Variables Correlating Postsecondary Institution Selection of African -American College Students With and Without Disabilities
There is a dearth of information in the literature that describes the type of secondary school services these individuals have received, and to what degree, if any, prior secondary school services affect secondary school and later postsecondary school academic performance. Further, to what degree real and perceived barriers have hindered the successful completion of academic and career objectives after matriculation to postsecondary education has not been addressed. This investigation focused primarily on the secondary and postsecondary school experiences that may predict two- and four-year institution selection for African-American students, with and without disabilities, living within the inner city of a metropolitan area. The population of students studied included both freshmen and sophomore African-Americans attending three state universities and three city colleges in geographical proximity. Specifically, the study sought to determine whether an individual's life experiences influences postsecondary institution selection and career goals.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign