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It reviews Great Society-era recruitment pressures while emphasizing that preparation in school systems still falls short. The text explains influences such as peer expectations, teachers’ and counselors’ expectations, and especially parental expectations, including the unique challenge faced by first-generation college students. 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student  \nserv(  \nllege,and  \naffai  \nIndic  \nCentralUniversityeducationMISSOURI STATE UNIVERSITYer's degreeCMSU 1431-90 ɔm Miami  \nBi  \nof K:  \nfrom  \nin c(  \nUniveiy viun10v.ii cpuu ius doctoratein education at Indiana University in 1992.  \nBrown is a frequent conference speaker on enhancing theacademic achievement of African-American students.Healso is the author of the Phi Delta Kappa Educational Foun-dation hnnk Dohunkino tho Mu+h·'Storioc nf African-Amorican  \n山11 F37 no.  \nHelping African-American students prepare for collegeBrown,0.Gilbert.  \n5-20-9  \n# Helping African-American StudentsPrepare for College\n\nbyO.Gilbert Brown  \n609202  \nCentralMISSOURI STATE UNIVERSITY  \nCMSU 1431-90  \n522A  、  \n312等志53了412  \n2r n!一  \nTable of Contents  \nIntroduction………………………  \n7  \nAcademic Preparation  \n11  \nCollege Admission……  \n15  \nRegular Admission  \n15  \n16  \nSpecial Admission..  \nParental Expectations………  \n19  \nStudy Schedules and Expectations  \n21  \nInvolvement in School Programs  \n24  \nand Activities……………………………  \nUnderstanding What Teachers Do.  \n25  \nDemonstrating that Learning Is Valued…………  \n27  \nParent Support Groups……………  \n28  \n31  \nStudent Peer Groups……………………  \nRevitalizing the African-American  \n36  \nCommunity………………  \n39  \nConclusion………………  \n41  \nReferences………………  \n609207  \n## Introduction\n\n入anyAmericans haveused theattainmentofabach-IVlelor's degree as a first step on the social escalatorto improve theirstationin life.Forvarious reasons,whitestudents,particularly those from Europeanbackgrounds,have been more successful than African-American stu-dents in attaining baccalaureate degrees from predomi-nately white institutions of higher education.Often thislack of success by African-American students is erro-neously blamed on historically racial factors,a promi-nent fallacy being that African-American students didnotattend\"white universities\"prior to the 1960s.In fact,both before and after the turning-point year of 1968,small cohorts of African-Americans could be found atmost predominately white universities(Brown 1992).  \nHowever,the small size of those cohorts of African-American students from economic and educationalbackgrounds similar to their white counterparts istelling.The Great Society years,therefore,broughtabout significant changes.A fundamental tenet of theGreat Society philosophy was that social mobility forAfrican Americans could be achieved by attainment of  \nthe baccalaureate degree.Thus a variety of forces,fromcivil rights demonstrations to the enactment of theHigher Education Act of 1965,set in motion by about1968apowerfuldrive among predominately white uni-versities to recruit African-American students(Brown1992).Many universities continue to actively recruitAfrican-American students today.  \nHowever,recruitment is only a small part of the pic-ture.Amoreimportant factoris preparation.And in thatarea,schoolsingeneralhave fallen short.Many African-Americanstudentsstill arenot well-prepared to achievesuccess in college.Levine and Nidiffer comment:  \nIn 1940,a black person age twenty-five to twenty-nine had a 25%likelihood of a comparably aged whiteperson of completing four years of college.By 1989,thepercentage had increased to 52%.After a brief decline,the chances of a black student earning a college degreeinched up to almost54%of that of whites as of 1993,thelast year data were available.Of the more than 1.5 mil-lion bachelor's and associate degrees earned by Amer-icans in 1992,slightly less than7%of them were earnedby black students,although blacks make up 12%of theUS population and 16%of the nation's twenty-year-olds.(1996,p.4)  \nThe African-American students'uneven academicpreparation for college is a key factor in shaping the dis-parity between whites and blacks in earning baccalaure-ate degrees.Experience shows that the truism is indeedaccurate:","cbCaif6AGfGba5bg","https://ap.wps.com/l/cbCaif6AGfGba5bg","pdf",1055642,44,"English","# Introduction\n## Academic Preparation\n## College Admission\n## Regular Admission\n## Special Admission\n## Parental Expectations\n## Study Schedules and Expectations\n## Involvement in School Programs and Activities\n## Understanding What Teachers Do\n## Demonstrating that Learning Is Valued\n## Parent Support Groups\n## Student Peer Groups\n## Revitalizing the African-American Community\n## Conclusion\n## References","[{\"question\":\"Why does the book emphasize academic preparation rather than only recruiting African-American students?\",\"answer\":\"Recruitment is described as only a small part of the overall picture; schools have fallen short in preparing many African-American students for college success.\"},{\"question\":\"What factors are identified as important influences on African-American students’ future college success?\",\"answer\":\"The text highlights peer expectations, teachers’ and counselors’ expectations, solid academic achievement, and especially parental expectations.\"},{\"question\":\"How does the book address the challenge faced by first-generation college students?\",\"answer\":\"It notes that first-generation students may lack direct parental college experience, and argues that educators should help non-college-educated parents set realistic, optimistic goals.\"}]","Helping African-American Students Prepare for College - Introduction and Academic Preparation | PDF",1789966822,68]