University of Illinois Urbana-Champaign

College adjustment of African-American students on a predominantly White college campus: The importance of gender, year in college, high school background and social support

Brown, Tamara Lynette

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https://hdl.handle.net/2142/23121

Description

Title
College adjustment of African-American students on a predominantly White college campus: The importance of gender, year in college, high school background and social support
Author(s)
Brown, Tamara Lynette
Issue Date
1996
Doctoral Committee Chair(s)
Berenbaum, Howard
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Sociology of
  • Education, Educational Psychology
  • Psychology, Clinical
  • Sociology, Ethnic and Racial Studies
Language
eng
Abstract
This study explored the relationship between social support and two indices of college adjustment (grade point average and satisfaction with college) among 268 African American college students attending a predominantly White, midwestern university. Two sources of support (home-based and university-based) and two types of support (emotional and instrumental) were measured. Social support was not associated with students' GPAs, and only university-based social support was associated with their satisfaction with college. Among women, satisfaction with college was predicted best by university-based emotional support, whereas among men, satisfaction with college was predicted best by university-based instrumental support. Year in college and high school background were not related to the relationship between social support and college adjustment.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/23121
Copyright and License Information
Copyright 1996 Brown, Tamara Lynette

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