Black University Students in South Africa: The Influence of
Sociocultural Factors on Study and Performance.
Journal Name
Anthropology & Education Quarterly
Appears In
v26 n1 p50-80 Mar 1995
Month
Mar
Year
1995
Date
19950000
Abstract
Presents results of ethnographic research into sociocultural
influences on the academic performance of black students at a
correspondence education university in South Africa. A contextual and
individualistic/holistic approach was used in the case studies.
Performance was influenced by various factors based on circumstances
and attitudes. (MMU)
Identifier
*University of South Africa
Major Subjects
Academic Achievement ; Black Students
; College Students
; Educational Anthropology
; Social Influences
Minor Subjects
Case Studies ; Cultural Influences
; Foreign Countries
; Higher Education
; Study Habits
Language
English
Clearinghouse Code
UD
ISSN
0161-7761
Record 2
Accession Number
EJ571793
Author
Singham, Mano
Title
The Canary in the Mine: The Achievement Gap Between Black and
White Students.
Journal Name
Phi Delta Kappan
Appears In
v80 n1 p8-15 Sep 1998
Month
Sep
Year
1998
Date
19980000
Abstract
Favored explanations for the achievement gap between black and
white students reflect experts' positions on the ideological spectrum,
while overlooking fundamental problems with the educational delivery
system. The situation of black students is not hopeless, thanks to new
research that abandons whites' academic performance as the norm and
advocates developing cooperative studying and problem-solving habits in
all students. (MLH)
Major Subjects
Academic Achievement ; Black Students
; Cooperative Learning
; Evaluation Criteria
; Racial Differences
; White Students
Minor Subjects
Delivery Systems ; Elementary Secondary Education
; Misconceptions
; Problem Solving
; Study Habits
Language
English
Clearinghouse Code
EA
ISSN
0031-7217
Record 3
Accession Number
ED415942
Author
Rasor, Lori T. ; Rasor, Richard A.
Title
Test Anxiety and Study Behavior of Community College Students in
Relation to Ethnicity, Gender, and Age.
Year
1998
Date
19980300
Pagination Count
21
Abstract
A study was conducted on community college students in order to
determine the correlational values among the variables of test anxiety
and study behavior, and the student characteristics of age, gender, and
ethnicity. Students enrolled in introductory psychology and English
classes at American River College and Sacramento City College in
California participated in the study by completing the Study Behavior
Inventory (SBI) and Sarason's Test Anxiety Scale (TAS). The SBI
measures undergraduates' study behaviors and academic self-perception,
and the TAS measures the amount of test anxiety among students.
Students' demographic information including ethnicity, gender, age,
academic background, and language background was also determined.
Principle findings of the study include (1) non-white students may need
more instruction about study habits and help with combating test
anxiety than whites; (2) younger students, especially males, may need
additional instruction about study habits; (3) female students are in
greater need for help than males with overcoming test anxiety; and (4)
the best predictor of higher levels of test anxiety is lower study
skills. Provides several tables of data. (Contains 18 references.)
(YKH)
Identifier
Sarason Test Anxiety Scale. Study Behavior Inventory
Major Subjects
Measurement Techniques ; Student Attitudes
; Student Characteristics
; Study Skills
; Test Anxiety
; Two Year College Students
Minor Subjects
Age Differences ; Behavioral Science Research
; Black Students
; Community Colleges
; Comparative Analysis
; Ethnic Studies
; High Risk Students
; Personality Assessment
; School Demography
; Sex Differences
; Study Habits
; Tables (Data)
; Two Year Colleges
; White Students
The selections in this book offer advice on how to get the most
out of a high school education by making intelligent and informed
decisions in and out of the classroom. The guide features 15 essays
geared to the student, each written by a professional or educator. Each
is followed by a short essay by a black high school student about his
or her experience in overcoming obstacles to success in high school.
The following essays are included: (1) "Selecting a High School"
(Roland M. Allen); (2) "Planning for the Future: Choosing the Right
Field of Study, Faculty, and Counselor" (Ruby C. Delery); (3) "The
Politics of High School" (William J. Ekeler); (4) "Opportunities for
Success in the Classroom" (Shannon D. Mathews); (5) "Study Habits and
Hints" (Margaret Florence); (6) "Athletics" (Willie Hill); (7)
"Extracurricular Activities" (Holly A. Robertson); (8) "Leadership In
and Out of the Classroom" (Ruby D. Higgins); (9) "Making the Smart
Choice: Say No to Drugs, Alcohol, Crime, and Pregnancy" (Wilton A.
