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8507492

F in d le y , L y n e tte M ic h e lle

A COMPARATIVE STUDY O F BLACK STUDENT PERCEPTIONS AND
EXPERIENCES WITH SELECTED STUDENT SERVICES AT MICHIGAN STATE
UNIVERSITY, 1983-84

Ph.D.

M ichigan State U n ive rsity

University
Microfilms
International

300 N. Zeeb Road, Ann Arbor, Ml 48106

Copyright 1985
by
Findley, Lynette Michelle
All Rights Reserved

1984

A COMPARATIVE STUDY OF BLACK STUDENT PERCEPTIONS AND EXPERIENCES WITH
SELECTED STUDENT SERVICES AT MICHIGAN STATE UNIVERSITY 1983-84

By

Lynette Michelle Findley

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Education Administration and Curriculum

1984

©1985

LYNETTE M I C HELLE FINDLEY
All Rights Reserved

ABSTRACT

A COMPARATIVE STUDY OF BLACK STUDENT PERCEPTIONS AND EXPERIENCES
WITH SELECTED STUDENT SERVICES AT MICHIGAN STATE UNIVERSITY, 1983-84
By
Lynette M. Findley

This study obtains Black students' opinions of their personal
experiences and compares them with their perceptions of the
experiences of other Black students regarding the services provided
by Housing Programs and Food Services, Financial Aids, and the
University Counseling Center at Michigan State University.

It

further determines if there are any significant differences between
the opinions of Black males and females, seniors and sophomores, and
on-campus and off-campus students.
The data used in this study was collected during the winter
term of the 1984 school year by means of a questionnaire.

The

questionnaire was mailed to a stratified random sample of 400 Black
students equally representing seniors and sophomores, males and
females, and on-campus and off-campus students.
population,

From the total

199 students responded, representing a cross-section of

the above categories.
The results of this study can be summarized as follows:
1.

There are relationships between Black students' perceptions

of services provided to Black students in Housing Programs and Food
Services compared to what they personally experience and/or believe.

Lynette M. Findley

2.

There are relationships between Black students'

perceptions

of the dependency of Black students on financial aids (including
work-study) compared to what they actually experience.
3.

There are relationships between Black students' perceptions

of services provided by the University Counseling Center compared to
what they actually experience.
Furthermore,

summary of major findings indicate the following

conclusions:
1.

The respondents in all three areas did not express overall

negative concerns about white staff members— but more of a
concern that these staff members do not possess the "how to's" in
effectively meeting the needs of Black students.
2.

Overall, Black students did not express dissatisfaction

with the environment at MSU; instead they see it as an experience
which enhances their lives.
3.

Black students expressed the most dissatisfaction with the

Housing Programs and Food Services.
4.

Black students expressed the most uncertainty (do not know)

about the University Counseling Center.

This finding is not

surprising and is consistent with the related literature which
suggests that Black students do not utilize counseling centers on
predominantly white campuses.

This may be the result of the

inadequate number of Black counselors and the perception by
respondents of the lack of skills that white counselors possess.
Also, an interesting phenomenon found for Black students in

Lynette M. Findlley

reference to counseling is that they choose to rely heavily upon a
close friend to assist them with their personal concerns.
5.

The on-campus residents seemed to possess more knowledge

about the student services than the off-campus residents.

The

on-campus residents also expressed the most dissatisfaction with two
of the services— Housing Programs and Food Services, and Financial
Aids.
6.

Very few differences existed when comparisons were made by

sex, classification, and place of residence.

DEDICATION

This study is dedicated to my six year old son, Hassan, for
without his cooperation and understanding, I would not be where I am
today.

ii

ACKNOWLEDGEMENTS

The writer wishes to express her appreciation to the following
persons:
Dr. Richard Featherstone, chairman of the doctoral committee,
for the neverending faith he had in my ability to get to this point.
His guidance during the past three years helped me to maintain the
determination to succeed.

His continued interest in my growth and

development as a student, professional, and most of all, as a person
in today's society has had an impact on my life which I shall never
forget.
Dr. Lee June, for his guidance in serving as advisor to my
dissertation study.

Dr. June gave generously of his time and

talants throughout this study.

I am forever grateful for his

critical reading of the manuscript,

direction, and insights which he

provided for the dissertation study.
Dr. Howard Hickey and Dr. William Hinds, who served as members
of my doctoral committee.
Ira Washington, for his assistance in the compilation of the
data in this study.
Patricia Taylor for editing the manuscript.
My family (especially, my mother), for all the support they
provided throughout my graduate school education.

TABLE OF CONTENTS
Page
LIST OF T A B L E S ........................................................vii
CHAPTER
I.

RATIONALE FOR THE S T U D Y ......................................1
Introduction.................
1
Statement of the Problem.
.......................... A
Procedure Followed........................................ 5
Research Hypotheses .................................... 6
Study Limitations and Strengths ....................... 6
Definition of Terms
............................... 7
Overview of Dissertation................................. 8

II.

REVIEW OF RELATED LITERATURE................................. 9
Black Student Concerns and Financial Aids ........... 9
Black Student Concerns and Housing
Programs and Food S e v i c e s .............................. 17
Black Student Concerns and the
Counseling C e n t e r ....................................... 26

III.

DESIGN OF THE S T U D Y ......................................... 41
I n t r o d u c t i o n . ...............
41
Population annd Sample.................................. 41
The Development of the I n s t r u m e n t .....................42
Pilot S t u d y ........................................ . . . 4 4
Method of Collecting D a t a .............................. 44
Methods of Analysis Employed........................... 45
S u m m a r y .................................................. 47

IV.

ANALYSIS OF D A T A ............................................. 49
Housing Programs and Food Services..................... 50
Analyses Comparing Total Black Male
Students' with Total Black Female
Students' Perceptions for Housing
Programs and Food S e r v i c e s ......................... 62
Analyses Results When Comparing Total
Black Male Students' with Total Black
Female Students' Experiences for
Housing Programs and Food S e r v i c e s ................ 63

Page

CHAPTER

Analyses Comparing Total Senior Class
Students' with Total Sophomore Class
Students' Perceptions for Housing
Programs and Food Services ......................... 64
Analyses Comparing Total Senior Class
Students' with Total Sophomore Class
Students' Experiences for Housing
Programs and Food Services ......................... 64
Analyses Comparing Total On-Campus
Students' with Total Off-Campus
Students' Perceptions for Housing
and Food Services.................................... 65
Analyses Comparing Total On-Campus
Students' with Total Off-Campus Students'
Experiences for Housing and Food Services......... 65
Summary of Housing Programs and Food Services . . . .66
Financial A i d s ........................................... 98
Analyses of the Results Comparing
Male and Female Perceptions for
Financial A i d s ......................................107
Analyses of the Results Comparing
Male and Female Experiences for
Financial A i d s ......................................108
Analysis Comparing Senior and
Sophomore Perceptions for
Financial A i d s ......................................108
Analyses Comparing Senior and
Sophomore Experiences for
Financial A i d s ......................................108
Analyses Comparing On-Campus with
Off-Campus Perceptions foc
Financial A i d s ......................................109
Analyses Comparing On-Campus with
Off-Campus Experiences for
Financial A i d s ...................................... 109
Summary of Financial A i d s ............................. 110
University Counseling Cent e r .......................... 138
Analyses Comparing Male and Female
Perceptions Regarding the
Counseling C e n t e r ................................... 150
Analyses Comparing Male and Female
Experiences for the Counseling C e nter ............. 151
Analyses Comparing Senior and Sophomore
Perceptions for the Counseling C e nter............. 152
Analyses Comparing Senior and Sophomore
Experiences for the Counseling Center. . . . . .
152

v

Page

CHAPTER

Analyses Comparing On-Campus and
Off-Campus Perceptions for the
Counseling C e n t e r ....................................153
Analyses Comparing On-Campus and
Off-Campus Experiences for the
Counseling C e n t e r ...........................
154
Summary of the University Counseling Center . . . . 188
Summary of Part II of the Q u e s t i o n n a i r e ............. 188
Housing and Food Services.......................... 188
Financial A i d s ...................................... 189
University Counseling Center ....................
189
V.

THE PROBLEM, FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS ....................................... 190
Summary and Interpretation of Find i n g s ............... 191
Housing Programs and Food Services .............. 191
Financial A i d s ...................................... 194
The University Counseling Center ................ 197
C o n c l u s i o n s .............................................199
Recommendations ......................................

201

Recommendations Based on Responses to
Part I of the Questionnaire— Perceptions
and Experiences of the S e r v i c e s ............... 201
Recommendations Based on Responses to
Part II of the Questionnaire
— Open-Ended Questions ...........................202
Recommendation for Further Research ................

203

A P P E N D I C E S .............................................................205
APPENDIX
A.

Cover L e t t e r ................................................. 205

B.

Black Student Assessment Tool of the
Effectiveness of Selected Student
Services Functions ....................................

C.

206

Student Responses to the Open-Ended Section
of the Q u e s t i o n n a i r e ....................................222

BIBLIOGRAPHY .........................................................

vi

229

LIST OF TABLES

Table

Page

1.

Possible and Actual Number of R e s p o n d e n t s ................... 46

2.

Cross Tabulation of Perceptions and Experiences
of Dyad #1 for Housing Programs and Food Services.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

.

. .67

Cross Tabulation of Perceptions and Experiences
of Dyad #2 for Housing Programs and Food Services.

. . .68

Cross Tabulation of Perceptions and Experiences
of Dyad.#3 for Housing Programs and Food Services.

. . .69

Cross Tabulation of Perceptions and Experiences
of Dyad #4 for Housing Programs and Food Services.

. . .70

Cross Tabulation of Perceptions and Experiences
of Dyad #5 for Housing Programs and Food Services.

. . .71

Cross Tabulation of Perceptions and Experiences
of Dyad #6 for Housing Programs and Food Services.

. . .72

Cross Tabulation of Perceptions and Experiences
of Dyad #7 for Housing Programs and Food Services.

. . .73

Cross Tabulation of Perceptions and Experiences
of Dyad #8 for Housing Programs and Food Services.

. . .74

Cross Tabulation of Perceptions and Experiences
of Dyad #9 for Housing Programs and Food Services.

. . .75

Cross Tabulation of Perceptions and
of Dyad #10 for Housing Programs

Experiences
and Food Services

. . .76

Cross Tabulation of Perceptions and
of Dyad #11 for Housing Programs

Experiences
and Food Services

. . .77

Cross Tabulation of Perceptions and Experiences
of Dyad #12 for Housing Programs and Food Services

. . .78

Cross Tabulation of Perceptions and Experiences
of Dyad #13 for Housing Programs and Food Services

. . .79

Cross Tabulation of Perceptions and Experiences
of Dyad #14 for Housing Programs and Food Services

. . .80

vii

Table
16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

Page
Cross Tabulation of Perceptions and Experiences
of Dyad #15 for Housing Programs and Food Services

. . .81

Cross Tabulation of Perceptions and Experiences
of Dyad #16 for Housing Programs and Food Services

. . .82

Cross Tabulation of Perceptions and Experiences
of Dyad #17 for Housing Programs and Food Services

. . .83

Cross Tabulation of Perceptions and Experiences
of Dyad #18 for Housing Programs and Food Services

. . .84

Cross Tabulation of Perceptions and Experiences
of Dyad #19 for Housing Programs and Food Services

. . .85

Cross Tabulation of Perceptions and Experiences
of Dyad #20 for Housing Programs and Food Services

. . .86

Cross Tabulation of Perceptions and Experiences
of Dyad #21 for Housing Programs and Food Services

. . .87

Cross Tabulation of Perceptions and Experiences
of Dyad #22 for Housing Programs and Food Services

. . .88

Cross Tabulation of Perceptions and Experiences
of Dyad #23 for Housing Programs and Food Services

. . .89

Cross Tabulation of Perceptions and Experiences
of Dyad #24 for Housing Programs and Food Services

. . .90

Cross Tabulation of Perceptions and Experiences
of Dyad #25 for Housing Programs and Food Services

. . .91

27.

Cross Tabulation of Males and Females - Perceptions
Housing Programs and Food Services ........................92

28.

Cross Tabulation of Males and Females - Experiences
Housing Programs and Food Services ....................... 93

29.

Cross Tabulation of Seniors and Sophomores - Perceptions
Housing Programs and Food Services ........................94

30.

Cross Tabulation of Seniors and Sophomores - Experiences
Housing Programs and Food Services .....................

31.

.95

Cross Tabulation of On-Campus and Off-Campus - Perceptions
Housing Programs and Food Services ........................96

viii

Table

Page

32.

Cross Tabulation of On-Campus and Off-Campus - Experiences
Housing Programs and Food S e r v i c e s ....................... 97

33.

Cross Tabulation of Perceptions and Experiences
of Dyad
#1 for Financial Aids.
..................... Ill

34.

Cross Tabulation of Perceptions and Experiences
of Dyad
#2 for Financial A i d s ............................. 112

35.

Cross Tabulation of Perceptions and Experiences
of Dyad
#3 for Financial A i d s ............................. 113

36.

Cross Tabulation of Perceptions and Experiences
of Dyad
#4 for Financial A i d s ............................. 114

37.

Cross Tabulation of Perceptions and Experiences
of Dyad
#5 for Financial A i d s ............................. 115

38.

Cross Tabulation of Perceptions and Experiences
of Dyad
#6 for Financial A i d s ............................. 116

39.

Cross Tabulation of Perceptions and Experiences
of Dyad
#7 for Financial A i d s ............................. 117

40

Cross Tabulation of Perceptions and Experiences
of Dyad
#8 for Financial A i d s ............................. 118

41.

Cross Tabulation of Perceptions and Experiences
of Dyad
#9 for Financial A i d s ............................. 119

42.

Cross Tabulation of Perceptions and Experiences
of Dyad #10 for Financial A i d s ........................... 120

43.

Cross Tabulation of Perceptions and Experiences
of Dyad #11 for Financial A i d s ........................... 121

44.

Cross Tabulation of Perceptions and Experiences
of Dyad #12 for Financial A i d s ........................... 122

45.

Cross Tabulation of Perceptions and Experiences
of Dyad #13 for Financial A i d s ........................... 123

46.

Cross Tabulation of Perceptions and Experiences
of Dyad #14 for Financial A i d s ........................... 124

47.

Cross Tabulation of Perceptions and Experiences
of Dyad #15 for Financial A i d s ........................... 125

ix

Table

Page

48.

Cross Tabulation of Perceptions and Experiences
of Dyad
#16 for Financial A i d s ........................... 126

49.

Cross Tabulation of Perceptions and Experiences
of Dyad
#17 for Financial A i d s ........................... 127

50.

Cross Tabulation of Perceptions and Experiences
of Dyad #18 for Financial Aids . . . . . . . . . . . .

128

51.

Cross Tabulation of Perceptions and Experiences
of Dyad
#19 for Financial A i d s ........................... 129

52.

Cross Tabulation of Perceptions and Experiences
of Dyad
#20 for Financial A i d s ........................... 130

53.

Cross Tabulation of Perceptions and Experiences
of Dyad
#21 for Financial A i d s ........................... 131

54.

Cross Tabulation of Males and Females - Perceptions
Financial A i d s ............................................ 132

55.

Cross Tabulation of Males and Females - Experiences
Financial A i d s .............

133

56.

Cross Tabulation of Seniors and Sophomores - Perceptions
Financial A i d s ............................................ 134

57.

Cross Tabulation of Seniors and Sophomores - Experiences
Financial A i d s ............................................ 135

58.

Cross Tabulation of On-Campus and Off-Campus - Perceptions
Financial A i d s ............................................ 136

59.

Cross Tabulation of On-Campus and Off-Campus - Experiences
Financial A i d s ............................................ 137

60.

Cross Tabulation of Perceptions and Experiences
of Dyad
#1 for University Counseling C e n t e r .............156

61.

Cross Tabulation of Perceptions and Experiences
of Dyad
#2 for University Counseling C e n t e r .............157

62.

Cross Tabulation of Perceptions and Experiences
of Dyad
#3 for University Counseling C e n t e r .............158

63.

Cross Tabulation of Perceptions and Experiences
of Dyad
#4 for University Counseling.C e n t e r .............159

x

Page

Table
64.

65.

66.
67.

68.
69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

Cross Tabulation of Perceptions and Experiences
of Dyad #5 for University Counseling Center.

160

Cross Tabulation of Perceptions and Experiences
of Dyad #6 for University Counseling Center.

161

Cross Tabulation of Perceptions and Experiences
of Dyad #7 for University Counseling Center.

162

Cross Tabulation of Perceptions and Experiences
of Dyad #8 for University Counseling Center.

163

Cross Tabulation of Perceptions and Experiences
of Dyad #9 for University Counseling Center.

164

Cross Tabulation of Perceptions and Experiences
of Dyad #10 for University Counseling Center

165

Cross Tabulation of Perceptions and Experiences
of Dyad #11 for University Counseling Center

166

Cross Tabulation of Perceptions and Experiences
of Dyad #12 for University Counseling Center

167

Cross Tabulation of Perceptions and Experiences
of Dyad #13 for University Counseling Center

168

Cross Tabulation of Perceptions and Experiences
of Dyad #14 for University Counseling Center

169

Cross Tabulation of Perceptions and Experiences
of Dyad #15 for University Counseling Center

170

Cross Tabulation of Perceptions and Experiences
of Dyad #16 for University Counseling Center

171

Cross Tabulation of Perceptions and Experiences
of Dyad #17 for University Counseling Center

172

Cross Tabulation of Perceptions and Experiences
of Dyad #18 for University Counseling Center

173

Cross Tabulation of Perceptions and Experiences
of Dyad #19 for University Counseling Center

174

Cross Tabulation of Perceptions and Experiences
of Dyad #20 for University Counseling Center

175

xi

Table
80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

Page
Cross Tabulation of Perceptions and Experiences
of Dyad #21 for University Counseling Center

.........

176

Cross Tabulation of Perceptions and Experiences
of Dyad #22 for
University Counseling Center ..........

177

Cross Tabulation of Perceptions and Experiences
of Dyad #23 for
University Counseling Center ..........

178

Cross Tabulation of Perceptions and Experiences
of Dyad #24 for
University Counseling Center ..........

179

Cross Tabulation of Perceptions and Experiences
of Dyad #25 for
University Counseling Center ..........

180

Cross Tabulation of Perceptions and Experiences
of Dyad #26 for
University Counseling Center ..........

181

Cross Tabulation of Males and Females - Perceptions
University Counseling Center . . ........................

182

Cross Tabulation of Males and Females - Experiences
University Counseling.Center ...........................

183

Cross Tabulation of Seniors and Sophomores - Perceptions
University Counseling Center ...........................

184

Cross Tabulation of Seniors and Sophomores - Experiences
University Counseling.Center ...........................

185

90.

Cross Tabulation of On-Campus and Off-Campus - Perceptions
University Counseling Center ........................... 186

91.

Cross Tabulation of On-Campus and Off-Campus - Experiences
University Counseling.Center ........................... 187

xii

CHAPTER I

RATIONALE FOR THE STUDY

Introduction

Relations between Black and White populations have long been a
significant concern of the American society.
With the advent of
government policies that encourage an increase in minority
enrolling and it is hoped, producing minority graduates.
This
increased Black enrollment has given impetus to the
consideration of factors in the college atmosphere that may
have a determining impact on the success or failure of
students.
Much attention is now being directed at evaluating
the experiences of Black students in order to determine what
areas for change and improvement are needed (Keller, Piotroski,
and Sherry, 1982).
There have been several studies conducted to assess minority
students'

perceptions of the educational climate,

scholastic ambitions,

career planning, morale, and views on

faculty-student relations (Hayes and Franks,
Kyles,

1976; Penelton,

personal needs,

1977; and Walker,

1975; James,

1976).

1973;

However,

researchers have not adequately assessed Black students' perceptions
and, particularly, experiences of campus life in a predominantly
white college or university setting.
The surge of the Black population in predominantly white
colleges and universities occurred during the late sixties and early
seventies, during a period which could be termed as a "Black
Awareness" period,

not only for Blacks,

population as well.

1

but for the majority

2
Davis (1969) stated that:
The impetus for the Black Power ideology on campuses may be
found in the lack of academic concerns for black students.
Justifiably sought are:
curricula that stress contributions by
blacks to the American dream, more black professors and
professionals who are able to relate to the black student and
the academic community regarding his needs, an institutional
commitment to the black student as a human being.
Black Power
also supplies the leverage by which the black student can
enter
the mainstream of American life (p. 197).
Davis concluded by suggesting that institutions of higher
education must begin to take positive steps toward meeting the needs
of Black students; most importantly, to

secure grant

money

in order

to provide programs for Black students.
Bowlin (1969) added his comments on the issue by saying:
There are demands for courses in African studies, African
languages, Afro-American history, music and literature, the
hiring of more black professors, coaches, counselors, and
administrators and greater financial aid. Secondary or corollary
demands emphasize that black students are anxious that other
students gain a better knowledge of the American Negro through
the curriculum and that students and staff be "sensitized" to
reduce greatly, or to erase racism.
Black students in
predominantly white institutions, then, are functioning as
agents of social change (p. 180).
Dickinson (1969) supported B o w l i n ’s comments by stating that
not only will colleges

and universities have to pay attention to

programs Bowlin lists,

but they will also be expected to:

the

recruit black students, especially those who ordinarily would
not qualify for admission; . . . to set aside as holidays, the
birthdays or assassination dates of Martin Luther King, Jr. and
Malcolm X; to provide separate facilities for black students
including residence halls or sub-units within the halls; . . .
to offer a choice of foods which suit black tastes;
. . . (p. 190).
During the latter part of the sixties and most of the
seventies,

predominantly white colleges and universities began to

enhance the services they offered to meet Black students' needs.

3

Furthermore, they attempted to educate the majority population,
through seminars and other programs, to increase their awareness of
the racial problems facing this society.

These efforts were

enhanced when institutions of higher education began to receive
grants from the federal government to develop programs and financial
aid funds specifically for minority students.

In essence, during

the sixties and seventies, institutions of higher learning had an
obligation to dismantle racially discriminatory practices.
Currently, Blacks and other minorities are still highly
underrepresented in higher education despite the nation's efforts in
the fifties, sixties and early seventies to alleviate racial
discrimination.

Since 1978, national attention has been absorbed by

other issues, such as inflation, unemployment, the energy crisis,
and the defense budget.
Most recently,

with the first year of the Reagan administration

came major cuts in the federal governments' budget to higher
education which affected minority students and minority-oriented
programs drastically (Astin,

1982).

According to Astin (1982), many

of the above factors were the impetuses for the Commission on the
Higher Education of Minorities to undertake four major tasks:
1.

To document, as extensively and as accurately as available
data permits, the current representation of Blacks,
Chicanos, Puerto Ricans, and American Indians in higher
education, by degree level and by field;

2.

To assess the educational progress of these four minority
groups during the past ten or fifteen years, by degree
level and by field;

3.

To identify factors in social and educational
environments that facilitate or hinder the educational
development of minority students; and

4.

To formulate recommendations for increasing the numbers of
minority students that enter and complete programs at both
the undergraduate and graduate levels and to disseminate
these recommendations to practitioners, policy makers, and
the general public.

In an effort to produce information that will strengthen, or
enhance the effectiveness of services provided to Black students at
Michigan State University, it is necessary to examine, in detail,
selective student services that ultimately affect the development of
Black students.
Overall, student development, for all students, should include
creating an atmosphere that encourages and supports rewarding,
interracial, cross-cultural, and multi-ethnic dialogues,

programs,

and experiences, and sensitizes the university and surrounding
communities to the needs, strengths, and cultural backgrounds of
culturally different people (Kings and Fields,

1980).

STATEMENT OF THE PROBLEM

In a large, predominantly white institution of higher
education,

such as Michigan State University, there exists a dire

need for the maintenance and upkeep of vital areas of student
services which impact Black students.

Equally, there must be a

concern for the retention of Black students by Housing Programs and
Food Services, Financial Aids, and the Counseling Center at Michigan
State University.

Therefore, the purpose of this study is to obtain

Black students' opinions of their personal experiences and compare
them to their perceptions of the experiences of other Black students
with student services at Michigan State University.

5

Hence, this study obtains and compares Black students1 opinions of
the following student services functions:
1.

Housing Programs and Food Services

2.

Financial Aids

3.

Counseling Center

PROCEDURE FOLLOWED

The tool used to gather the data is entitled the Black Student
Assessment Tool of the Effectiveness of Selected Student.Services
Fu n ctions.

This assessment tool is comprised of two parts.

Part I

of the assessment tool describes the services provided by the 1)
Housing Programs and Food Services,

2) Financial Aids, and 3)

Counseling Center at Michigan State University.
divided into two parts.
students'

Part I is further

The first part of Part I assesses the

perceptions of the experiences Black students have with

these services.

The second part of Part I assesses the students'

personal opinions and experiences.

Part II of the assesssment tool

provides the resulting demographic data and gives the student the
opportunity to make comments and/or recommendations about the
services.
The population sampled is a stratified random sample of
full-time, undergraduate Black students at the sophomore and senior
class levels.

An analysis of the method and procedures is presented

in detail in Chapter III.

6

RESEARCH HYPOTHESES

The following, major hypotheses have been developed as a result
of the statements and questions provided in the assessment tool:
Hypothesis I:

There are no significant differences between Black
s t u d e n t s’ perceptions of the services provided in
Housing Programs and Food Services and what they
actually experience.

Hypothesis II:

There are no significant differences between Black
s t u d e n t s’ perceptions of the dependency of Black
students on financial aids (including work-study)
and what they actually experience.

Hypothesis III:

There are no significant differences between Black
students' perceptions of services provided by the
Counseling Center and what they actually
experience.

STUDY LIMITATIONS AND STRENGTHS

This study has several limitations that must be acknowledged at
the outset.

First of all, it is a perceptual study, thus, relies on

the accuracy and honesty of the respondents.

Hence, there may be a

tendency for students to get into a negative or positive response
pattern.

Secondly,

it makes use of a single instrument, a survey.

(However, this limitation is somewhat countered by the fact that it
contains numerous questions for each area studied.)

Thirdly,

because the study uses a survey as the method of data collection,

7

only general trends and tentative conclusions can be generated.
That is, no cause-effect relationships can be established.
Fourthly, only Black,

full-time, undergraduate students are sampled.

Finally, the study sampled student opinions and experiences in three
areas of student services only.
Recognizing, and inspite of, these potential limitations, the
study has the following major strengths:
1.

It makes use of a fairly large sample.

2.

A variety of services are examined in the same study.

3.

Both perceptions of others and personal experiences are
examined at the same time.

4.

Perceptions have been shown to influence one's behavior
toward a particular service, person, etc.

DEFINITION OF TERMS

Black Student Assessment Tool of the Effectiveness of Selected
Student Services F u n ctions.

Refers to the tool used to obtain the

information needed for the study.

The modified referred term is

"assessment tool."
Off-Campus S t u d e n t .

Refers to those full-time students who do

not live in university-owned housing.
On-Campus Student.

Refers to those full-time students that

reside in Michigan State University Residence Halls and University
Apartments (i.e., Cherry-Lane, Spartan Village).
Student Servi c e s .

The term used to identify the selected

services examined in this study, which are:

8

1.

Housing andd Food Services

2.

Financial Aids

3.

University Counseling Center

OVERVIEW OF DISSERTATION
'I 1

■—

- .. .

Chapter II of this study contains a review of the pertinent
literature related to the study.

Included in the review is relevant

literature containing perceptual studies done on minority students
at other institutions and further highlights the need to study Black
students'

opinions and evaluate College Student Personnel Services

as they relate to the Black student population.
The design and methodology are presented in Chapter III and
contains a description of the data, design, and pilot testing of the
assessment tool used to collect data for the study.

It also

describes the procedures used to analyze the data.
Chapter IV contains detailed analyses and interpretations of
the data for each of the three services studied.
Chapter V consists of a summary and additional interpretations
of the data, a discussion of the conclusions that can be made from
the study, a list of recommendations to the offices studied, and
recommendations for further research.

CHAPTER II
REVIEW OF RELATED LITERATURE
In reviewing the literature, an attempt has been made to
identify only the literature which is most related to the issues,
concerns, and perceptions of Black students in predominantly white
colleges and universities, and how this population is affected by
the services studied.

Therefore,

the literature review may be

subsumed under the following headings:
1.

Black Student Concerns

and Financial Aids

2.

Black Student Concerns

and Housing Programs and Food

Services
3.

Black Student Concerns

and the Counseling Center

Black Student Concerns and Financial Aids

Financial Aids services seem to be the most fundamental service
provided to Black students,

because without some form of aid the

majority of Black students would not be able to afford to attend
insitutions of higher learning.

In fact, many Black students have

financial needs that cannot be determined by the university in the
traditional manner (Green,

1970).

It has been stated by Roger and

Vejil (1976) that inadequate financial resources alone can be the
determining factor of a minority student's attendance at a
university.

But most importantly, it is the availability and

effective use of financial resources that determine whether or not
the minority student will receive the benefits of advanced learning.

9

10

In order to capture the true essence of the concerns of Black
students as they relate to financial aids,

it is necessary to

examine a historical perspective of the federal government's role,
which through laws and legislations opened the doors for Blacks to
reap the benefits of higher education.

It was not until 1954 that

the U. S. Supreme Court, through the Brown vs. the Board of
Education case, set the fundamental standard for minority access to
higher education:

"Admission to publicly supported colleges and

universities may not be denied on the basis of race."

As a result,

the role of the federal government and the responsibilities of
universities increased in reference to minority students (Preer,
1981).
A decade later, "the legal campaign of the National Association
for the Advancement of Colored People (NAACP), and later, the NAACP
Legal Defense Fund successfully overcame the legal barriers that
limited the educational opportunities of Black students at all
levels of public education" (Preer, 1981).

The mid-1960's brought

increased federal funding to higher education.

A relationship that

continued to increase the role of the federal government in higher
education and the responsibilities of higher education institutions.
For example, the Civil Rights Act of 1964 declared that federal
funds cannot be provided to institutions that discriminate on the
basis of race, including institutions of higher education.

Thus,

the Economic Opportunity Act of 1964 authorized grants for college
work-study programs and established welfare programs, Upward Bound,
and other services that were aimed at helping minority students from
low-income families.

A year later, the Higher Education Act

11

increased student eligibility under the College Work-Study Program
and provided grants for the ’’needy" through the Educational
Opportunity Grants (EOG) Program (has since become the Supplementary
Educational Opportunity Grant— SEOG).
Since the 1 9 5 0 's and up until this point, federal aid to higher
education was allocated to the institution, rather than to the
individual student.

With the introduction of the Basic Education

Opportunity Grant (BEOG), however, the course of funding shifted
from the institution to the student (Preer, 1981).
The BEOG was established in 1972 by the Higher Education
Amendment.

The BEOG Program offset the needs of the EOG Program.

Keene, Adams, and King (1975) stated that the unique contribution of
the act of 1972 was that it stated, unequivocally, that every
American was equally entitled to post-secondary education.

This was

the grant which essentially increased minority student access to
higher education.

The Higher Education Amendment of 1976 signified

the control and coordination of data collection activities by the
Office for Civil Rights in reference to minority students.
The next significant federal legislation which adverted to
Black students in higher education was the Middle Income Student
Assistance Act of 1978.

This act raised the income ceiling for

Guaranteed Student Loans (GSL) and increased the funding threshold
for SEOG's and College Work-Study (Preer,

1981).

