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Abstract
Variables associated with the work ethic of career and technical education (CTE) high school seniors were analyzed, including gender, race, work-based learning, socioeconomic status, applied mathematics, reading for information, and locating information. Dependent variables were the work ethic constructs of interpersonal skills, initiative, and dependability as measured by the three subscale scores from the Occupational Work Ethic Inventory. A convenience sample consisting of 533 CTE students with complete data sets were used.Archival data were retrieved and multiple regression analysis was used to answer the following questions:1. What combination of gender, race, work-based learning, socioeconomic status, applied mathematics, locating information, and reading for information provides the best model for explaining the variance in scores on the work ethic construct of interpersonal skills?2. What combination of gender, race, work-based learning, socioeconomic status, applied mathematics, locating information, and reading for information provides the best model for explaining the variance in scores on the work ethic construct of initiative?3. What combination of gender, race, work-based learning, socioeconomic status, applied mathematics, locating information, and reading for information provides the best model for explaining the variance in scores on the work ethic construct of dependability?Three of seven independent variables showed significance. Socioeconomic status (SES) was significant in the work ethic construct of initiative. Reading for information was significant in the work ethic construct of initiative and dependability. Work-based learning (WBL) was significant in all three work ethic constructs including interpersonal skills, initiative, and dependability.