College Choice Research Articles

College Choices, Choice Dilemmas: Black Advantaged Parents’ Views of Their Children’s College Options

Abstract Studies investigating college views largely neglect the Black advantaged and specifically the role of parents in the college search process. Drawing on interviews with upper, upper-middle-, and middle-class parents, this paper investigates how Black advantaged parents view their children’s college options. In an anti-black and credentialed society, parents contend with the consequences of where their children enroll in college and the names their degrees bear. Black advantaged parents’ views of their children’s college options reflect a set of dilemmas relative to college choices. As college graduates, parents recognize that degrees from HBCUs are weighed down by racial stigma and institutional anti-blackness. Fears about anti-black perceptions of HBCUs fuel parental concerns about racial discrimination post-graduation. Yet, parents also recognize that as students on historically white campuses their children are at risk of experiences with anti-black racism while enrolled in college. This article describes the challenge of antiblackness as multi-dimensional, impacting parents’ attention both to their children’s experiences as graduates and as students. This paper offers implications for black parenting, decision-making, and higher education.

English

Recently, many researchers have found that education systems in many nations are very comprehensive and competitive. They revealed that the primary goal of many universities is to increase the number of students’ enrolment as much as possible. In students’ perspective, they also consider different factors when they make their higher education decision. Therefore, this article aims to investigate the factors affecting for students’ university choice and satisfaction. Relevant literature reviews explained in terms of four models which link to students’ university choice process: economic model, sociological model, combined complex decision model and the marketing mixed model. Then, the study investigated the other main factors that are affecting to the university choice of students from empirical evidence. In terms of students’ university satisfaction, this paper has described several models and other factors influencing on students’ university satisfaction.   Key words: Higher education, university choice, university satisfaction.

Relevance of Stephen Covey's theory on the circle of life in the context of student decision-making to enroll for higher education

PurposeThis study attempts to elucidate the role of key influencers impacting the student decision-making process of enrollment for higher education in India from the lenses of Stephen Covey's theory on circles of life.Design/methodology/approachA sample of 556 students of Delhi NCR, India was selected based on a multi-staged sampling method. PLS-SEM was subsequently applied for statistical data analysis.FindingsThis quantitative finding voiced the relationships among the constructs in the proposed theoretical framework, i.e. Stephen Covey's circle of life theory. Additionally, it tinted the crucial role of “College attributes” in reconnoitering the relationship dynamics between key influencers (Circle of Influence and Circle of Concern) and student college choice (Circle of Control).Research limitations/implicationsThe present study incorporates only the first-year student population of undergraduate management courses in private universities from Delhi NCR, India limiting the generalization of findings substantially.Practical implicationsThe study garners the attention of education policymakers on the cognizance of the role played by parents and cohorts in driving the student's decision-making process of college choice under the circle of influence.Originality/valueThis study is pioneering research disseminating a comprehensive outlook of the circle of life theory of great Stephen Covey engrained upon a compendious conceptual model which enlightens the landscape of the decision-making process of student on enrollment under the influence of key influencers.

Design, performance, and techno‐economic analysis of a rooftop grid‐tied PV system for a remotely located building

AbstractThe utilization of fossil fuel leads to excessive CO2 emissions that have negative impacts on the environment. The continued trend of this practice may result in an increase in the occurrence of storms, cyclones, starvation, and floods, as well as a rise in atmospheric temperature. Therefore, the focus should be on renewable energy sources, as they emit less CO2. This study presents the design and modeling of a 135‐kW solar PV grid‐connected power generation system for a university's remotely located building. The system is designed to function optimally in an area with an average solar radiation of 585.8 W/m2. The technical, financial, and annual performance of the system is demonstrated, which includes fixed‐mounted racking with 26° fixed‐tilt angle structures and monofacial PV panels. The design is validated and simulated using the PVsyst for designing a PV On‐Grid design and SketchUp for shadow analysis tools to determine the system's ideal size, technical requirements, and electrical power output. Moreover, two different inverters (Company A and Company B inverters) were used to compare and analyse the system's performance with the same PV panel. This project's results may impact the university's choice to install a solar PV system to minimize power consumption.

Metu Students’ College Life Satisfaction

The research was conducted to identify the factors that influence college students' satisfaction with their college experience. Firstly, the study was focused on the literature review to determine relevant factors that have been previously studied in the literature. Then, the survey analysis examined three main independent factors that have been found to be related to college students' satisfaction: Major Satisfaction, Social Self-Efficacy, and Academic Performance. The findings of the study suggested that the most important factor affecting students' satisfaction with their college experience is their satisfaction with their chosen major. This means that students who are satisfied with the major they have chosen are more likely to be overall satisfied with their college experience. It's worth noting that, while the study found that major satisfaction is the most crucial factor, it doesn't mean that other factors such as Social Self-Efficacy, Academic Performance, and Campus Life Satisfaction are not important. Based on these findings, it is recommend that students prioritize their major satisfaction when making college choices in order to maximize their overall satisfaction with their college experience.

