The purpose of this study was to examine the factors that foster or inhibit the academic and social integration of Black students at two predominately white institutions. A second purpose of this study is to discover the factors influencing Black student alienation. The survey instrument was administered to 52 Black students (8.7% of the total Black student population) enrolled in two universities located in the upper Midwest. Six indices were developed for these independent variables: pre-entry characteristics, institutional environment, academic integration, faculty interaction, social integration, and peer involvement. The results of this study add to the limited literature on alienation and differences among Black college students. Both academic and social integration were strongly related to the institutional environment. There is a strong negative association between institutional environment and level of alienation, meaning that the more supportive the institutional environment the lower the level of alienation. There was a moderately strong relationship between the level of academic integration and level of alienation. Social integration and faculty involvement were weakly correlated with levels of alienation. Lastly, there was no association between the frequency of interactions with diverse peers and level alienation.
","abstract_html":"<p>The purpose of this study was to examine the factors that foster or inhibit the academic and social integration of Black students at two predominately white institutions. A second purpose of this study is to discover the factors influencing Black student alienation. The survey instrument was administered to 52 Black students (8.7% of the total Black student population) enrolled in two universities located in the upper Midwest. Six indices were developed for these independent variables: pre-entry characteristics, institutional environment, academic integration, faculty interaction, social integration, and peer involvement. The results of this study add to the limited literature on alienation and differences among Black college students. Both academic and social integration were strongly related to the institutional environment. There is a strong negative association between institutional environment and level of alienation, meaning that the more supportive the institutional environment the lower the level of alienation. There was a moderately strong relationship between the level of academic integration and level of alienation. Social integration and faculty involvement were weakly correlated with levels of alienation. Lastly, there was no association between the frequency of interactions with diverse peers and level alienation.</p>","abstract_has_math":false,"creators":["Mighty, Anton"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation - Open Access","degree_discipline":"Sociology and Rural Studies","degree_department":null,"school":null,"contributors":["Diane Kayongo-Male"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T04:28:30Z","subjects":["Race and Ethnicity","Sociology"],"languages":["en"],"rights":[],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"https://openprairie.sdstate.edu/etd/994","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Diane Kayongo-Male"]},{"key":"dc:creator","label":"Author","values":["Mighty, Anton"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology and Rural Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Race and Ethnicity","Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://openprairie.sdstate.edu/etd/994"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the factors that foster or inhibit the academic and social integration of Black students at two predominately white institutions. A second purpose of this study is to discover the factors influencing Black student alienation. The survey instrument was administered to 52 Black students (8.7% of the total Black student population) enrolled in two universities located in the upper Midwest. Six indices were developed for these independent variables: pre-entry characteristics, institutional environment, academic integration, faculty interaction, social integration, and peer involvement. The results of this study add to the limited literature on alienation and differences among Black college students. Both academic and social integration were strongly related to the institutional environment. There is a strong negative association between institutional environment and level of alienation, meaning that the more supportive the institutional environment the lower the level of alienation. There was a moderately strong relationship between the level of academic integration and level of alienation. Social integration and faculty involvement were weakly correlated with levels of alienation. Lastly, there was no association between the frequency of interactions with diverse peers and level alienation.
"]},{"key":"dc:title","label":"Title","values":["Causes of Alienation Among Black Students at Two Predominantly White Universities"]}]}],"canonical_facts":{"dc:contributor":["Diane Kayongo-Male"],"dc:creator":["Mighty, Anton"],"dc:date.available":["2016-05-12T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine the factors that foster or inhibit the academic and social integration of Black students at two predominately white institutions. A second purpose of this study is to discover the factors influencing Black student alienation. The survey instrument was administered to 52 Black students (8.7% of the total Black student population) enrolled in two universities located in the upper Midwest. Six indices were developed for these independent variables: pre-entry characteristics, institutional environment, academic integration, faculty interaction, social integration, and peer involvement. The results of this study add to the limited literature on alienation and differences among Black college students. Both academic and social integration were strongly related to the institutional environment. There is a strong negative association between institutional environment and level of alienation, meaning that the more supportive the institutional environment the lower the level of alienation. There was a moderately strong relationship between the level of academic integration and level of alienation. Social integration and faculty involvement were weakly correlated with levels of alienation. Lastly, there was no association between the frequency of interactions with diverse peers and level alienation.
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