ERIC Number: ED224387
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Meeting the Challenge to Serve. Delaware State College.
Lyons, James E.
Characteristics of white students at Delaware State College, a traditionally black institution, and their views on how the college could meet their needs were investigated via a 34-item questionnaire mailed to a random sample of 462 white students. Usable responses were obtained from 236 students concerning: personal background, occupational goals, circumstances pertaining to enrollment, personal feelings about the college and its mission, and participation in cocurricular activities. The data were analyzed using the Statistical Package for the Social Sciences. Findings, including responses to open-ended questions, include the following about the white students: (1) their demographic characteristics were different from that of the overall student population; (2) financial cost and location were major reasons for attendance; (3) they were largely uninterested in participating in campus activities, even when available; (4) while some racial issues were evident, white students appeared to be more concerned about getting a quality education; (5) a majority did not believe that the college must play down its black heritage in order to attract white students; and (6) respondents found social/human relation benefits from attending a historically black institution. Although most appeared to be more involved with their own circle of friends, 50.4 percent indicated that if activities of interest were scheduled during the evening, they would attend. Most of the white respondents clearly saw the pursuit of a degree as the major, and for many, the only matter of interest. Some student comments are included. (SW)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Delaware State Coll., Dover.
Identifiers: Delaware State College
Note: This paper was identified by a joint project of the Institute on Desegregation at North Carolina Central University and the ERIC Clearinghouse on Higher Education at The George Washington University. Support for the research project was provided by the Metropolitan Life Foundation.