An evaluation of a university minority student retention program

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dc.contributor.authorHarris, Shanette Marieen
dc.contributor.committeechairWinett, Richard A.en
dc.contributor.committeememberJones, R.en
dc.contributor.committeememberFinney, Jack W.en
dc.contributor.committeememberHauenstein, Neil M.A.en
dc.contributor.committeememberFoti, Roseanne J.en
dc.contributor.committeememberBrown, M.en
dc.contributor.departmentPsychologyen
dc.date.accessioned2015-07-10T20:00:23Zen
dc.date.available2015-07-10T20:00:23Zen
dc.date.issued1989en
dc.description.abstractThe present study evaluated the effectiveness of a program instituted at Virginia Polytechnic Institute and State University (VPI&SU) in 1984 to help Black students adjust academically to the university. This project focused on five categories of criteria according to which strengths and weaknesses of this program were evaluated. These included: (1) Effort, (2) Performance, (3) Adequacy of Performance, (4) Efficiency, and (5) Process. The five evaluative questions were assessed by conducting three within university comparisons and one between university comparison. The measures included retention rates, graduation rates, quality credit averages. program costs, and responses to the Student Satisfaction Questionnaire (SSQ), Perceived Changes Checklist (PCC), Program Effectiveness Questionnaire (PEQ), and the University Alienation Scale (Burbach, 1973). The results indicated that V-TASP provided services to Black freshmen and sophomore students. The within university comparisons suggested that the services provided to black students decreased alienation, meaninglessness, and powerlessness of participants as compared to nonparticipants. Qualitative measures suggested that the three components of V-TASP differentially affected program participants reported alienation, meaninglessness, and powerlessness. The students were also satisfied with the services received. The findings of the university comparisons across time were unclear, although the program may have had a positive impact upon students' grades and the percentage returning for the sophomore year. The results of the between university comparisons suggested that VTASP was more effective in graduating participants, moderately effective in terms of costs per student, and less effective for year to year retention than the two comparison programs. The overall pattern of results are discussed in terms of future evaluative studies. contextual variables, and limitations of the study.en
dc.description.degreePh. D.en
dc.format.extentix, 164 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/54533en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 21533048en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1989.H366en
dc.subject.lcshMinority college studentsen
dc.subject.lcshUniversities and colleges -- Evaluationen
dc.titleAn evaluation of a university minority student retention programen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplinePsychologyen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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