Decisions, Decisions: Analyzing College Choice Amongst NCAA Division II Transfer and Non-Transfer Athletes

Decisions, Decisions: Analyzing College Choice Amongst NCAA Division II Transfer and Non-Transfer Athletes

Rural Latinx Students’ Spatial Imaginations of Their College Choices: Toward a Student Understanding of “Rural-Serving Institutions” in California’s San Joaquin Valley

Rural students face multiple issues pursuing higher education, including financial hardships, inadequate college preparation, and geographic isolation from postsecondary institutions. These issues are further complicated for rural Latinx students, especially those from immigrant farm working backgrounds, who are positioned at the intersection of multiple systems of oppression. Yet, rural Latinx students’ college choice and transition experiences are rarely centered in the higher education literature. This article examined the college choices of nine rural Latinx high school seniors from California’s San Joaquin Valley who chose to attend a public higher education institution in this agricultural region. This article drew on three indicators from the culturally engaging campus environments (CECE) model and employed a Chicana/Latina feminist pláticas methodology to analyze the campus elements that motivated rural Latinx students to enroll in public institutions in the San Joaquin Valley. Findings demonstrate that rural Latinx students purposely chose these institutions because they imagined that such institutions would (a) be racially and spatially familiar, (b) allow them to give back to their rural communities through relevant majors, and (c) offer tight-knit collegiate environments. Recommendations for higher education researchers and practitioners interested in increasing college success for rural Latinx students and expanding traditional definitions of rural-serving institutions (RSIs) are provided.

After High School, What’s Next? Exploring Refugee Youths’ Perceptions and Preparations Around College Choice and Transition

Higher education can offer refugee youth a route to economic advancement and improved quality of life. However, the decision to pursue college poses a unique set of challenges and considerations. Drawing on Perna’s conceptual model of student college choice, this study employs a phenomenological approach to examine refugee students’ motivations and perceptions of college as well as their career aspirations. Semi-structured interviews with 15 refugee students revealed a strong desire to go to college and pursue a STEM career; an unfamiliarity with the college process; and a preference for community colleges. Modifications to using Perna’s model to better capture refugee youth’s college choice experiences are discussed. Findings from this study yields important insights regarding how high schools can offer guidance to refugee youth on the college choice process.

A Convergence of Opportunities: Understanding the High Elite University Progression of Disadvantaged Youth in an East London Locality

There is growing evidence that London’s disadvantaged youth have a better chance at progressing to elite universities than their counterparts outside the capital. Drawing on case study research in a disadvantaged East London locality, this article suggests that a convergence of structural factors that favour elite university progression may help explain this high progression. These factors include local schools’ valorisation of elite universities and their associated prioritisation of resources and strong framing of university choices to privilege Russell Group progression. Students’ apparent advantageous access to the widening participation provision of elite universities and to internship and networking opportunities arising from London’s corporate philanthropy also appear to play important roles. The article advocates for greater strategic planning by the regulator and further partnerships across all sectors of the economy to enable a fairer distribution of widening participation opportunities nationwide. It concludes with a call to reflect on the wisdom of privileging elite university progression at all costs and asks whether we should really be championing such a narrow vision of social mobility in the first place.

Factors influencing Chinese students’ motives for teaching in Russian universities in the context of a post-global educational space formation

Research problem. To expand international dialogue, increase competitiveness in the Russian and foreign educational markets, to deepen educational cooperation and increase the share of students from China, a comprehensive sociological study was conducted. The aim of the study is to identify the motives of Chinese students to study at Russian universities in the conditions of the formation of the post-global education space. Materials and methods of research. In March-May 2022, we conducted a sociological study in the universities of Yekaterinburg, Chelyabinsk, and Moscow (Russian Federation). The study used a quantitative and qualitative strategy. The quantitative study involved 500 Chinese students studying at Russian universities (N=500). The study was supplemented by in-depth interviews (N=30) with heads of international services and university departments. Results. In the course of the study, the main key motives for the choice of Russian universities by Chinese students were found. Among them, pragmatic motives that consist of a group (the cost of education; the territorial convenience of the location of the university; the convenience of accommodation in hostels; the availability of airports in the host city); socio-psychological motives (national relations, the presence of acquaintances of students from the PRC studying at the chosen university, the availability of adaptation programs for Chinese students at the university, the convenience of the university infrastructure), procedural (to make a career progress after graduation; the opportunity to continue education after graduation from the Russian university; the prestige of the university in world rankings) were fixed. Conclusions. The leading factors influencing the motives of Chinese students' choice of Russian universities are as follows: the success of adaptation programs at the university, the compliance of the educational program with the expectations of students, the presence of the Confucius Institute, which supports the relationship with Chinese students and teachers. Demotivating factors were identified in the course of the study. They are: difficulty in mastering the Russian language (76%), difficulty in communication with teaching staff (54%), difficulties in communicating with Russian students (46%).

Breaking with an anticollege tradition: Latinx Pentecostal students and college choice.

Breaking with an anticollege tradition: Latinx Pentecostal students and college choice.

Exploring the College Choice of Latina/o Students in Rural Texas

Latina/o rural students are underrepresented in college and the research of their college choice process. Using Bourdieu’s habitus, and Yosso’s Community Cultural Wealth Conceptual Model, this qualitative study used interviews with 24 Latina/o rural high school students. Our findings explored how school habitus limits college options. Students use navigational capital when selecting a “good program” and rely on familial-capital, high aspirations, and other forms of capital to choose a college.

Using E-Textiles to Challenge Gender Perceptions in STEM, Design and Career Aspirations of Secondary School Students

STEM subjects in the secondary school curriculum are largely the domain of boys, and the creative arts subjects are predominantly the territory of girls. This disparity permeates into higher education and leads to a gender imbalance in the workforce. This paper investigates issues of gender bias in the secondary school curriculum and explores student perceptions and self-efficacy for future academic success. Using the medium of electronic textiles (e-textiles) the research considers if multidisciplinary and co-design approaches to teaching could create a more gender-equitable environment, bring about a mindset shift in students’ gender perceptions, and alter their perspectives for future university choices. A mixed-gender group of 32 secondary school students from different subject disciplines across science, technology and art and design took part in a year-long study. They were given opportunities to work on a co-design project which sought to break down barriers between subject disciplines and challenge stereotypical perceptions of the “type” and gender of student in each discipline. Students were introduced to an e-textiles project called “ElectroTex” which sought to challenge the current hidden-gendered curriculum. It drew upon curriculum topics from physics, computing, technology and art and design. The research was underpinned by overlapping frameworks of Social Cognitive Theory and Value Expectancy Theory. A mixed methodology approach comprising Action Research and Co-design was sandwiched between pre- and post-project questionnaires which determined how students’ perceptions had altered as a result of the project. The experiential learning demonstrated that students were able to connect science with design and harness the value of their collaborative knowledge by applying it to real life situations. The outcomes show that a multidisciplinary approach to learning can re-frame students’ perspectives on gender in the curriculum, empower them to consider design and science in mutually beneficial contexts, and raise their aspirations for future success.

The high school effect on students’ mobility choices

This paper looks into the relationship between students’ university choices and their secondary school background. The main aim is to assess the role of secondary schools in steering university applications toward local or non-local institutions, also in the light of the tertiary education supply available in students’ areas of residence. With this aim, we classify students’ mobility choices by using a robust definition of local and non-local universities that accounts for the uncertainty in the definition of students’ local areas and their characteristics. In this framework, we apply a multilevel model to jointly consider the high school effect on the probability of students belonging to one specific category of mobility (local, forced non-local, free non-local) conditional upon students’ macro areas of residence, their chosen university and field of study. The findings highlight that high schools have a relevant role in affecting students’ mobility choices, especially when considering local universities. The magnitude of the effect depends on students’ macro area of residence. In particular, this result highlights that schools may pursue specific guidance policies to address students’ choices toward local universities; furthermore, it suggests that their influence on students is stronger in areas hosting the most important universities.

Adolescent Christian Discernment

Abstract Theoretically guided, evidence-based approaches to fostering Christian discernment among adolescents are limited. The context of mid-adolescence is one in which youth struggle to solidify identity. The discernment of vocational calling, career, and choice of college are among the major life decisions associated with this phase of life. As a component in Lubbock Christian University’s (lcu) Vocati: A Youth Theology Institute, this study utilized the four tasks described in Richard Osmer’s model of practical theology to engage youth in the crafting of a missional practice. Analysis of qualitative findings suggests the use of Osmer’s model may provide a framework for youth ministry programs to guide young people in the process of Christian discernment.

