Abstract
A movement exists in academia to provide students majoring in criminal justice and criminology with a broad-based social science education. In this study we assess the extent to which adherence to a social science approach conditions the academic performance of students who transfer from two-year colleges that emphasize a vocational perspective with no liberal arts tradition. Transfer and nontransfer criminology majors attending the University of Northern Iowa are compared on overall mean grade point, major grade point average, and dropout rate. Students majoring in criminal justice at Northern Arizona University are used as a comparison group to examine the effects of a more vocational approach to education. Findings and implications are discussed.
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