Barham); (10) "Choosing Your Friends" (Stephen Pemberton); (11) "Black
Pride and Self-Esteem" (Vernon L. Farmer); (12) "The Black Community:
Community and Religious Involvement" (James Coaxum); (13) "Integration
with Others" (LaWanna Gunn-Williams); (14) "Part-time Work: An
Education and Opportunity" (Al B. Barron); and (15) "The Career Hunt:
Putting It All Together" (Deren Finks). (SLD)
Major Subjects
Academic Achievement ; Black Students
; Career Choice
; Educational Attainment
; High School Students
; Study Habits
Minor Subjects
Black Community ; Decision Making
; Drug Abuse
; Educational Planning
; Extracurricular Activities
; High Schools
; Part Time Employment
; Self Esteem
Intended Audience
Students
Language
English
Country of Publication
U.S.
Connecticut
Clearinghouse Code
UD
Price
Document Not Available from EDRS.
ISBN
0313298483
Record 5
Accession Number
ED397705
Author
Weissman, Julie ; And Others
Title
A Study of Student Transition to College. AIR 1996 Annual Forum
Paper.
Year
1996
Date
19960507
Note
Paper presented at the Annual Forum of the Association for
Institutional Research (36th, Albuquerque, NM, May 5-8, 1996).
Pagination Count
33
Abstract
White, Black, and Hispanic students were studied during their
transition from school or work to a community college. Students (N=71)
at the College of Lake County (CLC) in Illinois attended focus groups
formed according to race or ethnic group (White, Black, or Hispanic) in
the spring and fall semesters to discuss their goals, experience, and
feelings about the college environment. Findings from the fall focus
groups indicated that all groups of students saw a direct connection
between higher education and desirable employment. Most students in all
three groups planned to get a degree or certificate at CLC. White
students were most likely to plan on transferring to another school and
least likely to plan on a CLC degree whereas Black students were most
likely to plan on a CLC degree or certificate and least likely to plan
on transferring. Findings from the spring focus group meetings
indicated that many students found college harder than expected and all
confirmed the importance of support from parents, family, friends, and
faculty. Difficulties reported by many students included attending
college part-time, not socializing with other students, and, for
younger students, relating to older students in class. All expressed a
comfortable feeling with campus diversity although their personal
experiences in relationship to their race/ethnicity differed by group.
Orientation and extracurricular activities were seen as helpful for
students adjusting to college. (Contains 19 references.) (CK)
Identifier
*AIR Forum. *College of Lake County IL. Diversity
(Student)
Major Subjects
Academic Aspiration ; Ethnic Groups
; School Orientation
; Student Adjustment
; Student Educational Objectives
Minor Subjects
Attitude Change ; Black Students
; College Environment
; College Students
; Community Colleges
; Ethnicity
; Extracurricular Activities
; Family Influence
; Focus Groups
; Higher Education
; Hispanic Americans
; Interpersonal Relationship
; Student Attitudes
; Study Habits
; White Students
Language
English
Country of Publication
U.S.
Illinois
Clearinghouse Code
HE
Price
EDRS Price MF01/PC02 Plus Postage.
Record 6
Accession Number
EJ486589
Author
Giovanni, Nikki
Title
Campus Racism 101.
Journal Name
Academe
Appears In
v80 n3 p18-20 May-Jun 1994
Month
May-Jun
Year
1994
Date
19940000
Abstract
A noted poet and professor offers advice to African American
students on making the adjustment to a predominantly white college or
university. Issues addressed include attendance patterns and study
habits, relationships with faculty, cultivating friends and
self-esteem, participation in campus life, and dealing with racism.
(MSE)
Identifier
African Americans
Major Subjects
Black Students ; College Environment
; Racial Bias
; Student Adjustment
; Study Habits
; Teacher Student Relationship
Minor Subjects
Black Education ; College Students
; Higher Education
; Racial Discrimination
; Student Attitudes
; Student Experience
Language
English
Clearinghouse Code
HE
ISSN
0190-2946
Record 7
Accession Number
EJ472669
Author
Ewing, Norma J. ; Yong, Fung Lan
Title
Learning Style Preferences of Gifted Minority Students.
