Differences in Perceived Sources of Academic Difficulties: Black Students in Predominantly Black and Predominantly White Colleges

Jones, J. Charles; Harris, Lynn; Hauck, William E.

doi:10.2307/2966636

Cited by 7 publications

(2 citation statements)

References 2 publications

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“…Several studies have been conducted on the academic success of racial minority students in higher education. Jones and others (1973) found that black students on white college campuses listed their four most serious problems as academic competition, poor high school preparation, communicating with instructors, and the attitude that courses were not meaningful to their lives. Beasley and Sease ( 1974) examined the relationship between biographical data obtained from the student profile to students' academic success.…”

Section: Racial and Ethnic Minority Students In Higher Educationmentioning

confidence: 99%

Career development needs of special populations

Smith

1981

New Drctns for Student Srvcs

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The career development needs of special populations in higher education (reentry women, special admissions groups, and racial and ethnic minorities) have received increasing attention in the counseling literature (Griffith, 1980;Lance, Lourie, and Mayo, 1979;Voelz, 1974). In fact, Gelso (1979) has indicated that research related to women is one of the major trends in counseling research. A similar situation appears to be occurring in the area of counseling racial and ethnic minorities. Researchers and practitioners alike have begun to point out that the career development needs of racial minorities (blacks, Hispanics, Asian Americans, and Native Americans) have not been met (Griffith, 1980;Picou and Campbell, 1975).Despite the relatively recent emphasis on reentry women, special admission groups, and racial minorities in higher education, painfully little is known about thecareer development of these special populations (Osipow, 1975;Smith, 1975). Zytowski (1969) has pointed out that presently there is no theory that addresses important issues in the career development of women. Similarly, Osipow (1975) has observed that career development theories do not currently take into account the differential life stage development of New Directions for Student Seruices, 14.1981 33 34 women. Most career theories are basedon the life stage development of white, middle-class men.Current conceptualizations of the career development of racial minorities has also come under heavy criticism. It has been suggested that much of the career literature has led to stereotypingof Blacks and other racial minorities. According to Griffith (1980), Warnath (1975), Osippw (1975), and Smith (1975, the underlying assumptions of career theories have limited application to members of racial minority groups.Members of special admissions groups to institutions of higher education may also have different career development needs from those students who have been admitted through traditional routes. This situation exists largely because of the different life circumstances from which many members of special admissions groups come. Typically, members of special admissions groups have been subjected to economic deprivation, educational disadvantage, and other factors that have worked to exclude them from access to higher education.There is a need to consider different methods for conceptualizing the career development of special populations and the issues that affect their academic success, retention, and counseling in higher education. The purpose of this chapter is to examine the literature on the career development of special populations (defined as reentry women, special admission groups, and racial minorities) in higher education and to review methods for facilitating their career development. Career development is defined as a series of life stages and events that influence the degree and level of an individual's life experiences as well as labor force participation. Career development strategies are needed to promote that set of circums...

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Section: Racial and Ethnic Minority Students In Higher Educationmentioning

confidence: 99%

Career development needs of special populations

Smith

1981

New Drctns for Student Srvcs

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“…Black colleges historically, assumed responsibility for educating the black population (Gurin & Epps, 1975;Jones Associates, 1970).…”

Section: Rationalementioning

confidence: 99%

Characteristics of black/white nontraditional students enrolled at black/white colleges

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2005

ASHE Higher Education Report

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The Status of Diversity Enrollment The Role of Student Characteristics The Challenge of Involvement Theories of Involvement Cultural Pluralism Intergroup Relations Demography Summary Institutional Responses to Diversity Approaches of Successful Institutions Summary Implications: An Expanded Focus Organizing for Diversity: Fundamental Issues Diversification of Faculty and Staff Mission and Values Dealing with Conflict The Quality of Interaction on Campus Educating for Diversity The Perceived Conflict Between Access and Quality The Changing Climate Assessment and Implications Institutional Assessment Research Coordination Among Sectors National Issues Costs and Commitment Leadership Conclusion Appendix: Institutional Characteristics References Name Index Subject Index About the Authors

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Differences in Perceived Sources of Academic Difficulties: Black Students in Predominantly Black and Predominantly White Colleges

Cited by 7 publications

References 2 publications

Career development needs of special populations

Career development needs of special populations

Characteristics of black/white nontraditional students enrolled at black/white colleges

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