A COMPARISON OF COLLEGIATE RETENTION RATES AMONG BLACK STUDENTS IN PREDOMINANTLY BLACK AND WHITE INSTITUTIONS

This is a descriptive study based on secondary analysis of the data base collected as a part of the National Longitudinal Study (NLS) of the High School Class of 1972. The study examined data relating to 20,278 black and white high school graduates who participated in the NLS. Data were analyzed to answer questions relating to the problem: While current evidence is clear that black students are less likely to graduate from white institutions than "black" institutions, we do not know why. To what extent is dissatisfaction on the part of black students with the curriculum, teaching, social life, and cultural activities of white institutions related to their lower graduation rate from these institutions? How does the student's aptitude and socioeconomic background affect the strength of these relationships?; The researcher cross-tabulated the degree of black student satisfaction on selected variables with whether or not they graduated from the "white" college in four years. The areas of satisfaction were: (1) social life, (2) cultural activities, (3) teaching, and (4) curriculum. Also, college graduation was cross-tabulated with the socioeconomic and ability levels of black students on black and white campuses. Tests of independence were then carried out using the chi-square statistic. The data indicated that the satisfaction variables do not seem to be determining factors in the graduating success of black college students except in cases of extreme opinions--the very satisfied students graduated more often than the very dissatisfied. Both black and white students who failed to graduate were similar in their opinions. Most black students were of medium ability, and this group graduated from black colleges more often than from white colleges. Low ability students did not fare well at black or white institutions, but the high ability students were more likely to graduate from white schools. Black colleges were successful in graduating black low SES and high SES students. However, high SES students tended to be successful regardless of the institution attended.