The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis

Autor/inn/en	Comeaux, Eddie; Chapman, Thandeka K.; Contreras, Frances
Titel	The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis
Quelle	In: American Educational Research Journal, 57 (2020) 1, S.411-439 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219853223
Schlagwörter	Race; Critical Theory; Access to Education; African American Students; Decision Making; Equal Education; College Choice; High Achievement; College Admission; Selective Admission; Financial Support; Campuses; State Universities; Racial Bias; College Students; Student Attitudes; California + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Education; Access; Bildung; Zugang; Bildungszugang; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Decision-making; Entscheidungsfindung; Studienortwahl; Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Finanzielle Förderung; Staatliche Universität; Racial discrimination; Rassismus; Collegestudent; Schülerverhalten; Kalifornien
Abstract	This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagship UCs--Berkeley, Los Angeles, and San Diego--but were admitted to elite non-UC institutions. Moreover, these students decided to attend selective colleges and universities that demonstrated a commitment to admitting and financially supporting them. This study also discovered that these high-achieving students researched and experienced a range of racial climate issues at UC campuses, including racist activities and lack of compositional diversity, which contributed to their decisions not to enroll. The article includes recommendations for UC campus leaders and others committed to creating equitable postsecondary pathways for African American students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01