Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Sue H.; Sedlacek, William E. |
|---|---|
| Institution | Maryland Univ., College Park. Counseling Center. |
| Titel | Gender Differences among Incoming African American Freshmen on Academic and Social Expectations. Research Report #7-94. |
| Quelle | (1995), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Academic Persistence; Black Achievement; Black Students; College Environment; College Freshmen; Expectation; Higher Education; School Holding Power; Sex Differences; Socialization; Student College Relationship |
| Abstract | Given that people's expectations influence their behavior, it is important to examine the expectations of incoming college freshman whose beliefs and hopes may help to determine their academic and social integration, which have been linked to persistence and retention rates. Of 212 African American freshman who completed the "University New Student Census" during summer orientation, more males than females reported that the main reason they attended college and planned to graduate was to make more money. Males also indicated less interest in pursuing higher academic degrees. Fewer females than males intended to work during their first year. In addition, females and males differed regarding expectations about selection of a major and difficulty of college coursework. Males and females indicated different social expectations. More males reported interest in counseling for problems with alcohol, although the overall percentages interested were low. More females than males felt that everyone should do volunteer work and expected to be involved in campus groups, including religious activities. Many of these areas in which gender differences were found correspond to noncognitive variables, which have been shown to predict success and adjustment of nontraditional students. Other findings are reported. Contains 26 references. (JBJ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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