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Gender Differences in Black and White Students' Adjustment to College at a Predominately White University

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dc.contributor.advisor Boyer-Pennington, Michelle en_US Brock, Jarren en_US 2015-08-25T14:39:35Z 2015-08-25T14:39:35Z 2015-06-23 en_US
dc.description.abstract The present study explored whether there are significant differences between Black and White college freshmen students regarding factors related to retention (i.e., self-efficacy, perceived racism, cross-cultural communication difficulty, academic demands, career direction, social isolation, GPA, employment, familial responsibilities) at a predominantly white institution (PWI). Participants completed (a) The General Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1995), (b) The Inventory of College Challenges for Ethnic Minority Students (ICCEMS) (Ying, Lee, & Tsai, 2004), and (c) a demographic questionnaire. It was found that (a) Black and White students reported similar levels of self-efficacy, (b) Black students reported lower levels of unclear career direction and social isolation, (c) Black students reported utilizing loans less frequently and the Pell Grant more frequently than White students, and (d) they reported lower rates of employment and less concern about balancing work and school. Implications of these findings and other factors were discussed further. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject Retention en_US
dc.subject Self-efficacy en_US
dc.subject Sense of belonging en_US
dc.subject Social isolation en_US
dc.title Gender Differences in Black and White Students' Adjustment to College at a Predominately White University en_US
dc.type Thesis en_US
dc.contributor.committeemember Holt, Aimee en_US
dc.contributor.committeemember Schmidt, Greg en_US
dc.thesis.degreelevel Masters en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.subject.umi African American studies en_US
dc.subject.umi Education en_US M.A. en_US
dc.contributor.department Psychology en_US

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