Relationship of Special Studies to Dropout Rates of Black and White College Students

1979 ◽  
Vol 44 (1) ◽  
pp. 73-74
Author(s):  
Sidney E. Brown ◽  
Leroy Ervin
Keyword(s):  
White Students ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Disadvantaged Students ◽  
Black And White ◽  
Regular School ◽  
Significant Difference ◽  
Special Studies ◽  
Relationship Of ◽  
White College

Differences between two groups of students were examined on the basis of participation ( n = 73) and non-participation ( n = 67) in a special studies program designed primarily to meet the needs of disadvantaged students at a selective midwestern private liberal arts college. Blacks participating in the regular school program had significantly higher dropout frequencies than did blacks in the special studies program. No significant difference in dropout frequency was found between participating and nonparticipating white students.

scholarly journals Breaking Down Walls and Building Bridges: A Study of Cross-Racial Interactions across Two Predominantly White Campuses

JCSCORE ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Tabitha Grier-Reed ◽  
James Houseworth ◽  
David Diehl
Keyword(s):  
Predominantly White ◽  
Parent Education ◽  
White Students ◽  
Ego Networks ◽  
Black And White ◽  
White Institutions ◽  
Significant Difference ◽  
Diversity In Higher Education ◽  
White Institution ◽  
White Campuses

We examined predictors of self-reported cross-racial interactions (CRIs) by exploring ego networks for 355 Black and White undergraduates at two predominantly White institutions (PWIs). One PWI was 67% White, and the otherPWI was only 50% White. Institution, 1st year status, and racial homogeneity of student network were significant predictors of CRI. Students at the less structurally diverse university (that was 67% White) reported fewer CRIs;students with racially homogeneous networks (i.e., where all alters/connections were the same race as each other) also reported fewer CRIs. In contrast, 1st yearstudents reported a higher number of CRIs. Network homophily (i.e., where alters/connections in a network were all the same race as ego--the student himor herself) did not significantly predict CRIs, and neither did parent education or ego’s (i.e., the students’) race or gender. There was one significant difference by race; however, a higher percentage of White students had racially homogeneous networks. The importance of structural, interactional, and curricular diversity in higher education is discussed.

An Empirical Evaluation of a Summer Bridge Program on College Graduation at a Small Liberal Arts College

2020 ◽  
pp. 152102512096003
Author(s):  
Christiaan Greer ◽  
Cheng Chi ◽  
Nicole Hylton-Patterson
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College ◽  
Empirical Evaluation ◽  
Disadvantaged Students ◽  
College Graduation ◽  
Summer Bridge Program ◽  
Summer Bridge ◽  
Bridge Program ◽  
College Graduation Rates ◽  
National Trends

This longitudinal study evaluated the efficacy of a summer bridge program (SBP) and other support services on college graduation rates at a small liberal arts school in Purchase, NY. Financially disadvantaged students (n = 136) receiving a scholarship and a summer bridge curriculum within the Manhattanville Achievement Program were compared to students who received Pell Grants but did not receive the summer bridge program (n = 1,293) from 2008–2014. Outcomes assessed included graduation at 4 years and 6 years post-enrollment, GPA, and demographic characteristics of those who were more likely to graduate. Results indicated that enrollment in the SBP predicted a greater likelihood to graduate at 4 and 6 years while enrollment in the SBP did not predict higher GPA at either 4 or 6 years post-enrollment. Consistent with national trends, men were less likely to graduate than women. Implications of the findings are discussed.

Differences between Actual and Predicted Grade Point Averages of Black and White College Students

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1140-1142 ◽  
Author(s):  
Sidney E. Brown ◽  
Anthony J. White
Keyword(s):  
College Students ◽  
Black Students ◽  
Grade Point Average ◽  
Analysis Of Variance ◽  
White Students ◽  
Grade Point Averages ◽  
University Admissions ◽  
Grade Point ◽  
Black And White ◽  
White College

A University admissions procedure was examined to determine the validity of the predictive grade point average by comparing white students with black students. Subjects were 434 black and 373 white students enrolled over 4 yr. Analysis of variance indicated that black and white students were similar regarding their actual and predicted first quarter grade averages.

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