Literature Review #5

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Citation:

Cox, Rebecca D. "Complicating conditions: Obstacles and interruptions to low-income students' college “choices”." The Journal of Higher Education 87.1 (2016): 1-26


Summary: 

 This article presents the results of a qualitative, longitudinal study of the high school-to-college transition for a sample of 16 low-income, Black and Latino students at two inner-city high schools in the Northeastern United States. Drawing on interviews with students over a three-year period—from their junior year of high school through one year after high school graduation—this analysis highlights the interruptions to students’ postsecondary plans. In this sample, students’ actual postsecondary paths, which included delayed college enrollment and two-year college matriculation, diverged substantially from the initial plan participants developed during high school. Ultimately, the findings illustrate how these students’ life circumstances engender decisions that preclude the kinds of choices assumed in the college choice model.


Author:

 Rebecca D. Cox is an associate professor of education at Simon Fraser University in British Columbia. She holds a Ph.D. from the University of California, Berkeley; an MA from the University of Texas at Austin; and an AB from Princeton University. Her research interests include issues of postsecondary access, opportunity, and equity with attention to teaching and learning, organizational and institutional contexts, and the enactment of educational reform.


Key terms:


Social class: a division of a society based on social and economic status.


Post-secondary access: who falls within one or more specific categories of qualifying conditions and who needs special education and related services.(Universal access to education is the ability of all people to have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background, or physical and mental disabilities).


College choice: has been defined as the process a student experiences as she or he makes the transition from high school to college The three stages of the model are a predisposition, search, and choice.( it may limit people due to their skills, knowledge, and even not having enough funds).


Quotes:

“The negative approach from their parents will rather demotivate them in their quest to complete their education” (Cox: p.17).


“ short-term interest-free loan programs, counselor interactions, partnership with the local food bank and housing authorities, and free tax preparation services, which are organized for supporting the students from low-income groups” (Cox p. 15).


“The opinions of the professors will also be recorded in this research work because it might encourage the poor students to somehow stick to the courses and get a job afterward” ( Cox: p. 23).


Value:

This article will help me build upon the case aspect of the research because this article highlights how, students’ actual postsecondary paths (laid out), which included delayed college enrollment and two-year college matriculation, diverged substantially from the initial plan participants developed during high school. Ultimately, the findings illustrate how these students’ life circumstances engender decisions that preclude the kinds of choices assumed in the college choice model.

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