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A guidance program for Butler Junior College, Tyler, Texas

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A guidance program for Butler Junior College, Tyler, Texas

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Content A GUIDANCE PROG RAM
FOR BUTLER JUNIOR COLLEGE
TYLER, TEXAS
A T h e s is
P r e s e n te d t o
th e F a c u lty o f t h e S c h o o l o f E d u c a tio n
U n iv e r s it y o f S o u th e rn C a lif o r n ia
In P a r t i a l F u l f il l m e n t
o f th e R eq u irem en ts f o r th e D eg ree
M aster o f S c ie n c e in E d u c a tio n
by
Sammie Mae E tta W aters
June 1947
UMI Number: EP55451
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Olssôftation Rubi sh*ng
UMI EP55451
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106-1346
6 c t 4-1
This the sis y written under the direction of the
Chairman of the candidate's Guidance Com-
m ittee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirements for the
degree of M aster of Science in Education.
V I - - W m m w m ■ . ^ • .
Guidance Committee
Chairman
& . Û £
jif99
9
J .
'ca n
TABLE OP CONTENTS
CHAPTER PAGE
I . THE PROBLEM............................................................................................ 1
I n t r o d u c t io n .......................... 1
S ta te m e n t o f t h e prob lem ............................... 2
D e lim it a t io n s . . . . . . . 2
Im p ortan ce o f t h e p r o b l e m ........................................ 2
D e f i n i t i o n s o f term s u s e d ................................... S
G u id an ce ......................................................... . . . . . . . 3
P r o c e d u r e ............................................. 7
The c r i t e r i a . ............................. 7
The g u id a n c e program .............................................................. 7
O r g a n iz a tio n o f r em a in d er o f th e t h e s i s . . . . 8
I I , REVIEW OF RELATED L IT E R A T U R E.............................. 9
T yp es o f o r g a n iz a t io n ......................................................... 9
The j u n io r c o l l e g e and g u id a n c e . . . . . . . . 13
The j u n io r c o l l e g e movement 15
Growth o f t h e j u n io r c o l l e g e . . . . . . . . . 16
P r e s e n t s t a t u s o f th e ju n io r c o l l e g e ...................... 1 8
J u n io r c o l l e g e g u id a n c e program .............................. . 19
C o u n s e lin g in th e ju n io r c o l l e g e . 21
I I I . GUIDANCE AT THE BUTLER JUNIOR COLLEGE................................25
The B u t le r J u n io r C o lle g e . ............................................... 25
G u id an ce program a t B u t le r J u n io r C o lle g e . . . 27
S u m m a ry....................................................................................................... 29
i v
CHAPTER PAGE
IV . CRITERIA FOR THE EVALUATION OF GUIDANCE
PROGRAM........................................................................................... 31
E d u c a tio n a l g u id a n c e ......................................................... 31
V o c a tio n a l g u i d a n c e ............................. ................................ 33
P e r s o n n e l r e c o r d s ......................... 35
The g u id a n c e d u t i e s o f a p r i n c ip a l . . . . . 37
The g u id a n c e d u t i e s o f a c o u n s e lo r . . . . . 38
The g u id a n c e d u t i e s o f a c la s s r o o m
te a c h e r . . . . . . . . .................................... . . 4 0
S u m m a ry .............................. 42
V. PROBLEMS OF GUIDANCE AT BUTLER JUNIOR COLLEGE . 43
P r o c e d u r e ....................................................................................... 43
G en er a l In fo r m a tio n . . . . . . . .......................... 45
E d u c a tio n a l and v o c a t io n a l p rob lem s . . . . . 55
P erform an ce o f c l a s s w o r k ............................................. 56
P e r s o n a l p rob lem s .............................................................. . 59
The c o u n s e lo r . . . . . . . . . . 65
Econom ic c o n d it io n s ......................................... . . . . 66
Summary .............................. 69
V I. THE NEED FOR GUIDANCE IN SOCIAL AND ECONOMIC
PR O BLEM S...................................................................................... 72
P u rp ose . .................................................................................. 72
S o c i a l p rob lem s f a c in g y o u th g e n e r a lly . . . 72
P rob lem s p e c u l ia r to s o u th e r n N egro y o u th . ♦ 74
V
CHAPTER PAGE
P rob lem s p e c u l ia r t o t h e y o u th o f B u tle r
C o l l e g e ................................... 75
E conom ic p rob lem s g e n e r a lly .......................................... 77
E conom ic p rob lem s p e c u l ia r t o B u t le r C o l
l e g e y o u th ................................... 78
S u m m a ry ............................................................. 79
V I I . NEED FOR GUIDANCE IN EDUCATIONAL AND
VOCATIONAL PROBLEMS ............................................... 80
B r i e f h i s t o r i c a l r e v ie w o f v o c a t io n a l
g u id a n c e ....................................................................... . 80
Need f o r v o c a t io n a l g u i d a n c e .................................... 82
V o c a t io n a l c o u n s e lin g m ethods . . . . . . 83
V alu e o f in d iv i d u a l c o u n s e lin g .......................... 84
O r ie n t a t io n in th e ju n io r c o l l e g e . . . . . . 85
P la c em e n t in fo r m a tio n . . . . . . . . . . 86
PSatrance i n t o an o c c u p a tio n . . . . . . . . . 87
The s t a t u s o f h ig h e r e d u c a tio n f o r N eg ro es
in T exas . ........................................................................ 88
Need f o r v o c a t io n a l g u id a n c e in B u tle r
J u n io r C o l l e g e .................................................................. 90
Summary ......................... 93
V I I I . A SUGGESTED GUIDANCE PROGRAM FOR BUTLER
JUNIOR C O L L E G E ........................................ 95
The g u id a n c e s t a f f ..................................... 96
v i
CHAPTER PAGE
A rran gem ent o f s t u d e n t program • ......................... 98
A c o u r se in o r i e n t a t i o n .................................................... 101
R e se a r c h ............................................................................ 102
P la cem en t and f o llo w - u p ........................................ 103
IX . CONCLUSIONS AND RECOMMANDATIONS . . . . . . . . 104
The g u id a n c e program a t B u tle r J u n io r
C o l l e g e ............................................................................................. 104
Q u e s tio n n a ir e r e s u l t s . . . . . ............................... 104
R ecom m endations . . . . . . . . . . . . . . . 105
T r a in ed p e r s o n n e l . . . . . . . . . ..................... 1 0 8
P u p il p a r t i c i p a t i o n ..................... . . . . . . . . 1 0 8
C u rricu lu m stu d y .........................................................................109
LIST OF mBLES
TABLE PAGE
I . G en era l In fo r m a tio n - V o c a t i o n s .................................. 48
I I . G en era l I n fo r m a tio n - A g es . .........................................50
I I I . G en era l I n fo r m a tio n - Marks E x p e c te d .................... 52
IV . G e n e r a l In fo r m a tio n - P la n t o G rad u ate • • • . 54
from C o lle g e
V . E d u c a tio n a l and V o c a tio n a l P rob lem s ......................... 57
V I. E d u c a tio n a l and V o c a tio n a l P r o b l e m s ........................ 58
V I I . P erform an ce o f C la s s Work . . . . . . . 60
V I I I . P erform an ce o f C la s s Work . . . . . . . . 61
IX . P e r so n a l P r o b l e m s .......................... 63
X . P e r so n a l P rob lem s . . . . . . . . . . . . . 64
X I . The C o u n selo r . ............................. 67
X I I . The C o u n s e l o r ........................................................................... .. . 68
X I I I . Econom ic P rob lem s .......................................................................... 70
X IV . Econom ic P rob lem s . . . . . . 71
CHAPTER I
THE PROBLEM
I n t r o d u c t io n . The c h a n g in g p h ilo s o p h y o f e d u c a t io n
w it h i t s in c r e a s in g em p h a sis upon i n t e g r a t i o n and t r a i n in g
f o r e d u c a t io n a l an d v o c a t io n a l p u r p o se s i s o f p rim ary im p or
ta n c e •
E d u c a tio n i s now c o n c e r n e d w ith th e c h i l d ' s m en ta l «
p h y s i c a l , m o r a l, s o c i a l , e m o t io n a l, c u l t u r a l an d v o c a t i o n a l
n e e d s . F o rm erly m ost o f a c h i l d ’s e d u c a t io n was in th e hom e,
b u t ch a n g ed c o n d it io n s o f home l i f e , a s w e l l a s o f la b o r and
i n d u s t r y , h ave s h i f t e d much o f th e r e s p o n s i b i l i t y from th e
home t o th e s c h o o l .
The new e d u c a t io n a l e m p h a sis i s on th e c h i l d r a t h e r
th a n on s u b j e c t m a tte r * T h is p h ilo s o p h y , s u g g e s t e d a s e a r l y
a s 1 8 9 9 by io h n D ew ey, w ould f i t t h e s c h o o l t o th e c h i l d
r a t h e r th a n th e c h i l d t o th e s c h o o l , and i s e x p r e s s e d in
” th e c h i l d - c e n t e r e d s c h o o l , ” s t u d y in g th e w h ole c h i l d , and
l e a r n i n g o u r p u p ils a s w e ll a s t e a c h in g th em .
T h is s h i f t in e d u c a t io n a l e m p h a sis h a s o c c a s io n e d
many a d ju s tm e n ts on t h e p a r t o f th e s c h o o l s — among them a
r e o r g a n iz e d c u r r ic u lu m and a g u id a n c e program . A lr e a d y g u id
a n c e h as come t o b e c o n s id e r e d one o f th e m ajor f u n c t io n s
o f t h e s c h o o l .
E d u c a to r s h ave r e c o g n iz e d t h e n eed f o r g u id a n c e i n
2
th e p r o g r e s s iv e e d u c a tio n program a t th e se c o n d a r y l e v e l a s
i s e v id e n c e d by a w e a lth o f m a t e r ia l d e a l in g w ith t h i s s u b
j e c t i n r e c e n t l i t e r a t u r e . T h ere i s a l s o a n eed f o r g u id
a n c e a t th e j u n io r c o l l e g e l e v e l i f t h e aim s and p u r p o se s o f
th e ju n io r c o l l e g e s g e n e r a lly a r e t o b e r e a l i z e d .
I . THE PROBLEM
S ta te m e n t o f th e p r o b le m . I t was th e p u rp o se o f t h i s
s tu d y t o p r e p a r e a g u id a n c e program f o r B u t le r J u n io r C o l l e g e ,
T y le r , T e x a s . In o r d e r to a c c o m p lis h t h i s p u rp o se i t w i l l
b e n e c e s s a r y ( 1 ) t o i n v e s t i g a t e c u r r e n t a u t h o r i t a t i v e l i t e r
a t u r e on t h e s u b j e c t o f g u id a n c e p r a c t i c e s in o r d e r t o s e t
up c r i t e r i a f o r th e e x i s t i n g program ; ( 2 ) t o a n a ly z e and
e v a lu a t e th e program a lr e a d y i n e x i s t e n c e ; (3 ) t o u s e a q u e s
t i o n n a ir e w it h r e s p e c t t o i t s r e l a t i o n t o th e g u id a n c e program
o f th e s c h o o l; ( 4 ) t o p r e p a r e a new program w h ic h w i l l i n
c o r p o r a te th e b e s t f e a t u r e s o f t h e p r e s e n t program w it h th e
new te c h n iq u e s o f g u id a n c e fo u n d i n r e l a t e d l i t e r a t u r e .
D e l i m i t a t i o n s . T h is stu d y w i l l b e l i m i t e d t o th e
J u n io r C o lle g e s t u d e n t s , g r a d e s 1 3 t h and 1 4 t h , b u t i t w i l l
c o v e r a s many p h a se s o f g u id a n c e a s a f f o r d e d by th e s c h o o l .
Im p ortan ce o f th e p r o b le m . " G u id a n c e ,” A rth u r J .
J o n es^ h a s s a i d , ” i s b a se d on th e f a c t t h a t human b e in g s
^ A rth ur J . J o n e s , P r i n c i p l e s o f G u id a n c e , (New Y ork :
McGraw H i l l Book Company, 1 9 3 0 ) , P • 5 .
3
n eed h e l p . ” I f t h i s s ta te m e n t b e t r u e , th e n t h e o n ly l o g
i c a l c o n c lu s io n w ou ld be t h a t th e p u r p o se o f g u id a n c e i s
t o h e lp a l l human b e i n g s .
The y o u th o f t o d a y , many o f whom a t an im p r e s s io n
a b le a g e sp en d m ost o f t h e i r tim e in s c h o o l , a r e c o n fr o n te d
w it h i n c r e a s i n g c o m p le x it y . The many s o c i a l c h a n g e s make
i t n e c e s s a r y f o r g u id a n c e in th e u s e o f l e i s u r e t im e , in
w orth y home m em bership and in e t h i c a l c h a r a c t e r .
The in c r e a s e i n s c h o o l e n r o llm e n t , th e e n la r g e m e n t
an d im provem ent o f c o u r s e s and c u r r i c u la and th e p r e s e n t
p ro b lem s o f r e t a r d a t io n and e li m in a t i o n show th e n eed f o r
g u id a n c e i n th e u t i l i z a t i o n o f e d u c a t io n a l o p p o r t u n i t i e s .
S c h o o ls e v er y w h e re a r e a t te m p t in g t o c o p e w ith t h e s e p r o b
le m s . G uidan ce program s h ave b e e n and a r e b e in g o r g a n iz e d
i n s c h o o l t o a s s i s t p u p i l s i n m aking c o r r e c t e v a lu a t io n s and
a d ju s tm e n ts t o t h e s e c h a n g in g s o c i a l c o n d i t i o n s .
I I . DEFINITIONS OF TERM S USED
G u id a n ce . Many v ie w s and id e a s h ave b e e n p u t f o r t h
by e d u c a to r s a s t o w hat g u id a n c e i s . Numerous a r t i c l e s and
b o o k s h ave b e e n w r i t t e n on t h i s s u b j e c t , and a l l show a d i
v e r s i t y o f o p in io n a s t o t h e m eaning and s c o p e o f g u id a n c e .
A r e v ie w o f some o f th e c o n c e p ts o f g u id a n c e o f f e r e d
by e d u c a to r s i n t h i s f i e l d w i l l s e r v e t o show th e d i v e r s i t y
o f o p in io n s a s th e y e x i s t , and s u g g e s t m a t e r ia l f o r a d e f i -
n l t i o n o f g u id a n c e .
A c o n c e p t o f g u id a n c e a s s t a t e d by A . J o n es^ and
H. G. H and, i s a s f o l l o w s :
G u id an ce i s com ing t o b e r e g a r d e d a s t h a t in s e p a r
a b le a s p e c t o f t h e e d u c a t io n a l p r o c e s s t h a t i s c o n c er n e d
w ith h e lp in g in d iv i d u a l s d is c o v e r t h e i r n e e d s , t h e i r p o t e n
t i a l i t i e s , t h e i r l i f e p u r p o s e s .
W illia m P r o c to r ^ s a y s i f g u id a n c e i s p r o p e r ly c o n
c e iv e d and a d m in is t e r e d , i t s h o u ld m e d ia te b e tw e e n th e c h i l d
and th e w o r ld o f o p p o r tu n ity aro u n d h im . I t s h o u ld ta k e him
by th e hand and l e a d him a lo n g t h e p a th o f s e l f - r e a l i z a t i o n ,
and th e s o c i a l s e r v i c e t o w h ic h he i s b e s t a d a p te d .
J o n es^ s t a t e s t h a t g u id a n c e may b e d e f in e d a s any h e lp
t h a t i s g iv e n t o an i n d iv id u a l t h a t w i l l e n a b le him t o make
an i n t e l l i g e n t c h o ic e a t th e tim e o f c r i s e s in h i s l i f e .
2
A . J o n e s and H, C. Hand, G u id an ce in E d u c a tio n a l I n
s t i t u t i o n s , " T h ir t y - s e v e n t h Y earb ook o f t h e N a tio n a l S o c i e t y
f o r th e S tu d y o f S eco n d a ry E d u c a tio n , P a r t I ," (B lo o m in g
t o n , I l l i n o i s , P u b lis h in g Company, 1 9 3 8 ) , p . 2 5 .
W i l l i a m P r o c t o r , E d u c a tio n a l and V o c a t io n a l . G u id
a n c e , (New Y ork : H oughton M i f f l i n Company, 1Ô 3G ), p# 1 7 .
^ A rth u r J o n e s , P r i n c i p l e s o f G u id a n c e . (McGraw H i l l
P u b lis h in g Company, 1 9 3 4 ) , p . 2 8 .
5
D a v is s t a t e s t h a t c o u n s e l l in g and g u id a n c e i s :
An e n d e a v o r t o h e lp b o y s and g i r l s make th e e d
u c a t i o n a l , p e r s o n a l and s o c i a l a d ju stm e n t w it h in
th e s c h o o l com m unity t h a t w i l l b e s t p r e p a r e them t o
e f f e c t d e s i r a b l e v o c a t io n a l and s o c i a l a d ju stm e n ts
when th e y becom e a d e f i n i t e p a r t o f th e l a r g e r com
m u n ity and can c o n t r ib u t e t o th e h a p p in e s s and h e lp
m eet th e n e e d s o f o t h e r s *
A llen ® s a y s t h a t o r g a n iz e d g u id a n c e i s th e i n d iv i d u
a l i z i n g and a r t i c u l a t i n g e le m e n t in th e s c h o o l s y s t e m . I t
m ust r e s t o r e p e r s o n a l r e s p o n s i b i l i t y and in d iv id u a l p la n n in g
a s ou r a n t i d o t e f o r im p e r so n a l f a c t o r y m ethods*
A c o n c e p t o f g u id a n c e o f f e r e d by K oos and E e fa u v e r ^
i s a s f o l lo w s :
G u id an ce i s c o n s id e r e d a s t h o s e s e r v i c e s c o n
t r i b u t i n g t o th e d e v e lo p m e n ta l p u r p o s e . I t s c o n t r i
b u t io n i s o f t w o - f o ld c h a r a c te r * F i r s t , f o r t h o s e
a c t i v i t i e s o f l i f e , su c h a s v o c a t i o n , i n w h ich i t i s
d e s i r a b l e t o d i f f e r e n t i a t e t h e t r a i n i n g o f y o u th ,
g u id a n c e i s th e s e r v i c e o f d i s t r i b u t i o n . I t s p u r
p o s e i s t o h e lp th e i n d iv id u a l make a w is e c h o ic e o f
th e d i r e c t i o n in w h ich h i s d e v e lo p m en t sh o u ld p r o
c e e d . S e c o n d , f o r a l l t y p e s o f d e v e lo p m e n t, common
and d i f f e r e n t i a t e d , g u id a n c e i s th e s e r v i c e o f a d
ju s tm e n t— a d j u s t in g th e in d iv id u a l an d th e v a r io u s
e le m e n ts o f h i s e n v ir o n m e n t s o t h a t h i s d ev elo p m en t
may p r o c e e d w ith e f f i c i e n c y .
5
" V o c a tio n a l G u id a n c e ,” W h ite H o u se 'C o n fe r e n c e on C h ild
H e a lth an d P r o t e c t i o n , (New Y ork : The C en tu ry Company, 1 Ô32) ,
p . 4 0 .
^ R ich ard A l l e n , O r g a n iz a tio n and S u p e r v is io n o f G u id -
a n c e i n P u b lic E d u c a tio n , ( New Yo r k : In o r P u b lis h in g Comoanv.
TW S4), p . 1 1 .
7
L eon ard V. K oos and G rayson N. K e fa u v e r , G uidan ce i n
S e c o n d a r y S c h o o ls , (New Y ork : The M acM illan Company, 1 9 3 2 ) ,
p p . 1 5 - 2 0 .
6
A n o th e r c o n c e p t a s s t a t e d by Hamrin and E rick so n ® i s
a s f o llo w s :
G u id an ce i n th e S e c o n d a r y S c h o o ls r e f e r s t o t h a t
a s p e c t o f t h e e d u c a t io n a l program w h ic h i s c o n c e r n e d
w ith h e lp in g t h e p u p il t o becom e a d j u s t e d t o h i s
p r e s e n t l i f e s i t u a t i o n and t o p la n h i s f u t u r e in
l i n e w ith h i s i n t e r e s t s , a b i l i t i e s and s o c i a l n e e d s .
L efev er® s e t s o u t f o u r t e e n p r i n c i p l e s o f g u id a n c e
w h ich s e r v e t o f u r t h e r c l a r i f y t h e c o n c e p t o f g u id a n c e .
{1 } G uidan ce i s a l i f e - l o n g p r o c e s s . ( 2 ) The g u id a n c e
s e r v i c e s h o u ld b e e x te n d e d t o a l l , n o t s im p ly t o th e o b v io u s
l y m a la d ju s te d . ( 3 ) G uidan ce in th e a b s e n c e o f d a ta i s
q u a c k e r y . ( 4 ) S p e c i a l t r a i n i n g i s n eed ed t o do g u id a n c e
w ork . ( 5 ) G u id an ce s e e k s t o a s s i s t th e i n d iv id u a l i n becom
in g p r o g r e s s i v e l y more a b le t o g u id e h i m s e l f . ( 6 ) P r o v i
s i o n m ust b e made f o r a l l th e i n t e r r e l a t e d a s p e c t s o f g u id
a n c e . ( 7 ) Any a s p e c t o f g u id a n c e may s e r v e a s an a v en u e
o f a p p r o a c h , o r means o f d e v e lo p in g r a p p o r t . ( 8 ) E ach s t u
d e n t s h o u ld h a v e som e one in d iv i d u a l i n th e s c h o o l who i s
r e s p o n s ib l e f o r h i s g u id a n c e . ( 9 ) A cod e o f e t h i c s sh o u ld
b e r ig o r o u s ly o b s e r v e d by th e g u id a n c e w o r k e r . (1 0 ) G uid
a n c e a c t i v i t i e s a r e o f tw o k in d s : grou p and in d iv i d u a l ; n o t
8
S h i r l e y A . Hamrin and C l i f f o r d E . E r ic k s o n , G u id an ce
in S ec o n d a r y S c h o o l s , (New Y ork : D. A p p le to n -C e n tu r y Com
p a n y , I n c . , l9 3 ô y , p . 1 .
9
D. W elty L ef e v e r and o t h e r s . P r i n c i p l e s and T ech
n iq u e s o f G u id a n ce , (New Y ork : The R on ald P r e s s Company,
1 9 4 1 ) , p p . 3 1 - 5 3 .
7
a l l w o rk ers a r e e q u a lly c o m p ete n t In b o th f i e l d s . (1 1 ) When
tw o o r more i n d iv i d u a l s a r e e n g a g e d in g u id a n c e , som eone
s h o u ld h ead up th e w o rk . (1 2 ) G u id an ce w o rk ers s h o u ld be
a s s ig n e d t o s t u d e n t s on some d e f i n i t e b a s i s . (1 3 ) A c q u a in t
a n c e w ith a l l a v a i l a b l e g u id a n c e a g e n c ie s o r s e r v i c e s i s
e s s e n t i a l t o t h e c o u n s e lo r . (1 4 ) L in e s o f p r o m o tio n sh o u ld
b e from te a c h e r t o g u id a n c e w ork er t o t h e h ig h e r and h i g h e s t
a d m i n is t r a t i v e p o s it io n *
I I I . PROCEDURE
The c r i t e r i a . The f i r s t o b j e c t i v e i s t o s e t up
c r i t e r i a o f an a d e q u a te g u id a n c e p rogram ; t o d e te r m in e th e
e x t e n t and e f f e c t i v e n e s s o f th e e x i s t i n g g u id a n c e program
a t t h e B u t le r J u n io r C o lle g e ; t o e s t a b l i s h c r i t e r i a by w h ich
a g u id a n c e program w ou ld le a d tow ard p r e p a r in g an e f f i c i e n t
program f o r B u t le r J u n io r C o l l e g e . To make w o r th w h ile
c r i t e r i a , i t i s n e c e s s a r y t o r e v ie w a u t h o r i t i e s in th e f i e l d
o f g u id a n c e . The c r i t e r i a w h ich w i l l be s e t up a r e a s f o l
lo w s
(1
(2
(3
(4
(5
(6
E d u c a tio n a l g u id a n c e
V o c a tio n a l g u id a n c e
P e r s o n n e l r e c o r d s
The g u id a n c e d u t i e s o f th e p r i n c i p a l
The g u id a n c e d u t i e s o f th e c o u n s e lo r
The g u id a n c e d u t i e s o f th e c l a s s
room t e a c h e r
The g u id a n c e p rogram . W ith t h e in fo r m a tio n from th e
r e l a t e d l i t e r a t u r e and d a ta from th e q u e s t io n n a ir e i t i s
8
h op ed t h a t a g u id a n c e program can b e p r e p a r e d t o in fo rm
s t u d e n t s c o n c e r n in g e d u c a tio n a l and v o c a t io n a l o p p o r tu n i
t i e s , g u id in g th e in d iv id u a l s t u d e n t i n t o t h e r i g h t ch a n
n e l .
IV . ORGANIZATION OF REMAINDER OF THE THESIS
C h ap ter I h a s b een c o n c e r n e d w ith th e s ta te m e n t o f
th e p r o b le m , th e d e f i n i t i o n s o f th e term s u s e d , and th e p r o
c e d u r e .
C h a p ter I I w i l l be c o n c e r n e d w ith th e i n v e s t i g a t i o n
o f r e l a t e d l i t e r a t u r e .
C h ap ter I I I w i l l in c lu d e e v a lu a t io n o f t h e e x i s t i n g
p rogram .
C h ap ter IV w i l l b e th e c r i t e r i a o f an a d e q u a te g u id
a n c e p rogram .
C h a p ter V w i l l b e th e p ro b lem s o f g u id a n c e a t B u t
l e r J u n io r C o lle g e .
C h ap ter VI w i l l in c lu d e th e n eed f o r g u id a n c e in
s o c i a l and eco n o m ic p r o b le m s.
C h ap ter V II w i l l in c lu d e n e e d f o r g u id a n c e in e d u c a
t i o n a l and v o c a t io n a l p r o b le m s .
C h a p ter V I II w i l l in c lu d e s u g g e s t e d g u id a n c e program
f o r B u t le r J u n io r C o lle g e , and c o n c lu s io n s and recomm enda
t i o n s .
CHAPTER I I
REVIEW OF RELATED LITERATURE
The ty p e o f o r g a n iz a t io n n e e d e d t o a d m in is t e r g u id
a n c e w i l l v a r y w it h t h e s i z e o f th e s c h o o l , w ith a v a i l a b l e
r e s o u r c e s , and w it h th e e x t e n t t o w h ich t h e s c h o o l w is h e s
i t s g u id a n c e program d e v e lo p e d . E ach member o f t h e s t a f f
s h o u ld r e g a r d g u id a n c e a s a c o o p e r a t iv e u n d e r ta k in g an d a s
a r e s p o n s i b i l i t y r e q u ir in g b o th k n o w led g e and s k i l l . I t m ust
b e c o n c e iv e d a s a c o n t in u o u s , u n it a r y p r o c e s s w h ich g i v e s
a p p r o p r ia te em p h a sis t o s u c h p h a s e s a s e d u c a t i o n a l , v o c a
t i o n a l , r e c r e a t i o n a l , and s o c i a l g u id a n c e . The s c h o o l sh o u ld
c o n s id e r g u id a n c e a s a c o n tin u o u s f u n c t io n , a v a i l a b l e a f t e r
th e p u p il h a s l e f t s c h o o l . I n d iv id u a ls and o r g a n iz a t io n s
s h o u ld b e c o n s u lte d and t h e i r c o o p e r a t io n s o u g h t In p rom ot
in g t h e g u id a n c e s e r v i c e . The program s h o u ld a l s o b e c o
o r d in a t e d w it h s i m i l a r s e r v i c e s i n t h e e le m e n ta r y s c h o o l s ,
j u n io r h ig h s c h o o l s , c o l l e g e s , u n i v e r s i t i e s and tr a d e s c h o o l s ,
a s w e l l a s w it h in d u s t r y .
The c o o p e r a tio n o f th e home s h o u ld be s o u g h t i n d e a l
in g w ith p u p il p r o b le m s. The g u id a n c e s e r v i c e s h o u ld be
b o t h a d v is o r y and in f o r m a tio n a l in n a t u r e , b u t f i n a l d e c i s i o n s
m ust r e s t w it h th e p u p i l . T h is w i l l r e s u l t i n th e d e v e lo p
m ent o f a s e l f - r e l i a n t and c o o p e r a t iv e p e r s o n a l i t y .
T yp es o f o r g a n i z a t i o n . In th e v a r io u s s c h o o ls o f th e
10
n a t io n many t y p e s o f o r g a n iz a t io n f o r t h e a d m in is t r a t io n o f
g u id a n c e h ave b e e n d e v e lo p e d . H ow ever, a u t h o r i t i e s ad m it
t h a t i t i s im p o s s ib le t o s e t f o r t h a p a t t e r n f o r a g u id a n c e
o r g a n iz a t io n t h a t ca n b e a d o p te d by e v e r y s c h o o l .
The few p la n s o r p a t t e r n s s u g g e s t e d by Cox and D u ff^
f o r h ig h s c h o o l s w ith one to tw o th o u sa n d p u p ils c a l l s f o r
one Or more d e a n s o r c o u n s e lo r s , f o r c l a s s a d v i s o r s , and f o r
home room t e a c h e r s . I t assu m es t h a t th e c la s s r o o m t e a c h e r
a c t s a s a g u id a n c e o f f i c e r t o d e a l d i r e c t l y w it h t h e p u p ils
i n a l l norm al s i t u a t i o n s i n v o lv in g g u id a n c e . The c l a s s a d
v i s o r s and t h e d ea n s f u n c t io n a s s u p e r v is o r s o f g u id a n c e and
a s c o n s u lt a n t s f o r in d iv i d u a l c a s e s in v o l v i n g m a la d ju s tm e n ts.
They a l s o a c t a s a d m in is t r a t iv e c o o r d in a t o r s i n th e s c h e d u l
in g o f a c t i v i t i e s a n d i n r e p o r t in g and r e c o r d in g th e r e s u l t s
o f t h e g u id a n c e p r o c e d u r e s . They s h o u ld o r g a n iz e and e n c o u r
a g e a l l i n s t i t u t i o n a l c o n t r o ls w h ic h te n d t o prom ote p u p il
and t e a c h e r c o o p e r a t io n , and s h o u ld p a r t i c i p a t e in p o l i c y
m ak in g, i n s c h o o l p r o j e c t s , and i n t h e r o u t in e l i f e o f th e
s c h o o l an d com m u nity. The d e a n s a r e a l s o r e s p o n s ib le f o r a r
t i c u l a t i o n w ith th e c e n t r a l o f f i c e and w it h o th e r s c h o o l s .
A p la n w h ic h , a lth o u g h i t d o e s n o t in c lu d e a l l o f th e
g u id a n c e p o s s i b i l i t i e s i n an a v e r a g e s c h o o l , h as n e v e r t h e l e s s
^ P h ilip Cox and John C arr D u f f , G u id an ce by C lassroom
T e a c h e r (New Y ork : P r e n t i c e - H a l l , I n c . , 1 9 3 8 ) , p . 2 1 5 .
11
p r o v e d t o h ave many a d v a n ta g e s i n a c t u a l p r a c t i c e , i s s u g -
o
g e s t e d by R . D . A l l e n . I t a d v o c a te s th r e e t o s i x c l a s s
c o u n s e lo r s in a t h r e e - y e a r h ig h s c h o o l , th e number t o depend
on t h e s i z e an d o r g a n iz a t io n o f t h e s c h o o l . T h ese c o u n s e l
o r s a r e t e a c h e r s who a c t a s c o u n s e lo r s o f one g ro u p o f p u p ils
u n t i l t h e i r g r a d u a tio n . The home room t e a c h e r s c o n s t i t u t e
a c o m m ittee u n d er t h e l e a d e r s h ip o f th e c l a s s c o u n s e lo r f o r
th e g u id a n c e a c t i v i t i e s o f e a c h g r a d e . A l l e n ’s p la n a l s o
in c lu d e s a c o u n s e lo r who i s r e s p o n s ib l e t o t h e p r i n c i p a l o f
th e s c h o o l and who c o o r d in a t e s an d s u p e r v is e s t h e c l a s s cou n
s e l o r s an d p r o v id e s a u n i f i e d program f o r t h e s c h o o l . A
c o m m itte e com posed o f th e s u b j e c t t e a c h e r s o f e a c h c l a s s
m ee ts w it h t h e c o u n s e lo r s t o work o u t a c o o p e r a t iv e program
th r o u g h w h ich e a c h t e a c h e r may have h i s s h a r e in g u id a n c e .
A n o th e r p l a n . T h is o n e , o f f e r e d by D o u g la s ,^ i $ f o r
a l a r g e r h ig h s c h o o l . I t I n c lu d e s a d i r e c t o r o f g u id a n c e ,
a d ea n o f g i r l s , a v o c a t io n a l c o u n s e lo r , s t a f f o f r e g i s t r a
t i o n a d v is o r s an d s t a f f o f home room a d v i s o r s . The e n t i r e
g u id a n c e program i s h ead ed and d i r e c t e d by t h e d i r e c t o r o f
g u id a n c e ; one o f th e d i r e c t o r s , c h i e f l i e u t e n a n t , i s th e
o
"^Richard A l l e n , O r g a n iz a tio n a n d S u p e r v is io n o f G u id
a n c e in P u b lic E d u cat i o n , ( Hew Y ork ; I n o r P u b lis h in g Com
p a n y , 1 9 3 4 ) , p . 1 4 5 .
® H. D o u g la s , O r g a n iz a tio n and A d m in is t r a t io n o f
S e c o n d a r y S c h o o ls , (New Y ork : G inn an d Company, 1 9 3 2 ) . p .
1 8 4 .
12
v o c a t i o n a l c o u n s e lo r , w ho, u n d er d i r e c t i o n , assu m es r e s p o n
s i b i l i t y f o r t h e d ev elo p m en t o f a program f o r b r in g in g t o
g e t h e r a l l a v a i l a b l e v o c a t io n a l in fo r m a tio n and d a t a c o n c e r n
in g th e p u p i l s , t h e i r a b i l i t i e s , and t h e i r i n t e r e s t s , w h ich
c o u ld have a b e a r in g on v o c a t io n a l c h o i c e . As a m ajor mem
b e r o f t h e s t a f f , th e dean o f g i r l s a ssu m es l e a d e r s h ip in
d i r e c t i n g th e s o c i a l l i f e o f th e s c h o o l , and a l s o p la y s a
la r g e p a r t in r e l i e v i n g th e d i r e c t o r o f g u id a n c e . The a c t i v
i t i e s o f t h e tw o g r o u p s o f s t a f f a s s i s t a n t s , r e g i s t r a t i o n
and home room a d v is o r s a r e p e r s o n a lly d i r e c t e d by t h e d i
r e c t o r o f g u id a n c e . The r e g i s t r a t i o n a d v is o r s a r e t e a c h e r s
c h o se n f o r s p e c i a l g u id a n c e d u t i e s a t r e g i s t r a t i o n p e r io d s .
The home room a d v is o r s f u n c t io n th r o u g h o u t t h e y e a r and a r e
a s s ig n e d t o w ork w it h s p e c i f i c g r o u p s o f p u p i l s .
