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The purpose of this study was to present the new women's studies program for the community college. The study advocated consciousness raising for females at all levels of public instruction, but this paper ...
Citation Citation
- Title:
- Women's studies : a new program for the community college
- Author:
- Goltra, Raylene Denise
The purpose of this study was to present the new women's studies program for the community college. The study advocated consciousness raising for females at all levels of public instruction, but this paper was limited to the community college. The program outlined would seek to help women to assume a more equal position in American society. The initial phase of the study sought to prove that women are second class citizens in America. For example: women hold none of the presidencies in the top 100 United States business firms. There are no, women governors, nor attorney generals in all the 50 states, In addition, state legislatures across the country comprise approximately 7,000 positions. Only 300 of these positions are held by women. On the federal level, the Senate is an all-male club. In the House of Representatives only Edith Greene of Oregon holds any really important committee power. In the working world, women in blue collar positions face grave problems of overt discrimination, They are often paid less, denied advancement, refused maternity leaves, and are usually the last hired and the first fired. In the professional world, women have made scant headway in the last 30 years. In medicine, fewer women are accepted now than in the 1920's. In the legal profession, upward mobility is almost nil. Barely one percent of all the nation's judges are women. In education, women are abundant on the teaching staffs in, elementary and secondary schools. However, they are rarely promoted to the principal level. Women are also well represented on community college teaching staffs, but almost never rise to upper echelon administrative positions, In higher education, the problem is even more severe. Women encounter blatant discrimination in graduate school, the first pre-requisite to higher education teaching and administration, The number of women holding associate and full professorships in American universities are almost non-existent, Some of the sociological effects of "keeping women in their place" can be seen in the rising rates of females involved in: child abuse, drug usage, desertion, divorce, and suicide. Another major problem is that the number of families headed by women continues to grow. Many of these families exist in poverty. The second phase of the study explored the traditional areas of societal leadership, to ascertain what they were doing to alter these conditions. The groups under investigation were all the major Christian denominations and Judaism. Next studied were labor unions with 30 percent or more female members. Professional and fraternal organizations were also queried. It was concluded that none of these organizations had any structured plan to alter the existing situation for women. The writer then accepted the proposition that the greatest existing societal change agent was the public school system, specifically for this study, the community college. The final phase of the study concerned a detailed plan for the aforementioned new program. Several existing community college women's programs were profiled. Their relative strengths and weaknesses were explored. The major flaw noted in many of these programs was their insistance upon separatism, a "women only" policy, The program envisioned in this paper decries the concept of separatism. Its guiding principle is the creation of greater understanding between people. All classes would comprise both male and female students. Women can hope to alter their position in society very little if they exclude men from this kind of program. The latter group needs to gain more sensitivity to the problem, not increased hostility, which would be the result of exclusion. This new program would be under a Special Programs Director who would also be responsible for courses aimed at others with societal problems such as: ethnic minorities, the handicapped, and the aged. Interaction of all these groups with each other and the rest of the student body would be stressed. The program would offer women awareness courses, vocational training, job placement, group therapy, community activity, and competent, low cost, child care. Finally, the study endeavored to prove that the program could be initiated on almost any campus using the existing facilities and, in many cases, existing personnel.
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92. [Article] An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges
The study was conducted in order to learn of the extent to which attrition exists among students enrolled in the first-year accounting course in Oregon community colleges, the factors tending to contribute to ...Citation Citation
- Title:
- An empirical study of the problem of attrition of students of first-year accounting in Oregon community colleges
- Author:
- Schultz, Alan R.
