Exploring the impact of historically Black colleges in promoting the development of undergraduates' self-concept

Journal of College Student Development

Volumn 41, Issue 4, 2000, Pages 381-394

  Berger, Joseph B ^a   Milem, Jeffrey F ^b  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000393218     PISSN: 08975264     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (43)

1. Allen, W. R. (1992) The color of success: African American college student outcomes at predominantly White and historically Black public colleges and universities. Harvard Education Review, 62(1), 26-44.
2. Allen, W. R. (1991). Introduction. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White, (pp. 1-8). Albany: SUNY Press.
3. Allen, W. R., & Haniff, N. Z. (1991). Race, gender, and academic performance in U.S. higher education. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White, (pp. 96-114). Albany: SUNY Press.
4. Astin, A. W. (1970a). The methodology of research on college impact, part 1. Sociology of Education, 43, 223-254.
5. Astin, A. W. (1970b). The methodology of research on college impact, part 2. Sociology of Education, 43, 437-450.
6. Astin, A. W. (1977). Four critical years. San Francisco: Jossey-Bass.
7. Astin, A. W. (1982). Minorities in American higher education: Recent trends, current prospects, and recommendations. San Francisco: Jossey-Bass.
8. Astin, A. W. (1985). Achieving academic excellence. San Francisco: Jossey-Bass.
9. Astin, A. W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: Macmillan.
10. Astin, A. W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass.
11. Astin, H., & Kent, L. (1983). Gender roles in transition: Research and policy implications for higher education. Journal of Higher Education, 54, 309-324.
12. Berger, J. B. (1997). The relationship between organizational behavior at colleges and student outcomes: Generating a quantitatively grounded theory. Unpublished Doctoral Dissertation.
13. Berger, J. B. (2000). Organizational behavior at colleges and student outcomes: A new perspective on college impact. The Review of Higher Education, 23(1), 61-83.
14. Bohr, L., Pascarella, P. T., Nora, A., & Terenzini, P. T. (1995). Do Black students learn more at historically Black or predominantly White colleges? Journal of College Student Development, 36(1), 75-85.
15. DeSousa, D. J., & King, P. M. (1992). Are White students really more involved in collegiate experiences than Black students? Journal of College Student Development, 33(4), 363-369.
16. Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
17. Fleming, J. (1984). Blacks in college: A comparative study of students' success in Black and White institutions. San Francisco: Jossey-Bass.
18. Gribbons, B. C., & Hocevar, D. (1998). Levels of aggregation in higher level confirmatory factor analysis: Application for academic self-concept. Structural Equation Modeling, 5(4), 377-90.
19. Gurin, P., & Epps, E. G. (1975). Black consciousness, identity, and achievement: a study of students in historically Black colleges. New York: Wiley Press.
20. Hansford, B., & Hattie, J. (1982). The relationship between self and achievement/performance measures. Review of Educational Research, 52, 123-142.
21. Jackson, K. W., & Swan, L. A. (1991). Institutional and individual factors affecting Black undergraduate student performance: Campus race and student gender. In W. R. Allen, E. G. Epps, & N. Z. Haniff (Eds.), College in Black and White, (pp. 74-95). Albany: SUNY Press.
22. Jencks, C., & Reisman, D. (1968). The academic revolution. New York: Doubleday.
23. Johnson, C. E., & Petrie, T. A. (1996). Relationship of gender discrepancy to psychological correlates of disordered eating in female undergraduates. Journal of Counseling Psychology, 43(4), 473-79.
24. Kuh, G. D., Schuh, J., Whitt, E., & Associates. (1991). Involving colleges. San Francisco: Jossey-Bass.
25. Levy, P. A., & Hadley, B. J. (1998). Family-of-origin relationships and self-differentiation among university students with bulimic-type behaviors. Family Journal: Counseling and Therapy for Couples and Families, 6(1), 19-23.
26. MacKay, K. A., & Kuh, G. D. (1994). A comparison of student effort and educational gains of caucasian and african-american students at predominantly white colleges and universities. Journal of College Student Development, 35(3), 217-223.
27. McEwen, M. K. (1996). The nature and uses of theory. In S. R. Komives & D. B. Woodard, Jr. (Eds.), Student services: A handbook for the profession (3rd ed.). San Francisco: Jossey-Bass.
28. Milem, J. F., & Berger, J. B. (1997). A modified model of college student persistence: the relationship between Astin's theory of involvement and Tinto's theory of student departure. Journal of College Student Development, 38(4), 387-400.
29. Pace, C. (1980). Measuring the quality of student effort. Current Issues in Higher Education, 2, 10-16.
30. Pajares, F., & Miller, M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
31. Pascarella, E. T. (1985). College environmental influences on learning and cognitive development: A critical review and synthesis. In J. C. Smart (Ed..), Handbook of Theory and Research in Higher Education, Volume I, (pp. 1-61). New York: Agathon
32. Pascarella, P. T., Edison, M., Nora, A., Hagedorn Serra, L., & Terenzini, P. T. (1996). Additional evidence on the cognitive effects of college racial composition: A research note. Journal of College Student Development, 37(5), 494-501.
33. Pascarella, E. T., Smart, J. C., Ethington, C. A., & Nettles, M. T. (1987). The influence of college on self-concept: A consideration of race and gender differences. American Educational Research Journal, 24(1), 49-77.
34. Pascarella, E. T. & Terenzini, P. T. (1991). How College Affects Students. San Francisco: Jossey-Bass.
35. Smart, J. C. (1985) Holland environments as reinforcement systems. Research in Higher Education, 23, 279-292.
36. Smart, J. C. & Pascarella, P. T. (1986). Self-concept development and educational degree attainment. Higher Education, 15, 3-15.
37. Smith, D. (1990). Women's colleges and coed colleges: Is there a difference for women? Journal of Higher Education, 61, 181-197.
38. Sowell, T. (1972). Black Education: Myths and Tragedies. New York: David McKay.
39. Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
40. Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition, second edition. Chicago: University of Chicago Press.
41. Watson, L. W., & Kuh, G. D. (1996). The influence of dominant race environments on student involvement, perceptions, and educational gains: A look at historically Black and predominantly White liberal arts institutions. Journal of College Student Development, 37(4), 415-425.
42. Weidman, J. (1989). Undergraduate socialization: A conceptual approach. In J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research (Vol. 5). New York: Agathon.
43. Wylie, R. (1974). The self-concept: Vol. 2. A review of methodological considerations and measuring instruments (rev. ed.). Lincoln: University of Nebraska Press.