U. S . DEPARHiENT OF' INTER I OR

STATUS OF THE JUNIOR COLLEGE INSTRUCTOR

PArJPHLET No . 20

P4mphlet N..o. 20 September, 1931

Status of the Junior College Instructor

c.By ]OHN T . WAHLQUIST·., University of Utah, Salt LaJte City, Utah .

~TED STATES DEPARTMENT OF THE INTERIOR Ray Lyman Wilbur, Secretary OFFICE OF EDUCATION ' , , ' • • , William John Cooper, Director

UNITED STATES GOVERNMENT PRINTING OFfiCE \V ASHINGTON 19ll

J'Qr eaie by the Superintendent of Documents, Washington, D. C. Price 5 cents \

STATUS OF THE JUNIOR COLLEGE INSTRUCTOR

CONTENTS.-!. The problem and methods of lnvestlgation-11. The social statns of the junior college Instructor-III. The economic statns of the junior college lnstructor­ IV. The professional status of the junior college instructor-V. The legal statns of the junior college Instructor-VI. Summary.

I. The Problem and Methods of Investigation The setting of the problem.-The editor of a brief statement of current educational readjustments at the higher levels has said: " The reforms which are taking place at the junior college level are doubtless more significant and certainly more spectacular than in either the senior college or the graduate school." 1 A second author­ ity, after extended field experience, has said: "All together, the jun­ ior college movement seems to me to have more implications for good in the fields of both secondary and higher education than any other single proposal which is now before us for consideration." 2 The junior college is a new unit, admittedly in the experimental stage. As such it has not received the critical attention given to other units in the educational scheme. Although advocated in the­ ory by Harper as early as 1892,3 the actual development has been of far more recent date. Harper's influence is seen in the establishment of the first public junior college in the United States, at Joliet, Ill.4. Lange was largely responsible for the movement on the Pacific coast. The Fresno courses were established in 11907.s From these begin­ nin~s the movement has become national. In 1927 Koos reported 325 institutions in 39 States, 284 of the 325 enrolling 35,630 students, an increase of 121 per cent over the enroll­ ment in 207 institutions in 1922.6 Whitney, in 1928, found 328 insti­ tutions in 39 States, the District of Columbia, and the Philippine Islands. 7 The movement has been most pronounced in California. After a most careful study of the California situation Eells states:

1 W. S. Gray: Educational readjustments at the junior college level. School and Society, 80: 136 (Aug. 3, 1929). 'G. F. Zook: Is the junior college a menace or a boon? School Review, 37: 425 (June, 1929). • W. R. Harper: The situation of the junior colleges. .In The trend In higher education. Chicago, University of Chicago Press, 1905. Ch. XXIII, pp. 378-390. • F. L. Whitney: The junior college ln America. Greeley, Colo., Colorado State Teachers College, 1928. P. 2. • C. L. L!ttel : "The junior college." Proceedings of the twelfth annual meeting of the Northwest Association of Secondary and Higher Schools, Apr. 9-11, 1929. Ph. Soulon, secretary, Moscow, Idaho. , • Leonard V. Koos: Recent growth of the junior college. School Review, 86: 256-266 ' (April, 1928). • F. L. Whitney, op. cit., p. 8. 1 2 STATUS 01!' THE JUNIOR OOLLEGE INSTRUCTOR " The facts * * * point toward a probable junior-college enroll­ ment of at least 20,000 1!-nd perhaps 30,000 ormor_e by 1934-35; of at least 35,000 and possibly 50,000 or more by 1939-40."8 Although the California movement likely will continue to set the pace, we may reasonably expect giant strides elsewhere, especially in the larger municipalities.9 In the face of such rapid expansion the major studies in the field have been concerned primarily with organization and administration. Studies of the faculty, on a national scale, have been incidental and consequently, piecemeal in nature. McDowell found the. training of junior-college instructors inferior to that of the instructors in regular college or university.10 The monumental study by Koos 11 included a chapter which dealt with personnel, teaching load, and remunera­ tion of the staff. Elsewhere12 he recounts at length an attempt to determine the relative efficiency of instruction in the junior college and university, giving assurance "of the ultimate efficacy of instruc" tional work in the junior college." A theoretical statement of faculty qualifications based on California data is given in the book edited by Proctor.13 Whitney studied standards, including statutes extant, and formulated tentative standards for the State of Colorado.u A few isolated studies of merit have been made. Martens reports a questionnaire study,u in which California public junior-college teachers were asked to list (1) colleges and universities attended, with dates and length of time spent in each; (2) degrees received, with dates and names of institutions granting each degree; and, (3) itemized statement of educational experience, including nature of work done and length of time spent in each position. Returns were made by 544 teachers in 26 junior colleges. This has been followed

• W. C. Eells : Trends In junior college enrollment In California. California Quarterly of Secondary Education, 4: 59-69 (October, 1928). • G. F. Zook: Is the junior college a menance or a boon? School Review, 37: 415-425 (;Tune, 1929), and J". R. Reed and S. M. N. Marrs, Texas Municipal J"unior Colleges, Bulletin State Department of Education, Vol. V, No. 5 (;Tune, 1929). Austin, Tex., State Department of Education, 1929. 10 F. M. McDowell: The junior college. Bureau of Education Bulletin, No. 35, 1919. Washington, Government Printing Oftice, 1919. 11 L. V. Koos: The junior college. Minneapolis, University of Minnesota, 1924. Vol I, Ch. XIV. 11 L. V. Koos: The junior-college movement. Boston, Ginn & Co., 1926. Ch. IV. 11 Charles S. Morris: The junior-college faculty. In The junior college, Its organization and administration. Edited by W. M. Proctor. Stanford University, Stanford University Press, 1928. :u F. L. Whitney: The junior college In America. Greeley, Colorado State Teachers Col­ lege, 1928, and --·- Present standards for junior colleges. School Review, 36: 593-603 (October, 1928). 111 Elise H. Martens: Training and experience of teachers In the junior colleges of Cali­ fornia. California Quarterly of Secondary Education, 4: 51-58 (October, 1928). STATUS OF THE JUNIOR COLLEGE. INSTRUCTOR 3

by a more recent study also limited to California.18 A committee submitted a report containing similar data to the Educational Coun­ cil of the Iowa State Teachers' Association.Y The recent study of municipal junior colleges in Texas devotes a section to a study of instructors, including subjects taught, teacher load, hour-teaching load, training, and salaries.18 Haggerty made a study of standards established by various agencies affecting the junior college teacher.19 Although the junior-college instructor has received limited study, there has been common understanding that the teacher is the key to the situatiqn. From the very beginning such statements as the fol­ lowing have been common: "The major concern of the faculty in .the junior-college years should be with teaching rather than with research such as may be a legitimate object of emphasis in upper division instruction." 20 In fact, one of the early arguments for the junior college was that "the more seasoned high-school instructors selected for junior-college work are more effective teachers than are the younger, less-experienced instructors often employed in colleges and universities." 21 AB a matter· of fact, information concerning. the teachers actually engaged in molding ·the new institution has been too fragmentary and disconnected to permit satisfactory generalization. Definitions.-For the purpose of this study the term "junior col­ lege " is interpreted as meaning an institution administered as a separate unit, whether connected with another institution or not, if it uses the name junior college or seeks recognition under statutes or standards of accrediting bodies as a junior college. Similarly, by junior-college instructor is meant an individual de­ voting time to the actual work of teaching in such an institution. Unless administrative heads were actually teaching they were ex­ cluded from the study.22 The problem.-This study is an attempt to determine the social, economic, professional, and legal status of the junior-college instruc­ tor in the United States.

1• Florence Evett : The status of the junior-college teacher in California_ M. A. thesis. Los Angeles, University of Southern California, 1929. (Unavailable.) 11 A study of junior colleges In Iowa. Bulletin of the Educational Council of the Iowa State Teachers Association, Des Moines (November, 1927). ta J. R. Reid and S. M. N. Marrs: Texas Municipal Junior College. Bulletin State De­ partment of Education. Vol. V, No. 5, Sec. III, pp. 32-48 (June, 1929). Austin, Tex., State Department of Education, 1929. 10M. E. Haggerty : Faculty qualifications for junior college. North Central Association Quarterly, 8: S00-309 (December, 1928). *'F. W. Thonras: Fundamental concepts underlying junior-college education. California Quarterly of Secondary Education, 4 : 14-20. n L. V. Koos : The junior-college movement. Boston, Ginn & Co., 1926, P. 64 . ., Those Interested In the work of administrative heads may wish to refer to R. E. Green's Administrative dean of jubllc junior colleges, in School Executives Magazine, 49 : 122--124 (November, 1929). ·4 STATUS · Ol!' ·THE JUNIOR OOLLEGE INSTRUCTOR

(a) Social status is: interpreted to include such items as age, na­ tivity, family, sex, and marriage. (~) ·Economic status is construed to involve salary and additional earnings. (c) Professional status includes preparation, major and minor studies, courses taught, teaching load, professional plans, experi­ ence; and publications. (d) Legal status is expanded to include laws enacted by legis­ latures, certificates issued by duly commissioned boards, and stand­ ards adopted by recognized accrediting agencies. Methods of i7l!Vestigation..,..-The literature on the problem was examined carefully whether contained in books, magazine articles, bulletins, or special reports. Information for the chapter on legal status was obtained from statutes, standards, certification require­ ments, and the like supplied by State school officers and by secretaries of recognized accrediting agencies. Data on. the social, economic, and professional aspects, procurable in no other way, were gathered by means of an individual blank of inquiry sent in 1929 to junior-college instructors in 414 institu­ tions of junior-college grade. According to all available mailing lists this constituted a 100 per cent sampling. Table 1 indicates the number of responses received (1,236) and the representative distri­ bution by institutions and States of the junior-college instructors replying.

T.ABiE 1.-Number of junior collegea, imtroctora, ana States represented in the atudty

Btetes Type of institution J'unlor Instruc- repre- colleges tors sen ted ------Public_ ____ ------68 807 20 Prlvate------~ ------59 (29 'II ToteL------~--- --"- -~- ----•------I 'II 1,236 32 II. The Social Status of the Junior-College Instructor Undoubtedly, "what the teacher is, the school will become." If civilization is as dependent upon education as is commonl.y assumed, the quality and social insight of teachers in one generation will de­ termine the cultural attainment of the next. In this connection, it is especially important that the instructors of junior-college students, many of whom are completing their Jormal schooling, be repre­ sentative of the best in American life. Age.-The average age of junior-college instructors in public or private institutions is approximately 35 years. Wome.rr instructors are younger than men instructors in public and in private institu­ tions. The instructors in public institutions are in the main slightly older than those serving in private schools. There is greater varia­ tion in the ages of instructors in private institutions; this is true of both men and women.

TABLE 2.-The ages of 1,174 instructors in publio ana private junior coZZegeB, 1929-30 1

Public schools Private schools Ago Total Men Women Total Men Women Total ------7(}-74--.-·------1 1 2 0 I 1 3 65-69.------0 1 1 4 0 4 6 6(}-114.------7 2 9 4 3 7 16 55-59------13 4 17 14 3 17 34 5(}-64.------32 14 46 18 8 26 72 45-40.------46 31 77 16 18 34 111 4(}-44.------80 39 119 17 19 36 155 35-39 •. ------84 65 149 36 19 55 204 30-34. •• ------107 69 176 52 30 82 258 25-29.------85 66 151 36 49 85 236 2(}-24.------20 23 43 7 30 37 80 TotaL------475 315 790 204 180 384 1,174 Mode.------.------32.5 32.5 32.5 32.5 27.5 27.5 32.6 Median______--••••.• __ ---- 36. 5 35.7 35.5 35. 9 31. 8 34.2 36.3

1 This table should be read as follows: I man and 1 woman instructor In public junior colleges and no man and 1 woman instructor in private junior colleges are from 70 to 74 years or age, Inclusive, etc. Subse­ quant tables are read In a similar manner. N ativity.-Nineteen of every twenty junior-college instructors are American born. The number of foreign-born junior-college instruc­ tors is practically negligible; far from being so numerous as to constitute a threat to American institutions, they are hardly numer­ ous enough to give the desired cosmopolitan atmosphere :for the stu­ dents, the majority of whom are completing their :formal schooling; 5 6 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR Practically one-half of the junior-college instructors were born in the agricultural States of the Middle West. .A relatively higher percentage of instructors in public than in private institutions come from this section. The States do not furnish their own teachers, although there is a tendency in this direction. For example, California "imports" practically all of its junior-college instructors and India.;na "exports" teachers to many States. On the other hand, Texas largely supplies junior-college instructors for its own institutions. This may also be said of Iowa, Michigan, Minnesota, Utah, and certain other States. Occupations of parents of jwnior-aollege instruators.-lf the 88 parental occupations reported be grouped roughly to correspond to the divisions used by Coffman, the order of repres~ntation is (1) agriculture, 36 per cent; (2) professions, 23 per cent; (3) business, 22 per cent; ( 4) artisans, 10 per cent; and ( 5) laborers, 9 per cent. It is not astonishing to find that the agricultural group furnishes the greatest number of junior-college teachers. The surprising fact is the strong representation from the professions, second in order. By way of comparison, Coffman found that 57.4 per cent of the elementary teachers were children of farmers. The remaining groups in order were : .Artisans, business men, laborers, and professional men. Junior-college teachers, as a group, come from families presum­ ably higher in the social, economic, and cultural level than the ele­ mentary teacher or teachers-college students studied. Ratings of the occupations of parents of junior-college instructors on the Barr scale give a mean (10.8) approximately midway between the mean for the general population (7.92) and the mean for homes of gifted children (12.77) as determined by Terman.1 On the as­ sumption that the home reflects the occupational status of the heads of families, the general home culture of the junior-college teacher was superior to that of the general public but short of that main­ tained in the homes which produce the gifted. The size of family of origin.-The typical man serving in the public junior college came from a family of 4 or 5 children: and the typical man in the private institution came from a family of 5 or 6 children. The typical woman instructor in the public junior college represents a .family of 4 children, and the typical woman in­ structor in the private institution represents a family of 3 or 4 chil­ dren. Of the .1,197 instructors reporting family of origin, 421 had no older ·brothers or sisters and 295 had no younger brothers or sisters. Thus, in 24 per cent of the cases the junior-college in-

1 For a description of the Barr scale and ratings on the scale see Lewis M. Terman's Genetic studies of genius. Stanford University, Stanford University Press, 1926. Vol. I, pp. 66-72. l:lTATUS OF THE JUNIOR COLLEGE INSTRUCTOR 7 structor is the oldest child or an only child, and in 35 per cent of the cases is the youngest or an only child. Of the total number in public colleges, 59 were the " only child "; this was the case with 25 of those serving in private institutions. Men instructors, in pub­ lic and private institutions, come fr.om larger families than do women instructors. Considered as groups, there is practically no difference between the size of family of origin of instructors in pub­ lic and in private junior colleges. The size of the family is further confirmatory evidence that the junior-college teachers come predominantly from homes which pro­ vide limited economic· advantages. This judgment is based on the fact that " all sociological studies indicate greater fecundity in the poorer families." 2 Marital status and nwnber of children.-Four of every five of the men instructors in both public and private junior colleges are mar­ ried and four .of five of the female instructors are single. The ma­ jority of all engaged in junior-college instruction, public and pri­ vate, are married. There is slight difference in percentage for the two types of institutions. Divorces and second marriages are neg­ ligible. The number of widowers and widows is extremely small, probably due in large measure to age of the instructors as a group. Children are more commonly present in the homes . of the in­ structors serving in private junior colleges. Two of every three married men instructors in public schools are fathers, reporting one child per instructor, and 4 of 5 in private institutions, reporting two children per instructor. One-third of the married-women instruc­ tors in public schools are mothers, reporting one child per instructor, and one-half in private institutions, reporting one child per in­ structor. Four of every five men instructors in public institutions have de­ pendents, an average of 2+; 2 of 3 in private institutions have dl'­ pendents, an average of 3+. One of every eight women instructors in public institutions has a dependent and 1 of every 4 in private institutions has 1 or 2 dependents.

