Creating Conditions of Mattering to Enhance Persistence for Black Men at an Historically Black University

2012 ◽  
Vol 1 (1) ◽  
pp. 95 ◽  
Author(s):  
Palmer ◽  
Maramba
Keyword(s):  
Historically Black ◽  
Black Men ◽  
Historically Black University

Integrating the Approach With Research at a Historically Black University

2010 ◽  
Author(s):  
David S. Shen-Miller ◽  
James Campbell ◽  
Shayla D. Tumbling ◽  
Tremayne Simpkins
Keyword(s):  
Historically Black ◽  
Historically Black University

HIV/AIDS Knowledge, Attitudes, and Risk Behaviors Among Historically Black University Students

2011 ◽  
Author(s):  
Kathleen H. Dockett ◽  
Evelyn Lieb ◽  
April De La Cruz ◽  
Melinda A. Montgomery ◽  
Tranesha Christie
Keyword(s):  
University Students ◽  
Historically Black ◽  
Risk Behaviors ◽  
Historically Black University ◽  
Aids Knowledge ◽  
Hiv Aids

The effect of stereotypes on black college test scores at a historically black university

2022 ◽  
Vol 194 ◽  
pp. 408-424
Author(s):  
Mackenzie Alston ◽  
William A. Darity ◽  
Catherine C. Eckel ◽  
Lawrence McNeil ◽  
Rhonda Sharpe
Keyword(s):  
Historically Black ◽  
Test Scores ◽  
Black College ◽  
Historically Black University

A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU) in South Africa

AILA Review ◽  
2003 ◽  
Vol 16 ◽  
pp. 52-61
Author(s):  
Constance Zulu
Keyword(s):  
South Africa ◽  
Historically Black ◽  
Kansas City ◽  
Student Perception ◽  
Supplemental Instruction ◽  
Assistance Program ◽  
Historically Black University ◽  
Legal Method ◽  
Significant Difference ◽  
The University

This article discusses a pilot investigation conducted between February and May 2002. The aim of this investigation was to assess the efficacy of the Supplemental Instruction (SI) program — which has a proven track record elsewhere — at an historically black university in South Africa. SI is an academic assistance program which was developed at the University of Missouri- Kansas City in 1973 by Deanna C. Martin and subsequently adopted countrywide and in other parts of the world. The pilot was conducted on a population of first year law students registered for an introductory module, “Introduction to South African Legal Method and Theory”. Two questions were investigated: 1. Does SI have an effect on students’ mastery of content? 2. Does SI have an effect on students’ perceptions of their mastery of skills? Three measures were used to explore these questions, namely pre and posttests of content mastery; student perception of skill mastery and end of course grades. Although there was no significant difference on the mastery of course content between SI and Non-SI participants, it was found that higher SI attendance rates resulted in slightly higher mean grades, suggesting that SI may have had some impact on the final course end grades. A significant difference at the .03 level was found between the mean grades of students who attended 4 or more sessions and those who attended 1–3 sessions. The investigation also revealed that a number of barriers and challenges need to be addressed for a successful SI program to be implemented at the university.

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