The College Choice Process of African American and Hispanic Women

Butner, Bonita K.; Caldera, Yvonne M.; Herrera, Patricia; Kennedy, Francesca; Frame, Mary; Childers, Chandra E

doi:10.24926/jcotr.v9i1.2535

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…Though literature on college “choice” is extensive, empirical research on Black women’s college “choice” is far less common. Within the scant literature, empirical studies on Black women’s college decisions have focused on the roles of parental influence and schools (Butner et al 2001 ; Horvat 1997 ; Muhammad and Dixson 2008 ; Muhammad et al 2008 ; Smith 2008 ). Notably, most studies on Black women’s college decision focus on the differences in college enrollment between Black women and Black men (Smith and Fleming 2006 ).…”

Section: Review Of Literaturementioning

confidence: 99%

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Perna

McLewis²,

Núñez

2021

Higher Education: Handbook of Theory and Research

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Research on the college decision-making process is extensive. However, fewer approaches have employed a critical lens to explore how power and its relation to students, schools, and higher education institutions shape students’ college pathways and trajectories. In this current chapter, Black Feminist Thought (Collins, Social Problems, 33(6):s14–s32, 1986; Collins, Black feminist thought: Knowledge, consciousness, and the politics of empowerment, Routledge, 2002) is employed to examine how intersecting systems of oppression (i.e., institutionalized racism, sexism, capitalism, etc.) and power shape the college “choice” process. I extend on previous literature on educational inequities to consider the structural forces that constrain educational opportunities. In particular, through the standpoint of Black women and girls, I rely on constructs such as the matrix of domination and controlling images to highlight the limits of college “choice.” The aim is to the examine the various ways “choice” is constrained for Black women and girls, in order to develop transformative mechanisms to improve access to adequate education, increase college participation, and enhance life opportunities. Findings include how narrow depictions of Black women and girls and the trope of the advantaged Black woman in education stifle educational opportunity.

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Section: Review Of Literaturementioning

confidence: 99%

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Perna

McLewis²,

Núñez

2021

Higher Education: Handbook of Theory and Research

View full text Add to dashboard Cite

show abstract

“…Campus racial climate is also an important consideration for African American students when they choose postsecondary institutions (Allen, College Access and Choice Processes 1987;Butner et al, 2001;Cho, Hudley, Lee, Barry, & Kelly, 2008;Litten & Hall, 1989;McDonough, Antonio, & Trent, 1997). Employing a web-based survey, Cho et al (2008) found that acceptance of racial diversity was more important to first-generation college-going African Americans and Latinos than to students of other races.…”

Section: African American Students and College Choicementioning

confidence: 99%

The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis

Comeaux

Chapman²,

Contreras

2019

American Educational Research Journal

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This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagship UCs—Berkeley, Los Angeles, and San Diego—but were admitted to elite non-UC institutions. Moreover, these students decided to attend selective colleges and universities that demonstrated a commitment to admitting and financially supporting them. This study also discovered that these high-achieving students researched and experienced a range of racial climate issues at UC campuses, including racist activities and lack of compositional diversity, which contributed to their decisions not to enroll. The article includes recommendations for UC campus leaders and others committed to creating equitable postsecondary pathways for African American students.

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Poverty and Persistence: A Model for Understanding Individuals’ Pursuit and Persistence in a Doctor of Education Program

Rockinson‐Szapkiw

Spaulding

Swezey

et al. 2014

IJDS

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The purpose of this systematic grounded theory study was to extend the theoretical foundations of selfdetermination theory (Deci & Ryan, 1985), Tinto's (1993 integration model of graduate persistence, and the framework of resilience (Cefai, 2004;Luthar, Cicchetti, & Becker, 2000) to generate a theoretical model explaining how doctoral candidates from backgrounds of poverty persist through to successful admittance to doctoral candidacy. The proposed theoretical model provides an account for the relationship among significant losses in childhood that are subsequently transformed into positive attributes that motivated participants' pursuit and persistence in a doctoral program. This study produced two new constructs contributing to the empirical and theoretical literature addressing persistence: familial integration and altruistic motivation. With high attrition rates across disciplines, this study makes an important contribution to the theoretical and empirical literature addressing doctoral persistence. Further, understanding the unique phenomena of familial integration and altruistic motivation assists universities in identifying marketing strategies and support services for the population under study.

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The College Choice Process of African American and Hispanic Women

Cited by 4 publications

References 5 publications

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis

Poverty and Persistence: A Model for Understanding Individuals’ Pursuit and Persistence in a Doctor of Education Program

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