A n o th e r e x c e l l e n t p la n f o r g u id a n c e o r g a n iz a t io n i s
4
s u g g e s t e d by D a v i s . T h is g e n e r a l program o f g u id a n c e i s
a d m in is t e r e d u n d er u lt im a t e le a d e r s h ip o f th e p r i n c i p a l , b u t
th e work o f th e g u id a n c e program i s th e d i r e c t r e s p o n s i b i l
i t y o f th e d i r e c t o r o f g u id a n c e who w orks w it h t h e dean o f
g i r l s an d th e d ea n o f b o y s . A s s i s t i n g t h e d i r e c t o r i s a
f a c u l t y c o m m ittee made up l a r g e l y o f s p e c i a l t e a c h e r s .
4
J e s s i e B . D a v is , A P la n o f O r g a n iz a tio n f o r G u id
a n c e w it h in th e S eco n d a ry S c h o o l s , N a tio n a l A s s o c ia t i o n o f
S eco n d a ry S c h o o l P r i n c i p a l s , C om m ittee on G u id an ce in S e c
ondary S c h o o ls , ( B u l l e t i n 1 9 , C ic e r o , I l l i n o i s , J a n . 1 9 3 9 ) ,
p . 7 .
13
T h ese a s s i s t a n t s a r e , f o r t h e m ost p a r t , th o s e who have
s p e c i a l q u a l i f i c a t i o n s f o r c e r t a i n k in d s o f g u id a n c e w ork .
The num erous e d u c a t i o n a l , m e d ic a l, p s y c h o l o g i c a l , s o c i a l
and c i v i c w e lf a r e o r g a n iz a t io n s a r e u t i l i z e d f o r s e c u r in g
in fo r m a tio n and a s s i s t a n c e , a c c o r d in g t o D a v is , and i t s
s p o n s o r m ust f u n c t i o n in a l l t h e fo rm s o f g u id a n c e . L a r
son® i n a stu d y o f t h e g u id a n c e program i n a s i x - y e a r h ig h
s c h o o l , a tte m p te d t o a p p r a is e and e v a lu a t e t h e program s u b
j e c t i v e l y and o b j e c t i v e l y .
The j u n io r c o l l e g e an d g u id a n c e . In 1 925 Koos® pu b
l i s h e d h i s work on th e J u n io r C o lle g e movement u n d er t h e
t i t l e The J u n io r C o lle g e M ovem ent, w h ile a t t h a t tim e t h e
m ovem ent had n o t becom e s o w id e sp r e a d an d g e n e r a l a s i t i s
t o d a y .
Koos p la c e d th e b e g in n in g o f t h e movement a s e a r l y
a s 1 9 1 1 , b u t i t was n o t u n t i l 1915 t h a t th e p e r io d o f i t s
r a p id d e v e lo p m en t o c c u r r e d . A t th e tim e o f K o o s' s tu d y
t h e r e w ere fo u r d i f f e r e n t t y p e s o f J u n io r C o l l e g e s , w h ic h
w e r e : P u b lic J u n io r C o l l e g e s , S t a t e i n s t i t u t i o n s , p r i v a t e
J u n io r C o l l e g e s , and J u n io r C o lle g e s w it h in t h e u n i v e r s i
t i e s .
F r e d e r ic k W illia m L a r so n , E v a lu a tio n o f a Program
o f G u id an ce f o r S i x Y ea r H igh S c h o o l, U n p u b lish e d M a ster s
T h e s i s , U .S .C . L os A n g e le s , 1 9 3 7 .
K o o s, L e o n a r d , a n d G rayson K e fa u v e r , G u id an ce in S e c
on d ary S c h o o l s , (New Y ork : The M acM illan Company, 1 9 3 4 7 7 P*
1 2 6 .
14
The J u n io r C o lle g e i s one o f t h e m ost r e a d i l y a c
c e p t a b le f i e l d s f o r g u id a n c e . The aim s and o b j e c t i v e s a r e
a s f o l lo w s :
GROUP I .
A f f e c t i n g E d u c a tio n
in th e Two Y e a rs
u n d er C o n s id e r a tio n
GROUP I I .
A f f e c t i n g th e
O r g a n iz a tio n o f t h e
S c h o o l S y ste m .
(1
(2
(3
(4
(5
(6
(7
(8
(9
(11
(12
(1 3
(1 4
O f f e r in g tw o y e a r s o f work
a c c e p t a b le t o c o l l e g e s and
u n i v e r s i t i e s •
C o m p le tin g e d u c a tio n o f
s t u d e n t s n o t in t e n d in g t o
g o o n .
P r o v id in g o c c u p a t io n a l t r a i n -
P o p u la r iz in g h ig h e r e d u c a t io n .
C o n tin u in g home in f lu e n c e
d u r in g im m a tu r ity .
A f f o r d in g a t t e n t i o n t o th e
i n d iv i d u a l s t u d e n t .
O f f e r in g b e t t e r o p p o r t u n it ie s
f o r t r a i n i n g in l e a d e r s h ip .
O f f e r in g b e t t e r i n s t r u c t i o n
in t h e s e s c h o o l y e a r s .
A llo w in g f o r e x p l o r a t i o n .
P la c in g in th e se c o n d a r y s c h o o l
a l l work a p p r o p r ia te t o i t .
M aking th e se c o n d a r y s c h o o l
p e r io d c o in c id e w it h a d o l e s
c e n c e •
F o s t e r in g t h e e v o lu t io n o f
th e s y s te m o f e d u c a t io n .
E co n o m izin g tim e a n d e x p e n se
by a v o id in g d u p l i c a t i o n .
A s s i s t i n g a f u n c t io n o f th e
s m a ll c o l l e g e s .
15
GROUP I I I . (1 5 ) R e l ie v in g t h e u n i v e r s i t y .
A f f e c t i n g t h e
U n iv e r s it y (1 6 ) M aking p o s s i b l e r e a l u n i v e r s i t y
f u n c t i o n i n g .
(1 7 ) A s s u r in g b e t t e r p r e p a r a tio n
f o r u n i v e r s i t y w ork.
The aim s a n d p u r p o se s o f th e J u n io r C o lle g e to d a y a r e
v e r y s i m i l a r to th e a im s a n d p u r p o se s a s o u t lin e d by K oos in
1 9 2 5 . The b u l l e t i n s o f t h e J u n io r C o lle g e a l l in c lu d e a s
t h e i r p u rp o se th e o f f e r i n g o f two y e a r s o f a c c e p t a b le u n i
v e r s i t y w ork , c o m p le tin g t h e e d u c a t io n o f s t u d e n t s n o t i n
t e n d in g t o g o o n , p r o v id in g o c c u p a t io n a l t r a i n i n g o f J u n io r
C o lle g e g r a d e s , p o p u la r iz in g h ig h e r e d u c a t io n , and o f f e r i n g
a t t e n t i o n t o i n d iv i d u a l s t u d e n t s . They a l l p a r t i c u l a r l y
s t r e s s a llo w in g f o r e x p l o r a t i o n .
The J u n io r C o lle g e i s t y p i c a l l y A m erican — b o rn o f
A m erican t h i n k i n g , f o r A m e r ic a n s. I t i s d e s ig n e d t o m eet
t h e n e e d s o f t h e m a sses o f th e s o c i a l g ro u p s who o t h e r w is e
w ou ld n o t b e a b le t o b e n e f i t by c o l l e g i a t e t r a i n i n g . I t i s
b o th u n iq u e an d d i s t i n c t , d is s e m in a t in g c u lt u r e t o th e
m a s s e s •
The l a t e F r a n k lin D e la n o R o o s e v e lt , w r it in g to . th e
A m erican A s s o c ia t i o n o f J u n io r C o l l e g e s , s a i d , “The J u n io r
C o lle g e h as now becom e a r o b u s t y o u n g s t e r in t h e f a m ily o f
A m erican e d u c a t io n a l i n s t i t u t i o n s an d i s f i l l i n g a d e f i n i t e
n e e d in t h e A m erican e d u c a t io n a l p r o g r a m .”
The J u n io r C o lle g e M ovem ent. The J u n io r C o lle g e
16
movem ent i n th e U n ite d S t a t e s o r i g i n a t e d u n d er t h e e f f o r t s
o f W illia m R a in ey H a rp er, P r e s id e n t o f t h e U n iv e r s it y o f
C h ic a g o , and r e c o g n iz e d a s th e “ f a t h e r o f th e J u n io r C o l
l e g e m ovem ent.” P r e v io u s t o 1 900 D o c to r H arper had u rg ed
t h a t 26 p e r c e n t o f some 2 0 0 s m a ll f o u r - y e a r i n s t i t u t i o n s
s h o u ld d is c o n t in u e th e t h i r d and f o u r t h y e a r c u r r ic u lu m due
t o t h e i r i n a b i l i t y to f u n c t io n s u c c e s s f u l l y a s f o u r - y e a r
s c h o o l s . E e ll s ^ p o in t s o u t t h a t D o c to r H a rp er ’s s u g g e s t io n s
d id n o t im m e d ia te ly ta k e e f f e c t b e c a u s e he sp o k e o f “ c o o p
e r a t i o n ” w ith p u b lic h ig h s c h o o ls and “ a f f i l i a t i o n ” w ith
p r i v a t e a c a d e m ie s and c o l l e g e s , w h ich g a v e t o many th e f e a r
o f l o s i n g In d e p e n d en t e x i s t e n c e ; h o w ev e r, b y 1924 a p p r o x i
m a te ly 50 p e r c e n t o f t h e s e s m a ll c o l l e g e s had s u r v iv e d and
25 p e r c e n t had becom e J u n io r C o l l e g e s .
The f i r s t o f t h e s e s m a ll f o u r - y e a r I n s t i t u t i o n s t o
d is c o n t in u e t h e t h i r d and fo u r th y e a r s * work an d becom e th e
f i r s t e s t a b l i s h e d J u n io r C o lle g e in th e U n ite d S t a t e s was
D e c a tu r B a p t i s t C o lle g e in T e x a s, 1 8 9 7 -9 8 . The f i r s t p u b lic
J u n io r C o lle g e w as o r g a n iz e d a t J o l i e t , I l l i n o i s , i n 1 9 0 2 ,
u n d er t h e d i r e c t e f f o r t s o f D r. H a rp er.
G rowth o f t h e J u n io r C o l l e g e * Two y e a r s a f t e r th e
o r g a n iz a t io n o f t h e f i r s t p u b lic J u n io r C o lle g e a t J o l i e t
W a l t e r C rosby E e l l s , The J u n io r C o l l e g e , (B o sto n :
H oughton M i f f l i n Company, 1 9 3 1 7 , p p . 6 0 - 6 4 .
17
t h e r e w ere s i x p u b lic and 1 8 s e m i-p u b lic i n s t i t u t i o n s o f
th e J u n io r C o lle g e ty p e in t h e U n ite d S t a t e s .
The J u n io r C o lle g e m ovement b eg a n in C a l i f o r n ia u n
d e r a la w w h ich was p a s s e d in 1 907 and amended s e v e r a l tim e s
by s u b s e q u e n t e n a c tm e n ts . The o r g a n iz a t io n o f th e f i r s t pub
l i c J u n io r C o lle g e in th e s t a t e b eg a n i n 1907 a t F r e s n o , and
th e i n s t i t u t i o n was f u l l y e s t a b l i s h e d b y 1 9 1 0 . A se c o n d was
o r g a n iz e d a t S a n ta B a r b a r a , b e g in n in g in 1 9 1 0 . O th e rs f o l
lo w e d a t H ollyw ood and Los A n g e le s i n 1 9 l l and 1 9 1 2 , and a t
B a k e r s f i e l d , F u l le r t o n and L ong B each in 1 9 1 3 . The movement
i n C a l i f o r n ia was v e r y r a p id from t h e f i r s t , and b y 1917
t h e r e w ere 16 J u n io r c o l l e g e s in t h e s t a t e .
In th e U n ite d S t a t e s a s a w h o le th e movement g a in e d
r a p id ly f o r a number o f y e a r s . T h ere w ere 22 j u n io r c o l
l e g e s e s t a b l i s h e d b e tw e en 1 915 and 1 9 2 0 , 56 b e tw e en 1 9 2 0 and
1 9 2 4 , a n d 74 b e tw e e n 1924 and 1 9 2 8 . In 1 9 3 0 t h e r e w ere a t
l e a s t 4 5 0 j u n io r c o l l e g e s , p u b lic an d p r i v a t e , i n t h e U n ite d
S t a t e s , w it h a n e n r o llm e n t o f more th a n 7 0 ,0 0 0 . They w ere
t o b e fo u n d i n a l l b u t f i v e s t a t e s . C a lif o r n ia and T ex a s
w ere l e a d i n g , w it h 49 and 4 7 , r e s p e c t i v e l y . The a v e r a g e a g e
o f t h e s c h o o ls was 6 . 8 y e a r s , a n d th e s c h o o ls w ere a lm o s t
e x c l u s i v e l y c o - e d u c a t io n a l i n s t i t u t i o n s .
A t a m e e tin g o f J u n io r C o lle g e r e p r e s e n t a t i v e s , h e ld
i n S t . L o u is in 1 9 2 0 , t h e N a tio n a l A s s o c i a t i o n o f J u n io r
C o lle g e s was form ed an d h a s m et a n n u a lly s i n c e t h a t tim e .
18
The a c t i v e m em bership i n th e a s s o c i a t i o n grew from 34 i n
1 9 2 0 t o 210 i n 1 9 2 9 . The n a t io n a l A s s o c ia t i o n o f J u n io r
C o lle g e s h as b e e n a p o w e r fu l f o r c e i n th e d ev elo p m en t and
u n i f y in g o f th e J u n io r C o lle g e m ovem ent. In 1 9 2 9 t h e J u n io r
C o lle g e J o u r n a l was a d o p te d a s t h e o f f i c i a l p u b l i c a t i o n o f
th e a s s o c i a t i o n .
P r e s e n t s t a t u s o f th e J u n io r C o l l e g e .® T h ere w ere
528 J u n io r C o lle g e s i n th e U n ite d S t a t e s in 1 9 3 7 w ith an
e n r o llm e n t o f 1 2 9 ,1 0 6 . The y e a r s b e tw e e n 1 9 2 8 and 1 9 3 7
show ed a n in c r e a s e o f 29 p e r c e n t in number o f s c h o o l s , and
156 p e r c e n t In e n r o llm e n t . Of th e 528 J u n io r C o lle g e s 279
(4 3 p e r c e n t ) a r e p u b l i c l y and 299 (5 7 p e r c e n t ) p r i v a t e l y
c o n t r o l l e d .
T h ere h as b e e n a r a p id grow th b o th in number o f
J u n io r C o lle g e s and e n r o llm e n t o f s t u d e n t s in th em . The
r a t e o f in c r e a s e i n e n r o llm e n t h a s b e e n more r a p id th a n h a s
t h a t i n number o f i n s t i t u t i o n s . A v e ra g e e n r o llm e n t p e r
J u n io r C o l l e g e , t h e r e f o r e , h as shown a m arked in c r e a s e ; i t
9
i s a lm o s t 11 tim e s a s g r e a t in 1940 a s i t was in 1 9 1 5 .
W a l t e r C rosby E e l l s , S t a t u s o f t h e J u n io r C o lle g e in
th e U n ite d S t a t e s (S c h o o l an d S o c i e t y , J a n . 3 0 , 1 9 3 7 ) , p p .
1 6 6 - 1 6 7 .
9
W a lte r C rosby E e l l s , A m erican J u n io r C o l l e g e s , (Amer
ic a n C o u n c il on E d u c a tio n , W a sh in g to n , D. C ., 1 9 4 0 , 1 s t e d . ) ,
p p . 1 8 - 1 9 .
19
J u n io r C o lle g e g u id a n c e p rogram .^® The J u n io r C o l
l e g e h a s a b e t t e r o p p o r tu n ity an d a l a r g e r r e s p o n s i b i l i t y
th a n e i t h e r t h e h ig h s c h o o l o r th e s ta n d a r d f o u r - y e a r c o l
l e g e o r u n i v e r s i t y . The id e a i s c e n t r a l t o t h e J u n io r C o l
l e g e movement a n d e f f e c t i v e te c h n iq u e s a r e f a s t d e v e lo p in g .
A r e v i s i o n o f t h i s te c h n iq u e i s b e in g f o r c e d in th e
i n t e r e s t o f a s t u d e n t - c e n t e r e d p rogram . The s p o n s o r s o f
q u a l i f y i n g e x a m in a tio n s an d "Freshm an Week” h ave w atch ed th e
s p le n d id d e v e lo p m en t w it h c r i t i c a l i n t e r e s t and h ave come
t o t h e c o n c lu s io n t h a t w h ile th e y h ave p r o v e n e x t r a o r d in a r
i l y v a l u a b le , th e y w ere d e v e lo p e d from th e p o in t o f v ie w o f
s e l f - p r o t e c t i o n o f th e i n s t i t u t i o n and c o n d u cte d l a r g e l y i n
th e s p i r i t o f r e g im e n t a t io n . The s t u d e n t su b m its t o them
and t h e f i n d i n g s a r e o f t e n w it h h e ld from h im . I t i s n e c e s
s a r y t o ch a n g e from th e p o in t o f v iew o f a d m in is t e r in g e x
a m in a tio n s i n th e i n t e r e s t o f t h e f a c u l t y t o m aking a s t u
d e n t p r o j e c t o f o r i e n t a t i o n i n w h ich t h e s t u d e n t i s g iv e n
th e b e s t f a c i l i t i e s t o a n a ly z e h i m s e l f .
The s t u d e n t s h o u ld b e a g u e s t o f t h e J u n io r C o lle g e
f o r th e f i r s t tw o w eek s b e f o r e he i s r e g i s t e r e d . T h is ca n
p erh a p s b e b e s t a c c o m p lis h e d by e x t e n d in g t h e p r e s e n t
"Freshm an Week" t o tw o w eek s f o r t h e o r i e n t a t i o n o f i n
com in g s t u d e n t s . D u rin g t h o s e tw o w eek s a l l a v a i l a b l e
10
C a rl S e a s h o r e , G u id an ce P rogram . J u n io r C o lle g e
J o u r n a l 5 : 5 , 1 9 4 0 .
20
f a c i l i t i e s s h o u ld b e u t i l i z e d f o r s e l f - a n a l y s i s , s e l f -
r a t i n g and s e l f - g u i d a n c e on t h e b a s i s o f b e s t a v a i l a b l e
p r o c e d u r e s . The p r o c e d u r e s h o u ld f a l l i n t o t h r e e p a r t s :
( 1 ) c a s e h i s t o r y ; ( 2 ) tw o w eek s o f a n a l y s i s ; and ( 3 ) G u id
ed r e g i s t r a t i o n .
F or t h e f i r s t s t a g e th e s tu d e n t s h o u ld be r e q u ir e d
t o b r in g h i s c a s e h i s t o r y i n t h e form o f t h e b e s t a v a i l a b l e
ty p e o f r e p o r t i n g , a n d r e q u ir e a p e r s o n a l l e t t e r t o t h e o f
f i c e o f a d m is s io n o f t h e J u n io r C o lle g e s t a t i n g in f o r m a lly
w hat p r e p a r a tio n he h a s , what he w is h e s t o p r e p a r e f o r , and
w hy, and v a r io u s a l t e r n a t i v e p la n s t h a t he may h ave f o r h i s
e d u c a t io n .
F or t h e e x p e r im e n ta l p e r io d t h e f o l l o w i n g p la n s c o u ld
b e s u g g e s t e d :
F or ea ch day th e s t u d e n t ta k e one b a s i c q u a l i f y i n g
t e s t . To i l l u s t r a t e t h e p r o c e d u r e , t h e f i r s t day a v o ca b u
la r y t e s t i s g i v e n . T h is may b e g iv e n t o la r g e c l a s s e s , and
a l l e n t e r i n g s t u d e n t s s h o u ld ta k e i t . Then e a c h s t u d e n t
t a k e s b a ck h i s own p a p e r and p erfo rm s th e p r e s c r ib e d compu
t a t i o n s le a d in g t o a p p r o p r ia te su m m aries.. E ach s t u d e n t r e
c o rd s h i s f i n d in g s on a r e c o r d s h e e t , and th e o r i g i n a l r e c o r d
g o e s b a c k t o t h e o f f i c e . The s t u d e n t h a s s i g n i f i c a n t r e t u r n s
i n term s o f a p e r s o n a l i t y c h a r t . The s e s s i o n may th e n b e
c lo s e d w it h a l i s t o f s e l e c t e d r e f e r e n c e s w h ic h he may f o l lo w
up a t h i s c o n v e n ie n c e .
21
A t t h e end o f th e f i r s t day t h e s t u d e n t w i l l have
fo u n d a m ethod o f s t u d y in g h i m s e l f in h i s own i n t e r e s t and
w i l l h ave le a r n e d th e s i g n i f i c a n c e o f v o c a b u la r y , and w i l l
h a v e had i n c i s i v e t r a i n i n g in how t o w ork in c o l l e g e .
In t h e s e c o n d w e ek , o f f e r s p e c i f i c q u a l i f y i n g exam
i n a t i o n s , s u c h a s E n g lis h , g e n e r a l s c i e n c e , and s o c i a l i n
fo r m a tio n ; a n d more s p e c i f i c t e s t s , s u c h a s m ea su res o f
m u s ic a l t a l e n t , a r t t a l e n t , d r a m a tic t a l e n t , m e c h a n ic a l a b i l
i t y , m a th e m a tic a l a b i l i t y , a n d t e s t s f o r w h a te v e r o th e r
f i e l d s a r e o p e n . T h ese may s t r e s s b o t h a p t i t u d e an d a c h ie v e
m en t. By t h e end o f t h a t w eek t h e s t u d e n t w i l l h a v e a d o z e n
e n t r i e s on h i s p e r s o n a l i t y p r o f i l e , w i l l u n d e r sta n d w hat
e a c h one m eans t h e o r e t i c a l l y an d f o r h i m s e l f p e r s o n a l l y ,
w i l l h a v e had t r a i n i n g in th e b e s t a v a i l a b l e m ethod o f s c i
e n t i f i c a n a l y s i s , and w i l l b e g i n t o f e e l a t home w it h him
s e l f in a r e a l i s t i c w ay.
The f o l lo w in g w eek, f u l l J u n io r C o lle g e r e g i s t r a t i o n
may t a k e p la c e u n d er a w e l l o r g a n iz e d program o f g u id a n c e ,
th e s t u d e n t an d t h e i n s t r u c t o r h a v in g b e f o r e them t h e c a s e
h i s t o r y an d th e p e r s o n a l i t y p r o f i l e .
C o u n s e lin g i n th e J u n io r College. I t i s w it h in th e
pow er o f t h e dean o f g i r l s i n a J u n io r C o lle g e t o h e lp m ain -
^ ^ E sth er L i t c h f i e l d , C o u n s e lin g in L arge J u n io r C o l
l e g e s , J u n io r C o lle g e J o u r n a l, p . 1 1 1 .
22
t a i n c e r t a i n s ta n d a r d s o f s o c i a l c o n d u c t, t o h e lp fo r m u la te
i d e a l s , t o a i d in p e r s o n a l i t y d e v e lo p m e n t, t o d is c o v e r a p
t i t u d e s and i n t e r e s t s , an d t o d i r e c t s t u d e n t s i n t o d e s i r
a b le an d p r o f i t a b l e f i e l d s o f e n d e a v o r . T h ese f u n c t i o n s
a r e s o i n t e g r a t e d w ith t h e g u id a n c e s e r v i c e o f t h e s c h o o l
t h a t t h e dean o f g i r l s i s u s u a l l y a member o f th e s t a f f .
She i s more f r e q u e n t ly c o n c e r n e d w it h th e a d j u s t i v e p h a se
o f g u id a n c e th a n w it h th e d i s t r i b u t i v e p h a s e . Sh e i s a co u n
s e l o r who s t r i v e s t o h e lp t h e i n d iv id u a l make n e c e s s a r y a d
ju s tm e n t t o e d u c a t io n a l, s o c i a l a n d v o c a t i o n a l s i t u a t i o n s
by a p p l i c a t i o n o f th e in fo r m a tio n s h e h a s c o l l e c t e d th r o u g h
v a r io u s g u id a n c e an d t e s t i n g a g e n c ie s o f t h e s c h o o l. She
m ust b e c l o s e l y a f f i l i a t e d w it h th e g u id a n c e s t a f f .
The J u n io r C o lle g e d ean i s c o n f r o n te d w ith c e r t a i n
p ro b lem s c r e a t e d by e n r o llm e n t o f a la r g e number o f s t u
d e n t s , t h e l a r g e a r e a s from w h ich t h e s e s t u d e n t s com e, and
th e s h o r t p e r io d s o f tim e th e y a r e u n d er s u p e r v i s i o n o f th e
c o l l e g e • The J u n io r C o lle g e d o e s n o t have t h e p r i v i l e g e
o f s e l e c t i n g i t s s t u d e n t s an d many come w it h s c h o l a r s h i p
o r s u b j e c t d e f i c i e n c i e s w h ic h p r e v e n t them from e n t e r i n g
th e u n i v e r s i t y . The s t u d e n t i s s u b j e c t t o more o u t s id e i n
t e r e s t s and I n f lu e n c e s th a n h i s l o w e r - d i v i s i o n co n tem p o ra ry
i n a f o u r - y e a r i n s t i t u t i o n who l i v e s on h i s c o l l e g e campus
and w h ose l i f e i s c e n t e r e d t h e r e .
P la c e o f group c o u n s e l i n g . A m ajor d e v ic e f o r
23
grou p c o u n s e lin g i s th e o r i e n t a t i o n c l a s s o r s e r i e s o f l e c
t u r e s . Th© a d v is o r m ee ts w it h t h e s t u d e n t s in t h e i r a d v i s
o ry grou p two o r t h r e e tim e s a month and d i s c u s s e s th e
t o p i c s p r e s e n t e d in t h e o r i e n t a t i o n c o u r s e .
I n c r e a s in g c o n t a c t w ith s t u d e n t s . A l l d e a n s a r e
s u p e r v is o r s o f t h e s o c i a l program s i n t h e i r s c h o o l s . T h is
b r in g s them i n t o c o n t a c t w ith many s t u d e n t l e a d e r s , b o th
men and woman, a n d g i v e s them an u n d e r s ta n d in g o f s tu d e n t
l i f e . C o n ta c t w it h e x e c u t iv e b o a r d s a n d c o m m itte e s o f t h e
v a r io u s wom en's o r g a n iz a t io n s i s a f u r t h e r a i d t o the d i s
c o v e r y o f s t u d e n t le a d e r s and u n d e r s ta n d in g o f stu d e n t
t r e n d s .
U se o f d e p a r tm e n ta l c o u n s e l o r s . Twenty or more f a c
u l t y members s e r v e a s c o u n s e lo r s , who a r e known t o h ave a
s y m p a th e tic u n d e r s ta n d in g o f you n g p e o p le and a b road
k n o w led g e o f t h e i r p r o b le m s, a s w e l l a s v o c a t io n a l and p r o
f e s s i o n a l i n t e r e s t s w h ich e x te n d b ey o n d th e sc h o o lr o o m .
Ho program o f g u id a n c e i s e n t i r e l y a d e q u a te u n le s s
i t u l t i m a t e l y e v o lv e s i n t o a p la c e m e n t b u r e a u and a f o l l o w -
up s e r v i c e . O b v io u s ly , t h e f i n a l t e s t o f ou r c o u n s e lin g
l i e s in t h e s u c c e s s o f our s t u d e n t s in t h e i r p u r s u it s a f t e r
c o m p le tin g t h e i r fo r m a l e d u c a t io n .
L i t c h f i e l d s t a t e s :
I h ave o n ly a s im p le p h ilo s o p h y o f g u id a n c e
t o o f f e r - - t h e way t o g u id e i s n o t j u s t t o s e t up
a s y s te m , b u t i n s o f a r a s w isdom an d judgm ent
24
p e r m it s , t o d i r e c t th e y o u t h f u l I n d iv id u a l i n t o
th e p a th w h ich w i l l m ost l i k e l y le a d t o h i s u l t i
m ate s u c c e s s a n d h a p p in e s s in t h i s co m p lex and
b e w ild e r in g w o r ld .
CHAPTER I I I
GUIDANCE AT THE BUTLER JUNIOR COLLEGE
The B u tle r J u n io r C o l l e g e . The B u tle r J u n io r C o l
l e g e i s s i t u a t e d in T y le r , T e x a s, a c i t y o f a p p r o x im a te ly
8 0 ,0 0 0 p e o p le . The c i t y i s s i t u a t e d b e tw e e n D a lla s and
H ou ston and i s su rr o u n d e d by o i l w e ll to w n s.
T here a r e e ig h t s c h o o ls in T y le r f o r N e g r o e s , tw o o f
w h ic h a r e c o l l e g e s , B u t le r J u n io r C o lle g e and T exas C o l l e g e .
The B u t le r J u n io r C o lle g e i s a b o u t one and o n e - f o u r t h m ile s
from t h e b u s in e s s p a r t o f th e c i t y . The c i t y can b e r e a c h e d
from a l l im p o r ta n t p o i n t s d a i l y by t r a i n o v e r th e S t . L o u is -
S o u th w e s te r n and M is s o u r i P a c i f i c r a i l r o a d s .
B u t le r J u n io r C o lle g e owns t h i r t y a c r e s o f la n d w it h
i n t h e c i t y l i m i t s o f T y le r . A bout t e n o f th e t h i r t y a c r e s
a r e u s e d d i r e c t l y f o r t h e cam pus, w h ich i s a t t r a c t i v e l y
sh a d ed w it h f i n e f o r e s t t r e e s o f n a t u r a l g r o w th .
The e l e v a t i o n i s h ig h , th e a i r i s p u re and th e c lim a t e
i s d e l i g h t f u l in su c h s u r r o u n d in g s . The s c h o o l i s in p o s i
t i o n t o h e lp you n g men and women t o h ig h e r p la n e s o f l i v i n g ;
th e s t u d e n t s come from homes o f a v e r a g e s o c ia l- e c o n o m ic
s t a n d in g , in s o f a r a s J u n io r C o lle g e s t u d e n t s a r e c o n c e r n e d .
The J u n io r C o lle g e i s an i n s t i t u t i o n o f f e r i n g two
y e a r s o f i n s t r u c t i o n o f c o l l e g i a t e g r a d e . I t s p u r p o se s a r e
26
a s f o l lo w s : ^
( 1 ) I t o f f e r s o p p o r t u n it ie s f o r a c o l l e g e e d u c a
t i o n t o h ig h s c h o o l g r a d u a t e s .
( 2 ) I t o f f e r s o p p o r t u n it ie s to a d u l t s o f t h e com
m u n ity who d e s i r e to a v a i l t h e m s e lv e s o f any c o u r s e s o f
f e r e d .
( 3 ) I t o f f e r s th e f i r s t tw o y e a r s o f c o l l e g e e d u c a
t i o n a t hom e, and p r e p a r e s i t s s t u d e n t s t o e n t e r th e up p er
d i v i s i o n o f sta n d a r d c o l l e g e s .
( 4 ) I t e n d e a v o r s t o make p r o v is io n f o r v o c a t i o n a l
t r a i n i n g by g i v i n g c o u r s e s f o r s p e c i f i c o c c u p a t io n s .
The B u t le r J u n io r C o lle g e was o r g a n iz e d in 1 9 2 7 w ith
an e n r o llm e n t o f 140 s t u d e n t s , and d u r in g t h e p a s t te n
y e a r s h a s r e a c h e d an e n r o llm e n t a s h ig h a s 1 ,0 6 0 .
A t th e p r e s e n t tim e t h e a p p r o x im a te e n r o llm e n t i s
8 0 0 . The l a r g e r p a r t o f t h e s t u d e n t s a t t e n d in g a r e from
t h e B ook er T. W ash in gton H igh S c h o o l, D a l l a s , T exas ; th e
T e r r e l l H igh S c h o o l, F o r t W orth, T exas ; and t h e G a te s H igh
S c h o o l, H o u sto n , T e x a s .
The t e a c h i n g p e r s o n n e l i s com posed o f tw e n ty -o n e p e r
s o n s , a l l h a v in g S t a t e "A" T ea ch ers* C e r t i f i c a t e s and t r a i n
in g b ey o n d f o u r y e a r s o f c o l l e g e . E le v e n te a c h e r s h o ld
M aster o f A r t D e g r e e s . T h ree t e a c h e r s h o ld P h .D . d e g r e e s
^ B u tle r J u n io r C o lle g e B u l l e t i n , 1 9 4 4 -4 5 .
27
from o u t s t a n d in g u n i v e r s i t i e s s u c h a s t h e U n iv e r s it y o f
M ic h ig a n , U n iv e r s it y o f C o lo r a d o , U n iv e r s it y o f C h ic a g o ,
C olum bia U n i v e r s i t y , U n iv e r s it y o f S o u th e r n C a l i f o r n i a ,
Howard U n iv e r s it y and B o sto n U n i v e r s i t y .
The B u t le r J u n io r C o lle g e i s a c c r e d it e d by th e S t a t e
B oard o f E d u c a tio n , D ep artm en t o f E d u c a tio n , A u s t in , T e x a s .
G u id an ce program a t B u t le r J u n io r C o l l e g e . The J u n
i o r C o lle g e f a c u l t y a s s i s t t h e a d m in is t r a t io n in a d v i s in g
and c o u n s e lin g s t u d e n t s a b o u t t h e i r work and c o l l e g e p r o b
le m s . T h ere a r e no s p e c i a l g u id a n c e o f f i c e r s , a s s u c h , a s
a p a r t o f th e g u id a n c e p rogram . M ost o f th e te a c h e r s a r e
s e l e c t e d f o r t h e i r g u id a n c e e x p e r ie n c e and t h e i r a d a p t a b il
i t y t o s t u d e n t p r o b le m s. P e r s o n a li t y i s one o f th e m ost im
p o r t a n t f a c t o r s in t h e s e l e c t i o n o f t e a c h e r s .
A t th e tim e o f r e g i s t r a t i o n , e a c h s t u d e n t i s a s
s ig n e d a f a c u l t y a d v i s o r . T h is a d v is o r w i l l c o u n s e l th e
s t u d e n t d u r in g h i s e n t i r e c a r e e r a t t h e J u n io r C o lle g e .
A d v is o r s a r e a s s ig n e d t o s t u d e n t s on th e b a s i s o f t h e i r
m ajor i n t e r e s t s . T h ese a d v i s o r s , on a c c o u n t o f th e l i m i t e d
number o f s t u d e n t s a s s ig n e d t o th em , a r e a b l e to know t h e
s t u d e n t s u n d e r t h e i r j u r i s d i c t i o n a n d t h e m ajor p a r t o f
t h e i r g u id a n c e i s a lo n g e d u c a t io n a l and v o c a t io n a l l i n e s .
