Running Head: Literature Review for Domain D

Ian frasier
Literature Review for Domain D
TED 690 Capstone Course
6/15/2016
Professor Clifton Johnson

Literature Review for Domain D

Abstract

This literature review presented deals with chapter 4 of the Multicultural Education: Issue
sand Perspectives textbook. This chapter provides information regarding social class and
education of various racial/ethnic groups. The first study presented, Differences in College
Access and Choice Among Racial/Ethnic Groups: Identifying continuing barriers, analyzes
aspects involving college aspiration, and choice of college for different racial/ethnic groups. The
second study, The Relationship Between Parental Involvement as Social Capital and College
Enrollment: An examination of racial/ethnic group differences, focuses on the link between
social capital and college attainment of various racial/ethnic groups. Both articles provide
valuable information to benefit students, and the likelihood of college attainment for all
racial/ethnic groups.

Literature Review for Domain D

Chapter 4 of the textbook is titled Social Class and Education. This chapter deals with
multiple aspects involving the differences in educational attainment and success regarding
differences in social class, as well as race, with an emphasis on higher education. For example,
information is presented through key studies related to the grouping and tracking of certain
ethnic and minority groups within our educational system. Due to these studies it has been found
that track placement has consequences in terms of the type of knowledge students are exposed
to and the college options available to such students when they leave high school (Banks &
Banks, 2013 p. 69). This chapter also presents information regarding the distribution of
knowledge among privileged and underprivileged students from kindergarten through twelfth
grade. Research presented throughout the chapter states, working of K-12 institutions suggests
that schools largely endure that poor and working-class students, if they graduate from secondary
school at all, are less well positioned than their privileged counterparts for college and university
entrance/persistence/graduation (Banks &Banks, 2013 p. 71). Furthermore, Banks and Banks
also provide useful information regarding research on the subject of class privilege, as well as the
increasing effects of our globalized and knowledge-based economy has on education. The
information provided in chapter 4 is highly useful for teachers of all grades to be familiar with so
educators can improve educational equality. The two articles I chose to provide more research on
relate to the topic of access and choice, as well as college enrollment of different ethnic groups,
and how social capital can affect college enrollment. These two articles are titled Differences in
College Access and Choice Among Racial/Ethnic Groups: Identifying continuing barriers by
Sylvia Hurtado, Karen Inkelas, Charlotte Briggs, and Byung Rhee, and The Relationship

Literature Review for Domain D

Between Parental Involvement as Social Capital and College Enrollment: An examination of
racial/ethnic group differences by Laura Perna and Marvin Titus.
Purpose
The purpose of this study is to focus on the behaviors present within different
racial/ethnic groups affecting the overall differences in college access and choice. The
groups that are focused on within this study consist of White/Caucasian, Black/African
American, Hispanic/Latino, and Asian/Pacific Islanders. All the information provided
within the study is presented in an easily deciphered format and provides invaluable

research based information regarding the factors revolving around college aspirations and
choices of these diverse groups. There are many factors involved within this process and
gaining knowledge in these areas can be very helpful to teachers within diverse schools
when preparing students for their futures in education.
Methods
This study focused on compiling information from two previous studies, consisting of the
National Education Longitudinal Study (NELS), and the Beginning Postsecondary
Student Longitudinal Study (BPS). Information presented in the NELS was utilized to
understand the aspects involved in the predisposition and search phases regarding initial
views and behaviors regarding postsecondary education within minority groups. The
study consisted of 6,000 variable survey administered to students in eighth grade through
twelfth grade, their parents, teachers, and other administrators within specific schools.
The BPS was used to understand the choice phase different racial/ethnic groups
experience when determining the likelihood of attendance to their first choice college. As

