COUNSELING CENTER
UNIVERSITY OF
MARYLAND
COLLEGE PARK,
MARYLAND
A PROFILE OF
INCOMING FRESHMAN AT THE UNIVERSITY OF MARYLAND, COLLEGE PARK, 1985
DEBORAH L.
BANDALOS AND WILLIAM E. SEDLACEK
RESEARCH REPORT #8
– 86
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
A PROFILE OF INCOMING FRESHMEN AT THE UNIVERSITY OF MARYLAND, COLLEGE PARK, MARYLAND
Deborah L. Bandalos and William E. Sedlacek
Research Report #8-86
SUMMARY
The University New student Census {UNSC} was completed by 718 freshmen entering the University of Maryland College Park {UMCP}.
The sample was equally divided between male and female students. Eighty-one percent were White; 10% were Black; 5% were Asian; 3% were Hispanic. In terms of student residence, 76% of the sample planned to live in the residence halls, 15% reported they would live at home, and 4% were unsure where they would be living.
Student’s attitudes toward changing their majors and about having an undecided major were explored using the UNSC. Forty-three percent of the students disagreed that they would probably change their major, although 76% expressed an interest in seeking educational / vocational counseling. Fifty-nine percent of the sample agreed that knowing what major and coursework to undertake when you first enter college is highly advantageous, and 36% felt that having a declared major is better than having an undecided major.
In specifying the one change that they thought would make UMCP more attractive to prospective students, 34% of the sample indicated that they felt this would be accomplished by having a smaller student body. Twenty-five percent felt that lower costs would accomplish this goal, while 23% specified higher admissions standards. Ten percent felt stronger academic programs would make UMCP more attractive.
A PROFILE OF INCOMING FRESHMEN AT THE UNIVERSITY OF MARYLAND, COLLEGE PARK, 1986
The University of Maryland Counseling Center conducts an annual survey of
incoming freshmen during summer orientation. The findings from these surveys
provide the College Park campus community with a general profile of new students.
Surveys were completed by 718 incoming freshmen that attended a two-day
summer orientation session. Differences {p < .05} between males and females as well
as overall findings based on this sample will be reported.
Demographic Characteristics
The sample consisted of equal proportions of males {50%} and females
{50%}. The majorities {81%} of these students were White, while 10% were Black,
5% Asian, and 3% Hispanic. Less than 1% were American Indians. Black females
outnumbered Black males two to one.
Seventy-six
percent of the freshmen planned to live in the residence halls,
while 15% reported they would live at home. Of the
remaining students, 5%
planned to live either in sorority or fraternity houses
or in private rooms or
apartments, while 4% were unsure about where they would
be living. The apparent
preference of incoming students students for on-campus
housing was reinforced by
the fact that 82% of this sample agreed with the
statement ‘’I would prefer to live
on campus rather
than be commuter student.’’ Male students expressed stronger
agreement with this statement than did females.
Incoming
freshmen were questioned concerning the educational level of each
of their parents. Sixty-two
percent of the students reported that their fathers had college degrees. Of
these, 8% had degrees from the university of Maryland, 5%
from another college in
Maryland, and 49% had obtained their degrees from another college in Maryland,
and 49% had obtained their degrees from institutions outside the state. Fifteen
percent reported that their fathers had some college work but no degree, while
14% indicated that their fathers had high school diplomas. The fathers of 3% of
the students had less than a high school diploma.
Forty-six
percent of the freshmen reported that their mothers had college degrees, 6% of
which were from the University of
Maryland. Other colleges in Maryland accounted for another 5%, while 35% were
from a college outside the state. Twenty-one percent of the students mothers
had some college work but no degree; 25% had high school diplomas; and 2% had
less than a high school diploma.
