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The relationship between psychosocia...

Thomas, Corlisse Dolores.

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The relationship between psychosocial development and socioeconomic status among Black college students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between psychosocial development and socioeconomic status among Black college students./
作者:	Thomas, Corlisse Dolores.
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1753.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014816
ISBN:	0493257306

The relationship between psychosocial development and socioeconomic status among Black college students.
Thomas, Corlisse Dolores.

The relationship between psychosocial development and socioeconomic status among Black college students. - 132 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1753.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

This study investigated the relationship between psychosocial development and pre-college socioeconomic status among traditionally-aged, Black college students at a highly selective university in the northeastern United States. The study examined whether socioeconomic status is predictive of psychosocial development, and looked at the impact of socioeconomic status on psychosocial development in concert with the demographic independent variables gender, ethnicity, and year in school.

ISBN: 0493257306Subjects--Topical Terms:

543175
Education, Higher.

The relationship between psychosocial development and socioeconomic status among Black college students.
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245 1 4 $a The relationship between psychosocial development and socioeconomic status among Black college students.
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500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1753.
500 $a Sponsor: Raechele Pope.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a This study investigated the relationship between psychosocial development and pre-college socioeconomic status among traditionally-aged, Black college students at a highly selective university in the northeastern United States. The study examined whether socioeconomic status is predictive of psychosocial development, and looked at the impact of socioeconomic status on psychosocial development in concert with the demographic independent variables gender, ethnicity, and year in school.
520 $a Psychosocial development was measured using the Student Development Task and Lifestyle Inventory (SDTLI). Socioeconomic status was measured using Nam-Powers Socioeconomic Status Scores for occupation and education, as well as the household income of each participant. Socioeconomic and other demographic information were gathered using a Personal Data Form. The data for this study were collected on 117 Black students at the selected institution.
520 $a The data for this study were analyzed using multivariate analysis of variance (MANOVA). This study did not find an overall relationship between psychosocial development and socioeconomic status. Neither did it find a relationship between these two concepts in the presence of the variables gender or ethnicity. The study did uncover a significant relationship between one facet of psychosocial development (Establishing and Clarifying Purpose) and socioeconomic status when examined along with the variable year in school. It was found that among these students, Establishing and Clarifying Purpose increased consistently and significantly until the junior year of college, then decreased in the senior year. It is possible that this pattern is attributable to the feelings that accompany the anticipated change from the relative security of the college environment to the uncertainty of the work world.
520 $a Though overall findings were not significant, it cannot be concluded that there is no relationship between psychosocial development and socioeconomic status. The nature of the population under study in relation to the relatively high level of household income and parental educational degree attainment is cause for further investigation. Additionally, the race of the sample should be considered in relation to the applicability of the instrument utilized to measure the student experience. A third area for further consideration takes into account the strong socializing influence of the institutional character on the student population.
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