The f a c u l t y and th e a d m in is t r a t io n a r e a v a i l a b l e t o
s t u d e n t s f o r c o u n s e l i n g , and t h e s o - c a l l e d " p rob lem c a se s"
a r e h a n d le d by t h e Dean o f Women o r th e Dean o f Men and
28
t h e D ir e c t o r o f th e C o l l e g e . The a d m in is t r a t io n an d c u r
r ic u lu m a t B u t le r J u n io r C o lle g e h ave show n t h a t t h e r e i s
an a w a r e n e ss o f th e g u id a n c e n eed ed i n t h i s c o l l e g e . The
o r g a n iz a t io n o f t h e g u id a n c e program i s n o t a d e q u a te ly
h a n d le d .
A s t h e g u id a n c e program was s e t up a t B u t le r J u n io r
C o l l e g e , t h e program b e g in s b e f o r e t h e s t u d e n t s le a v e th e
h ig h s c h o o l s . S in c e t h e m a jo r ity o f t h e s t u d e n t s come from
fo u r h ig h s c h o o l s p r e v io u s ly m e n tio n e d , i t i s p o s s i b l e t o
m eet w ith t h e s e n i o r s b e f o r e t h e y have b e e n g r a d u a te d . A t
th e en d o f th e s e n i o r y e a r , th e d ean g o e s i n t o t h e s e h ig h
s c h o o l s , a ccom p an ied by s e v e r a l members o f t h e s t u d e n t body
who h ave p r e v io u s ly a t t e n d e d t h a t p a r t i c u l a r h ig h s c h o o l ,
and a t an a ss e m b ly o f f e r s g ro u p g u id a n c e in an a tte m p t t o
i n s p i r e s t u d e n t s t o f u r t h e r e d u c a t io n . T h is s e n i o r a sse m b ly
i s f o llo w e d by t h e p r i v i l e g e o f c o u n s e lin g w it h t h e ad m in
i s t r a t o r r e p r e s e n t in g th e c o l l e g e , sh o u ld th e s e n i o r w ish
f u r t h e r in fo r m a tio n r e g a r d in g t h e J u n io r C o l l e g e .
D u rin g t h e in t e r v ie w b e tw e e n th e s e n i o r i n th e h ig h
s c h o o l and th e J u n io r C o lle g e a d m in is t r a t o r , n o t e s a r e ta k e n
by th e J u n io r C o lle g e a d m in is t r a t o r . T h is in fo r m a tio n w i l l
b e i n t h e hands o f h i s a d v is o r th r o u g h o u t h i s J u n io r C o lle g e
c a r e e r .
A p a r t o f th e r e c o r d o b ta in e d by t h e J u n io r C o lle g e
a d m in is t r a t o r d u r in g th e in t e r v ie w w it h t h e h ig h s c h o o l s e n io r
2 9
i s t h a t o f p e r s o n a l i t y c h a r a c t e r i s t i c s and any o t h e r p e r s o n
a l in f o r m a tio n t h a t th e a d m in is t r a t o r may deem n e c e s s a r y t o
th e s u c c e s s f u l g u id a n c e o f t h e s t u d e n t . T h is in fo r m a tio n
i s p la c e d a t t h e b o tto m o f t h e r a t i n g c a r d u se d t o show th e
r e s u l t s o f t h e v a r io u s t e s t s a d m in is t e r e d t o in c o m in g s t u
d e n t s . T e s t s u se d a r e : ( 1 ) The T h u r sto n e P sy c h o lo g y T e s t
w h ich m ea su res g e n e r a l I n t e l l i g e n c e ; ( 2 ) th e Iow a H igh S c h o o l
C o n ten t T e s t w h ich m ea su res a c h ie v e m e n ts i n th e fo u r m ajor
f i e l d s o f E n g li s h , S c ie n c e , M ath em atics an d H is t o r y ; and
( 3 ) th e Purdue Freshm an E n g lis h E x a m in a tio n .
G u id an ce i s one o f th e m o t iv a t in g f o r c e s i n th e a d
m i n i s t r a t io n o f t h e J u n io r C o l l e g e . A l l t e a c h e r s h ave b e e n
s e l e c t e d f o r t h e i r g u id a n c e e x p e r ie n c e and t h e i r a d a p t a b i l
i t y t o s t u d e n t p r o b le m s. P e r s o n a li t y was one o f th e m ost
im p o r ta n t f a c t o r s i n th e s e l e c t i o n o f t e a c h e r s .
T h ere a r e tw o t y p e s o f c u r r ic u la a t B u t le r J u n io r C o l
l e g e : C o lle g e P r e p a r a to r y G en era l a n d E l e c t i v e A g r i c u l t u r a l .
Ho new c o u r s e s a r e ad d ed t o th e c u r r ic u lu m u n le s s th e y s e r v e
th e d e v e lo p m e n t o f e d u c a t i o n a l , v o c a t i o n a l , p h y s i c a l , s o c i a l
o r r e c r e a t i o n a l n e e d s o f t h e s t u d e n t s .
BUmmary. The I n v e s t i g a t i o n o f th e a d m in is t r a t io n
and t h e c u r r ic u lu m a t B u t le r J u n io r C o lle g e have show n t h a t
t h e r e i s a n a w a r e n e ss o f th e g u id a n c e n e e d .
S ta n d a r d t e s t s a r e g iv e n t o th e in c o m in g s t u d e n t s .
E very s t u d e n t i s r e q u ir e d t o t a k e t h r e e t e s t s : T h u r sto n e
30
P s y c h o lo g y T e s t , Iowa H igh S c h o o l C o n te n t T e s t , an d th e
Purdue Freshm an E n g lis h T e s t .
I t was fo u n d t h a t t h e r e a r e no s p e c i a l g u id a n c e o f
f i c e r s , a s su c h ; th e f a c u l t y and a d m in is t r a t io n a r e a v a i l
a b le t o s t u d e n t s f o r c o u n s e lin g , a n d th e s o - c a l l e d " p ro b
lem e a s e s ," a r e h a n d le d by th e Dean o f Women an d t h e Dean
o f Men. S p e c ia l d i s c i p l i n a r y c a s e s a r e r e f e r r e d t o th e
c o u n s e lo r o f t h e J u n io r C o l l e g e .
CHAPTER IV
CRITERIA FOR THE EVALUATION OF GUIDANCE PROGRAM
E d u c a tio n a l g u id a n c e . Brew er^ b e l i e v e s t h a t e d u c a
t i o n a l g u id a n c e i s t h a t p o r t io n o f g u id a n c e w h ic h i s c o n
c e r n e d w it h th e p u p i l ’ s s u c c e s s in h i s e d u c a t io n a l c a r e e r .
T h is e d u c a t io n a l c a r e e r i s " th e p a th o f le a r n in g ," The
a b i l i t i e s and a c t i v i t i e s a ss e m b le d a r e i n d ic a t e d a s f o llo w s
How t o s t u d y ; u s in g t h e common t o o l s o f le a r n in g ; a d j u s t in g
s c h o o l l i f e t o o t h e r a c t i v i t i e s ; r e g u la r ly a t t e n d in g s c h o o l
and t o s c h o o l t a s k s ; l e a r n in g t o s p e a k , i n t e r v i e w , com pose
i n w r i t i n g , ta k e e x a m in a tio n s and u s e l i b r a r i e s ; a n d m aking
th e im p o r ta n t e d u c a t io n a l d e c i s i o n s w h ich le a d t o e d u c a
t i o n a l g u id a n c e .
Aim s o f t h e e d u c a t io n a l g u id a n c e p r o g r a m I n o r d e r
f o r a g u id a n c e program t o b e e f f i c i e n t i t m ust in c lu d e t h e
f o l lo w in g a im s o r p u r p o se s :
(1 ) I t s h o u ld h e lp t h e s t u d e n t t o s e c u r e in fo r m a
t i o n c o n c e r n in g t h e p o s s i b i l i t y and d e s i r a b i l i t y o f f u r t h e r
s c h o o l i n g .
( 2 ) I t s h o u ld f i n d ou t w hat a r e t h e p u r p o se s and
^John B r e w e r , E d u c a tio n a l G u id a n c e , (New Y ork : The
M acM illan C om pany), p p . 1 1 3 - 1 1 4 .
o
A r th u r L . J o n e s , P r i n c i p l e s o f G u id a n c e , (New Y ork :
McGraw H i l l B ook Company, 1 9 3 0 ) , p . 2 8 8 .
32
f u n c t i o n s o f e a c h ty p e o f s c h o o l t h a t th e s t u d e n t m ig h t
a t t e n d .
( 3 ) I t s h o u ld s e c u r e k n o w led g e o f th e o f f e r i n g s
o f th e s c h o o l th e s t u d e n t i s a t t e n d in g o r m ig h t a t t e n d .
( 4 ) I t s h o u ld f u r n i s h o p p o r tu n ity f o r t h e s t u d e n t
t o t r y o u t v a r io u s s t u d i e s s o t h a t h e may g a in som e i n
s i g h t i n t o th e s c h o o l l i f e and work t h a t i s a h e a d .
( 5 ) I t s h o u ld f i n d o u t t h e e n tr a n c e r e q u ir e m e n ts
o f t h e s e s c h o o l s o r c o l l e g e s .
( 6 ) I t s h o u ld h e lp th e s t u d e n t f i n d o u t i f h e h as
t h e a b i l i t y t o do t h e w ork o f th e s c h o o l a h e a d .
( 7 ) I t s h o u ld h e lp th e s t u d e n t t o a d j u s t h im s e lf
t o th e c u r r ic u lu m , t o t h e s c h o o l , and t o t h e s o c i a l l i f e
c o n n e c te d w ith i t .
( 8 ) The s c h o o l s h o u ld b e r e s p o n s ib l e f o r g u id a n c e
i n l e i s u r e :
( a ) P r o v id e o p p o r tu n ity f o r many k in d s
o f r e c r e a t i o n .
(b ) P er su a d e e a c h s t u d e n t t o l e a r n many
k in d s o f r e c r e a t i o n .
( c ) P e r su a d e e a c h p u p il t o d e v e lo p s p e c i a l
i n t e r e s t i n s e v e r a l k in d s o f r e c r e a t io n .
(d ) T each th e th e o r y and w isdom o f r e c r e
a t i o n .
( e ) Show how som e r e c r e a t i o n now p u rsu e d
may be c o n tin u e d th r o u g h o u t l i f e .
( f ) Show th e c o n n e c t io n o f l e i s u r e tim e
w it h o th e r a c t i v i t i e s .
33
P h ilo s o p h y o f E d u c a tio n a l G u id a n ce : G uidan ce w ou ld
b e o f l i t t l e v a lu e i f t h e r e w ere n o t a b a s i c c o n c e p t or
p h ilo s o p h y u n d e r ly in g i t . G u id an ce work s h o u ld be s c i e n
t i f i c and h u m a n - s c ie n t if ic in d i a g n o s i s , an d human i n i t s
en d e a v o r t o a s s i s t t h e i n d iv id u a l t o make h i s own d e c i s i o n s .
G u id an ce w ork s h o u ld i n s i s t on th e i n d iv i d u a l m aking h i s
own c h o i c e s , n o t becom e d i r e c t i v e o r p r e s c r i p t i v e . G uidan ce
m ust be b r o a d a n d m e a n in g fu l b e c a u s e e v e r y s i t u a t i o n h a s a
l e n g t h and d e p th t h a t c a n n o t b e o v e r lo o k e d . The s c h o o l c a n
n o t c o m p le te t h e p r o c e s s o f g u id a n c e . I t can o n ly h e lp th e
s t u d e n t t o b e more i n t e l l i g e n t i n s o l v i n g h i s p r o b le m s.
V o c a tio n a l g u id a n c e . The n e e d s a n d a im s o f v o c a
t i o n a l g u id a n c e : I t h a s b e e n d i s c o v e r e d t h a t th e c h ild h a s
n eed o f g u id a n c e i n o th e r f i e l d s b e s i d e s t h a t o f c h o o s in g
and p r e p a r in g f o r a v o c a t i o n . Some a u t h o r i t i e s e v e n r e l e
g a t e v o c a t io n a l g u id a n c e t o a p la c e s e c o n d t o e d u c a t io n a l
g u id a n c e . I t i s w e l l t o rem em ber t h a t t h e v o c a t io n a l a s p e c t
i s t h e b a s i s o f th e e d u c a t io n a l a s p e c t .
B rew er^ s a y s th e aim o f v o c a t io n a l g u id a n c e i s t o
a i d s t u d e n t s i n m aking th e f o l lo w in g s t e p s : (1 ) s e l f - d i s
c o v e r y ; ( 2 ) s tu d y o f v o c a t io n s ; ( 3 ) s e n s i b l e c h o ic e o f o c
c u p a t io n ; ( 4 ) s e c u r in g w ork; an d ( 5 ) m aking p r o g r e s s iv e a d -
^John B r e w e r , 0 £ . c i t . , (New Y ork : The M acM illan Com
p a n y ), p . 1 2 3 .
34
j u s t m e n t s .
S e l f - d i s c o v e r y and stu d y o f v o c a t io n s s h o u ld p r o
c e e d s im u lt a n e o u s ly a n d , b o t h t o g e t h e r , le a d t o c h o ic e ,
w h eth er t e n t a t i v e o r p e r m a n en t. A f t e r c h o i c e , t h e r e s h o u ld
b e a p e r io d o f c o n tin u e d e d u c a t io n . A c tu a l p r e p a r a tio n b e
g i n s , f o llo w e d by p la c e m e n t and a d ju s t m e n t s .^
The aim o f v o c a t i o n a l g u id a n c e i s to g u id e th e s t u d e n t
in t h e k n o w led g e and w isdom w h ich w i l l e q u ip him f o r and im
p e l tow ard th e s o l u t i o n o f l a r g e r p ro b lem s o f o c c u p a t io n a l
l i f e .
The p u r p o se s o f t h e v o c a t io n a l g u id a n c e program
The p u r p o se s, o f t h e v o c a t io n a l g u id a n c e program c o n s i s t o f
th e f o l l o w i n g :
(1 ) I t s h o u ld a s s i s t i n d i v i d u a l s in c h o o s in g , p r e
p a r in g f o r , e n t e r i n g upon an d m aking p r o g r e s s in o c c u p a t io n s .
( 2 ) I t s h o u ld g i v e k n o w led g e o f th e common o c cu p a
t i o n s and o f th e p ro b lem s o f th e o c c u p a t io n a l w o r ld .
(3 ) I t sh o u ld h e lp th e w ork er u n d e r s ta n d h i s r e l a
t i o n t o o t h e r w o rk ers and t o s o c i e t y .
( 4 ) I t s h o u ld s e c u r e b e t t e r c o o p e r a tio n b e tw e en th e
^ I b i d . , p . 3 8 6 .
5
S h i r l e y A . Hamrin and C l i f f o r d E . E r ic k s o n , G u id -
a.nce i n th e S e c o n d a r y S c h o o l, (Mew Y ork : D. A p p le to n -C e n tu r y
Ô om pany, ) .
35
s c h o o l and t h e i n d u s t r i a l , co m m ercia l an d p r o f e s s i o n a l
f i e l d s •
( 5 ) I t s h o u ld h e lp a d a p t t h e n e e d s o f th e s c h o o l
t o t h e n e e d s o f th e p u p i l s and t h e com m u n ity.
( 6 ) I t s h o u ld g i v e e x p e r ie n c e i n t r y o u t c o u r s e s
t h a t w i l l d is c o v e r s t u d e n t s * a b i l i t i e s .
P e r s o n n e l r e c o r d s . The n e e d f o r p e r s o n n e l r e c o r d s
W henever a p u p il e n t e r s a se c o n d a r y s c h o o l th e c o u n s e lo r s h o u ld
h a v e o b j e c t i v e d a ta c o n c e r n in g him ; f a c t s a b o u t th e s t u d e n t
f u r n i s h th e w o r k in g b a s i s f o r t h e g u id a n c e program . I t i s
o b v io u s t h a t i f t h e s c h o o l i s t o a tte m p t any k in d o f g u id
a n c e program a t a l l , i t m ust a c c u m u la te f a c t s a b o u t e a c h i n
d i v i d u a l p u p i l .
P a c t s w h ic h s h o u ld b e c o n ta in e d in p e r s o n n e l r e c o r d s :
( 1 ) C o n tin u o u s r e c o r d s o f a t t e n d a n c e , h e a l t h ,
a c h ie v e m e n t s , i n t e r e s t s , p e r s o n a l d a t a .
( 2 ) R e co r d s o f p e r io d ic s u r v e y s o f i n t e l l i g e n c e ,
e d u c a t io n a l t e s t s , a p t i t u d e s , p r o s p e c t s .
( 3 ) S t u d ie s o f p u p il a d ju s tm e n ts i n c l a s s i f i c a
t i o n and c h o ic e o f e l e c t i v e s .
( 4 ) B a s ic d a ta f o r c o n s t r u c t io n o f th e s c h o o l
p rogram .
( 5 ) S t u d ie s in a r t i c u l a t i o n and p u p il tu r n o v e r .
( 6 ) R e c o r d , p a m p h le ts an d c a t a lo g u e s o f s c h o o ls
f o r f u r t h e r e d u c a t io n .
®Ruth S t r a n g e , P u p il P e r s o n n e l an d G u id a n c e , (New Y ork :
The M acM illan Company, 1 9 4 0 ) , p . 2 3 1 .
36
( 7 ) A c h ie v e m e n t r e c o r d s o f e a c h p u p il a t tim e
o f e n tr a n c e and a r e c o r d o f g ro w th i n e a c h
o f h i s s u b j e c t f i e l d s .
(8 ) R e p o r ts fro m t e a c h e r s r e g a r d in g th e a t t i
t u d e , p e r s o n a l i t y d e v e lo p m e n t and work
h a b it s o f e a c h p u p i l .
( 9 ) R e co r d s o f s p e c i a l a b i l i t i e s an d i n t e r e s t s
o f e a c h p u p i l .
(1 0 ) P a c ts c o n c e r n in g a c t i v i t i e s , number o f c h i l d
r e n in t h e f a m i ly , em ploym ent o f p a r e n t s .
* 7
Le f e v e r h a s p r e s e n t e d an o u t l i n e o f tim e ly n a t u r e , o f
m a t e r ia l t o be in c lu d e d in t h e p u p il p e r s o n n e l r e c o r d s , a s
f o l l o w s :
( 1 ) G en era l in fo r m a tio n
( a ) Name
(b ) P la c e o f B ir t h
( c ) D a te o f B ir t h
(d ) A d d ress
( e ) Name o f p a r en t s
( f ) O c c u p a tio n o f p a r e n ts
( g ) N a t i o n a l i t y o f p a r e n ts
( 2 ) T e s t d a ta
(a ) I n t e l l i g e n c e
(b ) A c h ie v em en t
( c ) P e r s o n a li t y
( 3 ) H e a lth
( a ) P h y s ic a l
(b ) M en tal
( 4 ) S c h o la r s h ip
( a ) S c h o l a s t i c r e c o r d s
(b ) P r o m o tio n s
( c ) C hanges in s c h o o l s
(d ) T yp es o f s c h o o ls a t te n d e d
7 ”
D. W elty L e f e v e r and o t h e r s . P r i n c i p l e s and T ech n iq u es
o f G u id a n ce , (New Y o rk : R o n a ld P r e s s Company, 1 9 4 1 ) , p . 2 4 6 .
57
(5 ) Home c o n d i t i o n s
( a ) S o c i a l and e co n o m ic s t a t u s
(b ) G e n e r a l a tm o sp h e re o f t h e home
( c ) P u p i l ’ s a t t i t u d e tow ard h i s home
( 6 ) S o c i a l r e l a t i o n s
(a ) C om panions and f r i e n d s
(b ) R e la t io n s w it h t e a c h e r s
( c ) E x t r a - c u r r ic u la r a c t i v i t i e s
(d ) O u t - o f - s c h o o l a c t i v i t i e s
( e ) Use o f l e i s u r e tim e
( 7 ) I n t e r e s t s
( a ) E d u c a tio n a l a n d v o c a t i o n a l p la n s
(b ) A v o c a t io n a l i n t e r e s t
( c ) C hanges in i n t e r e s t
(d ) C u rricu lu m in w h ich e n r o l l e d
The g u id a n c e d u t i e s o f a p r i n c i p a l . The p r i n c ip a l
m ust s e e t o i t t h a t e a c h member o f t h e f a c u l t y h as a d e f
i n i t e g u id a n c e f u n c t i o n t o p e r fo r m . T h ere m ust b e no o v e r
la p p in g o r d u p l i c a t i o n .
He i s r e s p o n s i b l e f o r t h e s u p e r v i s i o n o f a l l th e g u id
a n c e a c t i v i t i e s c a r r ie d on in t h e s c h o o l .
He i s r e s p o n s ib l e f o r b u i l d i n g up th e s p i r i t , m o ra le
and l i f e o f t h e s c h o o l i n su ch a way t h a t n o t o n ly g u id a n c e
b u t a l l o th e r a c t i v i t i e s may f u n c t i o n p r o p e r ly .
He m ust c o n t i n u a l l y r e v i s e th e s c h o o l ' s p rogram , tim e
s c h e d u le s and c u r r ic u lu m , a s t o b e s t s e r v e th e p u p i l s .
He i s r e s p o n s ib l e f o r t h e d e v e lo p m e n t o f a program
o f s t u d e n t a c t i v i t i e s .
The p r i n c ip a l m ust d e a l w i t h t h e m ost s e r i o u s p rob lem
c a s e s •
38
He d e te r m in e s p o l i c i e s and p r o v id e s c o n d it io n s
f a v o r a b le t o t h e d e v e lo p m e n t and g u id a n c e o f a l l th e s t u
d e n ts •
He i s r e s p o n s ib le f o r a la r g e p a r t o f th e g ro w th o f
t e a c h e r s i n s e r v i c e .
He m ust c o n t i n u a ll y r e v i s e t h e program o f th e s c h o o l ,
i t s tim e s c h e d u le s an d i t s c u r r ic u lu m i n su c h way a s may
b e s t s e r v e th e n e e d s , a b i l i t i e s a n d p r o s p e c t s o f th e p u p i l s .
In a s m a ll s c h o o l he h a s c o n s t r u c t i v e , i n d iv i d u a l
c o n t a c t s w it h th e p u p i l s a n d p a r e n t s .
The g u id a n c e d u t i e s o f a c o u n s e lo r . The c o u n s e lo r
i s n o t p r im a r ily a t e a c h e r , n o r an a tte n d a n c e o f f i c e r , n o r
a d e a n , n or d o e s he h a v e c h a r g e o f d i s c i p l i n e . He i s s u p
p o se d t o be an e x p e r t in t h e f i e l d o f g u id a n c e . He i s an
e x p e r t a c h i e f p a r t o f w hose f u n c t i o n i s a d iu s tm e n t o f th e
p u p i l , s c h o o l , v o c a t io n and p e r s o n a l i t y . He m ust have a t
hand f a c t s a b o u t th e p u p i l , h i s s c h o o l r e c o r d s , home c o n d i
t i o n s and m en ta l a n d a c h ie v e m e n t t e s t s . He m ust h a v e f a c t s
a b o u t th e s c h o o l ; h e m ust have th e c o o p e r a t io n o f th e p r in
c i p a l and t h e c la s s r o o m t e a c h e r s .
The c h a r a c t e r i s t i c s o f a c o u n s e lo r , a c c o r d in g t o
K o o s, in c lu d e an a c c e p t a b le p e r s o n a l i t y , some m a t u r it y , good
g e n e r a l e d u c a t io n a l q u a l i f i c a t i o n s , s p e c i a l k n o w led g e c o n
c e r n in g o c c u p a tio n s and c o n t a c t w it h in d u s tr y and b u s i n e s s ,
and some s p e c i a l t r a i n i n g i n g u id a n c e w o rk .
39
What i s c o u n s e lin g ? C o u n s e lin g means n o th in g more
o r l e s s th a n h e lp in g a s t u d e n t in s o l v i n g h i s p r o b le m s.
C o u n s e lin g i s n o t l e c t u r i n g or t a l k i n g t o a s t u d e n t . Coun
s e l i n g i s n o t g i v i n g a d v ic e ; i t i s t a l k i n g o v e r a p rob lem
w it h a s t u d e n t . I t i s c le a r i n g up t h e p rob lem b y d i s c u s s i o n .
C o u n s e lin g i s n o t c o n f in e d t o any one p la c e in t h e s c h o o l
s y s te m ; i t i s a n in d iv i d u a l t h in g an d s h o u ld b e f u r n is h e d
w h en ev er a p rob lem a r i s e s .
The f o l l o w i n g l i s t c o m p r is e s t h e m ajor f u n c t io n s o f
th e c o u n s e lo r :
( 1 ) The f i r s t f u n c t i o n o f th e c o u n s e lo r i s t o a s
se m b le p e r s o n n e l r e c o r d s a n d t o s tu d y i n d iv id u a l d i f f e r
e n c e s o f t h e p u p i l s i n h i s g r o u p .
(2 ) The c o u n s e lo r s h o u ld h o ld a t l e a s t one i n t e r
v iew e a c h term w it h e a c h s t u d e n t . S u ch work in c lu d e s i n t e r
v ie w s a b o u t :
( a ) L e a v in g s c h o o l t o e n t e r em ploym ent
( in t e r v ie w w ith p u p i l , p a r e n t s , em
p lo y m e n t s e r v i c e , and i s s u e work
c e r t i f i c a t e ) ,
(b ) C h eck in g u n w ise c h o ic e o f e l e c t i v e s .
( c ) S p e c ia l p r o b le m s o f h e a l t h , a b s e n c e ,
f a i l u r e , t r a n s f e r , and s o c i a l a d j u s t
m ent .
(d ) P e r io d ic ch eck up on e d u c a t io n a l
p r o g r e s s ,
( e ) E d u c a tio n a l an d v o c a t io n a l p l a n s .
( f ) Home v i s i t s and c o n f e r e n c e s w it h
p a r e n t s .
40
(g ) P o s s i b l e c h a n g e s in t h e s c h o o l
c u r r ic u lu m an d p rogram , t h a t c o n
c e r n t e a c h e r s , d ep a rtm en t h ead s
and p r i n c i p a l s .
The terra " in te r v ie w " i s o f t e n u sed w it h o u t th e r e
b e in g an u n d e r s ta n d in g o f th e m ean in g an d c o n c e p t o f th e
te r m . B e c a u se o f t h e f a c t t h a t t h e in d iv id u a l in t e r v ie w
p la y s s u c h an im p o r ta n t r o l e in th e g u id a n c e p rogram , a
s e c t i o n w i l l b e d e v o te d t o i t s m ea n in g .
C on cept o f t h e i n d iv i d u a l in te r v ie w :® The c h i e f u s e
o f th e in t e r v ie w h a s i t s g r e a t e s t v a lu e in d is c o v e r in g
f a c t s a b o u t th e i n t e r v i e w e e ’ s a t t i t u d e s and f e e l i n g s , i n
a d d i t i o n t o e x t e r n a l p h y s i c a l f a c t s a n d e v e n t s . The i n t e r
v ie w s h o u ld n o t b e d ep en d ed upon t o g i v e f a c t s o b t a in a b le
from r e c o r d s , m in u te s , d i r e c t o b s e r v a t io n , c o n t r o l l e d e x
p e r im e n t, or o t h e r s o u r c e s n o t s u b j e c t t o d i s t o r t i o n th r o u g h
p e r s o n a l i n f l u e n c e .
The i n d iv i d u a l in t e r v ie w i s c o n c e r n e d w it h su c h s t u
d e n t p ro b lem s a s i n t e r e s t s , s p e c i a l a b i l i t i e s , v o c a t io n a l
and e d u c a t io n a l a m b it io n s , an d p la n s and s o c i a l a d ju stm e n t
i n and o u t o f s c h o o l .
The g u id a n c e d u t i e s o f a c la s s r o o m t e a c h e r . The r e
l a t i o n o f th e c la s s r o o m t e a c h e r t o th e o r g a n iz a t io n o f th e
0
W a lte r B ingham , V, Dyke and B ru ce M oore, How t o I n
t e r v ie w , (Hew York : H arper and B r o th e r s P u b lis h e r s , iW lT T
p . 2 6 .
41
g u id a n c e program : L e fe v e r sa y s t h a t r e g a r d le s s o f th e
p o s s i b l e in c r e a s e i n t h e number o f s p e c i a l i s t s i n g u id a n c e ,
th e te a c h e r w i l l c o n tin u e t o p la y th e c e n t r a l r o l e i n s u c h
a p rogram . The t e a c h e r ’s c o n t r ib u t io n w i l l b e made a s a
p a r t o f h i s r e g u la r c la s s r o o m a c t i v i t i e s .
Q
A l l e n s a y s t h a t g u id a n c e f u n c t i o n s o f th e c la s sr o o m
t e a c h e r s a r e a s f o l lo w s :
( 1 ) The t e a c h e r s h o u ld a r o u se th e i n t e r e s t o f th e
p u p ils i n t h e s u b j e c t and d e v e lo p r i g h t a t t i t u d e s tow ard
th e s u b j e c t and tow ard th e s c h o o l.
( 2 ) The s u b j e c t t e a c h e r m ust s t r e s s th e o c c u p a tio n a l
in f o r m a tio n t h a t i s r e l a t e d t o th e s u b j e c t *
( 3 ) The a l e r t te a c h e r a r r a n g e s tr y o u t c o u r s e s i n a
s u b j e c t .
( 4 ) An a l e r t t e a c h e r s h o u ld e n c o u r a g e and d e v e lo p
s p e c i a l a b i l i t i e s d is c o v e r e d th ro u g h a s u b j e c t .
( 5 ) An a l e r t t e a c h e r s h o u ld l e a d a c lu b or a c t i v i t y
th r o u g h w h ic h he may m eet t h e p u p i l s on a v o lu n t a r y b a s i s .
(6 ) The t e a c h e r sh o u ld c o o p e r a te w it h th e o th e r s o f
th e f a c u l t y .
10
L e f e v e r su m m arizes t h e g u id a n c e f u n c t io n o f t h e c l a s s -
9
F r e d e r ic k A l l e n , P r i n c i p i e s a n d P rob lem s i n V oca
t i o n a l G u id a n c e , (New Y ork : McGraw H ÏH Company, 1 ^ 2 7 ) , p . 15
W elty L e f e v e r , o£* c i t *
42
room t e a c h e r a s f o l l o w s :
T here a r e g u id a n c e f u n c t io n s w h ic h a t e a c h e r ca n
I
p e r fo r m a s a p a r t o f h e r work a s a t e a c h e r . The te a c h e r
s h o u ld r e a l i z e t h a t h i s t e a c h in g h a s a h e a r in g on t h e s t u
d e n t o b j e c t i v e s , b e t h e y v o c a t i o n a l , a v o c a t i o n a l , h e a l t h
o r s o c i a l - c i v i c . I t s h o u ld be t h e t e a c h e r ’ s d u ty t o h e lp
s t u d e n t s s e l e c t g o a ls i n t h e v o c a t i o n a l , a v o c a t i o n a l, h e a l t h
and s o c i a l f i e l d s .
T e a c h e r s s h o u ld p r e s e n t th e v o c a t io n a l in fo r m a tio n
and dCould s t im u la t e new i n t e r e s t s and a n a ly z e and a p
p r a i s e t h e i n t e r e s t s , a b i l i t i e s , s k i l l s , h a b i t s and p e r s o n
a l i t y t r a i t s o f i n d iv i d u a l s t u d e n t s .
Summary. T h is c h a p te r h a s d e a l t w ith th e aim s o f
e a c h p h a se o f th e g u id a n c e program ; t h e aim s o f e d u c a tio n a l
g u id a n c e , th e a im s o f v o c a t i o n a l g u id a n c e , p e r s o n n e l r e
c o r d s , t h e p r i n c i p a l ’ s d u t i e s , th e aim s o f th e c o u n s e lo r
and th e aim s o f th e c la s s r o o m t e a c h e r s . The o b j e c t o f g u id
a n c e i n a n y o f i t s p h a s e s i s to a s s i s t th e p u p ils t o s e e
c l e a r l y t h e i r g o a ls an d t o h e lp them t o r e a c h th em . The
p e r s o n n e l r e c o r d s a r e th e means by w h ich t h e c o u n s e lo r k e e p s
in c o n t a c t w ith th e s t u d e n t s . The aim o f the p r i n c ip a l and
o f th e te a c h e r s i s t o a s s i s t t h e s t u d e n t s t o a t t a i n t h e ir
o b j e c t i v e s . The a im o f t h e c o u n s e lo r i s th e aim o f th e
c la s s r o o m t e a c h e r .
CHAPTER V
- PROBLEMS OF GUIDANCE AT BUTLER JUNIOR COLLEGE
P r o c e d u r e ♦ The q u e s t io n n a ir e f o r t h i s stu d y was d e
s ig n e d w it h t h e en d i n view t o g e t p e r t i n e n t in fo r m a tio n
from t h e s t u d e n t s t h e m s e lv e s . I t was made v e ry s im p le in
o r d e r t o g e t t h e i r r e a c t i o n s w it h o u t m aking i t n e c e s s a r y
f o r them t o c o n s u l t t h e i r a d v is o r s f o r t h e a n s w e r s . A lt h o u ^ i
t h i s was t h e id e a in m in d , t h e a n sw e r s p r e s e n t e d i n d i c a t e
t h a t in some i n s t a n c e s a s s i s t a n c e was g i v e n . T h is i s e s
p e c i a l l y t r u e a t p o in t s w here t h e s c h o o l o r t h e a d v is o r s
m ig h t b e c o n c e r n e d . S in c e i t i s a lm o s t im p o s s ib le t o d e v i s e
a t o o l o f t h i s ty p e on a c o m p le t e ly o b j e c t i v e b a s i s , no a p o l
ogy w i l l b e made f o r t h e s u b j e c t i v i t y o f som e o f t h e it e m s .
I t w i l l b e n o te d t h a t many d id n o t com m it th e m s e lv e s when
s u c h q u e s t io n s w ere a s k e d . An ex a m p le i s i n th e m a tte r o f
m arks e x p e c t e d . I t a p p e a r s t h a t o n ly t h o s e who e x p e c te d t o
r e c e i v e t h e h ig h e r m arks a n sw ered t h e it e m .
The q u e s t io n n a ir e i s d iv id e d i n t o s i x s e c t i o n s a s
can b e s e e n from th e sa m p le co p y shown i n th e a p p e n d ix . The
f i r s t s e c t i o n i s d e s ig n e d t o g e t a l i t t l e in fo r m a tio n c o n
c e r n in g th e s t u d e n t a s a n i n d i v i d u a l . I t i s l i s t e d a s G en
e r a l I n fo r m a tio n .
The s e c o n d s e c t i o n d e a l s w it h th e e d u c a t io n a l and v o
c a t i o n a l p ro b lem s e n c o u n te r e d by t h e s t u d e n t and h i s r e a c -
44
t i o n t o t h e manner i n w h ich he i s b e in g g u id e d in t h e s e
p h a se s o f h i s s c h o o l c a r e e r .
The t h i r d s e c t i o n w as d e s ig n e d t o d e te r m in e , i f p o s
s i b l e , t h e s t u d e n t ' s own o p in io n o f h i s s u c c e s s in a t t a i n i n g
h i s e d u c a t io n a l and v o c a t i o n a l a m b it io n s . H is p erfo rm a n ce
o f t h e a s s ig n e d work w i l l i n d i c a t e in a d e f i n i t e way th e e f
f e c t i v e n e s s o f t h e g u id a n c e program and h i s a t t i t u d e to w a rd
i t .
