College Choice: Considerations for Academically Advanced High School Seniors

Melanie S. Meyer ^[1] ; Jeff Cranmore ^[2] ; Anne N. Rinn ^[1] ; Jaret Hodges ^[1]
1. [1] University of North Texas
  
  University of North Texas
  
  Estados Unidos
2. [2] Grand Canyon University
  
  Grand Canyon University
  
  Estados Unidos
Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 65, Nº 1, 2021, págs. 52-74
Idioma: inglés
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Resumen
- When choosing a college, high school students and those who guide them through the process must consider the complex interactions between student-level and institution-level variables in order to achieve an optimal person–environment fit. Ten academically advanced high school students who had chosen and committed to attending a college participated in semistructured interviews in which they rank-ordered and discussed the college choice considerations they used in the decision-making process. This qualitative study describes six themes that were identified across participants. The college-going identity of these academically advanced students was influenced by pressure to attend a highly selective school, social comparisons, and early career exploration opportunities. Additionally, when evaluating institution characteristics, these academically talented high school seniors questioned the relationship between quality, cost, and prestige, appreciated flexible learning options, and sought opportunities for immersion in a domain.