I I 72-8637 BROWN, Orchid L., 1930A COMPARATIVE STUDY OF BLACK FRESHMEN SPECIAL ADMIT STUDENTS AND REGULAR ADMIT STUDENTS AT MICHIGAN STATE UNIVERSITY. Michigan State University, Ph.D., 1971 Education, higher University Microfilms, A f XEROXp o m p a n y , Ann Arbor, Michigan A COMPARATIVE STUDY OF BLACK FRESHMEN SPECIAL ADMIT STUDENTS AND REGULAR ADMIT STUDENTS AT MICHIGAN STATE UNIVERSITY By Orchid L. Brown A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree os DOCTOR OF PHILOSOPHY Department of Higher Education and Administration 1971 ABSTRACT A COMPARATIVE STUDY OF BLACK FRESHMEN SPECIAL ADMIT STUDENTS AND REGULAR ADMIT STUDENTS AT MICHIGAN STATE UNIVERSITY By Orchid L. Brown The primary purpose of this study was to determine if systematic differences existed between the freshmen black students according to several selected v a r i a b l e s : 1) awareness of support services, vices, 2) use of support ser­ 3) need for additional supportive services, and 4) checklist of problems (generalized from the Mooney survey). An instrument was developed which included varia­ bles relating to each basic topic of the study. The study was conducted of Michigan State University black freshmen students. The instrument was given to each student by the author without a particular structured pattern. A profile analysis was conducted using the repeated measure technique to determine if differences existed Detween the special admit and regular admit dents. stu­ The repeated measure was tested for significance Orchid L. Brown through use of the F-stastic and was found significant at the .05 and .01 level for the checklist of problems. Percount analysis revealed differences between the special admit and regular admit student for the three other basic topics of this study. Major findings of this study included: 1. There were differences between the regular admit students and special admit students in the use of support services, with the largest percentage above 90 percent for counseling, 2. tutoring, and financial aid. There were differences between the regular admit students and special admit students in the need for improved services. 3. There were differences between the regular admit and special admit students on specific problems adjusting to college work explained in statement eight and nine. 4. Regular admit students use the resident advisor 15 percent more than the special admit student. 5. Special admit students indicated better reallocation of resident funds to include black activi­ ties by 30 percent more than the regular admit students. 6. Regular admit students indicated more legal aid assistance desired was 16 percent more than the special admit student. Orchid L. Brown 7. Regular admit students requested a need for more counselors in residence halls than the special admit students by 4 8 percent. 8. Regular admit students percentage value "for too many required courses are not practical" as 16 percent more than the special admit students. 9. Regular admit students indicated worry about grades by 22 percent more than the special admit students. 10. feeling inerior. The variable that stood out most of all was Regular admit students response was 35 percent, and special admit students response was 64 per­ cent. As this study progressed recommendations became very apparent. Those recommendations were presented to serve as a guideline that may be used as a broad frame of reference for support services at any university. f In the final section, suggestions for future research were presented. PLEASE NOTE: Some P a g e s h a v e i n d i s t i n c t print. Filmed as r e c e i v e d . UNIVERSITY MICROFILMS To: J •T •L • W.L.B. S.E.B. ii ACKNOWLEDGMENT The author wishes to express her sincere apprecia­ tion to the many people who made possible the completion of this study: To Dr. Eldon R. Nonnamaker for his assistance and understanding throughout the entire period of study. To Dr. Thomas Gunnings and Dr. Richard Featherstone for their cooperation as members of the doctoral committee. To my mother, who gave financial and emotional support. And to my children Walton and Samuel, who were willing to make some significant sacrifices to share in the undertaking, with deepest gratitude, iii "Thank you." TABLE OF CONTENTS Page D E D I C A T I O N .................................................. A C K N O W L E D G M E N T S ................ iii LIST OF T A B L E S .............................................. vi Chapter I. INTRODUCTION ..................................... Statement of the Problem ................. Importance of the Problem ................. Definition of Terms ....................... Organization of the Study ................. II. REVIEW OF RELATED LITERATURE ................. 1 3 4 5 6 8 S u m m a r y ....................................... 16 III. DESIGN AND M E T H O D O L O G Y ...........................17 Sample Selection ........................... 17 Instrumentation .......................... 17 R e l i a b i l i t y .................................... 19 V a l i d i t y ....................................... 19 Analysis Procedure ....................... 21 S u m m a r y ....................................... 25 IV. ANALYSIS AND INTERPRETATION ..................... 26 Means and Standard D e v i a t i o n s ................ 26 Analysis of Variance (ANOVA Profile Analysis ....................... 28 Percount Analysis ........................... 30 Items of Least and Most Concern for Combined G r o u p s ....................... 34 iv Page Items of Least and Most Concern for Differences Between Groups . . . 35 Chi S q u a r e .................................... 36 S u m m a r y ....................................... 45 V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . 47 S u m m a r y ....................................... 47 Need for the S t u d y .......................... 47 Procedure of the S t u d y ........................ 48 L i m i t a t i o n s .................................... 49 C o n c l u s i o n s .................................... 50 D i s c u s s i o n .................................... 52 Recommendations .......................... 53 Implications for Further Research . . . 56 A P P E N D I X .....................................................58 BIBLIOGRAPHY ........................................... V 66 LIST OF TABLES Table Page 3.1 Repeated Measure Description ................. 24 4.1 Means, Standard Deviation and Variance Between Regular Admit Black Students and Special Admit Students ................ 27 4.2 Analysis of Variance Table .................... 29 4.3 Mean and Standard Deviations for Four Measures, (Profile Analysis) ............. 31 4.4 Problems of Greatest Concern ................. 32 4.5 Problems of Least Concern .................... 33 4.6 Awareness of Support Services 4.7 Services Needed or Improved .................... 4.8 Which Support Service Have You Used? ( P e r c e n t s ) .................................... 40 ................. 38 39 CHAPTER I INTRODUCTION The higher educational system in the United States, particularly with the development of the land grant and community college concepts, has been considered a major factor in upward mobility. As society has grown increas­ ingly technological, college training has become an impera­ tive in most sections of the economy. Yet, it is obvious that America's minorities have not benefitted from higher education anywhere near the proportion of the population and are therefore excluded from a share of America's affluence. Blacks are the largest minority group in America; they constitute 11.2 percent of the population and 6 percent of the college population (with the majority in "separate" colleges). In response to a growing pressure that college populations reflect more accurately the many cultural groups that exist in the pluralistic society, college administrators have looked primarily to their admissions policies. Many colleges and universities have appointed special committees to reevaluate their admission criteria, 1 2 and have developed policies that will insure a more heterogeneous ethnic college population. The black student has been excluded methodologi­ cally from higher education. The poor quality of public schools for blacks for all of their history in America is well documented. However, the extended effect of massive poor education of blacks as recently as a genera­ tion ago suggests the usefulness of citing some compara­ tive statistics to illustrate a complex network on which past education experiences were built. The effects of the past create the problem of the present. As late as 1952 the South was still spending $132.28 per white pupil and $90.20 per black pupil. This was a vast improvement over 194 0 when the ratio was $41.90 to $16.29. From 194 0 to 1960, the percentage of blacks who had attended college more than doubled; from 195 0 to 1960 the percentage of blacks who had completed high school rose from 14% to 22%, a faster rate than that of whites; and from 1950 to 1960, the median school years completed by adult blacks increased over a grade 6.9 to 8.2 years.