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University
Microfilms
International
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Ann Arbor, Ml 48106

'8620509

C lo m a n , L eo

AN EXAMINATION OF THE EFFICACY OF MINORITY RECRUITMENT AND
RETENTION PROGRAM S IN MEETING THE ACADEMIC, FINANCIAL AND
SOCIAL NEEDS OF BLACK FRESHMEN AND SOPHOM ORES AT MICHIGAN
STATE UNIVERSITY, 1983

M ich ig a n State U n iv e rs ity

University
Microfilms
International

Ph.D.

300 N. Zeeb Road, Ann Arbor, Ml 48106

Copyright 1985
by
Cloman, Leo
All Rights Reserved

1985

PLEASE NOTE:

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University
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AN E X A M I N A T I O N OF THE E F F I C A C Y OF M I N O R I T Y
R E C R U I T M E N T A N D R E T E N T I O N P R O G R A M S IN M E E T I N G
THE ACADEMIC, F I N A N C I A L AND S O C I A L NE EDS OF BL AC K
F R E S H M E N A ND S O P H O M O R E S AT M I C H I G A N S T A T E U N I V ER SI TY , 1983
By
Leo Clom an

A DISSERTATION

S u b m i t t e d to
M i c h i g a n S ta te U n i v e r s i t y
in pa rti al f u l f i l l m e n t of the r e q u i r e m e n t s
for the d e g r e e of

D O C T O R OF P H I L O S O P H Y

Department

of A d m i n i s t r a t i o n

1963

and C u r r i c u l u m

© 1985

LEO CLOMAN

All R ig h ts R eserved

ABSTRACT
AN E X A M I N A T I O N OF THE E F F I C A C Y OF MI N O R I T Y
R E C R U I T M E N T AN D R E T E N T I O N P R O G R A M S IN M E E T I N G
THE A CA DEM IC , F I N A N C I A L A N D S O C I A L NE ED S OF B L A C K
F R E S H M E N AND S O P H O M O R E S AT M I C H I G A N ST AT E U N I VE RS IT Y, 1983
By
Leo Clom an

This
minority
meeting

sup port,
the

Freshmen
Nine

study was d e s i g n e d

academic,

and

such

pr o g r a m s

Sophomores

of

from,

the ni ne

perceptions
of

their

the p r o g ra ms .

programs were
of b l a c k

ser vi ce s.

also c o m p a r e d

MSU's
we re

interviewed

s tu dy r e s u l t s

showed

that

u se

So p h o m o r e

their

and b e n e f i t

r e s p o n s e s were
di ff e r e n c e s .

affirmative

acti on

the q u e s t i o n n a i r e

than

and

l i t e r a t u r e on e q u a l i t y

and p e r c e n t a g e s .
fewer

and

to d e t e r m i n e

a r e v i e w of p e r t i n e n t

a n a l y z e d by f r e q u e n c y

Un iv e r s i t y .

administrators

any s i g n i f i c a n t

to these goals,

State

and u se of,

awaren ess ,

and

of bl ac k

Freshmen

In add ition,

Freshmen

ne eds

in

a q u e s t i o n n a i r e was

of b l a c k

education opportunity,

commitment

and

awareness

stu dents'

to d e t e r m i n e

Following
of h i g h e r

sample
their

programs

at M i c h i g a n

identified

to a r a n d o m

to d e t e r m i n e

and soci al

students

were

the e f f i c a c y of

and r e t e n t i o n

financial

Sophomore

administered

benefit

recruitment

to e x a m i n e

60,

and
responses

Overall,

the

40 and 20 p e r c e n t

Leo

of

the subjects,

benefitting
However,

respectively,

from

aware of,

the e n t i r e n e t w o r k of

the p e r c e n t a g e s

and aw are nes s,

wer e

use

and s i g n i f i c a n t l y

v a ri ed w i d e l y

and b e n e f i t
exceeded

fi gu r e s

the

60,

Cloman

using

and

s u p p o r t i v e se rv ice s.
between
for

the s e r v i c e s

some s e r v i c e s

40 and 20 pe r c e n t

met

leve ls

h y p o t h e s i z e d by the r e s e a r c h e r .
Significant
ceptions

of

differences

aw are nes s,

tors of the s u p p o r t i v e
use

and b e n e f i t

we re

not c o n c e n t r a t e d

fe r e n c e s
and their

we r e

programs

apparent

pa t t e r n s

he l d by

and the

actu al

subj ec ts ,

in e i t h e r d i r e c t i o n .

differences

on the g u e s t i o n s

fou nd b e t w e e n

and b e n e f i t

r e p o r t e d by s a m p l e

to be only m i n i m a l
m ore s

use

wer e

of

between

awareness,

in the

two groups'

of m e m b e r s h i p

administra­
awareness,

bu t d i s c r e p a n c i e s
Th ere we r e

Freshmen

use

the p e r ­

and S o p h o ­

and ben efi t.
degree

fou nd

Dif­

aspirations

in e x t r a c u r r i c u l a r

ac t i v i ti es .

DEDICATION

A s p e c i a l t h a n k s to my w i f e W i l l i e D e l l . This
the s i s is a f f e c t i o n a t e l y d e d i c a t e d to you for
yo ur c o n s t a n t s u p p o r t and e n c o u r a g e m e n t .
It
takes a s p e c i a l m a t u r i t y to e n c o u r a g e g r o w t h
in an o t he r w i t h o u t b e i n g t h r e a t e n e d by the
c h a n g e s that d e v e l o p m e n t b r i n g s in a r e l a t i o n ­
ship.
To my son, Mikel and my d a u g h t e r s , Ni c o l e and
T o r r i , for their p a t i e n c e in b e i n g w i t h o u t a
f u n c t i o n i n g f a t h e r for the past year:
your
c o o p e r a t i o n , u n d e r s t a n d i n g , and b e h a v i o r have
r e f l e c t e d an u n d e r s t a n d i n g far b e y o n d your
yea rs.
My g r a t i t u d e and love for a lifet ime .
To my mother, Daisy, w h o s pe nt y ea rs p r e p a r i n g
her sons and d a u g h t e r s for adult life.
She
a ll o w e d me to e x p l o r e and e x p e r i e n c e all the
e l e m e n t s of l i f e that h a v e led up to this moment.
In m e m o r y of my g r a n d m o t h e r , Ro xie Cloman, my
Aunt B e a t r i c e Cloman, and my c o u s i n Ch arl es
E d w a r d C l o m a n for t he ir w a r m smi le s and u n d y i n g
love.

ii

ACKNOWLEDGEMENTS

I would
gratitude

like

to r e c o g n i z e

to the m a n y

and h e l p both b e f o r e
I sincerely
maj or

p r ofe sso r,

C o mm it te e,

completion

i n d i v i d u a l s who
and d u r i n g

of

this

Dr.

Mel vi n

through

appreciation
Chairman

to my

of my Do c t o r a l

s u p p o r t i v e of my e f f o r t s

the hi gh s

this m a n u s c r i p t .

benefitted greatly

s u pp o r t

r e se ar ch.

B u sc hm an

very

my d e e p e s t

have p r o v i d e d

e x p r e s s my d e e p e s t

wh o has b e e n

h e l p e d g u i d e me

and e x p r e s s

and lows

toward

the f in al

I have a p p r e c i a t e d

fr o m his wisdom,

his

insights

and

and

and his

caring.
Dr.

Ho w a r d

Hi ck e y has

and an ad visor.

I ha v e

spent c o n v e r s i n g

about

and d e v e l o p m e n t

and

a source

alw ay s
t ho se

Ben B o h n h o r s t

time

me to c o m p l e t e

appreciated

thi ng s

important

served

as a c a l m i n g

and su pp or t.

and f r i e n d s h i p s e r v e d
this

the

a friend

time he has
to my g r o w t h
I shall

to him.

of e n c o u r a g e m e n t

cr it ic is m,

as a p ro fe ss or ,

i n t r o d u c i n g me to l e a d e r h s i p .

be e t e r n a l l y g r a t e f u l
Dr.

served

study.

I'll

influence

and

His c o n s t r u c t i v e
to a d v i s e

and m o t i v a t e

always be g r a t e f u l

for

k n o w i n g him.
Dr.

Allen J.

an e x c e l l e n t

B e e g l e has been

professor.

a tower of s u p p o r t

I am g r a t e f u l

ii i

for

and

the time we h a v e

s h ar ed

and ho pe

from each

with
was

our

ro ad s will

has

be e n

hope

E l ai a n

for.

I appreciate

the data.

Th ou g h

on the ri ght

the ri ght

track,

the b e s t
the h ou rs

Virginia

really made

Fi nally,

many

and the

vices.

Their

completion

of h e l p and p a t i e n c e

that

I

I st ay e d

on

the d r i v i n g force.

Fi el d s g a v e me

the most

peer

Her k i n d n e s s

su pp or t

and cr i t i c a l

a difference.
than ks

to the

s t u d e n t s who w e r e ki n d e n ou gh

naire,

s t a t i s t i c i a n one

I can only b e l i e v e

and p u s h e d me t o w a r d c o m p l e t i o n .

more

too far

he c o n s t a n t l y r e a s s u r e d me that

track b e c a u s e he was

Ms.

i ns ig ht s

not lead us

other .

Khali l
co uld

that

administrators
cooperation

from

Black

Freshmen

to c o m p l e t e
the nine

the q u e s t i o n ­

supportive

and su p p o r t g r e a t l y

of the r e s e r a c h .

and S o p h o ­

ai ded

the

ser­

T A B L E OF C O N T E N T S

C ha p t e r
I.

Page
THE P R O B L E M ......................................

1

S t a t e m e n t of the P r o b l e m ......................
3
R e c r u i t m e n t .................................
3
R e t e n t i o n and S u p p o r t .....................
4
Need for the S t u d y ..............................
5
P u r p o s e of the S t u d y ...........................
7
T h e o r y and P r e c e d e n t R e s e a r c h ................
7
H y p o t h e s e s .......................................
10
P o p u l a t i o n and S a m p l e .......................... 14
P o p u l a t i o n ..................................
14
S a m p l e .......................................
15
P r o c e d u r e s .......................................
15
A na l y s i s of Data and D e s i g n ..................
17
D e f i n i t i o n of T e r m s ............................ 17
L i m i t a t i o n s of the S t u d y ...................... 19
Plan of P r e s e n t a t i o n ........................... 19
II.

PRECEDENT

L I T E R A T U R E ...........................

20

B a c k g r o u n d .......................................
20
Egual Ac ce s s to Hig he r E d u c a t i o n ............ 22
A f f i r m a t i v e A c t i o n .............................. 24
M . S . U . ' s C o m m i t m e n t to Egual E d u c a t i o n a l
O p p o r t u n i t y and A f f i r m a t i v e A c t i o n ........... 25
A p p l i c a t i o n ................................. 28
C o m p a r i s o n With Other U n i v e r s i t i e s
37
A t t r i t i o n and R e t e n t i o n ....................... 40
A t t r i t i o n R at es for All S t u d e n t s ......... 41
A t t r i t i o n Rates for Black S t u d e n t s
42
M i n o r i t y A t t r i t i o n at M . S . U .............
42
S u p po rt S e r v i c e s .............. .................. 45
F i n a n c i a l A s s i s t a n c e ...................... 46
A c a d e m i c A s s i s t a n c e ....................... 47
Social A s s i s t a n c e .................
47
S u m m a r y ........................................... 49

v

C ha pt er
III.

IV.

V.

Page
D E S I GN OF THE

S T U D Y ...........................

50

G e n e r a l i z a b i l i t y ...............................
P o p u l a t i o n . . . ...................................
S a m p l e ...........................................
The I n s t r u m e n t .................................
Data C o l l e c t i o n P r o c e d u r e ....................
A n a l ys i s of D a t a ...............................
S u m m a r y ..........................................

50
51
52
53
55
56
56

AN A L Y S I S OF D A T A ...............................

58

D e m o g r a p h i c D a t a ...............................
D i s c u s s i o n of H y p o t h e s e s .....................
A w a r e n e s s ...................................
U s e ..........................................
B e n e f i t .....................................
S u m m a r y ..........................................
A w a r e n e s s of S u p p o r t i v e S e r v i c e s ......
Use of S u p p o r t i v e S e r v i c e s ..............
St ude nt s B e n e f i t t i n g From The
S u p p o r t i v e S e r v i c e s ......................
D i f f e r e n c e s B e t w e e n S t u d e n t s and
A d m i n i s t r a t o r s .................
D i f f e r e n c e s B e t w e e n F r e s h m e n and
S o p h o m o r e s .................................

59
69
69
71
72
87
87
88

SUMMARY,

90

CONCLUSIONS

AND R E C O M M E N D A T I O N S . .

88
89
89

Summary and D i s c u s s i o n of F i n d i n g s ......... 90
Awareness, Use and B e n e f i t .............. 91
R e c r u i t m e n t S e r v i c e s ..................... 92
Re t e n t i o n and S u p p o r t S e r v i c e s ......... 93
C o n c l u s i o n s ..................................... 97
R e c o m m e n d a t i o n s ................................. 101
R e c o m m e n d a t i o n s for F u rt h e r R e s e a r c h .......104
A P P E N D I C E S ................................................106
B I B L I O G R A P H Y ............................................. 118

vi

LIST OF T A B L E S
PAGE

TA BL E
M.S.U. Total M i n o r i t y and Bl ack
E n r o l l m e n t by Num be r and Pe r c e n t a ge ,
1 9 7 2 - 1 9 7 6 ........................................

31

M.S.U. Total M i n o r i t y and Bl ac k
E n r o l l m e n t by N u m b e r and Pe r c e n t a ge ,
1977-1982...,............. .......................

32

Black E n r o l l m e n t at Five P r e d o m i n a n t l y
W hit e U n i v e r s i t i e s 1 9 7 2 - 1 9 7 8 (By
P e r c e n t a g e ) .....................................

33

A t t r i t i o n Rates for Bl ac k s in Higher
Educa tio n, 1 97 9 / 8 0 ............................

43

D i s t r i b u t i o n of Black F r e s h m e n and
S o p h o m o r e S t u d e n t s wh o R e s p o n d e d to
the Q u e s t i o n n a i r e ..............................

33

4.1

Sex of

P a r t i c i p a n t s (F r e q u e n c y / P e r c e n t )...

60

4.2

Age of

P a r t i c i p a n t s (F r e q u e n c y / P e r c e n t )...

33

4.3

Fut ur e Career Goals of P a r t i c i p a n t s
(F r e q u e n c y / P e r c e n t )...........................

32

Total E n r o l l m e n t of
B la ck S t u d e n t s by
Co l l e g e Over the Past Ten
Y e a r s ...........

33

High School Grade Point A v e r a g e (Number/
P e r c e n t ) .........................................

33

M.S.U. Grade Point A v era ge (Number/
P e r c e n t ) .........................................

33

4.7

H i ghe st

66

4.8

Years

4.9

P a r t i c i p a n t s Who
U n i v e r s i t y Prior

2.1a

2 .lb

2.2

2.3

3.1

4.4

4.5

4.6

4 .10

Deg re e

Sought

to A c h i e v e

by

Participants

Educational

G o a l s .........

Considered Leaving
to Deg re e C o m p l e t i o n

Reaso ns for L e a vi ng Prior to Degr ee
C o m p l e t i o n ......................................

vii

33

33

68

Page

T AB L E
4.11

Black F re s h m e n and Sophomores' A w a r en es s,
Use and B e n e f i t of M i n o r i t y S u p p o r t
Pr o g r a m s by F r e q u e n c y / P e r c e n t a g e ..........

70

4.12

Students' A w a r e n e s s and Use Vs_. A d m i n i s t r a ­
tors' P e r c e p t i o n s of A w a r e n e s s and Use
of S u p p o r t i v e Se rv ic es by the Su bj ec t
75
P o p u l a t i o n (in P e r c e n t a g e s ) ................

4.13

R e c r u i t m e n t of P a r t i c i p a n t s to the
U n i v e r s i t y .....................................

79

4.14

F i n a n c ia l

Participants..

80

4.15

M e m b e r s h i p s W i t h i n Campus O r g a n i z a t i o n s
By P a r t i c i p a n t s (F r e q u e n c y / P e r c e n t ) ......

8^

4.16

Needs

P a r t i c i p a n t s ........

8^

4.17

C o m p a r i s o n of F r e s h m e n and S o p h o m o r e
Subjects' A s p i r a t i o n s (Highest D e g r e e
Sought), in P e r c e n t a g e s .....................

83

C o m p a r i s o n of Fr es h m en (F) and S o p h o m o r e
(S) R e s p o n s es R e g a r d i n g Aw ar en es s, Use,
and Be nef it of Su pp or t P r o g r a m s ...........

84

Sou rc e of R e c r u i t m e n t to M.S.U., F r e s h m e n
Vs . Sop hom ore s, in P e r c e n t a g e s .......

85

M e m b e r s h i p and A c t i v i t y A f f i l i a t i o n s ,
F r e s h m e n Vs. So p h o m o r e s , In P e r c e n t a g e s . .

86

4.18

4.19

4.20

Aid

Available

and C o n c e r n s

of

to

viii

C H A P T E R ONE

THE P R O B L E M

In 1962,

James

Meredith

U n i v e r s i t y of M i s s i s s i p p i
armed men.
o r de rs

of then

Kennedy,

incident

he was

that,

Americans

across

that

ac ro s s

and f o r c e d

c la s s e s

in M i s s i s s i p p i

have

financial

that o n c e
and s o c i a l

as c e r t a i n l y

admittance.

these

areas w e r e

attend.

own

the

John F.

to a pub li c
It-was

an

sh a me d

administrators

enrollment

Meredith

was

p o li ci es

e s c o r t e d past

and g u a r d e d w h i l e he
to a t t e n d

them,

predominantely white

"past

the ga tes ",

barriers

n ee ds

of w h a t

the

1

other blacks

In d o i n g

so,

anyway,

there

academic,

are

their

achievement

c r i t e r i a once b a r r e d

of m i n o r i t y
Civil

and p r i ­

succeeded

that b l o c k

admissions

attended

public

num be rs .

wh o w o u l d ha ve

The u n m e t
part

States,

education

their

si nce

as r e s t r i c t i v e

their

acti ng un der

(Franklin, 1 9 8 0 ) .

right

few,

a d m i t t a n c e by

admitted
to

in u n p r e c e d e n t e d

a relative

f o un d

his

attending

vate u n i v e r s i t i e s
all but

man

of the

the m e d i a wo rl d w i d e ,

to e x a m i n e

statistics

to p r o t e c t

have b e g u n

Un it e d

higher

In the two d e c a d e s
the g a t e s

the

fully qualified

the c o u n t r y

and a d m i s s i o n

of

Guardsmen

one b l a c k

flashed

at the g a te s

and was r e f u s e d

National

President

to get

university

many

It took

stood

Rig ht s

st u d e n t s
Movements

in
in

2

the 1960s
Luther

was

about,

King's,

universities

"I h a v e

a Dre am "

of hi gh e r

Out of the c o n c e r n

tional

to meet

or not

as 1980,
tention

D.H.

promulgated

these

opportunity

W h et he r

W hi te

programs

ne ed s

P r o bl em s

of

Bla ck

Universities"

that,

of el it is t
of e q u a l i t y

fo r ce d

ideology
of o p p o r ­

edu ca ti on .
needs

minority recruitment

at this u n i v e r s i t y

in i n s t i t u t i o n s

found,

they ha v e

and

and most

and ass ur e q u a l i t y of e d u c a ­

this has b e e n
Smith

and

of Mar ti n

th ese h e r e t o f o r e u n m e t

a m u l t i p l i c i t y of sp ec ia l

retention
others,

for

thes is

spe ec h

modern concerns

in the p r o v i s i o n

has come

one

to r e - e v a l u a t e c e n t u r i e s

in the light of mo re
tun it y

they fo rm e d

of h i gh e r

achieved

is

in e x a m i n i n g
Students

at

lear ni ng.

in d o u b t .

As late

" A d m i s s i o n and R e ­

Seven

Predominantly

Black s t u d e n t s fi n d t h e m s e l v e s in a
h o s t i l e e n v i r o n m e n t at all of the u n i ­
versiti es , a p e r c e p t i o n c o n c u r r e d in by
bl ac k f a c u i t y / a d m i n i s t r a t o r s and r e c o g ­
n i z e d by a l m o s t t w o - t h i r d s of the w h i t e
r e s p o n d e n t s . The s tu de nt s suff er from
i n a d e q u a t e f i n a n c i a l s u p p o r t and are o ft en
h a n d i c a p p e d by poor s e c o n d a r y sch oo l p r e ­
p a r at ion .
The y are c a u g h t in a w h i r l w i n d
of c o n f u s i n g r a c ia l i d e n t i t y and heavy
a c a d e mi c s t r e s s e s .
Their a c a d e m i c a d j u s t ­
ment is f ur t h e r c o m p l i c a t e d by a ra ci s t
e n v i r o n m e n t w h i ch tells them that they
do n ' t d e s e r v e to be at the p r e d o m i n a n t l y
w h i t e u n i v e r s i t y and w hi ch d e m a n d s that
they c o n f o r m to the cu l t u r a l norm of the
u n i v e r s i t y by d e n y i n g their b la ck culture .
(p.40)

3

Smith's
and two other
but relied,
researcher
retention

s tu dy
large

included

public universities

largely,
takes

the U n i v e r s i t y

on p e r c e p t i o n s

a look

programs,

at

MSU's

the Civil

and ea rl y 1970s,
black

to fi f t e e n years,

v a r i e t y of m i n o r i t y
grams
of

to serve

students,

State U n i v e r s i t y
retention

te nt io n

retention

black

1960s

number

of

of

implemented
and s u p p o r t

and

s o ci al

this

a
pro­

needs

st ud y

is

and S o p h o m o r e

enrollees

at

Michigan

are b e i n g met by the e x i s t i n g r e c r u i t m e n t ,

and s u p p o r t

sever al

late

same perio d,

the needs of F r e s h m e n

programs

To be more spe ci fi c,
answer

this

The p r o b l e m of

and p o t e n t i a l

and

viewpoint.

the

the U n i v e r s i t y has

students.

to d e t e r m i n e w h e t h e r
b la ck

of

the e d u c a t i o n a l , f i n a n c i a l

these m i n o r i t y

recruitment

an i n c r e a s i n g

Over

recruitment,

This

Problem

Movements

st u d e n t s .

and UCLA)

and o p i n i o n s .

minority

MSU has e n r o l l e d

and m i n o r i t y

tw e l v e

Rights

Michigan

(Rutgers

from a s l i g h t l y d i f f e r e n t

S t a t e m e n t of the

Since

of

questions

and suppo rt

designed

to s e r v e

the s t u d y will

pertinent

of b l a c k

them.

be d e s i g n e d

to the r e c r u i t m e n t ,

to
re­

st u d e n t s .

Re c r u i t m e n t

In the area of r e c r u i t m e n t ,
cruiting

se rv i c e s

effectively

are

MSU's

r e a c h i n g out

minority r e ­

to b l a c k

high

school
move

students

the

ica l l y

academic

prevented

the same
tion,

over

necessary
ment

to

can

as w h i t e
to look

twelve

University's

efforts

come

of the

answer

years.

this ques
fi gur es

It was

c u r r e n t bl ac k

also
enroll­

at least

in

r e c r u i t i n g ef fo r t s

or

as a r e su lt

toward equality

in

University popula­

a t t r i bu te d,

minority

education

enrollment

total

to f i f t e e n

about

To

at MSU's

and r e ­

that hav e h i s t o r ­

in h i g h e r

students?

l e g i t i m a t e l y be

they hav e

and ot her

barriers

try to d e t e r m i n e w h e t h e r

to the

wh et h e r

to the U n i v e r s i t y

from e n r o l l i n g

a percentage

the past

fi gu r e s

part,

th em

it was i m p o r t a n t
as

them

and f i n a n c i a l

percentage

for blacks,
tion,

to a tt r a c t

of c h an ce

of e d u c a t i o n a l

fa cto rs

opportun­

ities .

Retention

and

With
to wh a t

regard

extent

able s u p p o r t
S o p h om or e
(3)

Su pp or t

do es

Michigan

and r e t e n t i o n

students?

to wh a t e x te n t

gr ams

to s u p p o r t

at M i c h i g a n

needs of b l a c k

(2)
do

and r e t e n t i o n
State

services

to wh a t

available

State

Freshman

and

U n i v e r s i t y make
to bl ac k

ex te n t

are

retention

University

ef fo rts :

avail­

Freshmen

and

these us ed?

and su pp or t

e f f e c t i v e l y meet

Sophomore

(1)

students?

pro­

the

5

Need

H i st or i c a l l y ,
bers

blacks

l ea rni ng .

schools

universities.
ear ly

Many of

and la ter
The

ity g r o u p m e m b e r s
witnessed
tu t i o n s

have b e e n
to reach

able,

open door
1969,

prepared

to c o l l e g e s

Movements

without

and f o u n d

to e d u c a t i o n

and

to the e d u c a t i o n of m i n o r ­
• the last

Many of

th es e

any a s s i s t a n c e
goa ls .

that wh a t
was

and

in the 1960s

two d e c a d e s

than ev e r b e f o r e e n t e r i n g

education.

in

insti­

"new st u d e n t s "

from the i n s t i t u t i o n s ,

Ot h e r s
they had

really

into

have

met

frustration

th o u g ht was

a r e v o l v i n g door

an

(Green,

p . 33-37).
As

Smith,

Green

1980)

the e f f e c t s
acce ss

and o t h e r

ha v e

noted,

of poor

scholars
the

support

preparation,

financial
programs

aid,

that w e r e b a r r i n g

hi gh e r

as e f f e c t i v e l y

admission

policies

programs

were

had

D.H.

upon recognizing
inadequate

soci al

began constructing

t he ir

achievement

as p r e j u d i c e

previously blocked

effected

1970;

and

to h e l p m i n o r i t y g r o u p me mb er s

overcome barriers
e du ca ti on ,

(Williams,

institutions,

academic

and too l i t t l e

implementing

Such

poorly

admission

co un tr y;

their e d u c a t i o n a l

and failure,

th e m w e r e

new emphasis

more b l a c k s

of h i g h e r

in i n s t i t u t i o n s

Rights

in this

Study

underrepresented

refused

Civil

1970s b r o u g h t

the

and o th er m i n o r i t y g r o u p m e m ­

were d i s p r o p o r t i o n a t e l y

of h i g h e r
high

for

in g r e a t

and

their

v a ri e t y

in

"elitist"

enrollment.

and numbers,

especially

following

that

the c a m p u s e s

sh oc k

Luther

King

programs

II.

that

th es e

enhancing
dents.
all

is some

ial

to s u pp o r t

and r e d u c i n g

(P antages

r at es

to be

alm os t

at Rutgers,
Chicago,

academic

ho ver

w hic h

assistance

dropout

Michigan,

of

provides
also has

effect

30 p e r c e n t
Reducing
rates

Smith,

ac a d e m i c

and ULCA,

f i n a n ci al

of
stu­
for

The

for b la ck
and ULCA
1980,

p . 32).

and f i n a n ­

attrition

a m aj or

such

among b l a c k

R u tg er s

(D.H.

programs

Michigan

aro un d

in Cope,

43 p e r c e n t

sp ec i a l

Mar ti n

the s u g g e s t i o n

attrition

In c o nt ra st,
of

of

B).

the i n t e n d e d

and C r e e d o n

at the U n i v e r s i t y

militancy

i d e n t i f i e d ni ne
(Appendix

admissions

found

pr ob l e m .

alone

evidence

R a t e , 1978).

aid

has

are not h a v i n g

In spite of
cial

research

dropout

of st ud e n t

the a s s a s s i n a t i o n

programs

students

students

after

MSU Campus,

Na tio na l

Dr o p o u t

wer e

Thi s

on the

T her e

the shock wa ve s

is

aid but

attrition

a major
no s p e c ­

pro bl em .

