Autoethnography

Caitlin Hoover
SDAD 559.01 - SQ14
Erica K. Yamamura, Ph.D.
Seattle University
May 20 2014

Key College Considerations

My earliest memory of exploring college was when I was approximately nine years old. I
was sitting in my parents den reading from a volume of the Childrens Encyclopedia Collection.
The entry described what college was, the difference between community colleges and four-year
institutions, and what types of degrees one could earn from colleges and universities. Attending
college was never a choice for my brothers and I growing up. It was never a question of if, but
a predetermined path selected by our parents. While it had always been presumed that I would
attend college after completing high school, this was the moment I decided for myself that I was
going to go to college immediately after high school.
My heart and mind were eager to be at a traditional four-year institution. I only
considered traditional four-year colleges during my college search, because I wanted to
experience the transformative process that these schools offered. Community colleges did not
seem to offer this same experience. The purpose of the community college, as I understood it,

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was that it was a stepping-stone to the larger and superior goal of going to a four-year school. In
addition, my cultural understanding of two-year schools was that they were an alternative form
of higher education for students who were not academically or mentally ready to excel at a fouryear institution. This concept was heavily emphasized throughout my advanced placement
courses in high school, through conversations with my adviser and teachers, and from other
students who were in the National Honors Society and on the schools accelerated pathway to
college.
As a junior and senior in high school, I thoroughly investigated colleges. I read books
about colleges, the rankings of colleges, what colleges had to offer, advice on the admissions
process, living in residential housing, and other facets of the college experience. When I had a
free moment at school, I lounged in our advisers office where the bookshelves were stuffed with
books and pamphlets distributed from colleges, all of which I read several times. I also visited a
couple of university campuses with friends in order to get a better sense of each schools campus
climate.
Pivotal Moments in Decision-Making
The idea of college was exhilarating for me. I was fascinated with the variety of majors
offered, the admissions process, the multitude of institutions that one could choose to attend, and
the history, prestige, and tradition of some institutions. And based off of other peoples stories
and other cultural influences, such as movies and television, college seemed to be a
transformational experience from which you emerged a more educated, cultured, and
sophisticated individual. I wanted nothing more than to experience this transformation.
Family and Finance. My family played an enormous role in deciding where I went to
college. Narrowing my choice of institutions became fairly easy my senior year of high school
after finding out some critical information about college tuition. So much so that the main
reason why I limited my college search to public schools in Texas was because I found out that

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as a legally blind Texas resident I would receive a tuition waiver if I attended a public school in
the state. Once my parents discovered this information, the possibility of attending a private
institution or a school outside of the state instantly evaporated. Although I was greatly unsure
about what my major would be in college, I was not ready to let go of the possibility that I would
continue studying music and vocal performance. Therefore, a significant part of my college
search process revolved around obtaining information regarding the schools music department,
the auditions process, what ensembles they offered, etc. I strongly felt that even if I decided
music was not what I wanted my career and major to be, I still wanted to have access to a
community that honored music in the manner that I did. The University of North Texas was also
over eight hours away from my hometown and family. For me, this was an important
consideration because I believed that I would not grow to be independent and resilient if I had
the ability to see my family every weekend. This and the highly respected reputation of the
institutions music department across the country were ultimately the reasons why I chose to
attend the University of North Texas in Denton, Texas.
Moving to a college town over eight hours away was important to me, because growing
up I continually felt that I had to prove myself, my capabilities, my independence, and how
intelligent I was to everyone around me. This overwhelming feeling of constantly having
something to prove influenced why I wanted to go to college, why I dreamed of going to
graduate school someday, and where I chose to attend school for my undergraduate degree. My
parents never doubted my abilities; however, it felt that they were the only ones who did not
need proof. Everyone else, including my brothers, friends, teachers, and classmates appeared to
need concrete evidence.
K-12 Education. I also believe that moment in my parents den when I decided for
myself that I not only needed to go to college, but also wanted to, was a significant moment in