The p e r s o n a l o r s o c i a l p ro b lem s a s show n i n th e f o u r t h
s e c t i o n a r e p r im a r ily in te n d e d t o show t h e n eed f o r more e f
f e c t i v e g u id a n c e t o h e lp t h e i n d iv i d u a l overcom e t h e l i m i t a
t i o n s t h a t m ig h t b e show n th r o u g h h i s r e a c t io n s to t h e ite m s
g i v e n . Armed w it h t h i s in f o r m a t io n , t h e a d v is o r c o u ld do a
more e f f e c t i v e p ie c e o f w o rk .
The f i f t h s e c t i o n c o n c e r n s i t s e l f w ith th e s t u d e n t ' s
r e a c t i o n to w a rd h i s c o u n s e lo r a n d h i s e f f o r t s t o a s s i s t him
t o m eet h i s e d u c a t io n a l a n d v o c a t i o n a l aim s an d o b j e c t i v e s .
T h is s e c t i o n w as d e s ig n e d t o g e t a g lim p s e i n t o th e e f f e c t i v e
n e s s o f t h e g u id a n c e program a t t h i s s c h o o l .
The s i x t h and f i n a l s e c t i o n w as d e s ig n e d t o t e s t th e
a t t i t u d e o f t h e s t u d e n t s tow ard t h e i r own f i n a n c i a l s i t u a
t i o n . T h is p rob lem o f e co n o m ic s e c u r i t y i s p r o b a b ly t h e m ost
v e x in g p rob lem f a c i n g t h e a v e r a g e A m erican s t u d e n t . The t e n
s i o n s c a u s e d by w orry o v e r money and i t s coneom m lt a n t s a r e
c l e a r l y o u t o f harm ony w ith th e b e s t i d e a l s o f c i v i l i z e d man.
45
To th e a v e r a g e A m e rica n , money i s th e e n d t o b e r e a c h e d in
l i f e .
The q u e s t io n n a ir e was s e n t t o a sm a ll J u n io r C o lle g e
l o c a t e d i n T y le r , T e x a s, f o r N egro y o u t h . S l i g h t l y more
th a n 500 o f th e q u e s t io n n a ir e s w ere r e c e iv e d w ith a n sw e rs
c o v e r in g a l l o f t h e s e c t i o n s a n d m ost o f th e q u e s t io n s o f
e a c h s e c t i o n . B e c a u se o f d u p l i c a t i o n s an d o t h e r i r r e g u l a r
i t i e s , som e o f them had t o b e d is c a r d e d . 500 o f them w ere
c o n s id e r e d a s b e in g s a t i s f a c t o r y and th e d a ta from them w ere
a c c e p t e d an d p la c e d i n t a b u la r form f o r stu d y and c o n c lu
s i o n .
G en er a l I n f o r m a tio n . S e c t i o n I g i v e s , in f i v e t a b l e s ,
som e in fo r m a tio n a b o u t t h e s t u d e n t p e r s o n n e l o f t h i s J u n io r
C o lle g e who r e sp o n d e d t o t h e r e q u e s t t o f i l l o u t th e q u e s
t i o n n a i r e . The f i r s t t a b l e d e a ls w it h th e d e s i r e d v o c a t io n
o f t h e s t u d e n t . The v o c a t io n a l f i e l d s g iv e n a r e v e r y g e n
e r a l and one o f t h e d i v i s i o n s s h o u ld c o v e r m ost o f t h e o r
d in a r y o c c u p a t io n s . The d i v i s i o n o f "home making" d id n o t
seem t o b e c l e a r l y u n d e r s to o d . I t w as in t e n d e d t h a t t h i s
f i e l d s h o u ld in c lu d e m ost o f th e m e c h a n ic a l and s o - c a l l e d
v o c a t io n a l t r a d e s r a t h e r th a n t h e p r o f e s s i o n s . The p r o f e s
s i o n s t h a t c a l l f o r u n i v e r s i t y t r a i n i n g w ere o m itte d i n a s
much a s t h e m a jo r ity o f t h e s e s t u d e n t s w i l l n o t l i k e l y b e
come i n t e r e s t e d .
46
The s e c o n d t a b l e o f t h i s s e c t i o n sh ow s t h e c h r o n o
l o g i c a l a g e s ; t h e t h i r d , marks e x p e c t e d from t h e i r w o rk .
The f o u r t h t a b l e l i s t s t h e number who a r e p la n n in g t o g r a d
u a t e from c o l l e g e and t h e l e n g t h o f tim e in y e a r s t h e i n
d iv id u a l p u p il h a s b e e n a t t h i s s c h o o l . From t h e s e t a b l e s
a grou p p i c t u r e o f t h e p a r t i c i p a n t s in t h e su r v e y ca n be
s e e n .
T a b le I on p age 48 i n d i c a t e s t h e v o c a tio n s t o be f o l
lo w e d by s t u d e n t s . Of t h e 144 Freshm an b o y s , 42 o r 2 9 ,2 ^
e x p e c t t o f o l lo w t h e t e a c h in g p r o f e s s i o n . 52 or 3 6 .1 ^ e x
p e c t t o make b u s in e s s t h e i r p r o f e s s i o n . Ten or 6.9% e x p e c t
t o becom e home m a k ers. 4 0 o r 27.8% e x p e c t t o c h o o se m u sic
f o r t h e i r v o c a t i o n .
Of th e 175 Freshm an g i r l s , i t i s i n t e r e s t i n g t o n o te
t h a t 1 0 0 o r 57.1% e x p e c t t o f o l lo w th e t e a c h in g p r o f e s s i o n .
25 or 14.1% p la n t o f o l l o w com m erce. 2 0 o r 11.4% e x p e c t t o
f o l lo w home m aking a s t h e i r c a r e e r . 30 o r 17.3% e x p e c t t o
be c ome mus i c i a n s .
Of th e 81 Sophom ore b o y s , 2 0 o r 24.6% e x p e c t t o b e
come t e a c h e r s . 4 0 o r 49.2% e x p e c t t o e n t e r i n t o t h e b u s i
n e s s p r o f e s s i o n s . Ten o r 12.3% e x p e c t t o becom e home m a k ers.
11 o r 12.9% in d ic a t e d m u sic a s t h e i r v o c a t io n .
Of th e group o f 100 Sophom ore g i r l s , 4 0 o r 4C% e x
p e c t t o f o llo w th e t e a c h in g p r o f e s s i o n . 15 o r 15% e x p e c t t o
f o l lo w com m erce. 20 o r 20% e x p e c t t o f o l l o w home m ak in g.
47
25 o r 25% e x p e c t t o f o l lo w m u s ic .
The co m p a riso n o f th e Freshm an and Sophom ore g ro u p :
More F reshm en g i r l s th a n b e y s e x p e c t t o becom e t e a c h e r s .
More b o y s e x p e c t t o e n t e r b u s i n e s s . More g i r l s th a n b o y s
e x p e c t t o b ecom e home m a k e r s. More b o y s th a n g i r l s e x p e c t
t o becom e m u s ic ia n s .
More Sophom ore g i r l s th a n b o y s e x p e c t t o e n t e r th e
t e a c h in g p r o f e s s i o n . More Sophom ore b o y s th a n g i r l s e x p e c t
t o e n t e r b u s in e s s p r o f e s s i o n s . More Sophom ore g i r l s th a n
b o y s e x p e c t t o e n t e r home m ak in g. More g i r l s th a n b o y s e x
p e c t t o becom e m u s ic ia n s .
The te a c h in g p r o f e s s i o n i n d i c a t e s h ig h e r among th e
Freshm an g ro u p th a n th e Sophom ore g r o u p . T h ose Freshm en
m a jo r in g in com m erce i n d ic a t e d h ig h e r th a n t h e S o p h o m o res.
The F reshm en and th e Sophom ores i n d ic a t e d t h e same a v e r a g e
i n home m a k in g . The Freshm en i n d ic a t e d a h ig h e r a v e r a g e in
m u sic th a n th e S o p h o m o res. /
4 8
TABLE I
GENERAL INFORMATION
BUTLER JUNIOR COLLEGE 1945
VOCATIONS
VOCATIONS
F r e s h m e n — — 3 1 9
144
B oys
f 7 5
G ir ls
......... % . Boys.
% G ir ls
T o ta l
P er c e n t
T e a c h in g 42 100 2 9 .2 5 7 .1 4 4 .5
Commerce 52 25 3 6 .1 1 4 .2 2 4 .1
Home m aking 10 20 6 .9
1 1 .4 9 .4
M usic 4 0 27 3 0 .8 1 7 .3 ' 2 2 .0
T o ta l 144 175 1 0 0 100 100
S o p h o m o r e 8 - - 181
VOCATIONS
Ô1
B oys
1Ô0
G ir l s % B oys
T o ta l
% G ir l s P er c e n t
T e a c h in g 2 0 40 2 4 .6 40 3 3 .1
Commerce 4 0 15 4 9 .2 15 3 0 .4
Home m aking 10 20 1 2 .3 20 1 6 .6
M usic 11 25 1 2 .9
25 1 9 .6
T o ta l 81 100 1 0 0 100 100
NOTE: The d a ta in t h i s t a b l e a r e t o b e rea d a s f o l
lo w s : In t h e Freshm an C la s s o f 3 1 9 , o f th e 144 b o y s 42 or
29,2% c h o se t e a c h in g as t h e i r p r o f e s s i o n ; o f t h e Freshm an
g i r l s 100 o r 57.1% c h o s e t e a c h in g a s t h e i r p r o f e s s i o n , e t c .
4 9
T a b le I I show s t h a t o f t h e 144 Freshm an b o y s 72 or
w ere 19 y e a r s o f a g e . 50 o r 34.7% w ere 2 0 y e a r s o f
a g e . 22 or 15.3% w ere 21 y e a r s o f a g e .
Of th e 319 Freshm an g i r l s , 25 or 14.3% w ere 1 8 y e a r s
o f a g e . 75 o r 42.8% w ere 1 9 y e a r s o f a g e . 50 o r 28.6%
w ere 20 y e a r s o f a g e . 25 or 14.3% w ere 21 y e a r s o f a g e .
Of t h e g ro u p o f 81 Sophom ore b o y s , 20 o r 24.7% w ere
19 y e a r s o f a g e . 25 o r 30.9% w ere 20 y e a r s o f a g e . 19 or
23.4% w ere 21 y e a r s o f a g e . 1 7 o r 21.0% w ere 22 y e a r s o f
a g e .
Of th e 100 Sophom ore g i r l s , 20 o r 20% w ere 19 y e a r s
o f a g e . 70 or 7C % w ere 2 0 y e a r s o f a g e . 1 0 o r 10% w ere 21
y e a r s o f a g e .
A co m p a riso n o f Freshm an and Sophom ore g r o u p s : The
Freshm an b o y s ' a g e s r a n g e d h ig h e r th a n t h e Freshm an g i r l s *.
The Sophom ore g i r l s ' a g e s ra n g ed h ig h e r th a n th e Sophom ore
b o y s ' .
50
TABLE I I
GENERAL INFORMATION
BUTLER JUNIOR COLLEGE 1945
AGES
AGES
F
r e s h m e n - - 319
144
B oys
175
G i r l s % B oys % G ir ls
T o ta l
P er c e n t
18 0 25 0 1 4 .3 7 .8
19 72 75 50 4 2 .8 4 6 .0
20 60 3 4 .7 2 8 .6 3 1 .4
21 22 25 1 5 .3 1 4 .3 1 4 .8
S o
p h o m < a r e s — 181
81 1 0 0 T o ta l
AGES B oys G i r l s % B oys % G ir ls P er c e n t
1 9
20 20 2 4 .7 20 2 2 .1
2 0 25 70 3 0 .9
70 5 2 .5
21
19
10 2 3 .4 10 1 6 .0
22 17 2 1 .0 9 .4
NOTE: T h is t a b l e s h o u ld b e r e a d a s f o l l o w s : Of
14 4 Freshm an b o y s , 72 o r 50% w ere 19 y e a r s o f a g e , e t c .
51
T a b le I I I show s t h e a b i l i t i e s o f s t u d e n t s . The
a n sw e rs I n d i c a t e t h a t a l l s t u d e n t s e x p e c te d t o make an a v
e r a g e o f C or b e t t e r . Of t h e g r o u p o f 144 b o y s , 53 or
36*6% e x p e c t e d to a v e r a g e A . 4 8 o r 33.3% e x p e c te d t o a v e r
a g e B . 43 o r 29,9% e x p e c te d t o a v e r a g e G.
Of th e g ro u p o f 319 Freshm an g i r l s , 50 o r 28.5% e x
p e c te d t o a v e r a g e A . 53 o r 33.3% e x p e c te d to a v e r a g e B .
72 o r 29,9% e x p e c te d t o a v e r a g e C.
F or t h e Freshm an c l a s s , th e boys* m arks a r e h ig h e r
th a n t h e g i r l s * . Of t h e grou p o f 81 b o y s , 2 5 o r 3 0 . ^ e x
p e c te d t o a v e r a g e A . 36 o r 44.5% in d ic a t e d a B a v e r a g e .
20 o r 24.7% i n d ic a t e d a C a v e r a g e .
Of th e g rou p o f 1 0 0 Sophom ore g i r l s , 50 o r 50% shovmd
an a v e r a g e o f A . 30 o r 30% i n d ic a t e d a B a v e r a g e . 2 0 o r 20%
e x p e c t e d t o a v e r a g e C.
In com p arin g t h e Freshm an an d Sophom ore g r o u p s , th e
Sophom ore b oys* marks in d ic a t e d a h ig h e r a v e r a g e th a n th e
Freshm an b oys *. The Freshm an g i r l s i n d ic a t e d a h ig h e r a v e r
a g e th a n t h e Sophom ore g i r l s .
52
TABLE I I I
GENERAL INFORMATION
BUTLER JUNIOR COLLEGE 1945
M ARKS EKPECTED
F r e 8 h m e n - - 319
M ARKS
144
B oys
175
G ir l s i . B o j s
T o ta l
% G ir l s P er c e n t
A 63 60 3 6 .8 2 8 .5 3 2 .3
B 4 8 53 3 3 .3 3 0 .3 3 1 .6
C 43 72 2 9 .9
4 1 .2 3 6 .1
s.O p h o m o r e 8 - 181
M ARKS
81
Boys
175
G ir l s % Boys
T o ta l
% G irls P er c e n t
A 25 50 3 0 .8 50 4 1 .4
B 36 30 4 4 .5 30 3 6 .6
C 2 0 2 0 2 4 .7 2 0 2 2 .0
NOTE: T h is t a b l e s h o u ld b e r ea d a s f o l l o w s : Of 144
Freshm an b o y s 53 or 3 6 * 8 e x p e c t a g r a d e o f A , e t c .
53
T a b le IV i n d i c a t e s t h e number who p la n n e d t o g r a d u
a t e from c o l l e g e .
I t i s i n t e r e s t i n g t o n o t e t h a t o f 144 b o y s 1 3 0 o r
90.6% e x p r e s s e d i n t e n t i o n s o f g r a d u a tin g from c o l l e g e . 14
o r 9.5% had no i n t e n t i o n o f g r a d u a tin g .
Of 175 g i r l s 1 4 0 or 80.1% p la n t o g r a d u a te . 35 o r
19.9% had no i n t e n t i o n o f g r a d u a t in g .
Of th e 81 Sophom ore b o y s 6 0 o r 74.2% p la n n e d t o g r a d
u a t e . 21 o r 25.8% d id n o t in t e n d t o g r a d u a t e .
Of 1 0 0 Sophom ore g i r l s 75 or 75% p la n n e d t o g r a d u a te .
In com p arin g t h e tw o g r o u p s , more Freshm an b o y s
p la n n e d t o g r a d u a te th a n g i r l s .
More Sophom ore g i r l s e x p e c te d t o g r a d u a te th an b o y s .
The F reshm en who in te n d e d t o g r a d u a te a v e r a g e d h ig h e r
th a n th e Sophom ores who in te n d e d t o g r a d u a te from c o l l e g e .
Number o f y e a r s in t h e d e p a r tm e n t; Of 144 Freshm an
b o y s , 144 o r 10C% s p e n t one y e a r in t h e d e p a r tm e n t. Of 175
g i r l s , 100% s p e n t one y e a r in t h e d e p a r tm e n t.
Of 81 Sophom ore b o y s , 38 or 46.9% s p e n t one y e a r in
th e d e p a r tm e n t. 43 o r 53.2% s p e n t tw o y e a r s i n t h e d e p a r t
m ent .
64
TABLE IV
GENEEIAL INFORMATION
BUTLER JUNIOR COLLEGE 1 945
PLAN TO GRADUATE PROM COLLEGE
PLAN TO
GRADUATE
■
F r e s h m e n — 319
144
- B oys
175
G ir ls %Boys % G irls
T o ta l
P e r c e n t
Y es 1 5 0 1 4 0 9 0 .5 8 0 .1 8 4 .6
No 14 35 9 .5 1 9 .9
1 5 .4
YEARS IN DEPT.
One 144 175 1 00 100 100
s o p h o m o r e s 181
PLAN TO 81 1 0 0 T o t a l
GRADUATE B oys G ir l s ^B oys % G irls P er c e n t
Y es 60 75 7 4 .2 75 7 4 .6
No 21 25 2 5 .8 25 2 5 .4
YEARS IN DEPT.
One 38 64 4 6 .8 64 5 6 .3
Two 43 36 5 3 .2 36 4 3 .7
NOTE: T h is t a b l e s h o u ld be r e a d a s f o l l o w s : In the
Freshm an c l a s s 1 5 0 o f the 1 4 4 b o y s , o r 90,5% e x p e c t t o
g r a d u a te from c o l l e g e . Of t h e 1 7 5 Freshm an g i r l s , 1 4 0 o r
8 0 .1 e x p e c t to g r a d u a te ; e t c . #
55
E d u c a tio n a l and v o c a t i o n a l p rob lem s # S e c t io n I I o f
th e q u e s t io n n a i r e , d e a l i n g w it h e d u c a t io n a l and v o c a t i o n a l
p r o b le m s , i s an a tte m p t t o a p p r a is e t h e v a lu e o f t h e c o u n
s e l i n g program a t t h i s J u n io r C o l l e g e . T h ese tw o p h a se s
a r e t h e c h i e f p h a se s o f an y c o l l e g e p rogram , and t h e a b i l
i t y t h a t t h e s c h o o l h a s t o make them e f f e c t i v e and o u t s t a n d
in g i s a m easu re o f i t s s u c c e s s . To g e t t h e s t u d e n t ' s o p in
io n o f th e manner t h e s e p rob lem s a r e b e in g m et f o r him i s
th e c h i e f p u rp o se o f th e s i x ite m s i n t h i s s e c t i o n .
The r e s p o n s e s t o t h e ite m s o f S e c t i o n I I a r e h ig h on
th e " o fte n " s i d e . T h is le a d s t o t h e th o u g h t t h a t s i n c e t h e
q u e s t io n s a s k e d in v o lv e th e s c h o o l a d v i s o r s , th e r e may h ave
b e e n som e a d v ic e g i v e n by t h e a d v is o r s on how t o a n sw e r
t h e s e i t e m s . Among t h e Freshm en b o y s t h e grou p a v e r a g e s
f o r a l l o f th e ite m s a r e a s f o l l o w s : O fte n , 73 or 50.6% ;
s o m e tim e s, 38 or 26.3% ; se ld o m , 3 3 o r 23.1% . The g i r l s i n
t h i s c l a s s a n sw e re d t h e ite m s c o l l e c t i v e l y in t h i s m anner:
O fte n , 86 o r 49.1% ; so m e tim e s, 25 or 14.6% ; se ld o m , 64 or
36.3% . The w h o le Freshm an group r e a c t e d t o th e ite m s t h i s
w ay: O fte n , 49.8% ; so m e tim e s, 19.9% ; s e ld o m , 30.3% .
The Sophom ore b o y s show an a v e r a g e f o r a l l o f th e
ite m s a s : O fte n , 35 o r 43.2% ; so m e tim e s, 30 or 37.1% ; s e l
dom, 16 o r 19.6% . The g i r l s * a v e r a g e s f o r a l l o f th e ite m s
a r e : O f te n , 54%; so m e tim e s , 25%; s e ld o m , 21%. The com
b in e d p e r c e n t a g e a v e r a g e s f o r b o th b o y s an d g i r l s i n t h i s
56
c l a s s a r e : 49%, o f t e n ; 30.2% so m e tim e s; 20.8% seld om * The
f i g u r e s show t h a t f o r b o th c l a s s e s t h e a v e r a g e f o r th e
g ro u p s a n s w e r in g t h e ite m s " o fte n " was a lm o s t 50%. T a b le
V, on p age 5 7 , show s how a l l o f th e ite m s o f t h i s s e c t i o n
w ere an sw ered *
P erfo rm a n ce o f c l a s s w ork . S e c t i o n I I I was d e s ig n e d
t o d e te r m in e how w e ll t h e in d iv id u a l s t u d e n t h a s becom e a d
j u s t e d t o t h e s c h o o l en v iro n m en t and t o s e e from t h i s a d j u s t
m ent i f th e g u id a n c e program i s m e e tin g th e n e e d s o f th e
s t u d e n t s . One o f t h e p rim e f a c t o r s in a s u c c e s s f u l c o l l e g e
c a r e e r i s th e a b i l i t y t o m eet c la s s r o o m c o n d i t i o n s e f f e c t
i v e l y . The c la s s r o o m t e a c h e r i s r e s p o n s i b l e , i n a m e a su r e,
f o r m aking or b r in g in g a b o u t t h e s e c o n d i t i o n s , b u t m ust be
a s s i s t e d b y th e a d v is o r s an d a l l o t h e r s who h a v e c h a r g e o f
th e g u id a n c e p rogram . Many s c h o o l s h ave t r i e d t o m eet t h i s
n eed b y g i v i n g o r i e n t a t i o n c o u r s e s an d c o u r s e s on how t o
s t u d y , f o r b e g in n in g F resh m en . S u ch c o u r s e s may w e ll b e
c o n s id e r e d a p a r t o f th e g u id a n c e p rogram .
T h ere a r e e i g h t ite m s in t h i s s e c t i o n . Gut o f th e
1 4 4 Freshm en b o y s an a v e r a g e o f 83 o r 57.6% a n sw e re d t h e
ite m s a s " o ft e n " ; 39 o r 27% " so m etim es" ; 22 or 13.4% " s e l
dom.® The 175 g i r l s i n t h i s c l a s s r e a c t e d a s f o l l o w s : O f
t e n , 77 o r 44%; so m e tim e s , 64 o r 36.6% ; s e ld o m , 34 o r 19.4% .
The w h ole c l a s s sh ow s 50.1% o f t e n ; 32.3% so m e tim e s; and
17.6% se ld o m . More th a n h a l f o f th e s t u d e n t s o f t h i s c l a s s
TABLE V
EDUCATIONAL AND VOCATIONAL PBOBLIMS
E E E S H M A N B O Y S 144 G I R L S over 175
1, D id your counselor suggest w ays of discovering your
special abilities?
2. D id your counselor suggest w ays for you to b eco m e
interested in a particular vocation?
5. D id your counselor suggest ways, for you to I c n o w w hether
you have the ability to succeed in â chosen vocation?
4, D id your counselor guide you in choosing courses w h ich ):
prepare you for your vocation?
5 * D id your counselor help you in know ing w h at steps to
take after your graduation?
6. D id your counselor help you in know ing w hether you can
get a job in a,chosen field after graduation?
A verage
S o m e — ^ S o m e — %
O ften times S eld om O ften times S eld o m
8 9
96
71
61
5 6
64
33
24
41
40
57
37
22
24
32
43
31
43
61.2 22.9 15.9
66,6 16,6 16,8
59.2 23.5 12.3
42.3 39.9 27.8
38.8 29.6 31.6
44*4 25,7 29.9
S o m e — ^ S o m e — ^
O ften times S eld om O ften tim es S eld om
88
8 5
90
95
8 3
74
1 0
21
32
23
34
30
77
6 9
5 3
57
58
71
50*2 5,7 44.1
48.6 12.0 39.4
51.5 18.3 30.2
54,2 13,1 32,7
47,4 19.4 33.2
42.2 17,1 40.7
G R O U P
^ -------- 7 ”
% S o m e — %
Often times S eld o m
55.5 13.4 20,8
56.7 14.1 18.5
50.4 22,8 28.7
48-8 19.7 31,5
43i5 28.5 28.0
43.2 21.0 35.8
73 38 33 50.6 36.3 23.1 86 25 64 49.1 14.6 49.8 19.9 30,3
Note: This T able should be read as follows; O f 144 E resh m a n boys 8 9 answ ered " of ten"; 33 "som etim es"; 22 "seldom ".
Translated into percentages; 61.2^ "often"; 22,9^ "som etim es"; 15.9^ "seldom ", etc.
TABLE 71
EDUCATIONAL AND VOCATIONAL PROBLEMS
1. D id your counselor suggest w a y s of discovering your
special abilities?
2. D id your counselor suggest w a y s for you to b eco m e
interested in a particular vocation?
3. D id your counselor suggest w a y s for you to k n o w w hether
you have the ability to succeed in a chosen vocation?
4 * D id your counselor guide you in choosing courses w hich
prepare you for your vocation?
5, D id your counselor help you -in know in g w h at steps to
take after your graduation?
6, D id your counselor help you in . k now ing w hether you
can get a job in a chosen field after graduation?
A verage
S O P H O M O R E B O Y S 81
S o m e —
O ften times S eld om
^ S o m e — %
O ften tim es S eld o m
32
38
29
49
40
21
38
26
3 9
22
22
32
11
1 7
1 3
10
1 9
28
39,5 46,9 13.6
46.9 32.1 21.0
35.8 48.2 16,0
60.5 37.1 2.4
49,4 37,1 13.5
25.9 39.5 34.6
G I R L S 100
O ften
S o m e
times S eld o m
% S o m e —
O ften tim es S eld om
67
6 9
46
60
40
40
10
2 1
32
23
34
30
23
1 0
22
1 7
26
30
6 7
6 9
46
60
40
40
1 0
21
32
23
34
30
2 3
10
22
1 7
2 6
30
G R O U P
% S o m e — %
O ften times S eld om
54,7 26.5 18.8
59.2 25.9 14.9
42.9 39.2 17.9
60.2 24.8 35.0
44.2 30.9 32.1
33,2 34,2 32,6
35 30 1 6 43.2 37.1 19.6 54 25 21 54 25 21 49.0 30.2 20.8
Note: This T able should be read as follows; O f 8 1 S o p h o m o re boys 32 answ ered "often"; 38 "som etim es"; 11 "seldom ".
Translated into percentages: 39.5^ "often"; 46.9^ "som etim es"; 13.6^ "seldom ", etc,
69
a r e u n c e r t a in a b o u t t h e i r c la s s r o o m s i t u a t i o n .
The 81 Sophom ore b oys an sw ered t h e ite m s w it h t h e
f o l l o w i n g a v e r a g e s : O fte n , 54 o r 42%; so m e tim e s, 30 or
36.9% ; s e ld o m , 21.1% . The 1 0 0 g i r l s * a v e r a g e w as: O fte n ,
51%; s o m e tim e s , 26%; se ld o m , 23%. The a v e r a g e s f o r th e
c l a s s w e r e : O fte n , 46.9% ; so m e tim e s, 30.9% ; se ld o m , 22.2% .
T h ese f i g u r e s i n d i c a t e t h a t t h e Sophom ores (a s i t s h o u ld
b e ) h ave becom e b e t t e r a d j u s t e d t o s c h o o l c o n d i t i o n s . L e ss
th a n 50% o f them a n sw e re d th e ite m s in t h e * * often** co lu m n .
T h is i s e s p e c i a l l y t r u e o f t h e b o y s . The Freshm an b oys*
a v e r a g e w as 57.6% ® o ften ® , w h ile t h e Sophom ores* a v e r a g e
was 42% "often** f o r t h i s s e c t i o n . T h ese f i g u r e s an d o t h e r s
may be fo u n d in t a b l e s V II and V I I I , p a g e s 6 0 an d 6 1 .
P e r s o n a l p r o b le m s . S e c t i o n IV , w h ich d e a ls w it h
th e p e r s o n a l and in t im a t e p ro b lem s t h a t f a c e th e a v e r a g e
s t u d e n t i n a J u n io r C o lle g e , e l i c i t e d many a n sw ers from th e
s t u d e n t s . I t i s a lm o s t i n e v i t a b l e t h a t s u c h q u e s t io n s a s
i t p o se d w i l l g e t r e s p o n s e from t h i s a g e group s i n c e th e y
a r e a t t h e e n t r a n c e o f a new l i f e . T h ere w ere 16 ite m s i n
t h i s s e c t i o n , w it h th r e e s u b - it e m s u n d er o n e , m aking a t o t a l
o f 1 9 it e m s . I t s h o u ld b e s t a t e d h e r e t h a t one f a i l i n g t o
make s a t i s f a c t o r y a d ju stm e n ts tow ard t h e s e p rob lem s c a n n o t
b e e x p e c t e d t o do h i s b e s t w ork . The a d v is o r who r e a l i z e s
t h i s , and who u n d e r s ta n d s t h e m eth ods o f d e a l in g w it h
t e n s i o n s c a u s e d by w orry o v e r t h e s e p r o b le m s, can b e o f i n -
TABLE VII
BEREORMANCS OE CLASS WORK
E R E S H M A NB O Y S 144 G I R L S 175 G R O U P
O f ten
S o m e
times S eld om
%
O ften
S o m e
tim es S eld o m O ften
S o m e
times S eld om O ften
S o m e
tim es
%
S eld o m O ften
S o m e
times
%
S eld o m
1. D o you w orry about finding en o u g h , tim e to study? 8 8 33 23 61.1 22 . ’9 16.0 94 6 0 21 53.5 34.3 12.2 57.0 29.1 13.9
2. D o you organise your tim e effectively? 8 7 34 23 60.4 23.6 16.0 8 4 80 1 1 47.9 45.6 6.5 23.7 35.7 10.6
3, D o you w orry about getting poor grades? 90 40 14 62.5 27.8 9.7 75 6 3 37 42.8 3 5 . 9 21.3 51.7 32.3 16,0
4, D o you w orry about exam inations? 91 32 21 63.2 22.2 14.6 6 0 70 45 34.3 40.0 25.7 47.3 32.0 20.7
5. D o you feel that your grades are w orth the effort? 8 1 31 32 56.2 21.5 22.3 70 7 0 35 40.0 40.0 20.0 47.3 31.6 21,1
6. D o you feel that you d o not-understand the course
requirem ents? 91 21 32 63,2 14.6 22.2 63 8 3 2 9 35.9 47.4 16.7 48,4 32.6 19.0
7. D o you w orry about maintaining a certain standard
in order to apply for scholarship? 66 6 2 1 6 45.8 43.1 11.1 84 28 63 47.9 16,0 36.1 ' 47.0 28.2 24,8
8. D o you w orry about the w hole situation of unrest
an d failing to d o your best school w o rk ? 71 61 12 49.1 42.3 8.6 90 60 25 51.5 34.3 14,2 50.5 37.9 11,6
A verage 8 3 3 9 22 57.6 27,0 13.4 77 64 34 44.0 36.6 19.4 50.1 32.3 17.6
Note; This T able should be read as follows: O f 144 E resh m a n boys 8 8 answ ered "of ten"; 33 "som etim es"; 23 "seldom ".
Translated into percentages: 6 1 .1 5 & "often"; 32.9^ "som etim es'’; 16^ "seldom ", etc.
TABLE VIII
PEHEOSMANCE OE CLASS WORK
S O P H O M O R E B O Y S 81. G I R L S 1 0 0 G R O U P
O f ten
S o m e
times S eld o m
$
O ften
^ .
S o m e —
t ira e s S eld o m O f ten
S o m e
tim es S eld o m O ften
S o m e
tim es
%
S eld o m O ften
S o m e
tim es S eld o m
1. D o you w orry about finding enough tim e to study? 27 37 1 - 7 33.4 45.6 21.0 43 33 24 4 3 33 24 38,7 38.7 22.6
2. D o you organize your tim e effectlyely? 45 2 5
1 1
55.6 30.8 13.6 61 3 6 3 6 1 36 3 58.6 33.7 7,7
3, D o you w orry about getting poor grades? 40 25 1 6 49.4 30.8 19.8 52 34 14 52 34 14 ■ 50.8 32,5 16.7
4. D o you w orry about exam inations? 23 26 32 28.4 32.1 39.5 48 28 24 48 28 24 39.3 29.8 30.9
5. D o you feel that your grades are w orth the effort?! 34 32 1 5 42.0 39.5 18.5 59 24 1 7 5 9 24 .1 7 51.5 30.9 17.6
6. D o you feel that you d o not understand the course
requirem ents? 41 36 4 50.6 44.5 4.9 45 24 31 4 5 24 31 ■ 47.5 33.1 19.4
7.
D o you w orry about maintaining a certain standard
in order to apply for scholarship? 33 31 1 7 40.7 38.3 21.0 49 1 7 34 4 9
*
1 7 34 .45.3 26.5 27,2
8. D o you w orry about the w hole situation of unrest
an d failing to d o your best school w o rk ? 28 29 24 34.6 35.7 29.7 48 1 8 34 48 1 8 34 42,0 ' 26.0 32.0
A verage 34 30 1 7 42.0 36.9 21.1 51 2 6 23 5 1 26 23 46.9 30.9 22,2
Note; This Table should b e read as : follows; O f 8 1 S o p h o m o re boys 27 answ ered "often"; 37 "som etim es"; 1 7 "seldom ".
Translated into percentages; 33. 45S "often"; 4 5 *6^ " som etim es"; 21.0# " seldom ", etc.
62
e s t im a b le s e r v i c e t o h i s stia d en ts*
The a n sw e rs g iv e n by th e s t u d e n t s t o th e ite m s in
S e c t i o n IV p r e s e n t an i n t e r e s t i n g p i c t u r e . The Freshm an
b o y s show an a v e r a g e f o r a l l o f t h e ite m s o f 45% " o fte n ® ,
33.9% " so m e tim e s," an d 21.1% " seld o m ." The g i r l s in th e
sam e c l a s s show an a v e r a g e o f : O fte n , 39*4%; so m e tim e s,
39.4% ; se ld o m , 21.2% . C o l l e c t i v e l y th e y show an a v e r a g e o f :
O fte n , 41.8% ; s o m e tim e s , 36.2% ; s e ld o m , 22%. The S op h o
m ores r e a c t e d i n t h i s m anner: The b o y s : O ft e n , 40.7% ; som e
t im e s , 30.9% ; se ld o m 28.4% . The g i r l s : O f te n , 39%; som e
t i m e s , 37%; se ld o m 24%. C o l l e c t i v e l y t h e group sh o w s: O f
t e n , 39.7% ; s o m e tim e s , 34.2% ; s e ld o m , 26 .1 % . A co m p a riso n
o f t h e b o y s i n e a c h grou p show s t h e F reshm en t o b e a l i t
t l e more c o n c e r n e d w it h t h e i r p ro b lem s th a n th e S op h om ores,
a s 45.7% w ere o f t e n w o r r ie d o v e r t h e i r p r o b le m s, t o 40.7%
f o r th e S op h om ores. Among th e g i r l s t h e d i f f e r e n c e was
o n ly .4 o f one p e r c e n t — 39.4% f o r t h e Freshm en an d 39%
f o r t h e so p h o m o r e s. The b o y s o f b o th g r o u p s a v e r a g e d 43.2%
" o fte n " and t h e g i r l s 39.2% , th e p r o b a b le r e a s o n f o r t h i s
b e in g t h a t g i r l s g e n e r a l ly a r e b e t t e r p r o t e c t e d from w orry
th a n a r e b o y s and t h e y a l s o r e c e i v e more c o u n s e l from th e
a d v is o r s an d t h e d ea n o f women th a n do b o y s from t h e i r r e
s p e c t i v e a d v i s o r s a n d t h e dean o f m en. T a b le IX and T a b le
X , on p a g e s 63 an d 6 4 , g i v e c o m p le te in fo r m a tio n c o n c e r n in g
a l l o f th e ite m s o f t h i s s e c t i o n .
