Succeeding after College

Paper Summary:

This paper presents a research proposal that would help determine whether development task achievement status of African-American students enrolled in College Army Reserve Officer Training Corps (ROTC) leadership development programs differ from African-American students not enrolled. The study is significant because it provides insight into some of the underlying variables that may be responsible for the lack of commitment in multiple developmental task areas. The paper relates that there is a lack of research addressing how college ROTC leadership development influences the behavior and attitude development tasks of African American students. The education gap, high levels of incarceration and income differences between African American and other groups may be a result of behavior and attitude development short falls. The proposed research illustrates that attitude is linked to talk development and behavioral adjustment which is part of the requirement for making the commitment for achievement in educational attainment. Principles of military discipline and leadership are also reviewed in relation specifically to college ROTC programs, which assist in development of character among students that may be applied in management in corporate management following college.


Table of Contents:
Chapter One
Introduction
Problem Statement
Background of the Study
Purpose
Methodology
Significance of the Study
Research Questions
Hypotheses
Chapter Two
Literature Review
Chapter Three
Methodology
Research Population
Research Questions
Hypotheses

From the Paper:

"A fourth finding of this study was that African American students' out-of-class recreational experiences (e.g., art, music, and theater experiences, experiences in the student union) had fewer positive effects on educational outcomes than did academic-related student involvement experiences. This finding is consistent with Astin's (1993) findings that watching television was associated with negative educational outcomes for college students. Perhaps for the African American students in the current study, their out-of-class and social experiences had similar effects as did watching television in Astin's study and may have served to distract students from engaging in more developmental activities."

Sample of Sources Used:

• Alessandria, Kathryn P. and Nelson, Eileen S. (2005) Identity Development and Self-Esteem of First-Generation American College Students: An Exploratory Study. Project Muse January/February 2005 Vol. 46 No. 1 Online available at: http://muse.jhu.edu/demo/journal_of_college_student_development/v046/46.1alessandria.pdf
• ARMY ROTC: The John Hopkins University (nd) Training and Curriculum. Online available at: http://www.jhu.edu/rotc/training.htm
• Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
• Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
• Bishop, John H. and Bishop, Michael M. (2007) A Neo-Darwinian Rational-Choice Theory of Academic Engagement Norms: The Struggle for Popularity and Normative Hegemony in Secondary schools. Online available at: http://agi.harvard.edu/events/Papers.php

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