Factors that influence the persistence of Afro-American science students
Abstract
This study examined the relationship between grade point average, study habits and a combination of seven noncognitive variables. These noncognitive variables have been derived from the work of Sedlacek and others (1978). These are positive self-concept, realistic self-appraisal, understanding and dealing well with racism, preferring long-range goals to short-range goals, availability of a strong support person, leadership experience, and demonstrated community service. The study sought to determine if the traditional measure of attitude and study habits in combination with the newer noncognitive dimensions are more reliable for determining academic success for A-A students than the traditional measures only. The population for this study consisted of 68 Afro-American students enrolled in the School of Science at Purdue University. The subjects were administered the Brown-Holtzman Survey of Study Habits (SSHA), the Non-Cognitive Questionnaire (NCQ) and a personal career planning data form. There was a significant relationship between GPA and study habits and attitude for fifth and higher semester students. There was a significant relationship between attitude and GPA for first semester students. There was a significant relationship between self-concept and GPA for entry level students. Long range goals and GPA was significant for fifth and higher semester students.
Degree
Ph.D.
Advisors
Segrist, Purdue University.
Subject Area
Academic guidance counseling
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