L. Bohr et al., DO BLACK-STUDENTS LEARN MORE AT HISTORICALLY BLACK OR PREDOMINANTLY WHITE COLLEGES, Journal of college student development, 36(1), 1995, pp. 75-85
This study investigated the relative freshman-year cognitive impacts o
n black students of two historically Black and sixteen predominantly W
hite colleges. Controlling for individual precollege ability, average
precollege ability of the students attending each institution, gender,
socioeconomic origins, academic motivation, age, credit hours taken,
and place of residence, there was a general parity between Black stude
nts attending historically Black colleges and their counterparts at Wh
ite institutions in standardized measures of reading comprehension, ma
thematics, critical thinking, and composite achievement.