Abstract
This study examines the social adjustment of African American female students at a predominantly white university in the Midwest. Johnson’s (2001) Afrocentric development theory encourages student administrators to examine what African American females say about themselves psychologically and socially. Respondents were chosen via non-probability sampling and answered open-ended questions centering on social adjustment factors. Using content-analysis, the interviews revealed three themes: 1) racial prejudice; 2) social alienation; and 3) faculty-student relations. Hence, our present study reveals promise for Afrocentric development theory in understanding African American student adjustment at predominantly white universities.
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Von Robertson, R., Mitra, A. & Van Delinder, J. The social adjustment of African American females at a predominantly white midwestern university. Journal of African American Studies 8, 31–45 (2005). https://doi.org/10.1007/s12111-005-1002-z
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DOI: https://doi.org/10.1007/s12111-005-1002-z