Student Personnel Services In Negro Colleges Of The South Atlantic States

Author : Charles Douglas Sanders
Publisher :
ISBN 13 :
Total Pages : 522 pages
Book Rating : 4.:/5 (183 download)

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Download or read book Student Personnel Services in Negro Colleges of the South Atlantic States written by Charles Douglas Sanders and published by . This book was released on 1963 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Problem The general purpose of this study was to determine the completeness and adequacy of student personnel services in Negro colleges of the South Atlantic States. Specifically, the problem was (1) to identify and analyze the nature of student personnel practices in Negro colleges of the South Atlantic States; (2) to compare student personnel practices in private colleges, public colleges, junior colleges, senior colleges, colleges accredited by the Southern Association of Colleges and Secondary Schools, and colleges not accredited by the Southern Association of Colleges and Secondary Schools; (3) to analyze these practices in light of significant trends as revealed through a review of the literature in the field of student personnel work; and (4) to offer suggestions and recommendations commensurate with what appears to be sound policy and practice prevailing in the field of student personnel work. methods of investigation 1. Permission to study the student personnel programs in the colleges was requested from the governing authorities of the institutions. 2. Cooperation in securing data was requested from the coordinators of student personnel services. 3. A personal visit was made to each institution and data were obtained by an interview with the coordinator of student personnel services. Administrative officers, faculty members, and students were also consulted for information. An interview instrument was designed for structuring the interviews. 4. Literature in the field of student personnel work was reviewed in order to discover what appears to be sound policy and practice prevailing in the field. This information was useful in devising the interview instrument; it served as a basis for making comparisons and inferences for suggesting improvements of student personnel services. 5. A rating scale was designed by the writer to serve as a self-evaluation device for each institution. Findings and conclusions The results of the cumulative point averages from the rating system and the percentage ratings of the different categories of colleges were as follows: (1) accredited colleges rated first; (2) senior colleges rated second; (3) private colleges rated third; (4) public colleges rated fourth; (5) nonaccredited colleges rated fifth; and (6) junior colleges rated sixth. Weaknesses were more pronounced in the deeper aspects of the services. The term "deeper aspects" refers to the use of methods which delve deep into the personality of the individual in assisting him in solving problems and making decisions and choices. Adequate provision was made for the development of the religious life of students, functional student governing bodies in residence halls, and part-time jobs for students. The recent establishment of the majority of junior colleges contributed to many of the inadequacies in their student personnel programs. Recommendations Several suggestions were made by the writer for the improvement of the many services and their different aspects; however, careful scrutiny revealed that the weaknesses in the deeper aspects of services and the following elements wore most in need of improvements (1) trained coordinators of student personnel services; (2) better communication between college personnel workers and high - school counselors; (3) involvement of the student personnel staff in the admissions program; (4) more attention directed toward remedial services, vocational counseling and testing, and placement in nonteaching positions; (5) referral by faculty advisers to special counselors; (6) provision for more student union buildings or similar structures; (7) use of more interest, personality and general achievement tests; and (8) making the research and evaluation service real and practical.