Document Category: Research Study

Basic Needs Insecurity and Mental Health: Community College Students’ Dual Challenges and Use of Social Support (2022)

The objective of this study is to examine the potential co-occurrence of basic needs insecurity and mental health problems among community college students. These barriers to student success are gaining significant attention from college leaders and scholars, but they are often addressed in isolation, ignoring the potential reinforcing nature of these challenges. We use data from a national survey of community college students to examine the relationship between experiences of basic needs insecurity and mental health problems, and investigate the support systems that students rely on for help. Findings indicate that students who experience basic needs insecurity are substantively and significantly more likely than their materially secure peers to report depression, anxiety, and suicidal ideation, planning, or attempt, even after accounting for background characteristics. Those with both food and housing insecurities are even more likely to report mental health problems and the likelihood is positively associated with severity of material hardship. Given limited institutional supports, students often rely on friends or family for emotional and mental support. Receipt of social support is higher among those with mental health challenges, but it also varies by students’ basic needs security status. This suggests that students facing the dual challenges of basic needs insecurity and mental health problems may have exhausted this important social resource.

Basic Needs Insecurity at Historically Black Colleges and Universities A #RealCollegeHBCU Report (2022)

Historically Black Colleges and Universities (HBCUs) were established primarily in the post-Civil War era to meet the educational needs of Black Americans. They provide pathways to upward social mobility and have a long-standing commitment to promoting both academic success and students’ health and well-being. But persistent funding inequities at both the state and federal levels actively undermine those commitments and leave the sector particularly vulnerable during the coronavirus (COVID-19) pandemic.

This report, a collaboration between The Hope Center and the Center for the Study of HBCUs, uses data from the #RealCollege Survey to examine the overlapping challenges affecting students attending HBCUs during fall 2020. In total, nearly 5,000 students from 14 public and private four-year HBCUs responded to the survey.

When Care Isn’t Enough: Scaling Emergency Aid During the COVID-19 Pandemic (2021)

When the pandemic devastated communities and college campuses, colleges and universities faced an emergency. For the first time in history, Congress responded by authorizing billions of dollars in emergency aid to quickly alleviate hardships.

This report shows how colleges and universities met the challenge of emergency aid during the pandemic, drawing on a year of surveys and focus groups, fielded and conducted by The Hope Center and DVP-Praxis, that reflect the views of institutional leaders and students from coast to coast. The results offer valuable insights that should shape the future of emergency aid and student support. While the onset of the pandemic was unprecedented, its ongoing health concerns and the looming consequences of climate change ensure that knowing how to deliver emergency aid at scale will be essential to the well-being of future students. With these lessons in mind, we can all be better prepared and ready to respond.

The Real Price of College: Estimating and Supporting Students’ Financial Needs (2021)

For decades, complicated financial aid formulas and variable sticker prices have made it difficult for students to understand the real price of college. For colleges, understanding students’ financial need is also challenging; current financial aid formulas cause many students’ actual need to be understated.
This report examines what happens when:
financial aid leaders and staff better understand students’ financial need, as operationalized by negative EFC; and
students better understand college costs and how to advocate for more financial support.
Using data gathered at Temple University and six colleges and universities in Texas, we explore how more nuanced information about college costs and financial need can change beliefs and behavior among financial aid staff, leaders, and students.

Poverty in American Higher Education: The Relationship Between Housing Insecurity and Academic Attainment (2021)

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.

Experimental Evidence on the Impacts of Need-Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant (2020)

We conduct the first long-term experimental evaluation of a need-based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time-to-degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.

College on the Margins: Higher Education Professionals’ Perspectives on Campus Basic Needs Insecurity (2020)

A substantial share of undergraduates are basic needs insecure, meaning they lack consistent access to essential material goods like food and shelter. These material hardships are associated with poorer academic success, but we know very little about higher education professionals’ perspectives on the matter. Purpose: This paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity. Research Design: Using data from interviews with 59 professionals who work at eight broad access public colleges and universities across five states, we employ an institutional logics perspective to understand how they draw on normative scripts, rationales, and schemas to guide their responses to campus basic needs insecurity. Findings: Higher education professionals have considerable discretion when working with students who are basic needs insecure, and they draw on organizational, professional, and broader social spheres to guide their interactions. We identify three distinct logics—systemic, quiescent, and cautious—that are unique from one another on two dimensions: locus of control and individual response based on perceived locus of control. Conclusions: The design and implementation of initiatives designed to support vulnerable students must consider the ways in which on-the-ground professionals understand students, their needs, and the sources of their challenges.

A review of estimates of housing insecurity and homelessness among students in U.S. higher education (2019)

Lack of secure affordable housing is a substantial concern for many of today’s college students. Over the past two decades, the price of college has risen, the purchasing power of need-based financial aid has declined, and most family incomes have stagnated. This paper provides a review of estimates of the prevalence of housing insecurity, including homelessness, among college students in the U.S. from peer-reviewed and grey literature and a nationally representative study of undergraduates. Data from the latest National Postsecondary Student Aid Study indicate that nearly 1 in 10 U.S. undergraduates are homeless or self-supporting and at risk of homelessness; results from a review of extant research that utilizes multiple measures and samples is consistent with this national estimate. In addition, weighted results from the literature review indicate that 45% of college students experience some form of housing insecurity including problems related to housing unaffordability, instability, or homelessness. Community college students appear to be at greater risk of housing insecurity and homelessness in comparison to their peers at four-year colleges and universities. Given the scope and implications of this problem, programmatic and policy efforts to promote college success and student well-being must include consideration of students’ housing situations.

Hunger in Higher Education: Experiences and Correlates of Food Insecurity among Wisconsin Undergraduates from Low-Income Families (2018)

There is growing awareness that a substantial share of undergraduates are food insecure, potentially undermining investments in higher education and hindering upward social mobility. This mixed-methods paper uses survey and interview data from low-income students at 42 public colleges and universities in Wisconsin to illuminate the day-to-day experiences of food insecurity and examine how food security status varies across background characteristics. Results indicate that students who grew up in food insecure homes, self-identify as a racial/ethnic minority, live off-campus, and attend college in an urban area are significantly more likely to report the lowest level of food security, often associated with hunger. Students explain that challenges stemming from the interrelationship of lack of time and inadequate money are their biggest barriers to food security. Most rely on friends or family for support, but few students draw on the social safety net, in part due to eligibility restrictions. In recognition of the diversity of students’ experiences, we discuss the need for a multi-faceted response to promote food security and student success.

Going without: An exploration of food and housing insecurity among undergraduates (2018)

The rising price of higher education and its implications for equity and accessibility have been extensively documented, but the material conditions of students’ lives are often overlooked. Data from more than 30,000 two- and 4-year college students indicate that approximately half are food insecure, and recent estimates suggest that at least 20% of 2-year college students have very low levels of food security. At least one-third of 2-year students are housing insecure, including up to 14% who are homeless, whereas between 11% and 19% of 4-year students are housing insecure. Most of these students work and receive financial aid, but only a fraction receive public or private assistance to help make ends meet. Implications for research on college affordability and efforts to boost college graduation rates are discussed.