xt72fq9q585x https://exploreuk.uky.edu/dips/xt72fq9q585x/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1938-12 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "A Study of Vocational Choices of High School Seniors in Kentucky, 1937-1938", vol. VI, no. 10, December 1938 text Educational Bulletin (Frankfort, Ky.), "A Study of Vocational Choices of High School Seniors in Kentucky, 1937-1938", vol. VI, no. 10, December 1938 1938 1938-12 2021 true xt72fq9q585x section xt72fq9q585x

hon] districts in

:he laI‘ est num-
choolsf . Commonwealth of Kentucky 0

No. One-Teache
Schools r

EDUCATIONAL BULLETIN

,.,

-IIGH SCHOOL SENWRS
I KENTUCKY, 1937-1938,

and

For Your Information

h Hanson
b1 arian
Kentucky

1’155 Elizabet
Periodical L1 .

1ver si ty of
axing-ton, Kentucky

Un
L

Published By

DEPARTMENT OF EDUCATION

H. W. PETERS
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort. Kentucky, under the Act of August 24, 1912.

Vol. VI . .. Décember, 1938 O NO. 10

VOCATIONAL CHOIgEsLOE W

I. F .

FOREWORD

There has been much said about the wide gap between schoolroom
practices and actual life practices. This bulletin, prepared by Freddie
Riddle, contains a study of the occupational choices of ﬁve thousand
high school seniors of the graduating class of last year. A careful
examination of this information on what students would like to do in
later life should be of assistance to those who have the responsibility
of preparing curricula for the school system.

I commend this study to you, and earnestly hope that those who
think seriously of the future education of this state will study itcare-
fully.

The latter part of this bulletin contains announcements and news

items of interest to school people.

H. W. PETERS,

Superintendent Public Instruction

Note

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ents and news

ic Instruction

A STUDY OF VOCATIONAL CHOICES OF HIGH
SCHOOL SENIORS IN KENTUCKY, 1937-1938

Note—This report was made in the spring of 1938. The original report con-

sisted of many statistical tables not herein printed.

INTRODUCTION

A, Need for Such a Study

1. Natural conditions—Curriculum revision in the light of
present day complexities in our social order is being discussed rather
widely. Among the many conditions that enhance the cause for cur—
riculum revision is the status of national life. The fact that
127,000,000 people are now trying to thrive in a nation born only one
and a half centuries ago and in which natural resources are con-v
stantly diminishing, in itself necessitates training of a kind unthought
of a few years ago. The fact that so great a portion of our popula-
tion is moving into urban centers and the lack of stability in our
national life that has been caused by the depression through which we
have just gone, demands readjustments.

2. Unemployment and living conditions—It is said that more
than one-third of the American people are living below standards of
decency and that two-thirds of them are living below standards of
llealth and comfort. Millions of boys and girls have left high schools
in the past few years; some left without completing high school; some
Completed high school but never entered college. 'Millions of these
young D80ple are unemployed. Even though we accept the principle

1 that each one should earn his bread by the sweat of his brow, it seems

That conditions are such that a great many people, both young and old,
must accept charity of some kind from individuals or from the numer-
OHS welfare agencies established by local, state, and federal govern-
merits. More than 10,000,000 in search of work registered with 1111-

leﬂol'ment service ofﬁces during the biennium from July 1, 1934, to
011630, 1936.

actua31‘1figh school and college students—When one observes what
There it lappens to the pupils in Kentucky who enter high schools,
VisionsEll-011.1'easgl for thought on the question of currleumm re-

. 11s is evrdenced by the fact that ﬁve years ago approxi—

Ill , . . .
Riel) 35:000 boys and girls entered high schools in Kentucky as fresh—

men. Last year approximately 12,000 of those 35,000 boys and girls
graduated from high schools. This means that approximately one of
every three who entered high school continued until graduated. The
other two dropped out, either to be employed, to help around home, or
to be idle. Of the 12,000 who graduated, approximately 3,500 entered
clollege this year, which means that hardly one of every three th
graduated from high schools last year entered colleges this year, which
in the final analysis means that of every ten students who enter high
schools in Kentucky, under present conditions, only one will continue
through high school and enter college.

