Minority college students -- United States -- Longitudinal studies.
First-generation college students -- United States -- Longitudinal studies.
Academic achievement -- United States.
Student adjustment -- United States.
The role of personal motivational characteristics and environmental social supports in college outcomes was examined in a longitudinal study of 100 ethnic minority first-generation college students. Personal/career-related motivation to attend college in the fall was a positive predictor and lack of peer support was a negative predictor of college adjustment the following spring. Lack of peer support also predicted lower spring GPA.
College students, White -- United States -- Attitudes.
College students, White -- United States -- Longitudinal studies.
Gays -- Public opinion.
Public opinion -- United States.
Based on the Contact Hypothesis (Allport, 1979) a model for understanding the development of attitudes toward LGB relationships among White heterosexual undergraduate students was proposed. Using 401 White heterosexual students (70% women) attending a large public mid-Atlantic university this model was tested. More specifically, the effects of gender, pre-college variables (attitudes and interpersonal contact), and college contact with LGB individuals on attitudes toward LGB relationships after two years of college were tested using a series of regression analyses. The proposed model was supported by statistical analyses. Suggestions for facilitating the development of more positive attitudes among students are made.
College students -- Vocational guidance -- United States.
Cross-cultural counseling -- United States.
We investigated psychological distress and vocational problems presented by university students seeking help at a university counseling center (N = 597, 68% female, 12% African American, 9% Asian American, 58% White). All students reported distress in several areas, but African American students in particular perceived barriers when pursuing their vocational goals and Asian American students were unclear about their vocational identity. Especially for White students vocational difficulties correlated with psychological distress, and for women in particular anxiety and depression symptoms and perceived vocational barriers related to how well they functioned in school and in relationships.
Graduate students -- United States -- Political activity.
Counselors -- Training of -- United States.
This study examined variables that were hypothesized to contribute to social justice advocacy among 134 graduate students enrolled in counseling programs, including problem solving skills, worldview, social concern, and political interest. Of these variables, the desire to become involved in social justice advocacy and political interest predicted actual engagement in social justice advocacy. The results also showed that many of the participants presented with low levels of social justice advocacy. Implications for training and research are included.
African American college students -- Religious life.
African Americans -- Race identity.
Race -- Religious aspects.
This study examined the relationships between racial identity attitudes and religious orientation among African American college students. The participants were 270 African American college students from 2- and 4–year colleges in the Northeast. Multiple regression analyses were conducted and the results indicated that racial identity attitudes were predictive of religious orientation. Gender also significantly impacted the relationships between these variables.
This study explores the concept of strategies as a means for understanding how students negotiate the transition to college. Based upon a qualitative study of eight first-year students at an urban, commuter, public four-year college, it explores how students experienced challenges, perceived influences, and devised strategies during the freshman year. Findings revealed that challenges and influences ranged from negative to positive, and occurred both inside and outside the institution. Implications for first-year seminars and further research are discussed.