VTechWorks Repository :: Browsing by Author "Hyer, Patricia B."

Browsing by Author "Hyer, Patricia B."

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ADVANCE Institutional Transformation Grant Proposal: Virginia Tech
Hyer, Patricia B.; Thole, Karen A.; Love, Nancy G. (2002)
Virginia Tech proposes a comprehensive program to promote and enhance the careers of women in science and engineering. The project has four major program elements that address institutional barriers that have constrained the advancement of women faculty members in the sciences and engineering (S&E) and target institutional culture, practices, and leadership development needs specific to Virginia Tech. The four program elements are listed here, with outcome measures and process activities that support each element.

Institutionalizing change
Measurable Outcome: A change in the awareness, attitudes, and behaviors of key administrators and faculty members in S&E regarding gender equity issues.

Project Activities: retreats and workgroups for faculty and academic leaders, site visits to or interaction with other ADVANCE projects, qualitative assessment of the experience of women faculty in S&E, and review of policies and programs.

Empowering women as leaders and scholars
Measurable Outcome: A significant increase in the percentage of women in visible positions as academic and technical leaders and as senior scholars in S&E.

Project Activities: half-time placements in leadership roles, research grants, faculty development, a named lecture series, and a flexible work/life fund.

Increasing the representation of women
Measurable Outcome: A significant increase in the percentage of women faculty in S&E.

Project Activities: intensive work with search committees, visits to other campuses and conferences, and incentives for faculty involvement in recruitment activities.

Advancing women into faculty careers

Measurable Outcome: A significant increase in the percentage of women in S&E who choose faculty careers.

