1. Beyond the Cinderella story: The whether, where, and whats of college
Gary Rhoades
Professor and Director
Center for the Study of Higher Education
University of Arizona

2. My work, your work The Center, its students/alumni, its scholarship.
Your work: Overworked, under-resourced, underpaid.
It is WAY easier, I know, to stand here and opine about your work, than for you to actually do it.
Cinderella, Chutes & Ladders, “Higher education needs a warning label.”

3. Whether and when to go to college
Differential patterns of going, by socioeconomic status and ethnicity. Context: “Those kids don’t need college.” What they should really be ready for (getting knocked down … and getting back up).
Different entry points in terms of time/age
Different decision ecology given balance of responsibilities (college is one of many responsibilities in their lives.
THE MONEY $$$$$$$!!!—HOW CAN I/MY FAMILY AFFORD IT?!!!

4. Where to go to college
Patterns of where different demographics of students mostly start (for-profits, community colleges, different types of 4 years).
Significant consequences of the choices in terms of cost, completion, and career.
Local ecology of choice: What is in the field of vision, of the student, and of the family?

5. The whats of college What to study/major in. What to do to succeed.
What to look out for, because back to the concept of “college readiness,” mostly colleges are not ready for your students, even though these institutions will be better for better serving your students.

6. A different story than Cinderella
More students need not just to go, but to think about what happens during and after “the ball.”
More students need to more awareness about their choices (of partner) and the consequences of those choices.
More colleges (balls) are set up for those students with the most $/resources, and so part of your role and our role is to better equip our students for actively navigating and negotiating the ball.

7. Thank you…