Abstract
This study explores the impact of higher education on 3,942 arts and sciences students as measured by change in their freshman and senior ratings of four Clark-Trow “educational philosophies”: vocational, academic, collegiate, and nonconformist (Clark and Trow, 1966). A repeated measures analysis of variance was applied to each of the four philosophies, controlling for sex, entering year, major, parents' educational background, scholastic aptitude, and academic motivation. As expected from Clark-Trow theory, students showed significant increases in academic and nonconformist philosophies, and decreases in vocational and collegiate philosophies. Relationships between independent variables and freshman-senior change suggested post hoc reinterpretation of the dimensions underlying the Clark-Trow “phenotypes”: i.e., from “identification with the college” and “involvement with ideas” to “social interests” and “academic interests” (the latter suggested by Terenzini and Pascarella, 1977).
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Wilder, D.H., Midkiff, R.M., Dunkerly, R.E. et al. Higher educational impact on student objectives: Longitudinal change in Clark-Trow “educational philosophies”. Res High Educ 37, 179–198 (1996). https://doi.org/10.1007/BF01730118
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DOI: https://doi.org/10.1007/BF01730118