Understanding the College Application and Decision-making Process in Context: African American Students and their Families.

College choice urban high school;Low-income African American high school seniors;Qualitative case study;Role of families and peers;College application culture;Guaranteed financial aid;Education;Social Sciences;Higher Education

Lijana, Kim CallahanRodriguez, Awilda ;

University of Michigan

关键词: College choice urban high school;    Low-income African American high school seniors;    Qualitative case study;    Role of families and peers;    College application culture;    Guaranteed financial aid;    Education;    Social Sciences;    Higher Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/113354/klijana_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This study explores the postsecondary decision-making processes for African American seniors in an urban public high school in Michigan. While there is considerable research on college choice processes, few qualitative studies have examined college application behavior in urban high schools that serve predominately low-income African American students. The main research question that guides this study is:How do high school seniors and their families engage in postsecondary planning and select a postsecondary pathway in an under-resourced school committed to college access? Using a case study design, the author closely followed twelve students (6 male and 6 female) in a class of 100 and the families of eight of the 12 throughout their senior year at an urban high school dedicated to encouraging all students to pursue postsecondary education. Students selected for the study were all academically eligible to attend some four-year colleges. A major finding was that students and families relied on trusted information sources when determining where to apply and enroll. Moreover, guaranteed financial-aid also influenced students to attend specific eligible institutions because they believe the funds were reliable. Where students applied and decided to attend college was shaped by higher education marketing and recruitment: college representative visits, on-site admissions decisions, college visits, and flyers by mail. Peers played a critical role in sharing information about specific institutions and providing encouragement, which influenced both where students applied and decided to attend. Overall, findings suggest that low-income urban high schools can create opportunity for African American students by developing a strong ;;application culture” and collaborating with colleges. Nevertheless, an application culture does not necessarily mean high-achieving students will attend institutions that are best suited to their academic goals or that all students will enroll. African American students and their families tend to perceive college to be the pathway to a career that can provide financial stability and happiness. However, interventions that promote their college-going may have unintended consequences, including dampening four-year college aspirations and redirecting many to two-year institutions. Intervention strategies that provide more opportunities for students’ families and peers to learn about college options could further promote college access.