Influence of Field-Independence and Study Habits on Academic Performance of Black Students in a Predominantly White University

Summary.-The relation of field-independence and of study habits and attitudes to grades of black (19 men, 49 women) and white (18 men, 39 women) college freshmen was smdied. Field-independence was positively related to grades for black males only, and study habits were negatively related to grades for black males. Small sample size and a relatively unreliable dependent variable make this only a preliminary study. This was a preliminary study of the relationship of field-independence (psychological differentiation) (Witkin, et al., 1954, 1962) and of a study habits and attimdes scale (Brown & Holtzman, 1965) to the academic performance of black and white freshmen at a large, predominantly white, university. Previous research has shown that some personality and motivational characteristics strongly influence the achievement of black students in such universities (Gurin, et al., 1969; Miller & O'Connor, 1969). In the complex culmral and environmental transition faced by black freshmen, it appears that the characteristics associated with psychological differentiation would make for greater success, although this variable has been found to be unrelated to grades for the broad college population (Witkin & Moore, 1974). Therefore, a significantly more positive correlation between success and field-independence was expected in black students than in whites. (The prediction was limited to males, since the style has in the past often been found more crucial for men than women.) The measure of field-independence was a group form of the Hidden-figures Test (Test Cf-1, Part I; French, el al., 1963). The dependent variable was first-semester grade-point average. Although this measure has relatively limited reliability, it was the best available index of success and specifically reflects performance during the initial period of adjustment to college. However, findings with this measure can only be considered exploratory. Subjects were 19 male and 49 female black freshmen, from an equal opportunity program, and 18 male and 39 female white freshmen. Product-moment correlations between grades and Hidden-figures scores were: for black males, .59 (p < .01) ; black females, .00; white males, -.35 (n.s.) ; and white females, -.31 (p < .lo; all two-tailed tests). As predicted, field-independence was strongly positively correlated with grades for black males. There was no relationship for the black women, and there were unexpected tendencies toward a negative relationship 'for whites of both sexes. Since these negative tendencies were not consistent with theory or previous findings (Witkin & Moore, 1974), they are assumed to reflect chance flumations. The Survey of Study Habits and Attitudes yields three summary scores: Study Habits, Smdy Attimdes, and their sum, Study Orientation, all of which were expected to be positively related to grades. For all white students and black females, all correlations were positive. Significant product-moment correlations with grades were (all two-tailed tests) for bladr females' scores on Study Orientation, .29 (p < .05, df = 44); for white males' scores on Smdy Habits, .48 (p < .05, df = 16); for white females' scores on Srudy