Predicting Academic Performance and Retention Among African American Freshmen Men
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Robert A. Schwartz
To determine academic performance and retention patterns, 229 African American freshmen men at a historically African American, private liberal arts college in the Southeast were surveyed about their adaption to college using cognitive and noncognitive measures. Predictions generated by 14 independent variables were compared to the students’ actual academic performance (i.e., grades and academic probation) and retention (i.e., staying in school). Statistically significant relationships were between high school grades, high school rank, and several noncognitive variables and students’ academic performance and retention. Suggestions for admission, extended orientation programs, and increased faculty and peer support are discussed.
©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
Articles in the same Issue
- Article
- A Work Sample Approach to Hiring Student Personnel Administrators for Distance Education Programs
- Black Women in the African Diaspora Seeking Their Cultural Heritage Through Studying Abroad
- Comparison of Freshmen Perceived Needs Prior To and After Participation in an Orientation Program
- Entering the Magic Circle: Building Bridges Through A Religious Mission That Guides Professionalization
- Predicting Academic Performance and Retention Among African American Freshmen Men
- The Differential Effects of On- and Off-Campus Living Arrangements on Students' Openness to Diversity*
Articles in the same Issue
- Article
- A Work Sample Approach to Hiring Student Personnel Administrators for Distance Education Programs
- Black Women in the African Diaspora Seeking Their Cultural Heritage Through Studying Abroad
- Comparison of Freshmen Perceived Needs Prior To and After Participation in an Orientation Program
- Entering the Magic Circle: Building Bridges Through A Religious Mission That Guides Professionalization
- Predicting Academic Performance and Retention Among African American Freshmen Men
- The Differential Effects of On- and Off-Campus Living Arrangements on Students' Openness to Diversity*
