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ERIC Number: ED289408
Record Type: RIE
Publication Date: 1987
Pages: 38
Abstractor: N/A
Reference Count: N/A
An Investigation of Non-Traditional Black Students at a Public Urban University, and the Effects of a University Mandatory Tutoring and Advisement Program on Student Development, Retention and Grade Point Averages: A Literary Review.
Gordon, Roosevelt, Jr.
The background concerning educational programs and practices designed to promote the development, retention, and grade point averages of black college students is traced. The literature reveals historical events and legislative statutes that brought a system of educational inequality to blacks in America. A dual educational system has meant that blacks have required assistance to gain access to education and to compete with a white society that has been exposed to education for over 200 years prior to blacks. Tutoring has been a method to assist nontraditional students academically. Some colleges require students to sign contracts to use available academic support services as part of their college admission. Based on the literature, approaches are cited to improve the counseling relationship between counselor and black students. In addition to considering student development in general, problems encountered by black students on predominantly white campuses are addressed, along with reasons for attrition and methods to decrease attrition of black students on predominantly white campuses. Mandatory participation in counseling/advisement and tutoring for students in special assistance programs is advocated. Fifty-four references are listed. (SW)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A