CHI TIẾT NGHIÊN CỨU …

Tiêu đề

The Influence of Dominant Race Environments on Student Involvement, Perceptions, and Educational Gains: A Look at Historically Black and Predominantly White Liberal Arts Institutions

Tác giả

Watson L.W.; Kuh G.D.

Năm xuất bản

1996

Source title

Journal of College Student Development

Số trích dẫn

DOI

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-0000867498&partnerID=40&md5=226c8955ee4a80c9bf7df035bde570dd

Tóm tắt

The relationships between involvement campus activities, perceptions of the institutional environment, and educational gains of undergraduates at two predominantly Black (PBLAIs) and two predominantly White (PWLAIs) private liberal arts institutions were examined. Black students at PBLAIs benefited more from their overall involvement compared with White students and Black students at PWLAIs.

Từ khóa

Tài liệu tham khảo

Abraham A., Black and White Students' Perceptions of Their College Campuses, (1990); Allen W., Black colleges vs. White colleges, Change, 19, 3, pp. 28-34, (1987); Allen W., The color of success: African-American college student outcomes at predominantly white and historically black public colleges and universities, Harvard Educational Review, 62, 1, pp. 26-44, (1992); Armstrong-West S., De La Teja M., Social and psychological factors affecting the retention of minority students, From Survival to Success: Promoting Minority Student Retention, pp. 25-54, (1988); Astin A.W., What Matters in College?, (1993); Astin A., Lee C., The Invisible Colleges: A Profile of Small, Private Colleges with Limited Resources, (1972); Bohr L., Pascarella E., Nora A., Terenzini P., Do Black students learn more at historically Black or predominantly White colleges?, Journal of College Student Development, 36, pp. 75-85, (1995); Chickering A.W., Reisser L., Education and Identity (Rev. Ed.), (1993); Davis R., Social support networks and undergraduate student academic-success related outcomes: A comparison of Black students on Black and White campuses, College in Black and White, pp. 143-157, (1991); DeSousa J., King P., Are white students really more involved in collegiate experiences than Black students?, Journal of College Student Development, 33, pp. 363-369, (1992); Eccles J., Expectancies, values, and academic behaviors, Perspective on Achievement and Achievement Motivation, pp. 75-146, (1983); Fleming J., Blacks in College, (1984); Henderson V., Dweck C., Motivation and achievement, At the Threshold, (1992); Kuh G.D., What do we do now? Implications for educators of How College Affects Students, Review of Higher Education, 15, pp. 349-362, (1992); Kuh G., Schuh J., Whitt E., Associates, Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom, (1991); Kuh G., Whitt E., The Invisible Tapestry: Culture in American Colleges and Universities, (1988); MacKay K., Kuh G., A comparison of student effort and educational gains of Caucasian and African-American students at predominantly white colleges and universities, Journal of College Student Development, 35, pp. 217-223, (1994); Pace C.R., Measuring the Quality of College Student Experiences, (1984); Pace C.R., CSEQ: Test Manual and Norms, (1987); Pace C.R., The Undergraduates, (1990); Pascarella E.T., Terenzini P., How College Affects Students, (1991); Schunk D.H., Motivating self-regulation of learning: The role of performance attributions, Annual Meeting of the American Educational Research Association, (1994); Steward R.J., Jackson M.R., Jackson J.D., Alienation and interactional styles in a predominantly White environment: A study of successful Black students, Journal of College Student Development, 31, pp. 509-515, (1990); Tiberius R.G., Billson J.N., The social context of teaching and learning, College Leaching: from Theory to Practice, pp. 67-86, (1991)