Abstract
Research on the college decision-making process is extensive. However, fewer approaches have employed a critical lens to explore how power and its relation to students, schools, and higher education institutions shape students’ college pathways and trajectories. In this current chapter, Black Feminist Thought (Collins, Social Problems, 33(6):s14–s32, 1986; Collins, Black feminist thought: Knowledge, consciousness, and the politics of empowerment, Routledge, 2002) is employed to examine how intersecting systems of oppression (i.e., institutionalized racism, sexism, capitalism, etc.) and power shape the college “choice” process. I extend on previous literature on educational inequities to consider the structural forces that constrain educational opportunities. In particular, through the standpoint of Black women and girls, I rely on constructs such as the matrix of domination and controlling images to highlight the limits of college “choice.” The aim is to the examine the various ways “choice” is constrained for Black women and girls, in order to develop transformative mechanisms to improve access to adequate education, increase college participation, and enhance life opportunities. Findings include how narrow depictions of Black women and girls and the trope of the advantaged Black woman in education stifle educational opportunity.
Similar content being viewed by others
Notes
- 1.
Throughout this chapter, I interchangeably use “our” and “we” for Black women for the reasons articulated by Patricia Hill Collins. I share her view of “inserting myself in the text” in which the “both/and [researcher and lived experiences as a Black woman] conceptual stance of Black feminist thought allowed me to be both objective and subjective” (Collins 2002, ix). I “take up grappling with positionality not as fixed and located in a physical space where research occurs, but rather, as it travels with us, within, and across social and geographic locations and communities” (Roegman et al. 2016, p. 47).
References
Abrica, E. J., García-Louis, C., & Gallaway, C. D. J. (2020). Antiblackness in the Hispanic-serving community college (HSCC) context: Black male collegiate experiences through the lens of settler colonial logics. Race Ethnicity and Education, 23(1), 55–73.
Acevedo-Gil, N. (2015). Critical race case study on college choice. In G. Q. Conchas & B. M. Hinga (Eds.), Cracks in the schoolyard-confronting Latino educational inequality (pp. 37–53). Teachers College Press.
Acevedo-Gil, N. (2017). College-conocimiento: Toward an interdisciplinary college choice framework for Latinx students. Race Ethnicity and Education, 20(6), 829–850.
Acevedo-Gil, N. (2019). College-going facultad: Latinx students anticipating postsecondary institutional obstacles. Journal of Latinos and Education, 18(2), 107–125.
Allen, W. R. (1995). African American family life in societal context: Crisis and hope. Sociological Forum, 10(4), 569–592.
Allen, W. R., & Jewell, J. O. (2002). A backward glance forward: Past, present and future perspectives on historically Black colleges and universities. The Review of Higher Education, 25(3), 241–261.
Allen, W. R., Jewell, J. O., Griffin, K. A., & Wolf, D. S. S. (2007). Historically Black colleges and universities: Honoring the past, engaging the present, touching the future. The Journal of Negro Education, 76(3), 263–280.
Allen, W. R., McLewis, C., Jones, C., & Harris, D. (2018). From Bakke to Fisher: African American students in US higher education over forty years. RSF: The Russell Sage Foundation Journal of the Social Sciences, 4(6), 41–72.
Anderson, J. D. (1988). The education of Blacks in the South, 1860–1935. University of North Carolina Press.
Annamma, S. A. (2018). Mapping consequential geographies in the carceral state: Education journey mapping as a qualitative method with girls of color with dis/abilities. Qualitative Inquiry, 24(1), 20–34.
Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black girls and school discipline: The complexities of being overrepresented and understudied. Urban Education, 54(2), 211–242.
Anzaldúa, G. (2002). Now let us shift: Conocimiento … the path of inner work, public acts, in Anzaldúa, Gloria and Analouise Keating. This bridge we call home: Radical visions for transformation. Routledge.
Baber, L. D., Zamani-Gallaher, E. M., Stevenson, T. N., & Porter, J. (2019). From access to equity: Community colleges and the social justice imperative. In M. B. Paulsen & L. W. Perna (Eds.), Higher education: Handbook of theory and research (pp. 203–240). Springer.
Bergerson, A. A. (2009). Special issue: College choice and access to college: Moving policy, research, and practice to the 21st Century. ASHE Higher Education Report, 35(4), 1–141.
Blain, K. N. (2018). Set the world on fire: Black nationalist women and the global struggle for freedom. University of Pennsylvania Press.
Bogle, D. (2002). Toms, coons, mulattoes, mammies, and bucks: An interpretive history of blacks in American (4th ed.). Continuum.
Bonilla-Silva, E. (2003). Racial attitudes or racial ideology? An alternative paradigm for examining actors’ racial views. Journal of Political Ideologies, 8(1), 63–82.
Bonilla-Silva, E., & Baiocchi, G. (2001). Anything but racism: How sociologists limit the significance of racism. Race and Society, 4(2), 117–131.
Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change (pp. 71–84). Tavistock Publications.
Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Harvard University Press.
Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture. Sage.
Bourdieu, P., & Wacquant, L. J. (1992). An invitation to reflexive sociology. University of Chicago Press.
Bowen, W. G., & Bok, D. (1998). The shape of the river: Long-term consequences of considering race in college and university admissions. Princeton University Press.
Braddock, J. H. (1980). The perpetuation of segregation across levels of education: A behavioral assessment of the contact-hypothesis. Sociology of Education, 53(3), 178–186.
Brewer, R. M. (2018). Capitalism, racism, and the neoliberal university: The case of the University of Missouri (Mizzou). In K. Haltinner & L. Hormel (Eds.), Teaching economic inequality and capitalism in contemporary America (pp. 291–299). Springer.
Bronner Helm, A. (2016). Black women now the most educated group in US. The Root. https://www.theroot.com/black-women-now-the-most-educated-group-in-us-1790855540
Brown, S. (2017). Mizzou’s freshman enrollment has dropped by 35% in 2 years. Here’s what’s going on. The Chronicle of Higher Education. https://www.chronicle.com/article/Mizzou-s-Freshman-Enrollment/240136.
