| Summary: | African American students are entering college at significantly higher rates than ever before, but the graduation rates for African American students when compared to other racial/ethnic groups remains lower (see introduction). While the transition to college among students of color is being documented, conceptual and theoretical advancements in this study articulate how reimagining key concepts, such as college-going culture, social capital, and resilience within the family and community may be expanded to account for less than optimal decisions among high-performing African American students during the college transition. Additionally, while previous work has tended to focus more on disparities in college enrollment, less is known about the experiences of high-performing students with access to four-year programs. For example, as empirical work on barriers to educational attainment develops, several aspects need fuller development: first, what are the high school-based college-going strategies that either support or undermine college match among high-performing African American students; second, what social capital -- in the form of information and support -- is present in the lives of African American students during the transition to college; third, how do African American students construct, and make meaning of their college selections in relation to the perceived cost of college? The following three papers seek to fill gaps in the current literature's understanding of the qualitative differences undergirding divergent college trajectories among similarly qualified African American students. Special attention is paid to comparing the narratives and circumstances surrounding students who attend a college that matches their academic qualifications versus those who undermatch in their selection. Examining the role of college match and institutional selectivity provides a viable means for expanding knowledge on the factors contributing to alarmingly low levels of educational attainment for young African Americans. Importantly, attention to match and selectivity also provide a strong foundation for suggesting sites for educational intervention rooted in the experiences of youth, high school personnel, and parents during the college transition.
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