^ Black students who attend Northern urban schools are equally disadvantaged. In the elementary schools they are often labeled and isolated within their own classroom. In the high school the black student is often diverted from taking academic courses. His counselors guide him to vocational or trade courses and his chances for college are substantially reduced. ^Eric Lincoln, "The Relevance of Education for Black America," Journal of Negro Education, 38 (Summer, 1969), 1-18. In recent years many colleges and universities have begun to make an effort to admit more black students. Some blacks have been admitted on a regular basis. Others, who have often been a product of inferior education, have been admitted, even though they may not meet established admissions criteria. There is an increasing need to know more about the values and needs of both groups. This study will attempt to identify and compare the needs of both regular admit and special admit black freshmen. Statement of the Problem This investigation is an attempt to create a better understanding of the needs of two groups of freshmen black students. The purpose of this study is to examine the needs of black freshmen students currently enrolled at Michigan State University and to determine what differences exist between regular admit students and special admit students according to several selected variables. variables are: 1. Awareness of supportive services 2. Use of supportive services 3. Need for additional supportive services 4. Check list of problems with respect to: a. b. c. d. e. f. g. sociological relationships college adjustment home and family preparation for future recreation health and physical development finances These 4 The two groups will be compared with respect to the above variables using appropriate statistical techniques to assist in making the comparison. Importance of the Problem There is a paucity of published literature on the black college student, and even less on the special admit student, and as Joseph Katz and Harold Korn wrote: Social scientists have given detailed accounts of almost any imaginable human group: distant primi­ tive tribes, hometown street corner groups, printers' union, prostitutes, suburbia, deviants, but there have been few prolonged and detailed studies of the population right under the social scientists' window: students.^ The scarcity of research data on black students makes it all the more obvious that additional research is needed to understand students' needs. It is quite clear that the higher education of low income, minority group students is a problem. understood. It is complex and little It involves a vast, complex array of socio­ cultural, economic and educational factors. Minority group students suffer from educational deficiencies, motivational difficulties, financial problems, cultural shocks and attitudinal and value system discrepancies not 3 often encountered by others. 2 The statistics confirm Joseph Katz and Harold Korn, "After Listening to Students," Ford h a m . 2 (July 1968), 3-6. 3 Paul Akin, "The Effectiveness of a Behavior Oriented Therapy and an Insight Oriented Therapy on the Academic Achievement of Educationally Disadvantaged Stu­ dents," unpublished Ph.D. dissertation, Michigan State University, 1969, p. 6. 5 that these problems overwhelm minority students. To counter the special problems which confront the low income, minority group student, universities have begun to respond with special programs involving recruitment and special selection procedures. The rationale for this study comes from inadequate knowledge and understanding of the contributing factors of certain selected variables which may relate to the black student's academic achievement in the transitional period. Secondly, this study should aid in understanding what ser­ vices the university should provide to assist the student in achieving academic success. Definition of Terms Edgerton's 4 definition of high risk students are those students who lack money, have low standardized test scores, have erratic high school records, or who demonstrate some identifiable but unmeasurable quantitymotivation, creativity, resilience, leadership, or per­ sonality, which an admission officer might interpret as a sign of strength offsetting the customary indicators of probable success. The terms "high risk" and "special admit" students will be used interchangeably in this study. Regular admit are those students who are admitted using normal admission procedure, 4 John Edgerton, "High Risk: Five Looks," Southern Education Report, 3 (March, 1968), 25-30. 6 Disadvantaged students refer to individuals who come from low income families, have academic potential, but who have been unable to realize the potential without special assistance because of their economic, cultural or educational background or environment (Michigan State 5 University's presidential commission on admissions). Support Services are those services designed to assist students in meeting academic, economic, personal, and social needs limited to financial aids, counseling, academic assistance, tutoring. Minority are those individuals who face certain handicaps, are subject to discrimination, are objects of prejudice from many other people and who, for a variety of reasons, have been inadequately represented in institu­ tions of higher learning. Organization of the Study The general plan of the thesis is as follows: Chapter II is a review of the literature which contains the related information concerning disadvantaged students and support services. Chapter III is an account of the methodology used in collecting and organizing the data and the statistical techniques employed in analyzing them. The results of the analysis are reported in Chapter IV. 5 Presidential Commission on Admissions from the Subcommittee on High Risk Students, Minorities, and Open Admissions, Michigan State University, 1970. The summary, conclusions, and implications for further study appear in the final chapter. CHAPTER II REVIEW OF RELATED LITERATURE Within the last decade educational researchers and institutions of higher education have taken an increased interest in black students. little available literature. Before this period, there was Review of the literature reveals few studies on the needs of black students and support services. Higher education in the United States has tradi­ tionally been for the elite minority, but flexible enough to admit some students whose academic and economic creden­ tials placed them outside the winners circle; popularity and profitability of intercollegiate athletics have pro­ moted hundreds of colleges and universities to admit these students.^ Higher education for high risk students— in spite of the precedents which athletics, foreign students and war veterans established— is still largely an unexplored territory for social minorities and the poor. 2 McKendall ^Edgerton, op. c i t., 25-36. 2 B. W. McKendall, "College and the Minority Stu­ dent," Urban West (Jan., 1968), 8-11. 8 9 concludes that few colleges have the commitment, flexi­ bility and daring to meet the needs of high risk students. The experiences of the colleges that have attempted new approaches show that students handicapped by discrimina­ tion and poverty can be helped by colleges and suggests that, in the presence of seeking and nourishing such talent, the nature of higher education will improve for all students. In the early 60's, eight public institutions, including Michigan State University, with modest institu­ tional commitment began to make some significant contribu­ tion to the education of disadvantaged youngsters. The most outstanding of these were Southern Illinois Univer­ sity, University of Wisconsin and the state universities and colleges of California— the only state in which the entire system of public higher education had resolved to help disadvantaged students. A few universities have made some effort to admit and assist Upward Bound gradu­ ates and others handicapped by poor preparation for college.^ The federal government has also made a commitment toward the education of the disadvantaged. Title IV, Section 408 of the Higher Education Act of 1965, is an outgrowth of the Upward Bound and Talent Search programs funded by the Federal government. 3 Ibid., (April), 25. 10 The Special Services for Disadvantaged Students in Institutions of Higher Education program is entering its second year of operation. The Higher Education Act of 1965, Title IV, Section 4 08, as amended, authorized: Remedial and other special services for students with academic potential (a) who are enrolled or accepted for enrollment at the institution which is the beneficiary of the grant . . . and (b) who, by reasons of deprived education, cultural or economic background, or physical handicap, are in need of such services to assist them to initiate, continue, or resume their post secondary education. Further, the legislation authorized that: Special services for Disadvantaged Students in Institutions of Higher Education may provide among other services, for: (A) counseling, tutorial or other educational services, including special summer programs, to remedy such students' academic deficiencies, (B) career guidance, placement, or other student personnel services to encourage, or facilitate such students continuance or re-entrance in higher educational programs, or (C) identification, encouragement or counseling of any such students with a view of their undertaking a program of graduate or profes­ sional education.4 Under the 1960 California Master Plan for public higher education some 4 percent of entering and transfer­ ring students were admissable by special provision and it was this 4 percent rule that is used for recruitment for Educational Opportunity Program students. Admission U. S. Department of Health, Education, and Welfare, Special Services for Disadvantaged Students in Institutions of Higher Education Program (Washington, D . C . : U. S. Government Printing Office, 1971) , pp. 1-10. 11 standards were flexible enough to accommodate those who . . 5 are academically deficient but promising. A higher education survey by the College Entrance Examination Board in 1970 reports recent experiences of Midwestern colleges in recruiting and enrolling minority students. Results were based upon responses of a repre­ sentative group of 12 9 four-year institutions. findings were: Principle (1) three out of five senior institutions were actively working to enroll minority students. The gross number of minority freshmen increased 25 percent from 1968 to 1969 and 30 percent by 197 0; (2) recruiting methods regarded as most successful involved minority staff, special programs for minority students, direct contact with schools or minority students; (3) 41 percent of the minority students required full financial support; (4) approximately seven out of ten freshmen returned the next year— the same proportion for all freshmen; (5) many colleges reported marked increase in social involvement, and concern with student affairs and outside interest in g affairs of the institution. Hood discusses a survey conducted to determine programs needed for disadvantaged students at the college 5 Heath G. Lewis, Berkeley's Educational Opportunity Program (Washington, D . C . : U. S. Office of Education, 1968), pp. 1-11. /r Midwest Committee for Higher Education Surveys, Admission of Minority Students in Midwestern Colleges, Report M —1 (Evanston, 111. : College Entrance Examination Board, 1970), p. 78. 