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It addresses the limited knowledge about the scope and mechanics of selection processes tied to talents, and racial, ethnic, or geographic backgrounds. The studies also examine applicants’ and schools’ perceptions, showing widespread use while revealing mismatches between applicants’ beliefs and institutions’ 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institutions?",{"text":121,"@type":113},"Applicants are aware of the process, but their perceptions do not coincide with the motives or expectations of the colleges and universities that deploy 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combines the results of two studies,one from the per-spective of institutions and one from the perspective of students,todetermine and define the role played by special interest groups in select-ing students for admission to college and university.Although there havebeen allusions to the existence of selection processes that categorizeapplicants in terms of various special talents and skills,and of racial,ethnic,or geographic origin,relatively little is known about how wide-spread those processes are and how they actually operate at highly selec-tive colleges and universities.Also,little is known about how specialinterest group selection is perceived by applicants and their schools.Thestudies indicate how and why special interest group selection works,andshows that the process is widely used.The studies also indicate that,although applicants are aware of the process,their perception of it doesnot coincide with either the motives or the expectations of the collegesand universities that deploy it.  \n## RÉSUME\n\nCet article,qui regroupe les résultats de deux études,I'une axée surI'optique des établissements et I'autre sur celle des étudiants,vise àdéterminer et à définir le rôle que jouent les groupes d'intérêt spéciaux  \ndans le processus de sélection des étudiants ayant fait une demanded'admission au collège et à l'université.Bien qu'il ait été fait allusion àI'existence de processus de sélection classant par catégorie les candidats,selon leurs compétences et talents particuliers,ainsi que leur origineraciale,ethnique et géographique,on détient en fait assez peu dedonnees sur la mesure dans laquelle ces processus sont généralisés et surla maniere dont ils sont appliqués dans les universités et collègeshautement sélectifs.En outre,on sait peu de chose sur la maniere dontles candidats et leur école percoivent la sélection des groupes d'intéretspéciaux.Les études expliquent la manière dont fonctionne la sélectiondes groupes d'intéret spéciaux et les raisons pour lesquelles celle-cimarche bien et montrent que le processus est appliqué à grande échelle.Les études indiquent aussi que,si les candidats sont au courant deIexistence du processus,la facon dont ils le percoivent ne correspond niaux motifs ni aux attentes des colleges et universités quiy ont recours.  \n## INTRODUCTION:TWO CASES IN POINT\n\nSwarthmore College  \nIn December,2000,Swarthmore College,one of the United States'most prestigious and elite liberal arts colleges,announced that it woulddiscontinue its football,wrestling,and badminton teams.This was ashock not only to the Swarthmore community,but also to the larger com-munity of highly selective colleges.As an official of a college similar toSwarthmore noted,\"If any school should be able to select any kind ofclass that it wanted [in order to field a football team]it would beSwarthmore.\"That observation made sense,at least superficially,becauseSwarthmore was consistently ranked first or second in the U.S.News andWorld Report's ranking of American liberal arts colleges,had an appli-cant to place ratio of over 10:1,and had a one billion dollar endowmentto support under 1,400 undergraduate students.Indeed,the average com-bined SAT score of football players at Swarthmore was 1400.  \nSo,what was the problem?The explanation given by Swarthmore'spresident was that the college's varsity athletic teams were taking up toomany \"slots\"in each freshman class.From the point of view of the  \nThe Canadian Journal of Higher EducationVolume XXXII,No.2,2002  \ncollege's athletic coaches,a reduction in the number of “slots”wouldrender their teams uncompetitive (Suggs,2000).Regardless of the pointof view,for many within the college and for virtually everyone outside itwho was seized by the dramatic discontinuation of the three teams,espe-cially football,this was the first time that the term“slots”","cbCaijItUgMAgUXo","https://ap.wps.com/l/cbCaijItUgMAgUXo","pdf",1217618,"English","# Abstract\n# Résumé\n# Introduction: Two Cases in Point\n## The College Choice Project","[{\"question\":\"What is the paper’s main goal regarding admissions selection?\",\"answer\":\"To determine and define the role played by special interest groups in selecting students for admission to college and university.\"},{\"question\":\"How does the paper use two studies?\",\"answer\":\"One study captures institutions’ perspective and the other captures students’ perspective, and together they explain how and why special interest group selection works.\"},{\"question\":\"What mismatch does the paper find between applicants and institutions?\",\"answer\":\"Applicants are aware of the process, but their perceptions do not coincide with the motives or expectations of the colleges and universities that deploy it.\"}]","“Flags and Slots”: Special Interest Groups and Selective Admissions | PDF",1792084635,101]