The Effect of Wealth Inequality on Higher Education Outcomes: A Critical Review

Rauscher, Emily; Elliott, William

doi:10.4236/sm.2014.44029

Cited by 16 publications

(7 citation statements)

References 63 publications

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“…Students from financially poorer backgrounds are reported as experiencing multiple educational disadvantage, which impacts upon student choices, decisions and experiences in relation to university attendance (Terenzini, Cabrera & Bernal, 2001). For example, research has shown that these students are not only disadvantaged in terms of unequal access to financial resources but also they may be particularly averse to taking on student debt (Rauscher & Elliott III, 2014). Within Australia, concern tends to centre on the costs associated with living expenses and travel (Rasmussen, 2006;Rauscher & Elliott, 2014) whereas in the US and the UK there is more unease about the impact of tuition fees (Banks-Sontilli, 2014;Jones, 2016).…”

Section: First-in-family Students Poverty and University Participationmentioning

confidence: 99%

“…For example, research has shown that these students are not only disadvantaged in terms of unequal access to financial resources but also they may be particularly averse to taking on student debt (Rauscher & Elliott III, 2014). Within Australia, concern tends to centre on the costs associated with living expenses and travel (Rasmussen, 2006;Rauscher & Elliott, 2014) whereas in the US and the UK there is more unease about the impact of tuition fees (Banks-Sontilli, 2014;Jones, 2016). While this difference in emphasis may reflect the variations in student funding arrangements across countries, the commonality of debt-aversion is reported across the international higher education environment.…”

Section: First-in-family Students Poverty and University Participationmentioning

confidence: 99%

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Discourses of betterment and opportunity: exploring the privileging of university attendance for first-in-family learners

O’Shea

Stone

Delahunty

et al. 2016

Studies in Higher Education

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Much of the literature on university access and participation positions people from disadvantaged backgrounds as those who have not 'traditionally' attended university. Certain student cohorts are presented as lacking the skills or requisite knowledges to achieve academic success, requiring additional assistance from institutions to address these gaps. Rather than approach such students from a position of 'lack', this article problematises the concept of privilege, particularly as this relates to the perceived benefits of university attendance. Drawing on rich qualitative interviews with first-infamily students, this article discusses the nature of these learners' expectations of university, particularly those related to the promise of a more secure financial future. In unpacking these constructs and interrogating the ways in which higher education sectors are located within discourses of betterment and opportunity, deep insight is offered into the embodied and experiential nature of university for these students and their families.

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Section: First-in-family Students Poverty and University Participationmentioning

confidence: 99%

Section: First-in-family Students Poverty and University Participationmentioning

confidence: 99%

Discourses of betterment and opportunity: exploring the privileging of university attendance for first-in-family learners

O’Shea

Stone

Delahunty

et al. 2016

Studies in Higher Education

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“…But low-income students have unequal chances of completing a degree. On the other hand, a legacy of wealth inequality gives wealthy students an advantage at the financial aid bargaining table over low-income and minority students [12,13].…”

Section: Social Inequality and Higher Educationmentioning

confidence: 99%

“…Rauscher & Elliott [13] posit that education can increase opportunity, but how much education one attains depends strongly on their socioeconomic standing. They argue that education both reduces and reproduces inequality, transmitting advantages from one generation to the next.…”

Section: Social Inequality and Higher Educationmentioning

confidence: 99%

Social Justice as a Dimension of University Social Responsibility

Meikle¹

2024

Sustainable Development

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This chapter examines social justice as an element of university social responsibility (USR). In the face of persistent structural inequality, I discuss strategies for promoting social justice as intentional university platforms. I then explore institutional philosophies on empowering agents of change for a socially just society. This includes the university supporting inclusive and equitable action for people who have been historically underserved by higher education. I posit “start at home” as a new perspective on social responsibility related to campus climate and environment for faculty, students, and staff from diverse backgrounds. Finally, I propose a university social responsibility (USR) typology for universities with a social justice dimension their mission. The method includes a literature review and a thematic analysis of diverse universities’ social justice stances and statements. Accordingly, the paper addresses three research questions. (a) How can social justice be explicitly included in Universities’ third mission policies and activities (processes and outcomes)? (b) How can universities, as change agents, help produce socially responsible students and citizens? (c) Is there a typology for social justice as social responsibility for universities to self-diagnose their position relating to the intersection of social justice, community engagement, and the shaping of fair and just future practitioners?

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“…However, study success and high achievements may reflect students' well-being and health, too (Eide & Showalter, 2011;. Well-being makes study processes smoother (Rauscher & Elliott III, 2014), but on the other hand, if studies become prolonged or overwhelming, students' quality of life decreases .…”

Section: Study Success Tells About Well-being Toomentioning

confidence: 99%

The Psychology of Study Success in Universities

Määttä¹,

Uusiautti²

2017

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Universities around the world are under increasing pressure to maintain high levels of graduation and to make study processes as efficient as possible, with teachers and students struggling to meet the expectations placed upon them as a result. The Psychology of Study Success in Universities asks whether it is possible to meet these demands at the same time as protecting the well-being of students. Drawing on an extensive and detailed analysis of study success in universities in Finland, the authors of this thought-provoking work argue that universities should be more concerned with students' satisfaction and place greater weight on students' perceptions of the elements that enhance or hinder their success. The book provides a multidimensional picture of the student-and teachingrelated factors that promote study success. Giving voice to graduate students, including those enrolled a PhD program, the authors look at the resources that students have at their disposal to establish what inspires and motivates the students, what slows them down, and what kinds of experiences students have of successful studies. Määttä and Uusiautti present a wealth of high-quality research showing that good teaching and successful study processes can be secured by immediate and caring interaction, flexible and student-centred teaching and supervision, and interdisciplinary collaboration between teachers. The Psychology of Study Success in Universities is essential reading for academics, researchers, and postgraduate students in the fields of education and psychology, as well as for those interested in positive psychology, student well-being, and pedagogical studies.

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The Effect of Wealth Inequality on Higher Education Outcomes: A Critical Review

Cited by 16 publications

References 63 publications

Discourses of betterment and opportunity: exploring the privileging of university attendance for first-in-family learners

Discourses of betterment and opportunity: exploring the privileging of university attendance for first-in-family learners

Social Justice as a Dimension of University Social Responsibility

The Psychology of Study Success in Universities

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