 000000 20. What wot your total incomo latt you indopondont of your paronu? Contidor annual incomo from all Iourcos baforo tout. (Mark om) Nona ........ O sz.ooo—s2,999 . .O Lau man 3500 . O sumo—$4.999 . .0 3500—3999 ..... O “poo—$9,999 . .O upon-sun . .0 90,000 or moro . O 21.Aro you financially indapondont at your paronta this yur? Wow you financially indopondont ion you? (Malt ono lor oach you) V. No Thu ysr .................. 0.. . . 0 hot you .................. O . . . O 22.. Do you havo any concom about your ability to financo your collogo oducation? (Mark on.) Non- il am conhdont tho! I will havo rulticiant fund-l ............... O Sumo amount (but I will probobly haw onough lundol ................ 0 Major concorn (not um I will hlVl onouoh limo- to corral-to coll-gol ...... O BJNhich appliu to you? (Mark oral Prountly mun-d ................... O Pronntly ma ................... o How boon noun. ona oorlon unclutivolv ..... o How boon toting moral porrono. but no ono ucluuvoly ................ O Havo not boon mung In rooant montha ..... O 1‘. Moat pooplo idontdy with (fool tiny ban 0 grut deal in common with) a lot at differ-ht group: But thay idontify moro with Ioma groups man with othors. How mongly do you idontify with aach of tho lollowin' woupt? Pooplo who livo in my 4! h if" wmmumty ......... 0000: Pocono 9! my own roligion . . 0000 (Mark ono ln ooch row) Pooglo oi my own an . . . .OOOO Peoplo ol my own no. or othnic group . . . OOOO Pooolo 0! my own gonoratlion. 0 OOO Rat: youuolf on ouch 01 tho lollowin' traiuumtgolytjflgmggwhon comp-rad with tho ovarago stud-m of your own ago. Wo want tho moot accurat- ottirnato of M m go. my z; .5; #5?! (Mark ono for oach mlt) Tran And-mic ability ..... OOOOO Alhl'tio ability. ...... OOOOO Anilti: ability ....... OOOOO CMulm ........ OOOOO Dolomiwnon ........ OQOOO Drivo to achiow ...... OOOOO Lao-"hip ability ..... OOOOO Math-mane! ahlllty. . . . Mochanialobilhy ..... OOOOO Originality ......... OOOQO Fhwicol ant-slim“: . . 00000 Political conwvotiun. . . OOOOO Politial lib-Him . . . .OOOOO 'opularity . ', ....... OOOQO rowan with In ' mu. .. ...... 00600 Public Ipllltinl ahility . . OQOOO Slit-continue. y. .7 '. ',' (intalloctual) ...... 0000.0 SON-confidant: (mint). . OOOOO San-Inmy In ailiciun. .OOOQO Stubborn”. ........ 00000 Una-rounding of orhon . 00000 was». anus" ....... OOO 26.How would you chorootorizo your political vim? (Marl: and Fu Ian ................... O leoul ................... O Middlvol-tho-rood ............. 0 Command“ ................ O iltiiiiiiiIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII? t 27. Whet ll: Your mouth eigeunenl 7 Ion? ® Your Iether' l ourtent occupetlon? 89 28. Which oI the lollowlng are Important to you in your lontterm choice of e @Veur probable luture occupation? (Mark gm in each column. :l your timer or motnel ie deceelbd oi retired, plea Ind-ale hit or her leIt occupation.) _«J © III ®®® ©©©®©©©©©© Aceountent or eudltol . . Alehltect o! urban planner. . . . . . , . Artlrt (painting. Iculpture. etc.) lutlneu: banker or financier. . . . . . . , lutlneet: buy-I a purchasing agent. . . . lutlneu: meneger or edrnuninretor . . . . lullnen: ownet oi woovletor . . . . . . . quneu: public Ia|atIonI or edvertlI-ng . Iutineu: lletwotket. . . . . . . . . . . Cetpentet . . . cw'gurellglowwofier. . . . . . . . . . Clerlcel when tecretery, ttenogrepher, typltt. ubookkuoer. . . . . . . . . . Clatical worker: other. . . . . . . . . . .. Cornrnerchl lrllll, oetigner,decotetor. . . @®®®®@®® l I Computer plogrammer ot enalytt . . . . Conetruetion crelttrnan, n.e.c.' . . . . . @©@@@9@@®®®@@© ©©©©®®©®®©© Countelot: guidance, lemlly or tehool . Dentin (inel. orthodontittl. D'ellunerk . . . Oliver; truck,tellorbut. . . . . . lleettielan................. Engine. Fectoty wollrer. n.a. Felrnov'anchhbore'. . . . . . . . . .. ®®®®®®@®®®®®@ ©®©©©©©©©®®® ® ® Format tench owner at manager. . . . . Fotemenpflnee. ........