UNIVERSITY OF MARYLAND
COLLEGE PARK, MARYLAND
CHANGES IN STUDENT VALUES
AND ATTITUDES OVER A DECADE
Deborah L. Bandalos and
William E. Sedlacek
Research Report #11-87
Computer time for this research was furnished by The
Computer Science Center at the University of Maryland, College Park.
COUNSELING CENTER
UNIVERSITY OF MARYLAND
COLLEGE PARK, MARYLAND
CHANGES IN STUDENT VALUES
AND ATTITUDES OVER A DECADE
Deborah L. Bandalos and
William E. Sedlacek
Research Report # 11-87
SUMMARY
Freshmen entering UMCP in
1976 (N = 1470) and 1986 (N=713) were administered the University New Student
Census (UNSC) an anonymous questionnaire designed to elicit general information
on demographic and attitudinal items. Results showed that there were significant
differences between the two groups in terms of personal values and attitudes,
especially as related to the areas of career choice and life goals. More
specifically, students in 1986 were more likely to choose careers because of
high earnings or prestige, and to see the purpose of the university as
preparing people for jobs than were students in 1976.
1986 students were also more
likely to choose drug abuse and crime as major national problems, while 1976
students cited the environment and the economy most often.
Other differences are
presented and the implications of these findings are discussed.
1
Today's students have been
characterized as the "me generation." To those who remember the
student activism of the 1960's and early 1970's, the new generation of students
seems remarkably unconcerned with social issues. And many educators today are
bemoaning students' obsession with career-related courses, as well as
their lack of interest in the liberal arts (Krukowski , 1985).
However, as Sandeen (1985)
points outs students who entered college as freshmen in 1984 were only six
years old when the United States pulled out of Viet Nam, and only seven when
Richard Nixon resigned the presidency. The Arab oil boycott and ensuing
inflation, and the taking of American hostages in Iran were events that
affected these students Many of them have felt the effects of widespread
unemployment It would not be surprising, then, if these students were more
concerned with the material aspects of life than were their counterparts in the
1960's and 1970's. But are today's students really as conservative as they are
often perceived?
Crocker Coulson, writing in The
New Republic, describes the values of current college students as
"vapid materialism." The ACE/UCLA Cooperative Institutional Research
Program's 1984 student survey reported that 71% of the students felt that
"being very well off financially" is an important or very important
life goal, as opposed to 39% in 1970. In contrast, 80% of the students surveyed
in 1970 felt that "developing a meaningful philosophy of life" was
important or very important,, while the percentage in 1984 was only 39.
The attitudes of today's
students toward crime and drug
2
abuse are often perceived as being more conservative than those of their peers in the 1960's and 1970's. These perception's are supported by several studies. Carter and Sedlacek (in press), in a comparative study over a ten year period, found that students in 1983 were significantly more likely than students in 1973 to feel that marijuana should not be legalized, and that those found using or selling drugs illegally should be turned in to the proper authorities. In a related study, Kirschner and Sedlacek (in press) found that students in 1983 were significantly more likely than those in 1973 to feel that abortions should not be made available to students without parental consent.
One of the clearest trends
in current student attitudes is in the area of careers and higher education.
Today's students appear to be more career-oriented, and see college more
as a means of preparing for a well-paid job than as a learning
opportunity. The existence of these trends is supported by several studies.
Mason-Sowell and Sedlacek (1983) examined changes in students'
orientation to college over thirteen years in terms of the four basic
philosophies developed by Clark and Trow (1966). These four philosophies are
defined as vocational, or those who are in college primarily to prepare for a
career; academic, those who are primarily interested in the pursuit of
knowledge and cultivation of the intellect; collegiate, those who consider
involvement in social and extracurricular activities an important part of the
college experience; and nonconformist, or those who emphasize individual
interests and styles, and development of a personal identity. In their study,
Mason-Sowell
3
and Sedlacek found that students in 1982 were
significantly more likely than those in 1969 to feel that the vocational and
academic philosophies best represented their orientation to college, while
fewer chose the nonconformist philosophy. The ACE/UCLA survey found that 68% of
the students in 1984 felt that a "very important” reason for attending
college was "to be able to make more money," up from 49% in 1971.
