What Does It Take To Have A Positive Impact On Minority Students' College Retention?

Adolescence, Fall, 1999 by Philip R. Newman, Barbara M. Newman

Table 1 presents the retention rates at The Ohio State University for the first group of YSP students, who enrolled in Autumn 1994. After six quarters (two academic years), their retention rate was 72%. The retention rate for the entire freshman class (Columbus campus) was 70%. A comparison group, matched with the YSP students on family income, adjusted high school class rank, self-reported high school grade point average, race, and gender, had a two-year retention rate of 62%.

Table 2 presents retention rates at the university for the second group of YSP students, who enrolled in Autumn 1995. After three quarters (one academic year), their retention rate was 88%, the same as that for the entire freshman class. Two comparison groups were created, one matched as described above (Group 1) and the other similarly matched except for race (Group 2). Both the minority and nonminority comparison groups showed one-year retention rates below that of the YSP students.

Of the low socioeconomic status, academically able minority students who did not participate in the Young Scholars Program, about 15% left the university during the first academic year and an additional 23% either did not return for, or left during, the second year. Low socioeconomic status, nonminority students showed substantial attrition during the first year (21%).

Student Reports

The fact that the YSP students' retention rate was similar to that of the university's entire freshman class--and above the level of other low socioeconomic status, academically able minority and nonminority students--should not be taken as evidence that they found college easy. They experienced frustration, isolation, confusion, and even bitterness, in addition to demonstrating resilience and determination. The following journal entries of five juniors are illustrative.

On the personal side, this quarter continues to be the most difficult quarter I've had. Currently I am doing C work in all of my classes and this is frustrating. I am trying my best and [another YSP student] and I are study partners....I am going to continue to do my best, meet with [the other YSP student], and have faith that everything will go well.

My personal objectives are to be successful in school and as a mother. When I became pregnant, I knew I could not afford to miss school. I was behind in credit hours and I needed to play catch-up. I came to school this quarter struggling to make it around campus to go to class, but with hard determination and thoughts about what my schooling meant for my baby, I was successful....I'm at a C average in all my classes. My goal for the rest of the quarter is to improve my grades--bring them up to at least a B or B--. If I'm not successful at this goal, I will not be upset, because I know I gave it the best try I could considering my circumstances this quarter.

I have a philosophy midterm and a midterm in physical education. I have been praying a lot and writing down my thoughts in my personal journal. I am determined to do my best academically this quarter because I am not happy with my cumulative grade point average and I want to keep my YSP scholarship.