| According to the literature, academic and social integration in some formal, informal or structural format, are related elements of student persistence in higher education (Metzner & Bean, 1987; Pascarella & Terenzini, 1983; Tinto, 1987; Voorhees, 1987).;Despite the number of enrollment gains made by Black students into higher education, these students continue to experience low retention and graduation rates. In addition, most Black students currently attend predominantly White institutions (PWI), however, historically Black colleges and universities (HBCU) award a majority of the degrees granted to Black students (Allen, 1985).;More specifically, from 1984 through 1989, Black student enrollment in the state of Florida increased while degrees awarded decreased. Conversely, as White student enrollment increased, so did degree attainment (Florida Board of Regents, 1990). What happens to Black students inside as well as outside of the classroom, after admission to and upon entering the college or university environment?;The purpose of this study was to examine the academic and social integration of full-time, undergraduate, Black students enrolled in selected PWIs in Florida. Pascarella and Terenzini's Academic and Social Integration Inventory (ASII) was used as the measurement tool.;Tinto's (1975, 1987) theory of academic and social integration as the basis for student persistence, is the conceptual framework which guides the research for this study. Tinto's model is supported in both the attrition and retention literature. |
