Higher education's responses to non-native-English-speaking immigrant applicants: What institutions' World Wide Web home pages reveal
Mary Sovik Benedetti, University of Cincinnati, United States
University of Cincinnati . Awarded
This study investigated the ways in which the World Wide Web home pages of U.S. institutions of higher education reflect institutional responses to the growing population of non-native-English-speaking immigrant applicants. To this end, data were collected from the home pages of 200 institutions of various types from across the United States.
Home pages were searched to determine if institutions used them to provide information of particular relevance to this group of applicants. Admissions offices of the institutions in the sample were also invited to respond to an electronic survey questionnaire designed to elicit information about the same variables for which home pages were examined. Data were then analyzed to determine the frequency with which institutions included relevant information on their home pages, to discover if different types of institutions provided different types and amounts of information, and to ascertain the extent to which data collected from home pages matched data provided by admissions personnel.
Analysis revealed that significantly more institutions in the sample had differences in admissions policies for non-native-speaking applicants, used post-admission placement tests, and provided ESL programs or services than was indicated on home pages. These results indicate that even if institutions are formulating responses to the needs of non-native-English-speaking immigrant students, those responses are not being adequately reflected in electronic publications. Given the growing use of home pages in institutional marketing, this inadequacy of information provided may reflect higher education's lack of commitment to the recruitment of this group of potential applicants. Difficulties in obtaining accurate and complete information may also be detrimental to non-native-English-speaking immigrant applicants in the college selection process. If higher education is to include immigrants in its initiatives toward inclusion, the transmission of information of relevance to this population must be improved.
Benedetti, M.S. Higher education's responses to non-native-English-speaking immigrant applicants: What institutions' World Wide Web home pages reveal. Ph.D. thesis, University of Cincinnati.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com