Project Activities: program to prepare the future professoriate and expanded dissertation year/postdoctoral fellowship program.
AdvanceVT Final Report
Layne, Margaret E.; Hyer, Patricia B. (2010)
The overall goal of AdvanceVT is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture at Virginia Tech. The program has four major elements: advancing women into faculty careers, increasing the representation of women faculty in science and engineering, empowering women as leaders and scholars, and institutionalizing change. Virginia Tech has institutionalized many of the Advance initiatives, particularly those related to work-life balance and faculty recruiting. This report provides an overview of grant activities and summative assessment of impacts.
Affirmative action for women: an assessment of progress at doctorate-granting universities and an analysis of successful approaches
Hyer, Patricia B. (Virginia Tech, 1983-05-05)
Implementation of affirmative action policies at doctorate-granting universities was examined using quantitative and qualitative research methods. The first phase included a quantitative assessment of the collective and individual progress made in hiring and promoting women faculty during the 1970s. Institutional data reported in the annual Higher Education General Information Survey were used to construct an index reflecting the degree of change experienced by the institution in five areas. After institutions were rank ordered on the basis of their composite change score, three of the most successful were selected for site visits. Major findings from the first phase of the research include: 1. The percentage of women on the faculties of doctorate-granting universities has increased from 14.7% in 1971 to 18.8% in 1980. However, the variation in current female representation is great, from 0% to 68%. Women are least well represented at universities characterized by a low percentage of women students, a technical curriculum, and a strong research orientation. 2. There is also wide variation in the amount of change that has occurred on “these campuses . At some institutions, the percentage of women has increased considerably more than the average (4%); at others, the percentage has decreased. Greater change occurred at universities which had a very low percentage of women in the base year, expanded their faculty, and were located in New England. The second phase of the study included on-site interviewing of faculty and administrators, and document review to discover what strategies, policies, programs and other factors were associated with positive change for women at the three successful institutions selected in phase one. Commitment of top administrators was a crucial factor in successful affirmative action implementation. A vital aspect of leader commitment was the creation and support of effective affirmative action staff roles. Women's groups also played an important role in pressuring for change. Federal intervention mobilized leaders at the point of policy adoption, but had little effect on implementation. All three campuses monitored faculty appointments closely and gave affirmative action issues high administrative priority.
Characteristics of Students Who Enroll in Summer Session
Smith, Kenneth S. (Virginia Tech, 2011-10-31)
Participation in summer session has benefits for students including improved retention and degree completion and increased contact with faculty (Adelman, 2006; DiGregorio, 1998). Just as some characteristics of students limit their access to participate in higher education in general, participation in summer session may also be affected by certain student characteristics. This study used a nationally representative sample to explore how undergraduate students who enroll in summer session may differ from undergraduate students who do not enroll in summer session in a variety of financial, geographic, academic, programmatic and cultural/social/physical characteristics historically associated with access to higher education. Significant differences between summer enrolled and not enrolled students were found in a number of instances. Some characteristics that are negatively associated with enrollment, persistence and attainment in higher education were positively associated with summer enrollment. A regression analysis revealed that the combined predictive value of student characteristics accounts for only a small portion of the overall decision to enroll in the summer term.
Creating a Positive Departmental Climate at Virginia Tech: A Compendium of Successful Strategies
Finney, Jack W.; Finkielstein, Carla V.; Merola, Joseph S.; Puri, Ishwar; Taylor, G. Don; Van Aken, Eileen M.; Hyer, Patricia B.; Savelyeva, Tamara (Virginia Tech, 2008-05-05)
“Creating a Positive Departmental Climate at Virginia Tech: A Compendium of Successful Strategies” was created as part of the AdvanceVT Departmental Climate Initiative (DCI). The Department Climate Committee collected policies and practices from a variety of sources to provide department chairs and heads with opportunities to learn about departmental issues at Virginia Tech, to understand more fully the ways in which these issues manifest themselves within departments, and to share both successful and unsuccessful strategies illustrative of the different approaches departments have taken towards promoting effective, efficient, and pleasant work environments.
The effects of gender on the behaviors and perceptions of students and instructors in the college classroom
Brady, Kristine L. (Virginia Tech, 1995-05-07)
The purpose of this research was threefold: 1) to develop empirically sound measures of classroom interaction including self-report and behavioral assessment instruments, 2) to test a proposed interactional model of classroom interaction patterns by conducting behavioral observations of college classrooms, and 3) to assess for gender inequity at the post-secondary level. In Study 1, two instruments were developed to tap students' self-report of classroom climate and instructors' sensitivity to gender and cultural issues. Several test administrations of the student self-report measure, the Classroom Atmosphere Questionnaire (CAQ), demonstrated the instrument to be valid and reliable for assessing student appraisal of their classroom environment. The CAQ also evidenced good internal consistency, high test-retest reliability, and the ability to discriminate between classrooms. Furthermore, clear factor structures emerged when factor analyses were performed over multiple administrations. The Instructor Sensitivity Questionnaire (ISQ) was developed to measure the degree to which instructors are sensitive to cultural and gender issues in the classroom. The ISQ was found to be internally consistent, to discriminate between instructors, and to predict perceived classroom environment. Using