College Admissions and Academic Ethic: How Context-Specific Evaluation within a Science-Based Compensatory Program Benefits African American Students

Autor/in	Wooten, Melissa E.
Titel	College Admissions and Academic Ethic: How Context-Specific Evaluation within a Science-Based Compensatory Program Benefits African American Students
Quelle	In: Education and Urban Society, 48 (2016) 2, S.176-199 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124514530151
Schlagwörter	College Readiness; Compensatory Education; College Admission; African American Students; Student Evaluation; Racial Bias; Academic Achievement; Transitional Programs; High School Students; Science Education; Engineering Education; Ethics + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Hochschulzugang; Hochschulzulassung; Zulassung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Racial discrimination; Rassismus; Schulleistung; High school; High schools; Oberschule; Naturwissenschaftliche Bildung; Ingenieurausbildung; Ethik
Abstract	This study investigates how the college readiness of participants in a compensatory program designed to facilitate interest in science and engineering was determined. Archival data were used to qualitatively analyze the performance reports of 205 student participants during the compensatory program's first 5 years. Findings indicate participants were evaluated favorably for maintaining a positive disposition toward coursework regardless of their actual numeric scores. Consequently, many participants, whose numeric scores made them less viable candidates, were recommended for admission to college. Because 95% of the students participating in the program were African American, this article highlights how context-specific evaluation can reduce biases encountered by this population when colleges rely on traditional measures of achievement to determine college readiness. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01