Along this same line of thought it is interesting to observe what
happens to those high school graduates who enter college. According
to a study made by a member of the staff of the Ofﬁce of Education,
Washington, D. C., 62.1 per cent of the students who entered twenty-
ﬁve leading American universities in 1931-32 left those universities
during or at the end of the four-year period, from 1931-32 to 1935-36,
without obtaining degrees. Only 31.6 per cent of those who entered
those universities in 1931-32 received degrees during or at the end of
the following four years; 6.8 per cent of those who left the universities
during those years without degrees returned later to obtain degrees.
The retarded group made 6.3 per cent of the total. Most of them
ﬁnally got degrees. According to these ﬁgures, then, approximately
two of every ﬁve students who enter colleges continue until they gel
degrees.

Assuming that Kentucky’s college entrants will follow in general
the practices of college entrants throughout the nation, approximater
1,500 of the 3,500 students from Kentucky who entered colleges the
year will obtain degrees, eventually. This number will be slightly
more than four per cent of the number who entered high schools 111
Kentucky as freshmen ﬁve years ago.

4. Education for the masses vs. education for special grouP5-’
In the day of education in private institutions, privately supportetl
and privately controlled, the course of study was designed to meet the
demands of those special families who were wealthy enough to aiTOI‘fl
private education for a select group who would ﬁll the “white-coll‘fﬂ‘
professions. Those people of little means were denied educatlon.
It was customary for them to fall in the lower brackets of work, to he
tenants and servants to those of wealth. It is a far cry from the (la!
when the poor were denied the opportunity of receiving educatltlm
from a public school system to the present when we believe thatile
masses should be educated—when we believe that ultimate Success
depends upon intelligent followers as well as intelligent leaders-

hour
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mate success

aders.

The enrollment of secondary schools has grown by leaps and
bounds. Today we have in secondary schools not only those who plan
to enter the professions that have long been held in the spotlight oﬁ
desirability, but we have also those p00ple who want to be our plumb-
ers, carpenters, painters, bookkeeper-s, and to follow all the other
vocations that are followed in our country. This condition certainly
lends itself to the need for a broadened curriculum.

5. Changing conditions demand trained employees—With the
primitive man living conditions were simple. The task of making a
living conﬁned itself mainly to muscular skills. Only a century and
shelf ago the task of people in this country was one of clearing
forests and living from the abundance of: natural resources at hand.
Today the task of earning a living is far different. Natural resources
are no longer so abundant. Machines have replaced a great deal of
manual labor; industrial trades have come into prominence. The
whole scheme of our soeial order is more complex, demanding more
training. It took only a short time to learn how to hew a log, hoe
corn or pick cotton. Learning how to make a building safe, hygienic
and beautiful; how to make it accommodate more than a single family;
110w to conserve the soil that has been so rapidly wasting away; how
to operate our many machines; in fact, how to do any of the jobs that
are now to be done but which were unknown and uncalled for a few
l'ears ago, requires training on the part of the worker today of a kind
llnthought of by earlier man. The employer today does not risk his
Valuable shops in the hands of untrained persons. He does not have
tune to train them himself; he is looking for skilled workers before
Employing them. This condition puts the burden on the shoulders of
the school which should ﬁt young people for earning a living.

6. A different goal—It is ”safe to assume that the pupils in the
early schools aimed at a cultural education, at a diploma which signi-
ﬂed certain scholastic achievement. It would be untrue to say that is
the InaJOI‘ objective of all the high school pupils in Kentucky today.
Aswrll be shown by this study many of them want to follow vocations
that 1"ﬁluire some practical training and, consequently, a diploma
0f graduation as such would be of little value to them. They are in
school to enhance their ability to earn a. living.

This study is made not principally to determine exactly what
0l11‘1‘1c11111n1 revision should be made, but, rather, to determine what
hlgh Sc11001 pupils actually want to do, What former high school
3:33:35 have done, and thus to form some basis upon which future

c of curriculum rev1s10n can be based.

B. Scope of Study and Procedures Used

Questionnaires asking for the number of seniors (boys and
girls), the number expected to graduate this year (boys and girls),
and the number who expect to enter college next year (boys and
girls), together with the vocational choices of individual seniors, were
sent to the principals of the 633 Kentucky public high schools which
offer school service through the twelfth grade. The principals were
asked to exercise care in obtaining accurate data. The tabulationspre-
sented in this study are the result taken from 241 questionnaires.
The other 392 public high schools included in the group that offer
complete high school service did not respond to the questionnaire.
These 241 public high schools have in them 5533 seniors, 5360 of
whom will graduate this year, and 5006 of whom indicated what
vocations they desire to follow in the future. (A few of this number
are duplications inasmuch as some seniors indicated their ﬁrst and
second choices. This number is very small, however.) Two hun-
dred twenty-nine (229) of these high schools are white high schools
with 5272 seniors, and 12 are colored high schools with 261 seniors.

