| |
|
|
High School to College Transition
African American and Latino students continue to be largely under-represented in higher education in California and the nation as a whole, and their low numbers serve as evidence of a stubborn persistence of racial inequality. For this reason, it is especially important that the critical transition for students between high school and college be examined. The Choices Project studies the relative impact of high school experiences on students' perceptions of college and its opportunities.
Research shows that African American and Latino students are more likely than other racial or ethnic groups to lack basic information about what college is and represents. Very often such students don't have an understanding of what the college-going process entails, such as meeting requirements to complete certain courses, maintaining an acceptable grade point average, familiarity with the application process, as well as how to secure financial aid.
Additionally, information about college is unevenly distributed; those students whose parents attended college or who have college graduates in their family or community may have a familiarity and advantage with the college-going process that many others do not.
Students' perception of college is shaped by a number of different conditions, such as the presence or absence of teacher support, peer influence, and whether students have participated in educational enrichment programs, among other factors. Key to students overcoming their limited understanding is to increase their knowledge about and exposure to college, including providing support for taking college preparatory courses during the K-12 years, visits to college campuses, and college recruitment programs.
The Choices Project research design includes interviews and focus groups with all key college stakeholders related to African American and Latino college attendance, including students themselves, parents, peers, teachers, counselors and administrators. We also outline specific policies and strategies that will help improve and increase student opportunities and resources.
Given that California seeks lessons and strategies for attracting, retaining, and graduating African American and Latino students, we pay particular attention to high school graduates who choose to attend Historically Black Colleges and Universities (HBCUs) and Hispanic Service Institutions.
|
|
|
|
