Predicting Success of Pharmacy Students Using Traditional and Nontraditional Measures by Race. Research Report No. 7-88.

Autor/inn/en	Bandalos, Deborah, L.; Sedlacek, William E.
Institution	Maryland Univ., College Park. Counseling Center.
Titel	Predicting Success of Pharmacy Students Using Traditional and Nontraditional Measures by Race. Research Report No. 7-88.
Quelle	(1988), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Asian Americans; Black Students; College Entrance Examinations; College Students; Grade Point Average; Higher Education; Multiple Regression Analysis; Pharmaceutical Education; Predictive Measurement; Predictor Variables; Racial Bias; Racial Differences; Scores; Test Validity; White Students + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Aufnahmeprüfung; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prädiktor; Racial discrimination; Rassismus; Rassenunterschied; Testvalidität
Abstract	Multiple regression analysis was used to examine scores on the Pharmacy College Admission Test (PCAT) and pre-pharmacy grade point averages (GPAs) as predictors of academic success in pharmacy school. Separate analyses were made for White (n=471), Black (n=54), and Asian (n=96) subgroups, as well as for the total sample of 643 students who entered the pharmacy school at a large eastern university between 1975 and 1986. The results indicate that the predictors differed significantly in importance for the three subgroups. In a separate analysis, the eight variables within the Noncognitive Questionnaire were examined with respect to their predictive power when included in an equation with pre-pharmacy GPA and PCAT total score. One of the non-cognitive variables--understanding and dealing with racism--significantly increased the overall R squared value. It should be noted that the sample size for this study was quite small, limiting both the validity and generalizability of the findings. The small sample size also undermined the attempt to distinguish results across racial groups for the non-cognitive variables. Implications for educators and admissions personnel are discussed. Two data tables provide demographic characteristics of the subjects and results of multiple regression analyses. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC