Abstract
This paper studies the impact of university membership and of participation in university roles and tasks on undergraduate orientations toward scientific or scholarly careers. Differences in personal background characteristics are also considered. Subsamples of data were drawn from ACE-Carnegie surveys of (a) freshman entering U.S. colleges and universities in 1968, (b) the same cohort at Christmas, 1969, and (c) faculty teaching at these institutions during Spring, 1969. Respondents for the present study represented 40 universities and six academic departments in these institutions. Findings show that direct contact with faculty, particularly in departments of high research productivity, was influential in the development of female orientations. This did not hold for male respondents, however, for whom involvement with academic work had a greater impact on orientations.
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