Communicaton and diversity: the adjustment and socialization of African American students at Texas A&M University

Abstract

This research project examined the adjustment experiences of minority students at Texas A&M, a predominately white institution. Previous research suggests that predominately white institutions must make special efforts to offer programs designed specifically to address minority student integration and environmental, social, emotional and academic development while in college. This study used a model of organizational socialization as a framework for describing the metamorphic strategies orientation programs at Texas A&M use to socialize, integrate, and retain students. The study examined students' self-rating of their adjustment on academic, social, personal-emotional and institutional commitment levels one school year after a minority orientation program was offered. Results indicated that few differences in level of adjustment exists between students that attended the orientation programs and were exposed to the various communication strategies and students who did not participate in these activities.