Harvard Educational Review
  1. Summer 2018 Issue »

    Toward a New Model of College “Choice” for a Twenty-First-Century Context

    The past two decades have seen massive changes in the higher education landscape, including the heightened participation of post-traditional students, high reentry and mobility of students within and across sectors, and the increased visibility of open admissions institutions, such as community colleges and for-profit colleges. Despite these radical shifts, the most commonly used college choice frameworks still focus on the decisions of students who fit a stereotypical profile and are entering traditional institutions of higher learning for the first time. In this article, Constance Iloh argues for the necessity of a new conceptual approach and offers a three-component ecological model of college-going decisions and trajectories that incorporates the pressing conditions and shifting contexts of twenty-first-century postsecondary education. In doing so, Iloh also asserts that the concept of “choice” may be a limited and problematic way of understanding present-day college-going.
    The Editorial Board of the Harvard Educational Review is issuing an errata statement in conjunction with “Toward a New Model of College ‘Choice’ for a Twenty-First-Century Context” (Volume 88, Number 2, pages 227–244, doi:10.17763/1943-5045-88.2.227), by Constance Iloh, due to multiple instances in which the author incompletely attributed previously published material in the introduction and literature review. Given these extensive citation errors, the Editorial Board felt it important to correct the scholarly record. Pages 228–232 of the published article contain the following incompletely attributed materials:
    • Excerpt lacking quotation marks from Heil, S., Reisel, L., & Attewell, P. (2014). College selectivity and degree completion. American Educational Research Journal, 51(5), 913–935. https://doi.org/10.3102/0002831214544298 
    • Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2002). Understanding the college‐choice process. New Directions for Institutional Research, 2000(107), 5–22. https://onlinelibrary.wiley.com/doi/epdf/10.1002/ir.10701
    • Two excerpts lacking quotation marks from Niu, S. X., Tienda, M., & Cortes, K. (2006). College selectivity and the Texas top 10% law. Economics of Education Review, 25(3), 259–272. doi:10.1016/j.econedurev.2005.02.006
    • Excerpt lacking quotation marks from Cabrera, A. F., & La Nasa, S. M. (2000). Understanding the college-choice process. In A. F. Cabrera & S. M. La Nasa (Eds.), Understanding the college choice of disadvantaged students: New directions for institutional research. San Francisco: Jossey-Bass.
    • Excerpt lacking quotation marks from Chen, J. C. (2017). Nontraditional adult learners. SAGE Open, 7(1). doi:10.1177/2158244017697161
    • Quote lacking quotation marks and citation from Robert Hansen, CEO of University Professional and Continuing Education Association (UPCEA) as reported in Inside Track. (2015). National study of non-first-time students shows full-time enrollment may not be appropriate for all. Retrieved from https://www.insidetrack.com/national-study-of-non-first-time-students-shows-full-time-enrollment-may-not-be-appropriate-for-all/ 
    • Excerpt lacking quotation marks and citation from Bidwell, A. (2014, July 29). 31 million in higher education limbo: Some college, no degree. US News & World Report. Retrieved from https://www.usnews.com/news/articles/2014/07/29/31-million-in-higher-education-limbo-some-college-no-degree
    • Excerpt lacking quotation marks from Tudge, J. R. H. (2008). The everyday lives of young children: Culture, class, and child rearing in diverse societies. New York: Cambridge University Press. doi:10.1017/ CBO9780511499890
    Click here to access this article.
    Constance Iloh is an assistant professor in the School of Education at the University of California, Irvine, where she investigates educational opportunity, inequities, and stratification through the disciplines of anthropology and business. Her research on college access and choice, institutional culture, and student experiences has been published in journals such as the American Educational Research Journal, Journal of Negro Education, and Teachers College Record and has been cited in multiple spaces, including the Harvard Law Review, Forbes, Politico, Chronicle of Higher Education, Inside Higher Ed, and National Public Radio. Iloh has been invited to share her work with the White House Initiative on Educational Excellence for African Americans, the Harvard Graduate School of Education, Telemundo, NBC Universal, and Michelle Obama’s Reach Higher Campaign. In 2016 she became one of the few academics ever named to the “Change-Agents and Break-Out Stars” of the Forbes “30 under 30” list. Iloh’s forthcoming book on contemporary college-going narratives will be published by Johns Hopkins University Press.
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    Summer 2018 Issue


    Friday Night Lights Out
    The End of Football in Schools

    Book Notes

    Teaching Controversial Issues
    Nel Noddings and Laurie Brooks

    Learning as Development
    Daniel A. Wagner

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