Testing Tinto: How Do Retention Theories Work for First-Generation, Working-Class Students?

2008 ◽  
Vol 9 (4) ◽  
pp. 407-420 ◽  
Author(s):  
Rob Longwell-Grice ◽  
Hope Longwell-Grice
Keyword(s):  
Working Class ◽  
First Generation ◽  
Working Class Students

scholarly journals Divergent Approaches to Access: How Selective College Admissions Offices Recruit Lower-Income, First-Generation, and Working-Class Students

2021 ◽  
pp. 36-49
Author(s):  
Hannah Gunther ◽  
Janel Benson
Keyword(s):  
Working Class ◽  
First Generation ◽  
College Admissions ◽  
Lower Income ◽  
Selective College ◽  
Admissions Officers ◽  
Selective Colleges ◽  
Weak Records ◽  
Working Class Students ◽  
Societal Inequality

In recent years, selective colleges and universities have made diversifying their student bodies a top priority, yet the class diversity on these campuses has barely shifted. While most research on class disparities in college admissions focuses on student explanations, this study seeks to understand how campus admissions approaches to recruitment may also contribute to why so few lower-income, first-generation, and/or working-class students (LIFGWC students) attend selective colleges. To address this question, we conducted interviews with seven admissions officers from selective campuses with both relatively strong and weak records of LIFGWC students recruitment. Institutions with stronger records of recruiting LIFGWC students actively sought out new initiatives to make their college more accessible for LIFGWC students, and these actions were motivated by a shared focus on improving larger societal inequality. Although campuses with weaker records also expanded their recruitment strategies, their efforts were often piecemeal and motivated by competition for students and institutional rankings rather than a larger mission to improve diversity and equity. These findings suggest that institutional missions and philosophies are central to increasing access.  

scholarly journals Time and money explain social class differences in students’ social integration at university.

2017 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Social Class ◽  
Middle Class ◽  
Working Class ◽  
Social Integration ◽  
Social Exclusion ◽  
Undergraduate Students ◽  
Social Activities ◽  
Class Differences ◽  
Working Class Students ◽  
Exclusion Effect

Working-class students tend to be less socially integrated at university than middle-class students (Rubin, 2012a). The present research investigated two potential reasons for this working-class social exclusion effect. First, working-class students may have fewer finances available to participate in social activities. Second, working-class students tend to be older than middle-class students and, consequently, they are likely to have more work and/or childcare commitments. These additional commitments may prevent them from attending campus which, in turn, reduces their opportunity for social integration. These predictions were confirmed among undergraduate students at an Australian university (N = 433) and a USA university (N = 416). Strategies for increasing working-class students’ social integration at university are discussed.

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