(I b i d , p .33) .
Wh i l e
parities

this

or f l u c u a t i o n s

da t a ca n be

laid

da t a do s u g g e s t
A d d i t i o na l l y,
ence

r e s e a r c h e r do e s

at

in b l a c k

the do o r

a need

not

imply

enrollment

to e x a m i n e

these

to fill what ha d p r e v i o u s l y bee n
across

the nation,

ine all

t he se p r o g r a m s

pr o v i d e

guidance

for

and

all d i s ­
attrition

of m i n o r i t y pr og ra ms ,

the s w i f t n e s s with wh ic h

versity

that

suggest

they

ca m e

a void,

that

to find out what

fu t u r e p r o g r a m s

programs

it is

these

in d e t a i l .
into e x i s t ­

and the ir d i ­
time

to e x a m ­

is e f f e c t i v e ,

and r e s t r u c t u r i n g

to
of

7

those

that

ledge,

p r o ve

a st udy

of

these prog ra ms ,
not been d o n e

ineffective.
the

actual

among black

at

Michigan

To this
a w are ne ss,

Freshmen

State

P u r p o s e of

The s t u dy
tine nt

intends

to M i c h i g a n

research

in the

programs

in f o u r - y e a r

the

Unit ed

this

r e g a rd

par ison.
useful
with

O th er

information

for

support

S o p h o m o r e s 1 act ual
support
fitted

programs
from t h e s e

sc h o l a r l y
between

persons

e nd ea v or s,

v ar io us

per­

to a g r o w i n g bo dy

of

and r e t e n t i o n

of h i g h e r

education

are e x a m i n e d

to p r o v i d e

MSU f a c u l t y

programs

po in t s

in,
in

of c o m ­

to p r o v i d e

and staff' c o n c e r n e d

regarding black

Freshmen

and

and u s e of e x i s t i n g m i n o r i t y
to w h i c h

and P r e c e d e n t

of hi g h e r

the d a y - t o - d a y

ad v a n t a g e d "

of fe rin g,

the r e s e a r c h e r u n d e r t a k e s
the

has

they h a v e b e n e -

pr o g ra m s .

Institutions
from

a modest

studies

is ma d e

the ex t e n t

Theory

aloof

Sop hom ore s,

recruitment

recent

awareness

and

and b e n e f i t of

Study

institutions

Additionally,

and

U n iv ers ity ,

and an e f f o r t

minority

the

ar e a of m i n o r i t y

States.

us e

University.

to p r o v i d e

S ta te

r e s e a r c h e r ’s k n o w ­

Research

education historically

pr o b l e m s

and g r ou ps .

of

lower

Universities

d o m i n a t e d by r e s e a r c h

disciplines.

class

S t u d en ts

wer e

or

kept
"d i s ­

e x i s t e d for

and str ic t
adm it te d

division
on

a

8

competitive basis
c la s s

applicants

preparation

that
who

te n de d

had had

in th ei r

to fa vo r

the

wealthy

advantage

high

sch oo l

years

pre-1960s

years,

academic

and mid dl e

of go o d c o ll e g e

(Williams,

1969,

pp.

173 -176).
In t ho se
we r e

limited

tutions
dents
were

to r e m e d i a t i o n c o u r s e s

that w e r e w i l l i n g

they e n r o l l e d ,who w e r e
sometimes deficient

"p la ce me nt

tes ts"

weaknesses

and r e l a t i v e l y

ser ie s

offered

lege c r e d i t
Oth er
we r e

scarce

in the area

support

and,

from

d i d his u n d e r g r a d u a t e w o r k
m a r i l y on
ford

them.

Informal,

forts we r e

restricted

upper

unpaid

for

"in t r o u b l e "

av e r a g e

of

to f r a t e r n i t y

to u n i v e r s i t i e s w e r e
the

tutions.

academically,

"the h o u s e . "

academic,
Financial

such

and soc ia l
statements

assigned

as the

Math

in c o l ­

they we r e d e f i c i e n t .

as i n d i v i d u a l

tutoring,

of this r e s e a r c h e r who
1970s,

students

existed p r i ­
who c o u l d

af­

tutoring e f ­

and s o r o r i t y ho u se s wh ere
to h e l p out u n d e r c l a s s m e n
to k e e p up the g r a d e point

Theoretically,

expected

Ac co rdingly,

enr ol l

person-to-person

c l a s s m e n w o u l d be d e s i g n a t e d

who got

wi t h

such

in the e a r l y

a "pa y - p e r - h o u r " basis

material, "

Freshmen were

they c o u l d

the e x p e r i e n c e

stu­

i d e n t i f i e d i n di vi du al

in w h i c h

se rvices,

the elite

another.

cl as se s,

before

insti­

"u n i v e r s i t y

fe w e n t e r i n g

MSU,

even

area or

remediation

at

courses

academic

that

otherwise

in one

pr og r a m s

in some pub li c

during orientation

to a t t e n d n o n - c r e d i t
082

to admit

support

all

students

to be p r e p a r e d
requirements

and

admitted

able to cope

of e l i t i s t

f i l l e d out by pa r e n ts

insti­
of

applicants
we re

we r e

available

scrutinized

to be sure

to pay tuition,

room

the f i n a n c i a l

and board,

me ans

books,

and

incidentals.
As mo re m i n o r i t y

students

universities

in the m id -1 96 0s ,

o p e r a t i n g on

the b a s i s

m i t t e d wer e
cial

costs

en te re d.
most of

prepared

them,

these

admitted

to p u bl ic

institutions

those s t u d e n t s

to cope with

and so ci a l
When

that

we r e

the

we r e

screened

and a d ­

a c a d e m i c work,

finan­

a t m o s p h e r e of the u n i v e r s i t i e s

it b e c a m e
w e r e not,

ap p a r e n t
the

that some

admissions

of

still

they

them,

even

p r o c e s s wa s b l a m e d .

The i n d i s c r i m i n a t e a d m i s s i o n of Bl ack s t u ­
d en ts d oo ms th e m to e ar ly fai lur e.
With
no p r o v i s i o n for c o un se li ng , or tutoring,
these s t u d e n t s are thr us t into an e n v i r o n ­
ment for w h i c h they are not a c a d e m i c a l l y
and p s y c h o l o g i c a l l y prep ar ed.
Much of
this is due to e a rl i e r e d u c a t i o n a l e x p e r ­
iences and f a i l u r e s .(S t a p l e s , 1972, p . 48)

It was on l y l a t e r
with

minority

alm ost
of

Mart in

move
by

as fast

students
as they

Luther

King,

away fr o m e l i t i s m

K.R.

Washington

at

that

w ho

University

per so nn el ,

"f lunked out or d r o p p e d

a r r i ve d
began

and i n f l u e n c e d by

to r e c o g n i z e

that

fac ed
out"

the

"dreams"

they,

"must

to w a r d u n i v e r s a l i s m " as r e c o m m e n d e d
the U n i v e r s i t y

of

Massachusetts

(1971,

p . 60-65).

or

In his

a rt ic le

on s p eci al

New Deal?"

(1971),

W a s h i n g t o n n o te d

ated by the m as s i v e

minority

minority

pro gr am s,

that

and st ude nt

"Dupe

pressures g e n e r ­

protest

movements

10
of the 1960s c h a l l e n g e d
tions

to e x a m i n e

standing

war d

socioeconomic

pe rc e n t

of

c e de nt

study,

rese arc h,

affirmative

the

tion dat a

in the

an a l y s i s
for

pr o g r a m s

MSU,

from

h i gh er

that h i g h e r

that f o r t u n a t e

that we r e most
and so cially,

programs

U.S.

in its

exam ine s,

now offered

It is e x p e c t e d

tre nd s

i n s t i t u t i on s.
throug h

of this

to p r o v i d e

the r e s e a r c h

pre­

"elitism"

including

in most

that,

enrollment

leading

University

fi ft e e n

the m i n o r i t y re c r u i t m e n t ,

of y e a r - t o - y e a r
that

ed­

able to succeed,

constructs

produced

long

to a c h i e v e u p ­

and the r e a l i t y

the r e s e a r c h e r

that

at this

mission delineated
c o m b i n e d with

th rou gh

an o p p o r t u n i t y

theoretical

and r e t e n t i o n

and

their mos t

that

s e r v e d only

institu­

and n e w t h e o r e t i c a l u n d e r p i n n i n g s ,

action,

universities
sea rch

mobility

academically

and the ev en t s

su p p o r t

has

the p o p u l a t i o n

In this

education

to g r i p s with

traditionally

f i n a nc ia ll y,

hi gh e r

pronouncement

e ve ry c i t i z e n

u c a t i o n has

port

and co me

paradox--the

education

American

can be

by

publ ic
this

and a t t r i ­

to the m i n o r i t y
identified

sup­

and their

a scholarly background

at ha n d

re­

to be

in d r a w i n g c o n c l u s i o n s

the d a t a ob ta in ed .

H y po th e s e s

S ev era l

hypotheses

are p r o p o s e d

te rmi ne w h e t h e r

the

of

Sophomore black

Fr e s h m e n

and

ed uc at io na l,

in an e f fo rt

financial
st udents,

to d e ­

and soc ia l

nee ds

at M i c h i g a n

State

11
U n i v er si ty ,
retention
Although

are b e i n g

programs designed
the s t u dy

sidered useful
trition

met by

ov e r

others

and

time,

although

black

tage

to 198 1/82)

represented

as

they

anticipated
to 1981

wil l

respective
At

that

team

from

Freshmen

and

in the s t u d e n t bo d y

than

compared

unrelated

at

in b l a c k

st u d e n t

led by two b l a c k

stars,

at

It is

ha v e bee n

con­

to the ir

that d i s ­

and a t t r i ­

ari se

for .many

and r e t e n t i o n

a champion basketball

the p r e s e n c e or

1971

p o pu l a t i o n .

enrollment
may

also

MSU from

acknowledged

for wh ite s,

a t t r a c t i o n of

1970,

percen­

in r e l a t i o n

to m i n o r i t y r e c r u i t m e n t

the

the same

to 198 1/8 2)

it s h o u l d be

to that

si nce

of ha vi n g

for b l a c k s

in the t ot al

ju n c t u r e

increased,

(academic y ea rs

age gr o u p .

those for w h i t e s

and f l u c t u a t i o n s

(i.e.,

in the

1 9 71/ 72

show

to ha v e s l o w e d — or be c om e

the go al

a t t r i t i o n r at es

have

enrollment,

of i n c r e a s e

a t t a in ed

proportions
this

tion data,

programs

at­

confusion

for

e n r o l l m e n t will

be f o u n d

are r e p r e s e n t e d

sistently greater

reasons

data

and

c o m p a r i s o n of this

potential

University

ra tes

(academic y e a rs

parities

it is c o n ­

that y e a r - t o - y e a r d a t a wi l l

tot al

static--without having
blacks

s t ud en ts.

enrollment

to f a c i l i t a t e

enrollment

student

the y e a r - t o - y e a r

19 71 /7 2

black

to e l i m i n a t e

anticipated

as a p e r c e n t a g e of
that

minority

and

st u d e n t s .

It is
that

recruitment

is f o c u s e d on u n d e r c l a s s m e n ,

t e r m - t o - t e r m or o f f - c l a s s
Sophomore

to s e r v e

to e x a m i n e o v e r a l l

figures,

s t u d y with

the e x i s t i n g

subsequent

12

ab s e n c e

of

a black

i n t e n t i o n of

the r e s e a r c h e r ,

such d i s p a r i t i e s
retention

University

be

programs

students

mi gh t

arise

dents

who

from

e r ro r s

exposed

but

or bias

college

minority

ye ar s

and

that

and g r a d u a t e

stu­
ser­

and for oth er

the s tu dy p o p u l a t i o n .

that:

1.

fewer than
60 p e r c e n t of b l a c k MSU
F r e s h m e n and S o p h o m o r e s are aware
of the U n i v e r s i t y ' s m i n o r i t y r e c r u i t ­
ment, and r e t e n t i o n p r o gr am s,

2.

fewer than
40 p e r c e n t of b l a c k MSU
F r e s h m e n and S o p h o m o r e s ha v e us ed
the U n i v e r s i t y ' s m i n o r i t y r e c r u i t m e n t
and r e t e n t i o n p r o g r a m s , and

3.

fewer than
20 p e r c e n t of b l a c k MSU
F r e s h m e n and S o p h o m o r e s c o n s i d e r t h e m ­
sel ve s b e n e f i t t e d by the U n i v e r s i t y ' s
m i n o r i t y r e c r u i t m e n t and r e t e n t i o n
programs.

are in eff ec t

m ig ht be r a t i o n a l i z e d

of

the ex t e n t

Freshmen

to MSU's

in the d i s c u s s i o n of

thr ee h y p o t h e s i s

and

from e x a m i n a t i o n

c o n c e r n on ly

The s e l e c t i o n of the p e r c e n t a g e s
abo ve

that

faced.

sampling

previous

it is h y p o t h e s i z e d

the

to s u g g e s t

and d e f i n e

including upperclassmen

in their

reasons detailed
Thus,

to limit

may not h a v e b e e n

vice pr o g r a m s

ar i s i n g

ha v e

The f o l l o w i n g h y p o t h e s e s
Sophomore

this point,

to h e l p d e t e r m i n e

such

It is not

to m i n o r i t y r e c r u i t m e n t

information

are u s e d

of the p r o b l e m s

at

attributed

prog ram s;

the se d a t a

president).

as fol lows:

(60,40,20)

arbitrary

in the

in nature,

13

Hence,

a.

With r e s p e c t to r e c r u i t m e n t and r e t e n t i o n
p r o g r a m s it w o u l d appear r e a s o n a b l e that
a g i v e n i n s t i t u t i o n m ig ht hope that at
least 60 p e r c e n t of the t a r g e t e d p o p u l a t i o n f o r them m i g h t be aware of them.

b.

With r e s p e c t to u t i l i z a t i o n of the p r o ­
grams, it w o u l d appe ar not u n r e a s o n a b l e
that a n u m b e r less than half of the g r o u p
w o u l d in fact n e e d to u t i l i z e them. .
T h e r e f o r e a f i g u r e of 40 p e r c e n t for
H y p o t h e s i s 2 is at least not u n r e a s o n a b l e

c.

With r e s p e c t to b e n e f i t t i n g f r o m the
p ro gra ms , again it w o u l d ap pe a r r e a s o n ­
able that at least 20 pe r c e n t of a t a r ­
geted population would perceive benefit
if such p r o g r a m s are to be c o n s i d e r e d
justified.

tho ug h

hypotheses

the p e r c e n t a g e

are c l e a r l y

be r a t i o n a l i z e d
is c l e a r

that

has

a strong

ter

IV.
Using

the se s

1,

retention
many

ef f e c t

p r og ra m s
and

and b e n e f i t t i n g
minister.
with

with

similar

Sophomore

from

that :

students were

program

in C h a p ­

Hypo­

the b l a c k
inter­

recruitment
were

aware of,

of b l a c k

ad mi n i s t r a t o r s ,

and

asked how

of the p r o g r a m s

the r e s p o n s e s

it

percentages

da t a d e r i v e d from

Administrators

the s e r v i c e s

In c o m p a r i n g

then c o m p a r e s

may

time,

to be r e p o r t e d

of ni n e m i n o r i t y

at MSU.

above

from e x a m i n a t i o n of

the r e s e a r c h e r

those of m i n o r i t y

thesized

t he se p a r t i c u l a r

the d a t a g e n e r a t e d
3,

At the same

on the f i n d i n g s

administrators

Freshmen

of

in the

they n e v e r t h e l e s s

as i n d i c a t e d here.

responses

views with

a rb itr ar y,

the s e l e c t i o n

2 and

students'

f i gu r e s u s e d

using,

they

ad­

stu de nt s
it is h y p o ­

14

4.

d i f f e r e n c e s ex is t b e t w e e n the two
groups, w i t h r e s p e c t to the students'
a war e n es s, u s e and b e n e f i t of MSU
m i n o r i t y r e c r u i t m e n t and r e t e n t i o n
services.

In light
clas sm en ,

of

the h i g h

the r e s p o n s e s

we r e co m p a r e d .

5.

of

attrition rates
the

Freshmen

It w a s h y p o t h e s i z e d

for u n d e r ­

and

S o ph o m o r e s

that:

differences exist between Freshmen
and S o p h o m o r e s w i t h r e s p e c t to
their a w a r e n e s s , u s e and b e n e f i t
of MSU m i n o r i t y r e c r u i t m e n t and
retention s e r v i c e s .

Population

and

Sa mp l e

Po p u l a t i o n

In the c u r r e n t
2,349 b l a c k

students

representing
of

40,627.

ulation
mo r e

For

of

limited
who

total

Freshmen

cl a s s e s

15,954

get).
their

The s tu dy
first

is

in ne e d of s u p p o r t

outs

o ccur d u r i n g

the

this

(8,585)

to

student

study,

population

the s t u d y p o p ­
(790)

and S o p h o ­

Sophomore

of

and B u d ­

this g r o u p b e c a u s e

ye a r .

it is in

students

s e r vi ce s;

It will

7.8 p e r ­
(7,369)

Planning

that b l a c k

are

U n i v er si ty,

representing

and

and r e t e n t i o n

f ir st

there

State

Freshmen

1,243,

of c o l l e g e

most

total

(MSU O f f i c e

limited

two y e a r s

of

year,

Michigan

to b l a c k

cent of the total
numbering

at
the

the p u r p o s e s

students

academic

enrolled

5.70 p e r c e n t

has been

(453)

1982-83

are

most d r o p ­

also be r e a d i l y

15

possible

to o b t a i n

a representative

u l a t i o n on c a m p u s b e c a u s e
cl a s s

status when

mov e out of

they ha v e not yet

University

c a m p us

s a m p l i n g of

regulations

this

pop­

achieved upper-

p e rm i t

them

to

living u n i t s .

Sam p l e

Of the 1,243
enrolled

at

MSU,

black

100 or

from,

the

University's

se rv ice s.
su b j e c t s
ing

To o b t a i n
are c h o s e n

in the

T he se

and t hei r

Bro dy

are the

and f i fty b l a c k
so that
do e s

the

awareness
minority

la rg es t

students

the

So p h o m o r e

are

asked

and u s e of,
recruitment

from

South

Complex

residential
fr o m each

of s e rv ic es,

as bl ac k

and b e n e f i t
and r e t e n t i o n

sample,

all b la ck

students

to c o m p l e t e

their n ee ds

a representative
at r a n d o m

location

not b i a s

concerning

G r o u p and

two

and

8.0 per cent,

a written questionnaire
MSU s t u d e n t s

Freshmen

100

sam pl e

students

liv­

liv in g units.

complexes

location

on camp us

are s u rv ey ed

n e a r e r one unit or another,

survey results.

Procedures

In c o n d u c t i n g

this

stu dy

the r e s e a r c h e r

ined e n r o l l m e n t

and

a-vis

the

s t u d e n t body)

years

to d e t e r m i n e

the d i r e c t i o n ( s )

these

figures

time.

total

over

a t t r i t i o n d a t a for bl ac k
at MSU over

the past

that

exam­

s t u d en ts

and trends,

Acknowledging

first

if

(vis-

10-15
any,

such d a t a

in
are

16

i n f l u e n c e d by a m u l t i p l i c i t y
us e d

them

problems

to p ro v i d e
such

an i n d i c a t i o n of

programs

k n o w l e d g e a b l y with
The s e c o nd
view s c h e d u l e

(A ppendix

contacts
g ra ms

availa bl e,

grams

listed

exte nt

ficially

programs

in A p p e n d i x

staff m e m b e r s
e ve ry e f f o r t

Michigan

for him to i n t e r v i e w

State

for bi a s by
staff)

Sophomore

the

to o b t a i n d a t a c o n c e r n i n g

using

to be

the full

services

of­

University.
nature

of the s u b j e c t
some

the r e s e a r c h e r

made

asking

personnel

i n t e r v i e ws ,

are don e

se r v i c e s

the nine p r o ­

p r og r a m

an a p p o i n t m e n t

a d m i n i s t r a t o r who c ou ld se rv e

and

from

them

pro­

the pro gram.

completing

and b e n e f i t

and aski ng

identified

to ar r a n g e

Fr e s h m e n

of,

Th r o u gh

as ki n g q u e s t i o n s

a c q u a i n t e d with

pr o g r a m s ,

a program

for

at MSU.

and r e t e n t i o n

is p e r s o n n a l y

(r ec ep ti on is t or i n t a k e

Af ter

has

the c o n t r o v e r s i a l

to c o n t r o l

an i n t e r ­

to a d v i s e him of any o t h e r

B and b e l i e v e s

in m i n o r i t y

as a s p o k e s p e r s o n

programs

and f a c u l t y m e m b e r s

recruitment

area and b e c a u s e he

using

MSU st udent,

the r e s e a r c h e r

B e c a u s e of

to talk

an a d m i n i s t r a t o r of each of ni n e

and r e t e n t i o n

p r o v i d e d by

the

and to p r e p a r e h i m s e l f

as a b l a c k

of m i n o r i t y

the ex t e n t of

to i nt erv ie w,

A)

acquaintances

in some

the r e s e a r c h e r

administrators.

s t e p was

minority recruitment

of friends,

faced

t hei r

his own e x p e r i e n c e

of factors,

students

su rve ys

(See P o p u l a t i o n
their

and Sample)

awareness

MS U m i n o r i t y r e c r u i t m e n t

a mailed questionnaire.

of 100 b l a c k

and us e

and r e t e n t i o n

Study s u b j e c t s

were

17
selected using

an a l p h a b e t i c a l

c h o o s i n g na mes

of b l a c k

s t u d en ts

Analysis

The st udy
d e s i g n e d by
n a i r e was
student

of

c o n s i s t e d of

the r e s e a r c h e r .

use,

searcher

interviewed

nine

hypotheses

in this

and p e r c e n t a g e s

to s h o w d i f f e r e n c e s

purposes

of

1.

or

Asi an

Minority

cause

that

fr o m

the r e ­

each

of

the

in r e s p o n s e .

The

frequen­

raw d a t a c o l l e c t e d .

Terms

are d e f i n e d

in r e l a t i o n

S t u d e n t s - - S t u d e n t s who

to one of

Nat iv e

the e t h n i c groups,

A me ric an,

Am e r i c a n

2.

supportive

to the

the study.

as b e l o n g i n g
American,

and i d e n t i f y

t e st ed u s i n g m u l t i p l e

to a n al yz e

terms

of the q u e s t i o n ­

also be n o t e d

D e f i n i t i o n of

The f o l l o w i n g

a questionnaire

the nine

administrators

st ud y wer e

and r a n d o m l y

lists.

information

and b e n e f i t of

It s h o u l d

prog ram s,

those

The p u r p o s e

on campus.

supportive

from

administering

to c o l l e c t b a c k g r o u n d

aware ne ss ,

by dorms,

Data and Des ig n

programs

cie s

list,

(Hamilton,

High-Risk

of poor high

Rican,

s ch o o l

w o u l d not be

b ut who

show potential

a c a d em ic

admitted

as B la ck

Mexican

individuals

records

to c o l l e g e

for s u c c e s s

(Moore,

such

identified

Am erican,

1973).

Students--Those

scores,

tangible qualities

Puer to

are

1970).

who,

and low

as r e g u l a r

in c o l l e g e

be­

SAT/ACT
admits,

through

in­

18
3.
in su r e

R e t e n t i o n — Term u s e d

the s u c ce s s

(Proposal

for

4.
of

of

S p e c i al

Pr og r a m s

vid i n g co u n s e li n g ,
for d e v e l o p m e n t a l

efforts

academically deficient
P r og ra ms,

Supportive

S pe ci al

to d e n o t e

ma d e

to

s t u de nt s.

1 9 80 -8 4).

S e r v i c e s - - A s u b - u n i t of the O f f i c e

with

specific

advi si ng,
students.

responsibilities

referral

and

t ut or ia l

(Proposal

for

S p ec ia l

for

pro­

se rv ic e
Programs,

1 9 80 -8 4 ) .
5.

Recruitment--Person-to-person

a t t r a c t i n g ra ci a l
sp e c i a l

minority

and e t h n i c
flier

Un iv er s it y.

involve
on

6.

Academic

to m i n o r i t y

and s e r v i c e s

available

at

University

who

of

Social

life on c a m p u s

sh ip s

dividuals
1983 ) .

Michigan

of

Support

in and out of

s o r e d by

are

(Annual

to
Report

to

to m e e t

Michigan

State

the c r i t e r i a e s ­

Se r v i c e s

Services--Improving
by

the c l a s s r o o m
University

(Annual

assistance

(Annual

Re­

1983).

students

State

or g r o u p s

admitted

Supportive

Action,

for

students

of

Mic hi ga n

are d e s i g n e d

Services--Tutorial

admissions

t a b l i s h e d by the O f f i c e

7.

of p o t e n t i a l

a

1983).

via s p e c i a l

port on A f f i r m a t i v e

v i s i t a t i o n da y s

Support

students

of

students

Campus

Action,

Development

informing

specific groups

Affirmative

aimed at

and b r o c h u r e s

education opportunities
State

minorities.

contacts

Re p o r t

increasing

the q u a l i t y
interrelation­

through

activities

spon­

and /o r

affiliated

in­

on

Affirmative

Action,

19

8.
assi st

Financial

Su p p o r t

economically disadvantaged

to me e t

their

wi l l be

less

educational
traumatic

students

expenses

(Annual

Services--Efforts designed

so

to e n a b l e

the ir

R e p o r t on

stays

them

on c a m p u s

Affirmative

Action,

1983).

Limitations

The study was
fi n e d

to bl ac k

one campu s.
the u s e of

limited

Freshmen

The d a t a

and

for

of the

in that

veracity

the s a m p l e was

Sophomore

students

and like

all

and r e s p o n s i v e n e s s

con­

from only

the r e s e a r c h wa s g a t h e r e d

a survey questionnaire

l i m i t e d by the

Study

through

such d a t a

of the

st ud y

is
sub­

jects.

Plan of P r e s e n t a t i o n

In Chapter
era t u r e .
Three

Two

The d e s i g n

of the s t u d y

and the r e s u l t s

in Ch apt er
findings

Four.

the r e s e a r c h e r

of the

Ch a p t e r

and c o n c l u s i o n s

recommendations

for

ac ti o n

findings

comparies

derived

relevant

is d e s c r i b e d

study

Five

reviews

fr o m

and f u r t h e r

the

in

lit­

Ch apt er

are p r e s e n t e d

a summary

of the

study results

re se ar ch .

and

to

C H A P T E R TWO

PRECEDENT LITERATURE

In this chapter ,
to

"place

in e v i d e n c e "

to the topic
equality

it is the in te n t of
what

at hand.

The

of e d u c a t i o n a l

programs

which

both

opportunity

admissions,
n ee ds

of m i n o r i t y

studies

of o th er u n i v e r s i t y

support

action,

and r e t e n ­

as the b a c k g r o u n d
research

an d the social,

collegians

including

and a f f i r m a t i v e

In this co ntext,

attrition

c o n s t r u c t s,

recruitment,

are e x a m i n e d , a s we l l

arose.

literature contributes

theoretical

that p r o d u c e d the m i n o r i t y
tion

precedent

the r e s e a r c h e r

on m i n o r i t y

academic

is re viewed,

from

and f i n a n c i a l

including related

p r og ra ms.

Background

Dr.

Alex

Poinsett,

"Rocky

Road For

1966,

b l a c k s we r e

collegiate
lowed

Dr.

militant
black

Black

total.
Mar ti n

black

less

Luther

student

stated

than five p e rc e n t

Then,

Affirmative

research

Collegians,"

in c a t a c l y s m i c
King's

April

po wer

act i on

movement

and s p eci al
20

article
that

tit le d

as late as

(282,000)

of

ev en t s which

1968

protests brought

consciousness/black

ca mpu s.

in his

the

fol­

a s s a s si na ti on ,

the ci vi l

ri gh ts /

to the co l l e g e
admissions

pro gr am s

21
for bl a c ks
increases

spr ang up
in fe der al

King's death,

white colleges

W a s h i n g t o n of
pressures
p ro t e s t

had

the

of

education

upward

socioeconomic
hig her

pe r c en t

mobility

education

ha d

ac ti vi st s

of

and,

in a f u n d a m e n t a l

sense suggesting

mov es

tow ar d

theoretical
to affect
tional

ivory

opportunity

of

towers

that

the civil

of academe:

and a f f i r m a t i v e

tra­
top

p . 60-65)
argued,

with

must

Clearly,

the

admission

students,

the most

r i gh ts

to a c hi ev e

that

a new d i r e c t i o n
It was

throu gh

the w e a l t h y

it was

and low in c om e

that e g a l i t a r i a n i s m

the

(1977,

hig he r

that

by d e m a n d i n g

of e g a l i t a r i a n i s m .

constructs

se rv e d

that

to g r i p s with

and to w ar d u n i v e r s a l i s m .

of m i n o r i t y

education--that

American

"the r e a l i t y

the 1960s,

K.R.

and st u d e n t

fallacy

ed uc a t i o n ,

of l ar ge nu mb er s

edu­

enroll­

stated

an o p p o r t u n i t y

had on ly

of h i g h e r

away from elitism,

the soci al

(1971)

and co me

of the p o p u l a t i o n . "

In s t i t u t i o n s
mov e

challenged

paradox--the

every citizen

Dr.

p . 55).

New Deal?"

to e x a m i n e

long s t a n d i n g

ditionally

college

the m a s s i v e m i n o r i t y

the 1950s

institutions

h i gh er

fifteen

"Dupe or

after

in p r e d o m i n a t e l y

By 1978,

(1980,

massive

in h i g h e r

U n i v e r s i t y of M a s s a c h u s e t t s

g e n e r a t e d by

their most

st u d e n t s

time--enrolled

t ri p l e d

article,

paralleling

Only m o n t h s

of b l ac k

the first

movements

education

aid.

and u n i v e r s i t i e s .

for b l a c k s
In his

ov er ni gh t,

s tu d e n t

the m a j o r i t y

c a t i o n w e r e — for

ment

almo st

were

for high er

subsequent
im p o r t a n t

m o v e m e n t b eg an

e q u a l i t y of e d u c a ­

action.

22

Equal

Dr.
Pr e s i d e n t
United

Acc ess

James

A.

Higher

Perkins,

of C or ne ll

Negro

to

C ol l e g e

Education

on D e c e m b er

U n iv ers ity ,
Fund

3,

1968,

in a s p ee ch

then

before

the

stated:

It seems to me that the p r o b l e m of h i g h e r
e d u c a t i o n for the Negro is c l e a r l y a n a t i o n a l
p r o b l e m and r e q u i r e s a ca r e f u l and s y s t e m a t i c
e x a m i n a t i o n of all the b a r r i e r s that s ti ll
exist to a c h i e v i n g our two u l t i m a t e o b j e c t i v e s .
The first mu s t be to have the same p e r c e n t a g e
of Black s t u d e n t s in h i g h e r e d u c a t i o n as t h e r e
are Black s t u d e n t s in the age g r o u p . . . .
And
the s e c o n d o b j e c t i v e must be t h a t . . . t h e e d u c a ­
tional o p p o r t u n i t i e s a v a i l a b l e to the t a l a n t e d
Black s t u d e n t must be of e q u i v a l e n t q u a l i t y to
those a v a i l a b l e to the w h i t e s t u d e n t s .

Dr.

Perkins'

gress

report

stated

had been made,

isfactory

if equal

black

enrollment

larg er

pro­

not

sat­

e q u a t e d with

and o b j e c t i v e s

in some c o l l e g e

of

access

to h i g h e r

i n di vi du al s,

or u n i v e r s i t y .

is e f f e c t i v e l y m e a s u r e d by d e t e r m i n i n g
balance

was

opportunity was

aspirations

of equal

to the o p p o r t u n i t y

en r o l l

tremendous

with

and ou tcome.

The c o n c e p t
fers

although

student

educational

m a t c h i n g b la ck students'
performance

that

in the s t u d e n t
population

population

potentially

education r e ­

black
Equal

or white,
ac c e s s

for b l a c k s

the d e g r e e of ra ci a l

in r e l a t i o n s h i p

available

to

for

to the

enrollment.

23
In p r o v i d i n g
institutions

for e q u a l i t y of e d u c a t i o n a l

of h i g h e r

First,

an i n s t i t u t i o n

higher

education

most

lik el y

to b e n e f i t
Th er e f o r e ,

to se le c t

its s t u d e n t

faculty
regard

could

to s e l e c t

g r a d ua te .

o the rwi se,

education

jud ge d

claim
those

choo sin g,

the

acceptable

r e l i g i o n,

of h i g h e r

U.S.

in its

long

November

as

1981

as s e r t

its right

o b j e c t i v e or
its

trustees,

without

or igi n.

By so

its goal.
the

in g e n e r a l

ambiguous

and

the lack

and g r a d u a t i o n c r i t e r i a

education

R i gh ts

judged

and c o n s e q u e n t l y

it d i d so,

recognizing

admission

a r a n d o m m e t h o d of

C o m m i s s i o n on Ci vil

native

as

the n a t u r e of

a p p r o p r i a t e by

process

among

to use

and

options.

students

education

acknowledged

a mo ng

choose

potential

c r e e d or n a t i o n a l

of s t a n d a r d i z a t i o n
institutions

it was

any c r i t e ri a,

the i n s t i t u t i o n ,

n a tu re of the e d u c a t i o n a l

several

institution could

b o d y on

the i n s t i t u t i o n

Second,

that

fr o m h i g h e r

and a d m i n i s t r a t i o n ,
to race,

ha v e h a d

opportunity,

in p a r t i c u l a r ,

selecting s t u d e n t s .
has

report,

suggested

could
The

a third al t e r ­

Affirmative

Ac t io n in

the 1 9 8 0 s ...,

A d m i s s i o n s to a c a d e m i c and p r o f e s s i o n a l
sc ho ol s can be d e c i d e d not only on the ba sis
of gr ade s, s t a n d a r d i z e d test s c o r e s and the
p r e s t i g e of the hi gh s c ho ol or c o l l e g e from
w hi ch the a p p l i c a n t gr ad ua t e s , b ut also on
the b a s i s of c o m m u n i t y se rvice, wo r k e x p e r i e n c e
and l e t t e r s of r e c o m m e n d a t i o n , (p.10)

In m o v i n g
elitism,

but

to not on l y

to r e d u c e

eradicate blatant

the d i s c r i m i n a t o r y

racism

ef fe c t s

of

and

24
organizational
to edu ca t i o n,

and s t r u c t u r a l
universities

barriers

were

Affirmative

e n su re
such

ac ti o n m e an s

that g r o u p s

of p e o p l e

munities
their

education

making

to a c h i e v e

a concept

to

against,

in u n i v e r s i t y c o m ­

to their

The ov er a l l

that

limit

w i t h i n hi gh e r

historically

ste ps

th ro ug h

r e c r u it me nt ,

sp e c i a l

retention

Affirmative

and 11'375 for

sex,

or o t he r

char­

edu ca ti on .

take p o s i t i v e

of such past

efforts

and p r o m o t i o n

ac t io n was

all

to d i s c r i m i n a ­

in h i g h e r

the e f f e c t s

and s y s t e m a t i c

It

education regula­

subjected

race,

for peo pl e

potential.

that u n i v e r s i t i e s

to o v e r c o m e

e m p lo ym en t ,

of such gr ou ps .
11246

requires

concern

all p e o p l e have

fullest

are now u n d e r r e p r e s e n t e d

concept

and c o n t i n u o u s

that

law and h i g h e r

tion or e x c l u s i o n b e c a u s e of t he ir
acteristics, who

special

e f f o r t so

in fe d e r a l

b e c a u s e of g r o u p s

funds.

e f fo rt

previously discriminated

actio n r e q u i r e s

an o p p o r t u n i t y

Or de rs

acc ess

are e r a d i c a t e d .

and s p e c i a l

exclusion

a sp ec i a l

and p e r f o r m a n c e s

as i n d i v i d u a l s

tions

action.

or s y s t e m i c b a r r i e r s

p r i v il e ge s,

Affirmative

became

affirmative

are f ul ly r e p r e s e n t e d

and that s oc i a l

rights,

of

Acti on

Affirmative

as m i n o r i t i e s ,

t a ki n g

to e q u a l i t y

in the
of me m b e rs

m a n d a t e d by

Executive

institutions receiving

public

25

MSU's C o m m i t m e n t to Equal E d u c a t i o n a l
O p p o r t u n i t y and A f f i r m a t i v e Acti on

In 1935

the

State

Michigan

St at e

College

to eq ual

o p p o r t u n i t y by

Bo ar d of Ag ri cu lt ur e,
(MSC),

demonstrated

adopting

then g o v e r n i n g

its c o m m i t m e n t

the f o l l o w i n g

policy:

The B oa rd w i s h e s h e r e b y to ma k e it clear
that it has at no time s a n c t i o n e d or a d ­
v o c a t e d that there s h o u l d be any d i s c r i m ­
i na t i o n in any d e p a r t m e n t of the College,
and d e c l a r e s its policy, both past and
p r e s e n t , to be such as to p r o v i d e equal
o p p o r t u n i t y to all s t u d e n t s , r e g a r d l e s s
of race or c o l o r (MSU, Human R i g h t s : The
University's Commitment"
1981, p .2 ) .

MSU's

r e c o g n i t i o n of

fu r t h e r

stipulated

ad o p t e d

in 1965.

its o b l i g a t i o n s

in the By l a w s

of

in this

r e g a r d was

the B oa rd of Trust ees ,

ARTICLE VIII
B o a rd and St ud en t R e l a t i o n s : It s ha ll be
the p o l i c y of the B o a r d to p r o v i d e equal
e d u c a t i o n a l o p p o r t u n i t y to all q u a l i f i e d
s t u d e n t s fr o m the State of M i c h i g a n and,
i n s o f a r as f a c i l i t i e s , faculty, and a c c o m ­
m o d a t i o n s permit, a r e a s o n a b l e numb er from
o th er s t a t e s and o t h e r c o u n t r i e s . There
shall be no d i s c r i m i n a t i o n b a s e d on race,
color, sex or creed.
No d i s c r i m i n a t i o n
shall be a l l o w e d in U n i v e r s i t y h o u s i n g
or in the U n i v e r s i t y - s u p e r v i s e d o f f - c a m p u s
h ous in g .
No fra te rn it y, sorority, st ude nt
o r g a n i z a t i o n or c l u b may ex ist on any
c am p u s of M i c h i g a n State U n i v e r s i t y if it
o p e r a t e s u n d e r a c o n s t i t u t i o n that d i s c r i m ­
inate s a ga i n s t p o t e n t i a l m e m b e r s on the
b a s i s of race, color, n a t i o n al o r i g i n or
ance st ry . (Ibid, p.2).

26

In 1978

the

to en f o r c e

Board of

Tr u s t e e s

the p r i n c i p l e s

adopted

previously

the A n t i - D i s c r i m i n a t i o n J u d i c i a l
with

and c a r r y out

va ri ou s

state d.

Board

procedures
It e s t a b l i s h e d

to m o n i t o r

compliance

its p o l i c i e s .

The Board of T ru st ee s of M i c h i g a n State
U n i v e r s i t y r e a f f i r m s its c o m m i t m e n t to a
p o l i c y of no d i s c r i m i n a t i o n on the b as is
of race, creed, e t h n ic o r i g i n or sex and
e s t a b l i s h e s the f o l l o w i n g p r o c e d u r e s to
pr ev en t such d i s c r i m i n a t i o n in a c c o r d a n c e
with due pr oc e s s w i t h i n the U n i v e r s i t y
c om mu ni ty .
In d o i n g so, the B o a r d r e c o g ­
nizes that it is not e n o u g h to p r o c l a i m a
p o li cy of n o n - d i s c r i m i n a t i o n .
The U n i v e r ­
sity must als o s t r i v e a c t i v e l y to b u i l d a
c o m m u n i t y in w hi ch o p p o r t u n i t y is e q u a l i z e d
and to use its f a c i l i t i e s and h u m a n r e s o u r c e s
to d e v e l o p the ski ll s and o p p o r t u n i t i e s
t hr oug h w h i c h m e m b e r s of all g r o u p s may play
r e s p o n s i b l e and p r o d u c t i v e ro le s in soc iety.
This pol ic y is r e l e v a n t to all as pe c t s of
the U n i v e r s i t y i n c l u d i n g the c h o i c e of c o n ­
tr ac t or s and su p p l i e r s of g o o d s and s e r vi ce s.

In c a r r y i n g out this policy, the U n i v e r s i t y
also is b o u n d by a p p l i c a b l e Fe d e r a l laws,
o rd e r s and r e g u l a t i o n s . Am on g the se are
E x e c u t i v e Or de r s 11246 and 11 37 5 ( a f f i r m a ­
tive action), the Civil R i gh t s Act of 1964
and Title IX of the E d u c a t i o n A m e n d m e n t s
of 1972 (sex d i s c r i m i n a t i o n ) .
Whi le such
laws and o r d e r s pr ov i d e a v en ue s for re me d y
of c o m p l a i n t s of racial, sex, or other
p r o h i b i t e d d i s c r i m i n a t i o n , the Boa rd also
b e l i e v e s that the U n i v e r s i t y mu s t have its
own int er na l m a c h i n e r y for the rec eipt, c o n ­
s i d e r a t i o n and r e s o l u t i o n of such c o m p l a i n t s .
The Bo ard t h e r e f o r e d i r e c t s the e s t a b l i s h m e n t
of the A n t i - D i s c r i m i n a t i o n J u d i c i a l Bo ard to
c ar ry out this p o li cy in the m a n n e r o u t l i n e d
herein.
The Bo ard also d i r e c t s all u n i t s of
the U n i v e r s i t y to take a p p r o p r i a t e ac t i o n
i m m e d i a t e l y to i m p l e m e n t this p o l i c y and p r o ­
ced ure s. (Ibid, p. 3)

27

MSU Preside nt ,
v e r s it y' s

commitment

University's

Cecil

M a c k e y , has

in a f o r w a r d

Commitment.

He says,

to

reaffirmed
Human

the

Rights:

Uni­
The

in part,

To day 's c h a l l e n g e of the l a n d - g r a n t i n s t i t u t i o n
in cl u de s the r e s p o n s i b i l i t y to reduc e, and u l t i ­
mately, to e l i m i n a t e i n e q u i t y b a s e d u p o n c o n ­
s i d e r a t i o n s such as race, sex, n a t i o n a l origin,
age, or p h y s i c a l c o n d i t i o n .
M i c h i g a n Sta te U n i ­
v e r s i t y and o t h e r g r e a t s t a t e u n i v e r s i t i e s mu s t
take a f f i r m a t i v e action, not s i m p l y to com e into
t e c h n i c a l c o m p l i a n c e with the law, but also to
be a p o s i t i v e i n f l u e n c e b e c a u s e our sp e c i a l
mission, ed uc a t i o n , is a p r i n c i p a l key to
g r e a t e r e q u i t y in our so ci e t y.
The U n i v e r s i t y
ca nn ot take s h e l t e r b e h i n d a d m i s s i o n s t a n d a r d s
that w o u l d s c r e e n out t ho se who ha v e p o t e n t i a l
for c o l l e g e work, b u t who, b e c a u s e of c i r c u m ­
s ta nc e s in th eir c o mm un i t y , home, or school,
may nee d s p e c i a l o p p o r t u n i t i e s to d e m o n s t r a t e
their a bi li t i e s .
Nor can the U n i v e r s i t y fall
back on p r e s s u r e s of e n r o l l m e n t and c o m m i t m e n t s
to r e s e a rc h and p u bl ic s e r v i c e as j u s t i f i c a ­
tions for a r e l u c t a n c e to a s su me r e s p o n s i b i l i t y
for e q u i t y and a f f i r m a t i v e actio n.
Ad m i t t e d l y ,
such issues c o n t a i n the e l e m e n t s of a true
di le m ma .
If the q u a l i t y of e d u c a t i o n is d i l u t e d
by l o w e r i n g l e g i t i m a t e s t a n d a r d s or by c o m p r o ­
m i s i n g the q u a l i t y of r e s e a r c h and p u bl ic s e r ­
vice p r o g r a m s of the Un i ve rs it y, t h e s e ac ti on s
will have st ate w id e, na ti on al , and ev e n i n t e r ­
na t i o n a l r a m i f i c a t i o n s .
Also, we fa ce d i f f i ­
cult f i n a n c i a l times and mu s t be c a r e f u l that
s u f f i c i e n t r e s o u r c e s are a v a i l a b l e to fu lf il l
our o b l i g a t i o n s . . . .
The g o a l s of h u m a n r i g h t s
and d i g n i t y are d i f f i c u l t to a c h i e v e b e c a u s e
far more is r e q u i r e d than s i m p l e i n v o c a t i o n of
laws or r e g u l a t i o n s .
T he re m u s t be ch an g e s
in attitudes, practi ces , and va lu e s w h i c h o f t e n
come p a i n f u l l y and slowly.
M i c h i g a n State, by
its cha rte r, its Bo ar d polic ies , and its mission,
is c o m m i t t e d to a f f i r m a t i v e a c ti on in e m p l o y ­
ment, in all a c a d e m i c progr ams , and in all its
ac ti vi t ie s.
Each p e r s o n w i t h i n the U n i v e r s i t y
c o m m u n i t y mu st l ea rn to va lu e o t h e r p e o p l e for
their wo rth and p o t e n t i a l and a s s u m e r e s p o n s i ­
b i l i t y for e n s u r i n g that e v e r y o n e has acc es s to

28

the full r a n g e of a d v a n t a g e s
the U n i v e r s i t y c o m m u n i t y .

of m e m b e r s h i p

in

I r e c o g n i z e the i m p o r t a n c e of s t r o n g l e a d e r ­
sh i p in a f f i r m a t i v e a c ti o n w i t h i n the U n ive rs i t y - - l e a d e r s h i p that mus t b e g i n wit h the
Pre si d en t.
I a s s u r e you that I am p e r s o n a l l y
and p r o f e s s i o n a l l y c o m m i t t e d to the go al s
of e q ui ty and the p r o t e c t i o n of the rig ht s
and p r i v i l e g e s of e v e r y o n e w i t h i n the U n i ­
ve rs i t y c o m m u n i t y , (pp.ii-iii)

Application

Throughout
with
of

this

the p r a c t i c a l

affirmative

cation ,

and 11375

action

Rights

federal

mandate

The m id

and late

and l o w - i n c o m e
practices

bers.

1964

Act io n) .

enabling

19 60s

theoretical
acce ss

and E x e c u t i v e
In di vi du al

for

edu­

we r e c o d i f i e d
Ord er s

stat es

11246

and

l e g i s l a t i o n or a f f i r m e d the
and trustees'
favorable

in h i g h e r

d e ci si on s.

to mi n o r i t y

education

and b l a c k
were

institutions

s t u de nt s,

ta ke n down,
of h i g h e r

when

admissions

than f i f t y

education

the s mo ke c l e a r e d

b e g a n to find e n t r a n c e

education

One so u r c e o p t i m i s t i c a l l y cla ime d,

for h i g h e r

concepts

to h i g h e r

These c o n c e p t s

sa w c h a n g e s

enrollments

."...probably more

grams

M.S.U.

in t hei r b y - l a w s

and the b a r r i c a d e s
U.S.

the

nationwide.

Minority

into

at

Act of

pa ss e d

of

and e q u a l i t y of

( Af fi r ma ti v e

universities

the r e s e a r c h e r was c o n c e r n e d

application

particularly

in the Civil

study

percent

in this c o u n t r y

the d i s a d v a n t a g e d or hi g h

in g r e a t e r
in 1970,

num­

that

of the i n s t i t u t i o n s
n o w ha v e s p e c i a l
ri s k

students."

pro­

(Williams,

29

1970,

p.173).

A sizeable

b l a c k s t u den ts .
primarily
five

p r o p o r t i o n of such

These students

in pu b l i c

appeared

institutions.

times

the n u m b e r

of b la ck

than

there w e r e

in p r i v a t e

tions

si g n i f i c a n c e ,

ho we ve r,

was

st u d e n t s

to be c o n c e n t r a t e d

T h e r e were,

students

for example,

in p u bl ic

institutions.

the fact

that

institu­

Of equal

the nu m b e r

black undergraduates

remained proportionately quite

(Egerton,

94).

1969,

p . 7,

Although

racial

yet be e n

achieved,

pr o g r e s s

tow ar d e q u a l

learned
soci al

that

advantaged"
Southern

colleges

Education

as f i n a n c i a l

to su cc ee d.

Reporting

aids

limited

They have

educational
to h e l p

A publication

Service

small.

ha v e made

opportunity.

supportive

of

e d u c a t i o n has not

and u n i v e r s i t i e s

provide

as well

students

in h i g h e r

educational

they m u s t

prog ra ms ,

equality

wer e

for

and

"d i s ­
the

stated:

B l a c k s t u d e n t s and b l a c k p a r e n t s all over
the c o u n t r y are t i r e d of an e d u c a t i o n a l
s y s t e m w h i c h is f u n d a m e n t a l l y r a c i s t and
w h i c h does not s pe ak to their needs.
More
than b e i n g tired, ho wever, they are r e f u s i n g
to acc ep t p a s s i v e l y the c o n t i n u a t i o n of an
e d u c a t i o n p o l i c y w h i c h e x c l u d e s the ir l e g i t i ­
m a t e c o n c e r n s . . . . (R obinson in Green, 1970, p.

2 ).
The c o n t e n t
ne e d s of b l a c k
a later
kn o w

p oi nt

that

advantaged"

of p r o g r a m s

and m i n o r i t y

or

students

in this study.

the s u p p o r t i v e

First,

the
at

For n o w it is s u f f i c i e n t

to

stud en ts ,

wi l l

to a d d r e s s
be d i s c u s s e d

pr ograms,

"high risk"

two i m p e r a t i v e s .

constructed

designed
arose

to aid

"dia-

in r e s p o n s e

to

i n c r e a s e d e n r o l l m e n t of m i n o r i t y

30

and l o w - i n c o m e
movement
had had

p r o p e l l e d by the

that b r o u g h t ma n y
inadeguate

ac a d e m i c
was

students

preparation

and f i n a n c i a l

and

the

action

The
stude nt s,
ment,

to w a r d

M.S.U.

ent

enrollment

is s h o w n for

1977/78

and

the same
t hr o u g h

19 72 /7 3

information

through

the

1960s had b e g u n
University

ke p t

to d e c l i n e by

M.S.U.

students dropped numerically
in 19 78 /7 9.
but

the d o w n w a r d

enrollment
which

point

to 5.12
of

A slight

for

downward
2,436

a

percent,

action

at

two p h e n o m e n a .
trend;

a hi g h of

One was

might

seem

and 2,392 in 1980/8 1.

in terval,

to 2,252
in 19 75 / 7 6
total
at

6.48 p e r c e n t
indictment

inevitable

an ab r u p t r e v e r s a l

enrollment

in the 1 9 7 7 - 7 9

of

bl ac k

to 1978/79,

An u n e g u i v o c a l

M.S.U.

total b l a c k

place

as a p e r c e n t a g e

from

respectively.

Total

took

1972/73

and

the f i r s t year

in 19 7 2 / 7 3

increase

t re nd of b l a c k s

they had d r o p p e d

to 2,252

1979/80

numerical

the

It is a p p a r ­

fi gu r e s .

2,678

c o n t i n u e d u n a b a t e d fr o m

affirmative

cept

fr o m

19 76 / 7 7

in the mid

1972/73,

such e n r o l l m e n t

enroll­

is p r o v i d e d for

at

ef f o r t s "

minority

to tal

in Ta bl e 2.1b.

by b l a c k s

dollars

opportunity.

of b l a c k s and o t h e r

y ea rs

and

"good fai th

i

late

im pet us

b a c k e d by f e d e r a l
if

who

social,

egual opportunity

of e d u c a t i o n a l

1 98 2/ 83

that any g a i n s ma d e

and its

as a p e r c e n t a g e of

academic

Rights

campuses

The s e c o n d

reprisals

eguality

numerically

in T a b l e 2.1a;
yea rs

pr o v i si on s,

thr ea t of f i n a n c i a l

w e r e not ma d e

for c o l l e g e

government

Civil

to c o l l e g e

reguirements.

p r o v i d e d by f e d e r a l

affirmative

students

1960s

ex­

of

the

that had d r o p p e d
ro s e

N u m e r i c al ly ,

to 2, 34 5
black

from

in

s t u d e n ts

T AB LE

2.1a

M.S.U. T O T A L M I N O R I T Y AND B L A C K E N R O L L M E N T BY N U MB ER AND PERC ENT AGE ,
1972- 19 76

Student
Classification
Black

E nro ll men t

Black Enr ol lm en t
as a P er ce nt ag e of
Total E nr ol lm en t
Min ori ty

Enr ol lm en t

Black En rol lm e nt
as a P e r ce n ta ge of
Minority E nr oll men t
Total

Enr ol lm en t

Mi nor ity Enr ol lm en t
as a Pe rc en ta ge of
Total En rol lme nt

1972/73

1973/74

1974/75

1975/76

19 76/ 77

2,678

2 ,573

2 ,567

2,587

2,451

6 .48%

6.1 8%

5. 91 %

5 .80%

5 .60%

3,254

3,204

3,241

3, 304

3,150

82 .30%

80 .30%

79.20%

78 .30%

77.80%

41,378

7.86%

41,649

7.6 9%

43,459

7.46%

44,580

7.41%

43.720

7.20%

T AB LE

2.1b:

M.S.U. TOTAL,
1977 -19 82

Stude nt
Classification
Black

Enr ol lm en t

Black E nr ol l me nt
a P er ce n ta ge of
Total Enr ol l me nt
Mi nor ity

M I N O R I T Y AND B L A C K E N R O L L M E N T BY NU MB E R AND PERCENTAGE,

1977/78

1978/ 79

1979/ 80

1980/81

1981/82

1982/83

2,436

2,252

2,345

2,392

2,361

2,349

as

E nr ol lm e n t

5 .51%

5 .12%

5 .24%

5 .3 2%

5 .61%

5.7 8%

2,983

3 .165

3 .223

3 .224

3,323

Blacks as a P e r c e n ­
tage of Total M i n o r ­
ity En ro l lm e nt
75.98%

75 .50%

74.09%

74.21%

73 .23%

70 .6 9%

Total

43,744

En ro l l me nt

M in or it y En rol lm e n t
as a Pe rc e n t a ge of
Total E nr ol lm ent

3,206

44,211

7.25%

6 .81%

44,756

7.0 7%

44,940

7.17%

42,094

7.66%

40 .627

8 .18%

33

declined

a ga in

in 1 98 1/ 8 2

but

so di d ov er a l l

enrollment, as the last of

the

"baby boo m" u n d e r g r a d u a t e s

flowed

into

blacks

not only h e l d

relation
19 78 / 7 9

and out

to total
to

of hi g he r

their own,

enrollment

5.78 p e r c e n t

the 6.48 p e r c e n t
the p e r c e n t a g e

ed uc a t i o n .

black

but

from

r e c o v e r y has

i na t i o n of e n r o l l m e n t d a t a wer e

enrollment.

1972/73

b e t w e e n bl ack

From 1 97 2 / 7 3

in p r o p o r t i o n

to tot al

a low of

achieved

82.3

pe rc e n t

only

pe rc en t.

the

19 72 /7 3

predominant

ma de

and

and p e r c e n ­

total m i n o r i t y

Wh ere as

of mi n o r i t y

Since b l a c k s

made up

p o r t i o n of m i n o r i t y

later by ot he r

in the late 1960s
minority

s tu de nt s

and early
who

in

students

75.50 p e r c e n t

to 19 82/ 83 decade, it is p o s s i b l e

g a i n s ma d e by b l a c k s

to

since 19 78/79.

en ro l l m e n t .

by 1 9 8 2 / 8 3

ov er

in

to 1 9 82/ 83 bl ac k s d e c l i n e d s t e a d i l y

they r e p r e s e n t e d

sti ll

pe rc en t

in 1972/73,

the n u m e r i c a l

by 1 9 7 8 / 7 9

c r e a s i n g but

in

in this c o m p a r a t i v e e x a m ­

at M.S.U.,

70.69

sit ua ti on ,

Al t h o u g h not ba c k

enrollment

minority

they r e p r e s e n t e d

5.12

trended upward

The s e c o n d p h e n o m e n o n n o t e d

tage r e l a t i o n s

In this

i n c r e a s e d st e a d i l y

in 198 2/8 3.
enrollment

Un iv e r s i t y

and
a de­

st u d e n t s
that

the

1970s w e r e

lack ed the high

v i s i b i l i t y b l ac k s g a i n e d d u r i n g the 1960s civil

righ ts

struggles .
Comparing
for

19 82 / 8 3

dictory

the d a t a for

(Table 2.1b)

interpretations

1 97 2/ 73

(Table 2.1a)

demonstrates
of

M.S.U.

with

that

h ow s e e m i n g l y c o n t r a ­

affirmative

act io n c o m p l i a n c e

34

ca n
of

arise.

In 1982/83,

total e n r o l l m e n t

high

surpassed

(7.86 percent)

fi rs t

time.

higher

minority

of

enrollment

(8.18 p e r c e n t )

ten y e a r s

Actual m i n o r i t y

than it h a d b e e n

before

in 10 yea rs .

since

1978/79,

total m i n o r i t y
year

representing

enrollment

At M.S.U.,

minority

Although

s h a r e of

the total

blacks

low es t

th e y ' d

p e r c e n t a g e of

seen

in the e l e v e n

be e n g e n e r a l

enrollment declines

four p r o t e c t e d

Am eri can s,

still

students

has d e c l i n e d ov e r

M.S .U .' s

form the

lar­

at M.S.U.,

the yea rs .

minority enrollment

Asian

their

Further

s t a t i s t i c s ha v e

that b e c a m e m a r k e d

in the

a c a d e mi c year.

A l t h o u gh
creased

the total

3.5 p er c e n t

3,224 s t u d e n ts
pe rcent)

in Fall

1982.

This

increases

of m i n o r i t y

bot h

the nu mb e r

we re

at the h i g h e s t

enrollment

population

(7.7 pe rc e n t)

of sl o w but st ea d y
por t i o n s

student

(1,467 s t u d e n t s )

t ot al m i n o r i t y s t u d e n t

et hn ic

the

comprises

Native

a mo ng the m i n o r i t y

complicating

1 98 1/8 2

to 2,349,

enrollment

Americans

proportion

also

are p r o v i d e d .

Hi spa nic s,

ge s t

wa s

the

At the same time,

the l o w e s t

r a c i a l / e t h n i c g r ou ps :
and blacks .

(3,323)

(70.69 p e r c e n t )

p e ri od for w h i c h d a t a

its p r e v i o u s

(19 72 / 73 ), f or

enrollment

act ua l n u m b e r s of b l a c k s d e c l i n e d
be e n

as a p e r c e n t a g e

students

fr o m

Fall

increased

in 1981

to

statistics

began

1981,

the n u m b e r s

se e n s i n c e

since

in 1970.

the

slightly--from

increase continued
in bo t h

1982 d e ­

3,323 s t u d e n t s

1978.

and p e r c e n t a g e of m i n o r i t y
levels

in Fall

the

(8.2

trend

and p r o ­
Furthermore,

students

in 1982

the c o l l e c t i o n of r a c i a l

and

35

Each of the four
are c o l l e c t e d
the s t u d e n t
group,
0.4

racial/ethnic groups

increased

body

fr o m

its

1981

of

the

total

increased

from 0.52

increases

in p e r c e n t a g e ,

clines
Black
Fall

enrollment
1981

in Fall

30 to

Chicano,

served
ro se

421,

s i n ce

from

0.9 p e r c e n t

to 113 s t u d e n t s

in 1977.

increase

in both

and c o m p r i s e d
(Annual

1.1

number

proportion c o n ­

Hi s p a n i c
165 of
in

this g r o u p o b ­

p e rc e n t

1982;

equaled
As ia n

numerical

students

reversed
years,

the p r o p o r t i o n a l

the p r e v i o u s

hi g h

students

Repor t on A f f i r m a t i v e

total

Fall

Action,

1982

1983,

the

rising

representa­

percentage

continued

and p r o p o r t i o n a l

p e r c e n t of

H i s pa ni cs

of the s t u d e n t body.

two pr e v i o u s

American

rose

the se s t ud en ts

to 1.0

the

5.8

s t u d e n ts

The p r o p o r t i o n of

se en

in

in Fall 1977 to

ever;

American

the

e n ro ll ed.

2,361

1976.

in Fall

attained

percent

Hi sp an ic s

in s p i t e of d e ­

fro m

their

The n u m b e r of

Na ti ve

0.28,percent

thou gh

at

Some of

students

continued a decrease

at le ast

p a t t e r n of d e c l i n e s

occurred

of m i n o r i t y

5.2

the h i g h e s t
which

pe rc e n t .

among

Hi sp a n ic

w h i l e o th er

to 2 ,3 49 st ud ent s,

1982.

The e n r o l l m e n t of

tion,

howeve r,

from

the

remained constant

to 0.63

in 1980,

rise

Within

s t u d e n t body,

number

fell

and 2,392

a steady

percent

were

to 1982.

percent

in the ac t u a l

tinued

by

percentage representation

the p r o p o r t i o n of C h i c a n o s

pe r c e n t

for w h i c h d a t a

to

representation,
enrollment
pp.

V I I - 3 ).

36
To sum u p

M. S . U . ' s

equal o p p o r t u n i t y
By -l aw s
data

and

ve rs it y

are b e c o m i n g

population.

s in ce

in 198 2/8 3.

minority
from

fr o m
low of

for

6.48

82.3

standing
percent

percent

increasing.

in the

(2,392

M. S . U . ' s

last

t hr ee

enrollment

(44,940

has b u c k e d

this

fi rs t

total

of

in Fall

its

total

Ann ua l

1972.

As

Uni­

e n r o l lm en ts ,

how­

in 19 72/ 73

tre nd

e n di ng

gaining

in

Fall of
of

in 1982/83.

for

wh e n m i n o r ­

the d e c a d e

and b e ­

in Table 2.1b

Repo rt on A f f i r m a t i v e
b l ac ks

along with

(3,223

at M.S.U.

in c o l l e g e e n r o l l m e n t s

Action)

have d e c l i n e d

total m i n o r i t y

decreases

at 2,349

a percentage

in 1979/80,

in the d a t a

but

to

slo wl y

in the

70.69 p e r c e n t

and r i s e n by 100

enrollment

the total

ha ve d e c l i n e d s t e a d i l y

in 198 2/83)

to 40,627)

serious declines

pe r c e n t

a c a d e m i c ye ar s

to 2,3 49

trend

to

at least s in ce

enr ol lm en t, bla ck s d e ­

period,

blacks

re c r u i t e d

Bla ck e n r o l l m e n t

2,678

lo w point

Thus we f i n d

in 19 80 /8 1

The

numbers,

in 1978/79,

at 5.78

of this

in the T r u s t e e ’s

M a c k e y , enrollment

at b la ck

of

2,252

in 1 9 7 2 / 7 3

ity r e p r e s e n t a t i o n hit

that

a hig h

though,

no r e v e r s a l

(derived fr o m

Cecil

p e r c e n t a g e of

the ten yea r

enrollment,

The re was

g an

act io n made

la r g e r

a lar ge r

As a p e r c e n t a g e

r e c e n t y e a r s but
from

c o m m i t m e n t to

mu s t be mo r e g ua rd ed .

the

creased overall

the

a g r o u p have be e n

L oo k i n g on l y

declined numerically
fluctuate

as

in i n c r e a s i n g l y

assessment

1982,

affirmative

that m i n o r i t i e s

and a d m i t t e d

ever,

on

and r e a f f i r m e d by P r e s i d e n t

sho w

1978,

and

progress

to

total
enrollment
3,323).

reflect

the

since b e f o r e

the Civil
e ff or ts

Rights

the b e n e f i c i a r i e s
for bl a ck

of

enrollment.

M.S .U .' s

T he re

st u d e n t s ha v e

recruitment

eff orts,

are d e c l i n i n g

is aware.

been
exce pt

al on g with

for

Since

this

phen­

investiga­
it

and left for fu t u r e r e s e a r c h by

in the field.

Comparison

With O t h er

In the
enrollments
g r e w from
cent.

spa ce of

pe r c e n t

ten years

how eve r,

and g r e w on ly

Rig ht s
for

the

In T ab le

2.2,

of

d o m i n a n t l y white,
surpasses

Negro c o l l e g e s ) .

the 1960s b e g a n

The

9.3 p e r ­

reached

9.2

two years,

[ISEP],

the
(In­

1977).

for b l a c k s

sever al o t h e r

(which

U n i v e r s i t y of

to

to s t a g n a t e

These d a t a sho w

figures

n a t i o n wi de ,

f u e l e d by

Policy

fi g u r e s

those for

sc ho o l s .

the n a t i o n w i d e

st u d e n t s

that had be e n

Educational

to 1976/77, b l a ck

types,

in the next

the e n r o l l m e n t

are c o m p a r e d w i t h

all

the p r o p o r t i o n had

.1 p e rc en t

St ud y of

1 9 66 / 6 7

all c o l l e g e

nationwide

Movements

from

e d u c a t i o n of

6.1 p e r c e n t of

the i n c r e a s e s

st i t u t e

Universities

in h i g h e r

By 1974,

M.S.U.

T he se fi g u r e s

is b e y o n d the sc op e of this re s e a r c h ,

can onl y be n o t e d h e r e

Civil

and u n i v e r s i t i e s

is no e x p l a n a t i o n

this r e s e a r c h e r

tion of the t re nd

as

that m i n o r i t y

students, w h o s e n u mb er s

o m e n a of w h i c h

o th e r s

and c o n s i d e r a b l e

in r e c r u i t m e n t of s t ud en ts.

seem to i n d i c a t e

o ve r a l l

in the 1960s

are b e i n g e x p e n d e d by c o l l e g e s

nationwide
would

movements

at

large,

that on ly

pre­

Ru tge rs

i n c l u d e d d a t a from

Chicago,

like

M.S.U.,

T ABL E 2.2:

B LA CK E N R O L L M E N T AT FIVE P R E D O M I N A N T L Y WH IT E U N I V E R S I T I E S
(BY PERCENTAGE)

19 72 -1 97 8

I ns ti tu ti on

1972

i9 7 3

1974

1975

1976

1977

1978

Mic hig an

6.48

6.18

5 .91

5 .80

5 .60

5.51

5 .12

5.7

6.6

6.2

6.0

6.4

6.3

6.2

Chicago

5.5

6.6

4.2

4.5

4.4

2.2

3.2

St anf ord

4.5

4.6

4.6

5.0

5.0

5.2

5.4

Rutge rs

—

--

10 .9

10.4

11.0

12 .0

14.1

State

U niv ers ity of

SOURCES:

Michigan

C o m pi l ed by the r e s e a r c h e r from Do na l d H. Smith "Admission and Rete nt io n
Pr obl em s of Black St ud ent s at Seven P r e d o m i n a n t l y Wh ite U n iv er si ti es "
(Department of H.E.W.: U.S. Offi ce of Education, 1980), p . 30.
Also, the M.S.U. Annual Report on A f fi r m a t i v e
ment of Human Relations, 1983).

Actio n

(M.S.U.:

Depart­

39

declined
sity of
ie n c e d

in b lac k
Mi ch ig an

a ste ady

enrollment
(U.of

rise

M.)

from

beginning

fluctuated
1972

in 1974;

the

and S t a n f o r d

Univer­
exper­

to 1978.

Racial e q u a l i t y in h i g h e r ed uc at io n, e v e r y o n e
u n d e r s t a n d s , h a s not y e t arrived, but the c u r ­
rent d i f f e r e n c e of o p i n i o n r e l a t i n g to limits
of the p r o g r e s s that b l a c k s have al rea dy e x ­
pe r i e n c e d is o v e r w h e t h e r e q u a l i t y will arr iv e
at all, a s s u m i n g that h i g h e r e d u c a t i o n simp ly
f o l lo ws its c u r r e n t p r a c t i c e s .
The l ar ge st
d i f f e r e n c e of o p i n i o n in 1974 was over ho w
much had to be, or s h o u l d be, d o n e to s p e e d
up p r o g r e s s t o w a r d s r a c i a l e q u a l i t y . I n ­
cre a s i n g l y , s i n c e 1977, e d u c a t i o n p o l i c y ­
ma k e r s have b e e n s p e a k i n g and ac t i n g as if
n o t h i n g at all s h o u l d be done, at least
n o t h i n g new.
W h i l e e d u c a t o r s in the publ ic
ey e c o n t i n u e f r e q u e n t l y to e x p r e s s re gr e t
that i n e q u a l i t i e s s t i l l exist, they are no
longer as r e a d y to a c c e p t the r e s p o n s i b l i t y
for r e c t i f y i n g t h o s e i n e q u a l i t i e s .
To da y' s
raci al i n e q u a l i t y , some n o w seem to think,
no longer n e e d s to be s u b j e c t to the a t t e n ­
tion of p u b l i c p o l i c y . (ISEP, p.xix)

The trend
extent
by

M.S.U.,

for b l a c k s

M.S.U.

reflects

whether
evidence

as

academic

that

available

yea r

figure

that

was

a turning

the lo w po in t of
of

total

rose

trend

is p e c u l i a r
the

p oi nt b e c a u s e

po int
5.12

enrollment

to 5.78

in re c en t

to M.S.U.

M.S.U.
the

to a large

increases disparaged

percent

to d e t e r m i n e w h e t h e r

a nationwide

to s u g g e s t

mirrored

enrollment

a percentage

the i n c r e a s e

a r ou nd at that

1978,

and r e p r e s e n t e d

By 1982/83,

is not yet

until

in b l a c k

The 1 9 7 8 / 7 9
however,

2.1b).
data

M.S.U.,

the d e c l i n e

ISEP.

ce n t

at

f ig ur es

University

per­

(Table
but

the rise

years,

for

at

or

T he re is some
may ha v e
was

tu rn e d

the f o c u s of

40

nationwide
led by

attention with

two b la ck

Presid en t,

stars

C li f t o n

a championship basketball

and

a well r e s p e c t e d b l a c k

The e n r o l l m e n t

and R e t e n t i o n

level of

an i n s t i t u t i o n

d i r e c t l y by its r e t e n t i o n rate.
who d r o p out

appropriate

for

the

s h o u l d be e m p h a s i z e d

to in c r e a s e

immediately,

or e n r o l l m e n t m a i n t e n a n c e

ti o n rates will

Reducing

may be the most

enrollment.

ho wever,

by-products.

if p r o g r a m s

It

that r e t e n t i o n

s h o u l d not be the g o a l s

represent

result

is af f e c t e d

the n u mb e r of s t u ­

"wrong" r e a s o n s

and q u i c k e s t way

institution--they

University

Wh ar ton .

Attrition

dents

team

of

an

Increased r e t e n ­

and s e r v i c e s

for s t u d e n t s

are i m p ro ve d.
Co l l e g e
process.

student

Many s t u d e n t s

c o l l e g e choic e:
the c a m p u s

ing e f f o r t s

grams

there

offers

A well-managed

ti o n

d r o p out b e c a u s e
is not

and what

admissions

a

recruit

equipped

p r o g r a m will

to serve.

they make

students

expects

problems

the black,

Mexican

disadvantaged groups

a bad

that

Effective

e v o l v i n g from
American,

often reveals

or wants.

tar ge t its r e c r u i t ­

" g r a d u a t e s - t o - b e " i n st e a d of

The s e r i o u s

the a d m i s s i o n

"good fit" b e t w e e n what

the st u d e n t

on the p r o s p e c t i v e

is be s t

tegrate

r e t e n t i o n be g i n s with

the i n s t i t u ­

admissions

" f r e s h m e n - t o - b e ."

the e f fo rt

o th er

pro­

to i n ­

economically

that i n s t i t u t i o n s

are

41

unprepared

to f u l f i l l

Three ma in

areas of c o n c e r n w i t h r e s p e c t

f in an ci al ,

academic

to say

and socia l.

that w h a t e v e r

and o v e r a l l

their o b l i g a t i o n s

factors

percentage

influencing black

of d r o p o u t wi l l mo s t

s t u d e n t dr op o u t ,

ne e d

and d e s i r e

Dr.
Dropout
men

Rates

Ro b e r t

to c o m p l e t e

for

All

and w o m e n will

sit i e s d u r i n g
tion s t u d i e s

Bass,

enter

1978),

that

30 p e r c e n t

3,000

from

Reducing

the

than 15 m i l l i o n
and u n i v e r ­

national

It is s i g n i f i c a n t

of e n t e r i n g

freshmen

never

achieve

Na ti o n a l d r o p o u t

rates

r e p o r t e d by

indicate

than w h i t e s t u d e n t s .

colleges

institutions

(1978)

a greater

reten­

that five or six m i l l i o n of these s t u ­

n ev er e a r n d e g r e e s .

granting

also be

st ud e n t s

with

that mo r e

Evidence

d e n t s wi l l
about

and enter

in the m o n o g r a p h ,

nearly

this d e c a d e .
suggest

lik el y

Students

Co p e r e p o r t s

R a t e , (Jossey

the m a j o r i t y

though black

a degree

are:

it s h ou l d be safe

are d e t e r m i n i n g

additional difficulties

Attrition

to this r e g a r d

However,

may have
for

to these s t u d e n t s .

to note

in b a c c a l a u r e a t e -

a de g r e e .
Pantagis

and C r e e d o n

that:

40 p e r c e n t

g r a d u a t e from

college

entered

in four y e a r s .

10 p e r c e n t
years.

g r a d u a t e from c o l l e g e

entered

after four

20 p e r c e n t

t r a n s f e r and g r a d u a t e .

10 p e r c e n t

d r o p out of h i g h e r

20 p e r c e n t

t r a n s f e r and n e v e r g r a d u a t e .

e d uc a t i o n .

42

Attrition

Rates for

W it h i n
stitutions
ter e s t

the last d e c a d e
of h i g h e r

"Higher
that

had b e c o m e

Alt h o ug h only
they s u g g e s t

incomplete

the

at seven

found

that

the f a i l u r e rate
cent
wide.

a bo ve
His

Minority

in this

table

1981

research
1971,

e n r o l l m e n t had

for

policy

rate

area has

are

a va il ab le ,

black

stude nts ,

in ma n y u n i v e r ­

students.

admission

Some of. the

b e e n d o n e by

and r e t e n t i o n

Dona ld
problems

predominantly white universities
and

Michigan

for b l a c k s

was

about

reported

for

(1980).

(See Ta ble

43 pe rc e n t ,
all

2.3)

13 p e r ­

students

nation­

is r e p r o d u c e d below.

At

M.S.U.

to a r e p o r t

by

"black e n r o l l m e n t

in 1 9 8 1 . . . of
academic

in­

concern.

Ch i c a g o

Attrition

R el at io ns ,

the

his

the d r o p o u t

failure

for b l a c k

the 30 p e r c e n t

According

2,361

at

as b l a c k

attrition data

rate of

and i n ­

an i n c r e a s e d

Disadvantaged",

"open d o o r "

a revolving door

Smith who e x a m i n e d

Smith

the

a particular

research

t ak en

and u n i v e r s i t i e s ,

an a l a r m i n g

essentially making

of b l a c k s

for

researchers

Melnick,in

in the past f e w years,

of b l a c k s

H.

Murr ay

Education

at c o l l e g e s

mo s t r e c e n t

educational

e d u c a t i o n ha v e

increased

s i t i e s

Stu de nt s

in bl ac k s t u d e n t s .

titled,
s t at ed

Black

year,

a total
7.6

M.S.U.'s
fell

Department

to 2 , 3 4 9

of 1,233

in 1982

of

Human

from

withdrawals during

percent were minorities."

the

(Bridgett

43

TA BL E 2.3:

Un iv e r s i t y

A T T R I T I O N R AT ES
19 79 /8 0

FOR BL AC K S

IN H I G H E R

ED U C A T I O N

Perce nt

Chicago

43 %

Duke

20 %

Harvard

No

Mi ch ig an

42 . 7%

Rutger s

I n co m p l e t e

St a n f o r d

No

UCLA

26%C

Data3

Data

Data

a A sp ec i al a s s i s t a n t to H a r v a r d ' s p r e s i d e n t i n d i c a t e d that
du e to H a r v a r d ' s s e l e c t i v i t y , a t t r i t i o n was n e gl igi ble , a l ­
most n o n e x i s t e n t .
The u n i v e r s i t y c o u l d p r o v i d e a t t r i t i o n d a t a for only the
Egual O p p o r t u n i t y P r o g r a m of Ru tg er s College, wh ic h is one
of four u n d e r g r a d u a t e c o l l e g e s .
’The E O P , wh ic h is not
l i m i t e d to b l a c k s t u d e n t s , has an a t t r i t i o n rate of 28%
for the Class of '78.
S t u d e n t s b e l i e v e the a t t r i t i o n rate
is at least t w i c e as muc h.
Q

This f i g u r e d o e s not p r e s e n t a true pi ct ur e.
It is ba sed
on the on l y d a t a p r o v i d e d by the u n i v e r s i t y .
Data for
a t t r i t i o n of e n t e r i n g f r e s h m e n r e v e a l s an a v e r a g e a t t r i t i o n
of 31%; for e n t e r i n g j u ni or s the f i g u r e is 21%.
O ve ra ll
for n e w b l a c k f r e s h m e n and n e w b l a c k juniors the c o m b i n e d
a t t r i t i o n r a t e is 26%.
O b v i o u s l y this f i g u r e do e s not a c ­
c o u n t for s t u d e n t s w h o d r o p ou t at o t h e r levels, namely,
s e c o n d term fr e s h m e n , s o ph o m o r e s , s e c o n d term juniors and
seniors .
SOURCE:
D o n a l d H. Smith, Dr. "A dm i s s i o n and R e t e n t i o n
P r o b l e m s of Bl ac k S t u d e n t s at Se ve n P r e d o m i n a n t l y White
Universities."
( C o m m i s s i o n e d by:
The N a t i o n a l Ad vi so ry
C o l l e g e and U n i v e r s i t i e s D e p a r t m e n t of HEW: U.S. Office
of E du ca ti on , 1979). p . 32.

44
Thurman

in

M.S.U.

percentage

at w h i c h

total e n r o l l m e n t
rat e

minorities

minorities

that ye a r

students

M.S.U.

comprised

of f i n a n c e s

Focal

minority

the

in the

this w i t h d r a w a l
en ro l l m e n t .

of n o n - r e t u r n i n g

9.9 p e r c e n t of

(I b i d , p.

of no te

Point

that

article,

reiterate

study w hi ch

se rv ic es .

overall

students,

the r e s p o n d e n t s .

for not r e t u r n i n g ,w h i l e r a c i a l

wa s begun,

Given

were represented

(7.66 p e r ce nt ),

survey

the least r e p o r t e d

M.S.U.

p.6).

Lack

was the r e a s o n mo s t o f t e n c i t e d by m i n o r i t y

It is w o r t h y

this

P o i n t , 1983,

is c o m m e n s u r a t e wi t h
In a 1981

were

Focal

the

provide

the r e a s o n s

Namely, f in an ci al ,

after

cited

for m i n o r i t y

academic

in the

this r e s e a r c h

of c o n c e r n c i t e d

the f o cu s

te nsi on

6).

published

areas

and e t h n i c

and soc ia l

earlier

in

su ppo rt
co nc ern s.

The f i n a n c i a l aid is not adequ ate , p a r t i c u l a r l y
at this t i m e . w i t h a lot of p a r e n t s laid off,"
said Staci a McKnight, a d e v e l o p m e n t a l g u i d a n c e
c o u n s e l o r fr o m the Of fi c e of S u p p o r t i v e Ser vices.
"The pa re nt s are not in a p o s i t i o n to h e l p the
s tu de nt s f i n a n c i a l l y . "
M.S.U. p r o v i d e s an a c a d e m i c c h a l l e n g e for all
of its st ud ent s, yet m a n y of the m i n o r i t y s t u ­
d e n t s are not p r e p a r e d for the c h a l l e n g e they
face.
Some o b s e r v e r s say that a lar ge num be r
of these s t u d e n t s do not ha v e a d e q u a t e stu dy
habits; th ere for e, they e x p e r i e n c e d i f f i c u l t y
wit h their c l a s s e s .
"A lot of th es e s t u d e n t s e x p e r i e n c e a c a d e m ic
d i f f i c u l t y the fi rst ye ar b e c a u s e of the u n ­
u s u a l amou nt of f r e e d o m they ha v e on their
h an d s . " said Ralph Bonner, d i r e c t o r of M. S. U . ' s
De p ar t m e n t of Human R e l a ti on s.

45

Some o b s e r v e r s also feel that many of these
m i n o r i t y s t u d e n t s are not u s e d to b e i n g in
an e n v i r o n m e n t w h e r e the m a j o r i t y of the
s t ud en t s are w h i t e and that they tend to
is ol at e t h e m s e l v e s fr o m the w h o l e c o m m u n i t y
and c o n c e n t r a t e on the m i n o r i t y c o m m u n i t y .
Car me n Gear, a c o u n s e l o r for the Multi Ethnic C o u n s e l i n g Cen te r Alliance, says
the e n v i r o n m e n t of M.S.U. may not fit all
of th ese s t u d e n t ' s needs.
"Many of t he se s t u d e n t s
form of c u l t u r e s h o c k . "

Su p p o r t

Information
vi ded

this

the b a c k g r o u n d

se rv ic es .
at

to

forms

Se rv i c e s

point

in this

and r a t i o n a l e

The s u c c e s s

M.S.U.

e x p e r i e n c e some
(I b i d , p.6)

or

the m a j o r

r e s e a r c h has

for m i n o r i t y

lack of same of
f oc us

pro­

su ppo rt

these s e rv ic es

of the b a l a n c e of this

report.
In 1976,

Astin c o n d u c t e d

a t t r i t i o n of m i n o r i t i e s
found

that most

minorities

are:

pus e n v i r o n m e n t ;
the co ll e g e .

in h i g h e r

important
(1)

Sidney

E.

B ro wn

of

and White

College

participating

and

S p ec ia l

and

the

The study

(2) r e s i d e n c e

Ervin

Studi es

and c a m ­
of

in their

to

Dropo ut

Rates

(1979),

explain

that

sc ho o l

frequencies

pr ogram.

among

(4) c h a r a c t e r i s t i c s

Leroy

in the r e g u l a r

studies

st udy of

affecting retention

Students"

significantly higher dropout
in a d e v e l o p m e n t a l

education.

aid;

(3) e m p l o y m e n t ;

" R e l a t i o n s h i p of

blacks

factors

financial

article,
Black

a longitudinal

programs

had

than did bl a c k s

46

U n f or t u n a t e l y ,
hi gh e r
wh i t e

learning have
institutions,

and o th er

minority

(in the past)
grams

predominantly white
te n d e d to r e f l e c t

(R.

Am er i c an s.

generally

Green,

Such s u p p o r t

the valu es

w h i c h have h i s t o r i c a l l y
Thus,

f a il ed

to ass ur e m i n o r i t y

su c c e s s

institutions

the se

to p r o v i d e

students

institutions
supportive

prog ra ms ,

now offered

at ma n y i n s t i t u ­

to fu l f i l l

the

commitment

the h i s t o r i c a l w r o n g s

Financial

wi t h

are fi na n c i a l ,

fe d e r a l

(Pitts,

student

pl at ea u;

and i n t e r e s t

the

Higher

The f i n a n c i a l

a group(s)

the rest of

in the
societ y.

and social.

and

n ee ds

1977,

articulate
of b l a c k s

p.83).

aid fu nd s ha v e

there has be e n
rates

Education

financial

Act of 1972

awards.

It is,

and o th er

seemingly

Thus,

in i n ­

compliance

is still

te nuous.
students

the g u i d e l i n e s
furthe r,

is mor e

reached

a rapid growth

have risen.

flexibility within

the p r o b ­

Education

aids o f f i c e s d e a l i n g w i t h b l a c k

sh o u l d be a l l o w e d
adjusting

a c t i o n — to r e d r e s s

against

academic

to r e a s s e s s

to the f i n a n c i a l

students

a premature
flation

perpetrated

them into p a r i t y w i t h

is a n e e d

lems r e l a t e d

costly;

to a f f i r m a t i v e

are an e f fo rt

Assistance

There

minority

for

1970).

aid of the f e de r a l g o v e r n m e n t ,

Such p r o g r a m s

pro­

a solid opportunity

the

and b r i n g

of other

e x c l u d e d bl ac k

tions wi t h

society

of

in

strongly

47
recommended

that

the s t u d e n t ' s

assessed quarterly

and that

be g i v e n

as g r a n t s r a t h e r

Academic

Assistance

W h i le

hi gh e r

opportunities

additional

than l oa ns

education

and e c o n o m i c

and u n i v e r s i t i e s

financial

is

be r e ­

financial

in t he se

a vi ta l

key

independence,

ha ve d e n i e d b l a c k

sta tu s

assistance

instances .

to e m p l o y m e n t

mo st c o l l e g e s

students

total

acce ss

to thi s key .
Crosby
relevant
ro l e

(1968)

so that

in s o c i e t y

serts

that

cou rses,

to his own

can

adequately

s h o u l d be
r e l a t e his

identity.

Crosby

allowed

take n o n - c r e d i t

is

that

to

they,

further

ra t h e r

than

as­

the

have failed .

Assistance

believe

Anne

academic

S.Pruitt

(1970)

that the p r i m a r y

different

are s i m p l y
su c c e s s

per

and p e r s o n a l g r o w t h
scholastic

goals

to a s s i s t
se.

explained
of

that f e w a u t h o r i t i e s

programs

the s t u d e n t

Most e m p h a s i z e

is c o n c o m i t a n t

with

for

the c u l t u r a l l y

in a c h i e v i n g

that m e n t a l

health

and i n s e p a r a b l e

achievement.

The climate,
tu r a l l y d i f f e r e n t
needs.

are

the i m p l i c a t i o n

Dr.

from

that c o u r s e w o r k

the s t u d e n t

when b l a c k s

institution,

Social

stresses

environment,
students

and

the s o c i a l

are c l o s e l y

Many e m e r g e n c i e s , i n c l u d i n g

needs

l i n k e d wi t h

racial

of c u l ­
their o t h e r

con fl ic t,

occur

48

late

at night.

There

p l a c e w h e r e one c o u l d
h ou r.

The

students
rides

Dean of

S ig m a

p e r s o n out of

sible

for o r g a n i z i n g

Th er e

be

specific

culture

activities

a fo rm a l

to f u l f i l l
c en te rs .

that

they

t hei r d e s i r e
T he re

culturally different

talk ov er

common

similar

fo rm g r o u p s
('House of

solutions.

so ci al

to ha v e
for

similar ground

center demanded

of

in t e r e s t

to

can c o n g r e ­

Blacks must

their own bl ac k

can

wh er e

fans

or p o l i t i c a l

stude nts .

and

for s t u d e nt s

interests

places,

"the

to

Amani"

c o l l e g e ca mp u s

on the we e k e nd s,

as that u n d e r l y i n g

bla ck s

sit d o w n

It is not u n c o m m o n

a h a n g o u t on one m a j o r

by b l a c k

or p la ce wh er e

p l ac es

students

or r e l i g i o u s

w h i c h c a t e r s to soul m u s i c
on

to bl ac k s

s h o u l d be r e s p o n ­

students

and d e v e l o p r e g u l a r m e e t i n g
Peace'),

hay

A designated

"belong".

is a need

and o t h e r

with

(i.e.,

structure

culturally different

or feel u l t i m a t e l y

able

advisors

at any

with bl ac k

app ea l

students ).

some

st ud en ts .

is a ne e d for

and ot he r

relevant

Chi o f t e n do not

the s t u d e n t

culturally different

gate

more

culturally different

s ta ff

in c a s e of ne e d

Of fi c e m u s t wor k

activities

o r g a n i z e d by

blacks

t ou ch ba s e

Students'

in m a k i n g

and o t h e r

s h o u l d be e s t a b l i s h e d on ca m p u s

the b l a c k

is bui lt
cultural

49

S u mma ry

It has bee n

the e m p h a s i s

a d i s c u s s i o n of e q u a l i t y
action,
this

a historical

end,

tu ni ty

of e d u c a t i o n a l

background,

the c o n c e p t s

and a f f i r m a t i v e

in this c h a p t e r
access,

affirmative

and r e l a t e d r e s e ar ch .

of e q u a l i t y of e d u c a t i o n a l
act io n

have bee n d e f i n e d

commitment

to p u t t i n g

these concepts

detailed.

A te n - y e a r

history

and b l ac ks

at M.S.U.

has bee n

demic,

soci al

tion.

R e se ar ch

larg er

pi ct u r e of m i n o r i t y

universities.

to pr es en t

and f i n a n c i a l
by e x p e r t s

ex am ine d,

has been

le ad

the a c a ­
to a t t r i ­

the f ie ld has d e t a i l e d

and b l a c k

acce ss

M. S. U. 's

of m i n o r i t i e s

as ha ve

that

oppor­

and

action

of e n r o l l m e n t

problems
in

into

To

to ot her

the
U.S.

C H A P T E R T HR EE

D E S I G N OF TH E ST UD Y

In this
ur e s

C ha p t e r

the r e s e a r c h e r d e s c r i b e s

and m e t h o d s u s e d

the p o p u l a t i o n

in this

and sample,

c o l l e c t i o n p r o c e du re s ,

and

study.

These

the p r o c e d ­

include

(1)

(2) the i n s t r u m e n t ,

(3) d a t a

(4) the a n a l y s i s

the data.

of

Generalizability

This
So p h o m o r e

st udy was
students

conducted using
at

Michigan

83 a c a d e m i c year.

M.S.U.

pu bl i c

located

institution

In the 1982-8 3
sity had
Of

a total

this nu mb er

we re

790 bla ck

v er s i t y

has

all

areas

of

the

Dis tr ic t

on-campus
were

Freshmen

in East

of

tries

are r e p r e s e n t e d

th eir

r a ci al

act io n

and

in the

s t at e

Mi c h i g a n

State

of

and

as mo r e

in the st ud e n t

Univer­

st ud en ts .

Sophomores.

Sophomores.

population

Puerto

40,627

of
than

Rico.

characteristics

r e p o r t d a t a w hi ch

T he re
The

students
40 o t h e r
N e ar ly

population

1982/

su ppo rte d,

M i c hi ga n.

453 b l a c k

as well

and e t hn ic

in a f f i r m a t i o n

year,

and

Lansing,

Fr e s h m e n

and

Columbia

University

enrollment

a representative
Michigan,

State

Freshmen

is a land grant,

a c ad em ic

15,954

black

Uni­

from
states,

93 c o u n ­

al t h o u g h

are not r e f l e c t e d
specifically

ex c l u d e s

51

fo re i g n
black,

st u d en ts .
make u p

M.S.U.,

Minority

5.7 p e r c e n t

like o t h e r

is a c c r e d i t e d by
and S e c o n d a r y

the

Ap t i t u d e

Test

Size,

American

admission

of

st an d a r d s ,

for

are s i m i l a r

universities

(Scott,

and i m p l i c a t i o n s
applied

from

to o t he r

(ACT)

and fees,
including

public

1978).

st at e -

Therefore,

this r e s e a r c h

similar

scores

1 9 8 0 ).

t u it i o n

to o t h e r

M.S.U.

Scholastic

Test

M.S.U.

Col leg es
to

and

and s t u d e n t bo d y c o m p o s i t i o n ,

supported regional

a p p r o p r i a t e l y be

College

at

i n st it uti ons ,

admissions
average

are

st ud en t body.

Association

point

Programs

representation,

generalizations

C en tra l

Undergraduate

Academic

ac a d e m i c o f f e r i n g s
minority

North

and/or

accreditation,

of wh om

M.S .U .' s c u r r e n t

school grade

(SAT)

(D e s c r i p t i o n of

of

mo s t

regional, s t a t e - s u p p o r t e d

Sc ho o l s .

are b a s e d on hi g h

stud en ts ,

regional

may
insti­

tu ti on s .

Population

In the

19 82 -8 3

academic

st u d e n t s

enrolled

ing

5.70

percent

of

the

For

the p u r p o s e s

of

this

limited

to b l a c k

dents

who

total

Freshmen

numbered

at

total

1,243,

(8,585)
(M.S.U.

and

there were

State

(790)

O f f i c e of

(453)

7.8 p e r c e n t

(7,369)

Planning

40,627.

p o p u l a t i o n was

Sophomore

representing
Sophomore

represent­

p o p u l a t i o n of

the s t u d y
and

2,349 black

U n i v er si ty ,

st ud e n t

study,

Freshmen

totalled

15, 95 4

Michigan

year,

stu­
of

classes

the
that

and Budget).

52
The s tu dy was
f ir st

limited

two ye ar s

need of s up p o r t
occur during
to o b ta in
ca mp u s
wh e n

this g r o u p b e c a u s e

of c o l l e g e

that b l a c k

and r e t e n t i o n

a representative

It was

University

regulations

in their

are in

most d r o p o u t s

also r e a d i l y

s a m p l i n g of

they had not yet

it is

students

servi ces ;

the f ir st year.

because

campus

to

possible

this p o p u l a t i o n

achieved upperclass

permit

them to mov e

on

stat us

out of

livi ng u n i t s .

Sample

Of the 1,243 b l a c k
enrolled

at

M.S.U.,

100

Freshmen
or 8.0

pl ete

a written questionnaire

b la ck

M.S.U.

benefit

from,

retention
the

100

and

residential
each

survey

wer e

concerning

To o b t a i n

nearer

and use

on campus .
surveyed

These

are

and

from

all
Gro up
la rge st

s tu de nt s

that

the l o c a t i o n

another,

d id not bias

res ults.

3.1.

and

sample,

the two

The s a m p l e c o n s i s t e d of the p a r t i c i p a n t s
Ta ble

as

of,

in the Bro dy

Fif ty b l a c k
so

to c o m ­

recruitment

at r a n d o m

students

one uni t or

ask ed

a representative

l i v i n g units.

complexes

s t ud en ts

their ne ed s

awareness

wer e c h o s e n

S o p h o m o r e bl ac k

l o c a t i o n wer e

of ser vices,

percent,

and their

subjects

Co mp le x

Sophomore

University's minority

s e r v ic es .

South

fr om

the

sa mp l e

Fr e s h m e n
and

students

and

sh ow n

in

the

53

T A B L E 3.1:

D I S T R I B U T I O N OF B L A C K F R E S H M E N AND' S O P H O M O R E
S T U D E N T S W H O R E S P O N D E D TO THE Q U E S T I O N N A I R E

_____________________________________________________________ P e rce nt
Freshmen

47

57.3

Sophomores

35

42.7

The

In st ru me nt

The q u e s t i o n n a i r e us e d
dix

D) was d e v e l o p e d

Smith

in 1980.

and u s e of
black

information
needs

It was

Smith,

from

1980)

S ta te

and

revised from
included

with

students'

unmet

awareness
programs

by

aw a r e n e s s
services

by

demographic

of their u n m e t
s ol ic it ed .

in the s u r v e y
information

instrument

in two s e c t i o n s :

and Part

II d e a l t

and b e n e f i t fr om

and r e q u e s t e d

i n f o r m a t i o n on

needs .
The d e m o g r a p h i c

following
grade

the

the o r i g i n a l

and u s e of

Appen­

a s tu dy d o n e

Also,

assessment

University were

I d e a l t with d e m o g r a p h i c

support

(shown in

support

st u d e n t s .

Part

minority

st udy

to m e a s u r e

M.S.U.'s

and the students'

Questions were
(of

revised

and S o p h o m o r e

at M i c h i g a n

this

fro m one d e s i g n e d for

and b e n e f i t

Freshmen

for

part of the

information:

p oi nt

average,

sex,

M.S.U.

age,
grade

instrument

asked for

c a r e e r goal,
po in t

hi g h

average,

the

school

the h i g h e s t

54

a c ad em i c d e g r e e
long

it w o u l d

were

also

take

asked

considered
degree

the s t u d e n t s
them

if,

l e a vi ng

to c o m p l e t e

s in c e
the

intended

enrolling

the

u s e of

and b e n e f i t

vi de d in w h i c h
support
iab l e s

of

cording

from

l is t e d

aw areness,
we r e

asked

to their

may be

and b e n e f i t

to r e s p o n d

jects we r e

but

mostly

St ude nt

where

tend

might

Services,

row,

location

s in c e

it was r e n d e r e d

they

to ha v e

some

ser­

on an

in r e ­

to be c o n f u s i n g ) and v e r a c i t y
be o v e r e a g e r

fr o m

"awareness"

ac­

"approxi­

l o c at io n,

to s h o w

ha v e used.

an a p p r o x i m a t e

a cr o s s

the v a r ­

the s e r v i c e s

A fourth

they may not

that

pro­

horizontally.

location

they had u s e d w o u l d be s u f f i c i e n t

indicating

to pr o v i d e

listed

than one

and

University

and

to e n c o u r a g e c l a r i t y

services

instructed

the nine

of

to

A gr i d wa s

included because

in m o r e

t ho se who

s up p o r t

s e rv ic es

merely

their

awareness

column,

to each

s e r v i c e , " was

p o r t i n g (some p r o g r a m n a m e s

p or t" for

presented

in a v e r t i c a l

use

available

the part of

programs.

own e x p e r i e n c e .

l o c a t i o n of

o u t r e a c h basis,

in

They

they had

was d e s i g n e d

the st udents'

support

the r e s e a r c h e r

services

Students

the

M.S.U.,

instrument

information concerning

on

at

education.

program.

elicit

vices

their

and how

University before completing

The s e c o n d pa r t of

ma t e

to obtain,

of

Berkey

Hall).

a service

nee d
been

a w ar e of

Sub­
for

(i.e.,
Su bj e c ts

were not

not ever

"s u p ­

asked

have be e n
it.

to

55

The sec on d
me nt

and soci al

about un me t
recruited

S tat e

loan,

as well

political

or

athletic

Sophomore students
March

for

A cover

1983.

their

to p a r t i c i p a t e

ha lls

and

fra­

was

the p a r t i c i p a n t s

for

completed

and -

in the study
mailed

a return

to the s u b ­

e n v e l o p e was

attached
a brief

to each q u e s t i o n n a i r e

e x p l a n a t i o n of

the p u r p o s e

and s o l i c i t i n g .their c o o p e r a t i o n .
level

Question­

(green for Freshmen,

Sophomores ).

Of the 100 b la ck
selected

Freshmen

response.

n a i r e s wer e c o l o r - c o d e d by cl as s

vid ed

social,

at Mi ch i g a n

to b l a c k

The q u e s t i o n n a i r e was

le tt e r

of the r e s e a r c h

white

the U n i ­

Procedure

administered

selected

in their r e s i d e n c e

provided

giving

(i.e.,

University?

The i n s t r u m e n t was

jects

aid

at M.S.U. ?

in any c a m p u s

organizations

Were you

th ro ug h

Are you s a t i s f i e d w i t h yo u r g r a d e s
to or p a r t i c i p a t e

opinions

as:

financial

or p a r t - t i m e wo rk

Data C o l l e c t i o n

during

asked

Are you r e c e i v i n g

grant)

to eli ci t r e c r u i t ­

as students'

Such q u e s t i o n s w e r e

to M. S . U . ?

Do yo u b e l o n g
ternal,

also i n t e n d e d

in f o r m a t i o n ,

needs.

sc ho la rs h ip ,
versity?

s e c t i o n was

Freshmen

and

in the

study,

to p a r t i c i p a t e
i n s t r u m e n t s by

a response

ra te of

March

18,

82 pe r c e n t

Sophomore

s t ud en ts

82 s t u d e n t s

1983.

This

(See Ta bl e

returned

return p r o ­
3.1).

56

Analysis

of

Data

Data o b t a i n e d from r e s p o n s e s
n a i r e we re
tage s

analyzed using

to d e t e r m i n e

of the h y p o t h e s e s
quencies

obtained.

multiple

differences;

to the sur ve y q u e s t i o n ­
frequencies

and p e r c e n ­

and a c c e p t a n c e or r e j e c t i o n

b e l o w we r e ma d e
The h y p o t h e s e s

in terms

of

that were

actual
te s t e d

fre­
are

r e s t a t e d below.
1.

f ew er than 60 p e r c e n t of b l a c k MSU F r e s h ­
men and S o p h o m o r e s will be f o un d to be
a w a re of the U n i v e r s i t y ' s m i n o r i t y r e ­
c r u i t m e n t and r e t e n t i o n programs.

2.

f ew er than 40 p e rc e n t of b l ac k MSU F r e s h ­
men and S o p h o m o r e s will be fou nd to have
u s e d the U n i v e r s i t y ' s m i n o r i t y r e c r u i t ­
me nt and r e t e n t i o n pr ograms.

3.

f ewe r than 20 p e r c e n t of bl ack MSU F r e s h ­
men and S o p h o m o r e s will be fou nd to c o n ­
s id er t h e m s e l v e s b e n e f i t t e d by the U n i ­
v e r s i t y ' s m i n o r i t y r e c r u i t m e n t and r e t e n ­
t io n p r o g r a m s .

4.

d i f f e r e n c e s wi ll be fo und b e t w e e n the
two g ro ups , w i t h r e s p e c t to the students'
aw are ne s s, u se and b e ne f i t of MSU m i n o r i t y
r e c r u i t m e n t and r e t e n t i o n services.

5.

d i f f e r e n c e s exi st b e t w e e n F r e s h m e n and
S o p h o m o r e s w i t h r e s p e c t to their a w a r e ­
ness, u s e and b e n e f i t of MSU m i n o r i t y
r e c r u i t m e n t and r e t e n t i o n servi ces .

Summar y

In this
this

study,

chapter

including

the m e t h o d s
sample

and p r o c e d u r e s

select io n,

used

in

instrumentation,

data collection
scribed.
of bla ck
South

procedures

The s a m p l e was
F re s h m e n

and

and d a t a

randomly drawn

Sophomore

C om pl ex r e s i d e n c e

ha ll s

Data were c o l l e c t e d by
to bl ack

F r e sh me n

and

was use d to m ea s u r e
aw ar en es s
The

and use of

at

black

from

students
Michigan

students.

Freshmen

and b e n e f i t

and

have b e e n d e ­
a population

in the Brody
State

administering

Sophomore

tests u s e d to a n a l y z e

and per cen ta ge s.

analysis

and

University.

a questionnaire
The

instrument

Sophomore

students'

from s u p p o r t i v e p r o gr am s.

the d a t a w e r e m u l t i p l e f r e q u e n c i e s

58

C H A P T E R FO U R

ANALYSIS

The major
the e f f i c a c y of
vices

purpose
Michigan

and r e t e n t i o n

ancial

and socia l

s tu den ts.
dents'
po rt iv e

ne ed s

The re su lt s

wh ic h

MSU ma ke s

of su pp o r t

to w h i ch

su pp o r t
veal

(5) d i f f e r e n c e s

stu de nt s
(6)

the d a t a

wi th

sample,

Fu rt h e r

58

the e x t e n t

and

aware

to w hi ch

(4)

the r e s p o n s e s

program

to

students

the e x ­

from r e t e n t i o n

ex ist b e t w e e n

mo res .

c h ap t e r

i n v e s t i g a t i o n will

wh e n c o m p a r i n g

that

and stu de nt s.

the e x t e n t

th es e s t u d e n t s ,
benefit

the p e r c e p ­

(1) d e m o g r a p h i c

(2)

(3)

stu­

the nine s u p ­

in this

Sophomore

se rv ice s,

students
MSU.

and

fin­

S o p ho mo re

between

s e q u en ce :

those of m i n o r i t y

any d i f f e r e n c e s

and

fr o m

analysis

Freshmen

are u s e d by

at

Freshmen

ser­

aca demic,

he l d by a d m i n i s t r a t o r s

the s t u d e n t

these

su p p o r t

the

and b e n e f i t

following

bl ac k

p ro gr am s

in m e e t i n g

any d i f f e r e n c e s

and r e t e n t i o n

these pr o g r a m s
tent

of

in the

ab out

to i n v e s t i g a t e

University's

of b l a c k

and us e of

tions of the p r o g r a m s

information

State

s t u d y wa s

f o c u s e d on the se u n d e r g r a d u a t e

p r o g r a m s , and

are p r e s e n t e d

this

programs

The st udy

aw a r e n e s s

of

OF DATA

and
re­

of black

administrators
Freshmen

and

and

Sopho­

59

Mu lt i pl e
in this

study

w h i c h wer e
t at ion s
c au se

to e x a m i n e

administered

of d a t a

the

and p e r c e n t a g e s

responses

to an item.

ple m e n t i o n e d

p e r c e n t a g e s do not

and S o p h o m o r e

of

the h y p o t h e s e s

subjects

who

In some p r e s e n ­

total

100

par ti ci pa nt s'

It s h o u l d be n ot ed

in ea c h

were u t i l i z e d

to the q u e s t i o n n a i r e s

to the s u bj ec ts.

of r o u n d i n g or one or mo re

s p on se

men

frequencies

that

p e rc en t b e ­

lack of r e ­

the st ude nt

re f e r s

are c u r r e n t l y

sam­

to black

enrolled

Fresh­

at

MSU.
It is o b s e r v e d d i f f e r e n c e s
the f o u n d a t i o n of
s tu dy

this c h a p t e r .

the r e s e a r c h e r

differ

wi l l

in p e r c e n t a g e s
For

present

the p u r p o s e s

th os e

from r a t i o n a l i z e d c r i t e r i a

observed between groups

A d i s c u s s i o n of

these differences

p l e t e d by the s u b j e c t s
of

information

sex,
4.3.

age

fr o m

and c a r e e r

A b r e a k d o w n of

in Tab le

4.1

and sh ows

population.

are r e p o r t e d

that

responded were

tion wer e

fem ales.

the sam pl e

to g a t h e r

48.8

males,

It s h o u l d

s e l e c t e d d i d not

pe rc en t of
51.2

p er ce nt

also be not ed
respond

a wide

4-5.

range

The pa rt i c i p a n ts '

in Tab le s

the p a r t i c i p a n t s by sex

jects who

of

for h y p o t h e s e s

1-3,

of the q u e s t i o n n a i r e c o m ­

sample

goals

to

Data

was d e s i g n e d

the

fou nd

is also p re se nt ed .

Demographic

section

v a r ia bl es

of this

a d o p t e d for h y p o t h e s e s

and d i f f e r e n c e s

The d e m o g r a p h i c

that are

4.1,

4.2,

is d i s p l a y e d
the sa mp l e
of
that

this

sub­

popula­

18 pe rce nt

to the q u e s t i o n n a i r e .

60
TA B L E

4.1:

SEX OF

Participants
N=100

PARTICIPANTS

(FREQUENCY/PERCENT)

Pe r c e nt

Number

Male

40

48.8

Fema le

42

51 .2

No R e s p o n se

18

----

100

100 .0

Total

TA B L E

4.2:

AGE OF

Age of P a r t i c i p a n t s

PARTICIPANTS

(FREQUENCY/PERCENT)

Total
Respondents

Pe rc en t

18 years

37

45.1

19 y ea rs

34

41 .5

20 years

11

13.4

61

T abl e

4.2 r e v e a l s

participants.
who we r e
percent

T h e r e we r e

18 years of

the r e s p o n d e n t s

participants

of

the

food s e r vi ce s,

no p r e f e r e n c e .
choice

of

popular

Al t h o u g h

graduate

Ta bl e

4.4

black

MS U e n r o l l e e s .
are i n c l u d e d

and V e t e r i n a r y

tota ls

of

of

age.

g oa ls

"other"

of

the

computer

business

by co lle ge,

and

to note
with

shown

that

of

are

level.

the

the 1982

in Table
and

busi­

a p r e p o n d e r a n c e of

Sophomores

is e v i d e n t

students

The next most

attracted

N a tu ra l

preparation,

enrollments

it

ca r ee r

engineering,

attracted

in the C o l l e g e

a ca d e m i c

and

black upperclassmen
that

per­

and c o m m u n i c a t i o n .

by c o l l e g e s

ha v e

4.9

s c ie n c e

popular

interest

includes

that

c a t e g o r y whi ch

are c o n s i s t e n t

Freshman

M e d i c i ne

c e n t r a t i o n of b la ck

career

the mo s t

it is of

at the g r a d u a t e - p r o f e s s i o n a l
year

20 ye ar s

the

is a p p a r e n t

and c o m m u n i c a t i o n s

in their

41.5

The b a l a n c e

in the s am pl e.

students

students,.it

this p oin t

f o u n d that

indicates

n u tr it i o n ,

of the s a m p l e

ness,

medicine

4.3

picked

we r e m e d ic in e,

e n r o l l m e n t of bl ack
4.4.

T ab le

E n g i n e e r i n g was

In this con text,
c a r e e r c ho i c e s

were

the study

the r e s p o n d e n t s

old.

the f u t u r e

the p a r t i c i p a n t s

choices

of

of

sample.

the p a r t i c i p a n t s

included

19 y ea rs

(13.4 pe rc en t)

4.3 p re s e n t s
in

percent

The r e s e a r c h e r

were

An e x a m i n a t i o n of
cent

43.1

age.

of r e s p o n d e n t s

T ab le

the age r e s p o n s e s

as

S c ie n c e

to e n r o l l e e s

Lo o k i n g over

in E d u c at io n,

at

Human, O s t e o p a t h i c

limited

that

to

the

ten

the h e a v y c o n ­
Soci al

Science,

62

TABLE

C a re er

4.3:

FUTURE CAREER
PERCENT)

Goal

Medicine

GO AL S OF P A R T I C I P A N T S

No . of
Participants

(FREQUENCY/

Pe rc en t

11

13.4

3

3.7

11

13 .4

5

6.1

22

26 .8

Law

7

8.5

Sales

4

4.9

11

13.4

Agriculture

4

4.9

Ot her

4

4.9

Social

S c i en c e

Business
Education
Engineering

Communications

TABLE

4.4:

TOTAL

E N R O L L M E N T OF

BLACK

1972

STUDENTS

1 97 3

BY C O L L E G E

1974

OVER THE

1975

1976

PAST TEN

1977

YEARS

1978

1979

1 980

1981

1982

45

59

68

75

65

67

66

75

116

1 28

1 28

1 84

180

156

153

123

109

105

89

97

92

85

1 93

221

240

235

211

254

251

3 32

336

3 32

303

130

150

179

196

206

273

238

242

248

260

284

Education

4 74

425

432

444

386

313

248

204

174

175

141

Engineering

101

91

99

142

157

194

214

246

252

292

3 08

Human

Ecology

1 12

126

146

138

131

129

105

93

90

90

94

Human

Medicine

60

73

70

81

88

92

94

80

90

81

32

James

Madison

47

47

49

40

26

29

20

26

36

48

53

30

22

23

19

15

12

10

--

—

--

—

Ag &

Natural

Arts

and

Resources

Letters

Business
Comm.

A rts

Justin
Lyma n

and

Sciences

Morrill
Briggs

Natural

Science

Nursing
Osteopathic
Social
Urban

Medicine

Science
Development

Veterinary

Medicine

No P r e f e r e n c e
Unclassified-LLE
TOTAL

*Excludes foreign students.
SOURCE:
MSU, A n n u a l R e p o r t

40

47

40

39

42

32

35

49

48

51

--

2 76

285

254

266

254

243

207

2 26

165

159

278

--

--

--

--

—

--

—

76

68

70

—

11

11

24

25

31

27

32

35

33

27

36

5 56

513

4 65

436

384

355

346

352

358

348

326

--

6

65

74

79

79

65

74

71

40

9

16

15

13

10

28

15

17

28

28

31

33

4 03

302

2 44

214

225

213

198

186

160

138

157

-2678

—
2573

--

--

—

--

--

8

14

11

12

2567

2587

2451

2436

2252

2345

2392

2361

2349

I n c l u d e s u n d e r g r a d u a t e , g r a d u a t e and g r a d u a t e - p r o f e s s i o n a l .
on A f f i r m a t i v e A c t i o n , J a n u a r y 27, 1983, p. v i i - 5 .

64

and

"No Pre fer en ce ",

ably

ameliorated

seen

in 1 97 2-1 97 5,

as b l a c k s

4.5

and 4.6

discrepancy between
po in t

ave ra ge s

2.0 with
3.0.

point

Table

averages

Thirteen respondents

decline

4.6

shows

of p a r t i c i p a n t s

Here

the

but

there w e r e

d en t s
Only

la rg es t
fewer

(as o p p o s e d

to nine

five had g r a d e s

of

The p a r t i c i p a n t s
intended

to obtain .

A r e v i e w of Tab le

4.7

p a r t i c i p a n t s o p t e d for
percent chose
The d o c t o r a l

T ab le
question

fell

in high

were

were

all
2.53

to

above.

a significant

averages
to

above

b a s e d on

the sample.
2.53

to

and t w e n t y - f i v e
below

that

3.0

stu­
range.

above.

ask ed

the h i g h e s t d e g r e e

4.7 p r e s e n t s

indicates

that

a bachelors

th ese

26.8

of

while

41.5

as the d e g r e e
9.8

percent

of y ea rs

they

fin di ng s.

percent

de gr ee ,

the

they s e e k .
and

22.0

degrees.

h ow p a r t i c i p a n t s

the nu mb e r

the high

in the r a n g e

professional/technical

about

avera ges .