Browne, S. (2015). Dark matters: On the surveillance of blackness. Duke University Press.
Bumpus, J. P., Umeh, Z., & Harris, A. L. (2020). Social class and educational attainment: Do blacks benefit less from increases in parents’ social class status? Sociology of Race and Ethnicity, 6(2), 223–241.
Burton, L. (2007). Childhood adultification in economically disadvantaged families: A conceptual model. Family Relations, 56(4), 329–345.
Butler, D. (2010). Ethno-racial composition and college preference: Revisiting the perpetuation of segregation hypothesis. The Annals of the American Academy of Political and Social Science, 627(1), 36–58.
Butler, P. (2013). Black male exceptionalism? The problems and potential of Black male-focused interventions. DuBois Review, 10(2), 485–511.
Butner, B., Caldera, Y., Herrera, P., Kennedy, F., Frame, M., & Childers, C. (2001). The college choice process of African American and Hispanic women: Implications for college transitions. Journal of College Orientation and Transition, 9(1), 24–32.
Byrd, W. C. (2017). Poison in the Ivy: Race relations and the reproduction of inequality on elite college campuses. Rutgers University Press.
Cabrera, A., & La Nasa, S. (2000). Understanding the college-choice process. New Directions for Institutional Research, 27(3), 5–22.
Carnevale, A. P. & Strohl, J. (2013). Separate and unequal: How higher education reinforces the intergenerational reproduction of white privilege. Georgetown University. https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/SeparateUnequal.FR_.pdf
Carter, P. L. (2012). Stubborn roots: Race, culture, and inequality in US and South African schools. Oxford University Press.
Castro, E. L., & Zamani-Gallaher, E. M. (2018). Expanding quality higher education for currently and formerly incarcerated people: Committing to equity and protecting against exploitation. Association for the Study of Higher Education-National Institute for Transformation and Equity Paper Series. https://prisoneducationproject.utah.edu/research/expanding-quality-higher-education-for-currently-and-formerly-incarcerated-people-committing-to-equity-and-protecting-against-exploitation/
Chambers, C. R., & Sharpe, R. V. (Eds.). (2012). Black female undergraduates on campus: Successes and challenges. Emerald Group.
Chang, M. J. (2011). Battle hymn of the model minority myth. Amerasia Journal, 37(2), 137–143.
Chapman, D. W. (1981). A model of student college choice. The Journal of Higher Education, 52(5), 490–505.
Chapman, T. K. (2014). Is integration a dream deferred? Students of color in majority white suburban schools. The Journal of Negro Education, 83(3), 311–326.
Chapman, T. K., Contreras, F., Comeaux, E., Martinez, E., Jr., & Rodriguez, G. M. (2020). High achieving African American students and the college choice process: Applying critical race theory. Routledge.
College Board. (2008). Coming to our senses: Education and the American future. Report of the commission on access, Admissions and success in higher education. https://secure-media.collegeboard.org/digitalServices/pdf/advocacy/admissions21century/coming-to-our-senses-college-board-2008.pdf
Collins, P. H. (1986). Learning from the outsider within: The sociological significance of Black feminist thought. Social Problems, 33(6), s14–s32.
Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.
Collins, P. H. (2019a). Intersectionality as critical social theory. Duke University Press.
Collins, P. H. (2019b). The difference that power makes: Intersectionality and participatory democracy. In O. Hankivsky & J. S. Jordan-Zachery (Eds.), The Palgrave handbook of intersectionality in public policy (pp. 167–192). Palgrave Macmillan.
Collins, K. H., Joseph, N. M., & Ford, D. Y. (2020). Missing in action: Gifted Black girls in science, technology, engineering, and mathematics. Gifted Child Today, 43(1), 55–63.
Comeaux, E., Chapman, T. K., & Contreras, F. (2020). The college access and choice processes of high-achieving African American students: A critical race theory analysis. American Educational Research Journal, 57(1), 411–439.
Comfort, W.W. (1925). The choice of a college. The MacMillan Company.
Commodore, F., Baker, D. J., & Arroyo, A. T. (2018). Black women college students: A guide to student success in higher education. Routledge.
Contreras, F., Chapman, T. K., Comeaux, E., Rodriguez, G. M., Martinez, E., & Hutson, M. (2018). African American students’ college choice processes in a post 209 era. International Journal of Qualitative Studies in Education, 31(8), 747–768.
Cooper, B. (2014). Black girls’ zero sum struggle: Why we lose when Black boys dominate the discourse. https://www.salon.com/2014/03/06/black_girls_zero_sum_struggle_why_we_lose_when_black_men_dominate_the_discourse/
Cooper, B. (2016). Intersectionality. In L. Disch & M. Hawkesworth (Eds.), The Oxford handbook of feminist theory (pp. 1–23). Oxford University Press.
Corwin, Z. B., Venegas, K. M., Oliverez, P. M., & Colyar, J. E. (2004). School counsel: How appropriate guidance affects educational equity. Urban Education, 39(4), 442–457.
Cox, R. D. (2016). Complicating conditions: Obstacles and interruptions to low-income students’ college “choices.”. Journal of Higher Education, 87(1), 1–26.
Crenshaw, K. W. (1988). Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, 101(7), 1331–1387.
Crenshaw, K. W. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
Crenshaw, K. W., Ocean, P., & Nanda, J. (2015a). Black girls matter: Pushed out, over policed, and under protected. African American Policy Forum. https://aapf.org/recent/2014/12/coming-soon-blackgirlsmatter-pushed-out-overpoliced-and-underprotected
Crenshaw, K., Ritchie, A. J., Anspach, R., Gilmer, R., & Harris, L. (2015b). Say her name: Resisting police brutality against black women. African American Policy Forum, Center for Intersectionality and Social Policy Studies, Columbia Law School. https://static1.squarespace.com/static/53f20d90e4b0b80451158d8c/t/5edc95fba357687217b08fb8/1591514635487/SHNReportJuly2015.pdf
Custer, B. D., & Akaeze, H. O. (2019). A typology of state financial aid grant programs using latent class analysis. Research in Higher Education, 59, 1–31.