In addition to obtaining vocational choices of these 5006 high
school seniors, the writer has gone further to determine what last
year’s high school graduates of those particular high schools are
doing this year. Tabulations were made to ascertain what influences

the size of high schools and the accessibility of college and universrty
training and industries have to do with the choices of high school
seniors and with the actual work done by those who have graduated.

Ke
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Chapter One

WHAT VOCATIONS DO HIGH SCHOOL SENIORS WANT
TO ENTER?

0f the 5533 high school seniors in the 241 public high schools in
Kentucky that responded to a questionnaire on vocational choices,
5006 indicated what vocations they desire to enter in later life. The
vocational preferences of these 5006 seniors are showri in the table
below. This table has in it a total oi? 88 different vocations and the
number of seniors choosing each vocation is shown.

An examination of the following table will reveal that:

26.8% of the 3,045 senior girls want to do secretarial, stenographical,
bookkeeping or accounting work

12.5% want to be teachers

9.5% want to be nurses

8.7% want to be homemakers

8.2% want to be beauticians

4.0% want to be musicians

0f the 2488 senior boys,

11.0% want to be engineers

10.8% want to be farmers

5.7% want to be aviators

5.3% want to be bookkeepers or accountants
5.3% want to be electricians

5.0% want to be agricultural agents

4.6% want to be teachers and

4-0% want to be auto mechanics

‘ I n V
‘ (Combining the percent of those boys who want to be farmers
\\'lth the percent of those who want to be agricultural agents, we have

atotal of 15.8% of the senior boys who want to do some kind of agri-
cultural work.)

_ Brleﬁy summarizing, 69.7% of the senior girls want to follow the
81x ' 1 . . . . .
leading professwns tor girls indlcated above and 51.6% of the

gem” boys Want to follow the eight leading professions for boys indi-
°3ted above.

TABLE I

Vocational Choices of High School Seniors in 241 Public Schools in
Kentucky, 1937-38

Boys Girls Total Percent
Number of Seniors ................................. 2,488 3,045 5,533 ............
Number expected to graduate th ye 1.... 2,398 2,962 5,360 96.8
Number who plan to enter college this year 1,167 1,356 2,523 45.5
Vocations
Accounting: bookkeeping, etc. ...................... 133 159 292 5.2
Advertising ............................ 12 5 17 _3
Agricultural Agent 126 10 136 2.4
Air conditioning .................................................... 1 .......... 1 .01
Architecture 21 9 30 .5
Art: drawing, oil painting, dranghtsman, etc. 32 55 87 1.5
Athletics 5 5 .09
Aviation 142 161 2.9
Banking _. 19 29 .5
Baseball coach ...................................................... 2 2 .03
Beauty culture, barbering, etc. ..... 13 265 4.?
Biological research ..................... 2 2 .03
Building trades ........... 8 8 .1
Business administration 4 4 .07
Cabinet making ............................................ 6 6 .1
Carpentry 19 19 .3
Chemistry 3 1 4 117
Chiropractor 1 __________ 1 >01
Civil service 20 2 22 .3,
Commerce 1 2 3 '03
Crimiology 3 1 4 -07
Dancing .......... 2 2 -03
Dentistry 27 1 28 .5
Dietitian __________________________________________________________________ 10 63 73 1‘3
Doctor: Optometrist, M. D., Surgeon, etc ..... 97 57 154 2-:
Distributive trades .............. 9 3 12 "‘
Dressmaking and/or tai101 5 54 59 1'0
Dramatic art .......................................... _____ 11 36 47 '3
Electricity: radio, refrigeration, practical, 4
etc. 133 133 21
Engineering: electrical, mining, civil, etc ..... 286 286 ‘01
Explorer 1 1 4'9
Farming 267 9 276 .01
Florist 1 1 '0,
Forestry 4 4 '03
Geologist 2 2 '01
Handicrafts .......... } 4'7
Homemaking ...... 265 25° '01
Horseman 1 i :01
Horticulturist ........................................................ 1 1 '01
Hotel manager ........... 1 1 .01
Immigration inspector .......................... 1 .......... S .6
Industrial trades ....... . 32 6 38 ’1
Interior decorator ................................................ 2 6 19 21
Journalism 51 68 1 4 .5
Laboratory technician ........................................ 10 24 i9 2,
Lawyer 9 9 20 162 1.1
Library science .................................................... 5 57
/