3.75 or

s c ho ol )

d e g r e e was c h o s e n by

4.8 sh ow s

of

po in t

that r a n g e

the m a s t e r s d e g r e e

percent chose

that

in p r o p o r t i o n

3.6 or

Ta ble

p o in t

MSU th er e was

grade

num be r

a bo ve

school grade

in the r a n g e

had g r a d e s

that at

the num be r

s ho ws

falling

in the par ti ci pa n t s'

again

t h e r e was c o n s i d e r a b l e

MSU g r a d e

4.5

acceptance

the de ca de .

of p a r t i c i p a n t s

the la r g e s t nu mb e r

Table

ov er

sho w that

c u rr e n t

An e x a m i n a t i o n of
sc ho ol g r a d e

fi e ld s

the p a r t i c i p a n t s ' hi g h

and th eir

be e n c o n s i d e r ­

have f o u n d g r e a t e r

in a va r ie ty of p r o f e s s i o n a l
Tabl es

has

responded

it w o u l d

take

to
them

the
to

65
TABLE

4.5:

HIGH S C H O O L G RA DE

Gr ade

P oint

Av e r a g e

P O I N T AV ER A G E

Number

(NUMBER/PERCENT

Percentage

2.0

- 2.5

9

11.0

2.53

-3.0

26

32 .5

3 .10. - 3.5

22

27.5

3.53

10

12 .5

13

16 .0

- 3.73

3 . 75 - 4.0

TABLE

4.6:

MSU G R A D E P O I N T A V E R A G E

Gra de

P oi nt

Average

(N U M B E R / P E R C E N T )

Num be r

Percentage

1.5

-

2.0

10

12.0

2.06

-

2.50

15

18 .5

2.53

-

3.0

29

35.8

3.10

-

3.5

22

27.0

3.6

-

4.0

5

6.0

66
TABLE

4.7:

HIGHEST DEGREE

Deg re e

S O U G H T BY

PARTICIPANTS

Participants

Pe rc en t

Ba c h e l o r s

22

26 .8

Ma ste rs

34

41 .5

8

9.8

18

22 .0

Doctoral
Professional/Technical

TABLE

4.8:

Completion

YE ARS

Years

TO A C H I E V E

E D U C A T I O N A L GOALS

Num be r of
Participants

Pe rce nt

4 years

16

19 .5

5-6 years

41

50 .0

7-8 years

16

19 .5

9

12 .0

9 y ea rs

67

■complete their
said

it w o u l d

would

take fi v e

take four y ea rs

20 pe rc en t
y ea rs

e du ca t i o n s .

of the

of

or more.

and

percent

to six years,

participants

of e d u c a t i o n

add ed years

Fifty

of

19.5

It was

the p a r t i c i p a n t s

percent

found

that

p l a n n e d on s e v e n

12 p e r c e n t

intended

s p e c i a l i z e d st ud i e s

and

said

it

almost

to eight

to go on for

training

to obt ai n

a p r o f e s s i o n a l d e gr ee .
Table
w ho

4.9 p r e s e n t s

had c o n s i d e r e d

th eir de gre e.
ticipants
versity,
they

It i n d i c a t e s

36.6 p e r c e n t

that

63.4

before

percent

le av in g

the

completing

of

the p a r ­

leaving

the u n i ­

of the p a r t i c i p a n t s

indicated

University

prior

that

to c o m ­

their d e g r e e .

le av in g

4.10

presents

the u n i v e r s i t y

An e x a m i n a t i o n of Ta bl e
p o pu la ti on ,
le a v i n g
that

the u n i v e r s i t y

said they ha d ne ve r c o n s i d e r e d

Ta ble
ing

leaving

had c o n s i d e r e d

pleting

the p e r c e n t a g e of p a r t i c i p a n t s

prior

4.10

cited

the u n i v e r s i t y

pri or

"too mu c h

s ho ws

that of

sidering leaving

to d e g r e e

emotional

"lack of f i n a n c e s "

the sam pl e
who c o n s i d e r e d

completion reported

str ai n" ,

as the m a i n

the u n i v e r s i t y .

for c o n s i d e r ­

to c o m p l e t i o n of de gre e.

31.3 p e r c e n t of the p a r t i c i p a n t s

there was

reported

the r e a s o n s

27.1

reason

pe rc e n t

for c o n ­

68
TABLE

4.9:

PARTICIPANTS WHO CONSIDERED
P R I O R TO D E G R E E C O M P L E T I O N

Considered

Leaving

T ot al

LEAVING UNIVERSITY

P a r t i c i p a n t s _______ Pe rc en t

Yes

30

36.6

No

52

63.4

TABLE

4.10:

REASONS

Rea so n
Lack of

FOR

L E A V I N G P RI OR

T ot al
Interest

TO D E G R E E C O M P L E T I O N

Participants

Percen t

8

16 .7

1

2.1

Strain

15

31.3

Finances

13

27.1

Una bl e to Cope With
Academic Workload

5

10.4

Other

6

12 .5

A Jo b Offer
Emotional
Lack of

69

Discussion

of

Hypotheses

Awareness

H y p o t h es is

The
services

Fewer than 60 pe rc en t of black MSU
F r e s h m e n and S o p h o m o r e s will be
f o u n d to be aware of the u n i v e r s i t y ' s
m i n o r i t y r e c r u i t m e n t , and r e t e n t i o n
programs.

first h y p o t h e s i s

as a total gr ou p .

60 p e r c e n t
of

I:

of the

60 pe r c e n t

four

of

cial

Aids

the

the ser vic es ,

Ser v i c e s
fice

of

Off ic e
at

at

at

73.2

72.0

Ta bl e

participants,

the c o m b i n e d s u p p o r t

over

was r e j e c t e d

at

pe rcent,

and

aware

found

to be aware of

Th os e were

the

Admissions
Human

we r e

than

Additio nal ly,

were

per cent,

percent,

that more

M.S.U.

individually.

90.2

sh ow s

the s u pp or t

proportionally,

services
subjects

4.11

for

Of f i c e
and

the

of

Finan­

Suppor t

Scholarship Of ­

Relations

Of fi c e

at 68.3

percent.
As the d a t a
p a r t i c i p a n t s we re
on campus,

Ur ban
(at

cent),
St ud en t

(34.1

per cent),

the

was r e j e c t e d

pe rc ent ),
the

Office

60 p e rc en t of

of the c o m b i n e d

support

Counseling

Affair s

that over

The h y p o t h e s i s

individual

Af fai rs

35.4

aw ar e

the h y p o t h e s i s

vices co mb in ed .
following

indicated

Upwa rd
C e nt er

su p p o rt
for

pro gr am s

the nine

was not r e j e c t e d

pr o g r a m s :
the

the

Urban

Bo und

(at 52.4

Center

the

for
program

(at 36.6

per cen t)

(at 53.7 p e r ce nt ).

ser­

for

Counseling

Pr og ra m

the

per­

and the

70

TABLE

4.11:

B L A C K F R E S H M E N AND SOPHOMORES' AW AR E N E S S ,
USE A N D B E N E F I T OF M I N O R I T Y S U P P O R T PROGRAMSBY F R E Q U E N C Y / P E R C E N T A G E

Suppor t
Program

Awareness

Use

Benefit

74/90 .2

68/87 .2

54/78 .3

60 /7 3 .2

40/51 .3

32/46 .4

A d m i s s i o n s and
Scholarship Office

59/72 .0

28/35 .9

18/26 .1

Human Re l a t i o ns
Of f i c e

5 6 / 6 8 .3

8/10 .3

6/

8.7

St ud en t
Of fi c e

44/53 .7

7/ 9.0

5/

7.2

43/52 .4

2 1 /26 .9

Financial
Of f i c e

Aids

Off i c e of
Se rv ic es

Suppo rt

A f fa ir s

Counseling
Upwa rd

Cen te r

Bound

Pr og ra m

3.8

1 3/ 18. 8

30/36 .6

3/

7/10.1

Urban C o u n s e l i n g

29/35 .4

0/ 0

2/ 2.9

Ce nt er for
Af fai rs

28 /3 4 .1

2/

3/ 4.3

Urban
2.6

71

Use

Hypothesis

This
4.11

II:

Fewer than 40 p e r c e n t of b l a c k
M.S.U. F r e s h m e n and S o p h o m o r e s
wi l l be f o u n d to ha ve us e d the
University's minority recruitment
and r e t e n t i o n p r o g r a m s .

hypothesis

presents

was r e j e c t e d

the f r e q u e n c i e s

for

and p e r c e n t a g e s

bined services

and for each

services

to be u s e d s i g n i f i c a n t l y

s ho wn

to the o th er

services

87.2

and

pe r c e n t

pe rcent.
s up p o r t

Th ere for e,

p er c e n t

so that

by fe w er

than

Human

at 2.6

participants
hand

in p r o p o r t i o n

Aids

O f fi ce

was

at

at 51.3

rejected

for

th ese

at

support

35.9 per cent,

the

St ud en t

O f fi ce

and the

From the data,

it s h o u l d be n o t e d

that

this

40

for s e v e n

the C o u n s e l i n g
O f fi ce

percent,

at

the

for

Counseling

f ou nd

than

the A d m i s s i o n s

the Cen te r

Urban

it was

i n d i c a t e d use of

less

that

pr o g r a m s w e r e u s e d

Af fai rs

at 10.3

3.8 pe rcent,

percent

indicate

e n ou gh

of the s u b j e c t s :

at

Relations

was

4.11

was not r e j e c t e d

The f o l l o w i n g

per cent,

program

0 per cent.

services

40 p e r c e n t

at 26.9

Bo und

A ff air s

mo r e

Ser vi ce s

in Table

the h y p o t h e s i s

S c h o l a r s h i p Of fi c e

percent,
ward

Su pp or t

the h y p o t h e s i s

the c o m ­

The two s u p p o r t i v e

F i n an ci al

Of fi c e of

support

the se rv ic es .

C en t e r

the

the d a t a s h o w n

the u se of ot he r

and

pr og ra m.

for

Table

pr og ram s.
However,

of

the

wer e

two s e rv ic es.

the r e s e a r c h

Up­

Urban

program

that none of

pro gra m.

9.0

at

the

On the o t h e r

showed

(through

72
administrator
se r v i c e s

i n t e r v i e w s ) that

to b l a c k g r a d u a t e

undergraduates

are u n d e r c l a s s m e n .

the

Co ll e g e of

them

As this

Counseling

a c c e p t e d for

provides

indirectly

engineering

students

is p r o v i d e d

lower c l a s s m e n

s o u r c e of s e r v i c e s

th ro u g h

s e r v e d may
provided

to

pro gra m.

supportive

for u s e of

direct

serve

the d a t a r e v e a l e d such d i f f e r e n c e s

u s e of the u n i v e r s i t y ' s
level

wh o

service

some

the u l t i m a t e

Urban

Overall,

cut off

students

Engineering,

that

in the

service

by c o u n s e l i n g m i n o r i t y

wh o

be u n a w a r e

this

programs

40 percent,

the c o m b i n e d s e r v i c e

that,

in the
at the

the h y p o t h e s i s was

pr og ra ms .

Be ne f i t

Hypothesis

III:

Fewer than 20 pe r c e n t of b l a c k
M.S.U. F r e s h m e n and S o p h o m o r e s
will be f o u n d to c o n s i d e r t h e m ­
se l ve s b e n e f i t t e d by the U n i ­
versity's minority recruitment
and r e t e n t i o n program.

The h y p o t h e s i s was
p r o g ra ms .
mo re

than

vices .

Responses

had b e n e f i t t e d

The s e r v i c e s

the O f f i c e of
Admissions

the

for

three

of

p r o v i d e d by p a r t i c i p a n t s

20 p e r c e n t

b e n e f i t t e d we re

rejected

fr o m w h ic h
Financial

Support

Services

Aids
at

and S c h o l a r s h i p O f f i c e

indicated

from t h e s e

mo r e

the su pp o r t

t hr ee

than

20

percent

Office

at

78.3

46.1

pe rcent,

at 26.1

ser­
had

percent,

and

pe rc e n t .

that

the

73
A cc or di ng ly ,
for

these

the d a t a s u p p o r t

support

However,
dicated

that

benefitted

support
sample
the

the data,
than

from six
is

programs

Bound

as p r e s e n t e d

20 p e r c e n t

of the

for

benefitting
the

Program
the

cent),

The Cent er

Ur ba n

Counseling
It sh ou l d

ce nt

of

th ere wer e

the pr og ra ms .

ness,

us e

found

that

even

Cent er

of

the

(18.8 percent),

the Human
Off ic e

Re l a t i o n s

(7.2 p e r ­

(4.3 percent),

IV:

if few er

had b e n e f i t t e d

After

to

and

of m i n o r i t y

than

20 p e r ­

from the s u ppo rt

those p a r t i c i p a n t s

a r e v i e w of

the h y p o t h e s e s w e r e

Hypothesis

The six

20 p e rc en t

Af fa ir s

Af fa i r s

some b e n e f i t

and b e n e f i t
that

St ud e n t

be n o t e d

using

was

than

had

Therefore,

these pro gr am s.

fe we r

in­

(2.9 p e r c en t) .

the p a r t i c i p a n t s

programs

the s ub je ct s

(10.1 per ce nt ),

(8.7 pe rc en t) ,

U rb an

in Table 4.11,

se rv ic es .

Counseling

Office

for

of

support

accepted

p o p u l a t i o n we re

Upward

the hy po t h e s i s

s e r vic es.

fewer

the h y p o t h e s i s

r e j e c t i o n of

the d a t a on a w a r e ­

support

programs,

rejected

for

all

D i f f e r e n c e s wil l be found
b e t w e e n the p e r c e p t i o n s of
a d m i n i s t r a t o r s and st udents,
wi th r e s p e c t to the students'
aw ar en es s, use and be n e f i t
of M.S.U. m i n o r i t y r e c r u i t ­
me nt and r e t e n t i o n s e r v i c e s .

it
three.

74

The fou rt h
foun d

hypothesis

to ex is t b e t w e e n

stud en ts .

M.S.U.

Freshmen

and b e n e f i t t i n g

ad mi ni st ra t o rs '
aw areness,
r e s p o ns e s

us e

st u d e n t s w e r e
p o p u la ti on ,

from

the b l a c k

Freshmen

that

90.2

percent

Office,

87.2

percent used

The

administrator

s t a t e d that

we r e

90 p e r c e n t

the

aware of the s e r v i c e s

that

40 p er ce n t u t i l i z e d

aware of
used

the

the O f f i c e of

t ho se

them.

82 s t u dy

services

and

subjects
Support
46.4

the

fr o m

some

st ud y

in­

Financial

and
Aids

O f f i c e of

78.3

Program.

and

Se rv i c es
Sophomores

their o f f i c e
(Table

indicated
Services,

73.2
that

Aids

percent

Support

Freshmen

services

percent

Of that

50 pe r c e nt

in this

p r o v i d e d by

these

S o p ho mo re

In c o m p a r i s o n ,

services

the b l a c k

wer e

cont ra st ,

4.12).

Financial

of the

of

and

that

aw ar e of

their

fr o m

administrator

services .

the 82 s a m p l e s u b j e c t s

actual

students'

and b e n e f i t t i n g

(See Ta bl e

the

awa re of,

the

Office

estimated

receiving

aid

Aids

of

and

study.

of

to be

they b e n e f i t t e d

from

Aids

Financial

we r e

to re f l e c t

in this

wer e

s e r v i c e s , program

Financial

dicated

felt

failed

the a d m i n i s t r a t o r

form of f i n a n c i a l
responses

Sophomores

the

aware of

wo ul d be f o u n d

percentage)

and b e n e f i t d a t a d e r i v e d

80 pe r c e n t

Differences

administrators

from the s u p p o r t i v e

to the g u e s t i o n n a i r e

that

of

(or w h a t

and

perceptions

For example,
felt

a c ce pt ed.

the p e r c e p t i o n

When a s k ed h o w many

1,243 bl ac k
using

was

and

4.12).

In

percent were
51.3

percent

have benefitted

from

T A B LE

4.12:

STUDENTS' AW A R E N E S S AND USE VS_. A DM IN IS TR AT OR S' P E R C E P T I O N S OF AW AR EN ES S
AN D USE OF S U P P O R T I V E SE R V I C E S BY THE SU BJ E C T P O P U L A T I O N (IN PERCENTAGES)

A d m i n i s t r a t o r s ' P e r c e p t i o n s of
Aw a r e n e s s %
Use
%

Program
Finan ci al

Aids

Students'
Aw ar ene ss %

Use %

80

50

90 .2

87.2

90

40

73 .2

51.3

A dmi s s io ns and
Sc h ol ar s h ip s

100

25

72 .0

35 .9

Human Rela tio ns
Offi ce

100

100

68.3

10.3

Stud en t Affairs
Office

100

30

53.7

9.0

50

30

52 .4

26.9

5.0

36 .6

3.8

1.0

35 .4

0.0

Off ic e of Sup po r t i v e
Ser vices

C o u n s e l i n g Center
Up w a r d Bound

5.0

Urban C o u n s e l i ng

1.0

Center

for Urban

Affairs

less
than

no c u rr en t u n d e r g r a d u a t e
pr og ra ms

—

—

76

The
Office
and

administrator

stated

that

Sophomore

100

the

percent

students

by their offic e.

of

were

Of this

Admissions
of

the 1,243

a wa re of

population

black

F r es hm en

the s e r v i c e s

p r o v i d ed

it was

25 pe rc en t we re u s i n g s c h o l a r s h i p s m a d e
th ro u g h

this o ff ic e.

The

and S c h o l a r s h i p

82 st u d e n t s

estimated

available

that

to them

in the s a m p l e p o p ­

u l a t i o n who r e s p o n d e d

to the q u e s t i o n n a i r e

indicated

percent

the p r o g r a m

pe rc en t used

wer e

services

a war e of

from

the A d m i s s i o n s

The a d m i n i s t r a t o r
stated that
aw are of

all

1 ,24 3 b l a c k

the s e r v i c e s
also

using

services.

that

68.3

sa id 100

percent

of

and its

vices,

and 8.7 p er c e n t
The

also

se rvices,

that

Sophomores were
Affairs

that

30 p e r c e n t u s e d

Freshmen

9.0

percent

fr o m the

their office.
of

these

The a d ­

st ud e n ts

were

indicated
Human Re l a t i o n s

from t he se se rvices.
St ude nt

p e r c e n t of b l a c k
the s e r v i c e s

Of th ese

sample

53.7 p e r c e n t
services

subjects

sa i d

Affair s
Freshmen

p r o v i d e d by

stud ent s,

th es e se r v i c e s .

and S o p h o m o r e

percent used

and S o p h o m o r e s were

a wa re of the

benefitted

100

Offic e.

questionnaire,

Freshmen

Off ic e

that 10.3 p e r c e n t u s e d ’ the s e r ­

aw ar e of

dent

Human R e l a t i o n s

The s t u d y r e s p o n d e n t s

administrator

estimated

the

them w e r e

Office

35.9

and S c h o l a r s h i p Office.

p r o v i d e d by

ministrator
their

of

and

72.0

it was

Office
and
the S t u ­

estimated

Of the 82 b la ck
responding

they we r e

p r o v i d e d by this

to the

aware of
office.

and

77

The
that

administrator

50 pe r c e n t of c la c k

of se r v i c e s
t im at ed
and

from

from

that

Center.
that
tion.
aware

this pr og ram .

students

The st udy

these

Freshmen

30 p e r c e n t of

Sophomore

used

we r e

responses

and

Sophomore

vices.
ever,
and

that

Of the
36.6

3.8 p e r c e n t

had b e n e f i t t e d
"halo"
to

ef fe c t

"support"

of

from

Upward

the

situa­

Cen te r

total b l a c k

servi ces .

Pr ogr am
Freshmen

pr og r a m.

the p r o g r a m wo rk s under,

it.

receive specific

aw are of

S in ce
it

its s e r v i c e s
fi g u r e s

Due
it

to the q u e s t i o n n a i r e ,

the pr ogram,

is o p e r a t i n g

these

Fr e s h m e n

the C o u n s e l i n g

Bo und

a wa re of that

they w e r e

had u s e d

es­

p e r c e n t were

Counseling

70 s t u d e n t s

sa id

52.4

10.1

this

ser­
how­

program

pe r c e n t

said

they

is s u g g e s t e d

that

some

to c a u s e mo re

the p r o g r a m by c l a i m i n g

a ct u a l l y us e d
d is c r e p a n c y ,

on l y

also

to the actual

that

the

82 r e s p o n d e n t s

pe r c e n t

1,243 b l a c k

the

p o p u l a t i o n was

indicated

total

aware

i n d i c a t e d on the g u e s t i o n n a i r e s

of

to the f ed er a l g u i d e l i n e s
was

administrator

of

sta te d

were

The

revealed

5 pe r c e n t

Cent er

and S o p h o m o r e s

the s e r v i c e s

and 26.9 p e r c e n t u s e d

that onl y

Counseling

very c l o s e

The a d m i n i s t r a t o r s
stated

the

subjects

estimates

Their

the

"b enefit"

(3.8 p e r ce nt ).
s h o u l d be

students

to want

than have

Considering

this

t r e a t e d with

extra

Counseling

pr og r a m

caution.
The
stated

that

administrator

of

the

this p r o g r a m w o r k s

Engineering department

and that

U rb an

in c o n j u n c t i o n wi t h
onl y

about one

the

pe rc en t of

78

of bl ack
use

Freshmen

and

Sophomore

these

se rv ic es .

The

tionnaire

indicated

that

the program,
The

a l th ou gh

Cent er

for

82 s t u d e n t s
35.4

Ur ba n

no

but

to o th er

su p p o r t

pr o g r a m s .

Center,

refers

students

grams.
actual

of

the
of

aw a r e n e s s

and u s e

Awareness

was

administrators,

ness

(4)

the st udy

whose

subjects

and A d m i s s i o n s
ext en t
of

this

mo st

to w h i c h
study.

and

lon ge r has

Services

are

provided

e x c e p t i o n of

the

ei ght
we r e

an u n d e r ­
s t ud en ts
for m i n ­

the

Counseling

supportive

inaccurate
and u se

programs

in their
of

their

in bo th d i r e c t i o n

greatly

it

services

o v e r e s t i m a t e d by

pro­

from

the p r o ­

as ma n y u n d e r e s t i m a t e d
(4).

were

(F ina nci al

The
most

Aids,

t hr ee

program

aware­
ad­

f r e q u e n t l y u s e d by

Supportive

Services,

S c h o l a r s h i p s ) all u n d e r e s t i m a t e d

their

per­

percentages.

although

as o v e r e s t i m a t e d

ministrators

aware of

se rv ic es .

Sophomore

estimates diverged

gram

them we r e

and

the s t u d e n t s 1 a w a r e n e s s

Their

and

to the q u e s ­

Freshmen

se rv i n g b l a c k u n d e r g r a d u a t e s
ceptions

aware of

only.

with

administrators

of

the

pr o g r a m

In gen er al ,

percent

Af fa ir s

are

responding

no n e h ad u s e d

graduate

or it y g r a d u a t e

students

s e r v i c e s w e r e u s e d by

the

the

population

79

Table

4.13

to a q u e s t i o n
ver sity.

represents

about w h e t h e r

the pa rt ici pa nts '
they we r e r e c r u i t e d

Of the p a r t i c i p a n t s

been r e c r u i t e d by r e l at i ve s,
by ot he r

M.S.U.

st u d e n t s

or 14.9

fa cu l t y

University

23.4

and high

pe rc en t

said

pe rc e n t we r e
school

they had
recruited

teachers.

p e r c e n t w e r e r e c r u i t e d by M.S.U.

4.14

fees,

re c e i v e d

presents
showing

financial

as a s o ur ce of f i n a n c i a l
Of the oth er s

in this

their

sour ce of

TABLE

4.13:

in co m e

the par tic ipa nts '

that

71.8

Seven
staff or

aid in the form of
aid,

s am p l e

of p a yi ng

loans.

Grants,

w e r e r e c e i v e d by 64.1 per cen t.
po pu lat ion ,

for s c h o o l was

Numb er

11.5

their

pe rc en t

TO THE U N I V E R S I T Y

Pe rce nt
23.4

11

23.4

7

14.9

15

31 .9

Other

3

6.4

No R e sp on se

1

--

School

M.S.U.

Te ac h e r

Staff/Faculty

Re l a t i v e

said

f a mi li es.

11

High

Student

means

p e r c e n t of the p a r t i c i ­

R E C R U I T M E N T OF P A R T I C I P A N T S

R e c r u i t e d By
M.S.U.

31.9

to the U n i ­

members.
Table

pants

students

responses

80

TABLE

4.14:

Sou rc e of

F I N A N C I A L AID A V A I L A B L E TO P A R T I C I P A N T S

Aid

Pe r c e n t of
Responses

Nu mb e r

Total
Percen t

Scholarship

23

14.9

29.5

Grant

50

32 .5

64.1

Loan

56

36 .4

71 .8

2

1.3

2.6

11

7.1

14.1

J o b O bt ai n ed
(W/Faculty Help)

3

1.9

3.8

Other

9

5.8

11.5

C o - o p or Paid
(I n t e r n s h i p )
E m p l o y e d By

M.S.U.

Table
campus

of

sports.

p a rt ic ip an ts '

T ab le

the p a r t i c i p a n t s

pe r c e n t

m ura l

presents

organizations.

cent of
24.3

4.15

4.15

It was

also f o un d

the p a r t i c i p a n t s d i d not e l e c t

campus

organizations

and /or

activities

or

indicates

had m e m b e r s h i p

of the p a r t i c i p a n t s

a significant black membership.

that

43.2

in
per­

in the Black Caucus,

participated

in

that

percentage

a large

to p a r t i c i p a t e

a c ti vi ti es .

i d e n t i f i e d by

participation

intra­

in any

The o r g a n i z a t i o n s

the mo st p a r t i c i p a n t s

hav e

81

TABLE

4.15:

M E M B E R S H I P S W I T H I N CA MP U S O R G A N I Z A T I O N S
P A R T I C I P A N T S ( F R E Q UE NC Y/ PE RC EN T)

Total
Respondents

Org an i zation
In t r a m u r a l
St u d e n t

B la ck

24.3

6

16.2

16

43.2

3

8.1

1

2.7

2

5.4

Government

S o c i e t y of

W om en

Orpheus

Engineers

Choir

No Time
No

Response

the nee ds

by m i n o r i t y
programs

--

63

Participants
dicate

Percent

9

Sports

B l a c k Ca u c u s

were

a sk ed

and c o n c e r n s

service

by the u n i v e r s i t y .

in the q u e s t i o n n a i r e
they

and s u p p o r t

and s e r v i c e s

BY

felt

sh ou l d be a d d re ss ed

programs

they w o u l d

like

to i n ­

and wh a t

kind of

to see made

T a b l e '4.16 s u m m a r i z e s

av a i l a b l e

the partici pan ts'

responses.
An e x a m i n a t i o n of Ta bl e
percent

of

awareness

the p a r t i c i p a n t s
m e e ti ng s,

more b l a c k
in o r d e r

students

to i m p r o v e

and f a c u l t y
on c a m p u s .

16.3

4.16

felt

percent

at all

that

41.9

they n e e d e d mo r e black
sa i d

levels,

relationships

indicates

there was

while

14.0

on ca mp u s

there s h o u l d be more b l a c k

a need for

percent

said

b e t w e e n st ud en ts

and w h i t e

interaction

82

TA B L E

4.16:

NEEDS

Needs

and Co nce rn s

Black

a w a r e n e ss

AND C O N C E R N S OF P A R T I C I P A N T S

Participants
N=43

P e rc en t

18

41 .9

6

14.0

7

16 .3

4

9.3

1

2.3

More p u b l i c i z i n g of bl ack
or ga n i zations

1

2.3

More

1

2.3

5

11 .6

Black and w h i t e
action
More bl ac k

assimilate

financial

input

A w a re ne ss

inter­

stu de nt s

Help b l ac ks
More

meetings

aid

into c u r r i c u l u m
of bl ack

culture

In c o m p a r i n g

the q u e s t i o n n a i r e r e s p o n s e s

F r e s h m e n wi th

those of bl ac k

wer e

in their

ap p a r e n t

goals,
cent

of

33.3

pe rc en t

Sophomores

t hi rd c h o i c e s
mu n i c a t i o n s ,
differences

for

61.1

on l y

pe rc en t

19.4

Bachelor's

so ug h t

te c h n i c a l de gre e.

