No description available.

Blacks have been noted as being one of the largest consumer groups in the United States. In general, Black consumers have been portrayed in the literature as a single, undifferentiated "Black Market" which consists of economically deprived consumers who have a uniform set of consumer needs; however, little is known about influences and behavior of segments of the Black market in reference to the external factors which influence their clothing buying behavior patterns. The purpose of this research is to determine the relationship between selected social factors (i.e., reference group, social participation, fashion involvement, clothing benefits sought, social environment) and clothing buying behavior patterns (i.e., type of store patronage, time/frequency clothing is purchased) of Black college students attending a predominantly Black university and attending a predominantly White university. Data were obtained from a convenience sample 333 Black undergraduates (200 attending the predominantly Black university, 133 attending the predominantly White university). The questionnaire regarding reference group, social participation, fashion involvement, clothing benefits sought, social environment, clothing buying behavior patters and demographics was administered in pre-selected core courses at the universities. / Master of Science

By analyzing data collected over a two-year time period from first-year students at eight private colleges and universities across the state of Indiana, this study analyzed the extent to which the self-reported educational and personal needs of African American students differed from those of Caucasian students. This study further measured how these students spent their time during their first year and examined the data based on racial classification. Finally, the study investigated how the two racial groups of students expressed satisfaction with their college choice at the end of one year of enrollment.Institutions were selected which had the largest number of African American students among the private colleges in the state of Indiana. Comparisons using descriptive statistical methods were made between African American and Caucasian students. These students completed two identical survey instruments at the same eight institutions. Two standardized instruments were used: the College Student Needs Assessment Survey (CSNAS), and the College Student Experiences Questionnaire (CSEQ). Students completed the needs assessment instrument during the first two months of their freshman year and took the CSEQ at the end of that year.The literature reflected that although more African Americans are enrolling in higher education, graduation rates remain lower than those of Caucasians. Numerous retention programs have been developed at higher educational institutions across the nation. These are specifically tailored toward meeting the perceived academic and social needs of African American students. However, uncertainty exists regarding how such needs may be different from those of Caucasian students.The findings suggest that African American students arrive at college with a generally higher level of self-reported academic needs than do Caucasian students based on a direct comparison between the two groups' responses on the CSNAS. However, statistical comparisons between the two groups on the CSEQ revealed relatively few areas on which the two racial groups differed significantly in how they spent their time while at college. The data revealed a statistically significant difference between the two groups regarding their overall satisfaction with their first year of college.Implications from this study concluded that to reflect changing demographics in society, higher education must become more inclusive. Furthermore, individual campuses need to place a priority upon addressing the apparent difference in the academic needs of the students who arrive to begin their higher educational experience. Administrators must be willing to make difficult choices in order to make equal educational opportunity a reality on college campuses rather than a mere slogan. / Department of Educational Leadership

The present study investigated the career maturity levels of student-athletes as compared to non-athletes with a special professional athletic aspirations of male athletes as well as consistency of match between their career expectations and choice of college majors. The sample included 101 male college football and basketball players and 76 male non-athletes from a Division IA university in the Midwest. The participants were given the Career Maturity Inventory (Crites, 1995) and an author-generated demographic questionnaire which covered topics such as age, race, year in school, and career plans.Five research hypotheses were examined: (1) More athletes would choose majors inconsistent with their career expectations than would choose consistent majors. The results did not support this hypothesis, x2 (2, N = 101) = 3.347, p = .188. (2) Athletes who reported a consistent match between their college major and career choice would have higher levels of career maturity than their less consistent counterparts. No significant differences were found when comparing consistency and career maturity levels (F = .144, p = .866). (3) White athletes would choose majors which were more consistent with their interests and values than would their Black counterparts. The results did not support this hypothesis (F = .381, p = .539). (4) As a group, male athletes emphasis on racial differences. The study also investigated the would display lower levels of career maturity when compared to their non-athletic counterparts. The results did indicate that the career maturity levels of athletes were not as developed as those of non-athletes in relation to the planning skills needed for effective career decision-making (F = 11.03, p < .001). However, both sets of scores were above the possible mean scores of the instrument, indicating that the athletes in this sample were less mature than the comparison group of non-athletes but not immature in terms of the overall possible mean scores. (5) A significant percentage of male student-athletes would report expectations for entering the professional sports arena. Athletes were found to have high expectations for obtaining a professional sports career (i.e., National Football League or National Basketball Association), with higher percentages of Black athletes (77.3%) than White athletes (22.7%) endorsing such expectations.The conclusions drawn from the research demonstrated that athletes may be at a slight disadvantage in an area critical to the education process. This disadvantage may prevent them from developing alternative career options should a professional sports career not come to fruition. Placing the athletes in some type of comprehensive career intervention program upon entering college may be helpful in raising the athletes' career planning skills to that of their non-athlete counterparts, giving them a wider range of options upon graduation. / Department of Counseling Psychology and Guidance Services

