Black Students on White Campuses: 20 Years of Research

1 Black Students on White campuses : 20 years of research William E. Sedlacek Literature is discussed in terms of eight non- 1986) or offer broad generalizations about cognitive variables affecting Black student life. Blacks based on a nonempirical synthesis ( The author recommends actions for student Taylor, 1986)? This article is in support of the affairs professionals. former position. The literature was organized using a model From the 1960s to 1980s people in the United based on noncognitive variables that have been States have witnessed a broad sweep of social shown to be related to Black student success in change in the country.

2 With issues pertaining to higher education (Sedlacek & Brooks 1976;. Blacks, people have seen a complex mixture of Tracey & Sedlacek, 1984, 1985, 1987; White &. overt repression, social consciousness, legal Sedlacek, 1986). Arbona, Sedlacek, and Carstens changes, backlash, assassinations, political (1987) found that the noncognitive variables interest, disinterest, and neglect. Higher edu- were related to whether Blacks sought services cation has gone about its business during this from a university counseling center.

3 Turbulence. There are limitations to using the non- There are many ways in which student affairs cognitive model. These include limiting the professionals might try to understand what Black articles included, not using conventional cate- Students have experienced during the last 20 gories ( , admissions, student activities) that Years . The purpose of this article is to examine may be easier to understand than the non- this period through student affairs Research on cognitive model, and forcing a structure in areas Black undergraduate Students at White insti- where it does not belong.

4 The two major tutions. Such an article accomplishes several questions addressed in this article are: (a) What purposes. First, it allows for a focus on an area have we in student affairs learned in 20 Years of in which Black Students have had to deal directly Research ? and (b) How can we use what we have with a system largely run by Whites for Whites learned? (Sedlacek & Brooks, 1976). Second, it allows one to step back and get a perspective on where DESCRIPTION OF THE MODEL. student affairs has been and where it to be going.

5 Third, it puts an emphasis on empirical Research Sedlacek and Brooks (1976) hypothesized that rather than commentary, wishful thinking, or there were seven noncognitive variables that were frustration. critical in the lives of minority Students . How An index of the maturity of the student Students adjusted to these dimensions and how personnel profession may be found in its success faculty and staff encouraged this adjustment in providing systematic knowledge on which to would determine the success or failure of the base its development.

6 The May 1986 issue of the minority student. Tracey and Sedlacek (1984, Journal of College Student Personnel, with 1985, 1987) demonstrated the validity of the articles by Brown, Cheatham, and Taylor, seven variables plus an eighth, nontraditional provided a lively discussion of how student knowledge acquired, by showing the usefulness affairs professionals can learn about Black of a brief questionnaire (the Noncognitive Students on White campuses . Should student Questionnaire [NCQ]) in predicting grades, affairs professionals go to the literature and see retention, and graduation for Black Students for what the Research says (Brown, 1986; Cheatham, up to 6 Years after initial matriculation.)

7 White Originally published November 1987. William E. Sedlacek, Counseling Center, University of Maryland. 538 Journal of College Student Development Black Student Life and Sedlacek (1986) demonstrated the validity that of seeing oneself as part of a school, or of the NCQ for Blacks in special programs. The identified with it, is a common thread running noncognitive variables of the NCQ are: through the literature on Black Students ' self- 1. Positive self-concept or confidence. Pos- concept for several decades.

8 For instance, sesses strong self-feeling, strength of Sedlacek and Brooks (1976), Astin (1975, 1982), character, determination, independence. and Tracey and Sedlacek (1984, 1985, 1987). provided evidence that identification with an 2. Realistic self-appraisal. Recognizes and institution is a more important correlate of accepts any deficiencies and works hard at retention for Blacks than for other Students . self-development. Recognizes need to In addition to the usual school pressures, a broaden his or her individuality; especially Black student must typically handle cultural important in academic areas.

9 Biases and learn how to bridge his or her Black 3. Understands and deals with racism. Is culture with the prevailing one at the White realistic based on personal experience of university. DiCesare, Sedlacek, and Brooks racism. Not submissive to existing wrongs, (1972) found that Blacks who made this tran- nor hostile to society, nor a cop-out. Able sition were more likely to stay in school than to handle racist system. Asserts school role were Blacks who did not. Burbach and Thomp- to fight racism. son (1971) and Gibbs (1974) found that cultural 4.

10 Demonstrated community service. Is in- adaptation had an influence on the self-concept volved in his or her cultural community. of Black Students ; Sedlacek and Brooks (1972a). and White and Sedlacek (1986) found that this 5. Prefers long-range goals to short-term or was also true for Blacks in special programs. immediate needs. Able to respond to de- Pfeifer and Sedlacek (1974) noted that ferred gratification. successful Black Students may receive con- 6. Availability of strong support person. siderably different profiles on standardized Individual has someone to whom to turn in personality measures than their White counter- crises.