NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED374700
Record Type: RIE
Publication Date: 1994-Apr-8
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Race and Type of Institution on the College Experiences of Black and White Undergraduate Students Attending 30 Predominantly Black and Predominantly White Colleges and Universities.
Wells-Lawson, Marcia I.
This study looked at whether white students at predominantly black colleges are as likely as black students at white colleges to report lower grades, less satisfactory relations with faculty, perceptions of accommodation of diversity in the campus environment, and feelings of discrimination. Data consisted of student responses to questionnaires distributed to 7,428 students at 30 institutions. Respondents numbered 4,094. Results suggested that, when student background characteristics are taken into account, race, school type, and their interaction make a difference in the prediction of academic performance, feeling of discrimination, and student perceptions of diversity accommodation. When background characteristics were controlled there was no difference in academic performance between black and white students at black institutions. But with the same controls, at white institutions, blacks earned significantly lower grades. Black students on predominantly white campuses reported higher ratings on feelings of discrimination than did white students on black campuses though such feelings were also reported by white students at predominantly black campuses. While black students on black campuses experienced better relationships with faculty than did black students on white campuses, there was no difference in the quality of faculty-student relationships reported by white students on the two types of campuses. (Contains 27 references.) (JB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).