Dache-Gerbino, A. (2018). College desert and oasis: A critical geographic analysis of local college access. Journal of Diversity in Higher Education, 11(2), 97–116.
Dancy, T. E., Edwards, K. T., & Davis, J. E. (2018). Historically white universities and plantation politics: Anti-Blackness and higher education in the Black Lives Matter era. Urban Education, 53(2), 176–195.
Davis, A. (1972). Reflections on the Black Woman’s Role in the community of slaves. The Massachusetts Review, 13(1/2), 81–100.
Davis, A. Y. (2012). The meaning of freedom: And other difficult dialogues. City Lights Publishers.
Davis, R. (2016). New study shows Black women are among the most educated group in the United States. Essence. https://www.essence.com/news/new-study-black-women-most-educated/
Davis III, C. H. F., Mustaffa, J. B., King, K., & Jama, A. (2020). Legislation, Policy, and the Black Student Debt Crisis. Washington D.C.: National Association for the Advancement of Colored People.
Deil-Amen, R., & Tevis, T. L. (2010). Circumscribed agency: The relevance of standardized college entrance exams for low SES high school students. The Review of Higher Education, 33(2), 141–175.
Dill, B. T. (1979). The dialectics of black womanhood. Signs: Journal of Women in Culture and Society, 4(3), 543–555.
Dillard, C. B. (2006). On spiritual strivings: Transforming an African American woman’s academic life. SUNY Press.
Dougherty, K. J., & Hong, E. (2005). State systems of performance accountability for community colleges: Impacts and lessons for policymakers. Jobs for the Future. https://academiccommons.columbia.edu/doi/10.7916/D87M0HFF/download
Dougherty, K. J., & Reddy, V. T. (2011). The impacts of state performance funding systems on higher education institutions: Research literature review and policy recommendations. Community College Research Center, Teachers College, Columbia University. https://academiccommons.columbia.edu/doi/10.7916/D8XW4SZZ
Dumas, M. J. (2016). Against the dark: Antiblackness in education policy and discourse. Theory Into Practice, 55(1), 11–19.
Dumas, M. J., & Nelson, J. D. (2016). (Re)Imagining Black boyhood: Toward a critical framework for educational research. Harvard Educational Review, 86(1), 27–47.
Dumas, M. J., & ross, K. M. (2016). “Be real black for me”: Imagining BlackCrit in education. Urban Education, 51(4), 415–442.
Edwards, E. J. (2020). Young, Black, successful, and homeless: Examining the unique academic challenges of Black students who experienced homelessness. Journal of Children and Poverty, 84(3), 1–25.
Egerton, J. (1974). Adams v. Richardson: Can separate be equal? Change: The Magazine of Higher Learning, 6(10), 29–36.
Elliott, K. C., Warshaw, J. B., & DeGregory, C. A. (2019). Historically Black community colleges: A descriptive profile and call for context-based future research. Community College Journal of Research and Practice, 43(10–11), 770–784.
Epstein, R., Blake, J., & Gonzalez, T. (2017). Girlhood interrupted: The erasure of black girls’ childhood. Georgetown Law Center on Poverty and Inequality. https://www.law.georgetown.edu/poverty-inequality-center/wpcontent/uploads/sites/14/2017/08/girlhood-interrupted.pdf
Espeland, W. N., & Sauder, M. (2007). Rankings and reactivity: How public measures recreate social worlds. American Journal of Sociology, 113(1), 1–40.
Espinosa, L. L., Turk, J. M., Taylor, M., & Chessman, H. M. (2019). Race and ethnicity in higher education: A status report. American Council on Education. https://www.acenet.edu/Research-Insights/Pages/Race-and-Ethnicity-in-Higher-Education.aspx
Evans, S. Y. (2008). Black women in the ivory tower, 1850–1954: An intellectual history. University Press of Florida.
Evans-Winters, V. E. (2011). Teaching Black girls: Resiliency in urban classrooms. Peter Lang.
Evans-Winters, V. E. (2019). Black Feminism in qualitative inquiry: A mosaic for writing our daughter’s body. Routledge.
Evans-Winters, V. E., & Esposito, J. (2010). Other people’s daughters: Critical race feminism and Black girls’ education. Educational Foundations, 24(1/2), 11–24.
Everett, K. D., & Croom, N. N. (2017). From discourse to practice: Making discourses about Black undergraduate womyn visible in higher education journals and student affairs practice. In L. D. Patton, & N. N. Croom (Eds.). Critical perspectives on Black women and college success (pp. 75–87). New York, NY: Routledge.
Farmer, A. D. (2017). Remaking Black power: How Black women transformed an era. University of North Carolina Press Books.
Fleming, J. (1983). Black women in Black and white college environments: The making of a matriarch. Journal of Social Issues, 39(3), 41–54.
Ford, D. Y., Harris, B. N., Byrd, J. A., & Walters, N. M. (2018). Blacked out and whited out: The double bind of gifted Black females who are often a footnote in educational discourse. International Journal of Educational Reform, 27(3), 253–268.
Fordham, S. (1993). “Those loud Black girls”: (Black) women, silence, and gender “passing” in the academy. Anthropology & Education Quarterly, 24(1), 3–32.
Foucault, M. (1977). Discipline and punish. Vintage Books.
Frazier, E. F. (1939). The Negro family in the United States. University of Chicago Press.
Freeman, K. (1999). HBCUs or PWIs? African American high school students’ consideration of higher education institution types. The Review of Higher Education, 23(1), 91–106.
Freeman, K. (2005). African Americans and college choice. SUNY Press.
Gaddis, S. M. (2013). The influence of habitus in the relationship between cultural capital and academic achievement. Social Science Research, 42(1), 1–13.
Gándara, D., & Hearn, J. C. (2019). College completion, the Texas way: An examination of the development of college completion policy in a distinctive political culture. Teachers College Record, 121(1), n1.
Garcia, N. M., & Mireles-Rios, R. (2019). “You were going to go to college”: The role of Chicano fathers’ involvement in Chicana daughters’ college choice. American Educational Research Journal. https://doi.org/10.3102/0002831219892004.
Garcia, N. M., Irizarry, J. G., & Ruiz, Y. (2020). Al esconder, hide and seek: RicanStructing college choice for Puerto Rican students in urban schools. Race Ethnicity and Education, 23(1), 1–20.
George Mwangi, C. A., Thelamour, B., Ezeofor, I., & Carpenter, A. (2018). “Black elephant in the room”: Black students contextualizing campus racial climate within US racial climate. Journal of College Student Development, 59(4), 456–474.
Giddings, P. (1984). When and where I enter: The impact of Black women on race and sex in America. Bantam Books.
Gildersleeve, R. E. (2010). Fracturing opportunity: Mexican migrant students & college-going literacy. Peter Lang.
Goings, R. B., & Sewell, C. J. (2019). Outside connections matter: Reflections on the college choice process for gifted Black students from New York City. The High School Journal, 102(3), 189–209.
Goldrick-Rab, S. (2006). Following their every move: An investigation of social-class differences in college pathways. Sociology of Education, 79(1), 67–79.
Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the American Dream. University of Chicago Press.
Graves, D. L. (2019). Cooling out in the verification process: A mixed methods exploration into the relevance of racism in community college students’ financial aid experiences. Doctoral Dissertation, University of California, Los Angeles. https://escholarship.org/uc/item/8g27x3pt
Griffin, K., del Pilar, W., McIntosh, K., & Griffin, A. (2012). “Oh, of course I’m going to go to college”: Understanding how habitus shapes the college choice process of Black immigrant students. Journal of Diversity in Higher Education, 5(2), 96–111.
Guy-Sheftall, B. (1995). Words of fire: An anthology of African-American feminist thought. The New Press.
Hancock, A. M. (2004). The politics of disgust: The public identity of the welfare queen. New York University Press.
Hancock, A. M. (2016). Intersectionality: An intellectual history. Oxford University Press.
Hardaway, A. T., Ward, L. W., & Howell, D. (2019). Black girls and womyn matter: Using Black feminist thought to examine violence and erasure in education. Urban Education Research & Policy Annuals, 6(1), 31–46.
Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9–29.
Harper, S. R., & Newman, C. B. (2016). Surprise, sense making, and success in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(6), 1–30.
Harper, S. R., & Simmons, I. (2019). Black students at public colleges and universities: A 50-state report card. University of Southern California, Race and Equity Center. https://www.luminafoundation.org/wp-content/uploads/2018/09/black-students-at-public-colleges-and-universities.pdf
Harper, S., Patton, L., & Wooden, O. (2009). Access and equity for African American students in higher education: A critical race historical analysis of policy efforts. The Journal of Higher Education, 80(4), 389–414.
Harris, C. I. (1993). Whiteness as property. Harvard Law Review, 106(8), 1707–1791.
Harris, P. J. (2003). Gatekeeping and remaking: The politics of respectability in African American women’s history and Black Feminism. Journal of Women’s History, 15(1), 212–220.
Harris, J. C., & Patton, L. D. (2019). Un/doing intersectionality through higher education research. The Journal of Higher Education, 90(3), 347–372.
Hartman, S. (2007). Lose your mother: A journey along the Atlantic slave route. Farrar, Straus and Giroux.
Hartman, S. (2016). The belly of the world: A note on Black women’s labors. Souls, 18(1), 166–173.
Higginbotham, E. B. (1993). Righteous discontent: The women’s movement in the Black Baptist church, 1880–1920. Harvard University Press.
Hillman, N. W. (2016). Geography of college opportunity: The case of education deserts. American Educational Research Journal, 53(4), 987–1021.
Hines-Datiri, D., & Carter Andrews, D. J. (2017). The effects of zero tolerance policies on Black girls: Using critical race feminism and figured worlds to examine school discipline. Urban Education, 1–22.
Holland, M. M. (2020). Framing the search: How first-generation students evaluate colleges. The Journal of Higher Education, 91(3), 378–401.
Horvat, E. M. (1997). Structure, standpoint and practices: The construction and meaning of the boundaries of blackness for African-American female high school seniors in the college choice process. Annual Conference of the American Educational Research Association, 1–31. https://files.eric.ed.gov/fulltext/ED407884.pdf
Horvat, E., & Davis, J. E. (2011). Schools as sites for transformation: Exploring the contribution of habitus. Youth & Society, 43(1), 142–170.
Hossler, D., & Gallagher, K. S. (1987). Studying student college choice: A three-phase model and the implications for policymakers. College and University, 62(3), 207–221.
Hossler, D., Schmit, J., & Vesper, N. (1999). Going to college: How social, economic, and educational factors influence the decisions students make. Johns Hopkins University Press.
Howard-Hamilton, M. F. (2003). Theoretical frameworks for African American women. New Directions for Student Services, 104, 19–27.
Huerta, A. H., McDonough, P. M., Venegas, K. M., & Allen, W. R. (2020). College is …: focusing on the college knowledge of gang-associated Latino young men. Urban Education. https://doi.org/10.1177/0042085920934854.
Hughes, R. P., Kimball, E. W., & Koricich, A. (2019). The dual commodification of college-going: Individual and institutional influences on access and choice. In M. B. Paulsen & L. W. Perna (Eds.), Higher education: Handbook of theory and research (pp. 415–477). Springer.
Hull, G. T., Scott, P. B., & Smith, B. (Eds.). (1982). All the women are white, all the Blacks are men, but some of us are brave: Black Women’s Studies. The Feminist Press.
Hurtado, S. (2007). The study of college impact. In P. J. Gumport (Ed.), Sociology of education (pp. 94–112). Johns Hopkins University Press.
Hurtado, S., Milem, J., Clayton-Pedersen, A. R., & Allen, W. R. (1998). Enhancing campus climates for racial/ethnic diversity: Educational policy and practices. Review of Higher Education, 21(3), 279–302.
Hurtado, S., Alvarez, C. L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments. In J. C. Smart & M. B. Paulsen (Eds.), Higher education: Handbook of theory and research (pp. 41–122). Springer.
Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., Smith, M., Bullock Mann, F., Barmer, A., & Dilig, R. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144
Iloh, C. (2018). Toward a new model of college “choice” for a twenty-first-century context. Harvard Educational Review, 88(2), 227–244.
Iloh, C., & Toldson, I. A. (2013). Black students in 21st century higher education: A closer look at the role of for-profit colleges and community colleges. Journal of Negro Education, 82(3), 205–212.
Jaquette, O., Curs, B. R., & Posselt, J. R. (2016). Tuition rich, mission poor: Nonresident enrollment growth and the socioeconomic and racial composition of public research universities. The Journal of Higher Education, 87(5), 635–673.
Jez, S. J. (2012). Analyzing the female advantage in college access among African Americans. In C. R. Chambers & R. V. Sharpe (Eds.), Black female undergraduates on campus: successes and challenges (pp. 43–57) Emerald Group.
Johnson, J. M. (2017). Choosing HBCUs: Why African Americans choose HBCUs in the twenty-first century. In C. M. Brown II & T. E. Dancy II (Eds.), Black colleges across the Diaspora: Global perspectives on race and stratification in postsecondary education (pp. 151–169). Emerald Publishing Limited.
Johnson, J. M. (2019). Pride or prejudice? Motivations for choosing Black colleges. Journal of Student Affairs Research and Practice, 56(4), 409–422.
Jones, N. (2010). Between good and ghetto: African American girls and inner-city violence. Rutgers University Press.
Kaba, A. J. (2008). Race, gender and progress: Are Black American women the new model minority? Journal of African American Studies, 12(4), 309–335.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
Ladson-Billings, G., & Tate, W. F., IV. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
Lareau, A., & Weininger, E. B. (2003). Cultural capital in educational research: A critical assessment. Theory and Society, 32(5/6), 567–606.
Lewis, A. E., & Diamond, J. B. (2015). Despite the best intentions: How racial inequality thrives in good schools. Oxford University Press.
Lewis-McCoy, R. H. (2014). Inequality in the promised land: Race, resources, and suburban schooling. Stanford University Press.
Lipsitz, G. (1995). The possessive investment in whiteness: Racialized social democracy and the “white” problem in American studies. American Quarterly, 47(3), 369–387.
Litten, L. H. (1982). Different strokes in the applicant pool: Some refinements in a model of student college choice. The Journal of Higher Education, 53(4), 383–402.
Love, B. L. (2016). Anti-Black state violence, classroom edition: The spirit murdering of Black children. Journal of Curriculum and Pedagogy, 13(1), 22–25.
Lowry, K. M. (2017). Community college choice and the role of undermatching in the lives of African Americans. Community College Journal of Research and Practice, 41(1), 18–26.
MacMillan, D., & Anderson, N. (2019). Student tracking, secret scores: How college admissions offices rank prospects before they apply. https://www.washingtonpost.com/business/2019/10/14/colleges-quietly-rank-prospective-students-based-their-personal-data/
McDonough, P. (1997). Choosing colleges: How social class and schools structure opportunity. SUNY Press.
McDonough, P. M., Antonio, A. L., & Trent, J. W. (1997). Black students, Black colleges: An African American college choice model. Journal for a just and Caring Education, 3(1), 9–36.
McDonough, P. M., Lising, A., Walpole, A. M., & Perez, L. X. (1998). College rankings: Democratized college knowledge for whom? Research in Higher Education, 39(5), 513–537.
McFarland, J., Cui, J., Holmes, J., & Wang, X. (2019). Trends in high school dropout and completion rates in the United States: 2019 (NCES 2020-117). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubsearch.
Means, D. R., Clayton, A. B., Conzelmann, J. G., Baynes, P., & Umbach, P. D. (2016). Bounded aspirations: Rural, African American high school students and college access. The Review of Higher Education, 39(4), 543–569.
Mills, C. W. (1997). The racial contract. Cornell University Press.
Mims, L. C., & Williams, J. L. (2020). “They told me what I was before I could tell them what I was”: Black girls’ ethnic-racial identity development within multiple worlds. Journal of Adolescent Research.
Mobley, S. D. (2017). Seeking sanctuary: (Re) Claiming the power of historically Black colleges and universities as places of Black refuge. International Journal of Qualitative Studies in Education, 30(10), 1036–1041.
Monks, J., & Ehrenberg, R. G. (1999). US News & World Report’s college rankings: Why they do matter. Change: The Magazine of Higher Learning, 31(6), 42–51.
Morris, E. W. (2007). “Ladies” or “loudies”? Perceptions and experiences of Black girls in classrooms. Youth & Society, 38(4), 490–515.
Morris, M. (2016). Pushout: The criminalization of Black girls in schools. The New Press.
Morris, E. W., & Perry, B. L. (2017). Girls behaving badly? Race, gender, and subjective evaluation in the discipline of African American girls. Sociology of Education, 90(2), 127–148.
Moynihan, D. P. (1965). The Negro family: The case for national action. US Government Printing Office.
Muhammad, C. G. (2008). African American students and college choice: A consideration of the role of school counselors. NASSP Bulletin, 92(2), 81–94.
Muhammad, C. G., & Dixson, A. D. (2008). Black females in high school: A statistical educational profile. Negro Educational Review, 59(3/4), 163–180.
Muhammad, C. G., Smith, M. J., & Duncan, G. A. (2008). College choice and college experiences: Intersections of race and gender along the secondary to post-secondary education continuum. Negro Educational Review, 59(3/4), 141–146.
Museus, S. D., & Griffin, K. A. (2011). Mapping the margins in higher education: On the promise of intersectionality frameworks in research and discourse. New Directions for Institutional Research, 151, 5–13.
Museus, S. D., & Kiang, P. N. (2009). Deconstructing the model minority myth and how it contributes to the invisible minority reality in higher education research. New Directions for Institutional Research, 142, 5–15.
Museus, S. D., Agbayani, A., & Ching, D. M. (2016). Focusing on the Underserved: Immigrant, refugee, and indigenous Asian Americans and Pacific Islanders in Higher Education. Information Age Publishing.
Mustaffa, J. B. (2017). Mapping violence, naming life: A history of anti-Black oppression in the higher education system. International Journal of Qualitative Studies in Education, 30(8), 711–727.
Nash, J. C. (2019). Black Feminism reimagined: After intersectionality. Duke University Press.
National Academies of Science, Engineering, & Medicine (NASEM). (2018). Minority Serving Institutions: America’s underutilized resource for strengthening the STEM workforce. The National Academies Press. Retrieved from https://www.nap.edu/catalog/25257/minority-serving-institutions-americas-underutilized-resource-for-strengthening-the-stem.
Neal-Jackson, A. (2018). A meta-ethnographic review of the experiences of African American girls and young women in K–12 education. Review of Educational Research, 88(4), 508–546.
Nichols, A. H., & Schack, J. O. (2019). Broken mirrors: Black student representation at public state college and universities. The Education Trust. https://edtrust.org/resource/broken-mirrors-black-representation/
Njoku, N., Butler, M., & Beatty, C. C. (2017). Reimagining the historically Black college and university (HBCU) environment: Exposing race secrets and the binding chains of respectability and other mothering. International Journal of Qualitative Studies in Education, 30(8), 783–799.
Nora, A. (2004). The role of habitus and cultural capital in choosing a college, transitioning from high school to higher education, and persisting in college among minority and nonminority students. The Journal of Hispanic Higher Education, 3(2), 180–208.
Núñez, A. M. (2014). Advancing an intersectionality framework in higher education: Power and Latino postsecondary opportunity. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 33–92). Springer.
Núñez, A. M., & Bowers, A. J. (2011). Exploring what leads high school students to enroll in Hispanic-serving institutions: A multilevel analysis. American Educational Research Journal, 48(6), 1286–1313.
O’Meara, K. (2007). Striving for what? Exploring the pursuit of prestige. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 121–179). Springer.
Office of the Press Secretary, White House. (2014, February 27). Presidential memorandum-Creating and expanding ladders of opportunity for boys and young men of color [Press release]. https://obamawhitehouse.archives.gov/the-press-office/2014/02/27/presidential-memorandum-creating-and-expanding-ladders-opportunity-boys-
Okechukwu, A. (2019). To fulfill these rights: Political struggle over affirmative action and open admissions. Columbia University Press.
Omi, M., & Winant, H. (2014). Racial formation in the United States. Routledge.
Orphan, C. M. (2018). Public purpose under pressure: Examining the effects of neoliberal public policy on the missions of regional comprehensive universities. Journal of Higher Education Outreach and Engagement, 22(2), 59–101.
Palmer, R. T., & Maramba, D. C. (2015). Racial microaggressions among Asian American and Latino/a students at a historically Black university. Journal of College Student Development, 56(7), 705–722.
Park, J. J., & Becks, A. H. (2015). Who benefits from SAT prep?: An examination of high school context and race/ethnicity. The Review of Higher Education, 39(1), 1–23.
Patton, L. D. (2016). Disrupting postsecondary prose: Toward a critical race theory of higher education. Urban Education, 51(3), 315–342.
Patton, L. D., & Croom, N. N. (Eds.). (2017). Critical perspectives on Black women and college success. Routledge.
Patton, L. D., & Njoku, N. R. (2019). Theorizing Black women’s experiences with institution-sanctioned violence: A #BlackLivesMatter imperative toward Black liberation on campus. International Journal of Qualitative Studies in Education, 32(9), 1162–1182.
Patton, L. D., Crenshaw, K., Haynes, C., & Watson, T. N. (2016). Why we can’t wait: (Re) examining the opportunities and challenges for Black women and girls in education (Guest Editorial). The Journal of Negro Education, 85(3), 194–198.
Patton, L. D., McEwen, M., Rendón, L., & Howard-Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs. New Directions for Student Services, 120, 39–53.
Paulsen, M. B., & St. John, E. P. (2002). Social class and college costs: Examining the financial nexus between college choice and persistence. The Journal of Higher Education, 73(2), 189–236.
Perkins, L. M. (1993). The role of education in the development of Black feminist thought, 1860‐1920. History of Education, 22(3), 365–275.
Perna, L. W. (2006). Studying college access and choice: A proposed conceptual model. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 99–157). Springer.
Perna, L. W., & Thomas, S. L. (2008). Theoretical perspectives on student success: Understanding the contributions of the disciplines. ASHE Higher Education Report, 34(1), 1–87.
Perry, T., Steele, C., & Hilliard, A. G. (2003). Young, gifted, and Black: Promoting high achievement among African-American students. Beacon Press.
Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology & Education Quarterly, 22(3), 224–250.
Poon, O., Squire, D., Kodama, C., Byrd, A., Chan, J., Manzano, L., Furr, L., & Bishundat, D. (2016). A critical review of the model minority myth in selected literature on Asian Americans and Pacific Islanders in higher education. Review of Educational Research, 86(2), 469–502.
Porter, C. J. (2017). Articulation of identity in Black undergraduate women. In L. D. Patton & N. N. Croom (Eds.), Critical perspectives on Black women and college success (pp. 88–100). Routledge.
Porter, C. J., Green, Q., Daniels, M., & Smola, M. (2020). Black women’s socialization and identity development in college: Advancing Black feminist thought. Journal of Student Affairs Research and Practice, 57(3), 253–265.
Powell, T., & Coles, J. A. (2020). ‘We still here’: Black mothers’ personal narratives of sense making and resisting Anti-Blackness and the suspensions of their Black children. Race Ethnicity and Education, 1–20.
