Culture and Its Artifacts in Higher Education: Their Impact on the Enrollment and Retention of African-American Students.

Autor/in	Lomotey, Kofi
Titel	Culture and Its Artifacts in Higher Education: Their Impact on the Enrollment and Retention of African-American Students.
Quelle	(1990), (49 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Black Students; Black Studies; College Admission; College Environment; College Students; Cultural Awareness; Dropout Prevention; Educational Research; Enrollment Influences; Higher Education; Interviews; Student Financial Aid; Student School Relationship; Student Welfare + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Hochschulumwelt; Collegestudent; Cultural identity; Kulturelle Identität; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Schüler-Lehrer-Beziehung; Studentenseelsorge
Abstract	How the nature of the campus culture helps determine the levels of enrollment and retention of African-American students is examined in this study conducted at Oberlin College, Ohio, a college that has shown relative success in enrolling and retaining African-American students. The study provides excerpts from numerous interviews with students, faculty, staff members, and the Admissions Department involving seven categories: campus climate, Black Studies, support services, admissions, retention, financial aid, and the larger community. Seven observations and recommendations are presented and include: the importance of vigilance in insuring the success of African-American students; the need for African-American students to rely on each other; the importance of a "critical mass" of African-American students on a predominantly white campus; and the need to hire, reward, and retain more African-American faculty and administrators. Another study on the same issue, which coincidentally was being done at the same time as the Oberlin study, echoes very similar results and conclusions; findings of this study are also presented. Contains 20 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC