Recruitment and Retention of Race Group Students in American Higher Education: An Annotated Bibliography (Bibliographies and Indexes in Psychology)

Recruitment and Retention of Race Group Students in American Higher Education

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Recruitment and Retention of Race Group Students in American Higher Education An Annotated Bibliography c. Dwayne Wilson, Bernard Lubin, and Barbara Below With the assistance of Tumani Malinga and Poloko Naggie Mmonadibe Foreword by Karen L. Dace, Ph.D.

Bibliographies and Indexes in Psychology, Number 12

IPIAAIEGIEIR

Westport, Connecticut London

Library of Congress Cataloging-in-Publication Data

Recruitment and retention of race group students in American higher education: an annotated bibliography / C. Dwayne Wilson ... [et al.]. p. em. - (Bibliographies and indexes in psychology, ISSN 0742-681X) Includes bibliographical references and index. ISBN: 978-0-313-31958-7 (alk. paper) 1. Minority college students-United States-Bibliography. 2. Minority college studentsRecruiting-United States-Bibliography. 1. Wilson, C. Dwayne. Z5814.M5.R432008 [LC3731] 2007042345 016.3781 '9829-dc22 British Library Cataloguing in Publication Data is available. Copyright © 2008 by Barbara Below and the estates of C. Dwayne Wilson and Bernard Lubin All rights reserved. No portion of this book may be reproduced, by any process or technique, without the express written consent of the publisher. Library of Congress Catalog Card Number: 2007042345 ISBN: 978-0-313-31958-7 ISSN: 0742-681X First published in 2008 Praeger Publishers, 88 Post Road West, Westport, CT 06881 An imprint of Greenwood Publishing Group, Inc. www.praeger.com Printed in the United States of America

C§" The paper used in this book complies with the Permanent Paper Standard issued by the National Information Standards Organization (Z39.48-1984). 10

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To Daryl and Kevin whose perseverance and successes in postsecondary education provided them access to and opportunities for full participation in their chosen professional fields, and to Angela, Andrea, and Andrew who are still struggling to find their paths to that access and opportunity. And to Symone, who is at a critical point in the educational opportunity system.

Contents Foreword Karen L. Dace

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Preface

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Acknowledgments

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1. Access and Retention 2. Social and Economic Factors

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3. Institutional Initiatives

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4. Student and Campus Factors

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5. Mentors and Social Integration

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Subject Index

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Foreword Karen L. Dace

Claims of increasing benefits, private and public, resulting from greater levels of educational attainment in the United States are rarely contested. Private returns include access to high-paying, elite managerial and professional careers and the health and welfare benefits derived from participation in those careers. The larger society benefits from the presence of trained and educated individuals who replenish and increase the nation's supply of professionals capable of planning and directing our cultural, educational, scientific, and industrial institutions. Vigorous recruitment and retention efforts at the postsecondary education levels enhance directly the probabilities for realization of the personal benefits by race and ethnic group youth and adults, which indirectly benefits the society. Those efforts are often performed under the rubrics of affirmative action and racial diversity. Supreme Court decisions of 2003 in the University of Michigan case reaffirmed, as a compelling interest, the attainment of racially diverse student bodies in higher education. In addition, even the most conservative estimates predict a dramatic increase in the number of diverse high school graduates over the next decade. These decisions and the predicted increase in students of color reinforce and, in some cases, strengthen the resolve of college and university officials that the benefits of racial diversity are real and worth pursuing. Further, college and university officials understand that plans intended to help their institutions benefit from racial diversity must be crafted so as to minimize conflicts with constitutional requirements and federal civil rights laws. The publication of this bibliography is a significant event in the advancement of race and ethnic diversity in American higher education. Based on a selection of books, articles, and other published documents, this bibliography emphasizes underlying commonalities in the disparate works on various American racial and ethnic groups-African Americans, American Indians, Alaska

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Foreword

Natives, Asian Americans, Latino/as, and Pacific Islanders. College and university administrators, enrollment and retention professionals and consultants, and researchers, as well as students interested in issues affecting diversity, race, and ethnic relations, will find the information presented here helpful. The broad and interdisciplinary coverage presented provides opportunities for readers to explore a mix of useful information on race and ethnic minorities. It facilitates access for those users requiring information on recruitment and retention to aid in their decision making about strategy-related issues. This is an excellent resource for researchers interested in the most current information on recruitment and retention research, scholarship, and programs. It will also facilitate scientific and creative processes in the area by allowing readers to draw parallels between their own works to extant scholarchip. Finally, this book serves as a foundation for descriptive, interpretive, and critical activities to be applied to the outcomes of opinion, theory, and research on recruitment and retention of diverse student groups. This bibliography is a tribute to the growth of literature on race and ethnic group recruitment and retention in postsecondary education. I applaud its arrival on the stage of public discourse. Dwayne Wilson, Bernie Lubin, and their colleagues deserve our praise and gratitude for this contribution to the student diversity agenda.

Karen L. Dace, Ph.D. , is Associate Vice President for Diversity at the University of Utah .

Preface The purpose of this bibliography is to provide a record that facilitates access by administrators, researchers, graduate students, and consultants to the literature on recruitment and retention of American race and ethnic group students to college- and university-level education. Our interests in charting this path through the literature was stimulated by our observations of the ebbs and flows of the debates about affirmative action in higher education, the struggles and successes of student affairs professionals as they work to retain and graduate race and ethnic group students, and our desires to make a contribution to the diversity agenda in higher education. We began this project by first locating descriptors of works on recruitment and retention of race and ethnic group students in higher education. These descriptors were used to search multiple interactive database retrieval services. Those services included ABI Inform, Dissertation Abstracts, EBSCO Host in which we selected Academic Search Elite, Eric, and Books in Print for one multidatabase search, First Search, Government Monthly Catalog, Lexis Nexis, Proquest, PsycInfo, Wilson Databases, Sociological Abstracts, and World Cat. The number of works from those sources was extensive, but limited in some instances due to the time periods covered in the database. To overcome those limitations, the reference lists of retrieved works from the 1960s were consulted for the purposes of identifying additional works from earlier times that were pertinent to the purpose of this bibliography. After identifying the census of materials, we established inclusion and exclusion criteria knowing that the volume of materials regarding recruitment and retention of minority students in higher education was enormous. We decided to include those works that gave primary focus to one or both of the main themes of this bibliography and the works addressing issues related to recruitment and retention of race and ethnic group students. We decided also to include exemplary works that provided paradigmatic frameworks for the study of recruitment or retention in higher education. We excluded conference

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Preface

proceedings unless the entire conference or the majority of the papers was devoted to one or both of the topics of this bibliography. Undergraduate research papers and masters theses were also excluded. Articles, books, dissertations, and published documents were retrieved from the local library, through interlibrary loans and from electronic retrieval sources. They were then reviewed to determine their suitability for inclusion in this bibliography. The authors used special procedures to determine whether a specific book or chapter would be included when it did not have in its title the words recruitment or retention and minority or ethnic college students. We searched the table of contents and indexes of those sources for key words such as minority students, diversity, affirmative action, recruitment, or retention and then proceeded to the designated pages to determine which of the books and/or chapters within it met the criteria for inclusion. If a chapter in a book was to be included, we decided to cite the entire book rather than the chapter, which is why there are no chapters listed in the bibliography. All the annotations in this bibliography are descriptive rather than critical. We avoided intentionally passing judgments on the utility and value of the works and limited ourselves to conveying in an abbreviated manner the ideas that made the works distinctive. After completing the annotations, we organized the bibliography into categories. Our decision to combine like entries into specific chapters was based on identifying the commonalities among them and the logical fit of the entries with the subsequent chapter headings. Five chapter headings were then developed-Access and Retention, Social and Economic Factors, Institutional Initiatives, Student and Campus Factors, and Mentors and Social Intgration. Each chapter is introduced with a summary of its contents, and the entries are listed in alphabetical order by author. This survey of the literature is comprehensive but not exhaustive. We are sure that some published works important to the recruitment and retention of race and ethnic group students in American higher education escaped our search or may have been excluded from consideration due to the nature of our inclusion criteria. We would be grateful for help from users of this bibliography in adding to our collection of data and offering their comments on the current bibliography.

Acknowledgments Many people have contributed to the completion of this bibliography; and we want to thank our friends, colleagues, and acquaintances who helped us. We want to express special thanks to Marie Paiva at the Marriott Library of the University of Utah for her gracious extension of her knowledge, time, and energy to help us throughout this project. Our thanks and gratitude to Margaret Landesman, Curley Jones, and Paul Mogren at the Marriott Library of the University of Utah, and to James Neeley at the Watson Library of the University of Kansas for their efforts at directing us to obscure resources and easing the materials retrieval tasks. We are indebted to Elizabeth Potenza, Assistant Editor at Praeger Publishers, who supported and guided us as we struggled to meet publication deadlines. We want to thank also the many race and ethnic group undergraduate and graduate students and student affairs personnel who on a daily basis experience the highs and lows associated with the diversification agendas on American college campuses. Their successes and struggles have sustained our motivations to compile this bibliography. And finally, a special thank you to Irene Mato Ota and Candace Minchey at the College of Social Work of the University of Utah for their technical assistance in the structuring of the manuscript.

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Access and Retention The entries in this chapter contain information regarding affirmative action and diversity issues, and the numbers and characteristics of race and ethnic group students who enroll and persist at higher education institutions. Information on access to resources, and strategies and models for prevention of college dropouts will also be found in this chapter.

001. Adams, H. G. (1982, June). Graduate engineering studiesfor minorities: A prospective. Paper presented at the 90th Annual Conference of the American Society for Engineering Education, College Station, Texas. (ERIC Document Reproduction Service No. ED220545) Identifies barriers limiting access, and presents strategies for removing them.

002. Aitken, L. P., & Falk, D. R. (1983). A higher education study ofMinnesota Chippewa tribal students. Minneapolis, MN: ERIC Clearing House for Rural Education and Small Schools. (ERIC Document Reproduction Services No. ED249013) Reports the results of a survey that identified key characteristics of successful retention initiatives. 003. Alle~ w. R., Epps, E. G., & HanitI: N. Z. (Eds.). (1991). College in black and white: African American students in predominantly white and historically black public universities. Albany, NY: SUNY Press.

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Recruitment and Retention

Contains research on the educational experiences of black college students with the purpose of enhancing understanding of the theoretical, methodological and ideological issues regarding access and success in college.

004. Altbach, P. G., & Kofi, L. (Eds.). (1991). The racial crisis in American education . Albany: SUNY Press. Contains several chapters addressing minority student recruitment and retention .

005 . American Association of State Colleges and Universities (1997) . Policies and practice: A focus on higher education retention . Washington DC: AASCU. (ERIC Document Reproduction Service No. ED421045) Presents eight chapters addressing the place for values of diversity and inclusion in retention and graduation strategies congruent with the requirements of the Sallie Mae National Retention Project.

006. Angel, D., & Barrera, A. (1991). Revitalization efforts. New directions for community colleges,. 19(2), 109-116. Reviews enrollment trends and the strategies of several national organizations attempting to revitalize minority access to higher education.

007. Applegate, 1. R., & Henniger, M. L. (1989). Recruiting minority students: A priority for the '90s. Thought and Action, 5( 1), 53-60. Argues that enrollment of minority students in higher education is important to their future success, and that racial prejudice and violence on campus creates an inhospitable environment.

008. Arbona, C., & Novy, D. M. (1991). Hispanic college students: Are there within group differences? Journal ofCollege Student Development, 32(4), 335341. Examines demographic and academic differences between Mexican-American and Hispanic non-Mexican-American college students, and concludes the groups are similar in terms of academic performance and retention rates but differ in other characteristics.

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009. Arce, C. H. (1976). Historical, institutional and contextual determinants of Black enrollment in predominantly white colleges and universities: 1946-1974. (Doctoral dissertation, University of Michigan, 1976). Dissertation Abstracts International, 37A, 3484. (UMI No. 7627437) Measures levels of change in black enrollment at predominantly white colleges and universities and identifies forces contributing to fluctuations.

010. Arellano-Romero, 0., & Eggler, J. (1987). Recruitment, retention and innovative instructional strategies for culturally diverse minority college students: A review ofthe literature. Santa Barbara, CA: Santa Barbara City College. (ERIC Document Reproduction Service No. ED318523) Reviews literature and presents conclusions regarding approaches for improving recruitment, retention, and transfer rates.

OIl. Arnold, K. D., Noble, K. D., & Subotnik, R. F. (Eds.). (1996). Remarkable women: Perspectives onfemale talent development. Cresskill, NJ: Hampton Press. Contains diverse perspectives on female talent development with specific chapters devoted to Puerto Rican, Native American, and African American women.

012. Astin, A. W., & Panos, R. J. (1967). Attrition among college students. Washington, DC: ACE. (ERIC Document Reproduction Service No. ED014113) Conducts a national study and identifies 21 characteristics of dropouts.

013 . Astin, H. S., & Burciaga, C. P. (1981). Chicanos in higher education: Progress and attainment. Los Angeles, CA: Higher Education Research Institute. (ERIC Document Reproduction Services No. ED226690) Uses data from the Cooperative Institutional Research Program and documents factors contributing to the low undergraduate and graduate completion rates.

014. Astone, B., & Nunez-Wormack, E. (Eds.). (2000). Pursuing diversity: Recruiting college minority students. NY: John Willey & Sons.

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Focuses on factors that affect recruitment initiatives, identifies basic strategies, and offers recommendations.

015. Avalos, J., & Pavel, D. M. (1993). Improving the performance ofthe Hispanic community college student. Los Angeles: Clearinghouse for Junior Colleges. (ERIC Document Reproduction Service No. ED358907) Argues that student retention is influenced by availability of financial aid, career counseling, and participation in ESL and Hispanic Studies classes.

016. Bailey, R. L. (1978). Minority admissions. Lexington, MA: Heath. Examines changes in the admission policies and practices of colleges and universities as they address challenges of improving access to minority students.

017. Baird, L. L. (1994). Studying graduate student retention and degree attainment. (New Directions for Institutional Research, No. 80). NY: John Wiley & Sons. Uses research and theory to critique graduate education and proposes emphasis on student progress and retention.

018. Bangura, A. K. (1992). The limitations ofsurvey research methods in assessing the problem ofminority student retention in higher education. San Francisco: Mellen Research University Press. Criticizes the survey method for its failures to address the role of subjective factors in student attrition and demonstrates the utility of the focus group method as an alternative.

019. Barefoot, B. O. (1992). Helping first-year college students climb the academic ladder: Report of a national survey of freshman seminar programming in American higher education. (Doctoral dissertation, College of William and Mary, 1992). Dissertation Abstracts International, 53A, 1412. (UMI No. 9226630) Reports that participation in freshman seminars is linked with higher retention and graduation rates.

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020. Beal, P. E. (1979). Student retention: A case study of an action approach. NASPA Journal, 17(1),9-16. Analyzes the retention data for the Pacific Lutheran University to identify the factors related to stUdent persistence, and recommends strategies for improving retention.

021. Bedini, L. A., Stone, C. F., & Phoenix, T. L. (2000). Increasing diversity among students in recreation, parks, and leisure studies curricula: A case study. SCHOLE: A Journal ofLeisure Studies and Recreation Education, 15, 47-62. Presents a case study on the recruitment and retention of students from underrepresented minority groups, and recommends strategies that can be used.

022. Bensimon, E. M. (2004). The Diversity Scorecard: A learning approach to institutional change. Change, 36(1), 44-52. Describes how graphic displayed quantitative data of student outcomes can stimulate organizational responses.

023. Berger, J. B. (2001-2002). Understanding the organizational nature of student persistence: Empirically based recommendations for practice. Journal of College Student Retention: Research, Theory & Practice, 3(1), 3-21 . Provides ten recommendations for improving retention.

024. Berger, R. (1989). Promoting minority access to the profession. Social Work, 34(4), 346-349. Identifies factors important to recruitment and retention, and proposes a retention research agenda.

025. Berry, G. L., & Asamen, J. K. (1989). Black students: Psychosocial issues and academic achievement. Newbury Park, CA: Sage. Contains essays and research identifying individual, institutional and societal forces contributing to persistence problems for black students at all levels of the educational system.

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026. Bowen, W. G., & Bok, D. (1998). Shape ofthe river: Long term consequences ofconsidering race in college and university admissions. Princeton, NJ: Princeton University Press. Presents social utility arguments in support of affirmative action for African American students.

027. Bowlin, S. D. (1998). The use of retention strategies in physician assistant programs to retain and graduate minority students. (Doctoral dissertation , University of LaVerne, 1999). Dissertation Abstracts International, 59A, 3996 . (UMI No. 9903000) Concludes that retention rates are higher when strategies are used prior to admission and continuous throughout the program.

028. Bradshaw, G . R., Jr. (2001). A comparison of the college decision-making processes of different racial/ethnic student populations. (Doctoral dissertation, University of Utah, 2001). Dissertation Abstracts International, 62A, 3632. (UMI No. 3032064) Uses national data from the Admitted Student Questionnaire to determine factors influencing students' choice of institution.

029. Braxton, J. M. (Ed.). (2000). Reworking the departure puzzle. Nashville, TN: Vanderbilt University Press. Contains critiques and revisions ofTinto's theory, and provides new theoretical directions for student departure theory.

030. Brazziel, W . F. , & Brazziel, M. E. (1995). Distinctives of high producers of minority science and engineering doctoral starts. Journal ofScience Education and Technology, 6(2),143-153. Identifies the characteristics of colleges and universities that send underrepresented minorities on to doctoral study in science and engineering.

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031. Bronwynne, C. E. (producer). (2002). That spirit, that thing inside. (Video Recording, ISBN: 1572953489). (Available from Fanlight Productions, Boston, MA) Uses career choice stories told by Native American and Latino nurses to assist nursing schools in designing recruitment and retention strategies.

032. Brooks, G. C., & Miyares, J. (1977). Assessment ofrecruitment strategies ofother-race, first- time, full-time graduate andfirst professional students ofthe Maryland public postsecondary education institutions. Annapolis, MD: Maryland State Board of Higher Education. (ERIC Document Reproduction Service No. EDI 58687) Recommends graduate and professional schools give attention to the undergraduate pool and to the interests of black graduate students.

033. Brown, M. C., II. (1998). African American college student retention and the ecological psychology of the historically black college. National Association ofStudent Affairs Professionals Journal, 1 (I), 50-66. Discusses an approach to understanding the historical, economic, political, and social issues that affect the retention of African American college students.

034. Brown, M. C., II. (Ed.). (2002). Equity and access to higher education: Changing the definition ofeducational opportunity. NY: AMS Press. Presents ten chapters addressing conceptual, legal, financial and strategic issues associated with diversity and equity in higher education.

035. Brown, R. E. (1997). African American school psychologists: Job satisfaction and graduate school recruitment and retention experiences. (Doctoral dissertation, James Madison University, 2000). Dissertation Abstracts International, 61B, 1679. (OMI No. 9965238) Reports that the black school psychologists identified important recruitment and retention strategies.

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036. Browser, B. P., Jones, T. , & Auletta, G . S. (1993). Confronting diversity issues on campus: Survival skills for scholars. Newbury Park: CA: Sage. Presents approaches for dealing with racism, diversity, and multiculturalism in higher education.

037. Burr, M. (1992). Increasing participation, and success ofminorities and women at Dona Ana Branch Community College. Las Cruces, NM : State University. (ERIC Document Reproduction Service No. ED356025) Examines enrollment trends, recruitment policies, admission procedures and practices to identify changes needed for enhancing minority participation and to establish goals for diversity.

038. Butler, W. L. (1999). Intrusive advisement, counseling and tutoring: An interactive model for retaining academically under prepared students. Negro Educational Review, 50(3-4), 109-122. Tests the model and concludes that academic achievement and retention are both affected positively by all components.

039. California Tomorrow. (2002). The high-quality learning conditions needed to support students ofcolor and immigrants at California community colleges. San Francisco, CA: California Tomorrow. (ERIC Document Reproduction Service No. ED465383) Presents report of a study of students' experiences and needs in community colleges, effectiveness of recruitment and retention strategies, and the professional development and support needs of faculty and staff to more effectively respond to minority students .

040. Campbell, P. W. (1999, March 3). NIH prepares to create a Ph.D. program, but some educators question the need. The Chronicle of Higher Education, p. A48-A50. Reports on plans to create a program in biomedical research and to use the program to recruit scientists from minority groups, and the reactions to that plan.

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041 . Caperton, G. (2004, April 30). Achieving diversity with Michigan in mind. Chronicle ofHigher Education, p. B15. Summarizes the College Board's responses, and the legal implications of the Supreme Court's decision for recruitment, and retention services, and discuses the importance of research and evaluation for campus diversity policy.

042. Carnevale, A. P. (1999). Education equals success: Empowering Hispanic youth and adults. Princeton, NJ: Educational Testing Service. (ERIC Document Reproduction Service No. ED437444) Presents a general report on educational opportunity for Hispanics, and challenges and strategies for enhancing access and achievement in postsecondary institutions.

043. Carney, C. M. (1999). Native American higher education in the United States. Piscataway, NJ: Transaction Publishers. Presents a history of American Indian Higher Education, and compares Historically Black and Native American Tribal Colleges.

044. Carr, J. (2001). Recruitment strategies for underrepresented minorities in higher education in face of anti-affirmative action legislation: A descriptive study. (Doctoral dissertation, Vanderbilt University, 2002). Dissertation Abstracts International, 63A , lOS. (UMI No. 3038964) Assesses the effects of innovative recruitment and retention strategies, and concludes that they increase diversity and minority enrollment.

045. Carter, D. J., & Wilson, R. (1992). Minorities in higher education-1993: Twelfth annual status report. Washington, DC: American Council on Education. (ERIC Document Reproduction Service No. ED35483) Provides an overview ofthe available racial and ethnic data on high school completion rates, college participation and enrollment and graduation trends, and efforts to improve the retention of minority students.

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046. Casas, J. M., & Ponterotto, 1. G. (1984). Profiling an invisible minority in higher education: The Chicana. Personnel and Guidan ce Journal, 62(6), 349353 . Develops a profile of a Chicana student that challenges stereotypes, and concludes that environmental rather than individual factors serve as obstacles to persistence.

047. Castro, O. K. (2002). Back to school. News from Native California , 6( I), 68. Discusses the role of student affairs personnel in recruiting and retaining American Indian students.

048. Chalkley, Y. M. (1995). A study of recruitment and retention efforts for minority students within the fifty-four United States ' dental colleges. (Doctoral dissertation, University ofIowa, 1996). Dissertation Abstracts International, 57B, 40. (UMI No. 9614589) Concludes that dental schools were not ready for an increase in minority student.

049. Chavez, G. (2000). The relationship between the motive to avoid success and biculturalism in Mexican American community college students. (Doctoral Dissertation, University of San Francisco, 2000). Dissertation Abstracts International, 60A, 4314. . Examines the relationship between the success avoidance and biculturalism and finds there is no predictive value in the relationship.

050. Chenoweth, K. (1999). HBCUs tackle the knotty problem of retention. Black Issues in High er Education , 15(26), 38-42. Identifies the national retention rates for black students, and discusses the impact of historically Black colleges and universities on that rate.

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051 . Christoffel, P. (1986). Minority student access and retention: A review, research and development update. New York: College Entrance Examination Board. (ERIC Document Reproduction Service No. ED279217) Reviews the literature and recommends approaches to access and retention.

052. Cipra, K. M. (1979). Minority recruitment and retention strategies in schools ofnursing: A comparison ofintegrated and predominantly black institutions. College Park, MD. (ERIC Document Reproduction Service No. ED 203772) Identifies the factors that influence Black students attendance and retention at Historically Black, and predominantly white institutions.

053 . Clagett, C. A. (1990). Retention analysis. Enrollment analysis. Largo, MD: Prince George's Community College. (ERIC Document Reproduction Service No. ED325152) Studies the retention rates for minority and other first-year students, and finds that degree-seeking students, and those attending day and night classes had higher retention rates.

054. Clark, C. (2004). Diversity initiatives in higher education: Multicultural education as a tool for reclaiming schools organized as breeding grounds for prisons. Multicultural Education, 11(3),50-53. Argues that multicultural education is the context in which effective curriculum and instruction can be developed and implemented.

055. Clewell, B. C., & Keyser-Smith, J. (1983).1ncreasing minority admission to medical school. New York: Student National Medical Association. (ERIC Document Reproduction Service No. ED2483 I 1) Presents a comprehensive review of the Student National Medical Association's recruitment program.

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056. Coker, R. A. (Ed.). (1988). Institutional student retention progress report: Gainesville College, 1987-88. Gainesville GA: Gainesville Junior College. (ERIC Document Reproduction Service No. ED 299013) Analyzes retention data for first time freshmen by race.

057. Cole, L. (1987). Minority brain drain in human communication sciences and disorders. Lanham, MD: American Speech Language Hearing Association. (ERIC Document Reproduction Service No. ED287178) Identifies factors contributing to the decreasing numbers of minorities graduating from professional preparation programs, and describes initiatives taken by the Association to address those factors.

058 . Collison, M. N. K. (1998). Diversifying the fourth estate. Black Issues in High er Education, 15(12),34-36. Presents minority enrollment and degree attainment trends in journalism and mass communication for the period of 1988 to 1996, and concludes that the numbers for journalism programs did not fluctuate much .

059. Credle, 1. O. A., & Dean, G. 1. (1991). A comprehensive model for enhancing black student retention in higher education. Journal ofMulticultural Counseling & Development, 19(4), 158-165. Presents a framework for enhancing black student retention, and presents some prototypic affirmative action policies for predominantly white institutions.

060. Critical issues bibliography sheet: Native American college students. (2001). Washington, DC: ERIC Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED450656) Describes resources that provide overview of cultural influences that affect enrollment and persistence in higher education, and presents exemplary retention programs.

061. Cross, T. (1994). Vital signs. Journal ofBlacks in Higher Education, 6(1), 51-56.

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Assesses the gains made by African American students by presenting indicators of racial and educational inequality and retention.

062. Cross, T. L. (1993). News and Views. Journal ofBlacks in Higher Education, 2, 9-28. Presents several brief reports on the latest trends and current circumstances surrounding African American progress in higher education.

063 . Crossland, E. (1971). Minority access to college. NY: Schocken Books. Examines factors affecting access to predominantly white colleges and universities, and the roles of historically Black colleges and universities in increasing minority access and retention.

064. Dailey-Wilson, V. L. (1990). A study for the development of recruitment strategies for under-represented minority students to a metropolitan community college. (Doctoral dissertation, Pepperdine University, 1990). Dissertation Abstracts International, 5JA, 3609. (UMI No. 9101995) Reviews literature to identify characteristics of a state-of-the-art recruitment model.

065. Davis, J. D. (Ed.). (1994). Coloring the halls ofivy: Leadership and diversity in the academy. Bolton, MA: Anker. Presents 11 chapters discussing ideas, research and strategies involving African American administrators, managers, and faculty in affecting organizational changes in support of recruitment, retention and graduation of minority students attending predominantly white colleges and universities.

066. Denton, D. R. (1991). Recruitment and retention ofminority medical students in SREB states. Atlanta, GA: Southern Regional Education Board. (ERIC Document Reproduction Service No. ED337092) Identifies factors that differentiate schools that enroll and graduate large numbers of minority students from those that do not.

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067. Dervarics, C. (2000). Fortifying the federal presence in retention . Black Issues in High er Education, 17(3), 20. Discusses the retention problems of African American and other minority college students in the United States, and proposes more federal funds for college retention programs.

068. Dunston, F. M., Richard, P. A., & House, L. A. (1983). Annotated bibliography: Black student retention in higher education institutions. Chapel Hill, NC: Research and Evaluation Associates. (ERIC Document Reproduction Service No. ED228911) Covers the years 1961-1982 and includes content on programs, curriculum, academic performance, recruitment and retention.

069. Dunston, F. M., Richmond, P. A., & House, L. A. (1983). Review ofthe literature: Black student retention in higher education institutions. Chapel Hill, NC: Research and Evaluation Associates. Reviews selected literature from the early 60s to early 80s on black student retention at predominantly white colleges and universities.

070. Durodoye, B. A., Bodley, G., & Scholar, R. M. (1997). Career development issues for ethnic minority college students. College Student Journal, 31 , 27-32. Examines issues that constrain the career development decisions of ethnic minority college students, and discusses implications for student services.

071. Eagle, E., & Carroll, C. D. (1988). Postsecondary enrollment, persistence and attainment for 1972, 1980, and 1982 high school graduates: High School and Beyond National Longitudinal Study. Washington, DC: National Center for Education Statistics. (ERIC Document Reproduction Service No. ED304036) Identifies decreases in black persistence but higher attainment rates.

072 . Echols, L. J. (1998). Evaluation of the significance of student and institutional variables on the recruitment, and graduation of minority students in senior institutions in higher education: A meta-analysis. (Doctoral dissertation, Univer-

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sity of Pennsylvania, 1998). Dissertation Abstracts International, 59A, 4076. (UMI No. 9913452) Reports that institutional characteristics, student background variables and social and academic factors are the significant predictors of minority success.

073 . Epps, C. T. (1984). Minority retention trends at selected New Jersey public and private colleges. (Doctoral dissertation, Rutgers University, 1985). Dissertation Abstracts International, 46A, 365. (UMI No. 8507431) Reports significantly higher retention rates at the private colleges, while the public schools placed greater emphasis on recruitment.

074. Evangelauf, J. (1992). Separate studies list top disciplines, big producers of minority graduates: Earned degrees. Chronicle ofHigher Education, 38, A3637. Summarizes information about colleges and universities that are most effective in graduating minority students.

075. Falk, D. R., & Aitken, L. P. (1984). Promoting retention among American Indian college students. Journal ofAmerican Indian Education, 23(2), 24-31. Uses interviews to identify the five most important factors promoting retention.

076. Farley, J. E. (2002). Contesting our everyday work lives: The retention of minority and working-class sociology undergraduates. Sociological Quarterly, 43(1), 1-25. Examines the retention literature and proposes approaches to increase graduation rates.

077. Feagin, J. R. (1992). The continuing significance of racism: discrimination against black students in white colleges. Journal ofBlack Studies, 22(4), 546578. Uses snowball sampling and in-depth interviews to document institutional and individual barriers to success, and explains them with a theory of cumulative discrimination.

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078. Fernandez, S. M. (1993). Does Uncle Sam Want You? Hispanic, 6(7), 5254. Describes affirmative action programs that prepare Hispanic college students for full-time jobs following graduation.

079. Fields, C. (1988). The Hispanic pipeline: Narrow, leaking, and needing repair. Change, 20(3), 20-27. Contributes to the journal ' s special issue "Hispanics and the Academy" by discussing the reasons Hispanic students withdraw from college.

080. Fields, C. D. (1998). Gems of wisdom: Avoiding derailment on the doctorate track. Black Issues in Higher Education, 15(3), 26-27. Discusses progress and obstacle to black student access and success in graduate science and engineering programs.

081. Fields, C. D. (1998). Hurdle #1 : Getting in the door. Black Issues in High er Education , 15(2), 16-21. Discusses the recruitment and retention experiences of three prominent science and engineering schools.

082. Fleming, 1. (1984). Blacks in college. San Francisco: Jossey-Bass. Presents cross sectional research findings documenting the pervasive problems experienced by black students attending white institutions, and the problems facing black colleges.

083 . Flores, J. L. (1994). Facilitating postsecondary outcomes for Mexican Americans. Charleston, WV: Clearinghouse on Rural and Small Schools. (ERIC Document Reproduction Service No. ED372903) Argues that institutional practices in high schools contribute to the low postsecondary participation rates, and identifies factors that influence academic success and graduation of Hispanic students in community colleges.

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084. Flowers, L. A. (2004-2005). Retaining African American students in higher education: An integrative review. Journal ofCollege Student Retention, 6(1), 23-35. Reports that students' pre-college preparation, their personal goals and commitment to the institution, campus climate and personal experiences are all significant predictors of retention.

085. Fluckiger, J., & Thompson, F. T. (2000). Grow your own: One district's answer to a need for minority classroom teachers. The Delta Kappa Gamma Bulletin, 67(1),25-31. Describes the minority teacher recruitment program of the Omaha Public Schools in collaboration with the College of Education at the University ofNebraska at Omaha, which recruits, retains, and finds jobs for students of color after graduation.

086. A framework for retention. (2003). Higher Education Report, 30(2), 75112. Used the Geometric Model as a framework for understanding the roles of cognitive and social attributes, and the institution in student persistence and academic success.

087. Friedman, D. L. (1990). Minorities in engineering school: A data-base for retention efforts. Washington DC: National Action Council for Minorities in Engineering. (ERIC Document Reproduction Service No. ED326593) Reports the results of a national survey, and recommends that retention programs make available more financial aid, establish more support and mentor programs, and address racial prejudice and racism, racial prejudice.

088. Fry, R. (2002). Latinos in higher education: Many enroll, too few graduate. Washington, DC: Pew Hispanic Center. (ERIC Document Reproduction No. ED468848) Compares Hispanic college student enrollment and retention rates with that of other racial and ethnic groups, and recommends strategies for addressing the discrepancies.

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089. Fuertes, 1., & Sedlacek, W. E. (1990). Needs and interests of Hispanic students. College Student Affairs Journal, 10(2), 16-21 . Reports that students enroll in college for practical career oriented reasons.

090. Gaither, G. (Ed.). (1999). Promising practices in recruitment, remediation, and retention. (New Directions for Student Services, No.108). San Francisco: Jossey Bass. Provides overviews of the state of diversity in higher education, and presents specific approaches to the recruitment and improvement of the retention ofminority students.

091. Gaither, G. H. (Ed.). (2005). Editor' s notes. New Directions for Institutional Research, 125, 1-5. Contents include methods to improve recruitment, retention and persistence of minority students, the roles of minority serving institutions, and the effects of diversity on higher education.

092. Galea' I, K. E. (1992). Minority recruitment in graduate rehabilitation counseling education. (Doctoral dissertation, University of Northem Colorado, 1992). Dissertation Abstracts International, 53, 2774. (UMI No. 9231152) Documents the numbers of racial and ethnic minority students enrolled, and assesses the recruitment services contributing to those numbers.

093. Gallagher, C. 1. (2002). Stories from the strays: What dropouts can teach us about school. American Secondary Education, 30(3), 36-60. Reports that listening to the voices of students can provide the basis for understanding the role of school structures, policies and practices in the persistence problem.

094. Garcia, K. (2004). The top 25 colleges for Latinos. Hispanic, 17(2), 18-22. Uses data on freshman enrollments and retention, and school fees to rank colleges and universities.

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095. Garcia, S. A., & Seligolia, H. C. (1978). Understanding black student retention revisited. Educational Record, 59 (I), 156-165. Outlines ways administrators can more effectively reach their recruitment and retention goals.

096. Gibson, C. A., & Foster, P. (1995). Cypress College Statistical Enrollment Report, Spring Semester 1995. Cypress, CA: Cypress College. (ERIC Document Reproduction Service No. ED40 1991) Provides demographic data to assist in the planning of marketing and recruitment campaigns, and developing retention strategies.

097. Gilroy, M., & Duggan, A. (Eds.). (1996). The Hispanic Outlook in Higher Education: 1996-1996. Paramus, NJ: Hispanic Outlook in Higher Education. Compiles all the issues of volume 6 of this publication.

098. Gold, M. (2002). Recruiting for results at HSls and Tribal Schools. Journal ofCareer Planning & Employment, 6(3),20. Discusses ways employers can refine their recruitment strategies to engage positively with Hispanic and Native American students.

099. Gonzalez, G. M. (1992). The 21st century: A futuristic look at recruitment and retention in teacher education programs for Hispanic Americans. Lexington, KY: University of Kentucky. (ERIC Document Reproduction Service No. ED343900) Presents an overview of the growth of the Hispanic population, and highlights the need for enhancing educational opportunities for this group.

100. Gordon, F. L. (1999). A study of non-cognitive variables and perception of alienation for minority students at three 2-year colleges. (Doctoral dissertation, Rutgers The State University of New Jersey, New Brunswick, 1999). Dissertation Abstracts International, 60A , 1461 . (UMI No. 9929675)

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Examines the relationship between non-cognitive variables and alienation among minority students attending colleges and finds that Hispanic students experience alienation more than Black students.

101. Green, K. C. (1981). Enrollment and retention: A private college consortium. Washington DC: American Association for Higher Education. (ERIC Document Reproduction Service No. ED208791) Describes the structure and operation of the consortium that addresses minority student retention.

102. Gregory, S. T. (Ed). (2000). Academic achievement of minority students: Perspectives, practices and prescriptions. Lanham, MD: University Press of America. Contains essays, reviews and research on racial differences in elementary, secondary, and postsecondary educational achievement, persistence, and graduation trends, and the importance of affirmative action.

103. Griffith, C. W. (1996). Minority enrollment report, fall semester 1996. Charlottesville, VA: Piedmont Community College. (ERIC Document Reproduction Service No. ED405927) Presents an annual report on minority enrollment to identify the impact of recruitment, and retention programs, and concludes ethnicity contributes to variations in program impact.

104. Grosset, J. (1989). A conceptualframeworkfor describing the causes of student attrition. Philadelphia, PA: Office of Institutional Research, Philadelphia Community College. (ERIC Document Reproduction Service No. ED31 0819) Describes an application ofTinto's persistence model, and concludes there are inconsistencies in the model.

105. Guillory, B. L. (2000). Project Access: A program to improve service delivery for culturally and linguistically diverse populations with speech, language and hearing disorders. Teacher Education and Special Education, 23(4),271280.

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Describes the recruitment of minority students and the roles of financial aid, and mentoring on retention.

106. Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366. Studies students' inter-group experiences, and presents a framework for understanding the links between campus diversity, identity development, cognitive growth, and the informal interactions among racial and ethnic groups.

107. Gurin, P., Lewis, E., Gurin, G., Dey, E. L., & Hurtado, S. (Eds.). (2004). Defending diversity: Affirmative action at the University ofMichigan. Ann Arbor: University of Michigan Press. Presents arguments supporting the positive benefits of campus diversity and affIrmative action.

108. Gurin, P., Nagda, B. A., & Lopez, G. E. (2004). The benefits of diversity in education for democratic citizenship. Journal ofSocial Issues, 60(1), 17-34. Reports on the educational benefits of curricular experiences involving students of diverse racial and ethnic backgrounds.

109. Hale, F. W., Jr. (Ed.). (2004). What makes racial diversity work in higher education: Academic leaders present successful policies and strategies. Herndon, VA: Stylus Publishing. Presents a collection of essays discussing the needs for, challenges to, and successful models for racial diversity in higher education.

110. Hamilton, J. M. (1998). Recruitment and retention ofminorities at a twoyear college from 1993-1998. Georgia: Gainesville Community College. (ERIC Document Reproduction Service No. ED423942) Documents diffIculties and successes of the college's recruitment and retention initiatives.

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Ill. Hamilton, K. (2003). An overlooked oasis. Black Issues in Higher Education, 20(14), 22-27. Criticizes the limited emphasis on the value of the two-year institutions for diversifying higher education.

112. Hamilton, K. (2003). Truth and consequences. Black Issues in Higher Education, 20( 16), 20-24. Provides a report on the institutional responses to the Michigan decision, and the Center for Equal Opportunity's role in monitoring race conscious outreach and admissions policies.

113. Hampton, M., & Roy, 1. (2002). Strategies for facilitating success of first nations students. Canadian Journal ofHigher Education , 32(3), 1-28. Using data from focus groups and written narratives recommends methods to enhance retention and persistence.

114. Harcleroad, F. F. (1971, March). Disadvantaged students: What makes for college survival. Paper presented at the Conference of the American Association for Higher Education, Chicago, IL. (ERIC Document Reproduction Service No. ED052509) Provides definitions of disadvantaged students and survival, and then describes the effects of recruitment and retention programs.

115. Haro, R. P. (1994). Latino persistence in higher education: A 1994 survey of University ofCalifornia and California State University Chicano/Latino students. San Francisco: University ofCalifomia. (ERIC Document Reproduction Service No. ED380023) Identifies factors in Hispanic students' decisions to persist or withdraw.

116. Head, R. B. (1991). Minority enrollment report: Fall semester 1990. Charlottesville, VA: Piedmont Community College. (ERIC Document Reproduction Service No. ED327250)

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Examines longitudinal data on minority enrollment in Virginia colleges to infonn the content of recruitment and retention strategies.

117. Head, R. B., & Fowler, P. G. (1994). Minority enrollment report: Fall semester 1993. Charlottesville, VA: Piedmont Community College. (ERIC Document Reproduction Service No. ED366379). Examines longitudinal data on minority enrollment in Virginia colleges to infonn the content of recruitment and retention strategies.

118. Hefuer, D. (2002). Black cultural centers: Standing on shaky ground? Black Issues in Higher Education, /8(26), 22-29. Discusses the importance of African-centered cultural centers on predominantly white campuses, and the threats of multiculturalism.

119. Hendrix, W. F., & Nelson, W. J. (1986). Recruitment: A significant and overlooked component of Black college survival. Western Journal ofBlack Studies, 10(2), 55-58. Suggests ways that colleges can successfully recruit and retain black students.

120. Henriksen, J. A. S. (1995). The influence ofrace and ethnicity on access to postsecondary education and the college experience. Los Angeles, CA: ERIC Clearing House for Community Colleges. (ERIC Document Reproduction Service No. ED386242) Identifies the importance of outreach, mentors, minority faculty and an accepting campus climate for Hispanic and black transfer student academic success.

121. Hernandez, J. C. (2000). Understanding the retention of Latino college students. Journal ofCollege Student Development, 41(6), 575-588. Describes the experiential and environmental factors contributing to the persistence and graduation of Latino/a students attending predominantly white institutions.

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122. Hernandez, 1. C. (2002). A qualitative exploration of the first-year experience of Latino college students [Electronic version]. NASPA Journal, 40(1), 6984. Identifies the social, academic and institutional factors impacting persistence of Latino students at predominantly white colleges and universities.

123. Hernandez, 1. C., & Lopez, M. A. (2004-2005). Leaking pipeline: Issues impacting Latino/a college student retention. Journal ofCollege Student Research Theory and Practice, 6(1), 37-60. Reviews the literature on factors influencing college student retention and recommends approaches to increase persistence.

124. Hill, G. P. (1972). Social problems confronting black women at white institutions. (ERIC Document Reproduction Service No. ED075753) Examines women's experiences with sexism and racism, and their resistance to being labeled inferior.

