Complicating Conditions: Obstacles and Interruptions to Low-Income Students' College “Choices”

Moving the Needle or Spinning Our Wheels? A Framework for Long-Lasting, Equitable Change in Education

“…If grantmakers fail to recognize the specific mechanisms by which inequities occur, then they cannot target their strategies to diminish those conditions. Without this focus, we posit that, even in the best-case scenario, grantmakers will achieve a level shift in average outcomes but ultimately maintain racial inequities rather than disrupt them (Cox, 2016;Dorsey, Bradach, & Kim, 2020). For this reason, in the road map we draw out explicit attention at each analytical point to surface and respond to the self-sustaining structures that (re)produce inequity over time above and beyond the mean distribution of the problem.…”

Meeting the Needs of Students: Site Visit Report of the Fourth Year of Developmental Education Reform in the Florida College System

“…College students from disadvantaged socioeconomic statuses tend to face unique challenges (Cox, 2016;Ishitani & DesJardins, 2002;Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996). For example, economically disadvantaged students whose parents did not attend college tend to have higher dropout rates than those from middle-and high-income households (Hoxby & Turner, 2015;Ishitani & DesJardins, 2002).…”

“…Economically disadvantaged students usually have less cultural and economic capital than those in other socioeconomic statuses, decreasing the resources they have at their discretion to succeed academically (Cox, 2016;Hoxby & Turner, 2015;Pike & Kuh, 2005).…”

“…Due to these cultural diferences, economically disadvantaged students have experienced discrimination, alienation, and diiculty with adjusting to their respective campus cultures (Cox, 2016;Hoxby & Turner, 2015;Terenzini et al, 1996). Furthermore, these students have struggled with balancing academic and family responsibilities, and with managing their inances while in college (Ramos-Sanchez & Nichols, 2007).…”

Contingent Faculty at For‐Profit Institutions

“…In the thirty issues of the Review of Higher Education over the same period, a similar number of articles include datasets that have for‐profit institutions in them. The two articles that manifestly addressed for‐profit institutions were an analysis of low‐income students’ college plans versus actual attendance (Hillman, ) and a historical look at the growth of for‐profit business colleges (Cox, ). None of the four articles that included for‐profit institutions addressed faculty issues in a meaningful way.…”