• W. R. Smith: Principles of educational sociology. New York, Houghton M'i11l.in Co., 1928. P. 498. 66539°-81-2 III. The Economic Status of the Junior-College Instructor In the Inglis lectures for 1927 .Abraham Flexner stated : Scholars are not and ought not to be monks and nuns. They ought to be in a position to marry, to enjoy simple friendship, to raise at any rate small families in an atmosphere of culture and refinement, to enjoy some of the intellectual and resthetic opportunities so freely open to the successful in other occupations. This is first and foremost a question of salary.• · In the foreword to the report made by the committee on academic standard of living at Yale President .Angell recognized another angle: The problem presented by academic salaries is, in many ways, the most urgent now confronting American education. • • • Plenty of competent men are quite ready to Uve themselves. on extremely modest stipends in return for the intrinsic rewards which they find in a scholarly life. But they rightly hesitate to subject their wives to the prospect of hard and unremitting physical drudgery and their children to the limitations of the underprivileged in a time of general financial prosperity.• Peixetto's study of the costs of living an academic life contains a similar observation : The facts now belie the thesis that profes!'>ors live more secluded than the majority whom the business discipline chains inside an assigned task 8 or 10 hours daily. But even were the thesis true, even though the professor might be "shut in," his family is not. The academic man's wife and children have become participating members of the community.• Inasmuch as 4 of 5 men instructors in junior colleges are married and 3 of every 4 of these are the fathers of children, statements such as the above can not.be ignored . .A good many items, designed to reveal completely all remunera­ tive activities, were included in the study. The original study 4 included information regarding insurance, retirement allowances, ownership of automobiles, and occupational experience other than teaching. The report here given is restricted to salaries earned in regular terms and additional earnings.

• Abraham Flexner: Do Americans really value education? Cambridge, Harvard Uni· versity Press, 1927. P . 26. • Yandell Henderson and M. R. Davie: Incomes and living costs of a university faculty, New Haven, Yale University Press, 1928. P. 7. • Jessica S. Pei:J:otto : Getting and spending at the professional standard of living. New York, The Macmillan Co., 1927. • John T. Wahlquist: A study of the social, economic, professional, and legal status of the junior-college instructor. University of Cincinnati, 1930. (Unpublished doctor's dis- sertation.) Printed abstract ava1lable. · 8 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 9 Sala:ries earned in regulmr ttmns by jwnior-aollege inst'l'UCtoriJ.­ The median salary of all junior-college instructors is $2:294. There is a great discrepancy in the salaries paid in public and jn private junior colleges. The median salary paid in the private school ($1,892) .is only 75 per c.ent of that paid in the public institution ($2,528). The median salary paid the man instructor in private schools ($2,070) is only 76 per cent of that paid in the public schools ($2,720); and the median salary paid the woman ~nstructor in the private institu­ tions ($1,738) is only 80 per cent of that paid in public institutions ($2,158). The dispersion of salaries paid instructors is more marked in the public than in the private schools. Salaries are most variable among men instructors in private schools and the least variable among female instructors in pr.ivate schools.

TABLE 3.-BaZarie8 earned in regu'lar school term by1,167 instructors in public and priloote Junior colleges, 1929--SO

Public schools Private schools Salaries Total Men Women Total Men Women Total ------1·------1 ~: ~~~: ~=::::::::::::::::::: ·····---~- :::::::::: ····----~- :::::::::: :::::::::: :::::::::: ci 0 6 1 2 ~ ~~ ~~~~~~~~m~-~~m --r ~ ~~~~~~;~ ------~ :::=:=:: ·: ~: ~ ~~~~=~- :=~::-::~: 1 1 ----- 3 $3,1100-$4, 009...... 43 12 55 5 1 6 61 $3, 700-$3,890. ••••••···•••••••·· 7 3 10 ·••·•····• ·••••·•··• ---······· 10 $3,500-$3, 699...... 12 3 15 11 --·-···--- 11 26 $3,300-$3, 490...... 20 3 23 8 ·······--- 8 31' $3,100-$3, zgg______21 9 30 4 --· ····--- 4 34 $2,900-$3, 009...... 56 23 79 3 5 8 87 $2,700-$2, 890...... 67 28 95 16 3 19 114 $2,500-$2, 690...... 61 25 86 6 3 9 95 $2,300-$2, 490...... 49 30 79 12 7 19 98 $2, 100-$2, 390 ••• ·········· -····· 38 36 74 25 10 35 109 $1,900-$2,009 •••••.•.•.•••..•••• 37 43 80 27 31 58 138 $1,700-$1, 890...... 38 63 101 30 31 61 162 $1,500-$1,690------4 26 30 11 24 35 65 $1,300-$1, 490...... 2 9 11 5 24 29 40 $1,100-$1, zgg ______·······--- 3 3 6 19 25 28 $900-$1, 009...... 3 3 6 5 8 13 19 $700-$890...... 2 4 6 7 3 10 16 6 :=:~:::::::::::::::::::::: :::::::::: ····----~------~- ~ ------~- ~ 2 $100-$299 ••••••••••••••••••••• ------•••••••••• -----····· 2 --········ 2 2 Total...... 482 325 807 190 170 360 ,1,167 Mode...... $2, 400 $1, 800 $1,800 $1,800 $1,900 $1,800 $1,800 Median...... 2, 720 2, 158 2, 528 2, 070 1, 738 1; 892 2, 294

Salaries paid men instructors are higher than those paid. women instructors in both public and private institutions. The median salary paid the woman instructor in the public school ($2,158) is 79 per cent of that paid the man instructor ($2,720), and the median salary paid the woman instructor in the private school ($1,738) 1s 84 per cent of that paid the man instructor ($2,070). · }Q STATUS OF THE JUNIOR OOLLEGE INSTRUCTOR

-· A.di!JitionaJ, ea:rnings ·of • jwriior-co"llege · inst?'UCtors.-Inf6rmation was gathered regarding additional earnings of junior-college instruc~ tors and . the conditions mider whiCh these earnings were secured. Data are presented on: SalarieS for teaching in summer school, eve­ ning school, and extension work ; · earnings from employment other than teaching for the summer months and for a selected month in the· regular school year; statements as to whether this· additional work is undertaken from choice or necessity; and statements regard­ ing :.preferences for full-time or part-time school work.