From data collected in interviews with over 40,000 students in recent years,
Krukowski (1989) reports that the most popular reason students gave for
deciding to attend college was "to make more money," while 72% of the
students chose college "to be able to get a better job."
Sandeen (1985) noted that
the competition for grades has increased recently, as students vie with each
other to attract employers with high GPAs. This competition often results in a
reluctance for students to experiment in their academic programs, or to take elective
courses in which they may not get a good grade. Students tend to be most
interested in courses which are directly related to getting a good job, as
opposed to liberal arts or enrichment courses, which are, seen as peripheral to
their career objectives.
Given these views, it is
evident that the objectives of today's students and those of today's colleges
do not necessarily mesh. And, as Sandeen (1985) points out, the decrease in the
number of college-aged people has caused many colleges to compete for
students by adapting their programs to meet the pragmatic goals of potential
students. However, many educators feel that compromising educational programs
to the detriment of the liberal arts does not serve the needs of either the
students or the
4
society as a whole.
The purpose of the present
study was to compare the values and attitudes of students attending the
University of Maryland, College Park (UMCP), in 1976 and in 1986, in order to
determine whether the findings on this campus correspond to those reported
nationally. It is believed that an understanding of these attitudes is a
necessary first step in dealing with the issues they raise for policies and
practices in higher education.
influential in forming their current values or beliefs. The majority of students in both years chose the option for family (51% in 1976 and 52% in 1986) . In 1976, however, equal percentages (17%) of the students chose the answers "school" and "friends," while in 1986 25% of the students felt that their friends were the most important influence on their values, and only 11% felt that their school was an important influence.
A related question asked students what had contributed most to their own personal development during the past year. The 1986 group of students chose the options for "friends" (26%) and for "social life" (30%) more often than did students in 1976, of whom 22% chose "friends", and 25% "social life." Eight percent of the students in 1976 chose the option "contact with teachers, counselors," as opposed to only 3% in 1986, which seems to be consistent with the finding that the 1976 students were more likely to cite their school as influencing their values. Very small percentages of students in each year (4% in 1976 and 3% in 1986) chose the option "work with political or social action groups" as the factor which had the most effect on their personal development.
Another item relating to personal values asked students what they felt was the most important issue for society to resolve. Responses to this item for the 1986 and 1976 groups are summarized in Table 1.
6
|
Table 1: Issues Chosen as Most Important for
Society to Resolve by 1976 and 1986 Samples |
||
|
Issue |
Sample |
|
|
|
1976 |
1986 |
|
Racism |
15% |
15% |
|
Integrity of those in
power |
10% |
9% |
|
Environmental issues |
23% |
13% |
|
Drug abuse |
4% |
19% |
|
Economy |
19% |
9% |
|
Crime |
17% |
22% |
Note. Values represent percentages of students in each
sample.
It can be seen from Table 1 that although opinions an the importance of issues such as racism and the integrity of those in power remained quite stable over the ten year period, opinions on other issues changed significantly. Concern over the environment and the economy decreased substantially from 1976 to 1986, but increased in the areas of crime and drug abuse.
Students were also asked what was most important to them in their long-term career choice. The responses of the 1976 and 1986 groups are summarized in Table 2.
|
Table 2: Factors chosen as Most Important in
Long-term Career Choice by 1976 and 1986 Samples |
||
|
Factor |
Sample |
|
|
|
1976 |
1986 |
|
Job Openings usually
available |
11% |
5% |
|
High anticipated earnings |
13% |
22% |
|
Well-respected or
prestigious occupation |
6% |
15% |
|
Make an important
contribution to society |
15% |
11% |
|
Work with people |
18% |
10% |
|
Intrinsic interest in the
field |
19% |
17% |
Note:
Values
represent percentages of students in each sample.
