Privilege and Disadvantage in Education

Contexts ◽  
2021 ◽  
Vol 20 (3) ◽  
pp. 68-69
Author(s):  
Blake R. Silver
Keyword(s):  
Low Income ◽  
Disadvantaged Students ◽  
Low Income Students ◽  
Elite University ◽  
Elite Colleges

This book review explores The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students by Anthony Abraham Jack, which offers a fascinating look at the diverse experiences of low-income students at an elite university.

Intensive College Counseling and the Enrollment and Persistence of Low-Income Students

2018 ◽  
Vol 13 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Benjamin Castleman ◽  
Joshua Goodman
Keyword(s):  
Grade Point Average ◽  
Degree Completion ◽  
Low Income ◽  
College Counseling ◽  
Disadvantaged Students ◽  
Completion Rates ◽  
Low Income Students ◽  
Grade Point ◽  
Second Year ◽  
The Impact

Though counseling is one commonly pursued intervention to improve college enrollment and completion for disadvantaged students, there is relatively little causal evidence on its efficacy. We use a regression discontinuity design to study the impact of intensive college counseling provided by a Massachusetts program to college-seeking, low-income students that admits applicants partly on the basis of a minimum grade point average requirement. Counseling shifts enrollment toward four-year colleges that are less expensive and have higher graduation rates than alternatives students would otherwise choose. Counseling also improves persistence through at least the second year of college, suggesting a potential to increase the degree completion rates of disadvantaged students.

Income Segregation between School Districts and Inequality in Students’ Achievement

2017 ◽  
Vol 91 (1) ◽  
pp. 1-27 ◽  
Author(s):  
Ann Owens
Keyword(s):  
Achievement Gap ◽  
School Districts ◽  
Low Income ◽  
White Students ◽  
High Income ◽  
Achievement Gaps ◽  
Disadvantaged Students ◽  
Low Income Students ◽  
White Families ◽  
Income Segregation

Large achievement gaps exist between high- and low-income students and between black and white students. This article explores one explanation for such gaps: income segregation between school districts, which creates inequality in the economic and social resources available in advantaged and disadvantaged students’ school contexts. Drawing on national data, I find that the income achievement gap is larger in highly segregated metropolitan areas. This is due mainly to high-income students performing better, rather than low-income children performing worse, in more-segregated places. Income segregation between districts also contributes to the racial achievement gap, largely because white students perform better in more economically segregated places. Descriptive portraits of the school districts of high- and low-income students show that income segregation creates affluent districts for high-income students while changing the contexts of low-income students negligibly. Considering income and race jointly, I find that only high-income white families live in the affluent districts created by income segregation; black families with identically high incomes live in districts more similar to those of low-income white families. My results demonstrate that the spatial inequalities created by income segregation between school districts contribute to achievement gaps between advantaged and disadvantaged students, with implications for future research and policy.

scholarly journals Understanding the Effects of COVID-19 on the Education of Low-Income Students in Khamariya, Nepal

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Meghna Katyal ◽  
Andrea Charlton
Keyword(s):  
Low Income ◽  
Education System ◽  
Primary Students ◽  
Disadvantaged Students ◽  
Minimal Access ◽  
Low Income Students ◽  
Remote Communities ◽  
Remote Community ◽  
Access To Technology ◽  
Cycle Of Poverty

This paper addresses the impacts COVID-19 is having on the learning of upper-primary students in a remote community in Nepal. These findings are based on interviews with 15 students in Khamariya— a small village with limited infrastructure and minimal access to technology. In this paper, the education system in Nepal before COVID-19 is discussed and compared with the current learning that is happening throughout the pandemic. The shortcomings of government solutions are discussed, the benefits of the pandemic on students' learning are evaluated, and the implications of changes in students’ learning due to the pandemic are analyzed. Overall, through the interviews, it has been determined that the education system in remote communities in Nepal before the pandemic was below standard. However, COVID-19 is exacerbating these negative aspects of the education system even further. The pandemic is specifically targeting impoverished students’ education. As well, it is increasing the gap between advantaged and disadvantaged students, which is contributing to the cycle of poverty.

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