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Effects of Attending a 2-Year Institution on African American Males' Academic and Social Integration in the First Year of College


by Lamont A. Flowers — 2006

This study explored the impact of attending a 2-year (vs. a 4-year) institution on African American male students' academic and social integration experiences in the first year of college. Descriptive and multivariate analyses of the 1996/1998 Beginning Postsecondary Students Longitudinal Study showed that African American males attending 4-year institutions were more likely to report higher levels of academic and social integration in the first year of college. These findings suggest that student affairs professionals at 2-year institutions should seek to develop appropriate interventions to ensure that African American males are engaging in academic and social integration experiences during their first year of college.


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Cite This Article as: Teachers College Record Volume 108 Number 2, 2006, p. 267-286
http://www.tcrecord.org ID Number: 12310, Date Accessed: 10/19/2017 1:40:45 AM

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About the Author
  • Lamont Flowers
    Clemson University
    LAMONT A. FLOWERS is the Distinguished Professor of Educational Leadership in the Department of Leadership, Counselor Education, Human and Organizational Development and the Director of the Charles H. Houston Center for the Study of the Black Experience in Education in the Eugene T. Moore School of Education at Clemson University. Dr. Flowers’ recent scholarship includes an article entitled, ‘‘Job Satisfaction Differentials Among African American Faculty at 2-Year and 4-Year Institutions’’ published in the Community College Journal of Research and Practice and an edited book entitled, Diversity Issues in American Colleges and Universities: Case Studies for Higher Education and Student Affairs Professionals. Dr. Flowers serves as a Senior Associate Editor for the College Student Affairs Journal and the Editor- in-Chief of the Journal of the Professoriate.
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