Factors affecting level of occupational aspiration and college major selection for African American undergraduates in Florida.

Abstract

This study investigates the relationships among secondary level academic preparation, demographic factors, environmental factors (the three independent variables) and selection of a college major (the dependent variable) as mediated by level occupational aspiration. There were three research questions and five hypotheses selected. Social learning theory literature is the theoretical basis for the research. The conceptual framework for this study is encapsulated in an ex post facto research method aimed at determining the relationships among the mediating variable and the independent and dependent variable(s). The research sample was comprised of 457 African-American junior and senior level undergraduates enrolled in state universities in Florida. A researcher developed questionnaire was used to collect data related to the hypotheses and research questions. Frequency distribution, Multiple Regression Analysis, independent means t-tests, chi-square tests, and path analysis were used to test the data. The major findings were: (1) The relationship between secondary level academic preparation and demographic factors is almost as strong as (a) the relationship between secondary level academic preparation and selection of a college major and (b) the relationship between demographic factors and selection of a college major. (2) Secondary level academic preparation and demographic factors directly influence selection of a college major; this influence is not affected by the presence of level of occupational aspiration. On the other hand, the influence of environmental factors on selection of a college major is mediated by level of occupational aspiration. (3) Students who select education as a college major have lower high school grade point averages, SAT scores, ACT scores, and levels of occupational aspiration than students who do not select education as a college major. (4) Students who select education as a college major have higher rank in graduating class than students who do not select education as a college major. (5) There is no difference in current grade point average and family socioeconomic status between students who select education as a college major and students who do not select education as a college major. (6) There is no relationship between percentage of students enrolled in a student's high school or university and the student's level of occupational aspiration.