Abstract
The purpose of the study was to solicit data from both successful and nonsuccessful former Mini-Corps trainees who had participated in the program in the California Counties of San Bernardino and Riverside during the years 1981-1986. Both groups were asked to indicate the impact of 13 selected factors. Methodology. Descriptive research, involving the use of a questionnaire, was utilized to solicit the perceptions of two groups of former trainees, successful and nonsuccessful, relative to the 13 factors investigated in the study. For 25 years successful trainees and 26 nonsuccessful trainees, responses to 13 five-point Likert-scaled questionnaire items were statistically examined for significant differences using the Independent t Test. Findings and conclusions. (1) Trainees' perceptions of themselves as agents of educational change, agents of social change, role models, degree of identification with students served, degree of community involvement, sense of belonging and identification with the college environment, and support of their master teacher, family, college coordinator, and participating college do not appear to contribute to their success or nonsuccess in the program. (2) Trainees' perceptions of salary constraints experienced, expected versus actual role of trainee, and degree of shared decision making afforded them appear to contribute to their success or nonsuccess in the program. (3) It may be generally concluded that the Mini-Corps meet many of the direct and indirect expectations historically placed upon ethnic minority teacher training programs. Recommendations. (1) It is recommended that the Mini-Corps follow its present recruitment and selection practices. (2) It is recommended that the Mini-Corps become more known to school districts needing bilingual teachers with the intent of forming partnerships to address the needs of both parties. (3) Prospective trainees should receive a more detailed description of the role of trainee before entering the program. (4) The Mini-Corps should include the trainees in the decision-making processes affecting the program.