Student choice models from the higher education literature elucidate the psychosocial factors that are correlated with college enrollment. They do not, however, clarify how these factors interact to cultivate the inclination to pursue postsecondary education. This critical review integrates a Bourdieuian framework with research on academic domain identification and stereotype threat to suggest that the educational system is currently structured to perpetuate racial inequalities by discouraging black and Latino students from developing the predisposition to attend college. Current public policies impose repeated opportunities for stereotype threat to be activated among blacks and Latinos, thereby perpetuating a cycle of academic disidentification. The implications for this integrative framework on higher education research and practice are also discussed. (Contains 1 table.)