Understanding College Choice for Black Students: An Exploratory Study of Academic Achievement, Socioeconomic Differences, and Acquired Cultural Capital

Abstract

University of Washington Abstract Understanding College Choice for Black Students: An Exploratory Study of Academic Achievement, Socioeconomic Differences, and Acquired Cultural Capital Jeanette M. James Chair of the Supervisory Committee: Dr. Edward Taylor College of Education This exploratory study investigated the relationship between Black students’ personal background characteristics, high school type, academic achievement, access to information about colleges/universities, and observed differences in applying to selective colleges/universities and attending historically Black colleges and universities (HBCUs). This study used a quantitative, non-experimental design utilizing secondary data from the National Center for Education Statistics Education Longitudinal Study of 2002 (ELS:2002). Eight research questions were formulated to understand better how Black/African American students navigate the college choice process and make critical decisions about postsecondary education. Data were analyzed in SPSS v. 25 in Complex Samples using General Linear Model (GLM) and logistic regression. Findings show that expecting to complete a 4-year college degree, expecting to complete an advanced degree, attending a private school, and having access to a high amount of information about postsecondary education were predictive of students’ applying to selective colleges/universities, while a strong academic score lowered the odds of applying to selective colleges/universities. The findings did not support that socioeconomic status was predictive of applying to a selective college/university for this sample. Findings further showed that expecting to complete a 4-year college degree, expecting to complete an advanced degree, and having access to a high amount of information about postsecondary education were predictive of students’ attending HBCUs, while attending a private school lowered the odds of attending HBCUs. The findings did not support that socioeconomic status, or strong academic scores were predictive of attending HBCUs. These findings suggest that fostering high expectations in students is fundamental to their postsecondary transition to 4-year colleges/universities. In addition, ensuring that students have consistent access to information about colleges/universities – particularly from trusted adults such as teachers, parents, coaches, and college counselors, is paramount to their college choice process. Finally, educational leaders, practitioners, and others should ensure students have consistent access to a range of information regarding various postsecondary education institution types and options to ensure maximum choice and opportunity for Black students.