| The purpose of this study was to explore whether or not there existed a relationship for the Stage I variables age, gender, race, categorical income, attendance intensity, type of program, tuition and fees, and employer aid and the Stage II variable teaching assistantship contact hours of enrolled education and non-education doctoral students. The data used in this study was collected from a longitudinal study of American postsecondary students from the 1999--2000 National Postsecondary Student Aid Study (NPSAS: 2000). The NPSAS: 2000 is a comprehensive nationwide study conducted by the United States Department of Education's National Center for Education Statistics (LACES) to determine how students and their families finance American postsecondary education. The NPSAS: 2000 sample represents an estimated 16.5 million undergraduates, 2.4 million graduate students, and 300,000 first-professional students who were enrolled at some time between July 01, 1999 and June 30, 2000. The population of all enrolled education and non-education doctoral students who reported having full teaching responsibilities for one or more courses were categorized. Of the categorized 2,671 enrolled doctoral students that were identified as having full teaching responsibilities for one or more courses, 2,116 were identified as non-education majors and 555 were identified as education majors. Multiple correlation and regression procedures were computed for each of the categorized groups' teaching assistantship contact hours which represented the Stage II variable and Stage I variables of age, gender, race, categorical income, attendance intensity, type of degree, employer aid, and tuition & fees. This study concluded that Stage I variables did influence the Stage II variable. |
