Abstract

Using the principles of good practice in undergraduate education defined by Chickering and Gamson (1987, 1991), this study examined the role of institutional type in African-American students' experiences. Controlling for confounding influences, students attending historically Black colleges reported significantly greater levels of good practices in and out of the classroom with faculty and peers than did their counterparts at both research and regional institutions. Only one difference was found in experiences of good practices between historically Black and liberal arts colleges.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 185-205
Launched on MUSE
2006-03-08
Open Access
No
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