Intragroup Differences Between Black Native and Transfer Students at a Predominantly White University: Implications for Advising

Judith C. Rodriguez, Deborah Kaye, Norma Stice, Karen Reedy, Josephine Frazier, Barbara Brice

Producción científica: Articlerevisión exhaustiva

Resumen

This research project identified demographic, academic, and social differences between Black native (entering, first-year) and Black transfer students at a predominantly White, urban, public university. A questionnaire mailed to all Black students (N = 735) elicited 172 responses (23%). Most students from both groups felt that the university promoted a positive race attitude. They also expected their advisors to be accessible and to know academic programs and policies. The researchers found significant differences in age, marital status, and who had been most influential in a student's having remained in school. Native students used the Career Development Center and Minority Student Alliance at a greater rate, and a larger percentage of them participated in the African American Student Union, the Student Government Association, the International Student Organization, and sororities and fraternities.
Idioma originalAmerican English
Páginas (desde-hasta)31-35
Número de páginas5
PublicaciónNACADA Journal
Volumen15
N.º1
DOI
EstadoPublished - mar 1 1995

Disciplines

  • Political Science
  • Higher Education
  • Curriculum and Instruction

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