Suchergebnisse

This article deals with values and value changes at three levels: (1) What values do cadets at the U.S. Military Academy (USMA) hold at entrance, and do they hold the same values as other college students? (2) How do USMA cadet values change during their four years at West Point? (3) How consistent is the pattern of change from cohort to cohort? Using the Scott Values Inventory (SVI) and the Army Year of Values Survey (AYVS), cadets entering the United States Military Academy were found to have higher scores than students entering a nonmilitary four-year public university. Using the SVI, four cohorts of cadets at the Academy provided repeated measures of their values from entrance to graduation. The pattern of changes in values for all four classes was similar; the similarities of how each class changed were remarkable in view of changes in the curriculum and student body during the seventeen years of this study. Using the AYVS, two cohorts of cadets showed that values recognized as appropriate for Army leaders were high at entrance and remained so over their four years in higher education.

This article addresses whether there is a "gap" between the attitudes and perspectives of military students (at the military academies and at colleges with Reserve Officer Training Corps [ROTC] detachments) and students at civilian colleges. It is a limited study in that only three sets of student attitudes were examined, which were those pertaining to American society and its culture, military professionalism, and civil-military relations. The authors conclude that there is no significant gap between the attitudes and perspectives of military students in precommissioning undergraduate education and graduating seniors in civilian institutions. Rather, they were struck overall by the relatively high degree of similarity in responses. They also found a remarkably similar understanding of military professionalism, but, unfortunately, serious misunderstandings about proper civilmilitary relations on the part of both groups of students. Recommendations are proposed to correct the deficiencies noted in precommissioning professional military education.

Despite previous opposition from officials & cadets, West Point responded to Congressional legislation by beginning its preparation for F candidates in 1975. The objective of the academy was to provide equal training & treatment for both sexes as allowed by law. To achieve this goal, consultants were called in to advise officials on the minimum modifications needed to accommodate physiological differences. West Point's experience during the first year of coeducation is discussed. Attention focuses on attitude changes among M & F cadets in addition to discussing the physical & academic performance rates for both sex groups. F cadets performed similarly to their M counterparts during Cadet Basic Training, although Ms indicated a resentment of certain modifications in physical requirements. (F cadets, for example, were given training in self-defense skills instead of boxing.) The failure to achieve total acceptance & integration of F cadets by the end of the first year is attributed more to the ratio unbalance between M & F candidates (1,366:119) than to any lack of commitment or ability of women cadets. P. Hoye.