Date of Award

2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

The purpose of this study was to determine the impact of a minority orientation program on the social adjustment and retention rates of first-year African American students at a predominantly European American university. A cluster sampling technique was used to identify two groups of students. One group participated in a supplemental orientation program for African American students while the other group did not participate. Students included in the study were asked to complete the Student Adaptation to College Questionnaire (SACQ) which provided data on social adjustment. Enrollment information from the university registrar was utilized to provide data on credit hours. This research study conducted two separate ANCOVA analyses; each with one independent variable, two dependent variables, and three covariate variables. The covariates included: standardized test score (ACT), expected family contribution (EFC), and high school grade point average (GPA). These additional factors served as experimental design controls and statistically reduced uncontrolled variance in the analysis of the dependent variables. The results of the study indicated that there was a statistically significant difference in social adjustment scores between the orientation group and the non-orientation group, F (1,67) = 10.23, p < .00. Students who participated in the orientation program scored significantly higher on the social adjustment scale than students who did not participate. The results of this study also indicated that there was a statistically significant difference in the number of completed credit hours between the orientation group and the non-orientation group F (1,107) = 7.35, p < 0.0. Students who participated in the orientation program completed significantly more credit hours than students who did not participate in the program.

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