In essence, this

act modified the provisions of student financial assistance. As a
result, the federal government became committed to its role in
higher education, and therefore,

drained federal funds.

The Higher

Education Amendment of 1980 curbed the allocation of monies to loan

12

programs,

in particular,

the GSL.

More importantly, it reaffirmed

its commitment to extend the elibigility under the student grant
programs to a wider income range. After recognizing the debt the
federal government was accumulating,

there became a need to curtail

the federal government's role in higher education.

Jacobson (1981)

stated in The Chronicle of Higher Education that in three years the
distribution of the GSL tripled in volume and, as a result, was a
threat to the federal government's budget.

He indicated that "at

one point federal officials were estimating that the combined
borrowing of college students and their parents under the program in
the fiscal 1981 and 1982 would exceed $18.8 billion.

This figure

would exceed the entire amount borrowed since the beginning of the
program in 1966."
There has been a great deal of controversy surrounding the
issue of whether federal involvement in financial aids programs is
justified.

But, regarding minority students, Hooks (1982) stated

that increased federal spending for student aid has done little to
increase access to higher education for low income and disadvantaged
students.

According to a study done on the enrollment trends in the

last decade,

the expansion of student aid programs in the 1 9 7 0 's had

simply made it easier for parents and students to pay college costs,
without drawing more low income people into higher education.
The outlook for future involvement by the federal government is
indicated by a 1984 proposal to President Reagan, as reported by
Hooks (1983), which states that college students will be required to
pay at least 40 percent of their educational costs before they will
be qualified for a federal grant under proposals designed to reform

13

student aid through promoting "self-help" on behalf of the student.
Such a plan will be disastrous for Black students in predominantly
white institutions of higher learning.
The historical, present, and future perspectives of the federal
role in financial aids for the Black student, provides the necessary
framework for discussing the concerns of Black students and
financial aids specifically at predominantly white colleges and
universities.

Taking a closer look at this role thus far, it has

been determined that the "power" of Blacks in higher education
remains to be in the hands of the federal government.
Reflecting on the past, when the Supreme Court (1954) declared
that institutions of higher learning cannot deny admission on the
basis of race, very few Blacks could afford to attend institutions
of higher learning,
and colleges.

particularly predominantly white universities

It was not until the mid-sixties with the passage of

the Civil Rights Act of 1964 that the number of Black students began
to increase on predominantly white campuses.
of the federal governments'

This came as a result

increased funding; and most importantly,

the increased responsibility of the institutions— they could not
receive federal aid if they discriminated on the basis of race.

In

fear of losing federal dollars, many institutions of higher learning
began to increase their Black student enrollment.
Black students who usually attended the predominantly white
colleges and universities attended because they offered low costs
(especially state supported schools); wider and better educational
opportunities; and a more convenient geographical location (Bradley,
1967).

Many of them came from families whose incomes were lower

14

than $7,500 per year.

Thus,

they required financial aid if they

were to remain in school (Blackwell,

1975).

The portrait of

minority students was identified by Mares (1973) as usually having
such barriers as 1) low occupational status of parents;

2) low

educational attainment of parents; 3) low family income; 4) broken
homes; and 5) working mothers.

In addition, Penn and Vejil (1976)

stated that combined with the above were such obstacles as language,
doubt, and hostility which contributed to the minority students'
difficulty in coping with,

understanding, and effectively dealing

with and managing financial matters.

During such difficult times

for Black students on predominantly white campuses, Clark and
Plotkins (1963) noted that Black students were more likely to take
on part-time or full-time jobs which, as a result, affected their
academic and social lives.

Astin (1972) observed that if Black

students were fortunate enough to have more grant money, which would
decrease the need for loan money,

they would more likely be

satisfied with college, and less likely to drop out.
lack of financial aid deterred

Therefore, the

Black student enrollment in colleges

and universities.
In his research of the demands being presented by Black
students, Frantz (1969) identified the need for improvement in
making financial aid more accessible to Blacks as their second
highest demand; the first being admission to the university.
As a result of financial aid, the decade of the seventies
witnessed some notable gains in the enrollment of Black students.
For example, Black undergraduate enrollment tripled between 1966 and
1978 (Preer, 1981).

Hayes (1975) stated that observation revealed

15

that there existed a need for greater awareness of the problems
encountered in providing financial assistance to minority students.
With the federal government reinforcing its commitment to
increase Black student participation in higher education, in 1972,
the Education Amendment introduced the BEOG Program.

The Higher

Education Act of 1975 extended funds for developing institutions to
provide support programs, and further expanded federal support to
individual students through the BEOG and the SEOG.

Despite the

growth of the BEOG Program, Smith (1975) identified the following in
reference to minority students at Berkeley University, and typical
of most predominantly white institutions of higher education:
The financial aids problem continues to be a serious one,
despite the emergence of new federal resources through the BEOG
Program.
Very few of our undergraduate students with
established needs are receiving financial aid packages close to
the budget of $3,300 that has been established for Berkeley
undergraduate resident students.
We have integrated into one
system, including work-study and day to day casual student
employment service.
However, more and more students are being
required to assume loans in lieu of grants and part-time
jobs at the price of completing their college education.
In further discourse, Preer (1983) stated that:
Although minority families tend to be overly concentrated at
low income levels, minority students were receiving a
declining share of Basic and Supplemental Educational
Opportunity Grants.
The minority share of BEOG's dropped from
48.1 percent in 1974-75 to 42.1 percent in 1976-77; the share
of SEOG's fell from 47.8 percent to 39.0 percent in the same
period.
In 1978, with the passage of the Middle Income Student
Assistance Act, Black students in higher education continued to
experience the "financial crunch" in result of the federal
government's efforts to increase the eligibility of wider income
students so that they,

too, could benefit from federal assistance.

Preer (1981) stated that "the passage of the Middle Income Student
Assistance Act accentuated a trend already underway whereby efforts
to increase access affected middle-class rather than lower-class or
minority students".
As a result of the Middle Income Assistance Act of 1978, and
its efforts to provide financial assistance to a wider income
range, after two years in existence,
federal dollars.

the program began to drain

During this period more Black students had to

obtain G S L ’s in order to pay their college expenses.

Turner (1980)

stated that a prevalent factor which has to be addressed in the
eighties is the effect loans have on the retention of minority
students.
in college,

In fact, loans have become negative incentives to stay
because the longer one stays the more debts one incurs.

Therefore, Turner (1980) concluded that the failure of institutions
to supply needed amounts of financial assistance beyond the
sophomore year accounts for the substantial drop-out rate for
minority students at predominantly white institutions.

Thus, in an

effort to help Black students manage their finances, they must
receive concrete assistance in completing financial aid application
forms.

As Penn and Vejil (1976) have identified:

Frequently, the minority student has not had the opportunity or
the need to apportion money, and this lack of experience and
training often brings needless hardship and contributes to
further financial stress.
Some type of financial management
training needs to be given to minority students prior to their
entry into institutions of post-secondary education.
In summary, how does one prepare the Black student for the
financial aid concerns of the future— especially if Reag a n ’s "1984

17

Proposal for Self-Help Program" is implemented?

The plight of the

Black student in predominantly white institutions of higher
education will become a tragic situation.

As Penn and Vejil (1976)

so vehemently noted, the financial aid provided to Black students
is already insufficient in amount and is not the kind needed.
instance,

For

reliance on summer earnings in the final computation of

awards is detrimental to those students who are unable to find
summer employment— a difficult task for all students considering
the current economic situation.

Of equal importance and in many

cases, Black students do not receive the expected parental
contributions, yet, these figures are included in computing the
total financial aid package.

Therefore, if what Fleming (1975) has

stated is true, that financial need is defined as the difference
between the cost of education and what students1 and families' are
expected to pay for those costs, aid will serve as one of the chief
barriers to minority participation in predominantly white
institutions of higher education.

Black Student Concerns and Housing Programs and Food Services

Very little observational or experimental research has been
reported concerning Black students in Housing Programs (residence
halls) and Food Service despite the fact that this kind of research
is sorely needed.

An important issue that has been neglected by

educational researchers "is the cultural and psycho-social conflict
akin to 'cultural shock' that Black students experience with regard
to the housing environment,

the food, and extra-curricular

18

activities on white campuses," (Scott,

1978, Remsik 1979).

In

order to provide a succinct clarification of Black student concerns
with Housing Programs and Food Services, it will be necessary to
interpret the role of "student development" as it relates to all
students in institutions of higher learning.
The decade of the 1960's was a renaissance period for Blacks
in higher education.

It began a era when institutions, in some

form or fashion, had to respond to Black students in housing
(residence halls).

In the early sixties,

the goal of Black

students was to get a good education in order to become integrated
into the American mainstream.
For example, Mitchell (1970) stated that:
Since there were few like themselves on campus and they often
aspired to be accepted by their white counterparts, many Black
students rejected their own subculture with its emotional ties
and often accepted white middle-class values. . . . Many Black
students disassociated themselves from other Blacks and
attempted to find a few white liberal students with whom to
identify— these Blacks hated their group, its culture, its
members, and even themselves for being among the members.
Bleaching cream, straightening combs, and processes were overt
signs of Blacks wanting to look more like whites.
As a result
of their experience in the white university, many Black
students were alienated from themselves as well as from their
families and other Blacks.
The Black community at large often
pictured them as snobs who rejected it and their race.
Once Black students began to arrive in large numbers at
predominantly white institutions, it became evident that they were
unlike their counterparts of the early sixties.

Williams (1969)

pointed out that Blacks had developed a new self-concept and that
they no longer answered to the label "negro".

Blacks had developed

an appreciation for their Black skin, flat noses,

"kinky" hair,

thick lips, and this mood prevailed over all campuses.

After

19
witnessing the political assasinations of such leaders as Martin
Luther King, Jr. and Malcolm X, the Black students of the late
sixties came to universities and colleges with demands.
Harding (1969), in describing his thoughts on Black student
demands,

stated that:

The movement of Black students has been a series of cries
and demands and actions.
The call has been for the right to
organize unashamedly as blacks; the demand has been for the
transformation of normal admisssion procedures to allow
"impossible" numbers of black young people to enter the campus.
The move has been toward the— and for the— redefinition of the
university's relationship to the local black community.
Again
and again, the demand which has troubled the campus
authorities— and others— most deeply has been the students'
demand for Black power and autonomy to control and direct
experiments with new forms of education on and off campus.
Adams (1968) has stated that all facets of the college
environment make their impact upon student character.

The

contribution of the residence hall experience may be a detrimental,
or positive force in shaping the conditions for learning.
Educating disadvantaged Black students requires a radical
rethinking of educational processes.

One of the major changes that

Delco, Matthews, and Rogers (1969) said is required is the
development of living styles on campuses that meet the needs of
Black students emotionally and temperamentally.

Thomas (1971)

stated that racial identity is the conduit in the passage to power,
and the essence for quality of life.

Black students in Housing

Programs began to recognize their needs as Black students in
insitutions of higher education.

In response, institutions of

higher education began to recognize and respond to Black students
in Housing Programs.
example,

In return, they encountered difficulties. For

some institutions responded in a manner similar to

20

Princeton when it first began its policy of admitting Black
students to residence halls.

All Blacks were assigned to single

rooms, although the students would have benefited more from having
a roommate.

Princeton, and others, apparently did not understand

the need for racial identity, Black culture, or even for Black
companionship (Fields,

1969).

Thus, some institution felt that it

was necessary to house Black students in special residence halls
which provided them with an atmosphere conducive to study (Berger,
1968).
Davis (1970) conducted a study where he discovered that:
A student's attitude toward the educational institution he
attends may have an effect on his academic achievement there.
Much of that attitude is developed in dormitories.
This study
attempted to investigate the effects of providing Black
students with a residence hall floor which would have a much
higher concentration of Black students than was normal for the
campus.
Two groups of twelve black students each and two
groups of fourteen White students participated in the study.
All groups were pretested on their attitudes toward dormitory
living.
The Black experimental group that had negative
attitudes toward dormitory living on the pretest had positive
attitudes on the post-test, while the White experimental group
changed their attitudes from positive on the pretest to
negative on the post-test.
Some institutions disagree with separating Black students from
the majority student population.

Whiting (1972) has stated that

Black separatism within the residence halls should not exist.
"Presidents at predominantly white institutions should not have
agreed to separate Black dormitories or cultural centers because of
the increased hostility that such in group/out group relationships
create."

Such steps were often taken in haste as a result of the

tension and unrest of the late sixties when a new type of Black

21

student began to emerge— ready for integration and non-violence,
but disillusioned and frustrated by the events of that era.

"The

movements that have led to separatism were originally vehicles to
increase acceptance and eliminate discrimination and exclusion."
Greenleaf (1969) stated that "If residence halls are to
contribute to the goals of higher education in the 1970's, several
difficult problems must be resolved through the modernization of
traditional concepts of campus residential living."

Interaction

must be facilitated between these students with different
backgrounds and interests to encourage peer learning.
Therefore, another method which was proposed to institutions
of higher education to help them respond to the needs of Black
students in residence halls during the latter part of the sixties
was to increase human relations skill— specifically to increase
racial awareness among Black and white students.

It has been

suggested that "residence halls should be primarily concerned with
providing facilities and services which would promote the learning
and development of the student."

In order to develop a good race

relations program, hall staffs must communicate with residence hall
government leaders and solicit their support.

It is also important

that community experts, i.e., Urban League, NAACP, and other
community human relations experts be contacted in an effort to
design effective human relations program.
Some ideas which were generated by Butler (1964) are:

a)

Minority group newspapers and magazines should
be available in the residence halls.

22
b)

Invite minority group leaders to dinner in the
residence halls dining rooms to meet and speak
with the students.

c)

Plan programs whereby students from the Black
culture can discuss with majority students some
of their experiences as members of a minority
group in our society.

d)

Have faculty members from appropriate academic
departments lead discussions at floor meetings
in the residence halls on such topics as the
development of prejudice; the sociological effects
of discrimination; the history of minority groups;
and the political facets of discrimination.

e)

Have floor meetings with community human relations
experts to present and discuss with students,
what students can do to improve race relations
on campus.

f)

Show movies concerning the effects of racial
discrimination on the vocational outlook for
Blacks.

g)

It is crucial to overlap race relations with
other residence hall programs.

Another institutional response to the needs of Black students
in housing during the late sixties was to develop and train
undergraduate Black students (peers) to give a broad range of
assistance to Black dormitory students.

"Specific problem areas

were roommate conflicts— mainly, conflicts concerning race-related
issues, Black-white problems; dormitory-resident
conflict— relevance of dormitory activities and programming toward
minority concerns."

(Westbrook and Smith,

1976).

The 1970's ushered in a new era for Blacks in housing.
Overall, Blacks no longer had sit-in's, rebellions, or civil
movements.

Many institutions, whether haphazard or well organized,

began to respond to their needs.

Though minority/majority problems

still existed in residence halls— during the seventies,

Black

23
students began to experience more intra-racial conflicts— and only
added to the burden of the inter-racial conflicts.
Aulston (1974) stated that the social adjustment between
middle-class Black students and working-class Black students were
tense.

Their disparate backgrounds lead to conflicts, especially

if minority students from the working-class pressured Black
middle-class students to affirm ethnic identity.

Although

middle-class students were generally eager to do so, they had
different approaches to their ethnic struggles.

Their attitudes

may have not been understood or fully accepted.
Wilson (1974) agreed by stating that:
Field observations and interviews with Black students revealed
two separate and distinct subcultures; the middle-class
aspiring and the non-middle-class aspiring.
The middle-class
aspirers view education as an avenue for social as well as
vocational mobility.
They are willing to work within the
system and make normal adjustments.
Their desire for racial
integration forces them to live in a state of marginality in
which they are rejected both by fellow Black students and by
some White students and administrators.
The non-middle-class
aspirers tend to rely upon their past and have difficulty
competing with students possessing different backgrounds,
abilities, and proficiencies.
As a result, they form
subcultural "camps" to reinforce their values and attitudes.
They tend to reject whites as well as fellow Blacks who share
middle-class values.
An additional division between Black students which should be
mentioned is that between the Black male and Black female.

Dating

and dormitory life may cause problems for Black students (men and
women) attending predominantly white institutions.

For example,

Gibbs (1973) stated that "most often, on the one hand, Black women
outnumber Black men.

On the other hand, Black men date white

women, who seem to them more feminine,
hostile than Black coeds."

less agressive, and less

This situation is complicated

24

further by "the fact that white male students rarely date Black
female students.

Consequently, Black women feel socially

deprived— and they are!
labeled

Paradoxically, Black students risk being

'oreos' or 'toms' if they socialize extensively across

racial lines."
Toupin and Lurien (1975) stated that such relationships among
Black females and males may be attributed to the fact that:
Black women students choose unisex dormitories over
coeducational ones by more than two to one.
They may prefer
individual rather than group dating, or experience discomfort
concerning close living arrangements with members of the
opposite sex.
Early sexual experience is seen by black parents
and their daughters as an indication of downward status
mobility, and distance between the sexes seen as lessening the
possibility of sexual encounters.
Many Black college men
marry less educated women; while Black women who marry beneath
themselves educationally risk downward mobility.
Black women
are expected to support Black men in their career struggle.
Black men are therefore more free to try out leadership roles
as well as sexual experiences in the coeducational dormitories,
whereas Black women prefer the unisex dormitories for working
out their difficult social-sexual career problems.
The Black mood on college campuses has again shifted for the
decade of the eighties.

Black militance,

for instance,

visible as it was ten to fifteen years ago (Suen,

1983).

is not as
This

decade will be meshed with such pressures as social and economic
difficulties.
Hollar (1981) has stated:
The major impact affecting students of the 1980's, Black
students in particular, will not be based on traditional
patterns of racial or student unrest.
Rather, James Baldwin
might agree, "The Fire Next Time" is most likely to grow out
of the country's severe economic recession, . . .
He concluded by saying that predominantly white institutions will
get a more middle-class Black student on campus.

Many Black

students on predominantly white campuses are already noticing "the

25

different type of Black" on campuses— those who can afford it
(Williams and Howard,

1982).

Therefore, there exists an increased

feeling of loneliness and alienation among Blacks on predominantly
white campuses today.
Racial tension continues to exist among Black/white students
in housing.

Many white students still do not understand why Blacks

might want to sit together at the same table in the cafeteria.

Nor

do they understand the need for the d o r m ’s minority cultural
lounge, or the minority counsel.

These groups, and all-Black

tables at dormitory cafeterias, serve as necessary support
structures, and as ways of maintaining Black culture (Seidman,
1982).
In conclusion, DeCoster and Mable (1981) stated that "students
claim to appreciate the educational advantage of living in a
pluralistic campus environment, yet minority populations are more
tolerated than embraced, more feared than understood."
group discussion,

the following thoughts were shared:

In a small
one Black

female discussed her two white roommates last year who were anxious
and curious to learn what she was like, and about the Black
culture.

Vice versa,

the Black student asked the white roommates

questions about their race.

These students felt that the only way

one can learn about the others' race, and why certain attitudes
exist, was to ask questions of each other.

If such communication

does not occur, evidence has revealed that Black-white
communications will be minimal and superficial, and that
misunderstandings and feelings of suspicion will permeate
(DeCoster, Mable,

1981).

26

Black Student Concerns and the Counseling Center

Harper (1979) has observed that " . . .
counselors to be aware of the historical,

there is dire need for

sociological, economic,

and psychological dynamics of Black American life."

Thus, in order

to give a clear understanding of Black students' concerns in
predominantly white universities in reference to the Counseling
Center, it is necessary to provide the historical,

sociological,

economical and psychological dynamics of these students, which are
many of the concerns they bring to campus.

Smith (1981) has

observed that:
The history of Black people is both the bond that welds them
together and sets them apart from other Americans.
Black
Americans, if one can speak of them as a homogeneous group,
have experienced a cultural press different from that
experienced by many minority groups in America.
Few ethnic or
racial minorities in society have been so thoroughly blocked
from having a constructive identity group formation, have been
pressed to trust Whites more so than themselves, have had a
value system imposed on them that so totally and forcefully
undermined their self-esteem and their very existence.
The
common bond that unites Black people is not the color of their
skin (for their colors vary) but rather the experiences they
have collectively and individually been forced to endure
because of their skin color."
Henderson (1979) elaborated further by stating that
African-Americans are the most difficult ethnic group to categorize
as a result of slavery, where African heritages were almost
entirely lost through Caucasian acculturation.
Bennet (1969) described the life of the American slave when he
wrote:
A curtain of cotton rang down on some four million human
beings, it became a crime to teach these men and women to read
and write . . . .
Behind the cotton curtain four million human
beings were systematically deprived of every right of
personality.
Vice, immorality, and brutality were

27
institutionalized.
The sanction of the family was violated;
children were sold from mothers, and fatherhood, in effect
was outlawed."
Although all forms of slavery had legally been abolished over a
hundred years ago, racial discrimination and prejudice continue to
exist for Black Americans (Atkinson, Morten and Sue, 1979).

Such

racial discrimination and prejudice affect the Black student on
predominantly white campuses.

Black students bring to

predominantly white colleges and universities a specific set of
mores and customs, as well as unique cultural, family and
background influences that make them highly visible and the objects
of much negative attention.

They occupy a relatively more

stressful position in the campus social structure, thus, often
perceive their environment quite differently than their white
counterparts.

Therefore, many Black students often choose

separation as a means of dealing with the alien environment
(G unnings, 1982).
Black students from other than middle-class backgrounds are at
a disadvantage when they enter white middle-class colleges because
they often do not know what is expected of them and lack essential
information.
services.

Many of them are not even aware of routine counseling

Thus,

these Black students will probably face an

identity crisis when their old lifestyles may no longer seem
rewarding (Haettenschwiller, 1971).
Griffith (1978) has stated that:
Blacks have a separate subculture, but they must come to terms
with living in a largely white culture.
A Black child raised
in a largely white environment may accept this culture or may
rebel against it and discover Black consciousnesss.
A Black
person raised in a Black environment who shifts to a white one

28
may lose his sense of self-esteem or become egotistical.
...
A Black person also may be led by white racism to
suppress his personal qualities and to feel frustrated and
worthless. . . .
A Black person who has suppressed his
Blackness to meet white expectations may have trouble relating
to Blacks and may feel shame, guilt, and ambivalence.
Brody (1961) earlier stated that many, if not all, American
Blacks appear to suffer from a series of problems in identification
stemming from culture conflict,

caste restrictions, and minority

status, mediating in part through family structure.

Ausubel &

Ausubel (1963) further noted that ". . . basic to their personality
problems is self-hatred, which can be attributed to the actual and
legal status they enjoy in this country."

Therefore, Blacks, in

general, disclose less about themselves than do whites in the
university environment.

Self-disclosure makes a person vulnerable;

it exposes his or her inner feelings.

The disenfranchisement of

Black students with the hostile American society, and the cultural
shock presented to them by the white university environment makes
it particularly difficult for them to disclose information about
themselves unless the students are sure that the other person will
evaluate the disclosure, and react to them the way they react to
themselves.

(Stikes,

1972).

Westbrook and Smith (1976) have pointed out that, at times,
Black students on predominantly white campuses appear to require
innovative services.

Because they often resent the cumbersome

intake procedures of mental health centers, and they often feel
they cannot work effectively with white counselors,
do not use such services.

they frequently

It is also suggested that Blacks often

need assistance with situational problems, but do not seek

29
most ideal client in traditional centers (Banks,
Rayder,

1971; Davis and Swartz,

Sedlacek, Brooks and Herman,

1972; Gibbs,

1971; Vontress,

1972; Burrell and

1973; Sue,
1971).

1973;

Davis and

Swartz (1972) continued in that vein by stating that Black students
tend to delay seeking help until their multiple problems become
overwhelming.
At a large, predominantly white,

land grant university, in

1979-80, a questionnaire on use of and attitudes toward counseling
services was completed by thirty-seven Black students.
more than half had used counseling center services.

Slightly

Vocational and

financial concerns were most discussed while personal adjustment
concerns were considered least appropriate for discussion (Walters
and Miles,

1982).

In the literature it is reported that Black males present
different problems than the Black female at predominantly white
unversity counseling centers.

Black female students often have been

cited as the group with the lowest status in predominantly white
settings,

particularly with regards to interpersonal relationships

(Hedegard and Brown,

1969; Steward,

1971; Willie and McCord,

1972).

A study was conducted on a random sample of Black, female students
from a large, midwestern university.

Results revealed academics,

finances, men, social activities, elimination of discrimination,
career, cultural activities, health and looking attractive, in that
order of frequency, as the crucial issues of

college life in a

predominantly white university (Wright, 1978).
Vontress (1970) has stated that the Black female will not
present the same degree of challenge to the counselor as does the

30
male, probably because the female is more self-accepting than the
male.

The love and acceptance she receives in the home make her

more self-assured and more readily accepting of other people.
Generally, Black females are higher achievers throughout schooling
which can account for the fact that the majority of Black college
students today are females.

This contributes to the shortage of

Black men on predominantly white campuses and why Black females have
problems finding dates on campus.

Such situations ultimately affect
/

the social activities of the Black female (Wright,

1978).

It has been stated that Black males disclose less information
about themselves (Jourard and Lasakow,

1958).

Vontress (1970) has

observed that Black males provide a greater challenge to counselors
than Black females:

Negro males more so than females have been the specific
targets of brutality and subjugation by those who had a
vested interest in the so-called "southern way of life."
This way of life incorporated many customs, mores and laws
designed to demoralize the Negro males and disarm him of
feelings of self-respect, identity and family cohesiveness.
Parker and

Kliener (1966) added that:

It is imperative that educators and counselors in particular
concentrate much effort in helping negro boys grow into
well-adjusted responsible citizens despite the drawbacks Black
males have in their backgrounds.
Negro matriarchy continues
its debilitating effects on developing males.
Many serious social problems are attributed to the effects of a
family environment in which the father is absent or ineffectual
(Vontress,

1970).

Such hardships of the Black male make them the

most difficult client in the counseling setting.

In fact, it has

been discovered that Black males ranked self, and male student
friends as highest for sharing personal problems (Cimbolic,

31
Thompson, and Ward,

1981).

A crucial area of concern which affects Black students on
predominantly white campuses is the race of the counselor.

Abbott,

Tollesfson, and McDermott (1982) have cited that at a large,
midwestern university,

104 Black, undergraduate, student volunteers

(fifty-three men and fifty-one women) completed a twenty-two item
"Counselor Reference Questionnaire".

Results revealed that the

Black men had a stronger preference for Black counselors than did
the Black women, and that the students aged twenty-one to twenty-two
had a stronger preference for Black counselors than did students in
other age groups.

Proportionally, more of the students preferred

Black counselors than non-Black counselors for personal-emotional
problems.
On the other hand, Cimbolic (1973) performed a "T" group
sensitivity session whereby he discovered that:

1) ten Black

students did not view the Black counselors as being more effective,
more likeable, and more skillful than the white counselors;

2) race

was not a factor of either the control or treatment group; and 3)
most importantly, all the Black students’ priority for a counselor
was one who would be self-revealing and honest, which they consider
to be attributes of sensitivity and genuineness.
Rogers (1962) stated that the relationship between counselor
and client is the most significant aspect of the counseling process.
He pointed out further that personal growth is facilitated when the
counselor is a real person, when in the relationship with his client
he is genuine and without front or facade.

Growth and change are

more likely to occur the more the counselor is experiencing a warm,

32
positive, accepting attitude toward the counselee as he is— not as
he will be or could be.
Mitchell (1970) has stated that personal congruence, acceptance
and empathy and therapeutic skills are prerequisites for counselors
working with Black students, and are likely to determine the extent
to which he can function effectively in the counseling relationship.
In reference to the plight of Black counselors, in 1968, Black
students demanded that administrators employ more Black counselors.
Such demands revealed that not only did Black students need to
proclaim Black identity and pride, but also, to air grievances
against guidance which they had received from white counselors
(Russell,

1970).

Many of these Black students in predominantly

white colleges and universities were inner-city ghetto inhabitants
who perceived their lives as empty and hopeless,
normless;
(Vontress,

their activities

for many of them, trying to make a living was futile
1970).

Schmedinghoff (1977) has stated that because of the historical
alienation of Blacks in higher education, and because of the fact
that so many of them come from the disadvantaged segments of our
community, now may be the time for institutions of higher education
to provide Black counselors for disadvantaged Black students.

Not

so much because of racial similarity, but because Black counselors
may be able to understand better what it means to be disadvantaged.
Gunnings (1982) has observed that Black students hold
extraordinary expectations for counselors with whom they share a
common race and ethnic background.

These students feel a level of

33
trust and comradery with the counselors and they seek them out to
help solve unique problems that are not always within the counseling
domain.
Gunnings (1982) further pointed out that:
Minority students expect minority administrators to serve as
role models, surrogate parents, buffers, advocated and
unyielding sources of continuing psycholgical support.
Minority administrators in predominantly White educational
environments find that they must sometimes make use of
intervention strategies such as confrontation, negotiations,
mediation and even disengagement.
They must often use their
position of employment to break down cross-cultural barriers
to provide efficacious solutions to problems resulting from
misunderstandings, false perceptions, overt prejudices and
overt biases.
In contrast,

Broyard (1950) pointed out that as members of the

Black bourgeoise, Black counselors often have a problem
authenticating themselves.
The problems of the Black counselor who has not examined
himself is that he has a tendency to project his attitudes and
feelings on other Blacks.
He can be just as "up-tight" as the
white counselor and just as ineffective if the Black student
sees him for what he really is.
An added problem for a Black
counselor working in a white institution is that he must
demonstrate his legitimacy to Black students who need to feel
that he is someone who is honestly interested in them and not
an "Uncle Tom" or an unqualified showpiece (Mitchell, 1970).
Vontress (1970) has stated that if Black students see white
counselors as the enemy, they are apt to see the Black counselor as
authoritarian figures and collaborators with the enemy.

Thus, the

problems of relating to culturally different Black students are
somewhat the same for Black counselors as they are for their white
counterparts.
Although race is a powerful factor in inter-racial
interactions, variables such as sex may be just as important in
intra-racial interactions between Black counselors and their

34
clients (Bryson, Bardo, and Johnson,

1975).

Therefore,

issues and

concerns that have been investigated in inter-racial relationships
are also appropriate for investigation in intra-racial
client-counselor combinations.
factors are no longer important,
just as significant.

This is not to say that interracial
but that intra-racial issues are

Bryson, Bardo, and Johnson (1975) further

pointed out that Black female counselors must be able to clearly
differentiate between certain commonly held values and beliefs
regarding Black males, and that Black males need to become
self-assertive and independent.

Certain beliefs and values of Black

female counselors might influence the counseling relationship with
Black male clients.

Historically, Black females in this country

have played an important role in the growth and development of Black
males.

For example, Bryson, Bardo, and Johnson (1975) stated that:

For survival purposes, the task of Black females has been to
suppress masculine assertiveness in their sons.
Situations
such as this may present problems for Black female counselors,
especially since many of the female counselors may have
acquired the traditional behavior patterns of the Black
female.
They must be able to differentiate between the desire
to protect and help the Black male and their professional
responsibility to recognize and positively respond to the
male's needs to be assertive and independent.
The dilemma which confronted the Black female counselor is
further discussed by Murray (1973) below:
Everything possible must be done to encourage Black males to
develop to their highest educational potential and to accept
their family responsibilities and feel secure in their marital
relationships.
Negro women have no alternative but to insist
upon equal opportunities without regard to sex in training,
education and employment at every level. . . The Negro woman's
fate in the United States while inextricably bound with that of
the Negro male in one sense transcends the issue of civil
rights.
Equality for the Negro woman must also mean equal
opportunity to compete for jobs.