T~LE 4 ..,-Summary of data 1·egaraing .earnings of 1,236 junior-college instruc· · tors, 1929-80 ·

MBil Wom6Il Total Public Private Public Private Public Private ------A, Median salary------$2,294 $2,528 $1,892 $2,720 $2,070 $2, 168 $1,738 B. Per cent engaging in additional teaching work: Slimmer schooL ••••••••••.•.••••••••• 20 23 13 26 14 18 12 Evenlng schooL .••••••••.••.••••••••• 11 16 3 20 6 8 1 Extension work ______------3 4 2 6 1 2 2 0. Median income for additional teaching work: Summer schooL •••••••.•••••••••••... $349 $.370 $281 $412 $33~ $318 $244 Evening schooL •••••• ------$230 $226 $260 $236 $275 $100 $160 Extension work·------·-----···---- $186 $'lOO $160 $260 $IIi() $60 $160 D. Per c6Ilt 6Ilgaging in work other than teaching: During summer------· ------16 16 17 20 20 6 12 During October.------· --·- ~ - - 6 6 7 8 12 6 1 E. Median income tor work other than teach- infj uring summer------· $260 $284 $225 $304 $260 $171 $192 During October.------··------$42 $60 $45 $60 $45 $44 $76 F; Per cent engaging in outside work from necessitY .. ------44 44 47 48 60 30 40 0~ Per cent preferring regular work •.••••••••• 82 84 80 85 84 82 73

Number engaging in ewtra sohool W'07'k.-One junior-college in­ structor in 5 teaches in summer school; 1 in 9, in evening school; and 1 in 33, in extension. A higher percentage of the instructors in public than in private institutions are engaged in such work. A much higher percentage of men than of women instructors in both public and private schools engage in summer-school and evening­ school instruction. There is slight difference in the percentage of men and women instructors engaging in extension instruction in either public or private institutions. Amounts received for ewtra sch'ool work.-The median salary for summer-schQol work is $349; for evening-school teaching, $230; and for eXtension instruqtion, $186. The instructors from public institutions receive larger median salaries for summer school and extension instruction than do instruc­ tors from private schools. The median salary of the private-school instructor for summer-schqol services is 76 per cent, and for exten-.. sion instruction 15 per cent of that paid a public-school instructor. STATUS OF THE JUNIOR COLLEGE , INSTRUCTOR 11 On the other hand, instructors from private schools are paid a larger median salary for evening-school work than are instructors from public schools; the latter is 86 per cent of the former. With one exception, the .men instructors in public and p;rivate in­ stitutions receive more than the women instructors for summer school, evening school, and extension work. .. The few men and women instructors in private schools engaged in extension work receive the same median salary. Outside employment.-One junior-college instructor of each six or se:ven engages in stmuner work, and 1 in 16 engages in remunerative activities other than teaching in a typical month such as October. There is slight difference between the percentage of instructors in public and in private institutions engaging in remunerative work other than teaching in summer months or in October. For the sum­ mer months the percentage of men instructors supplementing their income is identical for public and private institutions, namely, 20 per cent; in October a greater percentage of men instructors in private institutions are so engaged. There is a higher percentage of women instructors in private than in public schools engaged in summer work and a lower percentage in October. Amounts received for outside employment.-The ~edian salary for summer work is $260 and for remunerative activities in October other than teaching, $42.75. For both summer and October employ­ ment other than teaching the median salary is higher for those en­ gaged from public than for those from private institutions. In summer employment other than teaching men earn substantially more than women. Except for two women reporting from private schools, the average of October earnings is substantially the same for both sexes, regardless of institutional connections. Outside occupations.-Summer work other than teaching involved 72 occupations, and the October work involved 30 occupations. The more frequent summer employments were: Salesmanship,· camp work, farming, laboring, preaching, representing schools, tutoring, R. 0. T. C., C. M. T. C., and national guards. Labor, the min~ istry, and school representation made calls almost exclusively on men from private schools. Farming and military duties had espe­ cial appeal for men from public schools. The more popular October employments were: Preaching, singing in a choir, tutoring, lec­ turing, teaching music, playing an organ, servicing radios, selling, and performing social service. Of these, the ministry was open only to instructors in private schools. Of the two lists of occupations, summer and October, certain ones such as camp work, the ministry, school representation, tutoring, and military work may be regarded as educational. An indefinite number, such as choir singing, lecturing, camp work, and even 12 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR salesmanship may be regarded as recreational or avocational. On the other hand, such occupations as day laborer, caretaker, clerk­ ing, soliciting, census 'taking, driving horses, and often farming suggest an attempt "to make ends meet." · Necessity for additional eamings.-Three-:fifths of the 482 report­ ing work other than teaching in the regular school term state that they do so from "necessity" or "both necessity and choice." In this respect there is slight difference between those in public and in private institutions. Practically two of every three of the men instructors doing outside work do it from " necessity " or " necessity and choice " in both public and private institutions. In contrast, the majority of the women instructors, especially those in public schools, do so from choice. Preferences.-Eighty-two per cent of the '781 junior-college teach­ ers reporting would prefer to devote full time to school work. There is slight difference in this regard bet\veen teachers in the two types of institutions. IV. The Professional Status of the Junior-College Instructor The study of the professional status, aside from the usual tabula­ tion of degrees and experience, included a check on the professional courses pursued as either undergraduate or graduate students, the relation of subjects of specialization at the two levels to the subject taught in the junior college, and vocational plans before entering upon the present duties as well as occupational plans for the future. Degrees held by junior-college instructo1·s.-After some experi­ ence with blanks reporting "the equivalent " of the degree, the writer concluded that in the absence of transcripts of credits to be sub­ jected to a careful examination, the highest degree held by the indi­ vidual is the most satisfactory index to his general education. Accordingly, degrees were included only when the date of graduation and the institution conferring the degree were listed. Furthermore, cognizance was taken only of standard degrees or, in a few instances, what may be considered special degrees conferred by standard uni­ versities. The bachelor's degrees include A. B., B. S., Ph. B., LL. B., B. S. E., B. Litt., B. Arch., B. :M., and B. Design; the master's de­ grees are M. A., M. S., Ed. M. The possessor of either two bache­ lor's or two master's degrees is given credit only for one. All honorary degrees are excluded from tabulation. Such degrees are held by eight men teachers and one woman teacher, all in private junior colleges. TABLE 5.-Summary of data regarding professional status of junior-college instructors, 1929...$0 1

Men Women Total Public Privatel-----1----- Public Private Public Private ------1------1-'--- -- Per cent holding as highest degree- Bachelor's •.•••••• --••••.•.••••• -•••. ----. 29 29 28 28 29 29 27 Master's •..••••• ---••• --••••••• -----••• -.- 59 62 65 59 50 64 61 Doctor's ••• ------5 5 6 6 9 3 2 None •.•• --__ •••••.• _. __••...• __ ._ .• ______7 4 11 5 12 4 10 Median number or professional courses pur- sued as- Undergraduate.------.------5.3 5. 6 5. 2 5 4. 8 5.9 6.& Omduate student.------1.5 I 1.9 . 9 2. 2 .8 1. 7 1."2 1 Read Table 5 as follows: For percentage1.-0t the tote! number reporting with regard to degrees, 29 per cent hold the bachelor's degrae· 29 per cent or the public junior-college instructors and 28 per cent or the private junior-college !nstru~tors hold this degree; 28 per cent or the men in public junior colleges-and 29 per cent or the men In­ structors In private junior colleges report possession or a bachelor's degree; etc. For medram -For those instructors reporting, the median number or professional courses pursued while they were undergraduate students was 5.3; tor instructors in public junior colleges tbls median number was 5.6; eto. 13 14 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR

TABLE 5.-Summary of data regardi·ng professional status of junior-college m.Btructors, 19119-80-Continued