125. Hisada, P. (1988). Studying student retention: The requirements and process ofretention research. Honolulu: Native Hawaiian Vocational Education Project. (ERIC Document Reproduction Service No. ED30321 0) Presents a retention research design that considers the sociopolitical context of planning.

126. Hispanic Outlook in Higher Education (1997). The best colleges for Hispanics: The top 100. Hispanic Outlook in Higher Education, 7( 17), 5-21 . Ranks colleges and universities that are successful in graduating Hispanic students.

127. Hixson, A. (Ed.). (1998). The Hispanic Outlook in Higher Education. 1998-1999. Paramus, NJ: Hispanic Outlook in Higher Education. Compiles all the issues of volume 9 of this publication.

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128. Hixson, A. (Ed.). (2000). The Hispanic Outlook in Higher Education, 1999-2000. Paramus, NJ: Hispanic Outlook in Higher Education. Contains all the issues of volume 10 of this publication.

129. Hixson, A. (Ed.). (200 1). The Hispanic Outlook in Higher Education, 2001-2002. Paramus, NJ: Hispanic Outlook in Higher Education. Contains all the issues of volume 12 of this publication.

130. Hixson, A. (Ed.). (2001). The Hispanic Outlook in Higher Education, 2000-2001. Paramus, NJ: Hispanic Outlook in Higher Education. Contains all the issues of volume 11 of this publication.

131. Hoffinan, N. (2003). College credit in high school: Increasing college attainment rates for underrepresented students. Change, 35(4), 42-48. Discusses the value of high school students gaining credits for college level courses while in high school for increasing access to postsecondary institutions.

132. Holahan, C. K., Green, J. L., & Kelley, H. P. (1983). A 6-year longitudinal analysis of transfer student perfonnance and retention. Journal ofCollege Student Personnel, 24(4), 305-310. Investigates the relationship between mode of admission, academic perfonnance, and graduation, and finds that Mexican Americans have the highest graduation rates.

133. Hollingsworth, K., Walker, R., & Anderson, T. (1997). Using DEA in the examination of the retention of African American males: Challenge. Journal of Research on African American Men, 8(1), 17-25. Uses Data Envelopment Analysis (DEA) to examine a college's ability to retain African American college students.

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134. Hopinks, C. (1997). Business affirmative action. Hispanic, 10(1-2),98. Discusses the benefits of corporate support and investments in recruitment programs for doctoral studies in business.

135. Horn, C. (2003). High stakes testing and students: Stopping or perpetuating a cycle of failure? Theory into Practice, 42( I), 30-41. Argues against the use of state-mandated standardized testing because they provide limited information, and uncritical reliance upon test scores by school administrators.

136. Hornett, D. (1989). The role offaculty in cultural awareness and retention of American Indian college students. Journal ofAmerican Indian Education, 29(1),12-18. Presents culturally sensitive approaches that faculty can use to enhance student persistence.

137. Houser, S. (1991). Underfunded miracles: Tribal colleges. Washington, DC: Indian Nations at Risk Task Force. (ERIC Document Reproduction Service No. ED343772) Discusses the value of Tribal Colleges, and their obligations to recruit, and graduate Native American students.

138. How 'good' is your retention rate? Using the CIRP survey to evaluate undergraduate persistence. (2003). Los Angeles, CA: Higher Education Research Institute. (ERIC Document Reproduction Service No. ED482227) Uses data from the Cooperative Institutional Research Program to demonstrate the computation of expected degree completion rates.

139. Hsia, J., & Hirano-Nakanishi , M. (1989). The demographics of diversity: Asian Americans and higher education. Change, 21(6), 20-27. Discusses issues associated with the increases in the Asian population and presents educational strategies and implications for policy.

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140. Huffman, T. E. (2003). A comparison of personal assessments of the college experience among reservation and nonreservation American Indian students. Journal ofAmerican Indian Education, 42(2),1-16. Concludes that students from the reservation experienced more academic and transition difficulties, but the colleges provided them with greater appreciation of American Indian heritage.

141. Hughes, R. L., & Howard-Hamilton, M. F. (2003). Insights: Emphasizing issues that affect African American women. New Directions for Student Services, 104,95-104. Presents information regarding women's experiences with oppression to increase the awareness of their needs.

142. Humphreys, D. (1998). Higher education, race and diversity: Viewsfrom the field. Washington, DC: Association of American Colleges and Universities. (ERIC Document Reproduction Service No. ED423778) Presents three research papers and a discussion on diversity and affirmative action in higher education, and the impact on college students.

143. Hurtado, S., Milem, J. F., & Clayton-Pedersen, A. (1999). Enacting diverse learning environments: Improving the climate for raciaVethnic diversity in higher education. Higher Education Reports, 26(8), 1-116. Provides recommendations for improving campus climate based on principles derived from research on diversity in post-secondary institutions.

144. Hutto, C. P. (2002). A critical review ofthe literature on student services and retention. Washington, DC: U. S. Department of Education. (ERIC Reproduction Service No. ED468373) Presents a three-part review of the literature with special emphasis on theories and models of retention that emphasize the importance ofthe institutional environment.

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145. Ishitani, T. T. (2003). A longitudinal approach to assessing attrition behavior among first-generation students: Time-varying effects of pre-college characteristics. Research in Higher Education, 44(4), 433-449. Reports that attrition rates for first-generation students are significantly higher than other students.

146. Isonio, S. (1994). Retention and success rates by course category, year and selected student characteristics at Golden West College. Huntington Beach, CA: Golden West State College. (ERIC Document Reproduction Service No. ED 377895) Concludes that students whose first language is other than English had higher retention and graduation rates.

147. James, D. P. (1991). Minority student retention: The Prince George's Community College Program. New Directionsfor Community Colleges, 19(2), 57-62. Describes the history and evaluation results from a study of enrollment patterns, support services, selection criteria, and the mentoring components of a retention program.

148. Jenson, 1. M., & D' Adamo-Weinstein, L. (1998). Piecing it together: A guide to academic success. Boston: Allyn & Bacon. Argues that retention and academic success is a function of individual reflection on past educational and life experiences, exploring new ideas, and identifying learning strategies that have worked for you. 149. Johnson, D. G., Smith, V. c., Jr., & Tarnoff, S. L. (1975). Recruitment and progress of minority medical school entrants, 1970-1972. Journal ofMedical Education, 50(7), 711-755. Identifies characteristics of students who persist and those who do not.

150. Johnson, D. R. (1991). Formulating a conceptual model for nontraditional student attrition and persistence in postsecondary vocational education pro-

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grams. Berkeley, CA: National Center for Research in Vocational Education. (ERIC Document Reproduction Service No. ED332012) Reviews the literature and proposes a model to explain attrition for nontraditional students in vocational educational programs.

151. Johnson, I. H., & Ottens, A. J. (Eds.). (1996). Leveling the play ing field: Promoting academic success for students ofcolor. San Francisco: Jossey-Bass. Contains ideas on the retention challenges facing higher education, and case examples and strategies for addressing those challenges.

152. Johnson-Bailey, J., & Cervero, R. M. (1996). An analysis of the educational narratives of reentry Black women. Adult Education Quarterly, 46(3), 142-157. Uses black feminist thought to analyze women's stories of their educational experiences.

153. Jones, D. E. (2002). Factors that influence college choice for African American students. (Doctoral dissertation, Union Institute and University, 2002) . Dissertation Abstracts International, 63A , 2809. (UMI No. 3061987) Uses the Student College Choice Questionnaire to identify factors influencing minority and non-minority students ' decisions to attend specific colleges

154. Jones, J. A. , & Donovan, R. (1986). Counseling college students: A new arena for social work practice. Social Service Review, 60(2) , 251-271 . Reports on a national demonstration project in which involvement counseling had the most positive effects on social integration and persistence through the first two years of college.

155. Jones, J. M., & Jordan, A. R. (1984). Part-time education for minorities: A black and white issue. Journal ofContinuing Social Work Education , 3(1), 5357. Suggests strategies and resources to enhance recruitment and retention.

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156. Jones, L. (Ed.). (200 I). Retaining African Americans in higher education: Challenging paradigms for retaining students. faculty and administrators. Sterling, VA: Stylus Publishing. Contains three parts with essays and research challenging orthodox views of retention, with part one focusing specifically on African American college students at predominantly white colleges and universities.

157. Justiz, M. 1. (Ed.) . (1994) . Minorities in higher education . Phoenix AZ: Oryx Press. Also available from ERlC Document Reproduction Service No. ED372716 . Presents papers that discuss challenges to access and opportunity for undergraduates and graduate students

158. Keller, G. D, & Deneen, 1. R. (Eds.). (1991). Assessment and access: Hispanics in higher education. Albany, NY: SUNY Press. Presents theoretical and practical developments in educational assessment and testing for increasing Hispanic access to higher education.

159. Kerlin, S. P. (1993). Conducting institutional research about multicultural issues on campus: It's more than black and white. Chicago, IL: Association for Institutional Research. (ERlC Document Reproduction Service No. ED356809) Examines changes in ethnicity, participation, retention, and graduation rates among the college student population including students of color, and notes the progress of minorities at the community college levels.

160. Kezar, A. (Ed.). (1999). Initiatives on access: Readings from the Journal of NA WE. Washington, DC: NAWE: Advancing women in Higher Education. Presents a collection of essays on the challenges facing minority and nonminority women in higher education.

161. Kickels, M. K. (1982). The relationship between participation in a personalized admissions program and the recruitment and retention of community col-

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lege students. (Doctoral dissertation, Northern Illinois University, 1982). Dissertation Abstracts International, 43A, 2210. (UMI No. 8229223) Uses an experimental design to test the impact of a personalized admissions program on enrollment rates, grade point averages and first year retention.

162. King, S. B. (2003). Comparison of community college transfer and university native students' academic performance and participation in teaching. (Doctoral dissertation, Mississippi State University, 2003). Dissertation Abstracts International, 64A, 3173. (UMI No. 3106932) Concludes that academic performance of transfer students does not decline when they reach four year schools, and that recruitment for teaching education should take place at community colleges.

163 . No Entry.

164. Klingelhofer, E. L., & Hollander, L. (1973). Educational characteristics and needs ofnew students: A review ofthe literature. Berkeley, CA: Center for Research and Development in Higher Education. (ERIC Document Reproduction Services No. ED084482) Reviews the literature from 1960 to 1971 to identify cognitive and non-cognitive variables affecting retention of ethnic minority college students.

165. Knighton, M. A . (producer and director). (2000). Diversity matters: Perspectives across the disciplines on affirmative action . (Video Recording). (Available from the Diversity Video Project Group, University of California Berkeley) Presents a discussion between faculty and students at U.C. Berkeley about diversity, multiculturalism and affirmative action. 166. Kobrak, P. (1992). Black student retention in predominantly white regional universities: The politics of faculty involvement. Journal ofNegro Education, 61(4),509-530.

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Discusses the political and organizational challenges facing universities, and advocates programs involving intrusive advising and proactive teaching for retention.

167. Kosteleba, N. A. (1997). The relationship of pre-enrollment factors on first year retention of community college students. (Doctoral dissertation, Pennsylvania State University, 1997). Dissertation Abstracts International, 58A, 4534. (UMI No. 9817513) Compares characteristics and skill levels of returning and non-returning students.

168. Kraemer, B. A. (1995). Factors Affecting Hispanic Student Transfer Behavior. Research in Higher Education , 36(3), 303-322. Examines attitudes, cognitive and non-cognitive experiences, and transfer behaviors of nontraditional Hispanic community college students to determine factors associated with their successful transfer to four-year schools.

169. Kravitz, D. A. (1995). Attitudes toward affirmative action plans directed at Blacks: Effects of plan and individual differences. Journal ofApplied Social Psychology, 25(24), 2192-2220. Examines White and Hispanic undergraduate attitudes toward affirmative action for Blacks and finds that self interest and racism predict attitudes, but do affect beliefs in the ideology of opportunity.

170. Kruer, M. L. (1995). A longitudinal study ofNative American persistence in community colleges. (ERIC Document Reproduction Service No. 426722) Reports the results of a six-year study and concludes there is need for new techniques to increase retention.

171. Laden, B. V. (2004). Hispanic Serving Institutions: What are they? Where are they? Community College Journal ofResearch and Practice, 28(3), 181-198. Uses a critical framework to analyze the history of Hispanic Serving Institutions.

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172. Lamas, F. R. (1995). Social and academic determinants of retention among Cuban Americans in higher education: A study of Florida International University. (Doctoral dissertation, State University of New York, Albany, 1995). Dissertation Abstracts International, 56A , 3849. (UMI No. 9604479) Explores predictors of retention among graduating minority students.

173. Lane, K. (2002). Taking it to the next level. Black Issues in Higher Education, 19(16), 18-21. Proposes methods by which community colleges can help increase Hispanic student representation in four-year institutions.

174. Lang, M. (1986). Black student retention at Black colleges and universities: Problems, issues, and alternatives. Western Journal ofBlack Studies, 10(2),4854. Discusses the challenges facing retention programs and suggests ways to overcome those challenges.

175. Lang, M., & Ford, C. A. (Eds.). (1988). Black student retention in higher education. Springfield, IL: Charles C. Thomas. Contains essays describing retention programs that work.

176. Lang, M., Ford, C. A., & Cole, C. A. (Eds.). (1992). Strategiesfor retaining minority students in higher education. Springfield, IL: Charles C. Thomas. Presents 12 chapters consisting of ideas, research, and strategies for retention of black students

177. Lau, L. K. (2003). Institutional factors affecting student retention. Education, 124(1), 126-136. Discuses roles of administrators, faculty and students in student retention

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178. Leach, M . M., Behrens, 1. T. , & LaFlueur, N. K. (2002). White racial identity and white racial consciousness: Similarities, differences, and recommendations. Journal ofMulticultural Counseling and Development, 30(2), 66-80. Describes and contrasts the two terms and proposes steps to increase validity of measures.

179. Lee, C. (1991). Achieving diversity: Issues in the recruitment and retention ofunderrepresented racial/ethnic students in higher education. Alexandria, VA: National Association of College Admission Counselors. (ERIC Document Reproduction Service No . ED338941) Reviews the literature on enrollment and graduation trends and issues affecting recruitment and retention, and recommends need for new policy directions.

180. Lee, S. 1. (1997) . The road to college: Hmong American women's pursuit of higher education. Harvard Educational Review, 67(4), 803-827. Uses women ' s experiences to analyze barriers to persistence and success.

181. Lehr, C. A., Hansen, A., & Sinclair, M. F. (2003) . Moving beyond dropout towards school completion: An integrative review of data-based interventions. School Psychology Review, 32(3) 342-364. Conducts a meta-analysis of prevention and intervention studies and recommends a shift in research and practice to an emphasis on retention and persistence.

182. Lenning, O. T., Beal, P. E., & Sauer, K. (1980). Retention and attrition: Evidence for action and research. Boulder, CO: National Center for Higher Education Management Systems. Presents the results of a comprehensive study of retention and attrition in four parts: state of the art, practical considerations, conceptual synthesis, and implications for practice and research.

183. Lenning, O. T. , Sauer, K. , & Beal, P. E. (1980). Student retention strategies. Washington, DC: American Association for Higher Education.

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Reviews the literature on types of retention, and uses the findings from 'What works in Student Retention ' to review and critique retention initiatives.

184. Lewis, L. (Ed.). (1988). Addressing the needs ofretuming women [Special issue]. New Directions for Continuing Education , 39. Theme issue with foci of reentry women's needs and strategies to facilitate their success.

185. Lomotey, K. (1990, April). The retention ofAfrican American students: The effects ofinstitutional arrangements in higher education. Paper presented at the Annual Meting of the American Educational Research Association, Boston, MA. (ERIC Document Reproduction Service No. ED319333) Concludes that successful retention programs provide support, cultural enrichment, status and political advantage.

186. Longres, J. F., & Seltzer, G. B. (1994). Racism: Its implications for the education of minority social work students. Journal ofMulticultural Social Work, 3(1), 59-75. Concludes that the retention of minority students is enhanced by addressing racism and its effects within social work programs.

187. Looney, J. (1992). Enhancing the minority presence in graduate education IV: Models and resources for minority student recruitment and retention. Washington, DC: Council of Graduate Schools. (ERIC Document Reproduction Service No. ED356696) Develops a comprehensive strategy for minority graduate student access, retention and persistence based on results of survey of university programs.

188. Lowe, E. Y. (Ed.). (1999). Promise and dilemma : Perspectives on racial diversity and higher education. Princeton, NJ: Princeton University Press. Presents empirical observations on the coherence between the objectives of diversity, equity and excellence in higher education.

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189. Magallan, R. 1. (1983). Resume/overview: Insights into the needs of a new source of students. CASE Currents, 9(4), 8-10. Discusses factors contributing to poor preparation of Hispanics and the implications of that preparation for retention strategies.

190. Making changes: 27 strategies from recruitment and retention. (1988). Madison, WI: Magna Publications. Reviews past issues of the journal Recruitment and Retention to identify exemplary practices.

191. Makuakane-Drechsel, T., & Hagedorn, L. S. (2000). Correlates of retention among Asian Pacific Americans in community colleges: The case for Hawaiian students. Community College Journal ofResearch & Practice, 24(8), 639-645. Reports that cumulative grade point average, financial aid, average credit hours, and enrollment at Oahu, Hawaii campus predict persistence for both liberal arts and vocational-technical majors .

192. Martindale, C. (1990). Recruiting minority students with limited resources. Journalism Educator, 45(1), 71-77. Presents a wide ranging discussion on ways to enhance the presence of minorities in journalism.

193. Martinez-Perez, L. A. (1978 , August). Hispanic students in higher education. Paper presented at the National Conference on the Education of Hispanics, Alexandria, VA. (ERIC Document Reproduction Service No. EDI78257) Discusses factors that affect Latino student enrollment, and recommends positive affirmative action, and bilingual and multicultural approaches to retention . 194. Matti, F. M. A. (2000). Factors affecting minority students ' persistence in community colleges. (Doctoral dissertation, University of Missouri, Kansas City, 2000). Dissertation Abstracts International, 61 A, 1271 . (UMI No. 9970748) Explains and predicts persistence among minority community college students.

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195. Mau, W. C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51(3), 234-243 Investigates factors contributing to minority students maintaining motivation for careers in science and engineering professions, and finds that academic achievement, parental involvement, self concept, and socioeconomic status influence continuance of motives.

196. Maxwell, M. (Ed.). (1994). From access to success: A book ofreadings on college development education and learning assistance programs. Clearwater, FL: H& H Publishing. Presents a collection of previously published works linking developmental studies programs and strategies to retention and graduation of minority college students.

197. May, A., & Seppanen, L. (1994). Annual progress report on system goals for people ofcolor participation and diversity, Washington Community and Technical Colleges. Olympia, WA: Washington State Board of Community and Technical Colleges. (ERIC Document Reproduction Service No. ED38225I ) Reports trends, for 1990-1993, in minority and ethnic group enrollment, retention, completion, and subsequent employment rates and compares them the group proportionate representation in the state.

198. McClellan, S. A.& Cogdal, P. A. (1996). Development of the Multicultural Assessment of Campus Programming (MAC-P) questionnaire. Measurement and Evaluation in Counseling and Development, 29(2), 86-99. Reports that the instrument is a reliable and valid tool for assessing campus programming. 199. McCluney, L. B. (1984). Factors influencing college choice of minority students and their implications for recruitment. (Doctoral dissertation, Old Dominion University, 1986). Dissertation Abstracts International, 46, 2941A. (UMI No. 8529770) Identifies factors influencing the college choice of black and white students, and proposes guidelines for recruitment strategies.

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200. McCool, A. C. (1984). Factors influencing Hispanic student retention within the community college. Community/Junior College Quarterly ofResearch and Practice, 8( 1-4), 19-37. Examines factors affecting Hispanic students' ability to achieve educational objectives.

201. McCool, A. C. (1984). Improving the admission and retention of Hispanic students: A dilemma for higher education. College Student Journal, 18( 1), 2836. Discusses the factors contributing to Hispanic students enrollment and retention in higher education, and offers strategies.

202. McCorkle, A. H. (1988). Influences of post high school career choices of selected minority students and their implications for community college recruitment. (Doctoral dissertation, University of Texas, 1988). Dissertation Abstracts International, 49A, 3224. (UMI No. 8901371) Surveys black high school seniors to identify factors that affect their career and school choice decisions, and proposes guidelines for community college recruitment.

203. McCready, L. T. (2003). Understanding the marginalization of gay and gender non-conforming black male students. Theory into Practice, 43(2), 116121. Presents a multidimensional framework for intervention, and presents two case studies that demonstrate its application.

204. McHale, M. T. (2000). College students in academic difficulty: An exploratory study of the academic achievement and persistence of participants in an intervention program. (Doctoral dissertation, University of California, Los Angeles, 2000). Dissertation Abstracts International, 60A, 2404. Explores academic achievement and persistence of Latino/a students after they participated in the program and concludes the program impact is significant.

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205. McJamerson, E. M., & Larke, P. 1. (1989). Data-driven retention research: Using institutional research to inform institutional practice. San Francisco: AERA. (ERIC Document Reproduction Service No. ED309690) Reviews the literature on minority student retention and recommends that datadriven institutional research as a remedy to the problem.

206. McKenna, T., & Ortiz, F. 1. (Eds.). (1988). The broken web: The educational experience ofHispanic American Women . Claremont, CA: Tomas Rivera Center. (ERIC Document Reproduction Service No. ED313459) Documents institutional and cultural factors that curtail female academic achievement.

207. Mickelson, R. A. (2003). When are racial disparities in education the result of racial discrimination? A social science perspective. Teachers College Record, 105(6), 1052-1086. Synthesizes the literature and concludes that there are three answers to the question.

208. Middleton, E. 1. (Ed.). (1989). Recruitment and retention ofminority students in teacher education. Proceedings of the National Conference on the Recruitment and Retention of Minority Students in Teacher Education Programs. Lexington: University of Kentucky. (ERIC Document Reproduction Service No. ED344845) Identifies best practices for recruiting minorities into teacher training programs.

209. Middleton, E. J. (Ed). (1993). Recruitment and retention ofminorities in teacher education: Performance assessment. Lexington: University of Kentucky. (ERIC Document Reproduction Service No. ED 373024). Presents papers describing issues, strategies, and programs that address recruitment and retention of minorities in teacher preparation programs.

210. Middleton, E. J. , & Mason, E. 1. (Eds.). (1988). Recruitment and retention ofminority students in teacher education . Dubuque, IA: Kendall-Hunt

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Presents the proceedings of a national conference on recruitment and retention of African American students in teacher education.

211. Mingle, 1. R. (1987). Focus on minorities: Trends in higher education participation and success. Denver, CO: Educational Commission for the States. (ERIC Document Reproduction Service No. ED287404) Discusses retention issues, and the roles of academic climate, student values, aspirations and culture on enrollment and social participation.

212. Minorities in higher education . (1990). Hempstead, NY: Hofstra University. (ERIC Document Reproduction Service No. ED341741) Presents a collection of papers that discuss minority student experiences, and factors contributing to retention and persistence.

213 . Miranda, L. A., & Ruiz, E. (1986). NACME statistical report 1986. New York: National Action Council for Minorities in Engineering. (ERIC Document Reproduction Service No. ED274761) Reports on increases in enrollment and graduation of minority students from engineering programs from 1974-1985, and recommends increasing recruitment and retention efforts.

214. Moore, J. W., Anderson, E. C., & Lynch, M. W. (1976) . An equal opportunity program retention design. College and University, 51(5), 692-99. Suggests 10 approaches for effective support services that will increase retention.

215. Mornell, E. S. (1973). Theprogram o/special directed studies: A jive year summary. Claremont College, CA. (ERIC Document Reproduction Service No . ED088638) Suggests that special admissions procedures combined with compensatory education will minimize student failure and recommends against using traditional cognitive measures to predict academic success.

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216. Mortenson, T. G. (Ed.). (1999). Postsecondary education opportunity: The Mortenson Report on public policy analysis ofopportunity for postsecondary education. 1992-1993. Okaloosa, IA: Postsecondary Education Opportunity. (ERIC Document Reproduction Service No. ED432350) Compiles issues of the Postsecondary Education Opportunity newsletter.

217. Moses, Y. T. (1989). Black women in academe: Issues and strategies. Washington, DC: Project on the Status and Education of Women, Association of American Colleges. (ERIC Document Reproduction Service No. ED3ll8l7) Discusses the ways race and gender combine to restrict opportunities for black women. 218. Moxley, D., Dumbrique, c., & Najor-Durack, A. (Eds.). (2001). Keeping students in higher education : Successful practices and strategies for retention. London: Taylor & Francis. Explores the student attrition problem, and proposes strategies for assessment and developing solutions.

219. Muller, P. A., Stage, F. K. , & Kinzie, 1. (2000). Science achievement growth trajectories: Understanding factors related to gender and racial-ethnic differences in pre-college science achievement. American Educational Research Journal, 38(4), 981-1012. Reports that the consistent predictor of academic success in science was the quality of science courses completed in high school

220. Myers, J. (1987). Balance without bias. Currents, 13(4), 34-42. Discusses the need for racial balance and recruitment of minorities in colleges.

221. Myers, S. L., Jr. (1997). Why diversity is a smoke screen for affirmative action. Change, 29, 24-32. Discusses the weakening of initiatives to promote affirmative action and concludes diversity may be an instrument to dismantle it.

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222. Neill, M. (2003). The dangers of testing. Educational Leadership, 60(5), 43-46. Criticizes test-based reforms for failures to improve academic outcomes, and recommends more focus on student learning styles, and reforms in curriculum and instruction.

223. Nerad, M., & Miller, D. S. (1996). Increasing student retention in graduate and professional programs. New Directionsfor Institutional Research, 92, 6176. Describes factors affecting attrition, and suggests approaches for assessing and improving retention initiatives.

224. New England Board of Higher Education (1989). Equity and pluralism: Full participation ofBlacks and Hispanics in New England higher education. Boston, MA: New England Board of Higher Education. (ERIC Document Reproduction Service No. ED31 1824) Professes the role of college education is important to providing access to economic opportunity for larger numbers of Blacks and Hispanics, and that racial barriers to access and persistence on college campuses must be acknowledged and eliminated.

225. Niba, 1. N., & Norman, R. (Eds.). (1989). Recruitment and retention of black students in higher education. Lanham, MD: University Press of America. Presents seven chapters discussing ideas, research and models for successful recruitment and retention involving uses of multicultural instructional techniques, involvement of community resources, and strategic uses of financial aid. 226. Nicholi, A. M. (1970). An investigation ofHarvard dropouts. Final report. Washington, DC: Office of Education. (ERIC Document Reproduction Service No. ED042068) Discusses differences in reasons given for voluntary withdrawal, and also includes a comparison between American and African blacks students.

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227. Nishimoto, J. K. (2004). Retention, persistence, and course taking patterns of self-identified Asian Pacific students in urban community colleges. (Doctoral dissertation, University of Southern California, 2005). Dissertation Abstracts International, 65A, 2470. (UMI No. 3140523) Uses the Transfer and Retention of Urban Community College Students data base and reports age, aspirations and gender predict retention and persistence among Asian Pacific student groups.

228. Nishimoto, 1. K., & Hagedorn, L. S. (2003, April). Retention, persistence and course taking patterns ofAsian Pacific Americans attending urban community colleges. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED478369) Identifies patterns in course enrollments and predictors of retention and persistence among Asian and Pacific Islander students, and recommends more research on the specific sub-groupings within these populations.

229. O'Brien, E. M., & Zudak, C. (Eds.). (1998). Minority serving institutions: Distinct purposes, common goals [Special issue]. New Directionsfor Higher Education, 26(2). Presents discussions about the characteristics, needs, and challenges facing the student populations at black, tribal, and Hispanic serving colleges and universities.

230. Olivas, M. A. , & Alimba, N. (1979). The dilemma ofaccess: Minorities in two-year colleges. Washington, DC: Howard University Press. Analyzes data on enrollments, institutional characteristics, academic programs and support services in two-year colleges.

231 . Orfield, G. (1998). Exclusion of the minority: Shrinking college access and public policy in metropolitan Los Angeles. Urban Review, 20(3), 147-163. Examines enrollment trends and minority student experiences in high schools, community colleges, and universities and identifies factors that block black and Hispanic access.

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232. Ortiz, A. M. (Ed.). (2004). Addressing the unique needs ofLatino American Students. (New Directions for Student Services, No. 105). San Francisco: Jossey- Bass. Introduces the book as a reference for student affairs professionals providing support services to Latino students

233. Ortiz, F. I., & Gonzales, R. (1995, April). How special recruitment programs contribute to institutional changes: The case ofLatino students' eligibility for higher education. Paper presented at the Annual Meeting of the American Educational Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED383254) Describes the positive results of a collaborative partnership to enhance participation.

234. Ortiz, F. I., & Gonzales, R. (2000). Latino high school students' pursuit of higher education. Aztlan: A Journal ofChicano Studies, 25(1), 67-107. Identifies barriers to access, and provides a case study to document how they can be overcome through collaborative initiatives involving students, parents, and high school and university officials.

235. Ottinger, C. (1991). College going, persistence, and completion patterns in higher education: What do we know? Washington, DC: American Council on Education. (ERIC Document Reproduction Service No. ED381102) Reviews and analyzes data, and identifies attrition patterns of African American, and Hispanics, and provides case examples of successful retention programs.

236. Owen, T. R. (2003). Retention implications of a relationship between age and GPA. College Student Journal, 37(2), 181-189. Reports a positive but weak relationship between age and grade point average, and argues the need for retention models that enhance the academic experience of young college students.

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237. Pailliotet, A. W (1995 , April). Tensions ofa language and ethnic minority college students during teacher preparation: A case study. Paper presented at the Annual Meeting of the American Education Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED385498) Describes difficulties facing bilingual and ethnic minority students and recommends changes in multicultural teacher preparation programs in response to those difficulties .

238. Pantages, T . 1., & Creedon, C. F. (1978). Studies of college attrition: 19501975. Review ofEducational Research, 48(1), 49-101. Presents a comprehensive review of the literature and critiques research methods, analyzes factors affecting attrition, and discusses withdrawal processes and effective retention programs.

239. Pantano, 1. (1994). Comprehensive minority SEM Programs at Santa Fe Community College. Santa Fe, New Mexico: Santa Fe Community College. (ERIC Document Reproduction Service No. ED371797) Discusses the goals and positive impact of a summer institute offered by the Science, Engineering, and Mathematics (SEM) program that addresses the need for more minorities and women to pursue careers in the physical sciences.

240. Pascarella, E. & Terenzini, P. (1991). How college affects students: Findings and insights from twenty years ofresearch. San Francisco: Jossey-Bass Provides a review and synthesis of research on the effects of college, and discusses methodological and analytical issues.

241. Pavel, D. M. , Skinner, R. R. , Farris, E. , Cahalan, M., Tippeconnic, 1. W ., & Stein W . (1999). American Indian and Alaska Natives in postsecondary education. Education Statistics Quarterly, J(1) , 67-74. Presents demographic, enrollment, and return to education data.

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242. Pavel, M. D., & Padilla, R. V. (1993). American Indians and Alaska Natives postsecondary departure: An example of assessing a mainstream model using longitudinal data. Journal ofAmerican Indian Education, 32(2), 1-23. Tests the fit of a revised version ofTinto's withdrawal model and finds significant predictors of persistence are family background, intentions, and academic integration.

243 . Peglow-Hoch, M., & Walleri, R. D. (1990). Case studies as a supplement to quantitative research : Evaluation ofan intervention program for high risk students. Tallahassee, FL: Association for Institutional Research. (ERIC Document Reproduction Service No. ED320479) Uses the case study approach and concludes that student success is based on positive interactions with faculty and students, student commitment, and aspirations.

244. Perry, W. G. (1999). Forms ofintellectual and ethical development in the college years: A scheme. San Francisco, CA: Jossey-Bass Reissues his 1970 work with elaborations and extending the applications to minority students.

245. Person, D. R., Benson-Quaziena, M., & Rogers, A. M. (2001). Female student athletes and student athletes of color. New Directions for Student Services, 93,55-64. Discusses the roles of racism, sexism, performance pressures, and social and academic integration on academic success of athletes.

246. Peterson, M. W., Blackburn, R. T., Gamson, Z. F., Arce, C. H., Davenport, R. W., & Mingle, J. R. (1978). Black students on white campuses: The impacts ofincreased black enrollments. Ann Arbor: University of Michigan Press. Inquires into student experiences and institutional responses to increased enrollments of minority students, and proposes implications for ethnic minorities, women, and adult students.

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247. Pezzuillo, D. (1978). About student attrition/retention in the community college: A briefhighlighting literature since 1973. Washington, DC: Office of Education. (ERIC Document Reproduction Service No. ED 160 179) Criticizes definitions of attrition used in retention studies, and presents an annotated bibliography on the topic.

248. Phillip, M. C. (1993). Too many institutions still taking band-aid approach to minority student retention, experts say. Black Issues in Higher Education, 9, 24-26,28. Identifies the obstacles that if addressed will result in successful retention.

249. Pidcock, B. W., Fischer, 1. L., & Munsch, J. (2001). Family, personality, and social risk factors impacting the retention rates of first-year Hispanic and Anglo college students. Adolescence, 36(144), 803-818. Investigates the familial and behavioral differences between Hispanic and Anglo freshmen and concludes that Hispanics demonstrate greater resilience even with the lack of mentoring and with greater family problems.

250. Pincus, F. L., & Archer, E. (1989). Bridges to opportunity: Are community colleges meeting the transfer needs ofminority students? Washington, DC: Academy for Educational Development. Presents four chapters containing recommendations and program descriptions for improve minority rates of transfer.

251. Pitts, S. P. (1992). Reentry women in higher education: The quiet revolution. College Student Affairs Journal, 12(1), 69-75. Reviews literature and identifies barriers to reentry women's success

252. Pollock, M. (2001). How the question we ask most about race in education is the very questions we most suppress. Educational Researcher, 30(9), 2-12. Discusses the importance of framing minority achievement patterns as communal productions, and the roles of educational research in this phenomenon.

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253. Pope, R. L. (1993). Multicultural organization development in student affairs : An introduction. Journal ofCollege Student Development, 34(3), 201-205 . Argues that multicultural campuses can be created by integrating cultural diversity and social justice issues into strategic planning.

254. Prather, F., & Lovett-Scott, M. (2002). How demographic destinies affect teaching and learning: Innovative strategies for the 21 st century educator. The Delta Kappa Gamma Bulletin , 68(4), 5-14. Argues the importance of engaging students in discussions about race and culture as a means of preparing them for their roles in a diverse society.

255. Preer, J. L. (1981). Minority access to higher education . Washington, DC: American Association of Higher Education. (ERIC Reproduction Service No. ED 207474) Explores enrollment trends and finds ebbs and flows in the progress which she explains using a policy framework.

256. Prime, G. (2001). A missing element in the retention of Black students: Discussion. Black Issues in High er Education, 18(21), 12. Identifies causes of low graduation rates, and the reasons students withdraw from Historically Black Colleges and Universities.

257. Quimbita, G., & Colby, A. Y. (1991). Sources and information: Minority participation in community college education. New Directions for Community Colleges, 19(2), 117-24. Presents an annotated bibliography of entries that focus on challenges, and model access, recruitment, and retention strategies.

258. Raber, M., Tebb, S., & Berg-Weger, M. (1988). Recruitment and retention of minority students in bachelor of social work programs. Journal ofBaccalaureate Social Work, 3(2), 31-49.

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Reports that successful programs provide counseling, financial aid, flexible curriculum, opportunities for alternative scheduling, a support structure for faculty and staff, and the commitment of the department and university.

259. Ramirez, R. (1996). Use of Cabrera's conceptual framework to identify factors related to student persistence in a multi-ethnic community college student population: An integrated model of student retention. (Doctoral dissertation, New Mexico State University, 1996). Dissertation Abstracts International, 57A, 1933. (UMI No.9630166) Identifies factors predictive of persistence of ethnic and gender minority students.

260. Ready, T ., Edley, C. Jr., & Snow, C. (Eds.). (2002). Achieving high educational standards for all. Conference summary. Washington, DC: National Academy Press. (ERIC Reproduction Service No. ED465845) Presents papers on the effects of disparities in elementary and secondary education on student achievement and ultimate access to higher education.

261. Reason, R. D. (2003). Student variables that predict retention: Recent research and new developments. NASPA Journal, 40(4), 172-191. Conducts meta analysis of retention research and concludes need for better response to the changing demographics in higher education, and that the results of the merit-index research are mixed.

262. Reed, R. 1. (1978). Increasing the opportunities for black students in higher education. Journal ofNegro Education, 4 7(2), 143-150. Suggests colleges and universities provide special counseling services to address minority students' academic and social integration needs.

263. Reese, S. (2002). Understanding our differences. Techniques, 77(1),20-23 . Proposes the use of multiple frameworks to develop assessment and teaching methods that respond effectively to the diversity of intelligences and learning styles of students.

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264. Rendon, L. (1995). Facilitating retention and transfer for first generation students in community colleges. University Park, PA: National Center on Postsecondary Teaching, Learning and Assessment. (ERIC Document Reproduction No. ED383369) Discusses factors effecting retention during the first semester.

265 . Rendon, L. I., & Hope, R. O. (Eds.). (1996). Educating a new majority: Transforming America's educational system for diversity. San Francisco: Jossey-Bass. Contains a section with eight chapters addressing minority student recruitment, retention, the importance of campus climate and support services for persistence, and the importance of access to minority serving institutions.

266. Rendon, L. I. & Mathews, T. B. (1989). Success of community college students: Current issues. Education and Urban Society, 21(3), 312-327. Identifies factors that influence minority student retention and transfer to fouryear institutions.

267. Rendon, L. I., & Nora, A. (1989). A synthesis and application of research on Hispanic students in community colleges. Community College Review, 17( I), 17-24. Explores the influence of financial aid on academic achievement, retention and transfer rates of Hispanic students.

268. Rendon, L. I. , & Taylor, M. T. (1990). Hispanic students: Action for access. Community, Technical, and Junior College Journal, 60(3) , 18-23 . Discusses demographic and educational challenges facing the nation's colleges and offers action plan to increase retention, and academic progress of Hispanics and at-risk students.

269. Reyhner, J., & Jacobs, D. T. (2002). Preparing teachers of American Indian and Alaska Native students. Action in Teacher Education, 24(2), 85-93 .

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Argues that teachers use research based knowledge from both native and nonnative sources to inform their pedagogy.

270. Reynolds, A. L. , & Pope, R. L. (1994). Perspectives on creating multicultural campuses. Journal ofAmerican College Health, 42(5), 229-233 . Defines terms, discusses the values associated with the multicultural campus, and suggests approaches for creating such campuses. 271. Richardson, R. c., Jr. & Skinner, E. F. (1992). Helping first-generation minority students achieve degrees. New Directions for Community Colleges, 20(4),29-43.

Identifies common personal, educational, and family influences among African American, Hispanic, and Native American undergraduates who persisted and graduated, and the common barriers they experienced and overcame.

272. Richardson, R. E. , Jr. , & de los Santos, A. G., Jr. (1988). Helping minority students graduate from college: A comprehensive approach . Washington, DC: ERIC Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED308795) Argues the value often principles, derived from survey research, to enhance student completion rates. 273. Roach, R. (1997). Clouded optimism. Black Issues in Higher Education, J4(11), 18-19. Discusses the impact of affirmative action programs on minority enrollment and progress in graduate and professional education.

274. Roach, R. (1999). Succeeding on white campuses. Black Issues in Higher Education , J5(26), 42-43. Discusses affirmative action initiatives at elite colleges and universities, and the research on African American student performance and achievement at those schools.

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275. Roach, R. (2001). Is higher education ready for minority America? Black Issues in Higher Education, 18(8), 29. Discusses approaches for improving retention and graduation rates of Latino and Asian American students.

276. Roach, R. (2003). Georgia on the mind. Black Issues in Higher Education , 20(24), 32-33.

Discusses the Georgia State Higher Education Commission's initiatives to improve black male admissions and retention .

277. Roche, P. A. (1994). Minority access to higher education: An analysis ofa pipeline approach through Neighborhood Learning Centers - the Minnesota Experiment. Lanham, MD: University Press of America. Discusses the concept of neighborhood learning centers as an adjunct to community college outreach programs.

278. Rosas, M. C. (1999). The impact of affirmative action legislation and racism experiences on the collective self-esteem and psychological well-being of college students of color. (Doctoral dissertation, California School of Professional Psychology, Los Angeles, 1999). Dissertation Abstracts International, 60B, 2364. (UMI No. 9929391) Examines the effects of stress from anti-affirmative action initiatives, and experiences with racism on the collective self-esteem and well being of Latino and African American students.

279. Ross, M. 1. (2003). Success factors ofyoung African American women at a historically black college. Westport, CT: Greenwood Presents case studies in which the women share stories of the challenges and successes they experienced while persisting.

280. Sage, F. K., & Manning, K. (1992). Enhancing the multicultural campus environment: A cultural brokering approach. (New Dimensions for Student Services, No. 60). San Francisco: Jossey-Bass.

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Proposes the cultural broker role for administrators, faculty and students for creating and sustaining the multicultural campus.

281. St. George, D. M., Schoenbach, V. 1., Reynolds, G. H., Nwangwu, 1., & Adams-Campbell, L. (1997). Recruitment of minority students to U.S . Epidemiology Degree Programs. Annals ofEpidemiology, 7(4), 304-310. Presents findings from a survey of recruitment activities, and makes recommendations for minority specific department level initiatives.

282. Sanchez, 1. M. (2000). Motivating and maximizing learning in minority classrooms. New Directionsfor Community Colleges, 28 (4),35-44. Explores the relationship of learning preferences to motivation and retention among minority students, and concludes that Hispanic and Native American students have higher preferences for participation in active, concrete learning experiences, and cooperative situations.

283. Sanchez, J. (1992). Dropping out: Hispanic students, attrition, and the family. College and University, 67(2), 145-150. Examines differences in the factors contributing to academic dismissal and voluntary withdrawal and finds that family values, and extra-academic variables exert pressures on academic performance and withdrawal.

284. Sandler, M. E. (2000). Career decision making self-efficacy, perceived stress, and an integrated model of student persistence: A structural model of finances, attitudes, behavior and career development. Research in Higher Education, 41(5), 537-580. Uses the Cabrera model to test additional variables and reports that career decision making self-efficacy was the most significant predictor of intent to persist, and of actual persistence.

285. Santo, R. (2002), Scholarship in student affairs: Thinking outside the triangle, or tabasco on cantaloupe. NASPA Journal, 39(2), 166-180.

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Presents an essay exploring issues affecting marginalized populations on campuses and the roles for student affairs.

286. Sedlacek, W. E., & Webster, D. W. (1978). Admission and retention of minority students in large universities. Journal of College Student Personnel, 19 (3),242-248. Discuss findings of a national survey documenting the slow enrollment growth of black freshman between 1969 and 1976.

287. Seidman, A. (2005). Minority student retention: Resources for practitioners . New Directions for Institutional Research, 125, 7-24. Reviews research on retention and graduation, and makes policy recommendations.

288. Sewell, W. H., & Shah, V. P. (1967). Socioeconomic status, intelligence, and the attainment of higher education. Sociology ofEducation , 40( 1), 559-572. Reports stronger direct effects of socioeconomic status on pre-college planning, and intelligence of greater importance to persistence by those who attended college.

289. Sherman, T. M., & Giles, M. B. (1994). Assessment and retention of Black students in higher education. Journal ofNegro Education, 63(2), 164-181 . Proposes an assessment approach that predicts students who may become at-risk for dropping out or performing poorly in their studies. 290. Shields, 1. A. (2001) . P. v. C. C. minority enrollment report. Piedmont, VA: Piedmont Community College. (ERIC Document Reproduction Service No. ED467465) Uses new and transfer minority student enrollment and retention data that shows lower rates than in previous years to frame the content of recruitment and retention strategies.

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291. Shorn, C. L. (1991). Minority access to higher education: The precollegiate response to minority economic and social enhancement. Journal ofCollege Admission, /32,16-20. Identifies the challenges accompanying recruitment and retention of minority students, and discusses efforts to overcome those challenges.

292. Simmons, K. (2001, July 28). Universities aim to recruit black males: The State system also wants more older students. The Atlanta Journal-Constitution , p. E7. Reports on the low graduation rates for male African American students in Georgia's public colleges and universities, and recommends that students become involved in the search for solutions to the challenges of increasing those rates.

293. Simmonds, R. M. (1985). A policy analysis of the federally mandated undergraduate desegregation criteria measured by retention strategies for minority students at a senior public traditionally white institution in Virginia. (Doctoral dissertation, College of William and Mary, 1987). Dissertation Abstracts International, 46A, 1849. (UMI No. 8515337) Reports mixed findings when using retention strategies and the Institutional Integration Scale to measure implementation of federal criteria, minority student academic and social integration.

294. Simpson, O. (2003). Student retention in online, open and distance learning. London: Taylor & Francis. Analyzes successful retention strategies, and provides case studies to illustrate application.

295 . Sims, S. (1994). Diversifying historically black colleges and universities: A new higher education paradigm . Westport, CT: Greenwood. Presents a framework for desegregation and integration of Black colleges and universities.

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296. Skinner, E. F., & Richardson, R. C., Jr. (1988, November). Resolving access-quality tensions: Minority participation and achievement in higher education. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, St. Louis, MO. (ERIC Document Reproduction Service No. ED303076) Analyzes case studies to identify factors contributing to minority student persistence and graduation, and to explain institutional responses to those issues.

297. Smart, 1. C. (Ed.). (1990). Higher education: Handbook oftheory and research, (Vol. 6). New York: Agathon Press. Contains a chapter on minority student access and persistence. Other volumes of this yearly series contain some essays and research related to recruitment and retention of minority students.

298. Smedley, B. D., Myers, H. F., & Harrell, S. P. (1993). Minority status stresses and the college adjustment of ethnic minority freshmen . Journal of Higher Education, 64(4), 434-452. Reports that minority status brings with it psychological stress and potential negative effects on academic adjustment.

299. Smith, D. H. (1980). Admissions and retention problems of black students at seven predominantly white universities. Metas, 1(2),22-46. Identifies school climate, policy, and institutional commitment challenges affecting student recruitment and retention, and recommends remedies.

300. Smith, D. H. (1981). Social and academic environments of Black students on white campuses. Journal ofNegro Education, 50(3), 299-306. Summarizes his 1980 study of the effects of social and academic factors on student persistence, identify development and psychological well-being.

301. Smith, 1. E., & Henderson, C. (1982). Enrollment and retention in and desegregation ofpostsecondary education institutions: An abridged bibliography.

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Durham, NC: Institute on Desegregation, North Carolina Central University. (ERIC Document Reproduction Service No. ED216667) Presents a bibliography on black student recruitment, retention, and persistence covering the early 1960s through 1981.

302. Smith, S. (1999). Working recruitment miracles. Black Issues in Higher Education, 16( I7), 40-41. Discusses the need for innovative recruitment strategies to attract minority students due to the perceived negative influences of anti-affirmative action measures on campus climates.

303. Smith, T. Y. (1995). The retention status ofunderrepresented minority students: An analysis ofsurvey results from sixty-seven u.s. colleges and universities. Boston, MA: Association for Institutional Research. (ERIC Document Reproduction Service No. ED386989) Uses the first time freshman cohorts to study the retention and graduation rates of underrepresented minority students during 1985-91.

304. Solorzano, D. G. (1995) The doctorate production and baccalaureate origins of African Americans in sciences and engineering. Journal ofNegro Education, 64(1), 15-32. Describes doctorate rates in science and engineering during the 80s, and concludes that African Americans are underrepresented

305. Sowell, T. (1996). How universities set up black students for failure. Human Events, 52(19), 16-17. Critiques the Texas Law school decision, and identifies the contributions of racial double standards, systematic mismatching of minority students, and institutional desire for government grants in the resegregation of law schools.

306. Status ofDiversity. (2005). Higher Education Report, 31(9), 1-20.

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Evaluates the responses to minority students access, and identifies enrollment increases, retention decreases, and some campuses resisting change.

307. Stewart, M. A., & Post, P. (1990). Minority students' perceptions ofvariabies affecting their selection of a large university. Journal ofMulticultural Counseling and Development, 18(4), 154-162. Reports that school's reputation, availability of financial aid and proximity to home are more likely to influence minority student decisions to attend.

308. Stikes, C. S. (1984). Black students in higher education. Carbondale, IL: Southern Illinois University Press. Presents and tests a framework for theory and research on black student development that has utility for retention problems.

309. Stodt, M. M. (1987). Educational excellence as a prescription for retention. New Directionsfor Higher Education, 15(4), 5-13. Argues that quality education, student development and retention are key components of the persistence puzzle.

310. Strickland, S. F. (1996). Office ofInstitutional Research, Research Brief. 2000-2001. St. Petersburg, FL: St. Petersburg Junior College. (ERIC Document Reproduction Service No. ED459867) Presents yearly reports on student characteristics and retention rates

311. Students who become nonpersisters: Who, when, why and to do what? (1987). College Park, MD: Longitudinal Study Steering Committee. (ERIC Document Reproduction Service No. ED301103) Uses data from the Maryland Longitudinal Study to identify the characteristics of nonpersisters, and to evaluate the Astin model for assessing persistence probabilities among black and non-black females.

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312. Sullivan, L. L. (1982). Retention ofminorities in higher education: An abstracted bibliographie review -1978-1982. Little Rock, AR: Office ofinstructional Development, University of Arkansas. (ERIC Document Reproduction Service No. ED 225510) Presents a bibliography with abstracts on retention of ethnic minorities.

313. Swisher, K. G., & Tippeconnic, 1. W. (Eds.). (1999). Next Steps: Research and practice to advance Indian education. Charleston, VA: Clearinghouse on Rural and Small Schools. (ERIC Document Reproduction Service No. ED427902) Addresses critical issues in American and Alaska Native education, and Part 3 of the document is devoted to the college and university experience.

314. Takagi, D. Y. (1992). The retreat from race: Asian American admissions and racial politics. New Brunswick, NJ: Rutgers University Press. Argues that the controversy over Asian American admissions to elite colleges and universities has promoted a shift in affirmative action policy from racial to class preferences.

315. Tallman, R. W. (1925) A critical analysis of student persistence at the University of Iowa. University ofIowa Studies in Education , 4( 1), 1-64. Presents one of the earliest systematic studies of student persistence in the higher education but did not address race or ethnic group issues.

316. Tapia, R., & Lanius, C. (2000, May). Underrepresented minority achievement and course taking: The kindergarten-graduate continuum. Paper presented at the annual meeting of the National Institute for Science Education, Detroit, MI. (ERIC Document Reproduction Service No. ED448223) Discusses issues affecting institutional resolve and minority student access and persistence in science, mathematics, engineering and technology, and the need for comprehensive, holistic and systemic strategies.

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317. Tate, D. S., & Schwartz, C. L. (1993). Increasing the retention of American Indian students in professional programs in higher education. Journal ofAmerican Indian Education, 33( I), 21-31 . Reports the results of a national survey and recommends the need for support groups and programs, and faculty and peer mentoring to improve retention.

318. Terenzini, P. T., Cabrera, A. F., & Colbeck, C. L. (2001). Racial and ethnic diversity in the classroom. The Journal ofHigh er Education, 72(5), 509-531 . Examines the effects of race and ethnicity on learning outcomes and reports that significant links existed.

319. Terenzini, P. T., & Pascarella, E. T. (1991). Twenty years of research on college students: Lessons for future research. Research in Higher Education , 32(1),83-92. Conducts a comprehensive review and critique of college impact studies, and identifies eight directions for future research.

320. Terrell, M. C., & Wright, D. 1. (Eds.). (1988). From survival to success: Promoting minority student retention. Washington D.C: National Association of Student Personnel Administrators. (ERIC Document Reproduction Service No. ED335999) Presents five chapters containing ideas about the rationale, challenges, and strategies for retention.

321. Texas Higher Education Coordinating Board (1990, April). Minority recruitment and retention. Proceedings of the Sixth Annual Conference. Austin, Texas. (ERIC Document Reproduction Service No. ED328179) Contains summaries of the presentations on the theme of creating a multicultural university.

322. Texas Higher Education Coordinating Board (1994). Access and equity 2000: The Texas Educational Opportunity Plan for public higher education . Austin, Texas. (ERIC Document Reproduction Service No. ED378862)

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Presents data on undergraduate and graduate minority student admissions, retention and graduation rates, and presents recommendations for improvement.

323. Thomas, G. (Ed.). (1981). Black students in higher education: Conditions and experiences in the 1970s. Westport, CT: Greenwood. Contains essays and research addressing issues of black and minority student graduation rates, and programs and strategies to increase access and persistence.

324. Thomason, T. C., & Thurber, H. 1. (1999). Strategies for the recruitment and retention ofNative American students. Washington DC: U.S. Department of Education. (ERIC Document Reproduction Service No. ED4355 14) Presents strategies, and best practices for psychology and rehabilitation training programs.

325. Tierney, W. G. (1992). Official encouragement, institutional discouragement: Minorities in academe - the Native American experience. Interpretive Perspectives on Education and Policy Series. (ERIC Document Reproduction Service No. ED413117) Uses critical theory to analyze Native American recruitment and retention experiences.

326. Tierney, W. G. (1999). Models of minority college going and retention: Cultural integrity versus cultural suicide. Journal ofNegro Education, 68( I), 8091.

Criticizes Tinto's theory of college retention and proposes an alternate model that addresses racial discrimination and oppression.

327. Tinto, V. (1975). Dropouts from higher education: A theoretical synthesis of recent research. Review ofEducational Research, 45( I), 89-125. Reviews and synthesizes attrition research and proposes a framework for explaining the impact of individual and institutional factors on the decision to dropout.

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328. Tinto, V. (1993). Leaving college: Rethinking the causes and cures ofstudent attrition (2 nd ed). Chicago: University of Chicago Press. Updates his 1987 volume and extends the content to include experiences of minority, adult, and graduate students.

329. Tippeconnic, M. J., Lowe, S. C., & McClellan, G. S. (Eds.). (2005). Serving Native American students. (New Directions for Student Services, No.1 09). San Francisco: Jossey-Bass. Documents the struggles of Native Peoples in their pursuit of educational opportunity, and the trends in enrollment, success stories, and the role for cultural knowledge and traditions in addressing challenges and opportunities in higher education.

330. Top 100 undergraduate degree producers. (200 I). Black Issues in Higher Education, 18,25-89. Consists of several articles that discuss institutions, programs, and needs of African American students, and provides a list of the top minority degree producing colleges and universities.

331. Trent, J. W. (1970). The decision to go to college: An accumulative multivariate process. Washington, DC: Office of Education. (ERIC Document Reproduction Service No. ED04765I ) Examines the influences of individual, family, and college environmental characteristics on students' desires to pursue higher education, and their access to colleges and universities.

332. Turner, R. (1980). Factors influencing the retention of minority students in the 1980s: Opinions and impressions. Journal ofNon- White Concerns, 8, 205215. Argues that institutional commitment is the major predictor of persistence.

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333. United States Department of Education (1988). Minority recruitment, admissions, and retention in postsecondary education. Washington, DC: Office of Civil Rights. (ERIC Document Reproduction Service No. ED330263) Summarizes legal requirements of Title VI and describes institutional practices.

334. United States Senate, Committee on Labor and Human Resources (1994). Minority participation and retention in higher education. Washington, DC: U.S. Government Printing Office. Focuses on the role of student aid programs in minority student recruitment and retention.

335. Vaccaro, 1. (1982, June). College admissions and the transition to postsecondary education. Testimony to the National Commission on Excellence in Education. Evanston, IL: College Entrance Examination Board. (ERIC Document Reproduction Service No. ED23702I) Addresses the decline in SAT scores, high school preparation, characteristics of college dropouts and persisters, and presents strategies to assist students in planning for and completing college.

336. Valencia, R. (1993). Student services that promote transfer: The transfer center. Chicago: IL: Center for the Study of Community Colleges. (ERIC Document Reproduction Service No. ED353682) Argues that improvement of transfer rates of minority students to four-year institutions will require the establishment of transfer centers at community colleges, which would engage in proactive strategies for reaching minority students with information about the transfer process.

337. von Destinon, M. (1988). Chicano students: Applying Tinto's and Astin 's theories. Paper presented at the 1st Annual Joint Conference of the Western College Reading and Learning Association and the Arizona Association for Developmental Education, Phoenix, AZ. (ERIC Document Reproduction Service No. ED301129) Presents an integrated model of factors influencing student persistence.

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338. Walker, D. A., & Schultz, A. M. (2001). Reaching for diversity: Recruiting and retaining Mexican American students. Journal ofCollege Student Retention, 2(4),313-325. Discusses academic and cultural issues facing minority students and proposes recommendations for resolving those issues and to increase the recruitment and retention of Mexican American students.

339. Walleri, R. D. (1981). Student retention and attrition in the community college: A review and research design. Gresham OR: Mount Hood Community College. (ERIC Document Reproduction Service No. ED21 0064) Defines retention and attrition, assesses the severity of the problems, reviews the literature and identifies factors impacting both, and recommends a research design using student attainment as the outcome measure.

340. Walton, J. M. (1979). Retention, role modeling, and academic readiness: A perspective on the ethnic minority student in higher education. Personnel and Guidance Journal, 58(2), 124-129. Argues that access to role models and appreciation of differences in rates of academic development are important to reducing the high attrition rates.

341. Ward, W. E., & Cross, M. M. (Eds.). (1989). Key issues in minority education: Research directions and practical implications. Center for Research on Minority Education, University of Oklahoma. (ERIC Document Reproduction Service No. ED311804) Presents collection of papers on minority education with emphasis on legal aspects of access, recruitment and retention at both the undergraduate and graduate levels.

342. Weil, R. N. (1993). The relationship of three factors of acculturation to grade point average and degree goal in a sample of Hispanic college students. (Doctoral dissertation, American University, 1993). Dissertation Abstracts International, 55A, 230.

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Finds no significant relationships between grade point average and language use, ethnic identification, or loyalty, hut level of acculturation does predict intent to graduate.

343. Wells, R. N., Jr. (1997). The Native American experience in higher education: Turning round the cycle ofFailure II. NY: ERIC Clearinghouse for Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED414108) Follow up to the 1988 survey of enrollment and persistence patterns within Tribal Colleges, and reports that reliable data are not available for either student performance and outcomes, or the other contributing factors .

344. Wesley, H. A. (1992). Factors related to recruitment of ethnic minority students by colleges and universities. (Doctoral dissertation, University of Southern Mississippi, 1993). Dissertation Abstracts International, 53, 2610A. (UMI No. 9239418) Argues that the absence of significant differences in perceptions between black and other students as to why a college was selected mediates against separate recruitment strategies.

345 . West, S. L. (2000). Anglo and Hispanic college student performance and intent to graduate: A prospective examination of risk factors in two theoretical models. (Doctoral dissertation, Texas Tech University, 2000). Dissertation Abstracts International, 61A, 2477. Identifies risk and protective factors that facilitate and deter student academic performance and persistence, and concludes that academic preparedness and feelings of connection are the strongest protective factors for Hispanics.

346. Whitmire, E. (2003). Cultural diversity and undergraduates' academic library use. Journal ofAcademic Librarianship, 29(3), 148-161. Profiles the use patterns and recommends approaches to increase library use by minority students.

347. Why students leave college. (2003). Higher Education Report, 30(2), 43-73.

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Presents comprehensive critique of major models of student progression, and summary of the literature on factors related to retention.

348. Williams, M. L., & Bauer, T. N. (1994). The effect ofa managing diversity policy on organizational attractiveness. Group and Organization Management, 19(3), 295-308. Quasi-experimental study of the effects of affirmative action policy and program implementation on perceptions of desirability.

349. Williams, T. M., & Leonard, M. M. (1988). Graduating Black undergraduates: The step beyond retention. Journal ofCollege Student Development, 29 (1),69-75. Concludes that cognitive factors are more important than non-cognitive in predicting graduation of black students.

350. Winrow, S. C. (2000). Factors that contribute to success in college for Native American students. (Doctoral dissertation, University of North Dakota, 1999). Dissertation Abstracts International, 62A, 2974. (UMI No. 3026368) Conducts a qualitative study of academically and socially successful Native American students to identify the reasons for their successes.

351. Wood, 1. 1. (1988). Minority education in Arizona's universities. Phoenix, AZ: Arizona Board of Regents. (ERIC Document Reproduction Service No. ED 306797) Discusses trends in recruitment and graduation of minority students, and the strengths and weaknesses of several initiatives

352. Woodard, S. P. (2003). Discourses, campus-based social networks, and career maturation: A case study analysis of African American female college students. (Doctoral dissertation, University of Washington, 2003). Dissertation Abstracts International, 64A, 1565. (UMI No. 3091093)

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Identifies multifaceted evidence suggesting that campus-based social networks expose the students to discourses that impacted both the sense of self and career maturation.

353. Wright, B., & Tierney, W. G. (1991). American Indians in higher education: A history of cultural conflict. Change, 23(2), 11-18. Introduces a special issue of the journal devoted to discussions of the history and challenges facing native peoples participation in higher education.

354. Wright, D. J. (Ed.). (1987). Responding to the needs oftoday's minority students. (New Directions for Student Services, No. 38). San Francisco: JosseyBass. Contains seven essays supporting the theme that successful recruitment and retention programs and services should be designed to insure minority students' success, and educate others about the values associated with a culturally diverse campus.

355. Wright, R. G. (1989). Factors affecting retention of black and Hispanic students in a community college system and implications for transfer to senior institutions of higher education in Texas. (Doctoral dissertation, Texas A&M University, 1989). Dissertation Abstracts International, 50A, 3444. (UMI No. 9007553) Uses an opinion questionnaire to identify five barriers to student persistence.

356. Yeh, T. L. (2004-2005). Issues of college persistence between Asian and Asian Pacific American students. Journal ofCollege Student Retention Research Theory and Practice, 6(1), 81-96. Reviews critically retention theories to determine their appropriateness for various Asian Pacific American populations, and presents persistence strategies and programs.

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357. Zarate, N. (1983). Education ofthe Mexican American in the United States: Progress and stalemate. Washington, DC: National Institute of Education. (ERIC Document Reproduction Services No. ED 230352) Presents a general discussion of educational issues including access, retention , and academic achievement at all levels.

2

Social and Economic Factors The entries in this chapter give importance to factors that facilitate or impede students' admission, and persistence in higher education. The emphases include the pre-college preparation processes and challenges that minority students encounter, the preadmission examination processes, financial resources, family background and other related issues that affect the decision to apply and to seek admission to a college or university, and that have direct or indirect influences on retention.

358. Billson, J. M., & Terry, M. B (1982). In search of the silken purse: Factors in attrition among first-generation students. College and University, 58(1), 5775. Reports on the influences of parental characteristics on student social integration, academic behaviors, and commitment.

359. Blackbird, R. L. (2004). Understanding the reasons why Native American students are not entering the teaching profession. (Doctoral dissertation, Kansas State University, 2004). Dissertation Abstracts International, 657A, 1323. (UMI No. 3132156) Reports that financial considerations and lack of role models contribute to students' decisions.

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360. Carriuolo, N. E., Rodgers, A., & Stout, C. M. (2001). Helping low income and minority students succeed in college: An interview with Belinda Wilson. Journal ofDevelopmental Education, 25(1), 26. Discusses the importance of financial aid, and campus jobs for the retention of minority and low income college students

361. Casas, 1. M., & Ponterotto, 1. G. (1984). Profiling an invisible minority in higher education: The Chicana. Personnel & Guidance Journal, 62(6), 349-353. Develops a profile of the characteristics of Chicana college students consisting of personal backgrounds, academic adjustment, financial support, formal and informal support systems, reference groups, and sex-role orientations, and recommends strategies for recruitment

362. Clayton, M. (2000). A search for diversity. Christian Science Monitor, 92 (228),15. Reports on a recruitment program that offers full tuition to minority programs in order to diversify the campus.

363. Coburn, K. L., & Woodward, B. (2001). More than punch and cookies: A new look at parent orientation programs. New Directions for Student Services, 94,27-38 Discusses the importance of parental support for first year student success, and how orientation programs can provide the information parents want and need to exercise that support.

364. Cunningham, A. F., & Redd, K. E. (2000). Creating role modes for change: A survey of Tribal College graduates. Washington, DC: Administration for Native Americans. (ERIC Document Reproduction Service No. ED456947) Reports on the value of the Tribal College because of the direct impact on employment opportunities for graduates, which affects indirectly the entire population.

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365. Deloria, V., Jr. (1991). Higher education and selfdetermination: Indian education in America: Eight essays by Vine Deloria, Jr. Boulder Co: American Indian Science and Engineering Society. (ERIC Document Reproduction Services No. 387276) Identifies challenges facing native students, and argues the necessity for a tribal cultural context for education and knowledge.

366. Diaz, J. C. (1998). The process of social and academic integration among Latino college freshmen. (Doctoral dissertation, University of California, Santa Barbara, 1998). Dissertation Abstracts International, 59A, 2381. (UMI No. 9840767) Concludes that support from peers and parents was used more frequently than were campus faculty or students support services.

367. Fabian, T. M. (2002). English language proficiency and psychosocial factors predicting adjustment of European American, Mexican American, and Native American college students. (Doctoral dissertation, Northern Arizona University, 2002). Dissertation Abstracts International, 63A, 1707. (UMI No. 3055211) Examines group differences to predict academic and social adjustment and retention, and identifies the predictive values of language proficiency, psychosocial and demographic factors.

368. Feagin, J. R., Vera, H., & Imani, N. (1996). The agony ofeducation: Black students at white colleges and universities. New York: Routledge. Conducts focus group interviews with African American students and their parents to investigate the impact of the legacies of racism on the realities of campus life, and proposes multicultural education as the direction for changing campus life for all students.

369. Ferrer, A. J. (1997). Differences in academic and social integration and environmental factors among new, successful, and unsuccessful community college students. (Doctoral dissertation University of Miami, 1998). Dissertation Abstracts International, 59A, 403.

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Examines the effects of academic and social integration, and environmental factors on academic success of community college students, and reports that establishing links with faculty and staff are important for Hispanics academic success.

370. Fuertes, 1. N., Sedlacek, W. E., & Liu, W. M. (1994). Using the SAT and noncognitive variables to predict the grades and retention of Asian American. Measurement & Evaluation in Counseling & Development, 27(2), 74-84. Finds that academic success is predicted by ability to cope with racism, and concludes that cognitive and non-cognitive factors be included in the design of support programs for Asian American students.

371. Galloway, F. 1., & Swail, W. S. (1999). Institutional retention strategies at historically black colleges and universities and their effects on cohort default rates: 1987-1995. Washington, DC: Sallie Mae Education Institute. (ERIC Document Reproduction Service No. ED438750) Hypothesizes an inverse relationship between student loan default rates and retention, and concludes that student characteristics, increases in availability of grants and student services may account for observed differences.

372. Gloria, A. M. (1994). Psychosocial factors influencing the academic persistence of Chicano/a undergraduates. (Doctoral dissertation, Arizona State University, 1994). Dissertation Abstracts International, 54A, 400 I. (UMI No. 9410966) Studies academic persistence using a psychosocial framework that includes cultural values, and finds that a positive campus climate and positive selfconfidence predicts persistence.

373. Guiffrida, D. (2005). To break away or strengthen ties to home: A complex issue for African American college students attending a predominantly white institution. Equity and Excellence in Education, 38(1), 49-60. Reports student perceptions of the type of family support that hinders and supports academic success and persistence.

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374. Harrell, P. E., & Forney, W. S. (2003). Ready of not, here we come: Retaining Hispanic and fIrst-generation students in postsecondary education. Community College Journal ofResearch and Practice, 27(2), 147-156. Reports that college success is a function of math education in high school, education level of the parents, and family income.

375. Hendricks, A., Smith, K., Caplow, J., & Donaldson, J. (1996). A grounded theory approach to determining the factors related to the persistence of minority students in professional programs. Innovative Higher Education, 21(2), 113-126. Reports that family support, community service and achievement motive predict persistence.

376. Heavy-Runner, I., & DeCelles, R. (2002). Family education model: Meeting the student retention challenge. Journal ofAmerican Indian Education, 4/(2),29-37. Presents a retention model based on American Indian values, family support, and empowerment, and argues that it addresses issues of access, and supports persistence.

377. Heavy-Runner, I., & Marshall, K. (2003). Miracle survivors: Promoting resilience in Indian students. Tribal College, 14(4), 14- 18. Argues that fostering student cultural resilience increases the impact of retention strategies, and discusses the Family Education Model as an example.

378. Hood, D. W. (1992). Academic and noncognitive factors affecting the retention of black men at a predominantly white university. Journal ofNegro Education, 6/(1), 12-23. Tests the predictive power of cognitive and non-cognitive factors on academic achievement and retention, and fInds that non-cognitive variables are strongly related to the academic success of minority students.

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379. Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging. Sociology ofEducation, 70(4), 324-345. Reports that student sense of belonging is influenced by personal background characteristics, discussion of course content with peers outside of the classroom, membership in religious and social organizations.

380. Jaramillo, 1. A. (1992). A multi-methodological evaluation ofHispanic student recruitment and retention effectiveness at the University ofColorado. Boulder: A qualitative study ofrecruitment and retention by agency . Boulder, Co: University of Colorado. (Eric Document Reproduction Service No. ED374739) Reports the results of an evaluation of university recruitment and retention strategies and identifies weaknesses in periodic data gathering, limited resource base for program operation, minority personnel shortages, and poor interdepartment communications.

381. King, A. (1989). The relative effectiveness of a specially funded retention program on minority performance at an undergraduate health professions college. (Doctoral dissertation, Temple University, 1989). Dissertation Abstracts International, 51A, 303. (UMI No. 9007361) Evaluates components of the retention program and finds that financial aid predicts decision to attend college, participation in the preadmission summer program predicted first semester grades, and need for better academic support services.

382. Kogut, L. V. , Jr. (1995). The relationship between selected characteristics of college students and their university debts (student loans). (Doctoral dissertation, Michigan State University, 1996). Dissertation Abstracts International, 57A, 585. (UMI No. 9619847) Student family background and ethnic origin are significant predictors of student debt.

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383. Leon, D. J., & McNeill, D. (1986). Chicano college students: Personal influences on the decision to enroll. Journal ofCollege Student Personnel, 27(6), 562-564. Reports that recommendations and encouragement by family and friends are important factors in the decision to enroll.

384. McHale, M. T. (2000). College students in academic difficulty: An exploratory study of the academic achievement and persistence of participants in an intervention program. (Doctoral dissertation, University of California, Los Angeles, 1999). Dissertation Abstracts International, 60A, 2404. (UMI No. 9939099) Explores the academic achievement and persistence of Latino/a students in academic difficulty.

385. McKusick, J. A. (Ed). (1978). Going to graduate or professional school: Sources offinancial aid and educational programs for Native Americans. Canton, NY: Saint Lawrence University. (ERIC Document Reproduction Service No. ED156390) Provides annotations on sources of fellowships, scholarships, grants, loans, and assistantships, and graduate programs that offer special minority recruitment and support services.

386. Merisotis, 1., & O'Brien, C. (1998). Minority-serving Institutions: Distinct purposes, common goals. (New Directions for Higher Education, No. 102). San Francisco: Jossey-Bass. Reviews the literature and identifies the challenges, opportunities, and exemplary programs that address financial needs of minority students.

387. Mordkowitz, E. R., & Ginsburg, H. P. (1987). Early academic socialization of successful Asian American college students. Quarterly Newsletter ofthe Laboratory ofComparative Human Cognition, 9(2), 85-91 . Reports that parental support and expectation for achievement, and supervision of after school time are important influences, and that socialized learned optimism when faced with failure is also important.

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388. Nora, A. (1990). Campus-based aid programs as determinants of retention among Hispanic community college students. Journal ofHigher Education, 61(3),312-31. Uses a structural equation model of retention for Hispanic students to test the effects of campus-based resources.

389. Nora, A. (2001-2002). The depiction of significant others in Tinto's "Rites of Passage": A reconceptualization of the influence of family and community in the persistence process. Journal ofCollege Student Retention: Research, Theory and Practice, 3(1), 41-56. Links conceptually the Student Integration, and the Student Adjustment Models, and highlights the role of family relationships in persistence.

390. Nora, A., & Horvath, F. (1989). Financial assistance: Minority enrollments and persistence. Education and Urban Society, 21(3), 299-311. Explores the effects of financial aid on minority enrollment and retention rates., and concludes that graduation from college is directly related to availability and use of multiple sources of financial aid.

39 I. Ortiz, A. M., & Boyer, P. (2003). Student assessment in Tribal Colleges. New Directionsfor Institutional Research, 118,41-49. Reports that academic performance is affected by Native culture and community traditions.

392. Pavel, D. M ., Ingelbret, E., & Banks, S. R. (2001). Tribal Colleges and Universities in an era of dynamic development. Peabody Journal ofEducation, 76(1),50-72. Provides a historical overview of tribal colleges and universities and how culture and community are integrated within them.

393. Pidcock, B. W., Fischer, 1. L., Munsch, 1. (2001). Family, personality, and social risk factors impacting the retention rates of first-year Hispanic and Anglo college students. Adolescence, 36(144), 803-818.

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Investigates background and behavioral differences of Hispanic and Anglo American first year college students to understand their relation to retention, and finds that Hispanics demonstrate resilience.

394. Redfern, A. K. (Ed.). (1997). Journal ofthe Pennsylvania Black Conference on Higher Education. Bloomsburg, PA: University ofPennsylvanili at Bloomsburg. Presents a compilation of essays and opinion papers that identify non-financial issues that affect retention, barriers to academic and career success of student athletes, and that provide critical analysis of selected racial identity theories.

395. Rempson, J. L. (1972). Minority access to higher education in New York City. NY: New School for Social Research. (ERIC Document Reproduction Service No. ED067437) Discuses the roles of financial support, pre-college academic preparation, and open admissions programs in promoting minority access and persistence.

396. Rendon, L. I., & Nora, A. (1987). Hispanic students: Stopping the leaks in the pipeline. Educational Record, 68(4), 79-85. Presents strategies to improve the recruitment and retention of Hispanics.

397. Roach, R. (2001). Is higher education ready for minority America? Black Issues in Higher Education, 18, 29. Discusses retention and graduation of Latino and Asian American students.

398. Roach, R. (Ed.). (1999). Recruitment and Retention: Special Report, Part I. Black Issues in Higher Education, 16,2243. Contains essays on financial aid and scholarships, institutional models for recruitment and retention, and advocacy and resistance to affirmation action

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399. Rosas, M., & Hamrick, F. (2002). Postsecondary enrollment and academic decision- making: Family influences on women college students of Mexican descent. Equity and Excellence in Education, 35( I), 59-69. Reports that educational aspirations are influenced by family and engagement with friends and community.

400. Rousey, A., & Longie, E. (200 I) The tribal college as family support system. American Behavioral Scientist, 44(9), 1492-1504. Discusses the roles of tribal colleges and family support in supporting retention, and recommends development of more reservation based higher education opportunities.

401. Saggio, 1. 1. (2001, November). Family and its effect on institutional choice and post-freshman retention ofAmerican Indian/Alaska Native students at a bible college. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Richmond ,VA. (ERIC Document Reproduction Service No. ED46081 0) Reports that family has both positive and negative affects on college choice and persistence, and recommends more involvement of the entire family in recruiting initiatives.

402. Sanchez, 1., Marder, F., Berry, R., & Ross, H. (1992). Dropping out: Hispanic students, attrition, and the family. College and University, 67(2), 145-150. Reports that academic performance and attrition may be influenced by family and extra curricular factors.

403. Sedlacek, W. E. (2003). Alternative admissions and scholarship selection measures in higher education. Measurement and Evaluation in Counseling and Development, 35(4), 263-72. Presents a discussion of selection measures in admissions and scholarship decisions, and proposes alternatives to improve assessments for the increasing diverse pool of applicants.

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404. Smith, T. Y. (1992). The Big Eight, Big Ten, and sue Longitudinal Retention Survey: A report on findings and implications. Atlanta, GA: Annual Forum of the Association for Institutional Research. (ERIC Reproduction Service No. ED349863) Examines the effects of selective freshman admissions, ethnicity and gender on retention and graduation, and finds that highly selective schools retain and graduate more students, and that black graduation rates improved during the study period.

405. Studds, S. M. (1990). State funding and minority student recruitment and retention: A case study of the Virginia funds for excellence subprogram. (Doctoral dissertation, University of Maryland at College Park, 1990). Dissertation Abstracts International, 51A, 1526. (UMI No. 9030998) Concludes that external funding contributes to institutional support for minority student recruitment and retention programs.

406. Szelenyi, K. (2000). Minority student retention and academic achievement in community colleges. Washington DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED451859) Discusses approaches and models that facilitate retention and academic success among minority students.

407. Thayer, P. B. (1997). An examination of the relationship between student fmancial aid and retention of students of differing ethnic and income backgrounds in baccalaureate programs in Colorado. (Doctoral dissertation, University of Colorado at Denver, 1998). Dissertation Abstracts International, 59A, 2183. (UMI No. 9838199) Uses logistic regression methods and concludes that financial aid is associated with retention but academic preparedness and institutional characteristics account for variability among colleges.

408. Thistlethwaite, D. L. (1963). Recruitment and retention oftalented college students. Nashville, TN: Vanderbilt University.

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Argues that financial problems of academically talented students is the greatest contributor to the denial of the democratic ideal of equality of educational opportunity.

409. Thompkins, G. O. (1991). Influences and academic interests offreshman minority engineering students at Michigan State University: Implications for minority student retention. (Doctoral dissertation, Michigan State University, 1999). Dissertation Abstracts International, 59A , 2394. (UMI No. 9839707) Concludes that professionalism and economic factors are the most significant factors influencing minority students ' decisions to seek engineering degrees.

410. Ting, S. R. (2000). Predicting Asian Americans' academic performance in the first year of college: An approach combining SAT scores and noncognitive variables. Journal ofCollege Student Development, 41(4), 442-9. Reports that both cognitive and non-cognitive variables are strong predictors of Asian American students' academic performance.

411 . Tomas, D. L. (1998). Retention predictors for Hispanic students enrolled in developmental courses in rural community colleges. (Doctoral dissertation, Grambling State University, 1998). Dissertation Abstracts International, 60A, 363. (UMI No. 9920416) Reports that retention is a function of levels of financial aid, family support, and social and academic integration.

412. Watkins, 1. F. (1996). A test of a psychosocial model of student attrition for African American students at a private, historically Black college and university. (Doctoral dissertation, Southern Illinois University, Carbondale, 1997). Dissertation Abstracts International, 578, 6658. Develops a retention path model that is appropriate for African American students enrolled at a historically black college and university, and concludes that it is necessary to include a financial variable in the explanation of student persistence.

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413. Watkins, W. C, Jr. (Ed). (1999). The perceived effects of non-cognitive external factors on the persistence of African American college students: Parents, an untapped resource. (Doctoral dissertation, University of California at Los Angeles, 1999). Dissertation Abstracts International, 60A , 2832. (UMI No. 9943811) Reports that family background, financial resources, residential campus living, friends and associates, and transportation are significant predictors of student persistence at a large metropolitan university during fall 1996.

414. Wells, R. N., Jr. (1989). Theforgotten minority: Native Americans in higher education. NY : ERIC Clearinghouse for Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED317346) Reports that data from Tribal Colleges indicate that first year retention rates are low due to inadequate pre-college preparation, that most students experience financial difficulties, and that attrition rates are more than 50%.

3

Institutional Initiatives This entries in this chapter give attention to strategies and initiatives that colleges and universities use to recruit, retain and graduate minority students, and discussions, research and evaluations of programs and services designed to enhance minority student social integration and academic achievement.

415. Abel, F. J. (1994). Serving underrepresented diverse populations. University of Washington. Atlanta, GA: Association of Teacher Education. (ERIC Document Reproduction Service No. ED367604) Describes ways teacher education programs meet the needs of under-represented and diverse populations, and discuses the roles of minority teachers in the recruitment and academic persistent of students of color.

416. Ackerman, S. P. (1989). A Longitudinal look at the 1988 cohort oftransfer summer program participants' academic progress and social and cultural adjustment to the university ofCalifornia, Los Angeles. Los Angeles: Office of Academic Inter-institutional Programs, University of California. (ERIC Document Reproduction Service No. ED311951) Interviews underrepresented and low-income students to assess the extent to which Transfer Summer Program (TSP) students felt that the program fulfilled its goals and objectives.

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417. Aguilar, M. A. (1996). Promoting the educational achievement of Mexican American young women. Social Work in Education, 18(3), 145-56. Introduces a framework for high school retention efforts relying on the findings from a study of Mexican American women who are first in their families to attend college.

418. Ah Nee-Benham, M. K., & Stein, W. J. (Eds.). (2003). The renaissance of American Indian higher education: Capturing the dream . Battle Creek, Ml: Kellogg Foundation. (ERIC Document Reproduction Service No. ED469366) Describes the background of the Native American Higher Education Initiative and the impact upon the role and functions of Tribal Colleges.

419. Altman, R. & Snyder, P. (Eds.). (1971). The minority student on campus: Expectations and possibilities. Berkeley: Center for Research and Development in Higher Education, University of California. (ERIC Document Reproduction Service No. ED046547) Contains opinions and research on approaches to meeting the educational needs of minority college students.

420. Alvarez, I. J. (1994). Model VESL program guide, office information systems, international: One semester intensive training certificate ofachievement programs in general, medical, and legal office. Chula Vista, CA: Southwestern Community College. (ERIC Document Reproduction Service No. ED372792) Describes a program that provides Hispanic students with training for entrylevel office employment after completing their studies.

421. American Speech-Language-Hearing Association (1994, January). Sea Island Institute: Challenges in the expansion ofcultural diversity in communication sciences and disorders. Proceedings of the ASHA Conference, Jan. 6-9, Sea Island, GA: American Speech-Language-Hearing Association. Contains chapters describing strategies for recruitment and retention of minority students, developing multicultural curriculum, the importance of cultural diversity and cultural sensitive practice in the profession.

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422. Anderson, M. J., & So lienberger, H. M. (1996). An assessment of efforts to retain African American and other minority students in business programs. Equity and Excellence in Education, 29(3), 18-26. Reports on the successful retention program at Michigan state university.

423. Angel, D., & Barrera, A. (Eds.). (1991). Rekindling minority enrollment. San Francisco: Jossey-Bass. Contains 15 chapters describing a variety of community college programs and services designed to enhance minority student participation and success in higher education.

424. Aragon, S. T. (Ed.). (2001). Beyond access: Methods and models for increasing retention and learning among minority students. San Francisco: Jossey-Bass. Presents nine chapters addressing issues associated with retention of minority students at community colleges.

425. Arnold, R. E. (2004). Demographics and issues of retention. Black Issues in Higher Education, 21(18), 47. Describes current state of enrollment and retention, projects to 2020, and proposes actions necessary by community colleges and universities to develop supportive student and leamer-centered campuses.

426. Astin, A. W. (1977). Preventing students from dropping out. San Francisco: Jossey-Bass. Identifies factors that influence student chances of graduating and the institutional practices that can enhance retention and persistence.

427. Astin, A. W. (1997). How good is your institution's retention rate? Research in Higher Education, 38(6), 647-658. Presents formulas for estimating retention rates based on several factors including racial composition.

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428. Astin, A. W., Tsui, L., & Avalos, J. (1996). Degree attainment rates at American Colleges and Universities: Effects ofrace, gender and institutional type. Los Angeles, CA: Higher Education Research Institute. (ERIC Document Reproduction Service No. ED400749) Reports data from the Cooperative Institutional Research Program, and recommends ways colleges and universities can use the data to assess the appropriateness of their graduation rates.

429. Astin, H. S., Astin, A. W., Bisconti, A. S., & Frankel, H. H. (1972). Higher education and the disadvantaged student. Washington, DC: Human Service Press. Reports study of the characteristics of compensatory programs that have positive impacts on persistence.

430. Avalos, J., & Pavel, D. M. (1993). Improving the performance ofthe Hispanic community college student. Los Angeles, CA: ERIC Clearinghouse for Junior Colleges. (ERIC Document Reproduction Service No. ED358907) Analyzes two community college retention programs, and identifies reasons for their success.

431. Awe, C. O. (1995). A study of the retention offrrst-year minority students at a predominately white urban university as analyzed by selected variables. (Doctoral dissertation, Northern Illinois University, 1996). Dissertation Abstracts International, 56A , 3799. (UMI No. 9604229) Concludes that participation in minority support programs has significant impact on multiple dimensions of retention.

432. Bailey, T., Alfonso, M., Calcagno, J. C., Jenkins, D., Kienzi, G., & Leinbach. T. (2004) Improving student attainment in community colleges: Institutional characteristics and policies. New York: Columbia University. (ERIC Document Reproduction Service No. ED484346) Presents a comprehensive discussion and analysis of community college graduation rates, and proposes a framework for evaluating college performance.

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433. Bailey, T., Calcagno, J. c., Jenkins, D., Kienzi, G., & Leinbach, T. (2005). The effects ofinstitutionalfactors on the success ofcommunity college students. New York: Columbia University. (ERIC Document Reproduction Service No. ED 484345) Investigates the role of institutional characteristics in promoting academic success, and persistence among low income and minority students.

434. Baker, R. (1986). An analysis ofretention and attrition at MiraCosta College. Del Mar, CA: MiraCosta College. (ERIC Document Reproduction Service No. ED272253) Reports results of a study that documents patterns in college and classroom attrition, and makes recommendations for enhancing the outreach and retention programs.

435. Barrios, A. A. (1997). The Magic ofthe Mind Program for decreasing school dropout. Los Angeles, CA: East Los Angeles Community College. (ERIC Document Reproduction Service No. ED405436) Describes the components of the program, and its positive impact on academic achievement, and attrition rates, and attributes those results to the belief building component.

436. Beal, E. (1994). Outreach programs draw Hispanics to Cuyahoga campus. Black Issues in Higher Education, 11(7),7-8. Describes impact of outreach and marketing activities directed at Hispanic students.

437. Beaty, J., & Christe, K. B. (1986). University preparation for Native American students: Theory and application. Journal ofAmerican Indian Education, 26(1), 6-13. Describes a summer program at the University of Lethbridge to improve the retention and graduation rates ofNative American students.

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438. Bedini, L. A., Stone, C. F., & Phoenix, T. L. (2000). Increasing diversity among students in recreation, parks, and leisure studies curricula: A case study. Journal ofLeisure Studies and Recreation Education, 15(1),47-62. Outlines several strategies for the recruitment and retention of students from underrepresented minority groups into recreation, parks, and leisure studies programs.

439. Bell, D. M. (1994). Giving voice to black male students and black male secondary educators: An exploration into the Black American male teacher shortage. (Doctoral dissertation, University of Maryland College Park, 1995). Dissertation Abstracts International, 55A, 3160. (UMI No. 9507912) Identifies barriers to recruiting black males and recommends strategies.

440. Benavides, L. (1996). Staying competitive. Black Issues in Higher Education, 13(21),22. Comments on how historically black colleges and universities hope to increase their enrollments by putting more resources into their marketing efforts to remain competitive with predominantly white institutions.

441. Benham, M. (Ed.). (2002). Celebrating 30 years of American Indian Higher Education 1972-2002: Bringing out the stories - Lessons about engagement. Journal ofAmerican Indian Education, 41(2), 1-60. Presents descriptions of programs sponsored by the Native American Higher Education Initiative, and highlights the importance of family to student retention and persistence in the Fort Peck Community College Project.

442. Bensimon, E. M., Polkinghome, D. E., & Bauman, G. L. (2004). Doing research that makes a difference. Journal ofHigher Education, 75(1), 104-126. Describes the practitioner-as-researcher model and its application with the diversity scorecard project.

443. Bowannie, M (2002). Bridging business with tradition for the future. Winds ofChange, 17(4),44-46.

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Describes a colIaborative recruitment and retention initiative between the American Indian Business Association and the University of New Mexico, and the integration of business curriculum and instruction with Native cultural values.

444. Boyd, V. (1989). A fraternity-based retention intervention for black male freshmen. ColIege Park, MD: University of Maryland. (ERIC Document Reproduction Service No. ED304985) Tests the impact of a peer mentoring program and concludes that a successful program will involve faculty members, and include greater involvement of students in the university community.

445. Boyles, L. W. (2000). Exploration of a retention model for community college students. (Doctoral dissertation, University of North Carolina, Greensboro, 2000). Dissertation Abstracts International, 61A, 1721. (UMI No. 9972048) Analyzes the utility of a multidimensional structural model for predicting retention.

446. Brawer, F. B. (1996). Retention-attrition in the nineties. Los Angeles, CA: ERIC Clearinghouse for Community ColIeges. (ERIC Document Reproduction Service No. ED39351 0) Reviews literature and identifies strategies that increase community colIege retention.

447. Brennan, M. (1993). Graduate levels a mixed picture for minorities. Chemical & Engineering News, 7 J, 37. Argues that the lack of leadership on the part of graduate institutions is a key factor in the low enrolIment of minority students in graduate level studies in the physical sciences.

448. Britts, M. W. (1975). Blacks on white college campuses. Minneapolis: Challenge Productions.

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Describes Concordia College initiatives for recruiting and retaining minority students.

449. Brown, C. (1991). Increasing minority access to college: Seven efforts for success. NASPA Journal, 28(3), 224-230. Describes seven efforts for successful recruitment, retention, and graduation of minority students.

450. Brown, D. (2000). A model of success: The Office of AHANA Student Programs at Boston college. Equity & Excellence in Education, 33(3), 49-51. Describes a successful six-week summer program that has a positive effect on retention of minority students.

451. Brown, L. B., & Alley, G. R. (2003). True colors: Are others what we want to see? American Indian Quarterly, 27(1/2) 121-131. Describes methods and outcomes of a department level minority students recruitment program, and the political compromises necessary to obtain faculty support.

452. Brown, L. J. E. (1994). Interventions for academic success of African American freshmen college students. (Doctoral dissertation, Wayne State University, 1995). Dissertation Abstracts International, 56A, 471 . (UMJ No. 9519872) Investigates the impact of a support services program on academic success and retention, and finds that students in the experimental group had higher grade point averages and higher quality of effort scores.

453. Brown, R. S., Schwartz, J. L., Coleman, B. M., & Sanders, C. F., Jr. (2000). The black and white of dental education in the United States: Enrollment and graduation trends. Journal ofthe National Medical Association, 92(11), 536543. Evaluates data showing trends in dental school enrollment and graduation, and identifies strategies to strengthen recruitment efforts.

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454. Brown, S. P. (1994). Images of me: A model to promote retention of black female students on predominantly white campuses. Journal ofCollege Student Development, 35(2), 150-151. Describes an action-oriented group approach for counseling Black female college students to increase retention, and enhance personal development.

455. Bucke, J. (1986). Retention strategies: Perspectives from special programs. NY: City University of New York. (ERIC Document Reproduction Service No. ED315493) Discusses research methods for retention studies, and strategies used by CUNY programs to increase retention

456. Burley, H. (1996). Individualization and diversity: Antecedents to institutional effectiveness. Community College Journal ofResearch and Practice , 20(1), 75 -85.

Argues that institutional affirmation of students' individual identities and high expectation are key characteristics of culturally diverse campuses.

457. Byrd, C. Y., & Thomas, M. J. (1993). Minorities achieving in nursing. Journal ofCollege Admission, 14/,26-28. Describes the impacts of community outreach activities and campus programs on minority student recruitment efforts, and retention.

458. Cabrera, A., Nora, A., & Castaneda, M. (1993). College persistence: Structural equations modeling test of an integrated model of student retention. Journal ofHigher Education, 64(2),123-139. Surveys first year college students to test propositions from Tinto' s and Bean's theories, and concludes a strong impact of campus climate on retention.

459. Cabrera, R. (2001-2002). Retention issues in legal education: The roles of undergraduate educators and of academic support in the law school. Journal of College Student Retention, 3(2), 167-182.

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Reviews literature on legal education and student retention and concludes the necessity of intercolJegiate cooperation.

460. CaldwelJ, L. D., & Siwautu, K. O . (2003). Promoting academic persistence in African American and Latino high school students. The educational navigation skills seminar. The High School Journal, 87(1),30-38. Describes the background and implementation of a pre-college program for aspiring first generation students

461. Campbell, P. B., Jolly, E., Hoey, L., & Perlman, L. K. (2002). Upping the numbers: Using research-based decision making to increase diversity in the quantitative disciplines. Newton, MA: Education Development Center. (ERIC Document Reproduction Service No. ED463714) Reviews the literature and makes specific recommendations on effective strategies to increase the levels of motivation for pursuing studies in quantitative disciplines, and academic success of under-represented students.

462. Carreathers, K. R. (1996). Three exemplary retention programs. New Directions for Student Services, 74, 35-52. Describes the programs and how they became institutionalized and were marketed to students of color.

463 . Carroll, J. (1988). Freshman retention and attrition factors at a predominantly black urban community colJege. Journal ofCollege Student Development, 29(1), 52-59. Examines the influence of participation in a colJege discovery program on the retention of educationally under-prepared Black freshmen, and reports that the strongest predictor was the perceptions of guidance from the counselor, followed by amount of participation in the program.

464. Carroll, N . E. W. (1998). Undergraduate retention programs for minorities: A case study. (Doctoral dissertation, University of Texas, 1998). Dissertation Abstracts International, 59A, 3367. (UMI No. 9905702)

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Uses the historical documentary method to assess the impact of the Hopwood Decision on the recruitment and retention of African American and Mexican American students.

465 . Carroll, W. J., & Matesich, M. A. (1993). Diversity and the urban campus: The Ohio Dominican response. (ERIC Document Reproduction Service No. ED358215) Describes the college's multidimensional efforts to improve the retention rates of African American students.

466. Castro, O. K. (2002). Back to school. Newsfrom Native California, 16(1), 6. Discusses the role of student affairs personnel in recruiting and retaining incoming Native students in several colleges in California.

467. Chalkley, Y. M. (1995). A study of recruitment and retention efforts for minority students within the fifty-four United States' Dental colleges. (Doctoral dissertation, University of Iowa, 1995). Dissertation Abstracts International, 57A, 40. (UMI No. 9614589) Reports that deans and minority students agree there are minimal recruitment and retention efforts in place, and proposes actions college deans can take.

468. Chavez, M., & Maestas-Flores, M. (1991). Minority student retention: ENLACE. New Directionsfor Community Colleges, 19(2), 63-67. Describes the retention strategies used at Evergreen Valley College, which emphasizes preparing students to successfully complete the cognitive academic core of English and Math courses.

469. Chenoweth, K. (1999). HBCUs tackle the knotty problem of retention. Black Issues in Higher Education, 15,38. Discusses the national retention statistics for African American students, and the efforts of Historically Black Colleges and Universities to improve their retention programs.

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470. Chira, S. (1992, November 3). Minority students tell of bias in quest for higher education. The New York Times, p. AI. Discusses the Institute for the Recruitment of Teachers Program that guides minority students through graduate school application processes, and discusses the perceptions of racial bias that students report.

471. Christler, T. R. W. (1987). Recruiting and counseling people of color at western universities. International Journal for the Advancement ofCounseling, 10(1),45-58. Discusses strategies for the recruitment and retention of students who share a history of racial discrimination, and have roots in non-Western cultures.

472. Clark, C. (2003). Building authentic intergroup dialogue on campus: Living a commitment to shared governance and career path development through full inclusion of all members of the university community. Multicultural Education, //(2), 55-58. Describes the Intergroup Dialogue and Leadership Program, and its use with student and staff diversity initiatives.

473 . Clemmons, D. (1993). Minority retention programs in the North, South, and Mid-West: Are they designed to increase retention rates in higher education in the 90s and beyond? (Doctoral dissertation, University of Massachusetts at Amherst, 1993). Dissertation Abstracts International, 54A , 2004. (UMI No. 9329584) Conducts a comparative analysis of retention programs that successfully address needs of African American students.

474. Clewell, B. C., & Ficklen, M. S. (1986). Improving minority retention in higher education: A search for effictive institutional practices. Princeton, NJ: ETS. (ERIC Document Reproduction Service No. ED299841) Identifies four majority white institutions with exemplary records for minority retention rates, and describes the factors that contributed to their successes.

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475. Clewell, B. C. & Ficklen, M. S. (1987). Effective institutional practices for improving minority retention in higher education. Journal ofCollege Admissions, 116, 7-13. Uses case studies of four institutions to identify characteristics of effective retention initiatives.

476. Collins, M. (2001). Recruiting for diversity: Best practices for building relationships with HBCUs. Journal ofCareer Planning & Employment, 62(1), 17-24. Discusses effective recruiting practices and how successful programs operate to improve the outcomes of their diversity recruitment efforts for minority populations.

477. Collison, M. N. K. (1987, May 6). Colleges try new techniques in fierce competition for black students. The Chronicle ofHigher Education, p. AI. Describes the Dartmouth College weekend, called "Experience Dartmouth," which is touted as one of the nations most successful recruitment tools.

478. Collison, M. N. K. (1987, August, 7). How four predominantly white colleges succeed in retaining black and Hispanic Students. The Chronicle ofHigher Education, pp. A31-34. Discusses retention efforts for minority students at various colleges.

479. Credle, J. 0 ., & Dean, G. J. (1991). A comprehensive model for enhancing black student retention in higher education. Journal ofMulticultural Counseling and Development, 19(4), 158-165. Proposes a comprehensive retention model for application within predominantly white colleges and universities, and strategies for overcoming institutional barriers.

480. Critical Issue Bibliography Sheet: Lessonsfrom the field. (2001). Washington DC: ERIC Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED466853)

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Contains descriptions of exemplary practices for creating multicultural campuses.

481. Cross, S. L. (1993). A cross-sectional study ofselected four-year public and private colleges and universities in the United States with American Indian student support programs. (Doctoral dissertation, Michigan State University, 1993). Dissertation Abstracts International, 55A, 226. (UMI No. 9417982) Documents the effectiveness of support programs for recruitment, retention and graduation.

482. Cunningham, C. (2002). The 'rite' to intervene. Black Issues in Higher Education, 19(10), 22-26. Describes the African American Rites of Passage Summer Academy, which serves as an integral part of the community college's recruitment and retention strategy for students of color.

483. Curiel, H. (1989, October). Forming practice and academic partnerships in recruitment ofHispanic students for the field ofaging. Paper presented at the Annual Conference of the National Association of Social Work, San Francisco, CA. (ERIC Document Reproduction Service No. ED318602) Describes the value of a summer internship designed to increase knowledge and interest in gerontology careers.

484. Davis, J. D. (Ed.). (1994). Coloring the halls ofivy: Leadership and diversity in the academy. (ERIC Document Reproduction Service No. ED363256) Presents essays that focus on different dimensions of cultural diversity, and the importance of broad-based institutional leadership.

485. De los Santos, A., Jr., & Richardson, R. C., Jr. (1988). Ten principles for good institutional practice in removing race or ethnicity as a factor in college completion. Educational Record, 69(3-4), 43-47. Discusses characteristics of a college environment that promote and support diversity and persistence.

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486. DeNecochea, G. (1988). Expanding the Hispanic college pool: Pre-college strategies that work. Change, 20(3), 60-62. Discusses pre-college intervention strategies that increase the numbers of Hispanic students who succeed in college.

487. Dennis, M. J. (1998). A practical guide to enrollment and retention management in higher education. Westport, CT: Gergin & Garvey. Argues that retention management is an integral component of enrollment management, and proposes methods for integrating those functions with admissions, financial aid, registration, research and public relations.

488. Derlin, R., & McShannon, J. (1996). Action research teams: A means to transform teaching and empower underrepresented students in the university classroom. San Antonio, TX: National Conference on Race and Ethnicity in American Higher Education. (ERIC Document Reproduction Service No. ED400765) Describes a strategy for combining classroom observations with collegial interaction among university faculty, teaching assistants, and university students to improve pedagogy and the retention of diverse students in higher education.

489. Dervarics, C., & Roach, R. (2000). FortifYing the federal presence in retention. Black Issues in Higher Education, 17(3),20-26. Focuses on the retention problems of African American and other minority college students, and presents a proposal for increased federal funds for college retention programs.

490. Dolberry, J. (1991). Salish Kootenai College Project for recruitment and retention ofNative Americans in associate degree nursing. Final Report. Pablo, MT: Salish KootenaI College. (ERIC Document Reproduction Service No. ED337218) Describes the project goals, the statuses of those students recruited for the nursing program, and factors that contributed to the project's success.

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491. Dolly, J. P., Blaine, D. D., & Power, K. M. (1989). Performance ofeducationally at-risk Pacific and Asian students in a traditional academic program. Journal o/Instructional Psychology, 16(2), 155-163. Investigates factors contributing to academic success and reports that clear expectations, rigorous programs and limited options are the salient factors.

492. Elvin, R. S., & Wood, G. L. (1989). AAU Research Institution pilots transfir institute to enhance minority educational opportunities. (ERIC Document Reproduction Service No. ED30892I) Describes the structure and operation of a collaborative summer program, and the perceptions of the first year participants about its effectiveness.

493. Evelyn, J. (1997). Historically black Bluefield State's ironic situation: Desperately seeking black students and faculty. Black Issues in Higher Education, 14,28-9. Reports on the efforts ofa historically black university in West Virginia to recruit and retain minority students and faculty.

494. Falk, D. R., & Aitken, L. P. (1984). Promoting retention among American Indian college students. Journal 0/ American Indian Education, 23(2), 24-31. Identifies five factors important for the retention of American Indian college students.

495. Fant, C. N. (2001). Formative evaluation of the first year of a multi-campus program designed to promote recruitment, retention, and degree completion among minority graduate students in science, mathematics, engineering, and technology fields. (Doctoral dissertation, University of Mississippi, 2002). Dissertation Abstracts International, 63A, 36. (UMl No. 3040611) Conducts a formative evaluation of a multi-campus graduate student support services program, and identifies components of successful recruitment and retention strategies.

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496. Fecher, A. (Ed.). (1991). Recruitment and retention ofminorities: Ten case studies from the Neylan Minorities Project. Washington, DC: Association of Catholic Colleges and Universities. (ERIC Document Reproduction Service No. ED338172) Reports program evaluations of institutional readiness and ultimate success in recruiting and retaining minority college students.

497. Fidler, P. P., & Godwin, M. A. (1994). Retaining African American students through the freshman seminar. Journal ofDevelopmental Education 17(3), 34-40. Discusses the personal and social development needs of African American students and how the Freshman Seminar contributes to their development and their retention.

498. Fields, C. D. (1998). Motivating faculty gets results. Black Issues in Higher Education, 15(3), 25. Discusses the availability of$3 million in yearly grants to individual faculty members or clusters of faculty who have a proven track record for producing African American and other underrepresented doctoral graduates in mathematics, science, and engineering.

499. Flores, 1. L. (1994). Facilitating postsecondary outcomes for Mexican Americans. Charleston, WV: Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED372903) Discusses factors that influence academic persistence and graduation of Mexican American college students, and identifies specific problems and barriers to academic success.

500. Fluckiger, J., & Thompson, F. T. (2000). Grow your own: One district's answer to a need for minority classroom teachers. Delta Kappa Gamma Bulletin, 67(1), 25-31. Describes the collaborative minority teacher recruitment program involving the Omaha Public Schools and the College of Education at the University ofNe-

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braska at Omaha, which encourages students of color to enroll in colleges of education and supports them during teacher preparation and with job placement.

501. Ford, C. A. (Ed.). (1996). Student retention success models in higher education. Tallahassee, FL: CNJ Associates. Presents detailed descriptions of successful retention strategies.

502. Fordyce, H. R. (1999). Improving retention rates ofblack college students: A callfor action. Atlanta, GA: United Negro College Fund. (ERIC Document Reproduction Service No. ED333802) Reports on the problem of retaining and graduating black students in four-year college programs, and suggests several remedies.

503. Fortson, S. B. (1997). An evaluation of a program to influence academic self-concept among African American male college students. Journal ofEmployment Counseling, 34(3), 104-107. Discusses the content of a ten-week course designed to increase self-concept and reports no effects.

504. Fox, R. N. (1986). Application of a conceptual model of college withdrawal to disadvantaged students. American Educational Research Journal, 23(3),415-424. Uses Tinto's model to study and explain attrition among disadvantaged students at a senior college of the City University of New York, and finds that signs of academic difficulty are accompanied by psychological disengagement.

505. Fries-Britt, S. (1997). Identifying and supporting gifted African American men. New Directions for Student Services, 80, 65-78. Reviews the literature and describes programs that promote and support academic integration and college success for African American men, and presents recommendations for creating similar programs.

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506. Fuertes, J., Sedlacek, W. E., & Liu, W. M. (1994). Using the SAT and noncognitive variables to predict the grades and retention of Asian American university students. Measurement and Evaluation in Counseling and Development, 27(2), 74-84 Concludes that cognitive and non-cognitive factors are important in assessment and prediction of success, and in the design of support programs for this group.

507. Furr, S. R., & Elling, T. W. (2002). African-American students in a predominantly white university: Factors associated with retention. College Student Journal, 36(2), 188-202. Reports that students that persist and those who do not differ regarding financial aid, campus involvement, and academic performance.

508. Gabelko, N. H., & Sosniak, L. A. (2002). "Someone just like me": When academic engagement trumps race, class and gender. Phi Delta Kappan, 83(5), 400-405. Discusses the positive impact of the Academic Talent Development Program on recruitment and inter-group relations.

509. Gale, N. L. (2002). Follow-up evaluation of the agricultural minority summer research internship program. (Doctoral dissertation, Iowa State University, 2002). Dissertation Abstracts International, 63A , 1228. (UMI No. 3051463) Evaluates the impact of the minority summer research program on minority high school and undergraduate student awareness of agriculture related issues, and finds it was beneficial.

510. GaIJin, A., & Gallagher, P. J. (Eds.). (1989). Educating toward the future [Special issue]. Current Issues in Catholic Higher Education, 9(2). Presents several articles discussing educational needs of Hispanic and other minority group students, and challenges affecting recruitment programs.

511. Garcia, V. E., & Vazquez, L. A. (1994). 10 a pen pals program: Latinos/as supporting Latinos/as. Journal ofReading, 38(3), 172-78.

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Describes a pen pal program involving Latino/a high school and college students that is designed to enhance reading and writing skills, promote cultural pride and to build networks among the students which is assumed to impact positively retention.

512. General College Retention Program, /980-/98/ Final Report. (1982). Minneapolis, Minnesota, General College. (ERIC Document Reproduction Service No. ED216595) Describes the impact of the Pilot Education Program on retention of minority students.

513. Giles, G. H. F. (1989). Increasing the retention of black students: A multimethod approach. Journal ofColiege Student Development, 30(3), 196-200. Advises institutions of higher learning seeking to improve the retention of black students to consider the impact of non-residency, off-campus employment, and social distractions.

514. Gloria, A. M., & Rodriguez, E. R (2000). Counseling Latino university students: Psychosociocultural issues for consideration. Journal ofCounseling and Development, 78(2), 145-154. Discusses issues important to delivery of culturally competent counseling services.

515. Good, J., Halpin, G., & Halpin G. (2002). Retaining Black students in engineering: Do minority programs have a longitudinal impact? Journal ofCollege Student Retention: Research, Theory, and Practice, 3, 351-364. Examines the sophomore year effects of a freshman year academic support program, and concludes positive effects on retention.

516. Goodrich, A. (1980). Developing a data-driven retention modelfor improving minority student persistence in predominantly white and historically black colleges. Boston, MA: AERA. (ERIC Document Reproduction Service No. ED186525)

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Proposes that computerized monitoring and campus-wide committees to review the data can effectively address the major questions in the retention literature, and will facilitate the improvement of persistence.

517. Grannis, J. C. (1991). Meeting the goals ofschool completion. New York, NY: Clearinghouse on Urban Education, Columbia University. (ERIC Document Reproduction Service No. ED334309) Discusses ways to reduce and prevent minority student dropouts and improve graduation rates, and recommends that social integration is the most significant factor 518. Griffin, o. T. (1991). Strategies for black student retention: A conceptual review. Western Journal ofBlack Studies, 15(4), 235-241. Discusses the importance of social integration in the retention and graduation of black undergraduate students.

519. Grites, T. J. (1979). Academic advising: Getting us through the eighties. American Association for Higher Education, Report #7. Washington DC: AAHE. (ERIC Document Reproduction Service No. ED 178023) Analyzes the literature on academic advising and concludes that interfaces between all student services functions are crucial to retention, and that special advising services for minority students will increase retention as well.

520. Grooper, R. G., & Shepart-Tew, D. (2000). Project EFFECT: A case study of collaboration and cooperation. Nursing Outlook, 48(6), 276-280. Describes the positive effects of providing services to the school aged children and families of graduate students.

521. Hagedorn, L. S., & Cepeda, R. (2004). Serving Los Angeles: Urban community colleges and educational success among Latino students. Community College Journal ofResearch and Practice, 28(2), 199-21 I. Describes college impacts on academic and non-academic outcomes.

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522. Hagedorn, L. S., & Maxwell, B. (2002). Research on urban community college transfer and retention: The Los Angeles TRUCeS Project. Los Angeles: University of Southern California. (ERIC Document Reproduction Service No. ED464662) Reports data from the Los Angeles Transfer and Retention of Urban Community College Students (TRUCCS) Project that documents the transfer, remediation and social integration patterns of all students including Hispanic and African Americans.

523. Hall, C. W. (2000). African American college students at a private, urban, predominantly white institution: Patterns ofsuccess. (Doctoral dissertation, Fordham University, 2000). Dissertation Abstracts International, 61 A, 438. (UMI No. 9960948) Identifies the multiple factors contributing to persistence of African American students, and concludes that first-semester grade point average is the main determinant offrrst-year retention, and that the availability of ethnic and cultural organizations helps to reduce feelings of isolation and alienation.

524. Hall, P. (2003). Developing research skills in African-American students: A case note. Journal ofAcademic Librarianship, 29(3), 182-188. Describes the content and effects of the Research Assistance Program.

525 . Haller, E. W., & Aitken , L. P. (Eds.). (1992). Mashkiki: Old medicine nourishing the new. American Indians and Alaska Natives in biomedical research careers. Lanham, MD: University Press of America. Contains essays that examine methods for enhancing and increasing recruitment and retention of American Indian and Alaska Native students.

526. Hamilton, J. M. (1995). Enrollment, retention and graduation ofBlacks in Gainsville College. Georgia: Gainesville Community College. (ERIC Document Reproduction Service No. ED 379019) Presents demographic information documenting enrollment patterns, retention

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and graduation rates, and includes a review of literature on recruitment and retention.

527. Hammer, B. (2003). Award-winning approaches to retention. Black Issues in Higher Education, 20(11), 28-31. Describes retention programs that won the Noel Levitz Retention Excellence Award.

528. Hanson, T. L., & Mangum, A. W. (1992, October). Recruitment and retention ofHispanic students at West Texas State University. Chicago, IL: SCA. (ERIC Document Reproduction Service No. ED354282) Describes the university's efforts to recruit and retain Hispanic students by collaborating with a local alliance to provide summer pre-college experiences, access to financial aid, and scholarships.

529. Hardy, D. (1992). Saying yes to college: A local program makes a difference. College Board Review, 163,30-33,37. Discusses a cooperative effort for increasing minority college enrollment.

530. Harris, S. M. (1989). An evaluation of a university minority student retention program. (Doctoral dissertation, Virginia Polytechnic Institute and State University, 1990). Dissertation Abstracts International, 51A, 986. (UMI No. 9010710) Concludes that participants exhibited decreased alienation, and heightened empowerment, but had lower yearly rates of persistence.

531. Harward, N. (1977). A two-year follow-up of a minority recruitment project. Social Work Research and Abstracts, 13(3), 17-23. Reports that a successful recruitment and retention program consists of group support, academic help, financial aid and counseling.

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532. Head, R. B., & Fowler, P. G.. (1994). Minority enrollment report: Fall semester 1993. Charlottesville, VA: Piedmont Virginia Community College. (ERIC Document Reproduction Service No. ED366379) Examines longitudinal data on minority enrollment to identify trends that can inform the directions for student recruitment and retention activities.

533. Hebert, M. S. (1997). Correlates of persistence and achievement of special program students at a New England regional state university. (Doctoral dissertation, University of Connecticut, 1997). Dissertation Abstracts International, 58A,3380.0UMI~o.9810513)

Concludes that enrollment in student support services programs predicts persistence and achievement better than SAT scores.

534. Henderson, J. C. (1991). Minority student retention. New Directionsfor Community Colleges, 19(2),47-55. Discusses the community college's role in recruitment of Native American stu... dents, and describes counseling, assessment, remedial, and outreach programs to help minority students succeed.

535. Hendrix, W. F., & Nelson, W. J. (1986). Recruitment: A significant and overlooked component of black college survival. Western Journal ofBlack Studies, 10(2), 55-58. Suggests ways that Black colleges can successfully recruit and retain Black students.

536. Henson, K. T. (Ed.). (2003). Learner-centered education program at the Citadel. Education (special section), 124(1),4-104, 107. Contains several articles describing the multifaceted program at the Citadel, and the positive impacts on student performance and achievement.

537. Hermond, D. S. (1994). Evaluation of retention strategies of Texas A&M university's minority engineering program. (Doctoral dissertation, Texas A&M

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University, 1994). Dissertation Abstracts International, 54A, 3944. (UMI No. 9410790) Evaluates retention strategies of minority students in the engineering program.

538. Hernandez, M. M. (1981). A study of the relationship between support services and the retention of Mexican American and Anglo adult students in three Texas community colleges. (Doctoral dissertation, University of Texas, Austin, 1980). Dissertation Abstracts International, 41A, 4588. (UMI No. 8109178) Studies the relationship between support services and the retention of Mexican American and Anglo adult students in community colleges, and concludes that student level of awareness and use of support services is predictive of social and academic integration and persistence.

539. Hernandez-Mijangos, J. (2001). Non traditional students' learning and developmental experiences at two-year institutions: An assessment of Hispanic/Latino(a) students' experiences at selected community colleges in Iowa (Doctoral dissertation, Iowa State University, 2001). Dissertation Abstracts International, 62A, 436. (UMI No. 3003248) Uses qualitative and quantitative methods to assess Hispanic students' educational and social experiences at Iowa community colleges, and the impact of those experiences on motivation to transfer.

540. Hicks, M. A., & Shere, C. (2003). Toward reflective admission work: Making a case for a transformative approach in admission practice and reflection in action. Journal ofCollege Admission, /78, 16-27. Argues for an admissions approach that overtly considers issues of diversity, and describes a project with such focus.

541 . Hill, H. C. (1993). A study of the public two-year colleges in Texas in the recruiting and retention of minorities from 1984-1990. (Doctoral dissertation, Texas A& M University, 1993). Dissertation Abstracts International, 54A, 2823. (UMI No. 9403508)

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Reports that motivated staff and faculty and adequate resources are primary factors in successful recruitment and retention programs.

542. Hopson, G. E. (1990). A study of academic perfonnance and retention of Minority Assistance Peer (MAP) program participants and non-participants at the University of South Carolina. (Doctoral dissertation, University of South Carolina 1990). Dissertation Abstracts International, 51A, 4024. (UMI No. 9113815) Uses the Documents Analysis Method and finds that program participants had higher rates of academic perfonnance and retention.

543. Hoyt, K. L. (1998). The diversity challenge: Institutional factors that affect minority student retention at Ohio independent colleges. (Doctoral dissertation, Ohio University, 1998). Dissertation Abstracts International, 59A, 1091. (UMI No. 9829171) Reviews literature and applies theory-to-practice tests to identify best practices in student retention.

544. Hrabowski, F. A. III (1991). Helping gifted black males succeed in science. Journal ofHealth Care for the Poor and Underserved, 2(1), 197-201. Describes the Meyerhoff Scholarship Program's success in recruiting and retaining African Americans in undergraduate and graduate programs.

545. Hudson, W. E. Sr., Henderson, D., & Henderson, J. (2002). The retention of entering and returning freshmen enrolled at Florida A&M University's School of General Studies during the fall semesters 1997-2002. Education, 123(1),210-213. Reports high first semester retention rates but declines in the number of returning students after the spring semesters.

546. Humphries, F. S. (1971). Institutional methods for developing talent in Black college students: The thirteen-college curriculum program. Washington, DC: Institute for Services to Education. (ERIC Document Reproduction Services No. ED067066)

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Describes a program that involves administrators and teachers in producing learning environment that enhances student retention and persistence.

547. Hurd, H. (2000). Staying power: Colleges work to improve retention rates. Black Issues in Higher Education, 17(18),42-46. Discusses the incentive strategies used by black colleges and universities to improve the retention and graduation rates of students.

548. Hurley, M. A. (2000). Video-based supplemental instruction: An interactive delivery system that facilitates student learning. (Doctoral dissertation, University of Missouri-Kansas City, 2000). Dissertation Abstracts International, 61A, 1317. (UMI No . 9970741). Studies the role of video based supplemental instruction on the learning and retention of under-prepared university students and proposes implications for minority students.

549. Hurtado, J. (Ed.). (1990). Ohlone College Hispanic Retention Survey. Freemont CA: Ohlone College. (ERIC Document Reproduction Service No. ED348119). Identifies challenges facing the college as well as the positive influences offinancial aid and counseling services for student success.

550. Huth, L. (1995). Waterloo Schools and Wartburg College: A cooperative venture to increase the minority teaching candidates in Waterloo, Iowa. Washington, DC: Association ofIndependent Liberal Colleges for Teacher Education. (ERIC Document Reproduction Service No. ED386442) Discusses a collaborative program for recruitment of minorities into the Teacher Associates program and how success has enhanced the diversity training of all graduates of the Wartburg teacher education program.

551. Jackson, N. (Ed.). (1996). Successful community college recruitment and retention: Case studies. Washington DC: U.S. Department of Education. (ERIC Document Reproduction Service No. ED395902)

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Presents case studies identifying barriers, issues, and successful initiatives for assisting nontraditional and community college transfer students make the transition to university settings.

552. James, D. P. (1991). Minority student retention: The Prince George's Community College program. New Directionsfor Community Colleges, 19(2), 57-62. Describes and traces the program's growth, and presents results from the evaluation.

553. James, N. W., O'Toole, D., & Steven, P. (1999). Factors affecting student retention probabilities: A case study. Journal ofEconomics and Finance, 23(1), 45-55. Includes financial considerations in Tinto's goal and institutional commitment factors to present the case study, and concludes that academic and social integration are the strongest predictors of the persistence decision, and that financial considerations are less important.

554. Jaschik, S. (1987, Sept 2). The year ahead: Minorities. The Chronicle of Higher Education, pp. A88-A91 . Discusses the role of community colleges in promoting minority education and the importance of relationships between students and college officials.

555. Jenkins, Y. M. (Ed.). (1998). Diversity in college settings: New directions for college mental health. NY: Routledge. Discusses challenges facing campus mental health services as colleges diversify their student populations, and presents case studies demonstrating effective responses to those challenges.

556. Jones, D. E. (2002). Factors that influence college choice for African American students. (Doctoral dissertation, Union Institute and University, 2002). Dissertation Abstracts International, 63A, 2809. (UMI No. 3061987)

Institutional Initiatives

III

Uses the Student CoIlege Choice Questionnaire to identify factors influencing minority and non-minority student's decisions to attend specific coIleges.

557. Jones, K. L. (2001). Coping skills, balance, and duality: Black undergraduate students striving for academic success while maintaining their racial identity at predominantly white institutions. (Doctoral dissertation, University ofWisconsin, Madison, 2002). Dissertation Abstracts International, 62A, 2358. Examines cultural duality among black coIlege students by exploring the question of how the students maintain both academic achievement and their racial identity while developing coping strategies to reconcile the two, and concludes that students are engaged in a cultural conflict that negatively affected their academic outcome.

558. Jonides, J., & Gregerman, S. (1995). Evaluation and dissemination ofan undergraduate program to improve retention ofat-risk students. Washington, DC: U.S. Department of Education. (ERIC Document Reproduction Service No. ED414841) Evaluates the effectiveness ofa minority retention program.

559. Kane, M. A., Beals, c., Valeau, E. J., & Johnson, M. J. (2004). Fostering success among traditionaIly underrepresented student groups: HartneIl CoIlege's approach to implementation of the math, engineering, and science achievement (MESA) program. Community College Journal ofResearch and Practice, 28(1), 17-26. Describes the positive impact of the program on minority student enrollments, and academic achievement in math and science courses.

560. Kangas, J. (1992). Success and retention rates for Gateway U classes. Research Report No. 256. San Jose, CA: San Jose/Evergreen Community College District. (ERIC Document Reproduction Service No. ED349049) Attributes the university's successful minority retention rates to the weekly student surveys that monitor academic performance, and awareness and access to support services.

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Recruitment and Retention

561. Kappner, A. S. (1991). The role ofleadership in planning and implementing diversity. Kansas City, MO: American Association of Community and Junior Colleges. (ERIC Document Reproduction Service No. ED333910) Explores the outcomes of initiatives and policies that support diversity in community colleges that can serve as models for other institutions.

562. Kaufield, C. (1993). An analysis of the perceptions of the minority/student affairs personnel regarding methods of black student retention. (Doctoral dissertation, Ball State University, 1993). Dissertation Abstracts International, 54A, 4003 (UMl No. 9410926) Reviews the literature to identify factors contributing to black student retention and surveys directors of minority affairs programs to determine which of those factors were present in their programs.

563. Keiter, J. J. (1990). The recruitment and retention ofminority trainees in university affiliated programs. Madison, WI: Waisman Center University Affiliated Program. (ERIC Document Reproduction Service No. ED328031) Describes exemplary programs for increasing enrollment and persistence of Asian American students.

564. Kettering Minority Retention of Engineering Students Rank Third in Michigan. (1999). Hispanic Times Magazine, 20(1),35. Attributes the success to its cooperative work program, the summer pre-college program, and student support services.

565. Khaneja, G. K. (1998). The role of students' background and levels of academic and social integration in retention of minority undergraduates in science and affiliated fields. (Doctoral dissertation, Columbia University Teachers College, 1998). Dissertation Abstracts International, 59A, 1937. (UMl No. 9839084) Assesses the role of student support services in students' decisions to persist or withdraw from college and finds that greater use of those services predicts retention.

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566. Kisubi, A. T. (1993). Voices of racial disharmony in Kansas City Higher Education. (Doctoral dissertation, University of Missouri, Kansas City, 1993). Dissertation Abstracts International, 54A, 3646. (UMI No. 9407843) Uses quantitative and qualitative methods to study enrollment and attrition issues and proposes those issues can be resolved by administrators taking into consideration student opinions about cultural diversity.

567. Klepper, W. M., & Stodt, M. M. (1987). The benefits of consortium participation. New Directions/or Higher Education, 15(4), 87-93 . Describes the progress of a 12 institution consortium for student retention.

568. Kobrak, P. (1992). Black student retention in predominantly white regional universities: The politics of faculty involvement. Journal o/Negro Education, 61(4),509-530. Discusses factors that contribute to the low retention rate of black students at predominately white universities, and recommends that institutional arrangements in the university settings must be altered to address successfully this problem.

569. Laguardia, A. (1999). A survey of school-college partnerships for minority and disadvantaged students. The High School Journal, 82(2), 97- 110. Examines school-college partnerships that focus on the improvement of educational opportunities and postsecondary success for minority students.

570. Landward, J. S. (1980). The differential effects on academic achievement with an academic enrichment program employed with high-risk university students. (Doctoral dissertation, University of Utah , 1980). Dissertation Abstracts International, 41A, 2296. Uses an experimental design and concludes that the program effects grades and retention in the first term, but does not show significant effects at one year.

571. Lang, M., Ford, C. A., & Cole, C. (Eds.). (1992). Strategies/or retaining minority students in higher education. Springfield, IL: Charles C. Thomas.

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Contains 12 chapters consisting of ideas, research, and strategies for the retention of black students in higher education.

572. Laughlin, W. (2001). Recruitment of Native students: A counselor's perspective. Journal ofCollege Admission, 17/, 3-4. Discusses how colleges can improve their recruitment and retention of Native students by integrating both strategies, and by taking into consideration the importance of relationship building.

573 . LaVant, B. D., Anderson, J. L., & Tiggs, J. (1997). Retaining African American men through mentoring initiatives. New Directions for Student Services, 80, 43-53. Describes the benefits of mentoring for African-American male students, and presents recommendations for viable and effective programs that will promote retention and academic achievement.

574. Leon, D. J. (1980, May). Hispanics and the extended opportunity programs and services in California community colleges. Paper presented at the Southeast Conference on Education of Hispanics, Miami, FL. (ERIC Document Reproduction Service No. ED241214) Identifies the characteristics of successful programs.

575. Levin, M. E., & Levin, 1. R. (1991). A critical examination of academic retention programs for at-risk minority college students. Journal ofCollege Student Development, 32(4), 323-334. Examines academic programs for improving the retention of at-risk minority college students.

576. Lewis, J. J. (1987). Do black students on a white campus value the university's efforts to retain them? Journal ofCollege Student Personnel, 28(2), 176177. Concludes that the need continues for formal programs and social activities to provide the academic and social support desired by black students.

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577. Lopez, M. A. (2003). Educational opportunity program and retention strategies in the California State University system. (Doctoral dissertation, University of La Verne, 2003). Dissertation Abstracts International, 64A, (UMl No. 3090257) Reports that recruitment was most effective when direct contact was made with interested students, and support services are necessary for successful retention.

578. Lovitts, B. (200 I). Leaving the ivory tower: The causes and consequences ofdeparture from doctoral study. Lanham, MD: Rowman and Littlefield. Reports that the causes of graduate student attrition are in the social structure, organizational processes, and culture of graduate education.

579. Lugo-Sequinot, C. (1986). Strategies in the recruitment of Hispanic students: A study of the practices of selected four-year colleges. (Doctoral dissertation, Harvard University, 1986). Dissertation Abstracts International, 47A, 2910. (UMl No. 8616764) Conducts semi-structured interviews about the admissions and recruitment processes, and concludes that market research precedes implementation of strategy, and recommends institutional efforts to develop the Hispanic market.

580. MacMillan, T. F., & Kester, D. M. (1973). Promises to keep. NORCAL impact on student attrition. Community and Junior College Journal, 43(5), 4546. Results of quasi-experimental study indicate that the use of special counseling services is a significant predictor of persistence

581 . Magun-Jackson, S. (1996). The relationship of a freshman orientation course to minority and non-minority retention at a large urban university. (Doctoral dissertation, University of Memphis, 1997). Dissertation Abstracts International, 57A, 3845. (UMI No. 9705696) Concludes that the course had an independent effect but academic achievement was the strongest predictor of retention.