®®® Foleltat, ooneervetionitt, llthor wildllleeoeclolin.... .. . . . . . . I Government olliclel. Idmlnitlrelol «politician . . .. Horne eeonomllt ot dietitian. . . . . . . . Homemaker (lullqintel . . . . . . . . Lewyvovluwennuuun LiUuiun ov uchivlu . Labor: Iuneklllod or umi-tltilledl. . Lewenlorcernent ollloer . . . . . . . . M-thernetlclen, netitticien or netuary Mechanle, mechinitt or repairman. . I . Mlllll'vlureot)............... Nuree.......... Oolometrlet. . . . , . Parlormlng artitt, mulrcien or entertainer ® ® ® Phermncitt DI pharmacologiet . . . . . .. Phyticien or euroeon. . Plumb-fun... . . Ptychologitt (cllnicien or therapnt only]. (‘3 ® ® Scientlll: reteevcher ‘ . . ®® ® Service onIIev: private houlehold In ...... ®®® Service whet: protective lolher then imid,cook,ete.l . . law anlotcementl . Servicevyorket: other. .. .. . . . . .. . Skilled Iraoumen, n.e.:.' . . . ‘Not elmhere claurlred Continued' In the neat column Sociol, wellua or reuaellon worker. . .© career occupation? ® Not Import-ht © Sam-whet Import-m @Very Important fl I ® ® ‘9 Job openInge ganerelly evelleble . . . ®©® ® ® ® (Merit one in each Tucher, proleuor o: adrnInInretor: row) college, unIveuIty ........... Teecher OI edmrninretor: eeconoary . . Repio (areer advencarnent poulble . ©©® High anticipeted eorninge ..... . . ®® Well-respected or prutigiool occupellon . . . . . . ....... ®©® Greet deal at independence ...... ©©® Chance lot etaedv D'Ocreu . . . . . . Teecher or eornrnrtttator' memory. . Teecher or eduution Ipecleli t olhet than ebove ............ ® TechnicIen or technologrtl (heelth) . . . .®®® @@@ ®® ®®® @‘ Terhnicien or tachnglogirt (otherl. . Thor-put (phyticel, occupationel, Ipeach)................. Genrneltaenirnoortant Vaterinerien . . . contribution to society . . . . . . Writer. journeliel, interpreter. Canevoldprettute. . . . . . . . . .. Other occupation, n.e.c.‘ Unemoloyed...... ........ .. Undecided . . . . . ‘Not eluwhere clemlied Can worlI wrthideae ..... . . . . . Conbohelplul to other; . . . . . . . Able to work with people. . . . . . Intrinelc int-rut in the lield ..... ©©® MAKE SURE YOU HAVE ANSWERED ITEM 28 (9 lam ”only (9 Agree Somewhat—l ® D‘s-gr" Somewhat-1 ® Dinglee Strongly —-‘-_‘ The Federal government it not doIng enough to control environmental pollutron ...... . ®®©® The Federel government is not doing enough to protect the comm" ltom laulty goode and "Nice: ...... . . . .......... . .®®©® Slete end Federal governmentt should provide more moncy Ior m college: and ® ® .Hunn. ..... “H“HHQ @ The Federal government Ihould help allege ttudenu with more game inetaed of loene. . . There ll too much concern in the court: lor the right: at criminele . . . . . . . . . . People thoulo not obey lewe which violate their penonnlvaluee. . . . . . . . . . . . . . . . . ®®®® A; long In they work hora people thould be paid equally reproleu oI ebillty o' ..®®©® The actIvitIet cl n-IrrIed woman ere but confined to the home and Iamily .......... ®® ©® A couple thould me together for name tin-Ia belore deciding to get merried . . . ”Nuuuunujoooo ll mo people r-lly like each other, It’l alright lot them to heve eeII even ll they've .. ....... ®®®® Woman thoulo rart ,. the eeme nlary and opportunities lor edvencernent ll men in comp-tab" me .................. . . . .. ............. ©®®® pay I larger than oi tenet men they do now .............. ®®®© 1 legalIzeo ........................ . . ........ ®®®® :noelgn contributiont lrorn wealthy indivlduelt would be outlaw-d . . . . ®®® Q U. ..... ®®®® Camper-o to men oldet people in their tortiet end lilties, young people these day more ideelietic .................................... . . ..... @®@@ 29. Mark one in each row: UHIWY‘IIM.....-..-.A.