AFRICAN-AMERICAN STUDENTS' COLLEGE TRANSITION TRAJECTORY: AN EXAMINATION OF THE EFFECTS OF HIGH SCHOOL COMPOSITION AND EXPECTATIONS ON DEGREE ATTAINMENT
Open Access
Author:
Tevis, Tenisha LaShawn
Graduate Program:
Educational Theory and Policy
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
September 25, 2007
Committee Members:
Gerry Le Tendre, Committee Chair/Co-Chair Regina Deil Amen, Committee Chair/Co-Chair George Farkas, Committee Member Robert Reason, Committee Member
Keywords:
longitudinal education African-American college transition trajectory school composition expectations attainment
Abstract:
This dissertation identifies an important limitation within the literature on degree attainment and access to higher education. Current research does not adequately address the paradox that exists for African-American students, in that high degree expectations are coupled with low levels of degree attainment. This study seeks to examine the multi-layered influences that school composition and students’ college expectations have on degree attainment. Prior studies typically addressed issues of achievement and attainment segmentally and did not adequately model the cumulative effects. The aim of this work is to model African-American students’ college transition trajectory, and explore various achievement and attainment influential factors in light of prior research and theories. Particular emphasis is given to the effect of high school context in relation to student educational attainment.