Investigating Ivy

Abstract

This qualitative study examined how race and class shaped the college choice process and collegiate experiences of Black undergraduates attending Ivy League Institutions. Findings revealed that although social class did not play a significant role in participants’ college choice process, robust financial aid packaging significantly impacted their decision to attend a highly selective university. Racial identity was largely viewed by participants as a vehicle to admit more Black Immigrant students than Black Native students in order to achieve institutional diversity/affirmative action goals. Prevalent racialized incidents and institutional racism shaped participants’ collegiate experiences. The findings of this study are expected to have implications for minority recruitment, college choice, access and equity, as well as higher education diversity initiatives.

Ivy issues: An exploration of black students’ racialized interactions on Ivy League campuses.

“…Facing criticism for their elitist and exclusionary histories, Ivy League Institutions have increasingly sought out academically talented candidates from diverse racial and socioeconomic backgrounds for admission (Bradley, 2018;Wilder, 2014). The assumption is that with the opportunity to attend, these students will thrive academically and socially on campus and subsequently reap all the benefits of earning an Ivy League degree (Harper & Griffin, 2011;Jack, 2019;Scott et al, 2021). Research focused on the experiences of Students of Color, first-generation college students, and students from lowerincome backgrounds (categories not to be conflated), reveal, however, that the benefits of attending an Ivy League Institution are not without costs.…”

“Our Branches Are the Vines That Must Bear Fruit”: The Role of Parents in First-Generation Students' Career Development

“…Parents often share this same goal, wanting their students to "have a better life than they Journal of Postsecondary Student Success did" (Tate et al, 2015, p. 300), even making significant sacrifices to facilitate access to opportunity (Cuevas, 2019). Given this context, parents of FGCSs-especially immigrant parents-may encourage their students to choose stable and high-paying careers in fields like medicine, law, engineering, or business, and may expect their children to make decisions prior to, or early in, their college journeys (George Mwangi, 2019;Scott et al, 2021;Tate et al, 2015). In some cases, parent expectations related to academic performance and career outcomes can also create guilt or conflict, especially for students whose parents immigrated to the U.S. to promote their child's opportunity (Kim, 2014;Ma et al, 2014;Moreno, 2021;Poon, 2016).…”

Beyond Bothered: Exploring Identity, Stressors, and Challenges of Black Women Ivy Collegians

“…Many elite colleges tailor to the needs of the affluent, which in-turn causes class and culture differences that make it challenging for Black students from lower socioeconomic backgrounds on these campuses (Torres, 2009). Black students' mere presence on Ivy League campuses is viewed as suspicious (Scott et al, 2021). Indiscriminately, the review of the literature is useful to discern the experiences of Black women college students in higher education.…”

“…Data for this study was derived from a larger project that explored the college choice and experiences of Black undergraduate students attending Ivy League institutions (Scott et al, 2021). Purposeful sampling was used for this project as it requires access to key informants in the field who can help in identifying information-rich cases (Richards, 2009).…”