Perceptions of African American College Applicants: The Roles of Race, Criminal History, and Qualifications

Abstract

African Americans are under-represented in higher education and disproportionately represented among offender populations, with poor educational obtainment a risk factor for criminal behavior. While African American students report low acceptance from Caucasian peers that can influence their educational persistence, few studies have examined Caucasian students’ perceptions of African American students, while examining the influence of race and criminal history. This study endeavored to begin to fill this gap. Students evaluated 1 of 24 hypothetical college applicants, manipulated by race, arrest record, and academic qualifications. Results showed that hypothetical Caucasian applicants benefited from no criminal record when evaluated by Caucasian students, and received higher ratings than Caucasian applicants with a drug arrest record and African American applicants with any criminal record. When evaluated by Caucasian students, African American applicants with no criminal record were no more likely to be accepted than Caucasian or African American applicants with a criminal record. In addition, Caucasian students felt more comfortable around the Caucasian applicant with a DWI arrest over the African American applicant with the same arrest. Racial preference for Caucasian applicants by Caucasian participants also emerged when qualifications were mixed (e.g., low GPA/high ACT). These racial differences did not emerge when ethnic minority students rated these same applicants. Yet, when Caucasian students were asked why they chose their ratings, race was never mentioned. These results support research that African American students can experience race-based barriers in higher education by Caucasian peers, but in a form that is less overt and not readily acknowledged.