Browsing by Author "Dr. Raymond Ting, Committee Chair"

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    Diversifying Diversity: Unlock the All Inclusive Future to a Better Understanding
    (2005-05-02) Davis, Amanda Khara; Dr. Raymond Ting, Committee Chair
    This study explored students' abilities, knowledge, and beliefs about diversity programs and used this information to predict their behavior in interactions that involved diversity. The research questions posited in this paper include: 1) How do students vary in their scores on knowledge, ability, and behavior factors relating to cultural diversity? 2) Can the students? behavior in cultural diversity be predicted by knowledge and ability? The sample included 323 undergraduate residential students who responded to the quantitative instrument during floor meetings. The analyses of the survey data suggested that residence hall programs focusing on building both knowledge and ability remain more effective than programs that focus solely on either knowledge or ability. Limitations of this research and implications for future studies follow the discussion of the results.
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    Noncognitive Variables Predicting Academic Success and Persistence for African-American Freshmen Attending Historically Black Colleges and Universities versus African-American Freshmen Attending Predominantly White Institutions
    (2005-04-05) Stretch, LoriAnn Sykes; Dr. Raymond Ting, Committee Chair; Dr. Ann Schulte, Committee Member; Dr. Stanley Baker, Committee Member; Dr. Ed Gerler, Committee Member
    Limited research is available when attempting to determine what, if any, differences exist in predicting academic success and persistence for African-American students attending a historically Black college or university (HBCU) versus a predominantly White institution (PWI). Tracey and Sedlacek's (1984) noncognitive variables have accurately predicted academic success and persistence for African-American students. However, in this study, the majority of the noncognitive variables as measured by the NCQ did not differ significantly between the PWI (n=58) and the HBCU (n=538). The interaction term of Positive Self-Concept and institution type did differ for academic success and was more significant at the PWI than the HBCU. Similarly, Knowledge Acquired in a Field and Successful Leadership Positions differed for college persistence between the two institution types and was more significant at the PWI than the HBCU. Although the majority of noncognitive variables did not assist in determining the second semester GPA or enrollment status of African-American students at either a PWI or a HBCU, past research has clearly demonstrated that the significance of noncognitive variables differs from semester to semester. Therefore, a more comprehensive longitudinal study examining multiple PWIs and HBCUs is needed to fully understand what, if any, differences there are in the way noncognitive or psychosocial variables predict academic success and persistence at a PWI versus a HBCU.