African American College Students in Predominantly White Institutions of Higher Education: Considerations

Much of the research on African American college students at predominantly White institutions (PWIs) indicates that African American students encounter difficulty in social and academic integration. In much of this research, it is assumed, explicitly or implicitly, that African American students experience lower adjustment and performance in these settings due to fewer socioeconomic resources in home and school (Nettles, 1988). Other researchers have attributed Black-White differences in college achievement to a conflict between African American students’ cultural and social values and the values and philosophies associated with the PWI environment (e.g., Allen, Epps & Haniff, 1991; Davis, 1995; Loo & Rolison, 1986; Pascarella & Terenzini, 1991). Although this latter approach of considering the role of race-related experiences and beliefs in African American students’ educational experiences is an improvement over considering only demographic factors, researchers have viewed this group as similar in terms of their backgrounds, beliefs, and, experiences. Consequently, African American students on majority campuses are seen as similarly vulnerable, are less likely to fit in, feel alienated, and adjust poorly to PWI campuses (Stage & Hossler, 1989). More recently, a number of researchers have asserted that African Americans should be examined as a heterogeneous group in terms of backgrounds and beliefs (e.g., Terenzini & Pascarella, 1991). Some have focused on African American students’ differing beliefs and philosophies regarding race and how these beliefs and perceptions relate to their academic adjustment in the PWI college environment (e.g., Baldwin, Duncan & Bell, 1987; Sellers, Chavous & Cooke, 1998).