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582. Makuakane, D. T., & Hagedorn, L. S. (2000). Correlates of retention among Asian Pacific Americans in community colIeges: The case of Hawaiian students. Community College Journal ofResearch and Practice, 24(8), 639-655. Reports on the significant predictors of persistence for both liberal arts and vocational-technical majors.

583. MalIinckrodt, B., & Sedlacek, W. E. (1987). Student retention and the use of campus facilities by race. NASPA Journal, 24(3), 28-32. Reports that use of campus facilities aids in black student retention.

584. Martindale, C. (Ed). (1993). Pluralizing Journalism Education: A multicultural handbook. Westport, CT: Greenwood. Contains essays on holistic diversification ofjournalism education with the topics ranging from recruitment, multicultural curriculum and instruction to strategies for involving minority students in campus newsrooms.

585. Martinez, L. S. (1977). University of Utah Summer Health Science Program 1977. Salt Lake City, Utah: Ethnic Minority Student Health Sciences Center. (ERIC Document Reproduction Service No. EDl49946. Describes the program and uses questionnaire responses from participants to develop recommendations for improving the program.

586. Martinez, R., & Durham, R. L. (1992). Minority graduate education. Equity and Excellence, 25(2-4), 31-34. Reports that the summer program was effective in motivating and preparing low income minority students to pursue graduate study.

587. Matthews, Y. (1986). Painting with a detail brush: A personalized minority student program. Journal ofCollege Student Personnel, 27(1), 76-77. Details a successful minority student recruitment and retention program.

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588. McDermott, M. (1975). Towards a comprehensive plan to increase Hof stra's retention rate: A.review ofthe literature. Hempstead, NY: Center for the Study of Higher Education, Hofstra, University. (ERIC Document Reproduction Service No . EDI04274) Reviews literature and reports that retention interventions are the most researched, and integrates those findings into Hofstra' s retention plan.

589. Melendez, E., & Suarez, C. (2001). A focus on students: The better opportunities for disadvantaged Hispanics program ofthe Miami-Dade community college. NY: New School University. (ERIC Document Reproduction Service No. ED466280) Describes the success of the program and highlights the experiences of individual participants.

590. Merisotis, 1. P., & McCarthy, K. (2005). Retention and student success at Minority-serving Institutions. New Directionsfor Institutional Research, 125, 45-58. Assesses factors contributing to the minority student persistence and academic success at minority serving institutions.

591. Mitchell, W. S. (2005, February 24). Achieving Diversity: Moving from rhetoric to action . Black Issues in Higher Education, 22(1), 46. Discusses the positive impacts of diversity initiatives at the University of New Hampshire.

592. Monts, L. P. (1995). Diversity and multiculturalism: Institutional leadership at the University of Michigan. Journal ofDental Education, 59(12), 1113-1118. Describes how the university promoted and supported diversity through strategic planning, and policy change

593. Moreno, S. E., & Muller, C. (1999). Success and diversity: The transition through first-year calculus in the university. American Journal ofEducation, 108(1),30-57.

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Recruitment and Retention

Discusses the Emerging Scholars Program designed to recruit African Americans, Latinos, and women into mathematics, engineering, and science majors, and the ways that college and department administrators can support those intentions.

594. Mueller, M. K. (1993). ALANA intervention program. Port Huron, MI: St Clair County Community College. (ERIC Document Reproduction Service No. ED361043) Describes the ALANA (Asian, Latin, African, and Native American) Mentoring Program's use of peer mentoring to address the identity issues facing freshmen students, and provides data on retention.

595. Myers, J. (1987). Balance without bias. Currents, 13(4),34-42. Discusses the validity of strategies and rationale for minority recruitment.

596. Nagda, B. A,. Gregerman, S. R., Jonides, 1., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review ofHigher Education, 22(1),55-72. Argues that successful retention efforts integrate students into the university's core academic mission, and that research partnerships between students and faculty are one means of accomplishing that integration with high-risk students.

597. Native American student recruitment and retention at colleges and universities in New Mexico. (1996). Santa Fe, NM: New Mexico Commission on Higher Education. (ERIC Document Reproduction Service No. ED414774) Describes recruitment and retention programs for Native Americans, and enrollment and retention data for freshmen that enrolled in 1993-1995, and discusses concerns by tribal leaders about recruitment and retention.

598. Nelson, S. L. (1997). A local theory for retention of minority students in Michigan's public baccalaureate nursing programs. (Doctoral dissertation, Michigan State University, 1997). Dissertation Abstracts International, 59B, 161 . (UMI No. 9822493)

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Reports faculty do not have the will to design and sustain comprehensive retention programs, and presents a theory of retention.

599. Nelson, W. L. (1989). Retention of entering black students at Northern Illinois University through facilitating of nonacademic needs to enhance personal development. (Doctoral dissertation, Northern Illinois University, 1990). Dissertation Abstracts International, 50A, 2792. (UMI No. 9000532). Reports the effectiveness of a two-semester student support program for black student retention and personal development.

600. Nelson, W. L. (1994). Receptivity to institutional assistance: An important variable for African American and Mexican American student achievement. Journal ofCollege Student Development, 35(5), 378-383. Reports a comparison between at-risk high-ability ethnic minority freshmen receptivity to using campus support services and their persistence patterns.

601. Newman, P. R., & Newman, B. M. (1999). What does it take to have a positive impact on minority students' college retention? Adolescence, 34(135), 483-492. Describes the Young Scholars Program designed to expand the pool of African American and other underrepresented minority youth who are motivated to attend college, and to assist them in meeting entrance requirements as well as providing supportive assistance during their enrollment.

602. Nissimov, R. (2002, June 23). Hispanics encouraged to leverage ethnicity, some question spirit of event held at Rice. The Houston Chronicle, p. B1. Describes a public relations and recruitment strategy directed at attracting Hispanic students to Rice University.

603. Noel, L., Levitz, R., & Saluri, D. (Eds.). ( 1999 or 85). Increasing student retention: Effective programs and practices for reducing the dropout rate. San Francisco: Jossey-Bass. Describes exemplary programs and practices.

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604. Nora, A. (1985). Determinants of retention among Chicano college students: A structural model. (Doctoral dissertation, University of Houston, 1985). Dissertation Abstracts International, 46A, 2943. (UMI No. 8527875) Tests the effects of background characteristics on retention, commitments, and social and academic integration

605. Nora, A. (1987). Determinants of retention among Chicano college students: A structural model. Research in Higher Education, 26(1),31-59. Tests Tinto's attrition model on a Chicano student population to identitY indicators applicable to this populations.

606. Nora, A. (1990). Campus-based aid programs as determinants of retention among Hispanic community college students. Journal ofHigher Education, 61(3),312-31. Tests a model of retention for Hispanic student populations to determine effects of campus-based resources on retention.

607. Odell, M., & Mock, J. J. (Eds.). (1989). A crucial agenda: Making colleges and universities work better for minority students. Boulder, CO: Western Interstate Commission for Higher Education. (ERIC Document Reproduction No. ED31 0704) Presents essays on the responsibilities and roles of colleges and universities in providing equal opportunity for minority youth.

608 . O'Keefe, J. M. (1994). No strangers here? A study ofthe experience oflowincome students ofcolor in high school. New Orleans, LA: AERA. (ERIC Document Reproduction Service No. ED378271) Discusses the efforts of the Higher Achievement Program to retain low-income students.

609. Oliver, J., & Brown, L. B. (1988). College and university minority recruitment: Barriers, recruitment principles, and design guidelines. Journal ofCollege Student Development, 29(1), 40-47.

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Describes a four-phase framework and identifies six principles which will assist in minority group recruitment.

610. Oliver, J., & Brown, L. B. (1988). The development and implementation of a minority recruitment plan: Process, strategy and results. Journal o/Social Work Education, 24(2), 175-185. Describes a recruitment project and the factors contributing to its successes.

611. Orfield, G. (1998). Exclusion of the majority: Shrinking college access and public policy in metropolitan Los Angeles. Urban Review, 20(3), 147-163. Examines trends in white, and racial and ethnic group student experiences in high schools, community colleges, and universities, and fmds that obstacles exist to black and Hispanic access to higher education.

612. Oros, T. (1993). A prescription for success. Winds o/Change, 8(3), 48-51. Describes the retention services offered by the Native American Pharmacy Program at North Dakota State University at Fargo, which includes summer enrichment programs, scholarships, and support services.

613 . Padron, E. J. (1992). The challenge of first-generation college students: A Miami-Dade Perspective. New Directions/or Community Colleges, 20(4),7180. Describes an academic support program for retaining first generation AfricanAmerican and Hispanic students, and demonstrates how that program addresses the characteristics and needs of those students.

614. Palmer, D. J. (1991). School psychology training and the education ofminority at-risk youth: The Texas A & M University Program emphasis on handicapped Hispanic children and youth. School Psychology Review, 20(4), 472-484. Describes the recruitment and retention program that provides education, training and support for handicapped Hispanic students.

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615 . Pantano, J. (1994). Comprehensive minoritySEMprogramsatSanta Fe community college. Austin, TX: National Institute for Staff and Organizational Development Teaching Excellence. (ERIC Document Reproduction Service No. ED37l797) Discusses the successes of the minority Science, Engineering, and Mathematics (SEM) summer program in preparing students for the academic and personal challenges of college, and encouraging students to enroll in science and math courses and preparing them to succeed in college.

616. Parker, C. E. (1998). Cultivate academic persistence-now! Black Issues in Higher Education, 14(26), 104. Discusses the challenges of retaining African American and Native American students, and the barriers to their success.

617. Parker, K. D. (2003). Achieving diversity in graduate education: Impact of the Ronald E. McNair Postbaccalaureate Achievement Program. Negro Educational Review, 54(1/2), 47-50. Describes the program and its impact on the number of doctoral degrees earned by minority groups.

618. Parker, L. B. (1994). Black college graduates in transition: A longitudinal study. Journal ofCareer Planning and Employment, 54(2),40-44,46-47. Administers three surveys to black college students to identify those factors that predict the likelihood of successful recruitment and retention of graduates by potential employers.

619. Pavel, D. M. (1992). American Indians and Alaska Natives in higher education: Research on participation and graduation. Charleston, WV: Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED348197) Presents one of the series of reports using institutional and demographic data to estimate the talent pool of Native students, and making recommendations for improving access, persistence and graduation.

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620. Perez, P. (1999). Development ofa mentor program for Latino students at Borough ofManhattan Community College. New York: Manhattan Community College. (ERIC Document Reproduction Service No. ED439736) Describes the process of development and the content of the pilot program.

621. Person, D. R., & LeNoir, K. M. (1997). Retention issues and models for African American male athletes. New Directions for Student Services, 80, 79-91. Examines the experiences of African American male student athletes, and finds that retention is enhanced by participation in summer support programs, work in study groups, and when they perceive advising, research experiences and career seminars are effective.

622. Phillip, M. C. (1993). Too many institutions still taking band-aid approach to minority student retention, experts say. Black Issues in Higher Education, 9(24),24-26. Argues that dismal retention rates are due to weak institutional commitment reflected through the organizational culture.

623 . Pounds, A. W. (1987). Black students' needs on predominantly white campuses. New Directionsfor Student Services, 38, 23-38. Argues that creating optimal learning environments, which support retention and graduation are more likely to retain black students.

624. Powell, T. (2003). New approach to curb low retention rates. Black Issues in Higher Education, 20, 34. Describes a successful retention and persistence program at Alabama State University, and the factors contributing to its successfulness.

625. Powers, K., Potlhoff, S. J., & Bearinger, L. H. (2003). Does cultural programming improve educational outcomes for American Indian youth. Journal of American Indian Education, 42(2), 17-49.

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Concludes that cultural program influences indirectly student outcomes, and that the strongest predictor of school success is supportive school personnel.

626. Price, J. H., & Oden, L. (1996). African Americans in Health Education: Issues and solutions. Health Educator: Journal 0/ Eta Sigma Gamma, 27(2), 1923 . Reviews challenges to recruitment and retention of African American students and faculty and suggests steps predominantly white colleges can take to address successfully those challenges.

627. Prime, G. (2001). A missing element in the retention discussion. Black Issues in Higher Education, 18(21), 50. Identifies the causes of minority students' premature withdrawal and their low graduation rates.

628. Provencio, R. B. (1990). Opening doors: Three institutions strengthen their recruitment efforts to welcome Hispanic students. Currents, 16(6),32-36. Describes strategies to recruit Hispanic students and provides student critiques of the strengths and weaknesses of those strategies.

629. Pulliams, P. (1998). An urban community college attempts to assure student achievement: Creative minority initiatives. Las Vegas: American Association of Community and Junior Colleges. (ERIC Document Reproduction Service No. ED297792) Discusses a minority recruitment and retention initiative that consists of marketing strategies, individual needs assessment, and mentoring.

630. Quevedo, G. E. & Gonzalez, J. E. (1985). The Welcome Program: A dualfocused retention effort. Journal o/College Student Personnel, 26(4), 355-356. Describes a successful retention program for incoming college students who are paired with upper-class minority student volunteers.

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631. Quimbita, G., & Colby, A. Y. (1991). Sources and information: Minority participation in community college education. New Directions for Community Colleges, 19(2), 117-24. Provides an annotated bibliography of ERIC documents and journal articles about recruitment and retention initiatives used by community colleges to enhance minority participation and success.

632. Quinones, M. R. (1999). Building bridges: The PUENTE Project and its contributions toward the retention and ultimate success of Latino community college students. (Doctoral dissertation, University of California, Los Angeles, 1999). Dissertation Abstracts 1nternational, 61A, 2477. (UMI No. 9943774) Explores the positive affects of the writing and mentor programs on preparing students for transfer to four-year schools.

633 . Ranta, R. R. (1994). Unique approaches and problems in recruiting minority students: The use of the media. Journal ofthe Associationfor Communication Administration, 3, 157-159. Discusses two media techniques used to recruit minority students.

634. Riggs, R. O. (1990). Impact of Tennessee's remedial/developmental studies program on the academic progress of minority students. Community/Junior College Quarterly ofResearch and Practice, 14(1), 1-11. Examines the impact of statewide mandatory testing and placement on the retention and academic progress of minority students, and finds that few Blacks enroll directly after high school in college courses and most of those that do enroll do not return after the first year.

635. Roach, R. (1997). Gateway to diversity. Black Issues in Higher Education, 14(20),27. Discusses the recruitment and retention programs at San Francisco State University, which includes outreach efforts to public schools, and academic support programs targeting disadvantaged students.

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636. Roach, R. (2000). Battling for the best. Black Issues in Higher Education, 17(18), 36-41. Outlines strategies employed by historically black colleges and universities to recruit high achieving African American students.

637. Roach, R. (2001). Is higher education ready for minority America? Black Issues in Higher Education, 18(8), 29-31. Discusses the impact of population growth among minority students in higher education and the institutional efforts to retain them.

638. Roberts, C. D. (1992). Computer-based data used to support a college's minority education initiative . Jacksonville, FL: Institute on Effectiveness and Student Success in the Community College. (ERIC Document Reproduction Service No. ED345812) Discusses the Minority Education Initiative (MEl) program and the strategies used to increase the enrollment of high performing minority students and to provide support services to enhance their academic success, and how the program was able to increase the numbers of minority faculty.

639. Robles, S. Y. (2002). The influence of a freshman orientation course on the academic performance and retention of new community college students. (Doctoral dissertation, University of the Pacific, 2002). Dissertation Abstracts International, 63A, 1238. (UMI No. 3050048) Finds a positive relationship between participation in the course and retention, but none between participation in the course and academic performance.

640. Roche, P. A. (1994). Minority access to higher education: An analysis ofa pipeline approach through neighborhood learning centers. Washington, DC: University Press of America. Assesses the impact of the Minneapolis Community College program on black student preparedness for transfer to four-year institutions.

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641. Rose, R. B. (1993). Resources for early intervention strategies: College and school cooperation in San Antonio. College and University, 68(2),68-71. Describes how Hispanic student recruitment and retention was enhanced by partnerships among elementary, secondary, and postsecondary educators.

642. Rousey, A., & Longie, E. (2001). The tribal college family support system. American Behavioral Scientist, 44(9), 1492-1504. Conducts an ethnographic study of a tribal college, identifies ways in which family support contributes to retention.

643. Rowser, J. F., (1990). A retention model for African American students. Western Journal ofBlack Studies, 14(3), 166-170. Argues that recruitment, retention and graduation of black students are served best by multivariate research that encompasses theory, and addresses the impact of organizational structure and the roles of specific programs and services in the outcomes.

644. Ruddock, M. S. (1996). The efficacy of prerequisite courses in mathematics for minority and white college students. (Doctoral dissertation, University of Texas, Austin, 1996). Dissertation Abstracts International, 5 7A, 3772. (UMI No. 9705952) Studies the effects of performance in pre-calculus mathematics on attainment of degrees in math, engineering and science.

645. Russell, M. L. (1988). Satisfaction of black students with faculty, peers and academic support programs. (Doctoral dissertation, University of Washington, 1989). Dissertation Abstracts International, 49A, 3840. (UMI No. 8826423) Explores the relationships between academic success and satisfaction with campus-based interpersonal relations, and academic support programs, and fmds high levels of dissatisfaction with one or both correlated with academic failure.

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646. Ryan, M. P., & Glenn, P. A. (2004). What do fIrst-year students need most: Learning strategies instruction or academic socialization. Journal ofcollege Reading and Learning, 34(2), 4-28. Reports that learning strategies interventions are more effective for retention of first year students regardless of their academic capabilities, gender or ethnicity.

647. Sailes, G. A. (1993). An investigation of black student attrition at a large, predominantly white Midwestern university. Western Journal ofBlack Studies, 17(4),179-182. Studies factors that contribute to attrition and finds limitations in existing retention program content.

648. Sanchez, 1. M. (2000). Motivating and maximizing learning in minority classrooms. New Directionsfor Community Colleges, 112, 35-44. Discusses the relationship of learning preferences to motivation and retention and presents a profile of Hispanic and Native American students.

649. Sanford, M. R. (1990). The effectiveness of summer orientation programs on retention and subsequent academic performance of minority students: A follow-up study. (Doctoral dissertation, Iowa State University, 1990). Dissertation Abstracts International, 51A , 2287. (UMI No. 9100501) Reports that the program has positive effects on academic achievement but not on retention.

650. Santovec, M. L. (2004). Title V Grant helps Latina students persist. Recruitment & Retention in Higher Education, I8(7), 4. Discusses the positive effects of the grant funded Transition Center, and Faculty Development Program on retention, and campus and classroom climate.

651. Santovec, M. L. (Ed.). (1992). Building diversity: Recruitment and retention in the '90s (2 nd ed.). Madison, WI: Magna Publications

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Presents six chapters discussing strategies for breaking down cultural barriers, services to transfer, international, and learning and physically challenged students

652. Savitz, F . R., & Walls, A. (1986). A study of the relationship between utilization patterns of support services and the attrition and retention rates of black college students. Psychology: A Quarterly Journal ofHuman Behavior 23(4), 12-23. Reports that students who persisted utilized services and perceived that support was sensitive to their needs.

653. Schwartz, R; A., & Washington, C. M. (2002). Predicting academic performance and retention among African American freshmen men. NASPA Journal, 39(4), 354-370. Assesses academic performance and retention patterns at a historically black college, and reports there are predictive relationships with pre-college preparation and non-cognitive factors.

654. Scol1on, R. (1981). Human knowledge and the institution 's knowledge. Communication in patterns and retention in a public university. Washington, DC: National Institute of Education. (ERIC Document Reproduction Service No. ED213338) Frames the institutional responses to high attrition rates among Alaska Native students as non-responsive to native cultural and world-views.

655. Sedlacek, W. E., & Webster, D. W. (1978). Admission and retention of minority students in large universities. Journal ofCollege Student Personnel, 19(3), 242-248. Reports the results ofa national survey of black student enrol1ments and effective retention programs.

656. Sherman, T. M., Giles, M. B., & Williams, G. J. (1994). Assessment and retention of black students in higher education. Journal ofNegro Education, 63(2), 164-180.

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Concludes that the focus of retention assessment and programming should shift from students to curriculum and the skills needed to master that curriculum.

657. Shields, L. A. (1991). El Paso community college health careers opportunity program (HCOP). Rockville, MD: Bureau of Health Professions. (ERIC Document Reproduction service No. ED337231) Describes the program and its successes in identifYing, recruiting, and retaining minority and disadvantaged students in to the allied health professions.

658. Simhan, R. (2001, February 12). Powering up: More than 1,000 expected to attend black student government conference at KU. The Kansas City Star, p. El Discusses the features of the Hawk Link Program that can monitor the mentoring, tutoring, advising, and socializing behaviors of freshmen students, and suggests the value ofthe program for retention of black students.

659. Simmons, B. R., & Jackson, A. (1998). Fostering black student enrollment at community colleges and historically black colleges in the same service area. Washington, DC: National Association for Equal Opportunity in Higher Education. (ERIC Document Reproduction Service No. ED 301240) Argues for community colleges and historically black colleges and universities to encourage the enrollment, retention, graduation, and continuing education of black students.

660. Sloan, D. M. (1991). An analysis of the effect of a one-credit orientation course on student retention. (Doctoral dissertation, Florida International University, 1991). Dissertation Abstracts International, 52A, 4199. (UMI No. 9211887) Concludes that enrollment in the course was a strong predictor of both achievement and retention.

661. Smalls, M. L. (1987). The role ofthe academic library andfaculty in the retention ofblack students in higher education. Tampa, FL: National Conference on Black Student Retention in Higher Education. (ERIC Reproduction Service No. ED304059)

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Discusses the roles for planning and organizing quality programs and services and to develop a climate conducive to retaining black students.

662. Smith, L. C. (1989). Design and evaluation of a minority retention program. (Doctoral dissertation, Virginia Commonwealth University, 1989). Dissertation Abstracts International, 50B, 5301. (UMI No. 9001906) Evaluates two versions of student orientation programs and fmds mixed results.

663. Smith, T. Y. (1992). The Big Eight, Big Ten, and SUG longitudinal retention survey: A report on findings and implications. Atlanta, GA: Association for Institutional Research. (ERIC Document Reproduction Service No. ED349863) Examines the extent to which selectivity in freshman admissions, ethnic background, and gender affect the retention and graduation rates of university students.

664. Snell, 1. C., & Makies, S. (1993). Student attrition in a community college: A preliminary study. Journal ofInstructional Psychology, 20(3), 256-261. Presents approaches to reduction of student attrition based on analysis of a case study.

665. Snowbeck, C. (1996). Priming the pump. Black Issues in Higher Education, 12(26),28-29. Describes a successful recruitment and retention residential summer program that exposes minority college students to the rigors of medical education.

666. Snowden, S. A. (1991). The effects ofbehavioraVacademic contracting and intrusive counseling on the academic performance and retention of minority students readmitted on academic probation. (Doctoral dissertation, University of New York, 1991). Dissertation Abstracts International, 52A, 442. (UMI No. 9119680) Reports that participation in the interventions was strongly associated with persistence and academic success.

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667. Stabb, S. D., & Harris, S. M. (Eds.). (1995). Multicultural needs assessment ofcollege and university student populations. Springfield, IL: Charles C. Thomas. Presents multi-chapter book that addresses the assessment needs for African American students and the role of assessment in supporting retention, persistence and academic success.

668. Staff, 1. R., & Gaither, G. H . (Eds.). (2004). Minority retention. (New Directions for Institutional Research, 125). San Francisco, CA: Jossey-Bass Contributions describe best practices in policy and programs for recruitment and retention, which include institutional commitment, and student-centered learning and support services.

669. 'Staying in the picture' retention program: Seeking the answers, 19881989. (1989). Littleton, CO: Arapahoe Community College. (ERIC Document Reproduction Service No. ED31 0830) Investigates causes of attrition and identifies student and college characteristics that affect retention, describes successful and unsuccessful programs, and presents data comparing dropouts and persisters.

670. Stewart, G. L., & Russell, R. B. (1997). The comprehensive role of student affairs in African American student retention. Journal ofCollege Admission, 154,6-11. Discusses how student affairs professionals can contribute to increased retention by planning and developing a supportive environment for African-American students.

671. Stodt, M . M. (1987). Intentional student development and retention . New Directions for Higher Education, 15(4), 15-26. Describes a 12 institution consortium that supported academic and student affairs collaborations for student retention.

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672. Stough, L. M., & Songeroth, M. S. (1994). Minority students who persist: A three-year study o/undergraduate engineering majors. San Antonio, TX: Southwest Educational Research Association. (ERIC Document Reproduction Service No. ED448238) Identifies factors persisting students perceive to have influenced their achievement and retention.

673. Szelenyi, K. (2001). Minority student retention and academic achievement in community colleges. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED451859) Discusses approaches and models that facilitate retention and academic success among minority students.

674. Szelenyi, K., & Chang, J. C. (2002). Educating immigrants: The community college role. Community College Review, 30(2), 55-73. Conducts a literature review of the community college role in educating the diverse populations of immigrant students and concludes that the lack of data inhibits effective institutional responses

675. Taddiken, N. K. (1981). Minorities on campus: A survey o/Black and Hispanic participation in colleges o/the Rochester area. Rochester, NY: Urban League. (ERIC Document Reproduction Service No. ED20 170 1) Assesses the affects of policies and programs on minority student enrollments, and makes recommendations in areas of admissions, financial aid, support programs, and hiring of minority staff and faculty.

676. Takahashi, J. S. (1991). Minority student retention and academic achievement. (Doctoral Dissertation, University of Califomia at Los Angeles, 1991). Dissertation Abstracts International, 54A, 1227. (UMl No. 9128836) Uses a quasi-experimental design to analyze the retention and academic achievement successes of writing and tutoring programs, and a summer bridge program.

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677. Tate, D. S., & Schwartz, C. L. (1993). Increasing the retention of American Indian students in professional programs in higher education. Journal ofAmerican Indian Education, 33(1), 21-31. Conducts a survey that reveals factors contributing to low retention rates, and suggests the need for support groups and faculty or peer mentoring to address the issue.

678. Taylor, J. D., & Miller, T. K. (2002). Necessary components for evaluating minority retention programs. NASPA Journal, 39(3), 266-82. Assess the utility of a Retention Program Assessment Model and reports it explains retention differences between African American students who participated in the program and those who did not.

679. Taylor, K. (1983). Accion/action: A coast-to-coast sampling of innovative Hispanic programs. CASE Currents, 9(4),11-13. Describes innovative programs that recruit Hispanics into higher education.

680. Tease, E. J. (1994). Academic preparedness as an indictor of persistence for minority and non-minority community college students. (Doctoral dissertation, Northern Arizona University, 1994). Dissertation Abstracts International, 55A, 3076. (UMI No. 9505480) Concludes academic advisement has greater effects on persistence than does academic preparedness.

681. TerreIl, K. (1999). Applying to college online. Black Issues in Higher Education, 16(14),34-35. Discusses the advantages and disadvantages of electronic applications for recruitment of African American students.

682. Thile, E. L., & Matt, G. E. (1995). The ethnic mentor undergraduate program: A brief description, and preliminary findings. Journal ofMulticultural Counseling & Development, 23(2), 116-126.

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Describes the positive impact of the program on the academic performance and persistence of minority students.

683. Thompson, C. E., Fretz, B. R. (1991). Predicting the adjustment of black students at predominantly white institutions. Journal ofHigher Education, 62(4),437-50. Tests the utility ofa bicultural adaptive strategies model for predicting black students adjustment and retention.

684. Thudson. S., & William, E. (2002). The retention of entering and returning freshmen enrolled at Florida A & M University School of General Studies during the fall. Education, J23(1),2- 10. Uses archival records to document retention rates and proposes strategies for improving persistence.

685. Tierney, W. G. (1995). Addressing failure: Factors affecting Native American college student retention. Journal ofNavajo Education, 13(1),3-7. Summarizes the RETAIN conference which addressed retention of American Indian college students and highlights the importance of institutional, student, and family strategies that reinforce the importance of education.

686. Tierney, W. G. (1998). Official encouragement, institutional discouragement: Minorities in academe, the Native American experience. Greenwich, CT: Ablex Publishing. Uses critical theory to describe and understand Native American experiences in higher education with specific attention to recruitment and retention.

687. Tierney, W. G. (1999). Models of minority college-going and retention: Cultural integrity versus cultural suicide. Journal ofNegro Education, 68(1), 8091. Criticizes Tinto's theory of college retention and proposes an alternative model that addresses retention, racial discrimination and oppression.

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688. Tsuchida, N. (1982). Support services and academic retention programs for Indochinese students at the University of Minnesota. Alternative Higher Education: The Journal ofNon Traditional Studies, 6(3), 160-171. Describes the positive impacts of the Asian Commanding English program.

689. Tsuchida, N. (1983, April). A modelfor retention research on Asian/Pacific American students: A case study ofthe University ofMinnesota. Paper presented at the Annual Conference of the National Association for Asian and Pacific American Education, Chicago, IL. (ERIC Document Reproduction Service No. ED234115) Documents the demographic characteristics of the students, and concludes that forty percent experience academic and social integration difficulties.

690. Turner, B. A. (1974). Ten years of success at minority recruitment. Engineering Education, 64(7), 528-530. Discusses the positive impact of the Minority Manpower Resources Project on minority college students' academic performance and subsequent careers.

691. Turner, C. S., Garcia, M., Nora, A., & Rendon, L. I. (Eds.). (1996). Racial and ethnic diversity in higher education. Boston MA: Pearson Custom Publishing. Contains essays on the issues that affect institutional responses to racial and ethnic diversity

692. Underwood, S. M., & Fay, T. H. (1996). The UWM health careers bridge program: An innovative approach for improving the recruitment, retention and graduation of minority students in nursing and health careers. Journal ofNursing Education, 35,179-81. Describes the Program's rationale and goals for improving the recruitment, retention, and graduation of minority students in nursing and health careers.

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693. Varhely, S. C., & Applewhite-Lozano, S. R. (1985). A recruitment and retention plan for students from minority groups. Journal ofCollege Student Personnel, 26(1), 77-78. Describes a program designed to create an atmosphere in which minority students can experience a sense of belonging and community while receiving educational opportunities.

694. Verdugo, R. R. (1995). Racial stratification and the use of Hispanic faculty as role models: Theory, policy, and practice. Journal ofHigher Education, 66(6),669-685. Describes a program using Hispanic faculty as role models to recruit and retain Hispanic students in higher education, but concludes that such programs cannot be successful.

695. Verts, L. J. (I 984)./ntegration ofESULEP students into the university. Paper presented at the 6 th Summer Meeting of Teachers of English of Speakers of Other Languages, Corallis, OR. (ERIC Document Reproduction Service No. ED248725) Describes the positive impact on retention and graduation rates of an innovative English as a second language program for Asian and Hispanic students.

696. Vincent, V. C. (1983)./mpact ofa college learning assistance center on the achievement and retention ofdisadvantaged students. (ERIC Document Reproduction Service No. ED283438) Reports the program's positive effects on retention of students at a predominantly Hispanic institution.

697. Voithofer, R. (2004). Teaching computers to tell learning stories: Using critical narrative theory to frame design and evaluation strategies for online educational experiences. Journal ofEducational Multimedia and Hypermedia, 13(1),47-72. Presents a framework that integrates cultural theories of pedagogy, learning theory and instructional design approaches that address the relationships between race, class, gender and ethnicity.

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698. von Zuben, F. C. (2004). Evaluating the factors related to first-year college student retention from the perspective of a university-based counseling center. (Doctoral dissertation , Temple University, 2004). Dissertation Abstracts International, 65A, 1255. (UM1 No. 3128588) Finds that the use of counseling services contributes negatively to retention, explains the results, and then discusses policy implications.

699. Walker, D. K. P. (1988). Strategies for increasing retention of Hispanic students in community colleges. (Doctoral Dissertation, University of Texas, Austin, 1988). Dissertation Abstracts International, 49A, 2515. (UMI No. 8816604) Surveys 145 community colleges to identify types of student support services and effective retention strategies.

700. Walleri, R. D., Stoker, C. L., & Stoering, J. (1998). Building a community of learning: A comprehensive approach to assisting at risk students. Journal of Applied Research in the Community College, 6(10), 15-26. Studies a community college retention program and reports that although the program was useful it was not comprehensive enough.

701. Walsh, B. S. (1989). Strengthening the pipeline: Three transition programs in a community college system. (Doctoral dissertation, University of Virginia, 1989). Dissertation Abstracts International, 50A, 3168. (UMI No. 9008210) Assesses and critiques transition programs at selected community colleges.

702. Walters, E. (1996). Embracing the spirit of multiculturalism in higher education as a means of black and Hispanic student retention. Equity & Excellence in Education, 29(3), 43-47. Proposes ways that multiculturalism can be embraced by college faculty and administrators, which will strengthen and expand their efforts to improve black and minority student retention.

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703. West, S. L. (2000). Anglo and Hispanic college student perfonnance and intent to graduate: A prospective examination of risk factors in two theoretical models. (Doctoral Dissertation, Texas Tech University, 2000). Dissertation Abstracts International, 61A, 2477. Uses structural equation modeling, and identifies academic preparedness and feelings of connection with school as the strongest predictors of Hispanic student perfonnance and intent to graduate.

704. White, C. J., & Shelley, C. (1996). Telling stories: Students and administrators talk about retention. New Directions for Student Services, 74, 15-34. Examines historical context of race in the U.S. and its manifestations in the retention strategies used by colleges and universities, and makes suggestions for creating credible initiatives.

705. White, T., & Mac Gillis, A. (2001, November 17). NAACP calls for equity in schools: Report urges plans to cut disparities within five years. The Sun Baltimore, p. B1. Discusses the details contained in "Call for Action" about the low graduation rates among black college students and the failures of colleges and universities to provide equal educational opportunity.

706. Whiteside, M. L., Conners, N. A., Crawford, M., & Hanson, R. (1997). Evaluation of the teaching enhancements affecting minority students (TEAMS) program. Research in the Schools, 4(2), 9-16. Conducts a survey to assess the effectiveness of the program and fmds that retention rates of participants are higher than those of non participants.

707. Wiley, E., III. (1989). Mentor programs successful in minority retention. Black Issues in Higher Education, 5(3), 8. Discusses reasons why access to black mentors can help black college students to define priorities and develop a sense of shared values for achievement.

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708. Williams, H. M. (1981). Academic achievement and retention patterns of minority students enrolled at the University of Houston, Cullen College of Engineering from 1974-1980. (Doctoral Dissertation, University of Houston, 1982). Dissertation Abstracts International, 42A, 4728. (UMl No. 8210439) Concludes that involvement with student support services programs increases minority student success.

709. Williams, J., & Wilson, V. C. (1993). Project C.A.R.E.: A university's commitment to African American student retention. College Student Affairs Journal, 13(1),48-57. Describes a model retention program for diverse students, and presents an analysis of program participants academic achievement and retention patterns.

710. Williams, R. A., & Cox, M. A. (1991). Minority student recruitment: A Connecticut model. New Directionsfor Community Colleges, 19(2),39-46. Describes initiatives and programs to increase minority participation and enroIlment at community colleges.

711. Wilson, L. P. (1990). Recruitment and retention practices for African American students in music units of selected colleges and universities. (Doctoral dissertation, BaIl State University, 1990). Dissertation Abstracts International, 51A, 1544. (UMI No. 9024597) Reports that effective strategies emphasize cultural and social needs of students, describe support services and financial aid, and identifY the presence of African American faculty.

712. Wilson, R. (1986). Minority participation in community colleges. Paper presented at the annual Awards Banquet of the Illinois Community College Trustees Association, Springfield, IL. (ERIC Document Reproduction Service No. ED271159) Identifies features of successful programs in New Jersey and New York, and advocates they be adopted by community colleges nation wide.

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713 . Wilson, R. (1988). Developing leadership: Blacks in graduate and professional schools. Journal ofBlack Studies, 19(2), 163-173. Argues that it is the responsibility of public and private institutions to support and advocate for the conditions that result in increased black enrollments.

714. Wochner, M. P. (1992). A comparison of the progress and persistence of academically prepared community college students with academically underprepared students. (Doctoral dissertation, Southern Illinois University, Carbondale, 1992). Dissertation Abstracts International, 53A, 3431 . (UMI No. 93054 I 1) Concludes that successful completion of developmental reading classes in the first semester contributes to retention and academic integration.

715. Wood, J. J. (1988). Barriers to minority access and persistence in Arizona's Universities: Perceptions ofstudents, faculty, staffand administrators. Phoenix, AZ: Arizona Board of Regents. (ERIC Document Reproduction Service No. ED306790) Documents the challenges to access and persistence are pre-college preparation, campus climate, and organizational policy and programs.

716. Wright, D. J. (Ed). (1987). Responding to the needs oftoday's minority students. San Francisco: Jossey-Bass. Contains essays and research regarding strategies and methods for developing and evaluating programs and services to enhance the recruitment, retention, and the personal growth of ethnic minority students.

717. Young, E. D. (1986). Psychoeducational studies: A freshman guided studies seminar. Washington, D.C.: U. S. Department of Education. (ERIC Document Reproduction Services No. ED 267714) Reports that the seminar facilitates cognitive and non-cognitive growth, and improves retention.

718. Zanoni, C. (1980). Implementation ofan entry level retention program for high risk college freshmen. Paper presented at the American Educational Re-

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search Association Conference, Columbus, OH. (ERIC Document Resource Service No. EDl91530) Describes the background, structure and content of an academic improvement and retention program, and the evaluative results.

719. Zanoni, C. P. (1980). The 1979-80 General College Retention Program. Final Report: Pilot education programs. Minneapolis: University of Minnesota. (ERIC Reproduction Service No. EDl95212) Describes the efforts of the General College of the University of Minnesota to increase minority and high-risk student retention.

720. Zea, M. C., & Reisen, C. A. (1997). Predicting intention to remain in college among ethnic minority and nonminority students. Journal ofSocial Psychology, 137(2), 149-160. Examines factors that influence college retention for ethnic minority and compares them with retention of white students. 721. Zwana, J. M. (1988). From problems to solutions: Responses to the needs ofnon-white students. Albany, NY: African American Institute, State University of New York. (ERIC Document Reproduction Service No. ED 310198) Outlines the issues affecting non-white students in the SUNY system and offers recommendations.

4

Student and Campus Factors The entries in this chapter focus on student level dynamics, and campus climate factors that enable persistence. The entries portray individual experiences in and out of the classroom, and how academic and social integration, individual and institutional commitment and other organizational factors contribute to or inhibit race and ethnic group students' chances of academic success. The entries also address the direct and indirect influences of perceived and actual negative racial and ethnic prejudice and discrimination on student persistence and graduation.

722. Advisory Committee on Asian American Affairs (1989). Asian Americans at Berkeley. A report to the chancellor. Berekely, CA: University of California. (ERIC Document Reproduction No. ED320984) Presents a report outlining diversity issues of concern to the Asian American community including concerns about student educational experiences.

723. Alford, S. M. (2000). A qualitative study of the college social adjustment of black students from lower socioeconomic communities. Journal ofMulticultural Counseling & Development, 28(1), 2-16. Examines the influences of black nonresidential students' campus relationships and associations on the development of coping skills that inhibit positive social adjustment.

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724. Alire, C. A., & Stielow, F. J. (1995). Minorities and the symbolic potential of the academic. College & Research Libraries, 56(6), 509-517. Explores the racial symbolism of minority students on college campuses, and identifies challenges facing planners of recruitment and retention strategies.

725 . Allen, W. R. (1992). The color of success: African American college student outcomes at predominantly white and historically black public colleges and universities. Harvard Educational Review, 62(1), 26-44. Reports that campus climate, positive and supportive mentoring relationships, and inter-group relations predict academic achievement among African American students.

726. Applegate, J. R., & Henniger, M. L. (1989). Recruiting minority students: A priority for the '90s. Thought and Action, 5(1), 60. Examines the growth of minority student enrollments, and asserts it' s a sign of rejection of the proposition that race prejudice and violence on campuses create an inhospitable environment for minorities.

727. Armstrong, R. A ., & Hall, W. V. (1976). A comparative study ofthe Martin

Luther King Program, and randomly selectedfreshmen entering the University ofMinnesota infa" 1970. Minneapolis, MN: Office for Student Affairs. (ERIC Document Reproduction Service No. EDI25478) Special admission minority persisters have lower graduation rates but performed academically as well as regular entry students.

728. Arrington, P. V. G . (1987). The impact of social and academic integration on minority student retention: Implications for policy. (Doctoral dissertation, George Mason University, 1989). Dissertation Abstracts International, 49A, 1757. (UM] No. 8817878) Compares minority students who persist and those who drop out to determine the predictors of retention.

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729. Astin, A. W. (1972). College dropouts: A national profile. Washington, DC: ACE. (ERIC Document Reproduction Service No. ED059691) Reports that black student attrition rates are equivalent to those of white students when controlling for aptitude and high school grades.

730. Astin, A. W. (1973). Student persistence: Some stay, some don ' t - why? College and University, 48(4), 298-306. Summarizes data from a national study, and also reports that Native American retention rates are equivalent to whites when controlling for academic aptitude and high school grades.

731 . Astin, A. W. (1975). Preventing students from dropping out. San Francisco: Jossey-Bass. Reports that students who work greater than 25 hours per week off campus have higher attrition rates, but those who work part-time on campus are more likely to graduate. .

732. Astin, A. W., Fuller, B., & Green, K. C. (Eds.). (1978). Admitting and assisting students after Baklee. San Francisco: Jossey-Bass. Contents include essays on experiences and points of attrition among minority students.

733. Aughinbaugh, L. (1974). The pre-dropout students lost during the registration process. Sacramento, CA: Los Rios Community College District. (ERIC Document Reproduction Services No. ED093415) Conducts a three college study to identify the characteristics of the "registration dropouts", and concludes that attrition is more likely when those students do not follow through in a timely manner after academic advising sessions.

734. Bangura, A. K. (1998,October). Student centeredness: Conceptualizing and operationalizing it. Paper presented at the Mid-Atlantic Region Historical Black College and University Faculty Showcase, Washington, DC. (ERIC Document Reproduction Service No. ED423776)

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Proposes use of the STUCEN scale to evaluate the impact of university culture, strategy, and programs on the levels of student centered instruction.

735 . Beard, T. L. (1998). The relationship of writing self-efficacy and retention variables to the academic progress of African American students with learning disabilities in higher education. (Doctoral dissertation, Florida State University, 1998). Dissertation Abstracts International, 59A, 1519. (UMI No. 9836070) Reports non-significant relationships between the variables.

