The purposes of this study were to (a) compare the academic and social support services provided to regularly admitted African American females with specially admitted African American females all of whom attend a predominantly white institution, and (b) determine how responsive the predominantly white institution is to the academic and social needs of African American females. The academic and social support for both groups was similar with higher utilization and satisfaction of services among the specially admitted. However, the institution did not prove to be responsive to African American females in many of the social aspects. The results showed that the participants deemed most of the services significant but frequency of use and satisfaction were not prevalent. Implications as to how the predominantly white institution can be more responsive to African American females are discussed.
","abstract_html":"<p>The purposes of this study were to (a) compare the academic and social support services provided to regularly admitted African American females with specially admitted African American females all of whom attend a predominantly white institution, and (b) determine how responsive the predominantly white institution is to the academic and social needs of African American females. The academic and social support for both groups was similar with higher utilization and satisfaction of services among the specially admitted. However, the institution did not prove to be responsive to African American females in many of the social aspects. The results showed that the participants deemed most of the services significant but frequency of use and satisfaction were not prevalent. Implications as to how the predominantly white institution can be more responsive to African American females are discussed.</p>","abstract_has_math":false,"creators":["Gibson, Corinne J."],"institution":null,"degree_name":"M.A. in Higher Education","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Monahan, Thomas"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-02-09T08:00:00Z","date_published":"2004-02-09T08:00:00Z","updated_at":"2026-07-24T04:14:04Z","subjects":["African American college students--Social conditions; African American women--Education (Higher)","Higher Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1153","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Monahan, Thomas"]},{"key":"dc:creator","label":"Author","values":["Gibson, Corinne J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-24T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American college students--Social conditions; African American women--Education (Higher)","Higher Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1153"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study were to (a) compare the academic and social support services provided to regularly admitted African American females with specially admitted African American females all of whom attend a predominantly white institution, and (b) determine how responsive the predominantly white institution is to the academic and social needs of African American females. The academic and social support for both groups was similar with higher utilization and satisfaction of services among the specially admitted. However, the institution did not prove to be responsive to African American females in many of the social aspects. The results showed that the participants deemed most of the services significant but frequency of use and satisfaction were not prevalent. Implications as to how the predominantly white institution can be more responsive to African American females are discussed.
"]},{"key":"dc:title","label":"Title","values":["The comparison of social and academic support services for regular and specially admitted African American females at a predominantly white institution"]}]}],"canonical_facts":{"dc:contributor":["Monahan, Thomas"],"dc:creator":["Gibson, Corinne J."],"dc:date.available":["2016-04-24T07:00:00Z"],"dc:description.abstract":["The purposes of this study were to (a) compare the academic and social support services provided to regularly admitted African American females with specially admitted African American females all of whom attend a predominantly white institution, and (b) determine how responsive the predominantly white institution is to the academic and social needs of African American females. The academic and social support for both groups was similar with higher utilization and satisfaction of services among the specially admitted. However, the institution did not prove to be responsive to African American females in many of the social aspects. The results showed that the participants deemed most of the services significant but frequency of use and satisfaction were not prevalent. Implications as to how the predominantly white institution can be more responsive to African American females are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1153"],"dc:subject":["African American college students--Social conditions; African American women--Education (Higher)","Higher Education and Teaching"],"dc:title":["The comparison of social and academic support services for regular and specially admitted African American females at a predominantly white institution"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education"]},"updated_at":"2026-07-24T04:14:04Z"}