The decisions African American and White students make about whether to complete a degree or leave school prematurely may be affected by many variables (Bean, 1982; Bean & Metzer, 1985; Tinto, 1993; 1997; Pascarella & Terenzini, 2005). Also, the decisions student make to choose complete specific academic majors can be affected by many variables (Hackett, 1989; Leppel, 2001; St. John, Carter, Simmons, Musoba, 2004; Kim, 2006). The purpose of this dissertation is to examine the differences in variables related to year to year persistence for both African American and White students during their first two full academic years in college.
Using both a logistic regression analysis and multinomial regression on data sets in the 2000-01 and 2002-01 academic years drawn from Indiana's Student Information System (SIS), this dissertation examined the effects of student background characteristics, high school achievement, SAT scores, institutional type, college major, college achievement, and financial aid on year to year persistence by full-time African American and White students during two years of college in 2000-01 and 2001-02 in Indiana's public higher education system. The results indicated (1) background variables associated with persistence and major choice are substantially different for both groups; (2) for Indiana students, completing college preparatory, Core 40, or honors curricula had a positive association on persistence; (3) taking the SAT and having high scores had a significant effect on persistence; (4) college choices influenced persistence for both groups especially when attending state universities and research universities; (5) Several academic major choices for major choices had a positive association with persistence and for African Americans several major choices were negatively associated with persistence; (6) High college grades were associated with persisting for both groups and low grades were negatively associated and finally (7) there were differences in the effects on student financial aid across both groups in Indiana. High income African American groups were more likely to persist and African American groups from lower income groups are more likely to persist with grant aid. The findings from this dissertation have implications for public policy makers and all researchers who study the college student educational attainment process.
|Advisor:||Hossler, Donald R., John, Edward P. St.|
|Commitee:||Howard-Hamilton, Mary F., Stewart, Quincy T.|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 69/03, Dissertation Abstracts International|
|Subjects:||Black studies, Higher education, African American Studies|
|Keywords:||Academic preparation, African-American, Financial aid, Indiana, Major choice, Persistence, White students|
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