Graduate Student Academic Achievement and Learning Style Preferences: A Case Study Comparison of Graduate Students With Undergraduate Degrees from Predominantly White and Historically Black Colleges and Universities
Abstract
This case study examines academic achievement and learning style preferences among Black and white graduate students attending a predominantly white university. Results provide evidence that Black students at this graduate school possess a stronger generalized preference for the dependent learning style, a less significant preference for the independent learning style, and achieve lower course grades than their white peers. However, no significant differences were found in academic achievement between the Black students who had earned their undergraduate degrees from historically Black colleges and universities and the white students, notwithstanding differences in learning style preferences. Moreover, no significant differences were found in learning style preferences between the Black students who had previously graduated from predominantly white colleges and universities and the white students, despite highly significant underachievement by the Black students.
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