Literature Review for Domain D

for the BPS study, a sample size of 7,000 first-time postsecondary students was used to
measure students college choices.
Results
The results of this study report about 90 percent of students in tenth through twelfth
grade, regardless of ethnic/racial group, aspire to achieve some type of postsecondary
education including college, trade school, or graduate education. Specifically, in twelfth

grade it is shown Asian Americans have the highest educational expectations (47%). The
next highest group is African Americans (35%), then Caucasian (32%), and Latino
(31%). It was also found that students who identify with this goal at an earlier age tend to
seek out and receive a greater amount of information to prepare them for further
education. Results are also presented within the study dealing with college choice
expectations within these specific racial/ethnic groups. In order from highest to lowest
expectation, it was found that 95.5 percent of Asian/Pacific Islander, 94 percent of
African American, 85.4 percent of Caucasian, and 84.4 percent of Caucasian students
expected to attend a four-year institution. Income level was also a factor analyzed within
this study when dealing with college application expectations. Within the income range
of $14,999 or less 3.1 percent of students would apply to five or more institutions, in the
range of $15,000-$34,999 the number rose to 4.1 percent, in the $35,000-$49,999 range
the percentage increased to 6.3, and in the $50,000 or more range we see an increase to
16.9 percent. When discussing results of first choice college attendance, it was found that
Black, Latino, and Asian students reported lower percentages for attendance of their first
choice colleges compared to that of Whites. These results presented in this study indicate
that while aspirations of college attendance may be high, preparation behaviors, and

Literature Review for Domain D

income status have a huge effect on the overall college attendance and satisfaction levels.
While this is not surprising to me it is sad to see these statistics.
Significance of Results
This study opened my eyes to what needs to be improved in our school systems to create
follow through on college aspirations within all racial/ethnic groups. While many
students aspire to attend a four-year college or institution, they fail to obtain the guidance
needed to form behaviors that are beneficial to their success in college admission. For
example, many students are forgoing important testing such as the SATs and ACTs,
which could help many students gain entrance into better schools. These results also
show that our students need to be provided with more information on the search and
choice processes involved with attending college due to the finding that many students
either consider only one college or do not apply at all. The findings of this study can help
improve our views on college attendance for all racial/ethnic groups, and hopefully this
study will spark the interest of all teachers to do what they can to provide students with
materials necessary for college preparation.
Research Bias
There are a couple biases that can be argued within this study. The first potential bias
consists of there being an oversampling of Asian and Latino Americans within the study.
This could have affected the overall results of college aspirations as well as overall
college attendance of the racial/ethnic groups. Another bias is the fact that a third follow
up of the longitudinal study in the NELS was not available for the researchers. Due to
this exemption of the full study the analysis could not be completed in its entirety, which
could damage the results of the study.

Literature Review for Domain D

Perna, L., & Titus, M. A. (2005). The Relationship between Parental Involvement as Social
Capital and College Enrollment: An Examination of Racial/Ethnic Group Differences.
Journal Of Higher Education, 76(5), 485-518.
Purpose

The purpose of this study is to examine the relationship between parental involvement, or
social capital, and college enrollment for various racial/ethnic groups. This study also
examines the variations across racial and ethnic groups, and how access to resources
through school and social networks can also affect college enrollment. Being a substitute
teacher within a very diverse school district, I find this information to be very helpful
when dealing with students preparing for college. Gaining knowledge on this topic can
provide me with more materials to potentially help these students succeed in furthering
their education.
Methods
This study uses the multinomial extension of hierarchical linear modeling (HLM)
completed by Coleman, Bourdieu, and Wacquant. This model is used to examine three
questions, consisting of, what is the relationship between involvement, and enrollment in
a two and four-year university, how these types of parental involvement affect the
likelihood of college enrollment, and what the relationship between characteristics of
social networks at school currently enrolled in have on college enrollment. The sample
used in this study consists of 9,810 high school graduates attending 1,006 high schools,
as well as data from the second and third follow-ups of the NELS study done by the U.S.
Department of Educations National Center for Education Statistics. These methods
produced three main findings, consisting of, parental involvement is related to college

