ERIC Number: ED285473
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Academic Success and the College Minority Student. A Guidebook for College Survival.
Washington, Michael; And Others
College performance of minority groups is addressed, including oppressed ethnic groups (Native Americans, Asian Americans, Puerto Ricans, Chicanos or Latinos, and Afro-Americans), as well as handicapped students and female students. This definition includes those who face discrimination because of race and/or oppressed ethnic status, physical handicap, or sex. After a historical analysis of the minority student in college, obstacles to succeeding in college are identified for each group. The dilemma for women and handicapped students is based on their abilities or willingness to face discrimination in order to attain a college education. While these are also the dilemmas facing oppressed racial/ethnic minorities, the latter also face the problem of losing their cultural identities. Causes of the high attrition rate among minority college students are often related to the lack of preparation for college as well as the college experience itself. Success in college for the minority student requires both an individual and collective approach, including developing a more positive self-image and an attitude of success, effective use of time and college resources, participation in student organizations, and effective support networking systems. (SW)
Descriptors: Academic Achievement, Achievement Gains, American Indians, Asian Americans, Black Students, College Preparation, College Students, Disabilities, Females, Higher Education, Hispanic Americans, Latin Americans, Mexican Americans, Minority Groups, Puerto Ricans, Racial Discrimination, Sex Discrimination, Student Attrition, Student Experience, Success
Ginn Press, 191 Spring Street, Lexington, MA 02173.
Publication Type: Guides - Non-Classroom; Opinion Papers; Books
Education Level: N/A
Authoring Institution: N/A
Note: Consultant for the publication was W. Neal Simpson and the editor was Linda Dixon.