College Admissions and Academic Ethic

How Context-Specific Evaluation Within a Science-Based Compensatory Program Benefits African American Students

Datos Bibliográficos

ID9729698
AutoresMelissa E Wooten (University of Massachusetts, Amherst, MA, USA, autor de correspondencia)
Año2016
Volumen48
Número2
Páginas176-199
Fecha de publicación2016-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124514530151
OpenAlexW2076788750
IdiomaEN
Referencias citadas61

This study investigates how the college readiness of participants in a compensatory program designed to facilitate interest in science and engineering was determined. Archival data were used to qualitatively analyze the performance reports of 205 student participants during the compensatory program’s first 5 years. Findings indicate participants were evaluated favorably for maintaining a positive disposition toward coursework regardless of their actual numeric scores. Consequently, many participants, whose numeric scores made them less viable candidates, were recommended for admission to college. Because 95% of the students participating in the program were African American, this article highlights how context-specific evaluation can reduce biases encountered by this population when colleges rely on traditional measures of achievement to determine college readiness

Academic achievement · Compensatory education · Context (archaeology · Coursework · Disposition · Mathematics education · Medical education · Political science · Population · Program evaluation · Sociology · Applied Psychology · Demography · Evaluation of Teaching Practices · Higher Education Research Studies · Medical Education and Admissions · Medicine · Psychology · Social Psychology