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

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

These sophomores appeared to be struggling with more concrete academic issues, such as hard courses and difficult tests. Even though the university has devoted considerable resources to the Young Scholars Program, it has not been able to change some of the confusing and intimidating features of a big organization.

Most of the YSP sophomores had not yet focused on what they hope to do with their lives; they were simply trying to keep up. They used a variety of strategies to cope, such as exercising to reduce stress and going to additional lectures to improve their understanding of the subject matter. Like other college students, they labored to surmount new intellectual demands, time constraints, social discomfort, and personal and family concerns. However, surprisingly few of the YSP students expressed the fear of not being up to the task, although many indicated that they were being stretched to the limit.

DISCUSSION

At least four elements of the program may account for YSP students' persistence. First, in addition to receiving instruction, support, and encouragement, students establish an ongoing relationship with The Ohio State University beginning toward the end of 6th grade. Thus, they are likely to enter the university confident that they belong there. They have a network of people who believe in their ability to succeed and who expect them to get a degree. Stated in terms of Tinto's (1993) model of student retention, the YSP students are academically integrated into the university.

Second, the financial aid package alleviates students' worries about accumulating debt or placing an economic burden on their families. However, students are rarely free from all monetary concerns. Some have to leave school and get a job in order to contribute to family income.

Third, YSP students have people to whom they can turn when they encounter difficulties. The Young Scholars Program has staff on campus who are responsible for mentoring and support. They keep in touch with students, monitor their progress, provide guidance, and familiarize students with other campus resources. YSP students may also have acquired greater academic self-efficacy (Bandura, 1989), namely the ability to access sources of assistance.

Fourth, the students provide mutual informal support by inspiring one another to succeed. Many know each other from YSP activities, Summer Institute sessions, and on-campus events, enabling them to connect quickly. This reduces some of the alienation, disorientation, and social isolation that many minority students experience during their first few months of college. These collegians also indirectly encourage middle school and high school YSP students by being positive role models.

CONCLUSIONS

The success of the Young Scholars Program is a result of the long term commitment of The Ohio State University, coupled with the academic effort of the students themselves. The Young Scholars Program starts early, is ongoing, builds a sense of connection among students, families, and teachers during the precollege years, and offers continuing assistance in college. Although financial support is a significant aspect, program content is believed to increase academic self-confidence and motivation.