TABLE IX
PERSONAL PROBLEMS
E R E S R K A N B O Y S 144 G I R L S 1 75
C R O U P
■ # # #
S o m e
#
S o m e
#
S o m e S o m e
# #
S o m e
#
O ften times S eld o m O f ten tim es S eld o m O ften times S eld o m O ften tim es S eld om O ft en times S eld o m
1.
D o y o u . w orry about w a y s of finding out w b at abilities
you possess?
87 33 24 60.3 22.9 16.8 84 65 26 48*0 37.1 14,9 53,5 30.7 15.8
2. D o you feel discouraged because you d o not m a k e
friends easily? 81 31 32 56,3 21.5 22.2 74 40 61 42.3 22.9 34.8 48.6 22.3 24.1
3. D o you w orry because of not being popular within
your circle?
61 60 23 42.4 41.7 15.9 71 72 32 40.6 41.2 18.2 41.4' 41.4 17.2
4 # D o you w orry about little things? 31 91 22 21.5 63.2 15.3 8 0 40 55 45.7 22.9 32.4 34.8 41.0 24.2
5. D o you w orry because you have not developed an
attractive personality? 42 70 32 29.1 48.5 22,4 84 60 31 48.0 34.2 17.8 39.5 40.7 24.8
6. D o you w orry because you d o not k n o w h o w to overcom e
timidity so that it will not b e a hindrances to your
vocation?
7 1 61 1 2 49.3 42.4 8.3 . 8 3 61 31 46.4 34.8 18.8 48.2 38.2 13,6
7.
D o you w orry because you d o not w an t to consider your
parents* advice in choosing your vocation? 88 23 33 61.1 17.0 22.9 48 • 8 1 46 27.4 46.2 26.4 42.6 32.6 24.8
8. D o you w orry about lacking self-confidence?
8 7 23 34 60.4 16. . 23.6 43 93 39 24,5 53.1 22.4 40.7 36.4 29.1
9. D o you w orry about becom ing discouraged too easily? 8 1 '32 31 56.3 22.2 21.5 46 91 38 26.2 52.0 21.8 39.8 38.6 21.6
10. D o you w orry because you d o not often get n e w clothes?
(a) D o you feel you d o not k n o w w h a t to w ear o n
64 37 43 44.5 25.7 29.8 63 64 48 35.9 36.5 27.6 39.8 31.6 28,6
different occasions? 63 34 45 43.8 23.6 32,6 42 41 ■ 92 24.0 23.5 52.5 32.9 23.5 43.6
(b) D o you feel that you d o not dress to suit your
personality? 90 20 34 62.5 13.9 23.6 41 91 4 3 23.4 23.5 53.1 41.0 34.8 25.1
(c) D o you w orry because you cannot afford to dress
nicely without depriving your family? 66 62 ■ 1 6 45.7 43.0 11.3 91 41 4 3 51.4 23.4 25.2 49.2 32.3 18.5
11. D o you w orry about freeing yourself from old-fashioned
ideas w hich w ere developed earlier in your life? 61 60 2 3 42.4 41.7 15.9 5 9 93 23 33.7 53.2 23.1 37,6 47,9 14.5
12. D o you feel that you d o not receive enough instruction
concerning sex problem s? 62 60 22 43.0 41.7 15.3 80 65 30 45.7 37.1 17,2 44.6 39.2 16.2
13. D o you feel that you need to have m o re com panionship
with your parents? 70 30 44 48.6 20.8 30.6 75 50 50 42,7 27.5 27.8 45,5 25.1 29.4
14. D o you w orry because you d o not get along with m e m b e r s
of your family? 6 0 70 14 41.6 48,6 9,8 7 5 7 5 25 42.7 42.7 14.6 42.3 45.4 12.3
15. D o you w orry about h o w to m a k e dates? 50 60 34 34.7 41.7 23.6 60 8 5 30 34.2 48,6 17.4 34.4 45,4 20.2
16. D o you w orry about w hether or not you should m arry
before graduation? 31 81 32 21,5 56.3 22.2 80 7 5 - 20 45.8 42.7 11.5 34.8 48.9 16.3
A verage 6 5 49 30 45.0 33.9 21.1 6 9 6 9 3 9 39.4 39.4 21.2 41,8 36.2 22.0
N ote: This Table should b e read as follows: O f 144 E resh m a n boys 87 answ ered " often"; 33 "som etim es"; 24 "seldom ".
Translated, into percentages: 60,3# "often"; 22.9# "som etim es"; 16.8# " se ld o m '-* , etC i
TABLE X
PERSONAL PROBLEMS
j S O P H O M O R E B O T S 81 G I R L S 100 G R O U P
O ften
S o m e
tim es S eld o m
#
Often
#
S o m e
tim es
#
S eld o m O ften
S o m e
times SeId o m
#
O ften
#
S o m e
tim es SeId o m
#
O ften
#
S o m e
tim es
#
S eld o m
1. D o you w orry about w ays of finding out w h at abilities
you possess? 33 36 1 2 40-6 - 44.5 14.9 47 3 6 1 7 47 36 17 44,2 39.8 16.0
2. D o you feel discouraged because you d o not m a k e friends
easily? 48 21 1 2 59*2 25.9 14.9 77 11 1 2 77 1 1 1 2 69.1 17.7 13.2
3. D o you w orry because of not being popular within your
circle? 42 22 1 7 51.8 26.2 22.0 66 1 8 1 6 6 6 1 8 1 6 59.7 22,1 18.2
4. D o you w orry about little things? 38 1 9 29 40.6 23.5 35.9 42 1 8 40 42 1 8 40 41.4 20.5 38.1
5. D o you w orry because you have not developed an attractive
personality? 33 1 9 29 40.6 23.5 35,9 . 36 42 22 3 6 42 22 38.1 33.7 28,2
6. D o you w orry because you d o not k n o w h o w to overcom e
timidity so that it will not be a hindrancec to your
vocation? 32 22 27 39,5 26,2 34,3 30 46 24 30 46 24 34.2 37.5 28,3
7. D o you w orry because you d o not w an t to consider your
parents* advice in choosing your vocation? 30 32 1 9 3-7,0 39.5 23.2 28 41 31 28 41 31 32, S 40. â 37,4
8. D o you w orry about lacking self-confidence? 36 20 25 44*5 24.8 30.7 34 49 1 7 34 4 9 1 7 38,7 32.6 28.7
9. D o you w orry about becom ing discouraged too easily? 35 28 1 8 43.2 34.5 22,3 41 32 27 41 32 27 42.0 33.2 24.8
10. D o you w orry because you d o not often get n ew clothes? 26 36 19 32.0 44.5 23.5 2 9 34 37 29 34 37 30.4 38.6 31.0
(a) D o you feel you d o not k n o w w h at to w ear on
different occasions ? 27 30 24 33.3 37.0 29. 7 41 26 33 41 • 2 6 33 37.6 30.9 31,5
(b) D o you feel that you d o not dress to suit your
personality? 36 26 1 9 44.4 32.1 23.5 34 . 55 1 1 34 5 5 11 38,7 44.6 16.7
(c) D p you w orry because you cannot afford to dress
nicely without depriving your family? 31 24 26 38,3 29,6 22,1 25 50 25 25 50 25 30,9 40.8 28,3
11. D o you w orry about freeing yourself from old-fashioned
ideas w hich w ere developed earlier in your life? 28 26 27 33.6 32.1 •34.3 27 40 33 27 40 33 30.4 36.7 32.9
12. D o you feel that you d o not receive enough instruction
concerning sex problem s? 33 24 24 40,7 ’ 29.6 29.7 37 45 1 8 37 45 1 8 38.7 38.1 23.2
13. D o you feel that you need to have m o re com panionship
with your parents? 28 26 27 33.6 32.1 34.3 38 41 21 38 41 21 36.5 37.0 26.5
14. D o you w orry because you d o not get along:with m em b ers
of your family? ; 30 24 27 37,1 29,6 33,3 34 42 24 34 ,42 24 35.4 36,4 28.2
15. D o you w orry about h o w to m a k e dates? 34 20 27 42,0 24.7 33.3 38 43 1 9 38 43 1 9 39.7 34.8 25.5
1 6 * D o you w orry about w hether or not you should m arry
before graduation? 30 32 1 9 37.1 39.5 23.4 34 43 23 34 43 23 35.4 41.4 23.2
A verage 33 25 23 40.7 30.9 28.4 3 9 37 24 3 9 37 24 39.7 34.2 26.1
Note: This Table should be read as follows: O f 81 S o p h o m o re boys 3 3 answ ered "often"; 36"som etim es"; 1 2 "seldom ".
Translated into percentages; 46.6# "often"; 44,5# "som etim es"; 14.9# "seldom ", etc*
66
I t seem s s a f e t o sa y t h a t th e in fo r m a tio n o b ta in e d
from t h e a n sw e r s to th e it e m s o f S e c t i o n IV r e v e a l a n eed
f o r g u id a n c e an d c o u n s e l on t h e p e r s o n a l p ro b lem s t h a t
f a c e th e a v e r a g e c o l l e g e y o u t h . I t may be t h a t a la r g e
p e r c e n t o f th e m o r t a lit y from t h e Freshm an y e a r t o f i n a l
g r a d u a t io n c o u ld b e c u t i f more a d e q u a te in f o r m a tio n w ere
made a v a i l a b l e t h a t w ould te n d t o s o l v e t h e s e p ro b lem s t h a t
d i s t u r b .
The c o u n s e l o r . The c o u n s e lo r or s tu d e n t a d v is o r in
an y s c h o o l h a s one o f t h e m ost im p o r ta n t r e s p o n s i b i l i t i e s
i n t h e i n s t i t u t i o n . H is a b i l i t y t o c a u se t h e s tu d e n t t o
g e t t h e g r e a t e s t g o o d o u t o f t h e e n v ir o n m e n t d e te r m in e s h i s
f i t n e s s t o s e r v e i n t h i s c a p a c i t y . The i n d iv id u a l s t u d e n t
i s p e r h a p s t h e m ost c a p a b le ju d g e o f t h e a d v i s o r . H is r e
a c t i o n t o th e a d v i s o r ' s m ethods o f tr e a tm e n t o f s t u d e n t
p ro b lem s w i l l b e r e f l e c t e d in h i s s t u d i e s and in h i s b e
h a v io r ♦
The n in e ite m s in S e c t io n V a r e d e s ig n e d t o m easu re
th e f e e l i n g o f the s t u d e n t s o f th e s c h o o l in v o lv e d in t h i s
s t u d y . The f o l l o w i n g f a c t s a r e sh ow n : Of t h e 144 Freshm an
b o y s , an a v e r a g e o f 60 o r 41.7% c h e ck ed th e ” often ® colu m n ;
67 o r 39.6% c h e c k e d th e ®som etim es® colu m n , and 27 o r 18.8%
c h e c k e d th e "seldom ® co lu m n . Of t h e g i r l s i n t h e same
c l a s s , 69 or 39.5% c h e ck ed " o fte n ® ; 74 o r 39.5% a n sw ered
i n th e "seldom® co lu m n . The Sophom ore b o y s seem t o h a v e
66
b e e n c o u n s e le d a l i t t l e l e s s o f t e n p r o p o r t io n a t e ly on
t h e s e ite m s th a n t h e Freshm an b o y s . C o l l e c t i v e l y th e y
show an a v e r a g e o f 2 9 or 35.8% " o f t e n " ; 2 8 o r 34.5% "som e
tim es" ; and 2 4 o r 29.7% " seld o m ." The 1 0 0 g i r l s i n t h e
Sophom ore c l a s s a n sw e r e d " o fte n " 40%; " som etim es" 40% and
"seldom " 20% o f t h e t im e . The c l a s s e s com pared c o l l e c t
i v e l y a s f o llo w s * F reshm en: O fte n , 40%; so m e tim e s, 41%;
se ld o m , 18.3% . The S op h om ores: O ft e n , 39%; so m e tim e s,
37.5% ; s e ld o m , 2 3 .5 % . The r e s p o n s e s t o t h e in d iv i d u a l
ite m s a r e shown in T a b le s X I and X I I , p a g e s 67 and 6 8 .
E conom ic C o n d it io n s . The e co n o m ic p r o b le m s, t o g e t h e r
w ith th e l i s t o f p e r s o n a l p ro b lem s p o s e d in S e c t io n IV , a r e
th e o n e s t h a t c a u s e t h e g r e a t e s t c o n c e r n among s t u d e n t s .
A lth o u g h m ost o f them a r e s u p e r f i c i a l , t h e e f f e c t s on th e
m o ra le o f t h e s t u d e n t s a r e r e f l e c t e d i n th e la r g e p e r c e n t
a g e o f c o l l e g e s t u d e n t s who q u it s c h o o l b e f o r e g r a d u a t io n .
I t i s a r g u e d by som e p e o p le t h a t t h e p r o c e s s i s n a t u r a l and
t h a t o n ly t h o s e who a r e m i s f i t s or th o s e who w ou ld n o t
p r o f i t by a c o l l e g e e d u c a t io n q u i t b e f o r e f i n i s h i n g . T h is
i s by no means t r u e in a l l c a s e s . H ere a g a i n , b o y s seem t o
b e more d is t u r b e d o v e r t h e s e p ro b lem s th a n g i r l s . T hey a r e
more o f t e n on t h e i r own and m ust f a c e th e c o n s e q u e n c e s o f
t h e i r f i n a n c i a l c o n d i t i o n .
The Freshm an b o y s a n sw ered t h e s e v e n ite m s o f t h i s
s e c t i o n c o l l e c t i v e l y a s f o l l o w s : 76 or 5 2 . ^ , o f t e n ; 3 8 or
TABLE XI
THE COUNSELOR
E R E S H M A N B O Y S 144 G I R L S 175 G R O U P
1. D o you feel that your faculty adviser gives you
adequate tim e during the counseling?
2. D o you feel that your adviser is capable of helping
you with your personal problem s?
3. D o you feel that your adviser always seem s too busy
to see you?
4. D o you feel that your adviser does not give your
problem s consideration because of being preoccupied
with his subject m atter?
5. D o you feel that your adviser should suggest w h at
m eth od to use in applying for a job?
6. D o you feel that your adviser seem s bored w h en
talking with you ?
7. D o you feel that your adviser is a good counselor?
8. D o you feel that your adviser talks too m u c h about
himself, rather than give you a chance to discuss
your problem s?
9. D o you feel that your adviser should plan informal
social gatherings of the students to prom ote better
student— adviser relationship?
A verage
S o m e — ' % S o m e — #
O ften times S eld om Often tim es S eld om
82 51 1 1 56,8 36.7 6.5
62 41 41 43.0 28.5 28.5
53 61 27 36.7 42.4 20.9
40 64 40 27.7 44.4 27.9
70 44 30 48.7 30.5 20.8
74 60 1 0 51,4 41.6 7,0
84 40 20 58,3 27.8 ' 13.9
33 71 40 22.9 49,3 27.8
44 80 20 30,6 55.5 13.9
S o m e — # S o m e — #
O ften times S eld om O ften tim es S eld o m
88
84
83
74
70
91
51
6 5
60
80
60
63
64
91
42 92
43 90
22
3 1
12
41
42
20
33
41
42
50.2 37.2 12,6
48.0 34.2 17.8
47.5 45,7 6 ,8
42.3 34.2 23,5
40.0 36.0 24.0
51.9 36.6 11.5
29.1 51.9 19.0
24.0 52.6 23.4
24.6 51.3 24,1
# S o m e — #
O ften times S eld om
53.2 36,3 10.5
45.7 31.6 22,7
42.6 44.2 13.2
35.8 38.3 25.4
43.9 33.6 22.5
51.7 38.8 9,5
42.3 41.2 16,5
23.5 51.1 25.4
27.3 53.2 19,5
60 5 7 27 41.7 39.5 18,8 6 9 74 32 39,5 42.2 18.3 40.7 41,0 18.3
Note; This Table should be read as follows; O f 144 E resh m en boys 82 answ ered "often"; 51 "som etim es"; 1 1 "seldom ".
Translated into percentages: 36.8# "often"; 36.7# "som etim es"; 6,5# "seldom ", etc.
T A B L E X II
T H E C O U N S E L O R
S O P H O M O R E B O Y S 8 1 G I R L S 100 G R O U P
O ften
S o m e
times S eld o m O ften
i
S o m e
times
%
S eld o m O f ten
S o m e
times S eld om O f t en
S o m e
times
56
S eld om
i >
O ften
......
S o m e
times S eld om
1. D o you feel that your faculty adviser gives you
adequate tim e during the counseling? 3 6 2 6 1 9 44.5 32.1 23.4 54 34 1 3 54 34 1 3 49.3 33.2 17.0
2, D o you feel that your adviser is capable of helping
you with your personal problem s? 43 22 16 ^ 53.1 27.1 19.8 58 24 1 8 58 24 18 - 55,7 . 25.4 18.9
3. D o you feel that your adviser always seem s to o busy
to see you ? 32 24 25 39.6 29.6 30.8 41 28 31 . 41 28 31 40.3 28.7 31.0
4. D o you feel that your adviser does not give your problem s
consideration because of being preoccupied with his
subject m atter? 24 27 30 29.6 33.3 37.1 28 4 9 23 28 4 9 23 28.7 41.0 30.3
5. D o you feel that your adviser should suggest w h at
m eth od to use in applying for a job? 27 25 29 33.3 30.9 35.8 30 45 , 25 30 45 25 ■ ' 35.1 38.6 26.3
6. D o you feel that your adviser seem s, bored w h en talking
with you? 15 45 21 18.5 55. 6 25.9 53 28 1 9 53 28 1 9 37.6 40.4 22.0
7. D o you feel that your adviser is a good counselor^ 36 2 6 1 9 44.5 32.1 23.4 32^ 40 28 ■ ■ 32 40 , 28 37.6' 36.4 26,0
8. D o you feel that your adviser talks too m u c h about
himself, rather than give you a chance to discuss
your problem s? 33 20 28 40.7 24.7 34.6 34 5 1 1 6 34 51 1 6 ^ 37.0 39.3 23.7
9. D o you feel that your adviser should plan informal -
social gatherings of the students to prom ote better
student— adviser relationship? 23 40 1 8 28.4* 49.4 22.2 31 5 9 1 0 31 5 9 1 0 30.4 5 4 , 5 15.1
A v e rage 29 28 24 35.8 34.5 29.7 40 40 20 40 40 20 39,0 37.5 23,5
H o te; This Table should b e read as follows; O f 8 1 S op h om ores boys 36 answ ered "often"; 26 "som etim es"; 1 9 "seId o m " .
Translated into percentages; 44.5^ "often"; 33.1^ "som etim es"; 23,4^ "seldom ", etc.
69
2 6 * 4 ^ , so m e tim e s; and 3 0 or 2 0 .8 ^ , se ld o m . The Freshm an
g i r l s r e sp o n d e d : O fte n , 69 o r 39*5J^; so m e tim e s, 64 o r
3 6 .6 ^ ; se ld o m , 2 3 .9 ^ , The group a v e r a g e w as: O fte n , 4 5 .5 ^ ;
s o m e tim e s , 3 2 ^ ; se ld o m , 2 2 .5 ^ . The Sophom ore b o y s r e p o r t
ed ” o f t e n ” on an a v e r a g e o f 35 o r 4 3 .2 ^ o f t h e t im e , " som e
t im e s ” 26 or 32.1% , and " seld o m ” 24.7% . The g i r l s o f t h i s
grou p r e p o r t e d " o f t e n ” 35%, " so m e tim e s” 37%, and " seld o m ”
28%. The group a v e r a g e w a s: O fte n , 38.6% ; so m e tim e s,
34.8% ; se ld o m , 26.6% . The r e s p o n s e s t o th e I n d iv id u a l
ite m s can b e fo u n d In T a b le s X I I I and X IV , p a g e s 70 and 7 1 .
An a n a l y s i s o f th e f i g u r e s f o r t h i s s e c t i o n sh ow s
t h a t w orry o v e r eco n o m ic p ro b lem s te n d s t o d e c r e a s e a s th e
e n d s t o b e r e a c h e d In c o l l e g e a r e b e in g a t t a i n e d . T h is d o e s
n o t mean t h a t t h e p ro b lem s th e m s e lv e s h a v e d e c r e a s e d , b u t
th e w orry I s n o t s o g r e a t when th e p u r p o se s f o r w h ich th e y
h ave come a r e b e in g f u l f i l l e d .
Summary. A q u e s t io n n a ir e was d e s ig n e d and s u b m itte d
t o th e s t u d e n t s o f B u tle r J u n io r C o l l e g e . 500 s a t i s f a c t o r y
q u e s t io n n a ir e s w ere r e tu r n e d w it h t h e d e s i r e d I n fo r m a tio n .
T h ere w ere 275 g i r l s and 225 b o y s who g a v e th e d a ta r e q u e s t
e d . The d a ta r e c e i v e d I n d ic a t e d t h a t t h e r e was no c o n
t r o l l e d g u id a n c e p rogram , a s s u c h . In t h e I n s t i t u t i o n .
TABLE XIII
ECONOMIC PROBLEMS
F R E S H M A HB O Y S 1 4 4 G I R L S 1 7 5
G R O U P
O f ten
S o m e
times S eld o m Often
i >
S o m e
tim es S eld o m O f ten
S o m e
times S eld o m O ften
%
S o m e
tim es
■ f
S eld om O ften
%
S o m e —
t im es.
. ^
S eld om
1.
D o you w orry about not having enough m o n ey earned for
your college education? 91 32 21 63.2 22.1 14.7 8 3 8 1 1 1 47.4 46.3. 6.3 54,5 35.4 10.1
2. D o you w orry about your lack of ability to m a n a g e
; your finance s properly? 82 31 31 56,9 21,5 21.6 73 52 50 .41.6 29.7 29.7 48.6 26.0 25.4
3, D o you w orry about h o w m u c h ’ tim e you can spend for
outside em p loym en t? 8 0 33 31 55,5 22.9 21.6 7 4 8 1 ' 20 42.3 46.3 11.4 48.2 35.7 16.1
4. D o'^ oU w orry about securing a job for the su m m e r ? 70 40 34 48.7 27.8 21.5 7 2 : 61 42 41.1 34.8 24.1 44.5 31.7 23.8
5. D o you feel u n h ap p y because you d o not have enough
m o n ey for récréation? 71 32 41 49.1 22.1 28.5 ' 62 52 30 35.4 29.7 34.9 41.7 26.3 . 32.0
6. D o you w orry about enough m o n ey for proper clothes? 6 1 7 1 72 42.3 49.2 8.5 60 ■ .6 0 5 5 34.2 34.2 31,6 38,0 41.0 21.0
7.
D o you w orry about your econom ic situation to the
extent that you d o not get sufficient rest or
relaxation? 80 31 33 55.5 21.5 23.0 61 6 2 52 34, 8 35.4 29.8 44,2 29.1 26.7
A verage 76 38 3 0 53.8 26.4 20.8 6 9 64 42 39,5 36.6 23.9 45.5 32.0 22,5
H ote: This table should b e read as follows: O f 144 F resh m en boys 91 answ ered " often"; 32 "som etim es 21 " seldom ",
Translated into percentages; 63.2^ "often"; 22.1^ " som etim es"; 14.7^ "seldom ", etc
TABLE XIV
ECONOMIC PROBLEMS
S O P H O M O R E B O Y S 8 1 G I R L S 100 G R O U P
1, D o you w orry about not having enough m o n ey earned for
your college education?
2, D o you w orry about your lack of ability to m a n a g e
your finances properly?
3, D o you w orry about h o w m u c h tim e you can spend for
outside em p loym en t?
4, D o you w orry about securing a job for the su m m e r ?
5 , D o you feel u n h ap p y because you d o not have enough
m o n ey for recreation?
6, D o you w orry about enough m o n ey for proper clothes?
7, D o you w orry about your econom ic situation to the extent
that you d o not get sufficient rest or relaxation?
A v e rage
S o m e — % S o m e — . %
Often times S eld om O ften tim es S eld o m
34
44
36
45
22
40
23
29
20
23
20
27
2 7
40
1 8
1 7
22
7 6
32
1 4
1 8
42.0 35.7 22.
54.4 24.7 20.9
44.4 28.4 27.2
55.5 24.7 19.8
27.1 33,3 39.6
49.4 33.3 17.3
28.4 49,4 22,2
S o m e — S o m e — ^
O ften times S eld o m O ften tim es S eld o m
28
53
35
47
26
27
27
4 8
26
35
24
39
42
4 6
24
2 1
3 0
2 9
35
31
27
28
5 3
35
47
26
27
27
48
2 6
3 5
24
39
42
46
24
21
30
2 9
35
31
27
^ S o m e — ^
O ften times S eld o m
28.7 42.5 23.8
53.6 25,4 21.0
39.2 32.0 23.8
50.8 24,3 24.9
26.5 36.4 37.1
37.0 32.6 30.4
27.6 47.5 24.9
3 5 26 20 43.2 32.1 24.7 35 37 28 3 5 37 28 38,6 34.8 26.6
R ote: This Table should b e read as follows; O f 81 S op h om ores 34 answ ered "often"; 29 "som etim es"; 18 "seldom ".
Translated into percentages; 42^ "often"; 35.7^ #(somefimps!#^; 28^:*Idom"»^* etc.
CHAPTER VI
THE NEED PGR GUIDANCE
IN SOCIAL AND ECONOMIC PROBLEMS
P u r p o s e » The p u rp o se o f t h i s c h a p te r i s t o p o in t
o u t th e n e e d f o r g u id a n c e in t h e s o c i a l a n d eco n o m ic p r o b
lem s t h a t f a c e th e y o u th o f B u t le r J u n io r C o lle g e a s shown
from th e q u e s t io n n a ir e p r e s e n t e d t o th e m . The c h a p te r i s
d iv id e d I n t o th e f o l l o w i n g t o p i c s : ( 1 ) s o c i a l p rob lem s
f a c i n g y o u th g e n e r a l l y ; ( 2 ) p ro b lem s p e c u l i a r t o N egro y o u th
o f s o u th e r n s t a t e s ; (3 ) p ro b lem s p e c u l ia r t o th e y o u th o f
B u t le r J u n io r C o lle g e ; ( 4 ) eco n o m ic p ro b lem s g e n e r a l ly ; and
( 5 ) eco n o m ic p ro b lem s p e c u l ia r t o B u t le r J u n io r C o lle g e
y o u t h .
S o c i a l p ro b lem s f a c i n g y o u th g e n e r a l l y . T h ere I s ,
p e r h a p s , no o th e r p e r io d In h i s t o r y when t h e im p a c ts o f
s o c i a l ch a n g e h a v e s o d i r e c t l y a f f e c t e d t h e y o u th o f th e
w o r ld . The war w h ich h a s j u s t c lo s e d h a s d ip p e d I n t o th e
ra n k s o f y o u th a s no o th e r war h a s In ou r n a t io n or In th e
w o r ld . The y o u th t o o you n g to g o t o war have b e e n p e r
m it t e d t o w ork In p l a c e s w h e r e , h e r e t o f o r e , th e y h ave b e e n
th o u g h t o f a s b e in g t o o you n g t o w ork . B e in g p e r m itte d t o
work and e a r n h a s c a u s e d many p ro b lem s t o a r i s e t h a t p r e
v i o u s l y d id n o t e x i s t . S in c e th e y w ere p e r m itte d t o do
work h i t h e r t o d on e b y a d u l t s t h e y h ave te n d e d t o assum e
73
o t h e r r o l e s in t h e dom ain o f a d u lth o o d . I f a l l o f t h e s e
new e x p e r ie n c e s w ere on t h e p o s i t i v e s id e t h e r e w o u ld be no
p r o b le m , b u t th e y h a v e ta k e n on th e v i c e s a s w e ll a s th e
v i r t u e s . In f a c t t h e v i c e s seem to h ave b e e n e v e n more
th a n th e v i r t u e s . Crim e am ong y o u th seem s t o h a v e had an
a la r m in g i n c r e a s e , s o much s o t h a t i t i s c a u s in g c o n c e r n t o
law e n fo r c e m e n t a g e n c ie s e v e r y w h e r e . The F e d e r a l B u reau o f
I n v e s t i g a t i o n u n d er Mr. J . E dgar H oover r e p o r t s a l a r g e i n
c r e a s e i n crim e among b o th m ale and fem a le j u v e n i l e s .
In a d d i t i o n t o y o u th a ssu m in g t h e r o l e o f a d u lth o o d ,
t h e r e i s a n o th e r p h a se o f th e sam e s u b j e c t in w h ic h i t i s
i n d ic a t e d t h a t a d u l t s , a s p a r e n t s , h ave n e g l e c t e d to g u id e
t h e i r c h ild r e n away from t h e e v i l s t h a t b e s e t th em . Much
o f t h i s h a s b e e n du e t o t h e p r e s s u r e s c a u se d by th e suprem e
e f f o r t s g iv e n to w a rd th e w in n in g o f t h e w ar. T h ere h a s
b e e n a l s o a c o r r e s p o n d in g a p a th y on th e p a r t o f s o c i a l a g e n
c i e s , s u c h a s t h e ch u rch a n d t h e s c h o o l , f o r t h e sam e r e a s o n ;
a n d , f i n a l l y , t h e n e a r n e s s t o war b r o u g h t a b o u t by r a p id
c o m m u n ica tio n and t h e r a d i c a l l y d i f f e r e n t m eth ods o f w agin g
war h a s p la c e d y o u th in t h e v e r y p a th o f a l l t h e e v i l c o n
s e q u e n c e s o f w a r .
In v ie w o f t h e s e f a c t s , t h e hom e, th e law e n fo r c e m e n t
a g e n c i e s , t h e ch u rch a n d t h e s c h o o l m ust d o more t o ch a n g e
t h e s e i n d ic a t e d t r e n d s . The s c h o o l i s a s t r a t e g i c i n s t i t u
t i o n f o r i n i t i a t i n g a program o f g u id a n c e t h a t s h o u ld g o a
74
lo n g way to w a r d c o u n t e r a c t in g some o f t h e e v i l s t h a t now
e x i s t in th e s o c i a l s t r u c t u r e o f our l i f e . I t sh o u ld a l s o
b e a b l e t o g i v e a s s i s t a n c e in r i o t i n g some o f t h e eco n o m ic
w rongs t h a t a r e p r e s e n t in our way o f l i f e . U n le s s dem oc
r a c y ca n m eet t h e c h a lle n g e o f t h e s e w rongs in our s o c i a l
o r d e r , i t w i l l c e a s e t o be an i d e a l and som e o th e r form o f
g o vern m en t w i l l i n e v i t a b l y ta k e i t s p l a c e .
P rob lem s p e c u l i a r t o s o u th e r n N egro y o u t h . The C i v i l
War b r o u g h t an end t o c h a t t e l s l a v e r y b u t n o t an end t o th e
s l a v e r y o f t h e s p i r i t . T h is se em s t o h a v e b een l e f t t o an
e v o lu t io n a r y p r o c e s s w h ich i s a lw a y s s lo w in r e a c h in g t h e
e n d . D u rin g t h e e ig h t y - o n e y e a r s s i n c e th e end o f t h a t war
th e s t r u g g l e f o r fre ed o m o f th e s p i r i t h a s b een i n p r o g r e s s
among th e m a sses o f N egro p e o p le i n t h e s o u t h . To a l e s s
h ard y g ro u p t h i s s t r u g g l e w ould h a v e b een u n b e a r a b le . The
s c h o o l s y s te m s in m ost o f th e s o u th e r n s t a t e s a r e p o o r .
T h is i s e s p e c i a l l y t r u e o f t h e s e g r e g a t e d s c h o o ls t o w h ich
N egro b o y s an d g i r l s g o . I t i s t r u e o f th e c i t i e s , and
p a r t i c u l a r l y o f th e r u r a l s e c t i o n s . B e c a u se o f th e low
s ta n d a r d s and t h e u n ev e n a p p l i c a t i o n o f s ta n d a r d s from com
m u n ity t o com m u n ity, c h ild r e n come t o t h e h ig h s c h o o l s and
c o l l e g e s w ith v a r y in g d e g r e e s o f c o m p le tio n o f t h e e le m e n
t a r y s c h o o l w ork. On th e b a s i s o f a g r a d e p e r y e a r from a
g iv e n s c h o o l , t h e c h ild r e n who a r e fo r c e d t o a t t e n d a s i x -
m onth s c h o o l term o r l e s s a r e a t a d e c id e d d is a d v a n ta g e .
75
A l l o f t h e s e come t o t h e c o l l e g e s an d h ig h s c h o o ls s e e k in g
f u r t h e r o p p o r t u n it ie s t o exp an d t h e i r h o r i z o n s . T h e se a d
v a n c e d s c h o o ls a r e , t h e r e f o r e , fo r c e d t o t r y t o m eet th e
d e f i c i e n c i e s w h er ev e r p o s s i b l e . They m ust a l s o overcom e
many l o c a l s u p e r s t i t i o n s and r e p la c e them w ith t h e t r u t h
t h a t s c i e n c e h a s r e v e a l e d . To many s t u d e n t s th e h ig h s c h o o l
o r c o l l e g e t o w h ich th e y h a v e come i s th e f i r s t m odern e n
v ir o n m e n t i n w h ic h th e y h ave l i v e d . A b o a r d in g s c h o o l su c h
a s B u t le r J u n io r C o lle g e o f f e r s t o many t h e i r f i r s t o p p o r
t u n i t y f o r r e g u la r h a b it s o f e a t i n g and s l e e p i n g . I t i s
a l s o th e f i r s t tim e th e y h a v e b e e n u n d er th e i n f l u e n c e o f
o t h e r s th a n members o f t h e i r im m ed ia te f a m i l i e s .
The p ro b lem s o f s e g r e g a t i o n and d i s c r im i n a t i o n a s
p r a c t i c e d on t h e N egro g ro u p i n th e s o u th g i v e s t o th e y o u th
a d e c id e d i n f e r i o r i t y c o m p lex . They a r e d e n ie d , in m ost i n
s t a n c e s , a c c e s s t o p a rk s a n d o t h e r r e c r e a t i o n a l c e n t e r s .
