By Kassie Freeman
Acknowledging the disparity among the variety of African American highschool scholars who aspire towards better schooling and the quantity who really attend, this publication uncovers components that impression African American scholars' judgements concerning collage. Kassie Freeman brings new insights to the present physique of analysis on African americans and better schooling via analyzing the influence that relations, college, group, and residential have within the decision-making procedure. She explores particular components that give a contribution to a student's predisposition towards greater schooling, together with gender, economics, and highschool curriculum, and seeks to bridge the space in realizing why aspiration doesn't instantly translate into participation. Educators and coverage makers drawn to expanding African American scholars' participation in better schooling will enjoy the exploration of this paradox.
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Additional info for African Americans and College Choice: The Influence of Family and School
However, to help us better understand when African American students begin to make the decision to go to college, the students surveyed in this chapter reported on not only at what point they were influenced but how they recall that the event or circumstances associated with a particular period influenced them. Questions that need to be asked include: (1) What do researchers and educators currently know about the age or grade at which decision making about postsecondary studies begins? (2) Is it possible to better pinpoint when decision making occurs?
Knowers: “Like Breathing” Like all students, whether by influence of education, socioeconomic level of their parents, or type of school attended, some African American students cannot pinpoint a time when they began thinking higher education was an option because they have always known they would attend. ” This student’s comment supports the description of “whiches” that Hossler and Gallagher (1987) cited. ” Students in this category usually come from those families in which it is automatically assumed that the students will go to college (see chapter 1).
Stage and Hossler, citing Ekstrom, indicated that 61 percent of students had made the decision to attend college or not by the ninth grade. The focus of Schmidt and Hossler’s (1995) research was also on the ninth grade as a pivotal point in students’ decision making. As such, the majority of their research came from survey data collected by the Indiana College Placement and Assessment Center (ICPAC) of twenty-one high schools in Indiana. Although most research has focused on the eighth grade and higher, there is beginning to emerge research that questions this timing.