the instruments developed in Study 1, a behavioral assessment of classroom interactions was carried out which included 24 classrooms from 8 different university departments. In order to examine classroom interaction patterns thoroughly and to provide support for the proposed model, Study 2 included the assessment of several independent and dependent variables such as instructor and student sex, instructor sensitivity to gender/race issues, class size, student volunteering, student hand-raising, instructor calling on students and student perceptions of their classroom environment. A behavioral assessment instrument was developed to assess various dimensions of college classroom interactions and evidenced strong inter-rater reliability. The results from study 2 provide support for the proposed model as several instructor, student and classroom environment variables influenced classroom interaction patterns. Finally, the results indicated that there was no evidence of gender inequity in the classrooms observed. Male and female students evidenced no differences in their classroom interaction behaviors and were not interacted with differentially based on their sex.
The Effects of Unplanned Pregnancy Among College Women
Story, Wendi A. (Virginia Tech, 1999-04-13)
The majority of today's college students engage in sexual intercourse (Abler & Sedlacek, 1989), generally with multiple partners (Netting, 1980). Many of these sexually active students use contraception; many do not. Since students are engaging in intercourse and some are failing to use contraceptives properly or not using contraceptives at all, it is not surprising that 12% of college students report either experiencing or being involved in unplanned pregnancy (Elliot & Brantley, 1997). Wiley, James, Funey, and Jordan-Belver (1997) estimate that this number may be closer to 23% of college students. While both studies derived their different percentages from different college student populations, both percentages are significant. Little descriptive knowledge about the experience of unplanned pregnancy for college women exists. The purpose of this study was to describe traditional aged (18-22 years old) women's perceptions of the effects of unplanned pregnancy while enrolled full-time in an institution of higher education. The study examined the effects of the pregnancy from conception through the pregnancy's outcome. It also examined long term or on-going effects that women experienced after the termination or miscarriage. The study did not investigate the effects women attributed to the pregnancy's outcome. Ten traditional aged college women who had experienced an unplanned pregnancy while enrolled as a full-time student in a university in the mid-Atlantic region volunteered to participate in a one to two hour interview. The interview questions focused on the effects they experienced as a result of the pregnancy. The women were recruited to the study through flyers and personal announcements I made to several large undergraduate classes and student organizations. The sample of this study was ethnically diverse. Five of the ten women were ethnic minorities: three African American women, one Asian American woman, and one bi-racial Hispanic woman. The sample was similar in the outcome of the pregnancy. Nine women terminated the pregnancy; one woman miscarried. There are several significant findings of the study. First, the women in this study did not become pregnant as a result of a casual sexual encounter. All of the women conceived within the context of a committed relationship. This runs counter to the stereotype that college women become pregnant as a result of careless, "one night stands." Second, women reported a significant number of long term effects associated with the pregnancy. Long term effects are those that last a year or more. The most prevalent of these effects are feelings of guilt and fear of being stigmatized for their experience. These women are haunted by feelings of guilt. The guilt makes it difficult for them to associate with peers and family because the subject of pregnancy and abortion are discussed frequently. The women who participated in this study fear being socially marked or stigmatized because of the pregnancy. They fear they will be judged negatively by their peers and family because they experienced pregnancy and abortion. The guilt, shame, fear, and sense of stigma the participants reported are not just individual attributes but a reflection of wider social views about women's responsibility for sexuality and reproduction. Most women in this study did not tell their families of their experience. The majority of the women revealed their situation to their partner and only one or two friends. Keeping the situation a secret heightened the sense of isolation and depression experienced by the women. The issue of unplanned pregnancy among college women is rarely discussed. The women who experienced this did not feel safe enough on campus to come forward to seek help. They suffered personal anguish and often negative academic impacts. Universities need to create safe environments for these women to disclose their experience. Educational programs and support groups run by counseling centers or women's centers would be a step toward a safer environment for these women. Families and friends of women who experience an unplanned pregnancy can assist their loved one by expressing emotional support and being cautious about the judgmental things they say about pregnancy and abortion. Despite being conceived within a committed relationship, participants clearly saw the pregnancy as something that was their responsibility. Findings suggest that some women experience a developmental process in their response to the unplanned pregnancy, moving from a position of irresponsibility to a position of responsibility. Future research may examine the stages of this process and how it compares to existing developmental theory.
An Examination of Departure Trends and Tenure Rates among Pre-Tenure Faculty: A Ten Year Cohort Study (1996 – 2005)
Cameron, Tracey LaShawne; Hyer, Patricia B. (Virginia Tech, 2010-04)
The environmental landscape of American higher education is undergoing a major transformation. With the increased minority enrollment and impending exodus of retiring faculty, recruiting and attracting a diverse and excellent professoriate is more important than ever before (Van Ummersen, 2005). Recognizing the critical role that a diverse faculty plays in the collegiate experience of students from underrepresented groups, colleges and universities have focused increased attention on hiring women and ethnic/cultural minorities (Smith, Turner, Osei-Kofi, & Richards, 2004). These efforts have resulted in the gradual increase of traditionally underrepresented faculty during the past decades.

