scholarly journals Poverty in American Higher Education

2021 ◽  
Vol 1 (2) ◽  
pp. 18-45
Author(s):  
Katharine Broton
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Low Income ◽  
Empirical Test ◽  
Lower Probability ◽  
Full Time ◽  
Housing Security ◽  
Point Reduction ◽  
Data Limitations ◽  
Low Income Families

A substantial share of college students experience housing insecurity and too many students leave higher education before earning a credential. Both of these experiences are more common among students from low-income families who often lack adequate resources. While prior conceptual and qualitative investigations suggest that housing insecurity is associated with poorer student outcomes, this relationship has not been tested due to quantitative data limitations. In this paper, I use data from a state-wide longitudinal study of students from low-income families to conduct the first empirical test of the relationship between housing insecurity early in college and later college achievement and attainment. Findings show that housing insecurity is a statistically significant predictor of academic success, net of background factors. Specifically, housing insecurity is associated with an 8 to 12 percentage-point reduction in the probability of later degree attainment or enrollment. In the short-term, housing insecurity is also associated with lower mean GPA, a lower probability of obtaining at least a 2.0 GPA, and a higher probability of enrolling part-time rather than full-time, indicating that housing insecurity affects students’ college academic experiences in multiple ways. Efforts to promote college attainment should be expanded to consider students’ housing security. There are likely several points in time and multiple ways that higher education institutions, nonprofit agencies, and policymakers can intervene to promote secure housing and college success.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

Quick Reads: Promising Partnerships: Gearing Up for Mathematics

2007 ◽  
Vol 13 (4) ◽  
pp. 220-223
Author(s):  
Charlotte Simmons ◽  
Jesse Byrne
Keyword(s):  
Higher Education ◽  
Financial Aid ◽  
Low Income ◽  
Gear Up ◽  
Low Income Students ◽  
Low Income Families

[M]ore low-income families will be well-informed of postsecondary options and financial aid, and take the steps necessary for admission into an institute of higher education. With GEAR UP, more low-income students will go to college and succeed. (Silver, n.d.)

scholarly journals The Impact of Higher Education Loan System among Students from Low-Income Background in Tanzania

2018 ◽  
Vol 14 (28) ◽  
pp. 39
Author(s):  
Watende Pius Nyoni
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Relevant Literature ◽  
Access To Higher Education ◽  
Means Testing ◽  
Operational Mechanism ◽  
Low Income Families ◽  
The Government ◽  
The Impact ◽  
The Needy

In spite of the initiatives which have been taken by the government of Tanzania towards access to higher education for qualified students who came from low - income backgrounds, the studies and real situation reveal the reality of how this group of people has been denied to parity and fair for accessing higher education. Thus, Tanzania government has established Higher Education Students Loans Board with the Act No.9 of 2004 aiming at giving assistance to the students who got admission in universities, but came from low-income families with no financial strength to support their schooling. However, since its inception higher education loans board had failed to identify students from low-income background resulting in some students dropping out or postpone their studies as they look for other sources of funds. This article is qualitative in nature with the use of document analysis technique. The author uses relevant literature, officially published statistical data and various theoretical justifications for examining the impact of HE loan towards students from low-income background. The results of this study identified some challenges leading to a misallocation of fund to the needy students, application of Means Testing being one of them. Meanwhile, the author concludes with careful planning and effective use of means testing with a sustainable operational mechanism which will address the issue of parity and justice for the needy students in accessing higher education in Tanzania.

scholarly journals The Achievement of University Access: Conversion Factors, Capabilities and Choices

2019 ◽  
Vol 7 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Melanie Walker
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Low Income ◽  
Qualitative Interviews ◽  
First Year ◽  
Conversion Factors ◽  
Her Family ◽  
University Access ◽  
Low Income Families

In the light both of persistent inequality of education opportunities for low income families and a wide equality gap in South Africa, this article explores students’ university access by applying Amartya Sen’s capability approach to a South African case study. The article demonstrates empirically that access is more than an individual project, shaped both by objective conditions and subjective biographies, that is by general conversion factors and a person’s social and personal options. Key conversion factors are material (income) and social (family, community, school, information), which produce an interlocking system of opportunity. Access thus requires more than formal opportunity to enable social mobility for all. The case study comprises qualitative interviews with diverse students in their first year at one university; illustrative narratives are selected to show different pathways, conversion factors and choices. Agency and self-efficacy emerge as especially important for making choices but also for constructing a higher education pathway where none exists for that person and her family. The article suggests that higher education has the potential to advance social mobility provided that it moves in the direction of expanding the capabilities of all students to have the choice of higher education.

