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This Test is Unfair

Urban African American and Latino High School Students’ Perceptions of Standardized College Admission Tests

Patricia M. McDonough

University of California–Los Angeles

Constance J. Bauer

Gloucester Township Public School District

Carolyn Gibson

Kamau Kanyi

Rita Toliver

Rowan University

This qualitative study explored the perceptions of, knowledge regarding, and preparation for standardized college admissions exams of 227 urban African American and Latino high school students. Findings include the students’lack of information about the test and their reliance on their relatively uninformed and unavailable school officials for information, preparation strategies, strategies for achieving high scores, stress level due to the necessity of high test scores, and beliefs that the tests are an unfair obstacle. Students’knowledge of and strategies for preparing and taking the tests are conceptualized as cultural capital and habitus utilizing a Bourdieuian framework.

Key Words: college access • standardized admissions tests • equity in college admissions

Urban Education, Vol. 40, No. 3, 321-349 (2005)
DOI: 10.1177/0042085905274536


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