While the availability of doctorates from more diverse backgrounds has fueled progress in faculty hiring, lower retention rates of women and minorities reduce the rate of progress in diversifying the tenured faculty workforce. Some turnover, whether voluntary or involuntary, is expected. It is necessary in instances of poor teaching performance or low research productivity. It is also a natural consequence of professional advancement (Xu, 2008; Zhou & Volkwein, 2004). Excessive turnover, however, yields undesirable outcomes. Turnover can influence departmental culture, disrupting progress and resulting in the redistribution of teaching loads, advising assignments, and committee tasks. It also presents a financial burden to the institution, resulting in lost return on investment (Xu, 2008). While turnover is inevitable, understanding the factors that contribute to unwanted losses and how these factors affect a faculty member’s decision to depart, warrant significant attention (Xu, 2008). The ongoing monitoring of recruitment and retention practices is one step towards ensuring faculty success and institutional excellence.
An Examination of Non-Cognitive Predictors of Six-Year Graduation Rates for African American Students at a Predominately White Institution Using the Annual Freshman Survey
Gray, Jone Kala (Virginia Tech, 2001-05-26)
The purpose of this study was to identify questions from the Annual Freshman Survey (AFS) that may predict academic success, in the form of six-year graduation, for African American students at a predominately White institution. Previous research has reported the relevance of non-cognitive variables in predicting college grades, persistence, and graduation. This study extends that literature by focusing on variables from the AFS that may be used as non-cognitive predictors, specifically related to eight variables established in previous literature. The study used existing data from the Cooperative Institutional Research Program AFS. The Academic Assessment Office at the selected institution provided data for the sample consisting of 249 African American students, who enrolled in the fall of 1992, 1993, and 1994. Out of the variables analyzed, only one proved statistically significant. Contrary to expectation, students who indicated a high intellectual self-confidence at matriculation were less likely to graduate within six years than those who did not. No other variables were significant predictors of graduation. The results of this study suggest that the AFS items are not good predictors for African American graduation.
Exploring the Academic and Social Transititon Experiences of Ethnic Minority Graduate Students
Simpson, Miya T. (Virginia Tech, 2003-12-03)
Despite gains made in the educational attainment of ethnic minorities, members of these groups remain underrepresented in higher education. Fewer numbers of minorities at the undergraduate level translates into fewer minority students eligible to pursue graduate and professional degrees. As such, institutions of higher education have begun to recognize the importance of not only ensuring that minority students earn bachelor's degrees, but that they are prepared for success in graduate school. Graduate school preparation programs (GSPPs) were created to improve access, retention, and graduation rates among groups underrepresented in higher education, and prepare them for transition to graduate study. To date, however little research has been conducted to see if GSPPs actually assist minority students in making that transition. This study explored the academic and social transition experiences of minority students to graduate school and analyzed the differences in transition by race (Black/African American, Hispanic/Latino, American Indian/Alaskan Native), type of GSPP experience (no program, research-only program, graduate/professional school seminars only, holistic program), and duration of experience (less than six weeks during summer, 7-12 weeks during summer, summer and academic year). The study employed a national sample of 621 ethnic minority graduate students at nine research extensive universities. Data were collected using the Minority Graduate Student Experiences Survey (MGSES), a 77-item instrument specifically designed for this study. Items for the survey were developed utilizing existing literature on the academic and social integration experiences of graduate students. Overall, ethnic minority graduate students reported favorable academic and social experiences but appear to be more satisfied with their academic experiences than their social experiences. No significant differences were found by race on any of the subscales on the Academic Experiences (AE) scale, however, differences did emerge between Black/African American graduate students and Hispanic/Latino graduate students on one subscale of the Social Experiences (SE) scale. Significant differences were also found by program type and program duration on the AE and SE subscales. Finally, results indicated differences between those who reported no program involvement and those who had been involved in a program of some type on the both the AE and SE scales.
Exploring the Relationship Between Perceived Cost of Attendance and College Matriculation
Hall, Roderick Ashley (Virginia Tech, 2009-11-03)
Researchers have consistently found that students and their parents have a distorted view of the costs of college attendance (Grodsky & Jones, 2004; Horn, Chen, & Chapman, 2003; Ikenberry & Hartle, 1998; Mumper, 1996). Those who are able to give an estimate of the tuition for various higher education alternatives often overestimate the actual price. When asked to estimate the tuition that in-state undergraduates would pay at four-year colleges in a given year, most students and their parents thought that the price was twice the actual amount (Horn et al., 2003b). Seventy-one percent of all individuals, and 83% of African-Americans believed that college was unaffordable for most families. The majority of individuals over-estimated the price by several thousands of dollars (Hartle, 1998). This study examined the literature on perceived price and used the theoretical construct based on the work of Nobel Prize winner Gary Becker to develop a methodology for studying whether students' perceived price of has a statistically significant impact on their plan to attend college and their actual matriculation. Applying Becker's theory, having faulty information on the price of attendance would result in people incorrectly weighting the cost-benefit equation and making what could be considered irrational decisions in the presence of complete information. Highlighting the problem of misperceived price is the contribution this study makes to the literature. Further study is warranted to determine the extent to which individuals use misperceived prices to make decisions on whether to plan to attend higher education.