35
To most Black students, a white counselor already has one
strike against him or her because of the students'

previous

experience with whites and the history of race relations, in
general.

For many white counselors,

their inability to recognize

their own prejudices and fears prevents them from being congruent
in the counseling relationship.

In order for the white counselor

to be effective with Black students, one must learn that Blacks
have a rich culture and that they have made contributions to
society, contributions which have been systematically omitted from
history texts.

If a white counselor is able to achieve congruence

and a positive regard for Black students, he or she may still be
ineffective because it is impossible to have an empathic
understanding of the Black students' internal frame of reference,
the Black experience (Mitchell,

1970).

Williams (1975) has suggested that white professionals have no
business treating the Black mind.
problem,

"Since you are part of my

you can't be part of the solution."

With the advent of Black power
and "Black is beautiful,"
the intensification of Blacks'
efforts to win
self-determination, and increasing Black awareness of the
significance of economic, political, and social viability, some
helping professionals have raised the question of whether the
"oppressor" can develop meaningful rapport with the "oppressed"
(Banks, 1972).
Vontress (1970) has stated that the counselor who brings to
the therapeutic encounter his or her own personal bias against
racial and ethnic minorities will not be able to empathize with
inner-city clients; his or her racial hang-ups will directly or
indirectly prevent him from using his professional skills in aiding
his clients.

Furthermore, Vontress stated that "a counselor's

36
false face may impede his counseling attempts since effective
counseling depends to a considerable degree, upon the counselor's
ability to permit himself to become a part of the total counseling
situation."
Jordan (1974) has pointed out that Black students have
traditionally been tracked into vocational trade roles because of
the mindset of the white counselors who have been trained to
perpetuate the class system, and to accept the deficit hypothesis.
White counselors have frequently relied upon intelligence quotient
tests which are designed by the white middle-class as the basis for
measuring cultural values and standards.

Instead, white counselors

should aid Black students by encouraging them in their attempts to
secure a college education.

White counselors must realize that

unless they are genuinely unprejudiced, Black students will never
come to them with their personal problems (Washington,

1963).

There are several views concerning counseling Blacks that need
further research.

One view reported by Schmedinghoff (1977) is

that the counselor must share the client's cultural background.
Another similar view is that client-counselor racial differences
impede counseling effectiveness.

However,

two experiments

conducted by Milton Rokeach in the 1 9 6 0 's revealed the following
information:
1)

Black programs, including counseling should aim at
eliminating racism.

2)

Counselors for Blacks should support non-discriminimatory
or minority-preference hiring and admissions policies.

3)

More interracial activities may be needed.

37
4)

Black counselors who may understand being disadvantaged
better should be provided for disadvantaged Black students.

5)

Counseling should not emphasize racial and ethnic
differences.

Rokeach (1968) concluded that racial similarity may be less
important in effecting a healthy counseling relationship than the
genuine acceptance of another's attitude.
In further discourse, what would be the most effective
techniques for counseling Blacks in predominantly white colleges and
universities?

Present findings indicate two alarming situations.

First, there are not enough professionally trained counselors to
meet present and future demands.

Second,

the counselors that are

available need retraining to cope with the pressing problems
presented by the culturally different (Vontress,

1970).

Slowly, but

i

significantly, higher education has come to realize that this new
student body needs specialized services to ease the transition to a
predominantly white campus.
Usually, institutions responded in two ways:

adding some Black

counselors to the couneling center staff; or initiating a special
counseling program for Blacks separate from the counseling center
and often in the form of paraprofessional counselors (Schmedinghoff,
1977).
The widespread use of the paraprofessionals in human services
areas boomed in the 1960's (Ward,

1970).

Vontress (1969) stated

that cultural barriers that precluded an effective counseling
relationship included racial attitudes,

ignorance of the client's

38
background, and language experience, attempts to sensitize
counselors to be more versatile in dealing with their clients'
problems have not resulted in as much effective communication as
has the use of paraprofessionals, or indigenous counselors who
posses life skills that preempt their lack of formal training.
Grosser (1968) described the indigenous nonprofessional, or
paraprofessional as having mutual interests and common cause with
program participants; moreover, he is able to communicate freely
because, like them, he is poor, resides in the same neighborhood,
and shares minority group status, common background, and language.
In an experiment conducted by Williams (1974) on the use of
paraprofessionals, she reported that eighteen Black, student
volunteers received five, one-hour, individual counseling sessions.
Half of the students v/ere counseled by professional counselors (all
white men) and half by specially trained student peers (all
Black— four women and five men).

The results revealed that the

white professional and black peer counselors were equally
successful in increasing the thrust and level of self-disclosure of
the Black students.
In conclusion, it has not been established what is the most
effective means of counseling Black students in predominantly white
insititutions.

Although literature on effective counseling

consistently supports the concept that effective counseling occurs
when the attitudes of the counselor and the counselee are conducive
to therapy and that the therapy takes place in a comfortable
environment (Vontress,
(1981) stated that:

1970).

Tucker, Chennault, and Mulkerne

39
Many Blacks bring attitudes, concerns, and ideas into the
therapy sessions from their home environment that can create
barriers to successful therapy.
These barriers are:
a) negative attitudes toward seeking counseling,
b) expectations of therapeutic failure, c) defensiveness and
fear of self-disclosure because of identification with
s oci e t y ’s stereotypes of black males of very masculine and
Black females as super strong, d) feelings of discomfort
during therapy. . . The barriers seem to be socioeconomic
rather than racial in origin.
Though this may seem to be
true, some of the factors sustaining these barriers to therapy
are unique to Black culture.
Removal of the barriers must
include identification and modification of current attitudes,
beliefs, and perceptions of Blacks.
The issue of counseling Blacks in higher education is further
complicated because a number of researchers have failed to
distinguish between racial and socioeconomic variables.

Therefore,

if it is true that the differences that exist between Blacks and
whites are primarily the results of racism rather than of race, it
would seem that the long range goals of Black programs (including
counseling) should be directed at eliminating racism as a causative
factor in our society.

As Schmedinghoff (1977) has stated,

"Instead of spending time and energy in investigating how to
counsel Blacks, we might be wiser to work at reducing the vestiges
of racism on our campuses and in our society."
Finally, increases in minority student enrollment, combined
with the shift from a reactve to a proactive approach to student
counseling,
programs.

suggests a need to improve college counselor training
Counselors should take courses in Black history, have

professional experience in the Black community,
language,

learn Black

be certified by the Association of Black Psychologists,

and become familiar with the structure of Black families in order
to facilitate client self-disclosure.

Counselors must, as Pensky

40

(1981) has noted, assume the role of student advocate,

reject the

view that Black culture is deficient, and be trained to work with
both the "Negro" and the "Black" components of the Black
personality.

Of equal importance, as Gunnings (1982) has observed,

is that Black students be taught to analyze and utilize their
support systems, and to survive regardless of the barriers they
face.

CHAPTER III
DESIGN OF THE STUDY

Introduction

The overall purpose of this study is to compare and contrast
Black students' personal experiences with what they perceive to be
the experiences of other Black students concerning the
effectiveness of selected student services at Michigan State
University during the 1983-84 academic year.

The services studied

were 1) Financial Aids, 2) Housing Programs and Food Services, and
3) the Counseling Center.
This chapter describes the procedures and methods employed
in the study.

Included is a description of the population and

sample, the development of the instrument used, the field study
(testing) of the instrument,

the method of collecting the data,

the

statistical methods used, and a restatement of the hypotheses.

Population and Sample

The population selected for the study consists of a
computerized random sample of full-time, undergraduate, Black
students at the sophomore and senior class levels enrolled at
Michigan State University during the 1983-84 academic year.
Permission was obtained from the Committee on Release of
Confidential Information for release of data from the Office of the
Registrar.

The researcher requested from the registrar address

labels for the following breakdown of the sample population:

41

42

1.

Set of fifty on-campus Black male sophomore students.

2.

Set of fifty on-campus Black female sophomore students.

3.

Set of fifty off-campus Black male sophomore students.

4.

Set of fifty off-campus Black female sophomore students.

5.

Set of fifty on-campus Black male senior students.

6.

Set of fifty on-campus Black female senior students.

7.

Set of fifty off-campus Black male senior students.

8.

Set of fifty off-campus Black female senior students.

The total sample population consisted of 400 students.
The primary rationales for selecting the above population are
based on the assumptions that:

1) After one year, Black students

will have had the opportunity to assess the services to be studied
(especially since the majority of Black students are on some form
of financial aid and also, since all freshmen are required to live
on-campus unless they are within the fifty mile commuting
distance); 2) Since a great number of Black students move from
residence halls after their freshman year to either off-campus
apartments or University Apartments, it is important to obtain
their opinions at the senior level before they graduate from the
university.

The Development of the Instrument

The survey developed for this study, Black Student Assessment
Tool of the Effectiveness of Selected Student Services Functions
was designed to obtain Black students' perceptions of services
provided by the Office of Financial Aids, Housing Programs and Food

43

Services, and the Counseling Center.

The assessment tool is

similar in design to the Student Services Questionnaire, Gomez
(1979), which was also developed at Michigan State University.

The

instrument was reviewed by staff members from the above respective
services,

faculty members, a research consultant, the Committee on

Release of Confidential Information for Release of Data, and
students for potential biases and validity.
The Black Student Assessment Tool of the Effectiveness of
Selected Student Services Functions consists of two parts.

The

first part consists of seventy-three questions and statements which
are also divided into two parts.
and statements is 146.)

(Total number of actual questions

The first part of Part I assesses Black

student perceptions of how most Black students perceive the
services provided by Financial Aids, Housing Programs and Food
Services and the Counseling Center. The second part of Part I
assesses Black students' personal perceptions of the same services.
The research is limited to the three areas of student services
functions listed above based on the assumption that they are the
crucial three areas that affect Black students' retention once they
are admitted to Michigan State University.
Part II of the assessment tool elicited personal data and gave
the student the opportunity to make comments and/or recommendations
concerning the areas studied.
Students were asked to respond to the first section of Part I
on the assessment tool by utilizing the following scale:
Agree, Agree, Disagree, Strongly Disagree and Do Not Know.

Strongly
In the

second part of Part I (personal perceptions) students responded

44

using Yes, No, and Do Not Know categories.

Pilot Study

A pilot study was conducted during spring term 1983, to assess
clarity, face validity, and the amount of time needed to complete
the survey.

The tool was completed by two minority class sections

of Education Administration and Curriculum (EAC) Course #415.
combined total of the two classes was thirty-two.

The

All of them were

Black students representing all class levels— senior to freshman.
The researcher also randomly handed out surveys to Black students
in the residence halls where

the researcher was employed.

Approximately fifty undergraduate Black students at all class
levels participated in the pilot study.
Overall, the students did not express any major criticism of
the assessment tool.

In fact, many felt that the questions were

very relevant to the issues and concerns they have with the
services provided.

Some of the respondents, however, did express a

concern for the length of the tool.
reactions to the instrument,

Based on the overall favorable

no modifications were made to the

instrument.

Method of Collecting Data

The resultant survey (Black Student Assessment Tool of the
Effectiveness of Selected Student Services Functions, see Appendix
B) was distributed to the random sample population on January 25,
1984.

All packets contained a cover letter (see Appendix B) and

were coded for follow-up purposes.

Those students who resided

45

off-campus or in University Apartments were mailed questionnaires
via U. S. Mail.

A self-addressed, stamped envelope was included.

All on-campus respondents received surveys from the resident
director of their respective halls.

However, before distributing

the surveys to the on-campus population, permission was obtained
from the Director of the University Housing Programs Office to
acquire the assistance of the resident directors of each hall where
the respondents resided.

These surveys were personally delivered

by the researcher to the resident directors of each hall.
January 25,

Between

1984 and February 15, 1984, each resident director

distributed and collected the questionnaires within their
particular building.

Questionnaires for the off-campus population

were returned to the researcher via campus mail.
By February 15, 1984, 141 questionnaires were returned.
follow-up was done by telephone.

A

Fifty-eight additional surveys

were returned as a result of the follow-up.

(See Table 1 for an

illustration of the possible and actual number of respondents.)

Methods of Analysis Employed

The responses from the questionnaires were transposed onto
mark-sensored scoring sheets to reduce the possibility of human
error, and the amount of time expended.

The information was then

taken to the University Scoring Service to be processed onto
computer cards.

At this point, a research consultant was contacted

to obtain particular methods of writing a program which would
produce appropriate analyses of the data.

Based on information

46

Table 1— Possible and Actual Number of Respondents

Possible
Respondents

Actual
Respondents

Percent of
Actual
Respondents

On-Campus
Senior - Females
Senior - Males
Sophomore - Females
Sophomore - Males

50
50
50
50

26
27
38
27

13.1%
13.6%
19.0%
13.6%

50
50
50
50

26
19
21
15

13.1%
9.5%
10.6%
7.5%

400

199

100%

Off-Campus
Senior - Females
Senior - Males
Sophomore - Females
Sophomore - Males

TOTALS

47

received from the research consultant and committee members,
statistical test chosen was the Chi-Square Analysis

the

2

) in order

to determine whether there would be significant differences between
observed and expected frequencies for each statement or question.
A 0.05 level of confidence was chosen to test the null hypotheses.
Following are the null hypotheses presented in this study:
1.

There are no significant differences between Black
s t u dents1 perceptions of services provided in Housing
Programs and Food Services and what they actually
experience.

2.

There are no significanat differences between Black
students' perceptions of their dependence on financial
aids (which includes work-study) and what they actually
experience.

3.

There are no significant differences between Black
students' perceptions of services provided by the
Counseling Center and what they actually experience.

Responses to the open-ended questions were compiled in a
separate sections (Appendix C) under the respective services
regardless of the respondents' class level or place of residence.
Data analyses were done at the Michigan State University
Computer Center using the Statistical Package for the Social
Services.

Summary

This chapter describes the methods and procedures and overall
design of the study.

The study is designed to obtain Black student

48

perceptions (their own and what they expect others to perceive) of
the Office of Financial Aids, Housing Programs and Food Services
and the Counseling Center at Michigan State University.

Data was

collected using an assessment tool developed by the researcher.
The sample population consisted of 400 Black, full-time,
undergraduate students at the sophomore and senior class levels
which was further divided by on-campus/off-campus residency and
male/female classifications.
Chi-square analyses.

Returned surveys were analyzed using

CHAPTER IV
ANALYSIS OF DATA

The data extracted from the questionnaire was analyzed to test
the hypotheses that have been presented.

The respondents were 199

Black, undergraduate students at the senior and sophomore class
levels.

For each student service, the results of Part I of the

questionnaire are reported for the total sample group.
section includes:

This

1) presentation of the analysis of cross

p

tabulations and chi-square (X ) values which compare Black student
perceptions with experiences concerning the effectiveness of the
services they receive in each area; 2) presentation of cross
tabulations and chi-square values of only that data found to be
significant among the subgroups compared (male vs. female
responses; senior vs. sophomore responses; on-campus vs. off-campus
responses) are reported.
The responses to Part II of the questionnaire include the
comments to the open-ended section of the questionnaire and are
presented at the end of this chapter.

The verbatim comments for

Part II are located in Appendix C.
It should be noted throughout that for experiences,

there are

three categories of response (Yes, No, and Do Not Know), while for
perceptions there are five response categories (Strongly Agree,
Agree, Disagree, Strongly Disagree, and Do Not Know).

The strongly

agree and agree, and the strongly disagree and disagree categories

49

50

are not collapsed in the data anlalyses.

Hence, all analyses are

done in the form presented in the tables.

Housing Programs and Food Services

The following results are tabulated based on Black students'
personal experiences and what they perceive the overall perceptions
of Black students to be at MSU regarding the services provided.
Since there are two responses required for each numbered question
or statement,

the results are presented as dyads.

The first part

of each dyad represents perceptions, while the second represents
experiences.

It should be noted that while percentages varied,

each analysis of the dyads shows significant differences between
perceptions and experiences.

DYAD #1.

Provisions exist for the involvement of Black students in

setting rules and regulations in student housing.
I have been involved in setting rules and regulations in student
hous i n g .
Table 2 on page 67 contains the results of the total group
analysis for Dyad #1.
PERCEPTIONS.

Responses varied with the greater percentage

(36.7 percent) agreeing and 28.2 percent disagreeing.
EXPERIENCES.

Of the 188 students who responded,

126 students

(67.2 percent) stated that they have not been involved. Only
fifty-three students have had some experience setting rules and
regulations.

51

DYAD #2.

A choice of foods is provided in campus cafeteria/dining

halls which suit Black students* tastes.
A choice of foods is provided in campus cafeteria/dining halls
which suit my t a s t e .
Table 3 on page 68 presents the results of the total group
analysis for Dyad #2.
PERCEPTIONS.

Over 56 percent of the students either

disagreed, or strongly disagreed that a choice of foods exist for
Black students while 30 percent agreed that a choice exists.
EXPERIENCES.

It is interesting to note that in reference to

experiences, the responses are almost equally split with 46.5
percent stating that a choice of food exists and 49.7 percent
stating that it does not exist.

DYAD #3.

Residence hall living enhances the overall educational

experiences of Black undergraduate students.
Residence hall living has enhanced my overall educational
experiences as a Black student.
Table 4 on page 69 presents the results of the total group
analysis for Dyad #3.
PERCEPTIONS.

It is quite interesting to note that 64.3

percent of the 193 students either agreed or strongly agreed that
residence hall living enhances the lives of Black students.
EXPERIENCES.

The responses are similar to perceptions with

68.4 percent agreeing that residence halls have enhanced their
lives.

DYAD #4.

Residence halls provide Black students with a wide

variety of social programs that promote their ethnic cultural
heritage.
Residence halls provide me with a vide variety of social programs
that promote my ethnic cultural heritage.
Table 5 on page 70 presents the results of the total group
analysis for Dyad #4.
PERCEPTIONS.

Approximately 65 percent of the students do not

think the residence halls provide Black students with social
programs that promote their ethnic heritage.
EXPERIENCES.

Of the respondents, 69.4 percent stated that

they have not been satisfied in this area.

DYAD #5.

Residence halls provide Black students with a wide

variety of educational programs which promote their ethnic cultural
heritage.
Residence halls provide me with a wide variety of educational
programs which promote my ethnic cultural heritage.
Table 6 on page 71 contains the total group analysis for Dyad
#5.
PERCEPTIONS.

It is very interesting to note that 72.4 percent

of the respondents perceived that Black students’ needs are not
being met in this area.
EXPERIENCES.

Black students (76.5 percent) likewise stated

that their needs are not being met in this area.

DYAD #6.

Residence halls provide Black students with a wide

53
variety of recreational programs which promote their ethnic
cultural heritage.
Residence halls provide me with a wide variety of recreational
programs which promote my ethnic cultural heritage.
Table 7 on page 72 presents the total group analysis for Dyad

#6 .
P ERCEPTIONS.

Of the 195 students who responded, 68.7 percent

either disagreed or strongly disagreed that recreational programs
which promote ethnic heritage exist for Black students.
EXPERIENCES.

A higher percentage (75.4 percent) said they

personally have not had experience with such programs.

DYAD #7.

Residence hall staffs are responsive to and concerned

with Black students* needs and interests.
Residence hall staffs have been responsive to and concerned with my
needs and interests.
Table 8 on page 73 contains the results of the total group
analysis for Dyad #7.
P ERCEPTIONS.

The perceptions were somewhat split in this area

with 37.6 percent either strongly agreeing or agreeing, and 46.4
percent strongly disagreeing or disagreeing.
EXPERIENCES.

The percentages here are similar to

perceptions— 44.8 percent stated that residence halls have been
responsive and concerned with personal needs and interests, and
42.8 percent stated that they have not.

DYAD #8.

Students* rooms (i.e., satisfaction with roommate

placement and social/recreational facilities (i.e., Black

54
magazines) in residence halls are provided for Black students in
an appropriate and satisfactory m a nner.
Students* rooms (i.e., satisfaction with roommate placement) and
social/recreational facilities (i.e., Black magazines in residence
halls) are provided for me in an appropriate and satisfactory
manner.
Table 9 on page 74 presents the results of the total group
analysis for Dyad #8.
PERCEPTIONS.

Again, perceptions were somewhat split with 48.5

percent either strongly agreeing or agreeing, and 42.3 percent
either strongly disagreeing or disagreeing that this service is
available for Black students.
E X P ERIENCE.

For this question, 45.9 percent said that this

service does exist, and 46.4 percent said that it does not.

DYAD #9.

The residence hall provides Black students with an

ongoing orientation to university l i f e .
The residence hall provides me with an ongoing orientation to
university l i f e .
Table 10 on page 75 presents the results of the total group
analysis for Dyad #9.
PERCEPTIONS.

It is interesting to note that 50 percent of the

students perceived this service to be fulfilling to Black students.
At the same time,

42 percent responded that they do not think the

service is helpful.
EXPERIENCES.

Of the 193 students, 53.4 percent said yes while

39 percent said no in regard to orientation.

55

DYAD #10.

Residence h a l l s 1 "Welcome Week" activities provide a

satisfactory orientation for Black students to university l i f e .
Residence halls* "Welcome Week" activities provide a satisfactory
orientation for me to university l i f e .
Table 11 on page 76 presents the results of the total group
analysis for Dyad #10.
PERCEPTIONS.

Only 30 percent agreed that this activity has

been satisfactory while 56.1 percent of the students stated that it
has not been satisfactory for Black students.
EXPERIENCES.

For experiences, 37.7 percent stated yes and

54.5 percent stated no, indicating dissatisfaction with this
service.

DYAD #11.

Residence hall staffs help to create better racial

understanding for residents.
I think the residence hall staffs help create better racial
understanding for residents.
Table 12 on page 77 presents the results of the total group
analysis for Dyad #11.
PERCEPTIONS.

It is interesting to note that 57 percent of the

respondents perceived that Black students do not think residence
hall staffs help to create racial understanding.
EXPERIENCES.

In terms of personal experiences, 61 percent

responded no to this question.

DYAD #12.

Residence hall staffs plan programs and activities which

build Black identity and awareness.

56
Residence hall staffs plan programs and activities which help build
my Black identity and awareness.
Table 13 on page 78 contains the results of the total group
analysis for Dyad #12.
PERCEPTIONS.

It is very interesting to note that over 73

percent of the respondents perceived that Black students do not
think hall staffs,

through programming efforts, assist them in

building Black identity and awareness.
EXPERIENCES.

An extremely high percentage (80 percent)

disagreed that such programs and activities are present.

DYAD #13.

The presence of the Black Aide enables Black students to

adjust more easily to residence hall living.
The presence of the Black Aide enables me to adjust more easily to
residence hall living.
Table 14 on page 79 presents the results of the total group
analysis for Dyad #13.
P E R CEPTIONS.

Almost 75 percent of the respondents perceive

the presence of the Black Aide as helping Black students adjust to
residence halls.
E X P ERIENCE.

Of the 188 responses, slightly less that 63

percent stated that the presence of the aide has helped them adjust
personally.

DYAD #14.

Overall, Black students have no objections to living

with a white r o o mmate.
Overall,

I have no objections to living with a white roommate.

57
Table 15 on page 80 presents the total group analysis for Dyad

#14.
PERCEPTIONS.

Close to 50 percent of the students responded

that they do not think Black students object to living with a white
roommate.

The other responses were scattered, but close to 20

percent said they were not sure if Black students object to living
with a white roommate.
EXPERIENCES.

On the other hand, almost 60 percent of the

students personally object to living with a white roommate.

DYAD #15.

Black students participate in hall governments.

I (have) participate(d) in hall government.
Table 16 on page 81 presents the results of the total group
analysis for Dyad #15.
PERCEPTIONS.

It is also interesting to note that over 50

percent of the respondents perceived that Black students
participate in hall governments.
EXPERIENCES.
experiences.

The percentages are almost split for

Almost 48 percent stated they have been involved in

hall governments and close to 50 percent stating they have not.

DYAD #16.

Black students believe that hall governments support

their interests.
I believe that hall governments support Black students’ interests.
Table 17 on page 82 presents the results of the total group
analysis for Dyad #16.
PERCEPTIONS.

A very large percentage (71.4 percent) of the

respondents either strongly disagreed or disagreed that Black

58

students believe hall governments support their interests.
EXPERIENCES.

In addition,

71.9 percent said they do not

believe their personal needs are being met by hall governments.
DYAD #17.

Black students serve on hall judiciaries and hall damage

committees.
I (have) serve(d) on hall judiciaries and hall damage committees.
Table 18 on page 83 presents the results of the total group
analysis for Dyad #17.
PERCEPTIONS.

Of the 197 students who responded, the

perceptions were somewhat scattered with 28 percent either strongly
agreeing or agreeing, 38 percent strongly disagreeing or
disagreeing and 34 percent not knowing if Black students
participate in this area.
EXPERIENCES.

On the other hand, it is important to note that

80 percent of the respondents stated they have not personally been
involved.

DYAD #18.

The majority of Black students, after their freshman or

sophomore year, move out of the residence h a l l s .
After my freshman or sophomore year,

I (will) move(d) out of the

residence h a l l s .
Table 19 on page 84 presents the results of the total group
analysis for Dyad #18.
PERCEPTIONS.

Nearly 68 percent of the respondents either

strongly agreed or agreed that the majority of Black students move
out of residence halls.

59

EXPERIENCES.

Close to 60 percent stated that they have or

will move out of the residence halls.

DYAD #19.

The majority of Black students living in residence halls

participate in the Black C a ucus.
I participate(d) in the residence hall Black C a ucus.
Table 20 on page 85 contains the results of the total group
analysis for Dyad #19.
PERCEPTIONS.

It is interesting to note that 62 percent of the

respondents perceived that the majority of Black students
participate in the Black Caucus.
EXPERIENCE.

It is even more interesting to note that 78

percent of the respondents stated they have participated in this
service.

DYAD #20.

The majority of Black students prefer to live in

University Apartments/Spartan Village than residence h a l l s .
I prefer to live in University Apartments/Spartan Village than the
residence h a l l s .
Table 21 on page 86 presents the results of the total group
analysis for Dyad #20.
P ERCEPTIONS.

Of the 197 students responding, close to 65

percent either strongly agreed or agreed, and 23 percent did not
know whether the majority of Black students prefer living in
University Apartments.
EXPERIENCES.

On the other hand, experiences were somewhat

divided with 48 percent saying yes and 43 percent responding no to
this question.

60

DYAD #21.

Black students believe that white students in the

residence halls are concerned about t h e m .
I believe that white students in the residence halls are concerned
about the needs of Black students.
Table 22 on page 87 presents the results of the total group
analysis for Dyad #21.
P ERCEPTIONS.

Close to 76 percent of the respondents stated

that Black students do not believe that white students are
concerned about them.

In fact, of the 76 percent, 34 percent

strongly agreed.
EXPERIENCES.

Nearly 73 percent stated that they believe white

students are not concerned.

DYAD #22.

Black students are interested in becoming Resident

Assistants (RA's).
I am (was) interested in becoming a Resident Assistant (RA).
Table 23 on page 88 presents the results of the total group
analysis for Dyad #22.
P ERCEPTIONS.

It is quite interesting to note that close to 80

percent of the respondents perceived that Black students are
interested in becoming RA's.
EXPERIENCES.

On the other hand, only 52 percent of the same

respondents said they are (were) interested, and 44.7 percent
stated they are (were) not.

DYAD #23.

Black students prefer being a Minority Aide (MA) rather

than a Resident Assistant (RA).

61

I prefer being a Minority Aide (MA) rather than a Resident
Assistant (RA).
Table 24 on page 89 presents the results of the total group
analysis for Dyad #23.
PERCEPTIONS.

The responses were somewhat scattered with the

majority (46.5 percent) either strongly agreeing or agreeing while
31 percent were not sure Black students prefer this option.
EXPERIENCES.

For experiences, responses were split with 38

percent saying yes, 39 percent saying no, and the remaining 22.5
percent not knowing.

DYAD #24.

Residence halls provide job opportunities (i.e., desk

receptionists, night receptionists) for Black students.
Residence halls provide job opportunities (i.e., desk
receptionists, night receptionists) for me as a Black student.
Table 25 on page 90 presents the results of the total group
analysis for Dyad #24.
PERCEPTIONS.

Of the 194 student responses, over 62 percent

agreed that residence halls provide these services to Black
students.
EXPERIENCES.

In reference to personal experiences,

the

numbers decreased. Forty-nine percent stated they are provided with
employment opportunity, and 41 percent stated this opportunity does
not exist for them.

DYAD #25.

In proportion to their numbers, Black students have as

much opportunity to get positions in residence halls as white
students.

62
I have as much of an opportunity to get a position in residence
halls as white students.
Table 26 on page 91 presents the results of the total group
analysis for Dyad #25.
PERCEPTIONS.

Of the 187 students responding to this question,

almost 60 percent disagreed that this opportunity is available to
Black students in comparison to their white counterparts.
EXPERIENCES.
divided.

In reference to experiences,

the responses were

Forty-two percent of the respondents stated they have as

much opportunity as white students, and 43 percent stated they do
not.
Analyses Comparing Total Black Male Students* with
Total Black Female Students' Perceptions for
Housing Programs and Food Services
Chi-square test results comparing the responses of Black male
students with the responses of Black female students for
perceptions of Housing Programs and Food Services are presented in
Table 27 on page 92.
Table 27 shows significant differences in only two of the
areas (dyads #7 and #9).
In Dyad #7, "Residence hall staffs are responsive to and
concerned with Black students* needs and interests," significantly
more females reported that they did not know and voiced stronger
disagreement than males.
In Dyad #9, "The residence halls provide Black students with
an ongoing orientation to university l i f e ," only one female
strongly agreed.

63
Analyses Comparing Total Black Male Students* with
Total Black Female S t u d e n t s 1 Experiences for
Housing Programs and Food Services

p

The results of the Xj analyses comparing the Black male
s t u dents1 responses with the responses of Black female students'
for experiences with Housing Programs and Food Services are
presented in Table 28 on page 93.
Table 28 shows significant differences in six dyads (#4, #5,
#6, #18, #20, and #24).
In Dyad #4, "Residence halls provide me with a wide variety of
social programs which promote my ethnic cultural heritage," more
females said no than males.
In Dyad #5, "Residence halls provide me with a wide variety of
educational programs which promote my ethnic cultural heritage,"
significantly more females said no than m a l e s .
In Dyad #6, "Residence halls provide me with a wide variety
of recreational programs which promote my ethnic cultural heritage,
again, more females said no than males.
In Dyad #18, "After my freshman or sophomore year, I (will)
move(d) out of the residence h a l l s ," significantly more females
replied yes than males.
In Dyad #20, "I prefer to live in University
Apartments/Spartan Village rather than the residence ha l l s ," again,
significantly more females said yes than males.
In Dyad #24, "Residence halls provide job opportunities (i.e.,
desk receptionists, night receptionists) for me as a Black
student," more females said no than males.

64
Analyses Comparing Total Senior Class Students' with
Total Sophomore Class Students* Perceptions for
Housing Programs and Food Services
The results comparing the responses of senior class students
with the responses of sophomore students' for perceptions of
Housing Programs and Food Services are presented in Table 29 on
page 94.
In Table 29, the only significant difference is found in Dyad

#6 .
In Dyad #6, "Residence halls provide Black students with a
wide variety of recreational programs which promote their ethnic
cultural h e r itage," significantly more sophomores agreed than
seniors.
Analyses Comparing Total Senior Class Students' with
Total Sophomore Class Students' Experiences
For Housing Programs and Food Services
Table 30 on page 95 shows significant differences between
senior and sophomore s t udents' experiences with housing and food
services in only two areas (dyads #2 and
In Dyad

#11).

