In a year-long qualitative study, the author explored whether college-study-skills courses taken by a group of Black students could help them academically and socially integrate in a predominantly White private university. Using material from interviews and Vincent Tinto's theory of student departure, this book addresses Black students' initial academic struggles and study-skills courses and their triumphs and successes to survive socially in academic institutions.
In a year-long qualitative study, the author explored whether college-study-skills courses taken by a group of Black students could help them academically and socially integrate in a predominantly White private university. Using material from interviews and Vincent Tinto's theory of student departure, this book addresses Black students' initial academic struggles and study-skills courses and their triumphs and successes to survive socially in academic institutions.
Cherlyn A. Johnson is Assistant Professor in the Language and Literature Department at Virginia State University.
Inhaltsangabe
Chapter 1 Foreword by Mary L. Rucker, Ph.D. Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Chapter 5 Methodology Chapter 6 Between Two Worlds: Making the Transition Chapter 7 Study Skills for College Courses: Are they Assisting in the Transition? Chapter 8 Conclusion, Recommendations, and Implications for Future Research Chapter 9 Appendices Chapter 10 References Chapter 11 Index Chapter 12 About the Author
Chapter 1 Foreword by Mary L. Rucker, Ph.D. Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Chapter 5 Methodology Chapter 6 Between Two Worlds: Making the Transition Chapter 7 Study Skills for College Courses: Are they Assisting in the Transition? Chapter 8 Conclusion, Recommendations, and Implications for Future Research Chapter 9 Appendices Chapter 10 References Chapter 11 Index Chapter 12 About the Author
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