The College Access and Choice Processes of High-Achieving African American Students: A Critical Race Theory Analysis. (February 2020)

• Record Type: Journal Article
• Authors: Comeaux, Eddie; Chapman, Thandeka K.; Contreras, Frances
• Is Part Of: American educational research journal. Volume 57:Number 1(2020)
• Page Start: 411
• Page End: 439
• Publication Date: 2020-02
• Subjects: African American students -- campus racial climate -- college access -- college choice -- critical race theory -- racism; Education -- United States -- Periodicals; Education -- Research -- United States -- Periodicals; 370.97305
• DOI: 10.3102/0002831219853223
• Languages: English
• ISSNs: 0002-8312

Abstract

This study explored the college access and choice processes of high-achieving African American students who were admitted to University of California (UC) campuses but elected to enroll elsewhere. Employing critical race theory as an interpretive framework, the study found that many of these students were denied access to their priority UC campuses and were cascaded down to the least selective campuses. A small portion were not admitted to flagship UCs—Berkeley, Los Angeles, and San Diego—but were admitted to elite non-UC institutions. Moreover, these students decided to attend selective colleges and universities that demonstrated a commitment to admitting and financially supporting them. This study also discovered that these high-achieving students researched and experienced a range of racial climate issues at UC campuses, including racist activities and lack of compositional diversity, which contributed to their decisions not to enroll. The article includes recommendations for UC campus leaders and others committed to creating equitable postsecondary pathways for African American students.