Men Women Total Public Private Public Private Public Private ------Par cent teaching subjects pursued as-· Undergraduate major--- ______------55 52 60 38 52 73 69 Undargraduate minors------21 22 19 22 16 22 23 Graduate major_------54 57 50 51 46 64 M Graduate minors.------·--·-·-·------·-· 1\l 20 17 23 1\l 16 15 Neither majors nor minors (some teaching subjects)·----._, ______••• __ 17 13 25 15 31 \} 1\l Neither majors nor minors (all teaching subjects) •••••••••• ___ ._ ••••••• ___ • ____ •. 3 5 5 2 1 Teaching load: Median number of students per day______86" 95.2" 65.6 98.5 70.7 90 60 Median number of hours per week ______18.6 18. 9 18.1 19.1 17.6 18. 5 18.7 Range In numbar of subjects taught ______1-5 1-5 1-5 1-5 1-4 1-4 1, 5 Median number of subjects taught• •••••.• 1 1 2.1 1 2. 3 1 1 Amount of teaching In high school: Per cent or Instructors so engaged ______49 50 48 37 47 67 49 Median number or hours per week •••••••• 11 11 11 12.6 10. 4 9. 1 18. 7 Extent of teaching experience: Per cent having junior college experience .• 100 100 100 100 100 100 100 Median number of years in junior college __ 3. 9 4. 1 3. 5 4. 4 3. 7 3. 7 3.1 Per cent having elementary school expe- rience ______•. _____ •. _____ •••. ____ .• 28 29 26 25 25 35 30 Median number of years In elo:nentary school._._. ____ • ______• __ _._. ____ 2. 9 2.8 3 2. 7 2.6 3 3.5 Perrience cent ______having • ______secondary___ • ______school______expe- -- 53 58 44 53 36 65 M Median number of years In secondary school._------__ ----- ______--· __ 4. 8 6.5 4 4. 2 7. 2 4 "· 7 Parrience cent ______having college or - ·university-- ______expe-______32 35 26 40 30 29 21 Median number of years In college or university--·------·------2.2 2.1 2. 4 1 2. 5 2.5 2.8 Per cent of junior-college Instructors who- Dllflnitely planned to enter this field ______12 15 8 12 8 19 7 Axe definitely planning to remain In this field ______------.------66 65 67 68 69 61 64 Par cent or those leaving who- Plan to enter othar schools ____ , ______69 75 53 78 66 69 42 Plan to enter other occupations ______16 19 11 22 10 13 11 Have Indefinite plans ______15 6 36 ------24 18 47 The highest degree held by 6 of every 10 is the master's degree. In 3 of 10 cases the highest degree held is the bachelor's. The re­ maining person in every 10 is either without a degree or the possessor of the doctor's degree . .A. higher percentage of instructors in public than in private junior colleges possess graduate degrees; fewer are without degrees. The number holding the bachelor's degree is approximately the same in public and private schools. The percentage of men and women instructors in public institu­ tions holding graduate degrees, doctor's and master's, is substan­ tially the same, roughly 65 per cent in both instances. In the pri­ vate schools, a higher percentage of women hold graduate degrees, although the percentage having the doctorate is higher for men than for women. Professional preparation of jwnior-aollege instruators.-.A. profes­ sional course is one designed especially for those preparing to enter a given profession. Professional courses for educators are usually STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 15 designated as " education," although " educational " may be used to describe a course designed especially for educators, such as educa~ tiona! sociology. On the basis of arrangements in catalogues of professional schools and a study of professional preparation of teachers,1 a check list of the m9re common titles was included in the blank of inquiry. Junior-college teachers were asked to check courses which they completed as undergraduate students and imme­ diately below to list professional courses (e. g., education, educa­ tional psychology, educational sociology, etc.) which they pursued in graduate school. Undergradoote professional aowrses.-The typical junior-college instructor completed as an undergraduate student approximately five professional courses. The typical instructor in the public junior college completed slightly more professional work than did the in­ structor in the private junior college. The women in both public and private junior colleges completed as undergraduates approxi­ mately one more course than did the men instructors. If the .professional courses pursued in undergraduate days in• cluded the four or five of highest frequency and the instructor con­ tinued the study of some few professional courses in graduate study, especially one or more related to the junior college or the junior­ college student, there could be little question regarding the ade­ quacy of the professional preparation. However, this is obviously not the case. Of the 1,165 instructors reporting studies, 801 had pursued principles of education; 763, history of education; 745, educational psychology. Only 567 had completed a colirse entitled "teaching in high school"; only 557, "special methods"; and only 490, "practice teaching." In other words, a majority of the juni()r­ college instructors had pursued only the first three of the six impor­ tant courses listed. Furthermore, only 878 of the 1,165 reporting continued as graduate students. These students completed few professional courses, and very seldom did their programs include courses dealing with junior-college problems. These observations are true of public and of private junior-college teachers. Of the 794 instructors in public junior colleges, 563 had pursued principles of education; 544, history of education; 515, edu­ cational psychology; and 409, teaching in high school; only 352 had completed special-methods courses, and only 338 had engaged in practice teaching. That is, the majority of the instructors in public junior colleges had as undergraduates pursued but four of the six basic courses.

