Capital gatekeeping or community advocacy: A qualitative study of diversity college admission professionals' perspectives of college access in a local urban context
Year: 2016
Type: article
Abstract: Race/ethnicity plays an important role in college access for urban students of color. This study explores how race/ethnicity influences college admission policies and practices, which, in turn, impacts college access. The main research question is how institutions of higher education, specifically diversity college admission professionals (DCAPs), play a crucial role in college access for local underrepresented students of color in a northeast local city school district. Using a descriptive study design, I utilize cultural capital theory and critical race theory in a combined theoretical framework to analyze the DCAPs’ narratives. The present study is a qualitative look at DCAPs’ perspectives of the interplay between sociocultural context, cultural capital, and institutional race-conscious admissions policies that impacts college access. Findings show that DCAPs are an authority on college access and have a unique perspective on local diversity recruitment and college access outreach. The DCAPs’ cultural habitus of “critical gatekeeping advocates” portrays their narrative as bicultural middle managers in college admissions. Although DCAPs are concerned about admitting students of color, they are constrained by socio-racial stratification in the P-16 educational system. Furthermore, college admission perpetuates the cultural capital and racialization in higher education. Through sharing the DCAPs’ recommendations for improving college access, I discuss ways to develop policy, programming, and praxis to promote college access and institutional diversity initiatives. The implications of the current research study will further inform how college admission impacts the college access gap.
Author: Kathryn A. Bethea
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Reduced inequalities
Open Access status: green
OpenAlex ID: W2469795915