In terms

of c a r e e r

c o m p a r e d with

to b e c o m e

and law for
in r e s p o n s e s

subjects

pe rc e n t

degree

some d i f f e r e n c e s

engineers.

the first g r o u p we r e b u s i n e s s

appeared

Fresh men ,

aspirations.

of Freshmen,

medicine

the h i g h e s t d e g r e e

So ph omo res ,

felt

the se con d.

Amo ng

11.1

per­

S e co nd

and

and c o m ­
Even g r e a t e r

to obtain .

about
A mo ng

the

to a M a s t e r ' s d e g r e e w h i l e

they w ou ld be s a t i s f i e d

and on ly

23.3

to the q u e s t i o n

in t e n d e d

as pi r e d

of b l a c k

pe rc en t

the s o p ho mo re s,

wit h

with

a

a professional-

a more

realistic

83

25.6

percent

aspired

to a B a c h e l o r ' s

degree

t e c h n i c a l de g r ee .
percent

TABLE

to the M a s t e r ' s

Potential

of Fres hme n,

4.17:

and 30.2

11.6

d e gr ee ,

percent^to

Doctoral

p e rc e n t

of

32.6

pe r c e n t

a professional-

candidates

were

Sophomores

8.3

(Table

C O M P A R I S O N OF F R E S H M E N AND S O P H O M O R E
A S P I R A T I O N S (HIGHES T D E G R E E SOU GHT),

4.17).

SUBJECTS'
IN P E R C E N T A G E S

Freshmen

Sophomores

Bachelors

19.4

32.6

M as t e r s

61.1

25 .6

Professional-Technical

11.1

30 .2

8.3

11 .6

D e gr ee

Sought

Doctorate

Some d i f f e r e n c e s
had

a me a n

3.2

on the same m e a s u r e .

2.8,

GPA of

So ph omores'
When

3.1

wer e

was

in high

use

t h e re w a s

f o u n d to be

a w a r e n e s s of

the O f f i c e

pe rc e n t )

not g r e a t e r use

(22.0 vs.

GPAs.

Sophomore's
me an

and b e n e f i t

(Table

benefit

school,

Freshmen's

of r e s p o n s e s

but

in mean

GPA

Freshmen
me an

was

at MSU was

2.9.

a w a r e n e ss ,

w e r e c o m pa re d,

fo un d

4.18);
of

Sophomores
S u pp or t

of s u p p o r t

a general
indicated

Se r v i c e s

(21.2 vs_. 23.5

24.1 p e r c e n t ) .

pr o g r a m s

similarity
a greater

(15.8

vs.

pe rc ent )

Freshmen were more

12.0
or
aw ar e

84
TA B L E

4.18:

C O M P A R I S O N OF F R E S H M E N (F) AND S O P H O M O R E (S)
. R E S P O N S E S R E G A R D I N G AW AR E N E S S , USE, AND B E N E F I T
OF S U P P O R T P R OG RA MS

Aw a r e ne ss
F
S

Program

Use
F

S

Benefit
F
S

17.4

17.6

39.7

38.5

35.2

41 .5

A d m i s s i o n s and
Scholarships

14 .7

13 .1

14.7

16.3

11 .1

14.6

Human

13 .6

13.6

2.9

5.8

3 .7

4.9

12 .0

15 .8

23 .5

21.2

24 .1

22 .0

10 .9

10.4

2.9

4.8

5.6

2.4

10.3

9.5

11 .8

11 .5

7.4

9.8

7.6

6.3

2.9

1.0

9.3

1.2

6 .5

6.8

1.5

1.0

1.9

2.4

----

6.8

---

---

1.9

1 .2

Financial

S tu d e n t

S up po rt

Af fa ir s

Counseling

Cent er

Bo un d

Ce nt e r for
A ff air s
Urb an

Off ic e

Relations

O f f i c e of
S e rv ic e s

U pw a r d

Aids

Urban

Counseling

85
of

the A dm is s i o n s

percent)

and

Scholarship

than

S op ho m o r e s ,

but

16.3 percent)

and b e n e f i t

(11.1

program.

O th er wis e,

19.4

pe rc en t of

indicated
s tu de nt

were

Freshmen

a high

reported

school

(or e m p l o y e e )

only

te ac h e r .

were

8.3

less us e

recruited

9.3

(8.3)

of So ph o m o r e s

and 18.6

T A B L E 4.19:

S O U R C E OF R E C R U I T M E N T TO MSU,
S O P H O M O R E S , IN P E R C E N T A G E S

(9.3)

percent,

4.19).

By

School

from that

T h o s e r e c r u i t e d by an MSU

(See T a b l e

High

(14.7 v s .

them to M S U ,

pe rc e n t

respectively

Recruited

13.1

wer e min im al .

a s ke d wh o
but

(14.7 vs.

v s . 14.6 pe rcent)

differences

When s t u d e n t s

program

FRESHMEN

Freshmen
Teacher

VS.

So ph o m o r e s

19.4

9.3

16 .7

18.6

MSU Student

8.3

18.6

MSU Staff

8.3

9.3

8.3

2.3

Re la t i v e

or F a c u l t y

Other

Slightly
mores

more

Freshmen

(44.4

(41.9 pe rc e n t )

belonged

to

organizations,

but

patterns

we r e d i f f e r e n t

for

the

claiming
while

membership

only

29.4

percent

of

Black

than

(or p a r t i c i p a t e d

of m e m b e r s h i p

two g r o u p s

in the

pe rc en t)

and /o r

of s u b j e c t s .
Cauc as

Sophomores

we r e

were

Sopho­
in)

camp us

a ct iv it y
Freshmen

64.7 percent,

thus

aff il iat ed .

86

I nt ra m u r al
23.5

Sports

p e r c e n t of

pe rcent)

had

than the f o r m e r

F r e s h m en

percent

Sophomores.

st u d e n t g o v e r n m e n t ,
no

17.6

participated

Many more of

(11.8

while

Freshmen

per cent)

17.6

pe rc e n t

in the

pa rt ic i p a t io n,

the latter

wer e
of

(23.5

in v o l v e d

So ph om o r e s

So ci et y of

Women

in
but

Eng in ee rs

(Table 4 .20 ) .
The ir n eed s
gr am s we r e
percent )

s im il a r wi t h

of bo t h g r o u p s

A w a r en es s
and 17.4

m e e t i n g s.
pe rcent)

T hir d h i g h e s t was
acti on

and c o n c e r n s

was

than

a third

expressing

The next
to h a v e

an i n t e r e s t

(16.7 and 13.0

cent e x p r e s s e d

more

in terms

(38.9

and

a ne e d for mo r e

concern

st u d e n t s

39.1
Black

Freshmen,

financial

aid.

(16.7

on campus.

in more b l a c k / w h i t e
Among

pro­

for both g r o u p s

more b l ac k

percent).

a n e e d for m o r e

of m i n o r i t y

inter­
5.6 p e r ­

No So ph o m o r e s

d id s o .

TABLE

4.20:

M E M B E R S H I P AND A C T I V I T Y AF F I L I A T I O N S ,
VS. S O P H O M O R E S , IN P E R C E N T A G E S

A ct iv it y
Black

Freshmen

Caucus

In tra mu ra l
St ud en t

Sports

Government

S o c . of Wo me n
No Time

En g i n e e r s

FRESHMEN

S o p h om or es

64 . 7

29.4

17.6

23.5

11 .8

23.5

----

17.6

5.9

5.9

This
wh en

focus was r e f l e c t e d

those who had c o n s i d e r e d d r o p p i n g

asked

the r e a s o n

men r e p o r t e d
quently,
most

in the r e s p o n s e s g i v e n

they had c o n s i d e r e d

a lack of f i n a n c e s

with

emotional

strain

f r eq ue nt

re sp on s e.

A mo ng

r ev e r s e d with
quitting

38.5

percent

attributing

cent ci ti n g

of

this

(35.0
(20.0

out of

option.

p er ce nt )
percent)

So ph o m o r e s ,
those who

it to e m o t i o n a l

MSU were
Fresh­

most

fre­

the se co n d

the trend was

had c o n s i d e r e d

strain

and 23.1

per­

f i n a n c i a need.

Summary

Mu lt ip le
to an aly ze
from

this

A w a r en es s

the da t a
study

of

1.
(74 or

Supportive

vices of the

t i c i pa nt s

of

(60 or

Su ppo rt

wer e

we r e

study.

employed

Resulting

outcomes.

S e r v ic es

that

Aids

a l a rg e

number

wer e

of

participants

a wa re of

the s e r ­

Offic e.
th a t

pe rc e n t

of

a l a rg e

n u mb er

the ca s es )

were

of p a r ­
awa re of

Service.

It was f o u n d

participants

this

several

also f o u n d
73.2

in

the c a s e s )

F i n a nc ia l

It was

the Offi ce of
3.

fo un d

pe rc en t

and p e r c e n t a g e s

presented

the re we r e

It was

90.2

2.

frequencies

that

aware of

fewer

than

the o t h e r

60 pe rc e n t

supportive

of

the

s e r vi ce s.

88

4.
lea st

The s u p p o r t i v e

a wa re were

the

services

Counseling

Office

and the Hum an

Use of

Supportive

S er v i c e s

1.

found

ce nt

of

It was

the ca ses
2.

c ip a nt s ,
O f f i c e of

used

51.3

Fewer

the ot he r
4.

S t ud en t

Affai rs

Financial

a sizeable

or 87.2

per­

Aids Office.
nu mb e r of p a r t i ­

of the cases,

had u s e d

the

Se rvice.
th an

40 p e r c e n t of

supportive

It was

supportive

the

were

Office.

the

percent

Center,

participants

68 p a r t i c i p a n t s

f o u n d that

S up po rt

3.

that

ha d u s e d

It was
40 or

Relations

that

also

servi ces ,

had

services.

found

the

the p a r t i c i p a n t s

that on l y one of the nine

Cen te r

for

U rb an

Af fai rs was

n e v e r u s e d by the p a r t i c i p a n t s .

Students

Benefitting

1.
c e n t of

2.
of

Office

Aids

of

benefitted

It was

Ser vi ce s

54 p a r t i c i p a n t s ,

had b e n e f i t t e d

found

or

78.3 p e r ­

from the s e r v i c e s

Fewer

that

32 p a r t i c i p a n t s

or 46.4

h a d b e n e f i t t e d from s e r v i c e s

Supportive

from

that

Supportive

of

the

Office.

the c as es

3.

M.S.U.

found

the cases,

Financial

cent

It was

From The

than

per­

from the

Se rvices.
20 p e rc e n t

the o th er

of the p a r t i c i p a n t s

supportive

se r v i c e s

had

available

at

39

Differences

Be t w ee n

It was f o u n d
supportive
nes s

that

programs

u s e of

their

Differences

u se

overestimated

Between

and

Freshmen

Sophomore

The on ly m a j o r

found

in their

they w o u l d

activity

se r v i c e s.

of

administrators

estimated

student

of
aware­

Some u n d e r e s t i m a t e d ,

the

students'

and

Sophomores

responses

and b e n e f i t of s u p p o r t

sim il ar .

degree

a number

awareness

oth er
and/or

services.

Freshmen
ness,

and A d m i n i s t r a t o r s

incorrectly

and u s e of t h e ir

administrators

were

St u d e n t s

achieve

participation.

programs were

differences

levels

of
and

concerning

between

aspiration
their

aware­

strikingly

the

two g r o u p s

for

the h i g h e s t

patterns

of g r o u p or

C H A P T E R FI VE

SUMMARY,

CONCLUSIONS

The p u r p o s e
regarding
tion

needs

Michigan

of b l a c k

gated were

and

v ic es

M.S.U.,

M.S.U.,

and

Sophomore
at

to wh at

the st ud ent s'

extent

and

st u d e n t s

are bl ac k

aware of s u p p o r t i v e
are bla ck

are b l a c k
fr o m

p u r p o s e was

ser­

F r es hm en

Freshmen

supportive

at

and

se rv i c e s

to d e t e r m i n e w h e t h e r

the r e s p o n s e s
program

a wa ren es s,

at

investi­

the s u p p o r t i v e s e r v i c e s

benefitting

of m i n o r i t y

financial

Sophomore

to wh a t

e x te nt

existed between

and t ho se

garding

using

and r e t e n ­

areas w h i c h we r e

students

students

(3)

and

The

information

recruitment

to w h a t e x t e n t

A further

differences
dents

(2)

students

M.S.U.?

(1)

Sophomore

to o b t a i n

the acad em ic ,

Freshmen

as f o l l o w s :

Sophomore

minority

University.

Freshmen

and

study wa s

of

in m e e t i n g

State

at

this

the e f f i c a c y

programs

social

of

AND R E C O M M E N D A T I O N S

of bl ac k

administrators

use

stu­
re­

and b e n e f i t of

the

programs.

Su mm ar y

and

D i s c u s s i o n of

Five h y p o t h e s e s g u i d e d
(1)
and

Fewer

Sophomore

than

students

60

this

pe rc e n t

Fin di ng s

study.
of b l a c k

w o u l d be f ou nd
90

That,
M.S.U.

Fre sh me n

to be aw are of

91
the
that

University's
(2) fewer

minority

than

Sophomore students
sit y ' s m i n o r i t y
that
and

(3) fewer
S o p h om or e

se lv es

recruitment

wit h

respect

M.S .U .' s

minority

Fr e s h m e n

and

and be n e f i t

Awarene ss,

would

M.S.U.

Use

the s t u d y

40 and 20 pe r c e n t
using

of s u p p o r t i v e
widely between

and

Freshmen
them­

recruitment
would
and

and b e n e f i t

of

p r o g ra ms .

An

to d e t e r m i n e w h e t h e r
the r e s p o n s e

to

of

a w a r e n e s s , us e

pr o g r am s.

results

40 and

services

20 p e r c e n t

from

However,

the s e r v i c e s

the

showed

of the sub je ct s,

se rv ic es .

for some

s e ar ch er .

use

and s u p p o r t

and b e n e f i t t i n g

f ig ure s
60,

M.S.U.

administrators

respect

support

pr ograms,

minority

be f o un d b e t w e e n
with

Univer­

(4) d i f f e r e n c e s

of

included

the

and

and B e n e f i t

Overall,

aware of,

was

Sophomores
of

that

to a wa ren es s,

recruitment

hypotheses

(5) d i f f e r e n c e s

Also,

programs,

Freshmen

to c o n s i d e r

University's

the p e r c e p t i o n s

st u d e n t s

ad di ti o n a l

and r e t e n t i o n

w o u l d be f o u n d

programs.

M.S.U.

to ha v e u s e d

20 pe r c e n t of b l a c k

b e n e f i t t e d by the

be fo un d b e t w e e n

60,

w o u l d be f o u n d

than

and r e t e n t i o n

40 p e r c e n t of b l a c k

st u d e n t s

and r e t e n t i o n

recruitment

and

met

the

that fewer

re s p e c t i v e l y ,

were

the e n t i r e n e t w o r k
percentages

a wa re ne ss ,

u se

var ie d

and b e n e f i t

and s i g n i f i c a n t l y

le v e l s

than

h y p o t h e s i z e d by

exceeded
the r e ­

92

As for
between

the f o u r t h

the p e r c e p t i o n s

by a d m i n i s t r a t o r s
a wareness,

us e

of

is,

neither

estimated

of

differences

aw ar e n e s s ,

the s u p p o r t i v e

and b e n e f i t

D i s c r e p a n c i e s we r e
that

hypothesis,

use

held

and the actual

r e p o r t e d by s a m p l e

awareness

found

and be n e f i t

programs

not c o n c e n t r a t e d

were

su bjects.

in e i t h e r d i rec ti on,

nor u s e wa s c o n s i s t e n t l y

or c o n s i s t e n l y u n d e r e s t i m a t e d

by

pr og ra m

over­
admin­

is tr at or s .
When d i f f e r e n c e s
wer e

exami ned ,

p r og ra ms
their

were

of the

expended

the others,

31.9

of

M.S.U.

a program

as we l l
in w h i c h

further

sample

were

f o u n d only

in

ac ti v i t i e s .

showed

had

as

23.4

extensive
suburban

potential

recruitment

ef for ts

to

M.S.U.

they had been
or

staff.

Of

i n f l u e n c e d by r e l a t i v e s

percent

students

students

faculty

be e n

that

students

indicated

University

M.S.U.

provides

minority

the

An ot h e r

personally contact
M.S.U.

study

percent

M.S.U.

c r u i t e d by ot he r

inner-city

Differences

to r e c r u i t b l a c k

r e c r u i t e d d i r e c t l y by

Since

So ph om o r e s

and b e n e f i t of suppo rt

and e x t r a c u r r i c u l a r

15 p e r c e n t

to a t te nd

use

and

Se rvi ce s

Re sul ts
are b e i n g

Freshmen

a wa r en es s,

si mi l ar .

aspirations

Recruitment

Al mo st

their

between

reported being re­

or high

scho ol

recruitment
hi g h

enrolled

sc hools,
in the

enrollees,
efforts

are

faculty.

material

to

and c o n d u c t s
University

it is felt
largely,

that

if not

93

d ir ec tl y,

r e s p o n s i b l e for r e c r u i t i n g

attributed

to

faculty."

Since

tics

their c a m p us

among

contrary

"other

st ud en ts "

no s u b j e c t s

ac ti vit ie s,

efforts

as f o ot ba ll

23.4

and

percent

"high

scho ol

liste d i n t e r c o l l e g i a t e

to po pu la r opinion ,

are m a k i n g d i re c t
as well

M.S.U.

the

it is

University

ap p a r e n t

st aff

that,

and f a c u l t y

to r e c r u i t u n d e r g r a d u a t e

and b a s k e t b a l l

pl a y e r s

athle­

schol ars ,

in b l a c k

com­

munities .

Retention

and Su pp o r t Se rvices

Retention efforts
even

more

important

b e c a u s e of
voluntary

than r e c r u i t m e n t

the d e v a s t a t i n g
college-leaving

the r e v i e w of
black

the

than wh ite

l ow ed

to co mb a t

ef fe ct s

students

the

and most of

admissions

to q u e s t i o n s

about g r a d e

with grades,

use

leaving

and w h e t h e r
the

point

ac a d e m i c
students

University

and even

apparent

is h i g h e r

am ong

the s u p p o r t

phenomena

from

services
in

an

that

fol­

and e n r o l l m e n t .
and support ,

av er a g e

(GPA),

and f i n a n c i a l
have

or

students

and i m p l e m e n t e d

In the c o n t e x t of r e t e n t i o n

vices,

As was

"r evo lvi ng do or"

increased black

of

of b l ac k

attrition

conceived

as i m p o r t a n t

involuntary

may have.

lite rat ure ,

i n v e s t i g a t e d here wer e
e f fo rt

are c o n s i d e r e d

previously

responses

satisfaction

support

ser­

considered

b e f o r e g r a d u a t i o n we r e

examined.

94
It has

al r e a d y

be e n

college

GPAs g e n e r a l l y

in hig h

school.

were

four

At

permitted

of u n s a t i s f a c t o r y
Of the s u b j e c t s
poor grade s,
of

t he ir

the O f f i c e

they

to- e n r o l l

at r i s k

for

subsequent

(cum ula tiv e

of e v e n t u a l l y

4.9

Serv ic es ,

percent,

GPAs,

indicated

from

there

that

is

terms b e c a u s e

GPA b e l o w

2.00).

b ei ng d r o p p e d

we r e

two had u s e d

Supportive

earned

at risk of f l u n k i n g out,

c o l l e g e g r ad es ,
of

than those

low end of the c o l l e g e

performance

t ho se who

that s u b j e c t s 1 r e p o r t e d

lower

they w e r e b e n e f i t t i n g

Of
wit h

the

four or

Supportive

two felt

we r e

of the s u b j e c t s

not b e i n g

noted

for

aware of the Of fi c e

its se rvices,

and

such serv ic es .

they w e r e not

awaren es s,

use

satisfied

and b e n e f i t of

Se rv i c e s we r e 23,

20,

and 17,

re­

spectively .
Study r e s u l t s
that

the m a j o r i t y

not c o n s i d e r e d

of

on v o l u n t a r y

the p a r t i c i p a n t s

leaving

tion of

their d e g r e e s .

sidered

leaving

Lack of

finances

sons .

T h o s e who

Fresh me n,

tion,

for

the

showed

(63.4 pe rc ent )

University

prior

The p a r t i c i p a t i o n s

who had c o n ­

l i st e d

six d i f f e r e n t

and e m o t i o n a l

s t ra i n

we r e

indicated

notes

most

frequently

here

that

the e s s e n t i a l s

and r o o m / b o a r d .

a separate question,

the f o r m e r we r e

of

tuition,

the nine

rea­

predominantly
"em ot io na l

books,

interest

re as o ns .

the ma jo r

lack of f i n a n c e s

It is of
e i g h t of

cited

had

to the c o m p l e ­

per cent)

Sophomores

The r e s e a r c h e r
enough

(36.6

college-leaving

me an s

s t ra in ."
not

transporta­

to note

subjects

that,
who

had

on

95

c o n s i d e r e d d r o p p i n g out
they we r e

already

It must

inadequate

Study r e s u l t s
st u d e n t s

r ea so ns

receiving financial

Only one was not.
considered

for f i n a n c i a l

aid t h ro ug h

be c o n c l u d e d

that

in these c a s e s .
indicated

that

a large m a j o r i t y

population

require

financial

lege a t t e nd an ce ,

frequently

putting

to ge t h e r

loans,

part-time

wo r k

to make u p a total

sufficient

pa r t i c i p a n t s ,

percent

financial

71.8

support

ca m e

some sort of gr an t .
pe r c e n t

tive serv ic es ,
used

financial

Si milarly,

for
the

equal

to be a s u b s t a n t i a l

for

factor

pleting

even more f r e q u e n t l y

qu ar te r,

strain"

to:

too ma n y c l a ss

their
received

an ot he r

all

this

the s u p p o r ­

education

leaving

"emot io na l

M.S.U.

contemplations

of

a d e gr ee .

M.S.U.

before c o m ­

s tr ai n"

as a r e a s o n

f i na nc es.

the s ub je ct s
pace of

as si gn m en ts ,

at

the

aid a p p e a r e d

they had c o m p l e t e d

the r a p i d

29.3

population

of f i n a n c i a l

than lack of

the s t u d y

to be the most w i d e l y

in students'

item,

assistance

Of

percent

Qf

to hig he r

before

cited

open-ended questionnaire
"e motional

jobs.

affording

had c o n s i d e r e d

t he ir d e g r e e s

pa re n t a l

indicated, that

adequacy

d r o p p i n g out of c o l l e g e

64.1

the

a patchwork

that some of

aid s e e m e d

ac c es s

lack of

T h o s e who

loans,

part-time

and mo s t e s s e n t i a l

opportunity

reported

from

or

and /o r

of

aid for c o l ­

for e n ro l l m e n t .

The d a t a

he l d s u m m e r

M.S.U.

aid g i v e n was

in this

of grants,

indicated

In a sepa rat e,
attributed

the

the a c a d e m i c

lack of free

time,

and

96

pressure
less

from o u t s i d e

sources

(f r i e n d s / r e l a t i v e s ) to spend

time on stu di es .
It is w o r t h w h i l e

citing

"emotio nal

leaving
sions,

M.S.U.,

to not e

strain"

no n e

that,

as a r e a s o n

attributed

discrimination,

of

the p a r t i c i p a n t s

they had c o n s i d e r e d

the s t ra in

or ot he r

race

to rac ia l

ten­

or e t h n i c a l l y - r e l a t e d

or i g i n s .
C o n ve rs el y,

other

that bl ac k

Freshmen

cant u n m e t

soc ia l

and

n ee ds

s t ud y

Sophomores

as b l a c k

students

versity.

Evidence

that

na ir e

socially

at ea s t

responses

pa rt ic u l a r l y ,
outside

the c l a s s r o p m

at

M.S.U.
that

tend

as m e m b e r s

in w h i c h

participated were

intramural

the Black

Society

Orpheus

choir.

was

provided

the b la ck

Black

Caucus

sports.
p er c e n t

43.2

of cam pu s

of

and

23.4

Freshmen differed
(vs.

29.4

pe r c e n t )

in q u e s t i o n ­
students,
st ud e n t s

organizations.

st ud e n t gov er nm en t,

Engine er s,

and the Black

the r e s p o n d e n t s

or m e m b e r s h i p .

Amo ng

(65)

tho se

participated

from

Sophomores

we r e

involved

in­

mention­

or p o l i ti ca l

the s t u d e n t s b e l o n g e d

percent

less

had m e m b e r s h i p or

sports,

of W o m e n

p e r c e n t of

social

felt

Freshmen

ing any s o c i a l / a t h l e t i c / f r a t e r n a l / r e l i g i o u s
acti vit ies ,

signifi­

particular

participants

subjects

The m a j o r i t y

d i c a t e d no a c t i v i t i e s

they had

to s o c i a l i z e with w h i t e

The o r g a n i z a t i o n s

Caucus,

fel t

to in d i c a t e

in a p r e d o m i n a n t l y w h i t e u n i ­

the s t u d y

indicating

d i d not

ten de d

and e x p e r i e n c e d

pr e s s u r e s

than

results

to the

in i n t r a m u r a l
in that

in the

64.7

Black

97
Caucus.

Sophomores

and o r g a n i z a t i o n s
Soc ia l
in this

wi th

n eed s

sa mp l e w e r e

en ded q u e s t i o n n a i r e
could

feel

free

were o f f e r e d
for:

i n v o l v e d in a c ti vi ti es

and c o n c e r n s
entirely
it em s

div er si ty .

e x p r e s s e d by

them blank.

m e e ti ng s,

students

and a d d e d

total

population,

black

awareness

more b l a c k

students

41.9

percent

meetings,

students

in o r d e r

awareness

at

all

to i m p r o v e

and f a c u l t y

16.3

more b l a c k

of bl ac k

mo r e

to assimilate,

input

cul tur e.

noted

and 14.0

relationships

there

bla ck s

and w hi te

into
Of the

there sh ou l d be more

percent

le v el s

that

but g e n e r a l l y c a l l e d

he lp i n g

said

sub je ct s

The r e s p o n s e s

p u b l i c i z i n g of b l a c k o r g a n i z a t i o n s ,

curriculum,

to open-

that we r e w o r d e d so that

awareness

mo re b l a c k

the stu den ts

voluntary responses

i n c l u d e d ma n y d u p l i c a t i o n s

interaction,

that

to be

mo re r a ci al

to l e a v e

more b l a c k

mo r e

tended

a need

p e rc en t

on ca mp u s

s h o u l d be more b l a c k

for
said

between
and w hi te

interaction.

Conclusions

Findings derived
to d r a w

s ev e r a l

c ru it me nt ,
academ ic ,
and

tog et he r,
pa re d with

conclusions

retention
financial

Sophomore

fr o m

the st ud y d a t a make
regarding

and su p p o r t
and so c i a l

students

at

the c o n c l u s i o n s
M . S . U . 1s s t a t e d

the e f f i c a c y

services

and s tu dy
policies

State

the

F re sh me n

U n i v e rs it y.

ev i d e n c e
of

of r e ­

in m e e t i n g

n ee ds of b l a c k

Michigan

it p o ss ib le

can

Taken

be c o m ­

affirmative

action

98

and equal
Chapte r

educational

Two)

opportunity

to d e t e r m i n e w h e t h e r

ing in its c o m m i t m e n t s
A large num be r
not

aware of,

po r t i v e
from

to bl ac k

of the

had not u s e d

services

after

the p e r c e n t a g e

d e r c l a s s me n ,

it is l i ke ly

year.

Indeed,

jects had

the

it was

that

of such

at

Michigan

and that

in the

evident

that

ove r

s er vi ce s has

1 98 3-8 4

it must be c o n ­

programs

hav e

to b l a c k

Freshmen

and

to m a x i m i z e

for

attrition,

" em ot io na l

the r e a s o n c i t e d mo s t

frequently

by

before completing
4.10).

