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College Athletic Reputation and College Choice among African American High School Seniors: Evidence from the Educational Longitudinal Study
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College Athletic Reputation and College Choice among African American High School
Seniors: Evidence from the Educational Longitudinal Study
Introduction
Where students go to college can be just as important as their decision to seek postsecondary education, Astin (1965). Both theory and research on college choice has
suggested that where students attend college is a function of both supply and demand processes involving interrelated individual, and institutional, decision-making processes (Astin, 1965;
Choy & Ottinger, 1998; Hossler & Gallagher, 1987). The individual decision occurs first as students identify colleges or universities that meets their particular needs. Next, the institutional
decision occurs when college admissions officers accept or reject applicants based on criteria -- including academic credentials, needs and goals of their college, and the size and quality of their
applicant pool. While both the supply and demand sides of this process are important, most research in this area focuses primarily on supply-side processes in the college choice process—
student decision-making. Four general factors have been identified related to students’ college choice: 1) factors
internal to the institution (e.g., academic reputation and prestige); 2) factors external to the institution (e.g., location and proximity to student’ home); 3) human influences (relatives,
friends, counselors); and 4) individual factors (personal and family finances) according to Raley (1972, as cited in Carrington and Sedlacek, 1975). More specifically, research has pointed to
considerations such as proximity to home (Corey, 1936; Reeves, 1932; Holland & Richards, 1965; Bowers and Pugh, 1973; Erdman, 1983), cost (Reinhardt, 1938; Bowers & Pugh, 1973), as
well as campus social life (Bowers & Pugh, 1973) as major college selection factors. Erdman (1983) found that perceived reputation, location, and size are far more important than other
factors examined, including cost. Bowers and Pugh (1973) also point out that students and their parents emphasize different factors in the selection process: Parents emphasize financial factors,
proximity, and academic reputation, while students emphasize social and cultural factors. Research also shows that students also differ among themselves in the relative importance
they assign to particular selection factors based on: race-ethnicity (Lisack, 1978; McDonough & Antonio, 1998); gender (Holland, 1958; Stordahl, 1970; Hansen & Litten, 1982); academic rank
(Stordahl, 1970); and socioeconomic status (Munday, 1976; Hearn, 1984; Hossler, et al., 1989; Kelpe Kern, 2000). In general, research over several decades, suggests that students’ college
choice decisions are significantly shaped by information about, and perceptions of, colleges’
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| | Authors: Braddock, Jomills., Hua, Lv. and Dawkins, Marvin P.. |
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College Athletic Reputation and College Choice among African American High School
Seniors: Evidence from the Educational Longitudinal Study
Introduction
Where students go to college can be just as important as their decision to seek
postsecondary education, Astin (1965). Both theory and research on college choice has
suggested that where students attend college is a function of both supply and demand processes
involving interrelated individual, and institutional, decision-making processes (Astin, 1965;
Choy & Ottinger, 1998; Hossler & Gallagher, 1987). The individual decision occurs first as
students identify colleges or universities that meets their particular needs. Next, the institutional
decision occurs when college admissions officers accept or reject applicants based on criteria --
including academic credentials, needs and goals of their college, and the size and quality of their
applicant pool. While both the supply and demand sides of this process are important, most
research in this area focuses primarily on supply-side processes in the college choice process—
student decision-making.
Four general factors have been identified related to students’ college choice: 1) factors
internal to the institution (e.g., academic reputation and prestige); 2) factors external to the
institution (e.g., location and proximity to student’ home); 3) human influences (relatives,
friends, counselors); and 4) individual factors (personal and family finances) according to Raley
(1972, as cited in Carrington and Sedlacek, 1975). More specifically, research has pointed to
considerations such as proximity to home (Corey, 1936; Reeves, 1932; Holland & Richards,
1965; Bowers and Pugh, 1973; Erdman, 1983), cost (Reinhardt, 1938; Bowers & Pugh, 1973), as
well as campus social life (Bowers & Pugh, 1973) as major college selection factors. Erdman
(1983) found that perceived reputation, location, and size are far more important than other
factors examined, including cost. Bowers and Pugh (1973) also point out that students and their
parents emphasize different factors in the selection process: Parents emphasize financial factors,
proximity, and academic reputation, while students emphasize social and cultural factors.
Research also shows that students also differ among themselves in the relative importance
they assign to particular selection factors based on: race-ethnicity (Lisack, 1978; McDonough &
Antonio, 1998); gender (Holland, 1958; Stordahl, 1970; Hansen & Litten, 1982); academic rank
(Stordahl, 1970); and socioeconomic status (Munday, 1976; Hearn, 1984; Hossler, et al., 1989;
Kelpe Kern, 2000). In general, research over several decades, suggests that students’ college
choice decisions are significantly shaped by information about, and perceptions of, colleges’
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