736. Benjamin, D. P., & Chambers, S. L. (1989). Native American persistence in higher education: Toward a competency model. Baltimore, MD: Association for Institutional Research. (ERIC Document Reproduction Service No. ED 308778) Studies successful native college students to identify cultural factors contributing to their persistence.

737. Bennett, C., & Okinaka, A. M. (1990). Factors related to persistence among Asian, Black, Hispanic, and White undergraduates at a predominantly white university: Comparison between first and fourth cohorts. Urban Review, 22(1), 33-60. Reports that differences in perceptions of the quality of campus life, and that levels of social integration predict persistence.

738. Boldt, K. E. (2000). Predicting academic performance of high-risk college students using Scholastic Aptitude Test scores and noncognitive variables. (Doctoral dissertation, North Carolina State University, 2000). Dissertation Abstracts International, 61A, 2181. (UMI No. 9974536) Compares the predictive abilities of the SAT and the Noncognitive Questionnaire on grade point average and retention.

739. Bond, A. J. (1977). Recruitment and retention ofblack Americans in Engineering at Purdue. 3. Engineering students: Persisters, withdrawals, transfers. West Lafayette IN: Purdue University. (ERIC Document Reproduction Service No. EDl77932)

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Reports that academic quality and variety of programs, and potential salary were salient factors in the decision to enroll and study engineering, and persisters had higher achievement motivations and levels of campus participation.

740. Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics and engineering majors. Journal ofNegro Education, 69(1/2),92-111. Reports that high academic achievement before college and interest in the majors was positively associated with retention, and that campus activism and engagement were negatively related to persistence.

741. Boyd, W. M., Ill. (1974). Desegregating America's colleges: A nationwide survey of black students, 1972-1973. NY: Praeger. Reports on black student experiences at predominantly white colleges.

742. Bracy, W. D., & Cunningham, M. (1995). Factors contributing to the retention of minority students: Implications for incorporating diversity. Journal of Baccalaureate Social Work, 1(1), 85-95. Uses Tinto's framework to develop approaches to retention of minority students.

743 . Brophy, D. A. (1986). Follow-up study ofthe fall 1984 Sierra College dropouts. Rocklin, CA: Sierra Community College. (ERIC Document Reproduction Service No. ED 277420) Reports results of a survey of reasons students withdrew from school.

744. Buddington, S. A. (2002). Acculturation, psychological adjustment (stress, depression, self-esteem) and the academic achievement of Jamaican immigrant college students. International Social Work, 45(4), 447-465. Reports that acculturation was not related to self-esteem or depression, experiences with discrimination affected psychological adjustment, and that continued contact with family and relatives predicted academic success.

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745 . Burkitt, B. (1995). Black women returning to education. Adults Learning, 6(5),159-161. Identifies the challenges faced by mature reentry black women.

746. Cabrera, A. F., Nora, A., Terenzini, P. T., Pascarella, E., & Hagedorn, L. S. (1999). Campus racial climate and the adjustment of students to college: A comparison between white students and African American students. Journal of Higher Education, 70(2), 134-160. Reports study of effects of perceived discrimination on minority student development, social integration, and institutional commitment.

747. Calderon, J. B. (1988). Cuban Americans' perceptions of college going and the intention to persist at the university. (Doctoral dissertation, University of Houston, 1988). Dissertation Abstracts International, 50A, 82. (UMI No. 8828079) Conducts a qualitative inquiry into student perceptions of their behaviors and attitudes that contributed to their academic success.

748. Canabal, M. E. (1993). An assessment of institutional attractiveness by race, ethnicity and gender in a Midwestern public baccalaureate institution. College Student Journal, 27(1), 85-95. Recommends that recruitment programs take into consideration race, ethnicity, and gender differences in perceptions of what constitutes an attractive campus.

749. Castillo, C. A., & Minamishin, S. B. (1991). Filipino recruitment and retention at the University of Hawaii at Manoa. Social Process in Hawaii, 33, 130141. Interviews 45 self-identified Filipinos and identifies obstacles to recruitment and retention.

750. Cejda, B. D., Rewey, K. L., & Kaylor, A. J. (1998). The effect of academic factors on transfer student persistence and graduation: A community college to

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liberal arts college case study. Community College Journal ofResearch and Practice, 22(7), 675-686. Identifies the predictive role of the associate of arts degree and grade point average on persistence and graduation of transfer students.

751. Chavez, G. (2000). The relationship between the motive to avoid success and biculturalism in Mexican American community college students. (Doctoral dissertation, University of San Francisco, 2000). Dissertation Abstracts International, 60A, 4314. Examines the relationship between the success avoidance motive and biculturalism of Mexican American of college students, and the findings are inconclusive.

752. Chen, J. L. (1995). The internalization of the model minority stereotype as a predictor of depression among Chinese Americans. (Doctoral dissertation, California School of Professional Psychology, Los Angeles, 1995). Dissertation Abstracts International, 56B, 3437. (UMI No. 9534157) Reports the most important finding to be the high levels of depression among the students who internalized the model minority myth.

753. Cherry, S. K. (1994). The predictability of certified state TASP scores of minority college students using intellective and non-intellective variables. (Doctoral dissertation, Texas Southern University, 1994). Dissertation Abstracts International, 55A, 3758. (UMI No. 9511754) Investigates whether cognitive and non-cognitive variables predict minority student standardized test performance~

754. Chickering, A. W., & Hanna, W. (1969). The process of withdrawal. Liberal Education, 15(4),551-558. Proposes that retention and persistence are enhanced by positive institutional climate and faculty student interactions.

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755. Christie, R. L., & Hutcheson, P. (2003). Net effects of institutional type on Baccalaureate degree attainment of traditional students. Community College Review, 31(2),1-20. Reports that enrolling in a two-year college reduces by ten percent the probability of attaining a degree.

756. Clewell, B. C. (1987). Retention ofblack and Hispanic doctoral students. Princeton, NJ: ETS. (ERIC Document Reproduction Service No. ED285466) Compares backgrounds of persisting and non-persisting graduate students, and identifies institutional policies and practices that contribute to retention.

757. Clewell, B. C., & Joy, M. F. (1988). National Hispanic Scholar Awards Program: A descriptive analysis ofhigh achieving Hispanic students. NY: College Entrance Examination Board. (ERIC Document Reproduction Service No. ED305204) Identifies characteristics of high achieving Hispanics and recommends ways to expand opportunities for success to those who do not possess those characteristics.

758. Cope, R. G., & Hewitt, R. G. (1969). Typology ofcollege student dropouts: An environmental approach. Chestnut Hill, MA: New England Educational Research Conference. (ERIC Reproduction Service No. ED 030392) Concludes that retention strategies be based on understanding the role of academic, social, family and religious oriented pressures on the decision to dropout.

759. Corbett, C. A. (1991). Dual minority status and college adjustment: An examination of social and academic adjustment in black deaf college students. (Doctoral dissertation, Pennsylvania State University, 1992). Dissertation Abstracts International, 53B, 2055. (UMI No. 9214134) Finds that academic adjustment predicts failure to persist.

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760. Cox, B. (Ed). (1993) Learning communities in teacher education programs: Four success stories. Claremont, CA: Tomas Rivera Center. (ERIC Document Reproduction Service No. ED372888) Describes how the learning community concept was used as the framework for recruitment and retention of Latino students in four teacher education programs.

761. Creecy, R., Wright, R., & Berg, W. (1979). Minority students in social work doctoral programs: Some considerations for recruitment and retention. Journal ofEducation f or Social Work, 15(3), 58-63. Identifies factors influencing decision to pursue and problems encountered during doctoral education, and proposes recruitment and retention strategies.

762. Crowley, S., Fuller, D., Law, W., McKenon, D., Ramirez, J. J. , Trujillo, K. A., & Widerman, E. (2004). Improving the climate in research and scientific training environments for members of underrepresented minorities. Neuroscientist, 10(1),26-30. Argues that improving institutional social climate will improve recruitment and retention of minorities.

763. Curtin, M. A., & Gasman, M. (2003). Historically Black College MBA programs: Prestige, rankings, and the meaning of success. Journal ofEducation for Business, 79(2), 79-84. Concludes that black colleges give greater emphasis to students' performance as indictors of success.

764. Davis, J. A., & Borders-Patterson, A. (1973). Black students in predominantly white North Carolina colleges and universities. NY: College Entrance Examination Board. Examines institutional and individual factors impacting the adjustment of black students at 13 colleges and universities.

765. Davis, R. D. (1995, April). Perceptions ofthe college experience: African American students on a predominantly white campus or a qualitative piece of

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the retention puzzle. Paper presented at the 9th Annual Conference for Recruitment and Retention of Minorities in Education, Syracuse, NY. (ERIC Document Reproduction Service No. ED382152) Uses student and administrator interviews and newspaper accounts to identify the difficulties black students encountered with racial identity development, and social and academic integration at Syracuse University.

766. DisCesare, P. C., Sedlacek, W. E., & Brooks, G. C. (1972). Nonintellectual correlates of black student attrition. Journal ofCollege Student Personnel, /3 (3), 319-324. Investigates the influences of attitude and personality variables, and concludes they can be used to predict attrition.

767. Duncan, R. (1985). Four models for increasing student retention at the Community College ofDenver. Denver Community College: Admissions and Advising Center. (ERIC Document Reproduction Service No. ED2691 06) Reviews the literature on retention and attrition, and the role of campus climate in fostering retention, and identifies strategic planning models.

768. Elam, J. C. (Ed.). (1983). Blacks on white campuses. Washington DC: University Press of America. Contains essays on problems faced by black students, and strategies and recommendations for improving the quality of life on predominantly white campuses.

769. EImers, M. T., & Pike, G. R. (1997). Minority and non-minority adjustment to College: Differences or similarities? Research in Higher Education, 38(1), 77-97. Uses a retention model to explore minority and non-minority student adjustment to college, and concludes that perceptions of the quality of the educational experience have significant effects on intent to persist for minorities while academic achievement has significant effects on intent for non-minorities.

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770. Elwood, S. A. (2004). Experiential learning, spatial practice, and critical urban geographies. Journal ofGeography, 103(2), 55-63. Reports the impact on critical learning and concludes there is value in this pedagogy for responding positively to a diversity of student identities and life experiences.

771. Endecavage, C. (2000). The role of internal attribution and social support in the college success of African American males. (Doctoral dissertation, Loyola University of Chicago, 2000). Dissertation Abstracts International, 60A, 4339. (UMI No. 9955377) Studies the effects of locus of control and social support on college completion by minority students, and concludes that high senses of both are important for success.

772. English, M. A. (1991). Retention of minority (Black) students on predominantly white college and university campuses. (Doctoral Dissertation, Temple University, 1991). Dissertation Abstract International, 52A, 2713 . (UMI No. 9134938) Assesses reasons for non-completion of the undergraduate degree, and finds perceived racial or ethnic tension as the major reason.

773. Engs, M. S. (1996). Factors affecting the retention of Native American students at a southwestern community college. (Doctoral dissertation, Northern Arizona University, 1997). Dissertation Abstracts International, 57A, 4241. (UMI No. 9710193) Evaluates the effects of a cultural harmonious environment on student retention .

774. Epps, E. G. (Ed.). (1972). Black students in white schools. Worthington, OH: C. A. Jones Contents explore the impact of increased black enrollments, and the issues and problems faced by black students.

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775. Ferrer, A. J. (1997). Differences in academic and social integration and environmental factors among new, successful, and unsuccessful community college students. (Doctoral dissertation, University of Miami, 1998). Dissertation Abstracts International, 59A, 403 . Studies the relationships between academic and social integration and external environmental factors and academic success, and concludes that Hispanic females and other minorities not requiring remedial courses scored higher on academic integration.

776. Fleming, J. (1981). Stress and satisfaction in college years of black students. Journal ofNegro Education, 50(3), 307-318. Compares sources of stress and satisfaction at predominantly black and white universities and identifies the effects on academic and personal development.

777. Flowers, L. A. (2002). The impact of college racial composition on African American students' academic and social gains: Additional evidence. Journal of College Student Development, 43, 403-410. Uses data from the College Student Experiences Questionnaire, and reports that attending Historically Black Colleges and Universities enhances significantly student academic and social development.

778. Ford-Edwards, J. F. (2002). Towards a theoretical model of minority student success: Successful black students and their perspectives on the variables that promote and retard their retention . (Doctoral dissertation, Drexel University, 2002). Dissertation Abstracts International, 63A, 875. (UMI No. 3046032) Concludes that students who persist use their personal experience with barriers to develop specific success oriented behaviors.

779. Fredda, J. V. (2000). An examination offirst-time in college freshmen attrition within the first year ofattendance. Ft. Lauderdale, FL: Nova Southeastern University. (ERIC Document Reproduction Service No. ED453746) Reports that attrition is predicted by poor academic performance in high school and college, and part time enrollment.

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780. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review ofEducational Research, 74(1),59-109. Reviews the literature and discusses limitations and needed improvements in the research for better interventions.

781. Fuertes, J. N., & Sedlacek, W. E. (1995). Using noncognitive variables to predict the grades and retention of Hispanic students. College Student Affairs Journal, 14(2), 30-36. Investigates Hispanic students' ability to deal with racism, and finds that awareness and resistance to racism predicts first year grades but does not predict graduation.

782. Gabelko, N. H., & Sosniak, L. A. (2002). Someone just like me': When academic engagement trumps race, class, and gender. Phi Delta Kappan, 83(5), 400-405. Argues the power of academic integration with diverse people and ideas can bridge race, class and gender boundaries.

783 . Galicki, S. J., & McEwen, M. K. (1989). The relationship of residence to retention of Black and White undergraduate students at a predominantly white university. Journal ofCollege Student Development, 30(5), 389-94 Concludes that residence does predict persistence.

784. Gardner, B. (1989). Southeast Asian culture and classroom culture. College Teaching, 37(4), 127-30. Argues the need for faculty to be aware that cultural traits affect student behaviors and communication patterns, and proposes strategies for working with them.

785. Garman, A. N . (1997). Using targeted outreach to recruit minority students into competitive service organizations. College Student Journal, 31(3), 174-179.

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Describes an effective recruitment outreach program that was sponsored by and involved minority students.

786. Glazier, J. A. (2003). Moving closer to speaking the unspeakable: White teachers talking about race. Teacher Education Quarterly, 30(1), 73-94. Reports that willingness to talk about race increased as participants became more familiar with the format, each other, and their own avoidance habits.

787. Gloria, A. M., Castellanos, J., Lopez, A. G., & Rosales, R. (2005). An examination of academ ic nonpersistence decisions of Latino undergraduates. Hispanic Journal ofBehavioral Sciences, 27(2), 2002-223. Studies the effects of comfort, social support and self-beliefs on decision to withdraw among females and males, and reports that social support is the most salient predictor.

788. Gloria, A. M., Kurpius, S., Hamilton, K., & Willson, M. (1999). African American students persistence at a predominantly white university: Influences of social support, university comfort, and self-beliefs. Journal ofCollege Stu-

dent Development, 40(3), 257-268 . Reports that positive campus environment and social support predict persistence.

789. Goldstein, M. S. (1985). A comparison of perceptions of white and minority high school students: Implications for community college research and recruitment. (Doctoral dissertation, George Washington University, 1985). Dissertation Abstracts International, 46A, 1529. (UMI No. 8516225) Concludes that minority students perceive community colleges as vocational resources while non minorities perceive them as offering the first two years of a four-year college education.

790. Gonzalez, G. P. (1990). Factors affecting college retention of Hispanic males. (Doctoral dissertation, Yeshiva University, 1990). Dissertation Abstracts International, 51A, 753. (UMI No. 9020094)

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Reports that persisting Hispanics seem more goal directed, and less influenced by methods or perceptions offaculty than persisting whites.

791. Gonzalez, K. P. (2002). Campus culture and the experiences of Chicano students in a predominantly white university. Urban Education, 37(2), 193-218. Reports on how campus climate that devalues Chicano presence contributes to attrition.

792. Gordon, F. L. (1999). A study of non cognitive variables and perception of alienation for minority students at three 2-year colleges. (Doctoral dissertation, Rutgers State University, New Brunswick, 1999). Dissertation Abstracts International, 60A, 1461. Investigates the relationship between non cognitive variables and alienation among minority students and fmds that Hispanic students experience alienation more than black students.

793. Graham, M. A. (1981). Acculturative stress among Asian, American and Polynesian students on the Brigham Young University-Hawaii campus. (ERIC Document Reproduction Service No. ED208076) Reports that dissonance between campus culture and ethnic group cultures can produce stress that is manifested in adjustment problems.

794. Grier, V. E. (1987). Black students/white campus: A study of residency as a factor in minority retention research. (Doctoral dissertation, Fairleigh Dickinson University, 1987). Dissertation Abstracts International, 49A, 1073. (UMI No. 8811691) Reports support of the hypothesis that campus residency status predicts retention .

795. Gurin, P., & Epps, E. (1975). Black consciousness, identity and achievement. NY: John Wiley and Sons. Reports on the influences of personal and collective identity on student persistence at Black colleges.

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796. Hackett, G., Betz, H. E., Casas, J. M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal ofCounseling Psychology, 39(4), 527-538. Reports that self-efficacy, and academic support services predict success.

797. Hagedorn, L. S., Maxwell, W., & Hampton, P. (2002). Correlates of retention for African American males in community colleges. Journal ofCollege Student Retention, 3(3), 243-63. Concludes that early identification of the college major, and clear and high standards for performance predict best the retention of African American males.

798. Harrington, C. E., & Schibik, T. J. (2003). Reflexive photography as an alternative method for the study of the freshman year experience [Electronic version] . NASPA Journal, 41(1), 23-40. Describes an innovative approach to assessing student perceptions about their adjustment to and experiences in college.

799. Harrison-Cook, R. R. (1999). An examination of issues affecting AfricanAmerican student decisions to enroll in honors programs or honors colleges at predominantly white post secondary institutions. (Doctoral dissertation, University of South Carolina, 1999). Dissertation Abstracts International, 60A, 1039. (UMI No. 9928309) Reports that recruitment methods are ineffective because they do not address student perceptions of the program, their fears or need for incentives.

800. Hassouneh-Phillips, D., & Beckett, A. (2003). An education in racism. Journal ofNursing Education, 42(6), 258-265. Describes the experiences and perceptions of minority women in doctoral nursing programs, and concludes the need for faculty and students to reflect on and challenge individual and institutional racism.

801. Heisserer, D. L., & Parette, P. (2002). Advising at-risk students in college and university settings. College Student Journal, 36(1), 69-83 .

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Discusses intrusive advising and its benefits, and recommends its use to advisors.

802. Hernandez, J. C. (2000). Understanding the retention of Latino college students. Journal ofCollege Student Development, 41(6), 575-588. Investigates the individual experiences and environmental factors that contribute to student persistence at predominantly white institutions.

803 . Hill, B. D. (2000). Factors influencing underrepresented minority student leadership on a predominantly white Christian campus. Lisle, IL: Benedictine College. (ERIC Document Reproduction Service No. ED457761) Reports that minority students involve themselves in campus leadership activities that meet their needs for belonging and interpersonal relationships, and that advocate for a caring campus community.

804. Hively, R. (Ed.). (1990). The lurking evil: Racial and ethnic conflict on the college campus. Washington, DC: AASCU. Presents 15 chapters with ideas and strategies for addressing racial and ethnic violence on college campuses, creating healthy racial climates, and addressing discrimination.

805 . Hodges, J. L. (1999). The effects of first-generation status upon the frrstyear college success patterns of students attending an urban multi-campus community college. (Doctoral dissertation, Wayne State University). Dissertation Abstracts International, 60A, 1878. (UMI No. 9933491) Reports first generation students exhibit significant differences in patterns of retention and academic achievement during the first year of school.

806. Hood, D. W. (1992). Academic and non cognitive factors affecting the retention of black men at a predominantly white university. Journal ofNegro Education, 61(1), 12-23. Non-cognitive factors predict strongly academic success and persistence of minority students.

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807. Home, E. B. (2003). The development of identity and pride in the Indian child. Multicultural Education, 10(4). 32-38. Argues for the importance of positive identity and pride for student success and provides examples of approaches.

808. House, J. D. (2001). Predictive relationships between self-beliefs and mathematics achievement of American Indian/Alaska Native students.lnternational Journal ofInstructional Media, 28(3), 287-297. Reports that self-beliefs are significant predictors of achievement

809. House, J. D. (2003). A longitudinal assessment of cognitive motivational predictors of the grade performance of American Indian/Alaska Native students. International Journal ofInstructional Media, 30(3), 303-314 . Concludes that self-beliefs have significant impact on student outcomes, and recommends they be the focus of educational experiences.

810. Hudson, J. B. (1991). The long-term performance and retention ofpreparatory division transfer students: 1983-1990. University of Louisville. (ERIC Document Reproduction Service No. ED334918) Studies the adjustments of transfer students, and identifies several factors that contribute to African American students' persistence.

811 . Huffman, T. E. (1986). College achievement among Sioux and White South Dakota students. Journal ofAmerican Indian Education, 25(2),32-38. Reports that cultural identity, and retention of native cultural traditions are significant predictors of student achievement.

812. Huffman, T. E. (2001). Resistance theory and the transcultural hypothesis as explanations of college attrition and persistence among culturally traditional American Indian students. Journal ofAmerican Indian Education, 40(3), 1-23. Reports that students overcame alienation and experienced success in college, and explains theoretically both outcomes.

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813. Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students' sense of belonging. Sociology ofEducation, 70(4), 324-345. Presents a conceptual model of the sense of belonging and recommends greater attention be given in college adjustment studies to social integration, and the sequencing of the college experience.

814. Hurtado, S., Carter, P., & Spuler, A. (1996). Latino student transition to college: Assessing difficulties and factors in successful college adjustment. Research in Higher Education, 37(2), 135-158. Reports that student adjustment is affected by campus climate and social and academic integration.

815. Hurtado, S., Clayton-Pedersen, A. R., Allen, W. R., & Milem, J. F. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practice. Review ofHigher Education, 21(3), 279-302. Uses a racial climate model to summarize research, and propose ways to enhance educational policy.

816. Hurte, V. J. (2002). Mentoring: The forgotten retention tool. Black Issues in Higher Education, 19(18),49. Describes the positive impacts of mentoring for minority student retention and persistence.

817. Hutto, C. P., & Fenwick, L. T. (2003). Staying in college: Student services and retention at historically black colleges and universities. Paper presented at the International Conference on Education, Honolulu, Hawaii. (ERIC Document Reproduction Service No. 468397) Also available from: [http://www.hiceducation.org/edu-proceedings/#H]. Reports that freshman retention is predicted by student perceptions of the quality and availability of student support services.

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818. Hyatt, R. (2003). Barriers to persistence among African American intercollegiate athletes: A literature review of non-cognitive variables. College Student Journal, 37(2), 260-275. Identifies the factors affecting persistence and recommends development of academic and student service programs based on those factors.

819. Jackson, H. T. (1985). Factors contributing to attrition and retention ofminority students in engineering degree programs in the Pacific Northwest. (Doctoral dissertation, Washington State University, 1985). Dissertation Abstracts International, 46A, 3264. (UMI No. 8527135) Reports motivation and self-confidence as significant predictors of persistence.

820. Jalomo, R., Jr. (1995). First-year student experiences in community colleges: Crossing borders, making connections and developing perceptions about learning. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED388867) Examines the influences of classroom and campus-based experiences on the learning and retention of African American, Latin American, Asian and white first-year community college students.

821. Johnson, M. M., & Molnar, D. (1996, May). Comparing retentionfactors for Anglo, Black and Hispanic students. Paper presented at the Annual meeting of the Association for Institutional Research, Albuquerque, NM. (ERIC Document Reproduction Service No. 410774) Reports that minority student academic success is affected by their satisfaction with academic support services

822. Johnson-Bailey, J. (1994). Making a way out of no way: An analysis of the educational narratives of reentry Black women with an emphasis on issues of race, gender, class and color. (Doctoral Dissertation, University of Georgia, 1994). Dissertation Abstracts International, 55A, 2681. (UMI No. 9504364) Identifies continuity in the issues confronted by these women in their educational experiences, and the coping strategies they used.

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823. Johnson-Bailey, 1. (1998). Black reentry women in the academy: Making a way out of no way. Initiatives, 58(4), 37-48. Identifies the common experiences, aspirations and strategies used for success.

824. Johnson-Bailey, J. (2000). Sistahs in college: Making a way out ofno way. Malabar, FL: Krieger. Describes racial issues impacting the college experiences of eight Black female non-traditional students, and their views on how to be successful.

825. Jones, B. A. (1992). Inductive development of a theoretical model to predict retention of Puerto Rican students enrolled in Nursing Education Programs. (Doctoral dissertation, Widener University, 1992). Dissertation Abstracts International, 53B, 6222. (UMI No. 9312413) Concludes students prepared minimally for enrollment were at higher risk for failure.

826. Jones, L. V. (2004). Enhancing psychosocial competence among black women in college. Social Work, 49(1), 75-84. Reports that a culture based group intervention was effective in reducing levels of perceived stress but failed to increase internal local of control.

827. Kenner, D. B. (1982). The relationship of non-academic factors in the retention of minority students attending predominantly white institutions ofhigher education. (Doctoral dissertation, University of Wisconsin at Milwaukee, 1983). Dissertation Abstracts International, 44A, 709. (UMI No. 8313238) Tests the predictive power of self-concept, assertiveness and dogmatism for retention and reports inconclusive outcomes.

828. Khan, I. L. C. (2000). Institution specific retention issues: A look at college students' persistence and perceptions of their experiences in an urban university. (Doctoral dissertation, Virginia Commonwealth University, 2000). Dissertation Abstracts International, 61A, 3917. (UMI No. 9989897)

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Identifies personal motivation and factors external to the institution as the most significant predictors of persistence.

829. Kiang, P. N. (1992). Issues of curriculum and community for flfst generation Asian Americans in college. New Directions for Community Colleges, 20(4), 97-112. Discusses perceptions of immigrant and refugee students about persistence, identity and alienation.

830. Kodama, C. M., McEwen, M. K., Liang, C. T., & Lee S. (2002). An Asian American perspective on psychosocial student development theory. New Directions for Student Services, 97, 45-59. Theorizes a student development model that explains adjustment to college.

831. Kowalski, C. (1977). The impact ofcollege on persisting and nonpersisting students. NY: Philosophical Library. Uses student development perspectives to analyze the decision to persist and finds that non-cognitive variables have the greatest influence.

832. Kuo-Jackson, Y. P. (2000). Minority experiences across Asian American ethnic groups and generational levels: Ethnic identity, bicultural stress, perceived prejudice, and racial consciousness. (Doctoral dissertation, University of Nebraska, Lincoln, 2000). Dissertation Abstracts International, 61A , 509. (OMI No. 9962060) Examines the role of racial consciousness in retention, and concludes it serves as a coping response to racial prejudice and racism.

833. Lagdameo, A., Lee, S., Nguyen, B., Liang, C. T., Lee, S., Kodama, C. M., et al. (2002). Voices of Asian American Students. New Directions for Student Services, 97, 5-10. Reports perceptions about racial discrimination, student faculty relationships, adequacy of support resources, and makes recommendations.

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834. Landmark Films (1991). How we feel: Hispanic students speak out. (Video Recording). Falls Church, VA: Landmark Films. Presents student voices about their educational experiences and aspirations

835. Lanni, J. C. (1992, March). The longitudinal student success study: The entering student survey. Paper presented at the Annual Meeting of the National Association for Equal Opportunity in Higher Education, Washington, DC. (ERIC Document Reproduction Services No. 350017) Describes student characteristics, and identifies factors related to minority student persistence.

836. Leon, D. J. (1975). Chicano college dropouts and the Educational Opportunity Program: Failure after high school. High School Behavioral Science, 3(1), 6-11 Identifies four phases of the decision to dropout - rationale for entering, deterioration of the original rationale, transition to the original leaving rationale, adoption of the leaving rationale.

837. Madkins, J. 8., & Mitchell, C. E. (2000). Establishing a level playingfield for minority students on predominantly Anglo university campuses. Houston, TX. National Association of African American Studies and National Association of Hispanic and Latino Studies: 2000 Literature Monograph Series. (ERIC Document Reproduction Service No. ED455747) Explores campus racial climates and institutional responses.

838. Mallinckrodt, B. (1988). Student retention, social support and dropout intention: Comparison of black and white students. Journal ofCollege Student Development, 29(1), 60-64. Concludes that perceptions of social support and intention to graduate predict persistence.

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839. Mena, F., Padilla, A. M., & Maldonado, M. (1987). Acculturation stress and specific coping strategies among immigrant and later generation college students. Hispanic Journal ofBehavioral Sciences, 9(2), 207-225. Reports that students who immigrate as teenagers experienced the most stress and adjustment problems.

840. Mendez-Catlin, L. M. (1995). The future is now: The effect of student culture on the academic, personal, and social development of Hispanic college students at New Mexico Highlands University. (Doctoral dissertation, Columbia University Teachers College, 1995). Dissertation Abstracts International, 56A, 2579. (UMI No. 9539842) Investigates the influences of peer and institutional cultures on student life and decisions to persist.

841. Miller, A. H. (1969). Problems of the minority student on campus. Liberal Education, 55(1),18-23. Outlines the discriminatory and exclusionary experiences of black students in the greater society, and argues that student demands for inclusion in college decision should be viewed and responded to within that context.

842. Miller, B. W., & Eddy, J. (Eds.). (1983). Recruiting, marketing, and retention in institutions ofhigher education. Lanham, MD: University Press of America. Devotes one chapter to minority student attrition in which the author argues that enhanced student support services that promote a sense of worth and security will reduce attrition.

843. Moreno, S. E. (1999). Success and diversity: The transition through firstyear calculus in the university. American Journal ofEducation, 108(1),30-57. Describes the Emerging Scholars Program and its influence on student academic performance in prerequisite courses for majors in mathematics, science, or engineering, and fmds that the academic challenges and support minority students receive in the program contributes to high levels of achievement in calculus.

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844. Nagasawa, R., & Espinosa, D. J. (1992). Educational achievement and the adaptive strategy of Asian American college students: Facts, theory, and hypotheses. Journal ofCollege Student Development, 33(2), 137-142. Argues that student subculture is the most significant factor in educational achievement of Asian students, and proposes further study and institutional responses.

845. National Survey seeks to improve retention, graduation rates. (2002). Black Issues in Higher Education, 19(14), 8-9. Describes the results of the National Survey of Student Engagement project on retention and graduation rates.

846. Nelson, A. G. (1966). College characteristics associated with freshman attrition. Personnel and Guidance Journal, 44(1), 146-150. Reports that small colleges have better retention rates because of personal attention given to students, and the high quality of educational experiences.

847. Nelson, S. (1997). A local theory for retention of minority students in Michigan' s public baccalaureate nursing programs. (Doctoral dissertation, Michigan State University, 1998). Dissertation Abstracts International, 59B, 161. (UMl No. 9822493) Uses naturalistic inquiry to study the views of nursing faculty and students about retention, and concludes that although resources are available for mounting retention programs faculty lack the will to do so.

848. Nelson, W. L. (1994). Receptivity to institutional assistance: An important variable for African-American and Mexican-American student achievement. Journal ofCollege Student Development, 35(5), 378-383 . Reports the predictive value ofwilIingness to seek assistance from tutors or reading teachers on first semester grade point averages of high-risk students.

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849. Nieves, W. (1991). The relationship between minority student self-esteem and student retention at an urban community college. (Doctoral dissertation, Rutgers University, 1991). Dissertation Abstracts International, 52A , 1643. (UMI No. 9130048) Reports that high self-esteem makes an indirect contribution to retention through defined goals and intent to transfer.

850. Nora, A. (1985). Determinants of retention among Chicano college students: A structural model. (Doctoral dissertation, University of Houston, 1985). Dissertation Abstracts International, 46A, 2943 . (UMI No. 8527875) Finds limited support for Tinto's attrition model, but high levels of institutional and goal commitments as significant predictors to retention.

851. Nora, A. (2004). The role of habitus and cultural capital in choosing a college: Transitioning from high school to higher education and persisting in college among minority and non-minority students. Journal of Hispanic Higher Education, 3(2), 180-208. Reports that specific types of perceptions of the college predict strongly the student's decision to attend and persist.

852. Nora, A., & Cabrera, A. F. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. Journal of Higher Education, 67, 119-48. Examines the influence of perceived racial prejudice and discrimination on persistence of minority and non-minority students, and finds that pre-college academic ability has a strong indirect effect on persistence in both groups.

853. Norman, K. F. (1989). A study of graduating college students' perceptions of identified factors related to persistency in acquiring a college degree. (Doctoral dissertation, Texas Southern University, 1989). Dissertation Abstracts International, 51A, 1924. (UMI No. 9029531) Investigates the relationships between institutional commitments, academic and social integration on student retention and graduation rates.

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854. O ' Brian. W. E. (1967). A study of student levels of satisfaction with community college and senior college instructional services. (Doctoral dissertation, Northern Illinois University, 1967). Dissertation Abstracts International, 29A, 102. (UMI No. 6809733) Effective counseling reduces attrition at community colleges

855. Olivares, V. B. (2000). Academic retention and achievement of postsecondary students requiring remediation at a four-year institution. (Doctoral dissertation, California State University, Fresno and University of California, Davis, 2000). Dissertation Abstracts International, 61A, 2626. (UMI No. 9980640) Concludes that proficiencies in English and Math are the strongest predictors of college success.

856. Padney, R. W. (1973). A comparative study of dropouts at an integrated university: The Sixteen Personality Factor Test. Journal ofNegro Education, 42(4), 447-451. Reports persisters to be more humble and submissive, and dropouts more assertive, independent, and stubborn.

857. Panos, R. J., & Austin, A. W. (1968). Attrition among college students. American Educational Research Journal, 5(1), 57-72. Reports that the impartiality found on large campuses contributes to attrition.

858. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36(1), 163172. Reports strong effects of emotional and social competency on academic achievement.

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Recruitment and Retention

859. Peregoy, J. J. (1990). Stress and the sheepskin: An exploration of the Indian/native perspective in college. (Doctoral dissertation, Syracuse University, 1990). Dissertation Abstracts International, 52A, 1214. (UMI No. 9126122) Conducts a qualitative study of the campus experiences of students.

860. Perry, S. R., Cabrera, A. F., & Vogt, W. P. (1999). Career maturity and college student persistence. Journal ofCollege Student Retention, 1(1),41-58. Uses the My Vocational Situation Instrument to assess the association between career maturity and persistence, and reports no direct effects.

861. Person, D., & Christensen, M. C. (1996). Understanding black student culture and black student retention . NASPA Journal, 34,47-56. Examines the effects of non cognitive variables, and interpersonal interactions on student achievement and attrition.

862. Pflueger, H. G . (1988). The academic success and retention of community college athletes and non-athletes. (Doctoral dissertation, University of Maryland, College Park, 1988). Dissertation Abstracts International, 50A, 897. (UMI No. 8912339) Reports no differences in persistence and retention rates of athletes and nonathletes, but differences were detected in the strengths of the contributions of personal and social psychological factors to their success.

863. Pidcock, B. W., Fischer, J. L., Munsch, J. (2001). Family, personality, and social risk factors impacting the retention rates of first-year Hispanic and Anglo college students. Adolescence, 36(144), 803-818. Investigates the impact of family, and academic behavior differences on persistence, and concludes the need for retention policy and programs targeted at student developmental transitions.

864. Preising, P. P., & Frost, R. (1973). Increasing student retention through application ofattitude change packages, increasing GPA, and student retention oflow income minority community college students through application of

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Nightingale Conant Change Packages: A pilot study. Paper presented at the California Association for Institutional Research, Sacramento, CA. (ERIC Document Reproduction Service No. ED076188) Reports positive results of two quasi-experimental studies of student motivation, achievement and retention.

865. Rab, S. Y. (2004). Swirling students: Putting a new spin on college attrition . (Doctoral dissertation, University of Pennsylvania, 2004). Dissertation Abstracts International, 65A, 1127. (UMI No.3 125888) Uses the National Education Longitudinal Survey to identifY patterns and consequences of multi-institutional attendance by students from lower socioeconomic backgrounds, and provides recommendations for future research and retention policy.

866. Ramaker, M. J. (1992). The relationship between a collaborative learning community and the persistence of community college students. (Doctoral dissertation, Oregon State University, 1992). Dissertation Abstracts International, 53A, 1773. (UMI No. 9229762) Finds there are no significant relationships between collaborative learning communities, social integration and persistence.

867. Rice, M. F., & Alford, B. C. (1989). A preliminary analysis of black undergraduate students' perceptions of retention/attrition factors at a large, predominantly white, state Research University in the South. Journal ofNegro Education, 58(1), 68-81. Studies factors perceived by black undergraduates to affect their retention and academic achievement.

868. Richardson, R., & Skinner, E. (1992). Helping first-generation minority students achieve degrees. New Directionsfor Community Colleges, 20(4), 2943. Identifies the factors influencing student decision to persist, and strategies for retention.

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Recruitment and Retention

869. Ritchey, A. (2003). Indians can't learn. American Indian Quarterly, 27(1 /2),386-393. Describes the campus experiences with discrimination and racism encountered by a retention specialist and Native American students.

870. Robbins, S. B., Lauver, K. , Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288. Reports that having academic goals, feelings of self-efficacy, and good study skills are significant predictors of persistence.

871. Rocha, P. (1996). Stress and acculturation: A comparison of AngloAmerican and Mexican-American university students. (Doctoral dissertation, New Mexico State University, 1996). Dissertation Abstracts International, 57A, 2359. (UMI No. 9636119) Reports that levels of acculturation, social economic status, and gender as significant predictors of levels of fmancial stress, and social stress but not for academic stress.

872. Rocheleau, S. E. (2004). Effect of non-cognitive and social environmental factors on the retention of under-represented minority students in engineering and technology related disciplines. (Doctoral dissertation, Drexel University, 2004). Dissertation Abstracts International, 65A , 1697. (UMI NO. 3134072) Reports that non-cognitive factors contributed to their academic success, and that student support services and cohort participation contributed to development of those factors.

873. Rodriguez, E. R. (1995). The role of psychological separation, ethnic identity, and worldview in college adjustment. (Doctoral dissertation, Arizona State University, 1994). Dissertation Abstracts International, 55B, 4105. Finds that ethnic identity of Latino/a students has a strong moderator effect on social adjustment, personal-emotional adjustment, and institutional adjustment.

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874. Roth, M. (1985). Immigrant students in an urban commuter college: Persistors and dropouts. (Doctoral dissertation, Adelphi University, 1985). Dissertation Abstracts International, 46A, 3489. (UMI No. 8528684) Tests the effects of three types of involvement on retention among Dominican immigrant students attending an urban commuter college.

875 . Rowser, J. F. (1997). Do African American students' perceptions of their needs have implications for retention? Journal ofBlack Studies, 27(5), 718-726. Reports that African American college freshmen have high expectations of their academic performance and graduation, and attribute those expectations to adequate academic, social, and personal preparation for college.

876. Salgado, L. J. (1989). Language proficiency and retention among Hispanic students in community colleges. (Doctoral dissertation, Seton Hall University, 1989). Dissertation Abstracts International, 50A, 1582-83. (UMI No. 8918199) Reports significant relationships between persistence and employment status, reason for going to college, and gender.

877. Sanchez, J. H., Mindel, C. H., & Saleebey, D. (1980). Factors influencing the decision of minority students to attend graduate schools of social work. Journal ofSociology and Social Welfare, 7(5),665-678. Reports that the most influential factors were the school's reputation for emphasizing minority concerns, availability of financial aid, and the advice from significant others.

878. Sanford, T. R. (1979, October). Non-academicfactors influencing the withdrawal ofacademically ineligible black students. Paper presented at the Annual Meeting of the southern Association for Institutional Research, Orlando FL. (ERIC Document Reproduction Service No. ED180362) Reports that personal and health problems are the most significant reasons for both voluntary and involuntary withdrawals.

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Recruitment and Retention

879. Santo, R. (2004-2005). Lesbian, gay, and bisexual college students: Risk, resiliency, and retention. Journal ofCollege Student Retention Research Theory and Practice, 6(1), 97-110. Examines the experiences of sexual minority college students and identifies factors affecting academic achievement.

880. Sibley, J. G. (1995). The relationship of self-others understanding to social and academic adjustment of African American college students as related to retention (social adjustment). (Doctoral dissertation, University of Alabama, 1995). Dissertation Abstracts International, 57A, 580. (UMI No. 9616904) Concludes that self-understanding empowers student's social and academic adjustment, which facilitates retention.

881. Skinner, E. F., & Richardson, R. C., Jr. (1988). Making it in a majority university: The minority graduate's perspective. Change, 20(3), 34-42. Creates profiles for success from interv iews with four minority student graduates.

882. Smith, S. (1999). Invisible men. Black Issues in Higher Education, 16, 1415. Examines factors influencing the retention lpld withdrawal rates among black male community college students, and concludes that the absence of clear goals, and poor academic preparedness are key factors.

883. Solberg, V. S., O'Brien, K., Villarreal, P., Kennel, R., & Davis, B. (1993). Self efficacy and Hispanic college students: Validation of the College Selfefficacy Instrument. Hispanic Journal ofBehavioral Science, 15(1), 80-95. Identifies the affects of academic, social and interpersonal efficacy on student adjustment.

884. Solberg, V. S., Villarreal, P. (1997). Examination of self-efficacy, social support and stress as predictors of psychological and physical distress among

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Hispanic college students. Hispanic Journal ofBehavioral Sciences, 19(2), 182201. Reports that positive social support negates the influences of physical and psychological stress on college adjustment.

885. Spady, W. G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis. Interchange, 1(1),64-85. Proposes that attrition is a function of the interactions between students, faculty, administrators, and the broader campus academic environment.

886. Spady, W. G. (1971). Dropouts from higher education: Towards an empirical model. Interchange, 2(3), 38-62. Provides an expanded rational and empirical support for his 1970 interaction based attrition model.

887. Stoner, K. L., & DeRidder, J. W. (1982). A five year analysis offemale vs. male college students' persistence to graduation: One case study. College Student Affairs Journal, 4(3), 19-24. Reports that females tended to graduate more frequently than males, which contradicts conclusions within the research literature.

888. Suen, H. K. (1983). Alienation and attrition of black college students on a predominantly white campus. Journal ofCo/lege Student Personnel, 117-121. Studies the links between the two concepts and fmds positive relationship between them, and makes recommendations for support services programming.

