Factors That Influence the Academic Performance of Black Students at A Predominantly White University

1999 ◽  
Author(s):  
Muzette Danni Carter
Keyword(s):  
Academic Performance ◽  
Black Students ◽  
Predominantly White ◽  
Predominantly White University

Identification Patterns among Black Students at a Predominantly White University

1997 ◽  
Vol 27 (4) ◽  
pp. 256-260 ◽  
Author(s):  
Fathima Moosa ◽  
Gary Moonsamy ◽  
P. Fridjhon
Keyword(s):  
Locus Of Control ◽  
Black Students ◽  
Predominantly White ◽  
Dominant Culture ◽  
Control Scale ◽  
Dialectical Theory ◽  
Predominantly White University ◽  
Psychological Instruments ◽  
The University ◽  
The Relationship

The ‘dialectical theory of reactive identification and cultural in-betweenity’ proposed by the Somali psychologist Bulhan, outlines three main identification patterns among the black intelligentsia: ‘capitulation’ to the dominant culture and ideology, ‘revitalisation’ of traditional culture, and ‘radicalisation’ of both so as to arrive at a new and higher synthesis. Three scales (developed by Bulhan, 1980) corresponding to each identification pattern was administered to a group of 66 black students at the University of the Witwatersrand. Rotter's Locus of Control Scale was also administered so as to determine the relationship between the different identification patterns and locus of control. Specific hypotheses were tested, with some being confirmed and some being refuted by means of various psychological instruments. The ‘dialectical theory of reactive identification/cultural in-betweenity’ and the empirical findings are discussed in terms of their applicability to South Africa.

Influence of Field-Independence and Study Habits on Academic Performance of Black Students in a Predominantly White University

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1101-1102 ◽  
Author(s):  
Frederic J. Levine
Keyword(s):  
Black Students ◽  
Predominantly White ◽  
Black Males ◽  
College Freshmen ◽  
Small Sample Size ◽  
Small Sample ◽  
Study Habits ◽  
Field Independence ◽  
Predominantly White University ◽  
Preliminary Study

The relation of field-independence and of study habits and attitudes to grades of black (19 men, 49 women) and white (18 men, 39 women) college freshmen was studied. Field-independence was positively related to grades for black males only, and study habits were negatively related to grades for black males. Small sample size and a relatively unreliable dependent variable make this only a preliminary study.

Campus Diversity: Implementing the Town Hall Approach for Racial and Cultural Understanding at a Predominantly White University

NASPA Journal ◽  
2002 ◽  
Vol 40 (1) ◽  
Author(s):  
Celina Valentina Echols ◽  
Young Suk Hwang ◽  
Connie Nobles
Keyword(s):  
Predominantly White ◽  
Campus Climate ◽  
Cross Cultural ◽  
Town Hall ◽  
Campus Diversity ◽  
Predominantly White University ◽  
Attitudes And Knowledge ◽  
Race 2 ◽  
The Town ◽  
Cultural Interactions

This paper uses students’ responses from the dialogues of a town hall meeting to examine the beliefs, attitudes, and knowledge about racial and cultural diversity at a mid-size, predominantly white university in Louisiana. The four major themes that emerged from this experience were: (1) perceptions about race, (2) stereotypical beliefs about cross-cultural interactions, (3) uncomfortable campus climate, and (4) disequilibria associated with prejudicial teaching by parents. Implications and recommendations for increasing positive cross-cultural interactions among members of the campus community are discussed.

Sign in / Sign up

Export Citation Format

Share Document