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Western Michigan University ScholarWorks at WMU Dissertations Graduate College 6-1992 The Extent to Which the Career Guidance and Counseling Component is Addressed in the Administration of Tech Prep Programs Linda Joan Kwasny Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons, and the Vocational Education Commons Recommended Citation Kwasny, Linda Joan, "The Extent to Which the Career Guidance and Counseling Component is Addressed in the Administration of Tech Prep Programs" (1992). Dissertations. 1921. https://scholarworks.wmich.edu/dissertations/1921 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THE EXTENT TO WHICH THE CAREER GUIDANCE AND COUNSELING COMPONENT IS ADDRESSED IN THE ADMINISTRATION OF TECH PREP PROGRAMS by Linda Joan Kwasny A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Education Department of Educational Leadership Western Michigan University Kalamazoo, Michigan June 1992 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THE EXTENT TO WHICH THE CAREER GUIDANCE AND COUNSELING COMPONENT IS ADDRESSED IN THE ADMINISTRATION OF TECH PREP PROGRAMS Linda Joan Kwasny, Ed.D. Western Michigan University, 1992 This study examined the career guidance and counseling component of tech prep projects that were being planned and implemented in Michigan during the 1990-91 school year. A survey was conducted of all eleven consortia operating funded tech prep projects to determine the involvement of secondary and postsecondaiy guidance professionals in tech prep planning, the extent of articulation of guidance services for regular and special populations tech prep students, and the nature and extent of the career guidance and counseling programs that were being planned for regular and special populations students. The findings from this study indicate that for secondary and postsecondaiy guidance professionals, there is greater involvement at the secondary level in the planning of tech prep programs. The issue of articulation of guidance services for tech prep students was examined, with results indicating that the proportion of grant consortia providing for articulation of guidance services was over .50, although no one articulation method appears to take precedence. The proportion of consortia that provide Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. articulation of special populations guidance services was only .30. The lack of common identification standards, and the wide variety of individuals assigned to monitor the progress of special populations students would appear to be responsible for this low articulation level. The investigation of the extent to which various career guidance elements were present for tech prep students showed that recommended career guidance elements were present for both regular and special popu­ lations students. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Order Number 9229594 The extent to which the career guidance and counseling component is addressed in the administration of tech prep programs Kwasny, Linda Joan, Ed.D. Western Michigan University, 1992 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS I needed very special people to help me accomplish my goal, and I had the best. Many thanks to Dr. Thelma Urbick and Dr. Patrick Jenlink for being there as committee members with help and encouragement A special debt of gratitude to Dr. David Cowden as committee chairperson, and listener extraordinaire. You all helped make the project bearable, and gave me belief in myself. To my husband Michael, the best friend a woman could ever have, you made it possible for me to succeed with your love and support. To my children Kyle and Kate, I want you to know that I love you very much, and thanks for keeping down the noise, and staying out of the den while I worked! Linda Joan Kwasny ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS............................................................................ ii LIST OF TABLES........................................................................................ vi OVERVIEW ................................................................................................. 1 The Problem ..................................................................................... 1 Definitions .......................................................................................... 2 Purpose of the Study .......................................................................... 5 Importance of the Study ................................................................... 6 REVIEW OF RELATED LITERATURE.................................................. 9 Changes in Nature and Structure of W o rk ...................................... 10 Changing Demographics ................................................................... 12 History of Federal Vocational Legislation ......................................... 14 Carl D. Perkins Vocational and Applied Technology Act of 1990 . IS The Framework of Tech Prep Programs ........................................... 17 Importance of Comprehensive Career Guidance and Counseling Programs ........................................................................ 19 Research Into Current State of Career Guidance and Counseling Programs ........................................................................ 20 Career Guidance and Counseling Needs of Special Populations .................. 22 Guidance Components in Tech Prep Programs ................................ 25 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Table of Contents-Continued METHODOLOGY........................................................................................ 30 The Hypotheses ................................................................................. 30 The Population ................................................................................... 32 Instrumentation ................................................................................. 33 Mailing Procedure ............................... 36 Data Analysis ...................................................................................... 37 RESULTS OF THE STUDY ...................................................................... 39 Instrument Return and Followup ...................................................... 39 Demographic Identification of Respondents .................................... 40 Hypothesis One Testing ........................................................ 41 Hypothesis Two Testing ................................................................... 43 Hypothesis Three Testing ................................................................. 46 Hypothesis Four T esting ................................................................... 31 DISCUSSION AND CONCLUSIONS........................................................ 54 Review of the Problem and Procedures ..........................................

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