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
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/174904 |
| Date | January 2001 |
| Creators | Baker, Russell D. |
| Contributors | McKinney, Joseph R. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | viii, 199 leaves : facsims. ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-us-in |
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