Credit for Low-Income Students and Access to and Academic Performance in Higher Education in Colombia: A Regression Discontinuity Approach

2015 ◽  
Author(s):  
Tatiana Melguizo ◽  
Fabio Sanchez ◽  
Tatiana Velasco
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Low Income ◽  
Regression Discontinuity ◽  
Low Income Students

Other Challenges

2018 ◽  
pp. 328-370
Author(s):  
Steven Brint
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Education System ◽  
Resource Constraints ◽  
Low Income Students ◽  
Higher Education System ◽  
Underrepresented Groups ◽  
The U.S

This chapter discusses other major challenges to the U.S. higher education system: rising costs, online competition, and controversies over permissible speech. These challenges can be interpreted as problems of growth in the context of resource constraints. Cost problems were largely attributable to universities' requirements for sufficient revenues to support larger staffs and new responsibilities within the context of state disinvestment. Online competition was a result of the search for market alternatives to traditional, high-cost residential campuses within the context of an expanding system that included many low-income students. And the conflicts over speech were, in most cases, the by-product of tensions between students from comparatively privileged backgrounds and those from underrepresented groups.

A Dream Realized

2020 ◽  
pp. 46-67
Author(s):  
Nate Bryant
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Family Income ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Vulnerable Population ◽  
Low Income Students ◽  
Total Family Income ◽  
Institutional Structures ◽  
Changing Demographics

This chapter presents the characteristics and challenges that low-income students face culturally, socially, and academically, and identifies services that have a positive impact on their retention. Low-income students are defined as students whose total family income is below $50,000 a year. While higher education institutions boast about the increase in low-income students enrolling in college, the data show that the retention of these students is not as praiseworthy. Colleges and universities have not been nimble in meeting students where they are academically. Rather, they expect students to navigate the institutional structures and cultures that pre-date the changing demographics of higher education. Recognizing the characteristics of low-income students in relation to education, and understanding the challenges they face, will be helpful to higher education institutions as they create programs to meet the needs of this most vulnerable population.

scholarly journals A mediation analysis of spirituality, wellbeing, and academic performance in first-generation and low-income college students

2020 ◽  
Author(s):  
◽  
Christopher Beggs
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Low Income ◽  
Kansas City ◽  
First Generation ◽  
Psychological Wellbeing ◽  
Extensive Literature ◽  
Low Income Students ◽  
Cross Sectional Survey ◽  
Cross Sectional

Mental health and attainment gaps comprise dual crises on today's college and university campuses, especially for first-generation and low-income students. Despite the common history and heritage of spirituality and religious foundations of America's colleges and universities, current norms and preferences have rendered candid discussions of spirituality to be, at best, passe, and, at worst, regressive. Despite extensive literature linking spirituality with psychological wellbeing, little is known as to what relationship, if any, spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design. This study was conducted at a public, regional, Midwestern institution within an hour's driving radius of the Kansas City metropolitan area. Data were collected through a survey, rendering 135 participants. Quantitative analysis found that there was no statistical difference between first-generation or low-income students and their peers in spirituality or wellbeing, that spirituality that is or once was salient to the student was correlated with and predicts psychological wellbeing, that there was a relationship between psychological wellbeing and academic performance in specific circumstances, and that there was an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data provide insight into the nature of the relationship between spirituality, wellbeing, and academic performance among college students and present implications for practitioners and researchers alike. [NEEDS DIACRITICS]

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