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International Perspectives on Higher Education Admission Policy

A Reader

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Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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15 Undergraduate College Choice Theory Applied to Graduate Student Needs

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CHAPTER 15

Undergraduate College Choice Theory Applied to Graduate Student Needs

Shannon Samson

Introduction

College choice at any level is a comparatively recent addition to the institutional and public policy discussions surrounding higher education. Before 1940, a college education was primarily the provenance of a select population of socially elite, and most Americans did not feel that universal access to a college level education was important (Kinzie et al., 2004). While there were some exceptions, the majority of college students were white males from upper and middle-class families.

Access to higher education changed radically in a very short time. Thelin (2004) tells us that between 1940 and 1950, total college student enrollment ballooned by about 80% and that “this was in large measure a sign of recognition by government agencies and the American public that higher education had been effective and engaged during World War II” (p. 262). The government believed that higher education held at least part of the key to building a flourishing post–WWII economy and society. “Ultimately, higher education gained sustained state government support combined with federal commitment to advanced research and access to higher education” (p. 262) that had not previously been available. Some of this increased access came from what is popularly referred to as the GI Bill, the Servicemen’s Readjustment Act was passed in 1944, and “by the fall of 1945, eighty-eight thousand veterans had applied and been accepted for...

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