Black freshmen :

Abstract

This study examined the differences between academically successful and unsuccessful Black college freshmen enrolled in two predominantly White universities, the University of Oklahoma (OU) and the University of Texas (UT). It focused primarily upon attitudes and values, interpersonal relationship variables, and their interaction with demographic information and standardized test scores. Participants (N = 56) were Black college freshmen who lived on campus and who agreed to complete questionnaire packets that were distributed by resident advisors during second semester. Participants completed a Student Demographic Questionnaire (SDQ), 2 Fundamental Interpersonal Relations Orientation--Behavior Scale (FIRO-B), a Personal Competency Rating Scale (PCI), a University Alienation Scale (UAS), a Just World Scale (JWS), and a Perceived Support Network Inventory (PSNI). In general, the results of multiple regression analyses indicated (a) JWS scores and first year GPA were significantly and negatively correlated for OU students (b) educational level of mother was significantly and positively correlated with first year GPA for UT students, (c) a curvilinear relationship existed between size of hometown and first year GPA for UT students, and (d) neither SAT or ACT scores were significantly related to first year GPA. The discussion section explores possible explanations and implications that the results suggest.