Winter 1981 Study of Black Graduate/Professional Students Attending Predominately White, State-Supported Universities. Preliminary Report.

Autor/inn/en	Allen, Walter R.; und weitere
Institution	Michigan Univ., Ann Arbor. Center for Afroamerican and African Studies.
Titel	Winter 1981 Study of Black Graduate/Professional Students Attending Predominately White, State-Supported Universities. Preliminary Report.
Quelle	(1982), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Black Students; College Desegregation; Family Characteristics; Graduate Students; Higher Education; Occupational Aspiration; Peer Relationship; Professional Education; Racial Relations; Research Opportunities; Scholarship; Social Adjustment; State Universities; Student Characteristics; Student Teacher Relationship; Whites + Suchen Sie Ihr Suchwort? Schulleistung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsneigung; Berufsziel; Peer-Beziehungen; Berufsausbildung; Forschungshaushalt; Scholarships; Stipendium; Soziale Anpassung; Staatliche Universität; White; Weißer
Abstract	Characteristics, experiences, and aspirations of black graduate and professional students at six large and predominantly white state universities were surveyed in 1981. Attention was directed to grade point averages (GPAs), involvement in professional activities, program of study, educational and occupational histories, career choice, relations with peers and faculty, campus race relations, undergraduate experience, personal characteristics, and family background. Findings include the following: 50 percent had GPAs above 3.3 and 58 percent had GPAs above 3.0; 60 percent had not read a paper at professional meetings, 87 percent had not published a paper, and 84 percent had not been awarded research funding; 20 percent felt part of campus life (student activities); 60 percent were under 31 years old, and 25 percent were between 31 and 38 years old; 58 percent responded that professors sometimes involved black students in their research projects and nearly 25 percent said this never happened; 51 percent reported that white students sometimes avoided interacting with them socially, and 34 percent said that this happened often. It is concluded that faculty relations, social isolation, and supportive services may be influential in black student success. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01