Cultural mistrust, ethnic identity, racial identity, and self‐esteem were examined among African (n = 26), African American (n = 110), and West Indian/Caribbean (n = 24) university students. African American students' scores were statistically different from those of African and West Indian/Caribbean students on cultural mistrust, racial identity, and ethnic identity measures. There were no statistically significant differences on self‐esteem among the 3 groups. Results did indicate that cultural mistrust, ethnic identity, and racial identity accounted for 37% of the variance in self‐esteem for African American students. Implications for practice and future research directions are discussed.

❖The Necessary Components Retention Program Assessment model provides a conceptual foundation for assessing factors that contribute to minority student persistence at predominantly White institutions. The six components of this model were used to assess differences between student participants and nonparticipants in a minority retention program geared toward African American students. The sample included 97 students-72 females and 25 males. Study results indicated that the model explained differences between program participants and nonparticipants. Leadership Opportunities contributed most to these differences, followed by Worth and Competence, Social Integration, and Ethnic and Peer Attachment. These results provide a framework for further exploration of the relationship between students' college experiences and persistence.Many colleges and universities have sought to enhance the retention of minority students via cultural identity development and peer support programs. While many such programs reported positive effects on student persistence (Griffin, 1991), few have been systematically evaluated.

The Necessary Components Retention Program Assessment model provides a conceptual foundation for assessing factors that contribute to minority student persistence at predominantly White institutions. The six components of this model were used to assess differences between student participants and nonparticipants in a minority retention program geared toward African American students. The sample included 97 students--72 females and 25 males. Study results indicated that the model explained differences between program participants and nonparticipants. Leadership Opportunities contributed most to these differences, followed by Worth and Competence, Social Integration, and Ethnic and Peer Attachment. These results provide a framework for further exploration of the relationship between students' college experiences and persistence.