A study of environmental factors which influence the persistence of black students at The University of Tennessee at Chattanooga

The participation of black students in higher education is declining even though the number of black students graduating from high schools is increasing. Other researchers have linked the difference in persistence of black students at white and black institutions to elements in the environment.

This research focused on elements in the environment of an historically white, public university to determine the extent to.which factors in the environment such as availability of mentors, peer group, involvement in campus organizations, residence, ethnicity, and work site influence satisfaction or alienation with the institution and therefore influence persistence of black students. The study included 169 black students enrolled full-time during the Spring, 1988, semester at The University of Tennessee at Chattanooga. The survey instrument consisted of the College Student Satisfaction Questionnaire, the University Alienation Scale, and original questions formulated by the researcher. It had 128 items to be answered using a five-point Likert scale. The instrument also asked students to list five things they felt made the University attractive and five things they would change to make it more attractive to black students.

Findings show students were generally dissatisfied with the environment. No correlation was found, using the Pearson product moment coefficient, between satisfaction and grade-point average, low grade-point average and alienation, or satisfaction and membership in campus organizations. Statistically significant correlations were: negative correlations between alienation and academic compensation and alienation and academic integration and a positive correlation between satisfaction and hours spent on campus.

Analysis of variance was used to test for significant differences in satisfaction among students with and without mentors, various types of peer groups, residences, and gender. No significant differences were found.

In their original comments, students stated they would change the environment to have more black faculty, year-round events with black speakers, seminars and programs, and more courses on blacks. They found the campus facilities, athletics, and location in an urban area to be attractive features.

Recommendations are offered for retaining black students in college.