#2, "A choice of foods is provided

in campus

cafeteria/dining halls which suit my taste," the students who said
they did not
In Dyad

know are all seniors except

one.

#11, "I think the residence hall staffs

help create

better racial understanding for residents," significantly more
seniors stated that they did not know while the majority the of
sophomore students stated yes.

65
Analyses Comparing Total On-Campus Students1 with
Total Off-Campus Students* Perceptions for
Housing Programs and Food Services
The results of the comparisons of on-campus students'
responses with off-campus students' responses for perceptions of
Housing Programs and Food Services are presented in Table 31 on
page 96.
Table 31 shows significant differences in only two areas
(dyads #1 and #22).
In Dyad #1, ''Provisions exist for the involvement of Black
students in setting rules and regulations in student h ousing,"
significantly more on-campus students strongly agreed and agreed.
In Dyad #22, ''Black students are interested in becoming
Resident Assistants (RA's)," those students who did not know are
mostly on-campus respondents.

But the majority of those who agreed

are on-campus residents.
Analyses Comparing Total On-Campus Students* with
Total Off-Campus Students* Experiences for
Housing Programs and Food Services
The results of the analyses comparing the responses of
on-campus students' with the responses of off-campus students'
experiences for Housing Programs and Food Services are presented in
Table 32 on page 97.
In Table 32, significant differences are found in two areas
(dyads #8 and #18).
In Dyad #8, "Students* rooms (i.e., satisfaction with
roommate placement) and social/recreational facilities (i.e., Black
magazines) in residence halls are provided for me in an appropriate

66
and satisfactory m a n n e r /' the majority of the respondents who said
yes are on-campus residents.
In Dyad #18,

"After my freshman or sophomore year, I (will)

move(d) out of the residence ha l l s ," of those students who said
they did not know, the majority are on-campus residents.

Also, the

majority of the students who said no are on-campus residents.

Summary of Housing Programs and Food Services

A significant number of Black students perceive and experience
that the residence halls have enhanced their lives.

However,

they

believe that appropriate programs are not provided to promote their
ethnic and cultural heritage.

In addition, although their

perceptions are split in reference to hall staff members' concern
about their needs,

they do not think or experience that staff

members have helped to create racial understanding among all
residents.

Fin.-illy, the majority of Black students move out of the

residence halls to University Apartments/Spartan Village.

67
Table 2— Cross Tabulation of Perceptions and Experiences of Dyad #1
for Housing Programs and Food Services:
Provisions exist for the involvement of Black students in
setting rules and regulations in student housing.
I have been involved in setting rules and regulations in
student housing.

PERCEPTIONS

DYAD #1

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(53)
28.2%

(4)
7.5%

NO

(126)
67.2%

DO NOT
KNOW

TOTAL

D

A

(5)
9.4%

(8)
15.1%

(31)
58.5%

(5)
9.4%

(28)
22.2%

(12)
9.5%

(43)
34.1%

(36)
28.6%

(7)
5.6 %

(9)
4.8%

(5)
13.5%

(0)
0%

(2)
3.8%

(2)
2.9%

(0)
0%

(188)
100%

(37)
19.7%

(17)
9.0%

(53)
28.2%

(69)
36.7%

(12)
6.4%

X_2

SD

= 27.15, df = 8, p < .05

SA

Table 3— Cross Tabulation of Perceptions and Experiences of Dyad #2
for Housing Programs and Food Services:
A choice of foods is provided in campus cafeteria/dining
halls which suit Black students' tastes.
A choice of foods is provided in campus cafeteria/dining
halls which suit my taste.

PERCEPTIONS

DYAD #2
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(86)
47.5%

(11)
12.8%

(5)
5.8%

(17)
19.8%

(49)
57.0%

(4)
4.7%

NO

(92)
49.7%

(1)
1.1%

(34)
37.0%

(48)
64.0%

(8)
52.2%

(1)
8.7%

(7)
3.8%

(7)
100%

(0)
0%

(0)
0%

(0)
0%

(0)
0%

(185)
100%

(19)
10.3%

(39)
21.1%

(65)
35.1%

(57)
30.8%

(5)
2.7%

DO NOT
KNOW

TOTAL

Table 4— Cross Tabulation of Perceptions and Experiences of Dyad #3
for Housing Programs and Food Services:
Residence hall living enhances the overall educational
experiences of Black undergraduate students.
Residence hall living has enhanced my overall educational
experiences as a Black student.

PERCEPTIONS

DYAD #3

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(132)
68.4%

(5)
3.8%

(4)
3.0%

(6)
4.5 %

(76)
57.6%

(41)
31.1%

NO

(49)
25.4%

(7)
14.3%

(10)
20.4%

(27)
55.1%

(5)
10.2%

(0)
0%

(12)
6.2%

(8)
66.7%

(1)
8.3%

(1)
8.3%

(1)
8.3%

(1)
8.3%

(193)
100%

(20)
10.4%

(15)
7.8 %

(34)
17.6%

(82)
42.5%

(42)
21.8%

DO NOT
KNOW

TOTAL

SD

D

A

SA

70
Table 5— Cross Tabulation of Perceptions and Experiences of Dyad #4
for Housing Programs and Food Services:
Residence halls provide Black students with a wide variety
of social programs which promote their ethnic cultural
heritage.
Residence halls provide me with a wide variety of social
programs which promote my ethnic cultural heritage

PERCEPTIONS

DYAD #4
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(44)
22.8%

(6)
40.0%

(1)
6.7%

(3)
20.0%

(4)
26.7%

(1)
6.7%

NO

(134)
69.4%

(3)
2.2%

(51)
38.1%

(66)
49.3%

(12)
9.0%

(2)
1.5%

(15)
7.8%

(2)
4.5%

(3)
6.8%

(2)
4.5%

(32)
72.7%

(5)
11.4%

(193)
100%

(11)
5.7%

(55)
28.5%

(71)
36.8%

(48)
24.9 %

(8)
4.1%

DO NOT
KNOW

TOTAL

X2

= 129.41, df = 8, p < .05

71
Table 6— Cross Tabulation of Perceptions and Experiences of Dyad #5
for Housing Programs and Food Services:
Residence halls provide Black students with a wide variety
of educational programs which promote their ethnic
cultural heritage.
Residence halls provide me with a wide variety of
educational programs which promote my ethnic cultural
heritage.
PERCEPTIONS

DYAD #5
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(30)
15.3%

(0)
0%

(2)
6.7%

(2)
6.7%

(26)
86.7%

(0)
0%

NO

(150)
76.5%

(A)
2.7%

(AO)
26.7%

(96)
6A.0%

(8)
5.3%

(2)
1.3%

(16)
8.2%

(11)
68.8%

(0)
0%

(2)
12.5%

(3)
18.8%

(0)
0%

(196)
100%

(15)
7.7%

(A2)
21.4%

(100)
51.0%

(37)
18.9%

(2)
1.0%

DO NOT
KNOW

TOTAL

X2

= 203.00, df = 8, p < .05

72
Table .7— Cross Tabulation of Perceptions and Experiences of Dyad #6
for Housing Programs and Food Services:
Residence halls provide Black students with a wide variety
of recreational programs which promote their ethnic
cultural heritage.
Residence halls provide me with a wide variety of
recreational programs which promote my ethnic cultural
heritage.

PERCEPTIONS

DYAD #6
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(41)
21.0%

(0)
0%

(1)
2.4%

(5)
12.2%

(29)
70.7%

(6)
14.6%

NO

(147)
75.4%

(7)
4.8%

(39)
26.5%

(89)
60.5%

(11)
7.5%

(1)
0.7%

(7)
3.6%

(5)
71.4%

(0)
0%

(0)
0%

(2)
28.6%

(0)
0%

(195)
100%

(12)
6.2%

(40)
20.5%

(94)
48.2%

(42)
21.5%

(7)
3.1%

DO NOT
KNOW

TOTAL

X2

= 59.56, df = 8, p < .05

73
Table 8— Cross Tabulation of Perceptions and Experiences of Dyad #7
for Housing Programs and Food Services:
Residence hall staffs are responsive to and concerned with
Black students' needs and interests.
Residence halls staffs have been responsive to and
concerned with my needs and interests.
PERCEPTIONS

DYAD #7

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(87)
44.8%

(7)
8.0%

NO

(83)
42.8%

DO NOT
KNOW

TOTAL

SD

D

A

(3)
3.4%

(12
13.8%

(57)
65.5%

(8)
9.2%

(9)
10.8%

(14)
16.9%

(53)
63.9%

(7)
8.4%

(0)
0%

(24)
12.4%

(15)
62.5%

(2)
8.3%

(6)
25.0%

(1)
4.2 %

(0)
0%

(194)
100%

(31)
16.0%

(19)
9.8%

(71)
36.6%

(65)
33.5%

(8)
4.1%

X 2 = 133.45, df = 8, p < .05

SA

74
Table 9— Cross Tabulation of Perceptions and Experiences of Dyad #8
for Housing Programs and Food Services:
Students* rooms (i.e., satisfaction with roommate
placement) and social/recreational facilities (i.e., Black
magazines) in residence halls are provided for Black
students in an appropriate and satisfactory manner.
Students' rooms (i.e., satisfaction with roommate
placement) and social/recreational facilities (i.e., Black
magazines) in residence halls are provided for me in an
appropriate and satisfactory manner.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(89)
45.9%

(4)
4.5%

NO

(90)
46.4%

DYAD #8

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

(0)
0%

(9)
10.1%

(65)
73.0%

(11)
12.4%

(4)
4.4%

(19)
21.1%

(50)
55.6%

(15)
16.7%

(2)
2.2%

(15)
7.7%

(10)
66.7%

(1)
6.7%

(3)
20.0%

(1)
6.7%

(0)
0%

(194)
100%

(18)
9.3%

(20)
10.3%

(62)
32.0%

(81)
41.8%

(13)
6.7%

X 2 = 154.00, df = 8, p < .05

SA

Table 10— Cross Tabulation of Perceptions and Experiences of Dyad #9
for Housing Programs and Food Services:
The residence halls provide Black students with an ongoing
orientation to university life.
The residence hall provides me with an ongoing orientation
to university life.

PERCEPTIONS

DYAD #9

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(103)
53.4%

(3)
2.9%

(5)
4.9 %

(7)
6.8%

(78)
75.7%

(10)
9.7%

NO

(75)
38.9%

(30)
4.0%

(18)
24.0 %

(48)
64.0%

(6)
8.0%

(0)
0%

(15)
7.8%

(9)
60.0%

(1)
6.7%

(2)
13.5%

(3)
20.0%

(0)
0%

(193)
100%

(15)
7.8%

(24)
12.4%

(57)
29.5%

(87)
45.1%

(10)
5.2%

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 11— Cross Tabulation of Perceptions and Experiences of Dyad
#10 for Housing Programs and Food Services:
Residence h a l l s ’ ’’Welcome Week" activities provide a
satisfactory orientation for Black students to university
life.
Residence halls' "Welcome Week" activities provide a
satisfactory orientation for me to university life.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(72)
37.7%

(5)
6.9%

NO

(104)
54.5%

DYAD #10

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

SA

D

A

(7)
9.7%

(10)
13.9%

(43)
59.7%

(7)
9.7%

(7)
6.7%

(25)
24.0 %

(64)
61.5%

(7)
6.7%

(1)
1.0%

(15)
7.9%

(14)
93.3%

(0)
0%

(1)
6.7%

(0)
0%

(0)
0%

(191)
100%

(26)
13.6%

(32)
16.8%

(75)
39.3%

(50)
26.2%

(8)
4.2 %

Table 12— Cross Tabulation of Perceptions and Experiences of
Dyad #11 for Housing Programs and Food Services:
Residence hall staffs help to create better racial
understanding for residents.
I think the residence hall staffs help create better
racial understanding for residents.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(52)
29.4%

(2)
3.8%

(2)
3.8%

(2)
3.8%

(36)
69.2%

(10)
19.2%

NO

(108)
61.0%

(1)
0.9%

(34)
31.5%

(60)
55.6%

(1)
9.3%

(3)
2.8%

(17)
9.6%

(13)
76.5%

(1)
5.9%

(2)
11.8%

(1)
5.9%

(0)
0%

(177)
100%

(16)
9.0%

(37)
20.9%

(64)
36.2%

(47)
26.6%

(13)
7.3 %

DYAD #11

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 13— Cross Tabulation of Perceptions and Experiences of
Dyad #12 for Housing Programs and Food Services:
Residence hall staffs plan programs and activities which
build Black identity and awareness.
Residence hall staffs plan programs and activities which
help build my Black identity and awareness.

PERCEPTIONS

DYAD #12

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(21)
10.8%

(1)
4.8%

(1)
4.8%

(2)
9.5%

(13)
61.9%

(4)
19.0%

NO

(156)
80.0%

(5)
3.2%

(48)
30.8%

(91)
58.3%

(9)
5.8%

(3)
1.9%

(18)
9.2%

(14)
77.8%

(1)
5.6%

(1)
5.6%

(1)
5.6%

(1)
5.6%

(195)
100%

(20)
10.3%

(50)
25.6%

(94)
48.2%

(23)
11.8%

(8)
4.1%

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 14— Cross Tabulation of Perceptions and Experiences
of Dyad #13 for Housing Programs and Food Services:
The presence of the Black Aide enables Black students to
adjust more easily to residence hall living.
The presence of the Black Aide enables me to adjust more
easily to residence hall living.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(119)
63.3%

(1)
0.8%

(0)
0%

(1)
0.8

(66)
55.5%

(51)
42.9%

NO

(57)
30.3%

(8)
14.0%

(9)
15.8%

(21)
36.8%

(17)
29.8%

(2)
3.5%

(12)
6.4%

(8)
66.7%

(0)
0%

(0)
0%

(4)
33.3%

(0)
0%

(188)
100%

(17)
9.0%

(9)
4.8%

(22)
11.7%

(87)
46.3%

(53)
28.2%

DYAD #13

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 15— Cross Tabulation of Perceptions and Experiences of
Dyad #14 for Housing Programs and Food Services:
Overall, Black students have no objections to living with
a white roommate.
Overall, I have no objections to living with a white
roommate.

PERCEPTIONS

DYAD #14
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(110)
57.6%

(18)
16.4%

(14)
12.7%

(34)
30.9%

(36)
32.7%

(8)
7.3 %

NO

(60)
31.4%

(8)
13.3%

(11)
18.3%

(28)
46.7 %

(12)
20.0%

(1)
1.7%

DO NOT
KNOW

(21)
11.0%

(11)
52.4%

(2)
9.5%

(5)
23.8%

(3)
14.3%

(0)
0%

(191)
100%

(37)
19.4%

(27)
14.1%

(67)
35.1%

(51)
26.7%

(9)
4.7%

TOTAL

Table 16— Cross Tabulation of Perceptions and Experiences of
Dyad #15 for Housing Programs and Food Services:
Black students participate in hall governments.
I (have) participate(d) in hall government.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(92)
47.7%

(6)
6.5%

NO

(96)
49.7 %

DYAD #15

E
X .
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

D

A

(6)
6.5%

(31)
33.7%

(45)
48.9%

(4)
4.3%

(12)
12.5%

(13)
13.5%

(22)
22.9%

(46)
47.9%

(3)
3.1%

(5)
2.6%

(4)
80.0 %

(0)
0%

(0)
0%

(1)
20.0%

(0)
0%

(193)
100%

(22)
11.4%

(19)
9.8%

(53)
27.5%

(92)
47.7%

(7)
3.6%

SD

SA

Table 17— Cross Tabulation of Perceptions and Experiences of
Dyad #16 for Housing Programs and Food Services:
Black students believe that hall governments support their
interests.
I believe that hall governments support Black students'
interests.

PERCEPTIONS

DYAD #16
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(30)
15.3%

(6)
20.0%

(2)
6.7%

(7)
23.3%

(13)
43.3%

(2)
6.7%

NO

(141)
71.9%

(10)
7.1%

(41)
29.1%

(83)
58.9%

(6)
4.3%

(1)
0.7%

DO NOT
KNOW

(25)
12.8%

(18)
72.0%

(1)
4.0%

(5)
20.0%

(1)
4.0%

(0)
0%

(196)
100%

(34)
17.3%

(44)
22.4 %

(95)
48.5%

(20)
10.2%

(3)
1.5%

TOTAL

Table 18— Cross Tabulation of Perceptions and Experiences of
Dyad #17 for Housing Programs and Food Services:
Black students serve on hall judiciaries and hall damage
committees.
I (have) serve(d) on hall judiciaries and hall damage
committees.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(28)
14.2%

(2)
7.1%

NO

(157)
79.7%

DYAD #17

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

SA

D

A

(2)
7.1%

(11)
39.3%

(10)
35.7%

(3)
10.7%

(56)
35.7%

(19)
12.1%

(41)
26.1%

(37)
23.6%

(4)
2.5%

(12)
6.1%

(9)
75.0%

(1)
8.3%

(0)
0%

(2)
16.7%

(0)
0%

(197)
100%

(67)
34.0%

(22)
11.2%

(52)
26.4%

(49)
24.9%

(7)
3.6%

Table 19— Cross Tabulation of Perceptions and Experiences of
Dyad #18 for Housing Programs and Food Services:
The majority of Black students, after their freshman or
sophomore year, move out of the residence halls.
After my freshman or sophomore year, I (will) move(d) out
of the residence hall.

PERCEPTIONS

DYAD #18
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(116)
58.3%

(16)
13.8%

(3)
2.6%

(5)
4.3%

(54)
46.6%

(38)
32.8%

NO

(62)
31.2%

(12)
19.4%

(3)
4.8%

(15)
24.2 %

(22)
35.5%

(10)
16.1%

DO NOT
KNOW

(21)
10.6%

(8)
38.1%

(0)
0%

(2)
9.5%

(4)
19.0%

(7)
33.3%

(199)
100%

(36)
18.1%

(6)
3.0%

(22)
11.1%

(80)
40.2%

(55)
27.6%

TOTAL

Table 20— Cross Tabulation of Perceptions and Experiences of
Dyad #19 for Housing Programs and Food Services:
The majority of Black students living in residence halls
participate in the Black Caucus.
I participate(d) in the residence hall Black Caucus.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(154)
78.2%

(5)
3.2%

NO

(39)
19.8%

DYAD #19

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

SA

D

A

(12)
7.8 %

(39)
25.3%

(81)
52.6%

(17)
11.0%

(7)
17.9%

(1)
2.6%

(8)
20.5%

(20)
51.3%

(3)
7.7%

(4)
2.0%

(3)
75.0%

(0)
0%

(0)
0%

(1)
25.0%

(0)
0%

(197)
100%

(15)
7.6%

(13)
6.6%

(47)
23.9%

(102)
51.8%

(20)
10.2%

Table 21— Cross Tabulation of Perceptions and Experiences of
Dyad #20
for Housing Programs and Food Services:
The majority of Black students prefer to live in
University Ap>irtments/Spartan Village rather than the
residence halls.
I prefer to live in University Apartments/Spartan Village
rather than the residence halls.

PERCEPTIONS

DY I'.'i) #20

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(95)
48.2%

(17)
17.9%

(1)
1.1%

(3)
3.2%

(46)
48.4%

(28)
29.5%

NO

(85)
43.1%

(18)
21.2%

(8)
9.4%

(12)
14.1%

(33)
38.8%

(14)
16.5%

(17)
8.6 %

(10)
58.8%

(0)
0%

(1)
5.9%

(4)
23.5%

(2)
11.8%

(197)
100%

(45)
22.8%

(9)
4.6%

(16)
8.1%

(83)
42.1%

(44)
22.3%

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 22— Cross Tabulation of Perceptions and Experiences of
Dyad #21 for Housing Programs and Food Services:
Black students believe that white students in the
residence halls are concerned about them.
I believe that white students in the residence halls are
concerned about the needs of Black students.

PERCEPTIONS

TOTAL

DO
NOT KNOW

(29)
15.2%

(4)
13.8%

(2)
6.9%

(ID

(ID

YES

37.9%

37.9%

(1)
3.4%

(139)
72.8%

(ID

NO

7.9%

(58)
41.7%

(63)
45.3%

(4)
2.9%

(0)
2.2%

DO NOT
KNOW

(23)
12.0%

(12)
52.2%

(5)
21.7%

(6)
26.1%

(0)
0%

(0)
0%

(191)
100%

(27)
14.1%

(65)
34.0%

(80)
41.9%

(15)
7.9%

(4)
2.1%

DYAD #21

E
X
P
E
R
I
E
N
C
E
S

TOTAL

SD

D

A

SA

Table 23— Cross Tabulation of Perceptions and Experiences of
Dyad #22 for Housing Programs and Food Services:
Black students are interested in becoming Resident
Assistants (RA).
I am (was) interested in becoming a Resident Assistant
(RA).

PERCEPTIONS

DYAD #22

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(93)
52.0%

(5)
5.4%

NO

(80)
44.7%

DO NOT
KNOW

TOTAL

D

A

(1)
1.1%

(15)
16.1%

(58
62.4 %

(14)
15.1%

(11)
13.7%

(3)
3.7%

(15)
18.8%

(40)
50.0%

(ID
13.7%

(6)
3.4%

(4)
66.7%

(0)
0%

(0)
0%

(1)
16.7%

(1)
16.7%

(179)
100%

(20)
11.2%

(A)
2.2%

(30)
16.8%

(99)
55.3%

(26)
14.5%

X2

SD

= 25.47, df = 8, p < .05

SA

Table 24— Cross Tabulation of Perceptions and Experiences of
Dyad #23 for Housing Programs and Food Services:
Black students prefer being a Minority Aide (MA)
rather than a Resident Assistant (RA).
I prefer being a Minority Aide (MA) rather than a
Resident Assistant (RA).

PERCEPTIONS

DYAD #23

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(71)
38.0%

(12)
16.9%

(2)
2.8%

(5)
7.0%

(32)
45.1%

(20)
28.2%

NO

(74)
39.6%

(22)
29.7%

(2)
2.7%

(26)
35.1%

(15)
20.3%

(9)
12.2%

DO NOT
KNOW

(42)
22.5 %

(24)
57.1%

(1)
2.0%

(6)
14.3%

(8)
19.0%

(3)
7.1%

(187)
100%

(58)
31.0%

(5)
2.7%

(37)
19.8%

(55)
29.4%

(32)
17.1%

TOTAL

SD

D

A

SA

Table 25— Cross Tabulation of Perceptions and Experiences of
Dyad #24 for Housing Programs and Food Services:
Residence halls provide job opportunities (i.e., desk
receptionists, night receptionists) for Black students.
Residence halls provide job opportunities (i.e., desk
receptionists, night receptionists) for me as a Black
student.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(96)
49.5%

(1)
1.0%

(2)
2.1%

(8)
8.3%

(68)
70.8%

(17)
17.7%

NO

(80)
41.2%

(11)
13.7%

(13)
16.2%

(24)
30.0%

(30)
37.5%

(2)
2.5%

(18)
9.3%

(10)
55.6%

(1)
5.6%

(2)
11.1%

(5)
27.8%

(0)
0%

(194)
100%

(22)
11.3%

(16)
8.2 %

(34)
17.5%

(103)
53.1%

(19)
9.8%

DYAD #24

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

X 2 = 87.14, df = 8, p < .05

A

SA

Table 26— Cross Tabulation of Perceptions and Experiences of
Dyad #25 for Housing Programs and Food Services:
In proportion to their numbers, Black students have as
much opportunity to get positions in residence halls as
white students.
I have as much of an opportunity to get a position in
residence halls as white students.

PERCEPTIONS

DYAD #25

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(79)
42.2%

(7)
8.9%

NO

(81)
43.3%

DO NOT
KNOW

TOTAL

SD

D

A

(3)
3.8%

(19)
24.1%

(42)
53.2%

(8)
10.1%

(4)
4.9%

(31)
38.3%

(44)
54.3%

(2)
2.5%

(0)
0%

(27)
14.4%

(17)
63.0%

(1)
3.7%

(9)
33.3%

(0)
0%

(0)
0%

(187)
100%

(28)
15.0%

(35)
18.7%

(72)
38.5%

(44)
23.5%

(8)
4.3%

X2

= 149.92, df = 8, p < .05

SA

92
Table 27

Cross Tabulation of Males and Females - Perceptions
Housing Programs and Food Services

DYAD

QUESTION

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

*£.< °*05» ££ = 4

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49

X2

SIGNIFICANCE
LEVEL

8.520
.64539
8.729
5.080
5.715
2.162
11.96
2.210
10.14
.79308
7.345
1.451
5.835
1.566
1.338
3.986
9.416
6.952
1.768
2.544
2.916
1.382
4.873
7.364
5.561

.0743
.9579
.0682
.2792
.2214
.7058
.0176*
.6971
.0380*
.9394
.1187
.8352
.2118
.8148
.8548
.4078
.0515
.1384
.7782
.6366
.5719
.8472
.3006
.1178
.2344

93
Cross Tabulation of Males and Females - Experiences
Housing Programs and Food Services

DYAD

QUESTION

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

«£_< .05, df = 2

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50

x\

Table 28

5.158
.56738
4.181
6.404
6.819
7.090
2.124
1.771
4.452
.64781
1.181
2.722
.96160
3.749
1.298
.4984
3.543
8.343
2.023
13.63
1.019
3.244
2.219
7.427
4.373

SIGNIFICANCE
LEVEL
.0758
.7530
.1236
0.407*
.0330*
0.289*
.3457
.4123
.1079
.7233
.5538
.2564
.6183
.1534
.5226
.7794
.1701
.0154*
.3637
.0011*
.6008
.1974
.3297
.0244*
.1123

94
Table 29

Cross Tabulation of Seniors and Sophomores - Perceptions
Housing Programs and Food Services

DYAD

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

*p < .05, df = 4

QUESTION

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49

X2

SIGNIFICANCE
LEVEL

4.393
1.990
1.015
9.330
8.286
10.32
2.706
3.908
.83768
3.401
4.615
6.621
2.385
3.486
2.270
.926
5.389
7.136
1.967
2.972
3.385
3.253
.95917
2.473
3.576

.0758
.7375
.9075
.0533
.0816
.0353*
.6080
.4185
.9333
.4930
.3290
.1573
.6652
.4799
.6862
.7494
.2496
.1289
.7417
.5624
.4956
.5163
.9159
.6494
.4664

95
Table 30— Cross Tabulation of Seniors and Sophomores - Experiences
Housing Programs and Food Services

DYAD

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

*p < .05, df = 4

QUESTION

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50

x2

SIGNIFICANCE
LEVEL

1.894
6.361
.00376
3.667
3.864
4.188
3.302
5.549
.68738
2.947
11.06
3.143
1.466
.2175
4.427
.51644
.64130
3.424
4.620
2.856
4.533
6.592
3.296
.49823
2.121

.3877
.0416*
.9981
.1598
.1448
.1232
.1918
.0624
.7091
.2291
.0040*
.2077
.4803
.8969
.1093
.7724
.7257
.1805
.0993
.2398
.1037
.0370
.1924
.7795
.3463

96
Table 31

Cross Tabulation of On-Campus and Off-Campus - Perceptions
Housing Programs and Food Services

DYAD

1
2
3
A
5
6
7
8
9
10
11
12
13
1A
15
16
17
18
19
20
21
22
23
2A
25

*p < .05, df = A

QUESTION

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
A1
A3
A5
A7
A9

X_2

SIGNIFICANCE
LEVEL

10.78
5.839
1.523
1.123
A.3A3
2.066
1.293
A. 590
A. 729
A. 523
5.175
8.855
3.3A5
.71725
2.1A9
3.5A2
7.302
5.180
5.AA3
7.997
3. AAA
12.AO
5.323
2.868
3.252

.0291*
.2115
.8225
.8905
.3615
.7236
.8625
.3320
.3162
.3397
.2698
.06A8
.5018
.9A92
.7083
.A71A
.1207
.2693
.2AA7
.0917
.A86A
.01A6*
.2557
.5801
.5165

97
Table 32

Cross Tabulation of On-Campus and Off-Campus - Experiences
Housing Programs and Food Services

1
2
3
A
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

*p < .05, df = 2

QUESTION

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50

x\

DYAD

2.139
2.849
.55963
4.114
.74617
.95398
.60632
7.249
2.956
.92751
2.567
4.415
.67932
.51371
.00775
1.255
.49630
11.13
.20234
2.424
2.303
2.047
2.783
4.133
2.404

SIGNIFICANCE
LEVEL
.3431
.2406
.7559
.1278
.6886
.6206
.7385
.0266*
.2281
.6289
.2770
.1099
.7120
.7735
.9961
.5339
.7802
.0038*
.9038
.2975
.3161
.3593
.2486
.1266
.3005

98
Financial Aids
The following results are tabulated based on Black students'
experiences and what they perceive the experiences of Black
students, overall,

to be at MSU regarding financial aids services.

As noted in the section on Housing Programs and Food Services, since
there are two responses to each numbered question in the survey, the
results are presented as dyads.

The first response in each dyad

represents perceptions while the second response represents
experiences.

Each dyad in this section shows a significant

difference between perceptions and experiences.

DYAD #1.

The majority of Black students are on some form of

financial a i d .
I am on some form of financial a i d .
Table 33 on page 111 contains the analysis for Dyad #1.
PERCEPTIONS.

Over 82 percent of the students either strongly

agreed or agreed that Black students are on some form of financial
aid.
EXPERIENCES.

Almost 80 percent of the respondents are on some

form of financial aid.

DYAD #2.

Many Black students receive the maximum Pell Grant (BEOG)

of $ 1 , 8 0 0 .
I receive the maximum Pell Grant (BEOG) of $1,800.
Table 34 on page 112 presents the results of the total group
analysis for Dyad #2.
PERCEPTIONS.

The perceptions were somewhat scattered with the

99

largest percentage, 43.5 percent not knowing if Black students
receive the maximum amount.
EXPERIENCES.

Of the 193 students who responded, close to 70

percent stated that they do not receive the maximum Pell Grant.

DYAD #3.

Black students find it difficult to finance their

education at M S U .
I find it difficult to finance my education at MSU.
Table 35 on page 113 presents the results of the total group
analysis for Dyad #3.
^PERCEPTIONS.

It is quite interesting to note that 82 percent

of the sample (45 percent strongly agreed and 37 percent agreed)
perceived that Black students find it difficult to finance their
education.
EXPERIENCES.

Over 67 percent of the students reported having

difficulties financing their own education.

DYAD #4.

Many Black students need a part-time job in order to

supplement their funds for college.
I need a part-time job in order to supplement my funds for college.
Table 36 on page 114 presents the results of the total group
analysis for Dyad #4.
PERCEPTIONS.

It should be noted that 56 percent of the

students strongly agreed and 35 percent agreed with this statement.
This represents a total agreement of 91 percent.
EXPERIENCES.

On the other hand, only 61 percent of the

100

respondents stated that they need a job in order to finance their
education.

DYAD #5.

Many students go into debt trying to finance their college

education at M S U .
I have gone into debt trying to finance my college education at MSU.
Table 37 on page 115 presents the results of the total group
analysis for Dyad #5.
P ERCEPTIONS.

Of the 196 students who responded, 77.5 percent

either strongly agreed or agreed that Black students go into debt.
The greater portion strongly agreed.
EXPERIENCES.

