ERIC Number: ED503836
Record Type: Non-Journal
Publication Date: 2002-Apr
Reference Count: 6
African American Men from Hennepin County at the University of Minnesota, 1994-98: Who Applies, Who is Accepted, Who Attends?
Taylor, David; Schelske, Bruce; Hatfield, Jennifer; Lundell, Dana Britt; Weber, Laura, Ed.
Center for Research on Developmental Education and Urban Literacy
Minnesota has long prided itself on providing ample higher education opportunities for its citizens. However, there is a well-documented and growing disparity in Minnesota and nationally between various racial and economic groups' participation in college and technical college. This study's charge was to determine if participation in higher education at the University of Minnesota-Twin Cities, of African American men, age 18 to 30, from Hennepin County (henceforth HCAAM) mirrors, improves upon, or is behind state and national conditions. This study asked the following questions about HCAAM: (1) How many apply to the University of Minnesota-Twin Cities? (2) How many attend the University? (3) Which University colleges do they attend? (4) Where did they go to high school? (5) What are their family financial and educational backgrounds? (6) How well are they prepared for University study? (7) How well did they navigate the University admission and financial aid systems? (8) How successful are they in University study? (9) How do they compare to their peers from other demographic groups? and (10) What do they say about their college experiences? The study found that the number of HCAAM enrolled at the University of Minnesota from the mid- to late-1990s was disconcertingly low. The students' admission and financial aid application information revealed a disorganized or haphazard process, with very few students meeting priority application deadlines. Compared with their peers, HCAAM students had low high school rank and low college entrance examination scores and were often missing expected high school preparatory classes. Two-thirds entered the University through General College (GC), indicating that they had not met the more demanding admission standards of other University freshman-admitting colleges. HCAAM students represented the range of family financial backgrounds from poor to wealthy. About half of the students had parents with prior college experience or degrees. In terms of academic achievement in college, HCAAM earned lower grade point averages than Hennepin County white male students and were less likely to graduate from the University of Minnesota with a baccalaureate degree. HCAAM students who matriculated into General College were less likely than their GC peers to transfer from GC to degree-granting programs at the University. However, those who were successful enough to transfer compared favorably with other GC transfer students in terms of persistence and degree completion. Interviews revealed students who felt isolated and wished they had greater numbers of African American peers, college staff, and especially, faculty. College advisers were the source of most support for the students. TRIO programs, such as Upward Bound and Educational Talent Search, were endorsed as critical supports in these students meaningful access to higher education. The finding with perhaps the most significant implication for higher education policy is the following: there is little ability to predict from admission information which HCAAM students will be successful and which will fail. Therefore, it is imperative that admissions channels to General College remain open if HCAAM students are to be served in significant numbers at the University. (Contains 5 charts and 3 tables.) [This report was written with the assistance of Ho Eriq Duong, Ira Gertrude Hewapathirana, and Jennifer Schlukebier.]
Descriptors: African American Students, African Americans, Access to Education, Equal Education, Racial Differences, Student Participation, Family Income, Educational Attainment, College Preparation, College Admission, Academic Achievement, Comparative Analysis, Higher Education, Siblings, Technical Institutes, Talent, Counties, Student Financial Aid, Transfer Students, Males, Student Experience, Enrollment Trends, College Entrance Examinations, Parent Influence, Grade Point Average, Academic Persistence, Graduation, Student Attitudes, School Counselors, High Schools, White Students
Center for Research on Developmental Education and Urban Literacy (CRDEUL). University of Minnesota, General College, 340 Appleby Hall, 128 Pleasant Street SE, Minneapolis, MN 55455. Tel: 612-625-6411; Fax: 612-625-0709; e-mail: email@example.com; Web site: http://www.cehd.umn.edu/CRDEUL
Publication Type: Reports - Research
Education Level: Higher Education
Authoring Institution: Minnesota Univ., Minneapolis. Center for Research on Developmental Education and Urban Literacy.
Identifiers - Location: Minnesota