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University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9008S18 The relationship of school size and the socio-economic status, ethnic origin, gender, and employment status of students on extent of participation involvement in student activities in selected North Carolina high schools Cockman, Daniel Atlas, Ed.D. The University of North Carolina at Greensboro, 1989 UMI 300 N. Zeeb R& Ann Arbor, MI 48106 THE RELATIONSHIP OF SCHOOL SIZE AND THE SOCIO-ECONOMIC STATUS, ETHNIC ORIGIN, GENDER, AND EMPLOYMENT STATUS OF STUDENTS ON EXTENT OF PARTICIPATION INVOLVEMENT IN STUDENT ACTIVITIES IN SELECTED NORTH CAROLINA HIGH SCHOOLS. by Daniel A. Cockman A Dissertation Submitted to the Faculty of the Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Education. Greensboro 1989 Approved by Donation Advisor APPROVAL PAGE This dissertation has been approved by the following committee of the Faculty of the Graduate School at The University of North Carolina at Greensboro. Dissertation Advisor Committee Members sj'-X'/s .y-K:rf /fS-9 Da^fof Acceptance of Committee !e of Final Oral Examination ii COCKMAN, DANIEL A., Ed.D. The Relationship of School Size and the Socio- Economic Status, Ethnic Origin, Gender, and Employment Status of Students on Extent of Participation Involvement in Student Activities in Selected North Carolina High Schools. (1989) Directed by: Dr. Joseph E. Bryson. 185 pp. The purpose of this study was to determine participation patterns in student activities in selected North Carolina public high schools and to examine factors influencing participation and leadership. Both quantitative and qualitative methods were used to collect data for the study. The quantitative methods included a Student Activity Survey Inventory administered to 372 students from the eight selected high schools. Principals and activity sponsors at these high schools were interviewed using a structured questionnaire. The qualitative methodology involved a historical review including school records, the principals' monthly reports, school yearbooks, Southern Association accreditation reports, and the North Carolina Public Schools Annual Report. Following are findings based on the data collected and analyzed for the study: 1. The students in the study averaged participating in 4.768 student activities during high school. 2. The students in the study averaged holding .786 leadership positions in student activities during high school. 3. The students in the sample averaged participating in .923 athletic activities during high school. 4. Students from small schools participated in more student activities than students from large schools. Students in the small schools averaged 5.934 activities while those from larger schools averaged 4.98 activities. 5. 75.5% of the students worked either full or part-time, the average number of hours worked was 21.8 per week. Employment seemed to curtail participation in activities for many students. 51.2% of the employed students responded that they felt employment influenced their participation in student activities. 6. Females averaged 5.5 activities per student; males averaged 4.0 activities per student. 7. Females averaged 1.04 leadership positions per student; males averaged .51 leadership positions. Females were found to be more active in participation and leadership positions in student activities than were males. 8. Whites averaged 5.0 activities per student, American Indians 4.23 activities per student, and Blacks 3.8 activities per student Leadership roles averaged .78 for Whites, .88 for American Indians and .74 for Blacks. / 9. The "Lower" socio-economic class students averaged participating in 2.4 activities during high school; "Working" class students averaged 4.4 activities; "Middle" class students averaged 5.4 activities; and "Upper Middle" class students averaged 5.7 activities. 10. The students in the study reported that they averaged about 9.6 hours per month participating in student activities. These findings provide information which should help North Carolina high school principals to evaluate and enhance the student activities program in their respective schools. Previous research has also indicated that participation in student activities correlates positively with success in later life and with positive feelings toward school, therefore, principals must find ways to provide equitable participation for the diverse groups of students that make up the total school population. TABLE OF CONTENTS Page APPROVAL PAGE u CHAPTER I. INTRODUCTION 1 II. REVIEW OF RELATED LITERATURE 11 III. METHODOLOGY 56 IV. THE STUDENT ACTIVITIES PROGRAM IN SELECTED NORTH CAROLINA HIGH SCHOOLS 75 V. RESULTS OF ANALYSIS DATA 125 VI. SUMMARY AND CONCLUSIONS 140 BIBLIOGRAPHY 147 YEARBOOKS 152 TABLE OF CASES 153 APPENDIX A. Student Activities Survey 155 APPENDIX B. Student Activities Survey (Principal Survey) 159 APPENDIX C. Student Activities Survey (Sponsors Survey) 161 APPENDIX D. Athletic Expenses 1987-88 at Central Davidson High School 162 APPENDIX E. Athletic Program Income 1987-88 at Central Davidson High School.. 163 APPENDIX F. Descriptive Statistics for the Sample 165 APPENDIX G. Descriptive Statistics for Employed Students 166 APPENDIX H. Descriptive Statistics for Non-employed Students 167 APPENDIX I. Descriptive Statistics for Lower SES Sample 168 APPENDIX J. Descriptive Statistics for Working SES Sample 169 APPENDIX K. Descriptive Statistics for Middle SES Sample 170 APPENDIX L. Descriptive Statistics for Upper/Middle SES Sample 171 APPENDIX M. Descriptive Statistics for Black Students in the Sample 172 APPENDIX N. Descriptive Statistics for White Students in the Sample 173 APPENDIX O. Descriptive Statistics for American Indian Students in the Sample 174 APPENDIX P. Descriptive Statistics for Asian Students in the Sample 175 APPENDIX Q. Descriptive Statistics for the Females in the Sample 176 APPENDIX R. Descriptive Statistics for the Males in the Sample 177 APPENDIX S. Descriptive Statistics for Orrum High School 178 APPENDIX T. Descriptive Statistics for Denton High School 179 APPENDIX U. Descriptive Statistics for Southwestern Randolph High School 180 APPENDIX V. Descriptive Statistics for Lexington High School 181 APPENDIX W. Descriptive Statistics for Ragsdale High School 182 APPENDIX X. Descriptive Statistics for Central Davidson High School 183 APPENDIX Y. Descriptive Statistics for Grimsley High School 184 APPENDIX Z. Descriptive Statistics for Lumberton High School 185 iv 1 CHAPTER I INTRODUCTION The Concept and General Problem The modern comprehensive high school offers a diverse range of educational experiences; however, the school's objectives cannot be met solely through the formal curriculum. The student activities program is one of the major alternatives in place in the high school to fulfill those objectives not adequately served by the regular curriculum.1 For more than 70 years, a variety of student activities programs has helped to meet the educational, recreational, social, and emotional needs of students. A study by the American College Testing Service (ACT) found involvement in student activities to be the most relevant factor in predicting success in a career after college. Involvement in student activities was found to be a more important factor in predicting success than the attainment of high grades in high school, in college or high scores on the American College Test .2 Evidence suggests that student activities play a highly significant role in the total development of the student. In a similar study, the College Entrance Examination Board's Scholastic Aptitude Test (SAT) was examined for its accuracy in predicting how successful a person might be in a chosen career upon graduation from college. The study substantiates that there is virtually no correlation between high