12 level, programs underway in New York State, and the primary considerations of persons and institutions operating such programs. Of 167 schools contacted, 86 of the 134 that responded had programs at precollege or college levels., Roughly 64 percent of all colleges and universities in New York State operate programs for disadvantaged students, with state-affiliated institutions. Most of the programs are designed to help students find a place in a particular college program and, through guidance, financial aid, and counseling, to maximize the students' chances of college success. 7 The Education Opportunities Program (EOP) at the University of Iowa was established in April 196 8 and pro­ vide financial support and academic assistance to students from educationally and economically disadvantaged back­ grounds. Their supporting services included continuing orientation, counseling assistance and academic and tutorial assistance.^ Spaights provides a model instructional support component for an educational opportunity program. In pro­ viding for structure in the support component, assessment 7 Wenford Hood, "Higher Education for the Disadvan­ taged in New York S t a t e : A Summary Report of Programs of Higher Education for the Disadvantaged at Colleges and Universities in New York State" (Albany, N. Y . : Division of Higher Education, 1969), p. 36. g Phillip E. Jones, "Summary Report for Educational Opportunity Program 1968-69, 1969-70 (Washington, D. C . : U. S. Department of Health, Education and Welfare, U. S. Office of Education, 1970), p. 20. 13 variables held to be imperative of consideration a r e : past experiences, individual skill levels, environment influ­ ences, quality of learning, supervision, cost and avail­ ability of instructional materials, available facilities and operational costs. He also emphasizes counseling (academic advising, recruitment and duties of professional g advisors). Berg and Axtell"^ developed three models for com­ munity colleges which included remedial courses, counseling and legal aid. Stein's 11 study reveals that need and values of black students were similar to those of the college and the ideal student. Knoell's 12 objective was to provide colleges with information about youth who might be recruited into community colleges in five cities g Ernest Spaights, "Support Service for Disadvan­ taged College Students," Symposium papers read at the American Personnel and Guidance Association Convention, New Orleans, L a . , March, 1970. ^^Ernest Berg and Dayton Axtell, Programs for Dis­ advantaged Students; A One Year Followup, Peralta Junior College District, Eric Clearinghouse for the Junior College (Washington, D. C . : U. S. Office of Education, 1970), p. 97. ^ R u t h Stein, Some Concepts City College, Entrants on Probation Scores, RS-66-10, Clearinghouse for Angeles, California: University of p. 21. 12 Held by Los Angeles Because of Low Scat Junior College (Los California, 1966), Dorothy M. Knoell, People Who Need College, A report on Students We Have Yet to Serve (Washington, D. C . : American Association of Junior Colleges, 1970), 1970. 14 and to determine services needed. similarities 13 stressed (2) unrealistic scheduling of classes inability to communicate and Trent Gordon 14 (1) (3) (4) fear of failure. contributes a detailed and critical analy­ sis of the accomplishments, implications and characteristics of compensatory programs across the country. Burke 15 reports on compensatory programs and cost differentials to provide identification and quantification of educational need variables in providing equal educational opportunity. Investigation by Austin 16 examines the effects of college environments on the aspirations, achievements and attrition rates of disadvantaged students at the end of the freshman year. The Wilson 17 study reports freshmen responded better to a black counselor than either a female or a male white counselor. 13 Charles Gordon, Problems of Culturally Different Youth in College, Personnel and Guidance Association Con­ vention, Las Vegas, Nevada, March 30-April 3, 1969, p. 14. 14 William Trent, College Compensatory Program for Disadvantaged College Students, Eric Clearinghouse of Higher Education, Report No. R-3 (Washington, D. C . : George Washington University, 1970) , p. 70. 15 Arvid Burke, et a l ., "Educational Programs for the Culturally Deprived, Need and Cost Differentials," National Educational Finance Project, Special Study No. 3 (Boston: Boston College, Massachusetts Institute of Human Science, 1970), p. 70. 16 Helen S. Austin Educational Progress of Disadvan­ taged Students (Washington, D. C . : Bureau of Social Science Research, Inc., University Research Corporation, 1970), p. 77. 17 Ralph Wilson, The Effects of Special Tutoring and Counseling on the Academic Success of Negro Freshmen at Southern State College, Magnolia, A r k . (Washington, D. C . : U. S. Office of Education, Department of Health, Education and Welfare, Bureau of Research, 1970), p. 105. 15 Review of the literature by Stanley 18 indicates that although some authors maintain that scholastic apti­ tude test scores of disadvantaged students are not clearly associated with college grades (Carlk and Platkin, 196 3), most researchers have found the opposite to be true. Admission to selective colleges should not be greater than explicit provisions for remediation, tutoring, coaching and curriculum reform can bridge. Planning for disadvantaged youth according to Froe 19 must be characterized by a cycle of planning evalua­ tion and replanning. Specific ways for meeting students needs will be determined often by the particular facilities and resources of an institution of higher education. Students which some schools consider high risk are among the intellectual elite on other campuses (Harvard consider any student obtaining a composite SAT below 1,000 an extreme risk). At most colleges the disadvantaged are defined in the context of their own student bodies, that is, high risk students are those whose educational and economic background is considered markedly inferior to that of their regular students. Antioch College explains dis­ advantage to be primarily a financial limitation, not an 18 Julian C. Stanley, Predicting College Success of Educationally Disadvantaged Students (Baltimore, M d . : Center for the Study of Social Organization of Schools, 1970), p. 45. 19 Otis Froe, "Educational Planning for Disadvan­ taged College Youth," Journal of Negro Education, 33 (Summer, 1964), 290-303. 16 academic deficiency, therefore, the term "high risk" may have a slightly different connotation. In 1970, Michigan State University began planning the initial phases of a pilot, non-federally funded support program. This rapidly developing network includes tutorial and counseling services and academic assistance. This net­ work should, however, be flexible enough to expand to any area where the student can be helped. A sound program is built around the student, and is evaluated at all inter­ mediate stops to determine weaknesses and alternatives that can be developed at each phase of development. Summary Few studies have been reported which explore the relationship between needs of black students and support services. A review of the literature in this chapter describes types of programs initiated, student input analysis, and extension of selection criteria. This study will attempt to examine the needs of the student, the use of supportive services, and attempt to determine if dif­ ferences exist between the two groups of the freshmen population. CHAPTER III DESIGN AND METHODOLOGY The general design and methodology of the study is described under the following headings: tion, (1) sample selec­ (2) instrumentation, and (3) analysis procedure. Sample Selection This study was composed of two samples. Each sample represented male and female students selected from a population of black freshmen at Michigan State Univer­ sity. From a total campus population of 2 30 regular admit black freshmen students, a random sample of 60 students was chosen. A second list was prepared for high risk students using the same procedure and a sample of 34 was selected. The age of respondents ranged from eighteen to twenty years. Instrumentation The instrument is divided into four sections.'*' Part One lists the types of support services offered by ■*\A copy of the instrument appears in Appendix A. 17 18 the university and includes counseling, tutorial, finan­ cial aid, health, academic advising and the minority resident aide in residence halls. Students were asked to respond to their awareness of these services on this part of the instrument. Part Two of the instrument requests the students to respond to the type and frequency of support services used. Part Three lists those support services that stu­ dents believe are needing improvement or need to be pro­ vided. Part Four is a modified form of the Mooney list broken down into seven subscales. as follows: tionships, work, 2 check­ The subscales are problems relating to (a) sociological rela­ (b) home and family, (c) adjustment to school (d) preparation for the future, use of leisure, (e) recreation and (f) health and physical development. Each subscale varies in the number of items appropriate for that scale. The instrument was scaled according to the follow­ ing sequence: Part One gives the respondent only one alternative answer, yes or no, for variables one through six. Part Two gives the respondent five alternative answers for variables seven through sixteen. Part Three included variables 17-27 and requests a one alternative 2 (Ohio: Ross L. Mooney, Bureau of Educational Research Ohio State University). 19 yes or no response. There are 62 items in Part Four and five alternative responses were designated: of no impor­ tance = 1; of minor importance = 2; of moderate importance = 3; of major importance = 4; of very great importance = 5. A "5" was assigned to each response which reflects great concern for a need. A "1" represented the extreme of "5." The first draft of the instrument consisted of 119 variables, the second draft 64 variables and the last draft 88 variables. The second revision was tested in a pilot study using upperclassmen from nine residence halls. Reliability The Hoyt method of reliability was used to assess the internal consistency of the instrument which, according to Hoyt, 3 calculates the percentage of the obtained variance in the distribution of test scores that may be regarded as true variance. True variance represents "variance not due to the unreliability of the measuring instrument." The Hoyt method of reliability in determin­ ing the internal consistency gave a value of .85, and seemed adequate for this study. Validity The instrument was reviewed by persons in the area of service, hence, the instrument appears to have content and face validity. 3 C. Hoyt, "Rest Reliability Estimated by Analysis of Variance, Psychometrika, 6 (1941), 153-160. 20 Guttman categorizes two different types of validity: internal and external. Testing each item to determine if the items belong in the universe being treated is internal validity. External validity deals with the problems or prediction. 4 McNemar includes factors that can affect reliability and/or validity and suggests that statements be concise in order for the respondent to understand the issues presented. Kerlinger g 5 considers three types of validity: content, predictive or concurrent and construct validity. 7 According to Ebel the second and third may be considered together as criterion-oriented. Here, the investigator is interested in some criterion which he wishes to predict. Construct validation is involved whenever a test is to be interpreted as a measure of some attribute which is not "operationally defined." Content validity is concerned with the adequacy of sampling of a specified universe of content. Survey instruments are considered to have 4 L. Guttman, "The Problem of Attitude and Opinion Measurement," in S. A. Stauffer, et a l ., eds., Measurement and Prediction (New Jersey: Princeton University Press, 1950), pp. 55-58. 5 Q. McNemar, "Opinion Attitude Methodology," Psychological Bulletin, 43 (July 1946), 294-297. g F. N. Kerlinger, Foundations of Behavioral Research (New York: Holt, Rinehart and Winston, Inc., 1964), p. 429. 7 Robert Ebel, Measuring Education Achievement (New Jersey: Prentice-Hall, Inc.), p. 380. 21 content validity. The instrument used in this study fits this category. Analysis Procedure A tailored statistical treatment of the data will be applied to this study. This chapter gives the rationale behind the statistical techniques used. Profile Analysis The appropriate statistical concept used in this study was the Profile analysis with sub-headings of split-plot factorial design better known as groups by repeated measures design, a two-way analysis of variance. The primary purpose of repeated measures on the same ele­ ments is the control that this kind of design provides over individual differences between subjects. Using dif­ ferent subjects under each of the treatment combinations in a factorial experiment has marked advantage of provid­ ing statistically independent estimates of treatment 0 effects from all cells in the experiment. This procedure assumes that N elements in a group are a random sample from a specified population of elements. In this type of experiment, treatment effects for subjects are measured relative to the average response made by subjects on all treatments. In this sense, each subject serves as his own control. Responses of individual subjects to the g B. J. Winer, Statistical Principles in Experi­ mental Design (New York: McGraw Hill Company), p. 300. 22 treatments are measured in terms of deviation about a point i which measures the average responsiveness of that individual subject. Hence, variability due to differences in the average responsiveness of the subjects is eliminated from the experimental error. 9 In an analysis of this type the total variation is divided into two parts: one part is a function of differ­ ences between the means of groups; the other part is a function to the pooled variation within the groups. The total variation is the sum of the squared deviations of each observation about the grand mean. This source of variation has kn-1 degrees of freedom. That part of the total variation due to differences between the mean of the people or between-people variation is a function of the squared deviations of the mean for the people about the A mean. grand 10 This analysis considers the four parts of the instrument as four different measures sure 1, 3, and (items, 7-16) -measure 2, (items 33-89) -measure 4. (items, 1-6), -mea­ (item, 17-32) -measure Using the correct opera­ tional procedure these data are collapsed into a new set of variables. This new set was necessary to perform the repeated measures analysis. The mean and standard devia­ tions using the Bastat were computed for all four measures. ^Ib i d ., p . 301. ~^Ibid., p. 307. 23 This is considered as standardizing the data. These data are used in transforming variables into a common unit of measurement for each interpretation. In this Z scores (M=0, cr-1) are desired, therefore, aj = and bj = ^j/aj provide the appropriate linear transformation. To inter­ pret the significance tests all variables or repeated mea­ sures must have a common unit of measurement. Linear transformations are used to convert scores into a common unit measurement which provides an easier method for inter­ pretation. Profile analysis performs a repeated measures or split-plot factorial analysis of variance with one between groups factor, one repeated measure and variable numbers of subjects per group. Groups and replicated measures are completely crossed while subjects are nested within groups at the same time crossed with repeated measures. The design of this study uses a total of 94 obser­ vations or responses and 88 variables or items. There are 6 0 subjects in group one and 34 subjects in group two. The array table appearing below illustrates an example of the repeated measure design. Suppose two persons are selected from each group and five items are as shown below, I = Item Z = score for subject in group 1 Y = score for subject in group 2 i = subject number 1 k = item number 1 24 TABLE 3.1.— Repeated Measure Description. *2 Z3 X4 Z5 —1 1 Z11 Z12 Z13 Z14 Z15 CN Z21 Z22 Z23 Z24 Z25 Y 11 Y 12 Y 13 Y 14 Y 15 Y 21 Y 22 Y 23 Y 24 Y 25 1 X1 GROUP I 1 i Freshmen i— 1 GROUP II 2 Each person is represented on one level of the factor, therefore, freshmen is considered to be nested within that factor. Now, suppose you look inside the diagram and denote the array table constructed; Z^ represents respon­ dent one from group one and his response to item 2; and Y 2 ^ represents respondent two from group two and his response to item five. This chart describes two ways of classifying each piece of data. For each observation or subject there is more than one response recorded for that person. Hence, the response to each variable are the repeated measures. Results of these data required the use of the percount analysis to determine the frequency and percent­ age distribution per variable. Chi Square is used to determine the differences per variable, between the regular admit and special admit students. 25 Summary Two samples of black freshmen Michigan State University students were chosen for this study. A design based on Profile analysis was selected to determine the needs of students, their awareness and use of support ser­ vices. From the results of this analysis a comparison was made between the regular admit and high risk student. The purpose of this research design and method of analysis has been to determine whether there are differences between the two groups of freshmen students. The standard devia­ tion and means were used to transform the raw data by linear transformation to new variables using Z-scores to determine the amount of difference and if there was interaction in this study using repeated measures. CHAPTER IV ANALYSIS AND INTERPRETATION This chapter is concerned with (1) the Bastat statistical routine used to compute the means, standard deviations by group, and total raw observations; (2) Profile analysis to assess the relationship between freshmen black regular admit students and high risk stu­ dents on the four measures associated with support ser­ vices and problems of concern to these students; (3) Per- count analysis to determine the percentage response per observation and (4) Chi square analysis on selected variables. Means and Standard Deviations A summary of the means and standard deviations, between two groups using the Bastat routine is presented in Table 4.1. This statistical analysis represents the relationship between the regular admit and high risk stu­ dents before the linear transformation. The initial steps from Table 4.1 indicate that on measure-1 (awareness of support services) group 1, repre­ senting regular admit black students, had a lower mean 26 27 score -2 (7.9) than did high risk admits (12.27). On measure (use of support services) both groups of students had essentially the same mean score. TABLE 4.1.— Means, Standard Deviation and Variance Between Regular Admit Black Students and Special Admit Students. Variable Mean Standard Deviation Group 1 Measure -1 7.917 1.15 Measure -2 19.00 4.13 Measure -3 17.6 2.66 Measure -4 163.95 35.10 Group 2 Measure 1 12.27 4.76 Measure 2 19.39 5.03 Measure 3 5.36 8. 37 Measure 4 58.57 55. 96 On Measure -3 (need for support services) the regular admit students had a mean score of 17.6 and the high risk students a mean of 5.36, and on measure -4 (problems experienced by black students) the mean score of regular admit students was 163.95 as compared with 58.57 for high risk students. The above interpretation of means and standard deviation were necessary to conduct the profile analysis. 