Degree Type

Dissertation

Date of Award

1998

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Larry Ebbers

Abstract

The nature of access to higher education at predominately white institutions for African-Americans has been focused largely on the preparation of the student. Little attention has been placed on the quality of the interaction of the student with standardized institutional practices and procedure. The purpose of this study is to examine the differences obtained by African-Americans, when the institution adjusts practices and procedures to be inclusive of the academic, social and environmental characteristics versus the creation of specialized interventions;African-American students attending a Midwestern regional comprehensive university between 1985-1990 are the bases of the study. Each entry class was introduced to increasing levels of intervention, ranging from none to four interventions. The interventions were either institutional or specialized. The study examines two categories of intervention: institutional adjustments (academic standards, residential life programs, financial aid and advisement) and specialized programs (pre-matriculation bridge program, ethnic specific social programs, and academic assistance). The students are followed from entrance to exit to find if specialized programs produced greater persistence and/or attainment.

DOI

https://doi.org/10.31274/rtd-180813-4998

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Robert Andre Broadus

Language

en

Proquest ID

AAI9826518

File Format

application/pdf

File Size

97 pages

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