View of UMCP
Fifty-four
percent of the students agreed that the University of Maryland was their first
choice of a school. The
largest percentage {33%} of the incoming freshmen reported that they chose UMCP
mainly because of it’s academic programs. Another 24% chose to attend UMCP
because of it’s geographic location, 17% because it was relatively inexpensive,
and 15% because of reasons not specified in the questionnaire. Other reasons
for choosing UMCP included: having friends or relatives who currently {3%} or
previously {1%} attended; not having been accepted elsewhere {4%}; and the fact
that a high school teacher or counselor had recommended it {2%}. In addition to
these reasons, parental influence appears to have some effect on students choice or UMCP as evidence by
the fact 37% of their coming to UMCP. Parental influence was stronger on
females than on male students.
When
asked what they thought was the major function of the University, 39% of the
sample chose the option: ‘’To provide a general learning facility.’’Twenty-nine
percent felt that it was to develop personal and social skills, and 22% said
that it was to prepare people for jobs. While these three responses of students
who thought that the University’s major function was to serve as a force for
social change {4%}, or to train and develop researchers {2%}. The majority of
the incoming freshmen disagreed with the statement : ‘’The purpose of college is to prepare you
for your first job.’’
Students
were asked to indicate the one change which they thought would make UMCP more
attractive to prospective students. The largest percentage {34%} thought that
this would be accomplished by having a smaller student body, while 25% felt
that lower costs would make UMCP more attractive. Twenty-three percent of the
incoming freshmen believed that higher admissions standards would accomplish
this goal, and 10% chose stronger academic programs.
Academic Expectations
Incoming
freshmen were approximately equally divided in their responses to the statement
: ‘’I expect to have a hard time adjusting to the academic work of college,’’
with 37% in agreement, 31% neutral, and 32% disagreeing. When asked what they
thought would be the hardest part of adjusting to college, however, students
most often cited such academic –related concerns as budgeting time {26%},
studying efficiently {20%}, earning satisfactory grades {12%}. Choosing a major
{11%}, getting to know other students {10%}, deciding whether or how much to
became involved in campus organization {7%}, and suddenly being expected to be a critical and independent thinker
{6%} were also seen as difficult adjustments.
Concerns
about budgeting time and studying efficiently were reinforced by responses to a
question asking which area the students felt was their weakest. The largest
percentage of freshmen {33%} felt that they were weakest in their study habits,
following by 225 who felt weakest in math, and 16% who indicated that writing
was their weakest area. Fifty-five percent of the students agreed that they
were interested in counseling to help them study more efficiently, while 59%
agreed that they would like to improve their spelling skills, and 45% expressed
agreement with the statement; ‘’I am interested in receiving tutoring in my
course subjects.’’
Although
33% of the incoming students studied only three hours per week or less in high
school, the overwhelming majority of students {99%} expected to study at least
five hours per week in college. The largest percentage of students {30%}
expected to stdy between 13 and 17 hours per week. While males tended to study
fewer hours in high school than did females, there was no difference between
the sexes in the number of hours they planned to study in college.
Students
were asked about the level of contact they both expected and preferred to have
with faculty members. Eighty percent of the students disagreed with the
statement : ‘’I expect to have relatively little contact with faculty, ‘’ and
an even greater percentage {85%} of incoming students disagreed that they
preferred to have little contact with faculty.
The
majority of students saw little possibility of dropping out of college, even
temporarily.Eighty-four percent disagreed with the statement : ‘’Chances are
good that I will at some time drop out temporarily before I
complete a bachelor’s degree.’’ Females
disagreed even more strongly with this statement than did males. When asked
what the most likely reason would be if they were to leave school before
obtaining a degree, 31% of the students affirmed that they were absolutely
certain they would obtain a degree, while 35% reported that the most likely
reason for leaving would be to enter another school. Other reasons were : to
accept a good job {10%}; the cost would be more than the student or their
family could afford {7%} ; lack of academic ability {6%}; disinterest in study
{3%}; insufficient reading study skills {3%}; and marriage {1%}.