28 Analysis of Variance (ANOVA) Profile Analysis - The primary analysis used in this investigation is Profile analysis. This procedure, a two-way analysis of variance, can be seen in Table 4.2. This procedure was used to analyze the design discussed in Chapter III. The table is interpreted as follows: The four measures were investigated along several dimensions. The column labeled source indicates the questions the design is set to answer. This analysis determines if there are any systematic differences in the response to the items among the four measures. Column F represents the experimental value of the test statistic for the analysis (ANOVA). Column F (.05) indicates the number that must be exceeded before one can be 95 percent confident that the experimental F happened other than by chance. F (.01) indicates the number that must be exceeded before one can be 99 percent confident that the experimental difference happened other than chance. If these figures exceed the observed figures, there is significance along these measures under investi­ gation. In the analysis of variance, significance is denoted between the groups and the item. Inspection of Table 4.2 reveals significant dif­ ferences between the regular and special admit groups. The F ratio between groups according to the experimental evidence calculated a value of 7.913. The adjusted degrees of freedom for reference distribution for the conservative TABLE 4.2.— Analysis of Variance Table. Source of Variation Between Groups Sum of Squares Mean Squares 1 1266.3 1266.3 92 14722.7 160.0 Degrees of Freedom F (exp.) 7.913 Subjects w-g 301075.27 Items 3 903225.83 Groups by Items 3 3780.42 1260. Groups x Items Within Groups 276 44689.35 161. Total 375 967864.18 1859.43 7.783 F (.05) F (.01) 3.92 6.85 30 is (1,92) and estimated is (1,92) therefore, according to Winer^ the F distribution is 3.92. The table indi- cates correspondly that groups by repeated measures from experimental measurement calculated a value of 7.783 for the F ratio with (1,92) degrees of freedom. This again indicates significant differences between groups. The last phase of Profile analysis was to deter­ mine if an interaction effect existed since the responses were classified along group and item dimensions. Table 4.3 indicates significant difference between the mean and standard deviation for measure -4. Since interaction was observed in this measure a Percount statistical analysis was conducted. Percount Analysis The next sequential step used was percount to analyze measure -4. The analysis determined the percent response, mean and standard deviation for the total observations and determined the percent response per group from selected variables. Variables were selected from each subscale on the basis of the twelfth and higher percentage response on the scale "5" which denotes of very great importance no importance (most concern) (least concern). and "1" denotes of See Tables 4.5 and 4.6. ^B. J. Winer, Statistical Principles in Experi­ mental Design (New York: McGraw Hill Company, 1964). 31 TABLE 4.3.— Mean and Standard Deviations for Four Measures, (Profile Analysis). Group 2 Mean Standard Deviation Group 1 Mean Standard Deviation Ml .270 .340 Ml .268 0.389 M2 4.045 .111 M2 4.045 0.121 M3 0.013 1.06 M3 0.014 1.005 M4 101.958 22.175 M4 111.208 27.022 32 TABLE 4.4.— Problems of Greatest Concern. Gp 1% Gp 2% Total % Problems Relating to Social Situations 30 Too many cliques on campus 47 18 36.17 44 Wanting to change to another college 17 4 23.40 Lack black cultural func­ tions (programs) 25 29 26.60 29 Problems Relating to Adjustment to School Work 57 Assignments are too long 25 12 27.34 61 Too many required courses are not practical 40 26 35.11 Preparation in high school is inadequate for college courses 23 29 31.91 Too much emphasis placed on grades 48 21 38. 30 65 Too easily discouraged 20 18 27.66 67 Worrying about grades 33 11 25.53 63 64 Problems Relating to Recreation and Use of Leisure 75 Recreation is too expensive 33 11 25.53 21 28.72 Problems Relating to Finances 84 Have too little money for social expenses 33 33 TABLE 4.5.— Problems of Least Concern. Gp 1% Gp 2% Total % Relating to School Situations 32 Age relationship 82 67 76.60 35 Feeling Inferior 35 62 46 Relating to Home and Family 49 Parents do not recognize the importance of college education 70 65 68. 00 51 Heavy home responsibilities 53 41 49 53 Parent's drinking 65 66 69.0 54 Wishing I had a different family background 53 50 52 Parents resent changes in attitude toward religion, politics and career 43 56 48 61 59 50 Preparation for the Future 70 Plans for the future are made by parents 58 Health and Physical Development 80 83 Unable to determine when to seek medical advice 57 56 71 Drug Problem 71 71 56 34 Items of Least and Most Concern for Combined Groups Measure -4 has seven subscales as outlined in Chapter III. The problems of most concern by both groups in problems relating to social situations are too many cliques on the campus functions (26%). (36%) and a lack of black cultural Least concern as evaluated is age rela­ tionships and thoughts of suicide. Problems under adjust­ ment to school work indicates a high percentage of agree­ ment that assignments are too long, too much emphasis is placed on grades, preparation in high school inadequate for college courses not practical (31%), too many required courses are (35%) , and worrying about grades (25%) . Evidence reveals that the other items were rated about evenly on the scale. Data resulting from plans for the future seem to indicate an even percentage distribution with no response being relatively high. Both seem to agree that plans for the future by parents is no problem for the two groups. In the area of recreation and leisure the prob­ lems of most concern are not enough time for recreation (24%) and recreation is too expensive (25%). The other variables have an approximately even spread. Unable to determine when to seek medical advice and a drug problem are of least concern under health and physical develop­ ment. Having too little money for social expenses is of great concern for the two groups. 35 Items of Least and Most Concern for Differences Between Groups The same variables by groups indicate the follow­ ing responses: lack black cultural programs, as 4 percent higher for group 2; wanting to change to other college, 13 percent higher for group 1; too many required courses, 14 percent higher for group 1; inadequate preparation for college, 6 percent higher for group 1; too much emphasis placed on grades, 2 7 percent higher for group 1; too easily discouraged, 2 percent higher for group 1; worry­ ing about grades, 22 percent higher for group 1; recrea­ tion too expensive, 22 percent higher for group 1; too little money for social expenses, 12 percent higher for group 1; too many cliques on campus, 25 percent higher for group 1. Responses to items of least concern: difficulty making new friends, 4 percent higher for group 1; have too few intimate friends, 2 percent higher for group 1; age relationship, 15 percent higher for group 1; unskilled in conversation, 9 percent higher for group 2; being made fun of, 2 percent higher for group 2; feeling inferior, 27 percent higher for group 2; thoughts of suicide, 9 percent higher for group 2; do not know how to develop a philosophy of life, 11 percent higher for group 2; parents do not realize the importance of college education, 15 per­ cent higher for group 2; parents resent changes in atti­ tude toward religion, politics, careers, 13 percent higher 36 for group 2; heavy home responsibilities, 12 percent higher for group 1; parents drinking, 12 percent higher for group 2; wishing I had a different family background, 3 percent higher for group 1; plans for the future are made by par­ ents, 3 percent higher for group 1; plans for the future are made by parents, 3 percent higher for group 2; drug problem, 1 percent higher for group 1. Chi Square Chi square was the last step used in the analysis to evaluate those variables of least concern and of greatest concern. Although percount analysis revealed variable 35, feeling inferior, had the highest percentage difference for variables of least concern, chi square indicated a value of .315 with four degrees of freedom and therefore is not significant at the .01 and .05 level. Variable 32, is concerned with age relationships has a chi square value of .047 and is significant at the .05 level. The two variables of greatest concern with high percentage response have low chi square values, and are not significant at the .05 and .01 level. variables: These two too much emphasis is placed on grades have a chi square value of .456 and too many cliques on campus, has a chi square of .520. Variables 61, too many required courses are not practical, has a chi square of .038 and 67, worrying about grades, has a chi square of .015. 37 Experimental evidence indicate no significance at the .05 level for measure 1 and 2 and is represented in Tables 4.6, 4.7 and 4.8. Problems of Least Concern that Stand Out Above 12% Subscale Variable Gpl Gpl x2 2 53 65 76 .186 2 51 53 41 .631 2 50 43 56 .155 1 37 33 44 .132 1 35 35 62 .315 1 32 82 67 .047 Problems of Greatest Concern that Stand Out 3 57 25 12 .253 3 61 40 26 .038 3 64 48 21 .456 3 67 33 11 .015 5 75 33 11 .399 7 84 33 21 .278( 1 30 47 18 .520 Tables 4.6, 4.7 and 4.8 are the responses in deter­ mining student use of support services, type of services used and need for additional or improvement of available services. Experimental evidence using chi square do not reveal any appreciable significance that needs investiga­ tion. Interpreting these data on a percentage basis indi­ cate in Table 4.7 service needed or improved. Positive responses above 60 percent are considered and they are the following: needing more advice during orientation, 82 38 TABLE 4.6.— Awareness of Support Services. % Total Yes Cell Gpl Yes Gp2 Yes 1. Counseling 81 78 85 2. Tutorial 75 73 91 3. Financial Aid 87 92 94 4. Health Service 88 91 82 5. Ombudsman 31 30 30 6. Equal Opportunity Office 37 43 26 percent for group 2 and 76 percent for group 1; need more black trained staff and supervisory personnel in counsel­ ing, group 2, 82 percent, group 1, 77 percent; each resi­ dent hall should provide more black magazines, group 1, 71 percent, group 2, 68 percent. The most significant variable is need more counselors in residence halls, 77 percent for group 1 and 29 percent for group 2. Table 4.6, questions the awareness of support ser­ vices. Awareness of: counseling (union), group 1, 78 percent, group 2, 85 percent; tutorial, group 1, 73 per­ cent, group 2, 91 percent; financial aid, group 1, 92 percent, group 2, 14 percent; health services, group 1, 91 percent and group 2, 82 percent. Percentages for ombuds­ man, group 1, 30 percent, group 2, 30 percent; and equal opportunity, 43 percent and 26 percent respectively. Both groups use counseling 81 percent, tutorial 75 percent, financial aid 87 percent, health service 88 percent, ombudsman 31 percent, and the equal opportunity office, 36 39 TABLE 4.7.