ERIC Number: ED187266
Record Type: RIE
Publication Date: 1977-Nov
Reference Count: 0
Characteristics of Entering Black Freshmen in Predominately Black and Predominately White Institutions: A Normative Report.
Astin, Helen S.; Cross, Patricia H.
Data tables are compiled on the characteristics of black freshmen entering a representative sanple of 393 predominately black and predominately white academic institutions. Using a ten percent random subsample of original data compiled by Alexander W. Astin for the Cooperative Institutional Research program, the researchers present extensive tabulations of black students' responses to questions assessing high school preparation, college access, reasons for attending college, financial aid, family background, degree aspirations, career aspirations, self-ratings, and life goals. It is shown that black male and female students tend to be older than white students upon graduating from high school. Independent of income, black male students in black institutions tend to indicate better high school preparation than blacks at white institutions or whites. More blacks attend institutions closer to home than do whites, and blacks at black institutions are more likely to attend a college nearby because they wish to live at home. Blacks at white institutions are more likely to have financial aid than whites and blacks at black institutions. A higher proportion of black students in white institutions report parental incomes of $15,000 or more than blacks at black institutions. Blacks at black institutions rate themselves higher on academic achievement related traits, whereas blacks at white institutions rate themselves high on athletic ability and on popularity with the opposite sex. All students, black and white, consider "becoming an authority in my field" as the most important goal in life. An appendix lists sample weights and norms and includes a copy of the survey form. (DC)
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Office of Planning, Budgeting, and Evaluation.
Authoring Institution: Higher Education Research Inst., Inc., Los Angeles, CA.