African American College Students at a Predominantly White Institution: Patterns of Success.Report as inadecuate




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This study investigated factors affecting the success of African American students at a large, predominantly white, Catholic commuter institution, with approximately 10 percent African American enrollment. The study examined how students perceived campus climate; environmental factors impeding success and contributing to success; the effect of students' perceptions and expectations of the university environment on their experiences; and knowledge and actions successful African Americans used to overcome barriers to academic success. Data for the study included longitudinal academic data for all incoming freshmen; focus groups; and one-on-one interviews with successful African American students and recent graduates. Quantitative analysis of the data indicated that for African American students, first semester grade point average was the main determinant of first-year retention; high school average, number of hours spent studying, and self-ratings of drive to achieve were the best predictors of grades in college. There were fewer quantitative differences between high- and low-performing African American students than among white students. Qualitative analysis of factors such as high school experiences, importance of family, on-campus support, faculty and administrators, involvement in ethnic/cultural organizations, and campus climate found that African Americans who persisted into their sophomore year were similar to those who did not; the primary predictor of retention was again first-semester grade point average. (Contains 25 references.) (SM)

Descriptors: Academic Achievement, Academic Persistence, Black Students, Catholic Schools, College Freshmen, Educational Environment, Grades (Scholastic), Higher Education, Qualitative Research, School Holding Power, Statistical Analysis, Student Attitudes, Student Attrition, Student Characteristics, Student Motivation











Author: Hall, Clover

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9201&id=ED443317







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