In reference to experiences, 61 percent of the

students reported going into debt while attempting to finance their
college education.

DYAD #6.

Many Black students drop out of school at MSU due to the

inability to find sufficient funds.
I have had to drop out of school due to my inability to find
sufficient funds.
Table 38 on page 116 presents the results of the total group
analysis for Dyad #6.
PERCEPTIONS.

It is interesting to note that 75 percent of the

respondents perceived that Black students drop out of school due to
insufficient funds.
EXPERIENCES.

Of the 197 students who responded, only seventeen

of them reported having had to drop out of school due to
insufficient funds.

101

DYAD #7.

Black students receive cutbacks in their financial aid

packages during the middle of the y e a r .
I received a cutback in my financial aid package during the middle
of the y e a r .
Table 39 on page 117 presents the results of the total group
analysis for Dyad #7.
PERCEPTIONS.

Nearly 50 percent of the respondents said they do

not know if Black students receive cutbacks in financial aid
packages.
EXPERIENCES.

It is important to note that of the 188 students

who responded, almost 40 percent reported experiencing of cutbacks
in their financial aid packages during the middle of the year.

DYAD #8.

Many Black students are on the College Work-Study Program.

I am on the College Work-Study Pr o g r a m .
Table 40 on page 118 presents the results of the total group
analysis for Dyad #8.
PERCEPTIONS.

It is interesting to note that 77 percent of the

respondents believe that Black students are on work-study.
EXPERIENCES.

What is even more surprising, given the above

response,

only 34 percent of the respondents are on work-study.

DYAD #9.

Black students have a difficult time finding a work-study

job.
I have (had) a difficult time finding a work-study job.
Table 41 on page 119 presents the results of the total group
analysis for Dyad #9.

102

PERCEPTIONS.

The responses were very scattered with an equal

distribution of agrees, disagrees, and do not knows.
EXPERIENCES.

It is interesting to note that 65 percent of the

respondents reported not having experienced difficulty finding a
work-study job.

DYAD #10.

Black students move out of the residence halls because

they are unable to afford the room and board (food) contract.
I moved out of the residence hall because I was unable to afford the
room and board (food) contract.
Table 42 on page 120 presents the results of the total group
analysis for Dyad #10.
PERCEPTIONS.

Sixty-two percent of the respondents believed

this to be true while 24 percent do not know.
EXPERIENCES.

It is very interesting to note that the

respondents stated this to be untrue, while 38 percent had moved out
of the residence hall because of the above reason.

DYAD #11.

Many Black students also receive Guaranteed Student Loans

(GSLfs) in order to finance their education.
I received Guaranteed Student Loans (GSL's) in order to finance my
education.
Table 43 on page 121 presents the results of the total group
analysis for Dyad #11.
PERCEPTIONS.

It is significantly noted that 78 percent of the

respondents believed Black students receive GSL's.

103

EXPERIENCES.

It is very interesting to note that almost 60

percent of the respondents received GSL's.

DYAD #12.

Services and information concerning financial aids are

available and appropriate for Black students.
Services and information concerning financial aids are available and
appropriate for m e .
Table 44 on page 122 presents the results of the total group
analysis for Dyad #12.
PERCEPTIONS.

It is interesting to note that 73 percent of the

respondents believed that this service is available to Black
students.
EXPERIENCES.

The responses were similar for experiences with

70 percent stating this service is available to them.

DYAD #13.

Black students prefer a Black financial aid counselor

than a white c o u nselor.
I prefer a Black financial aid counselor than a white counselor.
Table 45 on page 123 presents the results of the total group
analysis for Dyad #13.
PERCEPTIONS.

Responses for perceptions were scattered.

Forty-four percent of the respondents strongly agreed or agreed, and
35 percent who responded do not know, regarding preference in
financial aid counselors.
EXPERIENCES.

In reference to experiences, although 44 percent

said they prefer a Black financial counselor,
they do not.

35 percent stated that

104

DYAD #14.

Black students feel that white financial aid counselors

are insensitive to their ne e d s .
I feel that white financial aid counselors are insensitive to my
needs.
Table 46 on page 124 presents the results of the total group
analysis for Dyad #14.
PERCEPTIONS.

Perceptions were scattered with 44 percent of the

respondents either strongly agreeing or agreeing, and 39 percent of
the respondents reporting that they do not know if Black students
feel that white counselors are insensitive.
EXPERIENCES.

On the other hand, 44 percent of the respondents

replied no, and 35 percent said yes concerning their own experience
in this area.

DYAD #15.

Black students feel that white financial aid counselors

do not take the time with them as would a Black financial aid
counselor.
I feel that white financial aid counselors do not take the time with
me as would a Black financial aid counselor.
Table 47 on page 125 presents the results of the total group
analysis for Dyad #15.
PERCEPTIONS.

Again, perceptions were somewhat scattered in

that 44 percent of the respondents either strongly agreed or agreed,
and 39 percent of the respondents said they do not know if Black
students feel that way.
EXPERIENCES.

Of the 198 students who responded, 38 percent

105

stated they have not had this experience while 35 percent stated
that they have.

DYAD #16.

Twenty-six percent responded do not know.

Many Black students receive M SU scholarships/grants to

help subsidize their education.
I receive MSU scholarships/grants to help subsidize my education.
Table 48 on page 126 presents the results of the total group
analysis for Dyad #16.
PERCEPTIONS.

Over 72 percent of the students perceived that

Black students receive these forms of aid to subsidize their
education.
EXPERIENCES.

Of the 198 students who responded, 62 percent

reported that they receive MSU scholarships/grants to subsidize
their education.

DYAD #17.

Black students have a difficult time financing their

personal/miscellaneous needs at M S U .
I have a difficult time financing my personal/miscellaneous needs at
MSU.
Table 49 on page 127 presents the results of the total group
analysis for Dyad #17.
PERCEPTIONS.

It is interesting to note that 70 percent of the

respondents perceived that Black students encounter difficulties in
this a r e a .
EXPERIENCES.

On the other hand, 64 percent of the respondents

experience difficulties in this area.

106

DYAD #18.

Black students' parents provide an adequate amount of

financial assistance for their education.
My parents provide an adequate amount of financial assistance for my
education.
Table 50 on page 128 presents the results of the total group
analysis for Dyad #18.
PERCEPTIONS.

The responses were almost equally distributed

among three categories— agree, disagree,
EXPERIENCES.

and do not know.

On the other hand, 58 percent of the respondents

said that their parents provide an adequate amount of money for
their education.

DYAD #19.

Overall, Black students ' parents are financially able to

provide assistance for their son's/daughters’s education.
Overall, my parents are financially able to provide assistance for
my education.
Table 51 on page 129 presents the results of the total group
analysis for Dyad #19.
PERCEPTIONS.

It should be noted that over 62 percent of the

respondents disagreed with the above statement.
EXPERIENCES.

It is quite interesting to note that at least 42

percent of the respondents reported that their parents are
financially able to help them.

DYAD #20.

Some Black students do poorly in school as a result of

worrying about how their education will be financed.

107

I have done poorly in school as a result of worrying about how my
education will be financed.
Table 52 on page 130 presents the results of the total group
analysis for Dyad #20.
PERCEPTIONS.

Over 70 percent of the respondents either

strongly agreed or agreed with this statement.
EXPERIENCES.

On the other hand, 56 percent stated that they

have not done poorly in school as a result of financial worries,
while nearly 40 percent stated that they have.

DYAD #21.

Overall, Black students think that their white

counterparts also experience financial difficulties at M S U .
Overall,

I think that my white counterparts also experience

financial difficulties at M S U .
Table 53 on page 131 presents the results of the total group
analysis for Dyad #21.
PERCEPTIONS.

Over 50 percent either strongly disagreed or

disagreed that Black students feel their white counterparts
experience similar difficulties.
EXPERIENCES.

Close to 50 percent of the respondents agreed

that white students encounter financial difficulties as they do.
However, close to 40 percent stated white students do not experience
similar difficulties.
Analyses of the Results Comparing
Male and Female Perceptions
For Financial Aids
Chi-square test results comparing male and female perceptions
for Financial Aids are presented in Table 54 on page 132.

108

As seen in Table 54, there are no significant differences found
between the perceptions by males and females.
Analyses of the Results Comparing
Male and Female Experiences
For Financial Aids
Chi-square test results comparing the responses of male and
female student experiences for Financial Aids are presented in Table
55 on page 133.
As shown in Table 55, there are no significant differences
found between the experiences of the two groups.
Analysis Comparing Senior and
Sophomore Perceptions for
Financial Aids
The chi-square analysis comparing the responses of senior and
sophomore perceptions for Financial Aids is presented in Table 56 on
page 134.
Table 56 shows a significant difference in only one dyad (Dyad
#16).
In Dyad #16, "Many Black students receive MSU
scholarships/grants to help subsidize their education," those
students who strongly agreed are all seniors.

Also, more sophomores

than seniors responded do not know.
Analyses Comparing Senior and
Sophomore Experiences for
Financial Aids
Chi-square analyses comparing the responses of senior and
sophomore student experiences for Financial Aids are presented in
Table 57 on page 135.

109

Table 57 shows significant differences in only three dyads
(dyads #5, #11, and #21)..
In Dyad #5, "I have gone into debt trying to finance my college
education at M S U ," the students who responded do not know are
sophomores.
In Dyad #11, "I receive Guaranteed Student Loans (GSL's) in
order to finance my e d u cation," the majority of the students who
responded no are sophomores.
In Dyad #21, "Overall, I think that my white counterparts also
experience financial difficulties at M S U ," the majority of the
students who responded do not know are seniors.
Analysess Comparing On-Campus
With Off-Campus Perceptions
fror Financial Aids
The results of the chi-square analyses comparing the responses
of on-campus and off-campus perceptions for Financial Aids are
presented in Table 58 on page 136.
Table 58 shows a significant difference in only one dyad (#5).
In Dyad #5, "Many Black students go into debt trying to finance
their college education at M S U ," the majority of respondents who
agreed are on-campus residents, and a vast majority of the students
who disagreed are off-campus residents.
Analyses Comparing On-Campus with
Off-Campus Experiences
For Financial Aids
Chi-square results comparing the responses of on-campus and
off-campus experiences for Financial Aids are presented in Table 59
on page 137.

110

Table 59 shows a significant difference in two dyads (#5 and
#12).
In Dyad #5, "I have gone into debt trying to finance my college
education at M S U ,” all of the students who said no are on-campus
residents.
In Dyad #12, "Services and information concerning financial aid
are available to and appropriate for m e ," of the respondents who
said yes, the majority are on-campus residents while the majority of
respondents who said no are off-campus students.

Summary of Financial Aids

In reference to perceptions and experiences, the majority of
Black students are on some form of financial aid; they also find it
difficult to finance their education at MSU.

Most students do not

receive the maximum Pell Grant and are, therefore,

forced to

increase their dependency on other forms of financial aid.

There

appears to be a low number of respondents in the College Work-Study
Program.

A significant number receive Guaranteed Student Loans.

The respondents believe that services and information concerning
financial aid are available to, and appropriate for Black students.
More on-campus respondents feel this to be true than off-campus
respondents.

Ill
Table 33— Cross Tabulation of Perceptions and Experiences of
Dyad #1 for Financial Aids:
The majority of Black students are on some form of
financial aid.
I am on some form of financial aid.

PERCEPTIONS

DYAD #1

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(154)
79.4%

(13)
8.4%

(1)
0.6%

(6)
3.9%

(71)
46.1%

(63)
40.9%

NO

(37)
19.1%

(11)
29.7%

(0)
0%

(1)
2.7%

(1)
40.5%

(10)
27.0%

(3)
1.5%

(0)
0%

(1)
33.3%

(1)
33.3%

(1)
33.3%

(0)
0%

(194)
100%

(24)
12.4%

(2)
1.0%

(8)
4.1%

(87)
44.8%

(73)
37.6%

DO NOT
KNOW

TOTAL

SD

D

A

SA

112
Table 34— Cross Tabulation of Perceptions and Experience of Dyad #2
for Financial Aids:
Many Black students receive the maximum Pell Grant
(BEOG) of $1,800.
I receive the maximum Pell Grant (BEOG) of $1,800.

PERCEPTIONS

DYAD #2
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

(ID

SD

D

A

SA

YES

(56)
29.0%

19.6%

(1)
1.8%

(1)
14.3%

(25)
44.6%

(11)
19.6%

NO

(133)
68.9%

(69)
51.9%

(10)
7.5%

(33)
24.8%

(19)
14.3%

(2)
1.5%

(4)
2.1%

(4)
100%

(0)
0%

(0)
0%

(0)
0%

(0)
0%

(193)
100%

(84)
43.5%

(17)
5.7%

(53)
21.2%

(69)
22.8%

(12)
6.7%

DO NOT
KNOW

TOTAL

X_2

= 54.21, df = 8, p < .05

113
Table 35— Cross Tabulation of Perceptions and Experiences of
Dyad #3 for Financial Aids:
Black students find it difficult to finance their
education at MSU.
I find it difficult to finance my education at MSU.

PERCEPTIONS

DYAD #3

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(132)
67.3%

(7)
5.3%

NO

(61)
31.1%

DO NOT
KNOW

TOTAL

D

A

(1)
0.8%

(1)
0.8%

(52)
39.4%

(71)
53.8%

(15)
24.6%

(1)
1.6%

(9)
14.8%

(20)
32.8%

(16)
26.2%

(3)
1.6%

(0)
0%

(1)
33.3%

(0)
0%

(1)
33.3%

(1)
33.3%

(196)
100%

(22)
11.2%

(3)
1.5%

(10)
5.1%

(73)
37.2 %

(88)
44.9%

X?

SD

= 58.33, df = 8, p < .05

SA

Table 36— Cross Tabulation of Perceptions and Experiences of Dyad #4
for Financial Aids:
Many Black students need a part-time job in order to
supplement their funds for college.
I need a part-time job in order to supplement my funds for
college.

PERCEPTIONS

DYAD #4

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(161)
80.9%

(7)
4.3 %

NO

(34)
17.1%

(6)
17.6%

(4)
2.0%

(0)
0%

(199)
100%

(13)
6.5%

DO NOT
KNOW

TOTAL

D

SD

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

A

SA

(1)
0.6 %

(46)
28.6%

(107)
66.5%

(2)
5.9%

(22)
64.7%

(4)
11.8%

(2)
50.0%

(1)
25.0%

(1)
25.0%

(5)
2.5%

(69)
34.7%

(112)
56.3%

Table 37— Cross Tabulations of Perceptions and Experiences of
Dyad #5 for Financial Aids:
Many Black students go into debt trying to finance their
college education at MSU.
I have gone into debt trying to finance my college
education at MSU.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(120)
61.2%

(11)
9.2%

(1)
0.8%

(2)
1.7%

(24)
20.0%

(82)
68.3%

NO

(74)
37.8%

(22)
29.7%

(0)
0%

(0)
0%

(1)
50.0%

(1)
50.0%

(2)
1.0%

(0)
0%

(0)
0%

(0)
0%

(1)
50.0%

(1)
50.0%

(196)
100%

(33)
16.8%

(1)
0.5%

(10)
5.1%

(59)
30.1%

(93)
47.4%

DYAD #5

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 38— Cross Tabulations of Perceptions and Experiences of
Dyad #6 for Financial Aids:
Many Black students drop out of school at MSU due to the
inability to find sufficient funds.
I have had to drop out of school due to my inability to
find sufficient funds.

PERCEPTIONS

DYAD #6
TOTAL

E
X
P
E
R
I
E
N
C
E
S

YES

NO

DO NOT
KNOW

TOTAL

DO
NOT KNOW

SD

D

A

SA

(17)
8.6%

(2)
11.8%

(0)
0%

(0)
0%

(5)
29.4%

(10)
58.8%

(177)
69.8%

(27)
15.3%

(1)
0.6%

(17)
9.6%

(79)
44.6%

(53)
33.3%

(3)
1.5%

(1)
33.3%

(1)
33.3%

(0)
0%

(0)
0%

(1)
33.3%

(197)
100%

(30)
15.2%

(2)
1.0%

(17)
8.6%

(84)
42.6%

(64)
32.5%

117
Table 39— Cross Tabulations of Perceptions and Experiences of
Dyad #7 for Financial Aids:
Black students receive cutbacks in their financial aid
packages during the middle of the year.
I received a cutback in my financial aid package during
the middle of the year.

PERCEPTIONS

DYAD #7
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(73)
38.8%

(17)
23.3%

(0)
0%

(2)
2.7%

(21)
28.8%

(33)
45.2%

NO

(103)
54.8%

(63)
61.2%

(1)
1.0%

(13)
12.6%

(22)
21.4%

(4)
3.9%

(12)
6.4 %

(12)
100%

(0)
0%

(0)
0%

(0)
0%

(0)
0%

(188)
100%

(92)
48.9%

(1)
0.5%

(15)
8.0%

(43)
22.9%

(37)
19.7%

DO NOT
KNOW

TOTAL

118
Table 40— Cross Tabulation of Perceptions and Experiences of
Dyad #8 for Financial Aids:
Many Black students are on the College Work-Study Program.
I am on the College Work-Study Program.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(67)
34.2%

(6)
9.0%

(0)
0%

(2)
3.0%

(25)
37.3%

(34)
50.7%

NO

(128)
65.3%

(28)
21.9%

(1)
0.8%

(8)
6.3%

(61)
47.7%

(30)
23.4%

(1)
0.5%

(1)
100%

(0)
0%

(0)
0%

(0)
0%

(0)
0%

(196)
100%

(35)
17.9%

(1)
0.5%

(10)
5.1%

(86)
43.9%

(64)
32.7 %

DYAD #8

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

X2

SD

D

= 21.29, df = 8, p < .05

A

SA

119
Table 41— Cross Tabulations of Perceptions and Experiences of
Dyad #9 for Financial Aids:
Black students have a difficult time finding a work-study
job.
I have (had) a difficult time finding a work-study job.

PERCEPTIONS

DYAD #9
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(45)
26.3%

(12)
26.7%

(0)
0%

(3)
6.7%

(16)
35.6%

(14)
31.1%

NO

(110)
64.3%

(33)
30.0%

(6)
5.5%

(47)
42.7%

(18)
16.4%

(6)
5.5%

(16)
9.4%

(10)
62.5%

(1)
6.3%

(3)
18.8%

(2)
12.5%

(0)
0%

(171)
100%

(55)
32.2%

(7)
4.1%

(53)
31.0%

(36)
21.1%

(20)
11.7%

DO NOT
KNOW

TOTAL

X2

= 48.17, df = 8, p < .05

120
Table 42— Cross Tabulation of Perceptions and Experiences of
Dyad #10 for Financial Aids:
Black students move out of the residence halls because
they are unable to afford the room and board (food)
contract.
I moved out of the residence halls because I was unable
to afford the room and board (food) contract.

PERCEPTIONS

DYAD #10

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(69)
35.9%

(5)
7.2%

(0)
0%

(2)
2.9%

(18)
26.1%

(44)
63.8%

NO

(111)
57.8%

(37)
33.3%

(5)
4.5%

(18)
16.2%

(37)
33.3%

(14)
12.6%

(12)
6.3%

(4)
33.3%

(0)
0%

(2)
16.7%

(5)
41.7%

(1)
8.3%

(192)
100%

(46)
24.0%

(5)
2.6%

(22)
11.5%

(60)
31.3%

(59)
30.7%

DO NOT
KNOW

TOTAL

SD

D

X 2 = 62.58, df = 8, p < .05

A

SA

121
Table 43— Cross Tabulation of Perceptions and Experiences of
Dyad #11 for Financial Aids:
Many Black students also receive Guaranteed Student Loans
(GSL) in order to finance their education.
I received Guaranteed Student Loans (GSL) in order to
finance ray education.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(105)
57.1%

(11)
10.5%

(2)
1.9%

(1)
1.0%

(34)
37.1%

(52)
49.5%

NO

(76)
41.3%

(22)
28.9%

(1)
1.3%

(2)
2.6%

(36)
47.4%

(15)
19.7%

(3)
1.6%

(1)
33.3%

(1)
33.3%

(0)
0%

(0)
0%

(1)
33.3%

(184)
100%

(34)
18.5%

(4)
2.2%

(3)
1.6%

(75)
40.8%

(68)
37.0%

DYAD #11

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

SA

Table 44— Cross Tabulation of Perceptions and Experiences of
Dyad #12 for Financial Aids:
Services and information concerning financial aid are
available to and appropriate for Black students.
Services and information concerning financial aid are
available to and appropriate for me.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(132)
70.2%

(14)
3.0%

(0)
0%

(5)
3.8%

(96)
72.7%

(27)
20.5%

NO

(43)
22.9%

(6)
14.0%

(5)
11.6%

(21)
48.8%

(10)
23.3%

(1)
2.3%

(13)
6.9%

(10)
76.9 %

(0)
0%

(0)
0%

(3)
23.0%

(0)
0%

(188)
100%

(20)
10.6%

(5)
2.7 %

(26)
13.8%

(109)
58.0%

(28)
14.9%

DYAD #12

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

SA

123
Table 45— Cross Tabulation of Perceptions and Experiences of
Dyad #13 for Financial Aids:
Black students prefer a Black financial aid counselor
rather than a white counselor.
I prefer a Black financial aid counselor rather than a
white counselor.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(85)
43.6%

(13)
15.3%

(0)
0%

(1)
1.2%

(36)
42.4%

(35)
41.2%

NO

(67)
34.4%

(26)
38.8%

(7)
10.4%

(27)
40.3 %

(5)
7.5 %

(2)
3.0%

DO NOT
KNOW

(43)
22.1%

(29)
67.4%

(0)
0%

(5)
11.6%

(9)
20.9%

(0)
0%

(195)
100%

(58)
34.9%

(7)
3.6%

(33)
16.9%

(50)
25.6%

(37)
19.0%

DYAD #13

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X_2

SD

D

= 128.42, df = 8, p <_ .05

A

SA

124
Table 46— Cross Tabulation of Perceptions and Experiences of
Dyad #14 for Financial Aids:
Black students feel that white financial aid counselors
are insensitive to their needs.
I feel that white financial aid counselors are insensitive
to my needs.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(70)
35.9%

(6)
8.6%

(1)
1.4%

(1)
1.4%

(29)
41.4%

(33)
47.1%

NO

(86)
44.1%

(41)
47.7%

(6)
7.0%

(23)
26.7%

(13)
15.1%

(3)
3.5%

DO NOT
KNOW

(39)
20.0%

(29)
74.4 %

(2)
5.1%

(0)
0%

(7)
17.9%

(1)
2.6%

(195)
100%

(76)
39.0%

(9)
4.6%

(24)
12.3%

(49)
25.1%

(37)
19.0%

DYAD #14

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X2

SD

D

= 116.80, df = 8, p < .05

A

SA

125
Table 47— Cross Tabulation of Perceptions and Experiences of
Dyad #15 for Financial Aids:
Black students feel that white financial aid counselors do
not take the time with them as would a Black financial aid
counselor.
I feel that white financial aid counselors do not take the
time with me as would a Black financial aid counselor.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(70)
35.4%

(8)
11.4%

(0)
0%

(2)
2.9%

(24)
34.3%

(36)
51.4%

NO

(76)
38.4%

(28)
36.8%

(4)
5.3%

(26)
34.2%

(15)
19.7%

(3)
3.9%

DO NOT
KNOW

(52)
26.3%

(41)
78.8%

(1)
1.9%

(0)
0%

(9)
17.3%

(1)
1.9%

(198)
100%

(77)
38.9%

(5)
2.5%

(28)
14.1%

(48)
24.2%

(40)
20.2%

DYAD #15

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X2

SD

D

= 131.31, df = 8, p < .05

A

SA

126
Table 48— Cross Tabulation of Perceptions and Experiences of
Dyad #16 for Financial Aids:
Many Black students receive MSU scholarships/grants to
help subsidize their education.
I receive M S U scholarships/grants to help subsidize my
education.

PERCEPTIONS

DYAD #16
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(124)
62.6%

(15)
12.1%

(2)
1.6%

(10)
8.1%

(67)
54.0%

(30)
24.2 %

NO

(73)
36.9%

(25)
34.2%

(3)
4.1%

(17)
23.3%

(27)
37.0%

(1)
1.4%

(1)
0.5%

(0)
0%

(1)
100%

(0)
0%

(0)
0%

(0)
0%

(198)
100%

(40)
20.2%

(6)
3.0%

(27)
13.6%

(94)
47.5%

(31)
15.7%

DO NOT
KNOW

TOTAL

X2

= 70.17, df = 8, p < .05

127
Table 49— Cross Tabulations of Perceptions and Experiences of
Dyad #17 for Financial Aids:
Black students have a difficult time financing their
personal/miscellaneous needs at MSU.
I have a difficult time financing my
personal/miscellaneous needs at MSU.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(125)
63.8%

(11)
8.8%

CD
0.8%

(3)
2.4%

(49)
39.2%

(61)
48.8%

NO

(69)
38.4%

(21)
36.8%

(2)
5.3%

(18)
34.2%

(22)
19.7%

(6)
3.9%

(2)
1.0%

(1)
50.0%

(1)
50.0%

(0)
0%

(0)
0%

(0)
0%

(196)
100%

(33)
16.8%

(4)
2.0%

(21)
10.7%

(71)
36.2%

(67)
34.2 %

DYAD #17

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SD

D

A

SA

128
Table 50— Cross Tabulation of Perceptions and Experiences of
Dyad #18 for Financial Aids:
Black students' parents provide an adequate amount of
financial assistance for their education.
My parents provide an adequate amount of financial
assistance for my education.

PERCEPTIONS

DYAD #18
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(114)
57.9%

(32)
28.1%

(5)
4.4%

(17)
14.9%

(41)
36.0%

(19)
16.7%

NO

(79)
40.1%

(27)
34.2%

(13)
16.5%

(31)
39.2%

(6)
7.6%

(2)
2.5%

(4)
2.0%

(1)
25.0%

(2)
50.0%

(1)
25.0%

(0)
0%

(0)
0%

(197)
100%

(60)
30.5%

(20)
10.2%

(49)
24.9%

(47)
23.9%

(21)
10.7%

DO NOT
KNOW

TOTAL

129
Table 51— Cross Tabulation of Perceptions and Experiences of
Dyad #19 for Financial Aids:
Overall, Black students' parents are financially able to
provide assistance for their son's/daughter's education.
Overall, my parents are financially able to provide
assistance for my education.

PERCEPTIONS

DO
NOT KNOW

DYAD #19
TOTAL

E
X
P
E
R
I
E
N
C
E
S

SD

D

A

SA

(81)
42.2 %

(20)
24.7%

(9)
11.1%

(30)
37.0%

(22)
27.2 %

•

•

•

YES

•

•

•

(104)
54.2 %

(22)
21.2%

(33)
31.7%

(44)
42.3%

(5)
4.8%

•

•

•

NO

•

•

•

(7)
3.6%

(3)
42.9%

(0)
0%

(4)
5.1%

(0)
0%

•

*

•

•

•

•

(192)
100%

(45)
23.4%

(42)
21.9%

(78)
40.6%

(27)
14.1%

DO NOT
KNOW

TOTAL

X2

= 29.85, df = 6, p < .05

•

•

•

•

•

•

130
Table 52— Cross Tabulation of Perceptions and Experiences of
Dyad #20 for Financial Aids:
Some Black
students do poorly in school as a result of
worrying about how their education will be financed.
I have done poorly in school as a result of worrying about
how my education will be financed.

PERCEPTIONS

DYAD #20

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(71)
38.6%

(A)
5.6%

NO

(103)
56.0%

DO NOT
KNOW

TOTAL

D

A

(2)
2.8%

(2)
35.2%

(25)
35.2%

(38)
53.5%

(27)
26.2%

(2)
1.9%

(13)
12.6%

(42)
40.8%

(19)
18.4%

(10)
5.4%

(1)
10.0%

(1)
10.0%

(3)
30.0%

(3)
30.0%

(4)
40.0%

(184)
100%

(32)
17.4%

(5)
2.7%

(16)
8.7%

(70)
38.0%

(61)
33.2%

X2

SD

= 33.68, df = 8, p < .05

SA

131
Table 53— Cross Tabulation of Perceptions and Experiences of
Dyad #21 for Financial Aids:
Overall, Black students think that their white
counterparts also experience financial difficulties at
MSU.
Overall, I think that my white counterparts also
experience financial difficulties at MSU.

PERCEPTIONS

DYAD #21

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(93)
49.5%

(11)
11.8%

NO

(74)
39.4%

DO NOT
KNOW

TOTAL

D

A

(5)
5.4 %

(18)
19.4%

(53)
57.0%

(6)
6.5%

(7)
8.1%

(31)
41.9%

(33)
44.6%

(3)
4.1%

(1)
1.4%

(21)
11.2%

(7)
33.3%

(2)
9.5%

(9)
42.19

(2)
9.5%

(1)
4.8%

(188)
100%

(24)
12.8%

(38)
20.2 %

(60)
31.9%

(58)
30.9%

(8)
4.3%

X2

SD

= 89.36, df = 8, p

<

.05

SA

132
TABLE 54

DYAD

1
2
3
4
5

Cross Tabulation of Males and Females - Perceptions
Financial Aids

QUESTION

1
3
5
7
9

6

11

7
8
9
10

13
15
17
19

11

21

12
13
14
15
16
17
18
19
20
21

23
25
27
29
31
33
35
37
39
41

X2

2.892
1.309
.31185
2.402
1.209
4.229
.44897
1.273
2.556
2.613
1.967
4.555
2.456
4.350
3.939
5.049
6.802
2.196
4.254
5.774
6.496

*None were significant at the .05 level (df = 4).

SIGNIFICANCE
LEVEL*
.5760
.8597
.9890
.4932
.8766
.3759
.3759
.9783
.6346
.6245
.7417
.3360
.6524
.3607
.4143
.2823
.1467
.6996
.2353
.2166
.1650

133
Table 55

QUESTION

1

2

2

4

3
4
5

6
8
10

6

12

7
8
9

14
16
18

10

20

11

22

12
13
14
15
16
17
18
19
20
21

24
26
28
30
32
34
36
38
40
42

x\

DYAD

Cross Tabulation of Males and Females - Experiences
Financial Aids

SIGNIFICANCE
LEVEL*

.50819
2.039
.03801
.72054
1.891
4.344
1.788
4.840
1.750
2.049
1.956
.09687
1.007
2.541
3.205
.67299
1.327
.16269
2.940
.96021
3.132

.7756
.3606
.9812
.6975
.3884
.1189
.4089
.0889
.4168
.3590
.3759
.9527
.6044
.2806
.2013
.4120
.5148
.9219
.2299
.6187
.2088

*None were significant at the .05 level (df = 2).