Journal Name
Gifted Education International
Appears In
v9 n1 p40-44 1993
Year
1993
Date
19930000
Abstract
This study compared learning style preferences among gifted
African-American (n=54), Mexican-American (n=61), and American-born
Chinese (n=40) middle grade students attending Chicago, Illinois,
public schools. Significant ethnic, gender, and grade differences were
found. All three groups preferred studying in the afternoon and bright
light and did not prefer noise, structure, and authority figures.
(DB)
Identifier
African Americans
Major Subjects
Cognitive Style ; Ethnic Groups
; Gifted
; Student Attitudes
Minor Subjects
Age Differences ; Behavior Patterns
; Black Students
; Chinese Americans
; Comparative Analysis
; Conceptual Tempo
; Cultural Differences
; Intermediate Grades
; Mexican Americans
; Sex Differences
; Student Characteristics
; Study Habits
Intended Audience
Researchers
Language
English
Clearinghouse Code
EC
ISSN
0261-4294
Record 8
Accession Number
ED341345
Author
Amos, Arthur K., Jr.
Corporate Name
California Univ., Davis. Office of Student Affairs Research and
Information. [BBB20394]
Title
Effort and Gain: The UC Davis Undergraduate Experience.
Year
1990
Date
19900800
Note
For related documents, see HE 025 239-246.
Pagination Count
71
Abstract
A study was done to examine the effort put into their
undergraduate study by University of California Davis students and
their estimates of what they think they have gotten out of their study.
The study used data collected from a stratified random sample of 300
Black students, 300 Chicanos, and 886 other students all of whom
received a survey in the mail. Of the 1486 surveys mailed, 725 usable
surveys were returned for a response rate of 49 percent. The major
findings were: (1) Davis students resemble other students at peer
institutions in the effort they put into undergraduate careers and the
amount of gain they report; (2) Davis students differ from national
counterparts in 8 of 15 Quality of Effort scales where they report
greater effort; (3) Davis students report slightly smaller gains than
their national peers in three areas; (4) students report slightly
greater gains than their national peers in five areas; (5) men and
women report similar effort in most areas; (6) differences in ethnicity
are significant for six areas of effort; (7) class level is
significantly associated with effort in nine areas of effort and three
areas of gain; and (8) the effort reported by students varies
significantly by field of study in 12 areas. Included are 38 tables.
(Author/JB)
Identifier
*Effort. Quality of Effort. *University of California
Davis
Major Subjects
College Students ; Educational Quality
; Outcomes of Education
; State Universities
; Undergraduate Study
Minor Subjects
Black Students ; College Curriculum
; College Instruction
; Ethnic Groups
; Higher Education
; Hispanic Americans
; Student Attitudes
; Student Characteristics
; Student Development
; Student Motivation
; Study Habits
; Whites
Intended Audience
Researchers
Language
English
Country of Publication
U.S.
California
Clearinghouse Code
HE
Price
EDRS Price MF01/PC03 Plus Postage.
Record 9
Accession Number
EJ419436
Author
Fullilove, Robert E. ; Treisman, Philip Uri
Title
Mathematics Achievement among African American Undergraduates at
the University of California, Berkeley: An Evaluation of the
Mathematics Workshop Program.
Journal Name
Journal of Negro Education
Appears In
v59 n3 p463-78 Sum 1990
Month
Sum
Year
1990
Date
19900000
Note
Theme issue with the title, "Black Students and the Mathematics,
Science, and Technology Pipeline: Turning the Trickle into a
Flood."
Abstract
Describes and evaluates the Mathematics Workshop Program (MWP),
which recruits first-year students of all races but typically enrolls
primarily minority students. Data clearly suggest that MWP has
succeeded in promoting high levels of academic performance among
African American mathematics students. (AF)
Identifier
African Americans. *Hispanic Students. University of California
Berkeley
Major Subjects
Black Students ; Calculus
; College Mathematics
; Cooperative Learning
; Honors Curriculum
; Mathematics Achievement
Minor Subjects
Chi Square ; College Freshmen
; Peer Teaching
; Program Evaluation
; Study Habits
; Workshops
Intended Audience
Teachers
Administrators
Practitioners
Language
English
Clearinghouse Code
UD
ISSN
0022-2984
Record 10
Accession Number
ED225494
Author
Pratt, Linda K.