— Services Needed or Improved. Cell Total % Yes Gpl Yes Gp2 Yes Better black student aids needed 53 46 47 Periodic art exhibits of minority groups on display in dorms 42 58 55 Each dorm should provide more black magazines 29 71 68 More advice during orientation (workshop before registration) 21 76 83 Need more counselors in residence halls 63 77 29 Need more black trained staff and supervisory personnel in counseling 21 77 82 Better reallocation of dormi­ tory funds to include black activities 24 43 73 More supportive services that would advise and help coordinate assist­ ance on budgeting 60 53 35 More legal aid assistance desired 46 70 56 More resident halls should have black cultural room 30 70 71 Total— 94 Subjects. 40 TABLE 4.8.--Which Support Service Have You Used? Never use this service Use this service several times per year (Percents). Counseling Tutorial Student Aide T G1 G2 T G1 G2 T G1 G1 T G1 G2 62 70 55 64 60 70 36 40 29 39 33 50 8 11 14 13 14 29 33 23 13 10 21 8 18 15 23 30 36 21 4 3 5 5 6 3 11 8 17 10 13 6 9. 57 Use this service 1-3 times p<>r quarter 21 18 26 11 11 Use this service 4-9 times per quarter 4 3 5 3 15 9 10 Use this service each week 5 Resident Assistant 41 Head Resident Advisor Financial Aid Academic Advisor Health Services Ombudsman Office of Equal Opportunity T G1 G2 T G1 G2 T G1 G2 T G1 G2 T G1 G2 T 58 58 59 26 25 29 10 13 6 45 43 50 93 96 88 89 96 94 18 18 18 21 25 14 10 15 3 23 26 18 3 2 5 2 1 3 19 18 21 44 40 52 71 63 85 28 30 26 3 12 5 8 1 3 2 13 3 7 10 2 7 8 6 1 2 2 1 1 2 G1 G2 42 percent. According to Table 4.6 most students are aware of the services rendered as listed on the instrument but the ombudsman and the office of equal opportunity rating were low. This represents one comparison between Table 4.6 and 4.8. Percentages above 65 percent as described in Table 4.8 titled as "which services have you used" indicates each support service as itemized on the instrument. Financial aids is the only service well represented. The next service is the academic advisor. Of the combined groups 44 percent use this service per quarter, groups 1 and 2 use this service 40 percent and 50 percent respec­ tively. Evidence indicates that few students use these services. Few students were aware of the services ren­ dered by the ombudsman and the office of equal opportunity. Analysis of these data reveal that students do not use the counseling service, head resident advisor and academic advisor each week. The analysis also indicates two areas with a percentage above 88 percent under the sub­ heading, never use this service, for the ombudsman and the office of equal opportunity. Tutoring ranked from 60-70 percent, student aide ranked from 29-40 percent, resident assistant ranked from 33-50 percent, head resident advisor ranked from 58-59 percent, academic advisor ranked from 25-29 percent, health services ranked from 43-50 percent. Two groups were to be compared in the investiga­ tion and the comparisons are as follows: 43 Tutoring and counseling in Table 4.6 can be compared with Table 4.8. 1. a) Percount analysis indicated that the regu­ lar admit student was less aware of support services than the special admit student. Table 4.6 indicates an awareness of 78 per­ cent for counseling the regular admit and 85 percent for the special admit. The special admit student used counseling 8 percent more than the regular admit, b) Regular admit students were less aware of the tutoring service with a value of 73 percent and the special admit had a value of 85 percent. The regular admit student used 3 percent more service than the special admit. Table 4.8 "support services used" indicates the services used 1-3 times per quarter (the subheading appeared to be more applicable according to the analysis) gave the corresponding values: 2. a) Special admit students use student aid 8 percent more than the regular admit student. b) Regular admit students use the resident advisor 15 percent more than the special admit student. 44 c) Regular admit students use the head resi­ dent advisor 3 percent more than the special admit student. d) Special admit students use the academic advisor 12 percent more than the regular admit student. 3. a) Table 4.7 indicates regular admit students requested a need for more counselors in residence halls than the special admit students by 4 8 percent. b) Regular admit students indicated more black magazines needed by 3 percent more than the special admit students. c) Special admit students indicated more advice during orientation registration) (workshop before by 8 percent more than the regular admit students. d) Special admit students indicated a need for more black trained staff and super­ visory personnel in counseling by 5 per­ cent more than the regular admit students. e) Special admit students indicated better reallocation of dormitory funds to include black activities by 30 percent more than the regular admit students. 45 f) Regular admit students indicated more legal aid assistance desired by 16 per­ cent more than the special admit student. g) Regular admit and special admit students agreed upon the variable more resident halls should have black cultural room from 70, 71 percent respectively. There were two variables for the combined groups with percentages above 60 percent. These are: a) Need more counselors in residence halls, 63 percent. b) More supportive services that would advise and help corrdinate assistance on budgeting 60 percent. Summary A Profile analysis using repeated measures was used to determine if there were differences between regular admit and high risk students in use of support services, need for additional or improvement of services and needs of freshmen black students. According to the statistical analysis by analysis of variance there appears to be significant effects asso­ ciated with items, groups, and items by group interaction. M-4 was analyzed and 13 variables point out an interaction effect that there are differences between the two groups. Chi square indicates differences between the 46 two groups on two variables of greatest concern: worry­ ing about grades and too many required courses are not practical. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary The major purpose of this investigation was to determine whether there were systematic differences between two groups of black freshmen students across four measures. The two groups of students were regular admit and special admit (high risk students). Need for the Study Educational researchers and institutions of higher education are taking an increased interest in lower middle class black students. Special services are provided at many institutions and these services include counseling, tutorial or other educational services for students with academic potential who are enrolled because of deprived education, cultural or economic background. These stu­ dents are to be guided and encouraged to continue the higher educational programs funded by the federal govern­ ment and institutions of higher education. 47 48 There is a paucity of literature but when a study can be made and standards developed choice or persistence of effort is influenced using the reference or standard. Procedure of the Study The instrument was based on gathering certain pertinent information which consisted of 88 variables. These variables were divided into four measures: awareness of support services, vices, and (1) (2) use of support ser­ (3) services that should be improved or provided, (4) problems of concern. Twenty-seven of these items denoted support services and complementary services. Seventeen variables were based on a yes, no answer, ten were based on the five alternative responses. Part IV was based on the Likert scale for measuring problems of concern which included 62 variables. The Hoyt method of reliability was the statistical procedure used to determine the internal consistency of the scale, by estimating the discrepancy in the experi­ mental variance by using the analysis of variance. This method computed an internal consistency of .85 which seemed adequate for continuing the study. The second statistical technique employed Bastat, computed the mean and standard deviation for the two groups separately and together (total). This step was necessary so that the Z-score equation could be used as constants in the linear transformation by collapsing the raw data into a new set of variables. 49 The third statistical technique was the profile analysis using analysis of variance. Experimental evi­ dence from the analysis revealed differences between the two groups. This evidence/ as indicated in Chapter IV, revealed interaction between groups and groups by repeated measure (item, variable). The repeated measure was tested for significance through use of the F-statistic. Through this statistical analysis, the F ratio was found to be significant at the .05 and .01 level. Limitations Limitations of this thesis should be noted. The list of needs, problems and support services should not be considered exhaustive or necessarily mutually exclu­ sive. Secondly, the use, need for additional services and perceived problems can be interpreted only at this point in time for those students who participated in this study. This study is an attempt to provide information pertaining to the early recognition of student needs. Those needs which might keep them from developing their full academic potential can be given greatest attention and help the student understand himself as a person. The experimental evidence revealed that the high risk and regular admit students are homogeneous in their reaction on the awareness of various support services, use of support services and improvement of these service. This is obvious by looking at Table 4.1 which lists the 50 mean and standard deviation and by reviewing subjects' responses through each cell by determining the percentage response. The homogeneity of response, its effect on the study, and other related factors must be considered as a contributing effect on the study and a limitation of the instrument. This homogeneity limits the variability of response, which decreases the possibility of significance through a statistical analysis. Oftentimes, students answer statements to the reverse of their true feelings, therefore, they deliberately falsify the responses of the survey; this, too, may bias the study. The possibility of unreliable results is to be considered a weakness in the instrument used in this study. Another limitation could be the number of variables in health and physical development, and finances. The number of variables were less in comparison to the other scales in measure -4. If the instrument had included other areas of concern, more information might have been provided. Conclusions 1. There were differences between the regular admit students and special admit students in the use of support services, with the largest percentage above 90 percent for counseling, tutoring, financial aid. 2. There were differences between the regular admit students and special admit students in the need for improved services. 