Pusser, B. (2015). A critical approach to power in higher education. In A. M. Martinez-Aleman, P. Pusser, & E. M. Bensimon (Eds.), Critical approaches to the study of higher education: A practical introduction (pp. 49–69). Johns Hopkins University Press.
Ransby, B. (2003). Ella Baker and the Black freedom movement: A radical democratic vision. University of North Carolina Press.
Ray, V. (2019). A theory of racialized organizations. American Sociological Review, 84(1), 26–53.
Reyes, N. A. S. (2019). “What am I doing to be a good ancestor?” An Indigenized phenomenology of giving back among Native college graduates. American Educational Research Journal, 56(3), 603–637.
Rios-Aguilar, C., Kiyama, J. M., Gravitt, M., & Moll, L. C. (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education, 9(2), 163–184.
Roberts, D. E. (1999). Killing the black body: Race, reproduction, and the meaning of liberty. Vintage.
Robinson, C. J. (2000). Black Marxism: The making of the Black radical tradition. University of North Carolina Press.
Rodriguez, P., & Nuñez, A. M. (2015). Constructing college “choice” for Latino students: The organizational culture of an urban catholic high school. In P. Perez & M. Ceja (Eds.), Higher education access and choice for Latino students (pp. 38–49). Routledge.
Roegman, R., Knight, M. G., Taylor, A. M., & Watson, V. W. (2016). From microscope to mirror: Doctoral students’ evolving positionalities through engagement with culturally sensitive research. International Journal of Qualitative Studies in Education, 29(1), 44–65.
Rogers, I. H. (2012). The Black campus movement: Black students and the racial reconstitution of higher education, 1965–1972. Palgrave MacMillan.
Sablan, J. R., & Tierney, W. G. (2014). The changing nature of cultural capital. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 153–188). Springer.
Salazar, K. (2019). The wealth and color of off-campus recruiting. Dissertation, University of Arizona. Public Research Universities. https://repository.arizona.edu/handle/10150/634340
Selingo, J. (2017). How colleges use big data to target the students they want. The Atlantic. https://www.theatlantic.com/education/archive/2017/04/how-colleges-find-their-students/522516/
Slater, R. B. (1994). The growing gender gap in Black higher education. The Journal of Blacks in Higher Education, 3, 52–59.
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Johns Hopkins University Press.
Smith, M. J. (2008). College choice process of first generation black female students: Encouraged to what end? Negro Educational Review, 59(3/4), 147–161.
Smith, M. J., & Fleming, M. K. (2006). African American parents in the search stage of college choice: Unintentional contributions to the female to male college enrollment gap. Urban Education, 41(1), 71–100.
Smith, A., & Stewart, A. (1983). Approaches to studying racism and sexism in Black women’s lives. Journal of Social Issues, 39(3), 1–15.
Sojoyner, D. M. (2016). First strike: Educational enclosures in Black Los Angeles. University of Minnesota Press.
Spencer, R. C. (2016). The revolution has come: Black power, gender, and the Black Panther Party in Oakland. Duke University Press.
Squire, D. D., & Mobley, S. D. (2015). Negotiating race and sexual orientation in the college choice process of Black gay males. The Urban Review, 47(3), 466–491.
St. John, E. P., Asker, E. H., & Hu, S. (2001). The role of finances in student choice: A review of theory and research. In M. B. Paulsen & J. C. Smart (Eds.), The finance of higher education: Theory, research, policy, & practice (pp. 419–438). Agathon Press.
Strayhorn, T. L., Blakewood, A. M., & DeVita, J. M. (2008). Factors affecting the college choice of African American gay male undergraduates: Implications for retention. National Association of Student Affairs Professionals Journal, 11(1), 88–108.
Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. The University of Chicago Press.
Taylor, K. Y. (Ed.). (2017). How we get free: Black feminism and the Combahee river collective. Haymarket Books.
Teranishi, R., & Briscoe, K. (2006). Social capital and the racial stratification of college opportunity. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 591–614). Springer.
Teranishi, R. T., & Briscoe, K. (2008). Contextualizing race: African American college choice in an evolving affirmative action era. The Journal of Negro Education, 77(1), 15–26.
The Crown Act. (2020). About the crown act. Retrieved from https://www.thecrownact.com/about
Thompson, G., Ponterotto, J., & Dyar, C. (2019). Social identity pathways to college choice and attitudes toward help-seeking among Black students at a minority serving institution. College Student Journal, 53(1), 113–129.
Tichavakunda, A. A. (2019). An overdue theoretical discourse: Pierre Bourdieu’s theory of practice and critical race theory in education. Educational Studies, 55(6), 651–666.
Tichavakunda, A. A., & Galan, C. (2020). The summer before college: A case study of first-generation, urban high school graduates. Urban Education. https://doi.org/10.1177/0042085920914362.
Tobolowsky, B. F., Outcalt, C. L., & McDonough, P. M. (2005). The role of HBCUs the college choice process of African Americans in California. Journal of Negro Education, 74(1), 63–75.
Turley, R. N. L. (2009). College proximity: Mapping access to opportunity. Sociology of Education, 82(2), 126–146.
