Testing Oakes’s Critical Conditions for College Access Framework on Educational Longitudinal Study Data

• In Event: Roundtable Session 30
  In Roundtable Session: Access, Transitions, and Social Class

Abstract

Few college enrollment studies have examined a comprehensive framework focused on what happens within secondary classrooms and schools for low-income students. This study has two goals: to empirically test Oakes’ (2003) Critical Conditions framework and to evaluate the framework’s applicability to predict college enrollment for students in poverty and addresses the research question: How do the critical conditions posited for educational success differ in predicting college going behavior among low-income youth and their middle (or higher) income counterparts? Results allow for the refinement of the conceptual model and can guide future work in this area. They will also enable policymakers and program designers to determine where to focus their efforts to improve the college preparation and enrollment of low-income students.

Authors

• Leticia Oseguera, The Pennsylvania State University

• Travis T. York, Valdosta State University