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Radio
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Under
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Watch

chools in
ital Percent
5,533
5,360
2,523
292 5.2
17 .3
136 2.1
1 .01
30 .5
37 1.5
5 .00
161 2.0
29 .5
2 .03
265 1.7
2 .03
3 .1
4 .01
g .1
19 .3
4 .07
1 .01
22 .3
3 .05
4 .07
2 .01
23 .5
73 1.3
154 2.7
12 .2
59 1-D
47 -3
133 214
236 541
1 .01
4.9
271 .01
4 .07
2 .03
1 .01
, 4.7
26: .01
1 .01
1 .01
1 .01
33 0
3 .1
119 2-1
34 0
119 2.
62 1-1
/

TABLE l—Continued

Vocational Choices of High School Seniors in 241 Public Schools in
Kentucky, 1937-38

Boys Girls Total Percent
11111 c1911, R. R. .................................................. 1 .......... 1 .01
Mechanics: auto, etC- -- »- 100 1 101 1>8
Metal trades ............... -- 7 1 3 -1
Military service .................................................... 2 ---------- 2 ‘03
Minister 15 1 16 -2
Mining 9 ---------- 9 -1
Missionary 1 9 10 .1
Model 2 2 .03
Music: vocal, instrumental, etc. ...................... 69 121 190 3.4
Navy 7 .......... 7 ‘ .1
Nursing 290 290 5.2
Pharmacy 36 .6
Photography 10 .1
Physical education .............................................. 7 .1
Plumbing 5 .1
Policeman 3 .05
Printing: linotype operator, etc. ...................... 18 .3
Public work .......................................................... 1 .01
Radio broadcasting 2 . 3
R. R. engineer ...................................................... 2 .03
River pilot 1 .01
Salesmanship ........................................................ ’77 28 105 1.8
Shoemaking and repairing ................................ 2 .......... 2 .03
Social economics 1 1 .01
Social worker ______________________________________________________ 1 9 10 .1
Soil conservation ________________________________________________ 1 .......... 1 .01
Statesman 23 12 35 .6
Stenographer and secretary ............................ 42 658 700 12.6
Stewardess l 1 .01
Stonemason __________________________________________________________ 1 .......... 1 .01
Spy 1 __________ 1 .01
Teaching 114 392 506 9.1
TeleDhOHe 01‘ telegraph operator ____________________ 10 3 45 .8
Television ______________________________________________________________ 1 1 .01
Theatre manager ________________________________________________ 1 1 .01
Traffic director 1 .01
Truck driver ________________________________________________________ 1 __________ 1 .01
Undertaking or embalming 34 5 39 .7
Veterinarian ______________________________ 1 __________ 1 .01
Wamhmaking and engraving 3 .......... 3 .05

Chapter Two

WHAT ARE LAST YEAR’S HIGH SCHOOL GRADUATES
DOING THIS YEAR?

After tabulating the number and percent of high school seniors
who want to enter certain fields of endeavor, the questiOn of what
former high school graduates are doing naturally arose. In order to
answer this question, the writer collected the annual high school
reports that high school principals make to the State Department of
Education at Frankfort, Kentucky and from those reports ascertained
the whereabouts of last year’s graduates from those high schools.
Reports from the same high schools that answered the questionnaire
on vocational choices of their present seniors were used except for 16
of those 241 reports which did not indicate what last year’s graduates
of those 16 schools are doing this year.

The following table indicates the number and percent of last
year’s graduates from the 225 high schools studied who entered
schools, stores and ofﬁces, farming, factories or trades, other employ-
ment or are at home or unknown.

TABLE II

Whereabouts of Last Year’s (1936-37) Graduates from 225 Public High
Schools in Kentucky

(These same high schools were used in compiling data for Table I)

Boys Percent Girls Percent
. l 2'7
College or Univers1ty .................. 641 31.1 616 0'8
Schools for Nurses ...... .. ........................ 93 3'1
Commercial Schools .................... 107 5,1 243 10-
Total in seine School...) 748 36.3 952 39-3
I
Store 01' Office ................................ l 206 10. 200 23-:
Farming ............................. 367 17.8 13 2'0
Factory or Trades 194 9.4 50 7'1
Other Employment 258 12.5 170 37.8
At Home ................. . 206 10.0 905 3.8
Unknown .......................................... 79 3.8 100 '
Total .................................. 2,058 2,390
__/