Reach up, fit in, or stand out? The evaluation of academic quality and fit in college choices

ABSTRACT Understanding students’ college enrollment decisions is critical because the admission outcome can affect the school’s quality and its reputation. In this paper, we study how students consider their relative academic ability compared to their potential peers. Drawing from social comparison theory, we posit that there are asymmetric effects due to deviation from peers’ ability, depending on the deviations’ direction. Using a rich data set of college applicants, we find that while the applicants negatively evaluate their deviations below their potential peers, they value positively those above their peers (the ‘big fish, little pond’ effect). Moreover, students who applied to many universities are more susceptible to these psychological effects. Further analysis points to the level of the individual student’s self-confidence as a possible explanation. Finally, we derive suggestions for college administrators to improve the yield of admitted students.

The relationship between class-based habitus and choice of university and field of study

Enrollments in higher education have expanded greatly, but without elimination of all forms of inequality. Research in industrialized countries has shown that the path students follow in their transition from secondary school continues to be associated with their social class. This study provides quantitative evidence of that relationship in a non-industrial country like Chile. Multinomial logistic and linear regression of university admission data managed by the Department of Evaluation, Measurement and Registration describing 130,000 applicants for the years 2015 and 2017 were used to estimate the probability of a member of a particular social class choosing a given university and academic field of study. The results show differences regarding law programs and science, technology, engineering and mathematics programs. Class differences were particularly important in the choice of university. Working-class students were more likely to apply to public universities, avoiding elite and especially private institutions. The findings provide further support for Bourdieu’s habitus explanation of class reproduction. They suggest more attention to the level of segregation in Chilean higher education and the factors that produce it.

Educational Migration of Applicants Among Regions of the Russian Federation as a Data Source for Planning the Higher Education System Development

The scientific problem of the study is related to the identification of educational migration for university admission against the background of youth migration. The practical problems of the study are focused on the creation of analytical conditions for decision-making and planning for the education system development: the distribution of enrollment targets, financing and resource supporting the infrastructure development, and the development of the human resources potential of Russian universities. The object of the study is interregional youth educational migration for university admission. Federal universities data is described as the object of present study. Sources: official state statistics data of 2017-2021, “big data” is the results of passing the Unified State Examinations (USE) and the choice of university and direction of study by students for 2020. The research methodology is connected with the analysis of official statistics, the Russian regions typology according to the characteristics of youth migration: recipient regions, donor regions, regions of a mixed or “transit” type (leaving graduates are replaced by newcomers), closed (low intensity of migration processes). Educational migration was identified by analyzing and comparing databases on the results of the USE and the results of university admission. Stable patterns of migration processes, migration trends and directions have been identified as a result of the study.

EXPLORING SOCIAL INFLUENCE FACTORS IN UNIVERSITY CHOICE DECISIONS AMONG COLLEGE STUDENTS IN BANGLADESH: A QUALITATIVE STUDY

This qualitative study aims to explore the social influence factors that shape university choice decisions among college students in Bangladesh. Data were collected through semi-structured interviews with 30 college students from five different regions in Bangladesh. The findings suggest that social influence factors, particularly family and parental influence, play a significant role in shaping university choice decisions. Peer influence, teachers and counselors influence, media influence, and cultural and societal influence were also found to be important factors. These findings have important implications for universities, policymakers, and other stakeholders who seek to attract and retain students. Understanding the factors that shape students’ decision-making can inform the development of targeted marketing and recruitment strategies and policies that promote educational equity and access.

Influence of socioeconomic status and university’s internal environment factors on university-choice decisions of postgraduate students in Vietnam

Postgraduate students' university selection decisions are influenced not only by the students themselves or their families, but also by internal university factors. This study evaluated the reasons for pursuing postgraduate education and investigated how family’s socioeconomic status and the university’s internal environment factors influenced postgraduate students’ university choice decisions. The study surveyed 401 first-year postgraduate students across five member universities of Vietnam National University Ho Chi Minh City using a questionnaire and five semi-structured interviews. The empirical data revealed many reasons behind respondents’ decisions, with the mean value ranging from 3.49 to 4.14, including reasons such as the desire to continue to learn and progress professionally, to obtain an additional graduate degree, passion for the graduated field, to pursue their own profession, the opportunity to meet and socialize with new friends, to get a job or find a better one, and to change the course of life. In addition, factors such as socioeconomic status (such as family income) and the university's internal environment (such as curricula, facilities, admissions, marketing and communication, service attitude, and learning environment) have also have different positive and negative effects on their judgments about which universities to select. The study also discussed suggestions for higher education managers and other stakeholders.