51 3. There were differences between the regular admit and special admit students on specific problems adjusting to college work explained in statement eight and n i n e . 4. Regular admit students use the resident advisor 15 percent more than the special admit students. 5. Special admit students indicated better reallo­ cation of resident funds to include black activities by 30 percent more than the regular admit students. 6. Regular admit students indicated more legal aid assistance desired was 16 percent more than the special admit student. 7. Regular admit students requested a need for more counselors in residence halls than the special admit students by 48 percent. 8. Regular admit students percentage value for "too many required courses are not practical" was 16 per­ cent more than the special admit students. 9. Regular admit students indicated worry about grades by 22 percent more than the special admit students. 10. The variable that stood out most of all was feeling inferior. Regular admit students response was 35 percent, and special admit students response was 64 percent. 11. Black students have not been informed about the functions of the Office of Equal Opportunity programs, nor the Ombudsman, with percentages lower than 43 percent for special admit and regular admit students. 52 Discussion Regular admit students were aware of support ser­ vices but did not use these services. This may be because the regular admit student required a shorter period of adjustment and is better able to realize the requirements of the university, therefore, the interest in seeking support services was less. The period for adjustment may be longer for the special admit student. Regular admit students differed in the need for improved services. The regular admit students probably used the resident advisor more because these persons were better informed and were aware of the recent changes in rules and regulations, and the university's interpretation of the regulations. The special admit students would seek advice from student aides and some of these student aides were more understanding and more empathetic. Special admit students rated feeling inferior as very low; this feeling is very high for a variable of least concern. This researcher questions this variable even though chi square was used and was not considered as happening other than by chance. Special admit students depend upon student aides more than the regular admit students. The student aides and resident assistants should better inform the special admit students on the use of the reallocation of resident funds. To make sure students are aware of the prorated resi­ dent funds, resident assistants and student aides should 53 send by direct mail or post the itemized budget reports per resident hall. Regular admit students indicated worry about grades more than the special admit student. These students seem to be aware of the necessity for high grade point averages to increase the possibility of entering the senior univer­ sity and college graduation. Regular admit students indicated, as did most students, a need for an evaluation of college courses; the college courses are not relevant to their goals in the world of work. From previous statements it would seem that special admit students would see a need for more resident counselors, therefore, the regular admit student has adjusted better and need more empathy in the resident halls. The special admit was more interested in the reallocation of funds and at this point in time both seem to be searching in the same direction, for more and better advice. Regular admit students realize they are given more responsibility and are expected to maintain the boundaries agreed upon. other means, If they do not understand the regulations such as legal aid, must be used to interpret the boundaries. Recommendations This study compared two groups of black freshmen students at Michigan State University. The data attained 54 in this study and the information acquired from reviewing the literature suggest the following areas of importance and suggested implementation of an organizational struc­ ture for each area. Each area considered as support services should interact and overlap in a cohesive pattern so that stu­ dents will develop confidence and utilize the available, resources. Financial Aid Special admit students' needs are different from the average student population. Financial assistance should be evaluated more often for minority students than the average college population. The data indicate that special admit students use financial aid 2 percent more than the regular student. Parents cannot finance the college tuition rates and students unable to pay their bill need constant financial evaluation. This procedure should include financial counselors who can direct these students into developing a budgeting system or to aid in determining priorities. These students have had limited experience in determining priorities and spending money. Rosen'*' points out that Negro life situations do not encourage the belief that one can manipulate his environment or the conviction that one can improve his ^Bernard Rosen, "Race, Ethnic and Achievement," American Sociological Review, Volume 24, No. 2 (February, 1959 ). 55 condition by hard work and long term planning. Many young college students have had only a minimum of exposure in developing the concept of self internalization and responsibility to oneself as one of the concepts but not a sufficient condition for successful mastery of the college situation. Academic Advising Twelve percent of the special admit students use academic advisors more than the regular admit students. This area should be evaluated to determine specific changes required to meet the needs of its students. Thirty percent of regular admit and 26 percent special students, respectively, indicated preparation in high school inade­ quate for college courses. This does not mean the students should be boxed in taking remedial courses but the tradi­ tional procedure cannot be considered. College can be extended into a five-year program depending on the success­ ful coordination of university requirements. The student must understand the objectives of the instructor, there­ fore, the instructor must help these students understand the nature of the work expected. Counseling and Tutoring Minority students need counselors: (1) that have empathy and understand their prior experiences, they can relate and have confidence, (2) whom (3) whom they can 56 trust, and the transfer of knowledge or information and assistance would be accepted without doubt. The special counseling and tutoring component should not be considered as boxing the student in. Stu­ dents have other problems besides academic adjustment and should be able to utilize all areas of the major counsel­ ing center. Black students have not been informed about the functions of the Office of Equal Opportunity Programs nor the Ombudsman and were not aware of this service. The orientation committee should be initiated to include an explanation of these services, and the EOP should meet the students in each residence to explain their services. Regular admit students supported more legal aid assistance. Most students do not use the services of the black student aide. Students do not attend scheduled meetings which could supply more informal information, therefore, the student aide must become more functional. Student aides should inform the special admit stu­ dents on use of the allocation of funds when they are not aware of the prorated distribution. Implications for Further Research Each section of support services should maintain constant evaluation. Comparisons should be made between each section and remain flexible to provide for constant change. 57 Further research is needed on other problem areas, to modify conditions responsible for the existence of the problems in this study. Similar investigations should be replicated in other settings, i.e., rural, urban, ghetto colleges, south, cross sectional settings, contrasting similarities and differences, on other levels of the col­ lege population. Specifics and generalizations should be developed from powerful evaluation techniques through various stu­ dies and yet should be flexible enough to work in any given situation. The results of this study suggest direction for future research on the underlying problems with which students find themselves perplexed. APPENDIX A SURVEY OF THE PROBLEMS OF COLLEGE STUDENTS This survey is being conducted in 3 parts. Part one is an effort to determine the types of support services used. Part two requests information on additional support ser­ vices needed. Part three is an effort to determine the problems which cause worry or concern. Major____________________ College____________________ Thank you for your patience and understanding. Please answer each question I. Do you know where to go to obtain the following support services? 