Admission, retention, and support services of African-American architecture students: A national survey

Raymond Andrew Dalton, Purdue University

Abstract

The purposes of this study were threefold: (a) to establish a baseline of data on the admission of African-American students in architecture schools; (b) to determine the retention rate of these students; and (c) to determine the extent to which architecture programs provide these students with support services. This study surveyed schools of architecture throughout the nation by means of a questionnaire sent to key administrators. Respondents were asked to provide information pertaining to admission, retention, and support services. Of the 83 schools surveyed, a total of 62 (75 percent) responded. The data were analyzed to determine averages for several variables. The t-test was used to ascertain whether African-American retention was greater in architecture programs that provided support services. Based on the analysis, the researcher found that African-Americans represented 7.9 percent of freshmen and 6.6 percent of graduates. In low African-American enrollment schools, they represented 4.2 percent of freshmen and 3.9 percent of graduates. Slightly half were differently qualified because they did not achieve the required SAT or ACT tests scores and high school grades for admission. The differently qualified had a lower rate of retention than the regularly qualified African-Americans. Both groups showed similar rates of voluntary withdrawal. Apparently, peer counseling and African-American architecture faculty were significant support services for retention of the differently qualified. Based on the findings, the researcher concluded that African-American students were underrepresented in architecture education programs and were more likely to be retained and graduated where these programs provided certain kinds of support services. This study is useful as a knowledge base for educators and professionals interested in planning practical approaches to improve African-American and other minority students' participation in the nation's architecture education programs.

Degree

Ph.D.

Advisors

Geahigan, Purdue University.

Subject Area

Higher education|Architecture|Art education|Black studies|African American Studies

COinS