African Americans and College Choice: The Influence of Family and School
By K. Freeman. 2004
141 citations recorded by the source corpus.
Acknowledging the disparity between the number of African American high school students who aspire toward higher education and the number who actually attend, this book uncovers factors that influence African American students’ decisions regarding college. Kassie Freeman brings new insights to the current body of research on African Americans and higher education by examining the impact that family, school, community, and home have in the decision-making process. She explores specific factors that contribute to a student’s predisposition toward higher education, including gender, economics, and high school curriculum, and seeks to bridge the gap in understanding why aspiration does not immediately translate into participation. Educators and policy makers interested in increasing African American students’ participation in higher education will benefit from the exploration of this paradox.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/22d82b431e7cb7870a0407d40af248fe05f03d47
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Citations in the corpus
- School Belonging of Adolescents: The Role of Teacher-Student Relationships, Peer Relationships and Family Involvement * (2016, background): “…that family involvement leads teachers to have further information about their students to communicate with them in an effective way; thus family involvement is viewed as instrumental in helping adolescents to feel accepted by teachers (Freeman, 2005; Comer, 1980, Clark, 1983; Stewart, 2008).”
- Role of an HBCU in Supporting Academic Success for Underprepared Black Males (2010, background): “Freeman (2005), in particular, noted: “studies show that [Black] students who attend HBCUs experience higher intellectual gains and have more favorable psychological adjustment, more positive self-images, stronger racial pride, and higher aspirations” (p. 84).”
- Complicating Conditions: Obstacles and Interruptions to Low-Income Students' College “Choices” (2015, methodology): “The results of qualitative research studies raise additional doubts as to whether the established college choice model can adequately explain the process for particular groups of students, such as African American students (Freeman, 2005) and Mexican migrant students (Gildersleeve, 2010).”
- Psychological Heuristics and Faculty of Color: Racial Battle Fatigue and Tenure/Promotion (2016, background): “Teaching evaluations may cover up gender discrimination that later is embedded into job evaluations (Gafford Muhammad, 2007).”
- Exploring Challenges That Threaten to Impede the Academic Success of Academically Underprepared Black Males at an HBCU (2009, background): “Blacks have a long history of valuing education (Allen, Jewell, Griffin, & Wolf, 2007; Freeman, 2005). Although Blacks continue to demon strate a desire for education, enrollment and completion rates among Black males in higher education are dismal compared to other groups, most notably their femal”
- When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, background): “…can often provide a chance for students to gather information about college options, participate in pre-college experiences and visitations, and make meaning of their parents’ expectations for them with respect to education (Freeman, 2005; Hossler, Braxton, & Coopersmith, 1989; McDonough, 1997).”
- Exploring What Leads High School Students to Enroll in Hispanic-Serving Institutions (2011, background): “As with African American teachers and HBCUs (Freeman, 2005), an increased presence of Hispanic teachers (who may be HSI alumni) and of minority students could raise students’ awareness about HSIs.”