1 W. S. Learned aml others: The professional prepnration of teachers for American public schools. New York, The Carnegie Foundation for the Advancement of Teaching, 1920. 16 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR Of the 371 instructors in private junior colleges, 238 had pursued principles of education; 2'30, educational psychology; 219, history of education; 195, special methods;· only 158 had studied teaching in high school, and only 152, practice teaching. Four of six basic courses is again the count. Howev~r, the introductory course to l;l.igh-school teaching is replaced by special methods. A. noticeable lack in both instances is practice teaching. The typical junior-college instructor learns to teach while regularly employed as a teacher. This is true in public and private institu­ tions. Fortunately, the majority of the teachers in both institutions have had introductory courses in education and some few have had courses in gerieral or special methods. Graduate professional COU7'8es.-Of the 1,165 reporting under­ graduate studies, 878 attended graduate schools. These 878 instruc­ tors, or 71 per cent, report a median of 1.5 professional courses completed in graduate schools. The typical instructor in the public junior college has pursued more such courses than the typical teacher in the private school. This difference is due primarily to .the show­ ing of the men instructors in public schools. The variety of titles suggests a number of things. Many students were no doubt making up deficiencies in their professional subjects due to the nature of the undergraduate program pursued-hence the popularity of educational psychology, special methods, history of education, principles of education, high-school methods, and practice teaching. There can be no question that many were attempting to keep abreast of changes in professional subject matter. This would explain the popularity of such courses as educational measurements and the curriculum. Many were, no doubt, concerned with the weightier problems of education for which the basic undergraduate courses had prepared them, and were consequently enroLled in phil­ osophy of education, educational sociology, educational research, sur­ veys, and the like. Many were obviously interested in the administra­ tive aspects--hence the large enrollment in educational administration, supervision, high-school administration, surveys, finance, and similar courses. Relation of subjects studied to subjects taught.-The teaching pro­ grams of the 1,165 junior-college instructors were checked against the lists of undergraduate and graduate majors and minors. Undoubtedly the 872 instructors who pursued graduate work are best prepared to teach the graduate major, especially in view of the fact that it is in many instances the undergraduate major. It is not so easy to generalize regarding the respective values of graduate minors and undergraduate majors for preparation for teaching the subject. Probably the most significant things to note are, on the one STATUS ·OF THE JUNIOR COLLEGE INSTRUCTOR 17 hand, the percentage teaching the graduate major and, on the other hand, those teaching subjects for which they have had no special preparation. A majority of the junior-college instructors are teaching the under­ graduate major, 55 per cent, and the graduate major, 54 per cent. There is a marked overlapping in the undergraduate and graduate majors. On the other hand, 17 per cent are teaching for part of the time subjects other than the undergraduate majors and minors. Fur­ thermore, 4 per cent are devoting full time to teaching subjects for which they have had no special preparation.. Teaching assignments are obviously more favorable in public than in private junior colleges. Here a greater percentage of the instruc­ tors are teaching the graduate major, 57 per cent as compared with 50 per cent. On the other extreme, only 13 per cent as compared with 25 per cent are teaching as part of the assignment subjects for which they have no special preparation. In both public and private institutions a higher percentage of women than men instructors are teaching the graduate majors and the undergraduate majors. In contrast, a smaller percentage are teaching either for part time or for full time subjects for which they have no special. preparation. Nwrnber of subjects taught by jwnior-colleg~ inst?'Uctors.-The number of subjects taught has a direct bearing upon the relation of subjects studied to subjects taught. If a teacher directs his efforts wholly to instruction in one field, it is in all probability the subject of specialization either in graduate or undergraduate study. On the other hand, if he teaches three or more subjects, at least one of these is likely to be outside his major or minor preparation. Although the range in subjects taught is from one to five, the most common assignment is one subject. The assignment is more satis­ factory in public than in private schools. The range is identical, but the median assignment in the public junior colleges is one subject as compared with two in private schools. The teaching assignment for women is more satisfactory than that for men. Student load of jwnior-(J()llege imtructors.-A total of 982, or 79 per cent of all junior-college instructors included in the study, re­ ported student load. The median student load for all instructors reporting is 86. The instructors in public junior colleges have the heavier median student load, 95.2 as compared with 65.6. Consider­ ing the number of hours taught per week, the instructor in the public junior college meets daily three or four classes of 30 or 20 pupils each. For the private junior-college instructor, whose teaching hours are approximately the same, the teaching load would mean three or four classes of 20 or 15 pupils, respectively. Undoubtedly the set-up 18 SXATUS . OF THE JU~IOR COLLEGE I~STRUCTOR in the public junior college is far more economical, and there is no irrefutable eTidenoe that the smaller classes are any more effect1ve. 2 Time spem in instruction by jwnior-college ~truator~.-Almost all junior-college teachers reported the hours .taught per week. In general, an " hour " is interpreted to mean 50 mi:p.utes o£ classroom recitation. The median number of hours taught per week by junior-college instructors is 18.6. .The median hour load is slightly higher is public jt.mior colleges. This may be in the interests o£ economy. On the other hand, it is slightly above the usual recommendation of 15 hours. There is no marked difference in loads carried by members of the respective sexes . .Approximately one-half of the junior-college teachers teach a part of their time in high school. The median number o£ hours spent in high-school instruction for this group is 11. Instructors in public junior colleges teach in high school more frequently than do instructors in private junior colleges. In both types ofinstitutions women instructors teach high-school classes more generally than do men. Teachi'TJQ ea:perience of jwnior-college in.struators.-A total of 1,095 junior-college instructors, 88 per cent, reported a median of 3.9 years of teaching experience in junior colleges. As a group the instruc­ tors in public junior colleges have had slightly more teaching experi­ ence. in schools designated as junior colleges. .As may be expected, the men instructors in both public and private institutions have had more experience in junior-college teaching than have women. Of the 1,236 junior-college instructors included in the study, 28 per cent have had teaching experience in elementary.schools, 53 per cent in secondary schools, and 32 per cent in 4-year colleges and universities. Typically one of every four jUnior-college teachers has had three years of teaching experience in elementary schools. Those serving in public junior colleges have had teaching experience in elementary schools more frequently than those in private junior colleges. Women instructors in both public and private institutions have had teaching experience in elementary schools more generally and over a slightly longer period than men. Typically one of every two junior-college instructors has had five years of teaching experience in high schools. Those serving in public junior colleges have had teaching experience at this level much more generally and over a considerably longer period than have private­ school instructors.

• Earl Hudelson : Class size at the college level. Mlnneapolls, the University of Minne­ sota Press, 1928. STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 19 Secondary education experience of women instructors in :public junior colleges is notable .because of both frequency and length. Typically one junior-college instructor in three has had two years of experience in college or university teaching. A goodly number served only as graduate assistants; the majority were instructors; relatively few had professorial rank. There is evidence that at least some few junior colleges · are at­ tracting experienced teachers from 4-year colleges and uni'\l'ersities. This is espe9ially true of a few public junior colleges, including Azusa, Compton, Long Beach, Pasadena, Salinas, Santa Barbara, Santa Ana, San Mateo, Calif.; Crane (Chicago), Cicero, and La Salle, Ill.; Flint and Port Huron, Mich.; and Hibbing, Minn. These and other public institutions have attracted persons of rank in the faculties of public colleges and universities in 22 States and from the faculties of some outstanding private institutions including Antioch, Beloit, Carnegie Institute of Technology, University of Chicago, Peabody, New York, Northwestern, Oberlin, Stanford, and others. The list of private junior colleges attracting persons from facul­ ties of standard 4-year colleges and universities is limited to such institutions as Stephens College, the Junior College of Connecticut, and Chevy Chase. Plans of jwnior-college instructors.-Plans upon entrance: Only 1 instructor in 8 definitely planned to become a junior-college teacher. The usual response to the question regarding formulation of definite plans indicated considerable vagueness. There are two possible explanations: First, many public junior colleges originated, and many are regarded to-day as extensions of the high school. The junior-college instructor in many such instances is the high­ school instructor of former years. Some typical responses to the question regarding plans from instructors in public junior colleges were:" Never,"" Fell into it,"" Came in connection with high-school position," "Grew into it," "Automatic," "Happened," "As soon as junior colleges began," "Accident," "Found myself transferred to junior college," etc. In the second place, there is ample evidence that many junior-college appointments are really incidental to the possession of a master's degree. Typical responses capable of this interpretation are: " Never," " Didn't plan," " The year I began," " It just happened," " No," "Accidental," "When offered the posi~ tion," ·etc. Plans to continue: There was a hearty response to the questions regarding future plans. Two of every three are satisfied with their positions as junior­ college instructors. In this respect there is slight difference between instructors in public and in private schools or between men and women instructors. 20 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR Of the 231, 24 per cent of the total, junior.college instructors re-· sponding;as to other plans, more than 2 of every 3 are planning for teaching positions in other institutions, presumably 4-year colleges and universities. One of every six is definitely planning for service in occupations other ·than teaching. The others report " indefinite " plans. Publications of jwnior-college itnstructors.-A tabulation was made of all magazine articles, manuals, bulletins, surveys, plays, thesis abstracts, and musical scores, as well as all books published by junior-college instructors.

· TABLE 6.-Publicati

Public schools Private schools Number of publications Total Men Women Total Men Women Total ------..,------Books: · 6..••• ------1 ------1 1 L------3...••.•.•.•••.•••.• C...... ------2 .••••..• ------··2 -·------1 •·••····---··--- --··----1 0 3 2.••.•• ~------·--·-·· · ------4 . I 6 6 L ...• ------~------16 7 23 6 4 10 33 · TotaL•••• ------18 7 12 17 ~'===="b===~===~,==== Articles: 6L------·------....• ------·--- 51 ------·------61 ------2 ------2 . 1 2 3..•• ------13 5 18 2 1 3 21 2------14 10 24 8 5 13 37 1.. ..•. ------·------55 21 i6 21 6 27 103 Many------"------32 12 44 24 6 29 78

Total______------~------120 48 168 57 17 74 ~ Total books and articles______138 55 193 69 22 91 ...,.. Duplication •.••••.•.•••••.••• ------8 I 9 6 1 7 ~ Orand total.• ------130 54 184 63 21 84 268

