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Using questionnaire derived-data from randomly selected Northeast Alabama high schools, an historical comparison was made of the educational goals of 924 seniors in 1966 (19 schools) and 918 seniors in 1972 (15 of the same schools). Differences in the status projections of 1966 youth (438 males and 486 females) and their 1972 counterparts (470 males and 448 females) were made on the basis of sex. Research objectives were to determine: (1) the nature and extent of patterns of change relative to educational status goals and (2) the influence of place of residence on change in educational status orientations. Compared by year, the educational orientations of male and female respondents were tabulated for five orientation dimensions (aspiration, expectation, goal deflection, intensity of aspiration, and certainty of expectation) and for the same dimensions with reference to place of residence. Findings indicated that between 1966 and 1972: educational aspirations had significantly declined; the value placed on education had substantially declined; the certainty of achievement of educational expectations had lessened; the 1972 male respondents had experienced less incongruence between their educational aspirations and expectations than had 1972 females; and the downward change had persisted regardless of residence type. (JC)

Because the number of students seeking admission to colleges of veterinary medicine exceeds the number that can be admitted, and because the changes that characterize veterinary students today have important implications for veterinary educators and administrators, this study focused on characteristics of undergraduate pre-veterinary students attending land grant universities in the South. The adjusted sample included 245 students with a major in pre-veterinary medicine, 79 students with pre-veterinary medicine as a second or dual major, and 749 animal science majors (for comparison purposes). The profiles described students' personal characteristics; family background; high school, agricultural, and college experiences; career influences; goals; and selected attitudes. The study documented the increased number of women seeking admittance to the veterinary profession and broad acceptance of female participation in the profession. Many pre-veterinary students lacked farm and agricultural experience. Very few of them were black or of other minority groups. A vast majority of pre-veterinary students, regardless of sex, residence, or minority status, possessed largely positive attitudes toward agriculture and the agricultural industry. They were influenced in their choice of occupation and educational curriculum by their parents and the local veterinarian. (CM)

Data were obtained in 1977 via mail questionnaires sent to students at all 1890 and 1860 Land Grant Universities in the South with programs in agriculture, to examine selected background characteristics and subjective perspectives of agricultural economics majors, compared with majors in production sciences and all agriculture curricula. The weighted sample included 272 agricultural economics majors, 1,328 majors in production sciences, and 2,801 agriculture students. Of the three groups analyzed, agricultural economics majors were more likely to have farm backgrounds, education/work experience in agriculture, and greater commitment to careers in production agriculture; parents had primary influence in choice of major. Agricultural economics majors perceived themselves as being friendlier and more altruistic, more sure of their career orientation, more seriously concerned with the state of the nation and the world, and more willing to accept new ideas than other agriculture students relative to non-agriculture students. Implications for education included probable increases in agricultural enrollment, particularly from among students lacking farm backgrounds/experiences, and thus a challenge for agricultural faculty to use experiential learning programs (cooperative arrangements, internships), expose students lacking farm experience to knowledge of occupational alternatives in agriculture, and augment curricula to compensate for agricultural deficiencies in student background. (CM)

To examine ratings of satisfaction with selected community services in relation to spending preferences and to ascertain policy-relevant implications of citizen evaluations in planning and delivering rural services), a study focused on perceptions of community leaders and household respondents in eight rural Alabama counties. Research literature on policy-relevance of services ratings, monitoring service quality, ambiguity of satisfaction measures, spending preference as a policy-relevant variable, and differing attitudes of community leaders and nonleaders was reviewed. Data were collected by a mail questionnaire survey of selected county leaders (522 respondents) and by interviewing a random cross-sectional sample of 926 residents. Satisfaction scores and spending preferences were obtained for seven community services (water, public schools, ambulance, garbage, hospitals, fire protection, law enforcement). Leaders tended to be more satisfied with services, except for schools, where residents were more satisfied. Residents were less constrained in spending preferences: a majority wanted to spend more on four services (water, schools, hospitals, fire protection), while a majority of leaders wanted to spend more on three services (water, public schools, fire protection). These results illustrate fundamental differences in perspective between leaders and nonleaders: residents may evaluate and express preferences based on their experience, whereas leaders may take a broader, community-wide perspective. (MH)

Using the general hypothesis that job quality returns to education are positive for all employment indicators among race and sex groupings, a sample of young adults originally from southern rural areas and small towns was queried concerning the status ranking of their current occupation, income earned, supervisory responsibility, and extent of work autonomy. A mail contact procedure (supplemented by telephone and personal interviews) was conducted in 1979 and produced 964 completed questionnaires from a group previously studied in 1972. Of the respondents, 35.3% were black and 45.5% were female. Educational attainment was associated with occupational status within all race-sex groups. The largest percentage gain in occupational status for both race categories was at the bachelor's level; however, the gain for blacks relative to whites was much greater. Supervisory responsibility was associated with educational level among white males and females but not for blacks. White men and women were more likely to attain better job quality than black men and women at the lowest educational levels, but this difference diminished at the bachelor's level and favored blacks with a post college education. In general, whites achieved more job quality returns to education than blacks, and males accrued more returns to education than females. (BRR)

Students from 24 southern 1862 and 1890 land-grant universities were mailed questionnaires focusing on 5 topics of concern to persons in agricultural education administration, teaching, and counseling--family and personal backgrounds, high school and college experiences, work and employment experiences, personal goals (aspirations), and attitudes toward selected issues related to agriculture and agricultural occupations. A return rate of 60% from 1890 schools and 74% from 1862 schools provided a sample of 3,178 students, of whom 27.2% were female, 5.3% were black, 13.7% were married, 58% were juniors and seniors, 44.1% were oldest-youngest-only child, 62.8% grew up on a farm or in a rural area smaller than 10,000 population, and 14.1% came from a city 500,000 or larger. Almost all the students had been employed in a part-time or full-time job which was agricultural but nonfarm in nature. Sixty-five percent of the students were influenced in their choice of an agricultural major by family members. The virtually universal reason for choosing an agricultural major was to prepare for a career. That agricultural students are considerably different from their predecessors of a generation ago was vividly portrayed by the sizeable proportions of women and urban students, and the increased number of black students. (BRR)

Questionnaires which focused on attributes of undergraduate agriculture students and their reasons for enrolling in agriculture were returned by 3,182 students attending land-grant universities in the South, and a profile of Southern agriculture students evolved. During the 1970's, more women and fewer Blacks enrolled in agricultural curricula. While fewer than half of the students grew up in rural areas, almost two-thirds of their parents had grown up in rural areas. Half of their fathers were professionals or in managerial and administrative occupations. High schools attended varied widely in size. Most students reported above average grades in high school. A majority (59%) had farm work experience. Parents were the major influence in choosing an agriculture major. More than one-third indicated that college friends and college teachers/advisors had influenced them to choose an agriculture major. Most chose that major to prepare for a career. A majority expected good income prospects in agriculture and had had successful agricultural experiences. While two-thirds of the students associated their occupational goals with agriculture, only 17% wanted to farm. The majority worked to contribute financially toward their education. Students' preference for country life and their sense of altruism were important motivations in choosing an agriculture major. (CM)