The study was conducted in order to learn of the extent to which attrition exists among students enrolled in the first-year accounting course in Oregon community colleges, the factors tending to contribute to the problem, and the approaches which might be used to help alleviate the problem. The design of the study consisted of two parts. The first part of the study was to gather information about the teaching philosophies and practices of the accounting faculties, and the number of students enrolled in and completing the three-terms of first-year accounting during the college years 1970-1972 at the eleven community colleges offering the course throughout the state. These same students were also analyzed by age, sex, marital status, high school background, major, military background, class (freshman/sophomore), and courseload. The second part of the investigation consisted of a two-year controlled study of the students at Linn-Benton Community College in Albany, Oregon, who had enrolled in the first term of the three-term sequence of first-year accounting in the fall of 1970 (the control year) and those who had enrolled in the first term of the three-term sequence in the fall of 1971 (the experimental group). In this study the day classes of the control year were compared to the day classes of the experimental year, while the evening classes of the control year were compared to the evening classes of the experimental year. The purpose of this latter study was to determine if two types of personalized attention (mandatory individual counseling and voluntary accounting "help" sessions) given to all classes in the experimental year would (1) allow more of these students to complete the three-term accounting sequence, and (2) allow more of these students to score significantly higher on the American Institute of Certified Public Accountants' (AICPA) Achievement Test, Level I, Form E-S. To insure that all students of both years entering the first-term of accounting were equal in accounting aptitude, the AICPA Orientation Test, Form B, Revised, was given. The results of the findings indicate that the accounting instructors (1) did not have adequate background information about (a) the student's reading and comprehension level, (b) how the student viewed himself as a scholar, and (c) the student's level of interest in accounting at the time he entered; (2) agreed on (a) informing the students early in the course of the value of accounting, (b) building the student's self-confidence, (c) building their own self-confidence, (d) reviewing solutions to homework in class, (e) providing the students with the best text available, and (f) using all input available to improve their instruction; (3) tended to prefer grouping accounting students (although this was not the case at the time); (4) continued to use the lecture method of instruction exclusively; (5) offered a wide variety of informal opportunities to personalize the learning of accounting by the availability of office hours, individual counseling, and one-to-one and group "help" sessions; (6) have avoided offering more formal opportunities for personalizing the subject matter by seldom using programmed texts and filmstrips, and workbooks and/or practice sets with keys, and audio and video tapes; (7) felt that personalizing the subject matter (a) helped to enhance student interest, (b) helped to enhance student learning, (c) helped encourage more students to complete each term (as well as the three-term sequence), (d) helped the instructor to better understand why some students have certain learning difficulties, (e) encouraged more instructors to more carefully organize their materials, and (f) encouraged more instructors to evaluate their methods of instruction. Additional findings of the study indicate that the average community college in Oregon had only 30% of all students enrolled in the first-year accounting course complete the three-term sequence. In addition, only 32% of all students required to have at least three terms of first-year accounting completed the sequence, and likewise only 24% of all students required to have at least one term of accounting completed all three terms of the sequence. In the metropolitan Portland area only 23% of all students, regardless of major, completed the three-term sequence. An analysis of the personal characteristics of these same students indicates, that a larger percentage of the students completing the sequence tended to be (a) male, (b) age 31 or older, (c) married, (d) high school graduates, (e) veterans, (f) sophomores, (g) part-time students, and (h) accounting majors. Students tending to be less successful were (a) female, (b) age 19-21, (c) divorced, separated, or widowed, (d) without either a high school diploma or GED certificate, (e) non-veterans, (f) freshmen, (g) full-time students, and (h) college transfer secretarial science majors. The results of the controlled study at Linn-Benton Community College indicate that even when students enrolled in the first-year accounting course are required to counsel individually with their instructor at the beginning of each term of the three-term sequence and are given the opportunity to attend voluntary accounting "help" sessions, they will probably (a) seldom attend the "help" sessions, (b) not score significantly higher on the AICPA Achievement Test, or (c) be more likely to complete the three-term sequence than those students not having had these two types of personalized attention provided to them. These observations led to the conclusion that a communication gap seems to exist between the instructor and the students. To help correct the problem a battery of tests was recommended, including the AICPA Orientation Test, the Minnesota Multiphasic Inventory Test, and the Strong Vocational Interest Blank, in order to better understand the background of incoming students. These tests could then be used in conjunction with the recommended mandatory individual counseling sessions at the beginning of each term along with mandatory laboratory sessions throughout the term. In addition, it was also recommended that pre-tests be given at the beginning of each term to help the instructor better plan his presentations for those areas where students indicated the most need. The AICPA Orientation Test, Form B, Revised, was concluded to be a valid test by which to measure the degree of success the student could expect upon completion of the three-term accounting sequence. The results of the study at Linn-Benton Community College also indicate that the students who had enrolled in the evening classes had a wide range of abilities and aptitudes from one year to the next. In conclusion it appears that personalized attention in its present form at Linn-Benton Community College is not effective in guaranteeing the successful completion of the three-term sequence of first-year accounting. Additional research may still have to be made into the motivational makeup of individual students.
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"Prepared for Klamath Basin Ecosystem Foundation, and the Upper Williamson River Catchment Group, in cooperation with the Upper Klamath Basin Working Group, and the Klamath Watershed Council."
Citation Citation
- Title:
- Draft upper Williamson River Watershed assessment
- Author:
- David Evans and Associates, Inc.
- Year:
- 2004, 2005
"Prepared for Klamath Basin Ecosystem Foundation, and the Upper Williamson River Catchment Group, in cooperation with the Upper Klamath Basin Working Group, and the Klamath Watershed Council."