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my life. That day was not only the day that I decided I wanted to go to college; it was also the
day that I decided I would go to graduate school and earn an advanced level degree someday.
From reading that encyclopedia, I learned that universities are the types of institutions where one
can earn an advanced degree, whereas colleges are not. I felt, from a logical perspective, this
meant that I should attend a university for my undergraduate degree because universities were
more distinguished and indicted that, by earning a degree there, you are a better academic and
more employable candidate after graduation. This discernment of what universities represented
greatly stemmed from my K-12 education teachers and classmates. Our class was especially
competitive with each other. We went every day to check our class standing with the advisers,
and were constantly asking each other what schools we had been accepted into. There was a
great amount of pressure from my high school teachers and peers to go to an esteemed college.
And according to them, community college was not challenging enough. Community colleges
were the best option for those who simply could not afford to go to a four-year college or for
those who were not academically capable of succeeding in a four-year institutional environment.
If any of my classmates were considering going to a two-year college, they certainly did not
express this in our schools competitive setting.
A friend did go to a two-year college before transferring to a four-year institution, but she
did this because of financial constraints. And while she has always said that she does not regret
her decision, I have always felt that this decision ultimately prevented her from gaining
confidence and independence. For example, she lived with extended family where she was
comfortable and never psychosocially challenged. The mandatory stipulation that all freshman
had to live on-campus for one year benefited me in that it challenged me to move outside of my
comfort zone, find ways of making friends and acquaintances, and learn about myself and how to
work effectively with others who were very different from me in close proximities.

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Reflection
I was incredibly fortunate to have the access and preference to attend college in general.
Although there were some limitations in my choice of institution, I had several options to choose
from. Additionally, since I had a high academic standing among my high school class, my
chances of being accepted into a university of my preference was more likely than others in my
class. For example, universities in Texas guarantee acceptance to high school students who are
in the top ten percentile of their graduating class. This is one reason why my class was so
competitive with one another. It also meant that I was not anxiously waiting for acceptance
letters from the universities that I applied to. This was a privilege that I was aware of while
applying for acceptance, and knew that if I had applied to institutions outside of the state, then I
would have been a typical nervous high school senior.
Another advantage that I enjoyed in the college admissions process and during college
was the fact that my parents were easily capable of supporting me financially. Unlike most in
my high school class, I did not qualify for any financial aid because of my parents annual
income. They also did not require me to get a job while I attended school. My parents knew
how important the transformative college experience was to me, so they encouraged me to
explore my interests through classes, co-curricular activities, and volunteerism. I regret not
getting a job, particularly one on-campus, now. I now believe that was too much privilege given
to a young adult who was trying to figure out where they were headed in life. However, I realize
this was a privilege afforded to me by my parents hard work and willingness to let me find
myself in my own time and way. This financial advantage also allowed my parents to raise my
brothers and I with the presumption that college was more than an option, it was expected of us.
They emphasized academics and receiving an undergraduate degree with great zest. In
retrospect, this was a significant lead in our family, because many families hope for the

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possibility of their children attending college rather than it being a certainty. It is not always a
guarantee, though, like it was for my family.
Impact of Student Affairs Practitioners
Student affairs practitioners have a substantial impact in clarifying, easing, and
streamlining the road to college for young students. College appealed to me from a very early
age, which indicates that student affairs practitioners can expand their influence on students
younger than those in high school or college preparation programs. This proactive approach to
higher education can work in a similar fashion as preventative medicine does in decreasing the
confusion about two-year and four-year schools and the pathway to and from each of these
institutions. Practitioners in the areas of admissions, student activities, alumni relations,
academic advising, and learning assistance can plant, nurture, and strengthen the often confusing
and stressful pathway to college for students by creating an inclusive and engaging relationship
with individual and small groups of students. The simplest way of accomplishing this would be
to extend the communications between postsecondary institutions with secondary institutions and
implementing programs that extend beyond the admissions department. For example, alumni
relations offices can promote their schools, school spirit, and tradition by putting on programs
that are easily accessible to those considering college. By further developing alumni relations
and networks at community colleges, the cultural perception of these institutions might evolve
into something more intentional than being a mere stepping-stone to a four-year institution.
By fostering stronger relationships between pre-college students and student affairs
professionals, young students and their families will be better educated, prepared, and excited
about college and the numerous options in selecting a college. Altering the opinion that many
have of community colleges, such as my high school graduating class and advanced placement
teachers had, will not occur overnight. However, I believe that two-year institutions have the
potential to be viewed as a viable option for postsecondary applicants rather than a demeaning

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pathway to receiving an excellent education, and student affairs practitioners can have a
profound impact on this evolution.