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.

 

 

 

 

 

 

 

References

 

 

Holland, John L. The Self-Directed Search: A guide to Educational and vocational  planning.  Palo Alto, California: Consulting Psychologists Press, 1970.