Academic literature on the topic 'Working class Low-income college students College students Education'

This article is an analysis of recent dynamics in U.S. higher education, paying particular attention to how the market for higher education has changed since the Great Recession and how those changes have affected the working class. I examine the evolution of higher education over the past decade from the perspectives of both students and institutions, and document ways in which the Great Recession exacerbated inequality in access to college and outcomes among those who attend. While the expected return to attending college remains high, the downside risk (driven largely by student debt and a high degree of noncompletion) is also nontrivial. As in many other contexts, the burden of this risk is not shared equally across the population but is shouldered most acutely by students from low-income backgrounds, particularly among underrepresented minority groups.

This research was aimed at studying the content of academic gender stereotypes of pre-service teachers who are being prepared for working in different cycles of education. The sample included 408 students of teaching programmes of the Teacher Training College, Faculty of Mathematics and Faculty of Philology in Belgrade. It has been established that future class and subject teachers have gender stereotypes about the interests and achievements of students in different school subjects. pre-service teachers from both groups are of the opinion that girls get interested more easily than boys in the majority of school subjects, as well as that girls are more talented for the subjects in the field of humanities and languages, while boys are more talented for the subjects in the field of sciences. Pre-service teachers estimate that boys typically have a low achievement in languages, arts and music, while girls have a low achievement in physics, computer science, technical sciences and physical education. Since teachers? gender stereotypes can affect students? achievement, educational and career choices, it is important to raise awareness about the content and consequences of such beliefs in teachers and focus on certain actions towards their altering.

In this article, Gary Orfield explores the nature of the relationship between money and access to college, particularly for minority and poor students. Decades after a massive federal government commitment to making a college education available to all, Orfield contends, minority and low-income access is declining, and financial aid is going to middle-class students who could manage without it. Orfield relates how the goal of making higher education accessible to all got sidetracked as he chronicles the policy debate over student aid through the 1980s and early 1990s. He tells a story of political opportunism, insufficient outreach, bureaucratic insensitivity, and a failure to distinguish cultural differences with regard to borrowing — a story of institutions and faculties protecting themselves through tuition increases without seriously debating social consequences. It is not, however,a story of declining interest in, or aptitude for, college among low-income and minority students. Orfield shows a substantial link between dollars and college attendance, and examines policies that have clearly made things worse for those most in need of assistance — policies that are nevertheless maintained because of political deadlock. He concludes that hard choices must be made if college access is to be restored without greatly increased expenditures, and he then delineates those choices.

From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Cypriot Journal of Educational Sciences (CJES) is listed in many scholarly citation indexes; DOAJ, Ulrich's Educational Research Abstracts (ERA), EBSCO, Google Scholar, PsycINFO, Asian Education Index & AWER index. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 9 full length articles written by authors from, Cyprus, Canada, Nigeria and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Hayat Boz and Sibel Esra Karatasexplored the impact of Internet use on QOL of the elderly by examining available researches in this field. By searching on ADM Digital Library, WEB Science, ERIC, PsycINFO and PubMed databases, this study reviewed 25 studies published after 1990 that investigates the relationship between Internet use and QOL of elderly. The synthesis of the research findings indicates that the functional use of computer and Internet improves QOL for older people. The findings also provide a comprehensive perspective on the current state of knowledge and raises questions for further research.On the other hand, Japo Oweikeye Amasuomo, examined the academic performance of students in the compulsory courses in technical education during the transition period of first and second years of three years Nigeria Certificate in Education (NCE) Technical programme before choosing their disciplines in the third year. The study established that, students in Electrical/Electronics discipline performed better than their counterparts who made Automobile, Building, Metalwork and Woodwork as their discipline, and the academic performance of the five groups of students differed significantly. Also, Hussain Ali Alkharusi examined students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity.In addition to these, Johnson Enero Upahi, Ganiyat Bukola Issa and Oloyede Solomon Oyelekan carried out a study on students. This study assesses the classroom activities which are the fundamental process required to determine the extent to which intended learning outcomes has been achieved. Emrah Soykan aimed to identification of views of teachers, students and their parents at Near East College in North Cyprus on use of tablets in education. The research is a descriptive case study. As result of the analysis carried out in this research, it has been seen that teachers, students and parents evaluate the problems related with tablet PCs under the following two sub-dimensions; the experienced problems of during tablet supported education and the benefits of tablet pc usage in education.Zeynep Karatas and E. Tremblay Richard examined the level of depressive symptoms of the secondary school students in Turkey and Canada has been aimed in this study. The research group of the study consists of 1050 secondary school students with the average age of 13. Their socio-economic levels are low in both countries, Canada and Turkey. The study revealed that the level of depressive symptoms of Turkish secondary school students has been found higher than the level of depressive symptoms of Canadian secondary school students. While the levels of depressive symptoms of the Canadian female students have been higher than male students, the level of depressive symptoms of Turkish students has not differentiated in terms of their genders. Behiye Akacan and Gurcan Secim examine the responses of university students in social anxiety situations in order to create a psychological counselling program with a structured group based on Cognitive Behavioural and Existential Approaches. These responses involve the behaviour and thoughts of the university students in situations where they experience or anticipate social anxiety. The findings of the study revealed that the thoughts regarding the social anxiety situations of the final year students studying in Guidance and Psychological Counselling and Pre-School Teaching departments are generally negative and their behaviour usually presents as desertion or avoidance.Also, Halil İbrahim Akyuz and Hafize Keser examined the effect of an educational agent, used in online task based learning media, and its form characteristics on problem solving ability perceptions of students. It is determined that applied method has an important effect on problem solving ability perception of students and that the educational agent in the role of teacher is more effective than the role of friend in the development of problem solving ability perception. Finally Muge Tacman and Nazan Comunoglu examined the way how the primary school class teachers evaluate the candidates, what their expect from the candidates and the effectivenes of the teaching training program being conducted in Ataturk Teacher Training Academy (AOA) to fulfill these expectations. Research findings were studied and interpreted in the framework of 4 main topics which are field knowledge, basic professional attitudes, effective communication and teaching abilities.I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.Best regards,Prof. Dr. Huseyin Uzunboylu, Editor-in-ChiefAssist. Prof. Dr. Cigdem Hursen, Executive Editor

Among academically talented students, SES and racial group membership predict both college expectations and matriculation, and youth less often attend and complete postsecondary education if their parents did not go to college. For successful adjustment to college, significant adults during high school matter more than they might imagine. Talking to teachers and counselors had strong relationships with social and academic adjustment as well as with positive attitudes for all students. Interestingly, the more participants talked to teachers in high school, the more academically competent they felt in college, and this relationship was especially strong for first-generation students. Such findings suggest that “getting ready” experiences may prepare students to more effectively balance the multiple developmental tasks they face as college students on the threshold of adulthood. This preparation may be especially important for persistence among vulnerable populations, including first-generation students, who spend the least time of any group talking to teachers outside class. Students in low-income, urban communities may be in reasonable proximity to a community, vocational, or 4-year college; students in rural schools may more often see relatively few opportunities for higher education. An academically oriented high school peer group also may prepare students to become socially engaged on the college campus. These preliminary findings are a strong argument for policies and practices that bring all new college students together in personalized social interactions as quickly as possible rather than focusing on groups perceived to be “at risk.”

The COVID-19 pandemic exposed long-standing class-based inequities in education and as a result highlighted the role of structural supports (e.g., food, stable housing, income) promoting economic opportunity. Although social class mobility is often attributed to perceptions of hard work, science does not support these dominant narratives. Instead, access to quality education and structural supports correlate with economic uplift. By eliminating structural barriers to low-income college students’ degree completion and coordinating efforts to assist low-income students, policymakers can restore the promise of economic mobility through education. This article focuses on the psychological and behavioral science that should inform higher education policy. As the country recovers from the COVID-19 pandemic, a structure-based, scientific approach to facilitate equal opportunity in higher education is vital to spurring greater economic mobility and avoiding further entrenchment of economic inequalities.