Students
were also asked what the most likely reason would be for them to remain at UMCP
and complete their graduation requirements. Twenty-seven percent of the
freshmen indicated that they would stay because having a college degree is the
only way they can enter their chosen profession, while 25% felt that college
graduates get better jobs. Another 16% needed a degree in order to enter
graduate or professional school, and for 12% the reason given was that college
graduates earn more money. Other reasons were as follows : the opportunity to
meet and know different people {6%}; enjoyment of studying and academic work
{3%}; parents or relatives expect it {2%} and experience gained from
extracurricular activities {1%}.
When
asked what was the highest degree they expected to earn, 25% of the incoming
freshmen indicated a bachelor’s degree, and 43% expected to earn a master’s degree. Another 30% planned to obtain
a ph.d. , medical, or law degree.
The
largest percentage {27%} of students decided on their vocational goals as high
school seniors, although 23% reported that they were still undecided at the
time of the survey, and 12% had made their vocational decisions before entering
high school. Forty-six percent of the students agreed that they had explored
alternatives to their current career goals. Although 40% of those who had
formulated vocational goals described them as uncertain 43% of the students
disagreed that they would probably change their major. How it is interesting to
note that 76% of the students expressed an interest in receiving
educational/vocational counseling. These responses seem somewhat contradictory,
and it may be that students, for a variety of reasons, have negative feeling
about changing their major, and are therefore reluctant to admit to this. This
line of reasoning was explored on the UNSC through the use of several items.
Forty-seven
percent of the incoming freshmen agreed that choosing a major in an area in
which they had at least some interest was better than having an undecided
major. Females were more likely than males to agree with this statement. When
simply asked whether having a declared major is better than having an undecided
major, 36% of the students agreed. Males were more likely to agree with this
statement, as they were to the statement : ‘’Knowing what major and coursework
to undertake when you first enter college is highly advantageous.’’Fifty-nine
percent of all the freshmen agreed with the later statement.
The
majority of students {86%} disagreeded that not choosing a major indicated some
degree of immaturity, and 66% also disagreed that they would feel uncomfortable
telling people that they were more likely to express agreement with these
statement than were more likely to express agreement with these statement than were
females. On the whole , these items seem to indicate that male students may
tend to have more negative feelings with regard to being undecicded and to
changing their major than do females.
Vocational Plans
Students
were asked to list the three occupations they were currently considering as
vocational goals. These goals were classified according to Holland’s {1970}
model of career types. This model of career types.This model assumes that there
are six distinct personality types, each of which is characterized by its fit
with a particular work environment. These career types are :
Realistic,Investigative, Social, Artistic, Enterprising, and Conventional.
Of
the first choices given by students, 31% chose investigative careers; another
31% chose Enterprising careers; 21% were interested in Realistic careers; 10%
on Artistic careers; 6% expressed an interest in Social careers; while only 1%
of the students chose Conventional careers. These patterns remained constant
over the students second choice career as well, and, with only a slight
variation, for their third choices. Males were more likely to choose Realistic
careers for their first and second choices, while females were more strongly
represented in the Artistic and Social careers.
HOLLAND TYPES CAREER
THEMES TYPES OF
OCCUPATIONS
PREFERRED
Realistic Rugged
,practical ,enjoys Agriculture,
nature
Working
outdoors; enjoys mechanical activities
Working
with things more iteams, construction
Than
ideas or people, work
Especially
with tools and
Large
machinery
Investigative Likes
working with ideas Design engineers,
More
than with people or social
scientists,
Things;
enjoys solving laboratory tech-
Abstract
problems; nicians
Creative
Artistic Artistically
inclined Artists, composers,
And
likes to work on actors, poets
Activities
requiring
Self-expression;
Orginal,
creative
Social Social
and outgoing; School
superintendent
Concerned
about the clinical or counseling
Welfare
of others; psychologists
Enjoys
being center
Of
groups; prefers
To
work with people
Rather than ideas or
Things
Enterprising Great
talent with words Salespersons,
business
And
putting to use in executives,
realtors,
Selling,
leading, and politicians
Dominating;
enjoys
Power,
status, material
Wealth
Conventional Prefers
highly structured Bank examiners,
Work
settings; enjoys statisticians,
Office
work and fits well tax experts,
Into
large organizations computer
Operators
When asked what factor was most important to them in their long term career choice, males most often chose high anticipated earning {28%}; intrinsic interest in the field {19%}; and having a well-respected or prestigious occupation {13%}. Large percentages of females {16% each} also chose high anticipated earning and having a well-respected or prestigious occupation. However, females students most often chose working with people {17%} as being the most important factor in their long term career choice.