134
Table 56

Cross Tabulation of Seniors and Sophomores - Perceptions
Financial Aids

DYAD

1

1

2

3
5
7
9

3
4
5

6

11

7

13
15
17
19

8
9

10

11
12
13
14
15
16
17
18
19

*p < .05, df = 4

SIGNIFICANCE
LEVEL

QUESTION

21
23
25
27
29
31
33
35
37

4.083
2.237
2.069
2.060
6.504
.77436
.35530
5.905
3.437
5.208
3.664
2.718
.60536
7.454
9.581
8.280
2.721

1.120
4.208

.3948
.6922
.7229
.5600
.1645
.9419
.9860
.2063
.4874
.2666
.4533
.6059
.9625
.1137
.0481*
.0818
.6054
.8910
.3785

135
Table 57

Cross Tabulation of Seniors and Sophomores - Experiences
Financial Aids

DYAD

1
2

QUESTION

2
4

5

6
8
10

6

12

7

14
16
18

3

A

8
9
10

11
12
13
14
15
16
17
18
19

20
p < .05, df = 2

20
22
24
26
28
30
32
34
36
38
40

X‘

1.891
1.936
2.351
7.128
.86510
.60138
2.708
.18910
1.657
9.570
.92698
.31518
.73377
.08421
1.354
2.094
1.591
.00859
2.882
7.029

SIGNIFICANCE
LEVEL
.3885
.3797
.3087
.0283*
.6489
.7403
.2581
.9098
.4365
.0084*
.6291
.8542
.6929
.9588
.2445
.3510
.4513
.9957
.2367
.0298*

136
Table 58

Cross Tabulation of On-Campus and Off-Campus - Perceptions
Financial Aids

DYADS

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

*p < .05, df = 4

QUESTION

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41

X?

4.305
4.227
2.707
.23087
11.29
4.717
5.683
.20461
.64122
5.633
5.148
8.271
2.307
3.808
1.824
4.372
6.913
2.865
3.620
3.827
4.600

SIGNIFICANCE
LEVEL
.3663
.3761
.6079
.9725
.0234*
.3179
.2240
.9951
.9584
.2282
.2724
.0821
.6794
.4326
.7679
.3579
.1405
.5806
.3054
.4299
.3308

137
Table 59

Cross Tabulation of On-Campus and Off-Campus - Experiences
Financial Aids

DYAD

QUESTION

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42

*p < .05, df = 2

X 2

2.404
.22745
4.599
2.138
6.837
.26471
.35755
1.631
.43258
1.025
3.457
13.15
1.401
6.638
1.209
.02997
2.915
1.812
1.556
2.434
.98221

SIGNIFICANCE
LEVEL
.3005
.8925
.1003
.3433
.0328*
.8760
.8363
.4424
.8055
.5988
.1775
.0014*
.4962
.0362
.5462
.8626
.2327
.4040
.4593
.2961
.6120

138

University Counseling Center

The following results are based on Black students' actual
experiences and perceptions of the experiences that the Black
student population at MSU have regarding the Counseling Center
services.

As noted in the sections on Housing Programs and Food

Services and Financial Aids, there are two responses to each
numbered question or statement in the survey.

The first response

represents perceptions and the second response represents
experiences.

The results are presented in dyads.

Each of the total

group analyses which follows shows significant differences between
perceptions and experiences.

DYAD #1.

Counselors are available for discussing personal concerns

of Black students.
Counselors are available for discussing my concerns.
Table 60 on page 156 presents the results of the total group
analysis for Dyad #1.
P ERCEPTIONS.

Almost 1A percent of the respondents strongly

agreed that counselors are available for Black students.

Almost 2A

percent responded that they do not know.
EXPERIENCES.

For experiences, 61 percent stated counselors are

available and 23 percent stated they do not know.

DYAD #2.

Aptitude, interest, and personality tests are in the

Counseling Center to help Black students make career decisions.
Aptitude,

interests and personality tests are in the Counseling

Center to help me make career decisions.

139

Table 61 on page 157 presents the results of the total group
analysis for Dyad #2.
PERCEPTIONS.

It is interesting to note that 14 percent of the

respondents strongly agreed that these services are available to
Black students.

On the other hand, close to 40 percent did not

know.
EXPERIENCES.
available to them.

DYAD #3.

Nearly 54 percent stated these services are
Close to 35 percent did not know.

The Counseling Center is the place to get help in better

understanding yourself and the careers best suited for you as a
Black pers o n .
The Counseling Center is the place to get help in better
understanding myself and the careers best suited for me as a Black
person.
Table 62 on page 158 presents the results of the total group
analysis for Dyad #3.
PERCEPTIONS.

In reference to perceptions, 43 percent of the

respondents agreed that Black students can get help while 37 percent
of the respondents did not know.
EXPERIENCES.

The responses for experiences were somewhat

scattered in that 40 percent of the respondents stated yes, 27
percent stated no, and 33 percent stated do not know.

DYAD #4.

If Black students want to learn how to get along better

with people of different backgrounds, it would be appropriate to
talk with a counselor.

140
If I want to learn how to get along better with people of different
backgrounds, it would be appropriate for me to talk with a
counselor.
Table 63 on page 159 presents the results of the total group
analysis for Dyad #4.
PERCEPTIONS.

The perceptions were somewhat scattered in that

41 percent of the respondents either strongly agreed or agreed,

38

percent strongly disagreed or disagreed, and 20 percent did not
know.
EXPERIENCES.

For experiences,

55 percent of the respondents

stated no.

Dyad #5.

Counselors are able to help Black students change personal

attitudes or behaviors which interfere with successful school
performance.
Counselors are able to help me change my personal attitudes or
behaviors which may interfere with successful school performance.
Table 64 on page 160 contains the results of the total group
analysis for Dyad #5.
PERCEPTIONS.

Over 41 percent of the students agreed, while

close to 30 percent did not know if counselors can help Black
students in this area.
EXPERIENCES.

Forty percent of the respondents indicated no, 34

percent said yes, and 25 percent said do not know.

Dyad #6.

Learning how to relax during stressful periods in school

141

I can learn how to relax during stressful periods in school at the
self-management laboratory in the Counseling C e nter.
Table 65 on page 161 presents the results of the analysis for
Dyad #6.
PERCEPTIONS.

It is quite remarkable that 50 percent of the

respondents did not know this service exists for Black students,

but

43 percent of the respondents were aware of the service.
EXPERIENCES.

For experiences, close to 48 percent indicated

they did not know this service exists for them as students, while 37
percent of the respondents are aware that it does.

DYAD #7.

Black students prefer a Black counselor instead of a white

counselor.
I prefer a Black counselor instead of a white counselor.
Table 66 on page 162 presents the results of the analysis for
Dyad #7.
PERCEPTIONS.

Sixty-five percent of the respondents either

strongly agreed or agreed that Black students prefer a Black
counselor.

Close to 30 percent did not know if Black students

prefer this option.
EXPERIENCES.

It is interesting to note that 60 percent of the

same respondents said yes they would prefer a Black counselor while
24 percent said no they would not.

DYAD #8.

Black students (will) share personally related concerns

with a white c o u nselor.
I (will) share personally related concerns with a white counselor.

142

Table 67 on page 163 presents the results of the total group
analysis for Dyad #8.
P ERCEPTIONS.

Almost 50 percent of the students either strongly

disagreed or disagreed with the statement while 30 percent were not
sure Black students share personal concerns with a white counselor.
EXPERIENCES.

On the other hand, experiences were somewhat

split with 39 percent of the respondents stating yes and 40 percent
stating no.

DYAD #9.

Black students believe that Counseling Center services are

directed toward white students at M S U .
I believe that Counseling Center services are directed toward white
students at M S U .
Table 68 on page 164 presents the results of the total group
analysis for Dyad #9.
PERCEPTIONS.

It is interesting to note that 40 percent of the

respondents did not know, while 38 percent agreed that the
Counseling Center services are directed toward whites.
EXPERIENCES.

Forty-five percent of the respondents said no for

personal experiences and 32 percent said yes.

DYAD #10.

Black students are aware that vocational/career

counseling services are available to them at M S U .
I am aware that vocational/career counseling services are available
to me at M S U .
Table 69 on page 165 presents the results of the total group
analysis for Dyad #10.

143

PERCEPTIONS.

The perceptions were varied in that 40 percent of

the respondents agreed, 32 percent disagreed, and 27.5 percent did
not know about vocational/career counseling services.
E XPERIENCES.

For experiences, 71 percent of the respondents

are personally aware of these services.

DYAD #11.

The Counseling Center offers programs to help students

develop effective study habi t s .
The Counseling Center offers programs to help me develop effective
study hab i t s .
Table 70 on page 166 presents the results of the total groop
analysis for Dyad #11.
PERCEPTIONS.

It is interesting to note that over 60 percent of

the respondents agreed that the Counseling Center offers these
programs and close to 30 percent did not know.
EXPERIENCES.

Of the students who responded, 45 percent were

aware that these services are available to them with 30 percent did
not know.

DYAD #12.

Black students at MSU receive an orientation to all the

available services provided by the Counseling C e n t e r .
I have received an orientation to all the available services
provided by the Counseling C e n t e r .
Table 71 on page 167 presents the results of the total group
analysis for Dyad #12.
PERCEPTIONS.
scattered.

The responses for perceptions were somewhat

Forty-five percent of the respondents said they disagree

144

that Black students receive an orientation to the services while 28
percent agreed, and 27 percent did not know.
EXPERIENCES.

On the other hand, close to

they did not personally receive an

60 percent said no

orientation to the services

available.

DYAD #13.

White counselors do not understand the needs of Black

students.
White counselors do not understand my n e e d s .
Table 72 on page 168 contains

the results of the total group

analysis for Dyad #13.
PERCEPTIONS.

It is quite interesting to note that the

perception responses were scattered with 38.7 percent agreeing, 32.8
percent disagreeing, and 29 percent not knowing.
E XPERIENCES.

Responses for experiences also show variations

with 33 percent saying yes, 29 percent saying no, and the majority
(37 percent) stating do not know.

DYAD #14.

There are not enough Black counselors to effectively help

Black students at M S U .
There are not enough Black counselors to effectively help me at M S U .
Table 73 on page 169 presents the results of the total group
analysis for Dyad #14.
PERCEPTIONS.

Forty-five percent of the respondents either

strongly agreed or agreed that there are not enough Black counselors
for Black students, while 30 percent did not know.
E XPERIENCES.

In terms of experiences, close to 50 percent of

145

the students stated no, there are not enough Black counselors to
effectively help them personally, and 31 percent did not know.

DYAD #15.

White counselors do not possess the historical,

sociological, economical and psychological experiences of Blacks in
order to effectively counsel the Black student.
White counselors do not possess the historical, sociological,
economical and psychological experience of Blacks in order to
effectively counsel m e .
Table 74 on page 170 presents the results of the total group
analysis for Dyad #15.
PERCEPTIONS.
percent

It is quite interesting to note that close to 70

either strongly agreed or agreed that white counselors do

not possess the background information to effectively counsel Black
students.
EXPERIENCES.

Of those who responded, 56 percent said white

counselors cannot effectively counsel them while 25 percent did not
know.

DYAD #16.

White counselors are insensitive to the needs of Black

students.
White counselors are insensitive to my needs.
Table 75 on page 171 presents the results of the total group
analysis for Dyad #16.
PERCEPTIONS.

The responses for perceptions were almost evenly

distributed with 32 percent agreeing, 35 percent disagreeing, and 33
percent not knowing.

146

EXPERIENCES.

Likewise, for experiences,

the responses were

scattered in that 38 percent did not know, 33 percent said no, and
28 percent said yes.

DYAD #17.

Black students find it difficult to trust white

counselors.
I find it difficult to trust white counselors.
Table 76 on page 172 presents the results of the total group
analysis for Dyad #17.
PERCEPTIONS.

It is very interesting to note that 60 percent of

the respondents agreed that Black students find it difficult to
trust white counselors.
EXPERIENCES.

At least 27 percent did not know.

On the other hand, 45 percent of the respondents

stated no, they do not find it difficult to trust white counselors,
and 38 percent said yes, they do.

DYAD #18.

White counselors run into cultural resistance with the

Black student.
White counselors (would) run into cultural resistance with m e .
Table 77 on page 173 presents the results of the total group
analysis for Dyad #18.
PERCEPTIONS.

It is interesting to note that 48 percent of the

respondents either strongly agreed or agreed that white counselors
run into cultural resistance with Black students.

What is even more

interesting is 42 percent of the respondents did not know.
EXPERIENCES.

On the other hand, 47 percent said white

147

counselors do (would) not run into cultural difficulties while only
27 percent said white counselors do (would).

DYAD #19.

Overall, Black students reject the services provided by

white counselors.
I

(would) reject the services provided

by white counselors.

Table 78 on page 174 presents the results of

the total group

analysis for Dyad #19.
PERCEPTIONS.

The responses varied for perceptions with 33

percent agreeing, 32.4 percent disagreeing, and 34.5 percent not
knowing.
EXPERIENCES.

For experiences, a large percentage (73 percent)

of the respondents replied no.

DYAD #20.

Overall, Black students reject the services provided by

Black c o u nselors.
I

(would) reject the services provided

by a Black counselor.

Table 79 on page 175 presents the results of

the total group

analysis for Dyad #20.
PERCEPTIONS.

It is quite interesting to note that 63.5

percent of the respondents either strongly disagreed or disagreed,
and 26 percent did not know.
EXPERIENCES.
respondents,

In reference to the experiences of the

88 percent stated they would not reject the services

provided by Black counselors.

DYAD #21.

Black students underutilize the counseling services

148

provided at M S U .

I underutilize the counseling services provided at MSU.
Table 80 on page 176 presents the results of the total group
analysis for Dyad #21.
PERCEPTIONS.

Thirty-five percent of the respondents strongly

agreed that Black students underutilize the services provided at the
MSU counseling c e n t e r .
E XPERIENCES.

On the other hand, 73 percent said that they

personally underutilize these services.

DYAD #22.

Black students resist using the services at the

Counseling Center because they perceive such services to be mainly
oriented toward white middle-class students.
I resist using the services at the Counseling Center because I
perceive such services to be mainly oriented toward white,
middle-class s t u d e n t s .
Table 81 on page 177 presents the results of the total group
analysis for Dyad #22.
PERCEPTIONS.

It is significant to note that 42 percent of the

respondents strongly agreed or agreed that Black students resist
using the services because they perceive them to be mainly oriented
toward white middle-class students.

It is also interesting to note

that at least 35 percent of the respondents did not know.
EXPERIENCES.

On the other hand, 64 percent stated they do not

resist using these services.

DYAD #23.

Black students are more likely to take their problems to

149

a friend than go to the Counseling C e n t e r .
I am more likely to take my problem to a friend than go to the
Counseling C e n t e r .
Table 82 on page 178 presents the results of the total group
analysis for Dyad #23.
PERCEPTIONS.

Of the 187 respondents, 40 percent strongly

agreed and 47.1 percent agreed, representing 87.1 percent of the
total responses.
E XPERIENCES.

In reference to personal experiences, 85 percent

of the respondents said they would go to a friend with their problem
before going to the Counseling Center.

DYAD #24.

Black students go to MECCA (Multi-Ethnic Counseling

Center Alliance) when they need counseling services.
I go to MECCA (Multi-Ethnic Counseling Center Alliance) when I

need

counseling services.
Table 83 on page 179 presents the results of the total group
analysis for Dyad #24.
PERCEPTIONS.

It is quite interesting to note that 56 percent

of the respondents did not know if Black students go to MECCA.
EXPERIENCES.

It is also very remarkable to note that 74

percent of the respondents stated they do not go to MECCA when they
need counseling services.

DYAD #25.

The majority of Black students use the services offered

at the Brody MECCA Counseling Center than the Counseling Center
located in the Student Services Building.

150

I use the services offered at the Brody MECCA Counseling Center than
the Counseling Center located in the Student Services Building.
Table 84 on page 180 presents the results of the total group
analysis-for Dyad #25.
PERCEPTIONS.

It is very interesting to note that 61 percent of

the respondents did not know.
EXPERIENCES.

It is also interesting to note that 70 percent of

the respondents said no they would not use the services provided at
MECCA over those services located at Student Services.

DYAD #26.

Overall, Black students think that the only counseling

services offered to them are those services available at the MECCA
Counseling Cen t e r .
I think that the only counseling services offered to me are those
services available at the MECCA Counseling C e n t e r .
Table 85 on page 181 presents the results of the total group
analysis for Dyad #26.
PERCEPTIONS.

Fifty-six percent of the respondents did not

EXPERIENCES.

On the other hand, 70 percent of the respondents

know.

personally said no indicating that they do not think MECCA
counseling services are the only services offered to them.
Analyses Comparing Male and Female
Perceptions For Tne
Counseling Center
The results of the chi-square analyses comparing the responses
of male and female perceptions for the University Counseling Center
are presented in Table 86 on page 182.

151

In Table 86, significant differences are found for four dyads
(#3, #15, #23, and #24).
In Dyad #3, "The Counseling Center is the place to get help in
better understanding yourself and the careers best suited for you as
a Black p e r s o n ," more females disagreed and did not know.
In Dyad #15, "White counselors do not possess the historical,
sociological, economical, and psychological experiences of Blacks in
order to effectively counsel the Black student," it is interesting
to note that significantly more females strongly agreed, and did not
know.
In Dyad #23, "Black students are more likely to take their
problems to a friend than go to the Counseling C e nter," more females
indicated that they did not know.
In Dyad #24, "Black students go to MECCA when they need
counseling services," it is interesting to note that significantly
more males either strongly disagreed and disagreed; however, more
females did not know.
Analyses Comparing Male And
Female Experiences for
The Counseling Center
The chi-square analyses comparing the responses of male and
female experiences for the University Counseling Center are
presented in Table 87 on page 183.
In Table 87, significant differences are found in four dyads
(#4, #8, #23, and #26).
For Dyad #4, "If I wanted to learn how to get along better with
people of different backgrounds,

it would be appropriate for me to

152

talk with a counselor." significantly more females did not know.
In Dyad #8, "I (will) share personally related concerns with a
white counselor." significantly more females said no than males.
In Dyad #23, "I am more likely to take my problem to a friend
than go to the Counseling C e n t e r ," more males said no and more
females did not know.
In Dyad #26, "I think that the only counseling services offered
to me are those services available at the MECCA Counseling Cent e r ,”
more males said yes and more females did not know.
Analyses Comparing Senior And
Sophomore Perceptions for
The Counseling Center
The chi-square analyses comparing the responses of total senior
and total sophomore student perceptions for the University
Counseling Center are presented in Table 88 on page 184.
Table 88 shows a significant difference in only one dyad (#52).
In Dyad #6, "Learning how to relax during stressful periods in
school can be done at the self-management laboratory in the
Counseling Center", significantly more sophomores disagreed than
seniors.
Analyses Comparing Senior and
Sophomore Experiences for
The Counseling Center
The chi-square results of the comparisons of the responses of
senior and sophomore student experiences for the University
Counseling Center are presented in Table 89 on page 185.
In Table 89, significant differences are found in only one dyad
(Dyad #20).

153

In Dyad #20, "I (would) reject the services provided by a Black
counselor," significantly more seniors answered do not know.
Analyses Comparing On-Campus And
Off-Campus Perceptions For
The Counseling Center
The results comparing the responses of on-campus and off-campus
students'

perceptions for the University Counseling Center are

presented in Table 90 on page 186.
In Table 90, significant differences are found in four dyads
(#5, #7, #15, and #16).
In Dyad #5, "Counselors are able to help Black students change
personal attitudes or behaviors which may interfere with successful
school performance," significantly more on-campus residents either
strongly agreed or agreed, more off-campus students disagreed, and
more on-campus students did not know.
For Dyad #7, "Black students would prefer a Black counselor
instead of a white c o u nselor," more on-campus residents agreed, and
did not know compared to off-campus students.
In Dyad #15, "White counselors do not possess the historical,
sociological, economical, and psychological experiences of Blacks in
order to effectively counsel the Black student," the majority of the
students who agreed are on-campus residents.
For Dyad #16, "White counselors are insensitive to the needs of
Black s t u dents," more on-campus residents a g r e e d .
residents also disagreed and did not know.

More on-campus

154
Analyses Comparing On-Campus
With Off-Campus Experiences
For the Counseling Center
The results of the comparisons of the responses between
on-campus and off-campus experiences for the University Counseling
Center are presented in Table 91 on page 187.
In Table 91, significant differences can be found in three
dyads (#1, #5, and #9).
In Dyad #1, "Counselors are available for discussing my
c o n cerns." more on-campus residents said yes, while significantly
more off-campus residents said no.

More on-campus residents did not

know.
For Dyad #5, "Counselors are able to help me change my personal
attitudes or behaviors which may interfere with successful school
performance," significantly more on-campus residents stated yes, and
do not know in comparison to off-campus students.
For Dyad #9, "I believe that Counseling Center services are
directed toward white students at M S U ," significantly more on-campus
residents said no and do not know compared to off-campus students.

Summary of the University Counseling Center

Overall, Black students expressed marked uncertainty (do not
know) toward the University Counseling Center services.

The

respondents believe that counselors are available to discuss
personal concerns of Black students.
students prefer a Black counselor.

At the same time, Black
The respondents did not

necessarily state that white counselors are insensitive or do not
understand their needs as Black students;

but, the respondents

155

perceive and believe white counselors do not possess knowledge of
the historical, sociological, economical, and psychological
experiences of Blacks in order to effectively counsel Black
students.

They believe there are not enough Black counselors to

effectively meet the needs of Black students at MSU.
The respondents strongly believe that Black students
underutilized the Counseling Center services.

They also believe

Black students do not receive a sufficient orientation to all of the
services provided.

They would not necessarily go to the

Multi-Ethnic Counseling Center Alliance (MECCA) branch if they
needed counseling, nor would they prefer this branch over the
counseling facility located in Student Services.

What is extremely

important to note is that the respondents strongly perceive and
believe Black students are more likely to take their problems to a
friend than go to the University Counseling Center.

Table 60— Cross Tabulation of Perceptions and Experiences of Dyad #1
for University Counseling Center:
Counselors are available for discussing personal concerns
of Black students.
Counselors are available for discussing my concerns.

PERCEPTIONS

DYAD #1

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(111)
61.3%

(8)
7.2%

(0)
0%

(2)
1.8%

(77)
69.4%

(24)
21.6%

NO

(29)
16.0%

(3)
10.3%

(10)
34.5%

(13)
44.8%

(3)
10.3%

(0)
0%

DO NOT
KNOW

(41)
22.7%

(32)
78.0%

(0)
0%

(4)
9.8%

(3)
9.8%

(1)
2.4%

(181)
100%

(43)
23.8%

(10)
5.5%

(19)
10.5%

(84)
46.4%

(25)
13.8%

TOTAL

SD

D

A

SA

157
Table 61— Cross Tabulation of Perceptions and Experiences of Dyad #2
for University Counseling Center:
Aptitude, interest, and personality tests are in the
Counseling Center to help Blacj« students make career
decisions.
Aptitude, interests and personality tests are in the
Counseling Center to help me make career decisions.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(97)
53.9%

(11)
11.3%

(0)
0%

(3)
3.1%

(59)
60.8%

(24)
24.7%

NO

(19)
10.6%

(5)
26.3%

(1)
5.3%

(9)
47.4%

(4)
21.1%

(0)
0%

DO NOT
KNOW

(64)
35.6%

(53)
82.8%

(1)
1.6%

(0)
0%

(8)
12.5%

(2)
3.1%

(180)
100%

(69)
38.3%

(2)
1.1%

(12)
6.7%

(71)
39.4%

(26)
14.4%

DYAD #2

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X2

SD

D

= 149.86, df = 8, p < .05

A

SA

158
Table 62— Cross Tabulation of Perceptions and Experiences of
Dyad #3 for University Counseling Center:
The Counseling Center is the place to get help in
better understanding yourself and the careers best
suited for you as a Black person.
The Counseling Center is the place to get help in
better understanding myself and the careers best
suited for me as a Black person.

PERCEPTIONS

DYAD #3

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(75)
40.3%

(4)
5.3%

(1)
1.3%

(1)
1.3%

(54)
72.0%

(15)
20.0%

NO

(50)
26.9%

(9)
18.0%

(5)
10.0%

(31)
62.0%

(4)
8.0%

(1)
2.0%

DO NOT
KNOW

(61)
32.8%

(55)
90.2%

(0)
0%

(0)
0%

(5)
8.2%

(1)
1.6%

(186)
100%

(68)
36.6%

(6)
3.2%

(32)
17.2%

(63)
33.9%

(17)
9.1%

TOTAL

X_2

SD

= 232.53, df = 8,

D

.05

A

SA

159
Table 63— Cross Tabulation of Perceptions and Experiences of
Dyad #4 for University Counseling Center:
If Black students wanted to learn how
with people of
different backgrounds,
appropriate to
talk with a counselor.

to
it

get
along better
would be

If I wanted to
learn how to get along
better with people
of different backgrounds, it would be appropriate for me
to talk with a counselor.

PERCEPTIONS

DYAD #4

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(59)
30.3%

(3)
5.1%

(0)
0%

(0)
0%

(Al)
69.5%

(15)
25.4%

NO

(107)
54.9%

(12)
11.2%

(18)
16.8%

(55)
51.4%

(21)
19.6%

(1)
0.9%

DO NOT
KNOW

(29)
14.9%

(25)
86.2%

(1)
3.4%

(1)
3.4 %

(2)
6.9%

(0)
0%

(195)
100%

(A0)
20.5%

(19)
9.7%

(56)
28.7%

(6A)
32.8%

(16)
8.2%

TOTAL

X2

SD

D

= 193.74, df = 8, p < .05

A

SA

160
Table 64— Cross Tabulation of Perceptions and Experiences of
Dyad #5 for University Counseling Center:
Counselors are able to help Black students change
personal attitudes or behaviors which interfere with
successful school performance.
Counselors are able to help me change my personal
attitudes or behaviors which may interfere with
successful school performance.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(67)
34.5%

(3)
4.5%

(0)
0%

(3)
4.5%

(53)
79.1%

(8)
11.9%

NO

(78)
40.2%

(12)
15.4%

(14)
17.9%

(39)
50.0%

(13)
16.7%

(0)
0%

DO NOT
KNOW

(49)
25.3%

(39)
79.6%

(1)
2.0%

(1)
2.0%

(8)
16.3%

(0)
0%

(194)
100%

(54)
27.8%

(15)
7.7%

(43)
22.2%

(74)
38.1%

(8)
4.1%

DYAD #5

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X2

SD

D

= 188.25, df = 8, p < .05

A

SA

161
Table 65— Cross Tabulation of Perceptions and Experiences of
Dyad #6 for University Counseling Center:
Learning how to relax during stressful periods in
school can be done at the self-management laboratory
in the Counseling Center.
I can learn how to relax during stressful periods in
school at the self-management laboratory in the
Counseling Center.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(72)
36.7 %

(3)
4.2 %

(0)
0%

(1)
1.4%

(55)
76.4%

(13)
18.1%

NO

(31)
15.8%

(11)
35.5%

(4)
12.9%

(7)
22.6%

(9)
29.0%

(0)
0%

DO NOT
KNOW

(93)
47.4%

(84)
90.3%

(0)
0%

(1)
1.1%

(6)
6.5 %

(2)
2.2%

(196)
100%

(98)
50.1%

(4)
2.0%

(9)
4.6%

(70)
35.7%

(15)
7.7%

DYAD #6

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X2

SD

D

= 181.31, df = 8, p < .05

A

SA

162
Table 66— Cross Tabulation of Perceptions and Experiences of
Dyad #7 for University Counseling Center
Black students prefer a Black counselor instead of
a white counselor.
I prefer a Black counselor instead of a white
counselor.

PERCEPTIONS

DYAD #7

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(118)
59.9%

NO

DO NOT
KNOW

TOTAL

A

SA

SD

D

(16)
13.6%

(2)
1.7%

(0)
0%

(46)
39.9%

(54)
45.8%

(47)
23.9%

(22)
46.8%

(3)
6.4%

(7)
14.9%

(12)
25.5%

(3)
6.4%

(32)
16.2%

(17)
53.1%

(0)
0%

(2)
6.3%

(11)
34.4%

(2)
6.3%

(197)
100%

(55)
27.9%

(5)
2.5%

(9)
4.6%

(69)
35.0%

(59)
29.9%

X2

= 68.75, df = 8, p < .05

163
Table 67— Cross Tabulation of Perceptions and Experiences of
Dyad #8 for University Counseling Center:
Black students will share personal related concerns
with a white counselor.
I (will) share personal related concerns with a white
counselor.

PERCEPTIONS

DYAD #8
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(76)
38.4%

(20)
26.3%

(0)
0%

(17)
22.4%

(36)
47.4%

(3)
3.9%

NO

(79)
39.9%

(17)
21.5%

(23)
29.1%

(34)
43.0 %

(4)
5.1%

(1)
1.3%

DO NOT
KNOW

(43)
21.7%

(22)
51.2%

(5)
11.6%

(15)
34.9%

(1)
2.3%

(0)
0%

(198)
100%

(59)
29.8%

(28)
14.1%

(66)
33.3%

(41)
20.7%

(4)
2.0%

TOTAL

X2

= 82.11, df = 8, p < .05

164
Table 68— Cross Tabulation of Perceptions and Experiences of
Dyad #9 for University Counseling Center:
Black students believe that Counseling Center
services are directed toward white students at MSU.
I believe that Counseling Center services are directed
toward white students at MSU.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(62)
32.0%

NO

DO NOT
KNOW

DYAD #9

E
X
P
E
R
I
E
N
C
E
S

TOTAL

SD

D

(9)
14.5%

(1)
1.6%

(0)
0%

(33)
53.2%

(19)
30.6%

(86)
4432%

(34)
39.5%

(6)
7.0%

(32)
37.2%

(12)
14.0%

(2)
2.3%

(46)
23.7%

(36)
78.3%

(1)
2.2%

(1)
2.2%

(8)
17.4%

(0)
0%

(194)
100%

(79)
40.7%

(8)
4.1%

(33)
17.0%

(53)
27.3%

(21)
10.8%

X2

= 122.33, df = 8, p < .05

A

SA

165
Table 69— Cross Tabulation of Perceptions and Experiences of
Dyad #10 for University Counseling Center:
Black students are aware that vocational/career
counseling services are available to them at MSU.
I am aware that vocational/career counseling services
are available to me at MSU.

PERCEPTIONS

DYAD #10

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(137)
71.0%

(28)
20.4%

NO

(46)
23.8%

DO NOT
KNOW

TOTAL

SA

D

A

(7)
5.1%

(27)
19.7%

(66)
48.2 %

(9)
6.6%

(18)
39.1%

(9)
19.6%

(18)
39.1%

(1)
2.2%

(0)
0%

(10)
5.2%

(7)
70.0%

(1)
10.0%

(1)
10.0%

(1)
10.0%

(0)
0%

(192)
100%

(53)
27.5%

(17)
8.8%

(46)
23.8%

(68)
35.2%

(9)
4.7%

X2

SD

= 52.08, df = 8, p < .05

166
Table 70— Cross Tabulation of Perceptions and Experiences of
Dyad #11 for University Counseling Center:
The Counseling Center offer programs to help students
develop effective study habits.
The Counseling Center offer programs to help me
develop effective study habits.

