First-year academic success: A prediction combining cognitive and psychosocial variables for Caucasian and African American students

Journal of College Student Development, Nov/Dec 1998 by Ting, Siu-Man Raymond, Robinson, Tracy L

Science skills was a predictor of women's success. Because the majority of scientists within the United States are men, perhaps women who perform well in a nontraditionally female discipline, experience a sense of confidence and competence that assists them in anticipating and thus performing well in college. Financial aid and planning of work hours were included in the prediction model for men's academic success. Given the strong expectations within society for men to work as a prerequisite for manhood and to ultimately provide for families (Swanson,1992), that issues of money and work (success and power) surfaced as predictors of men's academic success is not surprising.

The literature that has addressed gender socialization and its subsequent impact on psychosocial identity development has supported the finding of gender differences in the predictability of the current model (American Association of University Women, 1992; Bem, 1993; Brown & Gilligan,1992; Good, Robertson, Fitzgerald, Stevens, & Bartles, 1996; McBride, 1990; Sadker, Sadker, & Long,1993). This and other literature stipulates that different socialization patterns often exist for females and males. Females are often socialized to be selfless and emphasize the well-being of others before themselves, to attribute their academic success to luck, and to silence their voices for the sake of relationship (particularly with males). Conversely, men tend to be socialized to emphasize control, success, and power; to restrict emotion; and to rely on themselves as autonomous and selfsufficient. These same messages are transmitted across ethnic identity groups, however, the convergences of identity constructs influence the ways people's racial and gender identities are constructed.

Gender was not the only factor that influenced the predictive ability of Fall semester GPA; race, too, was found to be a factor. For example, living on campus seemed to provide an opportunity for Caucasian women to get involved in academic and social activities, which ultimately enhanced their academic performance. However, this was not the case for African American women. Apparently, other factors, such as campus climate (Robinson & Ward, 1991) and development of race- and gender-role identity (Poindexter & Robinson,1997) need to be explored.

Although the American Association of University Women (1992) has published research indicating that schools tend to disadvantage girls through various acts of subtle and blatant gender inequity, Caucasian women might very well be advantaged in the sense that, increasingly, the predominantly White college environment has a majority of female students. In addition, numbers of women professors and administrators with whom female students may identify are growing. These educators and professionals may serve as role models and mentors for the female students. Such identification and support may bolster a sense of group belonging for them. Mentoring is also important for males and students of color. For example, student-faculty out-of-class contact seems to enhance students' academic performance ( rkut & Mokros, 1984; Pascarella, 1980). Mentoring for students, including African Americans also has improved students' academic success (Johnson,1989; Ugbah &Williams,1989). Student affairs professionals working with faculty in mentoring programs can enhance students' personal development and retention.