7
As Table 2 illustrates, 1976 students were more likely than those in 1986 to consider working with people and the availability of jobs as important factors an choosing a career. The latter reason is understandable when one remembers that the unemployment rate during that period was quits high. In contrast, students in 1956 were more 1ikely to choose jobs because of high earnings or prestige. This is similar to the findings of Krukowski (1985). Differences in the areas of contributing to society and having an interest were much lass marked.
Academic concerns and
issues
Students in both groups responded to several questions relating to academic issues. Significant differences between the two groups ware found on all of these items.
Students were asked what they thought was their weakest area academically. The percentages choosing the areas of reading, writing, and getting, along with others were similar in each
8
group. However, a greater percentage of 1986 students (33%) than of 1976 students (23%) felt that their study habits were their weakest area. In light of this, it is interesting to note that more of the 1986 students expected to obtain a Master's degree than did the 1976 students (43% as opposed to 25%). Approximately equal numbers of students in the two groups expected to obtain bachelor's degrees, as well as medical law, and Ph.D. degrees.
In the area of extracurricular activities, the two groups again showed some interesting differences. The 1976 students were most likely to goose special interest groups (28%), intramurals (27%), musical or dramatic organizations (16%), and student publications or communications (10%). Students in 1986 chose the same four areas, but in a different order. Intramurals was by far the most popular choice of these students, chosen by 47%. The percentages choosing musical or dramatic organizations, publications, and special interest groups were much the same at 13%, 12%, and 11%, respectively. This trend was supported by a Likert scale item which said, "I expect to participate in some form of intramural athletics at the University." Students in 1986 were significantly more likely to agree with this statement than were students in 1976.
The percentages of students who expressed an interest in political or social action groups or in volunteer services was quite small (less than 7%) in both years. However, students in 1986 were slightly more likely to express an interest in political or social action groups than were those in 1976 (7% as opposed to 4%).
9
Students were asked what they felt was the major function of the university. Similar percentages (30% in 1976 and 29% in 1986) chose the option for "develop personal and social skills of people." Differences were found in the percentages of students in 1976 and 1986 who chose the answers "provide a general learning facility" and "prepare people for jobs." Forty-seven percent of the students in 1976 chose "provides a general learning facility" as opposed to 39% in 1986, whereas 14% of the students in 1976 chose "prepare people for jobs," in contrast to 22% in 1986.
Significant differences between the two groups of students were also found on items related to their reasons for staying in college. The biggest difference was in the percentages of students who chose the option "college graduates get better jobs." In 1976, only 13% of the students chose this option, while in 1986 the percentage had grown to 25%. Students in 1986 ware also more 1ikely to choose the option that "college graduates earn more" (12%) than were the 1976 students (4%). The most popular response to this item in both groups was that "a college degree is the only way I can enter my chosen profession." chosen by 38% of the students in 1976 and by 27% of those in 1986. Finally, the option "I must have a degree in order to enter graduate or professional school" was chosen by similar percentages of students in 1976 (20%) and in 1986 (16%).
Students in both groups also responded to an item which asked what they thought would be the most likely reason that they would leave school before obtaining their degree. Responses to this question for both groups are summarized in Table 3.
10
|
Table 3: Reasons Students Would Leave College
Before Obtaining a Degree by 1976 and 1986 Samples |
||
|
Reason |
Sample |
|
|
|
1976 |
1986 |
|
Certain I will obtain a
degree |
26% |
31% |
|
To accept a good job |
15% |
10% |
|
To enter another school |
2% |
35% |
|
It would cost more money
than I could afford |
12% |
7% |
|
Disinterest in study |
12% |
3% |
|
Lack of academic ability |
9% |
6% |
Note.
Values
represent percentages of students in each sample.
One of the mast striking differences observable from Table 3 is in the percentages of students who would leave to enter another school. In 1926, only 2% of the students chase this option, while in 1986 it was chosen by 35% of the students. Students in 1976 were also more likely to leave school because of cost factors, to accept a good job, or because of disinterest in their studies than were the 1986 students. Referring to a related item, the 1976 students were also more likely to say that they would drop out temporarily than were students in 1986.
