From: Jessica Kleinbach
Email:
Course: CD 169: Motivation
College: San Jose State University
Instructor: Eugene Matusov
ClassWeb: http://www.ematusov.com/cd169
ChildrenObservations: No
Date: 23 May 1997
Time: 13:49:21
Remote Name: 130.65.100.161
This paper continues the research that my group started. Sarah Barnes, Angie Garcia, Suzi Burg and I previously researched minortiy motivation in elementary school and high school. We also looked at the attitudes and influence the parents had on thier child's attitudes in school. Using the research that we had gathered as a group I have further reasearched minority school achievement, but at the college level.
Motivation in elementary school, for minority children, is high. With adolescenc and high school motivation to succeed in school lessens. Once in college minority students again face difficulties. This paper will specifically discuss the resons for low mitivation for minority student in college, along with aspects that have been shown to raise the chances for student success.
In the past, most of America's college students were white, today 20% are minorities (Frost, 1991). "Students with different backgrounds and characteristics can be espected to have different needs in all kinds of learning situations" (Frost, 1991). Todays universities need to supply a variety of resources so that all student can be successful and motivated. A more socially diverse and ethnically segmented school population nees to be served.
African American students show a variety of reasons for low college success rates. These students often make no plan or set goals for their college futures. Aftrican American students who set goals and have aspirations related to college are more likely to be successful (Frost, 1991). Setting goals and having expectations are related to college success.
Success in college for African American students can depend on the make up of the university. Black students enrolled in predominatly white universityies have social as well as acedemic issues that have to be resolved. The school atmosphere can be lonely and they may feel isolated. Because of having to be concerned with social issues acedemic issues are less prevelent an issue compared to other students (Frost, 1991). When black student attend a predominatly black college, higher school motivation occurs. The black universities have an environment that is supportive and halps students adjust to the demands of acedemic life. Since school achievement is rleated to school satisfaction this makes sense. Students who are involve in campus activities and have relationships with faculty do better in school. Black students generally involve themselves less than white students (Frost, 1991).
Successful African American college students have many things in common. They set goals for themselves, epect themselves to preform well, and know what areas they are weak in. Besides these, the most important aspect to success and high motivation in colege is success in the classroom.
Although more Hispanic students ar in college then ever before, they are still significantly underepresented. Hispanic students carry with they a stong identity which is tied to home and family. Adjustment into the college scene is hard unless a supportive college community is available. This may be why students who live at home are more satisfied with school than those that go away to a university (Frost, 1991).
Minority students, because of previouse experiences have doubts about thier abilities in college. Motivation is high for Hispanic students who seel attending college as a way of escaping despair. Getting into college is not just an education, but a way to live a better life. To do this Hispanic students often must break from their culture and adapt to the new one. This means leaving friends while at the same time trying to retain thier culture and achieve acedemic success (ANCCC, 1993).
There are many changes and considerations universities and proffessors can do to help all students be motivated to achieve in college.
Because of the transition form one culture to the university, an effort should be make to assist students in this process. Tudents can not be expected to get involved in activities. A process that affirms, supports, enable, and reinforces their capacity to fully develop themselves as students and as indivuduals is needed (ANCCC, 1993).
Proffessors can do simple things like calling students by name , talking to students outside of class, and calling sudents at home. This kind of personal unteraction helps motivate minority student to become involved with school (ANCCC, 1993). Advisors have to avoid stereotypical attitudes and expectations as well as suggest resources when needes. An important aspect that also helps with minority success in college is role models. Universities should make the students aware of other minority success stories.
As the diversity of our colleges grow making sure that all students have the resources they need to be successful will grow also. By taking what each student is bring to the campus and using the wonderful diverse culture to learn support should be given to make sure that all students have an equal chance at successful college careers.
References
Frost, Susan. (1991). Academic advising for student success: A sustem of shared responsibility. ASHE-ERIC Higher Education Reports. Washington D.C.
Frost, Susan. (1991). Diversity in the college classroom: Learning needs of today's student population. ASHE Annual Meeting Paper. Boston, Ma.
Bucknell Foundation for the Future. http://www.bucknell.edu/fff.html
National Center for Research on Cultural Diversity and Second Language Learning. http://zzxy.ucsc.edu/Cnter/impact.html