The Factors that Influence the College Choice of Hispanic College Students
Ranero, Jessica Janet (Virginia Tech, 1999-04-27)
The United States has undergone a dramatic demographic shift in the last 40 years, particularly in terms of the racial and ethnic composition of the country. Like the other racial and ethnic minority groups, the Hispanic population is also a rapidly increasing segment of the United States. These shifts have affected many of the country's social institutions. For example, primary and secondary education have experienced a dramatic demographic shift in terms of race and ethnicity in the last 20 years. Higher education has also been affected by demographic shifts in the U.S. Although the numbers of racial and ethnic minorities enrolled in college have increased, that growth has not been proportionate to the changing numbers in the United States' population. For example, in 1990 the census reported over 22 million Hispanics in the U.S., or 9% of the total population, yet the 724,600 Hispanic students enrolled in higher education represented only 6% of all students in college ("College Enrollment,", 1998; "We the Americanâ ¦Hispanics", 1993). These gaps between Hispanic growth in the general population and Hispanic college enrollment are due to several factors, including the college choice process. Currently, research on Hispanic college choice is limited. The purpose of this study was to examine the factors that influence the college choice process for Hispanic students. Data were collected by administering the College Choice Survey (CCS), an instrument designed specifically for this study. A total of 383 surveys were mailed and 144 surveys were completed and returned by respondents. This reflected a response rate of 38%. A total of 65 ANOVAs were run on the data elicited from participants. Five ANOVAs were run on the subscales, which included total College Choice Survey scores, Internal Search scores, Internal Selection scores, External Search scores, and External Selection scores. The dependent variables were gender, generational status, and ethnic background. A total of three significant differences were found among these five ANOVAs. The remaining 60 ANOVAs examined differences reported by respondents on the last two items in the survey. These items asked participants to rate the degree to which they used sources of support for both the search and selection processes. The ANOVAs were run for differences by main effect only (i.e. gender, generational status, and ethnic background). Results revealed a total of three significant differences on the sources of support participants used during the search process and a total of four significant differences among the sources of support respondents used during the selection process. In summary, this study was valuable because it contributed to the understanding of the college choice process of Hispanic students. The results of this study revealed both pragmatic and significant differences in the college choice process of Hispanic students by gender, generational status, and ethnic background. Higher education administrators may strive to better understand the differences in the college choice process of Hispanic students and consider these differences in designing recruitment and admissions efforts.
Gender Inequality in Thai Academia
Grisanaputi, Wipawee (Virginia Tech, 2005-05-12)
This exploratory research is a case study of a public university in Thailand. The research examines whether gender inequality exists in the pay raise process at Khon Kaen University over a two-fiscal year period (FY2002 and 2003). It also considers what factors might account for differences between male and female faculty in pay raises at this university, looking at factors such as productivity and family responsibilities. The research develops and tests measures of the Southeast Asian concepts of kinship, patronage, turn-taking and seniority systems. Three data sources are used, university personnel records, self-administered surveys and the annual evaluation report. Results show that raises tend to be equitable and faculty are equally productive, regardless of gender, discipline, academic rank, or position cluster. When significant differences are identified in this study, female faculty frequently reported that they received higher pay raises than their male colleagues. The well-established rules and regulations regarding pay raises (minimum requirements for productivity and pay raise steps) at this university prohibit any kind of systematic bias in pay raises. One of the other goals of this research was to test the Southeast Asian concepts of kinship, patronage, turn taking and seniority, and the extent to which each may be a factor in performance and pay raises. The research indicates these four may play a role, but their actual influence is not entirely clear and will require additional study. To address some of these issues, future research would explore the same public university with a longer time frame and then compare the result at KKU with other universities in Thailand and other universities in Southeast Asia. Interviewing both male and female faculty members in terms of their actual workloads, productivity, assigned tasks, and their perceptions of the impact of age and administrative position is recommended. Interviewing only female faculty members in different disciplines (female-dominated, male-dominated and balanced disciplines) concerning their experiences of inequality and how they deal with family responsibilities that affect productivity is also important for future research.
Institutional Transformation: An Analysis of Change Initiatives at NSF ADVANCE Institutions
Plummer, Ellen Wright (Virginia Tech, 2006-06-26)
