What Role May Admissions Office Diversity and Practices Play in Equitable Decisions?

Autor/inn/en	Bowman, Nicholas A.; Bastedo, Michael N.
Titel	What Role May Admissions Office Diversity and Practices Play in Equitable Decisions?
Quelle	In: Research in Higher Education, 59 (2018) 4, S.430-447 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bowman, Nicholas A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-017-9468-9
Schlagwörter	Administrator Role; Admissions Officers; College Admission; Access to Education; Equal Education; Decision Making; Socioeconomic Status; Undergraduate Study; Selective Admission; Admission Criteria; Simulation; Disproportionate Representation + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Decision-making; Entscheidungsfindung; Socio-economic status; Sozioökonomischer Status; Grundstudium; Bildungsselektion; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Simulation program; Simulationsprogramm
Abstract	Attending a selective college or university has a notable impact on the likelihood of graduation, graduate school attendance, social networks, and career earnings. Given these short-term and long-term benefits, surprisingly little research has directly explored the factors that might promote or detract from equitable admissions decisions at these schools. This study examined a unique national sample of 311 undergraduate admissions officers who work at selective institutions to explore this issue. Among the descriptive findings, more than half of respondents reported that they consider applicants' demonstrated interest in attending their institution when making a recommendation, about two-thirds review at least 100 applications during busy weeks, and almost half were working at their alma mater. Moreover, in a simulation of admissions scoring, admissions officers from historically underrepresented groups were more likely to admit low-SES applicants, whereas participants with more work experience and who were employed at their alma mater provided less equitable recommendations. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01