THEORY AS RELATED TO COLLEGE ACCESS Theoretical Frameworks Connected to College Access Research As my awareness of various topics, theories, and

discussion grows as a result of my sessions in Applied Inquiry I, I continue to ponder a wide variety of potential research questions on which to focus for my dissertation. One topic which continues to peak my interest is the issue of college access. In my current district, my superintendent has recently challenged us as site leaders to reach a goal that 50% of our seniors will enroll in a four-year university upon high school graduation. At my site, approximately 40% of our graduating seniors are A-G eligible, which means those students meet the minimum qualifications to be admitted to a four-year university. Last year, the school goal was to increase by five percent the number of students eligible for a four-year university as well as the number of students who actually enroll. Roderick, Coca, and Nagaoka (2011) assert that there is an enormous likelihood that low-income and minority students who meet the qualifications to attend a four-university immediately following high school do not in fact take the steps to enroll or even apply to a four-year college. For this reason, the focus of secondary schools needs to be on helping all students become A-G eligible, assisting with the application process, and ensuring that graduates enroll and obtain financial assistance when needed (Roderick et al., 2011). When thinking about research topics, my interest lies in examining the barriers that high school students face and identifying effective strategies for helping them overcome those barriers. Which students are under-represented when looking at A-G eligible students, and what are the demographics of those students? Where are the holes in the current research? What impact do placement practices and policies have on whether or not students have access to courses that will enable them to be A-G eligible? For example, Advanced Placement courses in particular help students prepare for college, yet some students do not have access to these

THEORY AS RELATED TO COLLEGE ACCESS courses due to prerequisites or the offerings at specific schools (Roderick et al., 2011). Answering these questions will help me not only narrow to a relevant research topic but also discover the appropriate theoretical framework through which to examine the research question. When considering the topic of college access and the barriers which many groups have in regards to that access, there are several theories that could be used when examining a particular research question. Two examples are college choice theory and disparate impact theory. When examining college-going rates, it is relevant to explore why individual students choose certain colleges to attend versus others. For this reason, college choice theory is applicable to a research question about college access. In the chapter entitled Where is the Student? in the book Reworking the Student Departure Puzzle, authors Hossler and Stage state: St. John and Hossler (1998) have conceptualized the process of student college choice and student persistence decisions as a sequence of student choices. They posit a sequence of student choices including formation of postsecondary aspirations, the opportunity to attend (access), choice of college, choice of major, persistence, and graduate education as a sequence of interrelated student choice options that are influenced by many of the same variables (p. 171). In that particular book chapter, the authors are examining the connection between perseverance and college choice utilizing college choice theory as the framework. Heilig, Rodriguez, and Somers (2011) pose a different research question about the college access of English Learners (ELs) in Texas. The authors examined two different pieces of legislation passed in the state of Texas and concluded that this legislation had a tremendous impact on the number of EL students applying to college. Using the lens of college choice theory allowed the researchers to frame the question by looking at the reasons for the changes in enrollment and to determine which

THEORY AS RELATED TO COLLEGE ACCESS legislation had a more significant impact. According to Heilig et al. (2011), it was in fact the DREAM (Development, Relief, and Education for Alien Minors) Act that was passed that allowed non-resident students to obtain residency in a relatively short period of time, which allowed them to apply for financial aid, that had the largest impact on change in enrollment numbers for EL students. This appears to have led to an increase in EL students attending college in Texas (Heilig et al., 2011). In considering college access issues, possible research questions could examine policies that either facilitate or hinder college access. A researcher could use disparate impact theory to frame questions about college access. Santos, Cabrera, and Fosnacht (2010) explain disparate impact theory when it comes to the college admission selection process in this manner: In short, disparate impact theory places the onus on organizations to remedy any discrimination inherent in a selection process whether created by the organization or society it forces administrators of selection processes to examine how protected groups may be negatively impacted by facially-neutral selection criteria (p. 612). In this particular article, the researchers utilized disparate impact theory to answer questions about the application, admissions, and enrollment rates in the University of California system and how the rates for under-represented minorities (URMs) differ from the rates for non-URMs before, during, and after the implementation of Proposition 209 (Santos et al., 2010). The use of this theory is a relevant frame through which to examine the questions being posed. Depending upon the specific research question that I select in the end, there are several theories such as the two I discussed in depth. However, there are other theories such as intersectionality, critical race theory, and social capital theories that could be relevant as well. I

THEORY AS RELATED TO COLLEGE ACCESS am looking forward to exploring these theories further as I narrow my topic in the coming months.

THEORY AS RELATED TO COLLEGE ACCESS References Heilig, J., Rodriguez, C., & Somers, P. (2011). Immigrant DREAMs: English Learners, the Texas 10% Admissions Plan, and College Academic Success. Journal Of Latinos & Education, 10(2), 106-126. doi:10.1080/15348431.2011.556521 Hossler, D. & Stage, F.K. (2000). Where is the Student? In J.M. Braxton (Ed.), Reworking the Student Departure Puzzle (pp. 170-195). Nashville, TN: Vanderbilt University Press. Roderick, M., Coca, V., & Nagaoka, J. (2011). Potholes on the Road to College: High School Effects in Shaping Urban Students Participation in College Application, Four-year College Enrollment, and College Match. Sociology Of Education, 84(3), 178-211. doi:10.1177/003804071141128 Santos, J. L., Cabrera, N. L., & Fosnacht, K. J. (2010). Is "Race-Neutral" Really Race-Neutral?: Disparate Impact Towards Underrepresented Minorities in Post-209 UC System Admissions. Journal Of Higher Education, 81(6), 605-631.

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References Santos, J.L., Cabrera, N.L., & Fosnacht, K.J. (2010). Is Race-Neutral Really Race-Neutral?: Disparate Impact Towards Underrepresented Minorities in Post-209 UC System Admissions. The Journal of Higher Education, 81 (6), 605-631). Vasquez Heilig, J., Rodriguez, C., & Somers, P. (2011). Immigrant DREAMs: English Learners, the Texas 10% Admissions Plan, and College Academic Success. Journal of Latinos and Education, 10 (2), 106-126. Stage, F.K., & Hossler, D. (2000) Where is the Student? Linking Student Behaviors, College Choice, and College Persistence. In J. M. Braxton (Ed). Reworking the Student Departure Puzzle. Location: Vanderbilt University Press.