Low-income students, many of whom reside in urban environments, often lack the support they need to prepare for postsecondary education, identify the best fit schools, apply for financial aid, enroll and persist in their studies, and, ultimately, graduate with a degree. Since 2014, a university school counseling department and a New York City high school collaborated to provide targeted and focused college readiness, awareness, and engagement activities to each and every student in the senior class through the direct involvement of school counseling preservice graduate students. The project’s primary goals focused on student outcomes related to an improved graduation rate and postsecondary participation rate, with varying degrees of success. Participants in the high school–university partnership realized the value and importance of engaging students much earlier in career and college planning process.

Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and push-out rates for low-achieving students (especially English language learners), create obstacles to staffing that allow for greater personalization, and discourage performance assessments that cultivate higher-order thinking and performance abilities. In this article, Linda Darling-Hammond proposes specific amendments to NCLB that could help achieve the goal of providing high-quality, equitable education for all students by recruiting highly qualified teachers and defining such teachers in appropriate ways; by rethinking the accountability metrics for calculating adequate yearly progress so that schools have incentives to keep students in school rather than pushing them out; and by encouraging the use of performance assessments that can motivate ambitious intellectual work.

<p class="abstractclass">This study considers the effects of Utah’s Dual-Credit Enrollment (DCE) and Early College High School (ECHS) programs on underrepresented students’ performance via an examination of the Utah Data Alliance longitudinal public education dataset. The study assesses standardized testing scores, high school graduation rates, dual course credits earned, higher education enrollment, time-to-completion, and degree attainment outcomes for various minority and low income student groups enrolled in DCE and ECHS programs.</p><p class="abstractclass">To limit the endogeneity and self-selection bias present in non-experimental data, the study employs Propensity Score Matching method (PMS) as a quasi-experimental design methodology. Although PMS offers many advantages, its strength as an estimator is dependent on the existence of complete and quality matching variables. To assure accurate model specifications given the available data, Receiving Operator Characteristic (ROC) Analysis is applied to variations on the PMS models.</p>Estimated outcomes reflect positive effects for each of the examined student populations differentiated by gender, race, income and English Language Learner status. The economic effects of accumulating higher education course credits and decreases in higher education time-to-completion may yield the most interesting outcomes, enjoy the strongest causal claims, and result in measurable household and state level savings. These outcomes may also reveal potential weakness in the structure of higher education course and major programming, and the difficulty presented as high school students make higher education decisions.

Affordability to study overseas has always been one of the biggest challenges for most aspiring international students. However, in a postrecession environment, this challenge has become more intense for a range of reasons, including budget cuts, demographic changes, economic shifts, and immigration policies. Many universities, especially in high-income countries, are at risk of pricing themselves out of reach to a large segment of international students. THE DEEPENING AFFORDABILITY CRISIS Consider the case of the United States, where an increase in direct cost due to a combination of two factors—tuition fees escalation and currency devaluation—is a big blow to affordability. In 2018–2019, the average out-of-state tuition and fees and room and board at a public 4-year institution was $37,430 as compared to $32,762 in 2014–2015—an increase of 14% (College Board, 2018). At the same time, currencies in some of the key emerging countries have devalued against the U.S. dollar. For example, between August 2014 and August 2018, the Indian currency has depreciated by over 20%. The net effect is that for an Indian undergraduate student, the cost of attendance in 2018–2019 increased by at least 30% as compared to 2014–2015. In addition to increasing direct cost, lower availability of funding opportunities from universities and governments, as well as tighter immigration and visa policies for finding work opportunities, is making it harder to recover the cost of education. The trend of higher tuition fees for international students is not just in the United States and other leading English-speaking destinations. Even countries in continental Europe have started introducing tuition fees for international students. For example, Denmark (in 2006) and Sweden (in 2011) introduced tuition fees for international students from outside the European economic area (Marconi & Serra, 2017). THE INCREASING DEMAND FOR “VALUE FOR MONEY” The future competitiveness of higher education institutions and nations in attracting international students hinges on their ability to demonstrate “value for money,” could be defined as the “reasonableness of cost of something in view of its perceived quality”. In other words, the increase in the cost side of the equation demands that institutions and policymakers must do more to balance by offering more benefits in terms of better experiences on- and off-campus, especially in terms of career outcomes. Institutions must do more to reinvest part of the additional tuition fees back into enhancing outreach, offering scholarships, supporting student success, and widening access to students who may be unable to afford to study abroad. For many students who get priced out of reach to study in high-income countries, emerging destinations such as China offer new hope to gain global experience at an affordable price. A prime example of this scenario is the rise of students from low-income countries. For instance, in 2018, one out of six international students in China was from Africa (Ministry of Education, 2018). This potential of China as a destination for international students is not only because of affordability factors in leading destinations, but also because of proactive national policies in China such as the Belt and Road Initiative, and Double-First Class, which are mutually reinforcing each other. SHAPING THE RESEARCH AGENDA We are heading toward a future scenario where global learning experiences will be out of the reach of many aspiring international students. This is a wake-up call to action for researchers, policymakers, practitioners, and leaders to focus on finding solutions to this affordability crisis, which threatens the future of international student mobility. The Journal of International Students plays an indispensable role in not only shaping the research agenda to raise awareness about the affordability crisis but also in providing evidence for potential solutions. On this important milestone of the 10th anniversary for the Journal, I encourage scholars to consider the role of affordability challenges and its various implications and dimensions. In conclusion, we have an opportunity and a responsibility to reflect and plan a future research agenda that ensures the sustainability of international student mobility and enhances the diversity and inclusion of international students.

Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 502-527). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis advisor: Karen D. Arnold
"Parental involvement," a term long part of the K-12 lexicon is now included in the higher education vocabulary. Many college administrators today associate "parental involvement" with a certain pattern of behavior and describe the contemporary traditional-aged student-parent relationship with negative examples. Dubbed by the media as "helicopter parents," this sub-population of overly involved mothers and fathers has come to represent all parents of college students, even though these examples are largely socioeconomic class-based. This qualitative phenomenological study considered the lived experience of the relationship between working class and low-income students and their parents during the first semester of college. All students in the sample were enrolled at four-year colleges and had attended an alternative high school where parental involvement was supported and encouraged. Students (n=6) participated in three open-ended, qualitative interviews and their parents (n=7) participated in two. What constitutes "parental involvement" for working class and low-income students and parents in the context of higher education? This study found that the parents had positive, emotionally supportive relationships with their students. Students were autonomous and functionally independent, but emotionally interdependent with parents. Parents in the study did not have a direct connection to their child's college or university; students served as intermediaries in this parent-institution relationship. Therefore, this sample did not fit the current definition of parental involvement in higher education. As colleges and universities implement parent services as a reaction to the phenomenon of parental involvement, they need to consider alternative pathways for communicating with parents from lower socioeconomic groups, many of whom have not attended college
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, this book looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. The book reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, the book seeks to reverse this course. It urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves. The book paves a hopeful road so that students might achieve social mobility while retaining their best selves.

“I’ll Never go to School with a Nigger!” Dickie, an eighth grader in my social studies class, shouted vehemently as we began to discuss the Brown v. Board of Education case prohibiting segregation in public schools that the Supreme Court had decided a year before, in 1954. Dickie was right; he never did, dropping out of school two years later, before his Virginia public high school began desegregation. I was flabbergasted and appalled by Dickie’s assertion, only gradually coming to realize that my new profession, teaching, was heading on a rocky road to improvement. In September 1955, as a new, navy bride, I began teaching in still segregated Deep Creek High School serving the predominantly low-income white community of the Dismal Swamp in southeastern Virginia. Prepared as I had been by the mushy adjustment curriculum of my Indiana public schools (lots of attention to my deficient social skills, not much to strengthening my intellect), I had zipped through college. I added the teacher training sequence after I became engaged in order to have a saleable skill when I married on graduation day. My five education courses, most of which I thought academically and professionally worthless, required that I memorize the Seven Cardinal Principles, still the reigning dogma, and I did, believing they represented the fuzzy thinking I associated with public education. I lived in a totally white world, never having had a black friend, fellow student, or teacher. Under Virginia law at that time Deep Creek High School was also a totally white high school world, though surrounded by a black community. The drop-out rate was high: 140 students in eighth grade but only 40 high school seniors. When Dickie made his assertion about segregation, I was astounded both by the language and by the sentiment. We did not use such a term in my household, and, innocent that I was, I thought the Supreme Court had decided the year before in Brown v. Board of Education that public schools could not be legally segregated by race.