This project seeks to develop a marketing and advertising campaign for the United Negro College Fund (UNCF). The proposed California campaign is designed to reach an underserved target market in the state of California and to increase donations to the UNCF by one million dollars a year.

The present study was undertaken to determine the relationships between characteristics of a Negro college environment and the value systems of its student body. The study also investigated relationships between a Negro college and non-Negro colleges based upon characteristics of the college environment and value systems of the college population.

The purpose of this study was to explore relationships between and among the degree of mistrust black students hold towards Whites, the students' preferences for race of counselor, and the discussion of problems that are sexual in nature. Participants consisted of 60 black females and 51 black males recruited from a university population. All subjects completed the Terrell and Terrell Cultural Mistrust Inventory, Fischer-Turner Attitudes Toward Seeking Professional Psychological Help Scale, Corrigan and Schmidt Counselor Rating Form - Short Form, Tinsley Expectations About Counseling Inventory, and the Thermometer Method Form developed specifically for this project. A multiple regression model was used to explore the hypotheses of this study. The criterion variables consisted of scores on the Expectations About Counseling Form and Counselor Rating Form. Analyses revealed that the most significant predictors of counseling expectations were race of counselor and participant gender. Black students who were asked to assume \ they would see a black counselor had more favorable expectations about counseling than those black students asked to assume they would see a white counselor. Female participants had more favorable expectations about counseling than male participants. Results also indicated that the most significant predictors of counselor ratings were race of counselor and subject mistrust level. Those students asked to assume they would see a black counselor rated the potential counselor more favorably than those students who were asked to assume they would see a white counselor. Black students who scored higher on cultural mistrust rated potential white counselors less favorably than black students who scored lower on cultural mistrust.

The current study examined the paternal influences on the career development of African American emerging adults. While statistics have shown that many African Americans remain in the lower socioeconomic status bracket and have worse academic and career outcomes, still many African Americans are successful. The literature seems to attribute lack of success to low socioeconomic status, but attributes success to close family relationships. However, most of these studies have focused on maternal relationships and have neglected to include the influence of paternal relationships. Studies that have examined African American fathers have emphasized their negative attributes. Previous studies have also failed to consider the influence of other factors on the career development process such as ethnic identity and psychological adjustment. This study explored the influence of contextual, family, and developmental factors on the career process of African American emerging adults. One hundred sixty-seven African American undergraduate students ages 18 to 25 were recruited for participation in this study. Regression analyses indicated that the quality of the father-child relationship influenced career development, though not in the manner expected. High levels of father support enhanced well-being for individuals with high ethnic identity, but did not produce the same results for individuals with low ethnic identity. Well-being was a significant predictor of career maturity. Explanations, implications, and future directions are discussed.

This dissertation investigated the curious appearance of English as a second language pedagogy for African American freshmen at the University of Wisconsin, Madison in the Fall of 1969 (Scott & Angle, 1970, p. 4). The work explored the researcher’s professional and financial interests in literacy problems that attracted both foundation and National Defense of Education Act funding. Looking beyond disciplinary drama, this dissertation suggested that binaries between marginal researchers and creative ones take away from the complexity of disciplinarity. Oppositions foreclosed on indexing the normative role that sponsors played in our post-World War II and Cold War histories in English instruction.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 229-245). Available also in a digital version from Dissertation Abstracts.