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ERIC Number: ED371677
Record Type: Non-Journal
Publication Date: 1994
Pages: 28
Abstractor: N/A
Reference Count: N/A
Do Black Students Learn More at Historically Black or Predominantly White Colleges?
Bohr, Louise; And Others
This study investigated the relative freshman-year cognitive impacts of 2 historically black and 16 predominantly white colleges on black students. Of these institutions, 5 were 2-year institutions and the rest were 4-year colleges. The data were taken from a pool of 2,416 freshmen students who participated in the National Study of Student Learning (NSSL), a large longitudinal investigation. Instruments included a precollege survey and the Collegiate Assessment of Academic Proficiency both administered in Fall 1992, as well as follow-up testing of the students in Spring 1993. Complete data were available for 405 black students. Of these, 243 attended a historically black institution and 162 attended a predominantly white institution. Analysis indicated no significant differences in the net cognitive effects attributable to college racial composition. Black students attending historically black institutions made net freshman year gains in reading comprehension, mathematics, critical thinking and composite achievement that were as large if not larger than their peers at mostly white institutions. In general, the statistically non-significant trends favored black students from historically black institutions. Results also suggested that the cognitive effects of college racial composition are not significantly influenced by a student's individual characteristics or the average freshman class academic aptitude. (Contains 48 references.) (JB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA.; Illinois Univ., Chicago.
Identifiers - Assessments and Surveys: Collegiate Assessment of Academic Proficiency