Comparison of Democratic Maturity and Self-Fulfillment between High School Af Jrotc Cadets and Upper Division College Students

Groups Involved The first group included 154 high school Air Force JROTC cadets in a San Diego high school. They ranged in age from 14 to 20 years with a mean age of 16.05, and with a standard deviation of 1.03 years. There were 70 females and 84 males in the cadet group. Eighty two of the cadets were sophomores, 48 were juniors, and 24 were seniors (This means it is a comparison between sophomores in high school with seniors in college). The second group was composed of 142 teacher preparation students in the junior and senior year of college at a major university in Tennessee. They ranged in age from 20 to 52 years with a mean age of 23.84 years, with a standard deviation of 5.05 years. In the college junior group there were 9 males and 32 females; while in the college senior group there were 14 males and 87 females. Tests Used The two psychological tests used for the assessment purposes each have 200 true/false type items, distributed equally with 25 items in each of 8 part scores. Both tests are in final stages of standardization, and this is considered to be a part of the validation studies. The tests include behavior elements essential for success and effective living in a democracy, which is clearly included in JROTC training, but too often neglected in other high school and college programs. Democratic Maturity The Democratic Maturity Test (DEMO) by Cassel and Kolstad (1998) was used for this portion of the study, and for purposes of measuring "democratic maturity. " It is based on the John Dewey definition of a democracy --"a democracy is the interdependence of independent individuals. " Part I of the test includes four part scores that seek to measure Personal Maturity as the basis of "independence" in the Dewey definition (ability to make a living in economic competition). Part 2 seeks to measure Social Integration, with four part scores, and as the "interdependence" portion of the Dewey definition (ability to get along with all kinds of people - different races, religions, and cultures). The test is designed to assess the degree to which certain critical factors that are essential for effective living and success in a democracy are present in our high school and college programs. Self-fulfillment The Self-fulfillment Inventory (SELF) by Cassel (1998) includes 200 true/false items distributed in 8 different part scores, with 25 items in each. The test is based on "cognitive dissonance" as described by Leon Festinger (1957), and is a further defining of the earlier "free association" as described by Freud; which has served as the basis for psychoanalysis for many years. Cognitive dissonance is described as a hurt caused by personal needs that have not been properly gratified. In this sense, then, the test measures "hurts" (cognitive dissonance) in eight different parts of one's life space. The higher the score on the test, the greater the cognitive dissonance present. General Findings The surprising part of the findings depicted in Table 1 below suggests the worth of the JROTC and ROTC training programs in our high schools and colleges across the United States. It is clear from these findings that ROTC programs provide individuals with critical skills in relation to democratic maturity that are deemed essential for success in a democracy, and which are so seldom recognized in our schools and colleges. It is also clear from the multiple regression below that both the cadets and the upper division college students continue to achieve self-fulfillment as they pass through the higher grades both in high school and college. It is also clear that college students achieve significantly higher self-fulfillment than the JROTC cadets, and as one might expect. Table 1 Computing of t-Test for Mean Scores Between the AF JROTC Cadets and College Students (N= 154 Cadets, & N= 142 Upper College Classmen) Scores AF JROTC College Difference Students 1. …