This study was designed to investigate the environment at a predominantly White public university, seeking to identify factors the literature suggest have an impact on Black attrition and retention rates. More specifically, this study focused on examining the perceptions and interactions with the institutional environment that are believed to affect Black students' academic performance and dropout behavior at predominantly White colleges. A student-environment congruence model is used to explain the process of Black student persistence and withdrawal. Data was obtained by the use of two questionnaire instruments. The Environmental Satisfaction Questionnaire and a specially constructed biographical data survey instrument were used to obtain the perceptions of Black undergraduate students of their campus environment. Black male and female undergraduate students at a large public predominantly White university were the respondents in the study. Two hundred questionnaires were distributed; one hundred and thirty-three were returned completed. An ex post facto, survey research design was used. Investigated were: Satisfaction with minority advising, perceived racial climate, feelings of alienation, presence of minority faculty, adequate financial assistance. Five hypotheses were tested; two were supported by the research data. Significant differences were found to exist between the various classes, with juniors being the most dissatisfied with the environment and with their relationships with the faculty on campus than either the freshmen, sophomores, or seniors. The findings of this study also revealed that the majority of the sample of Black undergraduate students: (1) indicated that the financial aid was inadequate in meeting their educational costs, (2) expressed feeling alienated on campus, (3) perceived some degree of racial hostility on campus, and (4) felt that more recruiting of Black students and faculty was needed. This study concluded that increased contact with professors, and administrators on campus can create a more supportive and friendly environment for Black students. Recommendations include faculty and student awareness workshops and suggestions to address these areas.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8200 |
| Date | 01 January 1991 |
| Creators | Chambers, Raymond Mathew |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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