U.S. Department of Education, National Center for Education Statistics. (2019a). Total fall enrollment in degree-granting postsecondary institutions, by attendance status, sex of student, and control of institution: Selected years, 1947 through 2029 Biennial Survey of Education in the United States; Opening Fall Enrollment in Higher Education, 1963 through 1965; Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities” surveys, 1966 through 1985; Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey” (IPEDS-EF:86-99); IPEDS Spring 2001 through Spring 2019, Fall Enrollment component; and Enrollment in Degree-Granting Institutions Projection Model, 2000 through 2029. (This table was prepared December 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_303.10.asp?current=yes
U.S. Department of Education, National Center for Education Statistics. (2019b). Total fall enrollment in degree-granting postsecondary institutions, by level of enrollment, sex, attendance status, and race/ethnicity or nonresident alien status of student: Selected years, 1976 through 2018 Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities” surveys, 1976 and 1980; Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey” (IPEDS-EF:90); and IPEDS Spring 2001 through Spring 2019, Fall Enrollment component. (This table was prepared September 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_306.10.asp?current=yes
U.S. Department of Education, National Center for Education Statistics. (2019c). Fall enrollment, degrees conferred, and expenditures in degree-granting historically Black colleges and universities, by institution: 2017, 2018, and 2017–18 Integrated Postsecondary Education Data System (IPEDS), Fall 2018, Completions component; Spring 2018 and Spring 2019, Fall Enrollment component; and Spring 2019, Finance component. (This table was prepared November 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_313.10.asp?current=yes
U.S. Department of Education, National Center for Education Statistics. (2019d). Fall enrollment in degree-granting historically Black colleges and universities, by sex of student and level and control of institution: Selected years, 1976 through 2018 Higher Education General Information Survey (HEGIS), “Fall Enrollment in Colleges and Universities,” 1976 through 1985 surveys; Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey” (IPEDS-EF:86-99); and IPEDS Spring 2001 through Spring 2019, Fall Enrollment component. (This table was prepared November 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_313.20.asp
U.S. Department of Education, National Center for Education Statistics. (2019e). Selected statistics on degree-granting historically Black colleges and universities, by control and level of institution: Selected years, 1990 through 2018 Integrated Postsecondary Education Data System (IPEDS), “Fall Enrollment Survey” (IPEDS-EF:90); IPEDS Spring 2001, Spring 2011, and Spring 2019, Fall Enrollment component; IPEDS Spring 2019, Finance component; and IPEDS Fall 2018, Completions component. (This table was prepared November 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_313.30.asp?current=yes
U.S. Department of Education, National Center for Education Statistics. (2019f). Bachelor’s degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976–77 through 2017–18 Higher Education General Information Survey (HEGIS), “Degrees and Other Formal Awards Conferred” surveys, 1976–77 and 1980–81; Integrated Postsecondary Education Data System (IPEDS), “Completions Survey” (IPEDS-C:90-99); and IPEDS Fall 2000 through Fall 2018, Completions component. (This table was prepared October 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_322.20.asp?current=yes
U.S. Department of Education, National Center for Education Statistics. (2019g). Percentage distribution of first-time, full-time bachelor’s degree-seeking students at 4-year postsecondary institutions 6 years after entry, by completion and enrollment status at first institution attended, sex, race/ethnicity, control of institution, and percentage of applications accepted: Cohort entry years 2007 and 2012 Integrated Postsecondary Education Data System (IPEDS), Winter 2013–14 and Winter 2018–19 Graduation Rates component; and IPEDS Fall 2007 and Fall 2012, Institutional Characteristics component. (This table was prepared October 2019.) https://nces.ed.gov/programs/digest/d19/tables/dt19_326.15.asp?current=yes
Van Camp, D., Barden, J., Sloan, L., & Clarke, R. (2009). Choosing an HBCU: An opportunity to pursue racial self-development. Journal of Diversity in Negro Education, 78(4), 457–468.
Van Camp, D., Barden, J., & Sloan, L. R. (2010). Predictors of black students’ race-related reasons for choosing an HBCU and intentions to engage in racial identity-relevant behaviors. Journal of Black Psychology, 36(2), 226–250.
Waite, C. L. (2002). Permission to remain among us: Education for blacks in Oberlin, Ohio, 1880–1914. Greenwood Publishing Group.
Wald, J., & Losen, D. J. (2003). Defining and redirecting a school-to-prison pipeline. New Directions for Youth Development, 2003(99), 9–15.
Walker, A. (2004). In search of our mothers’ gardens: Womanist prose. Houghton Mifflin Harcourt.
Wallace, M. (2015). Black macho and the myth of the superwoman. Verso Books.
Wallace-Sanders, K. (2008). Mammy: A century of race, gender, and southern memory. University of Michigan Press.
Watson, T. N. (2016). “Talking back”: The perceptions and experiences of black girls who attend City High School. The Journal of Negro Education, 85(3), 239–249.
Wells, R. S., & Lynch, C. M. (2012). Delayed college entry and the socioeconomic gap: Examining the roles of student plans, family income, parental education, and parental occupation. The Journal of Higher Education, 83(5), 671–697.
Wilder, C. S. (2013). Ebony and ivy: Race, slavery, and the troubled history of Americas. Bloomsbury Publishing USA.
Williams, J. L., & Palmer, R. T. (2019). A response to racism: How HBCU enrollment grew in the face of hatred. https://vtechworks.lib.vt.edu/handle/10919/98987
Williams, K. L., Burt, B. A., Clay, K. L., & Bridges, B. K. (2019). Stories untold: Counter-narratives to anti-Blackness and deficit-oriented discourse concerning HBCUs. American Educational Research Journal, 56(2), 556–599.
Wing, A. K. (Ed.). (1997). Critical race feminism: A reader. New York University Press.
Winkle-Wagner, R. (2015). Having their lives narrowed down? The state of Black women’s college success. Review of Educational Research, 85(2), 171–204.
Wun, C. (2016). Unaccounted foundations: Black girls, anti-Black racism, and punishment in schools. Critical Sociology, 42(4/5), 737–750.
Wun, C. (2018). Angered: Black and non-Black girls of color at the intersections of violence and school discipline in the United States. Race Ethnicity and Education, 21(4), 423–437.
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
Yosso, T. J., Parker, L., Solórzano, D. G., & Lynn, M. (2004). From Jim Crow to affirmative action and back again: A critical race discussion of racialized rationales and access to higher education. Review of Research in Education, 28(1), 1–25.
Zinshteyn, M. (2016). The colleges are watching. The Atlantic. https://www.theatlantic.com/education/archive/2016/11/the-colleges-are-watching/506129/
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2021 Springer Nature Switzerland AG
About this entry
Cite this entry
McLewis, C.C. (2021). The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 36. Springer, Cham. https://doi.org/10.1007/978-3-030-43030-6_6-1
Download citation
DOI: https://doi.org/10.1007/978-3-030-43030-6_6-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-43030-6
Online ISBN: 978-3-030-43030-6
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education