Minority and Non-Minority Adjustment to College: Differences or Similarities? AIR 1996 Annual Forum Paper.

Autor/inn/en	Eimers, Marty T.; Pike, Gary R.
Titel	Minority and Non-Minority Adjustment to College: Differences or Similarities? AIR 1996 Annual Forum Paper.
Quelle	(1996), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; College Faculty; College Freshmen; College Students; Comparative Analysis; Data Collection; Dropout Rate; Educational Objectives; Goal Orientation; Higher Education; Minority Groups; Questionnaires; Social Discrimination; Student Adjustment; Student Motivation; Teacher Role + Suchen Sie Ihr Suchwort? Schulleistung; Fakultät; Studienanfänger; Collegestudent; Data capture; Datensammlung; Educational objective; Bildungsziel; Erziehungsziel; Zielorientierung; Zielvorstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Fragebogen; Soziale Benachteiligung; Soziale Schließung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Lehrerrolle
Abstract	This study investigated factors influencing the drop-out rate of minority college students as compared to that of non-minority students. Data were collected via mailed questionnaire from 799 freshmen at the University of Missouri-Columbia, a residential, public research university in the Midwest. The questionnaire evaluated such factors as parental encouragement and faculty-student interaction, perceptions of discrimination, congruence of values with the values of faculty and students at an institution, academic and social integration, academic achievement, student satisfaction, student perceptions of their development, institutional commitment, goal commitment and student intent to persist as possible factors affecting the retention rate of students. Findings indicated lower levels of entering ability and subsequent academic achievement for minority students, a strong correlation between institutional commitment and intent to persist, a high negative correlation between perceptions of discrimination and academic integration, a high correlation between perception of quality and intent to persist, and a high correlation between encouragement from family and friends and intent to persist. Generally, there were few substantive differences between minority and non-minority students. Three tables and one figure of the constructs and paths tested in the hypothesized causal model are included. (Contains 48 references.) (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC