INFORMATION TO USERS

This was produced from a copy of a document sent to us for microfilming. While the
most advanced technological means to photograph and reproduce this document
have been used, the quality is heavily dependent upon the quality of the material
submitted.
The following explanation of techniques is provided to help you understand
markings or notations which may appear on this reproduction.
1 .T h c sign or “ target” for pages apparently tacking from the document
photographed is “Missing Pagc(s)”. If it was possible to obtain the missing
pagc(s) or section, they are spliced into the film along with adjacent pages.
This may have necessitated cutting through an image and duplicating
adjacent pages to assure you of complete continuity.
2. When an image on the film is obliterated with a round black mark it is an
indication that the film inspector noticed either blurred copy because of
movement during exposure, or duplicate copy. Unless we meant to delete
copyrighted materials that should not have been filmed, you will find a
good image of the page in the adjacent frame.
3. When o map, drawing or chart, etc., is part of the material being photo­
graphed the photographer has followed a definite method in “sectioning”
the material. It is customary to begin filming at the upper left hand comer
of a large sheet and to continue from left to right in equal sections with
small overlaps. If necessary, sectioning is continued again-beginning
below the first row and continuing on until complete.
4. For any illustrations that cannot be reproduced satisfactorily by
xerography, photographic prints can be purchased at additional cost and
tipped into your xerographic copy. Requests can be made to our
Dissertations Customer Services Department.
5. Some pages in any document may have indistinct print. In all cases we
have filmed the best available copy.

University
Micrdnlms
International
3D0 N. ’ CfcB R O A D , ANN A R B O R . Ml 4 8 1 0 6
18 B E D F O R D ROW . L O N D O N WC1R 4 E J, E N G L A N D

7917720
JACKSON* RAYMQNO
AN EXPLORATORY STUDY DESCRIBING THE FAVORABLE
AND UNFAVORABLE ADAPTIVE BEHAVIORS OF
MINORITY HIGH RISK FRESHMEN AT MICHIGAN STATE
UNIVERSITY.
MICHIGAN STATE UNIVERSITY, PH.D., 197B

Untarsfcv
.M icrofilm s
n em ato n d

jo o n

me

r o a d

.

m i

w u e

<c)

Copyright by
RAYMOND JACKSON
1978

11

AN EXPLORATORY STUDY DESCRIBING THE FAVORABLE
AND UNFAVORABLE ADAPTIVE BEHAVIORS OF
MINORITY HIGH RISK FRESHMEN AT
MICHIGAN STATE UNIVERSITY
By
Raymond Jackson

A DISSERTATION
Subm itted t o
Michigan S t a t e U n i v e r s i t y
1n p a r t i a l f u l f i l l m e n t of t h e require ments
f o r t h e degree o f
DOCTOR OF PHILOSOPHY
Department o f A d m i n i s t r a t i o n and Higher Education
1978

ABSTRACT

AN EXPLORATORY STUDY DESCRIBING THE FAVORABLE
AND UNFAVORABLE ADAPTIVE BEHAVIORS OF
MINORITY HIGH RISK FRESHMEN AT
MICHIGAN STATE UNIVERSITY
By
Raymond Jackson

Purpose o f t h e Study
This stud y a tte m p te d t o I n v e s t i g a t e th e a d a p t a t i o n t o c o l l e g e by
m i n o r i t y high r i s k freshmen.

In p a r t i c u l a r , 1 t co n sid ere d the a d a p t i v e

f u n c t i o n i n g of a group o f high r i s k freshmen who e n t e r e d Michigan S t a t e
U n i v e r s i t y In the Fall o f 1977.
Methodology
In o r d e r to r e s e a r c h t h e c o n ce p tio n o f a d a p t a t i o n 1n r e l a t i o n to
t h e high r i s k m in o r i t y s t u d e n t , i n t e r v i e w s w i t h t h i r t y - e i g h t high r i s k
m i n o r i t y freshmen a t Michigan S t a t e U n i v e r s i t y were conducted.

More

s p e c i f i c a l l y , th es e I n t e r v i e w s were s t r u c t u r e d around t h e fo llo w in g s i x
c r i t i c a l adaptive tra n s a c tio n s :
1.

R e - alig n in g E x p e c t a t i o n s :

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t in g persons r e - a l i g n t h e i r e x p e c t a t i o n s 1n the d i r e c t i o n
o f a commonly sh a red r e a l i t y u n t i l t h e r e a re no major
discrepancies.

Raymond J a c k s o n

2.

Processing Losses:

Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g

persons p r o c e s s t h e i r s e l f - p e r c e i v e d l o s s e s and c onfirm o r
d i s c o v e r s e l f - p e r c e i v e d ga in s u n t i l the gain s a r e e x p e r i e n c e d
as outweighing t h e l o s s e s .
3.

B u i ld i n g R e l a t i o n s h i p s :

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t i n g pers ons e s t a b l i s h a s u p p o r t i v e group t h a t res ponds t o
t h e i r needs f o r s e c u r i t y , s t i m u l a t i o n , and i d e n t i f y in t h e new
environm en t.
4.

Acguiring R e s o u r c e s :

Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p t ­

ing p e rs o n s ga in a c c e s s t o key resources- in t h e new environm ent
by l e a r n i n g where, when, and how t o a c q u i r e b a s i c i n f o r m a t i o n ,
m a t e r i a l s , and person al a s s i s t a n c e .
5.

I n c r e a s i n g Self-Management;

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t in g p e rson s e s t a b l i s h s u f f i c i e n t s e l f - d i r e c t i o n to p r e v e n t
o r overcome th e f e e l i n g o f being a t t h e mercy o f the
e x p e c t a t i o n s o f o t h e r s in t h e new environment.
6.

Establishing Com patibility:

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t i n g p e rso ns e s t a b l i s h c o m p a t i b i l i t y ( i f n o t f u l l i d e n t i f i ­
c a t i o n ) w i t h t h e customs, mores, t r a d i t i o n s , and v a l u e s o f t h e
new environm ent.
Findings
This s t u d y was designed t o determine whether common a d a p t i v e
beh avio rs o r a t t i t u d e s e x i s t e d among a sample o f m i n o r i t y high r i s k
freshmen who could be grouped as e i t h e r f a v o r a b l e o r u n f a v o r a b l e in

Raymond J a c k s o n

t h e i r adaptive process.

The r e s u l t s o f t h i s s t u d y su p p o rte d th e

c o n t e n t i o n t h a t i n d i v i d u a l s a d a p t in g t o a new environment do c o n f r o n t
common a d a p t i v e e x p e r i e n c e s .
An i n - d e p t h a n a l y s i s o f t h e f i v e most f a v o r a b l e and f i v e most
u n f a v o r a b l e a d a p to r s produced the f i v e major f i n d i n g s l i s t e d below:
1.

I t appears t h a t m i n o r i t y high r i s k freshmen a r e a b l e t o

r e - a l i g n e x p e c t a t i o n s when they do not e n c o u n t e r d is s o n a n c e 1n too
many a s p e c t s o f t h e i r l i v e s .

F u r t h e r , I t appea rs t h a t a c l u s t e r i n g

o f u n f u l f i l l e d e x p e c t a t i o n s i s s u f f i c i e n t t o cause c o n s i d e r a b l e
d i f f i c u l t y 1n the a d a p t i v e p r o c e s s .
2.

When a m in o r i t y high r i s k freshman

fo r c e d i n t o a new environment when a n o t h e r I s

has f e e l i n g s o f being
p r e f e r r e d , he o r she forms

a n e g a t i v e s e t o f e x p e c t a t i o n s which f u r t h e r com p lica te s th e a d a p t iv e
process.
3. I t appears t h a t
gregarious

m i n o r i t y high r i s k freshmen who have

p e r s o n a l i t i e s as opposed to i n t r o v e r t s , may have a d i s t i n c t

adva ntage 1n b u i l d i n g r e l a t i o n s h i p s .
4.
appears t o

The s t r e n g t h o f t h e s t u d e n t ' s l in k a g e t o needed r e s o u r c e s
be determined by t h e scope o f tho se r e s o u r c e s and h i s or h e r

i d e n t i f i c a t i o n w ith them.
5.

I t a ppears t h a t the e s t a b l i s h m e n t

o f c o m p a t i b i l i t y 1s n o t

r e l a t e d t o a cause and e f f e c t syndrome 1n th e

e nv ir o n m en t, b u t r a t h e r

t o a se nse o f community, making a c o n t r i b u t i o n , and e s s e n t i a l l y being
in v o lv e d in t h e environment,

DEDICATION
To KctA.cn
Tlii& th c iiA i6 a f f e c t io n a te l y d e d ic a te d t o you f on youd
w illin g 6 a c d if ic c 6 , honc&t c o n 6 td u c tiv e c n ttic U m ,
and youA u n fa ilin g b e l i e f in my a b i t i t y t o
accom plU h t h i i ch a llen g in g ta&k.

To my daugfitcA, Monica, and my ton , Chco,
ion th e id patience in being without
a fathed fod th e pa&t yeaa.
To my mothcA, E lizabeth , and my fa th e d , Atbedt,
(504 . a llo w in g me to explode and expedien ce
l i f e 0 6 a cJiiid in oddco t o ic c k a
b e tte d undcAAtanding of 6 e l f .

111

ACKNOWLEDGMENTS

I wish t o e x p re s s my s i n c e r e thanks and a p p r e c i a t i o n t o the
numerous people who a s s i s t e d * a d v is e d , and encouraged me thro u g h o u t
the d u r a t i o n o f t h i s study.
I wish t o e x p re ss my d e e p e s t and s i n c e r e a p p r e c i a t i o n t o
my t h e s i s committee chairman* Dr. Max R ain es, f o r h i s g u i d a n c e ,
encouragement, and, fo r e m o st, h i s u n de rs tanding o f human development
th ro u g h o u t my d o c to r a l degree program. I would l i k e t o acknowledge,
a l s o , t h e a s s i s t a n c e o f my c on m ltte e members, Dr. L arry L e z o t t e , f o r
h i s a s s i s t a n c e 1n the r e s e a r c h design and h i s a v a i l a b i l i t y whenever
needed; Dr. P h i l i p Cuslck and Dr. W alter Johnson f o r t h e i r ho n e st
and c o n s t r u c t i v e c r i t i c i s m .
A s p e c i a l d e bt and a p p r e c i a t i o n i s owed t o Dr. James Hamilton,
A s s i s t a n t P r o v o s t o f Sp e c ia l Programs, f o r a s s i s t i n g and a ll o w i n g me
t o s t u d y t h e Su p p o rtiv e S e r v i c e s Program, F u r t h e r , t h e h e lp o f t h e
f o l lo w in g 1s g r e a t l y a p p r e c i a t e d : Mr. Charles Thorton whose h i s t o r i c a l
knowledge o f t h e Su p p o rtiv e S e r v i c e s Program was I n v a l u a b l e , and
Dr. Andrew Huglne whose c o n s t r u c t i v e c r i t i c i s m , time and f r i e n d s h i p
served t o encourage and m o ti v a te me to complete t h i s s t u d y .
A s p e c i a l thank you I s extended to th e t h i r t y - e i g h t freshmen
who v o l u n t e e r e d t o p a r t i c i p a t e In t h i s stu dy .
F i n a l l y , I would l i k e to extend n\y s i n c e r e a p p r e c i a t i o n and
thanks t o t h e fo llo w in g panel o f judges who gave o f t h e i r p r e c i o u s
time t o a s s i s t in th e a n a l y s i s of d a ta during a p e r i o d when "time*'
was, I n d e e d , o f the utmost importance: Dr. Andrew Hugine; F r e d e r i c k
O r s t e r ; Frank Cusmano; J a c q u e l i n e Skubel; Abigail L. DeLoache;
Raymond Coley; Cynthia Smyth; J e f f r e y Case; and Ann Chandler.

iv

TABLE OF CONTENTS

Page
LIST OF TABLES..................................................................................

v1H

C hapte r
I.

II.

III.

INTRODUCTION AND STATEMENT OF THE PROBLEM

...............................

1

I n t r o d u c t i o n ............................................................................................
The Research Problem ............................................................. . . .
Purpose o f the S t u d y ..........................................................................
Assumptions Regarding Adaptation ................................................
C r i t i c a l T r a n s a c t i o n s 1n Adapting to New Environments .
Conceptual Framework ..........................................................................
Research Design and Methodology ................................................
Study L i m i t a t i o n s ...............................................................................
Study D e l i m i t a t i o n s ..........................................................................
D e f i n i t i o n o f Terms ..........................................................................
Overview .
....................................................

1
5
6
7
10
11
12
13
14
14
15

REVIEW OF RELATED LITERATURE ..............................................................

17

I n t r o d u c t i o n ............................................................................................
D e f i n i t i o n s and D e s c r i p t i o n s o f t h e High Risk S tu de n t .
General C h a r a c t e r i s t i c s o f S pe c ia l Programs .........................
A t t r i t i o n Among M i n o r i t i e s In T r a d i t i o n a l
U n i v e r s i t i e s ........................................................................................
S t u d i e s R e la ti n g t o A daptatio n t o a Colle ge
E n v i r o n m e n t ........................................................................................
Freshman O r i e n t a t i o n ...........................................................................

17
18
23

RESEARCH DESIGN AND METHODOLOGY

31
34
43

.....................................................

49

I n t r o d u c t i o n and Method o f Data A n a l y s i s ...............................
Study P o p u l a ti o n ...................................................................................
C o n s t r u c ti o n o f t h e In stru m en t .....................................................
Personal I n t e r v i e w ...............................................................................
Personal I n t e r v i e w Response Guide......... ........................................
I n te r v ie w e e Background Info rm atio n Form .................................
P i l o t and M o d i f i c a ti o n Phase .........................................................
Procedur es f o r C o l l e c t i n g Data .....................................................
Method o f Data A n a ly sis Used by Judges ...................................
S u m m a r y .....................................................................................................

49
51
55
56
58
59
60
61
63
64

v

C h a p te r

IV.

Page

PRESENTATION AND ANALYSIS OF FINDINGS

........................................

I n t r o d u c t i o n ............................................................................................
Persona l Information .........................................................
S e l e c t i o n o f th e Favorable and Unfavorable Adaptors . .
Views Held by M in o rity High Risk Freshmen on T h e i r
A da ptatio n to Michigan S t a t e U n i v e r s i t y .............................
What the M in o rity High Risk Freshmen Said
About R e - a l ig n i n g E x p ec ta tio n s ........................................
Fa vorable Adaptors .............................................................
Summary o f Favorable A daptors ' E x p e c ta t io n s
o f C o l l e g e ..........................................................................
Unfavorable Adaptors .........................................................
Summary o f Unfavorable A daptors ' E x p e c ta tio n s
o f C o l l e g e ..........................................................................
How t h e M in o rity High Risk Freshmen Processed
T h e i r Losses ...............................................................................
Favorable Adaptors .............................................................
Summary o f Favorable Ada ptors' P ro c essing
o f Losses
......................................................................
Unfavorable Adaptors .........................................................
Summary o f Unfavorable A d ap to rs' P r o c e s sin g
o f L o s s e s .........................................................
What t h e M ino rity High Risk Freshmen Said About
B uild in g R e l a t i o n s h i p s ..............................................................
Fa vorable Adaptors . ..............................................................
Summary o f Favorable Ad aptors' Building
R e l a t i o n s h i p s ......................................................................
Unfavorable Adaptors .........................................................
Suirmary o f Unfavorable A d a p tors ' B uild in g
R e l a t i o n s h i p s ..................................................................
How t h e M i n o r ity High Risk Freshmen Acquired
R e s o u r c e s ...................................................................................
Favorable Adaptors ..............................................................
Summary o f Favorable Adaptors Acquiring
R e s o u r c e s ...........................................................................
Unfavorable Adaptors .........................................................
Summary o f Unfavorable Adaptors Acquiring
R e s o u r c e s ...........................................................................
What t h e M in o r ity High Risk Freshmen Said About
I n c r e a s i n g Self-Management ....................................................
Favorable Adaptors .................................................................
Summary o f Favorable Ada ptors' I n c r e a s e in
Self-Management .............................................................
Unfavorable Adaptors .........................................................
Summary o f Unfavorable A daptors ' I n c r e a s e
1n S e l f - M a n a g e m e n t .............................................................

vi

65
65
66
67
68
69
69
73
74
78
79
79
83
84

88
89
91
92
95
96
96
99
100
103
104
104
107
107
109

C h a p te r

V.

Page

How t h e M i n o r i ty High Risk Freshmen E s t a b l i s h e d
C o m p a t i b i l i t y ...............................................................................
Favorable Adaptors ..................................................................
Summary o f How Favorable Adaptors E s t a b l i s h e d
C o m p a t i b i l i t y ......................................................................
Unfavorable Adaptors .............................................................
Summary o f How Unfavorable Adaptors E s t a b l i s h e d
C o m p a t i b i l i t y ......................................................................
S u m m a r y ................................................................................................

116
116

CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS FOR
FURTHER RESEARCH ...................................................................................

131

110
110
112
113

C o n c l u s i o n s .......................................................................................
I m p l i c a t i o n s and Recommendations f o r F u r t h e r
Research . . . . ............................................ . . . . . . .

131

A.

PERSONAL INTERVIEW GUIDE-RESPONSE FORM ....................................

143

B.

INTERVIEW GUIDE

148

C.

INTERVIEWEE BACKGROUND INFORMATION FORM

................................

152

D.

PANEL OF JUDGES TO DETERMINE FAVORABLE AND
UNFAVORABLE ADAPTATION ......................................................................

153

CRITICAL FAVORABLE AND UNFAVORABLE BEHAVIORS
NOTED BY J U D G E S ...................................................................................

154

F.

JUDGE'S INDEPENDENT AND AVERAGED RATINGS ................................

234

G.

RANK ORDERING OF JUDGE’S AVERAGED RATINGS

............................

235

H. SUMMARY OF INFERENCES PERTAINING TO INDIVIDUAL
ADAPTOR.....................................................................................................

236

140

APPENDIX

E.

SELECTED BIBLIOGRAPHY

....................................

........................................................................................

vli

245

LIST OF TABLES

Table

Page

3.1

E th n ic D i s t r i b u t i o n o f P o p u l a ti o n

3.2

High School Grade P o i n t Averages . . . . .

3 .3

Michigan S t a t e U n i v e r s i t y Grade P o i n t Averages
A f t e r Fall Term, 1977

54

S t r a t i f i c a t i o n o f P o p u la tio n I n t o Gender and
Grade P o i n t A v e r a g e ...............................................................................

54

S t r a t i f i e d Comparison o f Gender and GPA Between
Study Po pu la tio n and Sample S e l e c t e d ............................................

55

3 .4
3.5

viii

...............................................

52

..............................

53

CHAPTER I

INTRODUCTION AND STATEMENT
OF THE PROBLEM

Introduction
American h i g h e r e d u ca tio n e n r o l l m e n t s more than doubled du rin g
th e decade o f the 1960s.

In f a c t , a ccord ing to a r e c e n t r e p o r t from

t h e Carnegie Commission on Higher E d u ca tio n , c o l l e g e and u n i v e r s i t y
e n r o l l m e n t s i n c r e a s e d more r a p i d l y during t h e p e r i o d from 1959 t o 1969
than a t any o t h e r time 1n the h i s t o r y o f h i g h e r e d u c a t i o n .

This r a p i d

I n c r e a s e in s t u d e n t e n r o llm e n ts was p a r t i a l l y due t o t h e e g a l i t a r i a n
p o s i t i o n t h a t many c o l l e g e s and u n i v e r s i t i e s a d v o ca te d , f o r t h e decade
o f th e s i x t i e s saw the doors t o predominant w h i t e I n s t i t u t i o n s open to
m i n o r i t y and low-income groups.
Many o f t h e s e "new s t u d e n t s " came t o t h e environments o f academe
w ith high hopes and c a r e e r a s p i r a t i o n s , f o r they were th e f i r s t i n t h e i r
immediate f a m i l i e s t o e n r o l l 1n a c o l l e g e o r u n i v e r s i t y .

B u t, f o r l a r g e

numbers o f them, t h i s open door o p p o r t u n i t y soon became a r e v o l v i n g door
and t h a t p e ri o d o f happiness and e x c i te m e n t tu r n e d t o one o f apprehen­
s i o n and d isa pp o in tm en t.

Although many o f t h e s e "new s t u d e n t s " were

a b l e , w i t h o u t any a s s i s t a n c e from t h e i n s t i t u t i o n s In which they were
e n r o l l e d , t o reach t h e i r e d u c a ti o n a l g o a l , s t i l l , many o t h e r s were met
by t o t a l f r u s t r a t i o n and f a i l u r e .

1

2

R eco gn ition o f t h i s s i t u a t i o n has led to the e s t a b l i s h m e n t o f
programs de sig n ed s p e c i f i c a l l y f o r t h e "high r i s k " s t u d e n t In c o l l e g e s
throughout t h e c o u n tr y .

The I n t e n t o f t h e s e programs was to make a

s p e c i a l e f f o r t to e n r o l l s t u d e n t s whose lac k o f p r e p a r a t i o n f o r c o l l e g e
places them a t a d i s a d v a n t a g e 1n c o m p e titio n with o t h e r s t u d e n t s 1n
c o l l e g e and t o o f f e r them an o p p o r t u n i t y t o overcome th e d i f f i c u l t i e s
o f the p a s t and succeed a c a d e m ic a lly In t h e f u t u r e .
D e sp ite such ad mirable alm s, a t many I n s t i t u t i o n s where t h e s e
programs e x i s t , t h e r e 1s an a t t i t u d e t h a t because t h e s e s t u d e n t s a re
admitted w i t h high school average s lower than th ose o r d i n a r i l y r e q u i r e d ,
th e r e 1s a g r e a t e r r i s k t h a t they w i l l n o t complete t h e i r c o l l e g e
e d u c a ti o n .

What many members 1n the c o l l e g e environment seem t o lac k

I s a c l e a r u n d e rs ta n d in g o f t h e high r i s k s t u d e n t and, t h u s , g e n e r a l l y ,
they blame him f o r h i s Inadequate p r e p a r a t i o n f o r c o l l e g e l i f e .

Yet

the l i t e r a t u r e c l e a r l y p o i n t s to s e v e r a l f a c t o r s which may c o n t r i b u t e
t o a s t u d e n t ' s la c k o f t r a i n i n g and p r e p a r a t i o n , such a s :

(a) th e

high s c h o o l ' s f a i l u r e t o p r e p a r e him aca d em ic a lly and p s y c h o l o g i c a l l y
f o r a c o l l e g e o r u n i v e r s i t y environment (Roueche, 1977; Gibbs, 1974);
(b) d i f f i c u l t i e s in t h e home which i n t e r f e r e w ith s t u d y i n g ; (c) concern
with economic problems; and (d) t h e high s c h o o l ' s f a i l u r e to give such
a s t u d e n t an o p p o r t u n i t y t o a c h ie v e h i s f u l l p o t e n t i a l (Churchman,
1971).
D e s p i t e th e afo rem en tio ned u n e a s i n e s s about t h e su c ce ss
p o t e n t i a l o f high r i s k s t u d e n t s , c o l l e g e s and u n i v e r s i t i e s have
acfcnltted c o n s i d e r a b l e numbers o f them.

T h e i r a d m itta nce has been,

3

In a l a r g e p a r t , a response t o the s o c i a l c o n d i t i o n s which were
p r e v a l e n t throughout t h e decade o f t h e 1960s and t h e f i r s t few y e a r s
o f t h e 1970s.

American s o c i e t y was in th e m id s t o f a s o c i a l l y t u r b u l e n t

p e r i o d in i t s h i s t o r y which found b lac k s and w h i t e s marching and demon­
s t r a t i n g and c o l l e g e s and u n i v e r s i t i e s in a c o n s t a n t s t a t e o f s t u d e n t
a g i t a t i o n and s e i z u r e .

I t was t h i s type o f s o c i a l u n r e s t which caused

many p o stse c o n d ary i n s t i t u t i o n s t o reexamine t h e i r i n s t i t u t i o n a l p h i l o s ­
o ph ies and s o c i e t a l r e s p o n s i b i l i t i e s .

And, as a r e s u l t o f t h i s i n t r o ­

s p e c t i o n , a commitment to m i n o r i t i e s was made.

More s p e c i f i c a l l y , t h i s

commitment was based on t h r e e f a c t o r s which were t h e impetus f o r th e
doors o f t r a d i t i o n a l p o stse c on d ary i n s t i t u t i o n s opening:

(a) t h e

e g a l i t a r i a n concept o f e d u c a t i o n a l o p p o r t u n i t y ; (b) t h e e x p e r i e n c in g
by American s o c i e t y o f an unpreced ented t e c h n o l o g i c a l growth which made
the o p p o r t u n i t y f o r o b t a i n i n g a good j o b much more d i f f i c u l t f o r minor­
i t i e s and o t h e r low-income g ro u p s; and (c) p r e s s u r e s by m i n o r i t i e s f o r
a t o t a l and meaningful i n t e g r a t i o n i n t o th e mainstream o f American l i f e
( C r o s s la n d , 1976).
In 1963 Michigan S t a t e U n i v e r s i t y j o i n e d o t h e r c o l l e g e s and
u n i v e r s i t i e s in t h i s endeavor by a d m i t ti n g 22 high r i s k blac k and
w hite s t u d e n t s under " P r o j e c t E t h y l . "

Ouring t h e n e x t t h r e e y e a r s

ap proxim ately 50 t o 60 s t u d e n t s were a d m i t te d p e r y e a r ; t h e s e s t u d e n t s
were s e l e c t e d from th e G r e a t e r Lansing a r e a , and th ey showed t h e
p o t e n t i a l t o succeed 1n h i g h e r e d u c a t i o n , bu t were l a c k in g th e
n e c e s s a r y high school grade p o i n t averag e a n d / o r SAT/ACT t e s t
s c o r e s f o r r e g u l a r freshman a d m i t ta n c e .

4

I t was n o t u n t i l the Spring o f 1967 t h a t t h e Board o f T r u s t e e s
decided t o conmlt the U n i v e r s i t y f u r t h e r .

The " D e t r o i t P r o j e c t " was

thus i n i t i a t e d w ith a primary focus on the r e c r u i t m e n t and admission
o f e d u c a t i o n a l l y d isa d vantag e d blac k s t u d e n t s from th e D e t r o i t a re a
(Hamilton, 1973).

A f t e r th e new program had been o p e r a t i n g f o r a p e r i o d

o f t h r e e y e a r s , however, concerns and i s s u e s about th e progra m 's geo­
g r a p h i c a l emphasis were r a i s e d by c i t i z e n s 1n o t h e r p a r t s o f t h e s t a t e .
Those concerns prompted the U n i v e r s i t y t o t a k e a s e r i o u s look a t the
p o l i c y o f l i m i t i n g s e l e c t i o n o f s t u d e n t s t o the D e t r o i t a r e a o n l y .

The

r e s u l t was a s t a t e w i d e r e c r u i t m e n t p o l i c y and a change 1n the progr am 's
name, 1n 1970, to "Developmental Program" 1n o r d e r t o r e f l e c t t h i s new
emphasis (Higginbotham, 1973).
In 1971 Michigan S t a t e U n i v e r s i t y ' s m i n o r i t y p o p u l a t i o n made
up 8 . 9 p e r c e n t o f t h e F a l l e n t e r i n g c l a s s , t h e h i g h e s t p e r c e n t a g e s i n c e
s p e c i a l r e c r u i t m e n t and admission e f f o r t s began 1n 1967.

O fficial

re c o r d s of t h e U n i v e r s i t y show, however, t h a t th e p e rc e n t a g e o f m in o r­
i t i e s In t h e e n t e r i n g freshman c l a s s e s d e c l i n e d a f t e r 1971.

Thus, from

F a l l o f 1971 t o F a l l o f 1973, t h e r e was l e s s than a 2 p e r c e n t r i s e In
b lac k e n r o l l m e n t a t Michigan S t a t e U n i v e r s i t y , but t h e black s t u d e n t
p o p u l a t i o n a t MSU st a y e d b a s i c a l l y t h e same d uring t h e s e y e a r s .

Black

e n r o l l m e n t t o t a l e d a l i t t l e o ve r 6 p e r c e n t o f t h e 40,000 member s t u d e n t
body; m i n o r i t i e s as a whole t o t a l e d a l i t t l e o v e r 7 p e r c e n t .

In 1974

t h e r e was a s l i g h t drop in blac k e n ro l l m e n t from t h i s F all 1973 6 p e r ­
cent fig ure.

Then, from F a l l 1975 t o F a l l 1977, t h e l a r g e s t d e c l i n e

o c c u r r e d , with blac k and m i n o r i t y e n r o l l m e n t d e c r e a s i n g c o n s i s t e n t l y .

5

The r e s u l t o f t h i s t r e n d :

Michigan S t a t e U n i v e r s i t y c u r r e n t l y has a

blac k e n r o l l m e n t o f 5 .5 p e r c e n t , and th e p r e d i c t i o n s a r e t h a t 1 t w i l l
d e c r e a s e even f u r t h e r 1n t h e F a l l o f 1978.

Out o f more than 40,000

s t u d e n t s who e n r o l l e d 1n t h e F a l l o f 1977, on ly 2,436 were blac k and
only 770 r e p r e s e n t e d o t h e r m i n o r i t i e s .

Michigan S t a t e U n i v e r s i t y 1s

th u s a predom inantly w h ite u n i v e r s i t y .
Many e d u c a t i o n a l l y d isa d v a n ta g e d s t u d e n t s have su r v i v e d on
t he campus of Michigan S t a t e U n i v e r s i t y dur ing t h e 15 y e a r s s i n c e the
b egin ning of " P r o j e c t E t h y l . "

Enrollm en t d a ta r o u t i n e l y compiled by

th e r e g i s t r a r ' s o f f i c e s u p p o r t t h i s s t a t e m e n t .

These da ta show t h a t ,

from t h e Fall o f 1967 through the Fall o f 1972, th e Developmental
Program r e c r u i t e d 919 e d u c a t i o n a l l y disadv an taged s t u d e n t s and by
1973 o n l y 254 (27.6 p e r c e n t ) had dropped o u t o f th e u n i v e r s i t y .
remaining 72.4 p e r c e n t did succeed 1n s p i t e of many o b s t a c l e s .

The
How

e d u c a t i o n a l l y d i s a d v a n t a g e d s t u d e n t s cope with and a d a p t t o a l a r g e
r e s i d e n t i a l e n v ironm ent, such as t h a t t y p i f i e d by Michigan S t a t e
U n i v e r s i t y , was o f major concern in t h i s stu d y .
The Research Problem
The dilemma o f t h i s i n v e s t i g a t i o n l i e s in th e widespread
a t t r i t i o n among m i n o r i t i e s in s p e c i a l programs on t r a d i t i o n a l c o l l e g e
campuses th ro u gh o ut t h e c o u n tr y .

For more than a decade t h e way f o r

m i n o r i t i e s to a c h ie v e academic su c c e s s on t r a d i t i o n a l c o l l e g e campuses
has been through remedial c o u r s e s , t u t o r i n g , and c o u n s e l i n g .

Yet

r e s e a r c h e r s have c o n s i s t e n t l y proven t h a t t h e s e c o r r e c t i v e s o l u t i o n s

6

have been I n e f f e c t i v e .

Now more than e v e r b e f o r e , high a t t r i t i o n

c o n ti n u e s t o plague programs c r e a t e d s p e c i f i c a l l y f o r m i n o r i t i e s as
t h e s e high r i s k s t u d e n t s c o n tin u e t o drop ou t o f c o l l e g e , d i s i l l u s i o n e d
about t h e e d u c a t i o n a l process and c o n s i d e r i n g themselves f a i l u r e s f o r
n o t having adapted t o c o l l e g e .
For th o se who remain, t h e problem c o n s i s t e d o f dete rm ining
whether t h e r e a r e , among them, common i d e n t i f i a b l e a d a p t i v e b e h a v i o r s ,
f e e l i n g s , and a t t i t u d e s among m i n o r i t y high r i s k freshmen t h a t can be
c a t e g o r i z e d as e i t h e r f a v o r a b l e o r u n f a v o r a b le in t h e i r a d a p t a t i o n to
Michigan S t a t e U n i v e r s i t y .
Purpose o f t h e Study
I t was the purpose o f t h i s stu dy t o i n v e s t i g a t e t h e a d a p t a t i o n
t o c o l l e g e by m in o r i t y high r i s k freshmen.

This stu d y thus c o n sid e r e d

the a d a p t i v e f u n c t i o n i n g of a group o f high r i s k freshmen who e n t e r e d
Michigan S t a t e U n i v e r s i t y in t h e Fall o f 1977.
A s e t o f p o s t u l a t e s based on t r a n s a c t i o n s which a r e seen as
c r i t i c a l and n e c e s s a r y t o persons a d a p t i n g t o a new environm ent was
the basis for th is in v estig atio n .
This study was guided by t h e f o l lo w in g e x p l o r a t o r y q u e s t i o n s :
1.

What a r e th e a d a p t i v e b e h av io r s t h a t d i s t i n g u i s h among high
r i s k freshmen who a d a p t f a v o r a b l y t o Michigan S t a t e U n i v e r s i t y
and th o se who do not?

2.

What a r e t h e p e r c e p t i o n s , f e e l i n g s , and a t t i t u d e s o f high r i s k
freshmen about Michigan S t a t e U n i v e r s i t y ?

7

In an e r a o f s c a r c e r e s o u r c e s and d e c l i n i n g e n r o l l m e n t s and
b i r t h r a t e s , u n i v e r s i t i e s a re f e e l i n g I n c r e a s i n g p r e s s u r e s to account
f o r t h e i r e x p e n d i t u r e s and develop new pools o f p o t e n t i a l s t u d e n t s .
A r e c e n t r e p o r t p u b l is h e d by the American A s s o c i a t i o n f o r Higher
Education (1977) I n d i c a t e d t h a t by t h e y e a r 2000 z e r o p o p u l a t i o n
growth might be reached and t h a t t h e p o t e n t i a l pool f o r t r a d i t i o n a l
c o l l e g e - a g e s t u d e n t s w i l l be s i g n i f i c a n t l y reduced In t h e n e x t 30 y e a r s .
P r e d i c t i o n s such as t h e s e have prompted many c o l l e g e s and u n i v e r s i t i e s
t o develop new Ideas about th e market f o r p o t e n t i a l s t u d e n t c l i e n t e l e .
The r e s u l t s o f t h i s stud y may a i d s i g n i f i c a n t l y 1n t h a t s e a r c h .
From t h i s s t u d y . I t i s a l s o hoped t h a t some p r e l i m i n a r y r e s u l t s
can be o b t a i n e d which w i l l add t o our l i m i t e d knowledge about how edu­
c a t i o n a l l y d i sa dv an tag e d s t u d e n t s a d a p t t o a new u n i v e r s i t y environment.
More s p e c i f i c a l l y , 1t 1s hoped t h a t In f o r m a t io n can be e x t r a p o l a t e d t h a t
w i l l a id u n i v e r s i t i e s and c o l l e g e s 1n making t h e i r environments more
r e l e v a n t and a d a p t a b l e to t h e new pool o f s t u d e n t s t h e y a r e seeking
to a t t r a c t .
Assumptions Regarding A da p tatio n
A r e c e n t stu dy by Meharblan (1976) s u g g e s t s t h a t t h e r e a r e a
c e r t a i n s e t o f g u i d e l i n e s t h a t has emerged which should enable people
t o r e l a t e t h e n a t u r e o f p a r t i c u l a r environments t o t h e i r own f e e l i n g s
and b e h a v i o r s , t o e v a l u a t e t h e d i f f e r e n t environments 1n which they f i n d
th e m s e lv e s , and t o un d erstand why some environments make them f e e l good
o r bad, e x c i t e d o r bo red , and t e n s e o r c o m f o r t a b l e .

He c o nte n ds t h a t

8

such a d e te r m i n a ti o n i s p o s s i b l e because a system has been developed
by environmental p sy c h o l o g is ts (who believe t h a t t h e environment i s
a t o t a l process and man and h i s environment a r e i n s e p a r a b l e ) based on
massive amounts o f d a t a , a huge number o f o b s e r v a t i o n s , a few simple
d o - o r - d o n ' t r u l e s , some c r u c i a l assumptions, and a few g e n e r a l i z a t i o n s .
For the purpose o f a n a l y s i s and i n v e s t i g a t i o n , components can be
a b s t r a c t e d , i f c e r t a i n o f t h e i r broad assumptions a r e a cc e p te d .

Some

o f t h e s e f a r - r e a c h i n g assumptions from I t t e l s o n (1974) and Proshansky
(1970) a r e as follo w s:
1.

I t i s assumed t h a t p e o p l e 's f e e l i n g s o r emotions a r e
what u l t i m a t e l y determine what they do and how they
do 1 t .

2.

I t 1s a l s o assumed t h a t environments can cause 1n us
f e e l i n g s o f a n g e r , f e a r , boredom, p l e a s u r e , o r w h atever,
and do so r e g a r d l e s s o f how we th in k we should f e e l 1n
such environments; and furthermore these f e e l i n g s w i l l
cause us t o behave 1n c e r t a i n ways, r e g a r d l e s s o f how
we t h i n k we should behave. This i s n o t t o say t h a t we
cannot e x e r c i s e f a i r l y s u b s t a n t i a l c o n tr o l o v e r our
p u b l i c behavior.

3.

A p a r t i c u l a r environment causes c e r t a i n emotional
r e a c t i o n s in a person. These r e a c t i o n s 1n t u r n cause
th e person to approach or avoid t h e environment t o a
g r e a t e r o r l e s s e r degree. By approaching o r a void ing
the environment in whatever degree, t h e person
in tr o d u c e s some s o r t o f change in i t .

4.

Human be h av io r in r e l a t i o n t o a physical s e t t i n g i s
enduring and c o n s i s t e n t over time and s i t u a t i o n ;
t h e r e f o r e the c h a r a c t e r i s t i c p a t t e r n s o f b e h a v i o r
f o r t h a t s e t t i n g can be i d e n t i f i e d .

5.

Human behavior in r e l a t i o n to physical s e t t i n g r e v e a l s
d i v e r s i t y over space a t any given moment and continuous
v a r i a b i l i t y in any given space over tim e —t h e freedom
o f c h o ic e o f any in d iv id u a l 1n any p h y sic al s e t t i n g
has d e f i n e d l i m i t s .

9

6.

Although t h e r e i s only one environmental s i t u a t i o n ,
t h e r e a r e as many su rro u nd in g s as t h e r e a r e components
1n t h e environm ental pro ce ss t h a t can occupy the same
p l a c e 1n 1 t , and t h e r e f o r e , t h e su rroundings o r view
o f t h e environment o f each 1s n e c e s s a r i l y unique a t
any given time.

7.

Although t h e p a r t i c i p a n t remains l a r g e l y unaware o f
h i s s u r r o u n d in g s In th e environmental p r o c e s s , t h e s e
su r r o u n d i n g s c o n ti n u e t o e x e r t c o n s i d e r a b l e I n f l u e n c e
on h i s b e h a v io r .
These assumptions lend s u p p o r t t o th e t r a n s a c t i o n s t h a t w i l l

be the focus and b a s i s f o r t h i s s t u d y .

Throughout t h e d i s c u s s i o n o f

the t o p i c o f a d a p t a t i o n t o new e n vironm ents, t h e l i t e r a t u r e c o n s i s t e n t l y
r e f e r s t o t h e I n t e r a c t i o n o f t h e I n d i v id u a l and h i s environment.

The

r e s e a r c h e r a g r e e s w ith t h e views o f t h e a u t h o r i t i e s In t h e f i e l d s o f
a d a p t i v e t h e o r y and environmental psychology, f o r , In dee d , t h e I n d i ­
v id u a l and t h e environment a r e c o n s t a n t l y I n t e r a c t i n g w ith each o t h e r .
However, th e r e s e a r c h e r p r e f e r s t o use the term " t r a n s a c t i o n " as opposed
t o I n t e r a c t i o n b ecause, t o t h e r e s e a r c h e r , a t r a n s a c t i o n emphasizes the
r o l e o f s e l f - p e r c e p t i o n s and e x p e c t a t i o n s in d e f i n i n g t h e new e n v i r o n ­
ment t o which one I s t o a d a p t .
These t r a n s a c t i o n s were developed by Dr. Max R a ine s, p r o f e s s o r ,
a t Michigan S t a t e U n i v e r s i t y (1977) 1n c o n ju n c ti o n with h i s cours e
E d ucation 816B--Group Behaviors.

In o r d e r t o i n v e s t i g a t e t h e s e

t r a n s a c t i o n s , 1 t must be und erstood t h a t t h i s c oncept o f t r a n s a c t i o n s
1s new and u n t r i e d .

T h e r e f o r e , t h i s stu dy 1s an a t t e m p t t o v e r i f y and

b r i n g some cre denc e t o t h e co ncept o f a d a p t i v e t r a n s a c t i o n s .
The fo llo w in g a d a p t i v e t r a n s a c t i o n s w i l l be e x p lo re d f o r t h e i r
r e l e v a n c e 1n d i s t i n g u i s h i n g t h e f a v o r a b l e and u n f a v o r a b l e a d a p t i v e
b e h a v i o r s o f high r i s k freshmen a t Michigan S t a t e U n i v e r s i t y :

10

C r i t i c a l T r a n s a c t i o n s In Adapting
t o New Envl ronments~
1.

R e - a l ig n i n g E x p e c t a t i o n s :

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t in g persons r e - a l l g n t h e i r e x p e c t a t i o n s 1n the d i r e c t i o n
o f a commonly shared r e a l i t y u n t i l t h e r e a r e no major
discrepancies.
2.

P ro c es sin g L o s s e s :

Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p tin g

p ers ons p r o c e ss t h e i r s e l f - p e r c e i v e d l o s s e s and confirm o r
d i s c o v e r s e l f - p e r c e i v e d g a in s u n t i l the g a in s a r e e x p erien c ed
as outweighing t h e l o s s e s .
3.

Bu ilding R e l a t i o n s h i p s :

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t in g persons e s t a b l i s h a s u p p o r t i v e group t h a t responds
t o t h e i r needs f o r s e c u r i t y , s t i m u l a t i o n , and i d e n t i t y 1n the
new environment.
4.

Acquiring R e sources:

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t in g persons g a in acc ess t o key r e s o u r c e s 1n the new
environment by l e a r n i n g where, when, and how t o a c q u i r e
b a s i c I n f o r m a t i o n , m a t e r i a l s , and p e rs o n a l a s s i s t a n c e .
5.

I n c r e a s i n g Self-Management:

Favorable a d a p t a t i o n r e q u i r e s

t h a t a d a p t in g p e rs o n s e s t a b l i s h s u f f i c i e n t s e l f - d i r e c t i o n t o
p r e v e n t o r overcome the f e e l i n g o f being a t t h e mercy o f th e
e x p e c t a t i o n s o f o t h e r s in t h e new environm ent.
6.

E stablishing C om patibility:

Favorable a d a p t a t i o n r e q u i r e s t h a t

a d a p t in g pe rs o n s e s t a b l i s h c o m p a t i b i l i t y ( i f n o t f u l l i d e n t i f i ­
c a t i o n ) w i t h t h e customs, mores, t r a d i t i o n s , and v a l u e s o f
t h e new environment.

11

Conceptual Framework
Adaptatio n t o new environments i s a p ro ce ss which a l l human
beings e x p e r i e n c e .

Often a d a p t a t i o n i s e a s y , sometimes i t i s d i f f i c u l t ,

and once in a while i t I s overwhelming, b u t i t i s an e v e r - p r e s e n t o c c u r ­
renc e in man's d a y -t o - d a y e x i s t e n c e .

Adaptation i s something t h a t i s

accomplished by l i v i n g organisms in i n t e r a c t i o n with t h e i r environment.
According to King (1973), "Adaptation i s a p r o c e s s , a dynamic feedback
between organism and environm ent, wherein both organism and environment
may be tran sfo rm ed o r changed.

The end o r st e a d y s t a t e toward which

t h e ego s t r i v e s in t h i s p ro ce ss i s g r a t i f i c a t i o n and p l e a s u r e . "
G e n e r a l l y , most i n d i v i d u a l s who a re p a r t i c i p a t i n g in th e a d a p t i v e
p ro ce ss seek t o a d j u s t t o t h e environment or a l t e r t h e environment
t o f i t t h e i r own needs.

White (1 974), however, sees a d a p t a t i o n from

a d i f f e r e n t p e r s p e c t i v e when he says t h a t i t "does n o t mean e i t h e r a
t o t a l triumph ove r th e environment o r t o t a l s u r r e n d e r t o i t , bu t
r a t h e r s t r i v i n g toward an a c c e p t a b l e compromise."
Because t h e a d a p t i v e p ro ce ss i s one o f feedback between the
i n d i v i d u a l and t h e environm ent, i n t e r n a l l y t h e I n d i v id u a l should be
c ap a b le o f s e l e c t i n g from the environm ent th ose t h i n g s t h a t a r e p e r ­
s o n a l l y g r a t i f y i n g and f u l f i l l i n g w ith r e g a r d t o h i s own need s.
E x t e r n a l l y , t h e I n d i v id u a l should have t h e a b i l i t y both t o (a)
a c c u r a t e l y p e r c e i v e t h e e x t e r n a l environment f r e e from d i s t o r t i o n
a ccording to h i s own s u b j e c t i v e n e e d s, and (b) impact t h e environment
in such a way t h a t he i s a b le t o c r e a t e o r f o s t e r a c o n s t r u c t i v e r a t h e r

12

than a d e s t r u c t i v e c l i m a t e ( H a l l , 1977).

J e r s i l d (1952) lends

s u p p o r t t o t h e above s t a te m e n t 1n h i s d e f i n i t i o n o f the " s e l f " :
A p e r s o n ' s s e l f i s the sum t o t a l o f a l l he can c a l l h i s .
The s e l f i n c l u d e s among o t h e r t h i n g s , a system o f i d e a s ,
a t t i t u d e s , v a l u e s , and commitments. The s e l f i s a p e r s o n ' s
t o t a l s u b j e c t i v e environment; i t I s the d i s t i n c t i v e c e n t e r
o f e x p e rie n c e and s i g n i f i c a n c e . The s e l f c o n s t i t u t e s a
p e r s o n ' s i n n e r world as d i s t i n g u i s h e d from t h e o u t e r world
c o n s i s t i n g o f a l l o t h e r people and t h i n g s .
When a d a p t in g t o a new env ironm ent, many I n d i v i d u a l s a r e unaware
o f t h e importance o f a f i t between environmental e x p e c t a t i o n s and s e l f perception.

Thus, th ey e x p e r i e n c e an i n t e r n a l Imbalance between t h e i r

thoughts, fe e lin g s ,a n d a ctio n s .

Also because of t h i s unawareness, many

become f r u s t r a t e d , u n co m fo rtab le, and d i s i l l u s i o n e d w ith themselves and
t h e environment (King, 1973).
R esearch ers on t h e t h e o r i e s o f t h e a d a p t i v e process b e l i e v e
t h a t an environment a f f e c t s pe ople in d i f f e r e n t ways.

F u r t h e r , they

b e l i e v e t h a t some o f the reasons f o r t h i s d i f f e r e n c e a r e the p h y sio ­
l o g i c a l makeup of i n d i v i d u a l s ; a t t i t u d e s toward, and p a s t e x p e r i e n c e
w i t h , v a r i o u s p l a c e s ; lac k of f a m i l i a r i t y and s o p h i s t i c a t i o n in d e a l i n g
w ith p l a c e s ; and th e ways peop le c o g n i t i v e l y p ro ce ss the i n f o r m a tio n
they r e c e i v e from t h e i r surroundings (Meharbian, 1976).
Research Design and Methodology
A p r e l i m i n a r y review o f l i t e r a t u r e l e d t o th e r e a l i z a t i o n t h a t
t h e term a d a p t a t i o n i s viewed i n numerous ways, th u s making i t d i f f i c u l t
t o d e f i n e i t In such a way so as t o e n s u r e a g e n e r a l l y a c c e p t a b l e mean­
ing.

The development o f a conceptual framework was r e q u i r e d to p e rm it

13

a more u n d e rs t a n d a b le and l u c i d view o f t h e concept o f a d a p t a t i o n as
1 t r e l a t e s t o t h i s stu d y.
In o r d e r t o r e s e a r c h t h i s conce pt 1n r e l a t i o n t o t h e high r i s k
m i n o r i t y s t u d e n t , an I n te r v ie w with 38 high r i s k m i n o r i t y freshmen a t
Michigan S t a t e U n i v e r s i t y was conducted.

Questions 1n t h e i n s t r u m e n t

were s t r u c t u r e d around th e s i x c r i t i c a l a d a p t iv e t r a n s a c t i o n s l i s t e d
previously.
For t h e purpose o f t h i s s t u d y , a d a p t a t i o n I s d e f i n e d as
follow s:

Adaptation Is a t r a n s a c t i o n a l proce ss t h a t i s c r e a t e d

between an I n d i v id u a l and h i s environment.

This t r a n s a c t i o n may

cause a change o r t r a n s f o r m a t i o n in both t h e I n d iv id u a l and th e
environment (Coelho, 1963; King, 1973; R a in e s, 1977).
Study L i m i t a t i o n s
This study was e x p l o r a t o r y 1n n a t u r e and i t s main purpose was
t o I n v e s t i g a t e t h e a d a p t a t i o n to c o l l e g e by m i n o r i t y high r i s k freshmen
1n terms o f th e t r a n s a c t i o n s assumed n e c e s s a r y f o r f a v o r a b l e a d ju s tm e n t
t o new environ ments.
The design o f t h i s stud y was l i m i t e d in s e v e r a l ways.

F irst,

t h i s stu d y was l i m i t e d t o an I n v e s t i g a t i o n of th o se s t u d e n t s w i l l i n g
t o p a r t i c i p a t e 1n t h e s t u d y ; n o n p a r t i c i p a n t s may be d i f f e r e n t from t h e
s tu d y p a r t i c i p a n t s .

Second, while in t h e pro ce ss o f completing t h e

s t u d y , new c oncepts and f a c t o r s may have been i d e n t i f i e d which were
n o t a n t i c i p a t e d ; however, beyond r e p o r t i n g them, no a t t e m p t was planne d
t o a n aly ze such unexpected f i n d i n g s .

T h i r d , t h e I n t e r v i e w In s t r u m e n t

14

c o n s t r u c t e d t o c o l l e c t the a p p r o p r i a t e da ta f o r t h i s st udy was s e l e c t e d
t o I n s u r e o b j e c t i v i t y ; however, some b i a s 1s always I n e v i t a b l e .

Fourth,

1 t was d i f f i c u l t t o determine c a u s a l i t y because t h e Inform atio n and
p e r c e p t i o n s c o l l e c t e d were n o t g e n e r a l l y c o n t r o l l e d , and th e data n o t
em pirically tre a te d .

F i n a l l y , although th e r e s u l t s o f t h i s study a r e

g e n e r a l l z a b l e only t o t h i s p a r t i c u l a r p o p u l a t i o n , t h e y may have much
needed, u se fu l I m p l i c a t i o n s f o r s i m i l a r c o l l e g e p o p u l a t i o n s .
Study D e l i m i t a t i o n s
This i n v e s t i g a t i o n was d e l i m i t e d In t h e f o l lo w in g ways:

(a) t o

t h e campus o f Michigan S t a t e U n i v e r s i t y , (b) to t h e Su pp o rtive S e r v i c e s
Program, (c) t o m i n o r i t y freshmen who e n t e r e d 1n t h e Fall o f 1977, a n d ,
f i n a l l y , (d) t o r e spo nse s from 38 p a r t i c i p a n t s .
D e f i n i t i o n o f Terms
For t h e purpose o f t h i s s t u d y , t h e fo llo w in g d e f i n i t i o n s were
used:
Adaptation:

A d a p tatio n 1s a t r a n s a c t i o n a l p ro ce ss t h a t 1s

c r e a t e d between an I n d i v id u a l and h i s environment.

This t r a n s a c t i o n

may cause a change o r t r a n s f o r m a t i o n 1n both th e i n d i v i d u a l and th e
environment (Coelho, 1963; King, 1973; Rain es, 1977).
Behaviors:

The manner 1n which someone behav es; s o c i a l

c o n d u c t, a t t i t u d e s , p e r s o n a l i t y (Mann, 1978).
M in o rity S t u d e n t s :

Students who a r e i d e n t i f i e d as belonging

t o one o f th e e t h n i c g ro u p s, such a s , Black American, Native American,
Pue rto Rican, Mexican-American, o r Asian American (Hamilton, 1973).

15

High Risk S t u d e n t s :

Those I n d i v i d u a l s who, because o f

poor

high school academic r e c o r d s and low SAT/ACT s c o r e s , would n o t be
a d m i t te d to c o l l e g e as r e g u l a r a d m i t s , bu t who show p o t e n t i a l f o r
s u c ce ss In c o l l e g e through I n t a n g i b l e q u a l i t i e s (Moore, 1970).
Transaction:

An exchange o f s e l f - p e r c e p t i o n s and e x p e c t a t i o n s

between an I n d i v i d u a l and th e new environment t o which he I s t o adapt
( R a in e s , 1977).
A d a p to r :

An I n d i v id u a l 1n the p ro ce ss

o f a d a p t in g o r a d j u s t i n g

t o a new environment (King, 1973).
A d j u stlv e B e h av io r:

An i n d i v i d u a l ' s e f f o r t s p a t t e r n e d to meet

environmental e x p e c t a t i o n s w i t h l i t t l e o r no emphasis by t h e In d iv id u a l
on a l t e r i n g t h e environment to f i t h i s own needs ( H a l l , 1977).
Overview
In Chapter II t h e l i t e r a t u r e p e r t i n e n t t o t h i s study 1s
reviewed.

The f i r s t s e c t i o n d e f i n e s and d e s c r i b e s v a r i o u s a u t h o r i t i e s '

views o f t h e high r i s k s t u d e n t .

The second s e c t i o n d i s c u s s e s some o f

t h e major c h a r a c t e r i s t i c s o f s p e c i a l programs, while s e c t i o n t h r e e
reviews s e v e r a l r e p o r t s which c o n s i d e r the high a t t r i t i o n r a t e among
m i n o r i t i e s 1n predom inantly w h ite c o l l e g e s .

The f o u r t h s e c t i o n d i s ­

cusses l i t e r a t u r e p e r tin e n t to student adaptation to c o lle g e .

F inally,

s e c t i o n f i v e reviews l i t e r a t u r e s t r e s s i n g t h e need f o r a more r e l e v a n t
and comprehensive freshman o r i e n t a t i o n program.
The desi gn and method o f conducting t h e study 1s p r e s e n t e d in
Chapte r I I I .

This c h a p t e r I n c l u d e s a d e s c r i p t i o n o f t h e so urce of d a t a ,

16

t h e d e sign and development o f the in s t r u m e n t s used t o c o l l e c t t h e
d a t a , and the p rocedures s e l e c t e d t o analyze th e d a t a .
Chapter IV In c lu d e s a p r e s e n t a t i o n o f t h e d a t a c o l l e c t e d
d u r in g t h e stud y in a d e s c r i p t i v e form.

The a n a l y s i s of the d a ta

and a summary o f f i n d i n g s conclude t h e c h a p t e r .
Chapter V, the f i n a l c h a p t e r , c o n t a i n s a s t a te m e n t of
c o n c l u s i o n s and recommendations f o r f u r t h e r r e s e a r c h .

CHAPTER I I

REVIEW OF RELATED LITERATURE

Introduction
The l i t e r a t u r e i s q u i t e p r o l i f e r o u s on m i n o r i t i e s ' e n tr a n c e
i n t o predom inantly w h ite i n s t i t u t i o n s o f h i g h e r e d u c a t i o n .

I t is also

somewhat abundant in r e g a r d s t o a p ro g n o s i s f o r c u rin g t h e academic
d e ficien cies o f these students.

However, i t i s p r a c t i c a l l y n o n e x i s t e n t

on t h e a d a p t i v e p ro ce ss o f t h e s e s t u d e n t s t o t r a d i t i o n a l i n s t i t u t i o n s
o f h igher education.
Wright (1972) n o te s t h a t even though m i n o r i t i e s have been
p ro v id ed w ith im pre ssiv e t u t o r i a l and c o u n s e l i n g s e r v i c e s , given non­
c r e d i t math and E n g l i s h , p e r m i t t e d t o c a r r y a minimal se m e s te r c r e d i t
hour l o a d , and f u r n i s h e d w i t h j o b s and poc k et money (as need and
a b i l i t y su g g e ste d ) so t h a t they could compete e q u a l l y with t h e i r
"nondeprived" w h ite c o u n t e r p a r t s , th e y have s t i l l c o n tin u e d t o drop
ou t o f c o l l e g e during t h e i r freshman y e a r .

He th u s m a i n t a i n s t h a t

"something i s s t i l l s e r i o u s l y i f n o t p e r i l o u s l y wrong with what we
a r e doing t o g e t b l a c k s t u d e n t s i n t o and through American c o l l e g e s
and u n i v e r s i t i e s " (p. 3) .
As s t a t e d above, numerous s t u d i e s have i n v e s t i g a t e d t h e va rio u s
c h a r a c t e r i s t i c s and a s p e c t s o f s p e c i a l programs t h a t p r o v id e s e r v i c e s

17

18

f o r t h e m i n o r i t y s t u d e n t , y e t o n ly a few have attem pted to look a t
t h e c o m p l e x i t i e s o f t h e t r a n s i t i o n m i n o r i t y s t u d e n t s e x p e r i e n c e when
e n t e r i n g a predom inantly w h ite u n i v e r s i t y , c o m p l e x i t ie s which o f t e n
r e s u l t In t h e i r dropping o u t .

This stu dy a ttem p ted t o u n d e rta k e such

an I n v e s t i g a t i o n based on a t h e o r e t i c a l framework t h a t was developed
s p e c if ic a lly fo r 1t.
The l i t e r a t u r e search in c lu d e d t h r e e major s o u r c e s :

(1)

D i s s e r t a t i o n A b s t r a c t s I n t e r n a t i o n a l , (2) ERIC {Educational Resources
In fo rm a tio n C e n t e r ) , and (3) Educational Index.

And t h e l i t e r a t u r e

review 1s d i v id e d I n t o f i v e major s e c t i o n s :
1.

D e f i n i t i o n s and D e s c r i p t i o n s o f t h e High Risk S t u d e n t;

2.

General C h a r a c t e r i s t i c s

o f S p ecia l Programs;

3.

A t t r i t i o n Among M i n o r i t i e s

4.

T r a n s i t i o n to a College

5.

Freshman O r i e n t a t i o n .

in T r a d i t i o n a l U n i v e r s i t i e s ;

o r U n i v e r s i t y Environment; and

D e f i n i t i o n s and D e s c r i p t i o n s o f
t h e High Risk Student
Before any d i s c u s s i o n o f the a d a p t i v e proce ss o f th e high r i s k
freshman, a c l e a r u n d e rs ta n d in g o f t h e term high r i s k must be g a in e d .
The concept o f r i s k 1s n o t new, f o r e v ery freshman who e n t e r s a c o l l e g e
o r u n i v e r s i t y b r i n g s along a c e r t a i n amount o f doubt as t o t h e l i k e l i ­
hood o f h i s completing a d e g re e.

More a t t e n t i o n was focu sed on t h e

term “ r i s k " 1n t h e 1960s with an i n c r e a s e in e n r o l l m e n t o f some 66,000
freshmen from low-income f a m i l i e s a t predominantly w h i t e c o l l e g e s and

19

universities.

Astln (1972) n o te s t h a t t h e v a s t m a j o r i t y o f t h e s e

s t u d e n t s came from e t h n i c m in o r i t y groups ( b l a c k s , in p a r t i c u l a r ) .
When d i s c u s s i n g programs or terminology f o r the high r i s k
s t u d e n t , I t i s alm ost Im possible t o a r r i v e a t a common terminology.
For example, Churchman (1971), A stl n (1972), and Moore (1976), a l l
ag re e on t h e co mplex ity o f t h e s u b j e c t by n o t in g t h a t a dozen o r so
c a t c h - a l l l a b e l s have been used to I d e n t i f y t h i s type o f s t u d e n t :
" c u l t u r a l l y d i s a d v a n t a g e d , " " n o n t r a d l t l o n a l ," "developmental,"
" e d u c a t i o n a l l y d i s a d v a n t a g e d , " and "new s t u d e n t , " j u s t to name
a few o f t h e more common ones.

In a d d i t i o n t o t h e s e l a b e l s , s e v e r a l

s t u d i e s have been co n d u cted , 1n an a t t e m p t t o d e s c r i b e and d e f i n e
the high r i s k s t u d e n t .
Shulman (1970) b e l i e v e s the term r i s k 1s employed to d e s c r i b e
t h e "disa d v an tage d" s t u d e n t because he cannot meet t r a d i t i o n a l admis­
s i o n s c r i t e r i a ; he i s th us c o n sid e r e d a r i s k .

The term r i s k a l s o

c a r r i e s a b r o a d e r meaning 1n t h a t 1 t r e f e r s t o any s t u d e n t whose
a b i l i t i e s and c r e d e n t i a l s presumably a r e weaker than th ose o f th e
r e s t of a p a r t i c u l a r population.

F u r t h e r , a s t u d e n t who i s c o n sid e r e d

a r i s k a t one I n s t i t u t i o n may be completely a c c e p t a b l e a t a n o th e r
in stitu tio n .
Williams (1969) a g re e s with Shulman b u t t a k e s the d e f i n i t i o n
one s t e p f u r t h e r when he claim s t h a t disa dv an tag e d o r high r i s k
s t u d e n t s by no means form a homogeneous p o p u l a t i o n .

In f a c t , whereas

on some c o l l e g e campuses t h e s e s t u d e n t s a re c o n s i d e r e d high r i s k , they
would be counted among t h e i n t e l l e c t u a l e l i t e on o t h e r campuses.

20

G e n e r a l l y , t h e n , most c o l l e g e s d e f i n e high r i s k In the c o n te x t o f
t h e i r own s t u d e n t b o d ie s .

S t i l l , t h e term high r i s k o f t e n r e f e r s

t o an econom ically poor s t u d e n t who, a ccord ing t o t r a d i t i o n a l p r e ­
d i c t i v e c r i t e r i a , 1s n o t l i k e l y t o succeed a t a p a r t i c u l a r sc h o o l.
Williams c o n ti n u e s by n o t in g t h a t many high r i s k s t u d e n t s
have c h a r a c t e r i s t i c s t h a t a t t e s t to t h e i r e d u c a b i l i t y :

e.g ., a

w i l l i n g n e s s to a c c e p t personal r e s p o n s i b i l i t y , a p o s i t i v e s e l f - i m a g e ,
a b i l i t y f o r c r e a t i v e t h i n k i n g , s p e c i a l t a l e n t s , m o tiv a tio n to Improve
t h e i r H f e s i t u a t i o n , and p e r s i s t e n c e .

Shulman (1970) lends a d d i t i o n a l

su p p o r t t o Williams by n o t in g t h a t V a n d e r b i l t U n i v e r s i t y d e s c r i b e s the
high r i s k s t u d e n t as one who 1s r e f u s e d admission through the normal
s e l e c t i o n p r o c e s s , b u t who might succeed a t V a n d e r b i l t 1 f g r e a t e r
weight were given t o m o ti v a ti o n r a t h e r than t e s t s c o r e s .
Froe (1964) conducted a study on th e high r i s k s t u d e n t and
d e s c r i b e d him In terms o f h i s fam ily background.

Basing h i s stu d y

on comparison f a c t o r s between t h e r e g u l a r admit and the high r i s k
s t u d e n t , he d e s i g n a t e d the high r i s k s t u d e n t as having p a r e n t s who
had a low e d u c a t i o n a l a t t a i n m e n t l e v e l and lower o c cu pa tio nal s t a t u s ,
as coming from broken homes, and as having mothers who were h e a d - o f household.

He b e l i e v e s t h a t f a c t o r s such as t h e s e and many o t h e r s

c o n t r i b u t e t o t h e r e s t r i c t e d p a r t i c i p a t i o n by and kinds of b ehav iors
n e c e s s a r y f o r t h e s e s t u d e n t s 1n t h e i r e f f o r t s t o cope with the demands
o f t h e academic s u b c u l t u r e on c o l l e g e campuses.
S i m i l a r l y , Boumazos (1972) I n v e s t i g a t e d the high r i s k s t u d e n t
and d e s c r i b e d him a s , g e n e r a l l y , t h e f i r s t 1n h i s Immediate f a m ily to

21

e n r o l l In a u n i v e r s i t y ; a l s o , he has l i v e d , m o s t ly , 1n a l l b la c k or
predom inantly black neighborhoods.

Upon e n t e r i n g a c o l l e g e o r u n i ­

v e r s i t y m i l i e u , he i s not q u i t e c e r t a i n o f what i s expecte d o f him
in t h i s new environment and he has no r e f e r e n t s t o which to r e l a t e .
Snowden (1972) conducted an i n v e s t i g a t i o n wherein he c r i t i c a l l y
a nalyze d i n - d e p t h a p a r t i c u l a r developmental program.

He r e p o r t e d

t h a t many o f t h e s e marginal o r high r i s k s t u d e n t s f i n d themselves
in n o - c r e d i t rem edial programs t h a t n o t only f a i l to tea ch them
a n y t h i n g , bu t a l s o f r u s t r a t e and d isc o u rag e them from c o n tin u in g
t h e i r education.

S t i l l o t h e r s f i n d themselves wandering a i m l e s s l y

a s th ey a t t e m p t to make t h e i r way through sc h ed ule s t h a t have been
ru bber-sta m ped by t h e i r c o u n s e l o r s .

In a d d i t i o n t o t h e s e problems,

many o f t h e s e s t u d e n t s a r e u n c e r t a i n o f t h e i r own g o a l s and a r e
unaware o f t h e i r own r e s o u r c e s .
At an annual meeting o f t h e Natio nal College of E du ca tio n ,
G r e l s i n g (1969) d e s c r i b e d t h e high r i s k s t u d e n t as t h e i n d i v i d u a l who,
f o r most o f h i s e a r l i e r e d u c a t i o n a l y e a r s , has been " s o c i a l l y promoted"
and more o r l e s s t o l e r a t e d 1n o u r sch o o ls as a f u n c t i o n o f compulsory
a t t e n d a n c e laws.

Churchman (1971) len ds s u p p o r t to t h i s view when he

d e f i n e s t h e high r i s k s t u d e n t as t h e m i n o r i t y s t u d e n t who has been
f a i l e d by the high school which d id n o t g iv e him t h e o p p o r t u n i t y t o
achieve his f u l l p o t e n t i a l .
E lk lnd (1971) a l s o p l a c e s t h e blame f o r t h e high r i s k s t u d e n t ' s
l a c k o f p r e p a r a t i o n on t h e secondary s c h o o l s .

He contends t h a t most o f

t h e high r i s k s t u d e n t s who a r e a cc ep ted t o t r a d i t i o n a l i n s t i t u t i o n s o f

22

h i g h e r e d u ca tio n g e n e r a l l y come from high scho o ls l o c a t e d 1n l a r g e
Inner-citles.

These s c h o o l s have no t been e f f e c t i v e In e d u c a tin g

black and m i n o r i t y c h i l d r e n t o succeed and s u r v i v e 1n o u r s o c i e t y .
Many o f t h e s e s t u d e n t s have been promoted, r e g a r d l e s s o f t h e i r academic
achievement, simply t o make way f o r t h e new s t u d e n t s coming 1n.
In a r e c e n t s tu d y on t h e re s p o n s i v e n e s s o f the community
c o l l e g e t o the high r i s k s t u d e n t , Moore (1976) seems t o e x h i b i t a
b e t t e r u n de rstand in g o f him.

He argue s the p o i n t t h a t i t i s u n f o r ­

t u n a t e t h a t t h e l a b e l s and d e s c r i p t i o n s used f o r such a s t u d e n t have
n o t been widely a c c e p t e d as a t e n t a t i v e h y p o th e s e s , bu t as confirmed
e x p l a n a t i o n s o f h i s poor academic achievement.
Moore s u p p o r t s the use o f t h e term high r i s k because he f e e l s
t h a t i t has no t been used and abused as much as the o t h e r term s.

He

c h a r a c t e r i z e s the high r i s k s t u d e n t as g e n e r a l l y having d i s c e r n i b l e
d e f i c i e n c i e s in t h e s k i l l a r e a s o f r e a d i n g , w r i t i n g , and a r i t h m e t i c .
G e n e r a l l y , he has n o t developed n o r un dersto od th e mechanics and
importance of good stu dy p r o c e d u r e s ; he a l s o te n d s t o have un im p re ss iv e
s t a n d a r d i z e d t e s t s c o r e s (ACT/SAT).

His background o f race* c u l t u r e ,

and Income s t a t u s p l a c e s him a t a d i s a d v a n ta g e when c o n te nd ing with
many o f the s t u d e n t s who a r e r e g u l a r a d m its.

Moore f u r t h e r contends

t h a t w h ile many o f t h e s e s t u d e n t s a p p e a r t o have l i t t l e p r o g n o sis f o r
s u c c e s s , many o f them do p o s s e s s c e r t a i n i n t a n g i b l e q u a l i t i e s l i k e
c r e a t i v i t y , p e r s o n a l i t y , and t e n a c i t y which c o u n t e r a c t th e customary
i n d i c a t o r s o f academic s u c c e s s .

23

The famous "Coleman Report" (1966) views th e problems and
c o m p l e x i t ie s o f t h e high r i s k s t u d e n t as a combination o f e d u c a t i o n a l ,
s o c i a l , and p o l i t i c a l v a lu e s w i t h i n American s o c i e t y .

Coleman s t a t e s :

For most m i n o r i t y g r o u p s , t h e n , and most p a r t i c u l a r l y t h e
Negro, sch o o ls p r o v id e no o p p o r t u n i t y a t a l l f o r them to
overcome t h i s i n i t i a l d e f i c i e n c y ; in f a c t , th e y f a l l
f u r t h e r behind th e white m a j o r i t y in t h e development of
se v e r a l s k i l l s which a re c r i t i c a l t o making a l i v i n g and
p a r t i c i p a t i n g f u l l y in modern s o c i e t y . Whatever may be
t h e combination o f nonschool f a c t o r s —p o v e r t y , community
a t t i t u d e s , low e d u c a t i o n a l l e v e l o f p a r e n t s —which p u t
m i n o r i t y c h i l d r e n a t a d isa d v an tag e in v e rb a l and non­
ve rb al s k i l l s when th ey e n t e r t h e f i r s t g r a d e , t h e f a c t
i s the sch o ols have n o t overcome i t .
(p. 20)
General C h a r a c t e r i s t i c s o f S p e c ia l Programs
Green (1969) p o i n t s out t h a t , h i s t o r i c a l l y , b l a c k s and o t h e r
m i n o r i t y group members have been d i s p r o p o r t i o n a t e l y r e p r e s e n t e d in
predom inantly w h ite i n s t i t u t i o n s of h i g h e r e d u c a t i o n .

M i t c h e ll (1970)

adds t h a t f o r s e v e r a l d e ca d es, p a r t i c u l a r l y a f t e r t h e h i s t o r i c a l
Supreme Court d e c i s i o n o f 1954, a very l i m i t e d number o f ve ry b r i g h t
blac k s t u d e n t s were a dm itte d t o a few o f t h e p r e s t i g i o u s t r a d i t i o n a l
c o l l e g e s and u n i v e r s i t i e s .

In g e n e r a l , they were t h e c l a s s v a l e d i c ­

t o r i a n s who score d high on such s t a n d a r d i z e d achievement t e s t s as t h e
SAT and ACT.
In t h e 1960s a new e r a began in t h e e d u c a ti o n o f m i n o r i t i e s
in t h i s c o u n t r y , an e r a t h a t w i t n e s s e d t h e e n t r a n c e o f more blacks
th an e v e r b e f o r e through t h e doors o f t r a d i t i o n a l i n s t i t u t i o n s .

The

y e a r 1966 was p ro bably the most im p o r t a n t y e a r in t h i s a dvent f o r i t
marked t h e be ginning o f a m ajo r e f f o r t t o i n c o r p o r a t e members o f e t h n i c

24

m i n o r i t i e s i n t o t h e mainstream i n s t i t u t i o n s o f American h i g h e r education
(Feldman e t a l . , 1969).
Snowden (1972) conducted a study i n v e s t i g a t i n g a p a r t i c u l a r
developmental program and found t h a t many o f t h e s e "new s t u d e n t s " were
a b l e , w i t h o u t a s s i s t a n c e from t h e i n s t i t u t i o n s which they a t t e n d e d , t o
reach t h e i r g o a l.

But, a t t h e same t im e , many o f th es e newly admitted

s t u d e n t s were met by t o t a l f r u s t r a t i o n and f a i l u r e as they soon d i s ­
covered t h a t what they thought was an open door t o t h e i r educational
hopes and a s p i r a t i o n s was r e a l l y a r e v o lv in g door.
As a r e s u l t of t h e lack o f adequa te plan ning and f o r e t h o u g h t ,
many c o l l e g e and u n i v e r s i t y s p e c i a l programs were unable t o r e t a i n
t h e i r m i n o r i t i e s very long.

Armstead e t a l . (1969) d e s c r i b e s what

many I n s t i t u t i o n s did t o c o u n t e r a c t t h i s I n a b i l i t y on t h e p a r t of
such programs.

In 1967, when many o f t h e s e c o l l e g e s and u n i v e r s i t i e s

took a second look a t t h e i r programs f o r m i n o r i t y s t u d e n t s , l a r g e
numbers o f them reached t h e con clu sio n t h a t such programs were
extrem ely Inadequate and n o t meeting t h e needs o f m in o r i t y s t u d e n t s .
Thus, many o f t h e s e i n s t i t u t i o n s developed Black S t u d i e s programs;
o t h e r s added more remedial programs; and fewer s t i l l c r e a t e d compre­
h e n siv e developmental programs 1n an a tt e m p t to meet th e t o t a l needs
o f t h e high r i s k s t u d e n t .
Today, most c o l l e g e s and community c o l l e g e s have some type
of e d u c a t i o n a l o p p o r t u n i t y program.

The complexity and v a r i e t y o f

s e r v i c e s o f f e r e d by such programs d i f f e r s i g n i f i c a n t l y .

Egerton

(1968) n o t e s t h a t r e c e n t r e p o r t s i n d i c a t e t h a t probably more than

25

50 p e r c e n t o f t h e I n s t i t u t i o n s 1n h i g h e r e d u c a tio n have s p e c i a l
programs f o r th e high r i s k s t u d e n t .

But he f e e l s t h a t most o f t h e s e

programs a r e n othin g more than token e f f o r t s .

With the e x ce p tio n o f

predom inan tly black c o l l e g e s , p r i v a t e schools have shown more In v olv e­
ment than have p u b l i c I n s t i t u t i o n s .

Astln (1972) su p p o r ts and argues

t h i s p o i n t by n o t in g t h a t :
Campus u n r e s t and t h e black r e v o l u t i o n have underscored
o ur f a i l u r e t o provide adequate e d u c a ti o n a l o p p o r t u n i t i e s
t o t h e disa d vantag e d and m i n o r i t y p o p u l a t i o n s . In an a tte m p t
t o "do something f a s t " 1n response t o t h e demand t h a t l a t e n t
t a l e n t be I d e n t i f i e d and developed, " s p e c i a l programs" f o r
d isa d v an tag e d s t u d e n t s have p r o l i f e r a t e d ; u n f o r t u n a t e l y ,
to o many o f them a r e haphazard 1n design and token 1n
scope, (p. 5)
Sinc e the e s t a b l i s h m e n t o f s p e c i a l programs f o r m i n o r i t i e s a t
t r a d i t i o n a l c o l l e g e s and u n i v e r s i t i e s , t h e primary o b j e c t i v e s of t h e s e
programs have been to g i v e th es e s t u d e n t s from poverty backgrounds an
o p p o r t u n i t y to o b t a i n a c o l l e g e e d u ca tio n and to make h i g h e r e d u ca tio n
r e s p o n s i v e and r e l e v a n t to t h e i r s p e c i a l needs ( A s t l n , 1972).

In a d d i ­

t i o n t o t h e s e o v e r a l l program o b j e c t i v e s , Snowden (1972) comments t h a t
th e primary academic goal o f t h e s e programs was the development of
communication s k i l l s .

Thus, most o f t h e s e programs Inclu ded some form

o f compensatory st udy 1n s t a n d a r d English in an a tte m p t t o b rid g e the
gap d u rin g t h e freshman y e a r .
Gordon and Wllkerson (1966) c a r r i e d o u t an i n t e n s i v e st udy o f
compensatory e d u c a ti o n a l programs a t a v a r i e t y o f s c h o o ls and concluded
t h a t t h e s e programs had f o u r g e n eral themes o r o b j e c t i v e s :

(1) h e lp in g

t h e d i sa d v an tage d t o develop t h e i r p o t e n t i a l and pr o v id in g them w ith
equal o p p o r t u n i t i e s ; (2) a s s i s t i n g in t h e e l i m i n a t i o n o f academic

26

d e f i c i e n c i e s ; (3) stu d y i n g t h e e f f e c t s o f such programs; and
(4) a c h ie v in g a d i v e r s i f i e d s t u d e n t body.
Fant1n1 and Weinstein (1968) co ntend t h a t t h e very concept
o f compensatory e d u c a tio n
Implies t h a t t h e r e i s n o th in g wrong with the t r a d i t i o n a l
program b u t t h a t t h e r e 1s something wrong with t h e
l e a r n e r . . . . To r e l y on compensatory e d uca tio n t o
s o l v e th e problem I s to c r e a t e two s e p a r a t e systems—
one f o r t h e advantaged and one f o r t h e d isa dv an tag e d .
. . . Only by changing the I n s t i t u t i o n a l process I t s e l f
can we Improve t h e e d u c a ti o n f o r any group, (p. 225)
A s t i n ' s (1972) o v e r a l l view o f s p e c i a l programs i s t h a t th e s e
programs have been both remedial and compensatory 1n t h e i r o b j e c t i v e s
with a heavy emphasis on developin g s k i l l s t h a t a r e c h a r a c t e r i s t i c o f
high-achieving stu d e n ts.

He s t a t e s t h a t ;

"In e f f e c t the s t u d e n t has

been o f f e r e d s u p p o r t i v e s e r v i c e s to h e lp him improve h i s b a sic s k i l l s —
p a r t i c u l a r l y t h o s e 1n mathematics and language so he can cope w i t h the
t r a d i t i o n a l c o u rs e req u ire m e n ts " (p. 2 7 ).
Roueche (1977) r e p o r t e d 1n a s t u d y on overcoming l e a r n i n g
d e f i c i e n c i e s t h a t t h e problems a s s o c i a t e d with remedial e d u ca tio n In
c o l l e g e w i l l not d i s a p p e a r .

In f a c t , t h e "problems" g e t worse each

y e a r as more and more s t u d e n t s e n t e r c o l l e g e w i th o u t t h e verbal and
q u a n t i t a t i v e s k i l l s needed t o e n r o l l , l e t a lo n e s u c c e e d . In freshmanlevel courses.
As e x p la in e d by T in k e r (1 9 7 0 ), t r a d i t i o n a l c o un seling and
remedial programs have n o t been s u c c e s s f u l because they are o f t e n
"warmed-up" high school c o u r s e s .

In t h i s l i g h t , she m aintains t h a t

c o u rs es g e ared toward e n a b l in g a s t u d e n t to st udy on h i s own o r t o

27

e v a l u a t e h i m s e l f w i l l n o t h e l p him i f he l a c k s m o t i v a t i o n .

By th e

same token, r e p e a t i n g a grammar c o u rs e from which he l e a r n e d l i t t l e
in high school w i l l a l s o n o t p r o vid e an impetus f o r l e a r n i n g .
Di Russo and Aven (1971), in a study o f 54 c o l l e g e freshmen
1n M i s s o u r i , found remedial E ng lish t o be of l i t t l e v a l u e .

T h e i r study

a ttem p ted t o de termine the e f f e c t o f remedial English on the s t u d e n t ' s
p r o f i c i e n c y in w r i t t e n E n g li s h .

Those 54 freshmen were s e l e c t e d from

s e v e r a l hundred who had taken th e Missouri C olle ge E ng lish T e s t and who
s c o r e d below th e 40th p e r c e n t i l e .

The experimental group took a reme­

d i a l E nglish t e s t and the c o n t r o l group did n o t .

At t h e c o n c lu sio n o f

th e co urses both groups took a n o t h e r form o f t h e t e s t .

No s i g n i f i c a n t

d i f f e r e n c e was found between the two groups.
Cross (1976) p o i n t s t o the h i s t o r i c a l f a c t t h a t many c o l l e g e s
and u n i v e r s i t i e s saw rem e dia tion as t h e " c u r e - a l l " f o r the high r i s k
student.

She no tes t h a t , as rem e d ia tio n came I n t o n a t i o n a l prominence

in t h e 1960s, i t became c l e a r t h a t i t s cause was socioeconomic in
nature.

I t was assumed t h a t t h e way t o c o r r e c t f o r " n o t enough" s k i l l

development was to pro vid e "more."
and mathematics p r o l i f e r a t e d .

Thus, remedial c o u rs e s 1n E n glish

The r e s p o n s i b i l i t y f o r remedial i n s t r u c ­

t i o n then moved from c o u n se lin g and o t h e r s p e c i a l i s t s t o th e r e g u l a r
f a c u l t y , t h e m a j o r i t y o f whom were s u b j e c t - m a t t e r s p e c i a l i s t s with no
t r a i n i n g and sometimes l i t t l e sympathy f o r t h e l e a r n i n g problems o f
e i g h t e e n y e a r olds re ading a t th e l e v e l o f e i g h t to t e n y e a r o l d s .
Gordon (1972a) a l s o views t r a d i t i o n a l remedial c o u rs es as
r e l a t i v e l y i n e f f e c t i v e , b u t f e e l s t h a t t a r g e t e d r em edia tio n based

28

on s p e c i f i c i d e n t i f i e d needs appears t o be a more e f f e c t i v e approach.
In a d d i t i o n , he b e l i e v e s t h a t s t u d e n t m o t i v a t i o n , r e t e n t i o n , and
achievement can be enhanced through f u l l s e r v i c e programs t h a t a l s o
g iv e a t t e n t i o n to t h e s o c i o p o l i t i c a l l i f e of s t u d e n t s .
Throughout t h e review of t h e l i t e r a t u r e , t h i s w r i t e r found
many i n d i c a t i o n s o f s t u d e n ts wanting t o be f r e e from t h e stigma and
embarrassment o f being e n r o l l e d in compensatory courses o r programs.
Thus, while a r e p o r t by the Southern Regional Education Board f o r Higher
Education Oppor tunity (1971) r e p o r t e d t h a t t h e p r o j e c t c o o r d i n a t o r s of
remedial programs were very s u c ce ss fu l in r a i s i n g st u d e n t performance
l e v e l s as a r e s u l t o f program a c t i v i t i e s , in te r v ie w s with black s t u d e n ts
who took p a r t in t h e s e a c t i v i t i e s i n d i c a t e d t h a t many o f them were
unhappy with the programs because th ey d i s l i k e d :

(1) t h e method o f

p l a c in g s t u d e n ts in the program on th e b a s i s o f t e s t s c o r e s ; (2) the
c r i t e r i a f o r s u c c e s s f u l completion o f the program; (3) t h e lack o f
c r e d i t being g r a n te d f o r the c o u rs e ; (4) an i n c o n s i s t e n c y of st a n d a r d s
which some s t u d e n t s f e l t e x i s t e d between r e g u l a r and remedial co urses
( f o r example, some s t u d e n ts pass r e g u l a r c o u rs e s but f a i l the remedial
c o u r s e s ) ; and (5) t h e s o c i a l stigma which some s t u d e n ts f e l t was
a t t a c h e d to the remedial courses .
Other major components in t h i s rem ediatio n process aimed a t
t h e high r i s k s t u d e n t c o n s i s t e d o f t u t o r i a l programs and I n d i v i d u a l i z e d
programmed i n s t r u c t i o n .

Snowden (1972) p o i n te d out t h a t most t u t o r i a l

programs included i n s t r u c t o r s , g r a d u a t e s t u d e n t s , undergraduate s t u ­
d e n t s , and j u n i o r and s e n i o r le v e l high r i s k s t u d e n t s .

In g e n e r a l ,

29

most o f t h e s e t u t o r s r e c e i v e d some means o f compensation f o r t h e i r
efforts.

However, some served on a v o l u n t e e r b a s i s .

In a d d i t i o n ,

programmed i n s t r u c t i o n has been u t i l i z e d a g r e a t deal t o supplement
class room I n s t r u c t i o n .
Goodrich (1970) c r i t i c i z e s the heavy emphasis on r e m e d ia t io n ,
b u t sees programmed l e a r n i n g as a major s o l u t i o n in s o l v i n g the
problems o f c o r r e c t i v e e d u c a tio n in h i g h e r e d u c a ti o n .
The f i n a l component o f t h i s a tt e m p t t o mold t h e high r i s k
s t u d e n t b e h av io r s i n t o a m i d d l e - c l a s s p a t t e r n i s in the a r e a o f coun­
seling.

In f a c t , Z i e g l e r (1966) m a in ta in s t h a t c o u n se lin g i s one o f

t h e most i m p o rtan t a s p e c t s o f compensatory e d u c a ti o n because i t h e lps
t o reduce h o s t i l e , s u s p i c i o u s , and a p a t h e t i c s t a t e s which may i n t e r f e r e
w ith l e a r n i n g .
T in k e r (1970) th in k s t h a t c ou n selin g should s e r v e a dual
a f f e c t i v e and c o g n i t i v e e d u c a t i o n a l p ro ce ss which p r o v id e s some form
o f p sy c h o lo g ic al s u p p o r t t h a t e n a b l e s t h e s t u d e n t t o a d a p t to the
c o l l e g e environment, t o d i s c o v e r his c a r e e r g o a l s , and t o l e a r n s o c i a l
sk ills.

And, a cc o rd in g t o Wisdom and Shaw (1969), a c o u n s e l o r ' s major

o b j e c t i v e w ith blac k s t u d e n t s should be to h e lp them become i n t e g r a t e d
i n t o th e u n i v e r s i t y .

Although t h i s i s a d i f f i c u l t t a s k , when one con­

s i d e r s t h e w h i t e - o r i e n t e d s o c i a l l i f e a t most u n i v e r s i t i e s , they f e e l
t h i s would be p o s s i b l e I f more black c o u n s e l o r s with whom th e s e
s t u d e n t s can r e a d i l y r e l a t e were on campus.
T h is review o f t h e l i t e r a t u r e on t h e g e n eral c h a r a c t e r i s t i c s
o f s p e c i a l programs f o r m i n o r i t i e s ten d s t o s u g g e s t t h a t , by and l a r g e ,

30

t h e s e programs have been p o o r l y conceived and l a c k in g in s c i e n t i f i c
r e s e a r c h t o s u p p o r t t h e i r e x i s t e n c e o r t o measure t h e i r e f f e c t i v e n e s s .
They seem t o have s t r e s s e d many o f t h e wrong components t o in su re t h e
r e t e n t i o n and academic s u c c e s s o f a l a r g e number o f m i n o r i t y s t u d e n t s .
Much o f t h e f a u l t appears t o l i e in t h e f a c t t h a t , even though many
c o l l e g e s and u n i v e r s i t i e s r e a l i z e d t h a t the high r i s k s t u d e n t came .,
t o them handicapped in c e r t a i n ways, t h e y were n o t s y s t e m a t i c a l l y
o r g a n iz e d t o promote academic success f o r th ese s t u d e n t s (Mares, 1973).
Munez (1970) su g g e sts t h a t :
t h e r e a r e many q u a l i t i e s and c h a r a c t e r i s t i c s t h a t a r e
j u s t as im p o r ta n t and much more r e l e v a n t In measuring
a b i l i t y and p o t e n t i a l th an those s o l e l y determined by
6PA and t e s t s c o r e s . . . a b i l i t y t o r e l a t e t o p e e r s ,
a b i l i t y t o e x p re s s id eas so t h a t o t h e r s u n d e rs t a n d ,
a b i l i t y t o l i s t e n , a b i l i t y to f u n c t i o n under s t r e s s
and a b i l i t y t o m anip ulate th e environment, (p. 132)
Gordon Morgan (1970) a l s o n o t e s s e v e r a l f a c t o r s t h a t sho u ld be con­
s i d e r e d t o i n s u r e su c c e ss .

F i r s t , t h e t r a d i t i o n a l t e a c h i n g methods

a r e no t e f f e c t i v e f o r the u n d e rp r e p ar e d s t u d e n t .
a r e d r a s t i c a l l y needed to e d u c a te t h e s e s t u d e n t s .

I n n o v a tiv e t e c h n iq u e s
Second, the

high

r i s k s t u d e n t from t h e g h e t t o i s not a s concerned with academic s u c c e ss
as he i s w ith Improving h is l i v i n g c o n d i t i o n s and o p p o r t u n i t i e s .

T hird,

many o f t h e s e s t u d e n t s f e e l t h a t c o l l e g e s do n o t want them, view t h e i r
c u l t u r e d i s p a r a g i n g l y , and have no i n t e n t i o n o f t r u l y meeting the needs
o f b lac k s t u d e n t s .

Gordon concludes:

I t a ppears t h a t c o l l e g e s need t o r e t h i n k and r e o r i e n t
t h e i r a c t i v i t i e s , t e a c h i n g p r a c t i c e s and e x p e c t a t i o n s in
l i g h t o f the so c io lo g y o f economic d e p r i v a t i o n o f o u r in n er
c i t y s t u d e n t s . In o r d e r t o allow t h e g h e t t o s t u d e n t a chance

31

t o s u c ce ed , some t o l e r a t i o n o f d e p a r t u r e s from m iddl e c l a s s
v a l u e s must be e x e r c i s e d . The g h e t t o c h i l d i s a complex,
c om p lica te d p e rs o n . Admitting h i s e x i s t e n c e f o r c e s t h e
c o l l e g e t o t r y t o u n d e rs ta n d no t only what t h e s t u d e n t
wants f o r h i m s e l f but what th e c o l l e g e r e a l l y wants f o r
him. Colle ges can no l o n g e r avoid s o c i a l d e c i s i o n s and
s o c i a l a c t i o n . In answering t h e q u e s t i o n s , "Should t h i s
c o l l e g e e d u ca te g h e tt o yo u th ? and i f so , how?" th e c o l l e g e
i s making s o c i a l d e c i s i o n s and t a k i n g im p o r ta n t s o c i a l
a c t i o n , (p. 56}
A t t r i t i o n Among M i n o r i t i e s In
Traditional U niversities
Although major p r o g r e s s has been made in p ro v id in g access to
h i g h e r e d u c a tio n t o the p o o r , m i n o r i t i e s , and women, most members of
t h e s e groups a r e s t i l l n o t doing well when r e t e n t i o n and completion
are considered.

And b l a c k s , in p a r t i c u l a r , c o n ti n u e t o be somewhat

u n d e r e n r o l l e d ( L e s l i e , 1977).

Knoell (1970) r e p o r t s t h a t most c o l l e g e s

and u n i v e r s i t i e s , now t h a t t h e y have a t t r a c t e d m i n o r i t y s t u d e n t s to
t h e i r i n s t i t u t i o n s , a r e having problems in r e t a i n i n g them and I n s u r i n g
s u c c e s s f u l performance and c om pletion.
Washington (1977) s u g g e s t s t h a t high a t t r i t i o n r a t e s f o r
m i n o r i t y s t u d e n t s in s p e c i a l programs seem t o i n d i c a t e t h a t such
programs f u n c t i o n as a r e v o l v i n g door.

A lso , he f e e l s s t r o n g l y t h a t

the r e s p o n s i b i l i t y f o r moving high r i s k s t u d e n t s toward t h e a c t u a l ­
i z a t i o n o f t h e i r p o t e n t i a l r e s t s e q u a l l y with t h e i n s t i t u t i o n , t h e
program a d m i n i s t r a t i o n , and t h e s t u d e n t s th em selv es.
In 1976, A s tln conducted a l o n g i t u d i n a l study o f th e a t t r i t i o n
r a t e o f blacks 1n h i g h e r e d u c a t i o n .

The s tu d y found t h a t the most

im p o r ta n t f a c t o r s a f f e c t i n g a t t r i t i o n among m i n o r i t i e s were:

(1)

32

f i n a n c i a l a i d , (2) r e s i d e n c e and campus environ ment, (3) employment,
and (4) c h a r a c t e r i s t i c s o f t h e c o l l e g e .
R e c e n tl y , Sedlack and Webster (1977) concluded a stu dy t h a t
had been on-go1ng f o r e i g h t c o n s e c u t iv e y e a r s .

The purpose of t h e

study was t o seek In fo rm atio n reg a rd in g t h e admission and r e t e n t i o n
of m i n o r i t y s t u d e n t s , and the s t u d y sample in clu d ed the admissions
o f f i c e s o f 103 l a r g e United S t a t e s u n i v e r s i t i e s .

The r e s u l t s showed

t h a t blac k freshman e n r o l l m e n t was 3 p e r c e n t 1n F a ll 1969 and only
5 p e r c e n t 1n Fall 1976, down from a high o f 6 p e r c e n t 1n 1973,

More­

over n on-black m i n o r i t y freshman e n r o l l m e n t remained low, ranging from
0.2 p e r c e n t American I n d i a n s t o 1.7 p e r c e n t m i n o r i t i e s o t h e r than
Hisp a n ic and Aslan Americans.

The study thus r e v e a l e d t h a t t h e number

o f m i n o r i t y freshmen e n t e r i n g l a r g e u n i v e r s i t i e s seems t o be e i t h e r the
same o r d e c r e a s i n g .

F u r t h e r , t h e number o f s p e c i a l programs f o r minor­

i t i e s 1s down s h a r p l y in p u b l i c s c h o o l s , though st e a d y 1n p r i v a t e
schools.

The average number o f adm issio ns c r i t e r i a employed by each

school 1s up, and t h e number o f schools usin g d i f f e r e n t adm issions
c r i t e r i a f o r m i n o r i t i e s dropped i n 1975 and 1976, s t a t i s t i c s which
r e f l e c t 1969 l e v e l s .

The very l a r g e d e c r e a s e i n blac k freshman

e n ro l l m e n t 1n t h e middle s t a t e s reg io n s i n c e 1973 could be i m p o r t a n t
s i n c e t h a t reg io n has been t h e t r e n d - s e t t e r in t h e p a s t .

F inally,

i t a ppears t h a t p r i v a t e s c h o o l s have not only done b e t t e r than p u b l i c
s c h o o l s in e n r o l l i n g m i n o r i t y s t u d e n t s , bu t they have a l s o done a
b e t t e r j o b o f r e t a i n i n g them.
Sedlacek and Brooks (1970) conclude by s t a t i n g :

33

Given t h a t t h e r e a r e few Blacks in a tt e n d a n c e a t
predom inan tly white u n i v e r s i t i e s , what v a r i a b l e s a r e
r e l a t e d t o Blacks s t a y i n g In t h e s e i n s t i t u t i o n s ? Evidence
i s v i r t u a l l y u n a v a i l a b l e a t t h i s p o i n t . G e n e r a l l y , there
1s a s h o r t a g e o f d a t a a v a i l a b l e on v a r i a b l e s a s s o c i a t e d
w i t h the success o r f a i l u r e o f Black s t u d e n t s ,
( p . 37)
In 1971 Michigan S t a t e U n i v e r s i t y ' s m i n o r i t y p o p ulatio n made
up 8 . 9 p e r c e n t o f the F a l l e n t e r i n g c l a s s , t h e h i g h e s t pe rc en ta g e sin ce
s p e c i a l r e c r u i t m e n t and admission e f f o r t s began in 1967.

O fficial

r e c o r d s of t h e U n i v e r s i t y show, however, t h a t the pe rc e n ta g e o f minor­
i t i e s 1n the e n t e r i n g freshman c l a s s e s have d e c l in e d s i n c e 1971.

Thus,

d u r i n g the y e a r s from F a l l o f 1971 t o Fall o f 1973, t h e r e was l e s s than
a 2 p e r c e n t r i s e in b la c k e n ro l l m e n t a t Michigan S t a t e U n i v e r s i t y , but
t h e black s t u d e n t p o p u l a t i o n a t MSU stayed b a s i c a l l y t h e same d u r i n g
these years.

Black e n r o l l m e n t t o t a l e d a l i t t l e over 6 p e rc en t o f the

40,000 member s t u d e n t body; m i n o r i t i e s as a whole t o t a l e d a l i t t l e
over 7 p e r c e n t .

In 1974, t h e r e was a s l i g h t drop in bl ack e n r o l l m e n t

from t h i s F a l l 1973 6 p e r c e n t f i g u r e .

Then, from F a l l 1975 t o F a l l

1977, the l a r g e s t d e c l i n e o c c u r r e d , with b l a c k and m i n o r i t y e n r o l l m e n t
decreasing c o n s is te n tly .

Michigan S t a t e U n i v e r s i t y c u r r e n t l y has a

b la c k e n ro l l m e n t of 5 .5 p e r c e n t , and the p r e d i c t i o n s a r e t h a t i t w i l l
d e c r e a s e even f u r t h e r in t h e Fall o f 1978.

Out o f more than 40,000

s t u d e n t s who e n r o l l e d i n t h e Fall o f 1977, o n ly 2,436 were b l a c k and
only 770 r e p r e s e n t e d o t h e r m i n o r i t i e s .
th u s a predominantly w h i t e u n i v e r s i t y .

Michigan S t a t e U n i v e r s i t y 1s

34

S t u d i e s R e la ti n g t o Adaptation to
a College Environment
For many s t u d e n t s o f normal c o l l e g e age, making t h e t r a n s i t i o n
from high school t o c o l l e g e p r e s e n t s many s t r e s s f u l demands.

A large

number o f t h e s e young a d o l e s c e n t s , p a r t i c u l a r l y high r i s k s t u d e n t s , are
still

111 a t e a s e s o c i a l l y and a c a d e m i c a l l y , and, in many c a s e s , t h e y

need guidance and help in r e l a t i n g to o t h e r s t u d e n t s and f a c u l t y .

An

e i g h t e e n - y e a r - o l d le a v in g home to a t t e n d c o l l e g e f o r t h e f i r s t time
w i l l e x p e r i e n c e and l e a r n new s o c i a l r o l e s and s k i l l s t h a t w i l l p r o v id e
him w ith an o p p o r t u n i t y f o r personal growth as well as p r e s e n t him with
a c h a l l e n g e t o h i s s e l f - c o n c e p t (Coelho e t a l . , 1963; A s t l n , 1977).

In

a d d i t i o n to t h e s e e x p e r i e n c e s , many freshmen e x p e r i e n c e , d i r e c t l y , f o r
t h e f i r s t tim e , d r u g s , s e x , a l c o h o l , and p o l i t i c a l a c t i v i s m .
(1977) s t a t e s :

As A s tl n

"Few people w i l l argue with t h e premise t h a t a t t e n d i n g

c o l l e g e can have a profound e f f e c t on o n e 's l i f e .

With t h e p o s s i b l e

e x c e p t i o n of g e t t i n g m a r r ie d and having c h i l d r e n , few c h o ic e s have
more f a r - r e a c h i n g i m p l i c a t i o n s t h a n th e d e c i s i o n about c o l l e g e " ( p . 1).
Again, A stl n (1971) n o tes t h a t much o f the l i t e r a t u r e c l e a r l y
p o i n t s out t h a t s t u d i e s r e l e v a n t t o a f r e s h m a n 's e x p e r i e n c e with a
c o l l e g e environment have focused on t h e low r i s k s t u d e n t ' s p e r c e p t i o n s
o f t h a t environment.

And most s t u d i e s , i f n o t a l l , have used the

Colle ge and U n i v e r s i t y Environment S c a le s (CUES) developed by Pace
in 1967, as t h e i r major I n s t r u m e n t , an In stru m en t which i g n o r e s t h e
i n i t i a l adaptive process.

35

I t t l e s o n (1974) comments t h a t when an In d iv id u a l 1s In a new
s i t u a t i o n , he Is s e l f - c o n s c i o u s l y aware o f h i s environment.
seeking t o make the " u n f a m i l i a r " become " f a m i l i a r . "

He 1s

This i s the

s i t u a t i o n 1n which t h e high r i s k s t u d e n t from a g h e t t o environment
f i n d s h i m s e l f upon e n t e r i n g a t r a d i t i o n a l u n i v e r s i t y s e t t i n g :

he

e x p e r i e n c e s a form o f " c u l t u r e shock" because o f the w h ite s o c l o academlc s u b c u l t u r e which e x i s t s t h e r e .
Elklnd (1971) conducted a stu d y i n v e s t i g a t i n g t h e t r a n s i t i o n
o f high r i s k s t u d e n t s t o a t r a d i t i o n a l c o l l e g e s e t t i n g .

He views such

a move by m i n o r i t i e s from g h e t t o sch o ols t o p redo m iantly w h ite middle
c l a s s c o l l e g e s as a s o c l o p s y c h o lo g i c a l problem and d e s c r i b e s 1 t in
terms o f " c o n t i n u i t i e s " and " d i s c o n t i n u i t i e s " :
The p r o v i s i o n o f a c o l l e g e e d u c a tio n f o r d isa d v an tag e d black
s t u d e n t s 1s a m u l t i f a c e t e d problem. . . . More c o n c r e t e l y ,
t h e g h e t t o school 1s a d i f f e r e n t so c l o p s y c h o lo g i c a l m i l i e u
from t h e c o l l e g e campus, whereas t h e suburban s c h o o l , p a r t i c ­
u l a r l y a t t h e high school l e v e l , has a l r e a d y taken on many
o f the modes, p r a c t i c e s , and s t y l e s o f t h e c o l l e g e domain.
So, while t h e r e 1s c o n s i d e r a b l e c o n t i n u i t y between t h e su b ­
urban high school and c o l l e g e campus, t h i s I s n o t t h e case
f o r t h e g h e t t o high s c h o o l. In deed, th e c o n t i n u i t i e s t h a t
do e x i s t between t h e g h e t t o sc hools and t h e predom inantly
w h ite c o l l e g e campus a r e l a r g e l y n e g a t i v e 1n t h e i r
Im plications,
(p. 241)
Elklnd goes on t o conclude t h a t some o f th e c o n t i n u i t i e s
e x p e r ie n c e d by blac k s t u d e n t s who go f r o m . g h e t t o sch o o ls t o p r e ­
dominantly w hite c o l l e g e s a r e :

(1) a l a c k o f p r e p a r a t i o n on t h e p a r t

o f w h ite high school and c o l l e g e t e a c h e r s f o r d e a l i n g w ith black s t u ­
d e n t s ; (2) c o n fu s io n on t h e p a r t o f t e a c h e r s and a d m i n i s t r a t o r s with
re g a r d t o e d u c a ti o n and p r e j u d i c e ; and (3) l a c k o f blac k male t e a c h e r s

36

t o s e r v e as models f o r b l a c k s t u d e n t s .

Among t h e d i s c o n t i n u i t i e s a r e :

(1) a uto m atic promotion in t h e g h e t t o school as opposed t o promotion
on an academic b a s i s in c o l l e g e ; (2) s t u d e n t f a i l u r e a t t r i b u t e d to lac k
o f a b i l i t y and i n t e l l i g e n c e in t h e g h e t t o school as opposed to blame
o f f a i l u r e on c u l t u r a l d e p r i v a t i o n ; and (3) school c u l t u r e dominated
by the black m a j o r i t y and c u l t u r e in th e g h e t t o school v e r s u s the
c o l l e g e dominated by the w h i t e m a j o r i t y and c u l t u r e .
According t o Burbach and Thompson (1971), the r a p i d i n c r e a s e
in e n r o l l m e n t o f m i n o r i t y s t u d e n t s , a change p u t i n t o e f f e c t due to
t h e e g a l i t a r i a n concept o f equal a c c e s s t o h i g h e r e d u c a t i o n , c r e a t e d
innumerable problems f o r t h e u n i v e r s i t y .

Many o f t h e s e problems came

about a s m in o r i t y s t u d e n t s e x p e r i e n c e d w i t h i n t h e microcosm o f the
u n i v e r s i t y the same problems t h a t t h e y e ncountered in t h e l a r g e r
society.

And such an e n c o u n t e r s e r v e s t o n e g a te the hopes and

a s p i r a t i o n s promised to t h e s e youth by a c o l l e g e e d u ca tion as well
as a g g r a v a t i n g t h e r a c i a l I n e q u i t i e s which c u r r e n t l y e x i s t in our
la rg e r society.
Burbach and Thompson f u r t h e r contend t h a t p r o g r e s s 1n e du ca tin g
t h e b la c k s t u d e n t has been a g o n i z i n g l y slow, and many c r u c i a l q u e s t i o n s
remain unanswered.

They m a i n t a i n t h a t :

“one o f th e most s e r i o u s

Impediments has been the l a c k of e m p i r ic a l d a t a on m i n o r i t y s t u d e n t s .
T his r e a l i t y has rendered i t most d i f f i c u l t t o develop a c l e a r u nder­
s t a n d i n g o f t h i s s t u d e n t a s a f u n c t i o n i n g I n d i v i d u a l and o f th e way he
p e r c e i v e s the world" (p. 2 4 8 ) .

37

Upon e n t e r i n g a new and somewhat s t r a n g e c o l l e g e m i l i e u , l a r g e
numbers o f m i n o r i t y s t u d e n t s a r e unsure as t o how th ey should I n t e r a c t
w i t h t h i s environment.

A p r o j e c t r e p o r t conducted f o r th e Southern

Regional Education Board f o r Highe r Educational Oppor tunity (1971)
i n d i c a t e d t h a t many blac k freshmen e n r o l l i n g In c o l l e g e f o r the f i r s t
time f a l l to complete r e q u i r e d admissions forms and lack a c l e a r
u nd e rs tan d in g o f t h e r e g i s t r a t i o n p r o c e s s .

Thus, 1 t suggested t h a t

a s p e c i a l o r i e n t a t i o n program f o r t h e high r i s k s t u d e n t comprise:
(1) a summer program which should In clude s e s s i o n s o f I n s t r u c t i o n on
how t o complete adm issions forms; (2) p l a n n i n g s e s s i o n s on p e rs o n a l
f i n a n c e s ; (3) d i s c u s s i o n s o f c a r e e r and e d u c a t i o n a l g o a l s , and (4)
a s s i s t a n c e in l o c a t i n g t h e campus l i b r a r y , major o f f i c e s , and o t h e r
I m p o rta n t personnel and f a c i l i t i e s .

Organized t o c r e a t e a s e n s e of

" b elo n gin gn ess" t o t h e campus conrn m ity , t h i s type o f o r i e n t a t i o n
p r o c e s s f o r m i n o r i t y s t u d e n t s i s s u p po rte d by Gordon (1975) who s t a t e s :
"Many s t u d e n t s , p a r t i c u l a r l y s p e c i a l o p p o r t u n i t y s t u d e n t s , need t o be
p r o t e c t e d from t h e Impersonal atmosphere o f t h e l a r g e u n i v e r s i t y and
p r o v id e d with more i n t e n s i v e , small gro up, p e rs o n a l c o n t a c t w i t h
f a c u l t y " (p. 2 1 ) .
Gordon and Wilkerson (1966) d i s c u s s t h e high r i s k m i n o r i t y
s t u d e n t In a new c o l l e g e environment by d e f i n i n g t h e i r " I n t e r a c t i o n l s t
Theory" o f b e h a v i o r .

They contend t h a t a n o t h e r t h e o r y , known a s th e

" P r o j e c t i v e Theory," assumes t h a t I n d i v i d u a l b e h a v i o r i s based on c e r ­
t a i n predeterm in ed p a t t e r n s which a re a c t i v a t e d by d i f f e r e n t s t i m u l i 1n
t h e environment t h a t a r e c o n t r o l l e d by g e n e t i c a l l y e s t a b l i s h e d d r i v e s .

38

On t h e o t h e r hand, t h e i n t e r a c t ! o n i s t t h e o r y se es b e h a v io r p a t t e r n s
as being shaped by th e i n d i v i d u a l w i t h h i s environm en t, w i t h t h e l a t t e r
a c t i n g t o h e lp develop or impede th e p sy c h o lo g ic al and i n t e l l e c t u a l
development n e c e s s a r y f o r l e a r n i n g .

Moreover, t h e i n t e r a c t i o n i s t t h e o r y

e n t a i l s th e b e l i e f t h a t b e h av io rs and psy c h o lo g ic al f u n c t i o n s can be
a l t e r e d ; t h a t " th e form taken by b e h a v io r a l o r g a n i z a t i o n , In clud ing
i n t e l l e c t u a l f u n c t i o n s , can be p r e d i c t e d , can be d i r e c t e d , and can be
m o d if i e d . "

In c o n c l u s i o n , i t holds t h a t the human p e r s o n a l i t y , by i t s

very n a t u r e , undergoes c o n s t a n t r e v i s i o n .

Yet t h e p e rp l e x i n g problem

i s to de te rm in e t h e c o n d i t i o n s under which i t 1s p o s s i b l e f o r a person
to revise his self-im age.
Coelho e t a l . (1963) conducted a s tu d y on t h e coping s t r a t ­
e g i e s o f competent m i d d l e - c l a s s youth which a n alyze d the socioacademic
e x p e r i e n c e s In t h e i r t r a n s i t i o n from high school t o c o l l e g e .

I t was

designed t o dete rm ine how competent a d o l e s c e n t s coped with socioacademic
t a s k s through s e l f - e s t e e m maintenance and a n x i e t y management.
The st udy concluded t h a t ;

(1) coping f u n c t i o n s n o t only Involve

s e l f - m a n i p u l a t i o n o f f e e l i n g s and a t t i t u d e s in m a i n t a i n in g a sense o f
w o r t h , but a l s o a c t i v e e x p l o r a t i o n and use o f the i n t e r p e r s o n a l e n v i r o n ­
ment, l e a d i n g o f t e n t o broadening t h e b a s i s o f o n e ' s s e l f - e s t e e m ; (2)
when d e a l i n g with d i s t r e s s i n g s i t u a t i o n s , c o l l e g e freshmen seek out and
l e a r n from d i f f e r e n t kinds o f i n t e r p e r s o n a l r e l a t i o n s h i p s which p r o v id e
o p p o r t u n i t i e s to s o l v e problems in t h e i r socioacademic environment;
(3) f r i e n d s h i p s and p e er group r e l a t i o n s h i p s a r e u s e f u l in help in g
freshmen t o cope w i t h new and complex socioacademic problems; and

39

(4) t h e a b i l i t y t o cope may expand t h e s t u d e n t ' s sense o f h i s
p o t e n t i a l i t i e s in viewing a new c a r e e r .
determined t h a t :

More i m p o r t a n t l y , Coelho

"mastery o f a major developmental t r a n s i t i o n may

b u i l d s e l f - e s t e e m t h a t w i l l sup p o rt renewed e f f o r t s in meeting the
d i f f i c u l t t a s k s o f m atu rer y e a r s .

Moreover, t h e s k i l l s a c q u ir e d In

one t r a n s i t i o n may be a p p l i e d t o t h e next" (p. 4 1 ).
R e c e n tl y , t h e r e s u l t s o f a t e n - y e a r l o n g i t u d i n a l stu dy were
pub lis hed in a r e p o r t e n t i t l e d Four C r i t i c a l Years by A s ti n (1977).
Data f o r t h e s t u d y , c o l l e c t e d from some 200,000 s t u d e n t s ( a t d i f f e r e n t
p e r i o d s ) , c l e a r l y showed t h a t s t u d e n t s ' beh av io rs change in many ways
a f t e r they e n t e r c o l l e g e .

"These changes can be e f f e c t e d by a number

o f f a c t o r s , i n c l u d i n g the s t u d e n t ' s c h a r a c t e r i s t i c s a t t h e time o f
c o l l e g e e n t r y , t h e type o f c o l l e g e a t t e n d e d , and th e e x t e n t of th e
s t u d e n t ' s involvement with t h e c o l l e g e environment" (p. 211).
Among A s t i n ' s major f i n d i n g s were a d r a m a tic d e c r e a s e in
r e l i g i o u s b e h a v i o r and an i n c r e a s e i n h e d o n i s t i c b e h a v i o r ( d r i n k i n g ,
smoking, p a r t y i n g , gambling, and so f o r t h ) on t h e p a r t o f freshmen.
Some o t h e r s t u d e n t beh avio rs t h a t I n c r e a s e d in frequency were using
a u to m o b ile s, coming l a t e t o c l a s s e s , and r e l y i n g on t r a n q u i l i z e r s and
s l e e p i n g p i l l s , w h ile t h e r e was a d e c r e a s e in d a t i n g , m is sin g homework
a ssig n m e n ts, a t t e n d i n g movies, m is sin g school because o f i l l n e s s ,
i n t e r a c t i n g w ith f a c u l t y , and s t u d y i n g in t h e l i b r a r y .

These l a t t e r

beh avio rs drop s h a r p l y during t h e freshman y e a r , but g r a d u a l l y i n c r e a s e
t h e l o n g e r s t u d e n t s remain in c o l l e g e .

40

A s ti n a l s o found t h a t b e h a v i o r a l changes v a ry f o r d i f f e r e n t
t y p e s of s t u d e n t s .

Looking a t r a c e o n l y , he found t h a t b l a c k s are more

l i k e l y to I n c r e a s e t h e i r smoking, t o p a r t i c i p a t e in s t u d e n t government,
and t o get in vo lv e d in s t u d e n t d e m o n s t r a t i o n s , while w h ite s a r e more
l i k e l y to become involv ed in t h e i r academic work and to g e t m arried .
Black men and women e x p e r i e n c e more o f an i n c r e a s e i n t h e i r i n t e r ­
p e rs o n a l s e l f - e s t e e m than do w h ite men and women.

A thletic in te re st

d e c l i n e s somewhat more among b l a c k s than among w h i t e s .

Although the

tende ncy to complete c o l l e g e i s l e s s f o r b lac k s than f o r w h i t e s , the
b l a c k women show g r e a t e r p e r s i s t e n c e than w h ite women with s i m i l a r
ab ilities.
In y e t a n o th e r study d e s c r i b i n g t h e Impact o f c o l l e g e on
s t u d e n t s , Feldman and Newcomb (1973) d i s c u s s the young fresh m an 's
e n t r y to c o l l e g e and n o t e t h a t many c o l l e g e s do n o t always t a k e
advantage o f t h e o p p o r t u n i t y t o make a s i g n i f i c a n t impact on t h e i r
e n t e r i n g freshmen.

Eddy (1959) ag re es when he s t a t e s t h a t :

se veral c o l l e g e s which we observed make a s e r i o u s and
s u c c e s s f u l a tt e m p t t o t r a n s m i t e x p e c t a t i o n s o f e x c e l l e n c e
and i n t e g r i t y d u r i n g freshman o r i e n t a t i o n programs, some­
times r e f e r r e d t o as Freshman Week o r Welcome Week. Too
f r e q u e n t l y , however, the emphasis a p p ea rs t o be c o nfin e d
to making "the poo r l i t t l e freshman f e e l a t home" which
p rec lu d es any work and assumes t h a t fun breeds s e c u r i t y .
But "home" was n e v e r l i k e t h i s , and t h o u g h tf u l s t u d e n t s
on a number of campuses r e c o g n iz e and c r i t i c i z e t h e lac k
of an i n t r o d u c t i o n t o the i d e a o f hard l e a r n i n g . . . .
"Our e n e r g i e s were d rain e d by a week o f s i n g i n g , s h o u t i n g ,
and s e c u r i t y - m a k i n g . And t h e n they e x p e c t us t o s t a r t
c la s s e s w i t h v1m and v i g o r f o r l e a r n i n g . . . ." (pp. 18-19)
Feldman and Newcomb go on t o p o i n t ou t t h a t t h e freshman in
c o l l e g e 1s an in e x p e r ie n c e d c o l l e g e s t u d e n t in an u n f a m i l i a r soc ial

41

organization.

He 1s c on fron te d w i t h a new s o c i a l system with new

v a l u e s , norms, and v a r i o u s s o c i a l subsystems.
Such an e x p e r i e n c e u s u a l l y Involves d e s o c l a l l z a t l o n as
we ll as s o c i a l i z a t i o n . The u n c e r t a i n t i e s o f t h i s l e a r n i n g
p e r i o d o f t e n a r e compounded by the f r u s t r a t i o n s Involved
In moving from a system where one 1s an e s t a b l i s h e d memb e r - - t h e fo rm er high school and home commmlty—t o a system
where one 1s only a n o v ice . T h e r e f o r e , r e g a r d l e s s of the
degree to which the new c o l l e g e environment matches what
t h e e n t e r i n g freshman e x p e c te d , he f a c e s a v a r i e t y o f
expecte d and unexpected academic, I n t e l l e c t u a l , and s o c i a l
c h a l l e n g e s . The e f f e c t s o f t h e s e c h a l l e n g e s and the
ad ju s tm en ts n e c e s s i t a t e d by them, w h ile p r e s e n t throughout
t h e freshman y e a r , a r e probably most pronounced duri ng t h e
e a r l y months o f the school y e a r . (p. 89)
They c o n ti n u e by n o t in g t h a t a new and d i s t u r b i n g se n se o f
anonymity, the n e c e s s i t y o f a d j u s t i n g t o being away from home, and
a d a p t in g to new l i v i n g arra ngem ents c r e a t e f o r the freshman a v a r i e t y
o f p r e s s u r e s to become Independent.

More s o , because the tempo o f l i f e

has changed and new d a y -t o - d a y d e c i s i o n s a r e to be made.

This may

n e c e s s i t a t e the freshman r e a d j u s t i n g h i s l e v e l o f e x p e c t a t i o n s .
A study conducted by Gibbs 1n 1972 reviewed c ase s t u d i e s o f
b lac k s t u d e n t s who o b t a i n e d c o u n s e l i n g a t a c o l l e g e mental h e a l t h c l i n i c
from 1969 t o 1972.

The purpose o f th e stu dy was t o a n aly ze each case

and I l l u s t r a t e one o f f o u r modes o f a d a p t a t i o n o f m i n o r i t y s t u d e n t s a t
a predom inant ly w h i t e u n i v e r s i t y :

(1) w i t h d r a w a l , (2) s e p a r a t i o n ,

(3) a s s i m i l a t i o n , and (4) a f f i r m a t i o n .

These modes o f a d a p t a t i o n

were c h a r a c t e r i z e d f u r t h e r as movement w i t h the c u l t u r e , o r a f f i r m a t i o n ;
movement toward t h e c u l t u r e , o r a s s i m i l a t i o n ; movement a g a i n s t t h e c u l ­
t u r e , o r s e p a r a t i o n ; and movement away from the c u l t u r e , o r w ith d raw al.

42

Gibbs concluded t h a t withdrawal was t h e most f r e q u e n t mode
among t h e 41 s t u d e n t s 1n t h e sample.

This was t r u e r e g a r d l e s s o f

the s t u d e n t ’s socioeconomic c l a s s , previo us high school I n t e g r a t i o n ,
o r a b i l i t y to handle academic t a s k s .

The a f f i r m a t i o n mode was t h e

second most f r e q u e n t mode, w ith a s s i m i l a t i o n as the t h i r d most f r e q u e n t ,
and s e p a r a t i o n t h e l e a s t f r e q u e n t .
In c o n c l u s i o n , Gibbs reconmends t h a t , because withdrawal 1s
t he most m alad ap tiv e mode in terms o f th e s t u d e n t ' s a b i l i t y to cope
with t h e c o l l e g e environment, I t i s Im porta nt t o d i s c o v e r th o se f a c t o r s
t h a t might e x a c e r b a te or diminish t h e development o f t h i s mode so t h a t
p r e v e n t i v e approaches might be I n s t i t u t e d .
Churchman (1971) a tt e m p t s t o do what Gibbs recommended 1n h i s
i n v e s t i g a t i o n o f t h e a d a p t a t i o n to c o l l e g e by high r i s k and s t a n d a r d
r i s k s t u d e n t s In terms o f s o c i a l comparison o p p o r t u n i t i e s .
was designed around F e s t l n g e r ' s s o c i a l comparison t h e o r y .

His study
A question­

n a i r e was a d m i n i s t e r e d t o 170 high r i s k and s t a n d a r d r i s k freshmen and
sophomores a t t h e City U n i v e r s i t y o f New York.
Churchman concluded t h a t t h e c o l l e g e e x p e r i e n c e was viewed as
a new and ambiguous s i t u a t i o n f o r freshmen which made them r e e v a l u a t e
t h e i r a b i l i t i e s and o p i n i o n s .

For example, he found t h a t high r i s k

freshmen had an u n r e a l i s t i c view o f t h e i r g rad e e x p e c t a t i o n s , whereas
the s t a n d a r d r i s k freshmen were more r e a l i s t i c 1n t h e i r view.

In terms

o f change, throughout t h e c o l l e g e y e a r th e h i g h r i s k freshmen changed
the most and t h e s t a n d a r d r i s k t h e l e a s t .

43

Freshman O r i e n t a t i o n
Thus f a r , t h e review o f t h e l i t e r a t u r e has focused on what
t r a d i t i o n a l c o l l e g e s and u n i v e r s i t i e s have done t o b e t t e r u n d e r s t a n d
the m i n o r i t y s t u d e n t .

I t i s n o t the i n t e n t o f t h e r e s e a r c h e r to imply

t h a t t h e r e has been no e f f o r t made on t h e p a r t o f t h e s e i n s t i t u t i o n s to
meet m i n o r i t y s t u d e n t s ' needs; however, t h e i r emphasis seems to have
been on re-molding t h e m i n o r i t y s t u d e n t r a t h e r than o r i e n t i n g him t o
his new environment.
There has been a g r e a t deal o f I n t e r e s t i n " o r i e n t i n g " s t u d e n t s
to " c o l l e g e l i f e " s i n c e the e a r l y 1920s.

This I n t e r e s t came a b ou t a f t e r

many c o l l e g e s and u n i v e r s i t i e s d i s c o v e r e d appro xim ately o n e - t h i r d o f
t h e i r e n t e r i n g freshmen were s t a y i n g one y e a r o r l e s s , and t h a t o n l y
about o n e - h a l f o f t h o s e e n r o l l i n g were g r a d u a t i n g .

Since t h a t t i m e ,

i t i s now g e n e r a l l y an a cc ep ted t r a d i t i o n t h a t an i n s t i t u t i o n w i l l have
a program of o r i e n t a t i o n and freshmen a d ju s tm e n t ( L l o y d - J o n e s , 1938).
As a r e s u l t o f t h i s a c c e p t a n c e , almost a l l c o l l e g e s have
developed some kind o f freshman o r i e n t a t i o n program in o r d e r t o h e l p
e n t e r i n g s t u d e n t s make as smooth a t r a n s i t i o n from high school t o
c o l l e g e as p o s s i b l e .

Of c o u r s e , t h e s e programs vary in scope and

e f f e c t i v e n e s s as much as the i n s t i t u t i o n s themselves do.

Generally,

however, they a r e developed under the guidance o f S tud e nt Personnel
S e r v i c e s , an a d m i n i s t r a t i v e e n t i t y which i n c l u d e s nonacademic s e r v i c e s
with t h e major o b j e c t i v e o f a s s i s t i n g t h e s t u d e n t 1n t h e s o l u t i o n o f
hi s problems.

More s p e c i f i c a l l y , t h i s o f f i c e ' s purpose i s t o a i d i n

44

reducing f a i l u r e s and d r o p - o u t s and Improving t h e e f f i c i e n c y o f a l l
s t u d e n t s (Copeland, 1954).
W e b s t e r 's new I n t e r n a t i o n a l D i c ti o n a r y d e f i n e s o r i e n t a t i o n a s :
"ad ju s tm en t t o an i d e a l o r a p r i n c i p a l , d e te r m i n a ti o n o r se nse o f o n e 's
p o s i t i o n w ith r e l a t i o n t o environment o r t o some p a r t i c u l a r p e rs o n ,
t h i n g o r f i e l d o f knowledge; awareness o f t h e e x i s t i n g s i t u a t i o n with
r e f e r e n c e t o tim e, p l a c e , and i d e n t i t y o f p e r s o n s . "
p o i n t s ou t more s p e c i f i c a l l y t h a t :

And Bookman (1948)

"orientation . . .

is a process,

n o t an e v e n t . . . h e lp i n g s t u d e n t s f i n d and m a i n t a i n t h e i r sense o f
d i r e c t i o n in t h e i r c o l l e g e e n t e r p r i s e " (p. 4 ) .

O r i e n t a t i o n , th e n ,

as im plied in t h e s e d e f i n i t i o n s , i s n o t l i m i t e d t o a p a r t i c u l a r
department o r time.

R a th e r , I t i s an on-going p ro ce ss which should

i n v o lv e t h e e n t i r e c o l l e g e community.
T r a d i t i o n a l l y , t h e one o r i e n t a t i o n p r a c t i c e tak i n g p l a c e a t
most c o l l e g e s 1s t h e h i g h l y p u b l i c i z e d "Freshman" o r "Welcome Week."
U s u a l l y , t h i s week c o n s i s t s of from one t o seven d a y s , g e n e r a l l y
b e fo r e c o l l e g e opens, w ith the s p e c i f i c purpose o f o r i e n t i n g new
s t u d e n t s and o b t a i n i n g in f o r m a ti o n about t h e i r background and a b i l i t i e s .
A t y p i c a l "Freshman Week" i n c l u d e s "welcomes," l e c t u r e s , t e s t s , r e g i s ­
t r a t i o n , t o u r s , p h ysic al e x a m in a t io n s , r e c e p t i o n s , t a l k s on s t u d e n t
a c t i v i t i e s , use of th e l i b r a r i e s , study h a b i t s , e t c . , with t e s t i n g
given a major p r i o r i t y over the o t h e r a c t i v i t i e s (Copeland, 1954).
T here 1s no doubt t h a t t h e purpose behind th e "Freshman Week"
1 s, Indeed, n e c e s s a r y and s e r v e s a u se f u l p urpose.
two weaknesses:

However, i t has

(1) t h e r e i s n o t enough time t o make t h e m a t e r i a l

45

p r e s e n t e d meaningful* and (2) many o f t h e problems freshmen a r e
c o n f r o n t e d with do n o t occur u n t i l a f t e r c l a s s e s have begun.
as Colbron (1948) n o t e s :

Indeed*

"Only as t h e n o v e l t y o f u n i v e r s i t y l i f e wears

o f f do q u e s t i o n s o f r e a l importance come i n t o focus" (p. 143).
The r e s e a r c h e r b e l i e v e s t h a t t h e r e i s an u r g e n t need f o r a new
freshman o r i e n t a t i o n program t h a t fo cu s es c l e a r l y on h elp in g the f r e s h ­
man, e a r l y , t o u n d e rs tan d h i s new environment and m an ip u late 1 t to g e t
h i s needs s a t i s f i e d .

He must begin t o see t h a t he 1s 1n a new world

and t h a t new a d a p t a t i o n s must be made.

This r e c o g n i t i o n 1s the j o i n t

r e s p o n s i b i l i t y o f both him and the c o l l e g e ; t h e c o l l e g e has the resp on ­
s i b i l i t y to a^d and guide him in t h i s a d a p t i v e p r o c e s s , b u t he must do
t h e jo b him s elf.
Doerman (1926) s u p p o r t s t h i s b e l i e f , even though he made t h i s
comment f i f t y - t w o y e a r s ago:
I f t h e freshman becomes s i n g l e d o u t only a f t e r f a i l u r e ,
th e time f o r t h e most e f f e c t i v e guidance w i l l have p a sse d .
The c o l l e g e should aim, w i t h in the l i m i t s o f i t s a d j u s t l v e
c a p a c i t y , to g iv e each s t u d e n t such c o u rs e s and t r a i n i n g
which w i l l conserve and s t r e n g t h e n h i s b e s t t a l e n t s and
powers, (p. 58)
Many freshmen, making t h e t r a n s i t i o n from high school t o
c o l l e g e , from f a m i l i a r t o u n f a m i l i a r s u r r o u n d i n g s , and from i n t i m a t e
home su rro u n d in g s t o t h e Impersonal environment o f a c o l l e g e o r u n i ­
v e r s i t y , n o t only b r i n g problems w ith them, b u t a l s o e n c o u n t e r new
ones a f t e r they e n t e r c o l l e g e (Copeland, 1954).

For t h e m in o r i t y

s t u d e n t , t h i s t r a n s i t i o n to c o l l e g e has an even g r e a t e r impact b e c a u s e ,
as Clarke (1972) n o t e d , m i n o r i t y s t u d e n t s a r e l e s s f a m i l i a r with t h e

46
formal atmosphere o f c o l l e g e .

As a r e s u l t , t h e y a r e l e s s l i k e l y t o

e x p l o r e the u n f a m i l i a r environment.

Thus, th e c o l l e g e o r i e n t a t i o n

p e r i o d , which i s u s u a l l y s u f f i c i e n t f o r o t h e r s t u d e n t s , should be
extended f o r a lo n g e r p e r i o d o f time f o r m in o r i t y s t u d e n t s .

This

e x t e n s i o n should c o n s i s t o f (1) r e i n f o r c e m e n t o f t h e d i r e c t i v e p r o c e ­
d ures o u t l i n e d d uring the i n i t i a l o r i e n t a t i o n ; (2) co ntin uo u s c o n t a c t s
w i t h t h e s e s t u d e n t s in s t r u c t u r e d and u n s t r u c t u r e d s i t u a t i o n s ; (3)
c o u n s e l o r - i n i t i a t e d a c t i v i t i e s d esigned to a c q u a i n t the s t u d e n t with
d i f f e r e n t a s p e c t s o f c o l l e g e l i f e ; and (4) informal i n t r o d u c t i o n to
s t a f f persons in charge o f v a r i o u s o p e r a t i o n s , s e c r e t a r i e s , t h e r e g ­
i s t r a r ' s o f f i c e , th e l i b r a r y , and f i n a n c i a l a i d o f f i c e .

In f a c t ,

as O'Banlon and Thurston (1972) b e l i e v e , " I f c o l l e g e s a r e t o a s s i s t
m i n o r i t y group s t u d e n t s in o p e r a t i n g e f f e c t i v e l y 1n t h e s o c i a l and
academic environment o f c o l l e g e , they w i l l need to plan f o r purpo sefu l
environmental i n t e r v e n t i o n " (p. 38).
Warren i n a speech a t T r in t o n C o lle g e , 1968, viewing o r i e n t a ­
t i o n to c o l l e g e as t h e most im p o r tan t s t e p in t h e p r o c e ss o f a d a p t a t i o n
t o c o l l e g e , s t a t e d t h a t a mandatory c o u rs e e n t i t l e d " O r i e n t a t i o n to
Colle ge" should be given t o a l l e n t e r i n g freshmen.

In a d d i t i o n ,

he voiced a b e l i e f t h a t t h e major purpose o f o r i e n t a t i o n i s :
t o a s s i s t s t u d e n t s in e v a l u a t i n g t h e i r own a b i l i t i e s ,
i n t e r e s t s , and a p t i t u d e s ; in e s s a y i n g t h e i r v o c a t i o n a l
c h o ic es i n l i g h t o f t h i s e v a l u a t i o n ; and 1n making educa­
t i o n a l p la n s t o implement t h e i r c h o i c e s . The c o u n s e l o r can
then p o i n t ou t u n r e a l i s t i c g o a ls and a s s i s t s t u d e n t s 1n
s e t t i n g v o c a t i o n a l g o a ls t h a t a r e w i t h i n t h e i r g r a s p . I f
t h e s t u d e n t chooses t o ign o re a d v i c e - - g r a d e s w i l l b r i n g him
back to r e a l i t y . . . .
(p. 215)

47

Allen (1964) d e s c r i b e s , b r i e f l y , one o f t h e major components
o f t h e Chipola J u n i o r College t h a t has provided i t with one o f t h e
b e s t s t u d e n t r e t e n t i o n r a t e s in t h e s t a t e .

T h e i r Freshman O r i e n t a t i o n

Program c o n s i s t s o f a r e q u i r e d one-hour co u rse t h a t i n c l u d e s i n s t r u c t i o n
1n stud y s k i l l s , l i b r a r y u s e , p e rs o n al a n d / o r stu dy s c h e d u l e s , and
r e s e a r c h on e d u c a t i o n a l o b j e c t i v e s .

The O f f i c e o f D i r e c t o r o f Stu dent

Personnel S e r v i c e s a l s o s e r v e s a s the r e f e r r a l agency f o r s t u d e n t s who
need s p e c i a l s e r v i c e s n o t a v a i l a b l e in t h e c o l l e g e .
In c o n c l u s i o n , 1 t can be s a i d t h a t

high r i s k m i n o r i t y s t u d e n t s

a re n o t only n o t f a m i l i a r w ith s t r a t e g i e s f o r coping
bure aucra cy o f a l a r g e I n s t i t u t i o n b u t , in

w ith

a d d i t i o n , have

ance f o r t h e f r u s t r a t i o n induced by t h a t same b u rea u cra cy .

thein e v ita b le
a low t o l e r ­
I t has been

demon strated t h a t t h e e x i s t e n c e o f a u n i t which a s s i s t s s t u d e n t s 1n
d e a l i n g w i t h red ta p e g r e a t l y improves t h e m o t i v a t i o n o f such s t u d e n t s
a nd, t h u s , I n s u r e s t h e i r r e t e n t i o n .

I t i s t r u e t h a t as t h e s t u d e n t

becomes f a m i l i a r w i t h th e i n s t i t u t i o n , the need f o r such s u p p o r t i s
g r e a t l y reduced.
I t 1s obvious t h a t t h e m i n o r i t y high r i s k s t u d e n t has much in
common with o t h e r s t u d e n t s a d m i t te d t o Michigan S t a t e U n i v e r s i t y and,
in d e e d , s h a r e s common problems, c o n c e r n s , and i n t e r e s t s .

The p r i n c i p a l

d i f f e r e n c e , however, I s t h a t u n t i l t h e high r i s k s t u d e n t has made t h e
t r a n s i t i o n and a d ju s tm e n t t o academic l i f e , he p r e s e n t s a unique man­
agement problem, p a r t i c u l a r l y a t e n t r y and during t h e e a r l y s t a g e s o f
h i s academic program.

In t i m e , he w i l l be a b le t o complete degrees

in any o f t h e c o l l e g e s , a p o t e n t i a l demonstrate d in the p a s t , but

48

h i s u l t i m a t e d e s t i n a t i o n and su c ce ss o r lac k o f su c ce ss i s , f o r t h e
most p a r t , determined by h i s management o f a new environment 1n the
e a r ly stages of u n iv e rs ity experience.

CHAPTER I I I
RESEARCH DESIGN AND METHODOLOGY

I n t r o d u c t i o n and Method o f Data A n a lysis
The purpose o f the study was to I n v e s t i g a t e the a d a p t i v e pro ce ss
o f a group o f m i n o r i t y high r i s k freshmen a t Michigan S t a t e U n i v e r s i t y .
More s p e c i f i c a l l y , t h e s tu d y a ttem p ted t o examine t h i s a d a p t i v e proce ss
1n r e l a t i o n t o s i x c r i t i c a l a d a p t iv e t r a n s a c t i o n s .
The pro ce du res f o r conductin g t h i s stu dy were as f o l lo w s :
A.

The " C r i t i c a l Adaptive T r a n s a c t i o n s " use d t o a s s i s t 1n se ek in g
a b e t t e r u n d e rs ta n d in g o f th e a d a p t i v e process o f f a v o r a b l e and
u n f a v o r a b l e m i n o r i t y high r i s k freshmen a d a p t o r s were:
1.

Re-al1gnlng E x p e c t a t i o n s —Fa vo rable a d a p t a t i o n r e q u i r e s
t h a t a d a p t in g persons r e - a l 1 g n t h e i r e x p e c t a t i o n s 1n the
d i r e c t i o n o f a commonly s h a r e d r e a l i t y u n t i l t h e r e a r e
no major d i s c r e p a n c i e s .

2.

Pro c es sin g L o s s e s - -Favorab1e a d a p t a t i o n r e q u i r e s t h a t
ad a p t in g person s pro ce ss t h e i r s e l f - p e r c e i v e d l o s s e s and
confirm o r d i s c o v e r s e l f - p e r c e i v e d g a ins u n t i l t h e g a in s
a r e e x p e r ie n c e d and outweighing the l o s s e s .

3.

B u ild in g R e l a t i o n s h i p s —Fa vorab le a d a p t a t i o n r e q u i r e s
t h a t a d a p t i n g pers ons e s t a b l i s h a s u p p o r t i v e group t h a t
responds t o t h e i r needs f o r s e c u r i t y , s t i m u l a t i o n , and
i d e n t i t y In t h e new environm ent.

4.

Acquiring Resour ces— Favorable a d a p t a t i o n r e q u i r e s t h a t
a d a p t in g pers ons gain a c c e s s t o key r e s o u r c e s In the new
environment by l e a r n i n g where, when, and how t o a c q u i r e
b a s i c I n f o r m a t i o n , m a t e r i a l s , and person al a s s i s t a n c e .

49

50

B.

5.

I n c r e a s i n g Self-Management--F a v o rable a d a p t a t i o n r e q u i r e s
t h a t a d a p t in g pers ons e s t a b l i s h s u f f i c i e n t s e l f - d 1 r e c t i on
t o p r e v e n t o r overcone th e f e e l i n g o f being a t the mercy
o f t h e e x p e c t a t i o n s o f o t h e r s 1n t h e new environment.

6.

E s t a b l i s h i n g C o m p a t i b i l i t y - Favorable a d a p t a t i o n r e q u i r e s
t h a t a d a p t in g persons e s t a b l i s h c o m p a t i b i l i t y ( 1 f n o t f u l l
I d e n t i f i c a t i o n ) w i t h t h e customs, mores, t r a d i t i o n s , and
v a lu e s of t h e new environment.

Questions were developed in th e form o f an I n t e r v i e w response
guide t h a t p e r t a i n e d to each o f the c r i t i c a l a d a p t iv e
transactions.

C.

The I n t e r v i e w response guide was a d m i n i s t e r e d t o each o f t h e
38 m i n o r i t y res p o nd en ts I n q u i r i n g about t h e i r a d a p t i v e p r o c e ss
a t Michigan S t a t e U n i v e r s i t y .

D.

The r e spo n se s o f t h e high r i s k freshmen r e g a r d i n g t h e i r
a d a p t i v e e x p e r i e n c e s were t a p e - r e c o r d e d on I n d i v i d u a l t a p e s .

E.

A panel o f e i g h t judges as a whole l i s t e n e d t o a s e l e c t group
o f tap e d i n t e r v i e w s from t h e p i l o t s tu d y and, w i th o u t using the
" C r i t i c a l Adaptive T r a n s a c t i o n s , " r a t e d the i n t e r v i e w e e s as
e i t h e r f a v o r a b l e o r u n f a v o r a b le a d a p t o r s .

F.

The e i g h t judges were then d i v id e d I n t o p a i r s , and each p a i r
was given a s e t ( n i n e o r t e n ) t a p e s t o l i s t e n t o Indep en d en tly
o f each o t h e r and make a judgment as t o wheth er t h e freshman
had a f a v o r a b l e o r u n f a v o r a b le a d a p t i v e e x p e r i e n c e .

The form

t h i s judgment took was a r a t i n g o f one through f i v e , w i t h one
being a very u n f a v o r a b l e a d a p t o r and f i v e being a very f a v o r a b l e
adaptor.

51

G.

Based on t h e combined averaged r a t i n g s o f each p a i r o f j u d g e s ,
the freshmen were placed 1n a rank o r d e r i n g ranging from t h e
h i g h e s t t o t h e lowest r a t i n g s .

H.

A f u r t h e r i n - d e p t h a n a l y s i s was then conducted by the In v e s ­
t i g a t o r o f t h e f i v e most f a v o r a b l e and f i v e most u nfav o ra b le
m i n o r i t y freshmen a d a p t o r s 1n o r d e r to determine whether or
no t t h e r e e x i s t e d some beh av io rs t h a t were common among them.
The " C r i t i c a l Adaptive T r a n s a c t i o n s " were then used t o f u r t h e r
a i d t h e i n v e s t i g a t o r In a n aly zin g and i n t e r p r e t i n g th e a d a p t iv e
e x p e r i e n c e s o f t h e s e ten high r i s k m i n o r i t y freshmen.
Study Pop u latio n
To i n v e s t i g a t e t h e r e s e a r c h q u e s t i o n s and e x p lo r e t h e c r i t i c a l

a d a p t i v e t r a n s a c t i o n s , 38 m i n o r i t y high r i s k freshmen were i n te r v ie w e d
v i a an in s t r u m e n t designed t o i n v e s t i g a t e th ose q u e s t i o n s and t r a n s ­
actions.

The sample of 38 s t u d e n t s was drawn from a p o p u l a t i o n o f

260 freshmen who e n t e r e d t h e Supp o rtiv e S e r v i c e s Program, a t Michigan
S t a t e U n i v e r s i t y , in the F a ll o f 1977.

With an o f f i c i a l U n i v e r s i t y

l i s t o f a l l t h e Sup p ortive S e r v i c e ' s freshmen, t h e sample was drawn
by u sin g a s t r a t i f i e d random sample based on g e nder and grade p o i n t
average.

Because f a v o r a b l e a d a p t a t i o n t o a c o l l e g e environment would

i n c l u d e academic i n d i c a n t s , s t u d e n t s ' grade p o i n t averages were u t i ­
l i z e d t o i n s u r e an equal chance o f members in t h e p o p u l a t i o n being
selected.

Gender and grade p o i n t average were employed in o r d e r t o

a s s u r e an equal d i s t r i b u t i o n o f males and females w ith GPAs above and

52

below 2 . 0 .

Of t h e 260 s t u d e n t s 1n t h e p o p u l a t i o n , 38.5 p e r c e n t were

males and 61.5 p e r c e n t were fem ales.
Table 3.1 g iv e s a d i s t r i b u t i o n o f t h e e t h n i c I d e n t i t y o f t h e
population.

The t a b l e c l e a r l y shows t h a t , o f t h e t o t a l 260 s t u d e n t s

1n t h e p o p u l a t i o n , blac ks t o t a l e d 231 s t u d e n t s , making them t h e l a r g e s t
group 1n the p o p u l a t i o n ; whites c o n s t i t u t e d t h e second l a r g e s t group
with a t o t a l o f 14; t h e t h i r d l a r g e s t group was Mexlcan-Americans
comprising a t o t a l o f 8; and Spanish surname, American-Native I n d i a n ,
and O r i e n t a l groups each had a t o t a l o f 2 , which made them t h e f o u r t h
l a r g e s t group.

One I n d i v id u a l was c l a s s i f i e d as unknown.

Table 3.1

E thnic D i s t r i b u t i o n o f Po p u la tio n

E th n ic I d e n t i f i c a t i o n
Black ........................................
White ........................................
Mex1can-Amer1can ..................
Spanish surname ..................
American-native Indian . .
O r i e n t a l ...................................
O t h e r ........................................
Tota l

Hale

Female

86
5
5
2
1
1
0

145
9
3
0
1
1
1

100

160

From t h e p o p u l a t i o n d e s c r i b e d above, a sample f o r t h e study
was o b t a i n e d .

In s e l e c t i o n o f t h e sample, s t u d e n t s were i d e n t i f i e d

as e i t h e r male o r female w ith a F a l l GPA o f above o r below 2 . 0 and
then p lac ed 1n one o f f o u r c e l l s based on whether or n o t they were
male o r female and had a GPA above o r below 2 . 0 .

53

As i n d i c a t e d in Table 3 . 2 , most o f t h e s t u d e n t s ' high school
g rad e p o i n t av erage s were in t h e range o f 2.1 t o 2 . 5 .

Of t h e 260

s t u d e n t s a d m i t t e d , 254 had high school GPAs t h a t were computed on a
system s i m i l a r t o t h a t o f Michigan S t a t e U n i v e r s i t y .

Five GPAs were

computed in a system d i f f e r e n t than t h a t used by t h e U n i v e r s i t y ' s
R e g i s t r a r ' s o f f i c e and one o t h e r GPA was unknown.

Table 3.2

High School Grade P o i n t Averages

Grade P o i n t Average

Number

P ercen tage

3.60-4.00
3.10-3.50
2.60-3.00
2 .1 0 - 2 .5 0
1 .6 0 - 2 .0 0
1 .1 0 - 1 .5 0
0.60-1.00

7
35
101
109
2
0
0

2.8
13.8
39.8
42.9
0.8
0
0

254

100.0

Total

Table 3 .3 shows the grade p o i n t a verages o f t h e stu dy p o p u l a t i o n
a f t e r t h e i r f i r s t term as c o l l e g e freshmen.

As I n d i c a t e d in t h e t a b l e ,

most o f t h e s t u d e n t s ' GPAs dropped 1n comparison t o t h e i r high school
GPAs a t t h e time o f t h e i r e n t r y i n t o Michigan S t a t e U n i v e r s i t y .

Most

o f t h e s t u d e n t s ' F a ll term GPAs were 1n t h e range o f 1 .6 t o 2 . 0 .
Table 3 .4 d i s p l a y s t h e f o u r c e l l s used t o s e l e c t t h e sample f o r
th e study.

The f i g u r e 1n each c e l l r e p r e s e n t s th e number o f s t u d e n t s

in t h a t c a t e g o r y based on gender and a F a ll term GPA above o r below 2 . 0 .

54

Table 3 .3

Michigan S t a t e U n i v e r s i t y Grade P o i n t
Averages A f t e r F a ll Term, 1977

Grade P o i n t Average

Number

Percentag e

3 . 6 0 - 4 .0 0
3.10-3.50
2.60-3.00
2.10-2.50
1 . 6 0 - 2 .0 0
1 .1 0 - 1 . 5 0
0.60-1.00
0.00-0.50

1
32
28
70
77
53
21
8

0 .4
0.8
10.8
26.9
29.6
20.4
8.1
3.1

260

100.1

Tota l

T able 3 .4

S t r a t i f i c a t i o n o f P o p u l a ti o n I n t o Gender and Grade P o i n t
Average
GPA
Below 2 .0

GPA
Above 2 .0

Totals

Number

Percentage

Number

Pe rce ntag e

Number

Percentage

Males

42

16.2

58

22.3

100

38.5

Females

69

26.5

91

35.0

160

61.5

111

42 .7

149

57.3

260

100.0

T otals

A sample o f 38 s t u d e n t s was then s e l e c t e d by t a k i n g 15 p e r c e n t
o f t h e s t u d e n t s in each c e l l .
1s shown i n Table 3 . 5 .

T h at r e p r e s e n t a t i v e n e s s o f t h i s sample

55

T able 3 .5

S t r a t i f i e d Comparison o f Gender and GPA Between Study
Po p u la tio n and Sample S e l e c t e d
GPA Above 2 .0

GPA Below 2 . 0

Sample

Po p ulatio n

Sample

P o p u la tio n

N= 7

N« 42

N= 8

N= 58

18.4%

16.2%

21.1%

22.3%

N = 10

N= 69

N* 13

N= 91

26.3%

26.5%

34.2%

35.0%

Males

Females

C o n s t r u c ti o n o f t h e In stru m en t
The p ro ce ss used t o c o l l e c t da ta f o r t h i s d e s c r i p t i v e study
was accomplished throug h t h e use o f verb al response s in a p e r s o n a l
interview.

To o b t a i n i n f o r m a tio n about t h e a d a p t iv e b e h av io r s o f

m i n o r i t y high r i s k fres hm en, an I n t e r v i e w response guide was developed.
O b j e c t i v e s 1n de velopin g th e In stru m en t were:

(1) t o a r r i v e a t q u e s ­

t i o n s developed around t h e " C r i t i c a l Adaptive T r a n s a c t i o n s , " (2) to
c o n s t r u c t a form t h a t would o b t a i n a l i m i t e d amount o f p r e - e n t r y and
p o s t - e n t r y demographic d a t a , and (3) t o cond uct a p i l o t t e s t o f the
In s t r u m e n t t o i n s u r e t h a t t h e q u e s t i o n s were indeed i n v e s t i g a t i n g the
f r e s h m e n 's a d a p t i v e e x p e r i e n c e s .
In t h e development o f q u e s t i o n s t o be used i n t h e I n t e r v i e w
res ponse g u i d e , s e v e r a l s t e p s were t a k e n .

F i r s t , p o ssib le questions

were developed from o t h e r s o u r c e s as t h e r e s e a r c h e r reviewed th e

56

l i t e r a t u r e ; o t h e r q u e s t i o n s were developed by t h e r e s e a r c h e r and
committee members.

Second, t h e s e q u e s t i o n s were then c r i t i q u e d

f o r r e l e v a n c y to t h e s tu d y by t h e committee chairman and guidance
committee members.

C o r r e c t i o n s and changes were made u n t i l t h e

guidance committee chairman approved t h e i n s t r u m e n t f o r d a t a g a t h e r i n g .
T h i r d , t h e r e s e a r c h e r de cided t o i nclu d e t h e use o f a ta p e r e c o r d e r
In c o n ju n c ti o n w ith th e in s t r u m e n t as i t was h i s b e l i e f t h a t t o do so
would g i v e g r e a t e r a ssu r a n c e o f and completeness t o t h e res po n se s to
the instrument.

In a d d i t i o n to t h e advan tag es mentioned above, t h e use

o f a tap e r e c o r d e r would p r o v id e an o p p o r t u n i t y f o r a d d i t i o n a l p e rs on al
c o n t a c t and e s t a b l i s h m e n t o f r a p p o r t with each res p o n d e n t .

According

t o E n g le h a r t (1972):
Recording does n o t I n c r e a s e r e s p o n d e n t r e s i s t a n c e o r
s i g n i f i c a n t l y a f f e c t t h e i n t e r v i e w d a t a . Tape r ec o rd in g
e n a b l e s t h e i n t e r v i e w e r t o g i v e h i s f u l l a t t e n t i o n t o the
r espo nd ent . . . r e c o r d i n g i s t h e complete r e c o r d i n g o f what
1s s a i d , thu s e l i m i n a t i n g b i a s due t o c o nsciou s o r unconscious
r e f l e c t i o n by t h e I n t e r v i e w e r o f what t o r e c o r d . . . r e c o r d i n g
f a c i l i t a t e s e v a l u a t i o n o f t h e r e l i a b i l i t y and v a l i d i t y o f
i n t e r v i e w d a t a . D i f f e r e n t l i s t e n e r s t o t h e ta p e can compare
t h e i r I n t e r p r e t a t i o n s and t h e i n t e r v i e w p r o c e s s i t s e l f can
a l s o be e v a l u a t e d ,
(p. 234)
Personal I n t e r v i e w
The personal i n t e r v i e w was used as t h e method f o r d a t a - g a t h e r i n g
in t h i s stu d y .

K e r l i n g e r (1965) d e f i n e s t h e i n t e r v i e w as "a f a c e - t o -

fac e i n t e r p e r s o n a l r o l e s i t u a t i o n 1n which one p e r s o n , t h e I n t e r v i e w e r ,
asks a person being I n t e r v i e w e d , t h e r e s p o n d e n t , q u e s t i o n s d e sig n ed
t o o b t a i n answers p e r t i n e n t t o t h e purposes o f t h e r e s e a r c h problem"
(p. 469).

57

As w i t h any r e s e a r c h method, t h e I n t e r v i e w has both advantages
and d i s a d v a n t a g e s .

Some o f t h e d isa d v a n t a g e s noted a r e the high c o s t

o f t h e r e s e a r c h , t h e e x t r a time I n c l u d e d , and t h e d i f f i c u l t i e s a s s o ­
c i a t e d with t h e a n a l y s i s o f t h e I n t e r v i e w d a ta (Borg, 1963; Macoby
and Macoby, 1954; K e r l l n g e r , 1965).

By t h e same t o k en , some o f t h e

advantages o f t h e I n t e r v i e w a r e (1) t h e a b i l i t y o f t h e i n t e r v i e w e r
t o a m plify a given q u e s t i o n ; (2) t h e p o s s i b i l i t y o f probing f o r
c l a r i f i c a t i o n o f an ambiguous answer; (3) t h e chance to persuade
t h e respo n dent t o answer a q u e s t i o n t h a t he might o t h e r w i s e s k i p ;
and (4) th e f a c t t h a t t h e respo n se r a t e 1s l i k e l y t o be h i g h e r 1n
g e t t i n g answers t o a l l q u e s t i o n s (Borg, 1926; Macoby and Macoby, 1954;
Bingham and Gustad, 1957).
In a d d i t i o n t o t h e s e advantages and disa d v an tag e s o f t h e I n t e r
view t e c h n i q u e , the l i t e r a t u r e s t r e s s e d t h e Importance o f u t i l i z i n g
t h e i n t e r v i e w when e x p lo r i n g o r i n v e s t i g a t i n g a new t h e o r y o r c o n ce p t.
According t o Kahn and Cannel (1959):

" I n t e r v i e w s can be used 1n th e

f i r s t s t a g e s o f I n q u i r y t o I d e n t i f y v a r i a b l e s and r e l a t i o n s between
variables.

Such r e l a t i o n s may l a t e r be fo rm ulated as hypotheses f o r

su bseq ue nt t e s t i n g with o b s e r v a t i o n a l o r experimental d a ta " (p. 119).
Macoby and Macoby (1 954), Hyman e t a l .

(1954), and K e r l i n g e r (1965)

c o n t r i b u t e a d d i t i o n a l s u p p o r t f o r t h e use o f t h e I n t e r v i e w 1n e x p l o r ­
a t o r y and d e s c r i p t i v e r e s e a r c h by n o t i n g t h a t :

"The I n t e r v i e w 1s a

more f l e x i b l e and a d a p t i v e t ec h n iq u e and t h e pro cess and c o n t e n t o f
d a ta c o l l e c t i o n can be b e t t e r c o n t r o l l e d .

Thus, t h i s makes t h e

I n t e r v i e w method p a r t i c u l a r l y a p p r o p r i a t e f o r e x p l o r a t o r y r e s e a r c h
s t u d i e s " (p. 68).

58

In a d d i t i o n t o what has been s t a t e d p r e v i o u s l y about t h e
I n t e r v i e w t e c h n i q u e . Young (1966) adds s t i l l a n o t h e r Im portant view
o f I t s v a lu e .

Fo r, a cco rd ing t o Young, the I n t e r v i e w p ro ce ss In v o l v e s :

an exchange o f Id eas and e x p e r i e n c e s , e l i c i t i n g o f I n f o r ­
mation p e r t a i n i n g t o a wide range o f d a ta 1n which t h e
In te r v ie w e e may wish t o r e h e a r s e h i s p a s t , d e f i n e h i s
p r e s e n t , and canvass h i s f u t u r e p o s s i b i l i t i e s . . . . I t
1s im p o r ta n t t o gain "a p o r t r a i t o f human p e r s o n a l i t y "
which 1s broad enough t o encompass t h e s o c i a l background
t h a t governs h i s scheme o f l i f e , and deep enough t o r e v e a l
I n n e r s t r i v i n g s , t e n s i o n s , w i s h e s , and changes 1n h i s
b e h a v i o ra l r e l a t i o n s .
In f r e e - f l o w i n g a c c o u n t s , I n t e r v i e w s
may su g g e st e x p l a n a t i o n s o f t h e i r b e h av io r which may account
f o r t h e i r m o t i v a t i o n s and a c t i o n s and provide new I n s i g h t s
n o t a f f o r d e d by o t h e r e x p l o r a t o r y t e c h n i q u e s , (pp. 215-216)
Whyte (1960) n o t e s t h a t s u c c e s s f u l i n t e r v i e w i n g r e q u i r e s
th o u g h tf u l plan nin g 1n r e g a r d s t o t h e time and p l a c e a v a i l a b l e f o r
t h e I n t e r v i e w , and the I n t e r v i e w I t s e l f should be c a r e f u l l y s t r u c t u r e d
and ha ndled.

Moreover, t h e I n t e r v i e w e r must e s t a b l i s h good r a p p o r t

w i t h t h e r esp o nd en t and must be a b l e t o l i s t e n a nd, above a l l , p r o t e c t
t h e anonymity o f th e resp o nd en t.
Persona l I n t e r v i e w Response Guide
The pe rs o nal I n t e r v i e w resp o nse guide was de sign ed t o f u l f i l l
several functions:

f i r s t , t o I n s u r e common r e f e r e n c e p o i n t s th rou g ho u t

t h e I n t e r v i e w ; second, t o o b t a i n a b e t t e r un d e rs tan d in g o f t h e p e rs o n ­
a l i t i e s and th e a d a p t i v e e x p e r i e n c e s o f t h e study r e s p o n d e n t s ; t h i r d ,
t o a s s i s t the r e s e a r c h e r 1n e x panding, v e r i f y i n g , and c l a r i f y i n g
In f o r m a t io n o b t a i n e d 1n the f a c e - t o - f a c e i n t e r v i e w ; f o u r t h , t o Inform
and answer any q u e s t i o n s th e I n t e r v i e w e e might have r e g a r d i n g the

59

r e s e a r c h p r o j e c t ; and f i f t h , t o a s s u r e t h e I n t e r v i e w e e o f t h e
c o n f i d e n t i a l i t y o f h i s responses and Inform him o f t h e le n g t h
of the interview .
The c o n t e n t and format o f t h e i n t e r v i e w guide was t h e r e s u l t
o f t h e combined e f f o r t s o f s e v e r a l s o u r c e s .

An e x p l o r a t o r y stu d y by

Bournazos (1972) c o n t r i b u t e d t h o u g h ts toward t h e development o f many
q u e s t i o n s In clu d ed in t h e I n t e r v i e w g u i d e , w h i l e the d o c t o r a l d i s s e r ­
t a t i o n o f Borland (1976) p ro v id e c o n s t r u c t i v e t h o u g h ts toward th e
guid e's s tr u c tu r e .

F u r t h e r , a c o n s i d e r a b l e amount o f a s s i s t a n c e

was p rovided by. Dr. Andrew Huglne, members o f t h e guidance committee,
and, 1n p a r t i c u l a r . Dr. Max R a in e s, committee chairman.
The form at f o r the p e rs o n a l I n t e r v i e w was de sig n ed 1n two
forms e n t i t l e d "Personal I n t e r v i e w Response Guide" and " I n t e r v i e w e e
Background In f o r m a tio n Form."

The q u e s t i o n s 1n the personal i n t e r v i e w

response guide were s t r u c t u r e d 1n such a way t h a t t h e y could be c a t e ­
g o r i z e d and grouped under each o f t h e c r i t i c a l a d a p t i v e t r a n s a c t i o n s
(se e I n t r o d u c t i o n , C ha pter I I I ) .

The p e rs o n a l I n t e r v i e w was designed

t o l a s t between t h i r t y t o f o r t y minutes In l e n g t h and was t a p e - r e c o r d e d
w ith t h e I n t e r v i e w e e ' s p e r m i s s io n .

A copy o f t h e pe rs o n a l I n t e r v i e w

resp o nse guide may be found 1n Appendices A and B.
I n t e r v i e w e e Background In fo rm a tio n Form
The background in f o r m a ti o n form was d e sig ned t o c o l l e c t demo­
g r a p h i c d a t a r e g a r d i n g l i m i t e d p r e - e n t r y and p o s t - e n t r y In f o r m a tio n on
each r e s p o n d e n t .

Another purpose o f t h i s form was t o o b t a i n t h e

60

I n t e r v i e w e e ' s w r i t t e n p e rm ission t o t a p e - r e c o r d t h e i n t e r v i e w .

An

example o f t h e i n t e r v i e w e e background in f o r m a tio n form can be l o c a t e d
in Appendix C.
P i l o t and M o d i f i c a ti o n Phase
During the week o f April 20, 1978 i n t e r v i e w s were a rra n g ed and
held with f i v e m i n o r i t y high r i s k freshmen from t h e Sup p ortive S e r v i c e s
Program a t Michigan S t a t e U n i v e r s i t y .

The purpose o f t h e s e In t e r v i e w s

was t o e x p l o r e t h e c o n t e n t o f t h e s tu d y I n s t r u m e n t being c o n s i d e r e d and
t o modify i t f o r stu dy r e l e v a n c y wherever needed.

In o r d e r t o p r e p a r e

f o r t h e s e I n i t i a l i n t e r v i e w s , t h e r e s e a r c h e r reviewed the l i t e r a t u r e
on t h e i n t e r v i e w t e c h n iq u e and d i s c u s s e d t h e development o f t h e i n s t r u ­
ment to be used with guidance committee members a nd, 1n p a r t i c u l a r , the
guidance committee chairman.
The f i v e s t u d e n t s were s e l e c t e d from an o f f i c i a l l i s t o f
S u p p o rtiv e S e r v i c e s freshmen who e n t e r e d t h e i r program 1n t h e F a ll
o f 1977.

These s t u d e n t s were c o n t a c t e d by t e le p h o n e and, a f t e r a

d i s c u s s i o n on t h e purpose o f t h e s t u d y , t h e y a g re ed t o p a r t i c i p a t e
In th e r e s e a r c h .

An i n t e r v i e w d a t e , t i m e , and p l a c e was a rr a n g e d a t

t h e end o f t h e d i s c u s s i o n .
The p i l o t i n t e r v i e w s were very h e l p f u l and b e n e f i c i a l in the
m o d i f i c a t i o n o f t h e s tu d y i n s t r u m e n t and in t h e development o f t h e
r e s e a r c h e r 's interviewing s k i l l s .

Another v a l u a b l e b e n e f i t gained

from t h e i n t e r v i e w s was an a w are nes s, on t h e p a r t o f t h e r e s e a r c h e r ,
o f t h e d i f f i c u l t y i n t r y i n g t o conduct an i n - d e p t h i n t e r v i e w and ta k e

61

n o t e s a t t h e same tim e.

In a d d i t i o n to t h i s im p o r ta n t I n s i g h t , the

I n t e r v i e w s helped t o e s t a b l i s h a procedure f o r conducting t h e I n t e r v i e w
and s t a n d a r d i z i n g th e time o f t h e I n t e r v i e w s t o about t h 1 r t y - f 1 v e to
f o r t y m in u te s.

More I m p o r t a n t l y , t h e I n t e r v i e w s helped t o v a l i d a t e

t h e I n s t r u m e n t ' s q u e s t i o n s in r e l a t i o n t o t h e r e s e a r c h q u e s t i o n s of
t h e s t u d y and t h e a d a p t i v e t r a n s a c t i o n s mentioned a t th e beginning
o f Chapter I I I .
The f i n a l c o n t e n t o f th e I n t e r v i e w resp on se forms was then
f o rm u la te d and approved by th e r e s e a r c h e r ' s d o c t o r a l committee chairman
and members.

With t h e i r a p p r o v a l , s e v e r a l q u e s t i o n s were r e p l a c e d with

more r e l e v a n t o n e s , key words were changed 1n o t h e r s , and t h r e e new
q u e s t i o n s were added t o complete the i n s t r u m e n t ' s f i n a l form.
Procedures f o r C o l l e c t i n g Data
On May 2 , 1978 t h e I n i t i a l c o n t a c t w i t h the 38 p a r t i c i p a n t s
1n the stud y was made through a l e t t e r w r i t t e n by Dr. dames Hamilton,
A s s i s t a n t Pro v o s t f o r S p e c ia l Programs, Michigan S t a t e U n i v e r s i t y .

The

l e t t e r Informed each p a r t i c i p a n t o f h i s s e l e c t i o n t o p a r t i c i p a t e 1n t h e
s tu d y and o f t h e purpose and I n t e n t o f t h e stud y and p rov id ed an I n t r o ­
d u c t i o n o f th e r e s e a r c h e r and n o t i f i c a t i o n t h a t he would c o n t a c t t h e
p a r t i c i p a n t by te l e p h o n e to a rr a n g e an appointm ent f o r an I n t e r v i e w .
A l s o , each p a r t i c i p a n t was asked t o r e t u r n an e n c l o s e d p o s t c a r d
I n d i c a t i n g whether o r n o t he had e l e c t e d t o p a r t i c i p a t e 1n t h e s t u d y .
On May 8 , 1978 t h e r e s e a r c h e r began t e l e p h o n i n g s t u d e n t s who
had r e c e i v e d l e t t e r s ; I n t r o d u c t i o n s were made and t h e p a r t i c i p a n t s

62

were given a b r i e f d e s c r i p t i o n o f t h e r e s e a r c h p r o j e c t and informed
t h a t t h e d a t a would be c o l l e c t e d by a ta p e d p e rs o n a l i n t e r v i e w .

They

were then asked i f they s t i l l wanted t o p a r t i c i p a t e in th e s t u d y .
T h i r t y - s e v e n o f the p a r t i c i p a n t s e x p re s s e d an e ag e rn e ss t o do so.

One

s t u d e n t was no lo n g e r in a t t e n d a n c e ; however, an a l t e r n a t e s t u d e n t was
c o n t a c t e d t o complete t h e sample s i z e , and he agreed t o p a r t i c i p a t e 1n
t h e stu d y .

A scheduled I n t e r v i e w was a rr a n g e d on a d a t e , a t a tim e ,

and in a p l a c e which was c o n v e n i e n t f o r each p a r t i c i p a n t .
In o r d e r t o I n s u r e somewhat t h a t p a r t i c i p a n t s remembered t h e i r
scheduled i n t e r v i e w d a t e , t i m e , and p l a c e , a p o s t c a r d was m ailed t o
each one confirming the d e t a i l s o f t h e i n t e r v i e w .
The i n t e r v i e w s were conducted between May 9 , 1978 and May 23,
1978.

T h i r t y - f i v e o f the p a r t i c i p a n t s ke pt t h e i r o r i g i n a l l y sched uled

a pp o in tm en ts; only t h r e e had t o be r e - s c h e d u l e d .

In a l l c a s e s , the

I n t e r v i e w s were h e ld in an a p p r o p r i a t e and q u i e t p l a c e i n t h e r e s i d e n c e
h a l l o f the res p o n d en t.
minutes each.

The i n t e r v i e w s took about t h i r t y - f i v e to f o r t y

All o f t h e p a r t i c i p a n t s a g re ed t o be t a p e - r e c o r d e d .

At each I n t e r v i e w , t h e I n v e s t i g a t o r was well r e c e i v e d , with
e x c e l l e n t r a p p o r t being e s t a b l i s h e d by t h e r e s e a r c h e r and p a r t i c i p a n t .
Most o f t h e respondents were e a g e r t o e x p re s s t h e i r a d a p t i v e e x p e r i e n c e s
a t Michigan S t a t e U n i v e r s i t y and wanted t o know when t h e r e s u l t s o f t h e
stud y would be completed.

In a d d i t i o n , they a l s o f e l t very good knowing

t h a t In form a tion r e g a r d i n g t h e i r e x p e r i e n c e a t Michigan S t a t e U n i v e r s i t y
would h e lp o t h e r in-coming freshmen.

63

Method o f Data Analysis Used by Judges
Members o f t h e judgin g panel were s e l e c t e d on the b a s i s o f
t h e i r (1) w i l l i n g n e s s and time t o l i s t e n t o a s e t o f taped I n t e r v i e w s ,
(2) I n t e r e s t 1n th e a d a p t i v e th e o r y and c o n c e p t s , and (3) openmindedness, honesty 1n t h e i r o p i n i o n s , and commitment t o seeking
a b e t t e r u n d e rs ta n d in g o f human b e h a v io r .

The names o f t h e j u d g e s ,

a lo ng with a b r i e f d e s c r i p t i o n o f t h e i r background, a r e l o c a t e d In
Appendix 0.
A t r a i n i n g s e s s i o n f o r t h e judges was h e ld on May 26 , 1978,
the purpose o f which was to u n d e rt a k e t h e p r o c e ss t o be used by the
judges 1n d i s t i n g u i s h i n g t h e f a v o r a b l e and u nf a v o r a b le a d a p t iv e
b e h av io r s o f t h e I n t e r v i e w e e s .

The t r a i n i n g s e s s i o n was conducted

as f o l l o w s :
Step 1 : Each member o f t h e ju d g in g panel In troduced h i m s e l f
and gave a b r i e f d e s c r i p t i o n o f h i s background and e x p e r i e n c e
with m in o ritie s .
Step 2 : Members o f t h e panel were then p l a c e d I n t o dyads
which c o n s i s t e d o f a member o f e x p e r i e n c e and i n e x p e r ie n c e
with m i n o r i t i e s .
Ste p 3 : Each member was then given a p a ck e t o f m a t e r i a l s to
be used 1n a n a l y z i n g and j u d g in g I n t e r v i e w e e s .
Step 4 : A b r i e f e x p l a n a t i o n on how environments Impact on
I n d i v i d u a l s d i f f e r e n t l y was given by t h e r e s e a r c h e r fwlth
no I n d i c a t i o n o f t h e a d a p t i v e t r a n s a c t i o n s g i v e n ).
S tep 5 : Members o f t h e judging panel were taken through a
s i m u la te d e x p e r i e n c e in u sing t h e m a t e r i a l s t o judge an
I n t e r v i e w e e . As a g roup, t h e judges l i s t e n e d t o t h e I n t e r v i e w s
o f s e v e r a l o f t h e p i l o t study t a p e s . They were I n s t r u c t e d t o
l i s t e n f o r and d e s c r i b e b e h av io r s o nly on t h e i r w ork s h ee ts—
n o t t o I n t e r p r e t what t h e y h e a r d .
Step 6 : A f t e r l i s t e n i n g t o t h e tape d I n t e r v i e w , each judge
was th en asked t o e v a l u a t e t h e i n t e r v i e w e e ' s a d a p t i v e b eh av io r

64

on the " R a t e r ' s E v a lu a tio n Form." In a d d i t i o n , he was asked
t o give an e x p l a n a t i o n f o r h i s d e c i s i o n based on n o t e s he had
taken on h i s f a v o r a b l e o r unfav o rable I n d i c a t o r ' s w o r k s h e e t.*
Step 7 : A d d itio n a l time was used t o d i s c u s s and f u r t h e r
e x p l a i n any q u e s t i o n s t h e judges had about t h e i r r o l e .
Step 8 : A f t e r t h e r e s e a r c h e r was s u r e each judge understood
h i s r o l e , each p a i r o f ju d ges was given a s e t o f n i n e o r ten
t a p e s t o e v a l u a t e In dependently o f each o t h e r .
Step 9 : The panel o f judges agreed t o have completed I t s
a n a l y s i s and e v a l u a t i o n o f t h e i n t e r v i e w e e s by June 10, 1978.
On June 10, 1978, seven o f t h e e i g h t ju d g es r e t u r n e d t h e i r
an alyze d d a t a . Only one member was unable t o complete h i s
a n a l y s i s a t t h a t tim e , due t o some p r i o r commitments, b u t he
d id complete h i s a n a l y s i s about a week l a t e r ( s e e Appendix E).
Summary
In t h i s c h a p t e r the r e s e a r c h design and methodology f o r t h i s
d e s c r i p t i v e and e x p l o r a t o r y stu dy was p r e s e n t e d .

The r e s e a r c h q u e s t i o n s

and t r a n s a c t i o n s r e g a r d i n g a d a p t a t i o n were d i s c u s s e d , and t h e p o p u l a t i o n
f o r t h e stu d y was d e s c r i b e d and t h e c o n s t r u c t i o n of t h e I n str u m e n t used
t o c o l l e c t t h e d a ta was p r e s e n t e d .

A p i l o t t e s t i n g and m o d i f i c a t i o n o f

t h e In stru m en t was a l s o d i s c u s s e d .
The personal I n t e r v i e w was employed t o o b t a i n t h e a d a p t iv e
e x p e r i e n c e s o f m i n o r i t y high r i s k freshmen a t Michigan S t a t e U n i v e r s i t y .
A 100 p e r c e n t respo n se r a t e was achiev e d (w ith t h e s e l e c t i o n o f one
a l t e r n a t e f o r the s t u d e n t who had withdrawn).

An e x p l a n a t i o n o f the

p r o c e ss used t o a n alyze t h e da ta was p r e s e n t e d along w i t h an e x p l a n a t i o n
o f th e s e l e c t i o n of t h e panel o f j u d g e s .
*The r e l i a b i l i t y o f t h e j u d g e s ' d e c i s i o n s was q u i t e c o n s i s t e n t .
Of t h e e i g h t j u d g e s , s i x r a t e d the I n t e r v i e w e e a s a number 4 ( f a v o r a b l e
a d a p t o r ) and two r a t e d t h e I n t e r v i e w e e as a number 5 (very f a v o r a b l e
adaptor).

CHAPTER IV

PRESENTATION AND ANALYSIS OF FINDINGS

Introduction
This stu dy focu sed on t h e f a v o r a b l e and u n f a v o r a b l e a d a p t i v e
b e h a v i o r s o f m i n o r i t y high r i s k freshmen a t Michigan S t a t e U n i v e r s i t y .
Designed t o e l i c i t t h e i r views r e g a r d i n g t h e i r a d a p t i v e e x p e r i e n c e to
c o l l e g e l i f e , the stu dy e x p lo r e d t h i s e x p e r i e n c e 1n r e l a t i o n t o t h e
" C r i t i c a l T r a n s a c t i o n s In Adapting to New Environments" ( s e e Chapters
I and I I I ) which formed t h e b a s i s f o r t h i s I n v e s t i g a t i o n .
For t h i s i n v e s t i g a t i o n t h e d e s c r i p t i v e method o f r e s e a r c h was
u s e d , and an 1n-depth p e r s o n a l I n t e r v i e w was employed t o c o l l e c t I n f o r ­
mation from 38 high r i s k m i n o r i t y freshmen r e g a r d in g t h e i r e x p e c t a t i o n s
o f c o l l e g e l i f e ; what t h e y t h o u g h t th ey l o s t o r g a ine d by coming t o
c o l l e g e ; how they went about b u i l d i n g f r i e n d s h i p s ; how they sought o u t
p e rs o n a l and academic a s s i s t a n c e when needed; what th ey d i d t o adapt
s o c i a l l y and a ca d em ic a lly t o c o l l e g e l i f e ; and, f i n a l l y , whether o r
n o t t h e y i d e n t i f i e d with t h e t r a d i t i o n s and s t u d e n t s u b c u l t u r e o f
college l i f e .
To p r e s e n t th e f i n d i n g s o f t h i s I n v e s t i g a t i o n , t h i s c h a p t e r 1s
d i v i d e d I n t o t h r e e major s e c t i o n s .
p r o f i l e o f t h e sample p o p u l a t i o n .

The f i r s t s e c t i o n g i v e s a l i m i t e d
Then, 1n the second s e c t i o n , a

65

66
d e s c r i p t i o n o f t h e r a n k - o r d e r i n g o f t h e h i g h e s t and low e st members
o f t h e sample d i s t r i b u t i o n 1s p r e s e n t e d , w h ile s e c t i o n t h r e e d i s c u s s e s
and compares the views o f t h e f i v e most f a v o r a b l e and f i v e most u n fav ­
o r a b l e a d a p t o r s on t h e i r a d a p t a t i o n to Michigan S t a t e U n i v e r s i t y .
Demographic P r o f i l e o f Sample P o p u la tio n
In t h i s s e c t i o n a b r i e f overview o f t h e m i n o r i t y high r i s k
freshmen 1n th e s t u d y sample I s p r e s e n t e d .

The sample s i z e f o r t h i s

stud y c o n s i s t e d o f 38 m i n o r i t y freshmen.
Persona l Info rm a tio n
E th nic I d e n t i t y .

Of th e 38 freshmen who p a r t i c i p a t e d 1n the

s t u d y , 35 were b l a c k , 2 were Mexican-Amerlcan, and 1 was Natlve-Amerlcan
Indian.
Sex.

The g e nder o f t h e freshmen in t h i s stu dy Included 23

fem ales and 15 males.
Age.

The mean age o f t h e 38 freshmen was e i g h t e e n and o n e - h a l f

y e a r s o f a g e, w i t h t h e yo u ng e st freshman being e i g h t e e n y e a r s o f age
and t h e o l d e s t , twenty.
Average high school g rad e p o i n t a v e r a g e .

The a verage high

school gr ade p o i n t averag e ranged between 2.1 and 2 . 5 .
Average MSU grade p o i n t average ( F a l l t e r m ) .

The a verage

Michigan S t a t e U n i v e r s i t y grade p o i n t a v erage ranged between 1.6 and
2 . 0 a f t e r F a ll t e r m , 1977.

67
Geographic o r i g i n s .

Of t h e 38 freshmen in t h e sam ple, 35

were from t h e S t a t e of Michigan and t h r e e were from o u t - o f - s t a t e .

Most

o f t h e freshmen were from D e t r o i t , Michigan ( 1 8 ) ; F l i n t , Michigan ( 7 ) ;
Saginaw and Mt. Clemens, Michigan (2 e a c h ) ; I n k s t e r , J a c k s o n , L ansin g,
Kalamazoo, Muskegon H e i g h ts , and B a t t l e Creek, Michigan (1 e a c h ) .

The

t h r e e o u t - o f - s t a t e freshmen came from P a t t e r s o n , New J e r s e y ( 1 ) ;
G a lv e sto n , Texas ( 1 ) ; and Brooklyn, New York ( 1 ) .
S e l e c t i o n o f t h e Favorable and
Unfavorable Adaptors
The 38 m i n o r i t y freshmen were p la c e d in a rank o r d e r based on
t h e composite averaged r a t i n g s o f t h e judges ( s e e Appendices F and G).
In o r d e r t o compare and an alyze t h e views o f t h e a d a p t in g freshmen, i t
was d ecided t o ta k e t h e f i v e h i g h e s t and t h e f i v e lowest composite
r a t i n g s 1n t h e d i s t r i b u t i o n .

Of t h e f i v e h i g h e s t r a t i n g s chosen,

one had been c l e a r l y r a t e d a most f a v o r a b l e a d a p t o r ( 5 ) , a n o t h e r
was r a t e d between a most f a v o r a b l e and f a v o r a b l e a d a p t o r ( 4 . 7 ) , and
t h e o t h e r t h r e e were a l s o In between a most f a v o r a b l e and f a v o r a b l e
a d a p t o r with a r a t i n g o f 4 , 5 .

However, t h e s e f i n a l t h r e e had to be

s e l e c t e d on a random b a s i s because t h e r e were a t o t a l o f s i x freshmen
with a 4.5 ra tin g .
With r eg a rd t o th e f i v e low est r a t i n g s , t h e freshman judged
as a very u nf a v o r a b le o r somewhat u n f a v o r a b l e a d a p t o r was s e l e c t e d .
There was only one freshman r a t e d a ve ry u n f a v o r a b l e a d a p t o r ( 1 ) ;
t h r e e were r a t e d in between a somewhat u n f a v o r a b l e and v e ry u n f a v o r a b l e
a d a p t o r with a 1.5 r a t i n g ; and t h e f i n a l c h o i c e , a g a i n , had t o be made

68

by random s e l e c t i o n because t h e r e were f i v e freshmen w ith t h e same
r a t i n g ( 2 ) , a somewhat un fav o ra b le a d a p t o r .
The views and e x p e r ie n c e s o f m i n o r i t y high r i s k f r es h m e n 's
a d a p t a t i o n t o Michigan S t a t e U n i v e r s i t y came from t h i s sub-sample o f
10 o f t h e 38 freshmen o r i g i n a l l y I n t e r v i e w e d .
Views Held by M in o rity High Risk
Freshmen on T h e i r A daptatio n t(T
Michigan S t a t e U n i v e r s i t y
The views held by the m i n o r i t y high r i s k freshmen a r e p r e s e n t e d
h ere as they r e l a t e t o (1) t h e i r a d a p t i v e e x p e r i e n c e s a t Michigan S t a t e
U n i v e r s i t y , (2) t h e " C r i t i c a l Adaptive T r a n s a c t i o n s , " and (3) whether
t h e i r s was a f a v o r a b l e o r u n f a v o r a b l e a d a p t i v e e x p e r i e n c e .
The r e s e a r c h e r a r r i v e d a t t h e fo llo w in g I n f e r e n c e s a f t e r a
c a r e f u l i n - d e p t h a n a l y s i s o f t h e tap e d I n t e r v i e w s .

In o r d e r t o make

an o v e r a l l f a i r and I m p a r t ia l I n t e r p r e t a t i o n o f th e response s o f the
I n t e r v i e w e e s , each response was l i s t e n e d t o c a r e f u l l y and s t u d i e d
I n d i v i d u a l l y f o r t h e mood and to ne 1n which 1 t was s t a t e d .

This

p rocedure was followed throughout t h e e n t i r e p ro ce ss o f d a ta a n a l y s i s
t o a s s u r e a re a s o n a b l e amount o f c o n t r o l o f t h e b i a s I n h e r e n t w i t h i n
the research er.
In s u b j e c t i v e r e s e a r c h o f t h i s n a t u r e , 1 t 1s d i f f i c u l t t o
c a p t u r e a l l o f t h e phenomena t h a t may be o p e r a t i n g and t r a n s l a t e them
I n t o o b j e c t i v e e v id e n c e .

For example, an i n t e r v i e w e e ' s n o n-v erb a l cues

may be ve ry s i g n i f i c a n t as r e f l e c t e d in resp on se h e s i t a n c y , g e s t u r e s ,
and f a c i a l e x p r e s s i o n s .

Also t h e e x c e r p t s s e l e c t e d from an i n t e r v i e w

69
p e r t a i n i n g t o a p a r t i c u l a r t r a n s a c t i o n may o r may n o t c a r r y a
u n i f i e d message.

In f a c t , a m biguity 1s r e f l e c t e d 1n many I n s t a n c e s .

In o r d e r t h a t t h e r e a d e r may u n d e rs t a n d c l e a r l y t h e I n f e r e n c e s t h a t
t h e r e s e a r c h e r has drawn from t h e r e c o r d e d r es p o n se s o f each a d a p t o r ,
t h e s p e c i f i c I n f e r e n c e I s typed 1n I t a l i c s a t t h e end o f each s e t o f
responses.

Then, a l l o f t h e I n f e r e n c e s a r e grouped t o g e t h e r by

t r a n s a c t i o n a t t h e end o f t h i s c h a p t e r t o enable t h e r e a d e r t o compare
t h e i n f e r e n c e s made about f a v o r a b l e and u nf a v o r a b le a d a p t o r s .
addition,

In

I n f e r e n c e s a r e grouped by a d a p t o r 1n Appendix H.
What the M i n o r i ty High Risk Freshmen Said
About Re-al1gn1ng E x p e c ta tio n s

At

t h e o u t s e t o f t h i s s t u d y , 1 t was thought t h a t when an

I n d i v id u a l comes i n t o a new e n vironm ent, he

has p rec o n ce iv ed Images o f

what 1t w i l l be l i k e and f e e l l i k e and how I t w i l l l o ok .

Upon e n t r y

I n t o t h a t new m i l i e u , the Impact o f I t s r e a l i t y can a f f e c t t h e I n d i ­
vidual e i t h e r n eg ativ ely o r p o s i t iv e l y .

In e i t h e r e v e n t , whether the

e x p e r i e n c e has been n e g a t i v e o r p o s i t i v e , t h e I n d i v id u a l must l e a r n
t o t o l e r a t e t h e d isso n a n c e In t h e new environment i f he e x p e c ts to
cope 1n i t .
Favorable Adaptors
The f o l lo w in g e x c e r p t s a r e from th e p e rs o n a l I n t e r v i e w s o f
freshmen who were judged as f a v o r a b l e a d a p t o r s .

These e x c e r p t s

c l e a r l y I l l u s t r a t e t h a t t h e freshmen d i d Indeed hold p r i o r r e a l i s t i c
a n t i c i p a t i o n s o f c o l l e g e l i f e and went thro ugh a p ro ce ss o f re-al1gn 1ng
many o f t h o s e a n t i c i p a t i o n s .

70

Some r es p o n se s from a d a p t o r number t h i r t y - o n e , who was r a t e d
a most f a v o r a b l e a d a p t o r (5) were as fo llo w s:
From what I h e a r d , MSU was supposed to have a ve ry good
academic l e v e l . I had high e x p e c t a t i o n s o f academic l i f e .
My gra des a re n o t r e a l l y what I e xpecte d them t o be. . . .
I exp ec te d 1 t t o be somewhat l i k e high school bu t 1n c o l l e g e
you have t o become much more s e r i o u s .
College work 1s n o t as e a s y as o t h e r pe ople t e l l you I t 1s.
I f I go t a 2 .0 o r 2 . 5 , I j u s t acc ep ted 1 t and t r i e d h a r d e r
t h e n e x t time.
No d isa p p o in tm en ts 1n terms o f t h e environm ent, b u t c l a s s e s ,
y e s ! Too big and Impersonal.
MSU was p r e t t y much what I e xpecte d I t t o be.
I had no s o c i a l e x p e c t a t i o n s .

Adaptor number th irty -o n e found him aelf forced to re -a lig n
hie academic expectation s to a lower le v e l, and he was
able to accomplish th ie stage o f the adaptive process
w ith a minimum amount o f s tr e s s .
Another a d a p t o r , number tw enty , who was r a t e d very c l o s e to
a most f a v o r a b l e a d a p t o r w ith a 4 .7 r a t i n g , voiced t h e s e e x p e c t a t i o n s :
At t h e beginning o f my s e n i o r high school y e a r , I r e a l l y
wanted t o go t o MSU r e a l l y bad. I had some doubts because
o f my GPA and t h e p r e s t i g e o f t h e s c h o o l . So, when I g o t
a c c e p t e d , 1 t seemed l i k e I was n o t e x p e c ti n g 1 t . But, when
I g o t t h e l e t t e r , I f e l t so much j o y and h a p p in e s s . Now, I
look back on t h a t and say t o m y s e l f , "I remember how happy
I was when I f i r s t g o t h e r e , " b u t now I kind o f t a k e 1 t f o r
g r a n t e d now t h a t I am up h e re .
I thought 1 t was going t o be r e a l l y tough.
tough and c o m p e t i t i v e .

In f a c t , 1t 1s

Yeah, I t h ou g ht 1 t would be a l o t o f people h e re hanging
o u t and a l o t o f p a r t i e s and s t u f f , and t h a t ' s e x a c t l y
what 1 t 1s. Now 1 t g e t s kind of bori ng with t h e same old
r o u t i n e . But when I f i r s t g o t h e re t h a t was a good t h i n g
because you needed t h a t .
I t has n o t been as much fun as I t h o u g h t 1 t would be because
I t s h a r d e r work now. Maybe because when I came up f o r th e

71

weekend, I t was d i f f e r e n t than the way I always thou ght
c o l l e g e worked. I t became more work and l e s s o f a l i f e ­
s t y l e than when I v i s i t e d he re .

Adaptor number twenty experienced leee o f a need to
re -a lig n hie expectations because they seemed to confirm
the r e a lity he experienced.
Yet a n o t h e r f a v o r a b l e a d a p t o r ( 4 . 5 ) , number e i g h t e e n , was
asked about h e r e x p e c t a t i o n s o f c o l l e g e l i f e ; h e r r e spo n se s confirmed
t h a t th e r e - a l i g n i n g o f e x p e c t a t i o n s had taken p l a c e .

Evidence o f t h i s

i s r e f l e c t e d in t h e f o l lo w in g :
I was a l i t t l e a f r a i d o f t h e academic p a r t o f i t .
I guess
because you always se e c o l l e g e as being somewhat h a rd .
Yes, c l a s s e s were so bi g and impersonal and c o m p e t i t i v e .
You want t o do w e l l . You study and you g e t a 2 . 5 and you
ask y o u r s e l f , what am I doing here? You have t o u n d e rs tan d
t h a t i t ' s no t always you. You have t o u n d e rs ta n d and g e t
used t o how t h i n g s work h e r e . You j u s t g i v e y o u r b e s t
shot.
You must r e a l i z e t h a t you have only been h e re one term
and t h i n g s a r e not going t o be peaches and cream.

Adaptor number eighteen found i t necessary to make an
academic re-alignment through a r e a l i s t i c process o f
r a tio n a liz a tio n .
Some s e l e c t e d comments from th e f o u r t h o f t h e f a v o r a b l e
a d a p t o r s , number twenty-two ( 4 . 5 ) , r e g a r d i n g h i s e x p e c t a t i o n s o f
Michigan S t a t e U n i v e r s i t y f u r t h e r r e f l e c t s such r e - a l i g n m e n t o f
expectations:
I e x p e c te d i t to be e x tr em ely hard . I e x p e c te d t o s t a y
up u n t i l twelve or one o ' c l o c k in t h e morning doing c l a s s work and a llow in g as l i t t l e time as p o s s i b l e f o r r e c r e a t i o n
and s t u f f l i k e t h a t .
When I g o t h e r e , I found o u t i t was hard t o d i s t i n g u i s h
between t h e j u n i o r s and t h e freshmen because t h e y a c t e d
b a s i c a l l y t h e same. They were e xtre m e ly nervous about

72

exams, nervous about m a t e r i a l s , and di d no t know where to
go f o r t h i s and t h a t . I t was shocking t o me to f i n d j u n i o r s
and s e n i o r s j u s t as confused as I was.
I thought t h e r e would be more blacks a t MSU than t h e r e r e a l l y
1s. I was shocked a t the small number t h a t a re r e a l l y up
h e re .
. . . The Fall term was t h e ro ug h est. A f t e r you tak e your
f i r s t t e s t - - b a d news. You e x p ec t c o l l e g e t o be tough, and
many times 1t I s tougher than you expected 1t to be. So,
you s e t your e x p e c ta ti o n l e v e l s up re a l high so you w i l l do
y o u r b e s t , t o s t a y on your t o e s , so t h a t when th in g s come
down you w i l l r e a l l y be ready f o r them.
Academically, MSU has been p r e t t y much what I expected o f
c o l l e g e , but s o c i a l l y I t has been a big disap po in tm ent.

Adaptor number twenty-two had a n ticip a ted much help or
reassurance from "matured" upperclassmen. Also, he had
expected to share a greater sense o f secu rity and id e n ti­
fic a tio n with blacks than he did. Academically, he found
his stu d ies to be as demanding as he had an ticip a ted ; how­
ever, campus so c ia l l i f e turned out to be very disappointing.
Same re-alignment o f expectations can be in ferred from his
com en ts, but a certain d if f ic u lty in accommodation is
apparent.
The f i f t h and l a s t o f t h e f a v o r a b l e ad ap to rs ( 4 . 5 ) , number
t h i r t y - t w o , voiced the following e x p e c t a t i o n s o f c o l l e g e l i f e :
I was very happy t h a t they would a c c e p t me. I expected
t o l e a r n a l l I could. I decided t h a t I was r e a l l y going
t o r e a l l y work hard a t my g o a l , and I was not going to l e t
anything s e t me back.
My grade p o i n t dropped th e f i r s t term; t h a t r e a l l y made
me f e e l bad.
I grew up slow so I did n o t ex p ec t t o p a r t y a l l t h a t much.
I p a r t y , but I s t i l l t r y to do my work.
I was wondering how the dorm l i f e would be. How should
I behave? Should I a c t more grown-up than I am?
. . . There a r e a l o t o f white f o l k s here and a few b l a c k s .
And, a n o th e r th in g about th e b l a c k s , t h e r e 1s only a few
guys. So, t h a t kind o f got to me. So, what I d id was n o t
worry about b o yfrien ds h e r e , I would j u s t look elsew here.

73

W ell, I j u s t went t o Lansing and looked around u n t i l I
found one pers on.
Academic e x p e c t a t i o n s a r e what I e x p e c te d .
t o work h a r d e r .

I j u s t have

S o c i a l l y , I t was a d isa p p o in tm en t.

Adaptor number th irty -tw o was determined to do w ell aca­
dem ically and accomplish her career o b je c tiv e . However,
her self-esteem lessened somewhat a f te r the r e a lisa tio n
th at her f i r s t term grades were lower than she had a n tic ­
ipated'. There was a re su lta n t B light re-alignment o f her
academic expectations. A d d itio n a lly, she experienced cu l­
tu re shock when she discovered such a email number o f blacks
on campus, in p a rticu la r males; she had hoped to meet a
p o ssib le marriage partner. N evertheless, she re-a lig n ed
th is expectation by going in to the Lansing area and finding
th is sp ecia l in d ivid u a l. For her, then, the so c ia l l i f e on
campus was a disappointing experience.
Summary o f Favorable A d a p t o rs 1 E x p e c ta tio n s
o f Co11 e g ?
Based on t h e p r e v io u s e x c e r p t s about a d a p t a t i o n to c o l l e g e l i f e ,
t h e r e seems t o be s u p p o r t f o r t h e assumption t h a t f a v o r a b l e a d a p t o r s
tend t o r e - a l 1 g n t h e i r e x p e c t a t i o n s upon e n t e r i n g a new environment.
A d d i t i o n a l l y , t h e f a v o r a b l e m i n o r i t y a d a p t o r comes t o c o l l e g e w ith an
a t t i t u d e o f a n t i c i p a t i o n and appre hen sion about academics.

He e x p e c ts

t h a t c o l l e g e l e v e l work w i l l be d i f f i c u l t , bu t i s s t i l l s t a r t l e d a t the
r e a l i z a t i o n t h a t c o l l e g e work 1s very hard and c o m p e t i t i v e .

A couple

o f t h e f a v o r a b l e a d a p t o r s I n d i c a t e d shock a t t h e small number o f b lac k s
on campus, w h ile two o t h e r s s t a t e d t h a t they were shocked a t l a r g e c l a s s
s i z e s and t h e Impersonal a t t i t u d e t h a t e x i s t s w i t h i n them.

Two o f t h e

a d a p t o r s noted t h a t they were d i s a p p o i n t e d about t h e i r s o c i a l e x p e c t a ­
tions.

Four o f t h e f i v e a d a p t o r s tho u gh t t h a t MSU had been p r e t t y much

what th ey had e xpecte d a c a d e m ic a ll y .

An a n a l y s i s o f t h e o v e r a l l view

74

of t h e f a v o r a b l e m i n o r i t y a d a p t o r s and t h e i r e x p e c t a t i o n s o f c o l l e g e ,
t h e n , r e v e a l s t h a t t h e y come to c o l l e g e w ith two e le m e n ts:

(1) a

p o s i t i v e a t t i t u d e a bo u t c o l l e g e and (2) t h e a b i l i t y t o accommodate
t h e d i s s o n a n c e 1n e x p e c t a t i o n s and to c o n ti n u e on toward t h e i r
objective.
Unfavorable Adaptors
The f o l lo w in g s e l e c t e d q u o t a t i o n s from th e person al i n t e r v i e w s
a r e r e p r e s e n t a t i v e o f t h e u n f a v o r a b le a d a p t o r s ' f e e l i n g s about t h e i r
e x p e c t a t i o n s o f Michigan S t a t e U n i v e r s i t y .
For a d a p t o r number t h i r t y - s i x , who was r a t e d a very u n fav o ra b le
a d a p t o r { ! ) , t h e fo llo w in g r e spo n se s r e f l e c t h e r e x p e c t a t i o n s of
college:
I t was d i f f e r e n t than what I e x pec te d . I th ought most o f
t h e b l a c k s would be p a r t y i n g and having f u n , and i t ' s n o t
l i k e t h a t . What I found ou t 1s t h a t peop le a r e p r e t t y
much t o th em se lv e s. You d o n ' t r e a l l y have t h a t much fun.
You f i n d y o u r s e l f wanting t o be someplace e l s e .
I e x p e c te d to se e a l o t o f b l a c k s .
C l a s s e s , I d i d n ' t e x p e c t them t o be so h ard .
The high school I went t o d i d n o t r e a l l y p r e p a r e you
a c a d e m ic a ll y f o r what you were going t o g e t o u t h e r e .
C l a s s e s a r e to o b i g .

I t ' s h a rd and c o m p e t i t i v e .

I am n o t g e t t i n g I n t o my s t u d i e s because t h e f i r s t term
I j u s t was n o t p r e p a r e d f o r i t a t a l l .
I j u s t did not
e x p e c t t h a t you would have t o be stu d y i n g a l l th e tim e.

Adaptor number th ir ty ~ s ix came to co lleg e a n tic ip a tin g a
g rea t deal o f emphasis on s o c ia l a c t i v i t i e s and very l i t t l e
s tr e s s on academics. A fte r discovering the complete o pposite
o f her expectation s, she was to ta lly unprepared to cope with
the academic and so c ia l dissonance in the new environment.
In addition to these major disappointm ents, she experienced

75

cu ltu re shock fo r she had expected to see a larger number
o f blacks on campus. She a lso blamed her high school fo r
not preparing her fo r co lleg e and developed a maladaptive
a ttitu d e toward the environment. There was no evidence
o f re-alignm ent o f her expectations.
Another un fav ora ble a d a p t o r , number two, who was r a t e d 1 . 5 ,
v oiced th e f o l l o w i n g :
I d id n o t c a r e t o o much about t h i s school because I thought
a l l c o l l e g e s were j u s t about t h e same.
B a s i c a l l y , I was happy because they r e a s s u r e d me t h a t I
would be p l a y i n g f o o t b a l l .
I g o t c u t a bo u t m id-sea son.
I t ' s a big s c h o o l , and I th ou g ht I would n o t be ab le to
make 1 t a t f i r s t because my background 1n t h e D e t r o i t
s c h o o l s was n o t a l l t h a t good. Then, I s a i d , " I ' l l j u s t
t r y hard and see what happens."
I ex p ec te d to make a de ce nt grade p o i n t a verage.
I thought c o l l e g e would be a l o t d i f f e r e n t ; t h e people
and t h e atm osp here. I t ' s n o t r e a l l y what I e x p e c te d .
I t ' s a l o t o f racism and p r e j u d i c e h e re .
My f i r s t term I d i d n o t know what was ex pec te d because
I t ' s d i f f e r e n t from high s c h o o l. In high school they
t e l l you what t o w r i t e , and 1n c o l l e g e th ey say rea d
t h e book and w r i t e what you want.

Adaptor number two was not p a rtic u la r ly overjoyed about
coming to Michigan S ta te U n iversity. He came because he
was assured th at he would play f o o tb a ll, only to be cut
during mid-season. Although he expected to a tta in a
decent grade p o in t average, he was doubtful o f h is a b ili ty
to succeed academically. Furthermoret he Dae very d is ­
appointed about the environment and the people. He f e l t
very stro n g ly th a t he had experienced racism. There was
no evidence o f an attem pt to re -a lig n h is expectation s.
The t h i r d u n f a v o r a b l e a d a p t o r , number f i v e , was a l s o r a t e d 1 . 5 .
Her f e e l i n g s r e g a r d i n g c o l l e g e l i f e a r e r e f l e c t e d in th e fo llow in g
excerpts:

76

HSU, t h a t I s th e l a s t r e s o r t , I s a i d to m y se lf.
I wanted t o go t o a blac k c o l l e g e . I r e a l l y wanted to
go t o Howard U n i v e r s i t y . I di d n o t g e t a ccepted because
o f t h e housing s i t u a t i o n .
I expected my s o c i a l l i f e t o be b e t t e r than i t i s now.
I n e v e r expec ted i t to be as c o m p e t i t i v e as i t i s In
academics and s o c i a l l i f e .
I f e l t l i k e I was a complete dunmy compared t o some o f
t h e s e w h ite k id s in c l a s s . Some o f t h e m a t e r i a l s they
were usin g I have never seen b e f o r e . I t was j u s t a l e t
down. I t was ve ry hard f o r me t o a d a p t my f i r s t term
in my c l a s s e s .
I d o n ' t have a s o c i a l l i f e ,
I f i t ' s because I d o n ' t g e t
what. I e xpecte d my s o c i a l
was going t o b u i l d my whole

I r e a l l y d o n ' t . I d o n ' t know
o u t and mingle with people or
H f e to be r e a l l y g r e a t . I
l i f e around i t .

I daydreamed about being on my own. I knew I would be
h i t w i t h a l o t o f d i f f e r e n t problems t h a t would o c cur.
This I s my big chance to g e t o u t and prove y o u r s e l f to
yourself.
I checked o u t t h e program [pharmacy], and I j u s t d i d n o t
t h in k I could do i t .
I'm t r y i n g to f i n d o u t i f c o l l e g e
i s f o r me.
Things have n o t been what I th ou g ht t h e y were going to be.

Adaptor number f iv e i n i t i a l l y wanted to a tte n d an a l l black
c o lle g e , but choee Michigan S ta te U niversity ae a la e t
r e s o r t, She held high expectation s fo r an a c tiv e so c ia l
l i f e , but was extremely disappointed when she found th at
MSU was com petitive both s o c ia lly and academ ically. She
was com pletely unprepared fo r the incongruity she was
experiencing. As a r e s u lt o f her in a b ility to cope with
the dissonance in the new environment, she developed pre~
dominant fe e lin g s o f so c ia l and academic inadequacy. Again,
there was no apparent attem pt to re-a lig n her expectation s,
e ith e r s o c ia lly or academically.
The f o u r t h u nf a v o r a b le a d a p t o r , number t w e n t y - e i g h t w i t h
a r a t i n g o f 1 . 5 , r e v e a l e d t h e fo llo w in g e x p e c t a t i o n s of c o l l e g e :

77

As soon as I g o t h e r e , soon a f t e r my mother dropped me o f f
and I came up t h e s t a i r s , I s a i d , "This a i n ' t the way i t ' s
supposed t o be; something i s wrong."
I r e a l l y wanted to go to Howard U n i v e r s i t y .
I came up here w ith t h e id e a t h a t i f you j u s t glanced
through your books you could g e t a "C," bu t I soon found
out t h a t I was wrong.
P o l i t i c a l s c i e n c e i s a l i t t l e too d i f f i c u l t f o r me t o
handle a t t h i s tim e.
S e r i o u s l y , everyday I g e t a d i s a p p o in tm e n t. There a r e a
l o t of th in g s t h a t happen up here t h a t I never expected
t o happen.
I went to see a c o u n s e l o r in the Counseling S e r v i c e s Cente r.
She assig ned me 17 c r e d i t s , and I knew I could n o t ha ndle i t ,
but t r u s t e d the l a d y , so I took 17 c r e d i t s .
I almost missed drops and a d ds,
t a k e a l o t o f i n co m p letes .

and I g o t s i c k and had to

Adaptor number tw en ty-eight a lso wanted to a tten d an a l l
black c o lle g e , From the very moment she a rrived on the
campus o f Michigan S tate U n iversity, she was highly d is ­
s a tis f ie d with the environment. Moreover, she came to
co lleg e with low academic expectation s, although she re ­
align ed them s lig h tly when she discovered th a t the academic
standards were high. Furthermore, she experienced fe e lin g s
o f hopelessness and depression as a r e s u lt o f her in a b ility
to accormodate to the new environment. In addition to these
maladaptive fe e lin g s , she became i l l due to the s tr e s s and
anxiety o f a heavy course load which, in turn, caused her
to take several incompletes.
F i n a l l y , t h e f i f t h u n f a v o r a b le a d a p t o r , number t w e n t y - s i x w ith
a r a t i n g o f 2 , s h a r e s h e r views o f c o l l e g e :
No daydreams a t a l l because i t di d n o t phase me. I t
r e a l l y d id n o t ; i t d i d n o t m a t t e r to me one way o r t h e
other.
I wanted to come, b u t , o r i g i n a l l y , I wanted t o go ou t o f
s t a t e . That i s what I r e a l l y wanted t o do. But my mother
p r e f e r r e d f o r me t o s t a y n e a r .

78

1 knew I was n o t used t o s tu d y in g and t h a t was going t o
a f f e c t me a l o t . And, b a s i c a l l y , because o f the f a c t 1t
was an a l l - w h i t e s c h o o l , th ey were more p rep a red and e v e r y ­
t h i n g was p u t up t o t h e i r l e v e l , so t h a t kind o f made 1 t
h a r d e r . I kind o f expec ted I t , b u t I d i d n o t know 1 t would
come so bad.

Once again, adaptor number tw en ty-six was not too overly
e x c ite d about coming to Michigan S ta te U niversity because
she r e a lly wanted to a tten d co lleg e o u t-o f - s ta te . P rior
to attending MSU, she had fe e lin g s o f academic inadequacy
and paranoia, fe e lin g s based on her b e l i e f th at because
MSU was predominantly white she, as a black stu den t, would
fin d i t q u ite d i f f i c u l t to succeed. She had expected i t to
be d i f f i c u l t academ ically, but the r e a lity o f gu st how d i f ­
f i c u l t i t was impeded her re-alignment o f expectations and
accommodation to the environment.
Summary o f Unfavorable A d a p t o r s 1
E x p e c ta t io n s o f College
The above q u o t a t i o n s from t h e person al I n t e r v i e w s o f the
u nfav o ra b le a d a p t o r s confirmed t h a t t h e y , t o o , h e ld p r i o r e x p e c t a t i o n s
of college.

And t h e i r v a r i e d responses seemed t o I n d i c a t e some s i m i l a r

f e e l i n g s and a t t i t u d e s a bo u t t h e s e e x p e c t a t i o n s , f o u r o f which appeared
to stand out.

F i r s t , they a l l seemed t o l a c k a st r o n g genuine d e s i r e

t o a t t e n d Michigan S t a t e U n i v e r s i t y .

For example, t h r e e o f them came

t o Michigan S t a t e U n i v e r s i t y as a r e s u l t o f being unable t o a t t e n d
c o l l e g e o u t s i d e o f Michigan, one came se eking an I d ea l s o c i a l l i f e
o n l y , and a n o t h e r came o n ly t o play f o o t b a l l .

Second, a l l f i v e f e l t

t h a t t h e i r high s c h o o ls had n o t p r e p a r e d them well enough to compete
a ca d e m ic a lly a t t h e c o l l e g e l e v e l .

T h i r d , again a l l f i v e o f them

seemed t o have e x p e r i e n c e d some major d i s s o n a n c e 1n t h e i r e x p e c t a t i o n s
and had d i f f i c u l t y a d j u s t i n g t o 1 t .

Some examples were high e x p e c ta ­

t i o n s f o r a s p e c i a l typ e o f s o d a ! l i f e , u n d e r e s t i m a t i n g t h e amount o f

79

time r e q u i r e d t o s t u d y , being dropped from t h e f o o t b a l l team, and
t h e shock o f r e a l i z i n g j u s t how d i f f i c u l t c o l l e g e c l a s s e s were.

And,

f i n a l l y , they a l l s t a t e d o r im plied t h a t c o l l e g e l i f e had n o t been what
they had e x pec te d .

A d d i t i o n a l l y , most of t h e un fav ora ble a d a p t o r s f e l t

i t was very d i f f i c u l t t o a d a p t t h e i r f i r s t term because they were
u n c e r t a i n o f what was expected o f them.
How the M ino rity High Risk Freshmen
Proces se d T h e i r Losses
Whenever an i n d i v i d u a l i s a d a p t in g t o a new environm en t, t h e r e
1s e i t h e r a conscious o r subc onscious p r o c e s s o f h i s s e l f - p e r c e i v e d
losses.

Moreover, t h e i n d i v i d u a l se eks t o reduce t h e emotional impact

by openly t a l k i n g about th e l o s s e s .

F i n a l l y , i n g e n e r a l , i t i s pers ons

more l i k e l y t o t a l k w i t h candor about t h e i r l o s s e s who may be p e r c e i v e d
as having a f a v o r a b l e a d a p t i v e e x p e r i e n c e .
Fa vorable Adaptors
The fo llo w in g views were held by f a v o r a b l e a d a p t o r s reg a rd in g
th e ir losses.

In a d d i t i o n , comments n o t in g how they and o t h e r s p e r ­

c e i v e d themselves changing s i n c e coming t o Michigan S t a t e U n i v e r s i t y
a r e in c l u d e d .
Confirmation o f th e p r o c e s s i n g o f l o s s e s 1s r e f l e c t e d In the
follo w in g responses o f f a v o r a b l e a d a p t o r number t h i r t y - o n e , a most
favorable adaptor (5):
I miss high sc h o o l. The l a s t y e a r o f high school was th e
b e s t y e a r o f my l i f e .
I g o t t o know a l o t o f p e o p le .

80

I miss s e e i n g my f r i e n d s .
a c i t y person a t n i g h t .

I miss t h e c i t y l i f e .

I

am

I miss t h e p r i v a c y o f my own room.
My fa m i ly might say t h a t I am a l i t t l e more mature than
I was. I have become more mature than when I was 1n high
school.

Adaptor number th irty -o n e openly shared hie perceived
lo sses about hie decision to come to Michigan S ta te Uni­
v e r s ity . He missed hie l i f e as a high school stu den t,
e s p e c ia lly h is sen ior year which he considered the b est
o f his l i f e , and he missed being around hie frie n d s, the
night l i f e o f the c i t y , and the privacy o f his own room.
However, se lf-p e rc e iv e d gains were few.
Another f a v o r a b l e a d a p t o r , number twenty ( 4 . 7 ) , made the
fo llo w in g comments r e g a r d i n g h i s l o s s e s s i n c e coming to c o l l e g e :
I r e a l l y do miss my fam ily . I miss the warmth and t o ­
g e t h e r n e s s o f t h e f a m i ly even though when I l i v e d t h e r e
I t did n o t seem l i k e 1 t because you l i v e w i t h them a l l
y o u r l i f e . But, when you l e a v e , you r e a l l y a p p r e c i a t e
1t more.
I miss my f r i e n d s , too.
I d o n ' t miss too much about D e t r o i t exce p t t h a t 1 t has
more s o c i a l l i f e and more p l a c e s t o go; bu t you can do
t h i n g s he re .
Yes, my f a m ily and f r i e n d s to t e l l me t h a t I have changed.
My f a m i ly says t h a t I am growing up, becoming s m a r t e r , and
t a l k i n g more . . . and I am growing up! My f r i e n d s , they
say t h a t I am " c o o l e r . " What I g e t from t h a t 1s t h a t I'm
s e t t l i n g down and more m atured—t h a t ' s good.
Yes, I have changed. I have become a more Independent
p e rso n. I s e e l i f e b r o a d e r now; I have met so many d i f ­
f e r e n t p e o p le , and I have become more aware o f what 1s
o u t t h e r e 1n t h e world. And, I am a b l e t o make 1 t m y se lf .
When you f i r s t come up here by y o u r s e l f , you d o n ' t have
many people t o le a n on. So, 1 have t r i e d t o make 1 t a
h a b i t n o t t o go home too o f t e n . During my f i r s t term
I d i d n o t go home but one time and t h a t was Thanksgiving.
That was r e a l l y good because I g o t a d j u s t e d t o t h e p l a c e —
t h a t was r e a l l y I m p orta n t.

81

Since I g o t a d j u s t e d , I t ' s a l r i g h t because 1t was a long
a d ju s tm e n t p e r i o d t h a t whole f i r s t term up h e r e .

Adaptor number twenty sin ce rely mieeed hie fam ily and f e l t
a g rea ter sense o f appreciation fo r the warmth and cohesion
he had taken fo r granted when he liv e d a t home. Alsot he
missed h is frien d s and the c i t y a c t i v i t i e s t though he f e l t
there were a c t i v i t i e s th at one could g et involved in a t
Michigan S ta te U n iversity. Despite these feelingSf he
b elieved h is co lleg e experience had made him more aware
o f the scope o f the worldt i t s people, and hie own a b ili ty
to su rvive in i t . More im portantlyt his self-awareness was
enhanced by h is understanding o f the importance o f being
able to adapt to a new environment.
The f o l lo w in g e x c e r p t s were taken from a f a v o r a b l e a d a p t o r .
number e i g h t e e n ( 4 . 5 ) , who l i v e d In Germany f o r t h r e e y e a r s p r i o r to
coming t o Michigan S t a t e U n i v e r s i t y .

Her f a t h e r was s t a t i o n e d t h e r e

in th e U.S. A1r Force.
E s p e c i a l l y s i n c e I cannot go home, I t ' s r e a l l y h a rd . I
miss being a b le t o t a l k t o my f am ily . I miss my younger
brother.
I have been home once s i n c e I have been here ( C h r i s t m a s ) .
My p a r e n t s n o t i c e d changes b u t d id n o t sa y a n y th i n g . My
f r i e n d s s a i d t h i n g s l i k e , "You seem to be a l i t t l e b i t
more su r e o f y o u r s e l f . You seem t o know what you want
now."
I have grown up 1n a l o t o f ways.
You have t o r e a l i z e t h a t you have to r e l y on y o u r s e l f .
I t ' s l i k e nobody's going t o h e lp you anymore. Mamma and
daddy a r e n o t going t o be h e re t o he lp you.
I l e a r n e d how t o ha ndle and deal w ith p eople b e t t e r .
I r e a l i z e d t h a t t h e whole t h i n g was on me now.

Adaptor number eighteen liv e d in Germany fo r three years
before coming to MSU* Her in a b ility to go home regu larly
was, to hert a g rea t lo ss. She in d ica ted th at she missed
her fam ily very much, but accepted the f a c t th at she would
have to re ly on h e r s e lf to s a tis f y her needs i f she was
going to su rvive a t co lleg e.

82

S tm

a n o t h e r f a v o r a b l e a d a p t o r , number twenty-two ( 4 . 5 ) ,

could be viewed as p r o c e s s i n g h i s l o s s e s In the fo llo w in g ways:
What w i l l 1 t be l i k e ? I cannot se e me rea d in g a book a l l
day and then s tud y in g a l l n i g h t . That 1s j u s t n o t me, o r
I cannot see me doing t h a t when t h e w eath e r 1s n i c e and
t h e b a l l ( b a s k e t b a l l ) 1s bouncing. Maybe I should t a k e
a low paying jo b o r something. B a s i c a l l y , you s e t your
g o a l s , and 1 f c o l l e g e 1s one o f them, you sa y . "I g o t to
c u t out something and then go and g e t my degree and then
do wha tever I want t o . "
I r e a l l y miss t h e c lo s e n e s s and t a l k i n g t o my f a m ily .
miss my s o c i a l a c t i v i t i e s .

1

t miss t a l k i n g t o my f r i e n d s . I am g l a d I chose c o l l e g e
by watching them. They a r e tak i n g small j o b s 1n town, but
t h e y have been g e t t i n g l a i d o f f . They a r e always s a y i n g ,
"I wish I had taken a t r a d e 1n high s c h o o l , o r I wish I
had gone f u r t h e r w ith my e d u c a t i o n . "
My mother t e l l s me I seem t o be g e t t i n g a l i t t l e more
m ature. You seem t o be more concerned about g e t t i n g a
j o b done now, whereas b e fo r e you would j u s t s i t around,
slow poke a lo n g , and f i n a l l y g e t 1 t done. When I go home,
I go to t h e l i b r a r y f i r s t and then f i n d time t o do what
e l s e I would l i k e to do.
My f r i e n d s say I have changed.
"Yeah! You have changed. J u s t l i s t e n t o you t a l k , l i k e
you know 1 t a l l now*, j u s t l i s t e n t o y o u r v o c ab u lary . You
pronounce a l l y o u r words r e a l c l e a r . You t a l k p r o p e r .
You t h in k you a r e t o o good f o r us now." [ J o k i n g l y ]
I f e e l I have changed a l i t t l e b i t . Schoolwlse, I have
changed a l o t .
I have r e a l l y buckled down, and 1 t ‘s n o t
a l l fun and games l i k e 1 t was 1n high sc ho o l. I have
g o t t e n a l o t more s e r i o u s about l i f e and e v a l u a t i n g t h i n g s
around me. I f e e l I have a d j u s t e d p r e t t y w e l l .

Before attending MSU, adaptor number twenty-two processed
h is a n ticip a tio n s by weighing h is p o ssib le lo sses and gain s,
A fte r returning home to v i s i t h is fam ily and frie n d s, whom
he d id miss, he fu rth e r affirm ed th a t he had made the r ig h t
d ecision to atten d co lleg e when he lis te n e d to h is frien d s
d iscu ss th e ir disappointment about taking a 30b rath er than
going to co lleg e or about not having learned a trade while

83

in high school. A d d itio n a lly, sin ce coming to co lleg e, he
f e l t th at he had become more serious and eva lu a tive about
life .
For t h e f i f t h f a v o r a b l e a d a p t o r , number t h i r t y - t w o ( 4 . 5 ) ,
th e p r o c e s s in g o f l o s s e s 1s r e f l e c t e d 1n th e fo llo w in g q u o t a t i o n s :
I d o n ' t miss the s o c i a l l i f e .
slow."

Like I s a i d , "I grew up

There a r e ten p eople 1n my f a m i ly , and I d id n o t have much
space. When I am up h e r e , I have room t o b r e a t h e , s o ,
r e a l l y , I d o n ' t miss them.
My fam ily ? Yes, t h e y say t h a t I have g o t t e n " u p p i t y . "
They say I t a l k p r o p e r . I used t o be r e a l loud and I
have kind o f changed t h a t .
My g o d f a t h e r says t h a t I have grown up.
My f r i e n d s say I changed 1n terms
I go o u t more now than I used t o .

o f my s o c i a l l i f e .

Yes, I have changed in my approach t o p e o p le . Okay!
Before I came up h e r e , I used to l e t people run over me.
I n e v e r s to o d up f o r m y se lf . But up here you l e a r n t o
do t h a t o r people w i l l run over you—l e a r n t o do t h a t
o r people w i l l run over you l i k e mad!

Adaptor number th irty -tw o d id not f e e l th a t she missed
anything in p a rtic u la r about her o ld environment. Further,
she seemed to be happier being away from i t . She d id not
miss her fam ily because i t was so large and being a t MSU
brought her a new sense o f freedom and independence. More
im portantly, she f e l t th a t she had learned how to su rvive
campus l i f e and deal e f f e c tiv e ly with people.
Summary o f Favorable A d a p t o r s '
P r o c e s sin g of Losses
In p r o c e s s in g t h e i r l o s s e s , t h r e e o f t h e f i v e a d a p t o r s s t a t e d
t h a t t h e y missed t h e i r f a m i l i e s , and t h r e e of t h e f i v e s a i d t h a t they
missed t h e i r f r i e n d s .

One a d a p t o r m isse d t h e n i g h t l i f e o f t h e big

c i t y , w h i l e a n o t h e r s t a t e d t h a t though he missed c e r t a i n f e a t u r e s o f

84

c i t y l i f e , t h e r e were t h i n g s t o do on campus, t o o .

Upon r e t u r n i n g

home f o r a v i s i t , th ey a l l s t a t e d t h a t they had r e c e i v e d some type
o f v e rb a l o r nonverbal feedback from t h e i r f a m i l i e s and f r i e n d s
I n d i c a t i n g t h a t they had changed s i n c e going away t o c o l l e g e .
Changes n o t i c e d t h e most concerned how they had matured o r t a l k e d
differently.

Changes t h a t t h e y n o t i c e d in themselves Included

(1) t h e i r m a t u r i t y ; (2) t h e i r growth o f Independence; (3) t h e i r
I n c r e a s e d knowledge about what 1s going on 1n the world around them;
and, o v e r a l l , (4) t h e i r f e e l i n g t h a t they could handle t h e s o c i a l and
academic a s p e c t s of s u r v i v i n g a t Michigan S t a t e U n i v e r s i t y .
Unfavorable Adaptors
The fo llow in g s e l e c t e d q u o t a t i o n s a r e from t h e personal I n t e r ­
views o f t h e u n f a v o r a b le a d a p t o r s and r e f l e c t t h e i r p e r c e p t i o n o f t h e i r
l o s s e s and t h e I n d i v i d u a l changes brought on by t h e i r going away t o
college.
Adaptor number t h i r t y - s i x (1) t a l k e d about h e r l o s s e s in the
f o l lo w in g ways:
I miss my f a m i ly . I miss t a l k i n g t o my s i s t e r s ; they
always g i v e me a d v ic e.
Frie n d s I d o n ' t miss because th e y a r e r i g h t h e r e .
My f a t h e r t h i n k s I have changed.

(I have g o t t e n " w i l d . " )

Yeah, I have g o t t e n w i s e r . I was s t u p i d 1n high school
when 1 t came t o p e o p le . Now I know when I am being fo o l e d
and when I am n o t .

Although adaptor number th ir ty - s ix came to MSU from the
Lansing area, ehe s t i l l f e l t the lo ss o f her fam ily though
she d id not aoknouledge the lo ss o f her frie n d s, most o f

85

whom remined in Lansing. She f e l t p o s itiv e about her newly
discovered a b ili ty to deal more d ir e c tly with in dividu als
attem pting to take advantage o f her naiveness about l i f e .
But she d id receive negative c r itic is m from her fa th er
regarding how much she had changed sin ce coming to c o lle g e .
Another un fav ora ble a d a p t o r , number two ( 1 . 5 ) , made t h e
f o llo w in g comments:
I came up here t o p lay f o o t b a l l because I was always good.
I come up here and then t had t o s i t on the bench. Then
I got c u t —to me t h a t was p l a i n l y racism . . . . I was
f a s t e r , b i g g e r , and s t r o n g e r , but I could n o t p l a y . So,
I had t o a c c e p t t h a t , and then I j u s t de cid ed t h a t I would
h i t t h e books more and be good because I ' v e g o t to be
something.
I have t o say t h a t I miss my f a m ily t h e most.
yo unger b r o t h e r and t a l k i n g t o my mother.

I miss my

I miss hanging ou t w ith my f r i e n d s .
My fam ily seems t o t h i n k t h a t I am b a s i c a l l y t h e same.
Most o f n\y f r i e n d s t h i n k I have changed a l i t t l e .
I have n o t changed; my c h a r a c t e r 1s b a s i c a l l y t h e same.

For adaptor number two, being cut from the fo o tb a ll team
seemed to c o n stitu te an overwhelming lo ss within the new
environment. He recounted other lo sses a lso i he missed
h is fam ily and hie a sso cia tio n s with frien d s. Both he
and h is fam ily f e l t th a t he had not changed sin ce coming
to co lleg e. Thust there were no se lf-p e r c e iv e d gains.
Yet, s t i l l a n o t h e r u n f a v o r a b le a d a p t o r , number f i v e ( 1 . 5 ) ,
viewed h e r l o s s e s as i l l u s t r a t e d in t h e fo llo w in g remarks:
I miss t h e money.

I miss my c o u sin .

No, I d o n ' t miss my f r i e n d s .
we a r e away from each o t h e r .

I think I t ' s b e t t e r th a t

I miss being involved and f e e l i n g i m p o r t a n t . In high
school I was r e a l l y inv o lv ed and doing something. Up
here I f e e l l i k e I am j u s t a s t u d e n t number.

86

My f a m i ly n e v er mentioned i t ; n othin g b u t a weight problem.
Mentally 1 have. I r e a l l y found o u t how independent 1 am
s i n c e I g o t away from home.

Though adaptor number f iv e experienced the lose o f the
money she was used to receivin g from her fam ily, she d id
not miss any immediate fam ily member. She also d id not
miss her former frien d s. However, she d id miss the f e e l­
ing o f being someone important in her former high school
environment. She never received any p o s itiv e feedback
from members o f her fam ily regarding any changest but
she perceived h e r s e lf as more independent sin ce coming
to MSU.
The f o u r t h u n f a v o r a b l e adaptor* number t w e n t y - e i g h t ( 1 . 5 ) , had
t h e fo llo w in g

t o say;

I miss my s i s t e r s . I miss my

mother.

My mother t e l l s me I am s t i l l t h e same. Mys i s t e r
tells
me I have changed a l o t s i n c e I have been up h e r e . She
says I a c t more a d u l t - l i k e now.
Before I came up h e r e , I laughed a l o t and I was kind o f
s i l l y . Now I have g o t t e n on a s e r i o u s l e v e l , and th in g s
a r e n o t funny anymore.
My f r i e n d s say I have g o t t e n more i n t o m y se lf. B e f o r e ,
my p e r s o n a l i t y c a t e r e d t o everybody e l s e .
I used t o c a r e
what everybody e l s e t h o u g h t.
I t h in k I have changed in terms o f my p e r s o n a l i t y .
. . . B e f o re , I l i v e d around b l a c k s and v e ry few w h i t e s ,
and I was a b l e t o r e l a t e t o people on a h e a l t h i e r l e v e l
because t h a t 1s what I am used t o .
I f e e l bad being a m i n o r i t y up h e r e . You can n o t i c e 1 t
i n y o u r c l a s s e s . Whites who have the same a b i l i t i e s as
you have a b e t t e r chance o f p u l l i n g a h i g h e r grade than
you.

Adaptor number tw en ty-eigh t sa id she d id miss her fam ilyt
but re ceived mixed feedback from them about changes she
had undergone. Her most important lo ss seemed to be the
sense o f black id e n tity with her former ccmmmity environment.
She perceived h e r s e lf as having become more seriou s and
concerned about her p erso n a lity.

87

The l a s t o f t h e f i v e u n fa v o r a b le a d a p t o r s , number t w e n t y - s i x
( 2 ) , r e f l e c t e d on h e r l o s s e s 1n t h e fo llo w in g manner:
I miss being around my grandmother and f a m i ly .
t h a t cooking!

And I miss

I miss being around my f r i e n d s , j u s t t o t a l k t o them.
Yes, I go o u t more so than I d i d b e fo r e I came up h e re .
I have a c q u i r e d a l o t o f knowledge s i n c e I have been h e r e ,
b u t my gra des d o n ' t r e f l e c t i t .
I am s t i l l t o m y se lf a l o t .

Adaptor number tw en ty-six m issed her fam ily > frie n d s, and
home cooking. In terms o f her s e lf-p e r c e iv e d gainst she
f e l t she had experienced and learned a g rea t deal not
r e fle c te d in her grades.
Summary o f Unfavor able A d a p t o r s '
P r o c e s s i n g o f Losses
The above views o f t h e u n f a v o r a b l e a d a p t o r s c l e a r l y show t h a t
th ey a l s o p r o ce ss ed t h e i r l o s s e s in a d a p t in g t o a new m i l i e u .

Four o f

t h e f i v e s t a t e d t h a t th e y missed t h e i r f a m i l i e s , and t h e f i f t h missed
h e r cousin more than h e r immediate f a m i ly .

A d d i t i o n a l l y , some s t r e s s e d

t h a t t h e y missed a p a r t i c u l a r I n d i v i d u a l o r t h i n g , f o r example,
b r o t h e r s , s i s t e r s , grandm others, money, and cooking.
With r e g a r d t o changes t h e y had undergone, some f e l t t h a t both
f a m i l i e s and f r i e n d s had n o t i c e d such c h a n g e s , w h i l e o t h e r s r e c e i v e d
few, 1 f any, comments.
in c l u d e d :

Changes p e r c e i v e d by o t h e r s t h a t were mentioned

(1) t o o much s o c i a l i z i n g ; (2) g a i n i n g w e ig h t; (3) mother

t h i n k i n g s t u d e n t i s t h e same, b u t s i s t e r t h i n k i n g s h e ' s more a d u l t - l i k e
now; and (4) s o c i a l i z i n g more than b e f o r e .

Changes t h e a d a p t o r s n o t i c e d

88

In themselves were t h a t th ey :

(1) had g o t t e n w i s e r ; (2) had become

more In d ep en den t; (3) had changed f o r t h e b e t t e r p e r s o n a l I t y w l s e ; and
(4) were s t i l l t h e same, but had a c q u i r e d more knowledge.
Three o f t h e f i v e seemed t o have e x p erien c ed a major l o s s
which might have c o n t r i b u t e d t o t h e i r u n f a v o r a b le a d a p t i v e e x p e r i e n c e :
f i r s t , t h e a d a p t o r who came t o c o l l e g e and r e a l l y wanted to p lay f o o t ­
b a l l bu t was dropped from t h e team; second, the a d a p t o r who had been
v e ry p o p u l a r 1n high school and Involved in many a c t i v i t i e s but who now
p e r c e i v e d h e r s e l f as only a s t u d e n t number; and t h i r d , t h e a d a p t o r who
ex p e r i e n c e d " c u l t u r e shock" by l e a v i n g a predom inantly b l a c k conmunlty,
wherein t h e r e was an a t t i t u d e o f comfort about and an a b i l i t y t o r e l a t e
t o p e o p le , f o r a predom inan tly w h ite environment 1n which she f e l t
unco mfortab le and unable t o r e l a t e t o o t h e r s on a h e a l t h y l e v e l .
What th e M ino rity High Risk Freshmen Said
About B u ild ing R e l a t i o n s h i p s
The e s t a b l i s h m e n t of r e l a t i o n s h i p s 1s an Im porta nt phase f o r
I n d i v i d u a l s 1n t h e p ro ce ss o f a d a p t in g t o a new o r u n f a m i l i a r e n v i r o n ­
ment b e ca u se, 1n g e n e r a l , most I n d i v i d u a l s l ea v e behind o l d f r i e n d s h i p s ,
a former s u p p o r t i v e gro up, and t h e f e e l i n g o f being s e c u r e 1n f a m i l i a r
su r r o u n d i n g s .

They a r e now r e q u i r e d t o e x h i b i t c e r t a i n b e h av io r s In

o r d e r t o r e e s t a b l i s h t h o s e former f e e l i n g s o f s u p p o r t and a t t a i n
s e c u r i t y and comfort w i t h i n t h e new environment.

89

Favorable Adaptors
The follo w in g r e sp o nse s from t h e f a v o r a b l e a d a p t o r s r e f l e c t
t h e b e h av io r s t h a t were used t o e s t a b l i s h new r e l a t i o n s h i p s .
Favorable a d a p t o r number t h i r t y - o n e (5) f e l t t h a t he had
e s t a b l i s h e d many f r i e n d s h i p s , as i l l u s t r a t e d by the fo llo w in g remarks:
I made many f r i e n d s h i p s , e s p e c i a l l y in c l a s s e s , mid-term
week, and f i n a l s week w ith I n d i v i d u a l s h elp in g each o t h e r .
I have both black and white f r i e n d s . I would say about
f o u r a r e r e a l l y c l o s e f r i e n d s h i p s —a l l a r e b l a c k .
D e f i n i t e l y , g iv es me a sense o f s u p p o r t and m o t i v a t i o n .
Someone to t e l l you t o s t o p goofing o f f .

Adaptor number th irty-o n e had eotabliehed a support group
th at m otivated him and in d ica ted when he was not performing
as he should academically. This supportive group was formed
as a r e s u lt o f study session s involving both black and white
students during mid-term and fin a ls week.
Another f a v o r a b l e a d a p t o r , number twenty ( 4 . 7 ) , s t a t e d t h a t he,
t o o , had e s t a b l i s h e d an e x c e p t i o n a l l y l a r g e number o f f r i e n d s h i p s :
Yes, I t h i n k I have about t w e n t y - f i v e c l o s e f r i e n d s .
I went t o o t h e r dorms t h e f i r s t few weeks h e re t o
met a l o t o f people.

e a t and

I made 1 t a h a b i t t o v i s i t people 1n my s p a r e tim e.
I f I meet somebody, we j u s t t a l k o r go to lunch t o g e t h e r .
Both blac k and w hite f r i e n d s h i p s .
frien d sh ip s are black.

Really, r e a l l y close

Yes, f r i e n d s h i p s h e lp s u p p o r t your ego and you u nd e rstan d
what you d i d when you t e l l each o t h e r .
Yes, t h e y m o tiv a te me because I l i k e t o be " t o p s " and show
t h a t I can do a l o t o f t h i n g s , and t h a t ' s n o t always good,
b u t j u s t to prove t o people I can do t h i n g s .

90

Adaptor number twenty counted a very large number o f
frien d sh ip s in h is support group, frien d sh ip s which were
e sta b lish ed while he attem pted to master h is new environ­
ment when v is itin g and eating in other dorms during the
f i r s t few weeks o f c o lle g e . This support group, cClso
co n sistin g o f both black and white stu d en ts, challenged
h is ego.
S t i l l a n o t h e r f a v o r a b l e a d a p t o r , number e i g h t e e n ( 4 . 5 ) , spoke
about th e many f r i e n d s she had made:
I made a l o t o f f r i e n d s h i p s , a c q u a i n t a n c e s , and probably
a handful o f c l o s e f r i e n d s h i p s . Maybe t h r e e t o f i v e c lo s e
ones.
Most o f my c l o s e f r i e n d s a r e white and one black f r i e n d .
They h e lp me o u t 1n whatever way they can.
I met them 1n t h e c a f e t e r i a , p a r t i e s , c l a s s e s , and c o n c e r t s .
Yes, when I am down, they help p ick me up.

Adaptor number eighteen, lik e the oth ers, had a lso esta b ­
lish e d a support group. Her group developed as a r e s u lt
o f attending cla sses and going to p a r tie s and concerts.
She a lso f e l t th a t her frien d s m otivated her when she was
depressed. Again, members o f th is group were both black
and w hite.
Favorable a d a p t o r number twenty-two ( 4 . 5 ) spoke o f h i s e f f o r t s
t o b u i l d r e l a t i o n s h i p s 1n a new environment:
I t r y t o be f r i e n d l y and a s s o c i a t e w i t h a l l d i f f e r e n t types
o f people and t a l k t o everyone.
I have about f i v e t o s i x c l o s e f r i e n d s , both black and
white.
Yeah! They r e a l l y s u p p o r t you. When you have done bad on
a t e s t , you go and t a l k with you r f r i e n d s and t h e y s a y ,
"D o n 't f e e l bad, I messed up on s o - a n d - s o , t o o . I know
how you f e e l ."

Adaptor number twenty-two met and esta b lish ed h is support
group as a r e s u lt o f try in g to a sso cia te and be frie n d ly
with d iffe r e n t typ es o f people. The support group,

91
co n sistin g o f both black and white re la tio n sh ip ss helped
to m otivate him and l i f t h is s p i r i t s when he was depressed
or when he had performed poorly on an examination.
And, f i n a l l y , f a v o r a b l e a d a p t o r number t h i r t y - t w o ( 4 . 5 )
d i s c u s s e d h e r way o f e s t a b l i s h i n g f r i e n d s h i p s :
. . . When I f i r s t go t up h e r e , 1 d i d n o t know 1f I wanted
t o have a l o t o f f r i e n d s o r j u s t have a few. Now, I knew
i f I had a l o t o f f r i e n d s , I would n o t be m y se lf. Now, 1f
I had a few f r i e n d s , I would be m y se lf. So, I de cided t o
be m yself.
I have two c l o s e f r i e n d s ; one 1s black and th e o t h e r 1s
Arabic.
I met one 1n th e c a f e t e r i a and the o t h e r through a n o th e r
friend.
Yes, when I have problems, they t a l k t o me.
me in being m yself.

They m o tiv a te

Adaptor number th irty -tw o made an important personal
decision to lim it the sin e o f her support group to one
black and one Arabic rela tio n sh ip in order to maintain
her p o s itiv e self-co n cep t. She formed her group a t meal­
tim es in the c a fe te ria and through another frien dsh ip. She
f e l t her group helped her to maintain her s e lf - id e n tity and
esteem.
Summary o f Favorable Adaptors* Building
R elationships
With t h e e x c e p tio n o f one a d a p t o r having an e x c e p t i o n a l l y l a r g e
number o f f r i e n d s h i p s , t h e o t h e r f o u r a d a p t o r s averaged about f o u r
close frie n d s h ip s .

And, with t h e e x ce p tio n o f two a d a p t o r s , most o f

th o s e c l o s e f r i e n d s h i p s were with o t h e r b l a c k s .

However, a l l f i v e

a d a p t o r s seemed t o e x h i b i t a l i b e r a l and p o s i t i v e a t t i t u d e about
a s s o c i a t i n g w i t h d i f f e r e n t types o f p e o p le .
1n a v a r i e t y o f p l a c e s :

All made t h e i r f r i e n d s h i p s

1n c l a s s e s ; in mutual help s e s s i o n s dur ing

92

mid-terms and f i n a l s week; in v i s i t i n g and e a t i n g in d i f f e r e n t dorms
d u rin g t h e f i r s t few weeks in c o l l e g e ; in lunch d a t e s w i t h someone
j u s t met; a t p a r t i e s , c o n c e r t s , and in c a f e t e r i a s ; and in v i s i t s with
f r i e n d s in o t h e r dorms d uring sp a r e time.

All f i v e spoke o f the s u p p o r t

g ain ed from th o se f r i e n d s h i p s when they were d e p r e s s e d , a f t e r they had
f a i l e d an exam, o r when they were f i n a n c i a l l y in need.

Furthermore,

a l l f i v e a d a p t o r s th ou g ht t h a t t h e i r f r i e n d s h i p s provided them with
t h e m o t i v a t i o n they needed t o be th em se lv e s, to t r y h a r d e r a f t e r
f a i l i n g an exam, t o sto p w a stin g t i m e , and t o e x h i b i t t h e i r t a l e n t s .
Unfavorable Adaptors
The fo llo w in g views were held by u nf a v o r a b le a d a p t o r s rega rdin g
t h e b u i l d i n g o f f r i e n d s h i p s s i n c e coming t o c o l l e g e .
Unfavorable a d a p t o r number t h i r t y - s i x (1) made the follo w ing
comments:
When I f i r s t came h e r e , I
my roommate. So we would
w i t h d i f f e r e n t people and
guess t h e people w i t h t h e
together.

d i d n o t know anybody e x c e p t f o r
j u s t s i t a t d if f e r e n t tables
in tr o d u c e d o u r s e l v e s . Then, I
compa tible p e r s o n a l i t i e s go t

I made a l o t o f f r i e n d s , bu t n o t r e a l l y c l o s e f r i e n d s .
Maybe t h r e e c l o s e f r i e n d s . They a r e a l l b l a c k .
I met them in c la s s r o o m s , p a r t i e s , and t h e S tu d e n t S e r v i c e s
B u i ld i n g .
The r e a l l y c l o s e o n e s , I f e e l they t r y t o h e lp you when you
need h e l p .
They m o ti v a te me t o p lay b a s e b a l l .
I f f r i e n d s go t o s t u d y , i t m o t i v a t e s me t o s t u d y .

93

Adaptor number th ir ty - s ix made a conscious and d e lib e ra te
e f f o r t to e s ta b lish frien d sh ip s and a support group by e a t­
ing a t d iffe r e n t ta b le s in the c a fe te ria . Other frien dsh ips
were made in c la sse s, a t p a r tie s t and in the Student S ervices
Building. She f e l t that these frien d sh ip s m otivated her to
study and play baseball. She had three clo se frien d sh ip s;
a l l were with blacks.
There was no e vid ence In t h e views o f number two ( 1 . 5 ) t h a t
any a t t e m p t had been made t o e s t a b l i s h f r i e n d s h i p s :
I t r y to jud g e pe ople as pe ople u n t i l they show me o t h e r w i s e .
B a s i c a l l y , I l i k e p e o p le , and I would l i k e t o be a b l e t o g e t
along and do e v e r y t h i n g I c a n , but 1 s t i l l have to be me,
too.
Not many f r i e n d s h i p s , but I do have some d e c e n t a c q u a i n t a n c e s .
No c l o s e f r i e n d s h i p s .
I did n o t go o u t t o t h a t many p a r t i e s , and I d i d n o t j o i n
any f r a t e r n i t i e s .
I watch o u t f o r r e l a t i o n s h i p s with people because blac k and
w hite w i l l h u r t you. You have t o be a good jud g e o f a f r i e n d ' s
character.

Adaptor number two had withdrawn fu rth e r from the environment
because o f the emotional impact o f being cut from the MSU
fo o tb a ll team. He d id not make any attem pt to e s ta b lish new
frien d sh ip s. Although he spoke o f a few acquaintances, he
seemed to d is tr u s t the establishm ent o f clo se re la tio n sh ip s.
S t i l l a n o t h e r u n f a v o r a b l e a d a p t o r , number f i v e ( 1 . 5 ) , viewed
h e r a t t e m p t to e s t a b l i s h f r i e n d s h i p s as somewhat d i s a p p o i n t i n g :
I am t h e kind o f p e r s o n - - I d o n ' t mingle well with p e o p le .
Very seldom t h e r e ' s more than two b l a c k s t u d e n t s i n a l l th e
c l a s s e s I have had up h e r e .
I have about s i x o r seven c l o s e f r i e n d s h i p s —a l l b l a c k .
Yes, th ey g i v e you s u p p o r t and m o t i v a t i o n . B ut, most o f
my f r i e n d s a re in t h e same p o s i t i o n I'm i n , so we j u s t
help each o t h e r o u t .

94

I t h u r t s se e i n g a l l t h e p eople d a t i n g and me j u s t s i t t i n g
in the room watching t e l e v i s i o n and st u d y i n g .

Adaptor number f iv e seemed to f e e t th at ehe was unable to
e sta b lish meaningful frien d sh ip s because o f her in a b ility
to s o c ia liz e w ell with people. Although she d id b elieve
th a t she had esta b lish ed a support group, i t s members, a l l
o f whom Were black, seemed to be in tr o v e rts ju s t as she Was.
She d id gain a sense o f m otivation and support from them.
The remarks o f y e t a n o t h e r a d a p t o r , number t w e n t y - e i g h t ( 1 . 5 ) ,
showed t h a t only a marginal a t t e m p t was made to e s t a b l i s h r e l a t i o n s h i p s :
I have made q u i t e a few f r i e n d s h i p s s i n c e coming h e r e , and
I have l o s t q u i t e a few s i n c e being h e re .
I have two o r t h r e e c l o s e f r i e n d s .
black.

Of c o u r s e , they a r e

Sometimes yes and sometimes no, i t a l l depends on what t h e
s i t u a t i o n i s . There have been times I have been in a r u t
and, a f t e r t a l k i n g t o a f r i e n d , I g o t t h e courage t o g e t up
and t r y a g a i n . There have been times when I t a l k e d t o a
f r i e n d and t h e s i t u a t i o n j u s t g o t worse.

Adaptor number tw en ty-eight f e l t th at she had made and lo s t
some frien d s since coming to co lleg e. She a lso found out
th a t seeking advice from her support group could be both
h elpfitl and harmful. From th is i t can be in ferred th at
though she had a support group, i t s influence was not very
strong. Again, a l l members o f the group were black.
F i n a l l y , t h e r e was l i t t l e ev id e n ce o f an a t t e m p t t o make
f r i e n d s r e f l e c t e d 1n t h e s t a t e m e n t s below made by the f i f t h u n f a v o r a b le
a d a p t o r , number t w e n t y - s i x ( 2 ) :
I know a l o t o f p e o p l e , b u t I would n o t c a l l them f r i e n d s h i p s .
I have two c l o s e f r i e n d s —both b l a c k .
I f I have a problem, I can go t o e i t h e r one o f them and v i c e
versa.
L ik e , i f one o f us has t o go t o t h e l i b r a r y , a l l o f us go.

95

Adaptor number tw en ty-six wad an in tr o v e rt and made l i t t l e
i f any e f f o r t to e s ta b lish any new rela tio n eh ip e. She d id ,
however, have a email support group which con sisted o f a
former schoolmate and a frien d o f the schoolm ate's, both
o f whom were black. A d d itio n a lly, she f e l t these frie n d ­
sh ips o ffered her support and m otivation.
Summary o f Unfavorable Adaptors Building
R elationships
Aside from t h e one a d a p t o r who s a t a t d i f f e r e n t e a t i n g t a b l e s
1n an a t t e m p t to form new f r i e n d s h i p s , t h e o t h e r f o u r d id n o t I l l u s t r a t e
any such b e h a v i o r s .
verted p e r s o n a litie s .

Three o f th e a d a p t o r s seemed to have shy o r I n t r o ­
With th e ex cep tion o f th e one a d a p t o r who had no

f r i e n d s h i p s , t h e o t h e r s averaged about two c l o s e f r i e n d s each.
t h e i r c l o s e f r i e n d s were b l a c k .

All o f

F u rthe rm ore , a l l but t h e one i n d i v i d u a l

w i th o u t any f r i e n d s f e l t t h a t th o se f r i e n d s h i p s p rov ided them with
m o ti v a ti o n and s u p p o r t when needed.

However, one a d a p t o r q u a l i f i e d

tho se f e e l i n g s by n o t in g t h a t sometimes t h e m o ti v a ti o n and s u p p o r t
h elped and o t h e r times 1 t made t h i n g s worse.
Some g e n e r a l i z a t i o n s can be made about t h i s p a r t i c u l a r group
of adaptors:

(1) they seemed to p r o j e c t a n e g a t i v e a t t i t u d e toward

t h e word f r i e n d s h i p by r e f e r r i n g t o 1 t a s a c q u a i n t a n c e ; (2) none o f
them I n d i c a t e d whether he had made any a t t e m p t s t o make f r i e n d s o u t s i d e
h i s own e t h n i c group; and (3) with one e x c e p t i o n , t h e r e was no c l e a r
d i s t i n c t i o n among them as t o where they made t h e i r f r i e n d s .

96

How t h e M i n o r ity High Risk Freshmen
Acquired Resources
Upon e n t e r i n g a new environm ent, t h e a d a p t o r must seek t o ga in
i n f o r m a ti o n and knowledge about I t s r e s o u r c e s t h a t can a s s i s t him in
a c h i e v i n g h i s purpose f o r coming t h e r e .

The a d a p t o r must thus a tt e m p t

t o l e a r n where, when, and how t o a c q u i r e b a s i c I n f o r m a t i o n , m a t e r i a l s ,
and pe rs o n a l a s s i s t a n c e In th e p u r s u i t o f h i s o b j e c t i v e .

O th e rw is e,

he w i l l e x p e r i e n c e a d isson a nc e t h a t w i l l , p o s s i b l y , c r e a t e I n n e r
a n x i e t y , f r u s t r a t i o n , and d i s i l l u s i o n m e n t , a l l o f which can l e a d to
an u n f a v o r a b l e a d a p t i v e e x p e r i e n c e .

On t h e o t h e r hand, t h e a d a p t o r

who a v o id s such I n n e r tu rm oil by u n d e rs ta n d in g how t o f i n d t h e s o l u ­
t i o n s t o h i s problems w i l l p ro b ab ly have a much b e t t e r a d a p t iv e
e x p e r t ence.
F avorable Adaptors
The fo llo w in g s e l e c t e d q u o t a t i o n s from t h e perso nal i n t e r v i e w s
o f t h e f a v o r a b l e a d a p t o r s a r e r e p r e s e n t a t i v e of t h e i r f e e l i n g s about
acquiring resources.
In t h e view o f number t h i r t y - o n e ( 5 ) , a f a v o r a b l e a d a p t o r ,
a c q u i r i n g r e s o u r c e s meant t o behave 1n t h e fo llo w in g manner:
Sometimes, I go t o se e a c o u n s e l o r to se e 1 f I am ta k i n g
t h e r i g h t c o u rs es o r how well I am doing.
Yes, I have t a l k e d t o a person in t h e Developmental Program.
I have t a l k e d to the Dean o f our Complex.
Most o f my p e rs o n al problems I d i s c u s s w i t h my mother and
two c l o s e f r i e n d s a t MSU,

97

I g o t some v a lu a b le a d v ic e from a Federal Judge I know
as t o what t o e x p e c t 1n c o l l e g e .
I go t o s e e th e p r o f e s s o r s t o d i s c u s s th e l e s s o n s , and
I g i v e them a c h a l l e n g e 1n c l a s s .
I b e l i e v e t h e O f f i c e o f Sup p ortive S e r v i c e s provides
more than c o u n s e l i n g ; th ey reason w ith you on your l e v e l .

Adaptor number th irty -o n e had the adaptive capacity,
a b i l i t i e s , and perceptions to recognize when he needed
a ssista n ce in dealing with h is new and changing environment.
He seemed to know to whom, when, and where to go fo r help.
He thus made an attem pt to master the new environment.
He seems to take r e s p o n s ib ility fo r his behavior and
fe e lin g s .
Number twenty ( 4 . 7 ) , a f a v o r a b l e a d a p t o r , spoke c o n f i d e n t l y
a b o ut h i s use o f r e s o u r c e s :
Winter term I was having problems with my books, so I
t a l k e d t o my head a d v i s o r d o w n s t a i r s . She was r e a l l y
h e l p f u l . She encouraged me t o g iv e an honest e f f o r t ,
and, when I d i d , 1t r e a l l y help ed.
I have gone to the O f f i c e o f S u p p o r t i v e S e r v i c e s a few
t i m e s , b u t n o t a s o f t e n as I should have gone.
I know t h e Area D i r e c t o r o f t h e South Complex.
I go t o one o f my f r i e n d s , and, depending on th e problem,
I can u s u a l l y f i n d somebody— roommate, f r i e n d s , o r s e r v i c e s .
S u p p o r tiv e S e r v i c e s has been r e a l h e l p f u l . I t was my f a u l t ,
n o t t h e i r s , because they p r e s e n t e d t h e o p p o r t u n i t y . I did
n o t use them in t h e F a l l term , and I d i d n o t go t o any o f
t h e i r workshops. But, F a ll term , I am going t o use them
more and more.

Adaptor number twenty a lso had the capacity to adapt to a
new m ilieu as was evidenced by his su ccessfu l attem pt to
seek out a ssista n ce when needed. By finding out the in fo r­
mation needed in order to su rvive, he could deal e f f e c tiv e ly
with anxiety-provoking situ a tio n s ra th er than avoiding them.
Another f a v o r a b l e a d a p t o r , number e i g h t e e n ( 4 . 5 ) , r e f e r r e d to
t h e a c q u i r i n g o f r e s o u r c e s a s f o l lo w s :

98
Yes, I t a l k e d t o my academic a d v i s o r .
I know a g r a d u a te s t u d e n t who h e lp s me a l o t . I know
s e v e r a l g r a d u a t e a s s i s t a n t s and th e a d v i s o r s 1n t h i s
dorm.
I have n e v e r gone t o t h e O f f i c e o f Su p p o rtiv e S e r v i c e s
f o r he lp .

Adaptor number eighteen aleo found out who could a s s is t her
in adapting su ccessfu lly to the new environment. She seemed
to understand the importance o f knowing how to cope in a new
environment and r e lie d heavily on a ssista n ce from graduate
a s sis ta n ts .
S t i l l a n o t h e r f a v o r a b l e a d a p t o r , number twenty-two ( 4 . 5 ) ,
speaks below o f h i s use o f a d u l t f i g u r e s as r e s o u r c e s :
1 was n o t su re of what I wanted t o do, so a g i r l I know
t o l d me I cou ld go over to th e O f f i c e o f S u p p o r tiv e S e r v i c e s
and th ey could g i v e me a t e s t t h a t showed what my I n t e r e s t s
were. They could be v ery h e l p f u l in f i n d i n g t u t o r s and
o t h e r Info rm a tio n I may need, 1f I g e t i n t o t r o u b l e .
I f e l t t h e need t o t a l k t o a c o u n s e l o r once when I needed
Info rm a tio n about c l a s s e s .
I d o n ' t t a l k to them ( c o u n s e l o r s ) about p e rs o n al problems;
most o f my f r i e n d s ta k e c a r e o f t h a t need.
I know f o u r p r o f e s s o r s [on campus] t h a t were a s s o c i a t e d w ith
my m o t h e r 's n e x t door n eig h b or.
I know my roommate who works on t h e S t a t e News and a couple
o f people who work 1n t h e a d m i n i s t r a t i o n bulYcllng.
But I f i n d t h a t I t r e a s u r e t h e r e l a t i o n s h i p s with p r o f e s s o r s
and pe ople who I j u s t met on iny own. I t r e a s u r e t h o s e the
most because t h a t 1s n o t meeting someone based on a n o t h e r
f r i e n d s h i p , b u t something you have done y o u r s e l f .

Adaptor number twenty-two discovered a valuable resource in
the O ffice o f Supportive S ervices, but only a f te r another
student advised him to seek a ssista n ce th ere. He f e l t he
knew o f oth er valuable resources on campus, but he d id not
appear to have a ctu a lly u tili s e d them.

99
F i n a l l y , f a v o r a b l e a d a p t o r number t h i r t y - t w o ( 4 .5 ) made use
o f a v a i l a b l e a d u l t r e s o u r c e s , to o :
Yes, I have t a l k e d t o a c o u n s e l o r . I went t o a c o u n s e l o r
about roommate problems which I d i d n o t want t o l e t g e t me
down.
I t a l k with two c l o s e f r i e n d s about a p e rs on al problem.
I know a g r a d u a t e s t u d e n t 1n the Co llege o f B u sin e ss.
The O f f i c e o f Su p p o rtiv e S e r v i c e s should have made the
m eetin g s mandatory; then more people would come.

Adaptor number th irty -tw o seemed to be in touch with her
in tern a l fe e lin g s and approached anxiety-provoking s itu a ­
tio n s by focusing on a so lu tio n to the symptoms rath er
than the cause. Further, she d id use resources a va ila b le
to her.
Summary of Favorable Adaptors Acquiring
Resources
All f i v e a d a p t o r s , a t some p a r t i c u l a r tim e , f e l t t h e need f o r
c o u n s e l i n g and t a l k e d to e i t h e r a c o u n s e l o r o r an academic a d v i s o r .
I t seemed t h a t th e y p r e f e r r e d t a l k i n g t o someone o t h e r than a c o u n s e l o r ,
however, r e g a r d i n g a p e rs o n al problem; t h e c h o ic e then was f r i e n d s .
All f i v e i n d i c a t e d t h a t they knew someone whom th e y re g a rd ed as
Im p o rta n t and an I n f l u e n c e on t h e i r b e h a v i o r , e . g . , Dean and Area
D i r e c t o r o f r e s i d e n t i a l complexes, f e d e r a l j u d g e , d i f f e r e n t i n d i v i d u a l s
in t h e O f f i c e o f S u p p o r t i v e S e r v i c e s , g r a d u a t e a s s i s t a n t s , p r o f e s s o r s ,
S t a t e News s t a f f , and head a d v i s o r in a r e s i d e n t i a l h a l l .

Three o f t h e

f i v e s t a t e d t h a t th ey had used t h e O f f i c e o f S u p p o r t i v e S e r v i c e s and
t h a t I t pro vided an i n v a l u a b l e s e r v i c e , while one a d a p t o r I n d i c a t e d
she had n e v e r used t h e O f f i c e o f S u p p o r t i v e S e r v i c e s and a n o t h e r f e l t
t h a t t h e O f f i c e should make i t s m eetings mandatory.

100

One common b e h a v i o r seemed t o r e p e a t i t s e l f among t h e f i v e
favorable adaptors:

t h e y sought o u t key r e s o u r c e s 1n t h e i r new

environment t o help them u n d e rs ta n d t h e w h a ts, whens, wheres , and
hows o f s u r v i v i n g a t Michigan S t a t e U n i v e r s i t y .
Unfavorable Adaptors
The follow ing e x c e r p t s r e f l e c t t h e views o f t h e un fav o ra b le
adaptors regarding the acquiring of resources.
Number t h 1 r t y - s 1 x . an u nf a v o ra b le a d a p t o r ( 1 ) , viewed the
a c q u i r i n g o f r e s o u r c e s as f o l lo w s :
Sophomores and j u n i o r s seemed l i k e they were stu d y in g a l l
t h e tim e. I was n o t doing t h a t . I j u s t wanted to have fun.
They helped me und erstan d what I was supposed t o do.
No, I have no t f e l t t h e need t o t a l k t o a c o u n s e l o r .
I have t a l k e d to sophomores, j u n i o r s , and s e n i o r s .
I d o n ' t u s u a l l y go to anybody f o r h e l p . Me and my roommate,
we t a l k a l o t and t e l l each o t h e r o ur problems and t r y t o
t h i n k o f what we should do t o h e lp each o t h e r .
I went t o one Su p po rtiv e S e r v i c e s mee ting. They always had
them a t n i g h t , and I did n o t f e e l l i k e going a l l t h e way
o v e r t h e r e . They pro b ab ly would have been ve ry h e l p f u l 1f
I had gone. I would have gone 1f t h e meetings had been 1n
Hubbard H a l l .
1 have no r e l a t i o n s h i p s with f a c u l t y members on campus.
I am Involved In t h e Black Caucus m ee tin g s.

Adaptor number th ir ty - s ix obviously found anxiety-provoking
situ a tio n s d i f f i c u l t to deal with atvd thus avoided any s i t u ta tio n th at was ambiguous or tended to crea te anxiety.

101

Another u n f a v o r a b le a d a p t o r , number two ( 1 . 5 ) , did n o t seem t o
make any a t t e m p t s t o a c q u i r e any r es o u rce s as evidenced by the remarks
below:
I d o n ' t t h i n k a c o u n s e l o r could help me, n o t r e a l l y .
I went t o a c o u n s e l o r once, and she t o l d me n o t to
t a k e a c o u rs e because I t would be too many, and I
took 1 t anyway. I knew me b e t t e r than she does.
I handled most o f my own problems.
S e r v i c e s , I d o n ' t use too many of them.
They [ O f f i c e of Sup po rtive S e r v i c e s ] have not been
h e l p f u l a t a l l , p e r s o n a l l y , to me. B a s i c a l l y , th ey send
me a l o t o f good s t u f f , bu t I never p a id any a t t e n t i o n
to 1t.
I d o n ' t t h i n k I know any peop le t h a t a r e I n f l u e n t i a l on
campus.
Yes, I could tu r n t o t h e Black Caucus, and they would
h e lp me.

Adaptor number tv o 'e in a b ility to s a tis f y h is d esire to
play fo o tb a ll created a pa ttern o f maladaptive behaviors.
He withdrew from the campus environment in te rn a lly in an
attem pt to avoid any a ssim ila tio n with i t . The Black Caucus
seemed to be h is only o u tle t fo r the an xiety and fru stra tio n
he was experiencing.
L ik e w ise , number f i v e ( 1 . 5 ) speaks below o f n o t u sin g s u p p o r t i v e
and c o u n s e l i n g s e r v i c e s :
Yes, I have been o v e r t o t h e Mecca Counseling C e n te r 1n
Brody.
I have n o t used any o t h e r c o u nselin g o r s e r v i c e s .
I d o n ' t know anybody t h a t 1s i n f l u e n t i a l .
I am Involved 1n t h e Black Caucus.
I t h i n k I t ' s [ O f f i c e o f S u pp o rtive S e r v i c e s ] a good program
and has a l o t t o o f f e r . I have j u s t been to o l a z y t o g e t up

102
and go do something about 1 t . I t h i n k t h a t 1f you a r e a
developmental s t u d e n t they should make 1 t mandatory t h a t
you come and t a l k t o a c o u n s e l o r .

Adaptor number f iv e was a low functioning in dividu al whose
lack o f a c le a r eelf-im age in the new environment caused
her to withdraw from i t . This inaccurate perception o f
s e l f is the r e s u lt o f in tern a l needs.
The comments below c l e a r l y confirm t h a t r espo n dent number
t w e n t y - e i g h t ( 1 . 5 ) a tt e m p t e d to a c q u i r e r e s o u r c e s :
Yes, t h e r e have been tim es I have been over t o th e U n i v e r s i t y
C o l le g e , went t o t a l k t o Hr. _________ In a d m i n i s t r a t i o n , Mrs.
__________in S u p p o r tiv e S e r v i c e s , and Dr. _________.
I t a l k e d t o them m ostly about academic problems.
My personal problems I t r y t o handle m y se lf .
I f e e l I know a l o t o f I n f l u e n t i a l p e o p le . I was Involved
In t h e Young Democrats. I became a Sigma Dove, and I was
a c t i v e In something f o r th e S u p p o r t i v e S e r v i c e s Program.
I have a good r e l a t i o n s h i p w i t h my ATL p r o f e s s o r .
They have been f i n e as much as I have l e t them. I f I had
s t a y e d 1n t h e O f f i c e o f Su p p o rtiv e S e r v i c e s , l i k e I should
have, I t h i n k I would have a much b e t t e r av erag e .

Adaptor number tw en ty-eigh t d id , indeed, attem pt to esta b ­
lis h a resourcefu l re la tio n sh ip with the environment. She
knew a number o f in flu e n tia l people, discussed her academic
problems with Supportive S ervices personnel, belong to the
Young Democrats, and pledged a s o r o r ity . Even with these
a va ila b le resources, she d id not in d ica te th at they had
aided her in so lvin g personal problems.
But u n f a v o r a b l e a d a p t o r number t w e n t y - s i x (2) r e f l e c t e d l i t t l e
ev id e n ce o f such an a t t e m p t :
The o r i e n t a t i o n , when you come, th ey p ick t h e c l a s s e s f o r
you and d o n ' t t a k e t h e time t o r e a l l y e x p l a i n any th ing t o
you. They j u s t g i v e them t o you, j u s t t o rush you o u t o f
t h e r e . That i s n o t r i g h t because you might n o t l i k e I t ,
and you d o n ' t know what t o do about 1 t because t h a t 1s what
happened t o me. Because I had a c l a s s and d id n o t know how
t o go about dropping I t and adding and ended up having to
keep 1t.

103

Yes, I have gone t o s e e a c o u n s e l o r about an I n t e r r a c i a l
problem.
I have one black t e a c h e r I am c l o s e w i t h ; he 1s r e a l l y a
good t e a c h e r .
That 1s about t h e o nly one I r e a l l y know { I n f l u e n t i a l
person).
I go t o my mother f o r a l l my problems. I am n o t too
p a r t i c u l a r about t a l k i n g to o t h e r pe ople about t h i n g s
because I keep t o m yse lf a l o t .
They [ O f f i c e o f S u p p o r t i v e S e r v i c e s ] could have been a
l o t o f h e l p , I f I had given them t h e chance. B ut, because
o f t h e f a c t I d o n ' t l i k e to go to peop le f o r a n y t h i n g , 1t
kind o f k e p t me from them.

Adaptor* number* tw en ty-six was uncomfortable in discussing
her personal problems with anyone other than her mother.
However, she f e l t she had e sta b lish ed a re la tio n sh ip with
one black professor arid d id see a counselor once. Addi­
tio n a lly , she a lso attem pted to so lve her own problems.
Summary o f Unfavorable Adaptors Acquiring
Resources
With r e g a r d s t o se ek in g r e s o u r c e s and Info rm a tio n 1n t h e i r new
environm ent, th e u n f a v o r a b l e a d a p t o r s d i s p l a y e d t h e fo llo w in g behaviors
and a t t i t u d e s :

t h r e e o f t h e f i v e s t a t e d t h a t they f e l t th e need to

t a l k t o a c o u n s e l o r and d i d go see one, w h ile t h e o t h e r two did n o t
b e l i e v e a c o u n s e l o r c ould help them; f o u r o f t h e f i v e a d a p t o r s i n d i c a t e d
t h a t they t r i e d t o s o l v e t h e i r own personal problems e i t h e r by them­
s e l v e s , o r by t a l k i n g t o t h e i r roommate o r w ith t h e i r mother; t h r e e
o f the f i v e a d a p t o r s s t a t e d t h a t th ey belonged to the Black Caucus
o r g a n i z a t i o n ; only one o f t h e f i v e f e l t t h a t she knew someone I n f l u ­
e n t i a l on the campus, e . g . , p e rson s In t h e O f f i c e o f S u p p o r t i v e S e r ­
v i c e s , a d m i n i s t r a t i o n b u i l d i n g p e r s o n n e l , and t h e Lansing Young

104

Democrats.

F i n a l l y , w i t h t h e e x c e p ti o n o f one a d a p t o r , th e o t h e r s

f e l t t h a t t h e O f f i c e o f S u p p o r tiv e S e r v i c e s could be very h e lp f u l 1f
th ey would l e t 1 t a s s i s t them, 1 f t h e O f f i c e made c o u n se lin g mandatory,
and 1f 1t made I t s meetings mandatory and h e ld them 1n the dorms.
What seems t o s t a n d o u t about t h i s small group o f a d a p t o r s 1s
t h a t t h e y t r i e d to handle t h e i r own problems, e s p e c i a l l y personal o n e s ,
r a t h e r than seeking a s s i s t a n c e ; they seemed to lack f a i t h 1n c o u n s e l o r s
In t h i s a r e a .

In f a c t , they a p p a r e n t l y wanted someone to mandate t h a t

they seek a s s i s t a n c e .

F i n a l l y , one a d a p t o r e x p re s s e d a g r e a t concern

f o r a b e t t e r o r g a n iz e d o r i e n t a t i o n program.
What th e M i n o r i ty High Risk Freshmen Said
About I n c r e a s i n g Self-Management
I t 1s v e ry Im portant t h a t t h e a d a p t in g i n d i v i d u a l e s t a b l i s h a
se nse o f s e 1 f - d 1 r e c t i o n 1n t h e new environment, f o r i f he i s c o n f i d e n t
and p o s i t i v e o f h i s purpose f o r being t h e r e , he w i l l n o t l e t the
e x p e c t a t i o n s o f o t h e r s p r e v e n t him from a c h i e v i n g h i s o b j e c t i v e .
On t h e o t h e r hand, 1f he la c k s s e l f - r e l i a n c e , th en he p l a c e s h i m s e l f
a t t h e mercy o f o t h e r s ' e x p e c t a t i o n s In the new environm ent.
Favorable Adaptors
The fo llo w in g s e l e c t e d q u o t a t i o n s a r e from t h e perso nal i n t e r ­
views o f f i v e f a v o r a b l e a d a p t o r s and r e p r e s e n t t h e i r views r e g a r d i n g
In c r e a s e d self-management.
Number t h i r t y - o n e (5) viewed s e l f management 1n t h e f o llo w in g
ways;

105

I g e t involved!
I t h i n k t h a t my f i r s t y e a r was rough, b u t a c h a l l e n g e , and
I am going to prove t o m y se lf I can do b e t t e r n e x t y e a r .
I did n o t g e t u p t i g h t l i k e many o t h e r people did i f I g o t
a 2 . 0 o r 2 . 5 ; I j u s t a cc ep ted i t and t r i e d h a r d e r t h e n e xt
time.
I am In the Black Caucus as a s t u d e n t r e p r e s e n t a t i v e .
Once, I went t o se e a p r o f e s s o r about a low g rade and was
a ble to g e t i t changed t o a h i g h e r grade a f t e r e x p l a i n i n g
what t h e pa per was a bout.

Adaptor number th irty -o n e seemed to m anifest re a H e tio
s e lf - id e a ls with regard to hie aepiration e and attauvnents.
He ex h ib ited f l e x i b i l i t y in s a tis fy in g his in tern a l needs
which led to successful behavior p a ttern s.
Number twenty ( 4 . 7 ) was l i k e w i s e s e l f - d i r e c t e d :
I went t o se e my ATL p r o f e s s o r about a grade he gave me
on a paper w r i t t e n about m i n o r i t i e s .
I v i s i t e d my p r o f e s s o r s on t h e i r o f f i c e h o u r s , and I
t a l k e d t o them.
You have got t o g e t good stu d y h a b i t s . I did n o t come
up here with good s tu d y h a b i t s , and I am s t i l l n o t a t
t h e p o i n t where I can say t h i s i s how I want t o be. I
am s t i l l Improving more and more. I t ' s a t the p o i n t
where I am going up i n s t e a d o f down.

Adaptor number twenty s e t goals th a t were co n sisten t with
h is perception o f him self. More im portantly, he had a
sense o f accomplishing tasks th a t s a ti s f i e d his in tern a l
needs and thus increased h is confidence in h is own id e n tity .
Another a d a p t o r , number e i g h t e e n ( 4 . 5 ) , spoke of h e r s e l f
reliance:
I l e a r n e d how t o deal w ith p e o p le . You have t o make pe ople
u n de rstand you i f you come from a d i f f e r e n t environment.
What I cannot g e t from my f r i e n d s , I have t o do on my own.

106

By t h e end o f the term, I g e t t o know one o r two o f my
t e a c h e r s p r e t t y w e l l . I ask them about t e s t . A f t e r c l a s s ,
1 w i l l go and t a l k t o them I f I have q u e s t i o n s t h a t I was
unable t o ask 1n c l a s s .
You cann o t p l e a s e everybody, so I am n o t concerned about
what o t h e r pe ople t h in k o f me.

Adaptor number eighteen had a r e a l i s t i c and ra tio n a l approach
to the concept o f s e lf- r e lia n c e . She seemed to possess a
s o c ia l s e n s i tiv i ty fo r adapting to a new environment. She
had the capacity to cope with a changing environmentt an
a b i l i t y to s a tis f y her extern al and in tern a l needst and
an accurate perception o f r e a lity .
And number twenty-two ( 4 . 5 ) e x h i b i t e d a s i m i l a r a b i l i t y t o
manage h i m s e l f and h i s needs:
She [ O f f i c e o f Su pp o rtiv e S e r v i c e s ] s a i d I t would be b e s t
t o go o v e r t h e r e a t th e s t a r t o f t h e y e a r , so you could
g e t ahead and g e t t h e jump on t h e s t u f f you need be fo r e
you g e t i n t o t r o u b l e .
I used t h e l i b r a r y a l o t .
f o u r times a week.

I used 1 t a t l e a s t t h r e e o r

I go t a l k t o my p r o f e s s o r to f i n d o u t where I'm r e a l l y
lost.
I go t a l k t o t h e p r o f e s s o r and g e t an Idea o f what
he e x p ec ts 1n the c l a s s and how he e x p e c ts us t o perform.
I ask as many q u e s t i o n s as p o s s i b l e t h e f i r s t couple o f
days, maybe j u s t to become a p a i n , t o f i n d o u t t h e
In fo rm a tio n I need t o help me.

Adaptor number twenty-two a lso seemed to be a high func­
tioning in d ivid u a l who had the capacity to foim ulate
r e a l i s t i c goals and accomplish them in order to s a tis f y
h is in tern a l needs. He attem pted to master his environment.
F i n a l l y , a d a p t o r number t h i r t y - t w o ( 4 . 5 ) c l e a r l y r e f l e c t s t h e
s e l f - d i r e c t i o n e x h i b i t e d by t h e o t h e r f o u r :
When I f i r s t g o t up h e r e , I was i n v o lv e d in t h e Black
Caucus.
I am t r y i n g t o be forw a rd , and I s t i l l have a long way
t o go, bu t I'm s t i l l t r y i n g my b e s t .

107

I g e t t o g e t h e r w ith o t h e r people so we can work t o g e t h e r .
F i r s t , I see 1f I c annot s o l v e the problem, and 1 f I c a n ' t ,
th en I w i l l go and t a l k to maybe Dana o r S h e i l a . And, 1f
I t 1s something t o do w ith my personal l i f e , I go and t a l k
t o my c o u n s e l o r , and, 1f I t has t o do w ith s c h o o l , I w i l l
t a l k t o my academic a d v i s o r .
I go o u t and p a r t y once a week.

Adaptor number th irty -tw o had confidence in her aim id e n tity
and the c a p a b ility to choose extern al goals th at would s a tio f y her in tern a l needs. She ex h ib ited f l e x i b i l i t y in regard
to choices th a t would improve her s e lf- d ir e c tio n „
Summary o f Favorable Ada ptors' I n c r e a s e
1n Self-Management
The above e x c e r p t s from t h e views o f f a v o r a b l e a d a p t o r s about
t h e i r I n c r e a s e d s e l f - d i r e c t i o n p o i n t t o some s i m i l a r b e h a v i o r s .

For

example, 1f they were having academic or personal prob lems, th e y would
seek o u t a s s i s t a n c e .

A d d i t i o n a l l y , th ey v i s i t e d t h e i r p r o f e s s o r s a f t e r

c l a s s t o d i s c u s s cla ss ro om assignments o r d i s s a t i s f a c t i o n w ith a g r a d e ,
o r t o r a i s e q u e s t i o n s n o t asked 1n c l a s s .

Furthe rmore, they a l l seemed

t o be s e l f - d i r e c t i n g i n d i v i d u a l s who e v a l u a t e d t h e pros and cons o f
t h e i r behaviors.

F i n a l l y , they a p p a r e n t l y knew t o whom and where to

go t o g e t I n t e r n a l s a t i s f a c t i o n r e g a r d i n g a s p e c i f i c problem.
Unfavorable Adaptors
The fo llo w in g comments r e p r e s e n t t h e views o f t h e un fav ora ble
a d a p t o r s r e g a r d i n g t h e i r t ho u gh ts about I n c r e a s e d self-management.
How a d a p t o r t h 1 r t y - s 1 x (1) saw I n c r e a s i n g self-management
I s I l l u s t r a t e d in t h e remarks below:

108

Well, t h e f i r s t term I d i d n o t r e a l l y do a n y th i n g . Then,
a f t e r I g o t my gr ades back, I f e l t I should s t a r t doing
something. So, I s t a r t e d stu d y i n g a l i t t l e more. I
planne d my s t u d y hours a l i t t l e more c a r e f u l l y , and I
g o t in the h a b i t o f s tud y in g in t h e daytime because I
knew I was n o t going t o study du rin g t h e n i g h t .
I s t u d i e d more t h i s term than 1n th e F a l l t e r m - - I p a r t i e d
a lot.

Adaptor number th ir ty - s ix a lte r e d the d ire c tio n o f her
eelf-management e ffo r te only a f te r ehe experienced a
fe a r o f fa ilu r e re su ltin g from her f i r s t term grades.
During her f i r s t term she d ire c te d her e f f o r ts toward
the so c ia l aspects o f co lleg e l i f e rather than the
academic a sp ects.
Likewise , a d a p t o r number two ( 1 . 5 ) a l s o had d i f f i c u l t y
st u d y i n g :
I s t u d i e d kind o f s p o r a d i c a l l y ; t h a t was about 1 t .
Like I s a i d , n o t p l a y i n g f o o t b a l l was kind o f a l e t down
to me because t h a t was my big t h i n g . So, I had to deal
w ith t h a t p e r s o n a l l y . I had t o a d j u s t and keep my head
up and g e t I n t o t h e books.

Adaptor number twot who was dropped from the fo o tb a ll team
and f i l l e d with fru s tra tio n and anxiety because o f i t t
attem pted to r e -d ir e c t th is h o s t i l i t y by concentrating
on his stu d ie s. But he acknowledged th a t th is concentrating
was done in sp u rts.
Another a d a p t o r , number f i v e ( 1 . 5 ) , r e f e r r e d to h e r problems
1n self-management as f o l lo w s :
That runs thro ugh my mind e veryd ay ; I ask m y s e l f , "What am
I doing here?" I r e a l i z e d t h i s about mid-terms o f F a l l term .
I j u s t keep t e l l i n g m y se lf I can do 1 t . I c a n ' t l e t myse lf
down l i k e t h a t .
I go see t h e p r o f e s s o r .

Adaptor number f i v e ' s fe e lin g s o f inadequacy regarding her
self-management and her uncertainty about being in the
environment could be in ferred from her asking h e r se lf,
"What am I doing here?"

109

And u n f a v o r a b l e a d a p t o r number t w e n t y - e i g h t ( 1 .5 ) spoke o f
academic problems:
I have a l o t o f academic p r e s s u r e s , and 1 j u s t d o n ' t know
where to b e g in . I e x p e r i e n c e academic problems no soone r
than t h e term b e g i n s , and 1 am no t over them even a f t e r t h e
term ends. I s t a y e d In and o u t o f th e p r o f e s s o r ' s o f f i c e s .
I have a l o t o f problems w i t h people t e l l i n g me to s t a y In
my books.

Adaptor number tw en ty-eight was unsure as to how she should
deal with the academic a n x ieties she was experiencing in the
new environment. Although she v i s ite d her professors qu ite
frequ en tly seeking a ssista n cet her coping p a ttern s remained
unchanged.
While a d a p t o r number t w e n ty - s ix (2) mentioned h e r d i s a p p o i n t ­
ments 1n r e g a r d s t o h e r s e l f management:
Took them [ d l s s a p o i n t m e n t s about c o l l e g e l i f e ] 1n s t r i d e ,
r e a l l y , I c ould t a k e them o r le a v e them.
I j u s t d i d n o t l e t 1 t g e t me down.
I would have t o stu d y h a r d e r . "

I j u s t s a i d , "I knew

I d id n o t do a n y t h i n g . 1 j u s t made up my mind I was going
t o do t h e b e s t I can. J u s t s e l f - d e t e r m i n a t i o n .

Adaptor number tw en ty-six d id not r e fe r to any p h ysica l
behaviors th at in d ica ted an improvement in her s e l f ­
management. In fa c t, she expressed a nonchalant
a ttitu d e about attem pting to increase her in tern a l
s a tis fa c tio n .
Summary o f Unfavorable A daptors ' I n c r e a s e
i n Self-Management
All f i v e reach ed a p o i n t o f r e a l i z a t i o n t h a t they had t o change
t h e i r p r e s e n t b e h a v i o r s , b u t t h e i r methods f o r changing were q u i t e
different.

Two o f t h e a d a p t o r s decided t o study more than th ey had

In t h e Fall term; one determined t o spend more time cramming f o r exams;
one decided t o m a n i p u l a t e t h e system (by c o n t i n u a l l y v i s i t i n g

no
p r o f e s s o r s ' o f f i c e s ) though she s t i l l f e l t completely l o s t aca d em ic a lly
both a t t h e begin ning and a t th e end o f t h e term.

Another began t o

r e l y on s e l f - d e t e r m i n a t i o n a l o n e .
How t h e M in o rity High Risk Freshmen
E s t a b l i s h e d C o m p a t i b il i ty
Persons a d a p t in g to a new environment must, t o some d e g r e e ,
e s t a b l i s h c o m p a t i b i l i t y w ith i t .

In o t h e r words, t h e y must begin to

i d e n t i f y w ith t h e customs, mores, t r a d i t i o n s , and v a l u e s o f t h a t
environment i f a f a v o r a b l e a d a p t i v e e x p e r i e n c e i s t o occur.
Fa vorable Adaptors
The fo llo w in g e x c e r p t s a r e r e p r e s e n t a t i v e o f the f a v o r a b l e
a d a p t o r s ' views r e g a r d in g e s t a b l i s h i n g c o m p a t i b i l i t y with a new
environment.
Adaptor number t h i r t y - o n e (5) f e l t t h i s way:
I f e l t l i k e a S p a rtan a t my f i r s t f o o t b a l l game.
I g e t Involved 1n my c l a s s e s and p r e s e n t a c h a l l e n g e
to th e p r o f e s s o r .
I g o t l o s t a couple o f tim es r i d i n g my b i k e ; t h a t i s
how I l e a r n e d my way around MSU.
I am Involved in t h e Black Caucus.
I l i k e th e people and t h e f r i e n d l y atmosphere of my
residence h a ll.
I go t o p a r t i e s and p l a y c a r d s .

Adaptor* number* th irty -o n e had esta b lish ed a strong sense
o f id e n tity with the MSU community,Furthermore,
he f e l t
th a t he was making a contribution and i >ase s s e n tia lly
in volved both academically and s o c ia lly .
4

Ill

And a d a p t o r number twenty ( 4 . 7 ) f e l t s i m i l a r l y :
I f e l t l i k e a Sp a rtan e v e r s i n c e my cousin s t a r t e d h e r e .
I am invo lv ed in t h e Black Caucus.
I played in i n tr a m u r a l s p o r t s , and I he lped to o r g an iz e
a pa g ea n t.
I am a r e p r e s e n t a t i v e on th e Dorm Counc il.
I l i k e l i v i n g in a dorm and how i t ' s o r g a n i z e d .
I am r e a l l y happy h e r e , and I l i k e t h e people .

Adaptor number twenty also id e n tifie d with the u n iv ersity
corm m ity and in d ica ted th a t he had e sta b lish ed a sense o f
co m p a tib ility with i t . Moreover, he had f e l t the Spartan
s p i r i t long before he came to MSU.
Number e i g h t e e n ( 4 . 5 ) made r e f e r e n c e t o h e r t o t a l involvement
i n t h e f o l lo w in g comments:
I f I had i t to do o v e r a g a i n , I would s t i l l choose HSU.
I have pl ayed dorm s o f t b a l l and f o o t b a l l , In tr a m u r a l s p o r t s ,
and I have done some t h e a t r e .
I go t o movies, p a r t i e s , c o n c e r t s , and shopping.
I l i k e being around people and n o t having t o cook ny
own meals.
I f e l t l i k e a Spartan n\y f i r s t f o o t b a l l game.

Adaptor number eighteen expressed a fe e lin g o f to ta l
involvement in the many a sp ects o f co lleg e l i f e . She
had c le a rly esta b lish ed a p o s itiv e re la tio n sh ip with
her new environment.
S p o r t s a l s o pro vid ed a way t o a d a p t f o r number twenty-two ( 4 . 5 ) :
I am on t h e t r a c k team.
basketball.

I was p l a y i n g In tram u ral

I t r y t o g e t Involved 1n a l o t o f a c t i v i t i e s , b u t you
have t o keep i t l i m i t e d because you have t o b a la n c e
between how much work and play you a r e going t o do.

112

I go t o movies and p a r t i e s , b a s i c a l l y on F r i d a y and
S a turd ay . Then on Sunday, I g e t back to t h e books.
You have g o t t o a d j u s t t o a new s i t u a t i o n .
t o p u t up w i t h o t h e r people.

You have

I a t t e n d MSU, b u t I am no t a S p a r ta n .
Yes, I am p la n n in g t o r e t u r n .
t h a t MSU has t o o f f e r .

I need th e e d u c a tio n

Adaptor number twenty-two expressed fe e lin g s o f being
involved and contributing to the environment by in volve­
ment in sp o rts. However, he in d ica ted th at he was not a
Spartan.
F i n a l l y , th e remarks o f f a v o r a b l e a d a p t o r number t h i r t y - t w o
( 4 .5 ) showed she had e s t a b l i s h e d c o m p a t i b i l i t y :
I deal w ith p eople as p e op le .
I am t r e a s u r e r o f t h e Black Caucus.
Sometimes, I t f e e l s t e r r i b l e being a m i n o r i t y a t
MSU.
I t g i v e s you a chance t o meet pe o ple .
I have f e l t t h e school s p i r i t .
Yes, I plan t o r e t u r n t o MSU.

Adaptor number th irty -tw o was also involved in her
environment with which she has e sta b lish ed a sense o f
c o m p a tib ility. Yet, a t tim es, she d id experience the
pain o f behig a m inority student a t MSU.
Summary o f How Favorable Adaptors
E stablished Com patibility
Four o f t h e f i v e a d a p t o r s s a i d t h a t a t some p o i n t during t h e i r
freshman y e a r th ey f e l t l i k e a S p a r ta n o r e x p e r i e n c e d school s p i r i t .
Three o f t h e f i v e were Involved in t h e Black Caucus o r g a n i z a t i o n .

All

f i v e i n d i c a t e d t h a t t h e y l i k e d t h e people in t h e envir on m en t, though

113

one a d a p t o r s t a t e d t h a t i t was very d i f f i c u l t being a m i n o r i t y
a t MSU sometimes.

Three o f t h e f i v e mentioned t h a t t h e y had been

involved in some o f t h e v a r i o u s i n tr a m u r a l s p o r t s on campus.

Further,

one a d a p t o r was a member of t h e MSU t r a c k team, one was a Dorm Council
r e p r e s e n t a t i v e , and a n o t h e r was t r e a s u r e r f o r t h e Black Caucus.

Addi­

t i o n a l l y , 1n o r d e r to e s t a b l i s h c o m p a t i b i l i t y with t h e i r env ironm ent,
a l l went t o movies and p a r t i e s , went b i c y c l e r i d i n g , played t e n n i s and
c a r d s , and s e t a l i m i t a t i o n on the amount o f t h e i r involvement.

E ither

through t h e i r d i r e c t s t a t e m e n t s o r from i n f e r e n c e i t could be a s c e r ­
t a i n e d t h a t a l l f i v e were p r e t t y much s a t i s f i e d and planned t o r e t u r n
t o Michigan S t a t e U n i v e r s i t y t h e n e x t F a l l .
Unfavorable Adaptors
The fo llo w in g comments r e p r e s e n t t h e views o f t h e un fav o ra b le
a d a p t o r s r e g a r d i n g t h e i r tho u gh ts and f e e l i n g s about e s t a b l i s h i n g
c o m p a t i b i l i t y in a new environm ent.
Adaptor number t h i r t y - s i x (1) spoke o f a need t o le a v e MSU:
[ I n r es p o nse t o t h e q u e s t i o n , would you choose MSU a g a i n ? ]
No, d e f i n i t e l y not*, 1 want a complete change. I have been
l i v i n g in Lansing a l l my l i f e .
I f e e l I would do much b e t t e r a t an a l l - b l a c k c o l l e g e
because you would f e e l more c o m f o r t a b l e .
I l i k e i t t h a t they have an RA [ R e s i d e n t A s s i s t a n t ] on
each f l o o r . You can go t a l k t o h e r and she w i l l h e lp
you o u t .
I d i s l i k e some o f t h e people .
P r o f e s s o r s p u t t o o much work on you a t one tim e.
I g r a d u a t e d with E rvin Joh ns on , so I f e e l I have t o
s u p p o r t him.

114

I plan to r etu rn * b u t I r e a l l y want t o t r a n s f e r .

Adaptor number th ir ty - s ix Was extremely d is s a tis f ie d with
the MSU environment and wanted to leave i t badly. She
f e l t th at she would experience com patibility and a sense
o f community a t an a ll-b la c k co lleg e.
Unfavorable a d a p t o r number two ( 1 .5 ) would have a l s o chosen
a n o th e r school:
This school i s not made f o r b l a c k s .
I am from an
than a l l the
they l i k e to
on Fridays .

economically and s o c i a l l y d i f f e r e n t background
o t h e r I n d i v i d u a l s on t h i s f l o o r , and t h e t h in g s
do I d o n ' t l i k e t o do. They l i k e t o dr ink beer
. . and go t o p a r t i e s .

No. I would not choose MSU a g a i n ; I would go to a n o th e r
school.
I t 1s tough being a m in o r i t y a t MSU. Everyday l i f e a t MSU
makes you aware t h a t you a r e a m in o r i t y .
I plan t o t r a n s f e r t o ______________ c o l l e g e next F a l l .

Adaptor number two also was very uncomfortable and d is ­
s a tis f ie d with being a m inority student a t MSU and would
have p referred attending an a ll-b la c k c o lle g e . He with­
drew from the so c ia l aspects o f college almost to ta lly .
Adaptor number f i v e ( 1 . 5 ) expre ssed c e r t a i n f e e l i n g s reg ardin g
being black a t MSU:
No* I would n o t chose MSU a g a i n .
I would give anything 1n the world t o go to a black c o l l e g e
f o r my s o c i a l l i f e . Then, I would give anything t o s t a y a t
MSU f o r I t s academics.
I t h in k t h e black a id e system I s good.
To U v e 1n a dorm, you have t o l e a r n how t o give and r e c e i v e ;
you cannot be a s e l f i s h person t o s u r v i v e 1n a dorm.
No, I d o n ' t c o n s i d e r myself a S p a r ta n .
I am Involved 1n the sc h oo l.

I d o n 't feel th a t

Yes, I plan t o r e t u r n because I want to g r a d u a t e .

115

Adaptor number f iv e was very unhappy about being a t MSU.
She would have preferred to a tten d an a ll-b la c k co lleg es
thought she approved o f the academic standards a t MSU.
Then, a d a p t o r number t w e n t y - e i g h t ( 1 . 5 ) spoke o f d i f f i c u l t i e s
w i t h roommates:
No, I would not choose MSU a g a i n .
I have had problems with t h e s e rooms. I had t o sw tich
back and f o r t h . I had s i x roommates s i n c e I have been
here.
I l i k e to be around c e r t a i n p e o p le ; as f o r l i v i n g in a
cramped room, I d o n ' t l i k e i t , and e a t i n g what they cook,
I d o n 't lik e i t .
No, I am n o t a S p a r t a n . I bought a b a s k e t b a l l t i c k e t ,
a season p a s s ; I went to one game.
Right now, no, I am t h i n k i n g about going t o LCCand
b u i l d i n g up a f a i r l y d e c e n t average b e f o r e I come back
here.

Adaptor number tw en ty-eight was a lso highly disappointed
with the environmentt e s p e c ia lly the a sp ects o f dorm l i f e .
She had a d i f f i c u l t time coping with roommates.
And u n f a v o r a b l e a d a p t o r number t w e n t y - s i x (2) r e f e r r e d t o th e
problems a s s o c i a t e d with dorm l i f e :
I knew in t h e beginning t h a t I would have t o a d j u s t to
a l o t o f d i f f e r e n t people.
You do g e t t o meet a l o t o f people
you go o u t i n t o th e world.

and t h a t he lps when

I d o n ' t l i k e t h e food. I l i k e my p r i v a c y to o much.
cannot sta n d l i v i n g in a dorm.

I

I f e l t l i k e a S p a r t a n , t o a d e g r e e , when we were winning
in b a s k e t b a l l .
A c t u a l l y , I had n o t planned to r e t u r n because I am going
t o go and work f o r a w h ile .

116

Adaptor number tw en ty-six a n ticip a ted th a t she would have
to make seme personal adjustments liv in g in a dorm with
d iffe r e n t people. I t was clea r th at she was unable to
e s ta b lish a complete sense o f id e n tity with the environment.
Summary o f How Unfavorable Adaptors
E s t a b 11shed Compa t fFfTl t y
Four o f th e a d a p t o r s s t a t e d very d e f i n i t e l y t h a t t h e y would
n o t choose MSU 1f they had t o choose a g a i n ; one d i d n o t I n d i c a t e
whether she would o r would n o t choose MSU.

The same f o u r claimed

th ey would be more co m fortab le a t an a l l - b l a c k c o l l e g e .

Three

s t r o n g l y I n d i c a t e d t h a t they d i d not c o n s i d e r themselves " S p a r t a n s , "
w h ile one seemed t o f e e l t h a t she had t o I d e n t i f y somewhat because
she g radu a ted with Ervin Johnson, and a n o t h e r made r e f e r e n c e to t h e
"Spartan s p i r i t " she f e l t during t h e b a s k e t b a l l se ason .

Two mentioned

t h a t t h e y did n o t l i k e t h e food; two o t h e r s seemed to approve o f th e
blac k r e s i d e n t a s s i s t a n t I d e a .

Only two o f the f i v e planned to r e t u r n

t o MSU the n e x t F a l l , but t h e y q u a l i f i e d t h e i r s t a t e m e n t s :

one planned

t o r e t u r n , b u t r e a l l y p r e f e r r e d t o t r a n s f e r , and t h e o t h e r wished she
c ould go t o a blac k c o l l e g e f o r th e s o c i a l l i f e and a t t e n d MSU f o r th e
academics.
Summary
The 38 high r i s k freshmen were r a n k - o r d e r e d by t h e r e s e a r c h e r
f o r t h e purpose o f s e l e c t i n g t h e f i v e most f a v o r a b l e and f i v e l e a s t
favorable adaptors.

A f u r t h e r i n - d e p t h a n a l y s i s was then conducted

f o r t h e s e 10 i n d i v i d u a l s .

117

I t was found t h a t t h e f a v o r a b l e a d a p t o r s came t o Michigan
S t a t e U n i v e r s i t y with a p r i o r p o s i t i v e a t t i t u d e .

In a d d i t i o n , they

came t o c o l l e g e a n t i c i p a t i n g t h a t t h e academic s t a n d a r d s would be high
and somewhat d i f f i c u l t to meet.

Among the f a v o r a b l e a d a p t o r s , t h e r e

was a se n se o f b ein g a b le t o a c c e p t the d isa p p o in tm en ts o f t h e i r unmet
c o l l e g e e x p e c t a t i o n s , both s o c i a l and academic, though a l l o f them d id
f e e l t h a t most o f what they a n t i c i p a t e d c o l l e g e to be l i k e was r e a l i z e d .
Moreover, t h e r e was an a t t i t u d e t h a t now they were more m a tu r e , i n d e ­
p e n d e n t , and b e t t e r a b l e t o r e l a t e w ith d i f f e r e n t ty p es o f p e o p le .
Four o f the f i v e f a v o r a b l e a d a p t o r s claimed t h a t th e y had
e s t a b l i s h e d many new f r i e n d s h i p s as well as r e l a t i o n s h i p s with t h e
p r o f e s s i o n a l s t a f f a t Michigan S t a t e U n i v e r s i t y .

An e x p l a n a t i o n 1s

n e c e s s a r y f o r t h e one s t u d e n t n o t having a l o t o f f r i e n d s :

1 t was h e r

own choosing no t t o engage in a l a r g e number o f f r i e n d s h i p s because she
f e l t t h a t t o do so would n o t allo w h e r t o be h e r s e l f , whereas having
j u s t a few f r i e n d s would.

All f i v e e x p re s s e d enough c o n fid e n ce in

t h e i r a b i l i t i e s and in f r i e n d s h i p s and r e l a t i o n s h i p s w ith o t h e r s to
know to whom and where to go f o r a s s i s t a n c e when needed.
The f i n d i n g s show t h a t , 1n g e n e r a l , a l l f i v e f a v o r a b l e a d a p t o r s
l i k e d the campus e n vironm ent, i d e n t i f i e d w ith t h e school t r a d i t i o n s and
s p i r i t , planned to r e t u r n In t h e F a l l , and, 1 f given t h e c h o ic e o v e r
a g a i n , would s t i l l choose Michigan S t a t e U n i v e r s i t y .
The f i n d i n g s o f t h e f i v e u n f a v o r a b l e a d a p t o r s were a lm ost a
complete o p p o s i t e o f t h o s e f o r t h e f a v o r a b l e a d a p t o r s .

For example,

i t was found t h a t t h e u n f a v o r a b l e a d a p t o r s a l l had a n e g a t i v e a t t i t u d e

118

about coining t o c o l l e g e a t Michigan S t a t e U n i v e r s i t y .

None o f t h e

f i v e r e a l l y wanted t o a t t e n d Michigan S t a t e U n i v e r s i t y in t h e f i r s t
place.

O r i g i n a l l y , they wanted t o a t t e n d an a l l - b l a c k c o l l e g e o r an

o u t - o f - s t a t e c o l l e g e , but came t o MSU as a l a s t r e s o r t .

Regarding

e x p e c t a t i o n s , a l l f i v e o f t h e u nf a v o r a b le a d a p t o r s came t o c o l l e g e
with t h e i r e x p e c t a t i o n s o f c o l l e g e l i f e focused p r i m a r i l y on s o c i a l
o r non-academic a s p e c t s .

As a r e s u l t o f t h i s a t t i t u d e , most o f them

were unable t o a d j u s t to t h e shock t h a t c o l l e g e r e q u i r e d a l a r g e amount
o f time f o r academic work.

This l a c k o f a d ju s tm e n t r e s u l t e d in f e e l i n g s

o f d i s s o n a n c e and f r u s t r a t i o n which, in t u r n , led them t o f a u l t t h e i r
former high s c h o o l s f o r not having p rep a red them f o r t h e i r u n a n t i c i p a t e d
p redic am en t.
With r e f e r e n c e t o whether o r n o t t h e i r b e h av io r s had changed
s i n c e going away t o c o l l e g e , two f e l t t h a t th ey were b a s i c a l l y t h e
same, one f e l t more in dep en d en t in h i s t h i n k i n g , and t h e o t h e r thought
t h a t more knowledge had been a c q u i r e d a bo u t d e a l i n g w ith p e o p le .

Most

o f them viewed th em se lv es a s having a l o t o f a c q u a in t a n c e s as opposed
to real friendships.

With t h e e x c e p ti o n o f one u n f a v o r a b le a d a p t o r ,

t h e y d i d n o t p e r c e i v e themselves as knowing any i n f l u e n t i a l people on
campus.

F urtherm ore, r a t h e r than seeking a s s i s t a n c e o r e s t a b l i s h i n g

r e l a t i o n s h i p s with t h e p r o f e s s i o n a l s t a f f on campus, th ey a l l a tte m p te d
t o r e s o l v e t h e i r own problems and c o n f l i c t s .

F i n a l l y , none o f the f i v e

u n f a v o r a b l e a d a p t o r s seemed t o i d e n t i f y with t h e environment known as
Michigan S t a t e U n i v e r s i t y ,

Only two were p lann ing t o r e t u r n n e x t F a l l ,

w h i l e t h e o t h e r t h r e e voice d s e r i o u s doubts about t h e i r i n t e n t i o n s .

119
In c o n c l u s i o n , t h e above r e s u l t s o f t h e stu d y seemed to
g e n e r a t e th e f i v e f i n d i n g s l i s t e d below:
1.

I t a ppears t h a t m i n o r i t y high r i s k freshmen a r e a b le t o
r e - a l l g n e x p e c t a t i o n s when th ey do n o t e n c o u n t e r d isso n a n c e
in too many a s p e c t s o f t h e i r l i v e s .

F u r t h e r , i t a p p ea rs t h a t

a c lu s te rin g of u n f u l f i l l e d expectations i s s u f f i c i e n t to
cause c o n s i d e r a b l e d i f f i c u l t y 1n t h e a d a p t i v e p r o c e s s .
2.

When a m i n o r i t y high r i s k freshman has f e e l i n g s o f being
fo r c e d i n t o a new environment when a n o t h e r i s p r e f e r r e d ,
he o r she forms a n e g a t i v e s e t o f e x p e c t a t i o n s which f u r t h e r
c o m p lica te s t h e a d a p t i v e p r o c e s s .

3.

I t appears t h a t m i n o r i t y high r i s k freshmen who have g r e g a r i o u s
p e r s o n a l i t i e s as opposed t o i n t r o v e r t s , may have a d i s t i n c t
advantage in b u i l d i n g r e l a t i o n s h i p s .

4.

The s t r e n g t h o f t h e s t u d e n t ' s l in k a g e t o needed r e s o u r c e s
appears t o be de te rmined by the scope o f th o se r e s o u r c e s and
h i s o r h e r i d e n t i f i c a t i o n w ith them.

5.

I t app ea rs t h a t th e e s t a b l i s h m e n t o f c o m p a t i b i l i t y i s n o t
r e l a t e d t o a cause and e f f e c t syndrome in t h e environm en t,
b u t r a t h e r t o a se nse o f community, making a c o n t r i b u t i o n ,
and e s s e n t i a l l y being involv ed in the environm ent.
A summary o f i n f e r e n t i a l s t a t e m e n t s f o l lo w s :

120

CRITICAL TRANSACTIONS IN ADAPTING TO NEW ENVIRONMENTS
1.

R e - a l i g n i n g E x p e c ta t io n s
F avorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g pers ons r e - a l l g n
t h e i r e x p e c t a t i o n s in the d i r e c t i o n o f a commonly shared
r e a l i t y u n t i l t h e r e a r e no major d i s c r e p a n c i e s .
Favorable

• Adaptor number th irty -o n e found him self forced to re -a lig n
his academic expectation s to a lower le v e l, and he was able
to accomplish th is stage o f the adaptive process with a
minimum amount o f s tr e s s .
• Adaptor number twenty experienced le ss o f a need to
re-alig>i h is academic and so c ia l expectations
because they seemed to confirm the r e a lity he
experienced.
• Adaptor number eighteen found i t necessary to make an
academic re-alignm ent through a r e a l i s t i c process o f
ra tio n a liza tio n .
• Adaptor number twenty-two had a n tic ip a te d much help or
reassurance from "matured" upperclassmen. AlsOj he had
expected to share a g rea ter sense o f se c u rity and id e n ti­
fic a tio n with blacks than he d id . Academically, he found
h is stu d ie s to be as demanding as he had a titic ip a te d j however,
campus so c ia l l i f e turned out to be very disappointing. Some
re-alignm ent o f expectation s can be in ferred from his comments,
but a certa in d if f i c u lty in accommodation i s apparent.
• Adaptor number th irty -tw o was determined to do w ell
academically and accomplish her career o b je c tiv e . However,
her se lf-estee m lessened somewhat a f te r the r e a lisa tio n th at
her f i r s t term grades were lower than she had a n ticip a ted .
There was a re su lta n t s lig h t re-alignm ent o f her academic
expectation s. A d d itio n a lly, she experienced cu ltu re shock
when she discovered such a small number o f blacks on campus,
in p a rtic u la r males; she had hoped to meet a p o ssib le mar­
riage partner. N everth eless, she re-a lig n ed th is expectation
by going in to the Lansing area and fin din g th is sp e c ia l
in d ivid u a l. For her, then, the so c ia l l i f e on campus
was a disappointing experience.

121

Unfavorable

• Adaptor number th ir ty -e ix came to college a n ticip a tin g a
great deal o f emphasis on so c ia l a c t iv i tie s and very l i t t l e
s tr e s s on academics. A fter discovering the complete opposite
o f her expectations, she was to ta lly unprepared to cope with
the academic and so c ia l dissonance in the new environment.
In addition to these major disappointments, she experienced
culture shock fo r she had expected to see a larger number
o f blacks on campus. She a lso blamed her high school fo r
not preparing her fo r college and developed a maladaptive
a ttitu d e toward her environment. There was no evidence o f
re-alignment o f her expectations.
• Adaptor number two was not p a rtic u la rly overjoyed about
coming to Michigan S ta te U niversity. He came because he was
assured th at he would play fo o tb a ll, only to be cut during
mid-season. Although he expected to a tta in a decent grade
poin t average, he was doubtful o f hie a b ility to succeed
academically. Furthermore, he was very disappointed about
the environment and the people. He f e l t very strongly that
he had experienced racism. There was no evidence o f an
attempt to re-a lig n h is expectations.
• Adaptor number f iv e i n i t i a l l y wanted to attend an a ll-b la c k
co lleg e, but chose Michigan S tate U niversity as a la s t
re so rt. She held high expectations fo r an a c tiv e so c ia l
l i f e , but was extremely disappointed when she found that
MSU was com petitive both s o c ia lly and academically. She
was completely unprepared fo r the incongruity she was
experiencing. As a r e s u lt o f her in a b ility to cope with
the dissonance in the new environment, she developed pre­
dominant feelin g s o f so c ia l and academic inadequacy. Again,
there was no apparent attem pt to re-align her expectation s,
e ith e r s o c ia lly or academically.
• Adaptor number tw enty-eight a lso wanted to atten d an
a ll-b la c k co lleg e. From the very moment she a rrived on
the campus o f Michigan S tate U niversity, she was highly
d is s a tis f ie d with the environment. Moreover, she came to
college with low academic expectations, although she re­
aligned them s lig h tly when she discovered that the academic
standards were high. Furthermore, she experienced feelin g s
o f hopelessness and depression as a r e s u lt o f her in a b ility
to accommodate to the new environment. In addition to these
maladaptive fe e lin g s , she became i l l due to the s tr e s s and
anxiety o f a heavy coiwse load which, in turn, caused her
to take several inoompletes.

122

• Once again, adaptor number tw en ty-six Was not too overly
e x c ite d about coming to Michigan S ta te U niversity because
she r e a lly wanted to a tten d c o lle te o u t-o f-sta te . P rior to
attending MSU, she had fe e lin g s o f academic inadequacy and
paranoia, fe e lin g s based on her b e l i e f th at because MSU was
predominantly white she, as a black stu den t, would fin d i t
q u ite d i f f i c u l t to succeed. She had expected i t to be d i f ­
f i c u l t academ ically, but the r e a lity o f f u s t how d if f i c u lt
i t was impeded her re-alignment o f expectations and
accommodation to the environment,
2.

Pro c es sin g Losses
Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g persons p r o c e s s t h e i r
s e l f - p e r c e i v e d l o s s e s and confirm o r d i s c o v e r s e l f - p e r c e i v e d
gain s u n t i l t h e ga in s a r e e x p e r ie n c e d as outweighing th e l o s s e s .
Favorable

■ Adaptor number th irty-o n e openly shared h is perceived lo sses
about his decision to come to Michigan S ta te U niversity. He
missed h is l i f e as a high school stu den t, e sp e c ia lly h is
senior year which he considered the b est o f his l i f e , and
he missed being around h is frie n d s, the night l i f e o f the
c i t y , and the privacy o f h is owtt room. However, s e lf perceived gains were few.
• Adaptor number twenty sin ce rely missed h is fam ily and f e l t
a g rea ter sense o f appreciation fo r the warmth and cohesion
he had taken fo r granted when he liv e d a t home. Also, he
missed his frien d s and the a ity a c t i v i t i e s , though he f e l t
there were a c t i v i t i e s th at one could g et in volved in a t
Michigan S ta te U niversity. Despite these fe e lin g s , he
b eliev ed his co lleg e experience had made him more aware
o f the scope o f the world, i t s people, and h is own a b i l i t y
to survive in i t . More im portantly, h is self-aw areness was
enhanced by his understanding o f the importance o f being
able to adapt to a new environment.
• Adaptor number eighteen liv e d in Germany fo r three years
before coming to MSU. Her in a b ility to go home regu larly
was, to her, a great lo ss. She in d ica ted th at she missed
her fam ily very much, but accepted the fa c t th a t she would
have to r e ly on h e r s e lf to s a tis f y her needs i f she was going
to su rvive a t co lleg e.

123

• Before attending MSU3 adaptor number twenty-two processed
hie a n ticip a tio n s by weighing h is p o ssib le lo sses and gains.
A fter returning home to v i s i t h is fam ily and frien d s 3 whom
he d id miss3 he fu rth er affirm ed th at he had made the rig h t
decision to a tten d co lleg e when he lis te n e d to h is frien ds
discu ss th e ir disappointment about taking a 30b ra th er than
going to co lleg e or about not having learned a trade while in
high school. A d d itio n a llyt since coming to co lleg e3 he f e l t
th at he had become more seriou s and evalu ative about l i f e .
• Adaptor number th irty -tw o d id not f e e l th at she missed
anything in p a rtic u la r about her old environment. Further3
she seemed to be happier being away from i t . She d id not
miss her fam ily because i t was so large and being a t MSU
brought her a new sense o f freedom and independence. More
im portantly3 she f e l t th at she had learned how to su rvive
campus l i f e and deal e f f e c tiv e ly with people.
Unfavorable

• Although adaptor number th ir ty - s ix came to MSU from the
Lansing area3 she s t i l l f e l t the loss o f her fam ily though
she d id not acknowledge the lo ss o f her frie n d s3 most o f whom
remained in Lansing. She f e l t p o s itiv e about her newly d is ­
covered a b ili ty to deal more d ir e c tly with in d ivid u a ls
attem pting to take advantage o f her naiveriess about l i f e .
But she a lso d id receive negative c r itic is m from her fa th er
regarding how much she had changed sin ce coming to co lleg e.
• For adaptor number two3 being cut from the fo o tb a ll team
seemed to c o n stitu te an overwhelming lo ss w ithin the new
environment. He recounted other lo sses a lso ; he m issed his
fam ily and h is a sso cia tio n s with frien d s. Both he and his
fam ily f e l t th a t he had not changed sin ce coming to college.
ThuB3 there were no se lf-p e rc e iv e d gains.
• Though adaptor number f iv e experienced the lo ss o f the money
she was used to receivin g from her fam ily3 she d id not miss
any immediate fam ily member. She a lso d id not miss her f o r ­
mer frien d s. However3 she d id miss the fe e lin g o f being
someone important in her former high school environment.
She never received any p o s itiv e feedback from members in
her fam ily regarding any ahanges3 but she perceived h e r s e lf
as more independent since coming to MSU.

124

• Adaptor number tw enty-eight sa id she d id miss her fam ily,
but re ceived mixed feedback from them about changes she had
undergone. Her most important lo ss seemed to be the sense
o f black id e n tity with her former community environment.
She perceived h e r s e lf as having become more serious and
concerned about her p erso n a lity.
• Adaptor number tw en ty-six missed her fam ily, frie n d s, and
home cooking. In terms o f s e lf-p e rc e iv e d gains, she f e l t
she had experienced and learned a great deal not r e fle c te d
in her grades.
3.

B u ildin g R e l a t i o n s h i p s
Fa vorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g persons e s t a b l i s h
a s u p p o r t i v e group t h a t responds t o t h e i r needs f o r s e c u r i t y *
s t i m u l a t i o n and i d e n t i t y In the new environment.
Favo rable

• Adaptor number th irty -o n e had esta b lish ed a support group
th at m otivated him and in d ica ted when he was not performing
as he should academ ically. This supportive group was formed
as a r e s u lt o f study session s involving both black and white
students during mid-term and fin a ls week.
• Adaptor number twenty counted a very large number o f frie n d ­
ships in hie support group, frien d sh ip s which were estab­
lish ed while ha attem pted to master h is new environment when
v is itin g and eatin g in other dorms during the f i r s t few weeks
o f co lleg e. This support group, also co n sistin g o f both
black and white stu d en ts, challenged h is ego.
• Adaptor number eighteen , lik e the o th ers, had a lso esta b ­
lish e d a support group. Her group developed as a r e s u lt
o f attending c la sse s and going to p a r tie s and concerts.
She also f e l t th a t her frien d s m otivated her when she toas
depressed. Again, members o f th is group were both black
and white.
• Adaptor number twenty-two met and e sta b lish ed h is support
group as a r e s u lt o f tryin g to a sso c ia te and be frie n d ly
w ith d iffe r e n t types o f people. The support group, con­
s is tin g o f both black and white re la tio n sh ip s, helped to
m otivate him and l i f t h is s p i r i t s when he was depressed
or when he had performed poorly on an examination.

125

« Adaptor number th irty -tw o made an important personal decision
to lim it the s iz e o f her support group to one black and one
Arabic rela tio n sh ip in order to maintain her p o s itiv e s e lf concept. She formed her group a t mealtimes in the ca feteria
and through another frien dsh ip. She f e l t her group helped
her to maintain her s e lf - id e n tity and esteem.
Unfavorable

• Adaptor number th ir ty - s ix made a conscious and d elib erate
e ffo r t to e sta b lish frien dsh ips and a support group by
eating a t d iffe re n t ta b les in the ca feteria . Other frien d ­
ships were made in cla sses, a t p a r tie s , and in the Student
Services Building. She f e l t th at these frien dsh ips motivated
her to study and play baseball. She had three close
frien dsh ips; a l l were with blacks.
• Adaptor number two had withdrawn fu rth er from the environment
because o f the emotional impact o f being cut from the MSU
fo o tb a ll team. He d id not make any attempt to e sta b lish new
frien dsh ips. Although he spoke o f a few acquaintances, he
seemed to d is tr u s t the establishment o f close rela tio n sh ip s.
• Adaptor number f iv e seemed to f e e l th a t she was unable to
e sta b lish meaningful frien dsh ips because o f her in a b ility
to s o c ia lize w ell with people. Although she d id b elieve
th at she had esta b lish ed a support group, i t s members, a l l
o f whom were blaokt seemed to be in tro v e rts ju s t as she was.
She d id gain a sense o f motivation and support from them.
• Adaptor number tw enty-eight f e l t th at she had made and lo s t
some frien ds since coming to co lleg e. She also found out
th at seeking advice from her support group could be both
helpful and harmful. From th is i t can be in ferred th at
though she had a support group, i t s influence was not very
strong. Again, a l l members o f the group were black.
• Adaptor number tw en ty-six was an in tro v e rt and made l i t t l e
i f any e ffo r t to e sta b lish any new rela tio n sh ip s. She d id ,
however, have a small support group which con sisted o f a
former schoolmate and a frien d o f the schoolm ate's, both
o f whom were black. A d d itio n a lly, she f e l t these
frien dsh ips o ffered her support and m otivation.

126

4.

Acqu iring Resources
Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g p erso ns g a in a c c e s s
t o key r e s o u r c e s in t h e new environment by l e a r n i n g where , when,
and how t o a c q u i r e b a s i c i n f o r m a t i o n , m a t e r i a l s , and p e rs o n a l
assistance.
Favorable

• Adaptor number th irty -o n e had the adaptive ca p a city,
a b i l i t i e s , and perceptions to recognise when he needed
a ssista n ce in dealing with his new and changing environment.
He seemed to know to whom, when, and where to go fo r help.
He thus made an attem pt to master the new environment. He
seems to take r e s p o n s ib ility fo r h is behavior and fe e lin g s.
• Adaptor number twenty also had the capacity to adapt to a
new m ilieu as was evidenced by his su ccessfu l attem pt to
seek out a ssista n ce when needed. By finding out the in fo r­
mation needed in order to su rvive, he could deal e f f e c tiv e ly
w ith anxiety-provoking situ a tio n s rath er than avoiding them.
• Adaptor number eighteen a lso found out who could a s s i s t her
in adapting su cc essfu lly to the new environment. She seemed
to understand the importance o f knowing how to cope in a new
environment and r e lie d h eavily on a ssista n ce from graduate
a s sis ta n ts .
• Adaptor number twenty-two discovered a valuable resource in
the O ffice o f Supportive S ervices, but only a f te r another
student advised him to seek a ssista n ce there. He f e l t he
knew o f other valuable resources on campus, but he d id not
appear to Jiave a c tu a lly u tili s e d them.
• Adaptor number th ir ty -tw o seemed to be in touch with her
in tern a l fe e lin g s and approached anxiety-provoking situ a tio n s
by focusing on a so lu tio n to the symptoms ra th er than the
cause. Further, she d id use resources a va ila b le to her.
Unfavorable

• Adaptor number th ir ty - s ix obviously found anxiety-provoking
situ a tio n s d i f f i c u l t to deal with and thus avoided any
situ a tio n th a t was ambiguous or tended to create anxiety.

127

• Adaptor number tw o's in a b ility to s a tis f y his d e sire to play
fo o tb a ll created a p a ttern o f maladaptive behaviors. He
withdrew from the campus environment in te r n a lly in an
attem pt to avoid any a ssim ila tio n w ith i t . The Black Caucus
seemed to be h is only o u tle t fo r the an xiety and fru stra tio n
he was experiencing.
• Adaptor number f iv e was a low functioning in d ivid u a l whose
lack o f a c le a r self-im age in the new environment caused her
to withdraw from i t . This inaccurate perception o f s e l f i s
the r e s u lt o f u n sa tisfie d in tern a l needs.
• Adaptor number tw en ty-eight d id , indeed, attem pt to e sta b lish
a resourceful re la tio n sh ip with the environment. She knew a
number o f in flu e n tia l people, discussed her academic prob­
lems with Supportive S ervices personnel, belonged to the
Young Democrats, and pledged a s o r o r ity . Even with these
a va ila b le resources, she d id not in d ica te th at they had
aided her in solvin g personal problems.
• Adaptor number tw en ty-six uaa uncomfortable in discussing
her personal problems w ith anyone oth er than her mother.
However, she f e l t she had esta b lish ed a re la tio n sh ip with
one black professor and d id see a counselor once. Addi­
tio n a lly , she a lso attem pted to so lve her own problems.
5.

I n c r e a s i n g Self-Management
F avorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g pers ons e s t a b l i s h
s u f f i c i e n t s e l f - d 1 r e c t 1 o n t o p r e v e n t o r overcome t h e f e e l i n g
o f being a t t h e mercy o f t h e e x p e c t a t i o n s o f o t h e r s in t h e
new environment.
Favorable

• Adaptor number th irty -o n e seemed to m anifest r e a l i s t i c
s e lf - id e a ls with regard to h is a sp ira tio n s and attainm ents.
He ex h ib ited f l e x i b i l i t y in s a tis fy in g . h is in tern a l needs
which led to su ccessfu l behavior p a tte rn s.
• Adaptor number twenty s e t goals th a t were co n sisten t with
h is perception o f him self. More im portantly, he had a
sense o f accomplishing tasks th a t s a ti s f i e d h is in tern a l
needs and thus increased h is confidence in h is own id e n tity .

128

• Adaptor number eighteen had a r e a l i s t i c and ra tio n a l approach
to the concept o f e e lf-re lia n c e . She seemed to possess a
so c ia l s e n s itiv ity fo r adapting to a new environment. She
had the capacity to cope with a changing environment3 an
a b i l i t y to s a tis f y her external and in tern a l needs, and an
accurate perception o f r e a lity .
• Adaptor number twenty-two a lso seemed to be a high function­
ing individual who had the capacity to formulate r e a l i s t i c
goals and accomplish them in order to s a tis f y h is in tern al
needs. He attempted to master his environment.
• Adaptor number th irty -tw o had confidence in her own id e n tity
and the c a p a b ility to choose extern al goals th a t would
s a tis f y her in tern a l needs. She ex h ib ited f l e x i b i l i t y
in regard to choices th a t would improve her s e lf-d ir e c tio n .
Unfavorable

• Adaptor number th ir ty - s ix a lte r e d the d ire c tio n o f her
self-management e f f o r ts only a f te r she experienced a fe a r
o f fa ilu r e resu ltin g from her f i r s t term grades. During
her f i r s t tern , she d ire c te d her e f f o r ts toward the so c ia l
aspects o f college l i f e rath er than the academic a spects.
• Adaptor number twot who was dropped from the fo o tb a ll team
and f i l l e d with fru stra tio n and an xiety because o f i t ,
attem pted to r e -d ir e c t th is h o s tili ty by concentrating
on h is stu d ie s. But he acknowledged th a t th is concentrating
was done in spu rts.
• Adaptor number f i v e ' s fe e lin g s o f inadequacy regarding her
self-management and her uncertainty about being in the
environment could be in ferred from her asking h e r s e lf,
"What am I doing here?"
• Adaptor number tw en ty-eigh t was unsure as to how she should
deal with the academic a n x ieties she was experiencing in the
new environment. Although she v i s ite d her pro fesso rs qu ite
frequ en tly seeking a ssista n cet her coping p a ttern s remained
unchanged.
• Adaptor number tw en ty-six d id not r e fe r to any p h ysical
behaviors th at in d ica ted an improvement in her s e l f management. In fa c t, she expressed a nonchalant a ttitu d e
about attem pting to inarease her in tern a l s a tis fa c tio n .

129

6.

E stab lish in g Com patibility
Favorab le a d a p t a t i o n r e q u i r e s t h a t a d a p t in g person s e s t a b l i s h
c o m p a t i b i l i t y ( i f not f u l l I d e n t i f i c a t i o n ) with t h e customs,
mores, t r a d i t i o n s and v a lu e s o f th e new environment.
Fa vorable

• Adaptor number th irty-o n e had esta b lish ed a etrong sense o f
id e n tity with the MSU community. Furthermore, he f e l t th at
he was making a contribution and was e s s e n tia lly involved
both academically and s o c ia lly .
• Adaptor number twenty a lso id e n tifie d with the u n iv e rsity
community and in dicated th a t he had esta b lish ed a sense o f
co m p a tib ility with i t . Moreover, he had f e l t the Spartan
s p i r i t long before he came to MSU.
• Adaptor number eighteen expressed a fe e lin g o f to ta l
involvement in the many asp ects o f college l i f e . She
had c le a rly esta b lish ed a p o s itiv e rela tio n sh ip with her
new environment.
• Adaptor number twenty-two expressed fe e lin g s o f being
involved and contributing to the environment by involvement
in sp o rts. However, he in d ica ted th at he was not a Spartan.
• Adaptor number th irty -tw o was a lso in volved in her environ­
ment with which she had esta b lish e d a sense o f co m p a tib ility.
Yet, a t tim es, she d id experience the pain o f being a
m inority student a t MSU,
Unfavorable

• Adaptor number th ir ty - s ix was extremely d is s a tis f ie d with
the MSU environment and wanted to leave i t badly. She
f e l t th at she would experience co m p a tib ility and a sense
o f cotmunity a t an a ll-b la c k co lleg e.
• Adaptor number two a lso was very uncomfortable and d is ­
s a tis f ie d with being a m inority student a t MSU and would
have p referred attending an a ll-b la c k c o lle g e . He withdrew
from the so c ia l aspects o f college almost to ta l ly .

130

• Adaptor1 number f iv e was very unhappy about being a t MSU.
She would have p referred to a tten d an a ll-b la e k co lleg e ,
though she approved o f the academia etandarde a t MSU.
• Adaptor number tw enty-eight wae a lso highly disappointed
with the environment, e s p e c ia lly the a spects o f dorm l i f e .
She had a d i f f i c u l t time coping with roommates.
• Adaptor number tw en ty-six a n ticip a ted th at she would have
to make some personal adjustments liv in g in a dorm with
d iffe r e n t people. I t was c le a r th a t she was unable to
e s ta b lish a complete sense o f id e n tity with the
environment.

CHAPTER V
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
FOR FURTHER RESEARCH

Conclusions
The purpose o f t h i s s tu d y was t o d ete rm ine whether t h e r e were
coirvnon I d e n t i f i a b l e a d a p t i v e b e h a v i o r s , f e e l i n g s , and a t t i t u d e s among
m i n o r i t y high r i s k freshmen t h a t could be c a t e g o r i z e d as e i t h e r
f a v o r a b l e o r u n f a v o r a b l e 1n t h e i r a d ju s tm en t t o Michigan S t a t e
U niversity.
The c o n c l u s i o n s drawn from t h e s tu d y f i n d i n g s p r e s e n t e d 1n
C hapte r IV w i l l be d i s c u s s e d below In r e l a t i o n t o t h e purpose o f the
study.

The c o n c l u s i o n s a r e o r g a n i z e d and p r e s e n t e d a c c o rdin g t o th e

r e s e a r c h q u e s t i o n s and t h e i r r e l a t e d c r i t i c a l a c a p t i v e t r a n s a c t i o n s
as c i t e d in Chapter I I I .

These c o n c l u s i o n s r e p r e s e n t g e n e r a l i z a t i o n s

drawn from t h i s stud y p o p u l a t i o n o n ly .

More s p e c i f i c a l l y , the c o n c l u ­

s i o n s a r e based on t h e f i n d i n g s o f t h e p e rs o n a l I n t e r v i e w s o f t h e f i v e
h i g h e s t and f i v e lo w e st f a v o r a b l e and u n f a v o r a b l e a d a p t o r s 1n the
sample d i s t r i b u t i o n .

For e a s e 1n r e a d i n g , q u e s t i o n s and p a r t i c u l a r

a d a p t i v e t r a n s a c t i o n s have been r e s t a t e d .

131

132

1.

R e - a lI g n ln g E x p e c t a t i o n s —Favorab le a d a p t a t i o n r e q u i r e s
t h a t a d a p t in g p e rs o n s - r e - a 1 1 g n t h e i r e x p e c t a t i o n s 1n the
d i r e c t i o n o f a cormionly share d r e a l i t y u n t i l t h e r e a r e
no major d i s c r e p a n c i e s .

In a comparison o f t h e f a v o r a b l e and u n f a v o r a b le a d a p t o r s 1n
r eg a rd s t o t h e i r c o l l e g e e x p e c t a t i o n s , t h e Im porta nt d i f f e r e n c e seemed
t o l i e 1n t h e a t t i t u d e th e y held about HSU p r i o r t o a t t e n d i n g 1 t .

The

f a v o r a b l e a d a p t o r s had a p o s i t i v e a t t i t u d e abo ut c o l l e g e and Michigan
S t a t e U n i v e r s i t y In general even though th ey rec o g nize d t h a t c o l l e g e
work was going t o be d i f f i c u l t .

They came t o c o l l e g e a n t i c i p a t i n g

t h a t c o l l e g e l e v e l work was going to be somewhat d i f f i c u l t .

In a d d i ­

t i o n , they seemed t o have th e a b i l i t y to c o n fr o n t t h e i r d isa p p o in tm en ts
about c o l l e g e l i f e and c o n ti n u e on toward t h e i r academic and s o c i a l
objectives.

Furthermore, they a l l e x p re s s e d th e o p in io n t h a t Michigan

S t a t e U n i v e r s i t y had been a lm ost e x a c t l y what th ey had ex pec te d I t to
be.
On t h e o t h e r hand, t h e un f a v o r a b le a d a p t o r s had a s l i g h t l y
d i f f e r e n t view o f t h e i r e x p e c t a t i o n s o f c o l l e g e l i f e .

All lac k ed a

ge nuine d e s i r e t o a t t e n d Michigan S t a t e U n i v e r s i t y ; g e n e r a l l y , they
came t o MSU as a l a s t r e s o r t .

Also , they a r r i v e d a t c o l l e g e w ith t h e

a t t i t u d e t h a t c l a s s e s would r e q u i r e l i t t l e s t u d y time and th e e x p e c t a ­
t i o n t h a t t h e campus would p r o v i d e a promising s o c i a l l i f e .
Most had a d i f f i c u l t time t r y i n g t o a d j u s t t o t h e d i s a p p o i n t ­
ments o f u n r e a l i z e d e x p e c t a t i o n s ; 1n f a c t , o n l y one was a b l e t o make
a p a r t i a l a d ju s tm e n t .

All o f them f e l t t h a t t h e a t t e m p t t o a d a p t t h e i r

f i r s t term was e x tre m e ly d i f f i c u l t , s h oc kin g, and p a i n f u l b ecause they

133

were u n c e r t a i n o f what was e x p ec te d o f them.

As a r e s u l t o f t h i s

f r u s t r a t i o n , they blamed t h e i r former sch o o ls f o r p r e p a r i n g them
p o o r l y f o r c o l l e g e , thus c r e a t i n g t h e i r predicam ent.

In g e n e r a l ,

th e y a l l cla imed t h a t Michigan S t a t e U n i v e r s i t y had n o t been what
they had e x p ec te d .
2.

P r o c e s s i n g l o s s e s — Favorable a d a p t a t i o n r e q u i r e s t h a t
a d a p t in g p e rso ns p r o c e ss t h e i r s e l f - p e r c e i v e d l o s s e s and
confirm o r d i s c o v e r s e l f - p e r c e i v e d g a in s u n t i l t h e g a i n s
a r e e x p e r ie n c e d as outweighing t h e l o s s e s .

In a comparison o f t h e f a v o r a b l e and u n f a v o r a b l e a d a p t o r s
r e g a r d i n g p r o c e s s i n g o f l o s s e s , a g a in t h e f i n d i n g s showed t h a t th ey
both engaged in t h i s p r o c e s s .

However, once more, t h e r e was an a p p a r e n t

d i f f e r e n c e between f a v o r a b l e and u n f a v o r a b l e a d a p t o r s .

The f a v o r a b l e

a d a p to r s seemed t o e x p re s s a f e e l i n g t h a t th ey had given up a g r e a t
d e al t o come t o Michigan S t a t e U n i v e r s i t y in terms o f f a m i l y , f r i e n d s ,
and s o c i a l a c t i v i t i e s .

But t h e y a l l thought i t had been worth i t and

t h a t they had changed in s i g n i f i c a n t ways s i n c e coming t o HSU.

All

cla imed they had matured, were more in d e p e n d e n t, and were more knowl­
e dgeable about t h e world and b e t t e r a b le t o r e l a t e w ith d i f f e r e n t types
o f people .

Many o f t h e s e s e l f - p e r c e i v e d changes were acknowledged by

f a m i ly and f r i e n d s whenever they r e t u r n e d home f o r a v i s i t .

Moreover,

t h e s i g n i f i c a n t f i n d i n g was t h a t t h e y a l l f e l t c o n fi d e n c e In t h e i r
a b i l i t y t o ha ndle t h e academic and s o c i a l a s p e c t s o f c o l l e g e l i f e much
b e t t e r now t h a t t h e y und erstoo d what I t took t o s u r v i v e a t Michigan
S ta te U niversity.

134

The u n f a v o r a b l e a d a p t o r s e x p erien c ed s i m i l a r l o s s e s 1n terms
o f t h e i r f a m i l i e s , f r i e n d s , and s o c i a l l i f e .

But t h r e e o f them

e x p e r i e n c e d an even more c r u c i a l l o s s which may have c o n t r i b u t e d to
t h e i r u nf a v o ra b le a d a p t i v e e x p e r i e n c e :

f i r s t , t h e a d a p t o r who came

to c o l l e g e and r e a l l y wanted t o p lay f o o t b a l l , b u t was dropped from
th e team; se co nd, the a d a p t o r who had been ve ry p o p u l a r 1n high school
and Involved In many a c t i v i t i e s , but who now p e r c e i v e d h e r s e l f as only
a s t u d e n t number; t h i r d , the a d a p t o r who e x p erienc ed " c u l t u r e shock" by
l e a v in g a predom inantly blac k community where h e r f e e l i n g com fo rtable
w i t h p eople en ab led h e r t o r e l a t e to them b e t t e r .
3.

B uild in g R e la t1 o n s h 1 p s- -F a v orab le a d a p t a t i o n r e q u i r e s
t h a t a d a p t in g persons e s t a b l i s h a s u p p o r t i v e group t h a t
responds t o t h e i r needs f o r s e c u r i t y , s t i m u l a t i o n , and
I d e n t i t y 1n the new environm ent.

During t h e i r a d a p t a t i o n t o c o l l e g e , th e f a v o r a b l e a d a p t o r s f e l t
t h a t they had made many f r i e n d s h i p s .

All viewed themselves as having

e s t a b l i s h e d a s u p p o r t i v e group t h a t responded t o t h e i r need f o r a
f e e l i n g o f s e c u r i t y and m o t i v a t i o n .

Among t h a t s u p p o r t group, t h e

f r i e n d s h i p s Inclu d e d b l a c k , w h i t e , and Arabic r e l a t i o n s h i p s .

All

I n d i c a t e d t h a t t h e i r f r i e n d s h i p s were e s t a b l i s h e d by them behaving
1n th e f o l lo w in g ways:

(1) g e t t i n g t o know p eople 1n c l a s s e s ; (2)

h e lp in g each o t h e r d u rin g mid-terms and f i n a l s week; (3) v i s i t i n g and
e a t i n g In d i f f e r e n t dorms d uring the f i r s t few weeks 1n c o l l e g e ; (4)
having lunch w ith someone they had r e c e n t l y met; (5) going t o p a r t i e s ,
c o n c e r t s , and s p o r t s e v e n t s ; and (6) j u s t v i s i t i n g f r i e n d s in o t h e r
dorms d u rin g s p a r e time.

135

Moreover, t h e f a v o r a b l e a d a p t o r s f e l t t h a t t h e i r su p p o r t i v e
group provided them with a f e e l i n g o f s e c u r i t y and m o ti v a ti o n when:
(1) t h e y were d e p r e s s e d ; (2) they had f a i l e d an exam; (3) when they
were f i n a n c i a l l y 1n need; (4) they were t r y i n g t o be them se lv e s; (5)
th ey were t r y i n g h a r d e r a f t e r f a l l i n g an exam; and (6) t h e y needed t o
be encouraged e i t h e r t o s t o p wasting tim e o r to show o f f t h e i r t a l e n t s .
Once more, t h e r e was a d i s t i n c t and n o t i c e a b l e d i f f e r e n c e
between t h e f a v o r a b l e and un favorable a d a p t o r s 1n e s t a b l i s h i n g f r i e n d ­
ships.

Other than th e one a d a p t o r who s a t a t d i f f e r e n t e a t i n g t a b l e s

1n an a t t e m p t t o make new f r i e n d s , t h e o t h e r f o u r d i d n o t i l l u s t r a t e
any such b e h a v i o r s .

Three o f the a d a p t o r s seemed t o d e p i c t v ery shy

or I n tro v e rte d p e r s o n a l i t i e s .

All p r e f e r r e d using t h e word a c q u a i n t ­

ances as opposed t o f r i e n d s h i p s .

Furthermore , they were a p p a r e n t l y in

t h e withdrawal mode o f t h e a d a p t a t i o n p rocess ( r e f e r r e d t o by Gibbs,
1972, 1n Chapter I I ) 1n t h a t f i n a l l y , I t can be concluded t h a t they
c o n fi n e d o r I s o l a t e d themselves to I n t e r a c t i n g m ostly w i t h t h e i r own
group.
4.

Acquiring Resources—Favorable a d a p t a t i o n r e q u i r e s t h a t
a d a p t i n g p e rs o n s gain a c c e s s to key r e s o u r c e s 1n the new
environment by l e a r n i n g where, when, and how to a c q u i r e
b a s i c I n f o r m a t i o n , m a t e r i a l s , and p e rs o n a l a s s i s t a n c e .

From t h i s I n v e s t i g a t i o n , I t was found t h a t , 1n an e f f o r t to
l e a r n th e b a s i c Info rm atio n needed f o r t h e i r s u r v i v a l , f a v o r a b l e
a d a p t o r s did gain a c c e s s t o key r e s o u r c e s 1n t h e i r new environment.
S p e c i f i c a l l y , they e x h i b i t e d t h e fo llo w in g b e h a v io r s in l e a r n i n g where,

136

when, and how t o a c q u i r e b a s i c I n f o r m a t i o n , m a t e r i a l s , and p e rs o n a l
assistance:
• They would go and t a l k t o a c o u n s e l o r t o se e I f they were
t a k i n g t h e r i g h t c o u rs e and how t h e y were doing a c a d e m ic a ll y .
• G e n e r a l l y , t h e y used t h e c o u n s e l i n g and t u t o r i a l s e r v i c e s o f
t h e O f f i c e o f Su p p o rtiv e S e r v i c e s .
• They would v i s i t t h e i r p r o f e s s o r s t o d i s c u s s the l e s s o n s ,
ask f o r h e l p , and f i n d o u t what was ex p ec te d of them 1n c l a s s .
• They sought a s s i s t a n c e and guidance from t h e i r r e s i d e n t i a l
a d v i s o r , g r a d u a t e a s s i s t a n t s , upperclassmen (whom th ey f e l t
could t r u l y h e lp them), and f r i e n d s .
• They would use t h e l i b r a r y s e v e r a l times a week.
• Some I n d i c a t e d they knew t h e Dean o r D i r e c t o r o f t h e i r
r e s i d e n t i a l complex.
• Most f e l t t h a t they would t a l k with a c o u n s e l o r about a n ythin g
b u t t h e i r p e rs o n a l problems which were d i s c u s s e d o n ly with
f a m i ly and f r i e n d s .
In an e f f o r t t o seek r e s o u r c e s and Info rm atio n 1n t h e i r new
e n v ir o nm ent, th e un f a v o r a b le a d a p t o r s , In g e n e r a l , d i s p l a y e d b e h av io r s
which were somewhat o p p o s i t e t h o s e o f t h e f a v o r a b l e a d a p t o r s .

The

u n f a v o r a b l e a d a p t o r s e x h i b i t e d t h e fo llo w in g b e h a v i o r s :
• Three o f th e f i v e s t a t e d t h a t they f e l t th e need t o t a l k
t o a c o u n s e l o r and d id go see one. The o t h e r two d i d no t
b e l i e v e a c o u n s e l o r could h e lp them.
• In g e n e r a l , most seemed to have more c o n fi d e n ce 1n t a l k i n g
t o an upperclassman about academic problems r a t h e r than
going t o se e a c o u n s e l o r o r academic a d v i s o r .
• Only one o f t h e f i v e f e l t she knew someone I n f l u e n t i a l on
campus.
• G e n e r a l l y , members o f t h i s group t r i e d t o ha ndle t h e i r own
problems r a t h e r than se ek in g a s s i s t a n c e .

137

• Most o f them f e l t t h a t t h e O f f i c e o f Su pp o rtive S e r v i c e s
c ould have been e x tr em ely h e l p f u l had they given 1 t an
o p p o r t u n i t y t o be so.
5.

I n c r e a s i n g Self-Management—Favorable a d a p t a t i o n r e q u i r e s
t h a t a d a p t in g persons e s t a b l i s h s u f f i c i e n t s e l f - d i r e c t i o n
t o p r e v e n t o r overcome t h e f e e l i n g of being a t t h e mercy
o f t h e e x p e c t a t i o n s o f o t h e r s 1n t h e new environment.

From t h i s I n v e s t i g a t i o n 1 t was found t h a t f a v o r a b l e a d a p t o r s
tend t o be more s e l f - d i r e c t e d than u nf a v o r a b le a d a p t o r s .

The views o f

t h e f a v o r a b l e a d a p t o r s t h e m se lv e s, t h e j u d g e s ' I n d i c a t o r s o f what con­
s t i t u t e d f a v o r a b l e a d a p t a t i o n ( s e e Appendix E ) , and t h e I n v e s t i g a t o r ' s
c o n c l u s i o n s a b ou t t h e d a ta p ro vided many I n d i c a n t s confirming the
Importance o f i n c r e a s i n g self-management 1n t h e a d a p t i v e p r o c e s s .
The f a v o r a b l e a d a p t o r s e x h i b i t e d the fo llo w in g b e h av io r s 1n a tt e m p t in g
t o d i r e c t themselves a t Michigan S t a t e U n i v e r s i t y .
• They a l l seemed t o be s e l f - a c t u a l i z e d i n d i v i d u a l s who
e v a l u a t e d the pros and cons o f t h e i r b e h a v i o r s .
• They seemed t o know t o whom and where t o go t o g e t i n t e r n a l
s a t i s f a c t i o n r e g a r d i n g a s p e c i f i c problem.
• They go t t o know t h e i r p e e r gr o u p s, p a r t i c i p a t e d 1n t h e i r
c l a s s e s , and were a b le t o c o n t r o l t h e i r s o c i a l a c t i v i t i e s .
• They would v i s i t t h e i r p r o f e s s o r s a f t e r c l a s s e s t o d i s c u s s
c la ssro om assignments and d i s s a t i s f a c t i o n w ith a grade o r
p a p e r , and r a i s e q u e s t i o n s n o t asked 1n c l a s s .
• They g o t t o know who cou ld and could no t help them,
e s p e c i a l l y among t h e i r p e e r s .
All o f t h e u n f a v o r a b le a d a p t o r s d i d reach a r e a l i z a t i o n t h a t
th e y had t o change t h e i r p r e s e n t b e h a v i o r s ; however, many o f t h e
methods th ey used t o change d i r e c t i o n were u n p r o f i t a b l e f o r them.

138

Of t h e f i v e unfav o ra b le a d a p t o r s , i t seemed t h a t on ly one made a
r e a l i s t i c a t t e m p t a t i n c r e a s i n g h e r self-management.

The o t h e r s

i n d i c a t e d t h e y wanted t o cha nge, but t h e i r views o f what th e y did
t o become more s e l f - d i r e c t e d d i d n o t confirm t h o s e views.

For example,

one decided t o spend more time cramming f o r exams; one de cided t o r e l y
on s e l f - d e t e r m i n a t i o n w i t h o u t any form o f a c t i o n behind i t ; and a n o th e r
c o n t i n u a l l y v i s i t e d p r o f e s s o r s ' o f f i c e s , but s t i l l f e l t completely l o s t
aca d em ic a lly a t th e beginning and end o f th e term.
6.

E s t a b l i s h i n g Compatibi1i t y - -Favora b!e a d a p t a t i o n r e q u i r e s
t h a t a d ap ting persons e s t a b l i s h c o m p a t i b i l i t y ( i f n o t f u l l
i d e n t i f i c a t i o n ) w ith th e customs, mores, t r a d i t i o n s , and
v a lu e s o f t h e environment.

That t h e f a v o r a b l e a d a p t o r s a ttem p ted t o e s t a b l i s h c o m p a t i b i l i t y
w i t h t h e i r new environment was confirmed by t h e i r b e h a v i o r s :
• They a t t e n d e d a t h l e t i c e v e n t s and i d e n t i f i e d themselves
as S p a r t a n s .
• They go t involv ed in in tr a m u r a l s p o r t s ( s o f t b a l l , f o o t b a l l ,
and b a s k e t b a l l ) .
• They go t in vo lv ed in v a r i o u s s t u d e n t government o r g a n i z a t i o n s ,
such as t h e Black Caucus and Dorm C o u nc il.
• They went t o mov ies, c o n c e r t s , bowling, and shopping.
• They t r i e d t o be f r i e n d l y and a s s o c i a t e d w i t h a l l d i f f e r e n t
typ es o f p e op le .
• They expanded t h e i r ho rizo n s by b i c y c l i n g around t h e campus
t o l e a r n about t h e environm en t, o r v i s i t i n g and d in in g with
t h e i r f r i e n d s in o t h e r r e s i d e n t i a l h a l l s .
• In g e n e r a l , most o f them I n d i c a t e d t h a t t h e y l i k e t h e
environment known as Michigan S t a t e U n i v e r s i t y and
planned t o r e t u r n t h e r e n e x t F all term .

139

The I n v e s t i g a t i o n f i n d i n g s f o r t h e u n f a v o r a b l e a d a p to r s
showed t h a t they were very d i s s a t i s f i e d and unhappy a t Michigan S t a t e
U niversity.

Most f e l t t h a t , 1 f g iven the c h o ic e o f a t t e n d i n g MSU

a g a i n , t h e y would n o t s e l e c t 1 t .

More s p e c i f i c a l l y , th e y a l l f e l t

t h a t t h e y would have been more com fo rtab le 1n an a l l - b l a c k c o l l e g e
o r environm ent.

Only two o f t h e f i v e planned t o r e t u r n t h e n e x t F a l l ;

however, th ey q u a l i f i e d t h e i r re a so ns f o r wanting t o r e t u r n .

One

planned t o r e t u r n , b u t r e a l l y p r e f e r r e d to t r a n s f e r , and t h e o t h e r
wished she c ould go t o a b la c k c o l l e g e f o r t h e s o c i a l l i f e and a t t e n d
Michigan S t a t e U n i v e r s i t y f o r t h e academics.
In summary, 1 t can be s a i d t h a t t h e c o n c l u s i o n s o f t h i s
I n v e s t i g a t i o n tend t o co nfirm t h a t pe rson s In th e p r o c e s s o f a d a p t in g
t o a new environment do undergo c e r t a i n a d a p t i v e t r a n s a c t i o n s .

Further,

p o s i t i v e impl ementatio ns a r e more t y p i c a l o f I n d i v i d u a l s e x p e r i e n c i n g a
favorable adaptive experience.

I t was a l s o found t h a t the c r i t i c a l

a d a p t i v e t r a n s a c t i o n s te n d t o group a d a p t o r s ' a d a p t a t i o n I n t o a t t i t u d e s
and b e h a v i o r s .

More s p e c i f i c a l l y , what Idea s w e r e ' h e l d by t h e a d a p t o r

r e g a r d i n g t h e R e - a l ig n i n g o f E x p e c ta t io n s and P r o c e s s i n g o f Losses
seemed to r e f l e c t a p a r t i c u l a r a t t i t u d e about t h e environm en t, whereas
t h e E s t a b l i s h i n g R e l a t i o n s h i p s , Acquiring R e s o u r c e s , and I n c r e a s i n g
Self-Management a l l seemed t o r e q u i r e t h e a d a p t o r t o d i s p l a y o r perform
some p a r t i c u l a r b e h a v i o r p a t t e r n w i t h i n t h e new environment.

And t h e

E s t a b l i s h i n g o f C o m p a t i b i l i t y in th e new environm ent r e q u i r e d a combi­
n a t i o n o f both a p a r t i c u l a r a t t i t u d e and b e h a v i o r p a t t e r n i n o r d e r f o r
t h e a d a p t o r t o f e e l c o m f o r ta b le in and I d e n t i f y w i t h t h e new m i l i e u .

140

In some c a s e s , t h e r e was an a p p a r e n t o v e rla p p in g o f the
t r a n s a c t i o n s o f Acquiring Resources and I n c r e a s i n g Self-Management.
However, t h e d i s t i n c t i o n seemed t o H e 1n t h e former being r e l a t e d t o
se ek in g In form atio n and the l a t t e r t o u t i l i z a t i o n o f Info rm a tio n .
I m p l i c a t i o n s and Recommendations
f o r F u r t h e r Research
Although t h e f i n d i n g s and g e n e r a l i z a t i o n s o f t h i s study were
based on a small sample p o p u l a t i o n , they were n e v e r t h e l e s s h e l p f u l 1n
u n d e r s t a n d i n g t h e a d a p t i v e p r o c e ss undergone by t h e high r i s k freshman
1n a new environm ent.

Indeed, t h e study f i n d i n g s have l a i d the Impor­

t a n t groundwork f o r a c o n t i n u i n g development o f f u r t h e r r e s e a r c h
s t u d i e s on C r i t i c a l Adaptive T r a n s a c t i o n s 1n Adapting t o New
Env ironm ents.
C e r t a i n recommendations f o r f u r t h e r r e s e a r c h have emerged
from t h i s s t u d y 1n r e l a t i o n t o a need f o r s e v e r a l c a u s a l - c o m p a r a ti v e
s t u d i e s t o d ete rm ine t h e p o s s i b l e c ause s f o r t h e d i f f e r e n t b e havio r
p a t t e r n s o f th e f a v o r a b l e and u n f a v o r a b l e a d a p t o r s t o new environm ents:
1.

A study 1s needed t o I n v e s t i g a t e th e a d a p t i v e p ro ce ss o f
m i n o r i t i e s a d m i t te d t o a predom inant ly white c o l l e g e as
r e g u l a r admits and t h o s e a d m i t te d i n t o a s p e c i a l program.

2.

A s tu d y i s needed t o compare t h e a d a p t i v e p r o c e s s o f m a j o r i t y
and m i n o r i t y s t u d e n t s e n t e r i n g a predom inan tly w h ite c o l l e g e .

3.

A stu d y i s needed t o d ete rm ine t h e c r i t i c a l f a c t o r s t h a t cause
some m i n o r i t y s t u d e n t s t o c o n t i n u e t h e i r e d u c a tio n in a p r e ­
dominantly w h ite c o l l e g e and o t h e r s t o drop o u t .

141

5.

A stu dy 1s needed t o I n v e s t i g a t e t h e a d a p t iv e p ro ce ss o f
m a j o r i t y s t u d e n t s a t an h i s t o r i c a l l y blac k c o l l e g e .
In a d d i t i o n t o t h e above recommendations, t h e w r i t e r f e e l s 1 t

n e c e s s a r y t o make s e v e r a l s u g g e s t i o n s t o t h e O f f i c e o f Su pp o rtiv e S e r ­
v i c e s s i n c e t h i s o f f i c e made t h i s stud y p o s s i b l e .

Though t h e s e r v i c e s

1 t p r o v i d e s a r e a v i a b l e a d d i t i o n t o t h e s o c i a l / a c a d e m i c environment
a t Michigan S t a t e U n i v e r s i t y , t h i s w r i t e r b e l i e v e s h i s s u g g e s t i o n s ,
1 f c o n s i d e r e d can o nly enhance t h a t v i a b i l i t y .
1.

There should be a s p e c i a l summer program f o r th e 1n-cotn1ng
Su p p o r t i v e S e r v i c e s ' freshmen p r i o r t o t h e i r a r r i v a l a t
Michigan S t a t e U n i v e r s i t y 1n t h e F a l l .

2.

A s p e c i a l on-going o r i e n t a t i o n program should be developed
t o a i d freshmen d u rin g t h i s c r u c i a l a djustm ent p e r i o d .

It

should begin 1n t h e F a l l term and c o n ti n u e th ro u gh o ut t h e
f i r s t year.
3.

A B1g B r o t h e r and Big S i s t e r p e e r c o u n se lin g program should
be developed to f u r t h e r a s s i s t m i n o r i t y freshmen 1n a d a p tin g
t o c o l l e g e by using m i n o r i t y sophomores, j u n i o r s , and s e n i o r s
who a r e p r e s e n t l y 1n the Su p p o rtiv e S e r v i c e s program t o help
freshmen ad ap t t o c o l l e g e by d i s c u s s i n g t h e i r own academic
and s o c i a l a d a p t a t i o n t o c o l l e g e .

4.

The s t a f f o f th e O f f i c e o f Su p po rtiv e S e r v i c e s should develop
an Out-Reach program d u rin g t h e f r e s h m a n 's f i r s t y e a r of
college.

B a s i c a l l y , t h e program would c o n s i s t o f s t a f f

142

members working one evening a week to v i s i t and di ne with
a group o f S u p p o r tiv e S e r v i c e s ' freshmen t o d i s c u s s t h e i r
a d ju s tm e n t t o Michigan S t a t e U n i v e r s i t y .
5.

The O f f i c e should develop new, n o n * t r a d i t i o n a l means o f
communication w ith t h e freshmen in t h e program.

For example,

hold t h e s tu d y s k i l l s workshops 1n an a r e a o r dorm t h a t i s a
m u tu a l ly c o n v en ien t l o c a t i o n f o r the s t u d e n t s ( p o s s i b l y make
i t a mandatory m e e ti n g ) .
6.

Adaptive workshops should be designed and Implemented
i n i t i a l l y a t t h e be gin ning o f t h e Fall term and co ntin ued
th ro u g h o u t t h e p e r i o d o f t h e freshman y e a r .

APPENDICES

APPENDIX A
PERSONAL INTERVIEW GUIDE-RESPONSE FORM

APPENDIX A

PERSONAL INTERVIEW GUIDE-RESPONSE FORM

A study t o e x p l o r e and d e s c r i b e t h e a d a p t i v e b e h av io r s o f
m i n o r i t y high r i s k freshmen t o Michigan S t a t e U n i v e r s i t y .

I t i s the

hope o f the r e s e a r c h e r t h a t t h e In fo rm a tio n gained by y o u r y e a r o f
e x p e r i e n c e w i l l a s s i s t in s t r e n g t h e n i n g t h e S u p po rtiv e S e r v i c e s p r o ­
gram in r e n d e r i n g b e t t e r s e r v i c e s t o help 1n-com1ng freshmen a d ap t
more s u c c e s s f u l l y and s a t i s f a c t o r i l y t o Michigan S t a t e U n i v e r s i t y .
May 1978
Introduction
The I n t e r v i e w e r I n t r o d u c e s h i m s e l f and e s t a b l i s h e s r a p p o r t
w ith t h e In te r v ie w e e and r e s o l v e s t h e fo llo w in g d e t a i l s (maximum o f
15 m i n u t e s ) .
1.

Explain t h e purpose o f t h e i n t e r v i e w 1n r e l a t i o n t o the
o b jec tiv e s of the study.

2.

Express a p p r e c i a t i o n f o r o p p o r t u n i t y to t a l k with
Interviewee.

3.

Note t h a t t h e i n t e r v i e w w i l l be one hour In l e n g t h and
t h a t t h e i d e n t i t y o f t h e i n d i v i d u a l p r o v i d in g t h i s
in f o r m a tio n w i l l be k e p t s t r i c t l y c o n f i d e n t i a l .

4.

Request p e rm iss io n t o t a p e - r e c o r d t h e p e rs o n al i n t e r v i e w ,
and s e t up t h e r e c o r d e r .

5.

Resolve any i n t e r v i e w e e q u e s t i o n s r e g a r d i n g t h e I n t e r v i e w ,

6.

Begin i n t e r v i e w and r e c o r d any I n t e r v i e w - r e l a t e d i n f o r m a ti o n
( i n t e r v i e w background i n f o r m a t i o n ) .

143

144

CRITICAL TRANSACTIONS IN ADAPTING TO NEW ENVIRONMENTS
I.

R e - a l i g n i n g E x p e c ta tio n s
Favorab le a d a p t a t i o n r e q u i r e s t h a t a d a p t in g persons r e - a l 1 g n t h e i r
e x p e c t a t i o n s In t h e d i r e c t i o n o f a commonly sh a red r e a l i t y u n t i l
t h e r e a r e no m ajo r d i s c r e p a n c i e s .
1.

Before you came to MSU had you heard an yth in g about 1 t t h a t
s t a y e d In y o u r mind?

2.

On t h e day t h a t you r e c e i v e d your l e t t e r o f a c c e p ta n c e t o MSU
do you remember what kinds o f t h o u g h t s , f e e l i n g s , o r e x p e c t a ­
t i o n s you had about MSU?

3.

Did you e v e r f i n d y o u r s e l f daydreaming about c o l l e g e l i f e
b e f o r e coming t o MSU?
a.

6.

Have you a t any time
t h i n g s were n o t what
t h i s d isap p o in tm en t?
a.

II.

{ I f respondent answers y e s )

What did you daydream about?

s i n c e you have been a t MSU r e a l i z e d t h a t
you expecte d? I f y e s , how did you handle

Have t h i n g s a t MSU been p r e t t y much t h e way you tho u gh t
t h e y would be? I f y e s , when did you r e a l i z e t h i s and
what happened t o make you f e e l t h i s way?

P r o c e s s i n g Losses
Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g p ersons p r o c e ss t h e i r
s e l f - p e r c e i v e d l o s s e s and co nfirm o r d i s c o v e r s e l f - p e r c e i v e d gain s
u n t i l th e g a i n s a r e e x p e r ie n c e d as outweighing the l o s s e s .
4.

What made you d e cid e t o a t t e n d MSU?

5.

When you f i r s t came to MSU, what c a r e e r f i e l d d i d you e n r o l l 1n?

7.

Looking back o v e r y o u r f i r s t y e a r of c o l l e g e l i f e , 1f you became
p r e s i d e n t o f MSU, what t h i n g s would you change 1n o r d e r t o make
th i s u n iv e r s ity a b e t t e r place?
a.

Why would you make t h e s e changes?

b.

How would t h e s e changes Improve t h e u n i v e r s i t y ?

145
8.

9.

I f you could s t a r t y o u r freshman y e a r over again and were
a b l e t o s e l e c t any c o l l e g e o r u n i v e r s i t y 1n the c o u n t r y ,
would you s t i l l choose HSU?
a.

( I f r e s p o n d e n t answers y e s )

b.

( I f r e s p o n d e n t answers no) What kind o f c o l l e g e o r
u n i v e r s i t y would you choose?

c.

Why d i d you pick t h i s one?

Can you b r i e f l y d e s c r i b e t h e community you l i v e d in b e f o r e
coming t o MSU?
a.

10.

Ill.

What do you miss most about t h a t community?
f r i e n d s , and s o c i a l l i f e )

(fam ily,

When you r e t u r n home t o v i s i t y o u r fam ily and f r i e n d s , do
t h e y t h i n k you have changed s i n c e coming t o MSU? I f s o , how?
a.

11.

Why?

Do you f e e l you have changed? I f y e s , how?

I f no, why

How do you f e e l about being a m i n o r i t y s t u d e n t a t MSU?

B u i ld i n g R e l a t i o n s h i p s
Fa vorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g pers ons e s t a b l i s h
a s u p p o r t i v e group t h a t responds t o t h e i r needs f o r s e c u r i t y ,
s t i m u l a t i o n and I d e n t i t y 1n the new environm ent.
12.

13.

Now t h a t you a re in you r t h i r d term a t MSU, do you f e e l t h a t
you have made many f r i e n d s h i p s ?
a.

I f y e s , how many o f t h e s e do you f e e l a r e r e a l l y c l o s e
friendships?

b.

I f no, why d o n ' t you have any f r i e n d s ?

How d id you go about making t h e s e f r i e n d s h i p s ?
a.

14.

Where d i d you meet t h e s e f r i e n d s ? ( d a n c e s , f o o t b a l l o r
b a s k e t b a l l games, 1n c l a s s e s , a t c o n c e r t s , o r o t h e r
places)

Do you have both b la c k and white f r i e n d s ?
a.

How do you g e t along with members o f bo th groups?

not?

146

15.

Do t h e s e f r i e n d s h i p s g i v e you a f e e l i n g o f s u p p o r t 1n times
o f n eed, m o t i v a t i o n , and I d e n t i t y with MSU?
a.

IV.

( I f yes)

How?

Acquiring Resources
Favorable a d a p t a t i o n r e q u i r e s t h a t a d a p t in g pe rson s g a in a cc ess
t o key r e s o u r c e s 1n t h e new environment by l e a r n i n g where, when,
and how t o a c q u i r e b a s i c I n f o r m a t i o n , m a t e r i a l s , and personal
assistance.
16.

Have you f e l t th e need t o t a l k w ith a c o u n s e l o r , o r o l d e r
person s i n c e you have been he re ? ( I f y e s , why?)
a.

17.

Who do you know t h a t 1s I n f l u e n t i a l on campus?
f e e l they a r e I n f l u e n t i a l ?

Why do you

a.

Do you know any o f t h e s e people on a p e rs o n a l b a s i s ?

b.

Do t h e y seem t o know you well enough t o c a r e
happens to you a t MSU?

about what

18.

Where do you go when you need I n f o r m a t i o n , m a t e r i a l s , o r
p e rs o n a l a s s i s t a n c e t o h e lp you s o l v e a problem you d o n ' t
f e e l you can s o l v e by y o u r s e l f ( p e r s o n a l , academ ic, and
s o c i a l )?

19.

What s e r v i c e s o r I n d i v i d u a l s a t MSU have h e lp e d you b e t t e r
u n d e rs ta n d what 1s e x p ec te d o f you as a s t u d e n t ?

28.

How h e l p f u l do you f e e l t h e O f f i c e o f Su p p o rtiv e S e r v i c e s
has been in h e lp i n g you t o a d j u s t t o MSU?
a.

V.

Have you t a l k e d w i t h a c o u n s e l o r o r o l d e r person s i n c e
you have been here ?

What a d d i t i o n a l ways c ould t h e y h e lp you?

I n c r e a s i n g Self-Management
Favorable a d a p t a t i o n r e q u i r e s t h a t a d a t p l n g persons e s t a b l i s h
s u f f i c i e n t s e l f - d l r e c t i o n t o p r e v e n t o r overcome the f e e l i n g o f
being a t t h e mercy o f th e e x p e c t a t i o n s o f o t h e r s 1n the new
environm ent.
20.

What kinds o f e x t r a c u r r i c u l a r and s o c i a l a c t i v i t i e s a r e
you i n v olv e d 1n a f t e r c l a s s e s ? ( I f n o t h i n g , why n o t ? )

147

VI.

21.

Do you f e e l t h a t you have e s t a b l i s h e d any type o f r e l a t i o n s h i p
with t h e f a c u l t y o f MSU?

22.

Some o f t h e s t u d e n t s , l i k e y o u r s e l f , who s t a r t e d in t h e F a ll
d id not g e t p a s t t h e f i r s t term , s t i l l o t h e r s d id n o t make i t
p a s t t h e Winter term, b u t you have made i t I n t o t h e Spring term.
What d i d you do?

23.

You have been asked to become a p e e r c o u n se lo r f o r a group o f
e n t e r i n g freshmen (d e v e lo p m e n ta l) , and you were i n s t r u c t e d t o
g i v e them one p i e c e o f i m p o r t a n t advice on s u r v i v i n g a t MSU,
what would t h a t ad vic e be?

E stab lish in g Compatibility
Favorable a d a p t a t i o n r e q u i r e s t h a t ad ap tin g persons e s t a b l i s h
c o m p a t i b i l i t y ( i f n o t f u l l i d e n t i f i c a t i o n ) with t h e custom s,
mores, t r a d i t i o n s and v a lu e s o f th e new environment.
24.

What a r e some o f you r l i k e s
a residence hall?

25.

What kinds o f p r e s s u r e s have you e x p e r i e n c e d s i n c e coming
t o MSU ( p e r s o n a l , academic, and s o c i a l ) ?
a.

and d i s l i k e s about l i v i n g in

What i s th e p ro ce ss you use t o deal w ith t h i s p r e s s u r e ?

26.

Can you remember which academic e x p e r i e n c e you have had, s i n c e
coming t o MSU t h a t made you f e e l very good about y o u r s e l f and
which one made you f e e l very bad?

27.

Given t h e
y e a r , and
s e l f as a
f e l t like

29.

Are you p lan ning t o r e t u r n n e x t y e a r ?
why n o t and what do you plan t o do?)

f a c t t h a t MSU had a f a i r l y good f o o t b a l l team l a s t
a "su per" b a s k e t b a l l team, would you d e s c r i b e y o u r ­
S partan ? I f s o , can you remember when you f i r s t
a Spart an?
( I f y e s , why?) ( I f no,

Concluding t h e I n t e r v i e w
Again, e xte nd a p p r e c i a t i o n f o r t h e i n t e r v i e w e e ’s p a r t i c i p a t i o n
in th e study.

Inform p a r t i c i p a n t s t h a t they w i l l be p r o v id e d with a

summary o f t h e r e s u l t s of t h e s t u d y .

APPENDIX B
INTERVIEW GUIDE

APPENDIX B

INTERVIEW GUIDE

A Study o f M in o r ity High Risk Freshmen a t Michigan S t a t e
U n i v e r s i t y : T h e i r View o f T h e i r A daptatio n t o College
1.

Before you came t o MSU, had you heard an y th in g about 1 t t h a t
s t a y e d 1n y o u r mind?

2.

On th e day t h a t you r e c e i v e d y o u r l e t t e r o f acc eptan c e t o MSU,
do you remember what kinds o f t h o u g h t s , f e e l i n g s , o r e x p e c t a t i o n s
you had about MSU?

3.

Did you e v e r f i n d y o u r s e l f daydreaming about c o l l e g e l i f e b e f o r e
coming t o MSU?
a.

4.
5.
6.

8.

What did you daydream about?

What made you d e c i d e t o a t t e n d MSU?
When you f i r s t came t o MSU, what c a r e e r f i e l d did you e n r o l l in?
Are you s t i l l e n r o l l e d 1n t h i s c a r e e r f i e l d ? I f n o t , why?
Have you a t any time s i n c e you have been a t MSU r e a l i z e d
t h i n g s were n o t what you expected?
a.

7.

( I f r esp on d en t answers y e s)

that

Have t h i n g s a t MSU been p r e t t y much t h e way you t h o u g h t they
would be? I f y e s , when d i d you r e a l i z e t h i s and what t h i n g s
happened t o make you f e e l t h i s way?

Looking back o v e r y o u r f i r s t y e a r o f c o l l e g e l i f e , 1f you became
p r e s i d e n t o f MSU, what t h i n g s would you change 1n o r d e r t o make
t h i s u n i v e r s i t y a b e t t e r p l a c e f o r you?
a.

Why would you make t h e s e changes?

b.

How would t h e s e changes improve the u n i v e r s i t y ?

I f you cou ld s t a r t y o u r freshman y e a r o v e r a g a i n and were a b le
t o s e l e c t any c o l l e g e o r u n i v e r s i t y 1n t h e c o u n t r y , would you
s t i l l choose MSU?
a.

( I f r es po n dent answers y e s )

Why?

148

149

9.

b.

( I f res p o n d en t answers no)
would you choose?

c.

Why d i d you p i c k t h i s one?

Can you b r i e f l y d e s c r i b e th e community you l i v e d In b e fo r e coming
t o HSU?
a.

10.

What kind o f c o l l e g e o r u n i v e r s i t y

What do you miss t h e most about t h a t community?
f r i e n d s , and s o c i a l l i f e )

(fam ily,

When you r e t u r n home t o v i s i t y o u r fam ily and f r i e n d s , do they
t h i n k you have changed s i n c e coming t o MSU? I f s o , how?
a.

Do you f e e l you have changed?

I f y e s , how? I f no,

b.

What do you f e e l caused you to change?

why no t?

11.

How do you f e e l about being a m i n o r i t y s t u d e n t a t MSU?

12.

Now t h a t you a r e In y o u r t h i r d term a t MSU, do you f e e l t h a t you
have made many f r i e n d s h i p s ?
a.
b.

13.

How do you g e t along with members o f both groups?

Do t h e s e f r i e n d s h i p s g i v e you a f e e l i n g o f s u p p o r t in times
n e e d , m o t i v a t i o n and I d e n t i t y with MSU?
a.

16.

Where d i d you meet t h e s e f r i e n d s ( d a n c e s , f o o t b a l l o r b a s k e t ­
b a l l games, 1n c l a s s e s , a t c o n c e r t s , o r o t h e r p l a c e s ) ?

Do you have both black and w h i t e f r i e n d s ?
a.

15.

I f no, why d o n ' t you have any f r i e n d s ?

How d id you go about making t h e s e f r i e n d s h i p s ?
a.

14.

I f y e s , how many o f t h e s e do you f e e l a r e r e a l l y c l o s e
friendships?

( I f yes)

of

How?

Have you f e l t t h e need t o t a l k w ith a c o u n s e l o r , o r o l d e r person
s i n c e you have been h e re ?
a.

Have you t a l k e d w i t h a c o u n s e l o r o r o l d e r person s i n c e you
have been he re ?

150

17.

Who do you know t h a t 1s I n f l u e n t i a l on campus?
th ey a r e I n f l u e n t i a l ?

Why do you f e e l

a.

Do you know any o f t h e s e people on a p e rs o n a l b a s i s ?

b.

Do th ey seem t o know you well enough t o c a r e about what
happens to you a t MSU?

18.

Where do you go when you need I n f o r m a t i o n , m a t e r i a l s , o r p e rs on al
a s s i s t a n c e t o h e lp you s o l v e a problem you d o n ' t f e e l you can
s o l v e by y o u r s e l f ( p e r s o n a l , academic, and s o c i a l ) ?

19.

What s e r v i c e s o r I n d i v i d u a l s a t MSU have helped you b e t t e r
u n de rstand what 1s exp ec te d o f you a s a s t u d e n t ?

20.

What kinds o f e x t r a c u r r i c u l a r and s o c i a l a c t i v i t i e s a r e you
Involved 1n a f t e r c l a s s e s ? ( I f n o t h i n g , why n o t? )

21.

Do you f e e l t h a t you have e s t a b l i s h e d any type o f r e l a t i o n s h i p s
with t h e f a c u l t y o f MSU?

22.

Some o f t h e s t u d e n t s , l i k e y o u r s e l f , who s t a r t e d 1n the F a ll di d
n o t g e t p a s t t h e f i r s t term , s t i l l o t h e r s d i d n o t make 1 t p a s t the
Win ter term , b u t you have made 1 t I n t o th e S pring term. What did
you do?

23.

You have been asked to become a p e e r c o u n s e l o r f o r a group o f
e n t e r i n g freshmen ( d e v e l o p m e n t a l ) , and you were I n s t r u c t e d t o
g i v e them one p i e c e o f Im p orta n t ad v ic e on s u r v i v i n g a t MSU;
what would t h a t a d v ic e be?

24.

What a r e some o f y o u r H k e s and d i s l i k e s about l i v i n g in a
residence h a ll?

25.

What kinds o f p r e s s u r e s have you e x p e r i e n c e d s i n c e coming t o
MSU ( p e r s o n a l , academic, and s o c i a l ) ?
a.

What i s t h e p r o c e ss you use t o de al w i t h t h i s p r e s s u r e ?

26.

Can you remember which academic e x p e r i e n c e you have had, s i n c e
coming t o MSU, t h a t made you f e e l v ery good about y o u r s e l f and
which one made you f e e l very bad?

27.

Given t h e f a c t t h a t MSU had a f a i r l y good f o o t b a l l team l a s t y e a r ,
and a "su p e r" b a s k e t b a l l team, would you d e s c r i b e y o u r s e l f as a
S p a r t a n ? I f s o , can you remember when you f i r s t f e l t l i k e a
Sp a r ta n ?

151

28.

How h e l p f u l do you f e e l t h e O f f i c e o f S u p p o r t i v e S e r v i c e s has
been in h e lp i n g you t o a d j u s t t o HSU?
a.

29.

What a d d i t i o n a l ways could they h e lp you?

Are you p l an nin g to r e t u r n n e x t ye ar?
( I f y e s , why?)
( I f no, why n o t and what do you plan t o do?)

APPENDIX C
INTERVIEWEE BACKGROUND INFORMATION FORM

APPENDIX C
INTERVIEWEE BACKGROUND INFORMATION FORM

1.

Name o f I n t e r v i e w e e : __________________________________________

2.

I n t e r v i e w D ate:______________________ Time/Begin:__________End

3.

Location o f I n t e r v i e w : ________________________________

4.

Pe rmission t o Tape-Record t h e I n t e r v i e w :

5.

Specia l N o ta tio n s o r Comments: ______________________________

6.

Sex:

Male

7.

Eth nic I d e n t i t y :

8.

Age:

9.

Hometown Residence:

Yes_____

Female______
Black
____
Mex1can-Amer1can ______
N atlve-Indlan
______

_____________
________________________

10.

M a r i ta l S t a t u s :

single
______
m arried ______
d i v o r c e d ______

11.

C areer Goal:

12.

High School Grade P o i n t Average:

13.

MSU Grade P o i n t Average ( a f t e r W inter term)

_______________________________

152

__________

No____

APPENDIX D

PANEL OF JUDGES TO DETERMINE FAVORABLE
AND UNFAVORABLE ADAPTATION

APPENDIX D

PANEL OF JUDGES TO DETERMINE FAVORABLE
AND UNFAVORABLE ADAPTATION

Dr. Andrew Huglne
O f f i c e o f I n s t i t u t i o n a l Research
Michigan S t a t e U n i v e r s i t y
E a s t Lansing* Michigan

Mr. J e f f e r y Case
Ph.D. Candidate
Secondary and Community Education
Michigan S t a t e U n i v e r s i t y

Mrs. Ann Chandler
Ph.D. Candidate
Edu cational Psychology
M1gh1gan S t a t e U n i v e r s i t y

Mr. Frank Cusmano
Graduate S tud e nt
A d m i n i s t r a t i o n and Higher Education
Michigan S t a t e U n i v e r s i t y

Mr. Raymond Coley
Ph.D. Candidate
Adult and Continuing Education
Michigan S t a t e U n i v e r s i t y

Ms. Abby DeLoache
Graduate S tud e n t
S tu d e n t Pe rsonnel S e r v i c e s
Michigan S t a t e U n i v e r s i t y

Mr. F r e d e r i c k O s t e r
Graduate Stu d e n t
Adult and Continuing Education
Michigan S t a t e U n i v e r s i t y

Ms. J a c k i e Skubel
Ph.D. Cand idate
A d m i n i s t r a t i o n and Higher Education
Michigan S t a t e U n i v e r s i t y

Ms. Cindy Sn\yth
Graduate S t u d e n t
S tu de nt Personnel S e r v i c e s
Michigan S t a t e U n i v e r s i t y

153

APPENDIX E

CRITICAL FAVORABLE AND UNFAVORABLE
BEHAVIORS NOTED BY JUDGES

APPENDIX E

CRITICAL FAVORABLE AND UNFAVORABLE BEHAVIORS NOTED BY JUDGES
R a t e r 's Name
Inter­
viewee
Code
Number

Academi c

J e ff Case

Social

Favorable
I n d ica to r s

Unfavorable
In dicato rs

1

She has stayed with
her original cur­
riculum. Studies
occasionally with
white people.
Seeks help through
Supportive Services.

Had d iffic u lty with
classes Winter tern.
Skipped classes.
Classes became more
rigorous. Doesn’t
te s t well.

Wanted to go to a large
school. Expected a
reasonable social lif e .
Received financial aid.
S a tisfie d with dorm
lif e . Has adjusted well.
Sharing f a c ili tie s with
whites.

Misses being around black
people. Misses some
social l i f e . Feels
lonely. Wants more
friends. Has a hard time
understanding young men.

2

Make a decent grade
point. Good ideas
fo r changing the
curriculum. Has
v is ite d the museum
and a r t gallery.
Got a 4.0 in psych.

Had a d if f ic u lt time
adapting to ATL.
Would not choose
MSU again. Studies
sporadically.
Doesn't plan to
return to MSU.

Excited about playing
fo o tb a ll—"I got to be
something. ” Didn’t qu it
school a fte r being cut
from the team. Wants
to make i t . Has made a
friendship with a senior
Gets help from the Black
Caucus.

Was cut from the football
team. Friends and parentt
had no influence in his
decision to attend MSU.
Has not adapted to social
lif e . Misses his family
and friends. Has racial
pressure. He fe e ls he’s
a minority. Hasn’t made
any close friendships.
Does not consider himself
a Spartan

Favorable
I n d ica to rs

Unfavorable
In dica to rs

R a t e r ' s Name

Inter­
viewee
Code
Number

Academic
Favorable
I n d i c a to r s

J e f f Case

Social
Unfavorable
Ind icato rs

3

Knows one facu lty
member. Budgets
time. Hit the
books. Advises
to ask questions.

D ifficu lty studying.
Failed a class.

4

High highschool GPA.
Sacrifice personal
lif e fo r grades.
Places academics
above so cia l l i f e .
Plans to return.

Has a 1.9 GPA.
Has pressures from
professors.

Favorable
In d ica to r s

Family thinks he's
smarter. Most o f his
friends went to college.
Mature—gained knowledge
Dozen close friends. Gets
along w ell with both
black and white. Knew
an older student a sst.
Seeks friends and Sup­
po rtive Services fo r
counseling. Felt lik e
a Spartan with his le tte r
o f acceptance. Likes
Supportive Services;
plans to return.
Do i t yourself. Has
made some friends.
Get8 some support.
Does have one older
friend. Is involved
(marginally) with Black
Caucus. He's a Spartan.

Unfavorable
Ind ica to rs

Misses his family and
friends. Doesn't like
being a minority.
Assaulted somebody?

Disappointed by the tack
o f black students. MSU
ought to be more o f a
cormunity. Improve
adm inistrative s ta ff.
Wants to go to Chicago.
Misses social lif e . Does
not like being a minority.
Ho close friends. Ho
motivation. Ho older
friends on campus.

R a t e r ' s Name

Inter­
viewee
Code
Number

Social

Academic
Favorable
I n d ic a to r s

Unfavorable
I n d ica to r s

5

Mandate writing
courses studied.
Would t e l l students
not to give up.
Plans to return.
Wants a B.S. degree.

6

F elt relieved a t
Feels academic
pressure—had a
g ettin g accepted.
bad f i r s t term.
Applied to Purdue
and U o f M. Apply
yourself. Cut out
partying. Good idea
fo r student teachers.
He would choose MSU
again. MSU supports
m inorities b etter
than the other 2
schools. Has applied
himse If—would
advise others to do
the same. Got a 3.0

Hard to adapt her
f i r s t tern. Wasn't
accepted a t other
schools. MSU x x ls
her la s t resort.
Doesn’t want to
return to MSU.
Cut classes.

J e f f Case

Favorable
I n d ica to r s

Doesn't miss family or
friends too much. Has
become a stronger person.
Makes decisions on her
own. MSU has a lo t o f
things fo r minority
students. Her friends
do help her out. Has
both black and white
friends. Has seen a
counselor. Involved
in Black Caucus.
His family thinks he is
more confident and in te l­
lectu al. He thinks he
knows more now. He's
more independent. Isn ’t
bothered by being a
minority. Has S or 6
friends. Has black and
white friends. Friends
help to motivate him.
I n itia te d contacts with
supportive, older people.
Knows an in flu en tia l
person. Knows o f coun­
seling and Supportive

Unfavorable
Ind ica to rs

No real social l i f e ,
wants to b e tte r her
social lif e . Has real
d iffic u lty with her
social lif e . Feels MSU
i s prejudiced. Has not
made any friends but has
close frien ds. Feels
lik e she's a number.
Doesn't consider h erself
a Spartan.
Things haven’t been what
he thought i t would be.
He i s the only one in his
family who i s attending
college.

R a t e r ' s Name

Inter­
viewee
Code
Number

Academic
Favorable
Indicato rs

J e f f Case

Social
Unfavorable
Indicato rs

6— in math, physics,

Favorable
Indicato rs

Unfavorable
Indicato rs

Services. Tutoring.
Feels he’s a Spartan.
Supportive Services have
been helpful. Plans to
return.

cont. and chemistry.

7

Talked to her
advisor. Her boy­
friend i s helping
her study. Get into
contact with people
who can help. Plans
to return. Didn't
want to stay home
and ju s t "work."

Cut classes. Is on
probation. Received
a 0.0 Fall term.
Didn't attend
workshops.

Most o f her friends came
here. The dorm floor
hangs together. Doesn ’t
f e e l as i f she is a
minority person. Wants
to get ahead. Gets along
well with differen t
groups.

Has d iffic u lty keeping
the room clean. Some
fric tio n with roommates
but seems to adapt.

8

Wanted to attend
good in stitu tio n s.
Prefers academic
work to s o d a l
lif e . Makes
p r io r itie s . You
make what you want
of i t .

Ho real va lid reason
fo r attending MSU.
Has d iffic u lty with
GPA. Would choose
MSU to attend again,
wants a small school.
Didn’t attend Sup­
portive Services’
meetings. Will
transfer a fte r Fall
tern.

Doesn’t think o f himself
as a minority student.
Helps other people with
problems.

Was disappointed at MSU
a t f i r s t . Didn’t make
many friends. Has not
met minority aids. Does
not fe e l as i f he has
changed. Has not talked
with a counselor. Does
not know anyone in flu ­
en tial. Parents don’t
seem to support kirn. May
have d iffic u lty social­
izing. People can’t help

R a t e r ' s Name

Inter­
viewee
Code
Number

Academic
Favorable
I n d ica to r s

Social
Unfavorable
Indicato rs

Favorable
i n d ic a t o r s

8—

Unfavorable
I n dica to rs

him with problems. Does
not consider himself a
Spartan.

cont.
9

J e f f Case

Venires more
ccmmmication
between profes­
sors and students
and has sought
th is out.

Feels that she is
unprepared. MSV
was her second
choice. Wants to
go to a m a ile r
college. Has
d iffic u lty with
counselors. Failed
Econ. Doesn't know
professor’s la s t
name. Feels as i f
she is a student
number. Counselors
make her f e e l "dumb.”
Doesn't re a lly want
to return.

Has two s is te r s a t MSU.
V isited MSU while in
high school. Her
family s tr iv e s to
improve. Gets along
with people. D iscipline
Industrious, has to make
progress. Gets support
and motivation from both
black and white friends.
Attends church and
teaches school.

Has a d if fic u lt time
adjusting with black
frien ds. Especially
black women. Daydreamed
about other colleges.
Has not adjusted to the
"North." Has d iffic u lty
adjusting to the cormun ity here. Without her
s is te r s here, she would
have le f t MSU. Carte from
a small community. Misset
her family, especially
her mother. Nothing
around here that makes
her want to stay. Did
not choose to participate
on a board. MSU is tike
a "Peyton Place."

R a t e r ' s Name

Inter
viewee
Code
Number

Academic
Favorable
I n d ica to rs

Abbu DeLoaake

Social
Unfavorable
I n d ic a to r s

Favorable
I n d ica to rs

Unfavorable
Ind ica to rs

1

Expected profs to
Didn't go to some
be "noncaring; but classes Winter term.
it* s not that way."
Essential that you
spend 2 hrs/day on
each subject.
S t i l l in same major.
Did not do as w ell
Vinter term because
the classes were
harder. Has gone
to advisor (Sup­
portive Services
advisor).

Wants to be a t MSU.
Didn't expect to party
a ll the time. Things a t
MSU are p re tty much the
way she thought they
would be. Would pick
MSU i f she had to do i t
again. Feels she's
grown a lo t through
experiences and knowl­
edge a t MSU: i . e . ,
learning to liv e with a
group o f people—whites
and blacks. Has made a
lo t o f friendships, but
not as many as she would
lik e (through extra­
curricular events—also
cla sses). Friends give
her a lo t o f support,
motivation.

Misses being around
blacks. Looks back on
high school days a lo t—
misses social aspect she
had with friends.
"Doesn't f e e l good to be
a minority a t MSU."
Doesn't know who to talk
to i f she had social
problems.

2

Willing to speak up
in cla ss. "Hit the
books" a fte r being
cut from fo o tb a ll
team. Wants to
change curriculum

Excited about playing
fo o tb a ll. Seems accept­
ing o f disappointments.
"Going to try to be some­
thing" and not q u it.
Has recognized that his

Feels a ll schools are the
same. Expectations out
o f alignment—f e l t things
would be more lib era l.
Experienced racial/pre­
judice s i t s . Feels MSU

Feels high school
background might be
d eficien t. Much
more in tereste d /
concerned with
playing fo o tb a ll

R a t e r ' s Name

Inter­
viewee
Code
Number
2—

Social

Academic
Favorable
I n d ic a to r s

to even out studying
cont. about blacks as well
as whites. Sought
advice about taking
a cla ss. Feels he
"worked p re tty
hard." Adjusted
expectations
between high school
and college.
Realizes that you
have to work. S ites
psych, class as a
p o sitiv e experience.

Abhy DeLoache

Unfavorable
I n d ic a to r s

Feels than academics.
Classroom experi­
ences disappointing.
No relationship
established with
facu lty.

Faborable
I n d ic a to r s

Unfavorable
I n d ic a to r s

is a white environment.
expectations were not
r e a lis tic . Feels drink­ Disappointed in social
ing excessively, pimping lif e . Mould change
colleges—not content.
in dorms i s iimature.
Has r e a lis tic a ttitu d e / Hants to go to a smaller
school. Misses family.
perception o f his posi­
They never le t you forget
tion as a black in a
you're a minority. No
predominantly white
environment. Has thought close friendships—some
acquaintances. Doesn't
through some options/
a ltern a tives to try and know anyone in flu en tia l.
Doesn’t u tiliz e ser­
confront ra cia l issues.
Trying to adjust to white vices offered by MSU.
environment a t MSU—wants Not involved in m y
extracurricular functions
to nmake i t . " T ells
people "where I'm coming besides Black Caucus.
from." Out fronts honest. Mould advise peers to
Feels support from Black s tic k with other blacks
Doesn't f e e l he's a
Caucus. Has talked to
upperclassmen. U tilise s Spartan.
RA on flo o r—also Black
aid. Read orientation
litera tu re . Aware o f and
has attended cultural
offerings. Hilling to
seek out others—met
others. Mould advise
peers to u tiliz e services

R a t e r ' s Name

Inter­
viewee
Code
Number

Social

Academic
Favorable
I n d ica to rs

Unfavorable
Ind ica to rs

2—

Favorable
I n d ica to r s

Unfavorable
I n d ica to r s

offered. Comfortable
with not partying a lo t—
sees need to relax every
once in a while.
Adjusted to not playing
fo o tb a ll. Perseveres—
Doesn't want to be a
q u itte r. Willing to try
and g et along but also
re a lize s "I gotta be me."

cont.

3

Abby DeLoache

Interested in engi­
neering. Knew about
library. Wants to
do w ell. Re­
aligned career
expectations.
Realize you "can't
make it" i f you
party a lo t.
Developed p o sitive
relationship with
professor. Studied,
budgeted time.

Change o f major.
Failed a class. As
President, would
"get on some o f the
profs." Feels he has
d eficien t English
background—fe e ls a
2-y r college might
have been b etter.
Hard time with
studying.

Happy to g et accepted a t
MSU. Desires indepen­
dence. Sought opinions
o f others on MSU. Would
"probably" re -se le c t MSU
—lik es the atmosphere.
Misses family but lik es
being away from home.
Has met a lo t o f friends
but s t i l l misses old
friends. Feels he*s
more mature—more inde­
pendent decision-making.
Doesn't fe e l he has to
"prove himself" to ra c ist
whites. Has made 12
close friendships. Met

Expect to party a ll the
time. Frequently bored—
to overcome th is he plays
basketball, v i s its his
"lady," stu dies. Not
enough blacks. Weight
loss (depends on how much,
e tc .) . Feels prejudices.
S t i l l hangs tig h t with
high school frien ds.
Only extra curricular
a c tiv itie s are parties
and basketball. Tripled
during Fall term.

R a t e r ' s Name

Inter­
viewee
Code
Number

3—
cont.

Social

Academic
Favorable
I n d ica to r s

Abbu DeLoache

Unfavorable
I n d ica to r s

Favorable
I n d i c a to r s

a lo t in ca feteria , cla ss,
p a rties. Has both black
and white friends. Race
is n 't an issue with
frien ds. Feels friend­
ships are supportive.
Has sought counselors'
help on personal matter.
Feels confident towards
"student s i s t e r . " Always
■'ask a lo t o f questions. "
Aware o f Head Advisor,
Student Services, Ad.
Bldg. Feels Supportive
Services has helped him
adjust. Didn't study
"too" much. Hot afraid
to ask questions in a ll
situ ation s and would
advise peers to do so.
"People (in dorm) help
you out—academically and
s o c ia lly ." Doesn 't
knuckle under to peer
pressure to party. Feels
lik e a Spartan. Wants/
plans to return in Fall.

Unfavorable
I n d ica to r s

R a t e r ' s Name

In ter­
viewee
Code
Number

4

Academi c
Favorable
I n d ic a to rs

Career plans thought
about from before
high school—knew
academic plans from
the s ta r t. Re­
aligned academic
expectations—
adjusted p r io r itie s .
S t i l t enrolled in
declared major.
Met friends through
classes. Some fac­
u lty relationship.
Academics top
p r io r ity . You've
got to struggle,
study hard. Perse­
veres to resolve
concerns. Felt
good to be able to
re la te to what prof.
was talking about.
MSU excellent col­
lege fo r medicine—
intends on returning

Abby DeLoache

Social
Unfavorable
In d ic a to rs

GPA 1.9. Profs
don't give any
f le x ib i lity ( i . e . ,
with papers).
Discontent with
profs.

Favorable
In d ic a to rs

Unfavorable
In d ica to rs

Wants to give a l l he has Frustration w/adminis­
tra tiv e o ffices. "Noth­
to MSU. Expected more
ing to do" in E. Lansing.
from school than aca­
demics, i . e . , meet people. Would transfer to U. III.
Not many friends. "No
Independent. Sought
one gives a damn unless
advice from ad. and
you do i t y o u rse lf."
academic s ta ff. Re­
People here make you
aligned expectations.
U tilise s student services. change whether you want
to or not. Doesn't like
"Everything you need i s
being minority. No close
on campus." "Used to"
friendships established.
going to college—sees
Not sure how well he
need to leave family to
gets along with blacks.
pursue career plans.
Doesn't lik e room s iz e ,
R e a listic outlook—has
changed. Do thiTigs fo r cafeteria food.
himse If. Has made
acquaintances in class.
Feels support from some
friends. Thinks fo r
himself—thinks before
he a cts. Will c a ll aunt
with concerns. U tilises
Supportive Services.
U tilize s Univ. Coll. and
advisory s ta f f . Academics
top p rio r ity . Not a lo t

R a t e r ’ s Name

In ter­
viewee
Code
Number

Academi c
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

4—
cont.

S

Didn't want to over­
extend h erself with
wrong major. Spent
time looking into
what profs she'd
have fo r certain
classes 2nd term—
checked i t out.
Studied hard fo r
te s t. Goes to
profs fo r help or
i f she has ques­
tions.

Abby DeLoache

F elt lik e a
"complete durny"
in seme classes.
Withdrew from
original major
choice.

Favorable
In d ic a to rs

o f personal pressure.
No discrimination expe­
rienced. R e a listic,
thought-through feelings
on pressures. Feels a
Spartan. For a l l i t ' s
fa u ltsj MSU i s a good
school—w ill return in
the Fall.
Tries to get a l i t t l e b it
done each day—keeps
trying. Feels she's
"a strong3 independent
person." Attends variety
o f a c tiv itie s —games,
playst p a rties. Feels
she has 6 to 7 close
friends j are supportive
o f her. Went to Mecca
Center a t Brody. Uti­
liz e s Black aid to help
w/concerns. Would advise
peers not to give up.

Unfavorable
In d ic a to rs

Feels social lif e is n 't
what she expected—"I
don't have a social l i f e . 1
Didn't really want to
come to MSU. Everyday
asks "what am I doing
here?" Trying to fin d
out i f college i s fo r her.
Wouldn't choose MSU again
—wants the atmosphere o f
all-black college. "I
fe e l like I'm ju s t a
number here." Gaining
weight. Feels MSU i s
very prejudiced place—
but couldn't id en tify why
Doesn’t fe e l sh e’s met
any frien ds. Doesn 't

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Faborable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

5—

Unfavorable
In d ic a to rs

lik e white people but
w ill be around them i f
she has to. "Never
thought I ’d make i t
(through 1 st tern) ”
"Don’t know how I d id i t .
Handles personal pres­
sures by te llin g h erself
to ”hang in there” and
she prays. Dropped
classes because o f
weather. Doesn’t f e e l
she’s a Spartan—not
involved with school.

cont.

6

Abby DeLoache

Has same major as
he did when he
came. Realizes he
needs to apply him­
s e l f and needs to
cut out overparty­
ing. Has talked
to academic advisort
tu tor. Got A's on
te s ts because he
to ld himself he
would.

Re fe e ls his study
habits are poor.
Feels lik e he wants
to qu it a t times.
Feels academic
pressures are the
worst.

Realizes he’d have to do
things fo r himself.
Sees need to ’'ro ll with
the p u n c h e s F e e ls he’s
more independent now.
Peels he’s made 5 to 6
close friends.
Approaches groups o f
people and introduces
himself. Feels friends
are supportive and moti­
vate him to keep going.
Has talked to advisors

Didn’t talk to anyone
prior to coming to MSU.
Expected to do a lo t o f
partying and a l i t t l e
studying. Social lif e
not what he expected.
"Can’t go home when (he)
wants t o . " Hardest
adjustment i s being away
from friends and fam ily.
Can’t think o f anything
to do to improve his
so d a l/person al lif e .

R a t e r ' s Name

In te r­
viewee
Code
Number

Social

Academic
Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

6—
cont.

7

Favorable
In d ic a to rs

about concerns. Seeks
advice from peers.
U tilize s some services
offered. Studies on
campus. Plays IM bas­
k etball. T ells s e l f
"I gotta make i t . "
Would advise others
(peers) to apply them­
selves, do your best.
Feels lik e a Spartan.

Strong vocational
preference. Has
gone to academic
advisor. Started
using schedule to
manage time—does
not party as much
—studies more.
U tilize s tutoring
services. Dropped
job to allots more
time fo r academics.

Abby DeLoache

Bad Winter session
(8:00 a.m. classes)

Goes to RA fo r a ssis­
tance. "Things are
p re tty much the Day I
thought they'd b e ."
Would s t i l l choose MSU
i f she had to do i t over
again. Considers h erself
an equal with other stu ­
dents a t MSU. Has made
friends since she's been
here (both black and
white). Has made 2-3
close friendships since

Unfavorable
In d ic a to rs

Contradiction—when
talking about why he
would pick MSU i f he had
i t to do again—he had
been talking about the
problems he has had
so c ia lly , personally, and
academically—now he says
that these are the very
things that appeal to him
and would keep him here.
"Irm a nobody here."
Doesn't like sharing room
w/someone he doesn't know.
Disappointed with
roonmate (s) - tr ip ling.

R a t e r ' s Name

In ter-

Academic

Abby DeLoache

Social

viewee
Code
Number

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

7—
cont.

8

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

being here. Participates
in variety o f extracurricular a c tiv itie s .
Feels lik e a Spartan.
Planning to return to MSU.
Looking fo r job in her
major f ie ld .
S t i l l in same
major. Started
balancing hie
so cia l lif e and
academics.
Goes to advisor
with academic
problems. Has
learned to cope
with academic
pressures.

F irst term—didn 't
g et into books.

Ho s e t expectations
(sp ecific ones)(seemed
fle x ib le ). "On the go"
a ll f i r s t te m . Learned
to g et over homesickness.
Doesn't f e e l he's a
minority. Made a lo t o f
friendships. Has a few
close friends. Made
friends by "being myself
Has made a couple friends
from off-campus. Has
both black and white
friends. Has learned to
cope w/social pressures
(friends trying to get
him to party and he
doesn't want to ).

Wanted to go to U o f M.
Relationships "falling
apart" when he turned to
studying. Prefers a
smaller school—wouldn't
choose MSU again. Tries
to solve a ll problems by
himself. Doesn 't u tiliz e
services offered students.
Doesn't p articipate in
any extra-curricular
a c tiv itie s . Doesn't
consider himself a
Spartan (but i t ' s not
important to him).

R a t e r ' s Name

In ter­
viewee
Code
Number

9

Academic
Favorable
I n d ic a to rs

Speaks highly o f
elementary ed
experience—a Iso
has thought
through changes
in high school
and how th is would
a ffe c t expectations
and actual expe­
rience. S t i l l in
original major.
Has learned how to
study—taught herse I f —die d p lines
herself. Knows
some facu lty
members—has gone
to them fo r help.

Abby DeLoache

Social
Unfavorable
In d ic a to rs

Feels intense aca­
demic pressures.

Favorable
I n d ic a to rs

Feels comfortable with
her s o d a l lif e . Feels
she'8 changed—more
independent, indus­
triou s. Has met people3
both black and whitet at
extra-curricular a c tiv ­
i t i e s and classes.
Feels friends are
supportive. Has joined
a church. Has put time
into thinking about
coming to school and
"talking to mys e l f ”—
"am I ready?" Feels
lik e a Spartan—esp.
during basketball
season.

Unfavorable
In d ic a to rs

Doesn’t fe e l sh e’s
adjusted to ’’the North”
(even though she’s been
here 10-11 years). Feels
environment doesn’t ”make
me want to do anything
but studyt eat or s le e p .”
Lack o f awareness—
thought MSU had already
chosen a president.
Would have l e f t MSU i f
her s is te r s hadn’t been
here. Would lik e a
smaller college. ’’You
are c la ssifie d as a
number here.” Calls
mother when sh e’s down3
depressed. Very few
frien ds3 a lo t o f asso­
cia te s. Most friends are
s is te r s or s i s t e r s ’
frien ds. Doesn’t u ti­
liz e many ( i f any)
student services. Trying
to get out o f residence
h all. Does not plan on
returning to MSU next yr.

R a t e r ' s Name

In ter­
viewee
Code
Number
10

Academic
Favorable
I n d ic a to rs

Changed to computer
science. Found a
f ie ld . Perceives
need o f students for
support in the pro­
fessions—medicine—
more black advisors.
Feels things are
p re tty equal in
classes—no out
righ t prejudice.
Get help before
i t ' s too la te in the
course. Feels pres­
sure o f course work.
Doing w ell in Eng.
and math. Under­
stood what happened
when she flunked
Nat. S c i.—i t was
her fa u lt she said.

J a c k ie Skubal

Social
Unfavorable
I n d ic a to rs

A ttributes d iffe r ­
ences in grades to
ra cia l differences
(early in tape).
Studies a t the la st
minute.

Favorable
In d ic a to rs

Unfavorable
I n d ic a to rs

Talked problems and con­ Had "roommate problems."
cerns over with friends. Doesn't p a rticip a te—not
involved on campus—
Went to p a rties. Par­
tic ip a te s in Black Caucus, doesn't go to dorm
Would come to MSU again— meetings. Not used to
does not know any other being qu iet in the dorm.
campus. More outgoing— Goes to p a rties to
"escape."
according to friends.
Feels more independent—
on her own. Tries not to
le t being a minority
bother her "now." Has
made close friends since
coming to MSU. Has a
group o f close friends
who encourage and help.
Has both black and white
frien ds. Has talked with
Black Aid and Head Advi­
sor. Influenced p r i­
marily by frien ds. Eats
a t another dorm. ORPHEUS
Choir. Id e n tifie s her­
s e l f as a Spartan. Will
return to MSU—lik e s i t .

R a t e r ’s Name

In ter­
viewee
Code
Number
11

Academic
Favorable
In d ic a to rs

Changed her major
based on future
expected earning
vs. time investment.
Got help from
people around the
dorm. Wanted to do
w ell. Goes to
teachers to find
out what's wrong
with her papers.
Attempted to
resolve things with
a teacher—went to
see the dean. Got
help from the T.A.
Decided to stay in
the class even
though she knew the
teacher was preju­
diced. Studies
with her room ates.
Been helped a lo t
by an ATL teacher—
convinced her she
could do i t .

J a ck ie Skubal

Social
Unfavorable
In d ic a to rs

Upset about her
papers—"her biggest
disappointment."
Hassled with a
teacher. Get more
help a t a small
school. Going to
go to smaller school
th is sumer. Thought
a t one time she
couldn't be in
college. Doesn't
have a major.

Favorable
In d ic a to rs

Knew people on campus
and had been here
before. Didn't want to
be on same campus as her
b est friend. Recognizes
that with an equal
chance—whether or not
you succeed i s up to you.
Feels she's grown-up a
l i t t l e . Can deal with
problems on her awn
b etter. Can re la te to
people b e tte r. More
independent. Went out
and got a job—at the
library. Gets along well
with her roormates.
Sometimes fe e ls good and
bad about being a minor­
i t y . Not bothered by
livin g with white people.
Ten close friendships.
Meets people a number o f
ways. Gets along with
frien ds. Friends give
support. Used the Black
Aide. Wants to go to

Unfavorable
In d ic a to rs

At f i r s t to herself.
Would like a smaller
school f i r s t and la ter,
transfer. Doesn't talk
with anyone a t MSU except
her boyfriend about her
troubles. "Don't know
who you can t e l l what."

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

J a ck ie skubal

Social
Unfavorable
I n d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ica to rs

school—sees h erself as
s e lf-r e lia n t. Don't le t
you rself down—think posi­
tiv e ly . Learn to ignore a
lo t o f things people say.
Id en tifies w/MSU. Is in
Black Caucus. Up to the
individual to help them­
selves. Plans to return—
lik es i t overall.
12

Hasn't gotten to
Discovered, i f she
shows she wants
learn to take te s ts
help in class
—her "downfall.”
th ey*11 give i t .
Worked harder when
she saw her grades
go down. Goes to
library. Goes fo r
help i f she needs
i t . S a tisfied —is
aware o f Supportive
Services. There's
help available—i t ' s
up to the student to
g et i t . Would come
to MSU to study.
Has become more

Asserted h erself a t home
with her father to get
to come. Made her own
decision to come. Per­
ceives people as open and
frien dly. Did seek use
o f a th le tic f a c ilitie s .
Joined the track team.
Thinks more about the
future. Tries to see
other people's views.
Never rea lly thought o f
h erself as a minority.
Six close friends. Is
outgoing. Offered to
help a fellow student.

People are differen t—
can ta lk more openly
with friends a t home.
No extracurricular
a c tiv itie s . Hasn 't
gotten involved with
sports events.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

22— studious. Friends
cont. help her with home­
work. Friends moti­
vate her. Used the
Learning Resource
Center. Talks with
advisor about classes.
Seeks out sophomore
fo r advice. Knows
i t s up to her what
she does academically.
Used Supportive Ser­
vices. Tries to g et
to know teachers.
Tries to keep up. Go
to the Prof for help.

13

Switched to engineer­
ing. Because they
help Blacks more.
Took a class to
learn how to study.
Went to counselor.
Studies with friends.
Shares her informa­
tion w/friends
regarding programs.
Friends motivate her
studying. Went to

J a ck ie Skubal

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

Gets along with friends.
Friends are used fo r
support. Uses f a c ili tie s .
Hen's IH—Jenison. Room­
mate i s good. Influences
her. Feels people care.
Belongs to a Chicano group.
Likes the dorm lif e . Rad
to explain to her mother
and brother why she had to
come a fte r her fa th er's
death. Id e n tifie s w/HSU.
Plans to return. Accepted
as Chicano aide.

Switched major
twice.

Would choose MSU. Takes
awhile to g et adjusted.
Doesn't re a lly miss her
friends except her best
friend. Feel she's
learned more academically.
Grown as a person. She
fe e ls being away from her
mother i s working out fin e.
The environment made her
change. She fe e ls fin e
as a minorty a t MSU. Four

(None)

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

Social
Unfavorable
In d ic a to rs

13— Supportive Services to
cont. fin d out how to get
involved. Developed
some relationship with
facu lty. Worked hard
—got a ll the help she
could—used tutoring.
Weed to s e t goals and
need a direction.
14

S t i l l a business
major. Went to ta lk
to her teacher about
the trade. Went to
Supportive Services
meetings. Friends
motivate her to study
—compares herself.
Used Supportive Ser­
vices' tu tors. Would
see the profs fo r
academic problem.
Went to Black busi­
ness group. Estab­
lished some rela­
tionship for /w ith
profs. S its in the

J a ck ie Skubal

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

close friends. Introduced
h erself—met people (at
dances). Both black and
white frien ds. Goes to
dances, bowling. Gener­
a lly likes dorm l if e .
Wo social and personal
pressure. Went to bas­
k etb a ll games. Planning
to return in f a ll.
Sees the work as
hard. Is fa ilin g
CPS and math.
Feels intense
academic pressure.
Doesn’t seek help.

Realised she needed to
control her temper. Real­
ise d that she needed to
get along. Family and
friends think she's gotten
nicer. Thinks she's
thinking o f other people
more now. Feels she's
grown up a lo t. Environ­
ment forced her to change.
Hade her roomates think
she liked them because
she knew she needed to get
along with them. Gets
along b e tte r with white
people. Has close friends
(a ll black). Feels

Didn't have a good
outlook a fte r orien­
tation . I t ' s so big.
Didn't get along w/her
white roommates. Would
not choose MSU again;
would want more blacks.
She sees she has no
place to go to go out.
Doesn't use any f a c il­
i t i e s . Just goes to
class and to her room.
Doesn't go around tryinc
to meet people. Would
go to her mother w/a
personal problem. Wo
extracurricular. Wo

R a t e r ' s Name

In ter-

J a ck ie Skubal

Social

Academic

V1CWCB

Code
Number

Favorable
In d ic a to rs

14
cont.

front o f class.
Asks questions—
uses o ffic e hours.
Studies a lo t.
Fesidence hall helps
you study—everyone
else is . Enjoyed
nat s c i—learning
about yourself.

IS

S t i l l enrolled in
her original major—
journalism. Sought
help from Supportive
Services to g et out
o f large classes
and g et tutors.
Saw Supportive Ser­
v ic e s ' counselor.
Feels counselors
care about her.
Knew where to g et
academic counseling.
Goes to the library
—watched who she
spent time with—
you tend to study
i f you*re around

Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

friends support her—
talks to them. Iden­
t i f i e s with MSU. Flans
to return to g et a good
job.

Unfavorable
In d ic a to rs

social lif e to speak of.
Doesn't re a lly want to
go to college.

Uo relationship with MSU i s what she expected. Stayed in my room and
studied. I never went
Would s t i l l choose MSU.
facu lty. Gets ner­
anywhere. Friends came
She tik es i t here.
vous taking te s ts .
to me. Friends never do
People are OK. Black
So bad that she
anything without each
people s tic k together.
flunks.
other.
Content with h erself as
a minority. Signed up
fo r a white sorority
rush nto see what would
happen." Has a lo t o f
friends; ten close
friends. Close friends
w/roommate. Sees h erself
as the idea-perscn. I'm
my own person. Knew
about Tjie Answering Place.
Knew about counseling
places. Writes fo r

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

15con t.

people who study.
I t ' s important to
budget your profs
personally. Enjoys
tutoring.

16

S t i l l in the same
major—reta ilin g .
Went out and got
help in class. Used
Supportive Services
fo r tu tor. Saw his
advisor. Friends
motivate you to
study. Used Sup­
portive Services.
Has a relationship
with a few profs.
Need to learn not
to l e t bad grades
upset you so much
you can't function.
Realized he had

J a c k ie Skubal

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
I n d ic a to rs

People's Choice. Black
Caucus—a ctive. Discov­
ered she couldn't party
a lo t and seems to have
adjusted to dorm lif e .
I t ' s a ll rig h t. Do
things by you rself some­
times. Feels the school
s p ir it. Will be return­
ing.
Would s t i l l choose MSU.
Feels lik e one in a
Likes i t here—the
m illion sometimes.
campus, the peoplet no
big ra cia l hang-ups.
People are frien dly.
Parents f e e l he's more
independent. He fe e ls
he’s more independent.
Changed as a resu lt o f
the new environment.
I t ' s challenging being
a minority a t MSU. Has
about 10 friends—both
races. "Talks to any­
body. " No problems with
friends. Two to three
close friends. Talked

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

16— trouble w/Econ 200.
cont. Waited too long to
g et help.

17

I have to g et my­
s e l f together. In
engineering s t i l l .
Discovered you have
to study to get
through. Gets
some academic moti­
vation from friends.
Thinks the advisor
and counselors in
engineering care
about him. Goes
to teachers fo r

J a ck ie Skubal

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

w/counsetors and
advisors. Black Caucus.
Dorm student government.
Dorn p u b licity. IN—
basketball, p a rties.
Have to take the good w/
the bad. Do fo r yourself
what you can. Keep a
close relationship with
someone who'll motivate
you. Believe in your­
s e lf . Adjusted to dorm
lif e . Will return—wants
to g et through
Not studying—low
grades. Hasn't
learned study habits.
Advisor i s worried
about how he's doing
but he won't go to
him—fe e ls he must
do i t alone. Hasn't
adjusted to not hav­
ing to go to cla ss.
Hasn't used Suppor­
tiv e Services.

Changed dorms because
he's unhappy. Would
choose MSU. Isn ft both­
ered about being a minor­
i t y a t MSU—no bad expe­
riences. New friendships
—three to four. Got
along w ell w/his room­
mates. Friends give him
support when he's down.
Does w eig h t-liftin g a t
a t IM. Tried to correct
what he's doing wrong—

I t scares you to have to
go up to the Supportive
Services o ffic e s—a lo t
o f trouble.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

17— academic problem.
cont. M inorities in Engineering program.
Knows a teacher
in engineering.
IB

S t i l l in theatre.
Feels friends
motivate her aca­
demically. Vent
to see her advisor.
Talked to graduate
student. Gets to
know one or two o f
teachers per term—
talks to them.
Studies. Remember
that academics is
why you're here.
Don't le t i t slid e .

J a c k ie Skubal

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

s t i l l working a t i t .
Wants to stay. Likes the
residence h all because o f
friends. Plans to return
—lik es i t .
Parents are in Germany.
Finds people aloof.
Has to re ly on h erself and
friends. Friends thought
she seemed more sure o f
herself. Making her own
decisions. She fe e ls she
has grown up—you have to
rely on yourself. Learned
b e tte r how to deal with
people. Changed due to
her environment in a doim
w/upper classmen. Real­
ize d that l i f e is not easy.
You need to re a lize that.
More resp o n sib ility.
Three to fiv e close friends.
Mostly white. Feels
friends support her. Meets
people a t concerts, cafe,
cla ss. Plays intramural
fo o tb a ll and so ftb a ll.
Is in theatre. Goes to

R a t e r ' s Name

In ter­
viewee
Code
Number

Academi c
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

IB—
cont.

Favorable
I n d ic a to rs

Unfavorable
I n d ic a to rs

concerts, movies, p a rties,
e tc . Tries not to le t
people g et to you. Try to
understand why people do
what they do—learn from
other people. Considers
h erself a Spartan. Never
had to use Supportive Ser­
vices. Will return to MSU.
So fa r—or might try to get
into a more specialised
school.
R a te r 's Name

10

Jackie Skubal

Thought school
would be rea lly
hard—is n ’t . Was
in o ffice ad—
non-CPS. Studies
a t la s t minute.
Not that hard ye t.

Plunked Nat Sci.
Hasn’t s e t up
good study
habits.

Thought school would be
outrageous and wild.
Would choose MSU again.
Eight close friendships.
PCW. Goes to other dorm
and p a rties. Orpheus
Choir. A Spartan front
runner. Will come back—
lik es MSU a lo t.

Prank Cusmano
Not that many blacks—
races separate. Whitet
do b e tte r on te s ts . Of
our side. Lonely out­
cast as a black. Dorm
noisy.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Frank Cusmano

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

Wasn't hard to adjust.
Knew people here and had
v is ite d . Would even
races up—older teachers
not up with times—don't
give equal opportunity.
Lots o f things unfair.
Feels she goes through
hassles cause she's black.
Misses family and friends
to ta lk to. Doesn't
tru st people here to
share with and being busy
misses social lif e .
Feels m istreated because
she's black. No relation ­
ship with facu lty.
Depressed over no major.

11

Med Tech, now.
People in dorms
helped her, when
she had trouble
on a paper.

F irst paper rea lly
cut down and i t hurt.
Had teacher who
wouldn't make time
to help her. Older
teachers e v il.
Five-hundred stu ­
dents in class and
can't ask questions.

Boyfriend goes to school
here. He's a junior.
Would go out o f sta te
i f she had money—any­
place warm and smaller
to g et more help.
Social l i f e OK up here—
people re a lly frien d ly—
easy to laugh. Everyone
says she's to st weight.
Vocabulary has changed—
fe e ls she's grown up.
Studies with friends.
Seeks help. Works a t
library. A Spartan.
Will return.

12

No pref—maybe
Spec Ed. Teach
study s k ills .
Feels good that
studying has a
good outcome.

A lo t o f homework.
Has to spend a lo t
o f time. Has had
bad grades.

S tr ic t parents. Dad
People are nice/open.
didn 't want her to go.
S a tisfied with MSU.
Wasn't ready fo r bigness.
P articularly Supportive
People com petitive.
Services. Would go to
Mexico to study Spanish. Misses frien d s/d ifferen t
—Would come here other­ here. No extracurricular.
wise. Quieter—thinks
more about future.
About s ix close friends.

R a te r* s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
I n d ic a to rs

12—
cont.

13

Frank Cusmano

Favorable
In d ic a to rs

Unfavorable
I n d ic a to rs

Uo problems w/whites.
They're in terestin g. Has
sought help and found i t —
Feels others on s ta f f care
about her. Is a Spartan—
not into sports. Plans
to return. Is a Chicano
aide next year.
Came fo r business
program and finan­
c ia l aid. Switched
out o f UP to Engi­
neering because o f
black counselor cold
free tutoring.
Sought out coun­
selo r. Feels
academically
"wiser."

F irst term rough.
Had to take a class
to learn how to
study—burned out.
Would have more
black profs. Would
have te s ts not
m ultiple choice on
computer form. Hard
to fe e l a t ease
being "token.n

Blacks leaving MSU3
Ho disappointments w/
because whites not
social lif e . Would s t i l l
helpful. Misses Mom
pick MSU. Takes a while
and talking to her.
to g et adjusted and make
contacts. Feels has grown Doesn't id en tify with
as a person. Getting along campus culture.
without Mom ju s t fin e.
Four close friends. Picks
up information from friends
Friends motivate to study.
Talked v/counselor a t Sup­
portive Services. Worked
hard to make i t . Used
tutoring services. Got a ll
the help she could. Deter­
mination and a clear goal
to make her go and get help.
A Spartan. Will come back.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Frank Cusmano

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

14

Good school for
business. S t i l l
in Bus. Mgt.
Studies math and
CPS.

Would open Supportive
Services to other
blacks. Peels
can't go any, must
study a l l the time.

Doesn’t cry as much or
get mad as much. Would
not choose MSU again/
another college h alf
black, half white. She's
gotten nicer, not as
mean, got to study.
Has grown—so cia l pres­
sure helped. Has
friends—g et along L etter
with whites. Friends
provide motivation and
some id e n tity . Uses
Supportive Services.
Advice: Study. Would
come back, has
experience.

School re a lly big/
Thought there'd be more
blacks. Fiance not here.
Disappointed with orig­
inal white room ates.
Things not what she
expected. Fewer movies
here—s i l l y movies fo r
white folks. Really no
social l i f e here. Dis­
liked tr ip le and long
tr ip to John and food.

IS

Not as hard as she
expected. Got out
o f large class into
smaller class. Goes
to Supportive Ser­
vices. Goes to
workshops. Learned
to budget time.
Bung around with
people who studied.

No individual help.
Change large classes
to small ones. Need
more teachers. Get
to know prof. Too
much pressure to do
on one day.

No expectations. Day­
dreamed about being on
own. Social l i f e good—
meet expectations. Would
s t i l l go to MSU—large
and close to home.
Blacks s tic k together
and help one another.
Social lif e same as a t
home. Made a lo t o f

"People *s Choice" needs
funds. Need more help
from black aide/mostly
social. People are (?).
Misses family—being
around friends. Rooms
too small—community
bathroom—people too
close/noisy. No rela­
tionship w/faculty at

R a t e r ' s Name

In te r­
viewee
Code
Number

Social

Academic
Favorable
In d ic a to rs

Unfavorable
I n d ic a to rs

15—
cont.

16

Friendships motivate
to study. Seeks out
prof(s) and has
relationship.

Frank Cumano

Harder academically
thayi he anticipated.
Have to be indepen­
dent. Have to fin d
counselor. Earn 200.

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

friends. Ten close
friends. People came
to her to be friends—
g ets a sense o f support.
Black and white. A
leader. Hasn't needed
help—f e l t counseling o f
Supportive Student Ser­
vices was p o sitiv e .
Really aware o f resources
and uses them. Dances,
w rites fo r "People's
Choice/ ' a ctive in Black
Caucus. Supportive
Services very helpful.
Hasn't changed a t home.
Friends say she's not as
crazy. Becoming more
feminine. More inde­
pendent. ”Ice skates
incident and white
sorority/prejudice.

MSU. Guys press you.
Cliques dangerous. Not
a Spartan? Don't be
h o stile toward whites.

S iste r, high school
frien d here. Counselor
said MSU had good busi­
ness school. Likes
people and campus. No

Improve supportive ser­
vices. Use summer
orientation to le t people
know what's going on.
CPA up and in eyes o f

R a t e r ' s Name

In ter­
vieweeCode
Number

26—
cont.

Academic
Favorable
In d ic a to rs

Frank Cusmano

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

freshmen. One in a
ra cia l hangup here.
Would come here again.
m illion—by lecture hall.
Hisses family support.
Lack o f privacy/food.
Friends think he's
changed. More in te l­
lectu al. He fe e ls
broader minded.
Parents fe e l he is more
independent. A "chal­
lenge" to be a black.
A re a lly p o sitive
a ttitu d e toward an
adverse situ ation .
Has made friends—
about 10 close friends.
Talk to anybody—
excellent relationship
with black and white—
some support from two or
three clo sest friends
who are black. Likes
brotherhood/family fe e ling o f closeness. Will
return.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Frank Cusmano

Social
Unfavorable
I n d ic a to rs

17

(None)

(None)

18

(None)

Make classes
smaller—reduce
s iz e o f student
population. More
personal. Academic
pressure is great.

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

Wont' give up. Wanted
to go to a big school,
lo ts o f people want to
help. Wants to do by
s e lf —knows he has to.
Changed dorms to fin d
more personal feelin g
and friends. I t is
frien dly here—wouldn't
change school. Three
to four close new
friends. Tries to
correct what he was
doing wrong. He wants
to be here. Feels he
hasn’t changed.

Bad study habits.
Social lif e with g ir ls
not as good as expected.
Bid dream people going
to be booking whole time.
Keeps DPS from giving
tic k e ts . Improve trans­
portation arid cooking o f
food. ’’Refects?”
assistance?? food not
always there.

M ilitary family. Happy—
daydreamed about MSV.
Would s t i l l pick MSII—
good dorm. Keen insight.
Would go to d ifferen t
school for 2nd, 3rd yr.
Misses solace o f family.
Moving around a lo t has
helped. Friends said
she*d changed: surer.
Feels she’s grown up and

Classes too big. Compe­
titio n too s t i f f . Living
in small dorm and having
to liv e a ll term with
people. Parents in
Germany—must stay here.
Everything too huge, too
larget impersonal.
People cold, non-caring.
Blacks standoffish3
whites aloof. Would tike

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

18—
cont.

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

changed. Have to rely
to have black friends.
on s e lf . Very mature
Small dorm.
18-year old/respcn sibili t y . Blacks standoffish,
whites aloof. She can go
eith e r way. A lo t o f
acquaintances—few
friends. Maybe three to
f iv e close friends. Get
support. A Spartan. Is
important, wants to see
school excel.
R a te r 's Name

19

Frank Cusmano

No help from profs—
Vent to see prof
(ATL). Learned how "Hot lik e I thought
i t would be" English
to do self-paced
class more success­ cla ss. Self-paced
classes—needs more
fu lly Vinter term.
Would return cause structure. "Gotten
worse academically."
classes aren't so
bad, thinks she's
Based on grades.
learning—w ill know Segregated in math,
engineering class
even more by next
liked i t the best.
year. See p ro f/
other students/help Doesn't go to Supa t engineering bldg. 1 p ortive Services
Relationship with 1 when they ask her

Vrote to Admin, about
Fin. Aids. Inform blacks
about Supportive Ser­
vices/tutoring/studying
(response to concerns o f
peers). Misses family,
not frien ds, not social
lif e . Misses instru ­
ments/job/hobbies.
Changed fo r the betters
responsible, more grown
up. Three close friends.
Support—they liste n /
confidential. Motivation

Cindy Smyth
Run around an Admin.
Bldg. No extracurricular.
??illness?? No Spartan
id e n tity . Doesn 't attend
sporting events.

R a t e r ' s Name

I n te r ­
viewee
Code
Number

Academic
Faborable
In d ic a to rs

19— ATL profs and engi­
cent. neering. How did
you survive?
Studied and went
to class/sought
out help. Advice:
Study extra hard/
know i t w ill be
tough. Academic
pressures: go to
math everyday.
Need b e tte r study
habits.
20

Flexible in terms
o f academic major.
Talked to advisor
when having aca­
demic troubles
Winter term. Uses
Office o f Suppor­
tiv e Services—
d id n 't go Fall
tern—has gone
recently. Has a
tutor. Next yr.
w ill go sooner.
Couple o f profs he

Cindy Smyth

Social
Unfavorable
In d ic a to rs

to—goes someplace
e lse fo r help.

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

to study. Know two
in flu en tia l people she
fe e ls care about her.
Rely on mother/friends
personal prof. Movies>
some p a rties. Church.
No social pressures.

Concern/confusion about Social kind o f boring/
”racial barrier”—Black routine now—but good
a t beginning.
Caucus, classes. Edu­
cate inner c ity blacks
about Developmental Pro­
gram—adm it/recruit qual­
if ie d black students.
(Wouldn’t choose MSU
because o f weather—
degree program.) Growing
up/becoming brighter—
family says ’’th a t’s good.’
A ll corments have been
p o sitiv e . Independent—

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

20— can ta lk to —has
cent. seen during th eir
o ffic e hours. Hots
did you succeed? I
did my homework/got
good study habits.
"Books f i r s t , social
lif e second." Pres­
sure to maintain GPA.
Good experience:
Communications 115.

Cindy Smyth

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

see l i f e broader. Made
a special effo rt: only
went home once Fall tern,
so he could g et adjusted—
long adjustment period.
Being a minority is a
challenge—try i t out
w/everybody. Twenty-five
close friends—made them
by eating in th eir h a lls,
made i t a habit to v i s i t
people in spare time (a
lo t) . P articipate in dorm
activities/C aucus a c tiv ­
i t i e s . Tries to do every­
thing w/somebody e lse —
"good habit." Knows
south complex d irector
personally. Plays 1M
sports—help organize show
and host in pageant—Black
Caucus—rep to dom coun­
c i l . P arties. Likes
having people around.
Why? Decision to join
fra tern ity. Spartan
id e n tity. Will return—
happy most o f the time.

Unfavorable
In d ic a to rs

R a t e r ' s Name

In ter­
viewee
Code
Number
21

Academic
Favorable
In d ic a to rs

Talked to roormate
about i t (poor
grade on t e s t ).
Got help from
frien d fo r next
te s t. Person o ffcampus she asks
about how to study.
Knows one prof on
personal level.
Success so far;
rea lized had to
study moret learned
b e tte r writing
s ty le . Advice: I f
you need helpt ask
fo r i t . Psych
class good expe­
rience (content).
Supportive Services
(J. Turner)—help­
fu l (need b e tte r
academic advising).

Cindy Smyth

Social
Unfavorable
I n d ic a to rs

Heard Nursing program
was unfair. Studied
hard fo r Bio Test
Fall term—got 1.5—
had a neg. feelin g
u n til Winter term.
Profs don't rea lly
care. Change Univ.
Requirements (Hum &
Soc S c i). Whites
don't have to study
as hard as she does.
Nat Sci bad experi­
ence (content).

Favorable
In d ic a to rs

Has made two close
friends—sharing academic
concerns. Has talked to
RA. Marie Hanson has
helped her adapt (talked
about GPA). Spartan
id e n tity during basket­
b a ll.

Unfavorable
I n d ic a to rs

Hasn't gone out as much
as she expected. People
aren't as friendly as
she's used to (g irls
and guys). Freshmen
shouldn't have to liv e
on campus. With home
friends can be s e lf —
a t MSU fe e ls lik e she
must act tik e everybody
e lse —D etroit. No
changes since being
here. Being minority
"gets to me"—fe e ls lik e
whites are always check­
ing up on me. Pressure
to pledge a sorority
(avoids them). Didn't
go to fo o tb a ll because
would be with too many
whites.

R a t e r ' s Name

In te r­
viewee
Code
Number
22

Academic
Favorable
In d ic a to rs

Chose MSU because o f
developmental pro­
gram. Took in ter­
e s t te s ts a t Sup­
po rtive Services—
SS is gettin g
message across to
students. Set
expectations high—
so that when things
come dam you* 11 be
ready fo r i t . Learn
what prof to take
fo r what grade.
P retty much what
expected academi­
ca lly. Friends
give motivation to
study. Knows four
profs/couple admin­
is tra to rs . Studies
a l l day Sunday a fte r
partying. Success:
use lib ra ry/ta lk to
prof/ask questions.
Pressure to do well
academically. Good
experience ATL.

Cindy Smyth

Social
Unfavorable
In d ic a to rs

Poor academic advis­
ing—l i t t l e help.
Profs are no help to
students in trouble.
Whites hate to see
blacks do b e tte r
than they do.
Slumped in math
class—d iffic u lty
with prof.

Favorable
In d ic a to rs

Track team. Would give
more r e a lis tic preview to
new students. Family and
friends think he's
changed. Feels he's
cJumged a l i t t l e —more
serious about l i f e —
questioning things around
him—looking fo r two
sides o f sto ry—did th is
by listen in g. Tries to
make as many friends as
possible—fe e ls adjusted.
Five to s ix close friends.
IM sports. P arties/
movies. Learn to liv e
w /different types o f
people.

Unfavorable
I n d ic a to rs

"Deceived" about res.
h a lls—how college w ill
be. Expected more
blacks—fe e ls aca­
demically disadvantaged
to whites* Not what
expected so cia lly.
Lacks personal attention
Would s ta r t a t junior
college. No real
Spartan id e n tity .

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Cindy Smyth

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

22— Advice:

cont.
23

Study
before partyinq.

Getting help from
profs. Harder here
and studies more
here. Knows ATL
teacher—helped her
learn how to deal
w/people. TaIked
to counselor about
academic problem—
has been helped so
fa r. Sent to LHC
fo r studying tip s
and to pay prof.

Disappointed in
grades. Feels profs
g et on her because
sh e’s black—not as
much as in Fall—
beginning to under­
stand them more—
they don’t re a lly
care what happens to
you. Ho place to
study in dorm. Pres­
sure in not knowing
how to study. Hasn’t
talked to anyone from
Supportive Services.
Trying to do i t on
own—wished sh e’d
gone. Hot planning
to return because
o f GPA.

Did something about not
Disappointed in number
meeting enough people—
o f people met. Wouldn’t
choose MSU again—would
sta rted speaking to
people—made more friends. choose smaller college.
Miss family/not friends.
Social lif e b etter
Family says she is qu iet­ before—easier to meet
people. ”Feels like an
er, mother thinks she’s
o u tsid e r.” Lots o f
changed. Friends say
changed in p o sitive ways. a c tiv itie s fo r whites.
She fe e ls sta rted to make Felt the need to ta lk to
someone about problems—
own decisions, more
never did. Ho extra­
frien dly—people caused
curricular.
her to change. Three
close friends give
secu rity /support—made
friends by being more
open and having conver­
sations—talking in class.
Help her id en tify w/student way o f l i f e —learn
how to deal w/people on
campus. Friends, teachers,
counselors help her under­
stand role as student.
P arties, movies. Success:

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ica to rs

23con t.

24

Cindy Smth.

Favorable
In d ic a to rs

Unfavorable
I n d ic a to rs

talked to a lo t o f
counselors and students
gave her encouragement—
now she's used to i t —
is n 't that hard anymore.
"Any help is b e tte r than
none." Advice: "Know
you rself f i r s t —then you
can know everybody else."
Spartan id e n tity .
Everything is what
Bad—flunking
she expected except course.
small change in
grades. Always
tr ie s to g et black
profs. Talked to
academic advisor—
flunked psych class.
Has had tutors since
Fall term—counselor
in Supportive Ser­
vices. Advisor in
h all—help define
ro le. Relationship
with two Hat Sci.
profs. Success:
Studied! Vent to

Talked to friends before
coming about dorm l i f e /
places to go out. Day­
dream about gettin g away,
roommate, fo o tb a ll, dat­
ing a fo o tb a ll player,
basketball. Came to MSU
to g et away from old
friends. Likes social
lif e . Would s t i l l choose
MUS—hated i t a t f i r s t .
Got sick a ll the time—
flunked a cla ss. Mother
says a ttitu d e has changed
—voice—talk "whitish."
Boyfriend sees changes—
appearance. She thinks

B.C. is n ’t strong
enough. Hot many
places blacks go out
to . Ho extracurricular
because she works.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

Social
Unfavorable
In d ic a to rs

24— tu tors—got tutors
cont. before having prob­
lems. Advice:
Build good study
habits. "No aca­
demic pressures."
Good—30 on psych
mid-terms. Sup­
portive Services
very helpful!

25

Class l i f e i s what
she expected. Would
s t i l l choose MSU—
you can learn i f you
apply yourself.
Friends think she is
"gettin g educated."
Changed study habit
from high school—
had to to make i t
in environment.
Relationship w/one
prof in ATLS talked
to him when she
wanted to drop out

Cindy Smyth

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

sh e’s changed—more stable
—took on resp o n sib ility.
Seven close friends—does
not know how she did i t —
listen in g to problems.
Support—motivate to study
—go to library—quizzing
each other. Talks to soph
roorrmate and HA. Bowling,
tennis. Spartan id e n tity
—Homecoming game. Will
return, lik es MSU.
Changing major.
Stuffy profs3 hours
decoding books she
can’t understand.
Had to take night
cla ss. Doesn’t know
who to ta lk to about
academic problem.
Gets run around from
advisor. Wanted to
drop out cause o f
profs. Most pressure
i s academic (pressure
a t end o f tern) —
worked harder during

A ll wanted her to stay
home, came to MSU anyway.
Doim l i f e i s what she
expected. Recommends:
minority career speakers3
study habits. Make i t
ea sier to adjust. Family
says she’s calmed down,
responsible. Has learned
to stand on own two f e e t3
be s e lf-s u ffic ie n t. Made
fiv e close friends; sometimes3 give support in
times o f personal liv e s.
Good influence from grad

Got run around f i r s t
week—name problem. OK
a fte r got through red
tape. Impersonal3
scary. Has f e l t shut­
out (socially in res
h a ll). Wouldn’t go to
counseling center i f she
had to. No social
a c tiv itie s . No privacy
in dorm. Limited in
transportation. Expen­
sive/high phone b i l l .
Never been to o ffic e o f
Supportive Services

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

25— a fte r winter term.
cont. Studied more Vinter
term. ”Tough i t
out"—i t ' s rough—
relax! Enjoys ATL
and History. Aca­
demic advisors are
no help a t a l l —
should he changed.
26

Changed majors
cause d id n 't like
pre-med course work;
can always go back
to i t . Had to talk
to advisor a t Bessey
—d id n 't want to go.
One teacher she's
close to , ATL, fe e ls
he cares about her.
Study hard to sur­
vive. Good expe­
rience, giving a
speech.

Cindy Smyth

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

worked harder during advisor. Talk to best
la s t 3-4 weeks to
friend personal problem.
a lle v ia te pressure.
Delegate to hall g o v't.
Tough time in Hat
On committee fo r B.C.
Sci.
Only way s h e 'll get to do
what she wants is to stay
here. Is a Spartan—
a fte r MSU won Basketball
Championship.

(recognizes how they
might be able to help
her now). Will come
back to MSU next year.
Transfer j r . year.

Whites more prepared,
she expected i t , but
d id n 't know i t "would
come so bad.” Hard
to g et tu tors at
time you are avail­
able. Goes to mother
fo r academic, social
and personal prob­
lems. Can't study
cause o f noise in
h all—ir r ita tin g . Bad
experience—accused
her o f cheating.
Doesn't want to tear
brain to breaking
point.

Wanted to go to Calif.
Mother wanted her to
stay here—only applied
to MSU and Western. No
extracurricular a c tiv ­
i t i e s . Can't stand res
h a lls/lik e s privacy too
much. Describes s e l f as
Spartan ''to a degree. ”
Didn't give Supportive
Services a chance. Not
real sp e c ific about
ch aracteristics o f
adjustment. Not plan­
ning to return next yr.

Never been disappointed
about being here; except
academic disappointments.
No social disappointments
—knew she would meet a ll
kinds. Took disappoint­
ments in str id e . Can't
think o f so cia l changes.
Get explanations about
classes during Orienta­
tion. Would s t i l l choose
MSU—get to meet a lo t o f
people. Doesn’t seem to
miss anything unusual—
Friends say she goes out
more now when she's a t
home; more independent.
Knows a lo t o f people—

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

Social
Unfavorable
In d ic a to rs

26—
cont.

27

Cindy Smyth

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

two close friends. Close
friends in dorm, acquain­
tances around campus.
Friends give support and
motivation. Has talked
to grad a s s 't about prob­
lems w/whites on flo o r—
Pam. Go cart riding,
learning ten n is/parties.
Need determination to
survive. Keep social to
minimum/party once a week
to l e t o f f steam. Likes
that she gets to meet
people.
Investigate univer­
s i t y requirements
fo r lib era l a rts
ed; classes are too
big. Went to talk
to prof about
grades (she d id n 't
know who he was).
Changes would keep
people enrolled.
Changed academically
—studies more. For

Expected to do much
b e tte r academically.
A fter f i r s t mid-term,
rea lized things would
be more d if f ic u lt.
Classes so imper­
sonal. Constantly
a t the grindstone.
Panicked when f e l l
below 2.0. Wasn't
informed that Soc Sci
was soph cla ss, no

Learn that you can't know
everybody; be well-known;
go through depression.
Talk to frien d to share
concerns. Find mutual
solution. Doesn 't know
about social changes—
S t i l l adapting himself.
Learn a lo t about s e l f in
adapting. Feels he has
matured, broadened out­
look to accept criticism ,

Expected to be more
so c ia lly a ctive. Feels
lim ited, misses mother,
car, job. Superficial
friends here, no one to
depend on. Welt known
ath lete in high school.
No privacy in h all.
Doesn't consider s e l f
a Spartan, because
not active in va rsity
sports.

R a t e r ' s Name

In ter­
viewee
Code
Number

Social

Academic
Favorable
In d ic a to rs

Cindy Simftk

Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

27— academic problem go consideration o f the to reserve judgment. More
careful in choosing
cont. to somebody who has individual.
friends. Adjusting to
had cla ss. Had too
environment caused change.
tu tors, from Sup­
Feels racism pressure, but
portive Services.
i t ’s covert—doesn’t go
Tried learning
looking fo r i t , but deals
Hesource Center
w /it when faced w /it.
(didn’t help very
Friendships, 2-5; acquain­
much). Has respect
tances. Friends remind
fo r one ATL prof.
him o f person at home
Had to p u ll up CPA.
in itia lly and te s t each
Got tu tors. Have
other out. Time is factor
to g et to know the
in friendship. V isit other
system. Good expe­
cafes;
basketball games.
rience; Psy 170,
Friends give support and
aced fin a l.
motivation! Has talked to
black RA in hall about
so cia l and academic prob­
lems. Knows Betty—talked
to her frequently. Went
through RA process. Bas­
k etball team; so ftb a ll
team, play River Niger,
skating. Advice: Be
observant, watch! Don’t
copy—a lt. fo r s e lf. Meals/
laundry convenient/on

Unfavorable
In d ic a to rs

R a t e r ' s Name

In ter­
viewee
Code
Number

Academi c
Favorable
In d ic a to rs

Social
Unfavorable
In d ica to rs

27—
cont.

28

Cindy Smyth

Favorable
In d ic a to rs

Unfavorable
In d ica to rs

campus convenient/friends
are close. Planning to
return next year; knows
the system.
Changing major—pot
s c i too d if fic u lt a t
th is time. Has been
to quite a few peo­
ple in Vniv College
and Supportive Ser­
vices. One person
to ld her to drop
classes—"saved
h er." Helpful ser­
vices: Univ Col­
lege; Supp. S er.,
Mr. Tate. Good
relationship with
ATL prof. Advice:
"Stay in the books,"
lim it partying.
Good academic,
3.5 in ATL.

Came w/expectations
you could get a "C"
by ju s t glancing
through books.
Thought she could get
a r.O; problems w/
counselors in Univ
Coll. Took a lo t o f
incompletes. Calls
th is place ELIMINA­
TION—doesn't fe e l
she can tru st anyone,
i t ' s one l i t t l e fa iry
land. Mould wipe out
Univ Coll. Don't
have a chance to
breathe. Change reg­
istra tio n . Discrim­
inated against aca­
demically. Learned
to stay in and out
o f counselor's
o ffic e —they don't
help you like they

"No so cia l problems."
Wants black and white
fr a te r n itie s and soror­
i t i e s to work together.
S is te r says she acts more
adult (too serious?).
Recognizes environment has
caused her to change.
Couple o f close friends
(2-3), sometimes give
support. Sometimes give
motivation—depends on her
mood. Two friends give
sense o f id e n tity —Sigmas
—she is l i t t l e s is te r to.
Knows a couple o f in flu ­
e n tia l adults; in flu en tial
students—Greeks. Sigma
love; social lif e . To
survive, learned to con­
nive. Supp. S er., fin e
as much as she le t them—
d id n 't stay there as she
should have.

Thought i t was good
place to come and get a
husband. Came along w/
friends from high school
to MSU. Gets a disap­
pointment every day.
Never got paid fo r
working ("real nasty"
about the jo b ). Dis­
appointed about rooms—
had 6 roorrmates. Real­
ize d expectations were
wrong the day she got
here. Friends say per­
son ality i s "into self"
more. Wasn't prejudiced
before; now can't stand
to be around some whites,
Won't stop bitching
cause others are sleep­
ing. Only support seems
to be from high school
friends. Made friends
and lo st friends.

R a t e r ' s Name

In ter­
viewee
Code
Number

28cont.

Academic
Favorable
In d ic a to rs

Cindy Smith

Social
Unfavorable
In d ic a to rs

should. Lot o f
academic pressures.
Lots o f bad
experiences—esp. in
pot. s c i. Poor
orientation.

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

Personal and social
problems; handles her­
s e lf. Joined Young
Democrats. Sigma dove,
Supportive Services—
dropped out a fte r Fall
term. ”Lies to prof,"
profs only believe
grandiose problems.
Doesn't like anything
about res h alls. Lots
o f personal problems/
fighting fo r men, would
lik e to be popular, to
be known. F a ta list—
doesn't a ctive ly deal
w/problems. Not a
Spartan. Transfer
to LCC.

R a t e r ' s Name

In ter-

Academic

Raymond Coleu

Social

Y 16W 66

Code
Number

Favorable
In d ic a to rs

Unfavorable
I n d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

19

Seeks help from
Doesn't want to be
profs. Wrote
bothered with Sup­
p ortive Services.
le tte r to admin,
about th eir ser­
Having a lo t o f
vices. Seems
problems w /selfpaced classes. Heeds
se n sitiv e to the
b e tte r study habits.
feelin gs o f profs.
Feels that she i s
Had some p o sitiv e
academic experiences. worse academically
Feels that she w ill than in high school.
do b e tte r next yr.

Social l i f e OK. Things
are p re tty much as
expected. A frien d told
me what to expect. Seems
outgoing in terms o f meet­
ing people. Has no
ra cia l problems. Feels
that she i s more respon­
sib le . Doesn't miss any
friends a t home.

Had a f a ir ly active
extracurricular lif e at
home. Musical instru­
ments, etc. Hot doing
any o f th is now. Seems
to be down on a ll the
p a rties. Hot a Spartan.
Health problems, sick a
lo t.

20

Improving study
Waited a l i t t l e too
habits using tu tors. long to seek
assistance.
Talked about grad­
uate school. Wants
smaller classes for
b e tte r interaction
v/in stru cto rs.

Things are what he
expected. Lots o f close
frien ds. Involved in
a c tiv itie s o f Black
Caucus. Dorn rep. Happy
here. Views s e l f as a
"person." Concerned
about racial prejudice—
tr ie s to keep an open
mind. Views s e l f as
Spartan. Has developed
a broader perspective o f
world.

Doesn't lik e to be
alone.

(Really d id n 't ta lk bout the academic
area that much.)

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Raymond Coley

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

(None)

21

Talks with friends
when she does
poorly—usual ly
gets b etter. Talked
with p ro f to im­
prove her writing.
Has received help
from o ffice o f
Supportive
Services.

Profs don’t care.
Should have gone to
a Junior College to
improve her s k ills .
Switched major
because she heard
i t was d if fic u lt.

22

Went to developmen­
ta l program a t the
beginning o f the
year—took exams to
fin d out what his
in te re st areas were
—uses lib ra ries
when he i s a t home.
Would prefer a
smaller college fo r
more personal atten ­
tion . Uses library
a lo t—talks to
profs in terms o f
th eir expectations.

(None)

Unfavorable
In d ic a to rs

Stays to s e lf mostly—
no new frien ds—re lie s
on boyfriend quite a b it.
Can’t be h erself. Does
not f e e l she has changed
a t a ll. No extracurricu­
la r a c tiv itie s . Dis­
turbed by cliques.
Problem w/whites. Would
prefer to liv e o f f
campus. No social lif e .
Down on so ro ritie s.
Sees a distin ctio n
Made fiv e or six close
between white and black
friends. Runs track—
p a rties a lo t. Feels sad services on campus.
about friends a t home who
are not livin g up to th eir
p o ten tia l. More percep­
tiv e about the world in
general. Concerned about
the general r ip -o ff o f
students.

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Raymond Coley

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

22— Has quickly learned
cont. the academic game,
booking fo r more
than dust a passing
grade.
23

Academically she has
sta rted to get help
—professors and
friends; went to
Learning Resources
Center fo r studying
tip s .

Would change grading
system to a curve—
i t ' s easier. Didn't
expect grades to be
th is bad. Not plan­
ning to return,
because o f GPA.

Became more out-going.
Friends a t home think
she's frie n d lie r. S ta rt­
ing to make her own
decisions. Starting to
think fo r h erself. Made
three close friends who
are supportive. Has
sta rte d to examine
h erself before blaming
others.

Expected to meet a lo t
o f people—i t hasn't
happened. Not enough
social gatherings fo r
blacks. Didn't want to
come to S tate—i t was
her mother's choice—
would prefer a smaller
college. Feels like an
outsider—because she is
black. Felt the need to
ta lk with a counselor,
e tc . Hasn't followed
through on i t . A number
o f contradictions in her
answers (in terns o f see­
ing counselors, e tc .)
seems to be giving the
expected responses. Or
what she perceives as
the expected responses.
(Ex., would you describe

Raymond Coley

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

Favorable
I n d ic a to rs

23—
cont.
24

Unfavorable
In d ic a to rs

yourself as a Spartan?
"No." Ray's comment—
yes or no? Yes.
Talked about class
Talked with aca­
demic advisor for
she fa ile d .
advice on a class
she fa ile d . Always
try to g et a black
professor. Men­
tioning using
tutors and studying.
Register and then go
to Supportive Ser­
vices and g et help.
Advice to students:
Build good study
habits, No aca­
demic pressures.

Came to MSU because her
friends were going to
Wayne and Oakland, wanted
to g et away from them to
meet new people. Would
s t i l l choose MSU; would
not change anything. Much
more sta b le—has taken on
re sp o n sib ilities; before,
parents did not allow her
any resp. Made a great
deal o f friends; seven
very close friends. (I'm
not a very hard person to
lik e; I lis te n to th eir
problems). I plan to
return; I lik e MSU. Very
conscious o f racial s i t ­
uation a t MSU.

(None)

R a t e r ’s Name

In terviewee
Code
Number

Academi c
Favorable
In d ic a to rs

Raymond Coley

Social
Unfavorable
I n d ic a to rs

Favorable
I n d ic a to rs

I study constantly.
You have to buckle
down and study hard.
Esp. the la st
three weeks.

Changing major
because of: ( 1) prof
in Poly Sci classes
were stu ffy . (2)
Books d if fic u lt and
boring. Academic
advisors are o f no
help. I f I had an
academic problem I
don't know who I'd
go to . Everyone I'v e
talked to gave me the
run around. I imag­
ine that i f I had
gone to Supportive
Services I wouldn't
have had such a bad
time.

Family fe e ls she has
calmed down a lo t—more
responsible. She fe e ls
she i s more responsible.
"I've had to change, to
adapt to your environment
that i s the only way you
can survive." Five close
friends. Delegate fo r
h all g o v't. Relax and
laugh i t out. Felt like
a Spartan because o f
basketball team.

26

Friends motivate
each other to
study. I made up
my mind to do the
best I could . . .
self-determ ination I

Switch majors because
the Math and Chem was
very d if f ic u lt. My
grade point average
has dropped. Supp.
Serv. could be o f
more help i f I gave
them a chance. I
won't return. I

Socially I knew that there
would be a lo t o f d iffe r ­
ent people and I would
have to adjust. I f I
have to get r id o f a
supposed friend . . . i t
hurts . . . but I 'd do i t .
I thought about black and
white partying together;

I fe e l shut out—being
in a minority—in classet
and in dorm. I wouldn't
waste my time going to
counselors, etc. They
don't provide any help.
I sta rted to qu it a fte r
Winter term. I f I leave
MSU I ' l l leave as a
junior.

(None)

202

25

Unfavorable
In d ic a to rs

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

26—
cont.

Librarian a ssisted
in making my deci­
sion. I expected
to be a 3.5 student.
Took two or three
mid-terms to d etect
the pattern in exam.
I understand the
concept o f the
well-educated per­
son, but i f I was
studying as much
in high school I
would hare been
valedictorian.

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

plan to work next
year.

change my mind because I
don't lik e keggers. I
lik e MSU on the whole.
Students in college are
protected. People out o f
school have i t harder. I
was myself, that i s how I
made close friends. I'm
not particu lar about
talking to a lo t o f
people. I 'd rather keep
i t to myself, or ta lk to
my mother.

(Hone)

I'm s t i l l adapting
so c ia lly . Your horizon
expands. Once you real­
iz e that you are one o f
55,000 students you
adjust so cia lly. I've
learned to accept c r i t ­
icism. You have to change
to survive. Your environ­
ment forces change.
Racism i s heret but who
wants to go around looking
fo r i t . Involved in
inteimurals, play, etc.
Advice: be observant.

Unfavorable
In d ic a to rs

203

27

Raymond Coley

(None)

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

Raymond Coley

Social
Unfavorable
In d ic a to rs

Favorable
In d ica to rs

Unfavorable
In d ic a to rs

27— Friends help you
cont. study. Been
involved with
tu tors and the
Learning Resource
Center.
28

You have to learn
to study. (I
learn how to
manipulate.)

University college
advisors have given
me wrong information.
I don't lik e to go
see profs—they
don't help. I
experience academic
problems when the
term s ta r ts . I'm
s t i l l in trouble
when i t ends. Pol
Sci i s a l i t t l e
d if f ic u lt fo r me
a t th is time.

My s is te r said that I've
grown up. I've made
quite a few friends
since I'v e been here—
I'v e also lo st quite a
few. I was involved in
Young Democratst etc.

I'v e had s ix roommates.
People t e l l me I'm
complaining a ll o f the
time. Every day I get
a disappointment. You
put your tru st in these
people and they tr y to
eliminate you. I am
what you might c a ll
a fa ilu re—i f something
happens i t happens.

R a t e r ' s Name

I n te r -

Academic

Andrew Huaine

Social

V Ic IY c c

Code
Number

29

Favorable
I n d ic a to rs

Daydreamed about
doing nothing more
than studying and
gettin g superior
grades. Dealt with
the disappointment
o f gettin g the 0.0
by trying harder.
MSU has ^turned out
to be p re tty much
what I expected.
Save talked w/a
counselor about
academic problem.
For example, I was
having problems w/a
math course and the
advisor encouraged
me and suggested
some things that
I should do. A
friend who once
played w/our band
serves as a role
model fo r me. As
soon as you have
problems seek help 6
try to stay ahead.

Unfavorable
In d ic a to rs

Academic disappoint­
ment was when I got
my f i r s t 0.0 in a
class.

Favorable
In d ic a to rs

Expected to learn more
about people. Must learn
to get along with people
in th is world. Didn't
want to go to a CC because
I wanted to see what i t
would be lik e not being
around my parents. So
disappointments in social
lif e . I f I choose another
college, would se le c t MSU
again. Don't re a lly miss
my friends but my l i f e is
up here. Has become more
a ssertive. Used to be
overly concerned about
pleasing others. Met most
friends through contacts
in dorm. I in itia te d
most o f them. Plan to
return to MSU. Because
I lik e the school and
want my engineering
degree from State.

Unfavorable
In d ic a to rs

Before coming to MSU did
not have any prejudice
feelin g about whites.
How that has changed
somewhat. Being a
minority a t MSU has
made me f e e l more
cautious. When having
personal problems, I tr y
to work them out myself.

R a t e r ' s Name

In ter-

Academic

Andrew Huaine

Social

VI6W6G

Code
Number

30

Favorable
In d ic a to rs

Came to college
because I heard i f you
go to college you would
g et a good job and
th a t*8 why I came.
State i s p re tty much
not what I expected.
There*8 a l i t t l e less
work than I expected.
Would choose MSU again.
I lik e the atmosphere.
Bad a study habit in
high schools but have
a b e tte r one now. Be­
ing a minorityt I
hardly notice i t .
Decided that the next
te s t I blew I would
g et in touch w/SS and
they s e t me up w/a
tu tor. For an academic
problem would contact
anyone on the flo o r.
I usually ju s t go and
knock on the door and
ask fo r help. Have
established a personal
relationship w/my Nat

Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Thought I would meet a
lo t o f friends and I did.
Things are a lo t freer
than expected. Can do
your booking and you
w ill s t i l l have time for
partying. Social lif e
i s real nice. Family nor
friends fe e l that I have
changed a l i t t l e . Think
that I am a l i t t l e more
in te llig e n t. Met a lo t
o f friends in the dorm.
Friends encourage you
and l i f t you up. Social
l i f e —v i s i t people and
party on the weekend.

Unfavorable
In d ic a to rs

R a t e r ' s Name

In ter­
viewee
Code
Number

30con t.

31

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Sci teacher. Cam to
MSU w/a purpose. Go­
ing to SS to g et help
was one o f the best
things that I'v e done.
Advice I would give
to newcomers would be
to seek help when in
need.
Hot involved in any
so cia l a c tiv itie s .
Decided to take i t
easy and concentrate
on my stu dies. Know­
ing p ro f is very
important. Asking
questions in class is
the way o f le ttin g them
g et to know you. Did
not g et uptight about
a low grade; ju s t
decided to tr y harder.
Having a few academic
problems but finds i t
challenging and wants
to return to prove to
himself that he can

Andrew Hugine

In college must deal w /all
aspects o f lif e . To deal
w/pressure must ta lk to
you rself and tr y to adapt
to i t . D efin itely intend
to return to MSU. Over­
looks derogatory corments.

Unfavorable
In d ic a to rs

R a t e r ' s Name

In te r­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

31cont .

do b e tte r. Advice to
newcomers—pa rticip a te
in class, g et to know
your peer group. Who
can and cannot help
you. I ’m here fo r an
education—not con­
cerned about what
others say.

32

F elt very happy that I
was accepted. Handle
drop in GPA by trying
harder. Teachers need
to be more concerned.
Expected to learn a l l
I could. Would come
back to MSU i f given
the choice of another
in stitu tio n .

Andrew Hugine

Social
Unfavorable
In d ic a to rs

Grade point
dropped during
f i r s t tern. Did
not know about
SS u n til th is
term.

Favorable
In d ic a to rs

Handled disappointment o f
a lack o f men on campus
by looking in the Lansing
area. When I ta lk to my
white frien d s, blacks get
angry but i t doesn’t
bother me. Social lif e
i s p re tty much what I
expected. Social lif e
doesn't bother me because
I d id not expect to come
to MSU to party.

Unfavorable
In d ic a to rs

Small number o f blacks.

R a t e r ' s Name

In ter­
viewee
Code
Number

33

Academic
Favorable
In d ic a to rs

R elatives influenced
me to attend MSU.
Have talked to a
counselor prim arily
about GPA. For
academic problems
would ta lk to a
counselor.

Andrew Hugine

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Expected to meet a lo t
o f people but i t i s not
as I expected. Got
re a lly depressed and
s ta r t missing my family.
People weren't very
frien dly. Wanted to go
back home. Didn't make
very many friends. When
blacks and whites tr y to
communicate i t ends up
in an argument. I f I
could afford i t , I would
not come back to MSU.
Would prefer going to
S. C alif. Miss being w/
family. I t ' s hard being
a minority a t MSU but I
guess i t i s hard wherever
you go. For personal
problems would ta lk to
my mother. Got to
p a rties occasionally.

209

Did not expect that Close friends are in the
i t would requie that dorm. Friends give f e e l­
much studying.
ing o f support in time o f
Another disappoint­ need. Give encouragement.
ment was GPA. I
I f worried about some­
guess I ju s t d id n 't thing they give support
study. H/the excep­ and help. Like being
tion o f consulting around d ifferen t people.
w/a counselor have
used no other ser­
vices. Have devel­
oped no friendships
or relationship wf
teachers. In cop­
ing w/problems did
not ta lk to any
frien ds. GPA i s not
what I wanted i t to
be or expected i t
would be. Returning
to MSU because I can­
not afford to go to
SC and have begun to
adapt to MSU.

Unfavorable
I n d ic a to rs

R a t e r ' s Name

In te r­
viewee
Code
Number

34

Academic
Favorable
In d ic a to rs

Vhen I received the
le tte r o f acceptance
was very excited.
decided to attend
prim arily because
my brother attended
MSU. Have talked
to a Univ. Coll.
advisor about a
grade point matter.
For academic prob­
lems I go to an
advisor. Studying
and communicating
a/people have
helped me to make
it.

Andrea Hugine

Social
Unfavorable
In d ic a to rs

Disappointment—GPA
has fa llen . Bun
around w/financial
aid. I t ' s kind o f
hard to rela te to
white facu lty. They
hear you but. . . .
Not rea lly sure I
would choose MSU
again i f faced w/a
decision about a
college again. Have
not talked w/coun­
selo r or upperclass­
man about academic
problems. Lots o f
people trying to get
me in to my books but
I have been kind o f
running around.
Trouble w/math—
probably my study
habits.

Favorable
I n d ic a to rs

Met a lo t o f people.
More than I had expected.
Feel I'v e changed because
I now try to reason
things out. Have made
a lo t o f frien ds. Met
them through p a rties and
other acquaintances. Also
through cla sses. Friends
give support in time o f
need.

Unfavorable
In d ic a to rs

I t ' s kind o f hard to
adjust even i f you are
from a large c ity .
Expected to get away
from the complexities
o f c ity life* however*
i t hasn't been that much
d ifferen t. Have about
SO frien ds. No whites
included.

R a t e r ' s Name

In ter­
viewee
Code
Number

35

Academic
Favorable
I n d ic a to rs

Feel very good about
m yself because I am
gettin g an education.
Gave up a job making
$200/wk to go to
school so that I
could be in a posi­
tion to help myselft
my parents and my
people. Expected
classes to be large
and nothing more than
a number. I t has not
turned that way.
Didn’t expect to g et
very much out o f the
f i r s t year except
g ettin g in to my
books and copying.
Basically i t was my
own decision to come
to MSU. Others sug­
gested th at I go to
Mich. I f MSU pres­
ident would make
classes smaller so
students and prof
could be more in

Andrew Hugine

Social
Unfavorable
In d ic a to rs

Around midterm I
wasn’t re a lly pre­
pared fo r my exams
and had to book a t
the la st minute.
Have not been in
contact w/SS. I
haven't taken
advantage o f the
service. Uncertain
whether I ’l l return
next year. I ’m
leaving my options
open.

Favorable
I n d ic a to rs

A lo t o f partying a fte r
you get your studies done.
Sometimes you have to say
no. I learn a lo t ju s t
from the people I meet.
Being a minority a t MSU
has not bothered me. Ho
one seems prejudiced. I
do not choose my friends
on the basis o f color.
Met friends in classes
and so cia l a c tiv itie s .
My friends make me fe e l
good about being up here.
In terms o f my adapting,
I met a lo t o f people.

Unfavorable
I n d ic a to rs

Miss being around
family but i t hasn't
affected me too much
because I go home
almost every weekend.
I f personal problems,
probably keep i t to
myself.

R a t e r ' s Name

In ter­
viewee
Code
Number

35con t.

36

Academic
Favorable
In d ic a to rs

Andrew Hugine

Social
Unfavorable
In d ic a to rs

Favorable
I n d ic a to rs

Unfavorable
I n d ic a to rs

touch w/each other.
When I need to ta lk
w/an older person I
ta lk w/the prof that
I work fo r. Stay on
top o f the m aterials.
I f you study you w ill
make i t .
A fter I got my grades Didn't re a lly want
to go to college but
back I sta rted a
my counselor encour­
study plan.
aged me to do so.
Would not se le c t MSU
again. Would d e fi­
n ite ly not return i f
I had a choice. I
want a complete
change. Have not
talked w/a counselor
or older person. I
don’t go to any SS
meetings because
they are a t night
and I guess I am
fu s t lazy.

I did not expect to have
to study a l l the time.
Expected to be able to
party more. When I have
problems I do not go to
anyone.

R a t e r ' s Name

In ter­
viewee
Code
Number

37

Academi c
Favorable
I n d ic a to rs

Expected to get a
real good education
80 that I could get
a good jo b . Decided
to attend MSU because
I had a lo t o f
friends here. I f I
had to make the
decision to attend
another in stitu tio n 3
would se le c t MSU
again.

Andrew Rugine

Social
Unfavorable
In d ic a to rs

Have crossed my mind
to ta lk w/counselor
or teacher but have
not. Rave had no
one to give advice
since coming to MSU.
Rave established no
relationship w/facul­
ty t because I haven't
tried . Sometimes
before a te s t I
haven't studied and
s i t up and try to
cram. Rave not con­
tacted the OSS or
gone to them fo r
help. I f I had gone
to the OSS sessions
i t probably would
have been helpful.
Returning to MSU to
improve grades and
then I might transfer

Favorable
I n d ic a to rs

Expected to meet a lo t
o f people. As fa r as
so cia l l i f e would recom­
mend that people get to
know the people on th e ir
flo o r. Feel that I have
changed because I f e e l
more comfortable around
people. Friendships give
a feelin g o f support in
time o f need.

Unfavorable
In d ic a to rs

Miss family a lo t. Used
to go home each weekend.
When I f i r s t came I
wanted to drop out
because most o f the
persons over there
(Mason) were white and
I was uncomfortable.

R a t e r ' s Name

In ter­
viewee
Code
Number

38

Academic
Favorable
In d ic a to rs

Decided to attend
MSU because o f i t s
outstanding Vet
program* Friends
a s s is t academically.
Had bad grades in
math and Dent to
SS to g et help.
3.0 in ATL makes
me f e e l good. Lot
o f pressure in Chem
but passing i t and
that makes me f e e l
good.

Andrew Huaine

Social
Unfavorable
In d ic a to rs

Wanted to be a Vet
but fin d Physio
boring. Changing
major to Med Tech.
Would only choose
MSU because I'm
unfamiliar D/other
in stitu tio n s. Have
not sought help
because I do not
need i t .

Favorable
In d ic a to rs

Get along very well w/her
three white roamates.
Did not have to move out.
I don't see anything wrong
so c ia lly . Have changed
to the extent that I have
become more independent.
Met a lo t o f frien ds.
Met most friends through
dances. Friends help me
to id e n tify so cia lly
because I did not go to
many social a ffa irs before
coming to College and my
friends encourage me to
attend. I f peer counselor
my advice to newcomers
would be not to hang
with the crowd.

Unfavorable
In d ic a to rs

Don't get a f a ir chance
so cia lly. These whites
don't re a lly want ue up
here. Student govern­
ment i s giving the Black
Caucus a hard way.

R a t e r ' s Name

In ter­
viewee
Code
Number

29

Social

Academic
Favorable
In d ic a to rs

Expected to be accepted.
Expected to succeed aca­
demically. Expected to
g et up here, work, and
g e t superior grades.
Came to MSU because
they had w ritten them.
Applied to Mich Tech.
Engineering and s t i l l
in i t . Got a 0.0 and
rea lized college was
going to be hard.
Said that there would
be disappointments.
Mould s e t up d ifferen t
teacher-student arrange­
ment so that student
could learn in the
stu den ts' own way. In
order to keep more
blacks in the school,
now i t *8 make i t or you
don't. Show that peo­
p le care. Friends keep
on h is case about study­
ing, staying in the
books i f he's going to

F rederick O ster

Unfavorable
In d ic a to rs

Favorable
I n d ic a to rs

Unfavorable
In d ic a to rs

Had problems with g ir ls .
Expected to learn more
about people, a ll d iffe r ­
ent racial aspects o f
l if e . Thought about g et­
ting one lady. College
sweetheart and gettin g
married. Wanted to get
away and be independent.
Dorm lif e was not.
Learned to work around
d istra ctio n . Would not
go somewhere else because
he values the experience
he has learned from here.
Has learned that whites
don't want you to succeed.
Probed white friend to
fin d out what his views
were on race. Doesn’t
miss much about his family
Doesn't miss friends that
much. Life i s situ a ted
up here. Mieses playing
in the band. Family says
he talks more educated.
Focuses on himself, his
friends say. Has more o f

R a t e r ' s Name

In te r­
viewee
Code
Number

29cont .

Social

Academic
Favorable
In d ic a to rs

to be an engineer. Has
talked w/adoisor.
Influenced by f i r s t
term chem teacher. He
sensed that he was tr y ­
ing. When he got things
wrongt teacher was on
his case and he appre­
ciated that. Goes to
advisor on academic
problems. Advisor has
helped him. 4.0 on
fin a l. SS has been a
lo t o f help: tutoring,
help and ta lk about
grades. A rticulates
ways in which Supportive
Services help him.

F rederick O ster

Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

a hard core3 to adjust to
people saying one thing
and doing another. Be­
ing a minority makes him
fe e l more cautious.
Humber o f acquaintances.
About 4 close friends.
How? He in itia te d con­
versations. A ll block.
Tries to think out per­
sonal problems on his own.
V isits peoplet plays bass
guitar. Forced himself
to study organ player3
thought about him as a
role model. Donft get
behind. Get help when
you need i t . Do what you
want to do but stay out
o f trouble. Likes freedom
o f dorms. Feels lik e a
Spartan. Will come back
because he lik e s i t and
wants the engineering
degree from MSU.

Unfavorable
In d ic a to rs

R a t e r ' s Name

In ter­
viewee
Code
Number

30

Academic
Favorable
In d ic a to rs

Frederick Oster

Social
Unfavorable
In d ic a to rs

Would get r id o f
Knew a lo t o f people
a t MSU. Only school fin a ls. Math and
he applied to. Happy Psych cla ss.
to be accepted.
Expect: go to college
to g et a good fob.
Wants an o ffice fob
s u it and briefcase.
Expected to be on his
own. Came because
friends came and good
business school.
Freer than he a n ti­
cipated* No d is ­
appointments. Classes
hose done him well.
Less work than he
thought. Would have
classes which would
re la te to career
choices count and nonmafor courses. Would
s t i l l choose MSU.
Feels he has changed
in te llectu a l ly—now
reads books. Friend­
ships encourage him

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

B etter food. Miss
Expect: Knew he would
make a lo t o f friends;
hanging out with buddies.
no problems with g ir ls .
Miss saying h ello and
goodbye. Has not run
in to any special trouble
from fo lk s3 but goes to
p a rties where there are
people he can re la te to.
Three close frien ds, a ll
black. Friendships do
provide support and get
them in to campus lif e .
Roormate or his woman
w /social problems* Last
term was involved in
basketball. Likes the
dorm. Feels lik e a
Spartan (esp* basketball).
Will return.

R a t e r ' s Marne

In te r­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

SO— to do hie work. Has
talked with counselors
and tu tors when classes
going bad. And before
regietration . Talked
w/business advisors in
Eppley about course
selection . The Black
aid and the RA in the
dorm are in flu en tia l.
Alsoj has friendship w/
Nat Sci teacher. Goes
to people on hall when
has acad. prob. Has
used SS. Came w/a
destination and home
pressured. Hangs out
a t the library because
everyone being in the
books t e l l s him to do
the same. Uses SS. nI f
in needs go seek help. "
Set goals and s tic k w/
i t as w ell as possible.
Alternates study w/re­
laxing. Got a 4.0 on
ATL, a fte r 2 .S. SS has
been helpful! Stress

C O Y lt.

F red erick O ster

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

R a t e r ' s Name

In ter­
viewee
Code
Number

Favorable
I n d ic a to rs

30cont .

"If you need help,
g et i t . "

31

Social

Academic

Felt good, because I'm
on my way. Anxious to
g et out o f here.
Expected a good level
o f academic challenge.
Applied to Princeton
and Cornell. Pre-law;
"yes, I a n ." Work not
as easy as expected.
Disappointed that he
does b est and doesn’t
g et a 3.5. Spoke to
prof, he changed the
grade, convinced him
he did do the paper.
Sometimes he has f e l t
th at he should go to
grade advisor to check
out program. How to
relax in class and le t
other students ask ques­
tion s. Close with
mother and she's been
to school. McFall.
Two female frien ds.

Frederick Oeter

Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

•

Ho social expectations.
Daydreamed a lo t to
college: cla sses, prof
reaction to his blackness,
how he would study. Try
to g et blacks in terested
in running fo r o ffic es.
Dorms where the racial
situ ation is not w ell
handled. Why? Because
people (black) f e e l en­
closed. Would choose MSU.
Knows the area, made
frien ds, his second home/
Blacks, Jewish, and I ta l­
ian. Folks don't think
he's changed—l i t t l e more
mature, doesn't think he's
changed too much, "I'm
s t i l l me." College you
have more resp o n sib ility
and are alone. Being a
minority: doesn't bother
him and doesn't worry
about what people think

Unfavorable
in d ic a to r s

Misses high school,
discos. Talks to Mom
every weekend (only
ch ild). Hot his f i r s t
year away. Misses night
lif e .

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
In d ic a to rs

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

o f him. Geo. smack in the
mouth. Takes no s h it.
Makes friends in classes.
Four close friends: a ll
black. They help motivate
himt when to stop jerkin
o f f and get serious. Into
sports. Dean o f the complex
—giving d im er. No extra­
curricular th is year but
next year watch out. Get
fam iliar w/your surround­
ings. Get involved in
cla ss. Get to know who can
help and who won't. Like
Hubbard because people are
frien dly. Peer pressure
heavy to drink and pot.
Went to s p ir it meetings.
55 does w ell. They reason
w/you. Let the campus know
they e x ist. Will return
next year. I t ' s a challenge.

Unfavorable
In d ica to rs

220

31— Two female friends*
cont. Supportive Services.
Federal Judge George
Mize previewed the
college lif e . Exam
teachers way o f funning
course. A ssertive s e lf image v is-a -v is profs.
Has established rela­
tionships w /a ll his
profs. Controlled
drinking and smoking.
Didn't g et up tig h t
about low grades. No
quarters system. Prof
wasn't checking himself
out.

F red erick O ster

F rederick O ster

R a t e r ' s Name

In ter­
viewee
Code
Number

32

Academi c
Favorable
In d ic a to rs

Come to MSU. Took long
time to open up. Teach­
ers need to be more
concerned. Sheila
encouraged her to focus
dawn on books. One
grad student in the
College o f Business
w/whom she is frien dly
(black woman). Survival:
study, saying no, force
you rself to go and see
prof , do what you can
do today. Advice: study
because th a t’s what you
are here fo r. Be your­
s e lf , e .g ., have the
number o f friends you
normally have. Acad,
pressure: wondering
whether others know more
than her. Tries to g et
a group o f students to­
gether w/dorm to work.
Math: does w ell. OSS
did p re tty w ell but they
could have done b etter.
Could have been harder

Social
Unfavorable
In d ic a to rs

Favorable
In d ic a to rs

Brother went to MSU. Let
students make up th eir
mind whether they txmt a
roommate. Went to housing
fo r social lif e . Were a
lo t more whites than she
had anticipated. Hot
enough men. Black Caucus
needs to get more orga­
nized. Would come back
because i t has something.
Came from middle class
rowdy cormunity. Hot much
previous. One s is te r a t
Ferris S tate, married
(went to school), part
time, fourth to attend.
Used to be loud and s i l l y .
Used to l e t people run
over her, but learning to
be forward fo r survival.
TWo close friends—black
and Arab. Help her open
up; money. Motivate her
to party. Counselor over
fig h t w/a roommate and
over a guy. Problem: s e lf
Dana/Sheila: Counselor,

Unfavorable
In d ic a to rs

Doesn’t miss her family.
Didn't have space to
h erself. They say that
"I'v e gotten u p p ity.”
Talk proper.

R a t e r ' s Name

In ter­
viewee
Code
Number

Academic
Favorable
I n d ic a to rs

Social
Unfavorable
In d ic a to rs

32— or the students. Will
cont. return because she has
a goal to f u l f i l l .

33

Favorable
In d ic a to rs

Unfavorable
In d ic a to rs

Acad. Advisor. Treasurer
o f Black Caucus—trying to
get i t together. Social
pressure: says no. Not
in terested in sports.
Has had problems
with her grades.
Has not studied
as much as she
now fe e ls she
should. No
relationships
w/profs but she
does ta lk with
them.

Called home fo r help.
Would not choose MSU, go
to S. Cal. Don't miss
frien ds. Don't miss
so cia l l i f e because came
to Lansing. She does fe e l
she's more independent.
Hard, but something you
have to cope with. Hard
fo r Black Caucus to get
money fo r th e ir a c tiv itie s .
Four close friends—w illin g
to do something fo r them
and they fo r you—a ll
black. Support in times
o f need. Friends involve
her in so cia l a c tiv itie s .
No extracurricular a c tiv ­
i t i e s . Likes meeting
people in the dorms. No
personal pressures. Feels
lik e a Spartan from day
one.

Came to MSU because
brother was here (was
accepted also a t U o f
M and other school).
Wanted to leave during
Winter term. People
did n 't go out to her.
Misses family—Just
being with them. With
older friends have more
fun. People tre a t her
lik e she's got a d if ­
feren t a ttitu d e. She
does not f e e l that
she's changed other
than differen t friends.
Whites are friendly
u n til parents come.

111

Smaller classes. More
black advisors. More
black-white comunication. Friends moti­
vate her to study,
study rather than go
and do something else.
Talked w/counselor
about GPA. No other
contacts. Influential
people: grad advisor
and Mrs. Patterson
(good advice) not on
a personal basis. She
cares about what hap­
pens to her a t MSU.
She explained Maps.
(Patterson). Black
great advisor. Fall
term was not good—
but then Just sta rted
studying more.

F rederick O ster

R a t e r ' s Name

Inter­
viewee
Code
Number

Academic
Favorable
Ind ica to rs

Social
Unfavorable
I n d ica to r s

Favorable
I n d ica to r s

Unfavorable
I n d ic a to r s

223

33— Advice: must study;
cont. lo ts o f fun; books
have to come f i r s t .
Academic pressure
o f Fall term: deals
by studying more
and talking w/profs
more to know what
they want. 4.0
good, 1.0 bad. SS
helpful—but face
to face cormmication would be bet­
te r. Will return
—lik e s i t j w ill
return.
34
Had brother that went
here. Thought things
would run smoothly.
Didn’t expect to make
i t easy. Applied to
Texas Tech. Non-pref:
Med Tech (4th day).
People to ld him he
would not make i t .
Would bring more
black facu lty.

F rederick O ste r

Met more people than
expected. Made connec­
tions. Attended MSU
because i t was close to
where he lived . Adjusted
expectations middle o f
Winter term. "Tried to
pick himself up the best
way he could." Called
home and they said, "keep
going." Would choose MSU

System a drag: people
run you around (on fin .
a id ). Misses family
support3 "pushin along."
Miss friends to talk
with. Hasn ’t taken
advice to know a ll
students—black and
white.

R a t e r ' s Name

Inter­
viewee
Code
Number

Academic
Favorable
I n d ica to r s

Social
Unfavorable
I n d ica to r s

Favorable
I n d ica to r s

but would go about i t a
d ifferen t way. Would get
more representation o f
m inorities. Unfriendly
being a minority—every­
thing s e t up fo r the whites
(te s ts geared fo r whites
from more advanced high
schools). What's happnin'
instead o f "hi guy." Made
a lo t o f friends. Did seme
o f everything—p a rties,
friends bu ild on friends.
F ifty close friendships;
no whites. They support
him, push each other.
Talked w/the U. A ss't. Dean
on GPA matters. Influen­
t i a l students who are
involved in g o v't work a t
ca p ito l. Social a c tiv ­
i t i e s : going out meeting
people. Survival keys:
gettin g out to see what's
necessary to do. Likes the
dorm.

Unfavorable
Ind icato rs

224

34— Whites hear you but
cont. th a t's a ll. More
black students. Not
required courses out­
side major. Change:
i s more outspoken and
seems to reason things
on his own (family and
s e lf ) . Studies more.
Knows a few profs.
Acad, prob: goes to
acad. advisor. Hasn't
sta rted taking advice
to g et into books.
Knows a couple o f
other profs (white)
in addition to three
black prof s. Survival
keys: studying.
Advice: g et in the
books. SS: frien dly
corrmcnicate—but could
have s e t something up
in the dorms instead
o f ju s t sending mail
to the dorm.

F rederick O ster

R a t e r ' s Name

Inter­
viewee
Code
Number

35

Academic
Favorable
I n d ic a to r s

P retty good, ag.
school, a rts and
le tte r s . Expected
huge classrooms, ju s t
a number, but doesn't
f e e l lik e a number.
Classes not too
large, can ta lk .
Expected to take
classes required—
how to cope. Enrolled
and has stayed in
pre-law. Would make
classes smaller.
Brother finishing
law school. Has
gotten to know two
profs p re tty w ell.
Bad good experience
w/Nat Sci se ries.
Kept up on the
material.

F red erick O sie r

Social
Unfavorable
I n d ica to rs

Did not prepare fo r
mid-term exams.
Would have gone to
U o f M to g et b e tte r
pre-law. Keeps acad.
problems to himself.
Dropped a class
because he didn 't
g et along w/prof.
Not much in way o f
sp e cific actions to
adapt. Just under a
2.0. Dropped class
(Eng.) called him
down fo r missing
cla ss. Haven't been
in contact w/SS.
Feels that SS s ta f f
are (?). Uncertain
about returning.

Favorable
I n d ic a to r s

Expect p a rtie s, concerts,
fo o tb a ll. Meeting a lo t
o f women. High expecta­
tion: p a rty in ' and women.
Has not done a lo t o f
partying when he thought
he would be partying. Had
made previous v i s i t s .
Applied to Wayne and U o f
M. Chose to g et. . . .
Would get more coopera­
tion between the flo o r
mgrs and those who run
dorm. More recruiting o f
m inorities, make more o f
a mixed crowd. Has taken
the in itia tiv e to learn
about other cultures.
Balanced ra cia l; $7,000$18,000. Don't f e e l bad
about being a minority.
Should be more Latinos.
Proud o f being Mexican.
Friends o f mixed ethnic
background. Has played
IM sports. Friendships
support. Talk w/Chicano
prof who is good friend
w/his brother. Talks w/

Unfavorable
I n d ic a to r s

Goes home almost every
weekend. More a t ease
a t home. Misses the
home cookin'. Family
sees him too often to
see change. Fifteen
close friendships. Has
not sought out adults
beyond those in his
already established
c irc le s (work and res
h all HA). Did not
re a lize what he did to
adapt. Waits t i l l la st
minute. Bad food, mgrs
g ettin g dawn on you. Not
a Spartan in the a th le tic
f a ir sense.

R a t e r ' s Name

Inter­
viewee
Code
Number

Academic
Favorable
I n d ic a to r s

Social
Unfavorable
I n d ic a to r s

33con t.

Expect: Acceptance—
another thing.
Learned from other
students that you had
to study more than
expected. Planned
study time more
carefully. Studied
during day rather
than night. Would
make classes smaller.
Has studied more.
Advice: organize
study (1-2 or 3 hrs
per day); have some
time fo r relaxation.
Made agreement w/
roormate that they
would do one thing/
day. Liked ATL
Black L it class.

Favorable
I n dica to rs

Unfavorable
I n id ca to r s

HA. Hits a lo t o f the
dances, goes to CEFPA.
Feeling good about himself
fo r gettin g education.
Don’t l e t other people get
you down and keep w/books.

■

36

F rederick O ster

Didn't want to
re a lly go to co l­
lege. Counselor &
parents pushed.
Applied only to MSU.
11No P ref.” Classes
were harder than
expected. F irst term
was not prepared.
Almost fa ile d psych
because large class.
Would not choose
MSU. Want a complete
change (from Lans­
ing). Would go out
o f s ta te to sim ilar
college but smaller.
Feels teachers re­
gard blacks nega­
tiv e ly and got here
on a humble (?).

Expected partying and
having a good time. Would
be a lo t o f blacks around.
Men not as frien d ly as
you would expect. Make the
dorms coed. Thinks sh e’s
wiser—knows when sh e’s
being fooled. Three close
frien ds. Worked with
friends to go out to
people in cafeteria. Met
people in classes and
SS bldg. Feels close
friends help her out when
things are down. She tr ie s
to bring out good points
in frien ds. Talks w/older
students. Does go to
moviess jo g s3 bike rides.
Likes RA being on the
flo o r.

Find you rself wanting to
go somewhere else.
Misses talking w /sisters
who gave advice. Misses
mother’s cooking. S t i l l
sees friends same as in
high school. Only father
thinks she’s wilder.
Overcrowded with a ll
these white people.
Would fe e l more com­
fortable a t all-black
college. Friends don’t
help her to iden tify
with the U. Has not f e l t
need to ta lk w/adult
counselor or teachers.
Hot involved in any
extracurricular a c tiv ­
i t i e s . Thinks o f l i t t l e
that she likes about the

R a t e r ' s Name

Inter­
viewee
Code
Number

36—
cont.

37

Academic
Favorable
I n d ica to r s

F rederick O ste r

Social
Unfavorable
I n d ica to r s

Favorable
I n d ica to r s

dorm. Groups which
exclude her.

Friends motivate her
to study i f they
don't study together.
Does not know any
profs or counselors.
"No, none." Does not
go w/problems. No
service or student
has helped her know
what's expected. Got
in over her head in
not s c i. SS would
have helped her i f
she. . . . Wants to
transfer down south.
Gets bored ea sily.
Would do b etter fo r
ju s t a l i t t l e .
Very happy that she Feels bad about
boring nat s c i.
was accepted. Had
applied to MSU only.
Expected good educa­
tion and good job.
Convinced she would
have to. Acctg. and
s t i l l in i t . Fecognizes work i s hard.

Unfavorable
I n d ica to r s

Talked like she had
talked with people about
school. Set out to meet
most o f the black people—
and says she has made a
good s ta r t. Thinks she
has changed. Came because
many friends and coun­
selors influenced.

Misses family a lo t.
Used to go home every
weekend. Miss friends;
v i s i t s , games. Hasn 't
gone to counselor. Run
in with dorm mgr. No
extracurricular a c tiv ­
i t i e s . No so c ia l. No
friendship w/faaulty.

R a t e r ' s Marne

Inter­
viewee
Code
Number

37cont.

38

Academic
Favorable
I n dica to rs

Changes: Advise fresh­
men to take classes
they are in terested
in. Would come back
but would be more into
her studies. Feel peo­
p le have reached out
to help her. Goes to
see her teacher about
her problem. Has con­
ta c t w/grad advisor.
Does her job. Take
some classes they are
in terested in to help
them study fo r others.
Go fo r help when you
need i t . Plans on
coming back rather
than transfer.
Heard that i t was the
best vet school. Had
heard that many
blacks flunked out.
Felt good when
accepted. Really
wanted to cane to
MSU (applied to EMU

F rederick O ster

Social
Unfavorable
I n d ic a to r s

Favorable
I n d ica to r s

Unfavorable
I n d ic a to r s

Had wanted to drop out
Changes: Would tr y to
in Mason dom. Boy
g et blacks organised
closer together. When she friend a Carisius (?).
f i r s t came she was more to
h erself and d id n 't go out.
Feels she thought wrong
about people. How stays on
weekends. Family says she
is more frien dly and
studies. She thinks she
can. People sh e’s around
make her f e e l wanted.
Close friendships w/both
blacks and whites. Talks
with roormate about profs
and w/tutor. Moved dorms.
Hasn’t gone to games.

Has not f e l t the
need to talk with
counselor. Ho
friendships with
facu lty.

Black students had to t o f
p a rties. Anticipated
many changes. Ho friends.
Majority whites. Would
they accept her? Had
d ea lt w/whites in high
school. Liked the campus
and people her own age.

Just misses family.
Socially, found that
whites don’t want blacks
up here. Student gov’t
trie d to demolish Black
Caucus. Hasn’t been to
sporting events. Dis­
lik e food in res h allt

R a t e r ' s Name

Inter­
viewee
Code
Number

Social

Academic
Favorable
I n d ica to r s

38— and WMU). Anticipated
cent. hard work. Had
worked job a ll
during high school.
Had not heard good
things about college.
Had to be independent,
keep in books, not
party a ll the time.
Physiology—w ill change
to med tech—did well
in physio. Boring, can
not do anything u n til
you g et doctorate.
Chem taped lectures.
Hire profs for chem.
"The wrong thing to
walk in to fo r a fresh­
man. " Depressing. Was
prepared fo r i t . Got
info from upperclass­
men—had to g et th is
in my mind that I had
to do i t . Would choose
MSU—hasn't seen others.
Hates to say yes to
leaving w/out having
seen. Friends help each

F red erick O ster

Unfavorable
I n d ica to r s

Favorable
I n d ica to r s

Unfavorable
I n d ica to r s

People frie n d lie r. Upper­ too crowded in rooms.
classmen w illin g to say
hi (blacks). Gets along
with white room ates.
Didn't have to move out.
No disappointments. Really
lik es i t up here a lo t.
Doesn ' t miss friends that
much. Have learned to be
independent. Can't ask
Mama. But, we're going
to stay. Three close
friendships—people she
knew from Henry Ford High
dances, classes not so
much. Friends generally
black. Friends do support
her. Has rea lly close
friend. Closer than high
school. Friends have
helped her g et into
p a rties. Belongs to WIZ
(Women Interested in Zeta),
skates, p a rties. Slowed
partying down. "Don't try
to hang with the partying
crowd." Good transport.
Will go to games next yr.

R a t e r ' s Name

Inter­
viewee
Code
Number

Social

Academic
Favorable
I n d ica to rs

38— other. Has older
cont. frien d who graduated
in business. (Don't
pledge fresh ye a r.,
don't l e t whites
g et you down.) Got
a tu tor in math.
Developed study
habits. Figure out
how long i t takes
you to learn. Just
as to deal with
the chem.

F rederick O ster

Unfavorable
I n d ic a to r s

Favorable
Ind ica to rs

Unfavorable
I n d ic a to r s

R a t e r ' s Name

Inter­
viewee
Code
Number

5

Academic
Favorable
I n d ic a to r s

Creamed. Checked out
profs before second
term. Will return to
MSU next year.

Ann Chandler

Social
Unfavorable
I n d ica to r s

Didn’t expect i t to
be so competitive
academically.
Didn’t know back­
ground material.
Has changed major—
pharmacy too heavy
and didn’t think
could handle i t .
Wouldn’t choose
MSU—but academic
b e tte r than black
school. Cut classes
when cold Winter
term. Hasn’t used
OSS.

Favorable
I n d ic a to r s

Daydreamed about being on
her own. Goes to a lo t
o f social functions. Has
6 or 7 close friends. Has
been to MECCA. In Black
Caucus. T ells s e l f to
hang in there and prays.
Will return to MSU next
year.

Unfavorable
I n d ica to r s

Expected social lif e to
be b e tte r—didn’t expect
i t to be so competitive
so c ia lly . Doesn’t have
social l if e . Doesn ’t
mingle too w ell. Would
not choose MSU—would go
bo black college for
social l if e . Misses
cousin. Doesn’t fe e l
important—ju s t a number.
Not as independent as
she thought she was?
Few friendships—can’t
understand why? S its in
room watching TV while
friends are dating.
Should make OSS prog,
meetings mandatory as
she doesn’t attend
otherwise.

R a t e r ' s Name

Inter­
viewee
Code
Number
6

Academic
Favorable
I n d ic a to r s

Expected great
improvement aca­
demically. S t i l l
enrolled in orig.
major. Realizes have
to study constantly.
Told s e l f that i f
he wanted to stay
up here, had to
stop partying as
much and study more.
Would personalize
chem cla ss. Would
s t i l l choose MSU.
B etter from aca­
demic perspective
than Purdue and
U o f M. MSU more
supportive—minority
programs and money.
Applied s e l f to
books. Sought aca­
demic help when
needed. Told s e l f
couldn't qu it. 40
pointed math te s ts .
Passed them and phys
both with 3.0

Arm Chandler

Social
Unfavorable
Ind ica to rs

Anticipated being
rejected. Thought
about how hard
classes would be.
Heard academic level
wasn't as high.
Study habits te r ­
r ib le a t f i r s t .
No relationship
w/faculty. Feels
facu lty members
don't have time to
g et close to any
individuals. Wor­
r ie s a lo t about
tests/grades. Very
low avg f i r s t term—
le t social lif e
a ffe ct academics.

Favorable
I n d ic a to r s

Expected good social
lif e . Wondered about
how much so cia l lif e
would improvet what
roormate would be lik e.
Agrees with you that
social l i f e i s p re tty
good. Would s t i l l choose
MSU. Likes MSU b e tte r
than other schools.
Social lif e i s good.
Family says talks w/more
confidence. Doesn't fe e l
as dependent on family
and frien ds. Has many
friendships, 5-6 close
friends. Approached
people—introduce s e lf.
Met people in cla sss a t
p a rties. Has both black
and white frien ds. No
problems with eith er.
Friends motivate, support.
IM sportsj skates,
p a rties.

Unfavorable
I n d i c a to r s

Hadn't talked to anybody
MSU before coming. Did
not daydream about col­
lege. Social l i f e no
d ifferen t than a t home.
Separated from friends3
can't go home enough.
Would even out blackwhite ra tio . Misses
family—someone can
ju s t be s e l f with.
Misses hanging out
with friends. Hasn't
gone to any sports
events. Doesn't belong
to any groups.

R a t e r ' s Name

Inter­
viewee
Code
Number

9

Academic
Favorable
I n d ic a to r s

Had gone to classes
a t MSU before coming
up here. Has same
major. Heather keeps
her inside to study.
Adapted to studying
every day. Learned
to d iscip lin e s e lf .
Has changed way o f
studying from high
school. Goes to
profs to g et help
with acad. probe.
Goes to library 5-7
hrs a t a time to
study. Turns down
so cia l s tu f f to
study. Had good
class th is term
in Urban Devel.

Ann chandler

Social
Unfavorable
I n d ica to r s

Didn’t know a lo t
o f background info
necessary to compete
successfully.
Weather a ffe c ts her
academically. No
programs here that
have helped her
academically.
Flunked econ.
Counselor doesn't
help her. Hasn't
been to OSS except
fo r financial (which
actually came from
Student S ervices).
(Said she did go
once.)

Favorable
I n d ic a to r s

Got a lo t o f info from
family about aspects o f
MSU. Excited about
leaving home and being
on my own. Parties/has
frien ds. Expected to get
along w ell with males.
Gets along b e tte r with
people. Few friends she
has are s is te r 's friends.
Meets people a t dances,
classes. Has black and
white friends. White
friends c la s s ifie d "a
step above"; don't have
to study; not close.
Gets support from friends
"motivation" and id e n tity
from friends (black
group). Knows black profs
and TA's and students who
are in flu en tia l. Goes to
other people to get help
with social/personal
problems—especial ly
s is te r . Goes to church;
in Black Caucus.

Unfavorable
I n d ica to r s

S ticks to s e l f somewhat.
Didn't expect to get
along real well with
black women. Has never
rea lly adjusted to the
North. Weather doesn *t
make her want to social­
iz e . Feels lik e a num­
ber. Misses mother.
Doesn't have a lo t o f
friends. Choose not to
be involved in student
council board.

APPENDIX F

JUDGE'S INDEPENDENT AND AVERAGED RATINGS

APPENDIX F
JUDGE'S INDEPENDENT AND AVERAGED RATINGS

Evaluative i
Code
)

I n t e rv i e w e e
Code Number

Very
Fa vorab le

Judge
Jeff

Somewhat
Favorab le

Equally
Favorable
Unfavorable

Somewhat
Unfavorable

Judge
Abby

Average
Rating

In ter v iew ee
Code Number

Judge
Ray

Very
Unfavorable

Judge
Cindy

Average
Rating

1
2
3
4
5

3
1
5
3
2*

4
2
3
4
1

3.5
1.5
4.0
3.5
1.5

19
20
21
22
23

3
4.5
2
5
2

4
5
2
4
3

4 .0
4.7
2 .0
4 .5
2.5

6
7
8
9

5
4
2
3*

4*
4
3
4

4.5
4.0
2.5
3 .5

24
25
26
27
28

4
2
3
4
2

4
3
1
5
1

4 .0
2.5
2.0
4 .5
1.5

Interviewee
Code Number

Judge Judge
Frank J a c k i e

Average
Rating

I n te r v ie w e e
Code Number

Judge
Fred

Judge
Andy

Average
Rating

10
11
12
13
14

3
3
3
3
2

4
3
4
4
2

3 .5
3 .0
3.5
3.5
2.0

29
30
31
32
33

4
4
5
5
3

4
5
5
4
1

4.0
4 .5
5 .0
4 .5
2 .0

15
16
17
18

4
4
2
4

4
4
2
5

4.0
4.0
2.0
4.5

34
35
36
37
38

3
2
1
3
4

3
4
1
2
4

3.0
3.0
1 .0
2.5
4.0

♦Ann's r a t i n g .
t h e f i r s t two j u d g e s , a
r e s p o n d e n t s . The f i n a l
j u d g e s ' r a t i n g s had t h e

Because o f a l a r g e v a r i a n c e in th e r a t i n g s o f
t h i r d jud g e was asked t o r a t e t h e same
r a t i n g was determined by which o f t h e two
sm allest variance.

234

APPENDIX G

RANK ORDERING OF JUDGE'S AVERAGED RATINGS

235

RANK ORDERING OF JUDGE'S AVERAGED RATINGS
I n ter v iew ee
Code Number

_

31
20
6*
18
22
27
30
32
3
7
15
16
19
24
29
38
1
4
9^
10
12
13
-n -

Judges Averaged
Rating

-

34
35
8
23
25
37
"14
17
21
26
33
-

"

~ 2~
5*

28
36

~

~

5.0
4.7
4 .5
4.5
4 .5
4 .5
4 .5
4 .5
" " 470 " "
4.0
4.0
4.0
. 4.0
4.0
4.0
4.0
3.5
3 .5
3.5
3.5
3 .5
3 .5
3 .0
3 .0
3.0
2.5 "
2 .5
2 .5
2 .5
2.0 "
2.0
2.0
2.0
2.0
” 175
1.5
1.5
170

Rank

"

1
2
3
3
3
3
3
3
"9 "
9
9
9
9
9
9
9
T7
17
17
17
17
17
23 "
23
23
IS

26
26
26
30
30
30
30
30
Is

35
35
38

Winter
GPAs^
2.5
2.1
2.1
2 .5
2.7
2 .2
2 .5
1.5
1.9
1 .3
1 .8
2 .5
2.0
1.7
1.5
2 .5
2.T
1.9
1.4
1.7
2.2
2 .2
2 .5
1.6
1.8
2 .3
1.9
1.9
2.1
1.9
1.7
2.1
0.75
2.1
3.T
2 .5
1.9
2.F

♦Because o f a l a r g e v a r i a n c e In th e r a t i n g s o f t h e f i r s t two
j u d g e s , a t h i r d judge was asked t o r a t e th e same r e s p o n d e n t s . The
f i n a l r a t i n g was determined by which o f t h e two j u d g e ' s r a t i n g s had
the sm allest variance.
♦♦The r e s e a r c h e r d i d n o t f i n d s i g n i f i c a n t c o r r e l a t i o n between
an a d a p t o r ' s r a t i n g by t h e j u d g e s and h i s c o l l e g e GPA.

APPENDIX H

SUMMARY OF INFERENCES PERTAINING TO
EACH INDIVIDUAL ADAPTOR

APPENDIX H

SUMMARY OF INFERENCES PERTAINING TO
EACH INDIVIDUAL ADAPTOR
Fa vorable Adaptors
Adaptor Thfrty-One

Adaptor number th irty -o n e found him self forced to re-a lig n hie
academic expectations to a lower le v e l, and he vas able to
accomplish th is stage o f the adaptive process with a minimum
amount o f s tr e s s .
Adaptor number th irty -o n e openly shared hie perceived bosses about
hie decision to coma to Michigan S ta te U n iversity. He missed h is
l i f e as a high school stu den t, e sp e c ia lly h is sen ior year which he
considered the b e s t o f h is l i f e , and he missed being around his
frien d s, the night l i f e o f the c i t y , and the privacy o f h is own
room. However, s e lf-p e r c e iv e d gains were few.
Adaptor number th irty -o n e had esta b lish ed a support group th at
m otivated him and in d ica ted when he was not performing as he should
academically. This supportive group was formed as a r e s u lt o f study
session s involving both black and white stu den ts during mid-term and
fin a ls week.
Adaptor number th irty -o n e had the adaptive ca p a city, a b i l i t i e s , and
perceptions to recognise when he needed a ssista n ce in dealing with
h is new and ahanging environment. He seemed to know to whom, when,
and where to go fo r help. He thus made an attem pt to master the
new environment. He seems to take r e s p o n s ib ility fo r h is behavior
and fe e lin g s .
Adaptor number th irty -o n e seemed to m anifest r e a l i s t i c s e lf - id e a ls
with regard to h is a sp ira tio n s and attainm ents. He ex h ib ited
f l e x i b i l i t y in s a tis fy in g his in tern a l needs which le d to
su ccessfu l behavior p a tte rn s.
Adaptor number th irty -o n e had esta b lish ed a strong sense o f
id e n tity with the MSU corrmmity. Furthermore, he f e l t th a t he
was making a con tribu tion and was e s s e n tia lly in volved both
academically and s o c ia lly .

236

237

A d a p to r Twenty

Adaptor number twenty experienced le s s o f a need to re-a lig n
hie academic and so c ia l expectations because they seemed to
confirm the r e a lity he experienced.
Adaptor number twenty sin ce rely missed his fam ily and f e l t a
g rea ter sense o f appreciation fo r the warmth and cohesion he
had taken fo r granted when he liv e d a t home. Also, he missed
h is frien d s and the c i ty a c t i v i t i e s , though he f e l t there were
a c t i v i t i e s th a t one could g et in volved in a t Michigan S tate
U niversity. D espite these fe e lin g s t he b elieved h is co lleg e
experience had made him more aware o f the scope o f the worlds
i t s peoplet and h is own a b i l i t y to su rvive in i t . More impor­
ta n tly , h is self-aw areness was enhanced by h is understanding o f
the importance o f being able to adapt to a new environment.
Adaptor number twenty counted a very large number o f frien d ­
ships in h is support group, frien d sh ip s which were e sta b lish ed
while he attem pted to master h is new environment when v is itin g
and eating in oth er dorms during the f i r s t few weeks o f co lleg e .
This support group3 also co n sistin g o f both black and white
stu den tst challenged h is ego.
Adaptor number twenty also had the capacity to adapt to a new
m ilieu as was evidenced by h is su ccessfu l attem pt to seek out
a ssistan ce when needed. By fin din g out the information needed
in order to su rvive, he could deal e f f e c tiv e ly with a n xietyprovoking situ a tio n s ratJier than avoiding them.
Adaptor number twenty s e t goals th a t were co n sisten t with h is
perception o f him self. More im portantly3 he had a sense o f
accomplishing ta sk s th a t s a tis f ie d h is in tern a l needs and
thus increased h is confidence in h is own id e n tity .
Adaptor number twenty a lso id e n tif ie d with the u n iv e rsity
community and in d ica ted th a t he had esta b lish ed a sense o f
co m p a tib ility with i t . Moreover3 he Jtad f e l t the Spartan
s p i r i t long before he came to MSU.

238

A d a p to r E i g h t e e n

Adaptor number eighteen found i t necessary to make an academic
re-alignm ent through a r e a l i s t i c process o f ra tio n a lisa tio n .
Adaptor number eighteen liv e d in German fo r three years before
coming to MSU,Her in a b ility
to go home regu larly was, to her,
a g rea t lo ss . She in d ica ted th a t she missed her fam ily very much,
but accepted the f a c t th a t she would have to r e ly on h e r s e lf to
s a tis f y her needs i f she was going to su rvive a t co lleg e.
Adaptor number eighteen, lik e the oth ers, had also esta b lish ed
a support group. Her group developed as a r e s u lt o f attending
c la sse s and going to p a r tie s and concerts. She a lso f e l t that
her frie n d s m otivated her when she was depressed. Again, members
o f th is group were both black and white.
Adaptor number eighteen a lso found out who could a s s i s t her in
adapting su ccessfu lly to the new environment. She seemed to
understand the importance o f knowing how to cope in a new environ­
ment and r e lie d heavily on a ssista n ce from graduate a s s is ta n ts .
Adaptor number eighteen had a r e a l i s t i c and ra tio n a l approach to
the concept o f s e lf-r e lia n c e . She seemed to possess a so c ia l
s e n s i tiv i ty fo r adapting to a new environment. She had the
capacity to cope with a changing environment, an a b ili ty to
s a tis f y her external and in tern a l needs, and an accurate perception
o f r e a lity .
Adaptor number eighteen expressed a fe e lin g o f to ta l involvement
in the many aspects o f co lleg e l i f e . She had c le a r ly esta b lish ed
a p o s itiv e rela tio n sh ip with her new environment.
Adaptor Twenty-Two

Adaptor number twenty-two had a n tic ip a te d much help or reassurance
from "matured" upperclassmen. Also, he had expected to share a
g rea ter sense o f se c u rity and id e n tific a tio n with blacks tJtan he
d id . Academically, he found h is stu d ie s to be as demanding as he
had a n ticip a ted ; however, campus so c ia l l i f e turned out to be very
disappointing. Some re-alignm ent o f expectation s can be inferi'ed
from h is comments, but a c e rta in d if f i c u lty in accom odation i s
apparent.
Before attending MSU, adaptor number twenty-two processed h is
a n tic ip a tio n s by weighing h is p o ssib le lo sses and gains. A fter
returning home to v i s i t h is fam ily and frie n d s, whom he d id m iss,
he fu rth e r affirm ed th a t he had made the r ig h t decision to atten d
co lleg e when he lis te n e d to h is frien d s d iscu ss th e ir disappointment

239
about taking a job rath er than going to co lleg e or about not having
team ed a trade while in high school. A d d itio n a lly, sin ce coming
to co lleg e , he f e l t th at he had become more seriou s and eva lu ative
about l i f e .
Adaptor number twenty-two met and esta b lish ed h is support group as
a r e s u lt o f tryin g to a sso cia te and be frie n d ly with d iffe r e n t
types o f people. The support group, co n sistin g o f both black and
white re la tio n sh ip s, helped to m otivate him and l i f t h is s p ir its
when he was depressed or when he had performed poorly on an
examination.
Adaptor number twenty-two discovered a valuable resource in the
O ffice o f Supportive S ervices, but only a f te r another student
advised him to seek a ssista n ce th ere. He f e l t he knew o f other
valuable resources on campus, but he d id not appear to have
a ctu a lly u tilis e d them.
Adaptor number twenty-two a lso seemed to be a high functioning
in dividu al who had the capacity to formulate r e a l i s t i c goals and
accomplish them in order to s a tis f y h is in tern a l needs. He
attem pted to master h is environment.
Adaptor number twenty-two expressed fe e lin g s o f being involved
and contributing to the environment by involvement in sp o rts.
However, he in dicated th a t he was not a Spartan.
Adaptor Thirty-Two

Adaptor number th irty -tw o was determined to do w ell academically
and accomplish her career o b je c tiv e . However, her self-esteem
lessened somewhat a fte r the r e a lis a tio n tJiat her f i r s t term grades
were lower than she had a n ticip a ted . There was a re su lta n t s lig h t
re-alignment o f her academic expectation s. A d d itio n a lly, she
experienced culture shock when she discovered such a small number
o f blacks on campus, in p a rtic u la r males; she had hoped to meet a
p o ssib le marriage partner, n everth eless, she re-a lig n ed th is
expectation by going in to the Lansing area and finding th is sp e cia l
in d ivid u a l. For her, then, the so c ia l l i f e on campus was a
disappointing experience.
Adaptor number th irty -tw o d id not f e e l th a t she missed anything
in p a rtic u la r about her o ld environment. Further, she seemed to
be happier being away from i t . She d id not miss her fam ily because
i t was so large and being a t MSU brought her a new sense o f freedom
and independence. More im portantly, she f e l t th a t she had learned
how to su rvive campus l i f e and deal e f f e c tiv e ly with people.

240

Adaptor number th irty -tw o made an important personal decision to
lim it the s iz e o f her support group to one black and one Arabic
rela tio n sh ip in order to maintain her p o s itiv e self--concept. She
formed her group a t mealtimes in the c a fe te ria and through another
frien d sh ip . She f e l t her group helped her to maintain her s e l f id e n tity and esteem.
Adaptor number th irty -tw o seemed to be in touch with her in tern a l
fe e lin g s and approached anxiety-provoking situ a tio n s by focusing
on a so lu tio n to the symptoms ra th er than the cause. Further,
she d id use resources a va ila b le to her.
Adaptor number th irty -tw o had confidence in her own id e n tity and
the c a p a b ility to choose extern al goals th a t would s a tis f y her
in tern a l needs. She ex h ib ited f l e x i b i l i t y in regard to choices
th a t would improve her s e lf-d ir e c tio n .
Adaptor number th irty -tw o was a lso in volved in her environment
with which she had e sta b lish ed a sense o f co m p a tib ility . Yet,
a t tim es, she d id experience the pain o f being a m inority student
a t MSU.
Unfavorable Adaptors
Adaptor T h i r t y - S i x

Adaptor number th ir ty - s ix came to college a n ticip a tin g a great
deal o f emphasis on s o c ia l a c t i v i t i e s and very l i t t l e s tr e s s on
academics. A fte r discovering the complete opposite o f her expecta­
tio n s , she was to ta l ly unprepared to cope with the academic and
so c ia l dissonance in the new environment. In addition to these
major disappointm ents, she experienced cu ltu re shock fo r she had
expected to see a larger number o f blacks on campus. She also
blamed her high school fo r not preparing her fo r co lleg e and
developed a maladaptive a ttitu d e toward her environment. There
w c b no evidence o f re-alignm ent o f her expectation s.
Although adaptor number th ir ty - s ix came to MSU from the Lansing
area, she s t i l l f e l t the lo ss o f her fam ily though she d id not
acknowledge the lo ss o f her frie n d s, most o f whom remained in
Lansing. She f e l t p o s itiv e about her newly discovered a b i l i t y
to deal more d ir e c tly with in d ivid u a ls attem pting to take advan­
tage o f her naiveness about l i f e . But she a lso d id receive
negative c r itic is m from her fa th e r regarding how much she had
changed since coming to co lleg e.

241

Adaptor number th ir ty - s ix made a conscious and d e lib e ra te e f f o r t
to e s ta b lish frien d sh ip s and a support group by eating a t d iffe r e n t
ta b le s in the c a fe te r ia . Other frien dsh ips were made in c la sse st
a t p a r tie s t and in the Student Services Building. She f e l t th a t
these frien d sh ip s m otivated her to study and play baseball. She
had three clo se frien d sh ip s; a l l were with blacks.
Adaptor number th ir ty - s ix obviously found anxiety-provoking
situ a tio n s d i f f i c u l t to deal with and thus avoided any situ a tio n
th a t was ambiguous or tended to create anxiety.
Adaptor number th ir ty - s ix a lte re d the d ire c tio n o f her s e l f management e f f o r ts only a f te r she experienced a fe a r o f fa ilu re
re su ltin g from her f i r s t term grades. During her f i r s t term, she
d ire c te d her e f f o r ts toward the so c ia l a sp ects o f co lleg e l i f e
ra th er than the academic a sp ects.
Adaptor number th ir ty - s ix was extremely d is s a tis f ie d with the MSU
environment and wanted to leave i t badly. She f e l t th at she would
experience co m p a tib ility and a sense o f cormunity in an a ll-b la c k
co lleg e.
Adaptor Two

Adaptor number two was not p a rtic u la rly overjoyed about coming to
Michigan S ta te U n iversity. He came because he was assured th at he
would play f o o tb a ll, only to be cut during mid-season. Although he
expected to a tta in a decent grade po in t average, he was doubtful o f
h is a b i l i t y to succeed academ ically. Furthermore, he was very d is ­
appointed about the envirotment and the people. He f e l t very
stro n g ly th a t he had experienced racism. There was no evidence
o f an attem pt to re -a lig n h is expectation s.
For adaptor number two, being out from the fo o tb a ll team seemed
to c o n stitu te an overwhelming lo ss w ithin the new environment.
He recounted oth er lo sses a lso ; he missed h is fam ily and his
a sso cia tio n s w ith frie n d s. Both he end h is fam ily f e l t th at
he had not changed since coming to co lleg e . Thus, there were
no se lf-p e rc e iv e d gains.
Adaptor number two had withdrawn fu rth er from the environment
because o f the emotional impact o f being cu t from the MSU fo o tb a ll
team. He d id not make any attem pt to e s ta b lis h new frien d sh ip s.
Although he spoke o f a few acquaintances, he seemed to d is tr u s t
the establishm ent o f clo se re la tio n sh ip s.
Adaptor nirnber tw o's in a b ility to s a tis f y h is d e sire to play
fo o tb a ll crea ted a pa ttern o f maladaptive behaviors. He withdrew
from th e campus environment in te r n a lly in an attem pt to avoid any

242

a ssim ila tio n with i t . The Black Caucus seemed to be his only
o u tle t fo r the an xiety and fru s tra tio n he was experiencing.
Adaptor number two, who was dropped from the fo o tb a ll team and
f i l l e d with fru s tra tio n and an xiety because o f i t , attem pted to
r e -d ir e c t th is h o s t i l i t y by concentrating on h is stu d ie s. But he
acknowledged th a t th is concentrating was done in spu rts.
Adaptor number two a lso was very uncomfortable and d is s a tis f ie d
w ith being a m inority student a t MSU and would have preferred
attending an a ll-b la c k co lleg e. Be withdrew from the so c ia l
a sp ects o f co lleg e almost to ta lly .
Adaptor Five

Adaptor number f i v e i n i t i a l l y wanted to a tten d an a ll-b la c k co lleg e ,
but chose Michigan S ta te U n iversity as a la s t re so rt. She held high
expectation s fo r an a c tiv e so c ia l l i f e , but was extremely disap­
p o in ted when she found th a t MSU was com petitive both s o c ia lly and
academ ically. She was com pletely unprepared fo r the incongruity
she was experiencing. As a r e s u lt o f her in a b ility to cope with
the dissonance in the new environment, she developed predominant
fe e lin g s o f so c ia l and academic inadequacy. Again, there uas no
apparent attem pt to re -a lig n her expectation s, e ith e r s o c ia lly or
academically.
Though adaptor number f iv e experienced the lo ss o f the money she
was used to receivin g from her fam ily, she d id not miss any imme­
d ia te fam ily member. She a lso d id not miss her former frien d s.
However, she d id miss the fe e lin g o f being someone important in
her former high school environment. She never received any p o s itiv e
feedback from members in her fam ily regarding any changes, but she
p erceived h e r s e lf as more independent sin ce coming to MSU.
Adaptor number f iv e seemed to f e e l th a t she was unable to e s ta b lish
meaningful frien d sh ip s because o f her in a b ility to s o c ia liz e w ell
w ith people. Although she d id b e lie v e that she had esta b lish ed a
support group, i t s members, a l l o f whom were black, seemed to be
in tr o v e r ts j u s t as she was. She d id gain a sense o f m otivation
and support from them.
Adaptor number f i v e was a low functioning in d ivid u a l whose lack
o f a c le a r self-im age in the new environment caused her to withdraw
from i t . This inaoourate perception o f s e l f i s the r e s u lt o f
u n sa tisfie d in tern a l needs.
Adaptor number f i v e ' s fe e lin g s o f inadequacy regarding her s e l f ­
management and her uncertainty about being in the environment
could be in fe rre d from her asking h e rse lf, "What am I doing here?"

243

Adaptor number f iv e was very unhappy about being a t MSU. She would
have p referred to a tten d an a ll-b la c k c o lle g e , though ehe approved
o f the academic standards a t MSU,
Adaptor Twenty-Eight

Adaptor number tw en ty-eight a ls o wanted to a tte n d an a ll-b la c k
co lleg e. From the very moment she a rrived on the campus o f Michigan
S ta te U n iversity, ehe was highly d is s a tis f ie d with the environment.
Moreover, she came to co lleg e with low academic expectation s,
although she re-a lig n ed them s lig h tly when she discovered th at the
academic standards were high. Furthermore, she experienced fe e lin g s
o f hopelessness and depression as a r e s u lt o f her in a b ility to
accommodate to the new environment. In addition to these mal­
adaptive fe e lin g s , she became i l l due to the s tr e s s and an xiety
o f a heavy course load which, in turn, caused her to take several
inaom pletes,
Adaptor number tw en ty-eight sa id she d id miss her fam ily, but
received mixed feedback from them about changes she had undergone.
Her most important lo ss seemed to be the sense o f black id e n tity
with her former community environment. She perceived h e r s e lf as
having become more serio u s and concerned about her p erso n a lity.
Adaptor number tw en ty-eight f e l t th at she had made and lo s t some
frien d s since coming to co lleg e . She a lso found out th a t seeking
advice from her support group could be both helpful and harmful.
From th is i t can be in ferred th at though she had a support group,
i t s influence was not very strong. Again, a l l members o f the
group were black.
Adaptor number tw en ty-eight d id , indeed, attem pt to e s ta b lish a
resourceful re la tio n sh ip with the environment. She knew a number
o f in flu e n tia l people, discu ssed her academic problems with Sup­
p o rtiv e S ervices personnel, belonged to the Young Democrats, and
pledged a so r o r ity . Even with these a va ila b le resources, she did
not in d ica te that they had aided her in so lvin g personal problems.
Adaptor number tw en ty-eigh t was unsure as to how she should deal
with the academia a n x ie tie s she was experiencing in the new
environment. Although she v i s i t e d her pro fesso rs q u ite frequ en tly
seeking a ssista n ce, her coping p a ttern s remained unahanged.
Adaptor number tw en ty-eigh t was a lso highly disappointed with the
environment, e s p e c ia lly the a sp ects o f dom l i f e . She had a
d i f f i c u l t time coping with roommates.

244

A d a p to r T w e n ty -S ix

Once again, adaptor number tw en ty-six was not too overly ex cited
about coming to Michigan S ta te U niversity because she r e a lly wanted
to atten d college o u t-o f-sta te . P rior to attending MSU, she had
feelin g s o f academic inadequacy and paranoia, feelin g s based on
her b e lie f th at because MSU was predominantly white she, as a
black student, would fin d i t qu ite d if f i c u lt to succeed. She
had expected i t to be d if f i c u lt academically, but the r e a lity
o f ju s t how d if f i c u lt i t was impeded her re-alignment o f
expectations and accommodation to the environment.
Adaptor number tw enty-six missed her fam ily, frien d s, and home
cooking. In terms o f se lf-p e rc e iv e d gains, she f e l t she had
experienced and learned a great deal not r e fle c te d in her grades.
Adaptor number tw en ty-six was an in tro v e rt and made l i t t l e i f any
e ffo r t to e sta b lish any new rela tio n sh ip s. She d id , however, have
a small support group which con sisted o f a former schoolmate and a
frien d o f the schoolmate's, both o f whom were black. A ddition ally,
she f e l t these frien dsh ips offered her support and m otivation.
Adaptor number tw en ty-six was uncomfortable in discussing her
personal problems with anyone other than her mother. However,
she f e l t she had esta b lish ed a rela tio n sh ip with one black
professor and did see a counselor once. A d d itio n a lly, she
a lso attem pted to solve her own problems.
Adaptor number tw en ty-six d id not re fe r to any ph ysical behaviors
th at in dicated an improvement in her self-management. In fa c t,
she expressed a nonchalant a ttitu d e about attem pting to increase
her in ternal sa tisfa c tio n .
Adaptor number tw enty-six a n ticip a ted that she whould have to
make some personal adjustments liv in g in a dorm with d iffe re n t
people. I t was clea r th at she was unable to e sta b lish a complete
sense o f id e n tity with the environment.

SELECTED BIBLIOGRAPHY

SELECTED BIBLIOGRAPHY

A l l e n , Webb, J r . "Academic Advising? We Use F a c u lty Members."
In P e r s p e c t i v e s on t h e Community-Junior C o l l e g e , p. 368.
E d ited by William K. O g l l v l e and Max R. RaTnesT New York:
M e r e d l t ts C o r p ., 1971.
Armstead, D. Robinson; C r a ig , C. F o s t e r ; and O g l l v l e , David H., e d s .
Black S t u d i e s 1n the U n i v e r s i t y . New York: Bantam Books, 1969.
A s t l n , Alexander W. The Colle ge Env1ronment.
American Council o f E ducation, 1968.
_________. Four C r i t i c a l Years.
P u b l i s h e r s , 1977.

Washington, D.C.:

Washington, D.C.:

Josse y-Bas s

A s t l n , Alexander W., and Holland, John L. "The Environment Assessment
Technique: A Way t o Measure College Environments." Jo urn al of
Educational Psychology 52 (1971): 308-316.
A s t l n , Helen S . ; A s t l n , Alexander W.; e t a l . Higher Education and t h e
Disadvantaged S t u d e n t . Washington, D.C.: Human S e r v i c e P r e s s ,
T97T .
Bookman, G. "Freshman O r i e n t a t i o n Techniques 1n College and Univer­
s i t i e s . " Ph.D. d i s s e r t a t i o n . U n i v e r s i t y o f Wyoming, 1948,
p. 8.
Borg, W a l te r , e t a l . Educational Research:
D. Appleton and Company, 1963.

An I n t r o d u c t i o n .

New York:

Borland, Kenneth E. " C a re e r P e r c e p t i o n s , P o s i t i o n Sequences, and
Ca ree r S t r a t e g i e s o f Michigan P u b lic Community J u n i o r College
P r e s i d e n t s . " Ph.D. d i s s e r t a t i o n , Michigan S t a t e U n i v e r s i t y ,
1976.
Bournazos, Kimon. An E x p lo r a to r y Study f o r Martin L uther King Program
Improvement. Western Michigan U n i v e r s i t y , C e nte r f o r Edu cational
Research , 1972.
Burbach, Harold J . , and Thompson, A. Myron I I I . " A l i e n a t i o n Among
Colle ge Freshmen: A Comparison o f P u e rto Rican, Black, and White
S t u d e n t s . " J o u r n a l o f C olle ge S tu d e n t Pe rsonnel 12 (No. 4 ; J u l y
1971): 248-252.

245

246

C arneg ie Commission on Higher E ducation. Higher Education? Who?
Who B e n e f i t s ? Who Should Pay? New York: McGraw H i l l , 1973.
Churchman, Arza. "The A daptatio n t o College o f High Risk and Standard
Risk S t u d e n ts as a Function o f S o c i a l Comparison O p p o r t u n i t i e s . "
Ph.D. d i s s e r t a t i o n , The C i ty U n i v e r s i t y o f New York, 1971.
C l a r k e , Jo h nn ie R. " S t u d e n t Personnel Work and M in o rity Groups."
In S tu d e n t Development Programs 1n t h e Community J u n i o r
C o l l e g e . Ed. by T erry O'BanIon and A l i c e T hurston. Englewood
C l i f f s , N . J . : P r e n t i c e H a l l , I n c . , 1972.
Coelho, George V.; Hamburg, D. A.; and Murphy, E. "Coping S t r a t e g i e s
In a New Lea rning Environment." AMA Archives o f General
P s y c h i a t r y 9 (1963): 433-443.
Colbron, B. "Freshmen Group M e etin g s." N atio n al A s s o c i a t i o n o f Deans
o f Women J o u r n a l 2 (March 1948): 14!T
Coleman, J . , e t a l . E q u a l i t y o f Educational O p p o r t u n i t i e s .
D.C.: Government P r i n t i n g O f f i c e , 1966.

Washington,

Copeland, Theodore H. "Freshman O r i e n t a t i o n Programs. A Study o f T h e i r
Development and S t a t u s w ith S p e c ia l Reference t o Middle A t l a n t i c
C o l l e g e s . " Ph.D. d i s s e r t a t i o n . Temple U n i v e r s i t y Stephensen
B r o t h e r s , 1954.
C r o s s , P a t r i c i a K. Beyond t h e Open Door.
I n c . , P u b l i s h e r s , T!l7'l.
C r o s s l a n d , Fred E.
Books, 1971.

San F r a n c i s c o :

M i n o r i ty Access t o C o l l e g e .

New York:

Jo s se y -B as s
Schoken

DIRusso, L . , and Aven, S. D. "Does Remedial E n g lish Provide Help f o r
Colle ge Freshmen." C a l i f o r n i a Jo u rna l o f Educational Research
22 (1971): 5 - 8 .
Doermann, H. J . The O r i e n t a t i o n o f Colle ge Freshmen. B a l t i m o r e , Md.:
The Williams and Wilkins Co ., 1926.
Eddy, Edward D . , J r . The College I n f l u e n c e on S t u d e n t C h a r a c t e r :
An
E x p lo r a to r y Study i n S e l e c t e d Colleges and U n i v e r s i t i e s Made f o r
t n e Committee f o r t h e Study o f C h a r a c t e r Development In £ducatTon.
Washington, D.C.: American Council on E d u ca tio n , 1959.
E g e r t o n , John. Higher Education f o r "High Risk S t u d e n t s .
Southern Education F o undatio n, 1968, p. 59.

A tlanta:

El k i n d , David. "From G hetto School t o C olle ge Campus: Some
D i s c o n t i n u i t i e s and C o n t i n u i t i e s . " Jo u rn a l o f School Psychology
9 (No. 3; 1971): 241-245.

247

E n g l e h a r t , Max D. Methods o f Edu cational R esearch.
McNally and Company. 1972.

Chicago:

Fant1n1, Mario 0 . , and W e i n s t e i n , G e r a ld . The Disadvantaged:
t o E d u c a ti o n . New York: Harper and Row, 1968.

Rand
Challenge

Feldman, K. A . , and Newcomb, T. M. The Impact o f College on S t u d e n t s .
San F r a n c i s c o : J o s s e y - B a s s , 1969.
F r o e , 0 t 1 s . Educational Planning f o r Disadvantaged Co llege Youth.
Ba ltlm o re : Morgen S t a t e C o l le g e , 1964. ERlC ED 033 999.
Gibbs, J e w e l l e T a y l o r . " P a t t e r n s o f A daptatio n Among Black Stu dents
a t a Predominantly White U n i v e r s i t y : S e l e c t e d Case S t u d i e s . "
American J o u r n a l o f O r t h o p s y c h i a t r y 45 {No. 5 ; October 1974):
728-740.
Goodrich, Andrew L. Community S e r v i c e s f o r t h e 'New S t u d e n t 1 a t I n n e r
C l ty Commun 1 t v fcol 1e'g'es. Michigan S t a t e U n i v e r s i t y , Kellogg
Community S e r v i c e s L eadership Programs, 1970.
Gordon, Edmund W. O p p ortu nity Programs f o r t h e Disadvantaged in
Higher E d u c a ti o n . ERIC Research Report No. 6 , 1575.
________ . O p p o rtu n ity Programs f o r th e Disadvantaged 1n Higher
E d u c a ti o n . ERIC Hlgner Education Research Report No. 6.
Washington, D.C.: American A s s o c i a t i o n f o r Higher E du ca tio n,
1975. ED 114 028.
Gordon, Edmund W., e t a l . "Report o f t h e Study o f C o l l e g i a t e Compen­
s a t o r y Programs f o r Disadvantaged Youth," 1972. ( U n pu b lishe d .)
Gordon, Edmund W., and W llkerson, D.
Compensatory Education f o r t h e
Disadvantaged. New York: College Entrance Examination Board,
)966.
Green, Robert A. Racial C r i s i s In American E d u c a ti o n . Chicago:
F o l l e t t E du catio n al C o r p o r a t i o n , 1969, pp. 33-37.
Gre1s1ng, Robert A. "The High-Risk S t u d e n t . " North C e n tra l A s s o c ia t io n
Q u a r t e r l y 43 (No. 4; Spr ing 1969): 328-334"!
H a l l , Kenneth E. "A P r e l i m i n a r y I n v e s t i g a t i o n o f Adaptive Functio ning
as a Multid im en sio nal C o n s t r u c t o f Mental H e a l t h . " Ph.D. d i s s e r ­
t a t i o n , Michigan S t a t e U n i v e r s i t y , 1977.
Hamilton, James B. "Notes on t h e H i s t o r y o f t h e Developmental Program
a t Michigan S t a t e U n i v e r s i t y . " O f f i c e o f S u p p o r t i v e S e r v i c e s ,
Michigan S t a t e U n i v e r s i t y , 1973.

248

Higginbotham, Ashley J . "Demographic Data f o r F i r s t Time E n te rin g
Freshmen." O f f i c e o f I n s t i t u t i o n a l Rese arch, Michigan S t a t e
U n i v e r s i t y , O f f i c e R e p o r t, F a ll 1971.
Hyman, H e r b e r t H ., e t a l .
I n t e r v i e w in g 1n S o c ial Rese arch.
The U n i v e r s i t y o f Chicago P r e s s , 1954.
I t t e l s o n , William H., e t a l .
Psychology. New York:

Chicago:

An I n t r o d u c t i o n t o Environmental
h o l t , R i n e h a r t and Winston, I n c . , 1974.

J e r s l l d , A r t h u r T. In Search o f S e l f . New York:
P r e s s , Columbia U n i v e r s i t y , 1952.

Teachers C olle ge

Kahn, Robert T . , and C a n n e l l , C h a rle s F. The Dynamics o f I n t e r v i e w i n g :
Theory. Technigues and C a se s. 3rd e(T New York: John W iley A
Sons, I n c . , 1959.
K e r l l n g e r , Fred N. Foundations o f Behavioral R esearch.
H o l t , R i n e h a r t and Winston, I n c . , 1965.

New York:

King, S t a n l e y H. Five Lives a t Harvard: P e r s o n a l i t y Change During
C o l l e g e . Cambridge: h a rv a rd U n i v e r s i t y P r e s s , 1973.
K n o e ll, Dorothy. Black S tu d e n t P o t e n t i a l . Washington, D .C .:
A s s o c i a t i o n o f J u n i o r C o l l e g e s , 1970, p. 11.

American

________ . As p a r a p h r a s e d 1n Toward Educational Opp o rtu nity f o r A l l .
Albany, N.Y.: S t a t e U n i v e r s i t y o f New York, 1977, pp. 16T-V64.
The o r i g i n a l p a p e r by Jerome Z i e g l e r appeared 1n Disadvantaged
Youth and t h e Two-Year C o l l e g e . New B edf ord, MassTl Rodman
Job Corps, n . d .
L e s l i e , Larry L. Higher Education O p p o r tu n ity : A Decade o f P r o g r e ss
Research R e p o r t. No. 3 . Washington, b . C . : The George Washington
U n i v e r s i t y , 1977.
L lo y d - J o n e s , E s t h e r M., and Smith, Margaret R.
Program f o r Higher E d u c a ti o n . New York:
Company I n c . , 1938.

A S t u d e n t Personnel
McGraw-Hill Book

Macoby, E le a n o r F, and Macoby, Nathan. "The I n t e r v i e w : A Tool o f
So c i a l Psychol ogy." P a r t 3. Handbook o f S o c i a l Psychology.
Vol. 1, pp. 449-484. E d ite d by Gardner Slndzey. Cambridge,
Mass.: Addison-Wesley P u b l i s h i n g Company, 1954.
Mares, Kenneth R. "An I n v e s t i g a t i o n o f C r i t i c a l F a c to r s R e la te d t o
Programs f o r t h e Disadvantaged S t u d e n t 1n Higher E d u c a ti o n ."
Ph.D. d i s s e r t a t i o n , U n i v e r s i t y o f M iss o u r i- - K an s as C i t y , School
o f E d u c a ti o n , 1973.

249

Mehrablan, A l b e r t . P u b l i c P l a c e s and P r i v a t e S p a c es.
Ba sic Books, I n c . , P u b l i s h e r s , 1976.

New York:

M i t c h e l l , Horace. "The Black Experience 1n Higher E d u ca tio n ."
Counseling Psychology 2 (No. 1; Summer 1970): 30-36.
Moore, W., J r . Community Colle ge Response t o t h e High-Risk S t u d e n t :
A C r i t i c a l R e ap p rlsa l ERIC Clearin ghouse f o r J u n i o r C o l l e g e s .
Horizon S e r i e s . Washington, D.C.: AACJC, 1976.
Morgan, Gordon D. The Ghetto College S t u d e n t .
C olle ge T e s ti n g Program, 1970.

Iowa C i t y :

American

O'Banlon, T e r r y , and T h u r s t o n , A l i c e . S tu de n t Development Programs 1n
t h e Community J u n i o r C o l l e g e . Englewood C l i f f s , N . J . : P r e n t i c e
Hall I n c . , 1972.
Proshansky, Harold M., e t a l . Environmental Psychology: Man and His
P h y s i c a l S e t t i n g . New YoTkl Holt R i n e h a r t and Winston, I n c . ,

1970^

R a in e s , Max R. " P e r s o n a l i t y F u nc tio ns and t h e A daptatio n t o New
Environ ments."
Michigan S t a t e U n i v e r s i t y , 1977.
Rene, Munez. " R e c r u i t i n g and Admission o f M i n o r ity S t u d e n t s : The
G l a ri n g R e a l i t y . " In The M i n o r i ty S tu d e n t on t h e Campus:
E x p e c t a t i o n s and P o s s i b i l i t i e s , p. )3£. E d ite d by Robert A.
Altman and P a t r i c i a 0. Snyder. B e r k e le y , C a l i f . : U n i v e r s i t y
o f C a l i f o r n i a , C e n te r f o r Research and Development 1n Higher
E d u c a ti o n , 1970.
Roueche, John E . , and Snow, J e r r y J . Overcoming l e a r n i n g Problems.
San F r a n c i s c o :
J o s s e y - B a s s P u b l i s h e r s , 1977.
S e d l a c e k , William E . , and Brooks, G. C . , J r . "Black Freshmen 1n Large
C o l le g e s : A Su rv ey." Personne l and Guidance J o u r n a l 49 (1970):
307-312.
S e d l a c e k , William E . , and W ebster, Dennis W. Admission and R e te n tio n
o f M i n o r i ty S t u d e n ts 1n Large U n i v e r s i t l e s T Research Report
Ho. 3, 1977. ERIC ED 139 889.
Shulman, Carol H. R e c r u i t i n g Disa dvantaged S t u d e n t s . Compendium
S e r i e s o f C u r r e n t R e se arch , Program and P r o p o s a l s , No. 111.
Washington, D.C.: ERIC C lea rin gh o use on Higher E d u c a tio n ,
1970, p. 1.

250

Snowden, Raymond. "A C r i t i c a l An alysis and A p p rais al o f t h e Martin
L u th e r King Developmental Program f o r Marginal S t u d e n ts a t
Western Michigan U n i v e r s i t y . ” Ph.D. d i s s e r t a t i o n , Michigan
S t a t e U n i v e r s i t y , 1972.
Southern Regional Education Board. "A P r o j e c t Report: The Black
Community and t h e Community C o l l e g e , Action Programs f o r
Expanding O p p o r t u n i t y ." A t l a n t a , Georgia , May 1971.
T i n k e r , I r e n e . "The Underprepared Co llege S t u d e n t . "
E d u c a ti o n , November 1970.

American

Warren, John T. "The Cool1ng-0ut Function and t h e L a t e n t Terminal
S t u d e n t . " In P e r s p e c t i v e s on t h e Community-Junior C o l l e g e .
E d ite d by William k. O g l l v l e and Max R. Raines. New York:
A p p l e t o n - C e n t u r y - C r o f t s , 1971.
Washington, K. R. S p e c ia l m i n o r i t y programs: "Dupe o r New Deal?"
J o u r n a l o f Afro-Amer1can I s s u e s 5 {No. 1; Winter 1977): 60-65.
White, R. W. " S t r a t e g i e s o f A d a p t a t i o n . " In Coping and A d a p t a t i o n ,
pp. 47-69. E dited by G. V. Coelho, D. A. Hamburg, and J . E.
Adams. New York: Ba sic Books, 1974.
Whyte, William F. " I n t e r v i e w i n g 1n F i e l d Rese arch," C ha pte r 27. In
Human O r g a n iz a t i o n R e se a r c h . E d it e d by R. N. Adams and J . J .
P r e l s s . Homewood, 111.: The Dorsey P r e s s , I n c . , 1960,
pp. 352-374.
W illia m s , Robert L. "Gamble on High Risk S t u d e n t s : How I t Is Working."
American A s s o c i a t i o n o f U n i v e r s i t y Women J o u r n a l , May 1969,
------------ ------------------------pp. 173 - 176 .----------------Wisdom, P a u l , and Shaw, Kenneth G. "Black Challenge t o Higher
E d u c a tio n ." Edu cational Record. F a l l 1969, p. 352.
W right, Nathan, J r . Serving Black S t u d e n t s - - F o r What?
U n i v e r s i t y o f New York a t Albany, 1971.

State

Young, P a u l in e V. S c i e n t i f i c S o d a ! Surveys and R esearch .
Englewood. C H f f s , N . J . : P r e n t l c e - H a i l I n c . , 1966,
pp. 215-216.