Document Author: Claire Wladis

The Holistic Capital Model: Time and Body Capital as Sources of Inequity (2024)

We present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as
sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and
also (often hidden) sources of inequity, (b) identify commonalities across diverse empirical and theoretical research strands,
and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological
resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields.
Then, we describe how students may have different amounts and types of time and body capital, as well as different drains
on capital, and how this may lead to educational inequities. We close by deWe present a model of capital that expands existing models to introduce two new forms of capital (time and body capital) as
sources of inequity in education. The aim is to (a) make visible core resources that are relevant to educational outcomes and
also (often hidden) sources of inequity, (b) identify commonalities across diverse empirical and theoretical research strands,
and (c) reconceptualize existing research from an asset rather than deficit framework. We explain how time and physiological
resources can be conceptualized as forms of capital and link this to extant empirical and theoretical research across fields.
Then, we describe how students may have different amounts and types of time and body capital, as well as different drains
on capital, and how this may lead to educational inequities. describing the affordances of using this theory as a
lens for analyzing existing educational structures, policies and practices.

It’s About Time, Part II: Does Time Poverty Contribute to Inequitable College Outcomes by Gender and Race/Ethnicity (2024)

Existing research demonstrates gender- and race/ethnicity-based inequities in college outcomes. Separately, recent research suggests a relationship between time poverty and college outcomes for student parents and online students. However, to date, no studies have empirically explored whether differential access to time as a resource for college may explain differential outcomes by gender or race/ethnicity. To address this, this study explored the relationship between time poverty, gender or race/ethnicity, and college outcomes at a large urban public university with two and four year campuses. Time poverty explained a significant proportion of differential outcomes (retention and credit accumulation) by gender and race/ethnicity. More time-poor groups also dedicated a larger proportion of their (relatively limited) discretionary time to their education,
suggesting that inequitable distributions of time may contribute to other negative outcomes (e.g., reduced time for sleep, exercise, healthcare). This suggests that time poverty is a significant but understudied equity issue in higher education.