Publication Date

Spring 2025

Document Type

Capstone Project

Degree Name

Doctor of Education

Department

Interdisciplinary Leadership

First Advisor

Dr. Deborah King

Second Advisor

Dr. Quincy Martin

Third Advisor

Dr. Lauren Lewis

Abstract

Ongoing debates surrounding equity in college admissions have raised questions about the role of standardized testing. This qualitative study employed a phenomenological design to examine how underrepresented students perceive the equity and accessibility of standardized testing within the college admissions process. Grounded in Critical Race Theory (CRT) and Socioeconomic Status (SES) Theory, the study investigates how structural inequities shape students’ experiences with admissions testing policies such as the SAT and ACT. Data were collected through semi-structured interviews with eight undergraduate students (N = 8) from underrepresented backgrounds who had participated in standardized testing as part of their admissions process. Using iterative deductive and inductive coding, five overarching themes emerged: inequities in preparation systems; emotional and identity-based consequences of testing; disconnection between academic ability and test performance; cultural capital shaping admissions navigation; and advocacy for equity-oriented admissions reform. Findings indicate that standardized testing functions not only as an assessment tool but also as a structural and psychological gatekeeping mechanism embedded within broader systems of racial and socioeconomic inequality. By centering lived experience, this study contributes qualitative insight into ongoing national debates on admissions policy and offers implications for more equitable and inclusive practices.

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