Personal, Social, Academic and Career Problems Expressed by Minority College Students. By: Lucas, Margaretha S., Journal of Multicultural Counseling & Development, 08838534, Jan93, Vol. 21, Issue 1
by providing an environment conducive to personal development without the level of conflict and isolation minorities experience at most White universities
retention, but also progression and social-academic productivity are difficult for them
highlighted in their writings covert, intrapsychic factors such as emotions, attitudes, perceptions, aspirations, and expectations about college, and interpsychic factors such as institutional climate, faculty, and professional staff employed by the ...view middle of the document...
lacking information about careers, lacking knowledge about interests and skills, and deficiencies in decision-making skills
Interpersonal relationships and career orientation are, in Eriksonian theory, intertwined, making the social atmosphere on campus a crucial ingredient in the successful resolution of occupational identity formation, as expressed by graduation from college.
have found academic success to be linked with increased involvement or integration into the social or academic life of the university. For example, it was found that students with low grade point averages who continued their studies have been distinguished from those who drop out by a significantly greater use of campus facilities (Churchill & Iwai. 1981).
African-American entering freshmen should not only learn general academic survival skills, but also focus in particular on time management, study habits, and test-taking strategies Career development guidance needs to address career information-seeking techniques, interest and skills assessment, and problem-solving modules. Issues regarding discrimination and assertiveness need to be addressed, to help students recognize difficult situations as well as identify ways to resolve them.
Initiatives such as new orientation courses especially designed for minority students, seminars and conferences held by African-American political and business people, career days with local employers interested in recruiting minority students, and exchange student programs are only a few examples of ways to create and stimulate intraconnectedness and interconnectedness
nurtures involvement and integration, resulting in involvement and, finally, academic progress and success.
Journal of Hispanic higher education
Sentido de pertenencia: a hierarchical analysis predicting sense of belonging among latino college student
that grades, time spent studying, and interactions with diverse peers affect sense of
belonging, accounting for approximately 11% of Latino students’ belonging
1.4 million bachelor’s degrees were awarded in
2004 and less than 5% of these were earned by Latino Americans
First, Latino students are disproportionately unprepared or underprepared for the
academic demands of college (Adelman, 1999; Warburton, Bugarin, & Nunez,
Second, Latinos are disproportionately represented among low socioeconomic
status income groups as compared to their nonminority counterparts (Cuádraz,
paying for college can be difficult and provoke undue
psychological stress, which, in turn, affects persistence. Reliance on financial aid
(e.g., loans) can also undermine Latino students’ academic goals as the “press” to
repay loans may intensify the need to work full-time (Pappas, 1992).
Third, Latino students inherit substantially different forms of social and cultural
(hereafter referred to as sociocultural; see Strayhorn, 2008) capital than that which
is often privileged and acknowledged in schools...