Higher Continuing Education

Black students in higher education by C. Scully Stikes

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By C. Scully Stikes

Stikes describes the tutorial, own, social, monetary, and racial identification difficulties of sixteen black scholars on predomi­nantly white university campuses. He discusses the scholars’ makes an attempt to manage, noting developmental alterations that happened as they grappled with their en­vironment; he outlines counseling strat­egies, instructing techniques, and specializes in the rules and practices had to as­sist black students. The sixteen case experiences characterize the spec­trum of black scholars in larger educa­tion. facts from those circumstances shape the foundation for the development of a version describing black scholar improvement. The version illustrates the continual, predictable, and dynamic methods involved. From this version the impression of race and tradition is illustrated, displaying the qualitative and quantitative distinction among black scholar improvement and scholar improvement as a rule. extra, the version exhibits the effect of function types and social components on scholars.

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The resistance of black students to being studied necessitated some modifications in the manner in which the information was gathered. More obtrusive empirical measures could have been used had the students not been suspicious and distrustful of the research. Chapter 2 focuses on cases of black students that facilitated the construction and advancement of the propositions establishing the principles for black student development. Two illustrative cases are fully discussed and evaluated, each followed by case vignettes that consider the background of the students, problems manifested during their college careers, changes in their development, and adaptations to the college environment.

The supportive service program was like a second home to her. The staff felt that she did try to integrate the behaviors of the reading specialist and the counselor from an effectiveness point of view. And to a large extent, it is possible that identifying with these staff persons helped Alice to be- Page 19 come more mature. The role-modeling effect and the expectation that she could function more effectively seemed to accompany her increased maturity. A fourth major problem for Alice was finances.

Moreover, she was excused from dismissal only because she had been enrolled in a program that allowed students a minimum of 36 hours of effort before a dismissal decision would be made. Alice also indicated that her registration for Page 22 the next quarter was denied because of her failure to pay the residence hall damage bill, and she claimed she did not have the money to meet her financial obligations. Although it seemed that Alice's college career had ended, the counselor contacted the scholarship office to discuss the nature of her problems and the possibility of Alice working through these problems if given at least two more quarters of assistance.

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