The purpose of this study
was to determine whether the popular conception that college students today are
more conservative than their counterparts in 1976. The results which
11
have been obtained seem to indicate that there is no
simple answer to this question. Rather, the areas in which this conservative
shift is perceived to have occurred must be examined individually.
Students in 1986 were found
to be more influenced in their personal values and development by their friends
and less influenced by their schools then were students in 1976. This
difference is interesting in view of the current debate over whether or not
schools should teach values. The 1986 group of students were also more
concerned with crime and drug abuse than were their counterparts in 1976. The
concern over drug abuse is not surprising, given the publicity attendant on the
death of Len Bias, the UMCP athlete who died of cocaine intoxication, which
occurred on campus shortly before, or even during the time that most of the
1986 students were answering the questionnaire. However, the observation that
today's students attitudes about drugs and crime have become more negative has
been made in other studies as well. Among these are the 1984 ACE/UCLA study which
found that student support for the legalization of marijuana had declined from
53% in 1977 to 23% in 1984. And, on crime-related issue, the same study
found that student support for abolishing the death penalty had declined from
58% in 1971 to 26% in 1984.
Apart from these
differences, there was no further evidence in this study to suggest that
students today are less idealistic or socially active than those in 1976. In
fact, the percentages of students who were interested in volunteer services or
in political or social action groups was quite small (less than 7%) in both
groups. And, the percentages of students who felt that
12
the University should serve as a force for social
change was actually higher in 1986 than in 1976, although both percentages were
quite low in absolute terms (4% and 2% respectively).
Differences in the career
and academic interests of the two groups were more striking. Students in 1986
were more likely to choose jobs because of their higher earning power or
greater prestige, while students in both 1986 and 1976 chose "intrinsic
interest in the field" as one of their top three reasons. These findings
support those of Mason-Sowell and Sedlacek (1983), who found that
students in 1982 were more likely to have a primarily vocational orientation to
college than those in 1969. In addition, Astin and Green (1985) found that
"being very well-off financially" was an important or very
important life goal for 71% of the students they studied in 1984, as opposed to
39% in 1970.
Students in the two groups
also differed in their reasons for staying in school, with 1986 students more
likely to stay because "college graduates get better jobs" or
"college graduates earn more." Again these findings are supported by
the literature. Green and Astin found that the three reasons given most often
by freshmen for attending college are "to be able to make more
money," "to learn more about things that interest me," and
"to be able to get a better job." In a related area, students in 1986
were more likely than those in 1976 to see the major function of the university
ass that of preparing people for jobs, and less likely to feel that the
university's major function is to provide a general learning facility.
The results of this study
appear to support the major
13
national findings that students today are more career-oriented, and see higher education less as a learning process than as a means to an end, the end being a high-paying, prestigious job. This orientation has important implications for, those involved in higher education. Pas Krukowski (1985) points cut, while demographic trends reverse themselves in the course of time, attitudinal trends are more persistent. It is up to educators to reverse the current trend toward the devaluation of the liberal arts education. This can be done only by emphasizing the intrinsic value and meaning of education rather than its material benefits.
14
References.
Astin,
A.W. (1984, February 1). The American freshman: National norms for fall 1983. The
Chronicle of Higher Education, 12-13.
Carter,
R.T. and Sedlacek, W.E. (in press). Sex differences in student attitudes and
behavior toward drugs over a decade. College Student Affairs Journal.
Coulson,
C. (1986, December 1). Lost generation. New Republic, 195, 21-22.
Green,
K.C. and Astin, A.W. (1985). The mood on campus: More conservative or just more
materialistic? Educational Record, 66, 44-51.
Kirschner,
T.J. and Sedlacek, W.E. (in press). Sex differences in student sexual attitudes
and behaviors: A ten year comparison. Col1ege Student Affairs Journal.
Krukowski,
J. (1985). What do students want ? Status. Change,17, 13-29.
Sandeen,
A. (1985). The shift to conservatism: Implications for student affairs. NASPA
Journal, 22, 3-8.
15