Master's Theses

Document Type

Thesis - campus only access

Date of Award

Spring 2005

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

Abstract

The purpose of the researcher was to Investigate Latino college student development according to Arthur Chickering's developmental vectors. The sample consisted of 84 Latino undergraduate students at Fort Hays State University. The independent variables investigated were gender, age, classification, transfer status, and language status. The dependent variables were scores from the eight scales of the Developmental Questionnaire. Three composite null hypotheses were tested employing a three-way analysis of variance (general linear model) at the .050 level. A total of 128 comparisons were made with 40 being main effects and 88 being interactions. The results indicated that for the 40 main effects 3 were statistically significant at the .050 level. The statistically significant main effects were the following: 1. the independent variable gender and the dependent variable Managing Emotions, 2. the independent variable transfer status and the dependent variable Developing Integrity, and 3. the independent variable transfer status and the dependent variable Total Of the 88 interactions, 3 were statistically significant at the .050 level. The following interactions were statistically significant: 1. the independent variables gender and age for the dependent variable Developing Competence. 2. the independent variables class and transfer status for the dependent variable Developing Purpose, and 3. the independent variables age and language status for the dependent variable Moving Through Autonomy toward Interdependence. The results of the present study appeared to support the following generalizations: 1. females learn to manage their emotions faster than males. 2. native students develop integrity faster than transfer students, 3. native students had a greater total development than transfer students, 4. gender and age should be interpreted concurrently for developing competency, 5. classification and transfer status should be interpreted concurrently for developing purpose. 6. age and language should be interpreted concurrently for moving through autonomy toward interdependence, and 7. the students in this sample have typical development.

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Rights

© 2005 Sonia Esquivel

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