D e sp it e

this

counseling

services,

Counseling

Center

and o t h e r
the

estimated

evidence

of

only

academic

strain"

leaving

(Tables

th at

among

the o n e - t h i r d of

programs

administration

and use

a moment,

already considered

t he ir d e g r e e

So ph o m o r e s

attrition

and f i n a n c i a l

s ub j e c t s who had

for

to

Putting

study

not been

awareness

bl ac k u n d e r c l a s s m e n .

was

academic

a thi rd of the s u b ­

probably contributed

reasons

trends.

out.

study,

aside,

and

s t u d e n t s will

support

failure

sup­

University

Freshmen

th es e

Term

this

from

a mo ng m i n o r i t y u n ­

Fall

available

is s u c c e e d ­

s a m p l e were

State

between

of d r o p o u t s

from

Review,

not b e n e f i t t e d

that m a n y of

some m i n o r i t y

made o p t i m a l l y
at M.S.U.

and h a d

in this

alrea dy c o n s i d e r e d d r o p p i n g

Dr a w i n g on d a t a
cluded

University

and s h o w e d no s p e c i f i c

Considering

for

Literature

students.

Differences

were m i n i m a l

not be e n r o l l i n g

the

students

being

two to six terms.

So p h o m o r e s

(see

M.S.U.

4.9

and

the ne e d for

at the

M.S.U.

50 pe rc en t

of black

99

u n d e r c l a s s m e n wer e
able

to them

even

th rou gh

aware of c o u n s e l i n g

that

program,

by q u e s t i o n n a i r e d a t a r e v e a l i n g
centage

of

52.4

The
vice;

for

Counseling

it has

existed

de c a d e s .

There

s h o u l d be

any less

B u i l d i n g or

Ce n t e r

of

as a s e r v i c e

to e x t e n d

its el f

S u pp or t

or

ser­

and S o p h o m o r e s

to black s,

serv ic es,

b la ck c o u n s e l o r s

and

an a f f i r m a ti ve ,

to wa rd

services

to b l a c k

the

for

Administration

minority

providing

a new

the p r o g r a m

and a u d i b l y

take

per­

(Table 4.12).

Ser v i c e s , unless

for w h i t e s

visibly

study

Freshmen

a wa re of it than the

the O f f i c e of

confirmed

aw a r e n e s s

is not

avail­

l o c a t i o n on c a mp us

is no r e a s o n b l a c k

s pe c i a l

this

at M.S.U.

in a c e n t r a l

perceived

aware of

an e s t i m a t e

an actu al

participants

services

it is

has
make

availability
aggressive

students

failed
them
of
sta nc e

and r e d u c i n g

attrition.
It is ap p a r e n t
Freshmen

and

Sophomores

Administrators
than

those n ee ds

th ose of

the

With
a wa re ne ss ,
and

in the

use

for

Ur ban

to g r a d u a t e

Center

minority

as v i s i b l e
Office

area of
of

and b e n e f i t

exist

to examine,

their

Aids

the e x c e p t i o n

the C e nt e r

services

ne ed

why

ne ed s

Counseling

are not

Financial

S e rv ic e s

for

and st aff

is p o s s i b l e here,

to mee t

po rt

that un met

or

Af f a i rs

serv ice s,

support

p ro gr am s

of

as
Sup­

needs.
programs

Freshmen

Office

ot he r

in more d ep th

and w e l l u s e d

three

to b la ck

services.

the O f fi ce

ac a d e m i c
the

am ong black

that

programs

and

of the most
Sop hom ore s,

limi ts

its

also need

to

100

examine

the d i s c r e p a n c i e s

perceptions
and the
by

of blacks'

act ual

and us e

the s a mp l e p o p u l a t i o n

in Ch ap t e r

ev en

1978

of c o n c e r n
as

percentage

of m i n o r i t y

M.S.U.

data

similar

institutions.
Data e l s e w h e r e

black

and s ta ff

scholars

student-to-student

ta ke n

to g e t h e r

expending
fi ed b l a c k

at

M.S.U.

total

minority

in the

s tu dy h a v e

as ath le te s)

recruited

and

indirectly

p h o n e 'p r o g r a m

substantiate

substantial
st ud ent s.

s in ce

in 1978.
as a

age g r o u p

as a

shown

that for

that

efforts
almost

to r e cr u i t
15 pe r c e n t

materials
as well

and q u e s t i o n n a i r e

to at tr a c t
that

17

a M.S.U.

in i n n e r - c i t y black,

The f i n d i n g

M.S.U.

An ot h e r

through

a conclusion

ef f o r t s

This

blacks

and r e c r u i t m e n t

Enrollment

1972

e n r o l l m e nt ,

we r e r e c r u i t e d d i r e c t l y .

sch ool s.

at M.S.U.

also be c o m p a r e d w i t h

in this

to be

e n r ol lm en t,

enrollments

in c o m p a r i s o n w i t h

to c o u n s e l i n g of f i c e s
high

enrollment data

tur ne d u p w a r d

population

(as we l l

23 p e r c e n t w e r e

as s u b u r b a n

of

are m a k i n g s u b s t a n t i a l

of the st ud y s a m p l e

supplied

total

of total

should

programs

and b e n e f i t d e m o n s t r a t e d

recruitment,

enrollment

whole .

th ei r

is the c o n s t a n t d e c r e a s e

to be i n v e s t i g a t e d

faculty

and u s e of

as a p e r c e n t a g e

a percentage

after m i n o r i t y

ne eds

administrators'

the study.

in the face of d e c l i n i n g

in b l a c k s

their

Two sh ow m i n o r i t y e n r o l l m e n t s

One m a tt er

even

in

of m i n o r i t y

i n c r e a s i n g si nc e

to

awareness

aw a r e n e s s

In terms

between

that

M.S.U.

da t a

is

and e n r o l l q u a l i ­

mo r e

Sophomores

101

than

F r e s h m e n w e r e d i r e c t l y r e c r u i t e d by

students

suggests

that e m p h a s i s

be d e c l i n i n g bu t s e v e r a l

other

M.S.U.

s ta ff

on such r e c r u i t m e n t
explanations

and

may

are poss ib le .

As we move into the 1980's, the crucial issues of
retention, budget cuts, counseling, and declining enroll­
ments will force undergraduate institutions to re-examine
how they deliver services to their minority student pop­
ulations .
We c a n on ly c o n c l u d e
quate

job,

it is c r i t i c a l l y

and a d m i n i s t r a t o r s
wi l l

be

a n d/ or

attending
examine

concerns,
black

the

th ose

and

factors which

Sophomore

aid

their

ju s t m e n t

of b l a c k

efforts
Freshmen

students

in the h i g h

to su rv iv e.

them

anti­

and w h i c h

services

The s u c c e s s f u l

r e m a i n c o n s i s t e n t wi t h

school

classrooms,

se tting,

to e x p e c t

perceive

that

before

ad­

who r e ­
to

the c o n ­

in s i x t e e n

personal

the l i k e l i h o o d of th eir

d i d not

to he l p

in

to other

is c r u c i a l

If t h e s e c o n c e r n s

k n o w i n g wha t

the c h a n g e

available

students

isolate

ser vi ce s,

survival.

By not

impacted

can

supportive

academic

th en

If r e s e a r c h

st u d e n t s

their

ade­

staff

Sophomore

from

contact,

faculty,

and

services

smaller

than

the p o p u l a t i o n who

in the e n v i r o n m e n t

ceive

semesters,

a better
for

ab out

University.

to e x p e c t

can be s t

held

important

to k n o w mor e
the

to do

i n f o r m a t i o n can be ma de

Freshmen

cipate what

cerns

that

week

student/teacher

succeeding decreases.
ar r i v i n g

at M.S.U.

t he re wo ul d hav e

to be some

102

kind of c h a n g e
as

in th eir

"student

a needed understanding

m ou nt

to their

s u cc e ss .

data gathered during
ized b e y o n d
participated

of wh a t

in this

research

Freshmen
s tu dy

at

as well

s e r v i c e s w o u l d be p a r a ­

The c o n c l u s i o n s

this

the B l a c k

academic behavior"

and,

and

are b a s e d on the
c a n n o t be g e n e r a l ­

So p h o m o r e

Mi c h i g a n

State

s t u d en ts

who

Universi ty.

Recommendations

Recommendations drawn
will h o p e f u l l y
i n te re s t

serve

in this

as

area.

derived

from what

st u d e n t

p o p u l a ti o n ,

fr om

the f i n d i n g s

a stimulus
Since

to oth er s

in this

who have

study
an

th es e r e c o m m e n d a t i o n s we r e

is e s s e n t i a l l y

a very s p e c i f i c

the r e c o m m e n d a t i o n

ki n d of

s h o u l d be w e i g h t e d

accordingly.
1.
arate

Michigan

F i n a n c i al

percentage

sort of

also

se cu r e

grams

funds

The

pr iv a t e
the

should

for m i n o r i t y
tend

as si s t a n c e .

fr o m

to i m p r o v e

in w hi ch

set u p

a sep­

s t ud en ts.

A high

to rel y h e a v i l y on
The u n i v e r s i t y

f o u n d a t io ns ,

sho ul d

industry,

a v a i l a b i l i t y of fun ds

and

for m i n o r i t y

st u d e n t s .
University

should develop orientation

new students

minority upperclass
adjustment

Office

financial

undergraduate
2.

Aids

University

of m i n o r i t y s t u d e n t s

some

government

State

have

students

to the u n i v e r s i t y .

an o p p o r t u n i t y

who can
Both

assi st

them

pro­

to meet
in their

the u n i v e r s i t y

and the

103

su p p o r t i v e

services

should

fo s te r

a s p ir it

of c o o p e r a t i o n

among the s t u d e n ts .
3.

The

for b l a c k

Freshmen

in a d j u s t i n g
4.

are

and

to the

A st ud y

experimental
who

University

vices h a n d l e

Sophomore

University

provide

stre ss w o r k s h o p s

students

to assi st

to d e t e r m i n e w h e t h e r

used

them

environment.

s h o u l d be c o n d u c t e d w i t h

group

aware,

should

a control

those

and

participants

and b e n e f i t t e d fr o m the s u p p o r t i v e

subsequent

college experience

better

ser­

than

those who do not .
5.
d en ts

Role m o d e l i n g

in the

University

a dm i n i s t r a t o r s ,
be c a l l e d u p o n
s is te r s "

to act

role.

to p r o v i d e

information,

mine h o w a c c u r a t e l y
it w o u l d
7.

Freshmen

take

them

Minority

study

them with

ad v i c e

to g i v e

a

perso n"
to an
no other

Sophomore

st ud e n t s

State

Un iv er sit y.
to d e t e r ­

p r e d i c t e d h ow

students

faculty

sh o u l d

ne e d s er ve

their c o l l e g e

undergraduate

in

"reso urc e

s h o u l d be c o n d u c t e d

to c o m p l e t e

the o p p o r t u n i t y

members,

st u d e n t s

at M i c h i g a n

the p a r t i c i p a n t s

to a t t e n d d e p a r t m e n t a l

and

stu­

"big b r o t h e r s / b i g

an d/ o r

recommendation

in the e n v i r o n m e n t
A follow-up

as a

direction,

than to h e l p b l a c k

6.

vited

This

or

Sophomore

Each c o u l d s e r v e

student.

assimilate

and

fa c u l t y

for

and u p p e r c l a s s m e n

"spon so rs"

Freshmen

im p o r t a n t

B la ck

stud en ts ,

as

supportive

purpose

set tin g.

graduate

to b l a c k

incoming

is c r i t i c a l l y

valuable

education.

sh o ul d

meetings

long

be

in­

to pr ov id e

input

into

104

policies

and p r a c t i c e s

ority undergraduate
of d e p a r t m e n t a l
8.
gone

out

to work

a B la ck

in their

would object

and S o p h o m o r e

students

about

the se r v i c e s

their

experiences

alleviate

students

affect

Alumni

any fears

In addition,

list of

informed

th os e who

Find out

to m e e t i n g wit h

black

the m i n o r i t y

they may

State
have

about

these

Freshmen
to talk

support

University

have

if

and r e c r u i t m e n t c o u n s e l o r s

Michigan

min­

them.

professions.

o f f e r e d by
at

them.

s h o u l d be b e t t e r

matters which

Develop

individuals

affecting

pro gr ams ,

and h e l p

progressing

through

M.S.U.

Recommendations

1.

St udi es

For

are n e e d e d

Re s e a r c h

to i n v e s t i g a t e

concerns

of b la ck

to o th er

predominantly white universities

co pe wi t h

the rigor

p a r i s o n with
2.
black
tage

M.S.U.

of

and

f ac t o r s

that c au se

to c o n t i n u e

universities

Sophomore

the u n i v e r s i t y

st ud y

Sophomore

of the s u p p o r t i v e
A stu dy

and

the ne ed s

students
and how

environment

and

admitted
they
in c o m ­

stu de nt s.

An i n - d e p t h

Freshmen

3.

dents

Freshmen

Fu rth er

their

and ot he r s

bl ac k

to d e t e r m i n e why

st u d e n t s do not

services

is n e e d e d
so m e

is ne ed e d

offered

at

to d e t e r m i n e
F r e s h m en

educations

and

take

advan­

an e a r l i e r

time.

the c r i t i c a l
Sophomore

stu­

at p r e d o m i n a n t l y w h i t e

to d r o p out.

105
4.
bl a c k

A study

F r e s hm e n

and

is n e e d e d

to look

Sophomore

students

institutions

and w h e t h e r

at d i f f e r e n t

institutions

bl ac k

F r es hm e n
5.

ment

A

and

colleges
6.
Fr e s h m e n
receiving
exit

programs

to c o m p a r e
A
and

Sophomore

services
dents

A st udy
at bl ack

as c o m p a r e d

concern

to i n v e s t i g a t e
set u p

the r e c r u i t ­

at p r e d o m i n a n t l y b l a c k

to i n v e s t i g a t e

It is s u g g e s t e d

produce

M.S.U.
why

som e

information

M.S.U.
before

that m a n d a t o r y
that c o u l d h e l p

eff or ts .

is n e e d e d

to i n v e s t i g a t e

universities
to

among

s t u d e n t s d r o p out of c o l l e g e

their d e g r e e s .
could

concerns

st ud ent s.

is n e e d e d

strengthen retention
7.

to c o m m o n

of

B i g- T e n

students'

t hes e for e f f i c a c y w i t h

study

interviews

point

is n e e d e d

and r e t e n t i o n

at o t h e r

c o m p a r i s o n of

Sophomore

st udy

at the c o n c e r n s

and h o w

the s u p p o r t

the s u p p o r t

they s e r v e

service

programs

the s t u ­
offered

at p r e d o m i n a n t l y w h i t e u n i v e r s i t i e s .
8.
p lai n
the

As n o t e d

p r e v i ou sl y,

the c o n t i n u a l l y d e c r e a s i n g

total

minority

student

a study

is n e e d e d

to e x ­

p r o p o r t i o n of b l a c k s

population

at

M.S.U.

in

APPENDICES

APPENDIX

APPENDIX

INTERVIEW

A

SCHEDULE FOR ADMINISTRATORS

W h a t y e a r d i d y o u r p r o g r a m begin, or h o w m a n y y e a r s
has it b e e n o f f e r i n g s e r v i c e s s p e c i f i c a l l y t a r g e t e d
to m i n o r i t y s t u d e n t s ?

Wh a t s p e c i f i c s e r v i c e s d o e s yo u r
for b l a c k F r e s h m e n and S o p h o m o r e

program have available
s t u d e n t s at MS U ?

T h e r e are a p p r o x i m a t e l y 1 ,2 43 b l a c k F r e s h m e n a n d S o p h o ­
m o r e s n o w e n r o l l e d at MSU.
Of this n u mb e r , h o w m a n y
do y o u fe e l are a w a r e of yo u r s e r v i c e s (i.e., w h a t t h e y
are, w h e r e l o c a te d , e t c . ) ?

How many is your program(s) presently service?
(If
unsure, obtain best guess estimate or ask respondent
to check and call you)

How many (or what percent) do you feel are:
well served?____________________________
adequately served?_____________________
poorly served?__________________________
(repeat for all services if there are more than one given
in the response to question 2 above)

107

6.

Poor

service

(if

any)

is d u e

to:

_______ i n a d e q u a t e b u d g e t ?
_______ not e n o u g h s t a f f ?
_______ s t u d e n t u n w i l l i n g n e s s to c o o p e r a t e w i t h t h e p r o g r a m ?
_______ lack of s t u d e n t i n i t i a t i v e ?
_______ o t h e r ? ( s p e c i f y ) _________________________________________

(as be for e,

repeat

for

all

services)

7.

How do yo u m a k e b l a c k F r e s h m e n
you r p r o g r a m and its s e r v i c e s ?

8.

G iv en the ( a d m i t t e d l y u n l i k e l y ) p r o s p e c t of u n l i m i t e d
r e s o u r c e s and s t a f f time, w h a t s e r v i c e s do y o u f e e l
s h o u l d be e x p a n d e d ?

What,

if any,

n e w on e s

would

and

you

Sophomores

add?

a w a r e of

APPENDIX

108

APPENDIX

SERVICES

1.

Human

B

P R O V I D E D BY S U P P O R T I V E P R O G R A M S

Relations

Department

Services:
To
grees.
ments

assist minority

Honors
that

minority

relate

Limitations
Lack of
2.

Upward

students

in s e c u r i n g

for

to s u c c e s s w i t h i n

of

specific
M.S.U.

Se r v ic e:

student

Bound

students

initiative

Program

Services:
The c o l l e g e

students

rec eiv e:

Tutoring
Instruction
Counseling
Academic

Admission

Cultural

Enrichment

Limitations

of

Activities

Se rvice:

Inadequate budget
Not

enough

staff

Lack of s t u d e n t

initiative

their d e ­
accomplish­

109

3.

Admissions

and

Scholarships

O f fi ce

Services:
Telephoning
Freshmen

targeted

to q u a l i f i e d

of

and

to

seniors

M.S.U.

who

Gives

are

potential

scholarships

Sophomores.

Services:

Inadequate

budget

Not e n o u g h

staff

Counseling

school

to c o m e

Freshmen

Limitations

4.

high

Center

Services :
Personal
Career

counseling

counseling

Assertive

skills

Male/female

relations

Cross-cultural
Limitations

5.

of

counseling

Se rv i c e :
budget

Not

staff

Urban

counseling

relationship

Inadequate
enough

workshop

Counseling

(Academic

Advisors

Services :
Tutoring
Personal

counseling

Financial

and

assistance

Career development
Limitations
Not

of

enough

Services:
staff

advising

to

Engineering

De pt . )

110

6.

Financial

Aids

Office

Services:
Mee t w i t h

minority

Meet w i t h

Black

student

Caucus

members

P r o v i d e c o u n s e l i n g to b l a c k
c l a s s m e n as c o u n s e l o r s
Limitations

of

at o r i e n t a t i o n

students

using u p p e r ­

S e r vi ce s:

Inadequate budget
Not
7.

enough

Student

staff

Affairs

Office

Services:
P eer

counseling

Academic
Limitations

and
of

so ci al

programming

Se r v i c e s :

Inadequate budget
Not e n o u g h
students
8•

Office

of

Academic

staff

Supportive

to m e e t

the n e e d s

and c o n c e r n s

of

Services

Services:

Tutorial assistance
of a r e a s .
I n f o r m a t i o n on
to s t u d e n t s .

fr o m

courses

Assistance

in

Assistance

in c h o o s i n g

Selecting

Liason with

that h a v e

improving

courses

for

student

study

and

t u to rs

presented

test

a major.
registration.

all c o l l e g e s

in

a variety

problems

taking

skills.

Ill
Counseling
Peer

Se rv ice s:

counseling

Career ,
Personal

personal,

social

and

academic

counseling.

S er vi ces :

Assistance

in d e a l i n g w i t h

personal

W o r k s h o p s are o f f e r e d w h i c h
o n - g o i n g n e e d s and c o n c e r n s

develop skills
of s t u d e n t s .

Assistance

in time m a n a g e m e n t .

Assistance

in d e c i d i n g

Limitations

of

on

problems.

a career

to

rr.eet

choice.

Services:

I n a d e q u a t e s t a f f to me e t
n e e d s and c o n c e r n s .

the m a j o r i t y

of

students

More F r e s h m e n and S o p h o m o r e s t u d e n t s s h o u l d t a k e
a d v a n t a g e of s e r v i c e s a v a i l a b l e to t h e m t h r o u g h
the O f f i c e of S u p p o r t i v e S e r v i c e s .
More c o m p u t e r i z e d i n s t r u c t i o n a l
u n i v e r s i t y is n e ed ed .
9.

Center

for

Urban

support

from

the

Affairs

Services:
Provides

services

. Offers financial
students.

to m i n o r i t y g r a d u a t e
assistance

to m i n o r i t y

students.
graduate

A s s i s t s s t u d e n t s to h e l p a l l e v i a t e s o c i a l
c a t i o n a l b a r r i e r s to th eir a c h i e v e m e n t as
and as p r o f e s s i o n a l s in all fi e l d s .
Limitations
Available

of

an d e d u ­
students

Services:

only

to m i n o r i t y g r a d u a t e

students.

112

March

7»

19°3

Dear Freshmen and Sophomore Students:
I am a doctoral student in the College of Education,
Administration, and Higher Education.
As part of my
dissertation work, I am attempting to assess the
academic, financial and social needs of black freshmen
and sophomore students at Michigan State University.
I would be most appreciative if you would assist me in
this study by completing the questionnaire.
The ques­
tionnaire takes about ten minutes to complete. Your
response will remain confidential.
The study is designed to provide the university with an
examination of the programs
that provide services to
'black freshmen
and sophomore students at Michigan State
University.
I am hopeful that the results of this study
will lead to improved conditions, benefiting you and
those who will come after you.
Your prompt responses will be most appreciated.
Please
return the form on or before March 15, 1983 .I will be
pleased to send you a copy of the results of the study.
I thank you for your cooperation.
Sincerely,

,7)
'

Leo Cloman
c/o Dr. Melvin Busch^an
10 Kellogg Center
Michigan State University
East Lansing, T'ichig^n
1, ^

c

113

Part

I

Demographic Information

1.

Sex:

Male_____ Female_____

2.

Age: _______

3.

Career goal:

_____ Medicine

Law

Social Service

.Sales

Business

.Communications

Education

Agriculture

Engineering

Other (specify)

4.

High school grade point average:____________ .

5.

MSU grade point average:____________ .

6.

What is the highest academic degree that you intend
to obtain?

Associate degree
Bachelors degree
Masters degree
Doctoral degree
Professional/Technical degree

(i.e., med,

tech., law, M.D./D.O.)
7.

How long do you think it

will take

you to complete your

e d u c a t i o n ? _______ Less than four years.
______

Four years.
Five or six years.

8.

______

Seven or eight years.

______

'Tine years or more.

Since enrolling at MSU, have you ever considered leaving the
University before completing your degree?

Yes

_____ Ho

If yes, which of the following would have been your reason(s)?
____ Lack of interest

Lack of

finances

A job offer

_____ Unable to cope with the
academic workload

Emotional strain

_____ Other (specify)_____________

Part

II

Awareness, Use and Benefit from Minority Support Programs

Nine different programs are available on campus.
Pirst, check which programs you are
aware of, in Column 1-"Awareness". Next, check which programs you have actually used in
Column 2-"Use".
Of the programs you have used, check those you feel have been of benefit
to you in Column 3-"Benefit".
These programs are offered at various locations on the
campus.
For the programs you have used, please indicate the approximate location in Column
4-"Location". The name of the building where you went to obtain services— or its approximate
location, such as, "across
from Berkey Hall" or "next to the library", will be enough.
1

2

Awareness

3
Use

Benefit

4
Support Programs
1. Human Relations Office
2. Admissions and Scholar­
ship Office
3. Counseling Center
4. Center for Urban Affairs
5. Office of Support Services
6. Upward Bound Program
7. Financial Aids Office
8. Student Affairs Office
9. Urban Counseling

Any comments?

Location

115

4.

Before you applied to MSU, did anyone recruit you or encourage
you to apply to this University?
Yes

5.

No

If you answered yes to question #4, was the person:
_____ an MSU student?
______ a high school teacher or counselor?
_____ an MSU staff or faculty member?
_____ a relative?
Other (specify}________________________

6.

?

If you are now receiving (or have received in the past) any
financial or scholarship aid, or if you are working on campus
(or in a job you found with the aid of someone on the faculty or
staff at MSU), please check the appropriate line(s) below.
_____ scholarship
grant
_____ loan
co-on program or paid internship
employed by MSU
employed in a job I got with MSU staff/faculty help.
Other (specify.}__________________________________________________

7.

Have you needed and tried to obtain scholarship, loan, or parttime work through the University and been refused?
Yes

No

If yes, please indicate the reason,

8.

Are you satisfied with your present achievement or grades at MSU?
Yes

9.

_____ No

If no, have you tried to obtain help through any of the academic
support programs available from the University?
Yes

10.

if you know it_

_____ No

If yes, what happened?_______________________

Bo you belong to, or participate in, any campus social,

fraternal,

political or athletic organizations?
Yes

11.

No

If yes, please list them.____________________

As a black Freshman or Sophomore,

at a predominantly white

116

University,

are there needs or concerns that you have which

you feel should he addressed by minority service or support
programs?
below.

If you have such needs or concerns,

indicate these

If you have any ideas about what kinds of programs or

services y o u ’d like to have made available by the University,
please indicate these also.

Any comments?

Thank you.for your- assistance.
Leo Cloman

_Please check here if you wish to receive the results
of this study.

117
M I C H IG A N STATE U N I V E R S I T Y
U N IV E R SIT Y C O M M IT T E E O N RESEA RC H IN V O L V IN G

EAST L A N SIN G • M IC H IG A N • 48624

H U M A N SU B JE C TS (U C R IH S)
2}S A D M IN IS T R A T IO N BU ILD IN G
(51‘ )

355-2186

Mr. Leo

F e b r u a r y 21, 1983

Cloman

1618 H S p a r t a n V i l l a g e
East L a n s i n g , Michigan
D e a r Mr.

48823

Cl oman:

Subject:

P r o p o s a l E nt i t l e d , " A n E x a m i n a t i o n o f t h e E f f i c a c y o f
M i n o r i t y R e c r u i t m e n t a n d R e t e n t i o n P r o g r a m s in M e e t i n g
the A c a d e m i c , F i n an c ia l and Social N e e d s o f B l a c k
_ _ _ _ _ _ _ _ F r e s h m e n a nd S o p h o m o r e s at M i c h i g a n S t a t e U n i v e r s i t y "
I a m p l e a s e d to a d v i s e t ha t this p r o j e c t is e l i g i b l e for a n e x e m p t i o n f r o m
full U C R I H S r e v i e w a n d a p p r o v a l is h e r e w i t h g r a n t e d for c o n d u c t o f t h e p r o j e c t .
Y o u a re r e m i n d e d that U C R I H S a p p r o v a l is v a l i d for one c a l e n d a r y e a r . If y o u
p l a n to c o n t i n u e t his p r o j e c t b e y o n d o n e year, p l e a s e m a k e p r o v i s i o n s f or
o b t a i n i n g a p p r o p r i a t e U C R I H S a p p r o v a l p r i o r to F e b r u a r y 21, 1984.
A n y c h a n g e s in p r o c e d u r e s i n v o l v i n g h u m a n s u b j e c t s m u s t be r e v i e w e d b y the
U C R I H S p r i o r to i n i t i a t i o n o f the c h a ng e .
U C R I H S m us t a l s o be n o t i f i e d
p r o m p t l y o f any p r o b l e m s ( u n e x p e c t e d s i d e
e f f e c t s , c o m p l a i n t s , e tc.)
involving
h u m a n s u b j e c t s d u r i n g the c o u r s e of the work.
T h a n k y o u f or b r i n g i n g this p r o j e c t to m y a t t e n t i o n .
hel p, p l e a s e do n ot h e s i t a t e to let me know.
Si n e e r e l y ,

H e n r y E. B r e d e c k
C h a i r m a n , U CRIHS
HEB/jms
cc:

Dr. B u s c h m a n

If I can be o f

anyfuture

BIBLIOGRAPHY

BIBLIOGRAPHY

A f f i r m a t i v e A c ti on in the 1980s:
D i s m a n t l i n g the P r o c e s s
of D i s c r i m i n a t i o n . A S t a t e m e n t of the U.S. C o m m i s s i o n
on Ci vil Rights, C l e a r i n g h o u s e P u b l i c a t i o n 70,
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