| Description |
xv, 113 p. ; 23 cm. |
| Series |
ASHE higher education report, 1551-6970 ; v. 33, no. 3 |
|
ASHE higher education report ; v. 33, no. 3. 1551-6970
|
| Bibliography |
Includes bibliographical references (p. 89-104) and indexes. |
| Contents |
Organization -- Definitions -- Historical development of current categories -- Defining socioeconomic status -- Definitions of parental income -- Parental education definitions -- Definitions of parental occupation -- Definitional disunity -- Umbrella term -- Conceptual approaches -- Status attainment models -- Human capital theory -- Financial nexus model -- Bourdieu's framework -- Critical race theory -- College access and admission -- Prior educational experiences -- Socioeconomic status -- Parental income -- Parental education -- Parental occupation -- College experiences -- College outcomes -- Persistence and attainment -- Educational aspirations -- Learning outcomes -- Graduate school attendance, income, and occupational status -- Career orientation -- Social class effects and multiple identities -- College access and choice -- Experiences and outcomes -- Organizational structures, practices, and responses -- Programmatic assistance -- Conclusions, recommendations, and implications for practitioners, policymakers, and researchers. |
| Summary |
From the Publisher: The gap between low-and high-SES student college enrollment has not diminished in decades. This volume provides an overview of the current research on this problem and provides ideas and insights that may help reduce the gap. It integrates the research on low-SES, low-income, working-class, and first-generation students' access to, enrollment and experiences in, and outcomes of college. The author suggests economically and educationally challenged (EEC) students as an umbrella term for these overlapping categories of students and provides reasons why such a term may be appropriate. The volume reviews how scholars define socioeconomic status and its component variables and how those definitions are used in higher education research. It also highlights conceptual frameworks and models used in research on these students and reviews EEC students' access to, experiences in, and outcomes of college attendance. Students with multiple identities-for example, being from a particular social class while also belonging to specific racial, ethnic, and gender groups-are discussed as well. Since these students disproportionately attend particular types of institutions, organizational responses and policies specific to this group of students are also addressed. The volume concludes with implications and recommendations for researchers, practitioners, and policymakers. This is the third issue in the 33rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. |
| Subject |
College students -- Social conditions.
|
|
College students -- Economic conditions.
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Low-income college students.
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Underprepared college students.
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Poor -- Education (Higher) -- United States.
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Education, Higher -- Economic aspects -- United States.
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Universities and colleges -- Sociological aspects -- United States.
|
| Added Author |
Association for the Study of Higher Education.
|
| ISBN |
9780470225356 (pbk.) |
|
0470225351 (pbk.) |
| Standard No. |
AU@ 000042559143 |
|
