College Choice: Considerations for Academically Advanced High School Seniors

Abstract

When choosing a college, high school students and those who guide them through the process must consider the complex interactions between student-level and institution-level variables in order to achieve an optimal person–environment fit. Ten academically advanced high school students who had chosen and committed to attending a college participated in semistructured interviews in which they rank-ordered and discussed the college choice considerations they used in the decision-making process. This qualitative study describes six themes that were identified across participants. The college-going identity of these academically advanced students was influenced by pressure to attend a highly selective school, social comparisons, and early career exploration opportunities. Additionally, when evaluating institution characteristics, these academically talented high school seniors questioned the relationship between quality, cost, and prestige, appreciated flexible learning options, and sought opportunities for immersion in a domain.

Gifted Classroom Environments and the Creative Process: A Systematic Review

“…Product evaluation should be undertaken with the goal of engaging high-ability students in the constant process of critical reflection and self-evaluation (Hagge, 2017; Hines et al, 2019; Sawyer, 2012). For example, mentorship between high-ability students and professionals (Renzulli & Reis, 2012; Subotnik et al, 2011) can help high-ability learners through feedback that acknowledges the systems (e.g., gatekeepers; Sternberg, 2018; Big-C culture; Hennessey, 2015) that guide innovation in the domain (Kettler & Puryear, 2016; Knotek & Babinski, 2018; Meyer et al, 2021; Subotnik et al, 2019). Expertise theorists contend that knowledgeable coaching, deliberate practice, and growth-focused feedback are the keys to progressing in a talent domain and sustaining the motivation required to reach eminence (Ericsson & Pool, 2016).…”

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

“…Coffey & Davis, 2019; Fuller et al, 2017; Gassman et al, 2014; Hébert, 2019). However, with the rising cost of college, individuals choosing postsecondary education paths could benefit from early career exploration opportunities before they devote time and financial resources to the pursuit of a degree (e.g., Meyer et al, 2021).…”

“…These components of leadership talent development are not compatible with one-size-fits-all programs that fail to recognize individual differences. Independent study and mentorship programs that allow adolescents to choose a career path, identify a mentor in the field, and shadow professionals while exploring the domain, may better equip adolescents and emerging adults to make career-related identity commitments and give them opportunities to see leadership skills applied in a domain (Crocetti et al, 2008; Luyckx et al, 2006; Meyer et al, 2021; Renzulli, 2012). Equitable school-based opportunities for leader development should align with student interests and use resources that are locally available (e.g., community mentors) or those that can be accessed virtually (e.g., remote mentoring).…”

“…For individuals who chose to enroll in college, there were opportunities to develop domain-specific and psychosocial skills and to apply those skills in leadership roles (L. Coffey & Davis, 2019;Fuller et al, 2017;Gassman et al, 2014;Hébert, 2019). However, with the rising cost of college, individuals choosing postsecondary education paths could benefit from early career exploration opportunities before they devote time and financial resources to the pursuit of a degree (e.g., Meyer et al, 2021).…”

“… Authors’ Note This article is based on part of the dissertation completed by Meyer et al (2021). Melanie S. Meyer is now affiliated with Johns Hopkins University, Center for Talented Youth and School of Education. …”