Differences in the Decision to Attend College among African Americans, Hispanics, and Whites

Over the past decade, the number of African American and Hispanic undergraduates enrolled in colleges and universities nationwide has increased by 32% and 98%, respectively, whereas the number of White undergraduates has declined by 1% (Nettles & Perna, 1997). Over the same period, the number of bachelor's degrees awarded increased by 43% for African Americans and 90% for Hispanics, compared with an 11% increase for Whites. Although more African Americans and Hispanics are attending college and receiving degrees than ever before (Nettles & Perna, 1997), African Americans and Hispanics continue to be underrepresented among both undergraduates (at 10.0% and 8.0%, respectively) and bachelor's degree recipients (7.0% and 4.2%) relative to their representation in the traditional college-age population (14.3% and 13.7%). Although much is known about the factors that affect college attendance, only recently have researchers begun to explore variations in college enrollment behavior among students of different racial/ethnic groups (e.g., Freeman, 1997; Hurtado, Inkelas, Briggs, & Rhee, 1997; Jackson, 1990; McDonough, Antonio, & Trent, 1997; St. John & Noell, 1989). Freeman (1997) examined the barriers African American high-school students perceive to limit access to higher education for African Americans. McDonough, Antonio, and Trent (1997) explored differences in the variables related to the decision of African Americans to attend historically Black rather than predominantly White institutions. Hurtado and her colleagues (1997) examined differences among African Americans, Hispanics, Asians, and Whites in the number of applications submitted to postsecondary educational institutions and attendance at the first-choice institution. St. John and Noell (1989) and Jackson (1990) explored differences in the effects of financial ai d on college enrollment among African Americans, Hispanics, and Whites. Such research is a necessary step in the process of identifying the most appropriate policies and practices for raising the representation of African Americans and Hispanics among college enrollments and degree recipients to that of their representation in the population. This study builds on prior research by comparing the college enrollment decisions of African Americans, Hispanics, and Whites using an econometric model of college enrollment that has been expanded to include measures of social and cultural capital as proxies for expectations, preferences, tastes, and uncertainty. Theoretical Framework for Examining the Decision to Attend College A number of researchers (e.g., Fuller, Manski, & Wise, 1982; Manski & Wise, 1983; Schwartz, 1985) have used econometric models to examine the decision to enroll in college. Under econometric models, decisions are based on a comparison between the present value of perceived lifetime benefits and the present value of perceived lifetime costs. The short-term consumption benefits of attending college include enjoyment of the learning experience, involvement in extracurricular activities, participation in social and cultural events, and enhancement of social status. Future benefits include higher lifetime earnings, more fulfilling work environment, better health, longer life, more informed purchases, and lower probability of unemployment (Bowen, 1980; Leslie & Brinkman, 1988; McPherson, 1993). The costs of investing in a college education include the direct costs of attendance (e.g., tuition, fees, room, board, books, and supplies) less financial aid, the opportunity costs of foregone earnings and leisure time, a nd the costs of traveling between home and the institution. Econometric models posit that an individual makes a decision about attending college by comparing the benefits with the costs for all possible alternatives and then selecting the alternative with the greatest net benefit, given the individual's personal tastes and preferences (Hossler, Braxton, & Coopersmith, 1989; Manski & Wise, 1983). …