PERCEPTIONS

DYAD #11
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(102)
54.0%

(0)
0%

(0)
0%

(0)
0%

(73)
71.6%

(28)
27.5%

NO

(33)
17.5%

(9)
27.3%

(1)
3.0%

(9)
27.3%

(12)
36.4%

(2)
6.1%

DO NOT
KNOW

(54)
28.6%

(46)
85.2%

(0)
0%

(3)
5.6%

(5)
9.3%

(0)
0%

(189)
100%

(55)
29.1%

(1)
0.5%

(13)
6.9%

(90)
47.6%

(30)
15.9%

TOTAL

X2

= 167.10, df = 8, p < .05

167
Table 71— Cross Tabulation of Perceptions and Experiences of
Dyad #12 for University Counseling Center:
Black students at MSU receive an orientation to all
the available services provided by the Counseling
Center.
I have received an orientation to all the available
services provided by the Counseling Center.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(67)
34.5%

(9)
13.4%

NO

(114)
58.8%

DYAD #12

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

SA

D

A

(4)
6.0%

(12)
17.9%

(38)
56.7%

(4)
6.0%

(33)
28.9%

(28)
24.6%

(42)
36.8%

(11)
9.6%

(0)
0%

(13)
6.7%

(10)
76.9%

(0)
0%

(2)
15.4%

(1)
7.7%

(0)
0%

(194)
100%

(52)
26.8 %

(32)
16.5%

(56)
28.9%

(50)
25.8%

(4)
2.1%

X2

SD

= 79.72, df = 8, p < .05

168
Table 72— Cross Tabulation of Perceptions and Experiences of
Dyad #13 for University Counseling Center:
White counselors do not understand the needs of Black
students.
White counselors do not understand my needs.

PERCEPTIONS

DYAD #13

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(62)
33.3%

(2)
3.2%

(2)
3.2%

(5)
8.1%

(32)
51.6%

(21)
33.9%

NO

(55)
29.6%

(5)
9.1%

(11)
20.0%

(30)
54.5%

(8)
14.5%

(1)
1.8%

DO NOT
KNOW

(69)
37.1%

(46)
66.7 %

(0)
0%

(13)
18.8%

(9)
13.0%

(1)
1.4%

(186)
100%

(53)
28.5%

(13)
7.0%

(48)
25.8%

(49)
26.3%

(23)
12.4%

TOTAL

X2

SD

D

= 159.66, df - 8, p < .05

A

SA

169
Table 73— Cross Tabulation of Perceptions and Experiences of
Dyad #14 for University Counseling Center:
There are not enough Black counselors to effectively
help Black students at MSU.
There are not enough Black counselors to effectively help
me at MSU.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(89)
48.4%

(2)
2.2%

NO

(37)
20.1%

DO NOT
KNOW

DYAD #14

E
X
P
E
R
I
E
N
C
E
S

TOTAL

D

A

(1)
1.1%

(6)
6.7%

(29)
32.6%

(51)
57.3%

(8)
21.6%

(5)
13.5%

(11)
29.7%

(7)
18.9%

(6)
16.2%

(58)
31.5%

(46)
79.3%

(1)
1.7%

(3)
5.2%

(6)
10.3%

(2)
3.4 %

(184)
100%

(56)
30.4%

(7)
3.8%

(20)
10.9%

(42)
22.8%

(59)
32.1%

X2

SD

= 139.75, df = 8, p < .05

SA

170
Table 74— Cross Tabulatiin of Perceptions and Experiences of
Dyad #15 for University Counseling Center:
White counselors do not possess the historical,
sociological, economical, and psychological
experiences of Blacks in order to effectively
counsel the Black student.
White counselors do not possess the historical,
sociological, economical, and psychological
experiences of Blacks in order to effectively
counsel me.

PERCEPTIONS

DYAD #15

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(105)
55.9%

NO

DO NOT
KNOW

TOTAL

SD

D

(1)
1.0%

(1)
1.0%

(0)
0%

(47)
44.8%

(56)
55.3%

(36)
19.1%

(2)
5.6%

(7)
19.4%

(12)
33.3%

(9)
25.0%

(6)
16.7%

(47)
25.0%

(34)
72.3%

(1)
2.1%

(3)
6.4%

(8)
17.0%

(1)
2.1%

(188)
100%

(37)
19.7%

(9)
4.8%

(15)
8.0%

(64)
34.0%

(63)
33.5%

X2

= 183.77, df = 8, p < .05

A

SA

171
Table 75— Cross Tabulation of Perceptions and Experiences of
Dyad #16 for University Counseling Center:
White counselors are insensitive to the needs
of Black students.
White counselors are insensitive to my needs.

PERCEPTIONS

DYAD #16

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(55)
28.4%

(3)
5.5%

(1)
1.8%

(3)
5.5 %

(27)
49.1%

(21)
38.2%

NO

(65)
33.5%

(5)
7.7%

(8)
12.3%

(44)
67.7%

(8)
12.3%

(0)
0%

DO NOT
KNOW

(74)
38.1%

(56)
75.7%

(1)
1.4%

(11)
14.9%

(5)
6.8%

(1)
1.4%

(194)
100%

(64)
33.0%

(10)
5.2%

(58)
29.9%

(40)
20.6%

(22)
11.3%

TOTAL

X2

SD

D

= 203.00, df = 8, p < .05

A

SA

172
Table 76— Cross Tabulation of Perceptions and Experiences of
Dyad #17 for University Counseling Center:
Black students find it difficult to trust
white counselors.
I find it difficult to trust white counselors.

PERCEPTIONS

DYAD #17

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(74)
38.1%

(7)
9.5 %

NO

(88)
45.4%

DO NOT
KNOW

TOTAL

D

A

SA

(0)
0%

(3)
4.1%

(28)
37.8%

(36)
48.6%

(30)
34.1%

(4)
4.5%

(18)
20.5%

(30)
34.1%

(6)
6.8%

(32)
16.5%

(16)
50.0%

(0)
0%

(0)
0%

(11)
34.4%

(5)
15.6%

(194)
100%

(53)
27.3%

(4)
2.1%

(21)
10.8%

(69)
35.6%

(47)
24.2%

X2

SD

= 65.47, df = 8, p < .05

173
Table 77— Cross Tabulation of Perceptions and Experiences of
Dyad #18 for University Counseling Center:
White counselors run into cultural resistance with the
Black student.
White counselors (would) run into cultural resistance
with me.

PERCEPTIONS

DYAD #18
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(53)
27.3%

(7)
13.2%

(0)
0%

(0)
0%

(24)
45.3%

(22)
41.5%

NO

(91)
46.9%

(38)
41.8%

(2)
2.2%

(16)
17.6%

(26)
28.6%

(9)
9.9%

DO NOT
KNOW

(50)
25.8%

(37)
74.0%

(1)
2.0%

(0)
0%

(9)
18.0%

(3)
6.0%

(194)
100%

(82)
42.3%

(3)
1.5%

(16)
8.2%

(59)
30.4%

(34)
17.5%

TOTAL

X 2 = 72.45, df = 8, p < .05

174
Table 78— Cross Tabulation of Perceptions and Experiences of
Dyad #19 for University Counseling Center:
Overall, Black students reject the services
provided by white counselors.
I (would) reject the services provided by
white counselors.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(23)
11.9%

NO

DO NOT
KNOW

DYAD #19

E
X
P
E
R
I
E
N
C
E
S

TOTAL

A

SA

SD

D

(2)
8.7%

(1)
4.3 %

(0)
0%

(8)
34.8%

(12)
52.2%

(142)
73.2%

(49)
34.5%

(7)
4.9%

(54)
38.0%

(26)
18.3%

(6)
4.2 %

(29)
14.9%

(16)
55.2%

(1)
3.4%

(0)
0%

(10)
34.5%

(2)
6.9%

(194)
100%

(67)
34.5%

(9)
4.6%

(54)
27.8%

(44)
22.7%

(20)
10.3%

X 2 = 76.90, df = 8, p < .05

175
Table 79— Cross Tabulation of Perceptions and Experiences of
Dyad #20 for University Counseling Center:
Overall Black students reject the services
provided by Black counselors.
I (would) reject the services provided by a
Black counselor.

PERCEPTIONS

DYAD #20
TOTAL

E
X
P
E
R
I
E
N
C
E
S

YES

NO

DO NOT
KNOW

TOTAL

DO
NOT KNOW

SD

D

A

SA

(6)
3.1%

(0)
0%

(2)
33.3%

(1)
16.7%

(1)
16.7%

(2)
33.3%

(171)
8.8%

(38)
70.6%

(38)
11.8%

(87)
17.6%

(7)
0%

(1)
0%

(17)
8.8%

(12)
70.6%

(2)
11.8%

(3)
17.6%

(0)
0%

(0)
0%

(194)
100%

(50)
25.8%

(42)
21.6%

(91)
46.9%

(8)
4.1%

(3)
1.5%

X 2 = 65.12, df = 8,

<_ .05

Table 80— Cross Tabulation of Perceptions and Experiences of
Dyad #21 for University Counseling Center:
Black students underutilize the counseling
services provided at MSU.
I underutilize the counseling services provided
at MSU.

PERCEPTIONS

DYAD #21
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(142)
73.2%

(20)
14.1%

(3)
2.1%

(2)
1.4%

(63)
44.4%

(54)
38.0%

NO

(41)
21.1%

(14)
34.1%

(2)
4.9%

(2)
4.9 %

(11)
26.8%

(12)
29.3%

(11)
5.7%

(9)
81.8%

(0)
0%

(0)
0%

(0)
0%

(2)
18.2%

(194)
100%

(43)
22.2%

(5)
2.6%

(4)
2.1%

(74)
38.1%

(68)
35.1%

DO NOT
KNOW

TOTAL

Ill

Table 81— Cross Tabulation of Perceptions and Experiences of
Dyad #22 for University Counseling Center:
Black students resist using the services at the
Counseling Center because they perceive such
services to be mainly oriented toward white,
middle-class students.
I resist using the services at the Counseling Center
because I perceive such services to be mainly
oriented toward white, middle-class students.

PERCEPTIONS

DYAD #22

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(58)
29.7%

(9)
15.5%

(1)
1.7%

(3)
5.2%

(31)
53.4%

(14)
24.1%

NO

(125)
64.1%

(49)
39.2%

(4)
3.2%

(36)
28.8%

(29)
23.2%

(7)
5.6%

(12)
6.2%

(ID
91.7%

(0)
0%

(0)
0%

(0)
0%

(1)
8.3%

(195)
100%

(69)
35.4%

(5)
2.6%

(39)
20.0%

(60)
30.8%

(22)
11.3%

DO NOT
KNOW

TOTAL

X2

SD

D

= 59.88, df = 8, p < .05

A

SA

178
Table 82— Cross Tabulation of Perceptions and Experiences of
Dyad #23 for University Counseling Center:
Black students are more likely to take their
problems to a friend than go to the Counseling
Center.
I am more likely to take my problem to a friend
than go to the Counseling Center.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(159)
85.0%

(13)
8.2%

(1)
0.6%

(1)
0.6%

(76)
47.8%

(68)
42.8%

NO

(19)
10.2%

(2)
10.5%

(0)
0%

(3)
15.8%

(10)
52.6%

(4)
21.1%

(9)
A . 8%

(4)
44.4%

(0)
0%

(0)
0%

(2)
22.2%

(3)
33.3%

(187)
100%

(19)
10.2%

(1)
0.5%

(4)
2.1%

(88)
47.1%

(75)
40.1%

DYAD #23

E
X
P
E
R
I
E
N
C
E
S

DO NOT
KNOW

TOTAL

X2

SD

D

= 33.07, df = 8, p < .05

A

SA

179
Table 83— Cross Tabulation of Perceptions and Experiences of
Dyad #24 for University Counseling Center:
Black students go to MECCA (Multi-Ethnic Counseling
Center Alliance) when they need counseling services.
I go to MECCA (Multi-Ethnic Counseling Center Alliance)
when I need counseling services.

PERCEPTIONS

DYAD #24

E
X
P
E
R
I
E
N
C
E
S

TOTAL

DO
NOT KNOW

YES

(36)
19.0%

(4)
11.0%

(2)
5.6%

(1)
2.8%

(19)
52.8%

(10)
27.8%

NO

(140)
74.1%

(89)
63.6%

(6)
4.3%

(17)
12.1%

(25)
17.9%

(3)
2.1%

(13)
6.9%

(13)
100%

(0)
0%

(0)
0%

(0)
0%

(0)
0%

(189)
100%

(106)
56.1%

(8)
4.2 %

(18)
9.5%

(44)
23.3%

(13)
6.9%

DO NOT
KNOW

TOTAL

X2

SD

D

= 70.08, df = 8, p < .05

A

SA

180
Table 84— Cross Tabluation of Perceptions and Experiences of
Dyad #25 for University Counseling Center:
The majority of Black students use the services
offered at the Brody MECCA Counseling Center rather
than the Counseling Center located in the Student
Services Building.
I use the services offered at the Brody MECCA
Counseling Center rather than the Counseling Center
located in the Student Services Building.

PERCEPTIONS

DYAD #25
TOTAL

E
X
P
E
R
I
E
N
C
E
S

DO
NOT KNOW

SD

D

A

SA

YES

(35)
17.9%

(8)
22.9%

(0)
0%

(5)
14.3%

(13)
37.1%

(9)
25.7%

NO

(138)
70.4%

(93)
67.4 %

(4)
2.9%

(19)
13.8%

(20)
14.5%

(2)
1.4%

DO NOT
KNOW

(23)
11.7%

(18)
60.7%

(0)
2.0%

(1)
4.3%

(4)
17.4%

(0)
0%

(196)
100%

(119)
60.7%

(4)
2.0%

(25)
12.8%

(37)
18.9%

(11)
5.6%

TOTAL

X2

= 51.94, df = 8, p < .05

181
Table 85— Cross Tabulation of Perceptions and Experiences of
Dyad #26 for University Counseling Center:
Overall, Black students think that the only
counseling services offered to them are those
serviices available at the MECCA Counselinc Center.
I think that the only counseling services offered
to me are those services available at the MECCA
Counseling Center.

PERCEPTIONS

TOTAL

DO
NOT KNOW

YES

(21)
11.1%

(2)
9.5%

(0)
0%

(1)
4.8%

(13)
61.9%

(5)
23.8%

NO

(133)
70.0%

(72)
54.1%

(8)
6.0%

(33)
24.8%

(15)
11.3%

(5)
3.8%

DO NOT
KNOW

(36)
18.9%

(33)
19.7%

(0)
0%

(2)
5.6%

(1)
2.8%

(0)
0%

(190)
100%

(107)
56.3%

(8)
4.2%

(36)
18.9%

(29)
15.3%

(10)
5.3%

DYAD #26

E
X
P
E
R
I
E
N
C
E
S

TOTAL

X2

SD

D

= 78.92, df = 8, p < .05

A

SA

182
Table 86

Cross Tabulation of Males and Females - Perceptions
The University Counseling Center

DYAD

QUESTION

1?

SIGNIFICANCE
LEVEL

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49
51

3.317
1.997
10.533
9.120
5.296
5.769
2.611
3.687
3.311
6.841
4.999
6.714
3.3101
3.177
10.03
3.995
5.854
5.367
2.869
6.795
2.646
6.795
10.73
9.628
9.232
3.691

.5061
.7362
.0323*
.0582
.2582
.2171
.6248
.4500
.5071
.1445
.2874
.1518
.5073
.5286
.0399*
.4067
.2099
.2516
.5799
.1471
.6185
.7025
.0297*
.0412
.0556
.4494

*p < .05, df * 4

183
Table 87

DYAD

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

*p < .05, df = 2

Cross Tabulation of Males and Females - Experiences
The University Counseling Center

QUESTION

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50
52

X2

SIGNIFICANCE
LEVEL

.91346
.67588
3.934
9.175
2.150
2.169
.61519
7.548
.41150
1.088
1.581
5.073
.34674
1.451
4.334
.08069
.87198
.19000
1.219
.09085
2.598
.97711
13.31
.11477
.46648
7.434

.6334
.7132
.1399
.0102*
.3412
.3380
.7352
.0229*
.8140
.5803
.4535
.0791
.8408
.4840
.1145
.9605
.6466
.9094
.4535
.9556
.2728
.6135
.0013*
.9442
.7920
.0243*

184
Table 88

Cross Tabulation of Seniors and Sophomores - Perceptions
The University Counseling Center

DYAD

QUESTION

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49
51

*j) £ .05, df - 4

I 2

6.176
2.885
1.544
3.908
3.431
10.22
3.175
8.578
6.211
4.695
5.657
5.717
3.916
1.885
2.097
1.581
3.788
1.801
1.157
3.543
1.317
1.212
3.010
3.125
2.069
2.307

SIGNIFICANCE
LEVEL
.1863
.5772
.8187
.4185
.4884
.0369*
.5289
.0726
.1839
.3200
.2262
.2212
.4175
.7568
.7178
.8234
.4353
.7721
.8850
.4713
.8585
.8760
.5561
.5370
.7229
.6794

185
Table 89

Cross Tabulation of Seniors and Sophomores - Experiences
The University Counseling Center

DYAD

QUESTION

I 2

SIGNIFICANCE
LEVEL

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50
52

3.664
.83916
3.245
1.207
1.271
1.323
.08681
1.762
4.711
1.377
.05677
.92810
1.889
.89422
.71357
.04150
1.865
.89952
3.513
8.145
.11361
.33437
3.294
2.011
1.091
2.466

.1600
.6573
.19733
.5469
.5294
.5160
.9575
.4143
.0948
.5023
.9720
.6287
.3888
.6395
.6999
.9795
.3935
.6378
.1726
.0170*
.9448
.8460
.1926
.3658
.5793
.2913

*p < .05, df = 4

186
Table 90

Cross Tabulation of On-campus and Off-Campus - Perceptions
The University Counseling Center

DYAD

QUESTION

I2

SIGNIFICANCE
LEVEL

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
45
47
49
51

3.872
5.921
2.680
5.034
12.47
.68455
10.37
2.382
4.025
3.480
5.024
6.031
5.965
7.348
12.48
11.94
4.200
6.853
5.663
5.269
1.298
3.140
2.917
2.924
2.262
1.958

.4235
.2051
.6126
.2838
.0142*
.9532
.0346*
.6657
.4026
.4809
.2847
.1968
.2017
.1186
.0141*
.0178*
.3796
.1438
.2257
.2607
.8624
.5347
.5717
.5705
.6876
.7433

*p < .05, df = 2

187
Table 91

Cross Tabulation of On-Campus and Off-Campus - Experiences
The University Counseling Center

DYAD

QUESTION

I 2

SIGNIFICANCE
LEVEL

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42
44
46
48
50
52

6.891
1.060
2.233
3.639
7.944
.27858
2.123
3.125
7.303
.22222
2.067
.03612
3.936
2.376
.80920
4.138
1.435
1.065
1.104
1.197
.48132
1.225
.46050
.99037
3.900
.79832

.0319*
.5884
.3273
.1621
.0188*
.8699
.3458
.2095
.0260*
.8948*
.3557
.9821
.1397
.3047
.6672
.1263
.4877
.5870
.5756
.5496
.7861
.5418
.7943
.6095
.1423
.6709

.

*p < .05, df = 2

188

Summary of Part II of the Questionnaire

The following is a general summary of the open-ended questions
found in Part II of the questionnaire.

The summary contains a

synopsis of students' comments about the following student services
functions:

1) Housing Programs and Food Services;

Aids; 3) The University Counseling Center.

2) Financial

Respondents' verbatim

comments and recommendations are found in Appendix C.

Housing Programs and Food Services

Many Black students said they would like to see more
programming and meals provided which promote Black ethnic awareness.
Some respondents expressed concern (objection) about the attention
(programs) that minority students receive only once or twice a year,
i.e., February— Black History Month.

Black students expressed

concern about more involvement in hall governments and the residence
hall Black Caucus.

The residence hall evironment was another area

where a significant amount of concern was expressed.

That is, some

students revealed that the residence hall environment has given them
a better understanding of students' needs.

On the other hand, the

residence hall environment is stressful to many Black students due
to the "poor" race relations.

Some stated that there are not enough

Black, residence hall, staff members.

Some stated that the housing

services are too expensive and too rule-oriented.
Some of the respondents stated that Spartan Village is less
expensive than residence halls, and provides them with "personal"
space.

189

The students expressed many concerns about the food services.
The most frequently noted was that the cafeteria should offer a
wider variety of menu selections.

They also prefer that the food be

prepared with more seasonings.

Financial Aids

The most commented upon issue in regard to Financial Aids was
the respondents1 feelings about the office clerks.

Black students

feel that the office clerks are not personable and sensitive to
minority students'

needs.

Some respondents said they would like to

see more Black staff members.

Another common concern dealt with

processing financial aid information.

Some respondents thought more

information must be made available to them about other types of aid
offered in addition to loans and work-study; others expressed
concern about changing financial aid packages in the middle of the
school term.

University Counseling Center

It is amazing that a large number of respondents commented that
they did not know much about the services and that they have not
utilized the University Counseling Center services.

They believe

the services the provide should be advertised such that students
know what is available.

Another concern centers

for more Black counselors.

around the need

CHAPTER V

THE PROBLEM, FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS

The purpose of this study was to obtain Black students'
opinions of their personal experiences compared with what they
believe the experiences of other Black students to be regarding the
services provided by Housing Programs and Food Services, Financial
Aids, and the University Counseling Center at Michigan State
University.

A further purpose was to determine if any significant

differences existed between the opinions of Black males and females,
seniors and sophomores, and on-campus and off-campus students.

The

research was completed in an effort to make available to the
selected services studied the issues and concerns that Black
students have regarding these particular services.
In order to accomplish these tasks, a questionnaire was
developed containing 144 items (72 dyads) specifically designed to
examine the issues discussed above.

This questionnaire was then

sent to a random sample of 400 Black students.

Equally represented

in the sample were seniors and sophomores, males and females and
on-campus and off-campus students.

A total of 199 students

responded representing a cross-section of the above categories.
data was then analyzed by means of the SPSS Cross-Tabulation and
Chi-Square Program.

The questions addressed in this study are as

follows:

190

The

191

1.

Are there significant differences between Black students'
perceptions of services provided to Black students in Housing
Programs and Food Services compared to what they personally
experience and/or believe?

2.

Are there significant differences between Black students'
perceptions of Black students dependency on financial aids
(including work-study) compared to what they personally
experience and/or believe?

3.

Are there significant differences between Black students'
perceptions of services provided by the Counseling Center
compared to what they personally experience and/or believe
are provided?
The summary question is:
What recommendations and/or comments do Black students

have regarding the selected student services?

SUMMARY AND INTERPRETATION OF FINDINGS

It should be noted that all of the total group analyses by
selected services are found to be statistically significant.

Only a

few of the analyses by subgroups are significant.
The analysis of the hypotheses resulted in the following
conclusions and discussion:

Housing Programs and Food Services

Findings resulting from the testing of Hypothesis 1 indicate
that there are significant differences between Black students'
perceptions of services received by others compared to what they
personally experience and/or believe.
This finding is congruent with the discussion in the literature
review.

For example,

studies completed by Scott (1978) and Remsik

192

(1979) support the theory that cultural and psycho-social conflicts
relate to the "cultural shock" Black students experience in the
housing environment,

the food, and the extra-curricular activities

provided for Black students on predominantly white campuses.
In reference to Black students'
overall,

perceptions and experiences,

the findings indicate that Black students prefer to live in

University Apartments/Spartan Village,
halls.

instead of the residence

In addition, over half believe that the residence hall

environment has enhanced their lives, while at the same time they do
not believe their ethnic, cultural needs are met through the social,
educational, and recreational programs provided.

Significantly more

females than males do not think their needs are met.

Among those

students who believe that their needs are being met, most are
on-campus sophomores.
The above findings regarding females* preference to live
outside of the residence hall environment may support the contention
made by Gibbs (1973) that Black females on a predominantly white
campus feel more socially deprived and isolated than the Black
male.
Although Greenleaf (1969) and Butler (1964) have stated that
programs should be designed and initiated through hall staff members
to facilitate peer learning of different student backgrounds and
interests,

the final analysis of the findings of this study indicate

that students are not satisfied in this area.

Black students'

perceptions and experiences are almost divided in half in reference
to residence hall staffs' concern about their needs as Black

193

students, while the majority of the respondents do not believe
residence hall staffs help to create better racial understanding
between all students.

More seniors are unsure and also do not know.

This may be attributed to the fact that most senior Black students
do not choose to live in the residence halls.

The respondents also

do not believe hall staffs plan programs and activities that help to
create Black awareness in the residence hall environment.
Black students believe that the presence of the Minority Aide
helps them to adjust to the residence hall environment.

This

finding gains support in the literature by Westbrook and Smith
(1976).
Close to half of the respondents perceive that Black students
participate in hall government,

but not hall committees (i.e.,

judiciaries,

damage committees), which could provide them the

opportunity

to express their needs and concerns within the

residence hall environment.

A significant number of the students do

not think that either hall governments or white students in the
halls are concerned about their needs or support them.

However, a

majority of the students believe Black students participate in the
h a l l s ’ Black Caucus, and among the respondents, over 70 percent
indicated that they do participate.
It is interesting to note that nearly half of the students do
not perceive that Black students object to living with a white
roommate, however,

over half of the students stated they prefer not

to live with a white roommate.

194

In reference to leadership roles or job opportunities in the
residence hall, a significant number of the respondents said that
Black students are interested in becoming Resident Assistants.

More

on-campus residents than off-campus campus residents believe this to
be true.

This finding may be attributed to the fact that on-campus

residents, by remaining in the halls, have allowed themselves the
opportunity to learn more about Resident Assistant positions.
Another point of interest is that while over half of the students
(more females than males) said that residence halls provide them
with job opportunities,

they do not believe they have as much

opportunity for positions as white students.

Financial Aids

Findings resulting from the testing of Hypothesis 2 indicate
that there are significant differences between perceptions of
dependency on financial aids (including work-study) compared to
personal experiences and/or beliefs.
While the majority of the findings are consistent with the
literature, there are some findings which are not.

For example,

consistent with the findings of this study, Penn and Vejil (1976)
have noted that the financial aid typically provided to Black
students is already insufficient in amount and is often not the kind
needed.

While the majority of Black students at Michigan State

University are on some form of financial aid, most of them do not
receive the maximum amount in the Pell Grant and, therefore, depend
on other forms of aid, particularly the Guaranteed Student Loan.

A

195

significant number of respondents in this study stated that they
need a part-time job in order to supplement their educational
expensess.

Clark and Plotkins (1963) noted that Black students are

more likely to work part-time or full-time jobs which, as a result,
affect their academic and social lives.

Overall,

the respondents

perceivd that Black students do poorly in school as a result of
worrying about how their educations will be financed.

Astin (1972)

stated that if Black students are fortunate enough to have more
grant money, which would decrease their dependency on loans, they
would more likely be satisfied in college and less likely to drop
out.

Moreover, Turner (1980) agreed by stating that loans have

become a negative incentive for Black students to stay in college,
because the longer they stay, the more debts they accumulate.

This

observation is supported by the finding in this
study that more seniors receive Guaranteed Student Loans than
sophomores.

On the other hand, more on-campus residents perceived

that Black students go into debt trying to finance their education
at MSU than off-campus residents.

This factor can be explained by

the tendency of Black students that live off-campus to pool together
and share their off-campus/University Apartment expenses which they
believe are less expensive than the residence halls.

The

respondents also expressed a concern that Black students'
aid packages are changed, usually decreased,
the year.

financial

during the middle of

Turner (1980) stated on this issue that the failure of

predominantly white institutions to supply needed amounts of
financial assistance beyond the sophomore year attributes to the

196

drop-out rate of Black students.
A finding that is not necessarily supported by the literature
concerns the financial status of the Black students1 family.

Preer

(1981) and others have stated that the families of Black students
who attend predominantly white institutions tend to be overly
concentrated at low income levels.

Yet, close to 60 percent of the

respondents in this study said their parents provide an adequate
amount of money for their education, and 42 percent stated that
their parents can afford to provide assistance.

While 62 percent of

the respondents agreed that the majority of Black students’ parents
cannot afford to provide financial assistance,

this percentage is

less than the literature would lead one to expect.
An incongruency exists among respondents' perceptions and
experiences in reference to white students' financial difficulties
at MSU.

The respondents perceived that, overall, Black students do

not believe white students encounter similar financial difficulties;
but close to 50 percent said they personally believe white students
encounter financial difficulties.
The respondents had a difficult time responding to what they
perceive to be the needs of Black students in reference to the
racial preference of the financial aid counselor.

For example,

between 35 percent and 40 percent of the respondents did not know
if:

1) they prefer a Black financial aid counselor,

2) if white

financial aid counselors are insensitive to their needs, and 3)
whether white financial aid counselors take the time with them as
would a Black financial aid counselor.

Overall,

the respondents did

not voice any major concerns regarding the race of the counselor.

197

The University Counseling Center

Findings resulting from the testing of the Hypothesis 3
concerning the Counseling Center indicate that there are significant
differences between Black students1 perceptions of services provided
to Black students compared to what they personally experience or
believe are provided.
These findings are consistent with the review of the
literature.

Specifically,

they lend support and reinforce the

postulation that counselors in predominantly white colleges and
universities must be aware of the historical,

sociological,

economic, and psychological dynamics of the Black student (Harper,
1979; Henderson,

1979).

This is specifically supported by the

finding that one of the major concerns the respondents of this study
have with the University Counseling Center is that they do not
believe white counselors possess the knowledge and experiences of
their historical, sociological,

economical, and psychological

situation in order to effectively counsel them according to their
needs.
More females strongly agreed with the above assertion than
males.

This may be explained by the fact that Black females are

often recognized as the group of lowest status in predominantly
white settings,

particularly in regard to interpersonal

relationships (Hedegard and Brown,

1969; Stewart,

1971). In fact, of

the respondents who stated that they do not share personally related
concerns with white counselors, more females said no than males.
is quite interesting to note that the respondents did not

It

198

necessarily state that white counselors are insensitive or do not
understand their needs as Black students.

Ausubel and Ausubel

(1963) stated that Blacks, in general, disclose less about
themselves than do whites in the university environment.

Westbrook

and Smith (1963) further stated that Black students often feel they
cannot work effectively with white counselors who comprise the
majority of such centers and, as a result,
use such services.

they frequently do not

Perhaps the above explains 1) why so many

respondents expressed indecisiveness (do not know) about the
University Counseling Center,

2) why Black students prefer a Black

counselor and, overall, do not trust white counselors, 3) why a vast
majority of the respondents prefer talking to a friend about
concerns rather than going to the Counseling Center, and 4) why the
respondents underutilize the Counseling Center services.
A crucial area of concern for Black students on predominantly
white campuses is the race of the counselor.

Black students do not

believe there are enough Black counselors to effectively meet the
needs of Black students at Michigan State University.
other hand,

But, on the

the respondents do not necessarily go to the

Multi-Ethnic Counseling Center Alliance (MECCA) branch when they
need counseling, or do they prefer this branch over the one located
in the Student Services Building.

What is interesting to note is

that more males either strongly disagreed and disagreed in reference
to going to MECCA when they need counseling services.
the MECCA Counseling Branch,
Black males.

Presently in

there are only two Black females and no

This finding can be explained by the contention in the

199

literature that certain beliefs and values of Black female
counselors might influence the counseling relationship with Black
male clients.

Historically, Black females in this country have

played an important role in the growth and development of Black
males (Bryson,

Bardo, and Johnson,

1975) and have helped to serve as

a deterrent to the Black male in the work force (Murray,

1973).

Therefore, males may reject the services provided by the
Black female counselor due to historical and sociological factors.
However, such a speculation requires further investigation.
The respondents said they did not believe Black students
receive satisfactory orientation to all of the services provided at
the University Counseling Center.

The literature supports the

importance of teaching Black students to utilize their support
systems in an effort to survive, regardless of the barriers they
face (Gunnings,

1982).

CONCLUSIONS

As a result of this study,

the following conclusions are

presented:

1.

The respondents in all three areas did not express overall
negative concerns about white staff members,

but more of a

concern that these staff members do not possess the "how
to's" in effectively meeting the needs of Black students.
2.