There is a wide variation in the published works. The magazine articles submitted by men in public junior colleges vary from essays in the Atlantic Monthly and Century magazines to articles in pro­ fessional magazines of limited circulation on such topics as Ques­ tions of Technique of Work in Junior College, Junior-College Grades, State Systems of Financing Junior Colleges, Present Ten­ de:p.cies in. Organization and Administration of Junior Colleges, Junior-College Curriculum, etc. A representative sampling of books p:ublished by this group follows: History of Arkansas, Problems in English, Horticulture for Schools, Special Problems of Christian Schools, Acting and Play Production, The_ American Federal State, Chemistry in Everyday Life, Life and Thought in a Democracy. Articles by women instructors in public junior colleges are as varied although not so numerous. The books include two volumes of fiction, a m.usic text, an edition of Arnold's Sohrab and Rustum, a STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 21 play, a Latin prose composition, and a textbook entitled " Study of Literature." The works of the men in private colleges include articles in the Lutheran School Journal as well as six textbooks designed for use in Lutheran colleges, including Church Through the Ages, Intelli­ gence Tests, Extracurricular Activities, Treatise on Church and State, and Luther and the Constitution of the United States. The last four are by the same author. One book bears the title of " The History of Russian Literature." The remaining titles not previously enumerated include such works as The Challenge of the Country Church, Rural Church Development, and Historical Background of the Old Testament. The works of women instructors in private junior colleges include articles in the Journal of Bacteriology, Proceedings of the National Association of Science, the American Journal of Public Health, the Stain Technology Journal, and the Journal of Laboratory and Clin­ ical Medicine, all written by one person. An important book is the Report on the Experiment in Four-Year Colleges of Courses in Vocation for Women. Approximately one of every five of the junior-college instructors has had material published. Instructors in public institutions have written for publication more frequently than have instructors in private junior colleges. A higher percentage of men than of women instructors in both public and private institutions have publications. V. The Legal Status of the Junior-College Instructor Prafltices witluin the StaJtes.-There are at least three distinct methods by which the State may legally control the junior-college teaching personnel. First, the State, through a duly commissioned body, may issue certificates directly to the individuals desirous of entering the teaching profession at this level. Second, the State may designate certain bodies to formulate standards. Third, al­ though certificates and standards depend upon statutes for authority, a State may see fit to legislate specifically concerning the junior­ college instructor. As a matter of fact, combinations of two or more methods are very common. For instance, the State may certificate the individual instructor and establish and maintain standards con­ cerning the institution employing him. Totals of 27 States have no provisions whatever regarding the teaching personnel of the junior college. These States are Alabama, Arkansas, Colorado, Connecticut, Delaware, Florida, Idaho, Illinois, Indiana, Kentucky, Massachusetts, Montana, Nevada, New Jersey, New York, North Dakota, Ohio, Oregon, Pennsylvania, Rhode Island: South Dakota, Tennessee, Vermont, Washington, West Vir­ ginia, Wisconsin, and Wyoming. Four of these have no junior colleges-Nevada, Rhode Island, Vermont, and Wyoming. Thus, totals of 23 States assume no responsibility regarding the teaching personnel of the junior colleges within the State boundaries. Many of the schools are, admittedly, private institutions. Seven States, which do not issues certificates to junior-college in­ structors or legislate concerning them, maintain standards through the medium of the State boards of education-Maryland, New Hampshire, New Mexico, North Caro.lina, Texas, Utah, and Vir- ginia. Wyoming is in the process of adopting standards. · Kansas, Michigan, and Mississippi may be said to certificate junior-college instructors, to legislate concerning them, and to main­ tain standards on the subject. Minnesota issues certificates and has legislation on the subject. Iowa certificates and maintains stand­ ards, The remaining nine States report certification of junior­ college instructors. It is evident that the junior-college instructor has not received the attention which he merits. Only 14 States issue junior-college cer­ tificates; 11 States maintain standards; only 4 have specific statutes 22 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 23

concerning the matter. Furthermore, as indicated, there is consid~ erable overlapping. The majority of the States disregard the junior­ college instructor, probably relying upon the work of interstate agencies. Haggerty/ in 1928, found no requirements in four States which reported in 1930 more or less definite requirements, .namely, Michi­ gan, Nebraska, New Hampshire, and New Mexico. He was inter~ ested in standards set by specific agencies. At present several insti­ tutions in both Michigan and Nebraska may legally certificate junior­ college teachers. Since 1928 New Hampshire and New Mexico have established standards. Arkansas and Idaho, listed in 1928 with standards established by State boards of education, make no such claim in 1930. Maryland has new standards, Minnesota has new statutes, and Mississippi has new standards and new statutes.

TABLE 7.-Manner ot recognition ot the juniOr-college instructor by State agrm,. oies, 1930 ·

Certlf· Specific Stand­ Certlf- Specific Stand· State lcates statutes ards State !cates statutes ards ---11·------1·------1. Alabama ...... 26. Nevada ...... '¥1. New Hampshire...... :t ~ i~~:~:as:::::::::::: : -- --~--- :::::::: :::::::: 28. New Jersey ...... 4. California...... :r ...... 29. New Me:dco...... : 6. Colorado ...... 30. New York ...... 6. Connecticut ...... 31. North Carolina ...... ______:t 7. Delaware ...... _____ , __ ...... 32. North Dakota...... ------...... 8. Florida ...... 33. Ohio ...... ~ ...... , :. " 9. Georgia...... :r ...... 34. Oklahoma...... :t ...... 10. Idaho ...... 35. Oregon ...... 11: Illinois ...... 36. Pennsylvania...... ------" 12. Indiana ...... 37. Rhode Island ...... ·.. 13. Iowa...... x x 38. South Carolina...... :r ...... 14. Kansas...... :r x :r 39. South Dakota ...... 16. Kentucky ...... 16. Louisiana...... :r ...... !~ ~=~~:::::::::::: :::::::r:::::: ·---x·-- 17. Maine...... :r ...... ------a Utah...... :r 18. Maryland...... x 43. Vermont ...... 19. Massachusetts ...... ------44. Virginia...... x 20. M'chigan...... :r :r x 45. Washington ...... 21. Minnesota...... x x 46. West VIrginia ...... 47. Wisconsin ...... ri ~~~~Y~!::::::::::: ~ ---~-- -- ____x __ __ 48. Wyoming ...... 24. Montana...... 25. Nebraska...... x ...... Total...... 14 4 11

Regional accrediting agencies.-According to the report of a sub­ committee of the North Central Association of Colleges and Seco.nd~ ary Schools, i~ 1919 there were 7 accrediting agencies dealing directly with the junior college. These were: The North Central Associa­ tion of Colleges and Secondary Schools, the Association of Colleges and Secondary Schools of the Southern States, California, Illinois, Missouri, Texas, and Virginia. The North Central Association was the only one to establish a definition of a "junior C

1 M. EJ. Haggerty: Faculty qualifications tor junior colleges. North Central Association Quarterly, 3: 305-309 (December, 1928). • North Central Association Proceedings, 1919, pp. 110-112. (Report ot Junior College Subcommittee, J . M. Wood, chairman.) 24 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR standard with reference to instructors read: "The minimum scho­ lastic requirements of all teachers in the junior college shall be graduation from a college belonging to this association, or an equivalent, and in addition, graduate work in a university of rec­ ognized standing amounting to one 'year." 8 Texas at that time did not make this requirement specifie but suggested that "the equip­ ment of· teachers shall be approximately equal to that of college teachers, the Southern Association left the question to its executive committee, California made no requirement regarding teachers, and all others agreed with the North Central Association. "4 Since then the following bodies have expressed concern for the junior college by adopting revising or indorsing standards: Ameri­ can Council on Education, American Association of Junior Colleges, Association of Colleges and Secondary Schools of Middle States and Maryland, Association of Colleges and Secondary Schools of the Southern States, North Central Association of Colleges and Second­ ary Schools, and Northwest Association of Secondary and Higher Schools. The American Council of Education· is not an accrediting agency. Nevertheless, it has exerted great influence on standards during the past decade. Its recommendations regarding individual faculty members are, for accrediting purposes, accepted by the Middle State3 and Maryland and the Northwest associations. The American Association of Junior Colleges is not a standardiz­ ing agency, except in territory where there are no accrediting agen­ cies that take account of the junior college. The 1930 standard of this association regarding faculty was made to read : The training of the members of the faculty in the academic department should include at least one year of graduate study majoring in the subject to be taught, together with evidences of successful experience or etficienoy in teaching. A junior college should be judged largely by the scholarly achieve­ ment and successful experience of its teachers.• There has been no recent change in the standards for junior col­ leges of the Association o:f Colleges and Secondary Schools of the Southern States. The standard on faculty reads: Membt>rs of the teaching staff in regular charge of classes must have at least a baccalaureate degree or the equivalent of this degree in special training and should not have less than one year of graduate work in a recognized graduate school. In all cases efficiency in teaching as well as of the amount of graduate work shall be taken into account.•