1. Counseling Center no 2. Tutorial Service yes no 3. Financial Aid yes no 4. Health Services 5. Ombudsman yes no 6. Office of Equal Opportunity yes no 59 60 II. Which support services have you used? (check one answer to each question) 7. Counseling Services (Union) a) never use this service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 8. Tutorial Service a) never use this service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 9. Student Aide a) never use this service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 10. Resident Assistant a) never use th^s service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 11. Head Resident Advisor a) never use this service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 12. Academic Advisor a) never use this service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 13. Financial Aid a) do not have need for this service b) applied for financial aid, but did not receive aid c) receiving financial aid d) other sources 61 14. Health Services a) never use this service b) use this service several times per year c) use this service 1-3 times per quarter d) use this service 4-9 times per quarter e) use this service each week 15. Ombudsman a) never use this service b) have used this service once c) have used this service several 16. III. times Office of Equal Opportunity a) never use this service b) I applied for help, but my request was rejected c) I have received assistance from this service Please indicate which of the following services you would like to see improved. Check as many statements as you wish. 17. _Better black student aides needed 18. Periodic art exhibits of minority groups on display in dorms 19. Each dorm should provide more black magazines 20 . More advice during orientation 'before registration) 21. Need more role model counselors in residence halls 22. Need more black trained staff and supervisory personnel in counseling 23. Better reallocation of dormitory funds to include black activities 24. More Supportive services that would advise and help coordinate assistance on budgeting 25. More legal aid assistance desired 26. More resident halls should have black cultural room 27. Better supportive counseling to encourage decision making (workshop 62 IV. Please rank the following needs in an order that is most crucial to you, as described below NI 1 of no importance LI 2 of minor importance SI 3 of moderate importance GI 4 of major importance VGI 5 of very great importance Problems Relating to Social Situations Difficulty in making new friends in college group 1 2 3 4 5 Lack black cultural functions (programs 1 2 3 4 5 There are too many cliques on the campus 1 2 3 4 5 31. Have too few intimate friends 1 2 3 4 5 32. Younger ( ) or older ( ) than most persons in my college class (check appropriate word) 1 2 3 4 5 33. Unskilled in conversation 1 2 3 4 5 34. Being made fun of 1 2 3 4 5 35. Feeling inferior 1 2 S-I O 4 5 36. Thoughts of suicide 1 2 3 4 5 37. Do not know how to develop a philosophy of life 1 2 3 4 5 Dislike talking about personal affairs 1 2 3 4 5 Unwilling to face a serious problem now 1 2 3 4 5 Having no one to tell my trouble to 1 2 3 4 5 Sometimes wishing I'd never decided to enter college 1 2 3 4 5 28. 29. 30. 38. 39. 40. 41. 63 42. Vocabulary too limited 1 2 3 4 5 43. Wanting to leave college 1 2 3 4 5 44. Wanting to change to another college 1 2 3 4 5 Do not have enough time for social functions 1 2 3 4 5 Do not have enough time to meditate 1 2 3 4 5 Unable to decide upon social organization to join 1 2 3 4 5 Difficulty in establishing satisfactory relations with opposite sex 1 2 3 4 5 5 45. 46. 47. 48. Problems Relating to Home and Family 49. 50. Parents do not realize the importance of college education 1 2 3 4 Parents resent changes in attitude toward religion, politics, and career 1 2 3 4 5 51. Heavy home responsibilities 1__ 2_ 52. Parents expecting too much of me 1__ 2_ 53. Parent's drinking 1 2 54. Wishing I had a different family background Problems Relating to Adjustment to School Work 55. Inability to concentrate 1 2 3 4 5 56. Do not get enough personal attention from faculty 1 2 3 4 5 57. Assignments are too long 58. Do not have a good place to study 59. Weak in logical reasoning 64 60. Not smart enough in scholastic ways 1 2 3 4 5 Too many required courses are not practical 1 2 3 4 5 62. Do not know how to study 1 2 3 4 5 63. Preparation in high school is inadequate for college courses 1 2 3 4 5 Too much emphasis is placed on grades 1 2 3 4 5 65. Too easily discouraged 1 2 3 4 5 66. Do not like to study 1 2 3 4 5 67. Worrying about grades 1 2 3 4 5 68. Lacking self confidence 1 2 3 4 5 69. Feel "lost" in a lecture type classroom procedure 1 2 3 4 5 61. 64. Problems Relating to Preparation for the Future 70. 71. 73. 74. Plans for the future are made by parents 1 ? 3 4 5 Do not know how to select a vocation at which I can succeed 1 2 3 4 5 Fear that work in college will not be practical in the future 1 2 3 4 5 Unable to obtain proper counseling on vocational plans 1 2 3 4 5 Problems Relating to Recreation and Use of Leisure 75. Recreation is too expensive 1 2 3 4 5 76. No organized recreation is available 1 2 3 4 5 77. Not enough time for recreation 1 2 3 4 5 75. A "date" is necessary for too many activities 1 2 3 4 5 65 79. Spend too much time in recreation because of inability to study 1 2 3 4 5 Problems Relating to Health and Physical Development 80. Unable to determine when to seek medical advice 1 2 3 4 5 Not enough suitable clothes to wear 1 2 3 4 5 82. Having a drinking problem 1 2 3 4 5 83. Drug problem 1 2 3 4 5 Have too little money for social expenses 1 2 3 4 5 Do not know how to spend money wisely 1 2 3 4 5 Difficulty in determining how much to spend for clothes 1 2 3 4 5 Want to take more financial responsibilities 1 2 3 4 5 Whether or not to get a part-time job 1 2 3 4 5 81. Problems Relating to Finances 84. 85. 86. 87. 88. BIBLIOGRAPHY 66 BIBLIOGRAPHY Akin, Paul. "The Effectiveness of a Behavior Oriented Therapy and an INSIGHT Oriented Therapy on the Academic Achievement of Educationally Disadvan­ taged Students." Unpublished Ph.D. disserta­ tion, Michigan State University, 1969. Austin, Helen. Educational Progress of Disadvantaged Students. Washington, D. C . : Bureau of Social Science Research, Inc., University Research Corporation, 1970. Berg, Ernest and Axtell, Dayton. Programs for Disadvan­ taged Students: A One Year Followup. Per Alta Junior College District, Eric Clearinghouse for the Junior College. Washington, D. C . : U. S. Office of Education, 1970. Burke, Arvid, et a l . Educational Programs for the Cul­ turally Deprived Need and Cost Differentials. National Educational Finance Project. Special Study No. 3. Boston: Boston College, Massachu­ setts Institute of Human Science, 1970. Ebel, Robert. Measuring Education Achievement. Jersey: Princeton Hall, Inc. Edgerton, John. "High Risk: Five Looks," Education Report. 3 (March) 1968. New Southern Guttman, L. "The Problem of Attitude and Opinion Measure­ ment." In S. A. Stauffer, et a l . (eds.), Measure­ ment and Prediction. New Jersey: Princeton University Press, 1950. Froe, Otis. "Educational Planning for Disadvantaged College Youth." Journal of Negro Education. 33 (Summer), 1964. Gordon, Charles. Problems of Culturally Different Youth in College. Personnel and Guidance Association Convention. Las Vegas, Nevada, March 30, 1969. 68 Hood, Wenford. "Higher Education for the Disadvantaged in New York State: A Summary Report of Programs of Higher Education for the Disadvantaged at Colleges and Universities in New York State." Albany, N. Y . : Division of Higher Education, 1969. Hoyt, C. "Test Reliability Estimated by Analysis of Variance. Psychometrika. 6 (1941) , 153-160. Jones, Phillip E. Summary Report for Educational Oppor­ tunity Program 1968-69, 1969-70. Washington, D. C . : U. S. Department of Health, Education and Welfare, U. S. Office of Education, 1970. Katz, Joseph and Korn, Harold. "After Listening to Stu­ dents." Fordham. 2 (July 1968), 3-6. Knoell, Dorothy. "People Who Need College." A Report on Students WE HAVE YET TO SERVE. Washington, Dl C . : American Association of Junior Colleges, 1970. Kerlinger, F. N. Foundations of Behavioral Research. New York: Holt, Rinehart and Winston, Inc., 1964. Lewis, Heath G. Berkeley's Educational Opportunity Pro­ g r a m . Washington, D. C . : U. S. Office of Education, 1968. Lincoln, Eric. "The Relevance of Education for Black American." Journal of Negro Education. 38 (Summer, 1969). McKendall. "College and the Minority Student." West (January, 1968). McNemar, Q. "Opinion Attitude Methodology." Bulletin. 43 (July 1946). Urban Psychological Rosen, Bernard. "Race, Ethnic and Achievement." Ameri­ can Sociological Review. Vol. 24, No. 2 (Feb. 19597. Spaights, Ernest. "Support Service for Disadvantaged College Students." Symposium papers read at the American Personnel and Guidance Association Con­ vention. New Orleans, La., March, 1970. Stein, Ruth. "Some Concepts Held by Los Angeles City College." Entrants on Probation Because of Low Scat Scores, Rs-60-10. Clearinghouse for Junior College, Los Angeles, California: University of California, 1966. 69 Stanley, Julian C. Predicting College Success of Educa­ tionally Disadvantaged Students. Baltimore, M d . : Center for the Study of Social Organization of Schools, 19 70. Trent, William. "College Compensatory Program for Disad­ vantaged College Students." Eric Clearinghouse of Higher Education, Report No. 3. Washington, D. C . : George Washington University, 1970. Wilson, Ralph. The Effects of Special Tutoring and Coun­ seling on the Academic Success of Negro Freshmen at Southern State College, Magnolia, Ark. Wash­ ington, D. C . : U. S. Office of Education, Depart­ ment of Health, Education and Welfare, Bureau of Research, 1970. Winer, B. J. Statistical Principles in Experimental D esign. New York: McGraw Hill Company, 1964. U. S. Department of Health, Education and Welfare. "Special Services for Disadvantaged Students in Institutions of Higher Education Program." Wash­ ington, D. C . : Government Printing Office, 1971. Midwest Committee for Higher Education Surveys, Admission of Minority Students in Midwestern Colleges. Report M-1. Evanston, 1 1 1 . : College Entrance Examination Board, 1970.