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ERIC Number: EJ791627
Record Type: Journal
Publication Date: 2007
Pages: 113
Abstractor: ERIC
Reference Count: 258
ISBN: N/A
ISSN: ISSN-1551-6970
Economically and Educationally Challenged Students in Higher Education: Access to Outcomes. ASHE-ERIC Higher Education Report, Volume 33, Number 3
Walpole, MaryBeth, Ed.
ASHE Higher Education Report, v33 n3 p1-113 2007
This volume examines conceptual frameworks and models that flow from scholars' definitions and operationalizations of social class: status attainment theory, human capital theory, the financial nexus model, Bourdieuian theory, and critical race theory. Since students often have multiple social locations that affect their educational process, the author looks at students' multiple identities, including examining the synergistic effects of being from a particular social class location while also belonging to specific racial and ethnic groups. She also explores how gender intersects with social class and racial/ethnic identities to shape college access, experiences, and outcomes. Because students' actions are made within an institutional context, the volume then turns to the contributions of organizational responses and policies specific to this group of students. Finally, the volume concludes with implications and recommendations for researchers, practitioners, and policymakers. In order to draw those conclusions on how to increase the numbers of low-socioeconomic-status students who attend and graduate from colleges and universities, it is critical to first understand how researchers, policymakers, and practitioners define these students.
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Collected Works - Serial; Information Analyses; Reports - Research
Education Level: Higher Education
Audience: Practitioners; Researchers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Survey of Youth; Beginning Postsecondary Students Longitudinal Study