a North Centra(Association Proceedings, 1919, pp. 111-ll:l. • Loc. cit. .• Report of Committee on Standards (adopted at the eleventh annual meeting, Nov. 20, 1930), the Junior College Journal, 1 : 333-334 (February, 1931). 1 Personal letter from George El Snavely, secretary. Birmingham, Ala., November, 1929. STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 25 Two or three changes were made in the junior-college standards at the last 1930 meeting of the North Central Association o.f Colleges and Secondary Schools but not in the standard pertaining to teach­ ers, which remains- 4. Fo,oulty.-The minimum scholastic requirement of all teachers of classes in the junior college shall be graduation from a college belonging to this asso­ ciation, or an equivalent and, in addition, graduate work in a university of recognized standing amounting to one year!

'Personal letter from George F. Zook, secretary, Commission on Institutions !Jf Higher Education, Akron, Ohio, Nov. 25, 1929. VI. Summary An attempt is here made to present, in the form of composite pic­ tures, comparisons and contrasts in the personnel of the two types of institutions and to summarize some of the more pertinent of the find­ ings. The first picture is based on data submitted by the total of 1,236 persons, the second is a description of the 807 in public junior colleges, and the third is a description of the 429 instructors in pri­ vate junior colleges. The statements are based on measures of cen­ tral tendency.

THE TYPIOAL JUNIOR-COLLEGE INSTRUCTOR Social statu.s.-The typical junior-college instructor is a man 35 years of age, of American birth and native American stock, the son of a farmer or a profess.ional man. The home in which he was reared was slightly superior from a cultural standpoint. He was a member of a large family, having had one or two older and tw01 or three younger brothers and sisters. He is now married, the father of one child. The child is one of two or three dependents. Economic statu.s.-The annual salary is $2,294. By preference, and possibly for lack of opportunities, he devotes his entire efforts to the work of the regular school term. Professional statu.s.-He is the possessor of a master's degree con­ ferred in 1926. The undergraduate work included 5 and the gradu­ ate work 1 or 2 professional courses. He teaches the one subject which was both his undergraduate and his graduate major. He teaches 18 or 19 hours per week of regular junior-college work, meet­ ing 86 students. This is his fourth year in a junior college. Previous to this, he taught five years in a high school. He did not plan to enter the teaching field at this level, but definitely plans to continue in the service. He has had no writings accepted for publicat.ion.

THE TYPICAL INSTRUCTOR IN THE PUBLIC JUNIOR COLLEGE Social status.-The typical instructor in the public junior college is a man 35 years of age, of American birth and native American stock, the son of a farmer or a professional man. The home of origin was of a slightly superior type. He had one or two older and one 26 STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 27 or two younger brothers and sisters. He is now married, the father of one child and has two or three dependents. Economic status.-His salary is $2,528, which is not supplemented through other work, professional or otherwise. He prefers to devote his full time to the schoo1 work of the regular term. Professional status.-He holds the master's degree, conferred in 1926. The undergraduate work included five and the graduate work included two professional courses. He teaches the subject of his major specialization as undergraduate and graduate student. He teaches 18 hours a week, meeting 95 students enrolled in his classes. He is serving his fourth year as a junior-college instructor, having had six or seven years' teaching experience in high schools. He did not plan to teach in the junior coLlege but does plan to continue there. He has had no writings published.

THE TYPICAL INSTRUCTOR IN THE PRIVATE JUNIOR COLLEGE Social status.-The typical instructor in the private junior college is a man 34 years of age, American born and of native American stock, the son of a farmer or a professional ma:r;1. The home of origin was of a slightly superior type. He was one of several children, and had one or two older and two younger brothers and sisters. He is married, the father of two children. He has two dependents. Economic status.-His salary is $1,892, which is not supplem~nted through either professional or other work. He prefers to devote his full time to the school work of the regular term. Professional status.-He has a master's degree, received in ~926. The undergraduate program included 4 or 5 professional courses and the graduate program 1 such course. He teaches two subjects, most likely the undergraduate and the graduate majors, with an occasional class outside his undergraduate or graduate specialization. There are 65 students enrolled in his courses ; he teaches 18 hours per week. He is serving his fourth year as a junior-college teacher, not having had teaching experience at any other school level. He did not plan definitely to enter service at this level but is contented and will re­ mam. He has had no writings published.

CONCLUSIONS

An analysis of all data, much of which could not be indicated in the descriptions above, leads to the following conclusions: · - Instructors in public junior colleges are superior as a class. Although there are but slight differences in the. social composition and social background of the teachers in publi-c and in private ~ . STATUS OF .THE · JUNIOR .COLLEGE INSTRUCTOR schools,. there are marked inequalities in the economic retlU"DS and the professional preparation of the two groups. 'fhe average salary of t}le instructors in the public institution is JlilU~ . higher, the · chances for additional earnings for' professional service are more favorable, and the monetary returns for such serv­ ice are noticeably higher . .. Proportionately more instructors in public junior colleges have graduate degrees; fewer are without degrees of some sort; more have had professional courses in both undergraduate and graduate work. Teaching assignments are more favorable as to number of subjects taught and as to instruction in the lines of specialization. Attend­ ance at graduate schools, winter and summer, since beginning teach: ing, is more common. More have had teaching experience at ele­ mentary, secondary, and college levels. More definitely planned tQ become junior-college teachers. More have had material accepted for publication. By comparison with men, the women who are instructors in public junior colleges have more undergraduate professional courses and better teaching assignments with respect to subjects taught and num­ ber of subjects taught. A much higher percentage have had teach- ing experience in elementary and high schools. · The women in private institutions are far superior to the men iri professional preparation and experience. They hold higher degrees and have had more professional preparation at undergraduate and graduate levels. They have far more satisfactory teaching assign­ ments A much higher percentage are teaching the one subject of specialization in undergraduate and graduate studies and fewer are teaching subjects outside their majors and minors. A much higher percentage have had teaching experience in elementary and sec­ ondary schools. Considered as a group, junior-college instructors have had less training than is stipulated in the standards of State and interstate accrediting agencies. Approximately one-third are without the master's degree and 1 of every 20 is without any recognized degree. Only one-half have had experience as teachers in high schools. The amount of credit earned in professional subjects, especially in prac­ tice teaching, is meager. Approximately one-fifth of all instructors are teaching one or more subjects or devoting full time to instruc­ tion in subjects in which they have had no special training. . Seven of every .eight did not plan to teach at this level. One-third of those now engaged plan to discontinue; two" thirds of these plan to teach in regular 4-year colleges or universities. · Chief reliance for the. regulation of the junior-college teaching personnel has been placed upon standards of State and regional STATUS OF THE JUNIOR COLLEGE INSTRUCTOR 29 rediting agencies. These standards reflect in spirit the college d university standards which presume that knowledge of subje\)t tter i~ the royal path to successful .teachin~. Consequen~ly they y mainly on degrees held and fail to stipulate regarding the lspecific preparation and the subject actually taught. . ere have been very few attempts to certificate junior-college teac s as such. The notable exception is California. Elsewhere, :when reliance is placed upon certification, the certificate commonly acce ted is the same as that required of a teacher in the regular 'high school. ·

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