University enabling programs while still at school: supporting the transition of low-SES students from high school to university

2018 ◽  
Vol 46 (3) ◽  
pp. 489-509 ◽  
Author(s):  
Lynette Vernon ◽  
Stuart J. Watson ◽  
William Moore ◽  
Sarah Seddon
Keyword(s):  
High School ◽  
Low Ses ◽  
Low Ses Students

scholarly journals Socioeconomic Disparities in the Use of College Admission-Enhancing Strategies among High School Seniors from the 1990s to 2000s

2016 ◽  
Vol 118 (9) ◽  
pp. 1-36 ◽  
Author(s):  
Ryan Wells ◽  
Gregory Wolniak ◽  
Marc Engberg ◽  
Catherine A. Manly
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Data ◽  
College Admission ◽  
Strategy Use ◽  
Low Ses ◽  
School Students ◽  
Mean Differences ◽  
Low Ses Students ◽  
Over Time

Background/Context Researchers have examined a number of admission-enhancing strategies utilized by students to strengthen their college applications. These academic and nonacademic strategies represent a range of opportunities differentially accessed by students, which can bolster their college profiles and increase their overall likelihood of college enrollment. Purpose/Objective The purpose of this study is to determine if the relationship between students’ socioeconomic status (SES) and use of admission-enhancing strategies changed over time. We address the following specific research questions: • To what extent were there differences in the use of admission-enhancing strategies between low- and high-SES students in the 1990s and 2000s? • To what extent did these relationships between SES and the use of admission-enhancing strategies differ by academic achievement? • To what extent did SES gaps increase, decrease, or remain stable between the 1990s and the 2000s? Research Design This study utilized a correlational design, via secondary data analysis. Specifically, the analytic plan for this study consisted of three main parts: 1) descriptive statistics, including analyses of mean differences and change over time, 2) logistic regression to determine how SES predicts the use of college admission-enhancing strategies separately by cohort, and 3) comparison of predicted probabilities of strategy use by SES within cohorts, as well as over time between cohorts. Findings/Results SES is related to greater use of these strategies among high school students, and this relationship has been maintained over time. Additionally, specifically comparing changes in the gap of strategy use between high- and low-SES students reveals that inequality has not only been maintained, but has increased over time. Conclusions/Recommendations Findings contribute to a growing body of literature examining educational inequalities. Results also imply that admissions processes and decisions should be conducted with awareness of the stratifying nature of these admission-enhancing strategies. The findings also lead to the suggestion that more programs are needed that foster greater involvement among low-SES students in activities that will be seen as desirable by selective institutions and aid them in going to a college of their choice.

scholarly journals High English Literacy among Students from Low Socioeconomic Backgrounds: Exploring the Challenges

2018 ◽  
Vol 5 (2) ◽  
pp. 4-19
Author(s):  
Nur Fadzilah Muhamad Zamani
Keyword(s):  
Socioeconomic Status ◽  
Sampling Technique ◽  
Structured Interview ◽  
Socioeconomic Background ◽  
Depth Information ◽  
Low Ses ◽  
Contributing Factors ◽  
Low Socioeconomic ◽  
English Literacy ◽  
Low Ses Students

As people agree that socioeconomic status (SES) is one of the contributing factors that hinders one’s literacy development, there are still students who come from low socioeconomic background yet are able to acquire high English literacy despite the presence of life stressors. This study examines the challenges faced by low SES students in acquiring high English literacy and the factors that help them to overcome those challenges.  Three students aged fourteen to sixteen years old were chosen as the sample for this study through purposive sampling technique. A qualitative semi-structured interview was conducted to obtain in-depth information about the topic discussed. Three themes emerged which include individual, family and school that demonstrated the challenges faced by low SES students in acquiring high English literacy and the factors that helped them to overcome those challenges. In brief, the participants agreed that their internal motivation and hard work were the most important factors that kept them positive to fight against challenges and become highly literate in the English language. Keywords: Semi-structured interview, qualitative, socioeconomic status (SES), English literacy, motivation

The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors

2015 ◽  
Vol 117 (12) ◽  
pp. 1-52 ◽  
Author(s):  
Gregory Palardy ◽  
Russell Rumberger ◽  
Truman Butler
Keyword(s):  
High School ◽  
Academic Performance ◽  
Peer Influences ◽  
Low Ses ◽  
School Segregation ◽  
Social Emotional ◽  
School Practices ◽  
Segregated Schools ◽  
Socioeconomic Segregation ◽  
Racial Ethnic

Background/Context The 1954 U.S. Supreme Court decision on Brown v. Board of Education concluded that segregated schools were inherently unequal and therefore unlawful. That decision was not based solely upon the notion that segregated black schools were inferior in terms of academic instruction, curricular rigor, resources, etc., but also on research that showed segregating black children had negative social-emotional and behavioral consequences. However, the vast majority of the research on school segregation over the past 50 years, has focused on its effects on academic achievement and opportunity to learn. As a result, little is known about the effects of school segregation on social-emotional and behavioral outcomes. This is a critical gap in the literature because other research indicates that school behaviors are as strong or stronger predictors of long-term educational, social, and employment outcomes as academic achievement. Objectives The purpose of this study is to examine the effects of three forms of school segregation—socioeconomic, ethnic/racial, and linguistic—on school behaviors (i.e., attendance, grade retention, and suspension) and academic performance (reading and math achievement test scores and GPA) in high school. The study also examines the degree to which each of three school mechanisms (school inputs, peer influences, and school practices) mediates the effects of segregation on student outcomes. Research Design The study uses survey data from the Educational Longitudinal Study of 2002 (ELS:02). A sequence of multilevel models are fit to the data to address the research objectives. Conclusions American high schools are highly segregated by race/ethnicity, socioeconomic status, and English language status. Racial/ethnic and socioeconomic segregation are strongly associated with school behaviors and academic performance. The negative effects of racial/ethnic and socioeconomic segregation on school behaviors and academic performance inordinately effect black, Hispanic, and low SES adolescents because they are far more likely to attend segregated schools. School practices that reduce disorder and disruption and emphasize academics strongly mediate of the effects of segregation as does having friends at school with an academic focus. Adopting positive behavioral practices to reduce behaviors that interfere with learning without increasing suspension and expulsion are likely most critical for ameliorating the effects of segregation. Reducing academic tracking is also recommended, given that it likely contributes to negative within-school peer influences among low SES and minority adolescents. However, greater integration is likely necessary to fully address the consequences of segregation.

Signals, Educational Decision-Making, and Inequality

2019 ◽  
Vol 35 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Anders Holm ◽  
Anders Hjorth-Trolle ◽  
Mads Meier Jæger
Keyword(s):  
Decision Making ◽  
Rational Choice Theory ◽  
Educational Inequality ◽  
Monozygotic Twins ◽  
Academic Ability ◽  
Low Ses ◽  
Educational Decisions ◽  
Educational Decision ◽  
Educational Decision Making ◽  
Low Ses Students

Abstract We propose a model of educational decision-making based on rational choice theory in which students use signals about academic ability to make inference about the costs and benefits of different educational options. Our model is simple, extends ideas from previous models, and has testable implications. We test our model using data on Danish monozygotic twins and find that (i) students who receive a positive signal about their academic ability have a higher likelihood of enrolling in and completing a college-bound track compared with those who do not; (ii) the effect of the signal is stronger for students from low socio-economic status (SES) backgrounds than for those from high-SES ones; and (iii) for low-SES students the effect is stronger on enrolment than on completion. Our results suggest that signals about academic ability affect educational decisions in general; they are more important for students who do not have a family ‘push’ to avoid downward social mobility; and they affect educational inequality by making low-SES students too optimistic about their likelihood of completing the college-bound track.

scholarly journals Trajectories of Academic Achievement in High Schools: Growth Mixture Model

2020 ◽  
Vol 6 (1) ◽  
pp. 140
Author(s):  
Amal Alhadabi ◽  
Jian Li
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
Growth Factor ◽  
Mixture Model ◽  
Ninth Grade ◽  
Low Ses ◽  
Growth Mixture Model ◽  
Growth Mixture ◽  
High Achieving

The current study investigated patterns of growth in academic achievement trajectories among American high school students (N = 12,314) that were obtained from a nationally representative, public-use dataset (the High School Longitudinal Study of 2009) in relation to key demographic information (i.e., gender, grade level, socioeconomic status [SES] in ninth grade, and ethnicity) and a distal outcome (i.e., applying for college). Unconditional growth mixture model showed that the three-class model was most appropriate in capturing the latent heterogeneity (i.e., low-achieving/increasing, moderate-achieving/decreasing, and high-achieving/slightly increasing). Two covariates (i.e., gender and SES in ninth grade) were positively associated with the intercept growth factor (i.e., initial GPA) in two of the three achievement classes (i.e., high-achieving and moderate-achieving). In contrast, two other covariates (i.e., Hispanic and African American) were negatively associated with the intercept growth factor in all of the achievement classes. The multinomial logistic regression coefficients identified an increase in the likelihood of belonging to the following achievement classes: (1) Moderate-achieving, if the students were male or African American and of low SES, (2) Low-achieving, if the students were male and of low SES, and (3) High-achieving, if the students were female and of an ethnicity other than African American and high SES. The probability of not applying for college was higher among the low-achieving and the moderate-achieving classes compared with the high-achieving class (223 words).

Social Class in Family Therapy Education: Experiences of Low SES Students

2012 ◽  
Vol 39 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Teresa McDowell ◽  
Andrae’ L. Brown ◽  
Nicole Cullen ◽  
April Duyn
Keyword(s):  
Family Therapy ◽  
Social Class ◽  
Low Ses ◽  
Family Therapy Education ◽  
Therapy Education ◽  
Low Ses Students
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