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• W88577034 abstract "This article focuses on the campus involvement of African American students on small, predominantly white college campuses. The results represent a portion of a larger study, which intended to describe the experiences of African American students who persisted to their junior or senior year. Four small colleges in the Southern Appalachian region of the United States served as research sites. A qualitative approach was followed where twenty-four students and five administrators participated in semistructured interviews. The importance of campus involvement for African American students at predominantly white colleges is the focus of this project. This article is part of a much larger study, which focused on student persistence (Littleton, 2001). Based on a review of related literature, most studies focusing on African American student persistence were conducted at mid-size or large public universities. The purpose of the study was to fill a gap in the literature on the experiences of African American students who persist at small colleges. The focus was persistence towards graduation instead of a retention-based study that may have only examined factors leading to student departure. The goal was to provide faculty and administrators at small colleges with practical knowledge and recommendations for enhancing the experiences of African American students that would, in effect, increase the likelihood of their persistence. Background Although other theories (Bean, 1980; Pace, 1980; Cross, 1978) provided a background for this research, two are referenced for the purpose of this article: Student Integration Model (Tinto, 1987) and Theory of Student Involvement (Astin, 1984). Tinto (1987) proposed that the more a student is integrated into the institution, both academically and socially, the more likely that student will persist towards graduation. While motivation and other pre-college attributes (e.g., high school GPA, parental support, etc.) are important, Tinto's theory is based on student interactions with various campus members after enrollment. Tinto (1987) proposed that integration occurs in two areas: academic and social. Both areas have formal (e.g., academic performance and extra-curricular activities) and informal (e.g., faculty/staff interaction and peer-group interaction) realms. The formal component of integration consists of the student's intellectual fit into the academic program and the level of involvement in extracurricular activities. Thus, if the student feels he/she can meet the academic standards and become a part of the social life on campus, the likelihood of positive integration is high. The informal component of integration consists of the student's interactions with faculty outside the classroom and her/his sense of belonging to a peer group. The Theory of Student Involvement also serves as a framework for this article. Astin (1984) proposed that if students are involved, the likelihood of retaining them is greater. Astin (1984) defined involvement as the amount of physical and psychological energy that the student devotes to the academic experience (p. 297). Thus, the highly involved student placed her/ his energy into studying, spending time on campus, participating in student activities, and communicating with faculty members. The term involvement was used because it implied a behavioral component more susceptible to direct observation and measurement. Involvement theory suggests that active involvement and participation must be present for successful retention programs. Method Site and Sample Each of the four participating institutions was located in small towns or rural areas in the Southern Appalachian region of the United States. Enrollment at these institutions ranges from 900 to 1,600 with an average African American population of four to five percent. The criteria chosen for student participants were threefold. The students were: African American, of junior or senior classification, and in good standing with their academic institution. …" @default.
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• W88577034 title "Campus Involvement among African American Students at Small, Predominantly White Colleges" @default.
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