Understanding the College Choice Process of Catholic Homeschooled Students

The purpose of this qualitative study was to understand how Catholic homeschooled students navigate the college choice process. With the growth of homeschooling in the United States nearly doubling in the past eight years (Cogan, 2010), this study explored a segment of this growing population to give researchers and practitioners a deeper understanding of how they make their college choice. This study employed a basic, interpretive qualitative methodology. Data were obtained through interviews with 25 Catholic homeschooled students who applied to Benedictine College, a small Catholic liberal arts college in the Midwest. The study was guided by the literature on homeschooling, college choice theory, specifically Hossler and Gallagher's (1987) college choice model, and primary influences on college choice, including cultural and social capital. Several themes emerged through data analysis. First, participants aspired to attend college and had parents who expected them to go to college. Second, parents played an important role in college choice for all participants, but their knowledge of college planning and involvement in the college choice process varied. Participants were influenced by family, friends, faith, academics, finances, campus climate or "fit", and location/size of specific institutions. The students' college choice process was influenced also by the cultural and social contexts in which they interacted, including family values, friends, and the homeschooling environment. Third, homeschooled students in this study relied on the Internet, printed materials, word-of-mouth, and other resources to gather information to conduct their college search. Last, the primary deciding influences affecting the students' final choice of college included cost of attendance, academic program, campus climate, location, and divine intervention. Homeschooled students in this study navigated the college choice process rather independently. The college choice patterns and timing of their decisions were more similar to, than different from, previous studies on college choice of traditionally-schooled students. However, participants often lacked the information, guidance, and support to navigate easily through the process, emphasizing the importance and need for effective communication with colleges and universities.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2011

Author dc:creator

• Henry, Linda Mary

Advisor dc:contributor.advisor

• Wolf-Wendel, Lisa

• Higher education
• College choice process
• Homeschooled students

Statement dc:rights

• This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:11959

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/10007