Social support and adjustment to university life: A comparison of african-american and white freshmen

Abstract

The present study assesses patterns of social support of African-American and White freshmen attending a predominantly White university, and the relationship of support to measures of adjustment to university life. African-American students reported significantly less support available than White students, but this difference disappeared when family income was used as a covariate. African-American and White students did not differ in adequacy of social support. Even with family income and prior academic performance covaried, African-American students' college GPAs were significantly lower than White students'. No differences in well-being were found. An understanding of minority students' adjustment to university life necessitates adopting a multidimensional perspective involving social and academic variables and their dynamic interaction.

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