Participation of Black Students in Higher Education: A Statistical Profile from 1970‐71 to 1980‐81

Hill, Susan T.

doi:10.1080/0020486840220107

Cited by 8 publications

(9 citation statements)

References 4 publications

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“…Thus, to the degree that each scenario is true today, the conclusion concerning higher education's success in achieving diversity in its enrollments is mixed (Chacon, Cohen, and Strover, 1986;El-Khawas, 1987;Hill, 1984;Richardson, Simmons, and de los Santos, 1987). Part of the concern expressed in the literature relates to the consequences that each scenario has for society.…”

Section: Enrollment Projectionsmentioning

confidence: 99%

“…Some researchers have looked at the national rate of degree completion compared to enrollment to estimate retention rates (Commission on Minority Participation, 1988). Others have studied the retention rates of specific groups at the institutional level; still others have used such national data bases as the Cooperative Institutional Research Project or High School and Beyond to assess retention and degree completion (Hill, 1984;Hilton, 1986;Morris, 1979;Tinto, 1987). In general, the literature agrees that the overall retention of minorities, particularly African Americans, Latinos, and Native Americans, is lower than retention for white students and that overall retention is now about equal for men and women (Nettles, 1988b;SHEEO, 1987).…”

Section: Retentionmentioning

confidence: 99%

“…While most studies conclude that the rates of degree completion for African Americans, Latinos, and Native Americans are below that of whites and that the number of degrees conferred to African Americans has declined since 1975, the figures vary with the sample and measure being used (Blake, 1987;Cardoza, 1986;Commission on Minority Participation, 1988;Council of Graduate Schools, 1986;Hill, 1984;Hilton, 1986;Nettles, 1988a;Sanders, 1987;SHEEO, 1987;Sudarkasa, 1987;Webster, 1984;Wilson, 1987aWilson, , 1988. Nevertheless, many authors point with alarm to the dropout rates for these groups (Blake, 1987;Commission on Minority Participation, 1988;Sanders, 1987;Wilson, 1987a).…”

Section: Retentionmentioning

confidence: 99%

“…Some evidence also suggests that private institutions in general and African American private institutions in particular are more successful with regard to retention (Davis and Nettles, 1987;Hart, 1984;Hill, 1984;Nettles, Thoeny, and Gosman, 1987). Indeed, the proportion of degrees awarded to minorities in private institutions is twice that of public institutions (Richardson, Simmons, and de los Santos, 1987).…”

Section: Retentionmentioning

confidence: 99%

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2005

ASHE Higher Education Report

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The Status of Diversity Enrollment The Role of Student Characteristics The Challenge of Involvement Theories of Involvement Cultural Pluralism Intergroup Relations Demography Summary Institutional Responses to Diversity Approaches of Successful Institutions Summary Implications: An Expanded Focus Organizing for Diversity: Fundamental Issues Diversification of Faculty and Staff Mission and Values Dealing with Conflict The Quality of Interaction on Campus Educating for Diversity The Perceived Conflict Between Access and Quality The Changing Climate Assessment and Implications Institutional Assessment Research Coordination Among Sectors National Issues Costs and Commitment Leadership Conclusion Appendix: Institutional Characteristics References Name Index Subject Index About the Authors

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Section: Enrollment Projectionsmentioning

confidence: 99%

Section: Retentionmentioning

confidence: 99%

Section: Retentionmentioning

confidence: 99%

Section: Retentionmentioning

confidence: 99%

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2005

ASHE Higher Education Report

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“…262-336) places Black student participation in higher education in the historical perspective of minority education in general. Astin (1982), Hill (1983), Kingston (1984), Morris (1972), and National Center for Educational Statistics (1985) are other good general empirical and interpretive studies. Hill (1981) and Webster (1981) focus more specifically on the way Black colleges have been affected by Black students' enrolling in previous all-White colleges, and Bellamy (1983), Buffkins (1977), Brown (1980, Elam (1978), and Libarkin (1984) address various issues involving White students' enrolling at HBI campuses.…”

Section: Black Public Colleges and Universitiesmentioning

confidence: 99%

Black Public Colleges and Universities

Weaver

Davidson

Torres

1992

Journal of Black Studies

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in these states are shown.These changes have led to considerable uncertainty about the educational role of Black public colleges and universities, an uncertainty that is exceedingly serious and potentially fatal in an era of demographic decline and heightened interinstitutional competition for students. The purpose of this article is to outline some of the prospects and problems involved in three principal directions an HBI may take or has taken in redefining its mission to serve students effectively and to create a secure niche for itself in its state system of higher education.A public HBI's alternatives include emphasizing one or more of the following functions, which imply corresponding institutional models:1. a comprehensive public institution serving the population of a particular region or urban area JOURNAL

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Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science‐related careers

1990

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This study involved the development of an instrument, the Science Career Predictor Scale (SCPS), which assesses seven factors thought to be involved with science career choices: teacher/counselor encouragement, participation in science‐related hobbies and activities, academic self‐image, science‐related career interest, parental encouragement and support, the perceived relevance of mathematics and science, and mathematics and science ability. This instrument was administered to a sample of 522 middle and high school students, and a sample of 185 students from an historically black university, and the effects of such factors as sex, race, personal acquaintance with a scientist, and type of community (rural or urban) on the above‐mentioned variables were ascertained using a multivariate analysis of covariance with age as the covariate. A separate study on a sample of 81 high school students looked at race and gender differences in critical thinking abilities as measured by the Watson‐Glaser Critical Thinking appraisal, and how these abilities correlated with scores on the Science Career Predictor Scale. These studies produced several significant findings. Female subjects did produce significantly lower scores on the career interest factor. Black students actually had significantly higher science‐career preference scores than their white counterparts. However, blacks scored significantly lower on the measure of critical thinking ability. Across both races and both sexes, however, the major factor affecting science‐related career decisions appears to be personal contact with a scientist. The implications of these findings are discussed, along with possible strategies for increasing the participation of these groups in science.

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Participation of Black Students in Higher Education: A Statistical Profile from 1970‐71 to 1980‐81

Cited by 8 publications

References 4 publications

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Black Public Colleges and Universities

Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science‐related careers

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