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Data have consistently revealed a major problem with disproportionality in several academic and social climate measures for African American students compared to their White counterparts. Black students tend to have lower end-of-course (EOC) testing scores in mathematics and reading, a greater tendency to be suspended from school, lower average on-time graduation rates, and higher rates of absenteeism. The current investigative study examined the role of same race administrators and performance indicators among African American students. The findings demonstrated that significant differences between Black and White students existed in end-of-course testing in reading and math. The research also indicated significant relationships between race, school suspension, and attendance in schools with a Black administrative presence. Further qualitative and quantitative research investigating the variables that significantly indicate academic and social climate performance improvements, particularly among marginalized student groups, could be beneficial to students and education leaders alike. Data from this research study showed that student economic status predicted academic and social climate performance between Black and White students, regardless of the race of administrators. However, Black students in non-impoverished settings with a Black administrative presence outperformed their White counterparts in academic and social climate measures. This study could be a precursor to more expansive research on the ways in which improving economic conditions could improve Black student performance, especially with a more diverse administrative school presence.

Investigated personality factors associated with self-actualization among first time entering students at a predominately trade-technical community college. The Ss were 529 students enrolled in liberal arts and trade-technical programs. The Ss were administered the Personal Orientation Inventory (POI) and the results formed the basis of two analyses. I. A 2x2x2 (eight cells) factorial analysis included length of attendance, vocational choice, and age, applied to each of the 12 POI scales. It was found that: (1) POI measures did not differentiate between persisters and drop-outs over a one semester period; (2) that liberal arts students received better POI scores than did technical vocational students on the scales of Inner-Directed Control, Existentiality, Self-Regard, Synergy, and Capacity for Intimate Contact; and (3) that older students received better scores than younger students on the Time Competence, Inner-Directed Control, Self-Actualizing Values, Synergy, and Self-Regard scales. II. A lx8 analysis for each of the 12 POI scales indicated differences between the eight major ethnic groups represented in the study. The scales of Time Competence, Inner Directed Control, and Existentiality were significant at the .01 level, and the scales of Synergy, Self-Actualizing Values, Nature of Man, Self-Acceptance, and Capacity for Intimate Contact were significant at the . 05 level. A subsequent Newman-Keuls analysis revealed greatest differences between Filipinos. Chinese and Portuguese versus other groups studied. Caucasians received higher scores on all scales and Filipinos scored consistently low on all scales. A comparison of the Tc and I scales for the ethnic groups indicated a relationship between these scales and degree of acculturation.

Students who use mobility aids add to the diversity of postsecondary institutions. They provide a unique and important lens on postsecondary campuses. When students who use mobility aids arrive on campus, they need to ensure they have access to classes, services, and resources on campus. Because of their varied needs and varied access from campus-to-campus, students who use mobility aids must advocate for themselves so their needs are met. This phenomenological study examined the role of self-advocacy for postsecondary students who use mobility aids. Five postsecondary students who use wheelchairs were interviewed using a semi-structured interview process that asked questions about self-advocacy and experiences within the postsecondary environment as students who use mobility aids. Data analysis included bracketing of researcher influences on the data, writing descriptions of participant experiences, and horizontalization. The following themes emerged from the data analysis process: Effects of disability on education, Effective and ineffective access, Uses of self-advocacy, and Knowledge for self and others. Findings revealed that the educational pursuits of the study participants were often affected by their disability because of campus access and attitudes of faculty and peers, which made self-advocacy a necessary skill to use while pursuing their education.