--- ....I G G 9 G ouelrtvolwork .............. . ....... .. Perenu should be dilcouregcd Irorn having large Iarniliu. . . known each ether lor only I very short time .............. . . . Wealthy poo; Merii uane Ih; Large politrc. .. RIIIIIIIcIIIy‘ an Indrvidual an do little to bring about char-get in our eociety. Young people then days undllslend more ebout "It than mo“ older people ......... @® @® College ollIcuII have the right to regulate Ituaent behamor o" cermue . . . I . . . : . . . . ®®®® Faculty promotionl should be bend in part on student mluetlone . . . . . . . ®®®® College gredes should be aboluhed ....................... . ......... (9 ® ® 9 College; would be Improved II oraemxed sport: were oe—ernohauzed “0 ® ® © College ollicialt have the right to ban persons wrth extreme view: Irom tpeeking on oemoue ®®®® Students horn diudvanteged some! background: should be given prelarentiel lreetrnent in Mott college O'IICIIH have been too In: In deelmg with etudent protutt on campue ..... ®®©® Open edmruionl (edrnitting anyone who applied thould be edopted by ell publicly open edmIsIont, a college should use the same perlormence standard: In lwardmg degree! to all under!!! ................................. Student publication; should be cleared by college oil-cull. college adquIont .................. . ...... tupoorted collegee ....................... . Even II It employt IIIIIIIIIIIIIIIIIIIIIIII|_I3|_IIIIIIIIIIIIIIIIIIIIII' N. Below is a list of different undergraduate major field! grouped Into general categories. Mark only £2 circle to Indicate your probable lield ol study. ARTS AND HUMANITIES An, line and applied . . . .O Inelil'l (language and lllaralufll. . . . ..... O Mlnnry............o Jaurnallem . ......... O Lenaueos end Literature lI-ceot Encliihl ..... O Muelc.............o Philoloplly .......... 0 South and Drama ...... O Theology or Religion . . . . O Other Arts and Humanitlal. . . . . . . .O BIOLOGICAL SCIENCE ablooy Infinerell ....... Ilochernietry or llaahyelee ...... . . O Iolany ...... . ..... O MariMlLileI Science . . . .O Miaolmoloay or Beclwioloay . . . . . . 0 10°10". . . ......... O Olhar Biological Sci-nu .......... 0 BUSINESS Aetountlna..........o Iiuineu Admin. laenerall. . O Flnence . . . . . ....... Muir-tine ........... O Merl-9am ......... O Seancrlel Sludifl ...... 0 Oil. Bunions ........ O EDUCATION Bulim- Education ..... O Elem-nary Education . . .O Mueleor Art Education. O Physénl Eduatton or lea-lion ........ O Seconary Eduatlon . . . . O Swill Educatlon ...... O Other Eduction ...... O ENGINEERING Aconautloal or Auronautlcel Eng. . . . 0 Civil Enginearing ....... 0 Chemical Engineering . . . , O Slant-cal or Electronic Engirtoorin. ........ O lrldustrul Engineering. . . O Mechaniul Engineering. . .8 e Other Enginearing ...... PHYSICAL SCIENCE Autonomy ........... Atmospherlc Science (incl. Meteorology) . . . . 0 Chemistry . . . . ....... Earth Scienca .......... 0 Marine Scil . Ilncl. Oceanoorephyl . . . . . . O Mathemtlcs .......... O Phyeta ..... . ....... C' Statimce ............ O Olhor PhyticalSclance . . . ,O PROFESSIONAL Architecture or Urban Planning ........... O Horne Economua ....... 0 Health Technology (medical. dental, laboratory) . . . . 0 Library or Archival Sclence. t O Nurslng ............. Pharmacy ............ 0 Therapy (occupational. phyllul. lac-ch) ...... O Other Prolcsaionll ....... O SOCIAL SCIENCE Anthropology ......... Emnormce ........... 0 Geography ........... O Polllbul Scianca (gown international relational . . 0 Psychology ........... Social Work .......... O Soc-olooy ............ O Other Social Scionco. ..... 0 TECHNICAL Building Tradas ........ 0 Date Procanlna or Computer Programming. . O Drafting or Dalian ....... 0 Electronics ........... O Mach-nice ............ O Other Technical ........ O OTHER FIELDS Aoriualture ........... Communicationl (rad-o, T.V., m.) ..... 0 Computer Science ....... O Foraury ............. 0 Law Enlorcamenl ....... O Military Scienca. . . . . . O Other Fleld .......... O Undecided ........... O 90 31. Indiana the Impo'lIflCI '0 Y0“ ® not Imwmt personally of each of the G) Som' Invert-M lollowing: (Mark one let each ital-rt) ® Vary Important ' © Ea-Mlll Baooming accomplished In one ol the pedorming ertt (acting dancing. etc.) ............... . . . . ........ Becoming an authority in my liald ................... ©©©® Obtaining rocoqnitlon from my colleagues lor contributione to my spaciallleld ............................ . .©®©® Influencing the polltical structure ..................... ©®©® ©®©® Influencing eocial veluu Raltinaelerrllly ...................... . . . . . ®®©‘E Havmo adm-nistretlve responsibility lor the wmlt 9? others . . . .©®®® Being very wall all linanclolly ....................... © @© ('9 Helplnq others who are in dilllcuily. . . . . ............... @606) ® Making e theoret-cel contribut-on to tctenca ............... (\E) ® (5) ® Writing orlglnel works (poarnt, novels. short starlet. etc.) ....... CE) 5’) (9 6‘) Creating art-etic work (pointing, Iculplull, decorating. ath- ...... (5) ® © @J Bfllflfl succemul in e butlnest 01 my own ............. . . .® (96:! ® Blcominq involved in program: to clun up the environment ..... (963 (5) 6“) Developing a maamnglul philosophy ol lilo ............... © @© ® Participating in a community ection program .............. ©®©® Keeping up to date wrth polltlul all-ire ® No Chance © Vary Little Chance © Some Chance © Very Good Clllnoe I 32. What is your best fillets at to the chances that you will: (Mark one let each Item) Change major lield? ............................. C' @Q ® Change career choicl? ............................ 8' {5‘} Q ® Fail one or more coursosl . . ...................... @ ©© ® Graduate with honon? ........................... ® (9 © ® Be elected to a student ollica? ....................... ®@© ® Jolrl a social lralernlty, sorority, or club? ................. ®©© ® LIV. in acoeducational dorm? ....................... ®©©® Live in e commune while In college? ................... ®©©® Be elected to an academic honor tacitly? ................ 6’) © CL: ® Malta at least a "B" avarega? ........................ ®©© ® Need um lll'h. to complltl your dwi- "quit-mom? ........ (‘3 ® (9 ® Have to work at an outtide job during college? .............. ® ©© ® Seek vocational counseling? ........................ ® C5) © (’9 Seek individual counseling on pereonel problem? ............ ® 6’ © 6) Enroll in honor: comm? ......................... ® (5) © ® a.” buchelor'edagru la.A., B.S.,atc.l?.- ................ @©©® Drop out 01 this collega temporarily (eacluda tramlarringl? ...... ®©© 6: Drop out permanently (exclude translarr'lnol? .............. ® 6) © ® Tramlar to another college belorl graduating? .............. CV15 © © '3 Enter ectiva duty in the armed tervnces belora correslating college? . .® 6) (ON (59 Be rat-Iliad with your college? ....................... (‘3 © (9 ® Be mora luccaulul alter graduation than most studlnll Illtndln' this college? ................................ @©©® Find a job alter graduation in the llald lor which you were trained? . ® ® ©® Gal married while in college] (skip il nutrient ............. ©©®® Get married within a year altar college? (skip il nan-ed) ....... ®©© ® 31®O©©© 3~®®©©© 34-®@©@@ 39-@@3-©©© 3a®®©©© u®®©<51© 36-®@©©®‘ M-®@LCS©® 37-®®©©© 41.®®©@® DIRECTIONS: fna remaining circle- era prov-coo Invite-VI lax-lulu enema av you can... ult- thee by the Honev Edna-lien Laboralmy. ll your all”. net crime-l to use me n-clalt (Ira-r“ ‘3!"qu IN “biennial Harm!"- e‘m m. THANK YOU! Educ-lion L’h'lltlv Unbresti oi Call'umo, LuA-vloa, lhINornia 9002‘ an Corp. l.|on 1555 Won 77th Sl I"! me ya a. It anew- 1"'i'"l'"l"l”l"'llllll'l| IIlllllllllhllllllIllllllllllllll'll _ 4 _ scent * U.S. GOVERNMENT PRINTING OFFICE : 1977 0—730-323/1576 _- DEPARTMENT OF HEALTH. EDUCATION, AND WELFARE POSTAGE AND FEES PAID PUBLIC HEALTH SERVICE us. DEPARTMENT OF HIE.W‘ HEALTH RESOURCES ADMINISTRATION HEW-390 3700 EAST WEST HIGHWAY HYATTSVILLE. MARYLAND 20782 OFFICIAL BUSINESS PENALTY FOR PRIVATE USE, $300 BHM® ... ' US. DEPARTMENT OF HEALTH. EDUCATION. AND WELFARE C D a q a 5 H L 7 0 Public Health Service Health Resources Administration Bureau of Health Manpower DHEW Publication No. (HRA) 77-47