Title
An Analysis of Variables Which Discriminate between Persisting
and Non-Persisting Students. SAIR Conference Paper.
Year
1982
Date
19821000
Note
Paper presented at the Annual Conference of the Southern
Association for Institutional Research (Birmingham, AL, October 28-29,
1982).
Pagination Count
11
Abstract
The effectiveness of noncognitive and cognitive variables in
predicting student persistence was studied. A total of 698 black
freshmen entering North Carolina Central University in 1978 were
studied. Sixty-one percent of the sample were female; 83 percent were
between 18 and 22 years old; and 65 percent were from cities and towns
with populations under 50,000. Data sources were a 1978 survey,
Scholastic Aptitude Test scores and high school rank, and a file
tracking all entering students each year. Discriminant analysis was
undertaken using 19 variables, including the following: age; extent to
which the high school class was desegregated; father's and mother's
occupational level and education; family income; change in family's
economic status in the last 10 years; parent's feelings about the
students' secondary school grades; studying and aspirations to be on
the Dean's list; value placed on obtaining good grades; and academic
aspirations. For the 1980 data set, analysis of 19 variables for the
same students 2 years after their university entrance correctly
classified 67 percent of the discontinuing students and 62 percent of
the enrolled students. It is suggested that future analysis may
identify a relatively small group of variables that will identify
students likely to persist. (SW)
Identifier
*North Carolina Central University. *SAIR Conference
Major Subjects
Academic Persistence ; Black Students
; College Freshmen
; Predictor Variables
; Student Attrition
Minor Subjects
Academic Achievement ; Academic Aspiration
; Family Characteristics
; Higher Education
; Institutional Research
; Study Habits
Language
English
Country of Publication
U.S.
North Carolina
Clearinghouse Code
HE
Price
EDRS Price MF01/PC01 Plus Postage.
Record 11
Accession Number
EJ274647
Author
Losak, John ; And Others
Title
College Students in Remedial Courses Report on Their High School
Preparation.
Journal Name
College Board Review
Appears In
n125 p21-22,29-30 Fall 1982
Month
Fall
Year
1982
Date
19820000
Abstract
A community college polled its basic skills students about their
high school academic experience and study skills and habits. Most felt
that too little had been expected of them, and that their remedial
program experience had made them better students. An increase in
academic underpreparedness is forecast. (Author/MSE)
Identifier
Miami Dade Community College FL
Major Subjects
College Preparation ; High Risk Students
; Remedial Programs
; Secondary School Curriculum
; Student Attitudes
Minor Subjects
Basic Skills ; Black Students
; Community Colleges
; Developmental Studies Programs
; Educational Quality
; Higher Education
; Hispanic Americans
; School Surveys
; Study Habits
; Study Skills
; Two Year College Students
Language
English
Clearinghouse Code
HE
Record 12
Accession Number
EJ145618
Author
Wen, Shih-Sung ; Liu, An-Yen
Title
The Validity of Each of the Four Scales of the Survey of Study
Habits and Attitudes (SSHA) for Each of Two Samples of College Students
and Under Each of Two Treatment Conditions Involving Use of Released
Class Time
Journal Name
Educational and Psychological Measurement
Appears In
36, 2, 565-8, Sum 76
Year
1976
Date
19760000
Abstract
Results of the validity study indicate a moderate to high degree
of correlation between each subscale and course examination scores for
female black undergraduates but an absence of such for black male
undergraduates. (Author/DEP)
Identifier
*Brown Holtzman Survey Study Habits and Attitudes
Major Subjects
Achievement ; College Students
; Sex Differences
; Study Habits
; Test Validity
Minor Subjects
Black Students ; Student Attitudes
Clearinghouse Code
TM
Record 13
Accession Number
ED064433
Author
Lahn, Alan M.
Title
Changes in Study Habits and Attitudes During a College
Preparatory Program for High Risk Students.
