Allen, W. R. (1985). Black Student, White Campus: Structural, Interpersonal, and Psychological Correlates of Success. The Journal of Negro Education, 54(2), 134-147.

Black undergraduates at 6 predominantly White, state-supported universities completed questionnaires designed to measure structural, interpersonal, and psychological correlates of student outcomes. A major focus was successful Black student adaptation to college. Missing data reduced the analyzable sample to 327 Ss. Findings show that occupational goals were higher among Ss who reported great social involvement. Low achievers were as likely as high achievers to anticipate high status positions. Integration into campus social life was not a necessary precondition for academic success. Data suggest an interpersonal accomplishment hypothesis: Interpersonally accomplished Black students are more involved with the general (and Black student-specific) campus life and create and maintain favorable social relationships with Blacks and Whites (faculty and students) on the campus. Data also suggest that college-entry Black student populations are homogeneous in economic and motivational levels. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Full article can be found here: https://www.jstor.org/stable/2294928