Document Tag: inequality

5 Things We Learned from Dr. Sara Goldrick-Rab (2019)

During College Possible Philadelphia’s Champions for College Completion event on May 16, Executive Director Jen Weikert sat down with event honoree Dr. Sara Goldrick-Rab to discuss her work and her perspective on some important topics affecting higher education. Here are five things we learned from their conversation.

Too Distressed to Learn? Mental Health Among Community College Students (2016)

A new study at 10 community colleges across the nation reveals that half of
the more than 4,000 community college students surveyed are experiencing
a current or recent mental health condition. Less than half of these students
are receiving any mental health services. Students age 25 and younger are
especially likely to have an untreated mental health condition. As mental
illness can impair academic success and quality of life, there is a clear
need for greater attention to and resources for mental health services and
programs on community college campuses.

From the (Academic) middle to the top: an evaluation of the AVID/TOPS college access program (2018)

Despite overall increases in college-going, college enrollment rates
remain inequitable. Many programs attempt to address these persistent racial/ethnic and social class disparities in college attendance by
intervening in the high school curriculum. Advancement Via
Individual Determination (AVID) is among the longest standing and
prevalent of these college access programs. In this paper, we present
findings from a multi-year evaluation and cost analysis of the AVID/
TOPS program – an enhanced AVID model – in place in Madison
Metropolitan School District (Wisconsin). Taken together, the evaluation’s findings characterize AVID/TOPS as a promising program
model that is associated with an increased likelihood for college
readiness and matriculation, particularly for student groups underrepresented in higher education. We also report on the resources and
costs required to implement the program, and show that the program’s benefits appear to exceed its costs.

On Second Chances and Stratification: How Sociologists Think About Community Colleges (2014)

Community colleges increase college access, extending postsecondary educational opportunities to underserved students, yet, these students exhibit low rates of program completion and transfer to 4-year colleges. Sociological research on community colleges focuses on the tension between increasing educational opportunity and failing to improve equity in college completion across key demographics, such as race and socioeconomic status. This article provides an overview of sociology’s approach to understanding community colleges. We describe sociological theories, examine the contributions they make to the field, and discuss the discipline’s recent debates regarding community colleges. We conclude by highlighting research areas for further progress and discussing the role sociology could play in transforming community colleges.

The Costs of College Attendance: Examining Variation and Consistency in Institutional Living Cost Allowances (2017)

Discussions of college costs often focus on tuition and fees, but living cost allowances for room, board, and other expenses account for more than half of the total cost of attending college. The allowances, developed by colleges and universities, also affect student eligibility for federal financial aid and the accuracy of accountability systems. This study examined institutional variation in living cost allowances and assessed the consistency of allowances by comparing them to living cost estimates specific to the college’s region. Results across multiple specifications indicated that nearly half of all colleges provide living-cost allowances at least 20% above or below estimated county-level living expenses.

Making Sense of Transitions: An Examination of Transfer among Economically Disadvantaged Undergraduates (2015)

At least one in three undergraduates attends more than one college, but we know little about how
students decide to transfer. Most studies about transfer are retrospective, quantitative, and/or
restricted to students who complete a transfer, thus missing the process through which students
reach transfer decisions. In contrast, this mixed methods, longitudinal study prospectively
examines a cohort of students across multiple colleges and universities over time. Based on data
from more than 200 interviews with 50 students from low-income Wisconsin families, we find
that about half of students consider transferring, but a substantial percentage ultimately decide to
persist at their initial institution. Other studies have ignored the deliberation process—and
existence—of this group. For all students who consider transfer, we illuminate a process of
discussion and reflection that is shaped by social class and social capital.