High School Course-Taking and Post-Secondary Institutional Selectivity |
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| Authors: | Elizabeth Stearns Stephanie Potochnick Stephanie Moller and Stephanie Southworth |
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| Institution: | (1) Department of Sociology, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223, USA;(2) University of North Carolina at Chapel Hill, Chapel Hill, NC, USA;(3) Department of Sociology, Clemson University, 132 Brackett Hall, Box 341356, Clemson, SC 29634, USA |
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| Abstract: | Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine
the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race
and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive
equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and
academic variables. Asian American students also attend more selective institutions than White students. Results for African-American
students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average.
When we exclude students who attend historically Black colleges and universities, however, African-American students attend
significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high
school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous
academic courses than Whites. |
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