College Choice and Documented Chinese Immigrant Community College Students in Massachusetts

Autor/in	Luie, Siu Ming
Titel	College Choice and Documented Chinese Immigrant Community College Students in Massachusetts
Quelle	(2010), (196 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Boston College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-0360-3
Schlagwörter	Hochschulschrift; Dissertation; Working Class; Community Colleges; College Choice; Decision Making; Educational Experience; Immigrants; Student Recruitment; Higher Education; Asians; Public Colleges; Equal Education; Access to Education; Enrollment; Critical Theory; Race + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Arbeiterklasse; Community college; Community College; Studienortwahl; Decision-making; Entscheidungsfindung; Bildungserfahrung; Immigrant; Immigrantin; Immigranten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Asian; Asiat; Asiatin; Asiaten; Asiate; Education; Access; Bildung; Zugang; Bildungszugang; Einschulung; Kritische Theorie; Rasse; Abstammung
Abstract	College-choice studies have long been conducted to help colleges improve their recruitment strategies (Chapman, 1981; Hossler & Gallagher, 1987; Jackson, 1982; Litten, 1982). The dominant college-choice models and studies have, however, focused solely on traditional aged students seeking to enroll in four-year colleges/universities upon high school completion (Bers & Smith, 1987; Cabrera & La Nasa, 2000). Neglected from these established models has been the other student populations enrolled in other sectors of higher education in the U.S., specifically the community colleges. Critical Race Theory (CRT) provided the conceptual framework for this qualitative study that explored the college-choice phenomenon for a group of documented Chinese immigrant students at one urban public community college. This study examined the participants' experiences to determine factors that contributed to their college-choice decision making. The stories shared by a sample of 16 participants (ages 19 to 39) revealed four overarching factors that impacted their college-choice decision making: (1) their experiences as immigrants in the U.S.; (2) their experiences as members of the working class in the U.S.; (3) their educational experiences prior to their immigration to the U.S.; (4) their educational experiences while in the U.S., which raised concerns about equity in access to college knowledge. Participants negotiated all these factors to decide that they would enroll at a community college. The findings from this study contributed to the literature of college-choice from the perspective. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10