COMMUNITY COLLEGE CHOICE AND CAMPUS EXPERIENCES OF HIGHLY QUALIFIED STUDENTS

Abstract

The design of higher education is a stratified system to funnel the most academically prepared students from the highest earning households to the most selective higher education institutions. Conversely, students who are the least academically prepared and in the lowest socio-economic quintiles are funneled to the lowest-tiered institution in alarming proportions. The undermatch hypothesis concludes that a student who qualifies for admissions to a research university or a regionally accredited university will have a higher propensity to graduate if they are appropriately matched (Bowen et al., 2009). As Bourdieu (1977) argues, the education system is the structure that ensures the continuous oppression of the lower quintiles of social class, supports the power relations, and favors the dominant culture. The messiness of choice is complex when considering merits, college options, degree choices, location, housing, cost, family expectations, and an array of other factors that play a part in the final outcome of where to begin college. The study will highlight the process as the highly qualified student approaches college choice and decides to begin at an open access community college. The longitudinal research will then explore the experience of highly qualified students at a community college, adding to the literature.