The purpose of this study was to examine how institutional culture promoted or impeded the implementation of round one and two NSF ADVANCE initiatives designed to improve academic climates for women in science and engineering. This study was conducted in two phases. In phase one, 35 participants from 18 institutions were interviewed to answer three research questions. Participants identified a policy, process, or program designed to improve academic cultures for women in science and engineering fields. Participants also identified strategies that promoted the implementation of these efforts, and discussed factors that impeded these efforts. In phase two, site visits were conducted at two institutions to answer a fourth research question. How did institutional culture shape the design and implementation of faculty search processes? Policies, processes, and programs were implemented by participants at the institutional, departmental, and individual levels and included family friendly and dual career policies at the institutional level, improved departmental faculty search and climate improvement processes, and mentoring programs and training for department heads at the individual level. Communication and leadership strategies were key to the successful implementation of policies, processes, and programs designed to achieve institutional transformation. Communication strategies involved shaping change messages to reach varied audiences often with the argument that change efforts would improve the climate for everyone not just women faculty members. Administrative and faculty leaders from multiple levels proved important to change efforts. Institutional culture shaped initiatives to improve faculty search processes. Faculty leaders in both settings used data to persuade faculty members of the need for change. At one site, data that included national availability information was critical to advancing the change agenda. At the other site, social science data that illustrated gender bias was persuasive. Faculty members who were effective as change agents were those who were credible with their peers in that setting.
Intercultural Competence: A Quantitative Study of the Significance of Intercultural Competence and the Influence of College Experiences on Students' Intercultural Competence Development
Zhao, Chun-Mei (Virginia Tech, 2002-05-01)
This research is a detailed look at intercultural competence, an issue showing escalating importance in today's higher education and the society at large. In this study, intercultural competence was defined in light of the concept of culture and the contact hypothesis. Person-environment interaction theory and college impact theories were incorporated as theoretical foundations for the operationalization of this research. The development of students' intercultural competence was examined from two perspectives--intercultural competence is viewed both as a desirable outcome of college education and as an active environment component that exerts important influence on students' self-reported gains. Findings of this study evidenced that a variety of college activities, especially those emphasizing cooperative and associated learning, play important role in students' intercultural competence development. Intercultural competence, in turn, has substantially positive effect in student gains in multiple realms. The intrinsic influences of student characteristics were also examined. In the end, previous research was drawn upon to scrutinize the findings of this study. Implications to future practice and policy as well as the values and limitations of this study were also presented.
Lessons Learned from AdvanceVT
Layne, Margaret E.; Hyer, Patricia B. (Virginia Tech. AdvanceVT, 2009)
AdvanceVT is a comprehensive program to promote and enhance the careers of women in academic science and engineering at Virginia Tech through institutional transformation. Programs target graduate students preparing for faculty careers, new faculty just starting out, senior faculty preparing for leadership roles, search committees, department heads, and senior administrators. As the grant funding expires, all aspects of the program are being evaluated and prioritized for continuation.
Minority Students' Transition Experiences at a Predominantly White Institution
LaBoone, Kimberly (Virginia Tech, 2006-03-29)
The process of transition to college is complex and has received attention from many scholars (e. g. Baker & Siryk, 1999; Beal & Noel, 1980; Choy, Horn, Nunez, & Chen, 2000; Gaither, 1999; Paul & Brier, 2001; Tinto, 1993). Transition impacts persistence in college, hence retention rates (Tinto, 1993). As a result, postsecondary institutions have developed models of transition. In one such model, first year students experience transition in four domains; academic, social, personal-emotional, and attachment (Baker & Siryk, 1999). Past studies have explored transition from the perspective of majority versus minority student experiences (Allen, 1992; Hurtado, Carter, Spuler, 1996; Rodriquez, Guido-DiBrito, Torres, & Talbot, 2000) as well as male versus female experiences (American Association of University Women, 1992; Fassinger, 1995; Gablenick, MacGregor, Matthews, & Smith, 1990). The current body of literature fails to adequately represent transition issues for non-majority students, however. For example, additional research is needed to compare experiences among minority groups (e.g., African American v. Hispanic v. Native American). In addition, studies that explore the relationship between retention and transition for minorities and women are needed. The current study was designed to examine transition experiences of minorities and women attending predominantly White institutions. In addition, the study addressed the link between transition and retention to second semester and the second year of college. The Student Adaptation to College Questionnaire (SACQ) (Baker & Siryk, 1999) measures the transition experiences of students in college. In the current study, the author administered the SACQ to minority students in their first year at a predominantly White institution. The participants' responses were analyzed to determine if differences existed in transition experience by race or sex. Follow-up information was collected to explore whether students who had higher transition levels were more likely to return to college for the second semester and the second year. Results revealed that minority students made successful transitions during the first year as well as developed a strong attachment to the institution and higher education. However, there were no significant differences in the transition experiences of the participants by race or sex. When examining the relationship between transition and retention, findings show that students who left had high or medium transition levels.

Browsing by Author "Hyer, Patricia B."

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