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Descriptors:
Qualitative Research; Interviews; Oral Tradition; Ethnography; Graduate Students; College Faculty; Researchers

Abstract:
Students new to doing qualitative research in the ethnographic and oral traditions, often have difficulty creating successful interview protocols. This article offers practical suggestions for students new to qualitative research for both writing interview protocol that elicit useful data and for conducting the interview. This piece was originally developed as a classroom tool and can be used by professors teaching qualitative research in conjunction with academic readings about qualitative interviewing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Military Schools; Military Training; Military Personnel; Females; College Choice; Gender Discrimination; Time Perspective; Social Integration; Enrollment; College Bound Students; Decision Making; Student Motivation; Academic Aspiration; Educational Research; Qualitative Research; Semi Structured Interviews; Public Policy; Change; Context Effect; Educational Opportunities; Fathers; Parent Influence

Abstract:
In 1976 and again in 1995, several brave women chose to enroll at--and thereby to "gender integrate"--America's military colleges. In 1976, women were admitted to the Department of Defense (DOD) service academies after an Act of Congress changed a law so as to allow for their matriculation. Beginning in 1995, women were admitted to state-supported military colleges after a long legal battle ended with the decision that state-run academies must be open to men and women. How did certain women come to decide to be the first to attend what historically had been all-male institutions? What were their main reasons for choosing to do so? This study explores the college choice decisions of several of the first women to attend--and so to "gender integrate"--America's military colleges. (Contains 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Policy; College Admission; Family Characteristics; Equal Education; Student Financial Aid; College Choice; Postsecondary Education; College Bound Students; Student Recruitment; Educational Legislation; Educational History; Accountability

Abstract:
The college-choice process is complex and affects many high school students, family members and public policy-makers, as well as institutions of higher education. This report provides an overview of the college-choice process for traditional-age students and examines how it has evolved during the last half of the 20th century. Material from the College Board and the National Association of College Admissions Counselors and popular literature were all data sources for this review. This report analyzes how student and family characteristics, institutional admissions policies and practices, and public policies have influenced the manner and timing of students' college-choice decisions. Specifically, the report examines the following three topics: (1) Shifts in public policy regarding postsecondary access, equity and financial aid; (2) Changes in recruitment, marketing, admissions practices and financial aid; and (3) Other institutional practices that have shaped the college-choice process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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