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ERIC Number: ED466641
Record Type: Non-Journal
Publication Date: 2002-Apr-12
Pages: 28
Abstractor: N/A
Reference Count: N/A
This Test Is Unfair: African American and Latino High School Students' Perceptions of Standardized College Admission Tests.
Walpole, MaryBeth; McDonough, Patricia M.; Bauer, Constance J.; Gibson, Carolyn; Kanyi, Kamau T.; Toliver, Rita
This qualitative study focused on African American and Latino high school students perceptions of standardized admission tests, including the Scholastic Assessment Tests (I and II) and the ACT Assessment. Students enrolled in college preparatory classes were interviewed about these tests individually and in focus groups in fall 1998 in their junior or senior year of high school. Thirty-one seniors were interviewed individually, with the remaining 86 seniors and all 110 juniors interviewed in focus groups. Data were coded using NUD*IST, a computer program for qualitative data to determine patterns and categories in the students knowledge and understanding of standardized tests. Four themes were identified: (1) information sources; (2) preparation; (3) students test taking strategies; and (4) students beliefs and anxieties regarding the tests fairness. Findings show that overall, the African American and Latino students were very concerned about taking standardized admissions tests and scoring well enough to be admitted to the college of their choice. The students strategy was usually taking any free or low-cost preparation assistance offered and taking the tests over and over. It is also clear that lack of information and lack of resources to pay for tests and test preparation and the pressure that students feel to perform well make standardized tests a barrier to college attendance for the African American and Latino students in this study. (Contains 42 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment