A comparative study of attitudes concerning the need and effect of required American history and government in selected Texas colleges and universities

Abstract

The major purpose of this study was to make a comparison of attitudes toward the needs and effect of required American history and government courses in selected Texas colleges and from selected members of the Texas Legislature. A comparison of attitudes of instructors and students was made on a public vs. private institutional basis; a junior vs. senior institutional basis; and on a predominantly black vs. predominantly white institutional basis. The study included the determination of attitudes toward the need for American history and government as well as the determination as to whether these needs are being met and at what level they are being met. Data in the study were gathered by means of a jury validated opinionnaire distributed to selected faculty members and students in eight Texas colleges and universities. A similar opinionnaire was distributed to selected members of the 61st Texas State Legislature. Data were analyzed by using the TESTAT and ANOVAR computer programs designed to provide an item analysis. The ANOVAR program was used to provide an analysis of variance between group means. The analysis of data showed that there is general agreement relating to the purposes and objectives of American history and government. The instructor and legislature population showed an extremely high correlation relating to need while the correlation of the student population was not as high. There tends to be more disagreement relating to the effect of American history and government among the three groups. In analyzing the responses of the subgroups of the items relating to the need for American history and government, there was some group variability among faculty groups on a public vs. private basis but very few significant differences noted on a white vs. black and senior vs. junior institutional basis. However, in analyzing the responses of students, there was a much higher degree of group variability on a white vs. black and a senior vs. junior institutional basis. There was very little group variability between the students on a public vs. private institutional basis. The study is concluded with the presentation of general conclusions, recommendations for further study, and suggestions for revision of current statutory provisions relating to American history and government courses.