Literature Review for Domain D

enrollment, relationships between parental involvement and college enrollment does vary
by racial/ethnic group, and the volume of resources available in the current school of
placement does have an affect on college enrollment as well.
Results
This study found many results within three main areas. First, it was found that odds of
college enrollment increase when parents initiate discussions of student education-related
topics, volunteers within the school their child is enrolled, and actively contacts the
school about the academic performance of their child. However, these odds decrease
when parents do not participate in these activities. Secondly, it was also found that not
only does parental involvement affect this outcome, but the students friends ideas of
college enrollment have also been found to both increase and decrease college
enrollment. Another finding suggests that the positive relationships between parent and
school interaction plays a greater roll when dealing with African American students.
Furthermore, this study finds that regardless of the students social, economic, cultural
and human capital, the volume of resources provided by the school itself significantly
affects the likelihood of college enrollment. Lastly, the study finds African American and
Hispanic students posses the least amount of capital that promotes college enrollment.
Significance of Results
This study is significant because it sheds light on the impact parents can have on their
students success in education. I am a huge advocate of parental involvement in their
childs schooling so this study is very important to me as an individual. I feel that parents,
especially in underprivileged schools need to play a bigger role in their childs education
and I hope this studys findings become well known to all parents. Teachers and parents

Literature Review for Domain D

should be encouraged to have a positive relationship with one another with the mutual
goal of providing their child/student with the best educational outcome possible.
Research Bias
There are two exclusions within this study that can be portrayed as cultural biases to
many. The first is the exclusion of American Indian and Alaskan Natives in the study
sample. The second exclusion that can be considered as a bias is the fact that 1,421
subjects were excluded due to missing high school identification numbers. These
exclusions can pose a problem in the sense that someone could argue their results were
misconstrued based on the lack of a certain racial/ethnic group, or that the researches
chose to exclude these 1,421 to obtain a certain result for the study. While I do not think
this is the case, it could be argued to be true.
Reflection

After reading chapter 4 of our textbook and completing my analyses of these two studies,
I have a better understanding of the specific affects that social class, race, and ethnic
backgrounds can have on educational attainment for the students in our current educational
system. A huge problem with our school systems involves the college educations of the future of
society so it was very beneficial to gain valuable incite as to what can help this current problem.
Not only did this chapter provide me with an overview of inequalities that can come along with
social class and education, but also the two studies I researched provided me with specific
information that I can carry with me when I become a full time teacher.
California is home to a very diverse population and this information can provide me with
the resources to make a difference in my future students education. I see myself teaching high
school when I transition into a full time position, and helping students to not only is gain

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knowledge pertaining to the subject I intend to teach a priority of mine, but providing useful
information to help them further their education is also a major goal I have. After reading these
studies I know that providing resources such as testing material for test such as the SAT and ACT
important to college enrollment, but providing resources such as college pamphlets and other
informative information helpful as well.
Additionally, I will strive to make it a point to include my students parents in their
current and future education by being in contact, whether face to face or through other sources as
email, to make sure they have the necessary support to better their future. I have always believed
that parental involvement can make or break a students educational ambition, and after reading
these studies I find that my conclusion has been supported to the fullest extent. Not only has this
assignment provided me with invaluable knowledge into the success of students in higher
education, but it has provided me with a base for my future teaching habits.

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Literature Review for Domain D

References
Banks, J. A., & McGee Banks, C. A. (2013). Multicultural education: issues and perspectives.
Hoboken, NJ: John Wiley & Sons, Inc
Hurtado, S., Inkelas, K., Briggs, C., & Rhee, B. (1997). Differences in College
Access and Choice Among Racial/Ethnic Groups: Identifying Continuing
Barriers. Research In Higher Education, 38(1), 43-75.
Perna, L., & Titus, M. A. (2005). The Relationship between Parental
Involvement as Social Capital and College Enrollment: An Examination
of Racial/Ethnic Group Differences. Journal Of Higher Education, 76(5),
485-518.