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311001 seniors
ion of what
In order to
high school
:partment of
; ascertained
righ schools.
Luestionnaire
xcept for 16
"s graduates

cent of last
who entered
;her employ-

3ublic High

Table I)

———"

Percent
_____,_,

; 25.7
{ 3.8
1 10.1

39.3

as
1 .5
. 2.0
. 7.1

37.8
3.8

An examination of the data. in the above table will reveal that
36.3% of the boys and 39.8% of, the girls who graduated last year
from the 225 high schools studied are enrolled this year in colleges or
universities, schools for nurses, or commercial schools. A comparison
of the data in Table I, with the data in Table II, will reveal that the
percent of last year ’s high school graduates who actually entered col—
lege this year is slightly less than the percent of this year’s seniors
who plan to enter college next year. A study of these two tables will
reveal further that the percent of last year ’s graduates who are farm-
ing this year is very close to the percent of this year ’s seniors who want.
to enter agricultural pursuits. The percent of this year ’s senior girls
who want to be homemakers is far less than the percent of last year ’3
female graduates who are at home this year. The percent of last
year’s female graduates who entered commercial school this year is
much smaller than the, percent of this year ’s senior girls who want to
enter the professions of stenography, bookkeeping, etc., for which they
would be prepared in commercial schools. However, many high school
students are being prepared, while in high school, to enter such voca-
tions and will not necessarily enter purely commercial schools before
entering service in these vocations.

Chapter Three

IN WHAT VOCATIONS ARE THE GAINFUL EMPLOYEES
OF KENTUCKY?

The ﬁrst Chapter of this report shows what vocations 5006 high
school seniors in 241 of Kentucky’s high schools want to enter.
Chapter 2 was devoted to a report of the whereabouts of last year’s
graduates from 225 of those same high schools—4448 high school
graduates. This Chapter is devoted to a summary of what all gainful
workers, 10 years of age or older in Kentucky are doing—based on
the 1930 census.

The following table shows the per cent of the gainful employees
ten years of age and over engaged in each of the major industrial
divisions in Kentucky and in the United States as a whole. (Based
on the 1930 census.)

TABLE I”

Percent of Gainful Employees Ten Years of Age and Over Engaged in‘Each
of the Major Industrial Divisions in Kentucky and in the
United States as a Whole

Percent Percent
Type of Vocation Employed Employed
in Kentucky in United States
Professional ...................................... i 5.0 7-
Agricultural ...... 39.5 21-
Commercial ............................. i 13.9 20-
41.6 52-

T'rade and Industrial .................... I

The data in Table III show what people in Kentucky actually (10‘
regardless of what they may desire to do. A study of these data
reveals that two-ﬁfths of our employed people follow agricultural pur-
suits; two-ﬁfths follow trade and industrial occupations, While only
one-twentieth of them are employed in the “professions”. It'seems
that we can readily reach the conclusion that the course of study In our
high schools should be designed to train youth for other than plil'ell'
professional work. This phase of this report, together with sectloﬂa1
factors and inﬂuences, will be discussed later in the report-

ind
the
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Chapter Four

WHAT FACTORS INFLUENCE VOCATIONAL CHOICES OF
SENIORS IN KENTUCKY’S PUBLIC HIGH SCHOOLS?

In the past years educators have discussed much the problem of
individual differences among school pupils. It is generally agreed
that a vast number of individual differences exist among the pupils
in one grade or one class; that the same instructional procedures and
techniques are not suited as well to one group of pupils as to another;
and that the content and relationships of the phases of instruction
need to be varied in order to fit the aptitudes of the different indi-l
viduals. The question arises: D0 groups of pupils have individual
differences as groups, that are attributed to factors of size, race,
location, etc?

The writer of this report has endeavored to ascertain What eﬁect
certain inﬂuences have upon the pupils of an entire school as reﬂected
by their vocational choices. I11 other words, this chapter of this report
is intended to show whether or not the size of the school or the race(
served by the school has any effect upon the ambitions of its pupils;
and whether or not proximity of colleges and industries have any
effect upon the plans of graduating seniors.

Individual tables used in the original report are omitted here.
Only a summary of data and conclusions is given.

Conclusions as to Factors Inﬂuencing Vocational Choices of
High School Seniors.

