ere the ones who had developed a strong sense of cohesiveness with not only the other students but with the concept of the program and the school itself in terms of its commitment to minority and disadvantaged students.
What Lopez's (1974) study shows is that a large part of the success of minority students in general and language minority students in particular may well be the extent to which they feel attracted, on an interpersonal level, to become committed and full members of the college community. The question, therefore, is whether the group cohesiveness research offers insight into how these students might develop that sense of cohesiveness that will foster their success in college?
It seems reasonable to state that those activities which have been found to foster cohesiveness in educational settings may be the solution to the problem. For example, Roark and Sharah (1989) investigated the relationship of group cohesiveness to empathy, self-disclosure, acceptance, and trust, wi
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