Employing noncognitive variables in admitting students of color

Sedlacek, William E.

doi:10.1002/ss.37119967408

Cited by 12 publications

(8 citation statements)

References 8 publications

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“…The participants' affinity for a noncognitive conceptualizations of academic success over cognitive ones is of value. This finding was consistent with scholars' assertions of the value of noncognitive variables in determining academic success (Sedlacek, 1996;Sedlacek & Adams-Gaston, 1992;Tracey & Sedlacek, 1984). In addition, aspects of the Tinto's (1993) model of student departure may assist practitioners whom supervise, advise, teach, and/ or guide these persons academically.…”

Section: Practical Implicationssupporting

confidence: 83%

Black College Athletes’ Perceptions of Academic Success and the Role of Social Support

Carter‐Francique

Hart

Steward

2013

Journal of Intercollegiate Sport

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The purpose of this study is to understand Black college athletes' perceptions of academic success and how social support contributes to their academic success at predominantly white institution of higher education (PWIHE). Utilizing a qualitative approach, the authors conducted narrative interviews to capture the experiences of Black college athletes (n = 9) at a PWIHE in the southwest region of the United States. Critical race theory was employed to understand the social realities and academic experiences of racial minorities within the academic environment. Findings revealed Black college athletes' social support was based on their role as a college athlete and as a racial minority, thus reinforcing the notion of social isolation and alienation. Acknowledging the National Collegiate Athletic Association's (NCAA) definition of academic success (e.g., grade point average, graduation), it is plausible that understanding how college athletes perceive academic success and value of social support can aid in achieving academic success according to the NCAA of not only Black college athletes, but a diverse body of college athletes.

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Section: Practical Implicationssupporting

confidence: 83%

Black College Athletes’ Perceptions of Academic Success and the Role of Social Support

Carter‐Francique

Hart

Steward

2013

Journal of Intercollegiate Sport

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“…For example, Sedlacek and Tracey have shown that noncognitive variables of students of color such as self confidence, dealing with racism, availability of strong support, and successful leadership experience as measured by the Noncognitive Questionnaire, correlate with the success of students of color more than the usual measures of standardized tests and grades (Sedlacek, 1996;Tracey & Sedlacek, 1987). Thus, colleges may well focus on developing such attributes as self confidence, leadership experience, support groups, and dealing with campus racism if more ethnic students are to succeed.…”

Section: Hispanic Studentsmentioning

confidence: 99%

Student Persistence in College: A Review of Research

Peltier

Laden

Matranga

2000

Journal of College Student Retention: Research, Theory & Pr

102

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This article features a review of the published research in selected areas of student persistence. The results of major studies in the areas of involvement in campus life, ethnicity, gender, age, on-campus versus off-campus residency and membership in fraternities and sororities are summarized. The areas selected indicate interests of the authors and are not necessarily the most significant factors in student persistence. 357

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“…Some minority groups, specifically African-American males, suffer from an educational system that is not developed optimally for minorities (Ting & Robinson, 1998). According to Sedlacek (1996), standardized tests that are used for admission to higher education institutions focus on intelligence areas that minorities typically do not develop, but are prevalent in male and female Caucasians. On average 51% of black males and 60% of black females usually score less than 700 on the SAT (Clark, Horton, & Alford, 1986) and ACT and SAT scores are generally better predictors for non-minority student athletes (Petrie & Russell, 1995).…”

Section: Ethnicitymentioning

confidence: 99%

NCAA Division I student athlete characteristics as indicators of academic achievement and graduation from college

Ridpath¹

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The purpose of this study was to determine if NCAA Division I student athlete characteristics of graduation, presented in the literature and previous research, can be generalized to student athletes in the Mid-American Conference using research based conclusions developed from this study. The study identified seven characteristics prominent in the literature and made conclusions to ascertain if information provided on the characteristics, as presented in the literature, can be generalized to the Mid-American Conference. The research population for this study was N=1430. The population represented student athletes at the 13 schools of the Mid-American Conference. All student athletes represented in the selected population were seniors by NCAA eligibility standards and were within one academic year of receiving a baccalaureate degree. The researcher selected a proportional stratified sample (25%) of the population (n=358) and mailed a research-developed survey instrument, inspired by previous survey instruments and research, to the selected proportion of the population. Data were stored securely and complete anonymity was guaranteed. The analysis of the data indicated that information gleaned from the literature can be applied to student athletes in the Mid-American Conference based upon the research conclusions presented in this study. The characteristics of graduation prominently identified in the literature that formed the basis for this study were student athletes' perception of college coaches' emphasis on academics, the extent of use of specialized academic support services for student athletes, specific sport played in college, ethnicity, gender, NCAA high school core course grade point average, and score attained on SAT or ACT test. The analysis of the data specific to the student athletes in the Mid-American Conference revealed, as in the literature, that the constructs of gender, ethnicity, and sport played can have a significant impact on the academic achievement in the other listed categories and on potential for graduation. Ancillary findings were related to the academic achievement of Caucasian females and women basketball players in the conference. This dissertation is dedicated to Jacqueline, Chiara, and Bradley Ridpath II. vi

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Employing noncognitive variables in admitting students of color

Abstract: Noncognitive variables have been shown to be valid predictors in selecting applicants of color. This chapter attempts to Jorge a link between admission and retention by describing how various retention efforts that derive from the noncognitive variables can be creatively implemented.

Cited by 12 publications

References 8 publications

Black College Athletes’ Perceptions of Academic Success and the Role of Social Support

Black College Athletes’ Perceptions of Academic Success and the Role of Social Support

Student Persistence in College: A Review of Research

NCAA Division I student athlete characteristics as indicators of academic achievement and graduation from college

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