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

Abstract

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.

Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom

“…Consistent with prior critiques of CR research and policy (Castro, 2013; McLewis, 2021), our findings demonstrate that postsecondary readiness need not follow white middle-class norms. Drawing on CRP, DC instructors fostered supportive learning environments, developed multicultural curriculum and incorporated students’ literacies, cultural knowledge and experience.…”

“…However, CR efforts have been less attentive to two issues that we address in the current study. First, CR initiatives have been critiqued for reinforcing dominant, white middle-class norms without consideration of institutional hierarchies or the assets of non-dominant [2] students and communities (Castro, 2013; McLewis, 2021). Second, teachers and faculty are often sidelined in the discourse on CR, with their role defined narrowly in relation to academic instruction (Marciano et al , 2020).…”

Students of color experiencing barriers in the financial aid process at an urban community college: A critical race policy analysis

“…Harris applies whiteness as property to higher education through her examination of Regents of the University of California v. Bakke case which affirmed Bakke's admission into the institution as a property of whiteness (Harris, 1993). Other scholars have applied whiteness as property to education, such as college choice, disability services, and teacher education (see Annamma, 2015; McLewis, 2021; Mensah & Jackson, 2018). For example, McLewis (2021) problematizes the notion of “choice” as a property of whiteness in higher education admission.…”

“…Other scholars have applied whiteness as property to education, such as college choice, disability services, and teacher education (see Annamma, 2015; McLewis, 2021; Mensah & Jackson, 2018). For example, McLewis (2021) problematizes the notion of “choice” as a property of whiteness in higher education admission. Policies in higher education have been racialized and, “contributed to the reinforcement of possessive investments in whiteness through regressive policies” (Lipsitz, 1995, p. 377).…”

Hiding in Plain Sight: A QuantCrit, Intersectional Analysis of Dual Enrollment

“…Scholars study college access for a multitude of reasons, including viewing college as a mechanism for social mobility, increased wages, and improving society at large with improved local economic conditions and a globally competitive workforce (e.g., Miller-Adams, 2015;Perna, 2006). Unlike other areas of higher education scholarship, studies of college access have more frequently grappled with issues of race/racism (e.g., McLewis, 2021;Means et al, 2016), with the principle that addressing issues of college access for racially minoritized students can help improve social mobility and economic inequality. Even so this scholarship less frequently focuses on racially minoritized students and historical events that shape college opportunities (Patton et al, 2015).…”