They h ave no c u l t u r a l c e n t e r s s u c h a s l i b r a r i e s and m useum s,
and a r e f o r c e d t o l i v e in t h e w o r s t a r e a s o f t h e c i t i e s .
A l l o f t h e s e t h i n g s , c o u p le d w it h lo w in c o m e s , make f o r an
u n s a t i s f a c t o r y e n v ir o n m e n t w h ich i s r e f l e c t e d in t h e dem eanor
o f a l l who a r e th e v i c t i m s o f t h i s s y s t e m .
P rob lem s p e c u l ia r t o th e y o u th o f B u t le r C o l l e g e .
P r a c t i c a l l y a l l o f t h e s t u d e n t s o f B u t le r J u n io r C o lle g e
come from su c h e n v ir o n m e n ts a s d e s c r ib e d a b o v e . In a d d i t i o n ,
many o f them who l i v e i n t h e b o a r d in g h a l l s h a v e b e e n s p o n
76
s o r e d by s m a ll B a p t i s t c h u r c h e s o v e r t h e s t a t e w h ic h h ave
ta u g h t them a narrow d e n o m in a tio n a lis m w h ic h th e y b r in g w it h
th em .
The p e r s o n a l i t y c o m p lex es p r e s e n t e d b y s u c h a g ro u p
a r e n u m erou s. I t i s a c h a lle n g e t o t h e f a c u l t y o f t h e c o l
l e g e t o t r e a t a l l o f th e p rob lem s p r e s e n t e d f a i r l y , and t o
b r in g o u t o f e a c h i n d iv id u a l t h e b e s t t h e r e i s in h im . T h is
ca n b e done o n ly th r o u g h a w e ll th o u g h t o u t and o r g a n iz e d
p la n o f I n d iv id u a l p e r s o n a l g u id a n c e .
The r e s p o n s e s to t h e ite m s in S e c t i o n IV o f th e q u e s
t i o n n a ir e i n d i c a t e t h a t th e y o u th a t B u t le r C o lle g e a r e a f
f l i c t e d w ith many s o c i a l i l l s t h a t n eed a t t e n t i o n . O ver
72% o f them e x p r e s s e d th e m s e lv e s a s h a v in g w o r r ie s o v e r t h e s e
ite m s a t l e a s t s o m e tim e s . I t w i l l n o t b e p o s s i b l e to rem ove
a l l o f th e f e a r s t h a t a r e e x p r e s s e d , b u t i t c e r t a i n l y s h o u ld
b e p o s s i b l e to m in im iz e them s o t h a t th e i n d i v i d u a l s s o a f
f e c t e d w i l l b e a b le more c l o s e l y t o l i v e up t o h i s c a p a b i l
i t i e s th a n h e w o u ld i f h i s n eed s w ere n o t r e c o g n iz e d and
t r e a t e d . I t i s n o t s u g g e s t e d h e r e t h a t B u t le r J u n io r C o l
l e g e , o r , f o r t h a t m a t t e r , an y o th e r c o l l e g e , w i l l b e a b le
t o m eet t h i s c h a lle n g e w ith g u id a n c e a l o n e . I t w i l l r e q u ir e
th e a id and a s s i s t a n c e o f a l l o f t h e r e s o u r c e s a t t h e d i s
p o s a l o f t h e c o l l e g e and t h e com m u n ity. P s y c h o l o g i s t s ,
p s y c h i a t r i s t s , p h y s i c i a n s , m i n i s t e r s , and a l l who a r e i n t e r
e s t e d in human w e lf a r e s h o u ld s h a r e in m e e tin g th e s o c i a l
77
n e e d o f rem ovin g f e a r a n d w orry from th e m inds o f s t u d e n t s *
The s t u d e n t s a t B u t le r C o lle g e a r e f o r t u n a t e i n t h a t t h e r e
i s i n t h e c i t y o f T y le r , T e x a s , w h ere th e s c h o o l i s l o c a t e d ,
an u n u s u a lly la r g e grou p o f N egro p r o f e s s i o n a l p e o p le t o a s
s i s t i n an e n la r g e d g u id a n c e program *
E conom ic p r o b le m s g e n e r a l l y . I t i s n o t a lw a y s p o s
s i b l e t o s e p a r a t e econ om ic p rob lem s from th e g e n e r a l s o c i a l
p r o b le m s t h a t a f f e c t a l o c a l i t y o r a g r o u p . They a r e u s u
a l l y a p a r t o f t h e same p r o b le m , a n d e a c h i s d ep en d en t upon
th e o t h e r . Some w r i t e r s g o s o fa r a s t o sa y t h a t " th e s o c i a l
p ro b lem s o f t h e N egro a r e more eco n o m ic th a n s o c i a l . He i s
a v i c t i m o f t h e p o o r eco n o m ic s y s te m o f t h e s o u t h .” Even
t h e l a t e w ar was e n g e n d e r e d n o t s o much from th e s o c i a l a s
p e c t s a s from t h e eco n o m ic a s p e c t s w h ic h form ed a p a r t o f
t h e s o - c a l l e d J e w ish p rob lem o f G erm any. Where t h e sy s te m
i s d e v e lo p e d t o e x p l o i t on e grou p by a n o th e r th r o u g h econ om ic
m ea n s, s e r i o u s c o n s e q u e n c e s can b e e x p e c t e d t o d e v e lo p .
U n le s s c h e c k e d by a r t i f i c i a l m eans t h o s e who a r e e c o n
o m ic a lly s e c u r e ca n a b r id g e many o f t h e s o c i a l p ro b lem s t h a t
o r d i n a r i l y a f f e c t th em . T h ose who a r e u n a b le t o m a in ta in a
norm al econom y w i l l te n d t o d e t e r i o r a t e s o c i a l l y . The p r o b
lem o f e co n o m ic s t a b i l i t y k e e p s many s t u d e n t s who w ou ld
p r o f i t b y a c o l l e g e e d u c a t io n from e n t e r in g o r c o m p le tin g
c o l l e g e . The l a c k o f a d e q u a te f in a n c e i s th e m ost s e r io u s
p ro b lem f a c e d by a l a r g e p e r c e n ta g e o f c o l l e g e y o u t h . T h is
78
i s d o u b ly t r u e f o r t h e N eg ro y o u th o f t h e s o u th and r u r a l
y o u th i n m ost a r e a s .
E conom ic p ro b lem s p e c u l i a r t o B u t le r C o lle g e y o u t h .
T e x a s , in a d d it io n to b e in g t h e l a r g e s t s t a t e in th e u n io n ,
i s a l s o t h e l a r g e s t c o t t o n p r o d u c in g s t a t e . The c o t t o n p r o
d u c in g a r e a s o f t h e U n ite d S t a t e s h a v e l a r g e l y d ep en d ed u p
on N egro la b o r t o c a r r y on t h e p r o d u c tio n th r o u g h o u t m ost o f
i t s p h a s e s . Cheap la b o r h a s a lw a y s b e e n a t th e r o o t o f th e
p r o d u c tio n o f c o t t o n . The e v i l s o f s l a v e r y and o f th e
" s h a r e c r o p ” sy s te m w h ic h f o llo w e d in i t s wake have had a
d e a d e n in g e f f e c t upon th o s e who h a v e b e e n th e v i c t i m s . T h ere
a r e c o m p a r a tiv e ly few N eg ro es i n T exas who have n o t b e e n c o n
n e c te d d i r e c t l y o r i n d i r e c t l y w ith t h e c o t t o n in d u s t r y .
They a r e , f o r t h e m ost p a r t , on t h e l o w e s t econ om ic l e v e l
o f any g ro u p in t h e U n ite d S t a t e s . I t i s from t h i s grou p
t h a t many o f t h e s t u d e n t s o f B u tle r C o lle g e com e. Many, b e
c a u se o f t h e u n c e r t a in t y o f t h e c o t t o n h a r v e s t , must e a r n
t h e i r c u r r e n t e x p e n s e s by w o r k in g p a r t tim e d u r in g t h e i r
s c h o o l c a r e e r s . D u r in g t h e l a s t few y e a r s t h i s h as n o t b e e n
s o d i f f i c u l t , a s t h e r e h a s b e e n some w ar work g o in g on t h a t
h a s made i t e a s y . T h is , h o w e v e r , i s n o t u s u a l . S e v e r a l o f
t h e s t u d e n t s a r e sp o n s o r e d by t h e i r l o c a l c h u r c h e s . In some
c a s e s th e hometown c h u r c h e s a r e s lo w i n s e n d in g p ro m ised
f u n d s , w h ic h makes i t h ard on th e s c h o o l an d e m b a r r a ssin g t o
th e r e c i p i e n t o f th e s c h o l a r s h i p .
79
The a n sw ers g iv e n t o t h e ite m s in S e c t io n VI show
how th e p ro b lem s o f f i n a n c e a f f e c t th e s t u d e n t s o f B u t le r
J u n io r C o l l e g e . O ver 70% o f them e x p r e s s th e m s e lv e s a s
h a v in g w o r r ie s o v e r l a c k o f a d e q u a te f i n a n c e . T h is f a c t i s
en ou gh t o c a u s e som e a c t i o n on th e p a r t o f t h o s e in c h a r g e
o f t h e g u id a n c e program t o a l l a y s u c h f e a r s a s may e x i s t
and t o c a u s e t h o s e who a c t u a l l y a r e n o t in n eed o f th e n e c
e s s i t i e s t o r e f r a i n from w is h in g fo r more th a n th e y n e e d .
The g r e e d f o r g o ld i s one o f t h e b e s e t t i n g s i n s o f t h e Amer
i c a n way o f l i f e *
Summary. The s o c i a l and e co n o m ic p ro b lem s t h a t ta k e
up s o much o f t h e e n e r g y o f c o l l e g e p e o p le a r e u s u a l l y o u t
o f f o c u s w it h t h e b e s t i n t e r e s t s o f th e p u p il an d o f t h e
s c h o o l . N egro s t u d e n t s a r e a c u t e l y aw are o f t h e s o c i a l i l l s
t h a t p la g u e them , and s u f f e r i n f e r i o r i t y c o m p le x e s t h a t r e
ta r d t h e i r g r o w th . They a r e on th e l o w e s t eco n o m ic l e v e l
and m ust u n d e rg o many i n d i g n i t i e s t o r e a c h t h e i r d e s ir e d
g o a ls * The s t u d e n t s o f B u t le r J u n io r C o lle g e f a c e a l l o f
th e d i f f i c u l t i e s i n t h e i r s o c i a l and e co n o m ic l i f e t h a t a r e
in h e r e n t i n th e c o t t o n - g r o w in g s t a t e o f T e x a s . They n e e d
s p e c i a l g u id a n c e i n t h e s e f i e l d s t o r e l i e v e th e t e n s i o n s
c a u s e d b y t h e e x i s t i n g s o c i a l and e co n o m ic e v i l s i n t o w h ich
th e y h ave b een t h r u s t .
CHAPTER V II
NEED FOR GUIDANCE IN EDUCATIONAL
AND VOCATIONAL PROBLEMS
B r i e f h i s t o r i c a l r e v ie w o f v o c a t io n a l g u id a n c e . The
E n c y c lo p e d ia o f t h e S o c i a l S c ie n c e s r e l a t e s t h a t som e form
o f v o c a t i o n a l g u id a n c e i s a s o ld a s t h e d i v i s i o n o f l a b o r .
P l a t o , H e r b e r t, P a s c a l, an d D ic k e n s a l l w r o te o f th e n eed
f o r i t . P l a t o , who l i v e d a b o u t 4 0 0 B .C ., w r o te o f th e r e c
o g n i t i o n o f i n d iv i d u a l d i f f e r e n c e s a n d t h e n eed f o r v o c a
t i o n a l a d v ic e a n d a d ju stm e n t a s f o l l o w s ;
No tw o p e r s o n s a r e b o rn a l i k e b u t e a c h d i f f e r s
from t h e o th e r i n i n d iv i d u a l endow m ent, one b e in g
s u i t e d f o r one t h i n g and a n o th e r f o r a n o t h e r , and a l l
t h in g s w i l l b e p r o v id e d in s u p e r io r q u a l i t y and q u an
t i t y and w ith t h e g r e a t e s t e a s e when e a c h man w orks
a t a s i n g l e o c c u p a tio n and i n a c c o r d a n c e w it h h i s
n a t u r a l g i f t .
D u rin g th e p a s t q u a r te r c e n tu r y t h e g u id a n c e m ovem ent,
o
a c c o r d in g t o A rth u r J . J o n e s , was on e o f th e m ost s i g n i f i
c a n t d e v e lo p m e n ts in e d u c a t io n . He p o i n t s o u t t h a t in t h i s
c o u n tr y o r g a n iz e d g u id a n c e b eg a n w it h an a tte m p t t o g iv e a s
s i s t a n c e in s e l e c t i n g a v o c a t io n an d s e c u r in g a job #
Under t h e d i r e c t o r s h i p o f F rank P a r s o n s , th e B o sto n
^John B rew er, V o c a t io n a l G u id a n ce (The E n c y c lo p e d ia
o f t h e S o c i a l S c i e n c e s , 1 934 Ed# V o l. X V ), pp# 2 7 6 - 7 7 .
^ A rth u r J . J o n e s , P r i n c i p l e s o f G u id a n c e . (New Y ork :
M cG raw -H ill Book C©mpany, 1 9 3 4 ) , p p . 4 2 4 - 4 2 6 .
81
V o c a tio n B u reau was o r g a n iz e d i n 1 9 0 8 , and t h i s i s g e n e r
a l l y r e c o g n iz e d a s h a v in g b e e n t h e f i r s t im p o r ta n t s t e p in
th e d e v e lo p m e n t o f t h e v o c a t i o n a l m ovem ent. I t w as a t t h i s
tim e t h a t t h e term " v o c a t io n a l g u id a n c e ” was u se d w it h a l
m ost th e sam e s i g n i f i c a n c e a s t h a t now a c c e p t e d . T h en , g u id
a n c e m et t h e i n d iv i d u a l * s n e e d s h e a r th e c l o s e o f t h e s c h o o l
in g p e r io d ; now i t h a s p r o g r e s s e d so a s t o com p rehend y o u t h 's
v i t a l n e e d s d u r in g th e e n t i r e s c h o o l e x p e r ie n c e .
The o r g a n iz a t io n o f t h e m ovem ent b egan i n 1 9 0 9 when
v o c a t io n a l g u id a n c e was b r o u g h t i n t o th e p u b lic s c h o o ls o f
B o s to n . The program w as s e c u r e d from th e V o c a tio n B u rea u
and h a s b e e n in o p e r a t io n e v e r s i n c e . The movement s t a r t e d
in B o sto n a n d New Y ork a b o u t t h e sam e tim e th e a c c e p ta n c e o f
a program o f v o c a t i o n a l g u id a n c e was a d o p te d , w h ich w as th e
b e g in n in g o f a r a p id s p r e a d o f th e movem ent in t h e p u b lic
s c h o o l s y s te m s th r o u g h o u t t h e c o u n t r y . R e c o g n itio n was g iv e n
by th e u n i v e r s i t i e s when H arvard , i n 1 9 1 1 , was f i r s t t o o f
f e r a c o u r s e o f l e c t u r e s on v o c a t i o n a l g u id a n c e . By 1913
th e N a t io n a l V o c a t io n a l G u id a n ce A s s o c i a t i o n w as form ed and
t h e m ovement was w e ll fo u n d e d a l l o v e r th e U n ite d S t a t e s .
W ith t h e grow in g e m p h a sis upon r e o r g a n i z a t i o n o f e d
u c a t i o n t o m eet t h e n e e d s o f th e c h a n g in g s o c i a l o r d e r , v o
c a t i o n a l g u id a n c e h a s b e e n w id en ed t o ta k e in s o c i a l - c i v i c
l e i s u r e tim e and m en ta l a n d p h y s i c a l h e a l t h . S in c e W orld
War I , th e im p e tu s t o t h e b r o a d e r c o n c e p ts o f g u id a n c e g iv e n
82
3 4 5 6 7 8
b y A l l e n , B rew e r, K o o s, K e fa u v e r , J o n e s , P r o c to r and
o t h e r s h a v e in f l u e n c e d e d u c a t io n a l p r a c t i c e s fro m th e e l e
m en tary s c h o o l s th r o u g h t h e u n i v e r s i t y . G u id an ce m ethods
a r e b e c o m in g more p e r s o n a l an d b e t t e r a d a p te d t o th e p u p i l ' s
c a p a c it y and n e e d s . In r e c e n t y e a r s a g r o w in g I n t e r e s t h a s
b e e n m a n if e s t e d i n v o c a t i o n a l e d u c a t io n . Many i n v e s t i g a
t i o n s h ave b e e n made o f c u r r e n t p r a c t i c e s , and e x p e r im e n ts
w it h p r a c t i c e s w h ic h p r o m ise b e t t e r r e s u l t s a r e u n d er way
i n many i n s t i t u t i o n s . As a r e s u l t , v o c a t i o n a l p ro b lem s a r e
v e r y w e l l known. L i t t l e i s know n, h o w e v e r , a b o u t th e p r o b
lem o f th e e d u c a t io n o f t h e N e g ro .
Need f o r v o c a t i o n a l g u id a n c e . V o c a t io n a l g u id a n c e
i s t h e p r o c e s s o f a s s i s t i n g t h e i n d iv i d u a l t o c h o o s e an o c
c u p a t io n , p r e p a r e f o r i t , an d e n t e r upon and p r o g r e s s in i t .
^ F r e d e r ic k J . A l l e n , P r i n c i p l e s and P rob iem s in Vo-
c a t i o n a l G u id a n c e , (New Y orkT McGraw H i l l Book Company,
4
John M. B rew er, E d u c a tio n a l G u id a n c e , (New Y ork :
The M acM illan Company, 1^ 32)
^L eonard V. K oos an d G rayson N. K e fa u v e r , G uidan ce
in S eco n d a ry S c h o o l s , (New Y ork: The M acM illan Company, 1 9 3 2 )
^G rayson N* K e fa u v e r and H a ro ld H and, " O b j e c tiv e s o f
E x p e r im e n ta l G u id an ce Program O c c u p a tio n s ,” The N a t io n a l Vo
c a t i o n a l G u id an ce A s s o c ia t i o n M a g a zin e , D ecem ber 1 9 3 5 .
^A rthur J . J o n e s , og^. c i t .
® W illiam M. P r o c t o r , E ^ u c a tio n a l and V o c a tio n a l G uid
a n c e , (B o s to n : H oughton M if f 1 in Company, “T S 3Ô1 “
83
S la u g h te r ^ ad d s t o t h e a b o v e d i r e c t i o n "and t o c r e a t e and
p rom ote b e t t e r e c o n o m ic a n d s o c i a l r e l a t i o n s h i p s in t h e o c
c u p a t io n a l w o r ld ."
He a l s o s t a t e s f i v e d i f f e r e n t p ro b lem s t o a i d th e i n
d i v i d u a l in v o c a t io n a l g u id a n c e :
( 1 ) C h o o sin g a s u i t a b l e o c c u p a tio n c o n s i s t e n t w ith
th e i n t e r e s t s a n d a b i l i t i e s o f th e in d iv id u a l and th e o p p o r
t u n i t i e s o f t h e o c c u p a t io n a l w o r ld ;
( 2 ) P ro p er t r a i n i n g and p r e p a r a tio n f o r t h e s e l e c t e d
o c c u p a tio n ;
( 3 ) F in d in g t h e r i g h t p la c e in t h e o c c u p a t io n a l w o r ld
b a s e d on c h o ic e an d t r a i n i n g ;
( 4 ) M aking s u i t a b l e p r o g r e s s in th e o c c u p a t io n ; and
( 5 ) C r e a tin g and p r o m o tin g th e b e s t p o s s i b l e e c o n
om ic and s o c i a l r e l a t i o n s h i p s i n t h e o c c u p a t io n a l w o r ld f o r
th e b e n e f i t o f t h e i n d i v i d u a l , f o r th e b e n e f i t o f in d u s t r y ,
an d f o r t h e b e n e f i t o f s o c i e t y .
V o c a t io n a l c o u n s e l l n g m e th o d s, V o c a t io n a l c o u n s e lin g
i s c a r r ie d on c h i e f l y i n t h r e e w ays:
( 1 ) I n d iv id u a l i n v e s t i g a t i o n o f and c o n fe r e n c e w ith
th e s t u d e n t s by t h e p e r so n in c h a r g e .
R o b e r t Edward S la u g h t e r , A m A n a ly s is o f P r o f e s s i o n a l
L i t e r a t u r e R e l a t i n g t o t h e F u n c tio n and T e c h n iq u e s i n t h e
P r a c t i c e o f V o c a tio n a l G u id a n ce! [U n p u b lish e d M aster^ s
T h e s i s , U n iv e r s i t y o f S o u th e r n C a l i f o r n i a , L os A n g e le s , 1 9 3 6 ) ,
p . 8 4 .
84
( 2 ) S p e c i a l v o c a t i o n a l c o u r s e s an d l e c t u r e s .
( 3 ) D i s c u s s io n o f th e l i t e r a t u r e i s s u e d f o r th e
s t u d e n t .
V alu e o f in d iv i d u a l c o u n s e l i n g . I n d iv id u a l c o n f e r
e n c e s seem t o h a v e t h e m ost i n f l u e n c e on c o l l e g e s t u d e n t s .
The c o u n s e lo r m ust h a v e a t h i s command r e s o u r c e s o f v i t a l
in fo r m a tio n r e g a r d in g v o c a t i o n s , te c h n iq u e s o f s e l f a n a ly
s i s , and o b j e c t i v e and i n t e r e s t t e s t s . H is c h i e f aim
s h o u ld b e t o d i r e c t th e s t u d e n t i n t o t h e f i e l d o f work
w h ich i s b e s t s u i t e d t o h i s i n t e r e s t s a n d a b i l i t i e s . In
o r d e r t o d o t h i s , m ost c o u n s e lo r s f e e l i t n e c e s s a r y t o h ave
som e way o f s e c u r i n g d a ta w h ich i s more r e l i a b l e th a n p e r
s o n a l i n t e r v i e w s . H u ll^ ^ b e l i e v e s t h a t t h e c a r d in a l v o c a
t i o n a l g u id a n c e te c h n iq u e m ust n e c e s s a r i l y b e one o f p r o g
n o s i s . By s p e c i a l t e s t s , r e c o r d s , r e f e r e n c e s and i n t e r v i e w s ,
a f a i r l y a c c u r a t e e v a lu a t io n o f a p e r s o n 's q u a l i f i c a t i o n s ,
l i m i t a t i o n s a n d i n d iv i d u a l t r a i t s c a n b e m ade. A f t e r m atch
in g t h e s e w ith th e p r i n c i p a l human r e q u ir e m e n ts , su c h a s
b a s i c m o t i v a t i o n s , a b i l i t i e s an d a p t i t u d e s , a n e f f i c i e n t
c o u n s e lo r c a n g i v e u s e f u l v o c a t i o n a l c o u n s e l t o h i s s t u d e n t .
T h is i s a g o a l to w a rd w h ic h th e m a jo r ity o f t h e A m erican
c o l l e g e s and u n i v e r s i t i e s a r e w o r k in g .
^^A. E . H u ll, "Some F a c to r s i n C o lle g e V o c a tio n a l
G u id a n ce ," V o c a tio n a l G u id an ce M agazine 7 2 3 3 7 -4 0 , May
1 9 3 0 .
85
O r ie n t a t io n i n th e J u n io r C o l l e g e . D ata c o l l e c t e d
from t h e q u e s t io n n a ir e o f B u t le r J u n io r C o lle g e s t u d e n t s
i n d i c a t e d a d e s i r e a n d n eed f o r an a d v a n ced c o u r s e in o r i
e n t a t i o n .
H e r b e r t Popenoe^^ in a d i s c o u r s e e n t i t l e d " O r ie n ta
t i o n in th e J u n io r C o lle g e " l i s t s a number o f t o p i c s w h ich
he w ould h a v e t h e J u n io r C o lle g e o r i e n t a t i o n c o u r s e in c lu d e
(1
The te c h n iq u e o f l i f e a d ju s tm e n t i n s o c i a l
and e c o n o m ic c o m m u n itie s .
( 2 ) The w is e u s e o f t im e , e f f o r t and m oney.
( 3 ) The s i g n i f i c a n c e o f p e r s o n a l i t y .
( 4 ) The n a tu r e o f s t u d y .
(5 ) C o n d itio n s t h a t f a v o r s a l u t a r y l i v i n g .
(6 ) M en tal h y g ie n e .
( 7 ) Im proved r e a d in g a b i l i t y .
( 8 ) F ix in g b e h a v io r .
(9 ) T h in k in g .
(1 0 ) S ex h y g ie n e
(1 1 ) F orm ing r e l i a b l e a d ju s tm e n t.
( 1 2 ) M ea su rin g a c h ie v e m e n t, a n d how t o p r e p a r e
f o r e x a m in a tio n s .
(1 3 ) E n joym ent o f l i f e ; a m b itio n s an d i d e a l s .
(1 4 ) The c h o ic e o f a v o c a t i o n .
1 1
H e r b e r t P o p e n o e , " O r ie n t a t io n i n th e J u n io r C o l
l e g e ," J u n io r C o lle g e J o u r n a l, A p r il 1 9 3 5 , p . 3 7 4 .
86
(1 5 ) A d i s c u s s i o n o f s c i e n t i f i c m anagem ent a s
i t i s u s e d a t p r e s e n t in m odern in d u s t r y .
(1 6 ) F or t h o s e p la n n in g t o c o n t in u e i n t h e u n i
v e r s i t y , a d i s c u s s i o n o f th e v a r io u s
ty p e s o f c u r r i c u la w h ich th e y w i l l f i n d
o f f e r e d t h e r e .
12
The O hio S t a t e U n iv e r s ! ty Freshm an Manual s t a t e s
t h a t a p p r o x im a te ly h a l f t h e tim e s p e n t i n t h e o r i e n t a t i o n
c o u r s e a t t h e U n iv e r s it y o f O hio i s d e v o t e d t o a s tu d y o f
v o c a t i o n s . T h ir t y - t w o v o c a t i o n a l t a l k s a r e g iv e n d u r in g th e
s e m e s te r a n d ea ch s t u d e n t i s r e q u ir e d t o w r i t e a 1 5 0 0 word
term p a p er e n t i t l e d “ M y C h o ic e o f a V o c a tio n ," e x p l a in i n g
why he c h o s e t h a t t y p e o f work a n d why h e c o n s id e r s h i m s e l f
f i t t e d f o r i t .
P la c em e n t in f o r m a t io n .^^ P la c e m e n t m ust b e p r e c e d e d
by a c a r e f u l g u id a n c e program i n w h ic h th e i n d iv id u a l i s
p r e p a r e d f o r em p lo y m en t. O th e r w is e , t h e work o f s e l e c t i o n
and p la c e m e n t w o u ld o f t e n b e f u t i l e . G u id an ce in p r e p a r a
t i o n f o r an o c c u p a tio n i s l i m i t e d t o ( 1 ) g i v i n g a id and
c o u n s e lin g th e s t u d e n t i n c h o ic e o f c u r r i c u la and s c h o o ls ;
( 2 ) h e lp in g t o m o tiv a te th e s t u d e n t f o r t h e work and a s s i s t
in g him i n m aking th e p r o p e r a d ju s tm e n t in p r e p a r a tio n ; and
12
The O hio S t a t e U n iv e r s ! ty Freshm an M anual, S i x t h
E d i t i o n , E le v e n th S e r i e s ! (C olu m b S s, O h io , 1 9 3 2 ) , p . 84
13
F r e d e r ic k J . A l l e n , P r a c t ic e in V o c a tio n a l G u id
a n c e , (New Y ork : McGraw H i l l Book C o ., 1 9 3 2 ) , p . 4
87
(3 ) c o o p e r a t in g w it h v o c a t i o n a l t e a c h e r s an d a d m in is t r a t o r s
t o b e t t e r u n d e r sta n d th e n e e d s o f t h e i n d i v i d u a l .
P u p ils s h o u ld b e in fo rm ed o f t h e g r o w in g im p o r ta n c e
o f e c o n o m ic and s o c i a l u n d e r s ta n d in g i n c o m p a riso n t o t e c h
n i c a l s k i l l s , an d made t o r e a l i z e th e im p o r ta n c e o f o c c u p a
t i o n a l c o m p e te n c y . T hrough g u id a n c e t h e in d iv i d u a l m ust b e
g iv e n th e r e a l i z a t i o n o f t h e im p o r ta n c e o f h i s w h o le e d u c a
t i o n i n p r e p a r a tio n f o r em p loym en t.
P r o g r e s s iv e e d u c a t o r s a r e now n o t o n ly i n t e r e s t e d i n
g i v i n g en ou gh t r a i n i n g t o e n a b le th e s t u d e n t t o g e t a p o s i
t i o n , b u t a r e a l s o c o n c e r n e d w it h e n a b lin g t h e s t u d e n t t o
make t h e n e c e s s a r y a d a p t a t io n s , t o o b t a in an i n t e l l i g e n t
u n d e r s ta n d in g o f th e r e l a t i o n s h i p and s o c i a l s i g n i f i c a n c e
o f h i s work a n d t o s e c u r e p r o m o tio n s to h ig h e r l e v e l s . The
t r a i n i n g r e c e i v e d m ust b e p r a c t i c a l a n d s o d e s ig n e d a s t o e n
a b le t h e i n d iv i d u a l t o go i n t o in d u s t r y and p erfo rm a s e r v i c e
t o t h e e n t i r e s a t i s f a c t i o n o f t h e e m p lo y e r .
The t r a i n i n g p e r io d s h o u ld in c lu d e c o n tin u e d c o u n s e l
in g o f th e s t u d e n t on su c h p ro b lem s a s t h e n e e d s an d r e q u i r e
m en ts o f I n d u s t r y , o c c u p a t io n a l t r e n d s , jo b a n a l y s i s , c o r
r e c t a t t i t u d e an d work h a b i t s , p e r s o n a l c h a r a c t e r i s t i c s , im
p o r ta n c e o f p e r s o n a l in t e r v ie w s and t h e n e c e s s i t y o f c o n t in u
in g e d u c a t io n a f t e r g r a d u a tio n in o r d e r t o k e e p up w ith th e
tim e s and make s a t i s f a c t o r y eco n o m ic and s o c i a l p r o g r e s s .
E n tr a n c e i n t o an o c c u p a t io n . V o c a tio n a l g u id a n c e d o e s
88
n o t end w ith t h e c h o ic e o f a v o c a t i o n . I t m ust in c lu d e
su c h a s s i s t a n c e a s w i l l h e lp t h e i n d iv id u a l t o o b t a in th e
r i g h t s t a r t in o c c u p a t io n a l l i f e . I n o t h e r w o r d s, i t m ust
in c lu d e job p la c e m e n t. A f t e r an i n t e l l i g e n t s e l e c t i o n h as
b e e n made and t r a i n i n g c o m p le te d , s a t i s f a c t o r y p la c e m e n t
m ust b e made in o r d e r th a t a l l p r e v io u s e f f o r t s a t v o c a
t i o n a l g u id a n c e a r e n o t w a s te d .
Mere job p la c e m e n t i s n o t s u f f i c i e n t . S u i t a b l e p l a c e
m ent m eans: (1 ) P la c in g t h e in d iv i d u a l i n a p o s i t i o n w here
he r e c e i v e s n o t o n ly t h e maximum r e t u r n f o r h i s w ork , b u t
w here he c a n b e happy an d c o n t e n t e d , and w here t h e r e a r e
p o s s i b i l i t i e s o f d e v e lo p m en t an d p r o m o tio n , and ( 2 ) p l a c in g
th e in d iv i d u a l w h ere h e w i l l make t h e g r e a t e s t c o n t r i b u t i o n
t o s o c i e t y in ter m s o f p r o d u c tiv e e f f i c i e n c y and eco n o m ic
and s o c i a l r e l a t i o n s h i p s .
The 3 t a t u s o f h ig h e r e d u c a t io n f o r N e g ro e s i n T e x a s .
T h ere a r e s e v e r a l c o l l e g e s f o r N eg ro es in T e x a s . The p r in
c i p a l o n e s a r e B ish o p C o lle g e and W ile y C o l l e g e , a t M a r s h a ll,
T exas ; P r a i r i e View C o l l e g e , a t H em pstead, T e x a s; P a u l Q uinn
C o l l e g e , a t W aco, T e x a s ; Sam uel H o u sto n , a t A u s t in T e x a s;
and T exas C o l l e g e , a t T y le r , T e x a s. T h ere a r e s e v e r a l s m a ll
e r s c h o o ls t h a t o f f e r from tw o t o fo u r y e a r s o f c o l l e g e
w o rk . M ost o f them a r e n o t f u l l y a c c r e d i t e d , b u t th e y s e r v e
a u s e f u l p u r p o se i n m aking som e h ig h e r le a r n i n g a v a i l a b l e t o
th e N egro y o u th o f t h a t a r e a . B u t le r J u n io r C o lle g e i s one
89
i n t h i s l a t t e r g r o u p .
I t i s s i g n i f i c a n t t h a t p r a c t i c a l l y none o f t h e s e
s c h o o ls make an y a t t e m p t t o g i v e v o c a t io n a l t r a i n i n g , e x
c e p t i n th e t e a c h i n g p r o f e s s i o n . The one p o s s i b l e e x c e p
t i o n i s t h a t o f P r a i r i e V iew C o lle g e w h ich a l s o tu r n s o u t
more t e a c h e r s th a n a l l th e r e s t o f th e s c h o o l s . T hen, t o o ,
t h e r e i s a n a b s o lu t e la c k o f o p p o r t u n it y i n t h e s t a t e f o r
u n i v e r s i t y t r a i n i n g i n t h e p r o f e s s i o n s . R e c e n t ly , h o w e v e r ,
th e l e g i s l a t u r e h a s made some p r o v i s i o n f o r p a y in g t u i t i o n
f o r t h o s e who go t o u n i v e r s i t i e s o u t s id e o f th e s t a t e f o r
t r a i n i n g n o t a v a i l a b l e w it h in th e s t a t e . B e ca u se o f th e s e
c o n d it io n s th e r e a r e v e r y few who e n t e r th e v o c a t io n s and
p r o f e s s i o n s r e q u i r i n g c o l l e g e t r a i n i n g , a s i d e from t e a c h i n g .
I t i s t h e r e f o r e b u t l i t t l e wonder t h a t v o c a t io n a l in fo r m a
t i o n i s s e r i o u s l y l a c k in g i n m ost o f t h e c o l l e g e s .
