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Old Dominion University

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Arts and Humanities

Predominantly white institutions

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Full-Text Articles in Education

A Grounded Theory Of The College Experiences Of African American Males In Black Greek-Letter Organizations, David Julius Ford Jr. Apr 2014

A Grounded Theory Of The College Experiences Of African American Males In Black Greek-Letter Organizations, David Julius Ford Jr.

Counseling & Human Services Theses & Dissertations

Studies have shown that involvement in a student organization can improve the academic and psychosocial outcomes of African American male students (Harper, 2006b; Robertson & Mason, 2008; Williams & Justice, 2010). Further, Harper, Byars, and Jelke (2005) stated that African American fraternities and sororities (i.e., Black Greek-letter organizations [BGLOs]) are the primary venues by which African American students become involved on campus. This grounded theory study examined the relationship between membership in a BOLO and the overall college experiences of African American male college students at a Predominantly White Institution (PWI). Eleven themes were identified in the study indicating that …


A Comparison Of Traditional And Nontraditional Students Attending Historically Black Or Predominantly White Institutions, Courtney H. Podesta Jul 2009

A Comparison Of Traditional And Nontraditional Students Attending Historically Black Or Predominantly White Institutions, Courtney H. Podesta

Psychology Theses & Dissertations

Previous studies have demonstrated that there are benefits for some African American students in attending an Historically Black College or University (HBCU) over a Predominantly White Institution (PWI); however, studies have not considered how results might be impacted by student status, traditional vs. nontraditional, or the degree to which a student is considered to be nontraditional (minimally, moderately, or highly nontraditional). The current study addressed this gap in research by examining differences between the HBCU and PWI environments for 336 African American traditional and nontraditional students for the following variables: social support, academic self-concept, self-esteem, self-efficacy, role strain, ethnic identity, …