Graduate Thesis Or Dissertation
 

A study of self-concept among Mexican-American/Chicano(a) students attending community colleges and four-year institutions of higher education in Oregon

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  • The purpose of this research was to do a comparative study of the self-concept of Mexican-American/Chicano(a) students enrolled in two- and four-year institutions of higher education in western Oregon during the 1985-1986 academic year. The secondary purposes of the research were: 1) To ascertain if there were any significant differences in self-concept of the two-year community college students versus the four-year institution students. 2) To collect demographic data from the participants and to establish a demographic profile. The study respondents were drawn from all the minority students with Spanish surnames enrolled in the four institution studied: 33 community college students and 68 four-year institution of higher education students. The Tennessee Self Concept Scale (TSCS) and a demographic and personal background questionnaire were used. Hypotheses Ia IIa. IIIa, and IVa were analyzed using analysis of variance in a Split-Plot design method. A one-way classification analysis of variance to test the relationship of "the total positive" with the set of questions was used. The findings on the four hypotheses and on the relationship between the "total positive" with a set of questions from the demographic and personal background questionnaire revealed that there was no significant difference in the self-concept of either group of two-and four-year institutions of higher education students in any category that was tested (sex, age level, etc.). The relationship between the "total positive" from the TSCS with a set of questions from the demographic and personal background questionnaire also indicated no significant differences except in regard to year in school (seniors had a higher self-concept than juniors, juniors than sophomores, and sophomores than freshmen) and in regard to "student's view on academic achievement." The students who indicated "above-average" on "view of academic achievement" had higher mean scores on the "total positive" score (TSCS) than the ones who indicated "average" or "below-average." The conclusion can be drawn from this research that self-concept does not affect choice of post-secondary educational institution. In general, all Mexican-American/Chicano(a) students in this research have a similar view of themselves. However, when level of education is taken into consideration, the upper-division students have higher "total positive" scores than the lowerdivision students. Furthermore, this research has also identified some general characteristics of the Mexican-American/Chicano(a) students attending the two- and four-year institutions of higher education in western Oregon.
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