Quick Reads: Promising Partnerships: Gearing Up for Mathematics

2007 ◽  
Vol 13 (4) ◽  
pp. 220-223
Author(s):  
Charlotte Simmons ◽  
Jesse Byrne
Keyword(s):  
Higher Education ◽  
Financial Aid ◽  
Low Income ◽  
Gear Up ◽  
Low Income Students ◽  
Low Income Families

[M]ore low-income families will be well-informed of postsecondary options and financial aid, and take the steps necessary for admission into an institute of higher education. With GEAR UP, more low-income students will go to college and succeed. (Silver, n.d.)

scholarly journals Design and Development of an Instrument on Knowledge of Food Safety, Practices, and Risk Perception Addressed to Children and Adolescents from Low-Income Families

2021 ◽  
Vol 13 (4) ◽  
pp. 2324
Author(s):  
Sueny Andrade Batista ◽  
Elke Stedefeldt ◽  
Eduardo Yoshio Nakano ◽  
Mariana de Oliveira Cortes ◽  
Raquel Braz Assunção Botelho ◽  
...  
Keyword(s):  
Food Safety ◽  
Risk Perception ◽  
Low Income ◽  
Raw Materials ◽  
World Health ◽  
Low Income Students ◽  
Level Of Knowledge ◽  
Low Income Families ◽  
Health Organization ◽  
Rules Set

In the fight against foodborne diseases, expanding access to information for different groups is needed. In this aspect, it is crucial to evaluate the target audience’s particularities. This study constructed and validated an instrument containing three questionnaires to identify the level of knowledge, practices, and risk perception of food safety by low-income students between 11 and 14 years old. The following steps were used: systematic search of the databases; conducting and analyzing focus groups; questionnaires development; and questionnaires analysis. After two judges’ rounds, the final version was reached with 11 knowledge items, 11 practice items, and five risk perception items. The content validation index values were higher than 0.80. The adopted methodology considered the students’ understanding and perceptions, as well the appropriate language to be used. Besides, it allowed the development of questionnaires that directly and straightforwardly covers the rules set by the World Health Organization for foodborne disease control called Five Keys to Safer Food (keep clean; separate raw and cooked; cook thoroughly; keep food at safe temperatures; and use safe water and raw materials). Its use can result in a diagnosis for elaborating educational proposals and other actions against foodborne illness in the most vulnerable population.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

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.

High-achieving, low-income students’ perspectives of how schools can promote the academic achievement of students living in poverty

2018 ◽  
Vol 22 (3) ◽  
pp. 224-236 ◽  
Author(s):  
Joseph M Williams ◽  
Arie T Greenleaf ◽  
Erin F Barnes ◽  
Tracey R Scott
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Low Income ◽  
National Sample ◽  
Low Income Students ◽  
School Students ◽  
Public School Students ◽  
Relational Networks ◽  
High Achieving ◽  
Low Income Families

Children and adolescents from low-income families now comprise a majority of public school students nationally. As the number of students from low-income backgrounds increases, so does the achievement gap between them and their wealthier peers. This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students’ ( N = 24) perspectives on what schools can do to promote the academic achievement of students from low-income backgrounds. Three main themes and seven subthemes were identified: create a culture of hope, develop relational networks, and establish meaningful parent–school collaborations. Implications for counselors and educators serving youth living in poverty are discussed.

Promoting Educational Success: Which GEAR UP Services Lead to Postsecondary Enrollment and Persistence?

2018 ◽  
Vol 35 (1) ◽  
pp. 101-130
Author(s):  
Sanga Kim ◽  
Nicholas A. Bowman ◽  
Laura Ingleby ◽  
David C. Ford ◽  
Christina Sibaouih
Keyword(s):  
Low Income ◽  
Educational Success ◽  
Gear Up ◽  
Low Income Students ◽  
Postsecondary Enrollment ◽  
Postsecondary Readiness ◽  
Doubly Robust ◽  
Undergraduate Programs ◽  
Postsecondary Attainment ◽  
General Service

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federal program designed to promote postsecondary readiness and success among low-income students. Some evidence suggests that this program promotes college enrollment and persistence, but GEAR UP may include a wide variety of services, and it is unclear which ones actually contribute to these apparent overall effects. The present study investigates this issue using doubly robust propensity score analyses to provide stronger causal conclusions. Four general service types and seven specific services were examined; the results provide important implications for GEAR UP and other programs designed to promote postsecondary attainment.

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