Investigating Ivy

Sharron Scott,Ayana Hardaway,Jennifer Johnson,Tiffany Galloway

doi:10.33009/fsop_jpss128468

Abstract

This qualitative study examined how race and class shaped the college choice process and collegiate experiences of Black undergraduates attending Ivy League Institutions. Findings revealed that although social class did not play a significant role in participants’ college choice process, robust financial aid packaging significantly impacted their decision to attend a highly selective university. Racial identity was largely viewed by participants as a vehicle to admit more Black Immigrant students than Black Native students in order to achieve institutional diversity/affirmative action goals. Prevalent racialized incidents and institutional racism shaped participants’ collegiate experiences. The findings of this study are expected to have implications for minority recruitment, college choice, access and equity, as well as higher education diversity initiatives.

Highlights

Researchers have studied the ways in which universities are increasing the numbers of Black students at majority-White colleges and Ivy League institutions are no exception
Within the Black immigrant population admitted to the Ivy Leagues, Caribbean Black immigrants made up the largest group representing 43.1%, followed by African immigrants at 28.6%, Latin American immigrants at 7.4%, and other regions representing 20.8% respectively (Massey et al, 2007)
The findings revealed that while the social class mobility associated with attending an Ivy League institution played a role in participants’ college choice process, financial aid packages were critical in their selection to attend an elite university

Summary

Introduction

Researchers have studied the ways in which universities are increasing the numbers of Black students at majority-White colleges and Ivy League institutions are no exception. Despite the increasing number of Black students enrolled in college, Black native students (students born and raised in the United States) remain underrepresented at Ivy League and other highly selective institutions in comparison to their Black immigrant peers. At selective colleges and universities, Black immigrants or children of immigrants (individuals of the Diaspora including Africa, the Caribbean, and Latin America who were born outside of the United States) represent up to a quarter of the Black students enrolled (Glenn, 2007). Within the Black immigrant population admitted to the Ivy Leagues, Caribbean Black immigrants made up the largest group representing 43.1%, followed by African immigrants at 28.6%, Latin American immigrants at 7.4%, and other regions representing 20.8% respectively (Massey et al, 2007)

Methods

Results

Discussion

Conclusion