889. Swail, W. S., Redd, K. E., & Perna, L. W. (2003). Retaining minority students in higher education: Aframeworkfor success. San Francisco: Wiley. Discusses the importance of campus wide support led by upper level administrators for successful retention and persistence initiatives.

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890. Tan, D. L. (1994). Uniqueness of the Asian American experience in higher education. College Student Journal, 28(4), 412-421. Reports that the model minority and over achiever myths are hindrances, and that Asian American college students are more similar than different compared to African American college students in their experiences with racism and prejudice.

891. Tanaka, G. (2002). Higher education's self-reflexive turn: Toward an intercultural theory of student development. Journal ofHigher Education, 73(2), 263-296. Criticizes the primacy of race and culture and offers framework for research that emphasizes relationships and learning between groups.

892. Terenzini, P., Rendon, L., Upcraft, M., & Millar, S., Allison, K., Gregg, P., & Jaloma, R. (1994). The transition to college: Diverse students, diverse stories. Research in Higher Education, 35(1), 57-73. Uses focus groups to identify factors and experiences contributing to successful transition to four-year schools.

893. Thomas, V. G. (2001). Educational experiences and transitions of reentry college women: Special considerations for African American female students. The Journal ofNegro Education, 70(3), 139-155. Reports on the roles of achievement motivation and support systems in academic success.

894. Thompson, J. N. (1999). Exploring diversity among African American students at a predominantly white university. (Doctoral dissertation, Indiana University, 1998). Dissertation Abstracts International, 60A, 1942. Conducts a study of the experiences and perceptions among African American students, and identifies factors that contribute to and inhibit personal and academic development.

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895. Thurston, K. (1995). The tribal college: A modelfor western institutions. Paper presented at the 46 th Annual Meeting of the Conference on College Composition and Communication, Washington, DC. (ERIC Document Reproduction Service No. ED386757) Argues that success rates of Native American students are greatly improved when faculty are sensitive and responsive to students' needs, cultural and historical context and background.

896. Tierney, W. G. (1995). Addressing failure: Factors affecting Native American College student retention. Journal ofNavajo Education, 13(1), 3-7. Addresses the retention problem and the institutional, student, and family roles in solving it.

897. Trent, J. W., & Medsker, L. I. (1968). Beyond high school. San Francisco: Jossey-Bass Reports that persisters are more likely to enter college with attitudinal predispositions that enhance personality development, which predicts graduation.

898. Trevino, J. G. (1992). Participation in ethnic/racial student organizations. (Doctoral dissertation, University of California, Los Angeles, 1992). Dissertation Abstracts International, 53A, 4230. (UMl No. 9301586) Concludes that participation does not predict retention or leadership, and that social identity theory has utility for studying college experiences of Chicanos.

899. Walleri, R. D., & Stoering, J. M. (1997). An extended journey to assist at risk student. New Directionsfor Higher Education, 100,71-78 . Reports that existing organization culture impacts initiatives to enhance the success of at risk students.

900. Weidman, J. c., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44(6), 641-656.

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Concludes that social interaction between students and faculty, and a supportive climate are key factors in doctoral student success.

901. Weidman, J. C., Twale, D. J., & Stein, E. L. (2001). Socialization of graduate and professional students in higher education: A perilous passage? Higher Education Reports, 28(3),1-112. Discusses the challenges facing graduate education, and proposes a multivariate model of student socialization that responds to those challenges.

902. Wells, R. N., Jr. (1989). A survey ofAmerican Indian students. New York: ERIC Clearinghouse for Higher Education. (ERIC Document Reproduction Service No . ED311778) Reports the factors contributing to the academic success and failure of students enrolled at Tribal Colleges.

903. West, S. L. (2000). Anglo and Hispanic college student performance and intent to graduate: A prospective examination of risk factors in two theoretical models. (Doctoral dissertation, Texas Tech University, 2000). Dissertation Abstracts International, 61A, 2477. (UM! No. 9976971) Studies risk and protective factors that both hinder and facilitate Hispanic and Anglo student performance, and finds that the strongest risk factors for Hispanics are preparedness and feelings of connection with the college.

904. Willie, S. S. (1995). The college experiences of black students: Educating for multicultural living. Black Scholar, 25(4), 70-72. Compares self reported experiences of black students attending Howard and Northwestern Universities, and identifies ways to combat racism at historically white colleges and universities

905. Yee, E. F. (2000). The psychosocial adjustment of Chinese American and Japanese American college students. (Doctoral dissertation, University of San Francisco, 2001). Dissertation Abstracts International, 61B, 5063. (UM) No. 9984852)

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Concludes that acculturation and ethnic identity predict social and academic adjustment.

906. Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self- efficacy, stress and academic success. Research in Higher Education, 46(6),677-706. Conducts survey of immigrant and minority freshmen and reports that academic self-efficacy is a significant positive predictor of achievement and retention.

907. Zayas, P. (1999). Correlates of minority transfer students' academic performance and retention. (Doctoral dissertation, Seton Hall University, 1999). Dissertation Abstracts International, 60A, 974. (UMl No. 9929086) Reports that positive academic and social experiences are predictive of transfer student persistence, and Hispanic persistence rates were higher than those of African Americans.

908. Zea, M. C., Reisen, C. A., Beil, C., & Caplan, R. D. (1997). Predicting intention to remain in college among ethnic minority and non-minority students. Journal ofSocial Psychology, 137(2), 149-160. Reports minority students' intentions to persist increases when they perceive the college environment as one that welcomes diversity.

909. Zhang, Z., & RiCharde, R. S. (1998, May). Prediction and analysis of freshman retention. Paper presented at the Annual Forum of the Association for Institutional Research, Minneapolis, MN. (ERIC Document Reproduction Service No. ED422814) Reports that coping with stress, dissonance, and lack of personal commitment predict freshman early withdrawal, and that self efficacy and physical fitness predict persistence.

5

Mentors and Social Integration The entries in this chapter emphasize the importance of social relations between race and ethnic group students, and campus-based faculty and staff for addressing effectively the recruitment and retention challenges facing colleges and universities. The efficacy of faculty, and staff mentors for retention is also stressed by many of the authors of the entries in this chapter, and some authors discuss how peer mentors experience personal growth and also benefit academically from the mentoring experience. Others authors stress the importance of active participation by race and ethnic group students in the development of institutional recruitment strategies, and in recruiting incoming students.

910. Adams, H. G. (1992). Mentoring: An essentialfactor in the doctoral processfor minority students. [Pamphlet]. Notre Dame, IN: National Consortium for Graduate Education for Minorities. Discusses the values ofmentoring and applications with doctoral students.

911. Alford, S. M. (2000). A qualitative study of the college social adjustment of black students from lower socioeconomic communities. Journal ofMulticultural Counseling and Development, 28(1), 2-16. Conducts a study using the ecological model to examine methods by which students develop social relationships, and to determine whether these relationships support college retention.

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912. Apostle, C. N. (Ed.). (1966). Getting through college using sociological principles. NY: Knowledgeable Press. Contains essays on the util ity of students and facu lty apply ing socio logical principles to the prevention of college dropouts.

913. Blackwell, J. E. (1989). Mentoring: An action strategy for increasing minority faculty. Academe, 75(5),8-14. Recommends that mentoring can increase directly retention of minority students, and higher graduation rates contribute indirectly to the availability of more minority faculty.

914. Chang, J. C. (2005). Faculty student interaction at the community college: A focus on students of color. Research in Higher Education, 46(7), 769-802. Reports that student faculty interactions increase retention of under represented student groups.

915. Critical Issue Bibliography Sheet: Multiculturalism andfaculty development. (2001). Washington DC: ERIC Clearinghouse on Higher Education. (ERIC Document Reproduction Service No. ED467017) Focuses on the necessity of faculty development in creating multicultural campuses.

916. Croteau, J. M., Talbot, D. M., & Lance, T. S. (2002). A qualitative study of the interplay between privilege and oppression. Journal ofMulticultural Counseling and Development, 30(4), 239-258. Reports that privilege and oppression may work in combination in shaping an individuals multicultural experience.

917. Davidson, M., & Foster-Johnson, L. (2001). Mentoring in the preparation of graduate researchers of color. Review ofEducational Research, 71(4),549573.

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Argues that positive experiences with mentors in graduate school has significant impact on success in postdoctoral education.

918. Dedrick, R. F., & Watson, F. (2002). Mentoring needs offemale minority and international graduate students: A content analysis of academic research guides and related print material. Mentoring and Tutoring, 10(3),275-289. Reports that guides more often do not address female minority needs.

919. Dickey, C. A. (1996). The role of quality mentoring in the recruitment and retention of women students of color at the University of Minnesota. (Doctoral dissertation, University of Minnesota, 1996). Dissertation Abstracts International, 57A, 599. (UMI No. 9619266) Describes mentoring initiatives within undergraduate and graduate programs designed to recruit and retain persons of color.

920. Duester, R. (1993). A study of the effects ofa mentoring program on minority students' perceptions and retention. (Doctoral dissertation, Colorado State University, 1994). Dissertation Abstracts International, 54A, 2908. (UMI No. 9402249) Reports the perceived effectiveness of the mentoring program for both personal development and retention.

921. Gallien, L. B., & Peterson, M. S. (2004). Instructing and mentoring the African American college students: Strategies for success in higher education. Upper Saddle River, NJ: Pearson Education. Provides ideas on classroom strategies for student academic success, and mentoring techniques that work with black students.

922. Giles-Gee, H. F. (1989). Increasing the retention of Black students: A multimethod approach. Journal ofCollege Student Development, 30(3), 196-200. Reports that academic performance and use of support services are negatively impacted by students living and working off campus, and high levels of campus participation.

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923. Good, J. M., & Halpin, G. (2000). A promising prospect for minority retention: Students becoming peer mentors. Journal ofNegro Education, 69(4), 37583. Examines the academic and interpersonal growth of African American peer mentors, and fmds that the peer mentors experienced also academic and interpersonal growth, and benefited academically from the experience.

924. Hayes, D., & Murry, S. (1998, August). African American women's self esteem workshop: Yalom meets Karenga. Paper presented at the Annual Convention of the Association of Black Psychologist, Atlanta, Georgia. (ERIC Document Reproduction Service No. ED422542) Describes a workshop for women designed to facilitate social integration.

925. Herzig, A. H. (2002). Where have all the students gone? Participation of doctoral students in authentic mathematical activity as a necessary condition for persistence toward the Ph.D. Educational Studies in Mathematics, 50(2), 177212. Identifies obstacles to academic and social integration within doctoral mathematics programs.

926. Herzig, A. H. (2004). Becoming mathematicians: Women and students of color choosing and leaving doctoral mathematics. Review ofEducational Research, 74(2), 171-224. Proposes framework for understanding the salience of academic and social integration on persistence in doctoral mathematics

927. Hickson, M., & Geri, E. (2002). What role does the race of professors have on the retention of students attending historically black colleges and universities? Education, 123(1), 186-189. Reports that students felt that race was an insignificant factor in the mentor student relationship, and persons who cared about their future and demonstrated interest in their education were most important to their desires to persist.

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928. Hodge, S. R. (1997). Mentoring: Perspectives of physical education graduate students from diverse cultural backgrounds. The Physical Educator, 54(2), 181-195. Reports that mentoring contributes to graduate student academic success, and recommends approaches for developing effective programs.

929. Holloway, 1. H. (2002). Mentoring for diversity. Educational Leadership, 59(6), 88-89. Identifies key factors contributing to effective mentoring.

930. Hopson, J. M. (1996). A comparative study offactors leading to the retention of African American students and nonminority students enrolled in business programs at a Northwest Florida community college. (Doctoral dissertation, University of Missouri, Columbia, 1997). Dissertation Abstracts International, 58A , 2504. (UMI No. 9737900 Finds that successful African American, and successful non-minority students agreed on the factors that contribute to their persistence, but African American students differed significantly in assigning importance to interpersonal relationships, support programs, and faculty student interactions.

931. Johnson-Bailey, J. (2004). Hitting and climbing the proverbial wall: Participation and retention issues for Black graduate women. Race, Ethnicity and Education, 7(4),331-349. Identifies key factors in retention to be accessibility and mentoring by supportive faculty and staff, networking with other black students, and fmancial aid.

932. Jones, B. A. (1992). Inductive development of a theoretical model to predict retention of Puerto Rican students enrolled in nursing education programs. (Doctoral dissertation, Widener University, 1993). Dissertation Abstracts International, 53B, 6222. (UMINo. 9312413) Reports that the quality of relationships between faculty and students is the strongest predictor of retention and graduation.

186

Recruitment and Retention

933. Kaigler, A. (2001). Women mentoring minority women in universities: Retention strategies for female minority students. (Doctoral dissertation, University of Oklahoma, 2002). Dissertation Abstracts International, 62A, 1748. (UMI No. 3014512) Uses interpretive method to examine the utility of mentoring practices at the undergraduate and graduate levels.

934. King, P. M. (Ed.). (1989). Intellectual development ofblack college students on a predominantly white campus. Bowling Green, OH: Graduate School of Counseling and Development. (ERIC Document Reproduction Service No. ED346761) Contents focus on the role of cognitive and non-cognitive variables in academic and social integration, and student intellectual development.

935. Kobrak, P. (1992). Black student retention in predominantly white regional universities: The politics offaculty involvement. Journal ofNegro Education 61(4),509-30. Discusses the need to address the political and organizational challenges that affect black student retention and graduation.

936. LaVant, B. D., Anderson, J. L., & Tiggs, J. W. (1997). Retaining African American men through mentoring initiatives. New Directions for Student Services, 80,43-53 . Describes the value ofmentoring programs for assisting students in overcoming personal and institutional obstacles to academic success and graduation, and provides recommendations for the structure and content of effective mentor programs.

937. Lee, W. Y. (1999). Striving toward effective retention: The effect of race mentoring on African American students. Peabody Journal ofEducation, 74(2), 27-43 . Investigates the perceptions of African American students at a predominantly white college about race and the mentoring relationship, and finds that, irregar-

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less of race, faculty mentoring helped students adjust to college and to the campus culture.

938. Lopez, G. E. (2004). Interethnic contact, curriculum, and attitudes in the first year of college. Journal ofSocial Issues, 60(1), 75-94. Reports that inter-group attitudes are influenced by the degree of interethnic participation in and the content of curricular and extra curricular programs.

939. Love, B. J. (1993). Issues and problems in the retention of black students in predominantly white institutions of higher education. Equity and Excellence, 26(1),27-36. Discusses the importance of a climate of inclusion, which addresses the issues of retention of black students at predominantly white institutions.

940. McClelland, M. L. (2001). The need still exists for black student unions. Black Issues in Higher Education, /7,45. Reports on the value of student unions for social integration and persistence.

941. Melendez, E., & Suarez, C. (2001). Opening doors for Hispanics: An assessment ofthe HACV-ETA Documentation Project. New York: New School University. (ERIC Document Reproduction Service No . ED472137) Reports that student success is a function of academic support from tutors, mentors, and student focused programs.

942. Mendoza, J., & Samuels, C. (1987). Faculty mentoring system for minority student retention. Year End Report, 1986-87 educational year. Glendale, AZ: Glendale Community College. (ERIC Document Reproduction No. ED288588. Presents results of a study conducted by the Minority Retention Program, that documents how faculty mentors can serve as valuable resources to minority students because they have a positive impact on retention, and that targeting specific populations for mentors provides for economical use of faculty time.

188

Recruitment and Retention

943. Mumford, R. L. (1996, August). The role ofmentoring in college experiences ofmature African American women: A qualitative investigation. Paper present~ at the Annual Conference of the American Psychological Association, Toronto. (ERIC Document Reproduction Service No. ED40491O)

Reports on the value of mentors to reentry women.

944. Pike, G. R., Schroeder, C. C., & Berry, T. R. (1997). Enhancing the educational impact of residence halls: The relationship between residentialleaming communities and fIrst-year college experiences and persistence. Journal ofCollege Student Development, 38(6), 609-621. Concludes that residential living positively impacts social integration but does not improve directly academic achievement or persistence.

945. Pool, B. (1999, May 30). Protest over UCLA law school 'resegregation' of education: Students and professors in the department walk out of class and seek action to reverse a steep drop-off in the admissions of minority students. The Los Angeles Times, p. B I. Discusses the demands of students and professors, who protested what they considered to be the re-segregation of the law school, for the administration to adopt a comprehensive approach to recruiting minorities, which includes more recruitment in minority communities and subsidizing costs of LSAT preparation.

946. Redmond, S. P. (1990). Mentoring and cultural diversity in academic settings. American Behavioral Scientist, 34(2), 188-200. Discusses the role of mentoring and increased faculty contact on academic development and retention.

947. Robertson, P. F., & Frier, T. (1994). Recruitment and retention of minority faculty. New Directionsfor Community Colleges, 22(3),65-71. Explores the significance ofminority faculty as role models and mentors for minority college students, suggesting that they aid student retention and serve as reminders of institutional dedication to diversification.

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948. Ross, M. J. (1998). Success factors ofyoung African American men at a historically black college. Westport, CT: Greenwood. Argues that key factor to student persistence is people who care for and encourage students.

949. Rowser, J. F. (1994). Teacher expectations: The forgotten variable in the retention of African American students. College Student Journal, 28(1), 82-87. Argues that the teacher centered paradigm needs more careful examination to determine its impact on the retention and graduation rates of African American students.

950. Santos, S. J. & Reigadas, E. T. (2000). Evaluation ofa university faculty mentoring program: Its effict on Latino college adjustment. Houston, TX: National Association of African American Studies and National Association of Hispanic and Latino Studies: 2000 Literature Monograph Series. (ERIC Document Reproduction Service No. ED454008) Examines how mentoring relationships effect academic adjustment, and reports positive effects of matching ethnicities in the relationship.

951. Santos, S. J., & Reigadas, E. T. (2004-2005). Understanding the student faculty mentoring process: Its effects on at risk university students. Journal of College Student Retention Research Theory and Practice, 6(3), 337-357. Reports the positive effects of student mentor ethnic homogeneity on student academic performance and satisfaction with the program.

952. Schwitzer, A. M. (1999). Social adjustment experiences of African American college students. Journal ofCounseling & Development, 77(2), 189-198. Investigates students' social adjustment and other factors affecting retention and academic success on predominantly white campuses.

953 . Simmons, A. (1970). Students in recruiting and selection. Journal ofthe National Association ofCollege Admissions Counselors, 14(3),25-27.

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Recruitment and Retention

Discusses the value of involving minority college students in the actual recruiting of other minority students.

954. Sleet, D. P. (2000). Assessing knowledge and actions employed by African American college students in overcoming barriers to academic success: A local model based on Raymond Padilla's expertise model of successful minority college students. (Doctoral dissertation, St. Louis University, 1999). Dissertation Abstracts International, 61A, 1765. (UMI No. 9973400). Identifies strategies used by successful minority students to overcome barriers to academic achievement and persistence.

955. Stewart, G. (1993). How to involve African American students in recruiting others. Journal ofCollege Admission, 140, 17-22. Describe efforts to involve enrolled students in recruiting prospective students, and recommends off-campus recruitment events.

956. Stewart, G. L., Russell, R. 8., & Wright, D. (1997). The comprehensive role of student affairs in African American student retention. Journal ofCollege Admission, 154, 6-11. Argues that student affairs professionals should be aware of the need to create a supportive environments for African American students at predominantly white colleges and universities, and recommends the adoption of retention as an institutional mission.

957. Stith, P. L., & Russell, F. (1994). Faculty-Student interaction: Impact on student retention. New Orleans, LA: Annual Forum of the Association for Institutional Research. (ERIC Document Reproduction Service No. ED373650) Reports on a study of the impact of social interaction with faculty on student retention, and concludes that high-achieving African-American students who interacted with faculty outside of class had higher retention rates, and that interaction with faculty advisors had significant predictor effects on retention for all African American students.

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958. Stolar, S. M., & Cowles, J. (1992). Enhancing minority male enrollment: Students as mentors. Vineland, NJ: Cumberland County College. (ERIC Document Reproduction Service No. ED350038) Describes a successful community college recruitment program that used peer mentors to recruit and support minority male students.

959. Tate, D. S., & Schwartz, C. L. (1993). Increasing the retention of American Indian students in professional programs in higher education. Journal ofAmerican Indian Education, 33(1),21-31. Identifies factors contributing to low retention rates, and recommends the establishment of support groups, and provide faculty mentors and peer mentors.

960. Terenzini, P. T., & Pascarella, E. T. (1978). The role ofstudents , background and the levels ofacademic and social integration in college attrition: A test ofa model. NY: Syracuse University. (ERIC Document Reproduction Service No. EDl52186) Compares persisters and dropouts and reports that Tinto's theory has strengths and weaknesses.

961. Thompson, C. J. (1990). Predicting involvement and educational attainment: A comparative study of black and white college students. (Doctoral dissertation, University of California, Los Angeles, 1990). Dissertation Abstracts International, 51A, 759. (UMI No. 9023283) Uses a longitudinal design with a national sample of black and white college students to predict levels of involvement in their studies, social involvement, and co-curricular involvement.

962. Tierney, W. (1999). Models of minority college going and retention: Cultural integrity versus cultural suicide. Journal ofNegro Education, 68(1), 80-91. Presents an alternative to Tinto's theory that is based on ideas of cultural integrity and cultural capital

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Recruitment and Retention

963. Townsend, L. (1994). How universities successfully retain and graduate black students. Journal ofBlacks in Higher Education, 4, 85-89. Describes characteristics of effective retention programs, and highlights the importance of concerned and supportive faculty.

964. von Destinon, M. (1988). Chicano student persistence: The effects of integration and involvement. Center for Research on Undergraduate Education, University of Arizona. (ERIC Document Reproduction Service No. ED229939 ) Reviews literature on the effects of student integration and involvement, and Chicano student perceptions of factors contributing to their attrition and persistence, and reports male and female differences.

965. Walleri, R. D., & Peglow-Hoch, M. (1988, May). Case studies ofnontraditional high risk students: Does social and academic integration apply? Paper presented at the Annual Forum of the Association for Institutional Research, Phoenix, AZ. (ERIC Document Reproduction Service No. ED298861) Uses the case study approach and confirms Tinto's theory of student persistence with nontraditional students.

966. Wiley, E. (1989). Mentor program successful in minority retention. Black Issues in Higher Education, 5(3), 8-10. Describes the value of mentors to black student retention.

967. Wilson, M. (2000). Reversing the plight of African American male college students. Black Issues in Higher Education, J 7(18), 175. Argues for the importance of mentors to retention and persistence of African Americans.

968. Zea, M. C., Jarama, S. L., & Bianchi, F. R. (1995). Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students. American Journal ofCommunity Psychology, 23(4), 509-531.

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Social support and active coping are strong predictors of adaptation to college, but locus of control was not found to have an impact.

969. Zirkel, S. (2002). Is there a place for me? Role models and academic identity among white students and students of color. Teachers College Record, 104(2),357-376.

Reports that race matched role models were effective in helping students with achievement orientations.

Subject Index All references are to citations and not to page numbers. Academic adjustment. See Academic Integration Academic development, 244, 746, 934 and differences in rate, 340 and Hispanic students, 249, 863 and identity, 795 effects of stress on, 776 factors inhibiting, 894 Academic integration, 262, 337, 742,769,853,858,870, 872,873,926,934,960, 964,965 and Asian student adjustment, 905 and athletes, 245, 861 and Chicano, 604 and college success, 245, 505, 861 and developmental reading classes, 714 and doctoral study in mathematics, 925 and empowerment, 880

and Latin American students, 950 and use of support services, 538 effects on academic success, 369 failure to persist, 759 impact on retention, 728 levels of in science, 565 obstacles to, 925 power of, 782 predicting persistence, 553 research partnerships, 596 subjective sense of, 813 Academic performance, 226, 491, 744 affected by campus participation, 922 affected by culture, 391 affected by community traditions,391 affected by living and working off campus, 922 African American, 373 American Indian, 343, 391, 809,808

196 Academic perfonnance (continued) and Asian American students, 491 and attitude change, 864 and college effects, 319 and Hispanic students, 402, 877 and intrusive counseling, 666 and Latin American students, 620 and learning styles, 222 and Pacific American students, 491 and participation in freshman orientation, 639 and self efficacy, 796, 809 and student activism, 864 and student satisfaction with mentors, 951 and support programs, 542 and testing, 222 at HBCUs, 763 critique of 20 years of research, 319 educational at risk, 491 effects of family problems on, 343 financial difficulties and, 343 in pre-calculus, 651 of Chinese students, 752 predicting, 653, 796 predictor of retention, 581 role of extra-curricular factors, 402,877 satisfaction with, 752 traditional academic programs, 491 Academic preparedness and developmental reading classes, 714 and minority students, 714 and persistence, 680 and sense of belonging, 875

Subject Index Academic success, 037, 544. 744, 836,867,875,917,923, 928, 936,948,952 and academic and social integration,775 and Alaska Native students, 809,808 and American Indian students, 160, 350,807,809, 902 and Asian American students, 491 and aspirations, 243 and behavioral and attitudes, 747 and classroom strategies, 921 and cognitive growth, 717 and compensatory education, 215 and coping strategies, 557 and cultural factors, 736 and family interventions, 243 and first year students, 363 and Hispanic students, 369, 696,747,757,941 and Hispanic women, 206 and Hmong women, 180 and intercollegiate cooperation, 459 and legal education, 459 and minority students, 906 and motivation, 219 and Native American students, 625,902 and noncognitive factors, 806 and Pacific American students, 491 and parental support, 363 and predicting, 215 and pride and positive identity, 807 and racism, 370

Subject Index Academic success (continued) and reentry women, 184, 251, 824 and role of cultural programming, 625 and satisfaction with support services, 645 and science achievement, 219 and special admissions, 215 and strategies, 148, 184, 807, 823 and student adjustment, 769 and student centered paradigm, 536 and student commitment, 243 and student tutors, 941 and summer orientation, 649 and support services, 821 , 872 and writing self-efficacy, 728 at elite colleges and universities, 274 at HBCUs, 590, 763 at Hispanic Serving Institutions, 590 at Tribal Colleges, 590 barriers to, 083, 271 , 499, 954 black reentry women and, 893 enhancing, 638 factors contributing to, 491, 750,806, 872 financial aid influences on, 549 for students of color, 151 fostering with undergraduate students, 559 immigrants, 906 impact of support services, 452 in English and math core courses, 468 in high school science courses, 219 in mathematics, 808 in science, 219 models for, 406, 807

197 non-cognitive factors, 802 of undergraduate students, 461 predictors for Alaska Natives, 808 predictors for American Indians, 808 pre-college preparation, 260 power of noncognitive factors

378 transforming pedagogy, 489 Admitted Student Questionnaire, 028 African American students, 211 , 212,262,272,291 , 296, 298,306, 322,475,508, 512 , 526, 756, 797, 806, 841 , 867, 868, 880,882, 888, 894, 907, 911 , 923 , 935, 936, 937, 939, 949, 955, 956,961,962, 963, 967 academic achievement, 396, 709, 820, 921 academic success and satisfaction with services, 645 access and success, 003, 276 adjustment of, 764 administrators improving recruitment and retention, 095 affirmative action policy and, 059 and academic self concept, 503 and academic success, 667 and academic support programs, 613 and access to college education, 224 and African students, 226 and alienation, 792 and assessment of needs, 667 and Astin Index, 311 and attrition, 766 and barriers to opportunity, 217 and black feminist thought, 152

198 African American students (continued) and Black Student Unions, 940 and class issues, 822 and college choice, 153 and college living environment, 783 and combating racism, 904 and Data Envelopment Analysis (DEA), 133 and development and retention, 497 and discrimination, 203, 824 and doctoral students, 080, 304 and educational narratives, 152 and effective programs, 719 and experiences with racism, 890 and family support, 373 and federal funds, 067 and first semester gpa, 848 and first year calculus, 593 and gay and gender non co forming, 203 and Greek life, 904 and high achieving, 957 and high expectations, 875 and High School and Beyond, 071 and honors program enrollment, 799 and Hopwood, 305, 464 and intellectual development, 934 and intrusive advising, 166 and learning and retention, 820 and learning disabilities, 735 and locus of control, 771 and multicultural campuses, 465 and multi-method retention strategies, 922 and nursing schools, 052

Subject Index and oppression, 141 and persistence, 071 , 460, 810, 838 and positive campus environment, 788 and problems at PWCUs, 059, 082 and psychosocial issues, 025 and race and gender issues, 822 and racial double standard, 305 and racial identity theories, 394, 765 and recruitment and retention at HBCUs, 119 and reentry women, 152, 824, 823, 824,893, 931 , 943 and research skills, 524 and resistance to racism and sexism, 124 and retention and annotated bibliography, 068, 069 and retention at Michigan State University, 422 and self esteem, 924 and sexual identity, 203 and social support, 788 and strategies for success, 217 and Student College Choice Questionnaire, 153 and success in science and engineering programs, 080, 304 and support services, 185 and Supreme Court decision, III and University of Michigan admissions policies, 112 and urban campuses, 465 and women's experiences, 124, 141 , 217,893,924, 931 anti-affirmative action initiatives and stress, 278 assessing gains, 061

Subject Index African American students (continued) at a Christian college campus, 803 athletes, 394, 621 , 818 attending HBCUs, 174, 725, 904,921 attending PWCUs, 156, 166, 448, 725, 821,837, 904 barriers to success, 394, 397, benefits ofmentoring, 573, 594 bicultural adaptive strategies, 683 campus associations and relationships, 723 career planning, 618 challenges of recruiting and retaining, 626 challenges to retaining, 616 changes in enrollment, 009 College Student Experiences Questionnaire, 777 commitment to the institution and retention, 094 common aspirations and experiences, 823 conditions and experiences, consciousness and self identity, 795 coping strategies, 824 cultural and social needs, 711 deaf students, 759 development, 308 dissatisfaction with services, 645 doctoral, 498 effective retention programs, 655 engineering career choice, 739 enhancing retention, 059 enrollment and graduation trends, 453

199 enrollment in dental education, 453 expectations for academic and social support, 576 experiences, 003, 246, 611, 741 factors affecting retention, 355 factors blocking access, 231 factors predicting post graduate employment, 618 failure, 645 females, 311, 352, 454 financial aid and persistence, 507 Georgia State Higher Education Commission, 276 gifted,505, 544,600 giving voice, 439 graduate students, 931 health problems influencing withdrawal, 878 high achieving, 636 identity, 795 impact of racism, 368 improving retention rates, 095, 502 improving services to, 486 in graduate and professional schools, 713 increasing federal funds for, 489 involvement in search for solutions, 292 males, 203, 276, 771, 958 monitoring freshman behaviors, 658 multicultural instruction, 225 needs of, 473, 599, 623 networking with others, 931 noncognitive factors and persistence, 413, 792 nonresidency and off campus employment, effects of, 513 online applications, 681

200 African American students (continued) optimal learning environments, 623 parent participation, 544 participation in summer programs, 621 perceptions of chosen colleges, 344 perceptions of social support, 838 persisting at the community college, 271 personal goals and retention, 084 personal problems influencing withdrawal, 878 personality factors in persistence, 856 personality factors in withdrawal, 856 pre-college preparation, 084 predicting adjustment, 683 predicting dropouts, 289 predicting freshman performance,653 predicting graduation, 349 prepared for transfer, 640 presence of African American faculty,711 progress, 062 psychosocial model of attrition and, 412 returning women, 745, 893 retention, 310, 312, 469,709 retention, and assessment, 656 differences, 678 methods, 562 model, 643,709 retention programs that work, 174,450, 452, 478,479, 501

Subject Index role of academic library in retention of, 660 role of student affairs professionals, 670 satisfaction with support services, 821 school choice decisions, 202 science and technology programs, 544 self efficacy and, 909 shared values with faculty mentors, 707 slow enrollment growth, 286 social integration, and, 518 social support networks, 771 spirit of multiculturalism, 707 strategic use of financial aid, 225 strategies for retention, 175, 176, 571 stress and satisfaction, 768, 774, 776 student development, 821 student leadership officers, 803 successful, 235, 771, 778, 930, 954 successful recruitment of, 476, 477 supportive environment, 670 top degree producers, 330 transfer students, 120 under representation in science and engineering, 304 undergraduates, 557 use of campus facilities, 583, 600 value of attending HBeDs, 777 weak retention program content, 647 women in college, 826, 931 women sharing stories of persisting, 279 young scholars program, 60 I

Subject Index Alaska Native students advancing the college experience, 313 and community involvement, 392 and cultural integration, 392 and family involvement in recruiting, 401 and pedagogy, 269 and positive and negative effects of family, 401 and research based knowledge, 269 and Tribal Colleges, 392 departure from postsecondary education, 242 enhancing recruitment and retention,525 high attrition rates, 654 participation and graduation, 619 predicting achievement, 808, 809 postsecondary education enrollments, 241 self efficacy and achievement, 808,809 Alienation and attrition and black students, 100 decreasing, 530 reducing feelings of, 523 American Indian students, 037, 047,060,113,170,211, 212,272,296,322,736, 859,868,959 academic preparation, 359 academic success, 350 access, 29],4] 8 advancing the college experience,313 affirmative action initiatives and stress, 278

201 American Indian Business Association,443 and academic performance, 39] and career decision, 359 and challenges, 29] and community involvement, 392 and cultural identity, 811 and cultural integration, 392 and cultural programming, 625 and cultural resilience, 375 and effective programs, 718 and doctoral study, ] 57 and economic environment, 291 and educational opportunity, 329 and family education model, 375 and family involvement in recruiting, 40] and family resilience, 451 and family support, 451 and faculty development, ]36 and faculty mentors, 317 and failure, 902 and financial aid, 385 and Indian heritage, 140 and lack of role models, 359 and nursing schools, 03 ] and pedagogy, 269 and peer mentoring, 3] 7 and persistence, 113 and positive identity, 807 and pride, 807 and professional programs, 3] 7 and race discrimination, 869 and recruitment in social work, 45] and remedial education, 4] 4 and research based knowledge, 269 and retention, 002, 494

Subject Index

202 American Indian students, (continued) and roles of cultural knowledge, 329 and social environment, 291 and student services, 113, 807 and success, 625 and success stories, 329 and support groups and programs, 317 and supportive personnel, 625 and transition difficulties, 140 barriers to success, 160 career choice stories, 031 challenges, 365 challenges faced at tribal colleges, 229 challenges to retaining, 616 Chippewa, 002 critical theory and experiences of, 686 cultural context for education, 365,441,443 departure from postsecondary education, 242 educational obstacles, and 160 effective recruitment and retention, 324, 481 enhancing recruitment and retention, 525 enrichment programs for, 612 factors affecting, 685 factors promoting retention, 075 family strategies, 685 family support systems, 377, 400,642,896 females, 160 Fort Peck Community College, 441 history of cultural conflicts in higher education, 353 importance offamily, 441

importance of relationships to retention, 572 improving retention and graduation rates, 437 increasing retention, 677 institutional roles, 896 learning preferences, 282, 647 mentoring programs, 594 Native American Higher Education Initiative, 441 Navajo, 895 nursing education, 490 outreach and retention programs, 434 overcoming alienation, 812 participation and graduation, 619 persisting at the community college, 271 pharmacy education, 612 positive and negative effects of family, 401 postsecondary education enrollments, 241 predicting academic and social adjustment, 367,808,809 predicting academic performance,410,506, 809, 808, 811

preparation for university, 414, 437 recruitment strategies, 044 reservation and non-reservation, 140,812 retention, 397, 773 role of student affairs, 466 role of self efficacy in academic performance, 808, 809 Salish KootenaI College project,490 self determination, 365 sensitive and responsive faculty,895

Subject Index American Indian students (continued) student needs, 895 successful recruitment programs, 490 successful retention, 450 support programs, 534 talent pool, 619 Tribal Colleges, 043, 098, 137, 229,343,364,391,392, 400,414,418,441,490, 895,902 tribal knowledge, 365 University of New Mexico, 443 values and family support, 377 Asian American students, 211, 322, 914 adjustment, 830,905 and academic and social integration difficulties, 689 and acculturation, 905 and alienation, 829 and bicultural stress, 832 and community colleges, 191 and controversy about preferences,314 and culture, 784, 844 and diversity issues, 722 and expectations for achievement,387 and frrst generation, 829 and high levels of depression, 752 and identity, 829,905 and Pacific Americans, 191, 793 and parental support, 387 and resistance to negative cognition,387 and retention theories, 356 and similarities with African Americans, 890

203 and student development theory,830 and support services, 688 barriers to retention, 356 Cambodian, 227 challenges and strategies to overcome them, 139 Chinese, 227, 752, 793 coping with race prejudice, 832 exemplary persistence programs, 563 Filipino, 298, 749, 793 Hmong women, 180 immigrants and refugees, 829 improving retention and graduation rates, 275 increases in college populations, 139 Indochinese, 688 Japanese, 227, 793 Korean, 227 Laotian, 227 learned optimism, 387 learning and retention, 820 liberal arts and vocational majors,582 model minority myth, 752, 890 Minnesota, 002, 688, 689 mentoring programs, 594 perceptions about, 833 predictors of retention, 228 race discrimination and, 833 racial consciousness, 832 retention and graduation self efficacy and, 909 Southeast Asians, 688 successful retention programs, Thai, 227 Vietnamese, 227, 689 voices of, 833 Attrition, 435, 603, 767, 926 and academic ability, 852 and academic advising, 733

204 Attrition (continued) and academic norms, 885 and Alaska Native students, and alienation, 888 and attitudinal dispositions, 897 and campus climate, 791, 885 and career decision making, 284 and characteristics of dropouts, 012,335 and course taking patterns, 227 and decision to dropout, 758 and doctoral students, 017 and effective counseling, 854 and empirical model, 886 and explanations of, 885 and factors causing, 700, 779, 964 and faculty student interactions, 754 and family problems, 414 and financial problems, 414 and first generation students, 145 and first year students, 463 and graduate students, 223,881 and Harvard College, 226 and High School and Beyond, 897 and intention to graduate, 838 and liberal arts colleges, 358 and multiple college attendance, 865 and national study, 012 and non traditional students, 150,284 and non use of campus services, 652 and parental influences, 358 and patterns of minority students, 235 and personality development, 897

Subject Index and practical considerations, 182 and professional education, 223 and race, 960 and role of policy, 093 and self efficacy, 284, 842 and social support, 838 and strategies for assessment, 218 and student behaviors, 358 and student characteristics, 669, 856 and student voices, 093 and support services, 842 and Tinto's theory, 960 and trans-cultural explanations, 812 and Transfer and Retention of Urban Community College Students database, 228 and vocational education, 150 at PWCUs, 647 case studies, 664 causes of, 104,964 classroom, 434 college characteristics, 669 community college, 247 conceptual models of, 150 cultural knowledge and, 329 departure from doctoral study, 578 during the registration process, 733 effects part-time work on campus, 731 empirical model, 886 engineering programs and, 819 environmental approach, 758 factors affecting, 223, 238, 337, 878 female and male differences, 337,964 Filipino, 227

Subject Index Attrition (continued) freshmen, 846, 909 graduate students, 017, 223 Hispanic pipeline, 079 Hofstra University plan, 588 impartiality on large campuses, 857 influenced by family, 402,877 interaction based model, 885, 886 medical and personal reasons for, 226 minority students, 729,732 non academic factors, 878 non cognitive variables, 766 personal health reasons, 226, 878 phases in the decision to, 836 predicting freshman withdrawal,909 preventing, 181, 482 psychosocial model of, 412 race and ethnicity as factors, 485,772,804 rates, 145 reasons students withdraw, 743, 878 reduction of, 664 research design, 339 retention strategies, 446, 588 role of number of hours worked in, 731 role of pre-college characteristics, 145,729 role of self beliefs, 787 sensitive support staff, 652 state-of-the-art, 182 subjective factors, roles of, Tinto's theory of, 850 typology, 758 voluntary and involuntary, 226, 878

205 Black students. See African American students Cabrera's persistence model, 259, 284 Campus climate, 023, 177,296, 458,480,484,715,754, 767,814,859,895,937 admissions practices, 041 and academic achievement, 725 and academic norms, 885 and acculturation stress, 793 and anti-affirmative action, 290, 302 and attrition, 247,885 and classroom climate, 650 and college effects, 240 and culturally harmonious, 772 and disrespect, 908 and diversity, 036, 041 and diversity policy, 041 and effects on honors college diversity,799 and enhancing positive, 815 and gender identity, 285 and intergroup relations, 916 and marginalized populations, 285 and Minority Serving Institutions, 264 and minority students, 299 and multicultural issues, 240, 916 and oppression, 141 and outreach, 120 and Pacific American stress, 793 and persistence, 300, 372 and PWCUs, 299 and racial diversity, 815 and racism, 036 and recruitment, 041, 120 and resisting change, 306

206 Campus climate (continued) and student aspirations, 211 and supportive department climates, 900 and welcoming diversity, 908 devalues Chicano presence, 791 diverse learning environments, 143 healthy racial, 804 improving the quality of, 143, 768 influence on enrollment, 211 inhospitable for minorities, 007, 726 multiculturalism, 036 of inclusion, 005, 939 predicts academic achievement, 725 racial, 379, 837 research, 240 role of oppression and, 916 role of privilege and, 916 role in academic success, 120 social,762 student affairs and, 285 support for diversity, 041, 485 talking about racism, 786 Challenges, political and organizational, 935 Chicana. See Mexican American students Chicano. See Mexican American students College choice theory, 052,331, 401,748,851,926 and Chicano college students, 383,399 and financial aid, 381 and minority students, 028, 190 and questionnaire, 028, 556 at Purdue University, 739 engineering students, 739 factors influencing, 028, 199

Subject Index role of potential salary, 739 Commitment, 604 Community college, 110, 170,228, 243,264;435,526,743, 775,864,899,914 academic adjustment, 680 academic and non academic outcomes, 521 academic preparation, access, 712 access for minority women, 037 age, grade point average, and retention, 236 and academic preparation, 714 and academic support, 941 and African American students, 492 and American Indian students, 492 and Asian Pacific Americans, 125,191,582 and California, 039 and developmental courses, 411 and diversity, 674 and dropouts, 664 and factors affecting retention, 194 and faculty development, 039 and faculty student relations, 446 and Hispanic students, 015, 168,200,430,492 and Hispanic student experiences, 539 and Hispanic student success, 083 and immigrant students, 674 and Manhattan Community College, 620 and mentoring programs, 620 and Mexican American students, 049, 751 and Native Hawaiian, 125

Subject Index Community college (continued) and peer mentors, 958 and reasons for going to college, 876 and retention, 424, 445, 446 and special counseling services, 580 and staff development, 039 and strategic planning models, 767 and student development, 892 and student focused programs, 941 and student success, 354 and successful programs, 574, 589 and transfer students, 162,492, 750,892 and undergraduate students, 892 and value of, 111 assessing student achievement, 629 athletes, 862 bachelor degree probabilities, 755 California, 733 certificate of achievement, 420 collaborate with HBCUs, 659 commuter and, 867 curriculum issues, 829 determinants of retention, 388 enrollment trends, 532 evaluating performance, 432 Exploratory Transfer Institute, 492 factors affecting retention, 355 first-year students, 053 fostering academic success, 559 freshman orientation, 639 graduation rates, 432 health careers, 657 importance of faculty and student interaction, 554

207 increasing the enrollments at four year colleges, 173 innovative programs, 700 institutional characteristics, 230,432,433 instructional services, 854 integrated retention model, 259 leadership for diversity and, 561 learner centered education, 425 learning and retention at, 820 low income students, 433 meeting the transfer needs, 250, 266 minority students, 433 minority participation, 710 minority student career choices, 202 minority student enrollment management, 425 minority student experiences, 197,231 minority student retention, 147 motivated staff and faculty, 541 multi-campus sites, 805 Native American students, 773 neighborhood learning centers, 277,635 organizational effectiveness, 432 outreach, 436 perceptions of, 789 personal ized admissions, 161 pre-enrollment factors, 167 preparing students to transfer, 266,632,640 progress of minorities, 159 recruitment and retention strategies, 257, 482, 631 recruitment strategies, 064 registration dropouts, 733 remediation patterns, 522

208 Community college (continued) retention and academic achievement, 673 retention models, 767 role of guidance counselor, 463 rural,411 state-of-the-art recruitment model,064 students, 866, 882 student satisfaction, 854 student successes in, 339,638 successful and unsuccessful, 669 successful Hispanic American students, 632 successful retention programs, 430 successful minority students, 271 successful programs, 712 Tinto's persistence theory and, 104,850 Transfer and Retention of Urban Community College Students Database, 227 transfer centers, 336 transfer patterns, 266, 522 transition programs, 701 types of student support services, 699 urban, 805, 849 value of, 111 Cooperative Institutional Research Program, 012, 013 Culture African centered, 118 and diversity, 484 and influences on enrollment of Native Americans, 060 and influences on persistence, 060 and MAC-P Questionnaire, 198

Subject Index and multicultural assessment, 198 and predictors of achievement, 812 barriers, 651 campus programs, 189 conflict and academic outcomes, 557, 791 multiculturalism, 054, 118, 793 Native American students, 060, 736 needs, 711 of graduate education, 578 organizational, 622 sensitivity and awareness of, 135 student, and Asian, 844 Hispanic, 840 peer, 840 black women, 826 Native American, 736 Data Envelopment Analysis (DEA),133 Desegregation, 741 and criteria, 293 and integration of HCBUs, 295 and postsecondary institutions, 301 Diversity, 036, 054, 091, 261, 929 achieving, 179,253,321,362 and admissions, 540 and affirmative action, 142, 165,274,348 and best practices, 354,480 and challenges, 555 and community colleges, 654 and cultural, 253, 346,484, 697,901 and cultural broker roles, 280 and cultural competence, 555

Subject Index Diversity (continued) and educational opportunity and equity,034 and equity and excellence, 188 and Fordham University, 540 and identity development, 106 and improving retention, 090 and initiatives, 591 and institutional response, 674 and intergroup relations, 106, 472 and learning styles, 263 and mental health services, 555 and Michigan, 041, 107 and multicultural campuses, 270,321,480,915 and multiculturalism, 165 and multicultural organization development, 253 and multiple intelligences, 263 and necessity offaculty development, 915 and practitioner as researcher, 022,442 and professional education, 901 and race and culture and, 254 and Recreation, Parks and Leisure Studies, 021, and recruitment strategies, 014 and student discussions about, 254 and student identities, 770 and student life experiences, 770 and Supreme Court decision, 041 and U.C. Berkeley, 165 and white racial identity and consciousness, 178 as smoke screen for affirmative action, 221 benefits of, 107, 108

209 effects on learning outcomes, 318 in the classroom, 318 in instructional design, 697 issues affecting, and strategies to address them, 139 models for other institutions, 561 objectives of, 188 policy, 188,348,815 reaching for, 014,338 race and ethnic, 318,691 role of student affairs, 253 strategies for, 270 successful models, 109,354 sustaining a multicultural campus, 280 valuing, 005, Dropout. See Attrition Ecological model, and psychology, 033 Emotional intelligence, 858 Equal opportunity, 364, 705, 757 and access to, 062, 157, 260 and affirmative action, 107 and college entrance, 131 and developments in assessment and testing, 158 and doctoral study, 157 and dual enrollment, 131 and Native American students, 157 and participation ofHmong women, 180 and program design, 214 and support services, 214 Center for Equal Opportunity, role of in, 112 Ethnic minority. See Minority students.