Year
1971
Date
19710000
Note
paper presented at the American Personnel and Guidance
Association National Convention, Atlantic City, N.J., 1971
Pagination Count
10
Abstract
This paper reports on changes in students' study habits and
attitudes during the Prep Program at Shippensburg State College. Fifty
students, 40 black and ten white, were selected for the program for
high-risk minority group students, and granted admission to
Shippensburg for the Fall of 1970. The Prep students spent six weeks on
the Shippensburg State College campus, attending special classes in
English, speech, humanities, science, and mathematics. In addition to
the director of the Program, his assistant, and the instructional
staff, 10 undergraduate "tutor-counselors" were available to help Prep
students with their personal, social, and academic adjustment to
college life. In order to evaluate changes in study habits and
attitudes, the Brown-Holtzman Survey of Study Habits and Attitudes was
administered to the Prep students at the beginning and at the end of
the six week Prep program. The Prep students tended to report more
negatively on their study habits and attitudes at the end of the
Program. This seems to indicate that the Program did not attain its
goal, but it is possible that the negative change in scores does not
represent an actual decline in study habits and attitudes but a more
realistic self-report. (Author/JM)
Identifier
Brown Holtzman Survey Study Habits And Attitudes
Major Subjects
College Preparation ; College Programs
; Compensatory Education
; Educationally Disadvantaged
; High School Graduates
Minor Subjects
Attitude Change ; Black Students
; Higher Education
; Program Evaluation
; Sex Differences
; Student Attitudes
; Study Habits
; Tutorial Programs
; White Students
Clearinghouse Code
UD
Price
EDRS Price MF01/PC01 Plus Postage.
Record 14
Accession Number
ED074162
Author
Jones, J. Charles ; And Others
Title
Differences in Perceived Sources of Academic Difficulties: Black
Students in Predominantly Black and Predominantly White Colleges.
Year
1970
Date
19700000
Pagination Count
30
Abstract
The purpose of this study was to determine whether black students
attending predominantly white colleges attributed their academic
difficulties to different sources and saw themselves as having a
different set of problems than their black counterparts in
predominantly black colleges. Subjects were asked to rate possible
sources of academic problems on 12 five-point scales. The total of 289
students was divided between 195 black students in four predominantly
black universities and 94 black students in five predominantly white
liberal arts colleges. There were 98 males and 97 females in the black
schools, and 51 males and 43 females in the white schools. Males
attending predominantly black colleges were more inclined to attribute
their academic difficulties to their own poor study habits and to worry
over financial problems, and less likely than those attending
predominantly white colleges to blame their difficulties on defects in
their schools. Students attending predominantly white colleges were
more likely to see competition with other students and inadequate high
school preparation as sources of academic difficulties. Female students
were inclined to view social and communication problems as contributing
most importantly to their academic difficulties, while males more
frequently reported being distracted by financial problems or
experiencing academic difficulties because of poor study habits.
(Author/JM)
Major Subjects
Black Colleges ; Black Students
; College Desegregation
; Perception
; Student Problems
Minor Subjects
Academic Achievement ; Communication Problems
; Conflict
; Educational Background
; Financial Problems
; Racial Integration
; Sex Differences
; Social Problems
; Student Attitudes
; Study Habits
Clearinghouse Code
UD
Price
EDRS Price MF01/PC02 Plus Postage.
Record 15
Accession Number
ED036419
Author
Phillips, George O., Sr.
Title
Study Habits and Attitudes of Disadvantaged Students in A College
Reading and Study Skills Program.
Year
1969
Date
19691200
Note
Paper presented at the National Reading Conference, Atlanta, Ga.,
Dec. 4-6, 1969
Availability
Nineteenth National Reading Conference Yearbook
Pagination Count
9
Abstract
The importance of the nonintellective factors, study habits and
attitudes of the learner, was investigated. Tested were the effects of
different methods of reading and study skills instruction upon the
study habits and attitudes of 102 disadvantaged black college freshmen
enrolled in a reading and study skills course at North Carolina Central
University. A different method of instruction was randomly assigned to
each of the four groups selected. The teacher-guided, individualized,
and audiovisual methods were used in three classes; the fourth was a
control group which received no instruction. Results indicated that the
study habits and attitudes of the students underwent changes as a
result of exposure to the instruction. Comparable students appeared to
react more favorably to certain types of instruction, less favorably to
others. Generally it appeared that study habit factors were enhanced;
whereas, study attitude factors lost ground as a result of the
instruction. Other underlying factors appeared to be operating also.
Further study was suggested. References and tables are included.
(NH)
Major Subjects
Black Students ; College Freshmen
; Disadvantaged Youth
; Instructional Innovation
; Performance Factors
Minor Subjects
Audiovisual Instruction ; Individualized Instruction
; Reading Improvement
; Reading Instruction
; Reading Research
; Student Attitudes
; Study Habits
; Study Skills