Eighty-two
percent of the students disagreed that they would probably skip college if they
could get a good paying job. Females were more likely than males to disagree
with this statement.
Personal Values
The
institution which most students felt had been most influential in forming their
current values was their family. This was the option chosen by 52% of the
students. Twenty-five percent felt that their friends had had the most
influence, while 10% attributed this to their school. Males were more likely to
report that their strongest source of influence was their friends, and females
were more likely to designate their school.
Twenty-two
percent of the students felt that crime was the most important issue for
spciety to resolve; 19% believed drug abuse to be most important; and 15% felt
that the most important issue was racism. Ten percent felt that it was
something other than the options given.
When
asked to choose the factor which contributed most to their own development
during the past year, 30% of the students said it was their social life, 26%
felt it was their friends, and 18% indicated that job had made the biggest
contribution.
Extracurricular Activities
Intramural
sports was the extracurricular activity which interested the largest percentage
of students {48%}, followed by musical or dramatic organization {13%}, and
student publications {12%}. Males and females differed in their interest in
intramural sports; while 61% of the males chose this option, only 35% of the
females did so. Twenty percent of the incoming students expected to do
volunteer work during the next year,and woman had stronger expectations in this
area than did men. Women were also more likely to agree to the statement: ‘’I
expect to learn as much put of class as I do in class.’’ Overall, 85% of the
new students agreed with the latter statement.
Employment
Aside
from courswork and extracurricular activities, many students planned to work part-time. Although 39% of the
students do not plan to work at all, 26% indicated that they hopedto find jobs.
Of the remaining students, 9% planned to work 10-14 hours per week, 8% planned
to work 15-19 hours per week, 6% expected to work 20-29 hours, and 4% planned
to work 30 or more hours per week.
Of
those students who planned to work, 26% indicated that their approximate weekly
income would be $50-$65, 23% expected to earn between $20 and $49, and
20%thought they would earn $70-$99. Ten percent of the students expected to
earn $100 a week or more, with men more likely to expect earning of over $120
Financial Aid Concerns
While
a large percent {43%} of incoming freshmen indicated that they were not
concerned about their ability to finance their education, 35% indicated that
they did have this concern. Females tended to express concern in this area more
often than men. Thirty-seven percent of the students agreed that they were
interested in counseling about financing their college education. When asked
which source had been most helpfiul to them in providing financial aid
information, 39% of the students acknowledged their high school counselor, 28%
indicated that the UMCP literature had provided the most help, 9% gave credit
to a college night financial said aid program, and 7% to a UMCP financial aid
counselor.
Interest in Counseling
Seventy-six
percent of the students agreed that they would be interested in seeking
counseling reguarding educational/vocational concerns.Students tended to
express much less interest in emotional/social counseling, with only 17% of the
incoming freshmen agreeing that they would be interested this type of
counseling. Women were more likely to express interest in emotional/social
counseling than were men. Women were also more likely to agree if they ran into
problems concerning school. Overall, 86% of the sample agreed with this
statement.
Holland, John L. The Self-Directed Search: A guide to
Educational and vocational planning. Palo Alto, California: Consulting
Psychologists Press, 1970.