The Role of Admissions Practices in Diversifying Honors Populations: A Case Study

Autor/inn/en	Radasanu, Andrea; Barker, Gregory
Titel	The Role of Admissions Practices in Diversifying Honors Populations: A Case Study
Quelle	In: Honors in Practice, 17 (2021), S.45-62 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-0143
Schlagwörter	College Admission; Admission Criteria; Inclusion; Honors Curriculum; College Freshmen; Ethnic Groups; Student Diversity; Barriers; College Administration; Standardized Tests; College Entrance Examinations; Academic Achievement; Extracurricular Activities; Minority Group Students; Student Attitudes; Decision Making; White Students; College Applicants; Gender Differences; Holistic Approach; Case Studies; Universities; Equal Education; Illinois; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Inklusion; Studienanfänger; Ethnie; College administrators; Hochschulverwaltung; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Schulleistung; Außerunterrichtliche Aktivität; Schülerverhalten; Decision-making; Entscheidungsfindung; College applications; Studienbewerber; Geschlechterkonflikt; Holistischer Ansatz; Case study; Fallstudie; Case Study; University; Universität; Assessment; Eignungsprüfung; Eignungstest
Abstract	While there is scant evidence that standardized test results (SAT/ACT) predict college success, these scores can act as barriers to college admissions and honors programs, particularly for students in underserved communities. This study examines the impact of transitioning from an honors admission framework--in which standardized tests are a key variable in the process--to a test-blind environment with holistic admissions protocols that identify students who are academically strong as well as engaged in extracurricular activities. Parallel (test-dependent and test-blind) admissions protocols were used in 2020-2021 applications to determine if a test-blind environment fostered greater inclusivity and diversity in the first-year honors cohort. Data suggest that test-blind transitions yielded a more ethnically diverse honors applicant pool as well as first-year cohort population. Results also indicate that students of color are more likely to notice the test-blind admission option and that this option is more likely to have an effect on their decision to apply than on their white counterparts. Survey respondents (n = 105) also attest to their confidence in graduating with honors. While high across ethnicities and genders, rankings of desire and commitment to remain in the program are highest among Black and Hispanic students. Augmenting data on test-blind admissions, the authors reflect on the newly adopted holistic review process, acknowledging that other aspects of admissions must be addressed for achieving meaningful diversity and inclusion in honors. (As Provided).
Anmerkungen	National Collegiate Honors Council. 1100 Neihardt Residence Center, University of Nebraska-Lincoln, 540 North 16th Street, Lincoln, NE 68588. Tel: 402-472-9150; Fax: 402-472-9152; e-mail: nchc@unl.edu; Web site: http://nchchonors.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01