A study of the foregoing tables offers the following observations:

Race—The vocations ranking highest in choice by colored high
school seniors are as follows:

Percent Choosing Indicated

Vocation Vocation
Nursing ........................................................ 12.0
Teaching .................... 10.8

Beauty culture, etc.
Dressmaking, etc.
Civil service ...............
Stenography, etc.

Five of the six leading v0cations, so far as choices are concerned,
are chosen mainly by girls. The vocations under “Civil Service”

were chosen wholly by boys. Nursing was chosen by girls only.
Teaching was chosen by 6 boys and 20 girls, beauty culture was chosen
by 1 boy (barber) and. 18 girls; dressmaking was chosen by 4 bovs
(tailors) and 14 girls, and stenographic and secretarial work “is
chosen by 3 boys and 12 girls. As was shown by Table V, the range
of professions chosen by boys in the colored schools was wider and
more varied than the range chosen by girls. A comparison of Tables
I and V reveals 'ariations in vocational choices by the different races.
This conclusion will be discussed later.

Size of School—Based on the data assembled from a. study of 30
white high schools, equally divided as to small and large ones, it is
logical to conclude that there are little differences in the ambitions
of seniors in, small, high schools from those in large high schools. The
major differences occur in the percent choosing farming, homemak-
ing, beauty culture, and music. Apparently the vocations of farm-
ing, homemaking, and beauty culture appear more attractive to
seniors in small. high schools than to seniors in large high schools,
(however, it should be noted that the large high schools are located
in urban centers mainly and the small schools are located in rural
areas mainly.) while, the opposite is true as to music.

Proximity of College or University Facilities—Although only
12 high schools were studied for ditferences in vocational choices of
seniors as affected by nearness of college or university facilities, there
appears to be a very wide difference in vocations chosen by those near
colleges or universities and those far from colleges or universities.
The signiﬁcant difference is found in the percent who plan to enter
college next year—more than twice as great in those schools near such
facilities.

Proximity of Industries—Based on data assembled from the
study of 8 high schools—4 near industries and 4 far from industries
——it appears that proximity of public industries has an inﬂuence 011
vocational choices of seniors. There is a wider range of vocations
chosen by those near industries.

It is also obvious that a greater percent of this group chose voca-
tions which they may enter in places having public industrIES/
stenography, accounting, bookkeeping and other industries.

Miscellaneous—Not to be overlooked are these factors which
may have an influence on the ﬁndings of this study:

1. The wealth of the communities in which the schools are found.
2. The faculties of the different schools.

3. The courses of study in the different schools.

4. The parents of the seniors.

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Anyone of these factors might inﬂuence the choices of seniors:
aboy may want to become a doctor because his father is a doctor,
because his parents are wealthy, because a teacher has inﬂuenced his
opinion or because he has found certain high school science courses
very interesting. Seniors may be inﬂuenced similarly toward other

vocations.

Many other factors may enter into the question of vocational
choices—factors that are intangible and which cannot be accurately
measured.

The fact that the same schools are sometimes used in more than
one group is also a factor that contributes to the shortcomings of the
study.

Table IV, which follows, summarizes the vocational choices of the
seniors in the various groups of schools. Table V shows how the voca-
tions rank in choice by the various groups.

TABLE lV

ASummary of Vocational Choices of Seniors in the Several Groups Studied

Percent of Seniors \Vho Chose Each
Indicated Vocation in:
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Percent expected to enter college... 45.5 53.9 47 6 51.1 31.0 67.8 47.9 52.1
Accounting: bookkeeping, etc. _. 5.2 1 6 5.9 46 3.8 7.1 38 4.1
Advertising ________________________________ .3 4 ______ 6 .4 1.1 ...... 1.5
Agricultural Agent 2.4 1 6 1 1 7 5.2 2.6 ...... .7
Au conditioning .01 ............................................
Architecture ________ .5 4 ...... 5 ...... .7 ...... 1
Art: cartoon drawing, oil painting,
4 ‘ Bio. ........................ 1,5 1,6 3.5 1.3 1.9 2.9 1.9 1.3
‘Vlatlon ....... 2.9 ...... 1.1 3.1g 3.8 4.4 1.9 3.4
Althetics _ .09 __________________________ | ............
Banking ...... .. .5 .4 .3 .9 1.4] ...... .5
Baseban coach _ ___________ .03 ......................................
geauty culture, barbering, etc. .......... 4.7 7.9 3.5 3.1 5.2 1.8 9.6 2.2
1910810211 research _____ .. .03 .......................... .1
gmldlng trades ........ .1 .4 .1