High Achieving African American Students and the College Choice Process: Applying Critical Race Theory(Routledge Research in Educational Equality and Diversity)

By critically examining the legal, institutional, and social factors that prohibit or promote students’ college choices, this Volume undermines the notion that African American students and their families are opposed to formal education, and reveals structural barriers which they face in accessing elite institutions. For African American students, unequal education is rooted in the history in the legacy of slavery and of the history of institutional and structural racism in United States. The long legacy of racism in education cannot be dismissed when reflecting on the college choice experiences of African American students made today. Authors uniquely apply Critical Race Theory (CRT) to analyse the college selection process of high achieving African American students and, highlight the similarities and differences within an impressive group of students, therefore challenging the deficit notions of African American students as perpetual under-achievers. They also show that contrary to the general assumption, African American parents are inclined towards providing their sons and daughters higher education at the elite institutes of US. The decision is often influenced by analysis of factors including the allocation of school resources, parental attitudes, university recruitment, campus outreach, and affordability. The issues of discrimination on the grounds of race, class, and gender often plays a vital role in decision making process. This text will be of great interest to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Race & Ethnicity in Higher Education, Sociology of Education, Equality & Human Rights, and African American Studies.

Table of Contents:
Acknowledgements List of Figures and Tables Preface by Thandeka K. Chapman Forward by Walter R. Allen Chapter 1. Introduction: The Status of African Americans in Postsecondary Education Chapter 2. Critical Race Theory, Mixed Methods, and a Conceptual Model of African American High Achievers’ College Choice Process Chapter 3. What Makes a Student a High-Achiever? A Profile of African American Students’ Academic Preparation and Planning for College Chapter 4. The Strongest System of African American Student Support: The Influences of Family and Kinship Ties Chapter 5. Opportunity to Enroll: The Roles of Counselors and Teachers in African American Student College Choice Chapter 6. Diversity as Resource, Recruitment, and Retention: Institutional and Structural Factors Influencing Diversity in Higher Education Chapter 7. Complexities of Cost: Navigating Affordability in the College Choice Process Chapter 8. Addressing Issues of Race and Racism in the College Choice Process

About the Author :
Thandeka K. Chapman is Associate Professor in the Education Studies Department at the University of California San Diego, US. Frances Contreras is Associate Professor in the Department of Education Studies at UC San Diego and Associate Vice Chancellor for Equity, Diversity & Inclusion, US. Eddie Comeaux is Associate Professor of Higher Education at the University of California, Riverside, US. Eligio Martinez Jr. is Clinical Assistant Professor of Higher Education and Student Affairs in the School of Educational Studies at Claremont Graduate University, US. Gloria M. Rodriguez is Associate Professor at the University of California, Davis School of Education, US.

Review :
"This book is based on a mixed-methods study conducted by staff from various campuses of the University of California to determine why high-achieving African American students accepted by that system chose to go elsewhere. It seeks to determine how various factors contribute to college choice, and to provide policy recommendations to enhance the capacity of more selective public universities. The book closes with strategies designed to increase campus diversity, suggesting that more competitive campuses be more proactive in recruiting these students, particularly in environments where affirmative action is not a factor." --D. E. Williams, emeritus, Uiniversity of Akron, Choice