Assistant Professor Constance Iloh is the sole author of a new article and conceptual framework on college-going in The Harvard Educational Review. In "Toward a New Model of College 'Choice' for a Twenty-First-Century Context", Iloh asserts that traditional models of college "choice" are inadequate for understanding contemporary students decision-making. To address this issue, Iloh offers her own model. Specifically, she introduces the Iloh model of college-going decisions and trajectories, an ecological framework comprised of three distinct yet interacting dimensions (information, time, and opportunity) that inform a person's college decision and/or trajectory. In introducing her model and its three dimensions, she also coins terms such as information deserts.
Iloh foregrounds this new model by addressing limitations of previous college choice models especially as they relates to three forces changing the postsecondary education landscape: non-first-time students (whom Iloh recently received a Hellman Fellowship to continue exploring), post-traditional students/older learners, and the heightened visibility of community colleges and for-profit colleges.
In putting forth a model of college-going decisions and trajectories, Iloh also argues that the concept of "choice" is a limited, problematic, and privileged way of understanding present-day college-going culture, particularly for the most underserved communities in the education ecosystem.
Iloh's article appears in the current Summer 2018 issue of the Harvard Educational Review. Readers can download the full article about the Iloh model of college-going decisions and trajectories here and read more about Constance's research at www.constanceiloh.com.
Iloh, C. (2018). Towards a new model of college "choice’"for a twenty-first-century context. Harvard Educational Review, 88(2), 227–244.