College adjustment of African-American students on a predominantly White college campus: The importance of gender, year in college, high school background and social support

This study explored the relationship between social support and two indices of college adjustment (grade point average and satisfaction with college) among 268 African American college students attending a predominantly White, midwestern university. Two sources of support (home-based and university-based) and two types of support (emotional and instrumental) were measured. Social support was not associated with students' GPAs, and only university-based social support was associated with their satisfaction with college. Among women, satisfaction with college was predicted best by university-based emotional support, whereas among men, satisfaction with college was predicted best by university-based instrumental support. Year in college and high school background were not related to the relationship between social support and college adjustment.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Brown, Tamara Lynette

Contributors dc:contributor

• Berenbaum, Howard

• Education, Sociology of
• Education, Educational Psychology
• Psychology, Clinical
• Sociology, Ethnic and Racial Studies

Statement dc:rights

• Copyright 1996 Brown, Tamara Lynette

Language dc:language

eng

Identifier

9780591087222
AAI9702469
(UMI)AAI9702469

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/23121