College Choice Influences: Urban High School Students Respond

Search, Choice and Persistence for Higher Education: A Case Study in Turkey

“…Also, Brennan (2001) states that admission criteria as a proxy for quality is potentially more important than the program offering. Table 1 shows that less than 50% of the students gathered the other types of information, whereas, the literature suggests that information about social life and social activities of the institution, campus life, location financial aids, courses and quality or reputation of the program or university are key criteria in the decision to attend an institution of higher education (Ihlanfeldt 1980;Litten 1982;Straumanis 1987;John 1990;Bruwer 1996;Cullen and Edgett 1998;Choy and Ottinger 1998;Hossler et al 1999;Kern 2000;Brennan 2001). Table 2 indicates percentages of students who used the sources of information.…”

African Americans in Community Colleges: A Review of Research Reported in the Community College Journal of Research and Practice : 1990-2000

“…Another seven articles (Kern, 2000;Maxwell, 1992;Opp & Smith, 1994;Piland, Hess, & Piland, 2000;Piland & Silva, 1996;Riggs, Davis, & Wilson, 1990;Swigart & Ethington, 1998) indirectly focused on the African-American experience in community colleges. These 11 articles were reviewed for the information they provide pertinent to the African-American experience in community colleges.…”

“…Of these eight articles (Blau, 1999;Bower, 1996;Kern, 2000;Maxwell, 1992;788 C. W. Lewis and V. Middleton Opp & Smith, 1994;Piland & Silva, 1996;Riggs et al, 1990;Swigart & Ethington, 1988), various types of statistics were used ranging from descriptive statistics to multiple Analysis of Variance (MANOVA). Of these eight articles (Blau, 1999;Bower, 1996;Kern, 2000;Maxwell, 1992;788 C. W. Lewis and V. Middleton Opp & Smith, 1994;Piland & Silva, 1996;Riggs et al, 1990;Swigart & Ethington, 1988), various types of statistics were used ranging from descriptive statistics to multiple Analysis of Variance (MANOVA).…”

“…African-American students, like other students, often come to the community college without concrete ideas of their educational goals. Kern (2000) noted that the educational experiences of African-American students can be greatly enhanced by involving family members in the process. Mason noted, ''the clearer students were about what they wanted to be or to achieve, and the greater the depth of goal internalization, the more likely they were to persist'' (p. 758).…”

Table of Contents

“…These findings illustrate that models such as Hossler and Gallagher's, which assume that all students have equal access to information about postsecondary education, fall short of explaining the college choice process of students who are not able to tap into some information sources. Kern (2000) and Cabrera and LaNasa (2001) questioned how well Hossler and Gallagher's model fits students they call "disadvantaged" (p. 119). Kern's study focused on urban high school students of color whose families did not have a tradition of college attendance.…”