An Empirical Study on the Implementation Effect Evaluation of Housing Policy Expansion Project - A Case from Guangzhou

2014 ◽  
Vol 638-640 ◽  
pp. 2355-2363
Author(s):  
Lin Chen ◽  
Wei Liang Zou ◽  
Jian Tan
Keyword(s):  
Low Income ◽  
Security Policy ◽  
Effect Evaluation ◽  
Existing Problems ◽  
Housing Security ◽  
Security Standard ◽  
The Mean ◽  
Low Income Families ◽  
Implementation Effect ◽  
Mean Time

In recent years, many cities have been broadening the scope of housing security, in order to safeguard low income families, by increasing the low income cut-off and by lowering the thresholds of application for housing security. Firstly, an empirical analysis on the implementation effect is applied in this paper focused on the expansion of low-rent housing security policy in Guangzhou. Secondly, the existing problems during the expansion policy implementation is also concluded in this paper from perspective of working style, effectiveness, security standard, and application experience of residents. Finally, possible suggestions are proposed in this paper for improving the low-rent housing security policy in Guangzhou, in the mean time, providing the reference for the setting and implementation of the expansion of low-rent housing security policy in other cities.

Neoliberalism’s influence on American universities: How the business model harms students and society

2021 ◽  
pp. 147821032110066
Author(s):  
Hani Morgan
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Low Income ◽  
Optimal Learning ◽  
American Universities ◽  
Higher Education System ◽  
Marginalized Groups ◽  
Neoliberal Ideology ◽  
Low Income Families ◽  
Optimal Learning Environment

The influence of neoliberalism on colleges and universities leads to conditions that make it difficult for students from low-income families to profit from higher education. It contributes to a less rigorous learning environment and to other consequences that harm various groups of people. This article focuses on how the corporate model that neoliberal ideology promotes leads universities to implement practices that prevent marginalized groups from benefitting from the higher education system. In addition, it mentions how these practices contribute to a less-than-optimal learning environment for many students and to other negative outcomes. Finally, it offers examples of different kinds of activism that can reduce the deleterious effects of neoliberalism.

scholarly journals Current State, Achievements, Challenges, Opportunities and Solutions of Vietnam’s Higher Education in Global Integration

2021 ◽  
Vol 11 (2) ◽  
pp. 22
Author(s):  
De Van Dinh ◽  
Loc Huu Pham
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Tertiary Education ◽  
Global Integration ◽  
Education Development ◽  
Higher Education System ◽  
Current State ◽  
Lower Ranking ◽  
Low Income Families

Over the last decades, Vietnam’s higher education system has made remarkable achievements, and considerable contributions to the task of raising intellectual standards and human resources for the construction, protection, and development of the country. Besides the great achievements mentioned above, education in our country has still contained many weaknesses, shortcomings, and concerning issues. In particular, the quality of mass education, especially tertiary education is still in the lower ranking, the teaching methods are outdated as well as uncreative, conditions for higher education development are still inadequate; moreover, it is difficult for poor families, low-income families, and ethnic minorities to access higher education, besides, some negative phenomena in higher education are slowly solved. In order to resolve these problems, the purpose of this paper is to summarize the achievements and difficulties and to provide directions for building an education based on a solid theoretical foundation, focusing on researching the educational philosophy corresponding to requirements of the era and integration.   Received: 26 December 2020 / Accepted: 27 January 2021 / Published: 5 March 2021

scholarly journals Changing Family Dynamics and In-Work Benefits

2019 ◽  
Vol 19 (2) ◽  
pp. 185-205
Author(s):  
Clíona Rooney ◽  
Jane Gray
Keyword(s):  
Low Income ◽  
Family Dynamics ◽  
Family Income ◽  
Child Poverty ◽  
Full Time ◽  
Labour Participation ◽  
Working Families ◽  
Contemporary Work ◽  
Low Income Families ◽  
Work First

Internationally, in-work benefits (IWBs) are widely adopted as a measure to assist parents transitioning to work and to ‘make work pay’ for low-income families. The family income supplement (FIS) is an Irish IWB, introduced at a time of rapid societal change. This article shows how changing family dynamics, and a shift in policy focus towards a ‘work-first’ approach, challenged the original values underlying FIS. We discuss FIS in the context of changes to family life and social policy. We then outline the results of ten interviews with experts using three themes: work-first approach, child poverty and encouraging care. Our analysis shows that policymakers faced new challenges to provide an income support for children while also promoting full-time labour participation. FIS continues to support working families, but in a manner that creates contradictions for the contemporary ‘work-first’ approach. It is necessary to re-examine FIS in relation to its wider policy context and to address requirements for caring.

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