B ooker T . W a sh in g to n t r i e d t o l i n k t h e v o c a t io n s
and e d u c a tio n t o g e t h e r in h i s program a t T u sk e g e e . He saw
t h a t one o f t h e g r e a t n e e d s o f t h e N egro w as t o h ave som e
t r a i n i n g in i n d u s t r i a l t r a d e s . He knew t h a t t h e m a sses o f
any grou p d ep en d i n a l a r g e m easure upon th e s k i l l s o f th e
fe w . I t w as h i s id e a t o t r a i n y o u th t o becom e p r o f i c i e n t
in t h e i n d u s t r i a l t r a d e s t o m eet t h e c o m p e t it io n o f an i n
d u s t r i a l a g e . A s id e from th e b e g in n in g s i n a few o f th e
l a r g e r h ig h s c h o o l s f o r N eg ro es i n T e x a s , t h e r e i s v e r y l i t
t l e done i n t h e way o f t r a i n i n g s k i l l e d tra d esm en i n th e
90
N egro g r o u p . T here i s a c r y in g n eed f o r c a r p e n t e r s , plum b
e r s , e l e c t r i c i a n s , b r ic k la y e r s and o th e r tr a d e sm e n a l l
o v e r t h e s t a t e . Good a u to m ech a n ics an d r a d io r e p a ir m e n
a r e se ld o m fo u n d . T h ere a r e o f c o u r s e som e who h ave j u s t
“ p ic k e d up“ th e tr a d e b u t work m o stly on o ld v e h i c l e s o f an
a g e t h a t i s p a s t . T h ere i s a trem endous n eed f o r t h e
s c h o o l s t o r e l i e v e t h i s c o n d i t i o n . V o c a tio n a l g u id a n c e o f
th e p r o p e r s o r t w i l l g o a lo n g way tow ard s o l v i n g t h i s p r o b
le m .
Need f o r v o c a t io n a l g u id a n c e i n B u t le r J u n io r C o l l e g e .
I f i t i s t h e p u rp o se o f e d u c a tio n t o p r e p a r e i n d iv i d u a l s
f o r e f f e c t i v e p a r t i c i p a t i o n in l i f e , i t se em s t h a t t h e b e s t
m eans o f a c c o m p lis h in g t h i s p u r p o se i s t o o f f e r e x p e r ie n c e s
i n t h e J u n io r C o lle g e w h ic h w i l l b e o f t h e g r e a t e s t b e n e f i t
i n a f t e r - s c h o o l l i f e .
S in c e t h e l a r g e s t p e r c e n ta g e o f N egro J u n io r C o lle g e
s t u d e n t s do n o t g o on t o c o l l e g e , t h e m ajor i n t e r e s t o f
t h i s s c h o o l s h o u ld b e b a s e d upon t h i s g r o u p 's r e q u ir e m e n t s .
A t t e n t i o n s h o u ld b e c o n c e n tr a t e d upon th e n e e d s o f th o s e who
c o m p le te t h e i r work i n t h e J u n io r C o l l e g e . T h ese i n d i v i d u a l s
w i l l o f n e c e s s i t y b e e n g a g e d in som e v o c a t io n a f t e r f i n i s h
in g s c h o o l .
The r e s u l t s o f t h e q u e s t io n n a i r e . S e c t io n I I , i n d i
c a t e d t h a t a h ig h p e r c e n t a g e o f s t u d e n t s c h o se th e t e a c h in g
p r o f e s s i o n a s t h e i r v o c a t i o n b e c a u s e o f th e c o n d it io n t h a t
91
e x i s t s in th e c o m m u n ities i n w h ich th e y l i v e . They assu m e
t h a t t h e t e a c h in g p r o f e s s i o n i s t h e b e s t v o c a t io n t o c h o o s e
due t o t h e f a c t t h a t t h e com m unity d o e s n o t o f f e r many
jo b s f o r th e s t u d e n t t o c h o o s e fr o m .
The m a jo r ity o f s t u d e n t s l i v e i n r u r a l c o m m u n ities
and t h e i r i n t e r e s t s s h o u ld b e in t h a t d i r e c t i o n . The p a r
e n t s h ave n o t b e e n t o o c o n s c io u s o f t h e p r o v is io n s made in
r e c e n t y e a r s f o r t r a i n in g in th e f i e l d o f a g r i c u l t u r e .
T h ere h a s b e e n a g e n e r a l in c r e a s e in t h e number o f s c h o o ls
o f f e r i n g v o c a t i o n a l a g r i c u l t u r a l t r a i n i n g ; t h e c o n t e n t o f
th e c o u r s e o f stu d y i s c a r e f u l l y d e te r m in e d by th e a g r i
c u l t u r a l n e e d s o f t h e l o c a l i t y in w h ich t h e s c h o o l i s l o
c a t e d .
Cobbs^^ s t a t e s t h a t t h e v o c a t i o n a l a g r i c u l t u r a l d e
p a r tm e n t i n T ex a s N egro H igh S c h o o ls i s p o s s i b l y th e b e s t
o r g a n iz e d d e p a r tm en t i n th e h ig h s c h o o l s . In d o in g t e a c h in g
i n t h i s d e p a r tm e n t, t h e hom e, farm and com m unity a r e u se d
a s th e l a b o r a t o r y .
The Home E con om ics d ep a rtm en t i s one o f th e f a s t e s t
g r o w in g d e p a r tm e n ts i n N egro h ig h s c h o o l s . W ith in r e c e n t
y e a r s th e d e p a r tm e n t h a s b een op en ed t o b o y s i n th e hope
t h a t th e p r i n c i p l e s ta u g h t in th e d e p a r tm e n t w i l l b e u n d e r -
% i l l i e C obbs, P r o v is io n s f o r V o c a tio n a l E d u c a tio n
f o r N e g ro e s in th e H igh S c h o o ls o f T e x a s . U n p u b lish e d
Mas t e r ^s Thes i s , U n iv e r s i t y o f S o u th e r n C a l i f o r n ia , 1 9 4 1 .
92
s t o o d by e v e r y member o f t h e f u t u r e f a m i ly . I t seem s t h a t
t h i s i s a v e r y fo rw a rd s t e p , f o r one c a n n o t hope f o r t h e
b e s t and h a p p ie s t m anagem ent i n t h e home i f t h e p r i n c i p l e s
o f s u c h m anagem ent a r e u n d e r s to o d b y o n ly one member o f th e
f a m i l y •
The s a l a r i e s o f t h e home e c o n o m ic s t e a c h e r a r e r e a c h
in g a l e v e l w h ere t h e y w i l l a t t r a c t more o f th e b e t t e r t e a c h
e r s . I f s u c h t e a c h e r s e n t e r t h i s ty p e o f w ork , a b e t t e r
N egro home may b e e x p e c t e d t o r e s u l t from s u p e r io r t r a i n i n g
o f i t s y o u t h . T hrough t h e a t t r a c t i n g o f go o d t e a c h e r s t h e
15
s ta n d a r d o f a g o o d home may b e a t t a i n e d . P eek en u m era tes
t h e s e s ta n d a r d s a s : (1 ) an e c o n o m ic a lly so u n d hom e; (2 ) a
m e c h a n ic a lly c o n v e n ie n t home; ( 3 ) a p h y s i c a l l y h e a l t h f u l
hom e; ( 4 ) a m o r a lly ta u g h t hom e. I t se em s t h a t th r o u g h
g u id a n c e th e N egro fa r m e r s can h e lp th e m s e lv e s by i n c r e a s
in g t h e i r e f f i c i e n c y , c u t t i n g t h e i r c o s t s , a d j u s t i n g t h e i r
b u s i n e s s e s t o b a r e m a in te n a n c e l e v e l s , c o o p e r a t in g w it h
t h e i r f e l l o w s i n m a r k e tin g and o t h e r e n t e r p r i s e s , and r a i s
in g more p r o d u c ts f o r home c o n su m p tio n . Inasm uch a s v o c a
t i o n a l a g r i c u l t u r e t e a c h e r s h ave fo c u s e d t h e i r c la s sr o o m and
p r a c t i c a l t e a c h in g upon i n t e n s i v e m ethods o f p r o d u c tio n and
m a r k e tin g , t h e s e c o n d i t i o n s s h o u ld r e s u l t .
15 H arold P e e k , S ta n d a r d s o f Good Hom es, I n d u s t r ia l
A r t and V o c a tio n a l E d u c a tio n , V o l. 3 4 , N o. 5 , 1 9 4 1 , p . 1 6 .
93
The o n ly hop e f o r d em ocracy in th e U n ite d S t a t e s i s
a p o p u la t io n made up o f g o o d c i t i z e n s * Good c i t i z e n s h i p i s
l a r g e l y d e p e n d e n t on th e a b i l i t y o f th e i n d iv id u a l t o make
a l i v i n g , and th e p o s s i b i l i t y o f d o in g s o . I f th e i n d iv i d u a l s
who com p ose a s o c i e t y ca n a c h ie v e and m a in ta in a s a t i s f a c t o r y
s ta n d a r d o f l i v i n g th e y w i l l p r o b a b ly d e v e lo p t o th e h e ig h t
o f t h e i r a b i l i t y .
N egro c o l l e g e s t u d e n t s d o n o t c h o o se jo b s w i s e l y .
T h eir c h o ic e s show a g r e a t n eed f o r v o c a t i o n a l g u id a n c e .
I f t h e s t u d e n t s a r e t o p a r t i c i p a t e p r o f i t a b l y in s o c i e t y ,
a f t e r g r a d u a tin g from c o l l e g e , th e y m ust b e g u id e d i n t o th e
r i g h t v o c a t i o n s . They m ust know i n w hat f i e l d s t h e y a r e
l i k e l y t o b e em p lo y ed t o e a r n a r e a s o n a b le w a g e.
I t i s hop ed t h a t in f u t u r e y e a r s th e am ount o f v o c a
t i o n a l t r a i n i n g in N egro c o l l e g e s w i l l b e g r e a t l y i n c r e a s e d .
Summary. In su m m a rizin g t h i s c h a p te r th e f o llo w in g
p o i n t s s t a n d o u t a s m ost im p o r ta n t:
( 1 ) T here i s a fu n d a m e n ta l n eed and d e s i r e f o r v o c a
t i o n a l g u id a n c e , so d e e p s e a t e d in th e v e r y n a tu r e o f man
a s t o am ount to a n i n s t i n c t .
( 2 ) The f i r s t fo rm a l e f f o r t a t v o c a t io n a l g u id a n c e
i n th e U n ite d S t a t e s o r ig in a t e d w ith one Frank P a r s o n s , as
th e d i r e c t o r o f th e B o sto n V o c a t io n a l B ureau in 1 9 0 8 .
( 3 ) In 1 9 0 9 th e o r g a n iz a t io n o f v o c a t io n a l g u id a n c e
program s b eg a n in th e p u b lic s c h o o ls o f B o s to n .
94
( 4 ) By 1 9 2 8 , t w e n t y - e ig h t c i t i e s w ith p o p u la t io n s
o f 6 0 ,0 0 0 or o v e r had v o c a t io n a l g u id a n c e d i r e c t o r s .
(5 ) The N a tio n a l V o c a tio n a l G u id a n ce A s s o c i a t i o n
was form ed in 1 9 1 3 , and a d o p te d th e V o c a tio n a l G u id an ce
M agazine i n 1 9 1 5 , w h ich was renam ed O c c u p a tio n .
T h is c h a p te r g i v e s b r i e f c o n s i d e r a t io n t o th e n eed
f o r v o c a t i o n a l c o u n s e lin g m eth o d s, v a lu e o f i n d iv id u a l cou n
s e l i n g , o r i e n t a t i o n in J u n io r C o l l e g e s , p la c e m e n t in fo r m a
t i o n , e n tr a n c e i n t o an o c c u p a t io n , s t a t u s o f h ig h e r e d u c a
t i o n f o r N e g r o e s in T e x a s , n eed f o r g u id a n c e i n B u tle r J u n io r
C o lle g e , and p r o v i s i o n s f o r a g r i c u l t u r a l t r a i n i n g .
V o c a tio n a l g u id a n c e d o e s n o t en d w ith t r a i n i n g f o r a
j o b , n or e v e n w ith p la c e m e n t on th e j o b , b u t in c lu d e s em
p lo y m en t s u p e r v i s i o n th r o u g h fo llo w u p a c t i v i t i e s .
CHAPTER V III
A SUGGESTED GUIDANCE PROGRAM FOR BUTLER
JUNIOR COLLEGE
P u r p o s e . The p u r p o se i s t o p r e s e n t t o t h e B u t le r
J u n io r C o lle g e a p la n o f g u id a n c e w h ic h w i l l g i v e d e f i n i t e
an d i n t e l l i g e n t c o u n s e lin g t o s t u d e n t s , th e r e b y d i r e c t i n g
them to w a rd s th e s t a t i o n s i n l i f e f o r w h ich th e y seem b e s t
f i t t e d . I t i s th e o p in io n o f th e w r i t e r t h a t , in t h e s e t im e s ,
a program o f g u id a n c e i s more n e c e s s a r y th a n e v e r .
Im p o rta n ce o f th e g u id a n c e f u n c t i o n . G u id an ce i s
t h e f o u n d a tio n upon w h ich t h e J u n io r C o lle g e i s b u i l t —
w here e f f e c t i v e c o u n s e lin g te n d s t o u n d e r l i e and p erm ea te
a l l o th e r f u n c t i o n s . I t i s c la s s e d a s b e in g b o th e d u c a t io n
a l and v o c a t i o n a l . In th e e n d , h o w e v e r , a l l g u id a n c e i s
p r im a r ily v o c a t i o n a l , o r s h o u ld h a v e som e i n f l u e n c e on th e
s t u d e n t ' s u lt im a t e w o r k in g l i f e . S e l e c t i o n s h o u ld b e made
o f a c o u r s e o f s tu d y a n d s u b j e c t s w h e r e in th e o b j e c t i v e s o f
th e s t u d e n t may b e b e s t f u l f i l l e d in e i t h e r a p r o f e s s i o n or
a t r a d e . T h is seem s e s p e c i a l l y e s s e n t i a l t o th o s e w hose
c o l l e g e c a r e e r s t e r m in a t e a t t h e e n d o f tw o y e a r s .
The J u n io r C o lle g e c a t a l o g . The f i r s t s t e p in th e
g u id a n c e program s h o u ld b e t h e c o n s t r u c t io n o f an a d e q u a te
handbook o f in f o r m a tio n f o r s t u d e n t s o f t h e i n s t i t u t i o n .
T h is h a n d b o o k 's p rim ary p u rp o se i s t o a c q u a in t s t u d e n t s w it h
96
th e f u n c t i o n i n g o f t h e i n s t i t u t i o n , th e o r g a n iz a t io n o f i t s
s tu d e n ts * a c t i v i t i e s , a n d i t s c u r r i c u la r o f f e r i n g s .
The g u id a n c e s t a f f . The g u id a n c e s t a f f o f a J u n io r
C o lle g e may b e o r g a n iz e d i n one o f tw o w a y s . I f th e e n r o l l
m ent i s l a r g e , I t i s a d v i s a b l e t o d e l e g a t e t h e work t o a
d i r e c t o r o f g u id a n c e w h ose s t a f f w i l l c o n s i s t o f th e dean
o f women, t h e d e a n o f m en, an d one i n s t r u c t o r from e a c h d e
p a r tm e n t. C are s h o u ld b e e x e r c i s e d i n t h e c h o ic e o f t h e d i
r e c t o r o f g u id a n c e ; w h e th e r t h e p e r so n i s a man or a woman
i s o f l i t t l e im p o r ta n c e i f h i s p e r s o n a l i t y and t r a i n i n g a r e
su c h t h a t he w i l l i n v i t e t h e c o n fid e n c e o f s t u d e n t s and g u id e
them w i s e l y . L ik e w is e , t h e s e l e c t i o n o f th e c o u n s e lo r in
e a c h d ep a rtm en t s h o u ld b e made w ith t h e s e q u a l i f i c a t i o n s in
m ind •
The s t u d e n t s s h o u ld b e d iv id e d i n t o g r o u p s . T hose
i n t e r e s t e d i n a s p e c i f i c f i e l d w i l l be g u id e d by t h e cou n
s e l o r i n t h a t d e p a r tm e n t. T h ose who a r e p rob lem c a s e s , o r
t h o s e who a r e u n d e c id e d as t o w here t h e i r i n t e r e s t s l i e ,
s h o u ld b e h a n d le d by t h e d i r e c t o r o f g u id a n c e , th e d ean o f
women or t h e d ea n o f m en.
In t h e c a s e o f a s m a ll J u n io r C o lle g e , c o u n s e lin g c a n
b e d i r e c t e d by t h e dean o f t h e c o l l e g e . H is s t a f f w i l l i n
c lu d e th e d ea n o f women, t h e d ean o f m en, an d a few s e l e c t e d
i n s t r u c t o r s . The s i z e o f t h e s t a f f w i l l d ep en d upon th e
number o f s t u d e n t s t o b e c o u n s e le d .
97
The g u id a n ce s t a f f s h o u ld be com posed o f men and
women who u n d e r sta n d th e academ ic r e q u ir e m e n ts o f th e Jun
i o r C o lle g e s and U n i v e r s i t i e s and who are w e l l a c q u a in te d
w ith the c o u r se s e s s e n t i a l f o r t h e v o c a tio n s in w hich th e
J u n io r C o lle g e o f f e r s t r a i n i n g .
They sh o u ld u n d e rsta n d th e problem s o f young p e o p le
s u f f i c i e n t l y w e l l t o b e a b le t o a i d s t u d e n t s in t h e i r a d -
ju s tm e n t.
The p a r t o f th e d ean o f women i n t h e g u id a n c e program
i s t h a t o f p e r s o n a l a d v i s o r t o a l l women s t u d e n t s . The s u b
j e c t s on w hich s h e w i l l be c a l l e d t o g i v e a d v ic e w i l l v a ry
from e d u c a t io n a l on es t o t h o s e o f a s o c i a l and e x t r a - c u r
r i c u l a r n a t u r e . Under th e d i r e c t i o n o f th e dean o f t h e c o l
l e g e o r th e chairm an o f g u id a n c e , sh e w i l l b e e x p e c t e d t o
d i r e c t women s t u d e n t s a lo n g th e e d u c a t io n a l c o u r s e s th e y
w ish t o p u r s u e . She w i l l b e a g u id e f o r th e women in m at
t e r s o f d r e s s , c o n d u ct and e t i q u e t t e . Through h e r o f f i c e
may be h a n d led th e em ploym ent o f women s t u d e n t s . The dean
o f women p la y s a v e r y im p o r ta n t p a r t i n th e g u id a n ce program ,
and s h o u ld t h e r e f o r e b e a woman o f b road c u lt u r e and t r a i n
in g and th e p o s s e s s o r o f an u n d e r s ta n d in g and s y m p a th e tic
a t t i t u d e tow ard s t u d e n t s .
The d u t i e s o f th e dean o f men w i l l c o in c i d e v e ry
l a r g e l y w ith th o s e o f t h e dean o f women. S p e c i f i c a l l y , he
sh o u ld b e th e a d v is o r o f th e men o f th e c o l l e g e . He sh o u ld
98
a s s i s t in c o u n s e l i n g men s t u d e n t s r e g a r d in g program s, and
th ro u g h h i s o f f i c e th e em ploym ent o f men s t u d e n ts i s o r
d i n a r i l y h a n d le d .
The d ean o f th e c o l l e g e , in a s u p e r v is o r y c a p a c it y ,
sh o u ld make e v e r y e f f o r t t o s e e t h a t h i s g u id a n c e s t a f f i s
f u n c t i o n i n g p r o p e r ly . The c o u n s e l o r s , by group g u id a n c e ,
s h o u ld h e lp s t u d e n t s r e a l i z e th e im p o rta n ce o f le a r n in g t o
c o o p e r a te e f f e c t i v e l y in group a c t i v i t i e s th r o u g h c o n s t r u c
t i v e t h i n k i n g . By u s e o f p e r s o n a l in t e r v ie w s th e c o u n s e lo r
sh o u ld a s s i s t th e in d iv id u a l s t u d e n t in f i n d i n g h im s e lf edu
c a t i o n a l l y , v o c a t i o n a l l y and s o c i a l l y . The c o u n s e lo r sh o u ld
g iv e th e s t u d e n t a ”push” o r a c e r t a i n e n th u sia sm f o r hard
work. G uidance i s m erely t h e i n s p i r a t i o n o f a p e r so n who
i s a b le to p a s s t h i s i n s p i r a t i o n on t o h i s f e l l o w men. I t
em bodies extrem e h u m a n ita ria n ism and u n d e r s ta n d in g o f young
p e o p l e ' s n a tu r e and a m b it io n s . Every member o f t h e f a c u l t y
must c o o p e r a te w ith t h e g u id a n c e s t a f f i f the program i s t o
be e f f e c t i v e . G uidance sh o u ld s t a r t in e a c h t e a c h e r ' s c l a s s
room. Many problem s can b e s o lv e d by t h e com p eten t i n s t r u c t o r
th ro u g h th e a d v ic e he g i v e s th e in d iv i d u a l s t u d e n t .
Arrangem ent o f s t u d e n t p ro g ra m s. A f t e r th e m achinery
o f g u id a n c e h as b e e n s e t u p , t h e g u id a n c e s t a f f i s fa c e d
w ith problem s o f a r r a n g in g s t u d e n t p rogram s.
When a s t u d e n t e n t e r s a J u n io r C o lle g e in S ep tem b er,
f o r th e f i r s t tim e , c e r t a i n in fo r m a tio n m ust be g a th e r e d c o n -
99
c e r n in g him b e f o r e any program c a n b e arran ged # In form a
t i o n r e g a r d in g s t u d e n t s comes from t h e s e s o u r c e s : ( l ) from
p r e v io u s sc h o o l r e c o r d s ; (2 ) from r e c o r d s o f m easurem ent;
and (3 ) from t h e s t u d e n t s t h e m s e lv e s .
P r e v io u s s c h o o l r e c o r d s and r e c o r d s o f m easurem ent
s h o u ld b e in t h e hands o f t h e c o u n s e lo r t o whom th e new s t u
d e n t i s a s s ig n e d # The c o u n s e lo r sh o u ld g o over t h e s e r e
co rd s i n h i s f i r s t in t e r v ie w w it h t h e s t u d e n t . The prim ary
o b j e c t i v e s o f t h e in t e r v ie w w i l l b e (1 ) t o become a c q u a in t
ed w it h th e s t u d e n t in a f r i e n d l y in fo r m a l manner; (2 ) t o
have him f i l l o u t a p e r s o n n e l c a r d ; (3 ) t o f i n d ou t from
th e s t u d e n t h i s o c c u p a t io n a l p la n s o r a m b itio n s ; and (4 ) t o
make o u t t h e program .
D r. M erton H ill^ once s a i d , " The J u n io r C o lle g e i s
a f i n i s h i n g s c h o o l f o r some and a c o n t in u a t io n s c h o o l f o r
others,** There a r e many young p e o p le who e n t e r J u n io r C o l
l e g e and c o n tin u e f o r one or tw o y e a r s ; o th e r s make f u r t h e r
p r e p a r a tio n f o r o c c u p a tio n a l l i f e .
As a r e s u l t o f t h e e x a m in a tio n o f th e s t u d e n t ' s p a s t
r e c o r d and c o u n s e lo r i n t e r v ie w , t h e s t u d e n t sh o u ld be tem
p o r a r i l y c l a s s i f i e d , d i v i d i n g th e s t u d e n t s i n t o groups b a sed
on th e c o u r s e s t h e s t u d e n t s a r e p u r s u in g . Group I w i l l i n
c lu d e s t u d e n t s who a r e c a p a b le o f and i n t e r e s t e d in p r e p a r -
^Merton H i l l , The J u n io r C o l l e g e , The J u n io r C o lle g e
J o u r n a l, 5 : 5 , 1 9 4 0 .
100
in g f o r J u n io r C o lle g e s t a n d in g in an i n s t i t u t i o n o f h ig h
e r l e a r n i n g . Group I I w i l l in c lu d e s t u d e n t s who a r e p r e
p a r in g f o r J u n io r C o lle g e g r a d u a t io n . Group I I I w i l l i n
c lu d e s t u d e n t s i r r e s p e c t i v e o f form er t r a i n i n g , who w is h
t o a t t e n d c l a s s e s m erely f o r th e p u rp o se o f in c r e a s in g t h e i r
g e n e r a l kn ow led ge or f o r th e p u rp ose o f u n d e r ta k in g s p e c i a l
v o c a t io n a l s t u d i e s .
In m aking o u t programs f o r new s t u d e n t s , th e cou n
s e l o r must b e a r i n mind s e v e r a l im p o rta n t t h i n g s : I f th e
s t u d e n t shows h ig h s c h o o l d e f i c i e n c i e s f o r u n i v e r s i t y e n
t r a n c e , b u t has ap p a ren t a b i l i t y and th e d e te r m in a tio n t o
go on t o c o l l e g e a f t e r h i s J u n io r C o lle g e p r e p a r a t io n , h i s
c o u r s e s s h o u ld b e so o u t l i n e d as t o overcom e h i s h ig h s c h o o l
d e f i c i e n c i e s . On t h e o th e r hand, i f i t w ould ta k e y e a r s t o
overcom e su ch d e f i c i e n c i e s , th e s tu d e n t s h o u ld be d ir e c t e d
i n t o a t e r m in a l c o u r s e t o p rep are h i m s e l f f o r th e o c c u p a tio n
in w h ich he i s m ost i n t e r e s t e d .
The tr e a tm e n t o f s t u d e n t s who have b e e n in J u n io r
C o lle g e a s e m e s te r or more w i l l b e a l i t t l e d i f f e r e n t . They
w i l l have b e e n p r e v io u s ly a s s ig n e d t o a c o u n s e lo r m ost i n
t e r e s t e d in t h e f i e l d i n w hich th e s t u d e n t i s d o in g h i s
w ork. B e fo r e t h e c l o s e o f e a c h s e m e s te r t h e s e s tu d e n ts
sh o u ld have had in t e r v ie w s w ith t h e i r c o u n s e lo r s t o make
o u t t e n t a t i v e program s f o r t h e i r n e x t s e m e s t e r 's work. The
m a jo r ity o f them w i l l a lr e a d y have b e e n c l a s s i f i e d in t o one
101
o f t h r e e g r o u p s , s o th a t u n le s s th e y have made ch an ges in
th e k in d o f work th e y w is h t o p u rsu e i n J u n io r C o l l e g e ,
th e t a s k o f s e t t i n g up a t e n t a t i v e program f o r them w i l l
be m erely one o f f u l f i l l i n g r e q u ir e m e n ts and c h o o s in g e l e c
t i v e s w i s e l y .
P r io r t o t h e o p e n in g o f s c h o o l , two o r t h r e e d a y s
sh o u ld b e s e t a s i d e f o r th e a c t u a l p r o c e s s o f r e g i s t r a t i o n .
Much o f t h e w ork, a s f a r a s t h e o ld s t u d e n t s a r e co n c er n e d ,
w i l l be m erely r o u t i n e , i f t e n t a t i v e program s have b een
made o u t i n a d v a n ce . A l l th a t n eed be done f o r t h e s e s t u
d e n ts w i l l b e t o make a d ju stm e n ts and m inor c h a n g e s.
The em p h asis sh o u ld b e upon s t u d e n ts e n t e r i n g s c h o o l
f o r t h e f i r s t t im e , and s p e c i a l c o n s id e r a t io n g iv e n them , s o
t h a t th e s e m e s te r may be as w orth w h ile a s p o s s i b l e .
A l l s t u d e n t s w i l l f i l l o u t f i n a l s c h e d u le s o f p r o
gram s, pay f e e s , and a r r a n g e f o r p h y s i c a l e x a m in a tio n s .
In th e p la n n in g o f program s f o r s t u d e n t s , t h e r e s u l t s
o f p s y c h o l o g ic a l e x a m in a tio n s a r e more e f f e c t i v e i f t e s t s
can be g iv e n b e f o r e t h e o p e n in g o f s c h o o l , s o t h a t th e cou n
s e l o r o f th e new s t u d e n t s may have th e r e s u l t s a t han d. No
s t u d e n t w i l l b e in sc h o o l more th a n a se m e s te r b e f o r e th e
r e s u l t s o f t h e t e s t s are a v a i l a b l e t o th e c o u n s e lo r . A r e
cord o f a s t u d e n t ' s i n t e l l i g e n c e and a p t it u d e i s e s s e n t i a l
t o e f f e c t i v e c o u n s e lin g ,
A c o u r se in o r i e n t a t i o n . T h is cou rse s h o u ld be th e
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b a s i c fo u n d a tio n o f a l l J u n io r C o lle g e group g u id a n c e .
2
H arbeson s a y s :
The l e g i t i m a t e aim s of a c o u r se in group coun
s e l i n g a r e : (1 ) The fram in g o f a p h ilo s o p h y o f
l i f e pu t in term s o f w orthy l i f e o b j e c t i v e s ; (2 ) a d
ju stm en t t o c o l l e g e en viro n m en t and l i f e ; ( 3 ) im
provem ent i n m ethods o f stu d y ; (4 ) t r a i n i n g In
t h in k in g f o r o n e 's s e l f , i n v o l v i n g th e u s e o f t h e
s c i e n t i f i c m ethod; (5 ) t r a i n i n g i n t h e u s e o f t h e
l i b r a r y ; (6 ) s e lf - k n o w le d g e and s e lf - d e v e lo p m e n t ;
(7 ) a v o c a t io n a l a d ju stm e n t; (8 ) e d u c a t io n a l g u i d
a n c e ; (9 ) v o c a t io n a l g u id a n c e ; (1 0 ) sta n d a r d s o f c i t
iz e n s h i p ; (1 1 ) d e v e lo p m en t w it h in t h e s tu d e n t o f a
te c h n iq u e o f s e l f - d i r e c t i o n .
The c o u r s e in o r i e n t a t i o n i s d e s ig n e d a s t h e f o u n d a tio n o f
e f f e c t i v e g u id a n c e .
The J u n io r C o lle g e i s a p a r t o f t h e s c h o o l s y s te m
w h ich sh o u ld s e r v e a l l th e p u p i l s . We m ust f i n d o u t what
th e y want t o do; th e s t u d e n t must know h i s l i f e o b j e c t i v e s ,
h i s a b i l i t i e s and a p t i t u d e s , th e n a tu r e o f th e c u r r ic u la
o f f e r e d and how th e y may c o n t r ib u t e t o th e m e e tin g o f h is
n e e d s . S tu d e n t n eed s must be b a se d on community n e e d s .
R e s e a r c h . One o f t h e t a s k s o f r e s e a r c h , th e n , w i l l
be t o d i s c o v e r what t h e n eed s o f the community a r e ; what
c o u r s e s o f f e r e d i n t h e J u n io r C o lle g e w i l l e n a b le th e term
i n a l group t o become f i n e , s t a b le c i t i z e n s o f the community;
and t o f i n d a p la c e in i t s o c c u p a tio n a l l i f e . G uidance r e
s e a r c h may be d e f in e d as th e i n v e s t i g a t i o n o f and t h e s e a r c h
2
Carl H arb eson, The G uidance Program , The J u n io r
C o lle g e J o u r n a l, 4 : 4 , 1 0 4 1 .
103
f o r s c i e n t i f i c d a ta w hich may be u t i l i z e d in su ch a way a s
t o en h an ce th e e f f e c t i v e n e s s o f th e g u id a n c e program . T h is
r e s e a r c h w i l l n o t o n ly d e lv e i n t o t h e p a r t i c u l a r n eed s o f
th e comm unity, b u t w i l l a l s o i n v e s t i g a t e th e new m a te r ia l
b e in g c o n s t a n t ly w r i t t e n and p u b lis h e d by le a d e r s in th e
g u id a n c e f i e l d . B o th o f th e s e k in d s of r e s e a r c h must be
c a r r ie d on t o make t h e gu id a n ce program e f f i c i e n t .
P la cem en t and f o llo w - u p . The J u n io r C o lle g e sh o u ld
m a in ta in a P la cem en t O f f ic e D epartm en t, w h eth er h an d led
th ro u g h th e d e a n or th e o f f i c e . The same f o llo w - u p program
sh o u ld b e m a in ta in e d f o r c o l l e g e t r a n s f e r s t u d e n t s . R ecords
sh o u ld be k e p t i n t h e d e a n 's o f f i c e o f t h e c o u r s e pu rsu ed
and g r a d e s ea rn ed a t th e i n s t i t u t i o n from w h ich t h e s t u d e n t
t r a n s f e r r e d .
CHAPTER IX
CONCLUSIONS AND RECOMMENDATIONS
The g u id a n c e program a t B u t le r J u n io r C o l l e g e . The
g u id a n c e program a t B u t le r J u n io r C o lle g e i s in a d e q u a te t o
m eet th e n eed s o f th e p o s t war w o r ld . The p r e s e n t s e t u p co n
c e r n s i t s e l f l a r g e l y w ith e f f o r t s tow ards o r i e n t a t i o n o f
th e in com in g s t u d e n t s . The p la n d o e s n o t c a l l f o r c o n t i n u
ous e f f o r t s on th e p a r t o f t h e t e a c h i n g s t a f f t o g u id e and
d i r e c t th e p r o g r e s s o f th e s tu d e n t th r o u g h o u t h i s s c h o o l
c a r e e r , o u t s id e o f th e r e g u la r t e a c h in g r o u t i n e . There i s
no c o o r d in a te d program t o c o n s id e r a l l o f th e p h a se s o f th e
i n d iv i d u a l s t u d e n t ' s l i f e * Too l i t t l e p e r s o n a l g u id a n c e
work i s d o n e.
Q u e s tio n n a ir e r e s u l t s . The r e s u l t s as shown by th e
a n sw ers t o th e q u e s t io n n a ir e a r e c o n fir m a to r y t o th e c o n c lu
s i o n t h a t th e p r e s e n t program o f g u id a n c e a t B u tle r J u n io r
C o lle g e i s in a d e q u a te . The answ ers i n d i c a t e th e f o l lo w in g
in a d e q u a c ie s :
(1 ) Too l i t t l e a t t e n t i o n i s p a id t o th e v o c a t io n a l
p o s s i b i l i t i e s o f th e s t u d e n t s .
(2 ) T here i s no c o n tin u o u s p e r s o n a l program o f g u id
a n ce in th e s o c i a l and econ om ic problem s t h a t a re p r e v a le n t
i n th e t e r r i t o r y where th e s t u d e n t s r e s i d e .
( 3 ) There i s no a p p a re n t c o o r d in a t io n o f th e g u id -
1 0 6
an ce program to t h e e f f e c t t h a t i t i s a c o n s c io u s p a r t o f
s t u d e n t t r a i n i n g . No one i s r e s p o n s i b l e t o s e e t h a t i t i s
u n ifo r m ly c a r r ie d o u t .
T hese in a d e q u a c ie s , a lth o u g h s e r i o u s , a r e n o t im pos
s i b l e o f change f o r th e b e t t e r . In a sm a ll s c h o o l , su ch as
t h i s o n e, i t i s p o s s i b l e t o make ch an ges q u i c k ly . The hope
o f t h e s m a ll s c h o o l t o k e e p i t s e l f i n th e f r o n t o f th e f i g h t
t o c a r r y on c i v i l i z a t i o n t o th e h i g h e s t l i e s i n i t s a b i l i t y
t o k eep i t s s t u d e n t s f u l l y aware o f t h e im p o rta n t th in g s
t h a t a r e ta k in g p la c e i n th e e n v iro n m en t. B eca u se o f th e
l i m i t e d o f f e r i n g s i n t h e c u r r ic u lu m , th e r e seem s t o b e no
way o f k e e p in g them w e ll in form ed e x c e p t th ro u g h a w e l l c o
o r d in a te d g u id a n ce program i n w hich a l l o f t h e t e a c h e r s p a r
t i c i p a t e •
R ecom m endations. S in c e th e g u id a n c e program a t B u t
l e r J u n io r C o lle g e as i t now e x i s t s seem s to b e in a d eq u a te
t o m eet th e n eed s o f t h e s t u d e n t s , so m e th in g sh o u ld be done
t o remedy th e s i t u a t i o n .