Overall, Black students did not express dissatisfaction with

200

the environment at MSU; instead they see it as a situation
which enhances their lives.
3.

Black students expressed the most dissatisfaction with the
Housing Programs and Food Services.

A.

Black students expressed the most uncertainty (do not know)
about the University Counseling Center.
This finding is not surprising and is consistent with the
related literature which suggests that Black students do not
utilize Counseling Centers on predominantly white campuses.
This may be a result of the inadequate number of Black
counselors and the perception by respondents
of the lack of skills which white counselors possess.
Also, an interesting phenomenon found for Black
students in reference to counseling, is that they choose to
rely heavily upon a close friend to assist them with their
personal concerns.

5.

The on-campus residents seemed to possess more knowledge about
the student services than the off-campus residents.

The

on-campus residents also expressed the most dissatisfaction
with two of the services— Housing Programs and Food Services,
and Financial Aids.
6.

Very few differences exist when comparisons are made by sex,
classification, and place of residence.

201

RECOMMENDATIONS

The findings have far reaching implications for administrators
in Housing Programs and Food Services, Financial Aids, and the
University Counseling Center.

Furthermore, they provide

administrators with useful information which could enhance their
knowledge of the Black student experience at Michigan State
University.

Hopefully,

these findings will stimulate further

research concerning the Black students experience with the above
selected student services in a large, predominantly white,
institutional setting.
Recommendations Based on Responses to Part I
of the Questionnaire— Perceptions
and Experiences of Services
The set of recommendations that follow is based on the findings
from the responses to the seventy-two dyads (Appendix B ) .
1.

Information regarding the services provided by the Counseling
Center must be made available to Black students through
special outreach techniques.

2.

Staff members in the residence halls must become more aware
of the programmatic needs of Black students, and serve as
initiators of such programs instead of relying on the Black
Caucus to meet Black students' needs.

3.

At least one Black male counselor must be provided
immediately in MECCA or Student Services to help meet the
identification needs of the Black male student.

Also, there

must be more Black counselors, overall, to provide outreach
counseling to Black students on campus.

202

4.

Because Black students are not totally satisfied with the food
provided in the cafeterias,

there must exist more Black

ethnic dinners throughout the year and not just on special
holidays, i.e., Martin Luther King Jr.'s birthday, Black
History Month, etc.
5.

Black students' needs must be assessed in the residence halls
after the sophomore year.

To assist in this area, the opinions

of Black students who live off-campus should be assessed to
find out why they choose to live off-campus rather than in the
residence halls.
6.

Financial Aids should make Black students more aware of the
different forms of aid which may be available to them.

7.

An ongoing evaluation program must be instituted for all of
these services to assure that the needs of Black students are
being met.

Recommendations Based on Responses to
Part II of the Questionnaire
— Open-Ended Questions
The recommendations which follow are based on responses to
open-ended questions contained in Appendix C.
1.

The Office of Financial Aids must be more efficient in
processing financial aid applications.

Also,

the office must

extend the financial distribution to meet the needs of more
students.

More Black staff members are needed and the

office clerks must be trained to be more sensitive to the
needs of Black students.

Also,

financial aid packages must

not be changed in the middle of the year, or term.

203

2.

More programs by hall staffs which increase Black awareness
are needed.

Also, Blacks must become more involved in hall

governments and the Black Caucus.

The hall cafeterias need to

increase their menu selections, and offer foods which suit
the tastes of Black students more frequently throughout the
year.
3.

Because a majority of the Black students do not know much
about the Counseling Center, the center must advertise
such that Black students are better informed about the
services offered.

Also, more Black counselors must be hired.

RECOMMENDATIONS FOR FURTHER RESEARCH

1.

The study should be replicated with a sample of junior students
because they are at the midpoint in their higher education.

2.

A similar study should be done in order to assess Black
students'

perceptions and experiences in other student services

functions, such as Placement Services, Student Activities, and
Judicial Affairs.
3.

A comparative study should be done to assess both Black and
white students'

perceptions and experiences of student

services.
4.

A study should be done assessing the perceptions and
experiences of other ethnic minorities (Hispanics, Native
Americans and Asia-Pacifics),

5.

A study should be done to determine the relationship between
expressed levels of dissatisfaction with Student Services

204

functions and their affect on the retention of Black students.
6.

A follow-up study should be repeated for the students in
this study who are currently sophomores when they become
seniors.

7.

This study should

be replicated at a small, private,

predominantly white institution, and/or a small private
Black institution.
8.

A study should
Black students

9.

A study should

be done to assess the intra-racial conflicts
at predominantly white institutions.
be done that assesses both the perceptions of

students and their actual utilization of Student Services.

of

APPENDIX A

COVER LETTER

January 1984

Dear Black Michigan State Student:
My name is Lynette Findley and I am a Black, graduate student
of the College of Education at Michigan State University.
I am
presently working on my dissertation for the Ph.D. degree.
I have
chosen as my thesis, to obtain Black, undergraduate opinions on the
following student affairs services:
1) Housing Programs and Food
Services; 2) Financial Aids; and 3) University Counseling Center.
Being a Black student myself, I find that there exists a need to
obtain Black students' opinions concerning the services mentioned
above.
I am writing this letter to invite you to participate in the
research by completing the enclosed questionnaire.
This form should
take only 15-20 minutes to complete.
Please complete the survey and
return it as soon as possible.
I cannot stress the importance of
your returning the survey, being one of the few Black students
selected to participate in this research project.
More importantly,
the overall information and results will be shared with the
respective department directors regarding the services they offer to
Black students.
Please answer ALL questions using the appropriate scale.
Recognize that each question has two parts:
the first part ranks
according to the effectiveness scale at the top of each page; and
the second part according to yes, no, and do not know.
Also, please
complete the personal data on the last page.
Please do not write
your name on the questionnaire.
All results will be treated with
the strictest of confidence to assure respondent anonymity.
Thank you, in advance, for your cooperation and I look forward
to receiving the questionnaire back from you in the very near
future.
Your help is crucial for the future of Black students, and
will be deeply appreciated.
Please return completed questionnaire by Wednesday, February

Si n c e r e l y ,
Lynette Findley
Enclosure:

Questionnaire

205

APPENDIX B

BLACK STUDENT ASSESSMENT TOOL OF THE EFFECTIVENESS OF
SELECTED STUDENT SERVICES

PART I

EFFECTIVENESS AT MSU

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HOUSING PROGRAMS AND FOOD SERVICES
1.

Provisions exist for the involvement of
Black students in setting rules and
regulations in student housing.

_________________________

I have been involved in setting rules and
regulations in student housing.
2.

A choice of foods is provided in campus
cafeteria/dining halls which suit Black
students' tastes.

Yes

No

Do Not
Know___

_________________________

A choice of foods is provided in campus Yes
cafeteria/dining halls which suit my taste.

No

Do Not
Know________

3.

Residence hall living enhances the
_________________________
overall educational experiences of Black
under-graduate students.
Do Not
Residence hall living has enhanced my_______ Yes__ No___ Know___
overall educational experiences as a
Black student.

4.

Residence halls provide Black students
with a wide variety of social programs
which promote their ethnic cultural
heritage.
Residence halls provide me with a wide Yes
variety of social programs which promote
my ethnic cultural heritage.

5.

_________________________

No

Do Not
Know_________

Residence halls provide Black students with _____ ________________
a wide variety of educational programs which
promote their ethnic cultural heritage.

GO TO NEXT PAGE

206

207

EFFECTIVENESS AT MSU

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Residence halls provide me with a wide
variety of educational programs which
promote my ethnic cultural heritage.
6.

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Residence halls provide Black students
with a wide variety of recreational
programs which promote their ethnic
cultural h e r i t a g e .

________________________

Residence halls provide me with a wide Yes
variety of recreational programs which
promote my ethnic cultural heritage.

Do Not
Know________

No

7.

Residence hall staffs are responsive to ________________________
and concerned with Black students' needs
and interests.
Do Not
Residence hall staffs have been______________Yes__ No___ Know__
responsive to and concerned with my needs
and interests.

8.

Students' rooms (i.e., satisfaction
with roommate placement) and
social/recreational facilities
(i.e., Black magazines) in residence
halls are provided for me in an
appropriate and satisfactory manner.

________________________

Students' rooms (i.e., satisfaction with Yes
roommate placement) and social/recreational
facilities (i.e., Black magazines) in
residence halls are provided for me in an
appropriate and satisfactory manner.
9.

The residence halls provide Black
students with an ongoing orientation
to university life.

No

Do Not
Know_____

________________________

GO TO NEXT PAGE

208

EFFECTIVENESS AT MSU

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The residence hall provides me with an Yes
ongoing orientation to university life.

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10.

Residence halls' "Welcome Week"
________________________
activities provide a satisfactory
orientation for Black students to university
life.
Do Not
Residence halls' "Welcome Week"
Yes_ No___ Know__
activities provide a satisfactory
orientation for me to university life.

11.

Residence hall staffs help to create
________________________
better racial understanding for residents.
Do Not
Residence hall staffs help create better Yes
No
Know____
racial understanding for residents.

12.

Residence hall staffs plan programs
and activities which build Black
identity and awareness.
Residencee hall staffs plan programs and
activities which help build my Black
identity and awareness.

________________________

Yes

No

Do Not
Know

13.

The presence of the Black Aide enables ________________________
Black students to adjust more easily to
residence hall living.
Do Not
The presence of the Black Aide enables Yes
No
Know_______
me to adjust more easily to residence hall
living.

14.

Overall, Black students have no_________ ________________________
objections to living with a white
roommate.

GO TO NEXT PAGE

209

EFFECTIVENESS AT MSU

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Do Not
Overall, I have no objections to living___ Yes___ No___ Know__
with a white roommate.
15.

Black students participate in hall______ ________________________
governments.
Do Not
I
(have) participate(d) in hall
Yes__ No___ Know__
governments.

16.

Black students believe that hall
governments support their interests.

________________________

Do Not
I believe that hall governments support___ Yes___ No___ Know__
Black students' interests.
17.

Black students serve on hall
________________________
judiciaries and hall damage committees.

I
(have) serve(d) on hall judiciaries Yes
and hall damage committees.
18.

The majority of Black students, after
their freshman or sophomore year, move
out of the residence halls.

The majority of Black students living
inresidence halls participate in the
Black Caucus.
Iparticipate(d) in the residence hall Yes
Black Caucus.

Do Not
Know_______

________________________

After my freshman or sophomore year, IYes
(will) move(d) out of the residence halls.
19.

No

No

Do Not
Know______

_____________________

No

Do Not
Know________

GO TO NEXT PAGE

210

EFFECTIVENESS AT MSU

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20.

The majority of Black stuudents prefer ________________________
to live in University Apartments/Spartan
Village rather than the residence halls.
Do Not
I prefer to live in University_____________ Yes___ No___ Know__
Apartments/Spartan Village rather than
the residence halls.

21.

Black students believe that white
students in the residence halls are
concerned about them.

________________________

Do Not
Yes__ No___ Know__

I believe that white students in the
residence halls are concerned about the
needs of Black students.
22.

Black students are interested in
becoming Resident Assistants (RA).

______________ _______
Do Not
Yes__ No___ Know__

I am (was) interested in becoming a
Resident Assistant (RA).
23.

Black students prefer being a Minority
Aide rather than a Resident Assistant.

________________________

I prefer being a Minorirty Aide rather Yes
than a Resident Assistant.
24.

No

Do Not
Know_______

Residence halls provide job
________________________
opportunities (i.e., desk receptionists,
night receptionists) for Black students.
Do Not
Residence halls provide job opportunities Yes
No
Know____
(i.e., desk receptionists, night
receptionists) for me as a Black student.

GO TO NEXT PAGE

211

25.

Do Not
Know

Strongly
Disagree

Disagree

Agree

Strongly
Agree

EFFECTIVENESS AT MSU

In DroDortion to their numbers. Black
students have as much opportunity to get
positions in residence halls as white
students.
I have as much of an opportunity to get
a position in residence halls as white
students.

Do Not
Know

Yes

No

Yes

Do Not
No __ Know___

Yes

No

FINANCIAL AIDS
1.

The majority of Black students are on
some form of financial aid.
I am on some form of financial aid.

2.

Many Black students receive the maximum
Pell Grant (BEOG) of $1,800.
I receive the maximum Pell Grant (BEOG)
of $1,800.

3.

Black students find it difficult to
finance their education at MSU.
I find it difficult to finance my
education at MSU.

4.

Do Not
Know

Do Not
Yes__ No___ Know

Many Black students need a part-time job _______________________
in order to supplement their funds for
college.
Do Not
I need a part-time job in order to
Yes__ No___ Know
supplement my funds for college.

GO TO NEXT PAGE

212

EFFECTIVENESS AT MSU

i—i
bO
O 0)
h u
P bO
CO -aj

5.

Many Black students go Into debt
trying to finance their college
education at MSU.

Many Black students drop out of school
at MSU due to the inability to find
sufficient funds.

>5 d>
i— i <n
bO U p
d bO o
O rt is; >
Pi ra
o
-P -H o d
c o o (=>«

________________________

I have gone into debt trying to finance Yes
my college education at MSU.
6.

<L>
<D
Pi
0) bO
(D nJ
Pi CQ
bn •H
<«! Q

No

Do Not
Know_______

________________________

I have had to drop out of school due toYes
my inability to find sufficient funds.

No

Do Not
Know______

7.

Black students receive cutbacks in their ________________________
financial aid packages during the middle
of the year.
Do Not
I have received a cutback in my financial Yes
No
Know____
aid package during the middle of the year.

8.

Many Black students are on the College
Work-Study Program.

________________________

I am on the College Work-Study Program. Yes
9.

Black students have a difficult time
finding a work-study job.

Do Not
Know_______

________________________

I have (had) a difficult time finding a Yes
work-study job.
10.

No

No

Do Not
Know______

Black students move out of the___________________________________
residence halls because they are unable
to afford the room and board (food)
c o n tract.

GO TO NEXT PAGE

213

EFFECTIVENESS AT MSU

>>
iH
to
a a?
O 0)
+3

bO

CO <tj

a>
a>

a)
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n
W)
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hO
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Q

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O
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O
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CO Q
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Do Not
Yes__No____ Know

I moved out of the residence hall
because I was unable to afford the room
and board (food) contract.
11.

Many Black students also receive________ ________________________
Guaranteed Student Loans (GSL) in
order to finance their education.
Do Not
I receive Guaranteed Student Loans (GSL)
Yes
No
Know
in order to finance my education.

12.

Services and information concerning
financial aid are available to and
appropriate for Black students.
Yes

Services and information concerning
financial aid are available to and
appropriate for me.
13.

Do Not
Know

No

Do Not
Know

Black students prefer a Black financial ____
aid counselor rather than a white counselor.
I prefer a Black financial aid counselor
rather than a white counselor.

1A.

No

Yes

Black students feel that white
____
financial aid counselors are insensitive
to their needs.
Do Not
I feel that white financial aid____________ Yes___ No___ Know__
counselors are insensitive to my needs.

15.

Black students feel that white
financial aid counselors do not take
the time with them as would a Black
financial aid counselor.

________________________

GO TO NEXT PAGE

214

EFFECTIVENESS AT MSU

<D

t>>
r— 1
bO
C <D
O QJ
-P hO
CO -a*

0)

01
<D

W)

ra
*H
Q

faO

>s 0>

iH <D

-p
o
o a) 125 >
O
fH ra
-P -H o «
COQ
a «
bDH
C bO

Do Not
I feel that white financial aid______________ Yes_ No___ Know
counselors do not take the time with me
as would a Black financial aid counseleor.
16.

Many Black students receive MSU_________ ________________________
scholarships/grants to help subsidize
their education.
Do Not
I receive MSU scholarsships/grants to Yes
No
Know________
help subsidize my education.

17.

Black students have a difficult time
financing their personal/miscellaneous
needs at MSU.

________________________

Do Not
I have a difficult time financing my________ Yes_ No___ Know__
personal/miscellaneous needs at MSU.
18.

Black students' parents provide an
________________________
adequate amount of financial assistance
for their education.
Do Not
My parents provide an adequate amount Yes
No
Know________
of financial assistanace for my education.

19.

Overall, Black students' parents are
financially able to provide assistance
for their son's/daughter's education.

________________________

Overall, my parents are financially able Yes
to provide assistance for my education.
20.

No

Do Not
Know____

Some Black students do poorly in school ________________________
as a result of worrying about how
their education will be financed.

GO TO NEXT PAGE

215

EFFECTIVENESS AT MSU

>>
bO

CD
CD
d

1—1

d CD
O CD
d d

-P bO
CO

I have done poorly in school as a result
of worrying about how my education
will be financed.
21.

cd

CD
d

bO

Yes

bn

rt

to

>) CD
rH CD
b fl d
-P
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O tf Is; £
o
d to

•H
Q

•P *H o d
CO Q
Q «

No

Do Not
Know

Overall, Black students think that their________________________
white counterparts also experience
financial difficulties at MSU.
Do Not
Overall, I think that my white counter- Yes
No
Know_____
parts also experience financial
difficulties at MSU.

UNIVERSITY COUNSELING CENTER
1.

Counselors are available for discussing
personal concerns of Black students.

________________________

Counselors are available for discussing Yes
my concerns.

No

Do Not
Know_______

2.

Aptitude, interest, and personality
________________________
tests are in the Counseling Center to
help Black students make career decisions.
Do Not
Aptitude, interest, and personality tests
Yes
No
Know
are in the Counseling Center to help me
make career decisions.

3.

The Counseling Center is the place to
get help in better understanding
yourself and the careers best suited
for you as a Black person.

________________________

GO TO NEXT PAGE

216

EFFECTIVENESS AT MSU

ra

^5

a)

iH

bO
d

ra

o a;
U ^
-P bo
co <tj

The Counseling Center is the place to get
help in better understanding yourself and
the careers best suited for me as a Black
person.

bn
cj
m

<D

ra
bo

•H

«

<

Yes

No

>> 0)
rH CD
bO fH
d bO

+>

o

o a} & >
o
d ra
4-> -H o d
CO «
Do Not
Know__

4.

If Black students wanted to learn how to ________________________
get along better with people of different
backgrounds, it would be appropriate to
talk with a counselor.
Do Not
If I wanted to learn how to get along________ Yes_ No___ Know__
better with people of different back­
grounds, it would be appropriate for me
to talk with a counselor.

5.

Counselors are able to help Black
students change personal attitudes, or
behaviors which may interfere with
successful school performance.

________________________

Counselors are able to help me change my Yes
personal attitudes, or behaviors which may
interfere with successful school performance.
6.

Learning how to relax during stressful
periods in school can be done at the
self-management laboratory in the
Counseling Center.

________________________

I can learn how to relax during stressful Yes
periods in school at the self-management
laboratory in the Counseling Center.
7.

Black students prefer a Black counselor
instead of a white counselor.

Do Not
Know______

No

No

Do Not
Know____

________________________

GO TO NEXT PAGE

217

EFFECTIVENESS AT MSU

>>
i—i

ho

£
O
Jh
-P
CO

I prefer a Black counselor instead of a
white counselor.

CL)

CO
£
bO
«a<

(0
(0
£
hO
<

(0
(0
£
bn

ri

CO
•H
Q

>j <0
rH CO
bfl £
£ bO
O «}
£ CO
-P H
CO Q

-p

o
&
O
a

>

o
£

w

Do Not
Know

Yes

No

Yes

Do Not
No. — Know

Black students will share personal
related concerns with a white counselor
I (will) share personal related concerns
with a white counselor.
Black students believe that Counseling
Center services are directed toward white
students at MSU.
No

Do Not
Know

Yes

No

Do Not
Know

Yes

No

Do Not
Know__

I believe that Counseling Center services Yes
are directed toward white students at MSU.
Black students are aware that
vocational/career counseling services
are available to them at MSU.
I am aware that vocational/career
counseling services are available to me
at MSU.
The Counseling Center offers programs
to help students develop effective study
habits.
The Counseling Center offers programs to
help me develop effective study habits.
12.

Black students at MSU receive an orien- ________________________
tation to all the available services
provided by the Counseling Center.

GO TO NEXT PAGE

218

EFFECTIVENESS AT MSU

>>

0

rH

bO
0
0

-a)

0
Fh
•P bO bO
CO «jJ <«;
o

- I have received an orientation to all Yes
the available services provided by the
Counseling Center.
13.

White counselors do not understand the
needs of Black students.

No

0
fH
bO
«}
CO
•r4

>> 0

rH 0

bO M +»
P5 bO o
O 03 £3
ti ra
4 “^ *rl
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S'

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C3

«

Do Not
Know_________

_________________________

White counselors do not understand my Yes
needs.

No

Do Not
Know_________

14.

There are not enough Black counselors
_________________________
to effectively help Black students at MSU.
Do Not
There are not enough Black counselors to Yes_ No
Know______
effectively help me at MSU.

15.

White counselors do not possess the
_________________________
historical, sociological, economical,
and psychological experiences of Blacks in
order to effectively counsel the Black student.
Do Not
White counselors do not possess the
Yes____ No___ Know___
historical, sociological, economical, and
psychological experiences of Blacks in
order to effectively counsel me.

16.

White counselors are insensitive to the _________________________
needs of Black students.
Do Not
White counselors are insensitive tomy
Yes_ No
Know_______
needs.

17.

Black students find it difficult to
trust white counselors.
I find it difficult to trust white
counselors.

_________________________
Do Not
Yes____ No___ Know___

GO TO NEXT PAGE

219

EFFECTIVENESS AT MSU

>>
r— 1
bO
p CD
O CD
P f-C
-P bO
CO -aj

18.

White counselors run into cultural
resistance with the Black student.

CD
CD

fH
CD
CD

bO

rt

fH

m

bn

•H
PI

<«5

i>» CD
iH CD
bO fn -p
bO o
o cd £3 £
fH to
o
-P -H o p
CO PI PI«

________________________
Do Not
Yes__ No___ Know__

White counselors (would) run into
cultural resistance with me.
19.

Overall, Black students reject the______ ________________________
services provided by white counselors.
Do Not
I (would) reject the services provided Yes
No
Know_______
by a white counselor.

20.

Overall, Black students reject the
services provided by Black counselors.

________________________

I (would) reject the services provided Yes
by a Black counselor.
21.

Black students underutilize the
counseling services provided at MSU.

Black students resist using the
services at the Counseling Center
because they perceive such services to
be mainly oriented toward white,
middle-class students.

Do Not
Know_______

________________________

I underutilize the counseling services Yes
proviided at MSU.
22.

No

No

Do Not
Know_______

________________________

Do Not
I resist using the services at the_________ Yes__ No___ Know
Counseling Center because I perceive such
services to be mainly oriented toward white,
middle-class students.

GO TO NEXT PAGE

220

EFFECTIVENESS AT MSU

23.

Black students are more likely to take ________________________
their problem to a friend than go to the
Counseling Center.
Do Not
I am more likely to take my problem to a Yes
No
Know
friend than go to the Counseling Center.

24.

________________________
Black students go to MECCA
Multi-Ethnic Counseling Center Alliance)
when they need counseling services.
Do Not
I go go MECCA (Multi-Ethnic Counseling Yes
No
Know
Center Alliance) when I need
counseling services.

25.

The majority of Black students use the
services offered at the Brody MECCA
Counseling Center rather than the
Counseling Center located in the
Student Services Building.
I use the services offered at the Brody
MECCA Counseling Center rather than the
Counseling Center located in the Student
Services Building.

26.

________________________

Yes

No

Do Not
Know

Overall, Black students think that the ________________________
only counseling services which are offered
to them are those services available at the
MECCA Counseling Center.
Do Not
I think that the only counseling
Yes_ No___ Know
services which are offered dto me are those
services available at the MECCA Counseling
Center.

GO TO NEXT PAGE

221
PART II
A.

Personal Data:

(Check the appropriate blank.)
Female

1.

Male

2.

Class Standing:
Senior

3.

Sophomore

Place of Residence:
(location)
On-Campus
(Includes residence halls, Spartan Village, University
Apartments.)
Off-Campus
(Includes apartments, commuters.)

B.

C.

(location)

Please comment and/or make recommendations below on any area
covered by the questionnaire:
1.

Housing Programs and Food Services

2.

Financial Aids

3.

University Counseling Center

Please place a check (v^ ) if you have personally used the
services:
Housing_______
Financial Aids
University Counseling Center

THANK YOU FOR YOUR COOPERATION!

APPENDIX C

STUDENT RESPONSES TO THE OPEN-ENDED SECTION OF THE QUESTIONNAIRE

222
Housing Programs and Food Services
Fair; the
needs are

university is too large to make sure that everyone's
satisfied, even
though they try.

Food is not prepared to suit "Black" tastes and residence halls
don't consider caucuses as organizations, but as clubs.
(2)
Housing is not what it should be for the money expended.
food services aren't balanced or nutritious enough for
students.
(3)
They need

to learn how to

season food properly.

The

(5)

I have no complaints.
If
Black students would become more
involved it would make them understand the system much better.
I have been involved, and it has helped me. (3)
Housing is okay, food is not good.

(2)

I dislike the idea of having a "soul night," soul food is
stereotypical and Blacks would rather not be stereotyped.
Stop serving two week old leftovers and season the food a
little more.
(2)
The housing program has given me a better understanding of
students' needs.
(3)
The food services could use some improving.
Change some of the housing policies.
Average.

(2)

Cafeterias need a wider menu selection; more variety.
Thoroughly covered.

(2)

Needs improvement and student input.
More:

A)
B)
C)

(8)

(7)

Ethnic awareness in programming and meals.
Black involvement in hall government.
Support at Caucus meetings.
(13)

I believe that the residence halls do provide beneficial
services for all races and ethnic groups.
(2)

*The numbers in parantheses indicate the number of respondents who
stated the same concern.

223
Housing Programs and Food Services (Cont'd)
Spartan Village Apartments need a lot of maintenance work, but
otherwise, it is a good housing option available to students.
I found the residence hall conditions personally satisfying,
however, the dormitory living can be stressful to many, due to
the poor race relations between residents as well as staff
members.
(2)
Okay.

(2)

Housing services are too expensive.

(6)

Questionnaires concerning the dorm menu should be distributed
throughout the residence halls.
I enjoy living in Spartan Village; University Apartments Office
has answered my complaints quickly, also, Spartan Village is
cheaper than the dorm and gives me personal space.
There is a need to integrate students rather than separate them
with racially oriented programs within the dorm.
(2)
In the housing programs there are insufficient R A ’s from inner
city backgrounds; the RA's are only used to dealing with a
certain type of people and they don't understand why some
Blacks isolate themselves.
(2)
Housing services are too rule-oriented.

(3)

Housing is unsatisfactory to me and I find too much prejudice
among residents.
Minorities only receive attention (programs) maybe once or
twice, i.e., February— Black History Month; also, the staff
isn't racially integrated.
(4)
The minority aid program was a benefit to the dorm life by
serving as a center for Black students to organize around, I
would strongly recommend its continuance.
Increase funds for the Black Caucus so
things.
Very effective!
about.

they are able to do more

You covered areas that I thought no one cared

Spartan Village is basically inhabited by minorities and is in
very poor condition.

*The numbers in parantheses indicate the number of respondents who
stated the same concern.

224
Housing Programs and Food Services (Cont'd)
Residence halls offer an educational experience for both Blacks
and whites.
In the dorm, I was overcrowded in a two man room with three
students; now, I live in Spartan Village, the student ghetto,
which needs a lot of maintenance.
Minority Aids should be required to get involved more
personally with Black students.
Caucuses should become more involved with the dorm as a whole,
so that whites can understand how Blacks have to adjust when
they come to MSU.
Blacks are not informed of the opportunities available to them.
The three university villages’ standards are falling while rent
increases; tenants' requests are not met promptly and the
atmosphere is unhealthy for parents/kids.
Housing needs to work harder at appointing MA's and desk
receptionists.

*The numbers in parantheses indicate the number of respondents who
stated the same concern.

225
Financial Aids

More effective means of processing necessary.

(6)

They do the best they can with what they've got.
Thoroughly covered.
Very mixed up.

(2)

(2)

(2)

Extend financial distribution to meet the needs of more
students.
(6)
Hire a new staff;
Overall,

include more Black staff.

(6)

it's pretty adequate considering the cutbacks.

(2)

The financial aid program has been very beneficial to me as a
Black student.
Office clerks should be more personable; sensitive to minority
student needs.
(11)
Don't know much about the aid program.
Aid should be provided throughout a student's education, not
just for the first two years.
(2)
I'm pleased with my financial aid package this year.

(2)

Aid should be provided for the middle class, also.
Too many Black students get aid that don't need it as badly as
other Black students do.
Blacks receive adequate aid then misuse it; in this area,
Blacks need to become more budget conscious and responsible and
stop blaming the system.
More information should be made available concerning types of
aid offered, besides loans and work-study.
(3)
Stop changing a person's financial aid in the middle of the
term; they seem not to care whether or not students pay their
fees.
(5)
Questionnaire should ask if aid advisors are perceived as
trying to be problem solvers for Black students or problem
creators.

*The numbers in parantheses indicate the number ot respondents who
stated the same concern.

226
Financial Aids (Cont'd)
When I come in contact with a white counselor, I always ask for
someone Black.
Should be easier to get than it is now.

(2)

There is a "tough luck" atmosphere in the financial aid office.
More Black counselors should be hired.
Cutbacks are killing me.
Without financial aid, many

Blacks wouldn't be here at MSU.

Need to design a betttef t>ay ft>r freshmen to make
getting all their aid at registration.

sure they're

Lack of sufficient funds to cover yearly tuition
board, not to mention books.

and room and

^The numbers in parantheses indicate the number of respondents who
stated the same concern.

227
University Counseling Center
Thoroughly covered.
I don't know much about it; haven't utilized its services.
(24)
More Blacks needed as counselors.

(4)

Making Blacks more aware of its services would help.

(2)

There should be more Black psychologists both male and female
who make themselves available and known among Black students;
the dorm staff should also inform students about MECCA.
(2)
Doesn't personally meet the needs of Black students; counselors
provide "textbook answers" to minority's problems.
(2)
The counseling centers on campus provide excellent service for
students in need of help; it would be even better if students
would seek counseling on a regular b a s i s .
The counseling center should provide designated counselors to
students instead of whoever is available, thus, establishing a
rapport between student and counselor.
Should advertise more so students know what they're about.

(5)

The counseling center should be geared to fit the overall needs
of college students; I don't see a need to have special
counseling for Black students.
Although white counselors may be sincere in helping Black
students, I just don't think they possess the cultural
abilities to do the job.
Educate white counselors concerning different cultures and
backgrounds.
Counselors are judgemental and unsupportive; the career
information they offer is readily available and common sense,
therefore, one could have found it without their help; the
front desk receptionist is loud and embarassing; counselors try
to encourage lower status/pay careers.
The counseling center has really extended itself to help me
deal with many problems.

*The numbers in parantheses indicate the number of respondents who
stated the same concern.

228
University Counseling Center (Cont'd)
The Office of Supportive Services is a very helpful and
informative place; the counselors are great.
There needs to be more information at freshman orientation
about university counseling centers.

*The numbers in parantheses indicate the number of respondents who
stated the same concern.

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SELECTED BIBLIOGRAPHY

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Astin, A. W.
Minorities in American Higher Education. San
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Astin, A. W.
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San

Atkinson, D. R.; Morten, G.; Sue, D. W. (Ed).
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Harper, F. Counseling American Minorities. Brow
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Aulston, M. D.
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San

Bowlin, R.
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