Ability Grouping, Aspirations, and Attainments: Evidence from the National Educational Longitudinal Study of 1988

Braddock, Jomills Henry; Dawkins, Marvin P.

doi:10.2307/2295468

Cited by 71 publications

(47 citation statements)

References 4 publications

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“…______________ 59 Oakes, 1985Oakes, , 1990Gamoran, 1987;Braddock and Dawkins, 1993. 60 Wolf and Hoople, 2006. 61 also tried to explore several of these possible explanations using parental survey data associated with the experimental voucher studies. They found no clear support for any of the explanations, but given that their measures of the variables were indirect (based on parent surveys), it is not possible to rule out any of them.…”

Section: Vouchers In Milwaukeementioning

confidence: 99%

Rhetoric Versus Reality: What We Know and What We Need to Know About Vouchers and Charter Schools

Gill¹,

Timpane²,

Ross³

et al. 2007

118

110

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Section: Vouchers In Milwaukeementioning

confidence: 99%

Rhetoric Versus Reality: What We Know and What We Need to Know About Vouchers and Charter Schools

Gill¹,

Timpane²,

Ross³

et al. 2007

118

110

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“…For students of color, their high school academic track tends to channel them into vocational or academic careers (Freeman, 2005;Smith, 2009). For decades, studies have shown that students of color are overrepresented in lower track curricula and not provided educational experiences that prepare them for college-level work (Braddock & Dawkins, 1993;MacLeod, 1995;Oakes, 1985;Smith-Maddox, 1999). Hossler et al (1989) found that high school curriculum and academic track does have an influence on college choice.…”

Section: High School Supportmentioning

confidence: 99%

Community College Choice and the Role of Undermatching in the Lives of African Americans

Lowry

2016

Community College Journal of Research and Practice

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This study explored why academically qualified African American students, those eligible to attend four-year institutions, choose to attend community colleges and are, thereby, undermatched. This qualitative study investigated how these students navigated the college choice process, what influenced their decision to attend a community college, what their experience at a community college was like, and their aspirations to obtain a baccalaureate degree. Purposeful sampling was used to gather a sample of 19 African American students attending community college in Dallas, Texas. The sample included 14 females and five males.Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. The conceptual frameworks for this study included Kassie Freeman's predetermination model that includes cultural considerations in college choice and the Somers et al. model that addresses factors that increase the likelihood of a student choosing to attend a community college. This integrated framework captures the role that family and culture play in African American community college choice.Findings suggest that the community college choice influences for academically eligible African American students vary from traditional college choice models. Whereas factors such as cost, location, and the role of peers played somewhat of a role in their choice, participants were also heavily influenced by sports, self-perceptions of maturity, and the perceptions of their families. Another key finding was that the effects of undermatching vary. All of the participants in this study felt that attending a community college fostered transfer preparedness, supported personal development, and promoted their academic success. However, some of the participants also felt that attending a community college hindered their sense of autonomy and limited their social engagement. This variation leads to the conclusion that undermatching effects vary and are dependent upon a variety of contextual factors. Policy and practice recommendations are provided for parents, teachers, counselors, and higher education professionals.Copyright 2014 by Kimberly M. Lowry ii ACKNOWLEDGEMENTS First I would like to thank God for the opportunity he has given me to pursue this degree not only for myself but for my family, friends and my community. I am grateful for his unconditional love, grace and faithfulness and know that it is through him that I have accomplished things I could have only dreamed of. Next I would like to thank my entire dissertation committee for providing me with guidance and support. Specifically, I would like to thank Dr. Amy Fann for her leadership and dedication to aspiring scholars, like myself, and to higher education as a whole. Dr. Fann you are truly amazing and thank you again for everything.I would also like to thank and acknowledge my parents and grandparents for every prayer they made on behalf of me and my future. It is because of them that I am who I am today and for that I am truly thankful. My other supp...

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“…Braddock and Dawkins (1993) report that minorities (with the exception of Asian Americans) are dispropor tion- ately enrolled in low tracks (vocational courses) and are correspondingly blocked from being enrolled in high tracks (AP courses) at high rates (pp. 326-28).…”

Section: Institutional Racismmentioning

confidence: 99%

Inequality: Underrepresentation of African American Males in U. S. Higher Education

Naylor

Wyatt-Nichol

Brown

2015

Journal of Public Affairs Education

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Ability Grouping, Aspirations, and Attainments: Evidence from the National Educational Longitudinal Study of 1988

Cited by 71 publications

References 4 publications

Rhetoric Versus Reality: What We Know and What We Need to Know About Vouchers and Charter Schools

Rhetoric Versus Reality: What We Know and What We Need to Know About Vouchers and Charter Schools

Community College Choice and the Role of Undermatching in the Lives of African Americans

Inequality: Underrepresentation of African American Males in U. S. Higher Education

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