One o f t h e f i r s t n eed s i s a c o m p le te r e o r g a n iz a t io n
o f th e g u id a n c e program . In t h i s r e o r g a n i z a t i o n t h e e s s e n
t i a l f a c t o r t h a t m ust be c o n s id e r e d i s t o have some p e r so n
o r an a c t i v e com m ittee t o be r e s p o n s ib l e f o r i t s f u n c t i o n
i n g . The p r e s e n t p la n l e a v e s e a c h f a c u l t y a d v is o r f r e e t o
c a r r y o u t h i s program in a manner s u i t a b l e t o h i m s e l f , w ith
no p a r t i c u l a r r e s p o n s i b i l i t y t o keep th o s e s t u d e n t s a s s ig n e d
106
t o him p r o p e r ly and c o n tin u o u s ly a d v is e d th r o u g h o u t t h e
s c h o o l y e a r . In o n ly a few c a s e s w i l l a g o o d job b e done
u n d er t h i s c o n d i t i o n .
I t i s s u g g e s t e d t h a t in e a c h s c h o o l y e a r t h e program
b e headed by t h e dean or some f a c u l t y member who, by t r a i n
in g and n a tu r e j i s q u a l i f i e d fo r th e t a s k . I t w i l l be h i s
r e s p o n s i b i l i t y t o s e e t h a t e v e r y s t u d e n t i s a s s ig n e d t o an
a d v is o r and t h a t e a c h a d v is o r m a in ta in s a f i l e on e a c h s t u
d e n t a s s ig n e d t o him , and t h a t o n ce e v e r y month or s i x w eeks
an e n tr y i s made i n e a ch f i l e o f a p e r s o n a l c o n t a c t w ith e a c h
s t u d e n t a s i d e from r o u t in e c la ssr o o m c o n t a c t s . A t l e a s t
once e v e r y month o r s i x weeks t h e le a d e r o f th e g u id a n c e
program sh o u ld m eet w ith a l l o f th e a d v is o r s t o d i s c u s s any
im p o r ta n t tr e n d s and make and r e c e i v e s u g g e s t io n s t h a t w ould
seem t o be good f o r th e program . Then a t th e r e g u la r f a c u l
ty m e e tin g s he s h o u ld f a m i l i a r i z e a l l o f th e members w ith
th e aim s o f and s o l i c i t t h e i r c o o p e r a tio n i n th e w h ole p r o
gram . T h is i n - s e r v i c e t r a i n i n g and f r e e d i s c u s s i o n o f th e
v a r io u s problem s a r i s i n g w i l l do much to make t h i s program
become a c o n s c io u s e f f o r t . The p e r so n h e a d in g t h e g u id a n c e
program must be f r e e t o d e v o te a t l e a s t h a l f o f h i s tim e t o
i t .
The f a c u l t y a d v i s o r s sh o u ld be ch o se n from t h e f a c u l
ty a s v o l u n t e e r s , where p o s s i b l e . In some s c h o o l s p r a c t i
c a l l y e v e r y t e a c h e r i s a l s o an a d v is o r t o some group. T h e ir
107
f u n c t i o n a t th e b e g in n in g o f s c h o o l s h o u ld be t o h e lp
o r i e n t th e s t u d e n t s a s s ig n e d t o them to t h e p o l i c i e s and
t r a d i t i o n s o f t h e s c h o o l , and to a s s i s t th e s t u d e n t s in mak
in g p ro p er c h o i c e s i n t h e s e l e c t i o n o f c l a s s e s f o r t h e se m es
t e r p e r io d . A f t e r t h e o r i e n t a t i o n p e r io d , w hich sh o u ld l a s t
one or two w e e k s, a d e f i n i t e s c h e d u le s h o u ld b e s e t up f o r
in t e r v i e w in g e a c h a s s i g n e e a t l e a s t once e v e r y s i x w eeks and
d i s c u s s i n g any problem s w h ich may a r i s e from tim e t o t im e .
There sh o u ld b e a t l e a s t one hour e a ch week d u r in g w h ich th e
a d v is o r i s a v a i l a b l e r e g u la r ly f o r i n t e r v i e w s , a p a r t o f
w h ic h , when p o s s i b l e , s h o u ld be l e f t open f o r u n sc h e d u le d
c o u n s e l i n g . T h is hour o r more s h o u ld be c o u n te d a s r e g u la r
t e a c h in g t im e . The a d v i s o r a l s o sh o u ld s e r v e a s th e c le a r in g
h o u se f o r h i s group f o r t h e w hole s c h o o l . He sh o u ld be n o t i
f i e d by t h e o th e r t e a c h e r s in w r i t i n g o f o u ts ta n d in g b e h a v io r ,
good or b a d , on th e p a r t o f any member o f h i s group s o t h a t
t h i s may be e n t e r e d i n th e f i l e f o r fu tu r e d i s c u s s i o n . And
f i n a l l y , t h e a d v is o r s h o u ld r e f e r any problem s he i s u n a b le
t o s o l v e t o t h e program head o r com m ittee d e s ig n a te d f o r f i n a l
a c t i o n . I t i s recommended th a t no a d v is o r have more th an
tw en ty s t u d e n t s a s s ig n e d t o him .
A s id e from t h e s e p e r so n s who are d e s ig n a te d a s b e in g
r e s p o n s i b l e f o r th e g u id a n c e program , e v e r y te a c h e r and mem
b e r o f t h e f a c u l t y must have some sh a re i n m aking t h e p la n
s u c c e e d . T ea ch ers who a r e n o t a d v is o r s can r e n d e r m a te r ia l
108
a s s i s t a n c e by r e f e r r i n g t o th e p r o p e r a d v is o r s problem s
th e y d i s c o v e r among t h e s t u d e n t s . They must have an o v e r
a l l p ic t u r e o f th e p la n and be r ea d y a t any tim e t o s e r v e
a s an a d v is o r i f t h e need sh o u ld a r i s e . The d i s c u s s i o n s a t
f a c u l t y m e e tin g s w ith th e dean or t h e head o f th e program
sh o u ld a c q u a in t them w ith th e p u r p o se s and m ech an ics o f th e
p la n .
T ra in ed p e r s o n n e l. I t h a r d ly n eed be s a id t h a t th e
s u c c e s s o f a program o f g u id a n ce depends in a la r g e m easure
upon th e t r a i n i n g and e x p e r ie n c e o f t h o s e who c o n d u c t i t .
I t i s s e l f e v id e n t t h a t th e head o f su c h a program , and a l l
who a r e d i r e c t l y c o n c er n e d w ith i t s o p e r a t io n , sh o u ld have
e d u c a t io n a l backgroun ds t h a t w i l l a s s u r e i t s s u c c e s s . The
i n - s e r v i c e t r a i n i n g program m en tio n ed w i l l n o t s a t i s f y a l l
o f t h e n eed s* The p e r s o n s ch o sen t o do t h i s work must know
so m e th in g a b o u t p s y c h o lo g y , m en tal h y g ie n e , s o c i o l o g y , e c o n
om ics and v o c a t io n a l g u id a n c e . A know ledge o f t h e s e s u b
j e c t s s h o u ld be a c q u ir e d in c o l l e g e . In a d d it io n t o t h i s
fo rm a i t r a i n i n g t h e s e p e r s o n s , and e s p e c i a l l y t h e head o f
th e program , sh o u ld have some e x p e r ie n c e i n i n t e r v ie w in g ,
c o u n s e lin g and r e c o r d k e e p in g , and a b ro ad know ledge o f th e
background o f th e s t u d e n t p e r s o n n e l and th e problem s t h a t
f a c e them .
P u p il p a r t i c i p a t i o n . The u l t i m a t e g o a l o f th e g u i d
an ce program i s t o h e lp th e s t u d e n t to d e v i s e a p la n o f i n -
109
t e l l l g e n t s e l f - d i r e c t i o n . Most f a i l u r e s o f g u id a n ce p r o
grams have come a b o u t through th e c o u n s e l o r 's f a i l u r e t o
f u l l y r e c o g n iz e t h i s f a c t . The program c a n n o t s u c c e e d u n -
l e s s t h e f u l l p e r s o n a l i t y o f t h e p u p il i s ta k e n i n t o a c c o u n t.
T h e r e f o r e , he must be a p a r t i c i p a n t , and n o t a t o o l , i f th e
b e s t r e s u l t s a r e to b e o b t a in e d .
S tu d e n t p a r t i c i p a t i o n in d i r e c t i n g s c h o o l a f f a i r s
p o s e s some problem s i n m ost s c h o o l s . The c h i e f r e a s o n f o r
f a i l u r e in t h e i r e f f o r t s seem s t o be t h a t th e y a re p e r m itte d
freed om o f thought and a c t i o n g r u d g in g ly i n to o many c a s e s ,
and a r e n o t made f u l l y aware o f t h e i r r e s p o n s i b i l i t i e s and
t h e i r r o l e in th e t o t a l program . S tu d e n ts a r e n o t sim p ly
empty v e s s e l s i n t o w hich f a c u l t y members can pour t h e i r own
id e a s d u r in g t h e c la s s r o o m h o u r, and s e n d o u t f i l l e d .
The d ea n , or head o f th e g u id a n ce program , sh o u ld
m eet w ith th e s t u d e n t c o u n c il and th e g e n e r a l s t u d e n t body
from tim e t o tim e t o d i s c u s s w ith them t h e p u r p o se s o f th e
program and s o l i c i t t h e i r a s s i s t a n c e and c o o p e r a tio n in
c a r r y in g i t o u t . The s t u d e n t c o u n c il can h e lp m a t e r i a ll y
by r e f e r r i n g i t s f i n d i n g s t o t h e a p p r o p r ia te a d v is o r on p ro b
lem s t h a t come t o i t . I t can a l s o a s s i s t f e l l o w s t u d e n t s
by i n t e r p r e t i n g t h e p la n to them when th e n eed a r i s e s .
C urriculum s t u d y . One o f th e m ost s e r io u s problem s
f a c e d by t h e c o l l e g e s o f th e n a t io n i s t o know what sh o u ld
be t a u g h t . E d u ca to rs a r e c o n s t a n t ly fa c e d w ith d i s c u s s i o n s
110
on th e s u b j e c t o f c u r r ic u lu m . Each c o l l e g e i n t e r p r e t s i t s
n eed s and s e t s up i t s program in t h e l i g h t o f th e i n t e r p r e
t a t i o n . J u s t what know ledge i s o f th e m ost w orth i s a t th e
r o o t o f t h e p rob lem .
B u t le r J u n io r C o lle g e need s t o r e - s t u d y i t s c u r r ic u lu m
in th e l i g h t o f t h e newer n eed s o f i t s s t u d e n t s . Some o f
th e n eed s r e v e a le d by th e q u e s t io n n a ir e a r e a t t r i b u t a b l e t o
sh o r tc o m in g s in t h e c u r ricu lu m r a th e r th a n s t r i c t l y to th e
g u id a n c e program . The n arrow n ess o f t h e c u r ricu lu m can be
s e e n from t h e s m a ll number o f v o c a t io n s l i s t e d by t h e s t u
d e n t s . I t i s n o t e x p e c te d t h a t su c h a s m a ll s c h o o l w i l l have
o f f e r i n g s in a l l f i e l d s , but i t i s r e a s o n a b le t o e x p e c t t h a t
th e s u b j e c t s ta u g h t w i l l g i v e a broad fo u n d a tio n s o t h a t f u r
th e r s tu d y or t r a i n i n g w i l l be s tr e n g th e n e d by t h a t w h ich
h as go n e b e f o r e . The J u n io r C o lle g e , fo r many and perhaps
m ost o f i t s s t u d e n t s , must be c o n s id e r e d as a f i n i s h i n g s c h o o l;
o n ly a s m a ll p e r c e n ta g e o f i t s p u p i l s c o n tin u e t h e i r t r a i n
in g in a h ig h e r s c h o o l . T h is f a c t makes i t n e c e s s a r y t h a t
th e s c h o o l o f f e r as v a r ie d a program a s p o s s i b l e t o m eet th e
n eed s o f i t s s t u d e n t p e r s o n n e l.
A com m ittee from th e f a c u l t y s h o u ld b e c h o se n to make
a c a r e f u l stu d y o f t h e p r e s e n t c o u r s e o f stu d y and make su c h
a d ju stm e n ts a s would seem t o be n e e d e d . The f o l lo w in g th r e e
c r i t e r i a s h o u ld b e k e p t in mind i n t h e a d o p tio n o f any c u r
r ic u lu m :
I l l
(1 ) Man by t r a i n i n g h a s become s o c i a l . By n a tu re
he i s an i n d i v i d u a l . B oth o f t h e s e e le m e n ts s h o u ld be found
in t h e c u r r ic u lu m , and w ith p rop er b a l a n c e . In d e te r m in in g
s o c i a l and p e r s o n a l v a lu e s th e sta n d a r d sh o u ld b e d e f i n i t e
c o n d it io n s and n e e d s .
(2 ) The scop e o f t h e c u r r ic u lu m sh o u ld be commen
s u r a t e w ith th e r eq u ire m en ts f o r e f f i c i e n c y , and sh o u ld be
s o p la n n ed t h a t i t le a d s from t h a t g e n e r a l kn ow led ge w hich
i s e s s e n t i a l to a l l and g i v e s m o b ilit y tow ard t h a t s p e c i a l
know ledge which i s econ om ic and e f f i c i e n t .
(3 ) The b e s t s c h o o l i s th e s c h o o l t h a t s e l e c t s th e
b e s t s u b j e c t - m a t t e r fo r t h e cu r ricu lu m c o n s id e r e d s o c i a l l y
and e c o n o m ic a lly in th e l i g h t o f what has b e e n , i s now, and
i s t o b e , and t e a c h e s t h a t s u b j e c t - m a t t e r in t h e b e s t
p o s s i b l e .
BIBLIOGRAPHE
BOOKS
A l l e n , F r e d e r ic k , P r i n c i p l e s and P r o b lems in V o c a tio n a l
G u id an ce. New Y ork: M cGraw-Hill Book Company, I n c . ,
192V . p . 15
. . . , P r a c t ic e i n V o c a tio n a l G u id a n ce. New Y ork: McGraw-
H i l l Book Company^ I n c . , 1 9 3 2 . p . 4
T hese books c o n t a in e x c e l l e n t m a t e r ia l in th e group g u id a n c e
f i e l d .
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T h is book c o n ta in s com p reh en sive tr e a tm e n t o f g u id a n ce o r
g a n i z a t i o n .
Bingham , W a lter V. Dyke and Bpuce Moore, How to I n t e r v ie w ,
New York : H arper and B r o s ., 1 9 3 1 . p . 26
T h is book c o n t a in s w ide know ledge o f th e te c h n iq u e o f i n t e r
v ie w in g and s u g g e s t s a s o l u t i o n f o r th e tr e a tm e n t.
B rew er, John , E d u c a tio n a l G u id a n c e . New York : The M acM illan
Company, pp . 1 1 4 , 1 2 3 , 2 7 6 - 7 7 , 3 8 6 .
T h is book d e a ls w ith g u id in g s t u d e n t s w ith th e p u rp ose o f
e d u c a tio n a s a g u id e to s t u d e n t s s o t h a t th e y may l i v e b e t
t e r l i v e s *
Cox, P h i l i p W. L . and John Carr D u f f, G uidance by th e C l a s s
room T e a c h e r , New Y ork: P r e n t i c e - H a l l , I n c . , 1 9 3 8 .
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An e x c e l l e n t book d e v o te d to g u id a n c e a c t i v i t i e s by the c l a s s
room t e a c h e r .
D o u g la s , H a r l, O r g a n !z a tio n and Ad m in ls t r a t io n of Secon d ary
S c h o o l s . New Y ork: Ginn and Company, 1 0 3 2 . p . 184
G iv e s a c o n c is e d e s c r i p t i o n b a sed on s t u d i e s o f modern and
u s e f u l p r a c t i c e s in th e o r g a n iz a t io n and a d m in is t r a t io n o f
g u id a n c e in ju n io r and s e n i o r h ig h s c h o o l s .
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E e l l s , W a lter C rosb y, The J u n io r C o l l e g e , 'Bos to n : Houghton
M i f f l i n Company, 1 9 3 1 . pp . 6 0 -6 4
Hamrin, S h i r l e y A. and C l i f f o r d E . E r ic k s o n , G uidance i n
S econdary S c h o o l s . New Y ork: The M acM illan Company,
1 9 3 2 , p p . 1 , 1 5 -2 0
J o n e s , A r th u r , P r i n c i p l es o f G u id a n ce . New York : McGraw-
H i l l Company, 1 9 3 0 . pp. 5 , 2 8 , 2 88, 4 2 4 -4 2 6 .
The p u rp ose o f t h i s volume i s to make c l e a r th e r e a l mean
in g and s i g n i f i c a n c e o f g u id a n c e .
K o o s, Leonard and G rayson K e fa u v e r , G uidance in S econ d ary
S c h o o l s . New Y ork: The M acM illan Company, 1 9 3 4 . pp . 1 1 ,
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T h is book c o n t a in s v a lu a b le in fo r m a tio n on i n v e s t i g a t i n g and
in fo r m in g s t u d e n t s and o r g a n iz in g f o r g u id a n c e .
L e f e v e r , D. W e lty , and o t h e r s . P r i n c i p l e s and T ech n iq u es o f
G u id an ce, New Y ork: R onald P r e s s Company, 1 9 4 1 . p p . 3 1 -
5 3 , 246
T h is book c o n ta in s h e l p f u l m a t e r ia l on g u id a n c e in s c h o o l
a d m in is t r a t io n and o r g a n i z a t i o n .
P r o c t o r , W illia m , E d u c a tio n a l and V o c a tio n a l G u id a n c e , New
York : H ^u ghton-M iff1 in Company, 1 9 3 0 . p . 17
T h is book c o n ta in s v a lu a b le in fo r m a tio n on g u id a n c e s e r v i c e .
S tr a n g e , R u th , P u p il P e r so n n e l and G u id a n ce , New Y ork: The
M acM illan Company, 1 9 4 0 . p . 231
T h is book s t r e s s e s th e im p ortan ce o f p r e p a r in g a d m in is t r a t o r s
and te a c h e r s t o g u id e and i n s t r u c t i n d i v i d u a l s .
UNPUBLISHED MATERIAL
C obbs, W i l l i e , P r o v is io n s f o r V o c a tio n a l E d u c a tio n f o r N egroes
in th e High S c h o o ls o f Texas « U n p u b lish ed M aster 's
T h e s i s , U n iv e r s i t y o f S o u th ern C a l i f o r n i a , 1 9 4 1 .
D ix o n , A u s t in Edward, A S tu d y o f A d m in is t r a t iv e M ethods o f
C o u n se lin g C o lle g e S t u d e n t s . U n p u b lish ed Mas t e r ' s
T h e s i s , U n iv e r s i t y o f S o u th ern C a l i f o r n i a , 1934
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J e p so n , W illia m A u g u s t, The E f f e c t i v e n e s s o f a G uidance
Program in a T h ree-Y ear H igh S c h o o l . U n p u b lish ed
M aster*s T h e s i s , U n iv e r s it y o f S o u th e rn C a l i f o r n i a ,
1941
J e s s o n , R alph W illia m , G uidance Program i n a L arge C ity
S e n io r H igh S c h o o l. U n p u b lish ed Master'^s T h e s is , Un
i v e r s i t y o f S o u th ern C a l i f o r n i a , L os A n g e le s , 1 9 38.
L a r so n , F r e d e r ic k W illia m , Aja E v a lu a tio n of a Program o f
G uidance f o r a S ix -Y e a r High S c h o o l . U n p u b lish ed
M a s te r 's T h e s i s , U n iv e r s it y o f S o u th e r n C g ^ lifo rn ia ,
1937
M i l l e r , M ild red E l iz a b e t h , G uidance A c t i v i t i e s o f C lassroom
T each ers in th e Hig^ S c h o o l . U n p u b lish ed M aster*s
T h e s is , U n iv e r s it y o f S o u th e rn C a l i f o r n i a , 1958
S la u g h t e r , R ob ert Edward, ^ A n a ly s is o f P r o f e s s i o n a l L i t
e r a tu r e R e l a t i n g t o th e F u n c tio n and T ech n iq u es on th e
P r a c t ic e o f V o c a t io n a l G u id a n ce. U n p u b lish ed M a ste r 's
T h e s is , U n iv e r s i t y o f S o u th ern C a l i f o r n i a , 1936
S tra w , A lv a , An A n a l y t i c a l Study o f V o c a tio n a l G uidance in
th e J u n io r C o l l e g e , B u s in e s s E d u c a tio n w ith s p e c i a l
em phasis on P lacem en t and F o llo w -u p . U n p u b lish ed
M a s te r 's T h e s i s , U n iv e r s it y o f S o u th e rn C a l i f o r n i a ,
1939
Thornburg, H u r sc h e l, A G uldance Program f o r th e High S c h o o l
in S to u g h to n , W is c o n s in . U n p u b lish ed M a ste r 's T h e s i s ,
U n iv e r s it y o f S ou th ern C a l i f o r n i a , 1940
PERIODICALS
B u tle r J u n io r C o lle g e B u l l e t i n , 1 9 4 4 -4 5
C lassroom T each er N a tio n a l E d u c a tio n A s s o c i a t i o n of th e
U n ite d S t a t e s , W ash in gton , D .C ., V o l. 1 9 , No. 2 ,
F eb ru ary , 1946
D a v is , J e s s i e , A P la n o f O r g a n iz a tio n fo r G uidance w ith in
th e Secondary S c h o o l P r in c ip a l Com m ittee on Guidance in
Secondary S c h o o l s . B u l l e t i n 1 9 , C ic e r o , I l l i n o i s , J a n
u ary 1 9 3 9 , p . 7
E e l l s , K en n eth , A p p r a is in g G uidance Program s, N a t io n 's S c h o o l,
1 9 3 3 : 5 6 : 4 2 , A p r il 1939
115
H arb eson, C a r l, The G uidance Program . The J u n io r C o lle g e
J o u r n a l, 4 : 4 , 1941
H i l l , M erton, The J u n io r C o l l e g e . The J u n io r C o lle g e J o u r
n a l , 5 : 5 , 1940
H u ll, E. H ., Some F a c to r s in C o lle g e V o c a tio n a l G u id a n c e ,
V o c a tio n a l G uidance M agazine, 7 : 3 3 7 - 4 , May 1930
J o n e s , A rthu r and Hand, H. C. G uidance in E d u c a tio n a l I n
s t i t u t i o n s , 3 7 th Y earbook of th e N a tio n a l S o c i e t y f o r
th e Study o f Secondary E d u c a tio n , P a rt I . B lo o m in g to n ,
I l l i n o i s P u b lis h in g Company, 1938
K e fa u v e r , G rayson N. and H arold Hand. O b j e c t iv e s o f E x p e r i
m en ta l G uidance Program O c c u p a tio n s. The N a tio n a l V oca
t i o n a l G uidance A s s o c i a t i o n M agazine, Decem ber 1935
L i t c h e f i e l d , E s t h e r . C o u n se lin g in th e L arge J u n io r C o lle g e .
J u n io r C o lle g e J o u r n a l, 4 : 4 , 1939
O hio S t a t e U n iv e r s it y Freshman M anual, S ix t h E d it i o n , 1 1 th
S e r i e s . Columbus, O h io, 1952
P a r so n , G la r e . R e ce n t E d u c a tio n a l S t u d i e s . L os A n g e le s S c h o o l
J o u r n a l, V o l. X X III, No. 2 9 , A p r il 1940
P eek , H a ro ld . S tan d ard s o f Good Homes. I n d u s t r i a l A r t and
V o c a tio n a l E d u c a tio n , V o l. 3 4 , Ng. 5 , 1 9 4 1 , p . 16
P op en oe, H e r b e r t. O r ie n t a t io n i n th e J u n io r C o lle g e . J u n io r
C o lle g e J o u r n a l, A p r il 1935
Program o f A c t i v i t i e s , Ohio S t a t e U n i v e r s i t y , 6 t h I d i t i o n ,
Second S e r i e s . Columbus, O hio, 1932
S e a s h o r e , C a r l. The J u n io r C o lle g e G uidance Program . The
J u n io r C o lle g e J o u rn a l 5 :5 1940
V o c a tio n a l G uidance W hite House C on feren ce on C h ild H e a lth
P r o t e c t i o n . New York : The C entury C o., 1932
W h iteh ead , M atthew . J u n io r C o lle g e w it h T erm inal C o u r se s.
J u n io r C o lle g e J o u r n a l, V o l. XVI, Nq. 8 , A p r il 1946
4356 Hooper Avenue
Los A n g e le s 1 1 , C a lif o r n ia
A p r il 4 , 1945
Mr. M. H. H unter
R e g i s t r a r , B u tle r J u n io r C o lle g e
T y le r , Texas
Dear S i r :
As a p a r t o f my g ra d u a te work a t t h e U n iv e r s it y
o f S o u th ern C a l i f o r n i a I am making a stu d y o f th e s u b j e c t
"G uidance o f C o lle g e S t u d e n t s " . P r e s id e n t J a c k so n , o f
B u t le r J u n io r C o l l e g e , has in form ed me t h a t i t w i l l be
s a t i s f a c t o r y t o have a d m in is te r e d th e r e a q u e s t io n n a ir e
c o n c e r n in g t h i s s u b j e c t *
I have p r e p a r ed a q u e s t i o n n a i r e , and s i n c e you
have p r e v io u s ly c o n se n te d t o h an d le i t f o r me, I am s e n d
in g 500 c o p ie s under s e p a r a t e cov er t o b e e x e c u t e d by th e
s t u d e n t s in a l l d ep artm en ts e x c e p t th e a g r i c u l t u r a l d e
p a r tm e n t. The method o f a n sw e r in g w i l l be g iv e n a t th e
b e g in n in g o f each d i v i s i o n o f th e q u e s t i o n n a i r e .
I w ould a p p r e c ia t e you r a d m in is t e r in g t h i s q u e s t io n
n a ir e a s soon a s p o s s i b l e , a s i t i s n e c e s s a r y t h a t î have
i t b ack b e f o r e May 1 s t .
I s h a l l be g l a d to se n d you a copy o f th e f in d in g s
f o r your l i b r a r y when th e stu d y i s c o m p le te d .
Y ours very t r u l y ,
(M iss) Sammie M. W aters
SM W .-GH
A STUDENT QUESTIONNAIRE
O N TH E
GUIDANCE P R O G R A M
T O THE STUDENT:
The fo llo w in g q u estio n n a ir e has been planned t o ga in
n ecessa ry in fo relation concernin g th e c o u n se lin g and guidance that- you
are r e c e iv in g and have r e c e iv e d in term s o f your e d u c a tio n a l, v o c a tio n a l
and p erso n a l problem s.
The r e s u lt s o f th e data gath ered w i l l be used in ev a lu
a tin g and in making recommendations f o r th e improvement o f th e c o u n se lin g
and guidance program o f our c o lle g e .
DIRECTIONS:
F i l l i n th e in fo rm a tio n asked o f you below con cern in g your
High School s t a t u s , age and th e l i k e .
Read each q u e stio n c a r e fu lly and g iv e a s a ccu ra te a resp on se
as p o s s ib le .
#
The method o f answ ering w i l l be g iv en a t th e b eg in n in g o f
each d iv is io n .
SECTION I
G E T iE R A L INFORM ATION
Name ____________ __________________________ ___________ _______________
High S ch ool ________________________ Sex Age
Check on th e l i n e below th e curriculum you ex p ect to fo llo w ;
El ementary ___ ____ ___
Commerce
Home Making
I'iUGj.C _ _ ____ _
A g r icu ltu r e
/hat year d id you e n te r th e departm ent
'./hat q u a lity o f work do you ex p ect to average in c o lle g e ? A B G D ____
Do you p lan to graduate from Junior C o lleg e? Yes No
-1-
SgCTION I I
EDU C A TIO N A L A N D V O C A TIO N A L P R O B L E M S
DIRECTIONS:
Check ( ) each o f th e fo llo w in g q u e stio n s in th e proper
column to th e r ig h t th a t b e s t d e s c r ib e s your s it u a t io n .
O ften Sometimes Seldom
T
1 . Did your co u n selo r su g g est ways o f d isc o v e r in g
your s p e c ia l a b i l i t i e s ?
2. Did your co u n selo r su g g est ways fpx you to
become in t e r e s t e d i.n a p a r tic u la r v o c a tio n .
3 . Did your cou n selor su g g est r%ys fo r you to
know whether you have th e a b i l i t y to
, succeed in a chosen vocation ?
4 . Did your co u n selo r gu id e you in ch oosin g
co u rses which prepare you f o r your v ocation ?
5. Did your co u n selo r h e lp you in knowing what
s te p s t o tak e a f t e r your grpduaui.on?
6. Did your co u n selo r h e lp you in knowing
w hether you can g e t a job in a chosen f i e l d
a f t e r graduation?
SECTION I I I
PERFOmiANCS OF CLASS WRK
DIRECTIONS:
Check ( ) each o f the fo llo w in g \
q u e stio n s in th e proper column to th e r ig h t th â t
best d e s c r ib e s your s it u a t io n : I
I
1 . Do you worry about fin d in g enough tim e t o study?!
2 . Do you o rg a n ize your tim e e f f e c t iv e l y ?
3. Do you v^forry about g e t t in g poor grades?
4 . Do you worry about exam inations?
5. Do you f e e l th a t your grades a re worth th e
e ffo r t?
6 . Do you f e e l th a t you do not understand th e
cou rse requirem ents?
7* Do you worry about m ain ta in in g a c e r ta in
standard in order t o ap p ly fo r sch o la rsh ip ?
8 , Do you worry about th e w hole s it u a t io n o f
u n rest and f a i l i n g to do your b e s t sc h o o l work? \
SECTION IV
PER SO N A L P R O B L E M S
DIRECTIONS:
Check ( ) each c f the fo llo w in g q u estio n s in the proper column
to th e r ig h t th a t b e s t d e sc r ib e s your s it u a t io n .
O ften Sometimes Seldom
-------------- - 'T ' ' '
1* Do you worry about the ways o f fin d in g out
what a b i l i t i e s you p o ssess?
. 2 * Do you f e e l d iscou raged because you do n e t
make fr ie n d s e a s ily ?
3* Do you worry because o f n o t b ein g popular
w ith in your c ir c le ?
4 , Do you worry about l i t t l e th in g s?
5 . Do you worry because you have n ot developed
an a t t r a c t iv e p e r so n a lity ?
6* Do you worry b ecau se you do n ot know how to
overcome tim id it y so th a t i t w i l l n o t be a
hinderance to your v o ca tio n ?
7 , Di you worry becau se you do n o t want to
co n sid er your p aren ts a d v ice in choosing
your v o ca tio n ?
8 , Do you worry about la c k in g s e lf-c o n fid e n c e ?
9 é Do you worry about becoming d iscou raged too
e a s ily ?
1 0 , De you worry because you do n ot o fte n g e t
new c lo th s?
a . Do you f e e l you do n ot know what to
wear on d if f e r e n t o cca sio n s?
b# Do you f e e l th a t you d© n o t d ress to
s u it your p e r so n a lity ?
0# Do you worry b ecau se you cannot a ffo rd
to d ress n ic e ly w ith o u t d ep rivin g your
fa m ily? _
11, Do you worry about fr e e in g y o u r s e lf, from
o ld -fa s h ic n e d id ea s w hich were developed
e a r lie r in your l i f e ?
1 2 , Do you f e e l th a t you do n o t r e c e iv e enough
in s tr u c tio n concernin g sex problem s?
1 3 , Do you f e e l th a t you need to have more
com panionship w ith your p aren ts?
14, Do you worry because you do n o t g e t along
w ith members o f your fam ily?
15, Do you worry about how to make dates?
a; Do you f e e l th a t you do n ot know how
to r e fu s e a date g r a c e fu lly ?
b f Do you f e e l th a t you do n o t know how
to keep the fr ie n d s h ip $ f a boy w ith out
d rin k in g or necking?
0 , Do you worry b ecau se your paren ts do not
lik e your boy fr ie n d s?
16i Do you worry about whether or n o t you should
marry b e fo r e graduation?
-3-
SECTION V
THE C O Ü N SELC R
DIRECTIONS:
Check ( ) each o f th e fo llo w in g q u e stio n s in th e proper
column to th e r ig h t th a t b e s t d e sc r ib e s your s it u a t io n .
O ften Sometimes Seldom
1 . Do you f e e l th a t your fa c u lt y a d v ise r g iv e s you
adequate tim e during th e c o u n selin g ?
2 . Do you f e e l th a t your a d v ise r i s ca p ab le o f
h e lp in g you w ith your p erso n a l problems?
3* Do you f e e l th a t your a d v ise r alw ays seems to o
busy to se e you?
4 . Do you f e e l t h a t your a d v ise r does not g iv e
your problem s c o n sid e r a tio n because o f being
p reoccu p ied w ith h is su b je c t m atter?
5* Do you f e e l th a t your a d v is e r should su g g e st
what method t o use in a p p ly in g fo r a job?
6 . Do you f e e l th a t your a d v is e r seems bored vfhen
ta lk in g w ith you?
7 . Do you f e e l th a t your a d v is e r i s a good
cou n selor?
8 . Do you f e e l th a t you r a d v is e r t a lk s to o much
about h im s e lf, r a th e r than g iv e you à chance
to d is c u s s your probjyems?
9- Do you f e e l th a t your a d v ise r should p lan
in form al s o c ia l gathm rings o f th e stu d e n ts to
promote b e t t e r stu d en t-a d v is e r r e la tio n s h ip ?
SECTION VI
E C O N O M IC PRO BLEM S
DIRECTIONS:
Check ( ) each o f th e fo llo w in g
q u e stio n s in th e proper column to th e r ig h t th a t
b e s t d e s c r ib e s your ‘ s it u a t io n .
1 . Do you worry about n ot having enough money
earned fo r your c o lle g e education ?
2, Do you worry about your la c k o f a b i l i t y t o
manage your fin a n c e s properly?
3* Do you worry abou t how much tim e you can spend
fo r o u tsid e employment?
4 . Do you worry abou t secu rin g a job fo r th e
summer?
5* Do you f e e l unhappy because you do not have
enough money f o r r ec r ea tio n ?
6 , Do you worry abou t enough money fo r proper
c lo th e s ?
7 , Do you worry about your economic s it u a t io n to
th e e x te n t th a t you do not g e t s u f f i c i e n t r e s t
or r e la x a tio n ?

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Asset Metadata

Creator Waters, Sammie Mae Etta (author)

Core Title A guidance program for Butler Junior College, Tyler, Texas

Degree Master of Science

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c37-235844

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Document Type Thesis

Format application/pdf (imt)

Rights Waters, Sammie Mae Etta

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

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