210 Exemplary practices, cooperative work program, 564 Kettering University Minority Retention Program, 564 University of Utah, 585 retention, 603 Faculty advisors, 957 Graduate students, 341, 900, 933 access, 187 and attrition, 881 and barriers to access, 001 and doctoral, 756, 761, 918 and engineering studies, 001 and graduation, 017 and medical education, 055 and persistence, 881 and post doctoral studies, 917 black women, 931 challenges to access, 157 decision to persist, 761 experiences, 917 in social work, 761 mentoring initiatives, 919, 928 minority, 187 model of socialization, 901 proper preparation, 881 Native American students, 157 recruitment, 001 recruitment and retention, 035 school psychology training, 035 services to families of, 520 Graduation rates, 057,076,187, 235,322,351,364, 526, 597,663,845,853,887, 913,935,936,949 and African Americans, 071, 404 and Astin's index, 138 and engineering programs, 213 and gender, 887 and Hispanics, 013, 088, 903

Subject Index and institutional accountability, 428 and strategies, 005, and HBCUs, 256 and tribal colleges, 137 computing completion rates, 138 Cooperative Institutional Research Program, 138, 429 expectations for, 875 Hispanic intention to, 903 improving, 272, 517 Mexican American, and factors predicting, 013, 132,429 minority students and, 102 most effective colleges and universities, 074 predicting, 932 principles for enhancing, 272 race and gender effects, 428 self-esteem and, 849 using sociological principles, 912 West Texas State University, 528 Growth. See Personal growth. Habitus and cultural capital theory, 851 Hispanic American students, 037, 100,211,272,291,296, 322,430,435,508,756, 837,907 academic development, 249, 863 academic efficacy, 883 academic performance, 008, 790,903 academic preparedness, 703, 825 academic success, 235,267, 268,369,696, 941

Subject Index Hispanic American students, (continued) academic support programs, 613 access to co liege education, 158,224,307 access to financial aid, 528 after graduation employment, 420 alliances to provide precollege experiences, 528 and affirmative action, 078 and alienation, 792 and aspirations, 834 and college adjustment, 884 and college success, 374 and community colleges, 015, and culturally relevant assessment theory, 158 and developmental transitions, 249,863 and educational experiences, 834 and family income, 374 and first generation, 374 and high achieving, 757 and Hispanic Serving Institutions (HSIs), 098, 171,229, 696 and immigrants, 839 and increasing numbers, 173 and influences of financial aid, 549 and instructional preferences, 307 and language proficiency, 876 and learning assistance centers, 696 and mentoring programs, 594 and persistence, 249, 411, 790, 863 and physical and psychological stress, 884

211

and positive social support. 884 and precollege preparation, 374 and racism and retention, 781 and resilience, 393 and SAT, 307 and satisfaction with support services, 821 and student leadership officers, 803 and test taking, 307 and transfer students, 173 and women, 206 at a Christian college campus, 803 at PWCUs, 803, 821 campus-based aid, 606 career development, 483 cognitive and noncognitive experiences, 168 College Self-efficacy Inventory, 883 compared with Mexican Americans, 008, critique of recruitment strategies, 628 decision to withdraw, 115 determinants of retention, 388 discrepant graduation rates, 088 developing the market, 579 dropping out, 402, 877 educational needs of, 510 effective retention strategies, 699 enhancing recruitment and retention for, 628, 641 equal access, 042 equal success, 235 experiences, 611, 792 factors affecting retention, 200, 201,231,355 . 743 factors influencing access, 201 faculty,694 feelings of connection, 703

212 Hispanic American students, (continued) females, 775 financial aid, 267 gerontology education, 483 graduation rates, 528 handicapped, 614 Hispanic Outlook, 097, 126130, impact of institutional practices, 083 improving recruitment and retention, 396 improving success, 486 ineffective recruitment and retention, 380 innovative recruitment, 679 interpersonal efficacy, 883 learning preferences, 282, 648 levels of acculturation, 342 leveraging ethnicity, 602 males, 958 motivation to transfer, 539 need for opportunities, 099 opportunities for, 589 outreach to, 436 participation in ESL classes, 015, persisting at the community college, 271 poor preparation for college, 189, 825 practical careers, 089 retention and financial aid, 015 risk and protective factors, 345 role models, 694 self efficacy and, 909 social efficacy, 883 stress and adjustment, 839 successful retention programs, 450 transfer students, 120 undergraduates, 790

Subject Index voluntary and academic dismissals, 283 withdrawal from college, 079 Historically Black Colleges and Universities (HBCUs), 003, 033, 050,052, 063,082, 091,174, 322,776, 795, 927 causes of low graduation rates at, 256 challenges facing students, 229 collaborating with community colleges, 659 collaborating with PWCUs, 476 data-driven retention, 516 emphasis on student performance, 763 improving retention, 469, 502 incentives strategies, 547 increased enrollments, 440 MBA programs, 763 recruiting high achieving students, 636 recruitment and retention at, 119, 493, 533 student academic gains, 777 student loan default rate, 371 Intellectual development. See Academic development. Inter-group attitudes, 938 Institutional, 110 access, 234, 348 administrator commitment, 567, 889 alienation, 829 altering structures to enhance retention, 568 and affirmation of student identities, 456 and college characteristics, 051 and cultural norms, 206, 840 and culture, 248, 899 and personal attention, 846

Subject Index Institutional (continued) and political climate, 754 and quality education, 846 and racism, 248, 837 and responses to increased black enrollments, 246, 837 and responsibilities for academic achievement, 206 and responsibilities for retention, 159 and social climate, 018, 762 barriers to success, 077 case studies, 475 characteristics of attractive campuses, 748 collaboration, 234, 233 , 671 commitment, 258, 299, 456, 622,668,746,853 , 889,945 commitment predicts persistence, 332 Consortium for Retention, 567 cultural diversity, 018, 456, 484 dedication, 947 Education Commission for the States, 211 effectiveness, 018, 427, 475, 734 efforts to retain, 637 environment, 144 estimating retention, 427 exemplary retention rates, 474 factors affecting responsiveness, 270, 691 factors affecting retention, 177, 543, 764 highly selective schools, 404 hypocrisy, 305 identifying with, 829 Integration Scale, the, 293 lack of will, 847 leadership, 484 meta-analysis, 072

213 methods for developing talent, 546 mission, 957 models for recruitment and retention, 398 non response to the value of culture, 594 obstacles, 936 outreach efforts, 635 partnerships, 641 perceptions of desirability, 353 practices to enhance retention, 426, 568 priorities affecting Hispanic success, 083 readiness and success, 496 recruitment policies, 299 research, and data-driven retention, 205 resegregation of law schools, 305 resolve and student access, 316 responses to immigrant students, 674 responses to the Michigan decision, I I I responsibilities, 211 , 252, 296, 427, 713 retention assessment, and program change, 656 retention data, 056 retention policies, 299 role in persistence, 086 small colleges, 846 student and academic affairs cooperation, 567 student centered instruction, 734 student commitment to, 084 support for minority recruitment and retention, 405 Instructional methods and assessment, 263

214 Instructional methods, (continued) and cultural theories of, 697 and curriculum, 054, 725 and learning theory, 697 and multicultural education, 054 and response to diversity, 263 and student differences, 263 and technology, 650 classroom strategies for success, 921 critical urban geography, and 770 effectiveness, 018 experientialleaming and value for diversity, 770 student centered, 018 teaching enhancements, 705 video-based, 548 Involvement, 472 and educational attainment, 961 campus participation, 739 faculty,935 in college decision making, 841 in strategic planning and policy change, 592 strategies, 685 types of, 867,953,961 Isolation, and reducing, 523 Junior colleges. See Community college Latin American students, 298, 512, 620,837,873,914 affirmative action initiatives and stress, 278 and academic achievement, 204, 206, 384, 650 and academic adjustment, 950 and access, 031, 233 and bilingual programs, 193

Subject Index and culturally competent counseling, 514 and decision to persist, 115 and Latina students, 650 and learning communities, 760 and mentors, 950 and multicultural programs, 193 and persistence, 123, 460 and PWCUs, 122 and racism, 234 and successful adjustment, 814 and support services, 232 career choice stories, 031 Cuban Americans, 172, 193, 747 decision to withdraw, 787 Dominican students, 874 enhancing reading and writing skills, 511 factors contributing to academic success, 549 factors contributing to withdrawal, 787 factors influencing enrollment, 193 factors predicting persistence, 122 improving the retention and graduation rates, 275 in higher education, 088 Latinas, 206, 232 learning and retention, 820 medical school persisters, 149 overcoming barriers to access, 234 perceptions of campus racial climate, 379 Puerto Rican students, 149, 193, 790,825 retention of, 790, 802 retention and graduation successes, 397, 521 retention at PWCUs, 121

Subject Index Latin American students, (continued) sense of belonging, 379, 813 successful, 632 support from peers, 366 support from parents, 366 top colleges for, 094 transfer to four-year schools, 632 Latina college students. See Latin American students Latino college students. See Latin American students Law School, and academic support, 459 Law School, (continued) and minority students, 945 Lumina Foundation for Education, 442 Mentoring, 105, 120,317,618, 946,947,969 addressing racism in campus climate, 087 and academic achievement, 725, and academic success, 928 accessibility of faculty and staff,931 and American Indian students, 677 and black mentors, 707 and doctoral students, 910 and ethnic homogeneity, 951 and graduate students, 928 and higher graduation rates, 913 and impact on academic performance, 951 and increasing minority faculty, 913 and Latin American students, 620,632 and matching ethnicity, 950

215

and minority student retention, 913 and race compatibility, 927 and racial prejudice, 087 and racism, 087 and reentry women, 943 and special advising services, 519 and value of, 966 applications of mentoring, 910, 929 benefits for African American students, 573 by supportive faculty and staff, 821,931 effects of, 950, 951 Latino/a students, 632 mentors, 959, 967 peer mentors, 444, 923, 958 positive and supportive relationships, 725, 917 positive impacts, 816,917 practices, 921, 933,951 programs, 919, 920,936 successful programs, 707, 929 systems, 942 undergraduates,682,685 women, 933 Mentors. See Mentoring Mexican American students, 298, 322,512 academic performance, 008, 206,871 and access, 399 and affrrmative action, 193 and aspirations, 399 and Astin lndex, 698 and biculturalism, 049.751 and compensatory education, 215 and decision to enroll, 383 and effective programs, 718,

216 Mexican American students, (continued) and encouragement by family and friends, 383 and engagement with friends and community, 399 and first semester gpa, 848 and graduation rates, 013, 132 and level of acculturation, 871 and noncognitive factors, 215 and role offamily, 399 and special admissions, 215 and stress, 298,871 and structural model of retention, 850 and student characteristic, 698 and Tinto's theory, 698, 850 and women, 399,417 Chicana, 206,361,372,399 Chicano, 013, 046, 298,604, 791,836 cultural issues, 338 Cooperative Institutional Research Program, 013, 429 determinants of Chicano retention, 605 doctoral students, 013, 429 effects of social integration, 964 effects of involvement, 964 experiences at PWCUs, 791 facilitating success, 499 female and male differences in persistence, 337, 964 graduate students, 013 high ability, 600 impact of Hopwood, 464 motive to avoid success, 049 predicting academic and social adjustment, 367 progress and stagnation, 357 retention rates, 008 social integration, 337,604 stereotypes, 046

Subject Index use of support services, 538, 600 women, 417 Minority faculty, 192,317,591, 675,895,913,966 as role models, 947, 969 roles in persistence, 156 Minority students, 039, 054, 057, 091,110, 211, 235, 351, 459,475,508,574,591, 756, 769, 775, 789, 793, 803,816,836,841,847, 849,851,852, 886,907, 913,914,917,942,947,953 academic achievement, 252, 285,691,879,944,969 academic progress of, 634 academic success, 038, 092, 151,673,872 access strategies, 006, 007, 277, 306,321,341,712,715 access to epidemiology programs, 281 access to PWCUs, 063 access to role models, 340 access to science and engineering schools, 081 access trends, 255 addressing racism, 186 admission and retention, 655 admission and scholarship decisions, 403 admissions policies, 016 affirmative action policies, 026, 063 and academic advising, 519 and academic difficulty, 504 and academic success, 433, 676, 805,864,906 and acculturation, 744 and achievement as communal productions, 252 and admissions, 519

Subject Index Minority students, (continued) and bachelor of social work programs, 258 and barriers to success, 160 and bilingual, 237 and Bourdieu's theory of cultural capital, 325,962 and business education, 134 and campus racial climate, 837 and case study, 021, and challenges facing, 160 and challenges and opportunities, 386 and cohort participation, 872 and community college, 053 and Council of Graduate Schools survey, 187 and cultural diversity, 421 and cultural issues, 325,687, 962 and decision to persist, 868 and demographic shifts, 425 and dental education, 467 and departure theory, 325 and doctoral students, 134,157, 617,800,918 and doctoral study in mathematics, 925, 926 and doctoral study in science and engineering, 030 and dual minority status, 759 and educational experiences, 834 and engineering programs, 515, 564 and enrollment increases, 425 and equal opportunity, 712 and factors affecting persistence, 2195, 360 and family support, 376, 744 and feeling of security, 842 and financial aid, 087, 258, 360, 386,675

217 and first generation, 617, 805 and first year calculus, 843 and graduate engineering studies, 001, 087 and graduation, 287, 624 and group support, 531,843 and health sciences, 585 and Hispanic Serving Institutions, 590 and hostile campus climates, 306 and immigrants, 744 and improving recruitment and retention, 762 and innovative instructional strategies, 010, and issues affecting, 721 and intrusive advising, 801 and Jamaican, 744 and male enrollment, 958 and mentors, 675, 910, 966 and Minority Serving Institutions, 264, 265, 386, 590 and multicultural curriculum, 421 and multiple college attendance, 865 and National Education Longitudinal Survey, 865 and negative outcomes, 298 and nursing programs, 598 and part-time education, 155 and peer mentors, 958 and persistence, 248, 287, 296, 297,816,925 and Physician Assistant programs, 027 and points of attrition, 732 and professional preparation programs, 376 and psychological stress, 298 and quality education 712

218 Minority students, (continued) and racial discrimination, 451, 800 and recruitment, 610 and recruitment in graduate rehabilitation counseling, 059, 092 and reentry women, 160, 933 and research, 287 and retention, 425 and retention policy, 865 and self esteem, 744 and sense of belonging, 421, 693 and sense of worth, 842 and sexual minorities, 879 and sexual orientation, 879 and social work, 531 and social work programs, 155, 186, 761 and success, 617 and summer pre-college programs, 564 and support programs, 087, 564,675 and teacher preparation, 237, 500 and the first year, 230, 431 and Tinto's framework, 742, 962 and undergraduates, 598 and using the library, 346 anti-affirmative action legislation,044 aspirations and experiences, 834 athletes, 245, 861, 862 at PWCUs, 881 at-risk-students, 038, 801 band-aid approach, 622 behavioral contracting, 666 best practices for retention of, 541

Subject Index

campus presence and racial symbolism, 724 career development decisions, 070, 195 causes of low graduation rates, 627 cognitive growth, 106 collaboration and recruitment of, 085 college choice, 028, 199,556 college choice and recruitment, college enrollment rates, 045, 116, 117 critical theory and, 686 dilemma of access, 230 earning college credit while in high school, 131 effects of summer orientation on retention, 637 efforts to retain, 637 engineering education, 690 enhancing completion rater, 272 enrollment and degree trends, 006,058,753 ethnic minority and noncognitive factors, 164 expectations and possibilities, 419 experiences, 212 exposure to the rigors ofmedical education, 665 federal funds for retention, 067 females, 918, 920,933 financial aid programs, 334, 385,390,395,407,408,413 financing doctoral studies, 498 freshmen, 298, 906 graduate and professional schools, 032 graduate students, 322, 447, 495,881 graduating from PWCUs, 065

Subject Index Minority students, (continued) graduation and meta-analysis, 072 graduation trends, 045, 074, 237 HBCUs, 668 high performing, 638 Hispanic Serving Institutions, and,668 identity development, 106 impact of university culture, 018, 734 improving pedagogy for, 488 increasing access, 449 increasing retention, 719 individual needs assessment, 629 incentive grant programs, 213 intellectual and ethical development, 244 involvement in campus newsrooms, 584 intrusive advisement, 038 journalism students, 192 legal requirements for recruitment, admission, and retention, 333, 341 mandatory testing and placementof,634 marketing programs, and, 096, 462,629 medical school persisters, 149 meeting educational needs of, 419,510 Minnesota, 277 models for academic success, 406 monitoring, 629 multiculturalism and, 109 , 702 N.I.H. Biomedical doctoral program, 040 nursing education and, 692, 800

219 opinions about cultural diversity,566 outreach activities, 192, 434, 457 overcoming anti-affirmative action measures, 302 participation and success, 423, 631 peer outreach programs, 785 performance in pre calculus, 644 persistence, 672. 728, 889 postsecondary success, 569 precollege preparation, 395, 715,881 private college consortium for recruitment, 085 promoting retention, 266, 320 providing equal opportunity, for, 607 pursuing graduate study, 586 PWCUs, 668 racial balance and recruitment, 220 readmitted on academic probation, 666 recruitment and retention strategies, 024,405,421, 629 recruitment strategies, 004, 010, 014,096,103,290,302, 482,609,726 remediation and, 090 reporting disrespect, 908 residential living, and, 944 responding to needs of, 716, 721 retention, 004,010, lOl, 250, 434,552,607,630,719 retention and graduation rates, 303 retention and public and private colleges, 073

220 Minority students, (continued) retention and transfer to fouryear schools, 250, 266, 336, 551 retention at community colleges, 424 retention in business programs, 422 roles in retention, 177 roles of minority administrators, 065 self efficacy, 906 science achievement and, 219 science, math and environmental education, 691 six principles for recruitment, 609 social integration, 693 special counseling services, 262 sponsoring outreach and recruitment programs, 785 strategies for retention, 051, 421,889 success, 258, 354, 617, 708, 778,862,881 successful in science and math, 316 successful residential summer program, 665 supplemental instruction for, 548 support services, 090 teaching enhancement program, 706 transfer rates, 0 I0, Tribal Colleges, 668 tutoring, 038, 848 underrepresented groups of, 437 upper classmen paired with incoming freshmen, 630 using media to recruit, 633 withdrawal, 627

Subject Index willingness to seek assistance, 848 women and careers in the physical sciences, 238 women attending community colleges, 037 women and retention, 259, 920 women in doctoral nursing programs, 800 working class undergraduates, 076 Native American students. See American Indian students Non-cognitive factors, and athletes, 818 and barriers to persistence, 818 and contribution to academic success, 872 and growth, 215,717 Non-cognitive Questionnaire, 100, 792,872 Nora and Cabrera's student adjustment model, 389 Pacific American students, 191, 227,914 and Chinese students, 793 and Japanese students, 793 acculturative stress, 793 and Native Hawaiian, 125,227, 793 and retention theories, 356 and self concept, 793 barriers to persistence, 356 Fijian, 793 Filipino, 793 Guamanian, 227 New Zealand Maori, 793 Polynesian, 793 predictors of persistence, 228, 582 Samoan, 227

Subject Index Pacific American students, (continued) Tongan, 793 Pacific Islander students. See Pacific American students Participation. See Social integration Peer mentoring. See Mentoring Persistence, 052, 254, 298, 299, 339,458,460,484,545, 754, 796,825,832,887 absence of clear goals and, 882 action approach, 20 administration roles in, 156 African American women's stories of, 279 American Indian model, 377, 736,896 and academic advisement, 680 and academic and social integration difficulties, 689 and academic integration, 411 , 759 and academic success, 369,666 and academic support, 515, 818 and African American females, 311 and African American males, 797 and Alabama State University, 624 and Asian Americans, 356 and attitudinal predispositions, 897 and best practices, 886 and black reentry women, 893 and Black Student Unions, 940 and case examples, 294, 296 and campus engagement, 740 and campus residency, 794 and community influences, 389 and correlates of, 533 and culturally based values, 441 and data-driven retention, 516

221 and dental studies, 467 and doctoral students, 900 and educational opportunity programs, 577 and enrollment management, 487 and ESL, 146 and ethnicity, 960 and faculty development, 650 and family support, 373, 389, 411 and financial aid, 411 and firm career plans, 860 and first generation Asian students, 829 and gender, 876, 887 and goal commitments, 850 and goal directed behaviors, 790,850 and Golden West College, 146 and graduate students, 520, 881 and graduation rates, 727 and Hispanic students, 249,863 and homosexuality, 285, 879 and impact of family, 249, 863 and institutional commitment, 332, 850 and institutional consortium, 671 and integrating organizational functions, 487 and intent to persist, 284 and intent to transfer, 849 and involvement counseling, 154 and Latin American students, 122,204,384,802 and low income students, 433 and merit index research, 261 and meta-analysis, 181, 261 and minority students, 102,299, 321 , 433,672,737

222 Persistence (continued) and National Survey on Student Engagement, 597 and Native Americans, 060, 170, 730,895 and need for new techniques, 170 and noncognitive factors, 413, 806,831,856 and nontraditional students, 965 and nursing education, 825 and online learning courses, 294 and overcoming obstacles, 248 and parental role, 248 and peer culture, 840 and personal motivation, 828 and personality development, 897 and policy, 715, 886 and practical considerations, 182 and precollege preparation, 335, 730, 740 and quality of the educational experience, 309, 769 and race and gender, 960 and race discrimination, 869 and research design, 125 and resistance theory, 812 and role of academic aptitude, 730 and self beliefs, 788 and social integration, 358, 411 , 478 and social interaction, 900 and social political context, 125 and social psychological factors, 862 and social support, 788 and social work practice, 154 and state-of-the-art, 182

Subject Index and strategies, 113, 154, 155, 187, 291 , 335, 588,868 and student centered learning, 886 and student characteristics, 05 I, 309, 389, 698 and student services, I 13, 264, 265 and success oriented behaviors, 778 and successful strategies, 577, 624,700, 895 and support services, 577 and supportive staff and faculty, 258 and Tinto' s rites of passage, 389 and the Latina, 650 and the Trans-cultural hypothesis, 812 and theories of student integration and involvement, 698, 965 and transfer student adjustment, 810 and Tribal Colleges, 414 and use of counseling services, 580 and "What works in student retention", 183 approaches to, 664 at black colleges, 795 at community coIleges, 433 at predominantly white colleges and universities (HWCUs), 373, 788 Asian American students, and 563 availability of grants, 371 availability of student services, 371,817 cognitive and social attributes in, 086

Subject Index Persistence (continued) collaboration with businesses, 443 conceptual models of, 150 critique of, 183 cultivating, 616 early systematic study of, 315 effects of policy on, 675 effects of social and academic environments, 300 empirically based recommendations, 023, enhancing, 426 exemplary programs, 563, 718 factors influencing, 024, 123, 180,194,212, 259, 296, 499,590, 672,783,810, 821 , 828,836,851,852, 876,930,931,948 Geometric Model of, 086 Hofstra University plan, 588 influences of age and grades on, 236 in science and engineering, 001 , 081,195 , 316, 515, 740 impact of the family, 863 in medical school, 149 institutional role in, 086, 294 Latino nurses, 031 liberal arts and vocational technical majors, 191 longitudinal study of, 071 major models of, 347 methods to improve, 091 , 235 minority freshmen and graduation rates, 727 national data, 730, 845 Native American Higher Education Initiative, 441 Native American nurses, 031 native cultural values, 443 Nora and Cabrera's student adjustment model, 389

223 of bilingual students in teacher preparation programs, 237 of students of color, 415 organizational nature of, 023, persisters and achievement, 739 poor academic preparation, 882 positive campus climate predicts, 372 power of assertiveness and dogmatism, 827 power of self confidence in, 819, 827 predicting transfer student, 907 predictors of, 084, 122,227, 228, 236, 284,376,538, 553, 580,582,646, 720, 788, 817,838, 850, 908 prevention and intervention, 181 problems, 025 programs, 031 programs and faculty resistance, 598 psychosocial framework for, 372 racial differences, 730 rates for African Americans, 907 research and theory, 017, 287, 297 residential living, and, 944 role of assessment in, 667 role of continuous financial support in, 821, 931 role of family, 441 roles of Minority Serving Institutions, 091 role of policy in, 093 role of student support services in, 565, 600 Sixteen Personality Factor test, 856

224 Persistence (continued) strategies for enhancing, 001 , 446,684 structural barriers and, 180 student factors, 261 , 389, 856 student voices and, 093 successful efforts, 294, 449, 481,577,889 types of, 183 Personal development, 309, 599, 827,831,873,920 academic and intellectual, 923 and adjustment, 830, 880 and intercultural theory, 891 and intergroup relations, 891 and psychosocial, 830 and race and culture, 891 and self-understanding, 880 and social development, 497 and stress, 776 and student characteristics, 669 and student development, 891 and student retention, 671 and women, 454 enhancing, 716 factors contributing to, 894 Personal growth. See Personal development Postsecondary Education Newsletter,216 Predicting achievement and retention, 661 college success, 855 decision to attend college, 381 dropouts, 289 grade point average, 738 grades of Hispanic students, 781 graduation, 349 graduation of Hispanic students, 781 high risk student retention, 738 intention to persist, 720

Subject Index persistence, 332, 825, 827, 851, 870 retention, 445, 565, 728, 738, 825,932 standardized test performance, 753 student debt, 382 success with Asians, 506 transfer student persistence, 907 Predominantly white colleges and universities (PWCDs), 009, 052, 059,063,077, 082, 124, 156,474,741,764, 768,772,776, 799,802, 806,827, 867,888,894, 935, 937,939,952,956 and black cultural centers, 118 and black student retention, 783 and Chicano students, 791 and factors contributing to attrition at, 647 and faculty involvement and retention, 166, 566 and first generation students, 460 and Latin American students, 120, 122 and meeting students needs, 623 and political and organizational challenges, 166 and retaining black men, 378 black enrollments, 448 collaborating with HBCDs, 476 competition with HBCDs, 440 data-driven retention at, 516 model for retention, 479 private and urban, 431, 523 retention of black females, 454 successful retention of black students, 478, 576, 626 Preparation for college, 875 and disadvantaged students, 114

Subject Index Programs academic enrichment, 570 academic improvement, 718 academic integration, 505 academic retention, 575 academic success, 452 academic support, 635, 645 Academic Talent Development, 508 action oriented group approach, 454 addresses cognitive and noncognitive factors, 370 affecting minority students, 706 affirmative action, 274, 273 African American Rites of Passage Summer Academy, 482 agricultural awareness, 509 American Speech Language Hearing Association, 057 Asian Commanding English Program, 688 awareness and access to services, 560 belief building, 435 best practices, 190, 543 biomedical research, 040 Boston Coliege, 474 California State University at Fresno, 474 campus-based aid, 388, 606 CARE, 709 characteristics of successful, 258 collaborative recruitment, 085, 500 community college, 423 comparative analysis of, 473 Cooperative Institutional Research Program, 013,428 corporate support, benefits of, 134 dental education, 048, 453

225 designing support programs for Asian students, 506 developmental studies, 196, 634 discovery program, 463 doctoral and decision to persist, 761 dual focused on retention, 630 effective, 039, 060, 185, 190, 218,233,476,481,621, 919,936 effective physical education, 928 effective retention, 174,235, 655,919,920 emerging scholars, 593 engineering and support services, 708 Enlace Program, 430 enrollment in quantitative disciplines, 461 ethnic mentors for undergraduates, 644 evaluating, 558, 716 evaluating retention, 678 exemplary Hispanic programs, 574 exemplary retention, 060, 185, 190,218,386,462,475, 527,563 exemplary recruitment, 190, 563,585 Experience Dartmouth College, 476,477, Extended Opportunity Programs, 574 factors contributing to successful,474 financial aid, 105, 398, 531 financing doctoral studies, 498 freshmen retention, 455 freshman seminar, 497, 581, 717 full tuition, 362

226 Programs, (continued) graduate and science and engineering, 080 guided studies, 965 Hawk Link, 658 health careers, 381 , 657,692 health education, 626 high school-college partnerships, 569 higher achievement, 608 Hispanic cultural awareness, 650 impact of, 277 increasing enrollment, 529 increasing federal funding, 489 increasing self concept, 503 Indiana University, 597, 845 innovative community college, 700 innovative Hispanic recruitment,679 Institute for the Recruitment of Teachers, 470 journalism and mass communications, 058, 584 Kettering University Minority Retention Program, 564 Learning assistance centers, 696 learning environments, 546 Lilly Foundation, 465 Martin Luther King Program, 727 Maryland, university of, 472 math, science and engineering, 495,498,559.593,615,644 medical and legal office training, 420 medical education, 066, 665 mentor, 087 Meyerhoff Scholarship Program, 544 minority affairs, 562, 727

Subject Index minority education initiatives, 638 minority engineering, 409, 537 Minority manpower resources project, 690 minority retention, 662 minority summer research, 509 minority support, 087 Mt. Saint Mary' s College, 650 multicultural teacher preparation,237 music, 711 Native American pharmacy, 612 neighborhood learning centers, 640 Neylan Minorities Project, 496 Nightingale Conant Change Packages, 864 Noel Levitz Retention Excellence Award, 527 nursing, 800, 847 nursing outreach, 457, 490, 847 Ohio Dominican College, 465 parent orientation, 363 participation in, 431 peer assistance, 542 peer mentoring, 444 peer outreach programs, 785 pen pals and cultural pride, 511 personalized recruitment and retention, 587 physical sciences, 447 physician assistant, 026 Pilot Education, 5 12 positive impact, 435, 530 positive impact on intergroup relations, 508 pre-college intervention, 486 Principal's Pick, 233 professional preparation, 057, 376, 677 Project Access, 105

Subject Index Programs (continued) Puente project, 430 Purdue University, 474, 739 quality, 739 Recreation, Parks and Leisure Studies, 021,438 recruitment and retention, 103, 362, reflective admissions at Fordham University, 540 rehabilitation counseling, 092 research, help with, 524 research on special programs, 455 residential summer, 665 retention, 963 retention program assessment model, 678 Ronald E. McNair Post Baccalaureate Achievement Program, 617 school psychology, 614 science achievement, science and engineering doctoral programs, 030 science and technology pro-

grams, 544 science, engineering, and math, 196,239,739,704,841 social work, 155,531,610 strengths and weaknesses, 351 Student National Medical Association,055 student orientation, 662 student services and critical review, 144 successful and unsuccessful, 669 successful recruitment and retention, 422,449,478,490, 508,531,541,547,610,690

227 successful retention programs, 430,512,597,624,650, 709,845 summer bridge, 676 summer orientation, 649 summer programs for Native Americans, 239, 437, 450 support services and persistence,533,565,888,930 teacher associates, 550 teacher education, 415, 760 teacher preparation, 208, 209, 210 Texas Southern University, 690 Transfer summer program (TSP),415 Transition center, 650,701 two-semester support, 599 undergraduate nursing, 598 University of Minnesota, 512, 688,689,719,727 University of Tennessee, 887 utility and strengths of Asian, Latin, African, Native American (ALANA) program, 594 Waisman Center University Affiliated Program, 563 Wartburg Teacher Education, 550 weak recruitment and retention, 380 writing and tutoring, 676 young scholars, 601 Protective factors, 345, 903 Race and ethnic group conflict, 804 differences, 748 targeted recruitment, 748 tension, 772 Race balance and recruitment, 220

228 Race discrimination, 077, 744, 869 addressing, 804 and American Indian students, 451 and minority students, 207 and oppression, 687 and racial disparities in education, 207 and recruitment and retention strategies, 451 , 471 and social work, 451 and state mandated tests, 135 experiences, 841 historical context, 704 perceived, 746, 852 retention strategies, 704 Race prejudice and violence on campus, 726 experiences, 841 perceptions of, 852 Racial bias, 470 eliminating impact on graduation rates, 485 eliminate in recruitment, 595 Racial composition and estimating retention from , 427 Racial violence and college campuses, 804 and hostile environments, 007 and race prejudice, 007, 726 Racism, 077,270, 305, 765, 832 ability to deal with, 036, 781 and African Americans, 890 and combating it, 904 and education of social work students, 186 and sexism, 124, 217, 245, 861 challenging, 800 experiences with, 124,278 reflecting on, 800 resistance to, 124, 781

Subject Index white teachers talking about racism, 786 Relationships and black nonresidential students, 723 and campus-based networks, 352 and mentoring, 927 importance for minority student education, 554 importance of, 930 interpersonal, 930 interpersonal growth, 923 quality of between family and student, 932 racial compatibility, 927 social, 911 Research and minority retention, 794 and recruitment, 789 and the Hispanic market, 579 document analysis method, 542 methods for retention studies, 455 multivariate, 643 student-faculty research partnerships, 596 structural equation modeling, 703 theory-to-practice tests, 543 weekly student surveys, 560 Resegregation, 945 Retention. See Persistence Risk factors, 345, 903 Sallie Mae National Retention Project, 005 Social adjustment, 723, 873,911, 952 and culture, 416, 880 and ethnicity, 968 predictors of, 968

Subject Index Social integration, 243, 262, 325, 742,765,769,803,814, 826,853, 858, 870,872, 873,905, 934,957,960, 962,964,965 and academic success, 245, 775,861 and athletes, 245, 861 and Black Student Unions, 940 and Chicanos, 604 and doctoral education, 925, 926 and nonresidential students, 723 and Pacific American students, 689 and perceived discrimination, 746 and persistence, 866 and residential living, 944 and school engagement, 780 and student integration, 389 and women of color, 924 as the predictor of persistence, 553 impact on academic performance, 369, 507 impact on retention, 728 importance for retention and graduation, 518 importance of faculty student interaction for, 554 interethnic participation, 938 levels of in science, 565 limits on research , 780 obstacles to, 925 participation in curricular and co-curricular programs, 938 participation in ethnic student organizations, 898 patterns at community colleges, 522 predicts retention, 737 role of faculty, 930

229 subjective sense of belonging, 813 workshop, 924 Social identity theory, 898 Social work, 155 and minority access, 024 Socioeconomic status, 288 Sociological principles, 912 Student centered paradigm, 018 and community colleges, 425 and instruction, 018, 734 and learner centered campus, 425 and student achievement, 536 and the Citadel, 536 and the STUCEN scale, 018, 734 evaluation, 018, 734 Student College Choice Questionnaire,153 Student involvement, in recruitment, 953, 955 Students of color. See Minority students Support groups, 959 Talent development and females, 011 Teacher centered paradigm, 949 Theory of Cumulative Discrimination,077 Tinto's student persistence theory, 742 and goal and institutional commitment, 553 and psychological disengagement,504 and the Chicano, 605 applied to Alaska Native students, 242 applied to American Indian students, 242

230 Tinto's student persistence theory, (continued) compared with Bean's theory, 458 conceptual framework, 104 criticism and revision of, 029, 326,687 departure theory, 327, 328 Transfer students, 907 and graduation, 750 and persistence, 750 Tribal colleges comparison with HBCUs, 043 Two-year colleges. See Community college Undergraduate students, 023, 157, 341,346,459,617,868,964 academic socialization, 646 adjustment, 798 and academic support, 515 and nursing education, 847 and reflexive photography, 798 and returning freshmen, 545 attrition factors, 779 black,867 cognitive and non-cognitive factors, 349 decision to withdraw, 787 first year attendance, 779 first year grades, 781

Subject Index Florida A&M University, 545 first year student needs, 646 first year retention, 167,933, 938 freshman cohorts, 303, 779, 798,838 freshman seminars, 019, high risk freshmen, 718 Hispanic attitudes toward affinnative action, 160 Latinas, 787 Latinos, 787 learning and retention, 820 learning strategies, 646 mentoring initiatives, 919 perceptions of campus life, 737, 798,817 PWCUs, 737 reasons for withdrawal, 772 retention, 663 role of residence in retention, 783 selective admissions and, 663 social integration, 737 social support, 838 social work, 531 working class graduation rates, 076 Withdrawal. See Attrition

ABOUT THE AUTHORS

c. DWAYNE WILSON was Professor in the College of Social Work at the University of Utah. He was a member of the National Training Laboratories Institute and he served as a consultant to various organizations. He also coauthored the following books with Bernard Lubin: Research on Group Treatment Methods: A Selectively Annotated Bibliography (Greenwood, 1996) and Research on Professional Consultation and Consultationfor Organizational Change: A Selectively Annotated Bibliography (Greenwood, 1997). BERNARD LUBIN was Professor of Psychology and Medicine at the University of Missouri-Kansas City. He was a member of the National Training Laboratories Institute, Diplomat iI) Clinical Psychology, a Fellow of the Division of Group Psychology and Group Psychotherapy of the American Psychological Association, and a Fellow of the American Psychological Society and the American Association for the Advancement of Science. He also coauthored the following books with C. Dwayne Wilson: Research on Group Treatment Methods: A Selectively Annotated Bibliography (Greenwood, 1996) and Research on Professional Consultation and Consultation for Organizational Change: A Selectively Annotated Bibliography (Greenwood, 1997). BARBARA BELOW is Director of Social Ministry Organizations for the Department of World Relief and Human Care of the Lutheran Church-Missouri Synod. In this position Below serves as a resource to and support for 123 LCMS Recognized Service Organizations who offer human care services such as adoption, foster care, assistance for people with disabilities, disaster response, senior care, mental health counseling, emergency services, and shelter, and immigration or refugee resettlement. She is the Synod's liaison to Lutheran Services in America (LSA), the inter-Lutheran alliance of nearly 300 Lutheran human care agencies in the United States and the Caribbean.