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| Autor/inn/en | Boyd, Vivian; und weitere |
|---|---|
| Institution | Maryland Univ., College Park. |
| Titel | A Fraternity-Based Retention Intervention for Black Male Freshmen. Research Report #02-89. |
| Quelle | (1989), (11 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Persistence; Black Students; College Students; Fraternities; Higher Education; Interpersonal Relationship; Intervention; Males; Mentors; Minority Groups; School Holding Power; Student Attrition; Student Development |
| Abstract | The results of a retention intervention study designed to provide a one-to-one supportive relationship for incoming black male students at the University of Maryland are discussed. In this study, 34 full-time first-time American black male freshmen were matched with interested members of the Kappa Alpha Psi black alumni fraternity (a community-based group interested in special services). Each participating alumnus made contact with his assigned student once a month through the academic year. The treatment group was compared with a nontreatment control group on the outcome variables of academic persistence and persistence in good standing. Though there was a lot of enthusiasm expressed by participants in the study, there were no statistically significant differences between the two groups on either outcome variable, suggesting that a successful mentoring program may need to involve adult members in closer contact with the university community or at least familiar with its progress, environment, and personnel. Possibly, the impact of the intervention will show itself not in retention rates but in career identification, a variable not included in this study. Future studies might identify members of a social group whose skills and interests entail direct involvement with college students. This would allow for group interactions with a small cluster of college students and the direct referral to other group members with specific skills and specialties. Contains nine references.(SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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